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Organization DBA Urban College of Boston
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years Yes

Summary

Mission StatementMORE »

Urban College of Boston (UCB) was created by the legendary former head of ABCD, Robert M. Coard, who said "Men and women should not be condemned to a life of poverty due to a lack of opportunity." Instilling hope and creating opportunity has been the mission of UCB since Bob Coard’s dream in the 1960s, becoming a reality in 1993.

The mission continues to offer affordable and quality higher education as a pathway for low-income and racially and linguistically diverse city residents to achieve their goals.
Among New England colleges and universities, UCB has the highest percentage of Hispanic enrollments (59%), 4th highest African-Americans (23%), and 8th highest Asian-Americans (10%). At least 60% speak English as a second language, over 90% work full-time, and almost all are first generation college students. The diversity of UCB students is vastly underrepresented in higher education due to low income status and limited English proficiency.
UCB is committed to educating students from these backgrounds so that they will complete their two-year degree, advance into growing careers, and be prepared to earn a four year degree.

Mission Statement

Urban College of Boston (UCB) was created by the legendary former head of ABCD, Robert M. Coard, who said "Men and women should not be condemned to a life of poverty due to a lack of opportunity." Instilling hope and creating opportunity has been the mission of UCB since Bob Coard’s dream in the 1960s, becoming a reality in 1993.

The mission continues to offer affordable and quality higher education as a pathway for low-income and racially and linguistically diverse city residents to achieve their goals.
Among New England colleges and universities, UCB has the highest percentage of Hispanic enrollments (59%), 4th highest African-Americans (23%), and 8th highest Asian-Americans (10%). At least 60% speak English as a second language, over 90% work full-time, and almost all are first generation college students. The diversity of UCB students is vastly underrepresented in higher education due to low income status and limited English proficiency.
UCB is committed to educating students from these backgrounds so that they will complete their two-year degree, advance into growing careers, and be prepared to earn a four year degree.

FinancialsMORE »

Fiscal Year Sept 01, 2014 to Aug 31, 2015
Projected Income $3,109,971.00
Projected Expense $2,855,129.00

ProgramsMORE »

  • Early Childhood Education (ECE)
  • General Studies
  • Human Services Administration
  • The UCB (ECE) Transitional Bilingual Program

Revenue vs. Expense ($000s)

Expense Breakdown 2014 (%)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

For more details regarding the organization's financial information, select the financial tab and review available comments.


Overview

Mission Statement

Urban College of Boston (UCB) was created by the legendary former head of ABCD, Robert M. Coard, who said "Men and women should not be condemned to a life of poverty due to a lack of opportunity." Instilling hope and creating opportunity has been the mission of UCB since Bob Coard’s dream in the 1960s, becoming a reality in 1993.

The mission continues to offer affordable and quality higher education as a pathway for low-income and racially and linguistically diverse city residents to achieve their goals.
Among New England colleges and universities, UCB has the highest percentage of Hispanic enrollments (59%), 4th highest African-Americans (23%), and 8th highest Asian-Americans (10%). At least 60% speak English as a second language, over 90% work full-time, and almost all are first generation college students. The diversity of UCB students is vastly underrepresented in higher education due to low income status and limited English proficiency.
UCB is committed to educating students from these backgrounds so that they will complete their two-year degree, advance into growing careers, and be prepared to earn a four year degree.

Background Statement

Urban College of Boston (UCB) is an independent, non-profit 501(c)3 co-educational two-year college established to provide the opportunity for post-secondary education and professional advancement to those in the urban community traditionally underserved by higher education. Urban College of Boston was started in 1967 as an educational program for the employees of Action for Boston Community Development (ABCD), an anti-poverty agency, and the largest non-profit human services organization in New England today. In 1967, the then-President and CEO of ABCD, Mr. Robert M. Coard, had a longer term goal for UCB, that it would become a degree granting college particularly for low-income residents of Boston from diverse cultures. UCB is the only higher education institution established by an anti-poverty agency.

