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Conservatory Lab Charter School Foundation Inc

 2120 Dorchester Avenue
 Dorchester, MA 02124
[P] (617) 254-8904 x 105
[F] (617) 254-8909
Cecilia Soriano
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 Printable Profile (Summary / Full)
EIN 04-3443578

LAST UPDATED: 01/04/2019
Organization DBA --
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years Yes


Mission StatementMORE »

Conservatory Lab Charter School empowers a diverse range of children as scholars, artists, and leaders through rigorous academic and music education. We enrich our community through performance, service, and collaboration. As a laboratory school, we develop innovative educational approaches that impact children in other schools and programs.


Mission Statement

Conservatory Lab Charter School empowers a diverse range of children as scholars, artists, and leaders through rigorous academic and music education. We enrich our community through performance, service, and collaboration. As a laboratory school, we develop innovative educational approaches that impact children in other schools and programs.


FinancialsMORE »

Fiscal Year July 01, 2011 to June 30, 2012
Projected Income $500,000.00
Projected Expense $320,000.00

ProgramsMORE »

  • El Sistema
  • Expeditionary Learning

Revenue vs. Expense ($000s)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

Expense Breakdown 2011 (%)

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


Mission Statement

Conservatory Lab Charter School empowers a diverse range of children as scholars, artists, and leaders through rigorous academic and music education. We enrich our community through performance, service, and collaboration. As a laboratory school, we develop innovative educational approaches that impact children in other schools and programs.


Background Statement

Founded in 1999 by a team of music educators, researchers and administrators from the New England Conservatory of Music (NEC), the Conservatory Lab Charter School was established to discover the effects of music on children’s social and cognitive development.Through an interdisciplinary curriculum called Learning Through Music, students experience music woven throughout the fabric of their day, in performance classes as well as integrated into their academic studies. Conservatory Lab offers a unique approach to learning that is project-based, music-infused, and interdisciplinary.  

Recently, Conservatory Lab has become the first elementary school in the country to fully implement the El Sistema approach to music education. El Sistema is an intensive orchestral education program which began in Venezuela. With an extended school day, all students now receive two and a half hours of orchestral music instruction each day, beginning in kindergarten. As the children learn to play in an orchestra together, they also develop confidence, responsibility, and an ability to participate in community together.

Students enter Conservatory Lab elementary school by lottery. There are no auditions, entrance tests, expectations of special academic or musical ability; no fees of any kind. The students come from all the neighborhoods in Boston and 70% of the student body is eligible for free or reduced lunch. They enter in pre-kindergarten at age four and continue through sixth grade.

Impact Statement

Conservatory Lab has taken tremendous strides in the past year. We have fully implemented a groundbreaking El Sistema orchestral program, extending our school day to provide each student with two and a half hours a day of orchestral music instruction. Students are enjoying the opportunity to reach higher levels of artistry through large ensemble, small group, and private instruction under the direction of ten gifted Resident Artists. They are performing more frequently and for larger audiences than ever before, generating excitement throughout the school and the larger community.

In the fourth year of our Expeditionary Learning Curriculum, students have worked closely with community experts to create four professional-quality products which demonstrate their learning. These books are collections of writing and artwork conveying the expertise students have developed through their investigations. The books are on display in local libraries and are now being used to teach younger students. Our young authors are taking pride in having created something valuable to share with the community.

Academically, it has been a banner year for our students. MCAS Math and science scores, once in the lowest tiers of the state, have skyrocketed to a level equal to or above the state average. English Language Arts has progressed steadily, so that all tested grades are now ranked in the top 20 for the state, and our low income students are performing well above the state average for their demographic.

Needs Statement

I. School Facilities

Conservatory Lab Charter School needs a new facility that will reflect and realize the mission, serving not only our immediate Conservatory Lab Charter School community but the larger community as well. The school needs a facility that is designed to support our music-focused curriculum and to support the intellectual, artistic, emotional, social and physical growth of all students

To become a nationally recognized Expeditionary Learning, music-infused school that indeed is deeply connected to a larger community, we need a state of the art performance space and recording studio/radio station. These two spaces will also serve and be used by the larger community.


