The North Central Regional Educational Laboratory and the Chicago Public Schools (1992) describe the cultural relevance program at Dr. Martin Luther King African-American Immersion Elementary School:
"African-American culture provides the basis for developmentally appropriate curricula and instructional practice. Students learn skills for effective communication, problem solving, social and action skills, reflection and analysis, and active citizenship. The core curriculum comprises art, visual and performing arts, language arts, mathematics, computing, science, social studies, music, health and fitness, dance and drama, and gender socialization. Support systems include advising systems, parent advocacy, peer mediation, and buddy systems.
Students learn in two-hour blocks of time, and the school day is extended to facilitate the support structure for homework and advanced coursework. The program operates year-round, to alleviate the problem of the 70-75 percent academic retention loss that occurs for students over the summer. About 100 community members have established long-term commitments and mentor relationships with students. All students devote at least one hour to community service per quarter. All parents sign a contract stipulating one hour of volunteer time per semester, such as fundraising, field trips, dances, tutoring, classroom visitation, Saturday supervision, telephone calls, and clerical assistance.
Teachers are expected to acquire 18 graduate credits above a doctorate or master's degree in African or African-American history, culture, or learning styles. Those credits are earned in increments of 3 credits for the first year, then 6, 6, and 3 over the five-year program. Teachers also make 36 home visits a year." (p. 17)