After 26 years of productive years providing education at the college level from a range of area higher education institutions to city residents, UCB was chartered in 1993 as a two-year college granting Associates of Arts Degrees and Certifications in Human Services Administration, General Studies and Early Childhood Education (ECE) with ECE as the most subscribed program.

Beginning at the Associates Degree level in ECE, UCB provides an educational trajectory for individuals to become childcare professionals and potentially licensed teachers. UCB's ECE program offers critical and timely long term impact for its students, the majority of whom are Hispanic, since Latino teachers are greatly needed in today’s public schools. UCB is a recognized Hispanic Serving Institution of Higher Education.

To meet the English language proficiency needs of the majority of students, UCB uses a dual language approach. Classes are taught in the students’ native language (Spanish, Cantonese and Mandarin) and in English; this dual language approach increases English language proficiency and is the hallmark to our students’ academic, career and community success.

Facilities at Urban College of Boston are between downtown Boston and the Boston Theatre District. The UCB urban campus overlooks the Boston Common. Classrooms are located at 178 Tremont Street, as well as 19 Temple Place, 105 Chauncy Street and in other Boston neighborhoods by designation.


Impact Statement

Our biggest accomplishments from the past year include:   
1)  Continuing the trend of increased enrollment and interest by students in attending UCB, most recently evidenced by our graduating class of 2015 in which 163 students received degrees or certificates, our largest graduating class in the history of the college, and this summer when our fall 2015/16 registrations so far show that we will have a class of 1300, 650 more students than in 2013.
2)  Developing of partnerships to better serve students in and around the Greater Boston area, such as new collaborations with Nurtury of Jamaica Plain, Southern Middlesex Opportunity Council of Worcester, and Cambridge College-Lawrence.
3)  Establishing a development structure for robust fundraising strategies including grant proposal submissions to federal and private sectors with further plans for staff expansion in the near future.
4)  Establishing strong financial progress, including the hiring of a new business manager, and receiving several highly competitive grants such as a $100,000 award from the Cummings Foundation.
5)  Creating a substantial increase in staff positions such as the hiring of a statewide Partnership Coordinator to help us better serve our student population.
 
Our top goals for the upcoming year include:    
1)  Achieving substantial increase in unduplicated enrollment by 6%.
2)  Further expansion of partnerships such as with the Boston Public Schools in order to reach new students and markets.
3)  Increase marketing and outreach to enhance the general public awareness of the Urban College of Boston and increase grant and foundation submissions and approvals.
4)  Optimize technology to provide accessible and efficient student resources to further foster student success.
5) Continue to increase our capacity to research our programs' efficacy and be able to demonstrate the evidence-base of our programs and pedagogy.  
  

Needs Statement

The most pressing needs of The Urban College of Boston include:  
1)  Ensuring the institution's success by affording to provide ongoing high quality services and staff and faculty to support all student programs and services.
2)  Strengthening the financial means and growth of the school to aid in positive outcomes for our community and students.
3)  Developing longer-term plans, including those for enrollment, and for locating new and expanded space.
4)  Continuing to develop metrics to measure ongoing and post graduation student success especially ways to measure the effects of the dual language approach to increasing English language proficiency, and document the data for research and funding purposes.
5)  Expanding updated program offerings.

CEO Statement

UCB is one of the most diverse colleges in New England, if not the country: 59% Hispanic, 23% African American, 10% Asian & 8% white and other. The average age of our students is 39 and 96% is female. Almost all of our students work full time, carry a half load of courses, on average have 3 children and many are single heads of households. UCB is committed to enrolling and retaining these students so that they complete postsecondary education, advance into growing careers, and potentially earn a four year degree. Our Associate Degree concentrations are: Early Childhood Education (ECE), Human Services Administration and General Studies with most students enrolled in ECE.

