About Us

SIAP's Story

The Southern Initiative Algebra Project, Inc. (SIAP) began in 1994 as a program of Algebra Project, Inc. From 1994 to 2002, SIAP developed 42 Algebra Project sites in eight states involving over 4,000 teachers and 50,000 students in whole school mathematics education reform with the goal of having every student succeed in algebra by the end of the 8th grade. After becoming a separate 501(c)(3) organization in 2002, SIAP continued its focus on whole-school reform and on community and school connections. Work centered on professional development for K-12 mathematics teachers, youth leadership development, site and community development, and implementation of a K-16 model in collaboration with Historically Black Colleges and Universities (HBCUs).

In 2006, with the support of the Cameron Foundation, SIAP began implementing a PK-16 model in Petersburg, VA. Then in 2007, SIAP and multiple partners began developing a plan to address education issues along the I-95 corridor from Central Virginia to Georgia. SIAP currently has sites in Louisiana, Mississippi, Virginia, and Washington, DC.

We Believe:

• Every child has a right to quality education.
• Quality education is a purposeful, collective responsibility of local, state, and federal governments in authentic collaboration with parents, students, and communities.

Not Just Mathematics

SIAP remains committed to ensuring that underserved children can enter college and STEM-focused majors with the requisite mathematics competencies and without the need for remediation. That requires increasing and diversifying parent and community engagement that translates into higher expectations and increased student achievement and success. It also requires that SIAP partner with multiple higher education institutions, community-based organizations, local governmental units and others to 1) increase student access to highly effective teachers; 2) train and support new and emerging leaders; and 3) build or enhance community-based structures to expand and reinforce student learning and address those out-of-school issues that impact learning.

Value Statement

The Southern Initiative Algebra Project, Inc. (SIAP) and its partners (HBCUs, youth, educators and communities) value SIAP’s commitment and work to support the achievement of students who historically have been most underserved in our education system as evidenced by their performance in the lowest quartile of students taking standardized tests. Our PK-16 model is an improvement strategy based on an understanding of the educational enterprise as a system, parts of which are oft-times neither closely nor meaningfully allied to support those students. It uses an approach pioneered by Ella Baker to improve both leadership and the system itself by affecting the way leadership emerges, develops, is applied and managed within the system as well as how the system relates to external stakeholders. Following the philosophy of Ella Baker, the PK-16 model not only engages and mobilizes people, but consciously develops people’s capacities to be alliance-builders, organizers, and leaders in the long struggle for the improvement of our systems of education.

SIAP further values the collective voices of educators, parents and community members, institutions of higher learning (particularly HBCUs), and youth. We seek to elevate those voices through our Design Team process that emphasizes process over event, capacity building over quick fixes. In this process, parents, students, educators, businesses, community- and faith-based organizations, government agencies, and higher education faculty work collaboratively over time to build and sustain support for the success of historically underserved youth such that they graduate from high school college or career ready.

Mission

The Mission of the Southern Initiative Algebra Project, Inc. (SIAP) is to help schools and communities increase capacity to ensure a quality education for every child.

Our Vision

Every community has a high-quality education system that ensures the success of each child.

Team Profiles

Dr. David J. Dennis, Sr. is founder, executive director, and consultant for the Southern Initiative Algebra Project, Inc. (SIAP). As former president and CEO of Positive Innovations, Inc., he facilitated Algebra Project implementation in 21 school districts in seven southern states, designed and implemented community development and outreach programs at local sites, and developed a Community Development Leadership Training Program. In the 60s, he was field secretary of the Southern Education Defense Fund for Racial Equality that was responsible for organizing and conducting voter registration workshops throughout the South; southern regional program director of the Congress of Racial Equality (CORE); co-director of the Council of Federated Organizations (COFO); and a key architect of the Mississippi Freedom Summer. He is cited in numerous books and has made multiple appearances in radio and television documentaries on civil rights. Dennis holds a B.S. and a B.A degree from Dillard University and a Juris Doctorate from the University of Michigan Law School. He also received a Doctorate of Humane Letters from Dillard University for his role in the 60s civil rights movement and his continuing work for social justice and civil rights today.