II. Center for Research and Practice

Within the first two years of its implementation, the El Sistema program has become an exceptional model for music education as a tool for social transformation.

As programs throughout Boston and the United States begin to implement similar programs, Conservatory Lab is poised to create a Center for Research and Practice on site to showcase and disseminate our best practices. This new center would host workshops, internships, and seminars, develop on-line and print publications, and offer continuing education in music and academic instruction.

III. Endowment

The rapid academic, musical, and social success observed at Conservatory Lab in the past three years has been a product of collaboration among a team of talented academic instructors and resident artists, who have created a culture of excellence among the student body through both instruction and example. In order to preserve and enrich this culture in the coming years, it is necessary to build an endowment through which we can continue to provide our students with the tools for learning and the leadership of highly qualified instructors.

CEO Statement

The school has been on a growth trajectory towards its goal of becoming a national leader for music-infused project based learning and music education.  For the past several years, the school has a renewed focused on building internal capacity by strengthening curriculum and instruction in all subjects using the Expeditionary Learning model, and recruiting and building the first El Sistema program embedded in a public school in the United States; three years into the program, the school now boasts three orchestras and a wind ensemble. The school has recruited a strong faculty, has invested in professional development for them, improved test scores, earned charter renewal, and has pioneered an innovative performance based teacher evaluation and compensation contract. Conservatory Lab has become an active member of a national network, Expeditionary Learning, and the student products generated have received noteworthy attention. The Conservatory Lab Charter School Board effectively provides leadership and direction and has expanded its circle of donors and friends.

Board Chair Statement

Open the doors to Conservatory Lab Charter School, and invariably you hear music. You might visit a first grade class where students are intently listening to a musical as part of the music-infused project based curriculum Conservatory Lab is widely recognized in pioneering. In the afternoon, you are astonished that over 100 students are playing in three orchestras with El Sistema, the internationally known music program from Venezuela, with a strong youth development agenda that works with a profile of students not unlike that of Conservatory Lab’s.    Conservatory Lab stands alone as a pioneer integrating EL Sistema into the regular school day.    

You are struck by the diversity of the student body, representing the city’s rich cultural and linguistic heritages. You notice impressive documentation of students’ learning and metacognition about their learning on bulletin boards, and are amazed by the vibrancy and engagement of students and faculty. No wonder the waiting list for the school (admission is by lottery) numbers more than 600 students, from all across the city.

Founded in 1999, Conservatory Lab Charter School is a unique school by any measure, but even more remarkably one that serves such a diverse student body of 37.4% African Americans, 26.3% Hispanics, 24.5% White, 7.6% Asian and 4% Mixed Race. We also serve 17.25% of students identified as special needs and/or needing a 504 Plan and 22% are English Language learners. Approximately 65% of students receive free or reduced lunch.  Conservatory Lab Charter School creates opportunity for Boston’s youth to receive an outstanding academic education as well as music training in choral singing, instrumental music and orchestra.  Boston is one of the premiere music cities in the world with the Boston Symphony Orchestra, New England Conservatory, Boston Conservatory, Berklee College of Music, Handel & Hayden Society, Longy School of Music, WGBH rich music programming, and numerous other area community music schools and non-profits devoted to performance. Still, Conservatory Lab Charter School stands alone in offering free music instruction and music infused curriculum across disciplines to children starting at age 4.

Geographic Area Served

Greater Boston Region-All Neighborhoods
As a Boston public charter school, Conservatory Lab serves a diverse population drawn from throughout the Greater Boston Area. Admission is through a lottery process, with preference given to siblings of current students.