After 20 years, we know that language can be the single most difficult barrier to successfully entering and advancing in the ECE field. We seek to reverse this language barrier in a unique way by teaching courses in Spanish, Mandarin and Cantonese – our students’ native languages - and simultaneously teach in English. We provide this service to assist our students with the challenge of transitioning both culturally and educationally, to increase their English language proficiency, and to give them confidence by taking a few of their courses in their native language. UCB prepares students who speak English as a second language to become proficient in English through this unique, dual language teaching approach. Students reach proficiency in English becoming truly bilingual. We do not use simultaneous translation. Our local evidence shows that this approach leads to English language competence, and yet we are not familiar with other institutions of higher education using this type of dual language approach. The key academic difference and what transforms the lives of our students is the dual language learning curriculum that enables non-English Speaking, or Limited English Proficient (LEP) students to enroll in advanced-content courses in their native language so they can build career credentials, while also enrolling in basic-to-advanced English classes. We are committed to formally measuring the efficacy of this approach for replication purposes locally and nationally.

We currently serve 1300 students annually. Approximately 75% of our students receive financial aid and all graduate with zero student loan debt. Most of our students come to our main campus in downtown Boston but we also offer courses at partnership sites throughout the metropolitan area. This May, we had our largest graduating class and the last two years we had the largest student enrollment in our history.

Board Chair Statement

--

Geographic Area Served

City of Boston- Citywide (Indiv. neighborhoods also listed)
GREATER BOSTON REGION, MA
City of Boston- Citywide (Indiv. neighborhoods also listed)
METROWEST REGION, MA
STATEWIDE
GREATER BOSTON REGION, MA
65% of our students come from Boston; the balance from cities in the Boston area. 

Organization Categories

  1. Education - Two-Year Colleges
  2. Education - Higher Education
  3. Education - Adult Education

Independent research has been conducted on this organization's theory of change or on the effectiveness of this organization's program(s)

Yes

Programs

Early Childhood Education (ECE)

The Early Childhood Education program provides the theoretical knowledge and practical experience needed to work successfully with young children in a variety of institutional and agency settings. Access to internships and job placement sites are readily available through Head Start and other child care programs. Transfer agreements with other colleges allow students to continue their education in this important career field.

The Early Childhood Education (ECE) program progresses from native-language instruction (Spanish, Cantonese and Mandarin) to full English competency. This dual path of teaching in native language along with beginning English courses increases the rate of college enrollment for adult students previously excluded from college because of language barriers, improves students' job placements since they have attained English proficiency, and accelerates degree completion for those continuing their education. Students take up to 8 courses in their native language along with 8 English courses; at completion, they are proficient enough in English to pass a reading, writing and speaking exam. They complete their remaining courses in English to achieve a certificate or Associates degree in Bilingual ECE.
Budget  $1,300,000.00
Category  Education, General/Other Early Childhood Education
Population Served Hispanic, Latino Heritage Asian, Pacific Islander Heritage Poor,Economically Disadvantaged,Indigent
Program Short-Term Success 
Students will demonstrate short-term success by achieving the required 66 course credits of this program:

 

General Education 33 credits
ENG 111, 112 College Writing I and II 6 credits
COM 111 Speech Communication 3 credits
PSY 100 General Psychology 3 credits
Humanities 6 credits
Social Sciences 3 credits
Natural Sciences 3 credits
Mathematics 3 credits
Computer Information System 3 credits
Health and Life Fitness 3 credits

Professional Concentration 24 credits
ECE 104 Child Growth & Development 3 credits
ECE 105 Observing, Recording & Assessing 3 credits
ECE 106 Guidance and Discipline 3 credits
ECE 107 Early Childhood Curriculum 3 credits
PRO 101, 201 Professional Seminar I & II 6 credits
PRO 102, 103 Internship I and II 6 credits

Electives 9 credits

Total Credits 66 credits
Program Long-Term Success  The main benefit is that these mostly immigrant students are able to enroll in college despite their lack of English language proficiency that would normally prevent them from being accepted in any college until they had achieved the cognitive academic language proficiency (CALP) necessary for most college requirements, a period of 4 to 7 years to achieve.  Secondly, students in ECE will receive Certificates of Achievement or Associates of Arts Degrees and work as lead teachers, childcare professionals, childcare owners, or go on to earn their four year degree in education to seek teacher licensure.
Program Success Monitored By  Key measurements are program and class enrollment. Course completion is based on attendance, participation, and a passing grade of C or higher. Program continuation is defined as re-enrollment in the program according to class sequence.
Examples of Program Success 
Program success examples include the percentage of students who continue in the ECE field as professionals, who go on to earn 4 earn degrees in ECE, and those who advance in their ECE or other educational positions.

