N.A.C.A. Inc. Before and After Care Program

Center in Baltimore, MD 21218

4417 Loch Raven Blvd.
Baltimore, MD 21218
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A general description of NACA’s K-3 subject areas follows — including objectives, content, and some skills taught-and-mastered:

General: NACA’s focus and commitment is to provide the foundation for high academic achievement. NACA immerses children in a print-rich environment and emphasizes phonics at each grade level. The instructional program centers on developing literacy skills through developing reading, writing, speaking, and listening skills. Students learn the basic concepts of social studies, science, and health education as well as the ability to work independently and as part of a group. Students are administered the California Diagnostic Tests for reading and mathematics during the fall to determine their instructional strengths and weaknesses. Additional assessments will be administered to determine other strengths and/or needs.

Kindergarten: NACA’s kindergarten program immerses children in a print-rich environment. The reading/language arts program focuses on the development of each child’s alphabet knowledge, listening, speaking, and pre-writing skills. Students write the alphabet and their numbers. Units in science, mathematics, health, and social studies are taught through exploration and hands-on learning activities.(Source: BCPSS) Children also have opportunities to select their own learning activities and plan to participate in music, art, and physical education(martial arts). Students are also introduced to basic financial principles; computer manipulation; and Freedom and Democracy — definitions, benefits, and responsibilities. First Grade: NACA’s first grade instructional program emphasizes skills related to phonics and comprehension. Children should be readers and writers before the end of the year. In mathematics and science, instruction focuses on investigations, problem solving, concepts, and applications. Social Studies instruction addresses concepts related to family life. Manuscript writing is emphasized.(Source: BCPSS) Students continue being guided deeper relative to financial principles; computer manipulation; and Freedom and Democracy — definitions, benefits, and responsibilities. Second Grade: In second grade, students refine skills acquired in first grade and move toward deeper levels of understanding. In reading/language arts, students learn advanced phonic skills so that they can read unknown words. Children begin reading and writing for a variety of purposes, use cursive writing, and listen for understanding. In mathematics, students compute basic addition and subtraction facts, organize data using graphs, and refine estimation and problem-solving skills. Children work alone and in groups to complete scientific investigations and to learn about concepts related to self, family, and community.(Source: BCPSS) Students continue being guided deeper relative to financial principles; computer manipulation; and Freedom and Democracy — definitions, benefits, and responsibilities. Third Grade: Third grade moves students from “learning to read, to reading to learn.” Your child should be a highly skilled reader by the end of grade three. Students should use phonetic skills to read unknown words and should read with greater understanding. Students are exposed to a various pieces of literature dealing with topics from social studies and science. They use information from readings and research to write for a variety of purposes and audiences. Mathematics and science instruction continues to focus on concepts, problem solving, investigation, and reasoning. Social studies provides an in-depth study of the development of larger cities and urban communities. Cursive writing is expected. (Source: BCPSS) Students continue being guided deeper relative to financial principles; computer manipulation; and freedom and democracy – definitions, benefits, and responsibilities.
Child Ages:
5 years - 9 years
Licenses & Accreditations:
Maryland State Department of Education Division of Early Childhood Development
Special Needs:
NACA is open to all Baltimore city's K-12 children.
In our first year (2005-2006), we served a total of one hundred twenty-six (126) K-2 students and today we serve 332 students grades K-6.
NACA boasts a 7:1 student to adult ratio; as each class consists of twenty-one (21) students, one master teacher, one paraprofessional/teachers assistant, and one volunteer parent. We have two classes for each grade level
At the start of each year following the first year, one grade level will be added until NACA culminates at the 12th grade level.
Our current context involves some families leaving the city seeking better public schools for their children, while others remain in the city and strain financially as they utilize independent/private schools. NACA is committed to being part of the transformation and cessation of that pattern. NACA is committed to being a reason families decide to stay in -- and return to -- the city and the city's public education system. NACA demonstrates the said commitment by serving the full spectrum of students and families -- from those possessing the lowest through the highest incomes. We know that at every economic level, there are students (and parents) able, primed, and eager to achieve at high levels; and NACA is attracting and working with those people.
In partnership with each family, their children, and the community, NACA offers a sophisticated-practical-user-friendly, proficient, twenty-first century, public school. Specifically, NACA is committed to meeting proficiently the specific needs articulated by area families, and local retired and current public school teachers and administrators.
Utilizing input acquired from ongoing small and large meetings with parents, educators, and others from February 2003 through summer 2004; along with input acquired from phoning, hand delivering, and mailing communications to 222 neighborhood/community leaders and other residents during spring and summer 2004; the priority needs were identified:
* high academic standards, linked to rigorous-and-practical academics, linked to masterful-loving-creative teachers; personal attention; character education; state-of-the-art computers, digital, and related high-tech applications as essential parts of each classroom; affirmation of each students' cultural background(s); intentional teaching and modeling of creative, nonviolent approaches to conflict resolution; engaging, stimulating extracurricular opportunities available year-round; and finally, intentional teaching and modeling of peaceful, humane values.
By meeting and planning together regularly and frequently with parents-teachers-administrators-students-community stakeholders-and-business representatives, NACA is meeting the needs noted above. Thereby, NACA enhances and expands the educational options currently available to all children in the city of Baltimore. Careful examination of the preceding indicates NACA is aligned satisfactorily, implicitly and explicitly, with the mission and goals of the Baltimore City Public School System (BPCSS) Master Plan.
We realize some may think meeting the noted needs is a dream. We at NACA, however, see things differently. At NACA, we know that a good dream is a constructive reality waiting to be brought into existence by a team of equipped, caring, committed folk. And the people for NACA are such a team.
Hours of Operation:
Opening Bell: 8:00am
Closing Bell: 2:40pm
After Care (AAEP) Begins: 2:50pm
After Care (AAEP) Ends: 6:00pm