Staffas Broussard is a trainer and consultant for the Southern Initiative Algebra Project, Inc. (SIAP). His focus is primarily secondary and higher level mathematics. He is a certified Algebra Project assistant trainer and has played a key role in SIAP’s curriculum development. Broussard has spent his career teaching graduate and undergraduate courses in mathematics and providing professional development for teachers of mathematics. He holds Bachelor of Science and Master of Science degrees in mathematics from the University of New Orleans.

Jessie Cooper-Gibbs is a trainer and consultant for the Southern Initiative Algebra Project, Inc. (SIAP). She serves as Director of Professional Development for the organization. She is a certified Algebra Project lead trainer. She is nationally recognized for her excellent facilitation skills and for her track record in improving teaching quality. Her career has included 27 years of middle school mathematics teaching, 4 years of coordinating an NSF Middle School Mathematics grant for Xavier University of Louisiana, and 21 years as an independent consultant, directing SIAP’s professional development work in Yuma AZ; Lodi CA; Savannah, St. Helena, and Charleston SC; Weldon and Halifax County NC; Marvel and Pine Bluff AR; New Orleans LA; and Petersburg VA. Cooper-Gibbs received her degree in mathematics education from Southern University.

Bill Crombie is a trainer and consultant for the Southern Initiative Algebra Project, Inc. (SIAP). He is a certified Algebra Project lead trainer and serves as Director of Professional Development for the Algebra Project, Inc. Additionally, he has worked as a physicist/systems engineer, a lecturer, a curriculum developer, and an executive director. He has served on advisory boards for various educational organizations in New Jersey, Massachusetts, and Illinois. Crombie has co-authored numerous articles on mathematics and mathematics education. He holds a B.A. Degree in Physics and Mathematics from Rutgers University, a M.A. Degree in Physics from the State University of New York, and an M.S. Degree in Physics from Brown University.

Nancy Ledford Dennis is operations manager and consultant for the Southern Initiative Algebra Project, Inc. (SIAP). She holds a BS degree in biology and health education and an MS degree in research biology from East Tennessee State University. She is certified in elementary education, intermediate science, middle school science, high school biology, health education, and supervision and administration. She is also a certified Algebra Project associate trainer. Her teaching experience in the Carolinas and Tennessee includes high school biology and earth science, middle school science, mathematics and reading; gifted and talented grades 2-10, and college biology lab classes.

Dr. Darryl C. Kilbert is a consultant for the Southern Initiative Algebra Project, Inc. (SIAP); he works in community development and school leadership technical assistance. With the Orleans Parish School Board (OPSB), he served as superintendent for six years before he retired. He previously served in the school system as assistant superintendent, area superintendent, principal, director of transportation, administrative coordinator of the Community Resource/Truancy Center, assistant principal, human resource assistant, math teacher and math department chair. Kilbert also served as an adjunct instructor at Loyola University in adult education. He is the vice chair of BENOLA (Black Educators of New Orleans Louisiana), whose mission is to support Black educators and schools to ensure an education that creates better outcomes and opportunities for Black children in New Orleans as a critical factor in building a thriving Black community. He earned his B.A. from Dillard University and an M.Ed. in Educational Administration from Ohio State University. Kilbert received a Doctorate of Humane Letters from the Christian Bible College for his outstanding and distinguished contributions to the field of education.

Jessamyn M. Rachels is bookkeeper and office assistant for the Southern Initiative Algebra Project, Inc. (SIAP). She earned her Bachelor of Science Degree in Ecology and Evolutionary Biology from Tulane University. She has worked with students in grades 7-12 as a science teacher and with ages 2-5 and grades K-5 as a substitute teacher. Rachels worked as an exhibit interpreter, a children’s zoo keeper, and a zoo camp instructor for Zoo Atlanta and has done volunteer work with the South Carolina Aquarium, the Dorchester District 2 school district (SC), and Mothers and More.