General Studies

ASSOCIATE OF ARTS IN GENERAL STUDIES

The General Studies Associate of Arts degree offers a foundation in the liberal arts and sciences, which prepares students for career advancement and for transfer into a broad range of academic
and professional baccalaureate programs. Students will acquire communication and learning skills, knowledge and appreciation of the humanities and the natural and social sciences, along with an understanding of the direct relationship of the liberal arts to the world of work. The individual studies component of the major is developed to address the student’s specific career objectives and to build upon his or her life experience.

Budget  $200,000.00
Category  Education, General/Other Postsecondary Education
Population Served Adults Immigrant, Newcomers, Refugees College Aged (18-26 years)
Program Short-Term Success 

Students will demonstrate short-term success when they achieve the 66 required course credits in this program:

General Education 33 credits

ENG 111, 112 College Writing I and II 6 credits
COM 111 Speech Communication 3 credits
PSY 100 General Psychology 3 credits
Humanities 6 credits
Social Sciences 3 credits
Natural Sciences 3 credits
Mathematics 3 credits Computer Information Systems 3 credits
Health and Life Fitness 3 credits

Professional Concentration 6 credits
PRO 101, 201 Professional Seminar I & II 6 credits

 

Individual Studies 6 credits (Courses taken reflect student’s field of interest)
General Studies Component 21 credits
Seven courses chosen from
at least four of the following areas:
Humanities
Mathematics
Natural Sciences
Social Sciences
Management
Computer Information Systems

Total Credits 66 credits
Program Long-Term Success 
Long-term success of this program is demonstrated by the percentage of students who graduate with an Associate of Arts in General Studies who ultimately work in a range of satisfying and viable jobs or careers, and /or who proceed on to earn a 4 year degree or higher in a related field of interest having had the foundation courses and skills necessary for further post secondary education.
Program Success Monitored By 
Course completion, grades, test scores, attendance, graduation, internships, student and faculty satisfaction surveys.
Examples of Program Success 
Over 15% of the students from General Studies request assistance in applying for 4 year degree programs.   

Human Services Administration

ASSOCIATE OF ARTS IN HUMAN SERVICES ADMINISTRATION

The Human Services Administration major provides a carefully structured curriculum focused on the spectrum of human services and the clients who receive them. Areas of study include delivery of services, case management, interpersonal relations, the nature of prejudice, methods of changing behavior, public policy and decision making, and organizational management. Graduates are well-prepared to work with urban populations in a professional capacity and to foster positive change among clients and communities. This well planned course of study facilitates continuance to a baccalaureate program in a human services career field.

Budget  $300,000.00
Category  Education, General/Other Postsecondary Education
Population Served Adults College Aged (18-26 years) Immigrant, Newcomers, Refugees
Program Short-Term Success 
Students will demonstrate immediate outcomes by achieving the 66 course credits as required of this program:

 

General Education 33 credits
ENG 111, 112 College Writing I and II 6 credits
COM 111 Speech Communication 3 credits
PSY 100 General Psychology 3 credits
Humanities 6 credits
Social Sciences 3 credits
Natural Sciences 3 credits
Mathematics 3 credits
Computer Information Systems 3 credits
Health and Life Fitness 3 credits

Professional Concentration 24 credits
HUS 103 Introduction to Human Services 3 credits
MAN 105 Principles of Planning & Evaluation 3 credits
PSY 115 Counseling Methods & Interviewing Techniques 3 credits
HUS 241 Case Management 3 credits
MAN 216 Public Administration 3 credits
PRO 101, 201 Professional Seminar I & II 6 credits
PRO 102, Internship I 3 credits

Electives 9 credits

 

Total Credits 66 credits
Program Long-Term Success 
Students graduating from this program will enter into a range of positions within the growing human service and large non profit ("third") sector; over 50% will continue on to earn their 4 year degree and/or advance into higher level positions.
Program Success Monitored By 
Grades, test scores, course completion, graduation rates, student and faculty surveys, internships, job placements.
Examples of Program Success 
Students remain in program to completion; reduction in drop out or stop out; over 20% request help in applying to for year degree programs in the human service field to advance knowledge and career growth.   

