Educational Institutions

Project SEED, Inc.

  • Berkeley, CA
  • http://ProjectSEED.org

Mission Statement

The Problem: In recent years 50% and more of all students, who have taken Algebra in a preponderance of public school districts, nationwide, have failed. That failure rate is slowly recovering, but its prominence remains among low-income, African American and Hispanic students. Many people conclude, therefore, that these children should not be required to study advanced mathematics.
What insanity! What very poor guidance at the very least, not to require poor children to learn subject matter that can help lift them up and out of poverty.
Project SEED?s Mission for Students is to put young, low-income students on a pathway up and out of poverty, toward high school graduation and college. We prepare them for careers that require knowledge of the advanced mathematics we introduce and for all careers that require problem solving and critical thinking.
Project SEED's Professional Development Mission is to enable elementary and middle school teachers to lay the groundwork for student success in Algebra.
SEED creates awareness among classroom teachers that conceptual math can and should be learned by young children; that the teachers, themselves, can be capable conceptual thinkers, and that they can learn techniques for making mathematics enjoyable and understandable to their students.

Main Programs

  1. Supplemental Classroom Instruction
Service Areas

Self-reported

California

San Francisco, Oakland, West Contra Costa,  Emeryville and Compton Area (CA), Indianapolis and Fort Wayne (IN), Detroit (MI), Baltimore County (MD), Anson County (NC), Vancouver (WA), Philadelphia Area (PA and NJ). Other districts pending. Open to expansion.

ruling year

1972

Principal Officer since 1989

Self-reported

Hamid Ebrahimi

Keywords

Self-reported

Elementary school math education, middle school math education, professional development for math teaching, advanced math, minorities at-risk of education failure, limited-English, math teaching specialists, Project SEED, Project SEED Inc.®

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Also Known As

Project SEED

EIN

38-1949371

Contact

Cause Area (NTEE Code)

Elementary, Secondary Ed (B20)

Educational Services and Schools - Other (B90)

IRS Filing Requirement

This organization is required to file an IRS Form 990 or 990-EZ.

Programs + Results

How does this organization make a difference?

Overview

Self-reported by organization

Numerous independent evaluations have shown that SEED students outscore comparison students on standardized mathematics tests. They also demonstrate mastery of the algebraic topics taught during the Project SEED lessons and enroll in more advanced math courses in secondary school. Teachers increase their use of Project SEED's interactive, Socratic teaching strategies. An evaluation completed in Compton, CA this past year corroborated the results of previous studies. We also completed the second year of a 3-year professional development program in Fort Wayne, IN and are beginning one in Vancouver (WA). Our goal for the upcoming year is to offer professional development to more districts. As we approach our 50th year, we also plan to try to locate former students and teachers both to celebrate and to learn about the impact of SEED on their lives.

Programs

Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Program 1

Supplemental Classroom Instruction

Project SEED's math teaching specialists introduce algebra, analytic geometry, precalculus and calculus to educationally "at risk" 2nd to 8th graders. Engaging, highly interactive, questioning strategies make complex mathematics easy to understand and fun, helping students become confident learners. Classroom teachers learn effective teaching strategies. Lessons occur 40-45 minutes, four days a week for up to 15 weeks a year.

Economic Independence: Algebra and geometry are college gatekeepers; calculus is gatekeeper to graduate schools. Both offer a pathway out of poverty.

Math in Action at Work (MAW): Among other MAW projects, 5th graders learn to graph a circle, based upon exponentiation, analytic geometry, functions. Engineer guides calculation of baseball field dimensions and cost to sod outfield. We welcome similar projects in other math-based professions, not necessarily on subjects as kid-friendly as baseball.

SALTA (Student Assistants Learn to Teach Algebra: Paid summer internships for former Project SEED students. Introduction to teaching advanced mathematics while participating in elementary summer College For Kids classes. The interns learn topics from college calculus for themselves. Discuss job readiness and create a college preparation plan.

Last Chance Preparation for Algebra 1: Math specialists work with the most mathematically resistant middle school students to avoid algebra failure.

Category

Education

Population(s) Served

Children Only (5 - 14 years)

Budget

Service Areas

Self-reported

California

San Francisco, Oakland, West Contra Costa,  Emeryville and Compton Area (CA), Indianapolis and Fort Wayne (IN), Detroit (MI), Baltimore County (MD), Anson County (NC), Vancouver (WA), Philadelphia Area (PA and NJ). Other districts pending. Open to expansion.

Social Media

Funding Needs

For approaching 50 years, Project SEED has mainly depended on public school districts to fund our direct instructional services. With the nationwide stress on district finances, we have turned our attention to private funding sources. Our yearly national budget is approximately $3MM; we seek to replace 50% of this amount from foundations and corporations.

External Reviews

Source: greatnonprofits.org

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Financials

Financial information is an important part of gauging the short- and long-term health of the organization.

PROJECT SEED INC
Fiscal year: Jul 01-Jun 30
Yes, financials were audited by an independent accountant.

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Operations

The people, governance practices, and partners that make the organization tick.

Project SEED, Inc.

Leadership

NEED MORE INFO ON THIS NONPROFIT?

Free: Gain immediate access to the following:
  • Address, phone, website and contact information
  • Forms 990 for 2015, 2014 and 2013
  • Board Chair and Board Members
  • Access to the GuideStar Community
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Principal Officer

Hamid Ebrahimi

BIO

Hamid Ebrahimi has served as a consultant in mathematics education to school districts and universities in Texas, California, Georgia and Pennsylvania. He has consulted with numerous corporations including Bell Laboratories, Texas Instruments and IBM. He was a mathematics professor at California State University at San Jose, Emory University and Monmouth College. Provided testimony supporting Project SEED to U.S. Senate and Congressional Committees.

STATEMENT FROM THE Principal Officer

"Our country is slipping behind many others in the world in mathematics achievement. This is particularly true for our urban youth. Elementary school teachers rarely have a strong mathematics background, forcing them to teach math as a series of meaningless rules to be memorized by rote. Students don't understand and become fearful. No wonder many highly educated adults feel comfortable saying, "I was never any good at math." By bringing into elementary school classrooms, individuals who have majored in math or a mathematical science, who use an interactive Socratic teaching method, and who teach conceptual, algebraic topics that students haven't failed at before, Project SEED is able to awaken students' mathematical thinking and enable them to be successful in both their basic math program and advanced courses."

Governance

BOARD CHAIR

Dr. Wayne Patterson Ph.D.

Howard University

Term: Jan 2011 - Dec 2011

BOARD LEADERSHIP PRACTICES

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BOARD ORIENTATION & EDUCATION

Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations?


RESPONSE NOT PROVIDED

CEO OVERSIGHT

Has the board conducted a formal, written assessment of the chief executive within the past year?


RESPONSE NOT PROVIDED

ETHICS & TRANSPARENCY

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?


RESPONSE NOT PROVIDED

BOARD COMPOSITION

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?


RESPONSE NOT PROVIDED

BOARD PERFORMANCE

Has the board conducted a formal, written self-assessment of its performance within the past three years?