Dr. Raynard Sanders is a consultant for the Southern Initiative Algebra Project, Inc. (SIAP); he works in community development and school leadership technical assistance. He has extensive experience in teaching, educational administration, and economic and community development and consults for multiple organizations. As a principal of a New Orleans high school, Sanders developed the first high school DNA lab in Louisiana and created the Creole Cottage Project, in which his students built and renovated houses in the school’s community. He also served as the executive director of The National Faculty at New Orleans and as director of the Urban Education Graduate Program at Southern University. He hosts a weekly radio show on public education in New Orleans (The New Orleans Imperative) and recently authored two books—Twenty-First Century Jim Crow Schools: the Impact of Charters on Public Education and The Coup D'état of the New Orleans Public School District: Money Power and the Illegal Takeover of a Public School System. Sanders received a B.A. from Dillard University, an M. Ed. from Southern University, and an Ed.D. from Columbia University.

Dr. Sharon L. Spencer is a trainer and consultant for the Southern Initiative Algebra Project, Inc. (SIAP). She is also a certified Algebra Project assistant trainer. Her focus is primarily elementary mathematics, and her license areas include Curriculum Instructional Specialist, Early Childhood (K-4), Elementary Education (K-6), Reading (K-12), Academically Gifted (K-12), and Mentor. She taught 11 years in the public schools and, for 26 years, she taught and led teacher education at North Carolina Central University in Durham, NC achieving full professorship and the role of Assistant Dean/Teacher Education Director. She began with AP/SIAP part-time after her initial summer institute with NC teachers in 1995. She has written educational books and was recognized with an excellence in teaching award. Spencer received her degrees from Guilford College (B.A.), University of North Carolina—Greensboro (M.Ed.) and University of North Carolina—Chapel Hill (Ph.D.).

Dr. Doris Terry Williams is a trainer and consultant for the Southern Initiative Algebra Project, Inc. (SIAP) with a primary focus on site/community development. She has more than 35 years of experience in PK-20 education. She holds an AB degree in English education from Duke University and an M.Ed. and an Ed.D. in Adult and Community College Education from North Carolina State University. Williams’ experience includes public relations with NC Blue Cross and Blue Shield and the Soul City New Town Development, program administration at the community college level, teacher education and assistant deanship at the university level and non-profit organizational development and management. Williams has authored multiple articles and commissioned papers on school reform, rural education, and community development. She served 12 years on a local school board and has taught educational leadership courses at NC State and Ohio universities.

Dr. Andrew Wynn is a trainer and consultant for the Southern Initiative Algebra Project, Inc. (SIAP). He is an assistant professor in the Department of Mathematics and Economics at Virginia State University (VSU). Wynn received both a Bachelor’s Degree in Computer Science and a Master’s Degree in Mathematics Education from VSU. He completed his Doctor of Education degree in Curriculum and Instruction through Liberty University. He has worked extensively to improve mathematics achievement and to reduce mathematics anxiety among minority students. Wynn believes that STEM education is critical to help students remain competitive in a highly technological world; but beyond that, they should have a basic functional knowledge to remain productive citizens. In addition to teaching, he serves as faculty advisor to several campus organizations at VSU and is a member of the Iota Phi Theta Fraternity, Inc., and the Phi Mu Alpha Sinfonia Fraternity of America, Inc.

As a faculty member and chair of the department of psychology at Virginia State University, Dr. Oliver W. Hill, Jr. along with his wife, Dr. Renee Hill, have been pillars of SIAP’s work in Petersburg, VA. Since 2005, Oliver’s work with SIAP at Virginia State University and our other partners in Petersburg served as an important catalyst for SIAP’s PK-16 Model and National HBCU Initiative. The impact of Oliver’s work exceeds far beyond the individual students that the touched as a teacher and mentor and the individual programs and grants that he managed, or the institutions that he served as a faculty member, administrator and board member. Oliver’s most enduring contribution to humanity was the strength of his personhood—at once quiet and determined, humble yet confident; deeply committed to his family, friends, communities and the wellbeing of society as a whole. Oliver loved the planet, the people, and communities that he was connected to, and he embodied that love in seemingly every action large or small.

SIAP is extremely honored and proud to have named its Youth Leadership Development Program for Dr. Oliver W. Hill, Jr.

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