The UCB (ECE) Transitional Bilingual Program

The transitional bilingual program is a career pathway for adult learners who speak languages other than English. The program builds on students’ first language by offering ECE core courses in their native languages, and providing strong English language support to gradually transition them into the English program. The transitional bilingual program uses a comprehensive approach to build students’ basic language and academic skills, sets high expectations for students, and ensures ready and competent professionals who excel in the field. Students are encouraged to simultaneously take courses in English while they are enrolled in the bilingual program, with a minimum requirement of one developmental English course for every two courses taken in native language instruction. The College currently offers courses in Spanish and Mandarin/Cantonese.

Budget  $450,000.00
Category  Education, General/Other Postsecondary Education
Population Served Immigrant, Newcomers, Refugees Hispanic, Latino Heritage Asian, Pacific Islander Heritage
Program Short-Term Success 
Over 50% of the students will increase in their language proficiency in native and English languages  by the end of the first year of study as measured by an oral exam and written test and scored using a rubric. 
Program Long-Term Success 
Over 90% of the students will become bilingual.
Program Success Monitored By 
Rubrics, oral exams, written tests, grades, assignment completion and quality.
Examples of Program Success 
95% of the students will attain bilingual certifications and reach graduation and degree completion faster than average.    

CEO/Executive Director/Board Comments

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Management


CEO/Executive Director Mr. Michael Taylor
CEO Term Start Oct 2012
CEO Email [email protected]
CEO Experience

President Michael Taylor is the former Director of Workforce Development for the Massachusetts Executive Office of Labor and Workforce Development where he oversaw major federal demonstration
grants. Taylor is past President of the Benjamin Franklin Institute of Technology (BFIT) a two-year technology college. Under his Presidency, BFIT’s student graduation rate increased from 39% to 51%. During his three years at UCB, Mr. Taylor led the College to record enrollment and profitability.

Taylor has a decades-long history of leadership in workforce development and education. Appointed Director of the Office of Business Services (OBS) within the state’s Office of Labor and Workforce Development, he oversaw the services for the 190,000 employers in the Commonwealth and served as co-leader in the development of a $20 million Community College/Workforce System Grant from the U.S. Department of Labor.

Prior to the position at OBS, Michael was appointed by Governor Deval Patrick to lead the Department of Workforce Development (DWD). At DWD, Taylor led a staff of 1,200 to execute an aggressive reaction to mitigate the global fiscal crisis impact on the workforce system. In response, Taylor and his staff developed strategic initiatives, in partnership with state’s workforce system, to maximize the delivery of critical career services and unemployment benefits to support the Commonwealth’s impacted residents.

Taylor's turnaround of the Benjamin Franklin Institute of Technology led to increased student enrollment, graduation rate rose by 30 percent, and  his strategic planning broadened and deepened financial support from government, business and foundations. Taylor established the Early Access to College program that served students from 16 Boston Public (BPS) high schools in what became the largest dual enrollment program in the Commonwealth.

Taylor earned his Bachelor of Science in Psychology from Boston State College and a Master of Education from Harvard University. His service to the community has included several board memberships such as the Boston Redevelopment Authority. 

Co-CEO --
Co-CEO Term Start --
Co-CEO Email --
Co-CEO Experience --

Former CEOs and Terms

Name Start End
-- -- --

Senior Staff

Name Title Experience/Biography
Ms. Nancy Daniel Dean of Academic Affairs

Ms. Daniel has 35 years of experience in higher education and has developed the programs that serve the Hispanic students at Urban College. She has a bachelor’s degree in education from Boston State College (now University of Massachusetts/ Boston), a Master’s Degree in Special Education from Lesley University, a certificate of advanced graduate study in School Psychology from the University of Massachusetts/Boston and post-graduate training. Daniel has taught, designed curriculum, and supervised faculty at UCB since the College opened.

