Abstract
The unique historical realities of peoples of African descent have left them to navigate a formal education structure inextricably linked to a pedagogy that has forged the fallacy of an education system that do not necessarily need their needs. In contrast, this study attempts to measure the effectiveness of Afrocentric pedagogy via a case study of Ile Omode community school in Oakland, California by providing data that can marginalize standardized pedagogical other approaches, absent of culturally relevant methods. Thus, this presentation strives to introduce new studies on the effectiveness of Afrocentric pedagogy, and it found that Afrocentric pedagogy has a positive effect on the outcome of the learning experiences of students of African descent at Ile Omode.