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NACA’s educational foundation rests on the following tenets:

  • Every child can learn and reach high levels of academic achievement (can be equipped to make a good living), when she/he has consistent support and high expectations from parents/guardians and other sectors, and when they have masterful, loving, always-learning, creative teachers.
  • Every child can realize continuous progress in her/his character development (can be cultivated to make a constructive life), when she/he has character principles taught, discussed, and modeled, frequently and consistently, by parents, teachers, and other adult authority/leader figures.
  • Every child can learn, internalize, contribute constructively to, and participate peacefully and meaningfully in freedom and democracy, when they are introduced to the lives and contributions of authentic exemplars of freedom and democracy, especially those of The 1960s Freedom Movement.
  • Families, teachers, administrators, staff, and community leaders, and peers are essential parts of students’ success; and they help ensure the students’ success when they are informed about and supportive of the school and the school’s curriculum, vision, and policies.
  • All of us grow as we embrace authentic multiculturalism.
  • Literacy in Math and Science is essential for participation in present and emerging society.

NACA also utilizes the Rites Of Passage Shule (ROPS) instructional/pedagogical methods: “repetition equals reinforcement equals realization,” “affirmation rather than negation,” “real-life modeling and pratices for growth and success,” and “think links; expect connections; (w)holistic integrative pedagogy.”

Computers are utilized regularly for instruction; as all NACA classrooms are wired. NACA also has a computer learning lab. Regular computer contact and learning from K-12 is an essential and normal part of how NACA students learn and grow.

The culture and ethos of the school is optimistic, student-centered, high-achieving, committed to and expectant of excellence for all, culture-sensitive, respectful, engaged, energetic, creative, serious, fun, and finally, focused on and committed to freedom and democracy, so that our students are proficient at making a living and a life. Perhaps most importantly, NACA is guided by Yale University’s Dr. James P. Comer’s School Development Program (SDP), wherein all major decisions are made collectively, with parents, students, faculty, administrators, NACA’s board, business people, and community stakeholders, all sitting, planning, and deciding together. This is a relatively time intensive process — and it is a democratic process; as it allows and calls on everyone involved in the students’ education to participate. While some may disappreciate the time involved in the Comer Process, we at NACA see the matter differently. At NACA, the students are the highest priority; and we put in the time now to ensure their success now and later.


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