Mr. Stephen Lozen Dean of Administration and Finance Mr. Lozen, also from BFIT, joined UCB in 2013 to become Dean of Administration and Finance. In his ten years at BFIT’s Chief Operations Officer, Lozen stabilized finances, built classroom resources, and expanded enrollment from 280 to 600 students. He significantly increased private support, and secured three National Science Foundation grants. At UCB, Lozen has improved financial and administrative management. He has begun a private fundraising program and federal grants process to help strengthen finances; and the college has increased revenues and bottom line profit over the last two years.
Ms. Carmen Pineda Dean of Students

Ms. Pineda, a doctoral candidate at Lesley University, has a Master’s degree in education from Boston University. She came to UCB six years ago as case manager for a federally-funded program for improving post-secondary success for Hispanic and Chinese English Language Learners.

Ms. Avanti Seymour Dean of Enrollment Services and Registrar

Ms. Seymour has been with the college three years. She has significant experience in law and public policy. When working for the University of Chicago she participated in student evaluation and enrollment selection. She is a critical part of our effort to expand enrollment and extend our services. Under her direction, the College has achieved the highest enrollment and registrations in its history.

Awards

Award Awarding Organization Year
-- -- --

Affiliations

Affiliation Year
-- --
Member of state association of nonprofits? Yes
Name of state association Massachusetts Nonprofit Network

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --

Collaborations

Child Care Circuit of Lawrence, Child Care Choices of Boston, and the Higher Education Information Center (BPL) augment UCB programs and curricula. Additional partnerships exist including the Boston Public Schools, Boston Chinatown Neighborhood Center, Action for Boston Community Development,  Asian American Civic Association, Boston Chinatown Neighborhood Center, Project Hope, Freedom House, Associated Early Care and Education, Dimock Head Start, Boston Alliance for Early Education, and many others.

Collaborative two-year institutional partners include Bunker Hill, Quinsagmond and Roxbury Community Colleges.
 
Collaborating four-year colleges and universities include Emerson, University of Massachusetts/Boston, Cambridge College, University of Phoenix, Suffolk, Springfield, and Lesley Universities, and Wheelock, Regis and Endicott Colleges.

CEO/Executive Director/Board Comments

--

Foundation Comments

--

Staff Information

Number of Full Time Staff 14
Number of Part Time Staff 54
Number of Volunteers 4
Number of Contract Staff 0
Staff Retention Rate % --

Staff Demographics

Ethnicity African American/Black: 2
Asian American/Pacific Islander: 1
Caucasian: 5
Hispanic/Latino: 6
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 12
Male: 2
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Under Development
Organization has Strategic Plan? Yes
Years Strategic Plan Considers 5
Management Succession Plan Under Development
Business Continuity of Operations Plan No
Organization Policies And Procedures Under Development
Nondiscrimination Policy Under Development
Whistle Blower Policy No
Document Destruction Policy No
Directors and Officers Insurance Policy --
State Charitable Solicitations Permit --
State Registration --

Risk Management Provisions

--

Reporting and Evaluations

Management Reports to Board? Yes
CEO Formal Evaluation and Frequency Yes Annually
Senior Management Formal Evaluation and Frequency Yes Annually
Non Management Formal Evaluation and Frequency Yes Annually

Governance


Board Chair Mr. Peter L. Ebb Esq.
Board Chair Company Affiliation Partner, Ropes & Gray, LLP
Board Chair Term Sept 2010 -
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Ms. Jean Babcock Community Volunteer Voting
Ms. Mary Chin Community Volunteer Voting
Dr. Constance Counts Ph.D. Community Volunteer Voting
Dr. Linda Dumas Ph.D. Community Volunteer Voting
Mr. Peter Ebb Esq. Partner, Ropes & Gray LLP Voting
Dr. Bard R. Hamlen Ed.D. Lesley University (Retired) Voting
Ms. Allison Matthews Urban College Faculty Representative Voting
Mr. Harold Mezoff Vice President, Administration and Human Resources, ABCD Voting
Dr. Margaret Power Ph.D. President and Executive Director, Economic Opportunity Studies (EOS) Voting
Mr. George K. Reagan Jr. Founder, Regan Communications Group, Inc. Voting
Ms. Sharon Scott-Chandler Esq. Executive Vice President, ABCD Voting
Mr. Charles Titus Vice Chancellor, Athletics and Recreation, Special Projects and Programs, UMass Boston Voting
Ms. Maren Tober Urban College Student Representative Voting

Constituent Board Members

Name Company Affiliations Status
-- -- --

Youth Board Members

Name Company Affiliations Status
-- -- --

Advisory Board Members

Name Company Affiliations Status
-- -- --

Board Demographics

Ethnicity African American/Black: 2
Asian American/Pacific Islander: 1
Caucasian: 9
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 8
Male: 4
Not Specified 0

Board Information

Board Term Lengths --
Board Term Limits --
Board Meeting Attendance % --
Written Board Selection Criteria Under Development
Written Conflict Of Interest Policy Under Development
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions 100%
Constituency Includes Client Representation No

Standing Committees

  • Finance

CEO/Executive Director/Board Comments

--

Foundation Comments

--

Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2014 (%)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

Fiscal Year Sept 01, 2014 to Aug 31, 2015
Projected Income $3,109,971.00
Projected Expense $2,855,129.00
Form 990s

2014 Form 990

2013 Form 990

2012 Form 990

Audit Documents

2014 Audited Financial Statement

2013 Audited Financial Statement

2012 Audited Financial Statement

IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2014 2013 2012
Total Revenue $3,053,549 $2,967,827 $2,069,379
Total Expenses $2,827,118 $2,104,280 $2,294,943

Prior Three Years Revenue Sources

Fiscal Year 2014 2013 2012
Foundation and
Corporation Contributions
-- -- --
Government Contributions $225,655 $426,571 $465,223
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified $225,655 $426,571 $465,223
Individual Contributions $395,591 $136,971 $119,351
Indirect Public Support -- -- --
Earned Revenue $2,432,303 $1,712,860 $1,472,578
Investment Income, Net of Losses -- -- --
Membership Dues -- -- --
Special Events -- -- --
Revenue In-Kind -- -- --
Other -- $691,425 $12,227

Prior Three Years Expense Allocations

Fiscal Year 2014 2013 2012
Program Expense $1,832,486 $1,614,991 $1,716,463
Administration Expense $963,071 $489,289 $578,480
Fundraising Expense $31,561 -- --
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 1.08 1.41 0.90
Program Expense/Total Expenses 65% 77% 75%
Fundraising Expense/Contributed Revenue 5% 0% 0%

Prior Three Years Assets and Liabilities

Fiscal Year 2014 2013 2012
Total Assets $903,927 $698,662 $551,332
Current Assets $903,927 $698,662 $551,332
Long-Term Liabilities $0 $0 $672,169
Current Liabilities $171,089 $301,997 $339,440
Total Net Assets $732,838 $396,665 $-460,277

Prior Three Years Top Three Funding Sources

Fiscal Year 2014 2013 2012
1st (Source and Amount) Balfour Foundation $100,000.00
Balfour Foundation $100,000.00
Balfour Foundation $100,000.00
2nd (Source and Amount) Kelly Foundation $100,000.00
Barr Foundation $100,000.00
Barr Foundation $100,000.00
3rd (Source and Amount) Barr Foundation $75,000.00
US DOE / FIPSE Grant $91,653.00
US DOE / FIPSE Grant $91,653.00

Financial Planning

Endowment Value --
Spending Policy --
Percentage(If selected) --
Credit Line No
Reserve Fund No
How many months does reserve cover? --

Capital Campaign

Are you currently in a Capital Campaign? No
Capital Campaign Purpose --
Campaign Goal --
Capital Campaign Dates -
Capital Campaign Raised-to-Date Amount --
Capital Campaign Anticipated in Next 5 Years? Yes

Short Term Solvency

Fiscal Year 2014 2013 2012
Current Ratio: Current Assets/Current Liabilities 5.28 2.31 1.62

Long Term Solvency

Fiscal Year 2014 2013 2012
Long-term Liabilities/Total Assets 0% 0% 122%

CEO/Executive Director/Board Comments

Urban College of Boston has witnessed a dramatic turnaround in its financial operations over the last two years. This is primarily a result of new senior leadership which has led to significant enrollment increases: our total headcount has increased by 57% and our registrations by 59% over this past two year period. This past fall and spring, our total enrollment and registrations were the highest in the College’s history.
 
Our greatest challenge is continuing to provide affordable education and support services to such a significantly disadvantaged population. Seventy-five percent of our students qualify for Pell Grants covering the full cost of their education. The rest qualify for partial grants but, at their poverty levels, any personal outlay for an education is a prohibitive cost, so UCB raises the gap funds through gifts and grants from individuals and organizations. As we expand programming to address unmet needs, the requirements for partial funding expand as well. Through a pending application to the Department of Education we hope to see the first endowment in the organization’s history. Such an award requires matching elements, and will take five years to satisfy. Within the next decade we hope to begin covering some institutional costs from the endowment, and allow all gifts and grants to support capital projects or scholarships. Until then we must continue to look for support each year for all areas of our work
 

Foundation Comments

Financial summary data in the charts and graphs above are per the organization's IRS Form 990s. Contributions from foundations and corporations are listed under individuals when the breakout was not available. The breakout of Program and Administrative expenses for fiscal years 2013 and 2012 is per those year's respective 990 Statement of Functional Expenses.
 

For the 2012 fiscal year, the independent auditors conducting this audit have issued a going concern opinion, which means simply whether there is significant doubt that the nonprofit will have sufficient resources in the foreseeable future. Please review the Auditors opinion for further information. Per the organization: Since the 2012 auditors going concern opinion, the College achieved dramatically improved financial results for both fiscal years ending in 2013 and 2014 showing a bottom line surplus of $201,123 and $226,431 respectively. In the fiscal year 2013 financial audit, the College’s independent auditors no longer issued a going concern opinion. The College demonstrated financial responsibility in its latest financial audit for the period ending August 31, 2014 by achieving a federal financial score of 2.99 out of a maximum score of 3.00. In addition, the last two academic year enrollments and the 2015 graduation class were the highest in the College’s history.

Impact

The Impact tab is a section on the Giving Common added in October 2013; as such the majority of nonprofits have not yet had the chance to complete this voluntary section. The purpose of the Impact section is to ask five deceptively simple questions that require reflection and promote communication about what really matters – results. The goal is to encourage strategic thinking about how a nonprofit will achieve its goals. The following Impact questions are being completed by nonprofits slowly, thoughtfully and at the right time for their respective organizations to ensure the most accurate information possible.


1. What is your organization aiming to accomplish?

Urban College of Boston aims to provides every student full access to the resources and support they need to succeed personally, academically and professionally. We ultimately seek to enrich the communities and neighborhoods of metropolitan Boston through our unique, rigorous and compassionate education that goes beyond the classroom and meets our diverse students in the context of their lives. 
 
Our students graduate with the skills and experience to prosper in the Commonwealth's economy. They also receive the credentials to close the income gap and leave with the opportunity to advance on to earn a Bachelor's degree. Most of our students are already workingin the field of early childhood education when they arrive at our doors. The credentials they receive at Urban College enable them to create wonder, joy and educational exploration to thousands of young children throughout the region every day.
 
Most of our students are mothers; studies have shown that a mother's reading level has a significant impact on the educational success of their children.Our student's dual roles as mothers and as college students - and in many cases learning English - is critical to reducing the cycle of poverty.  UCB considers the mother's decision to pursue college and the profound impact that this has on the culture of her family, on a daily basis, and the value of education that is instilled into every member of the family. This inevitably has a positive impact in closing her children's educational achievement gap. The UCB student (mother) may achieve more confidence to be an educational advocate for her children. This is recognized at UCB.

2. What are your strategies for making this happen?

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3. What are your organization’s capabilities for doing this?

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4. How will your organization know if you are making progress?

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5. What have and haven’t you accomplished so far?

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