Organization Categories

  1. Education - Charter Schools
  2. Arts,Culture & Humanities - Performing Arts Schools
  3. -

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



El Sistema

El Sistema is an intensive orchestral instruction program designed to build a strong community through the experience of ensemble performance. Beginning in Kindergarten, each student receives 3 hours a day of music instruction, both instrumental and vocal. Students participate in one of three orchestra ensembles, as well as chorus and private/small group instruction.
Budget  355,000
Category  Arts, Culture & Humanities, General/Other Music Instruction
Population Served Children Only (5 - 14 years) At-Risk Populations
Program Short-Term Success 

In the short term, we expect to see students more engaged in school, exhibiting greater responsibility and longer attention spans. We expect to see joyful music performances and hear positive feedback from parents about what this program means to their children. We expect to see students treating one another with kindness and camaraderie, as members of a team. We expect a culture of striving for excellence to permeate the culture of our school in academics as well as music. We also expect to hear positive feedback from members of the community around the school and our students’ neighborhoods, that the program is making an impact beyond the walls of our school.

Program Long-Term Success 

The goal is that through the serious, rigorous, intense study of music our students will enhance their achievement academically, socially and certainly artistically. It is hoped that this engagement with music at an early age will keep our students, nearly 70% of whom live below the poverty line, away from drugs, alcohol, crime, gang-related violence, early pregnancy and all the other perils that surround them in the neighborhoods where they live.


As a lab school, we hope that the educational materials and best practices we develop will become useful tools for other similar programs emerging across the country. We expect that teachers trained at Conservatory Lab will go on to start similar programs of their own, providing free, quality music instruction to underserved children.

Program Success Monitored By 

We use multiple assessment tools, formal and informal, internal and external. Each student receives a quarterly progress report from their music teachers, including both rubric and narrative descriptions of their musical and social progress in class. In addition, students are formally assessed on school-wide musical benchmarks once a year and participate in a national music achievement test. All of these tools help teachers and parents to track individual students’ growth and measure the overall growth of the program.

The formal evaluation process also includes observing and collecting perceptions of social and behavioral changes in Conservatory Lab Charter School students.  A graduate student from Harvard working in Howard Gardner’s Harvard School of Education program has prepared both qualitative measurements and quantitative assessments that will be used in collecting survey data from parents, teachers, administrators and students. It is anticipated that there will be a growth in the students’ self regulation skills, motivation, peer-respect and responsibility.

Since a sixth grade was added this year, there has not yet been a graduating class to go through the El Sistema program. When the current sixth grade class graduates, we will create a protocol for tracking their progress in order to gather long-term alumni data.

Examples of Program Success 

El Sistema has become a symbol of pride in our students, parents, and community. Last year our students performed in 14 concerts, some with audiences of over 750, and in venues such as Sanders Theatre and the State House. Each day we see evidence that lives are being transformed as children develop confidence, community, and discipline through music.

One 2nd grader last year would become physically ill when confronted with new situations. Now in third grade, she is a leader in the viola section of her orchestra. She has found confidence in her own artistic voice. She is proud of her unique role in her community.

The pursuit of a beautiful cello sound has had a noticeable calming effect on a 5thgrader with anger issues. He takes great pride in his music and his ensemble. He gets along better now with peers and adults, and his academics are improving.

These are two of countless examples of personal transformation happening every day through the rigor and joy of learning music together.

Expeditionary Learning

Students at Conservatory Lab study social studies, science, math, and language arts through hands-on, project-based, interdisciplinary, arts-infused units called Learning Expeditions. Based on the nationally acclaimed Expeditionary Learning model, our unique curricula are designed to motivate students at all levels by engaging them with high-level tasks and active roles in the classroom. Students and teachers work together to create guiding questions and engage directly with primary source material through field work, experimentation, interviewing experts, and studying primary documents. Expeditions culminate in the creation of an authentic product, such as a book, music video, or play, through which students share their new expertise with the school and the community.

Budget  195,000
Category  Education, General/Other
Population Served Children Only (5 - 14 years)
Program Short-Term Success 

In the immediate future we expect to see classrooms where students are fully engaged and participating. We expect to hear students speaking cogently about their expeditions and creating quality products to share their knowledge with others. We expect to see students’ academic skills improve as they take on ownership of their learning.

Program Long-Term Success 

The long term benefits of Expeditionary Learning will include improved academic performance across the spectrum, measured externally by MCAS test scores and internally through a variety of formal and informal classroom assessments. We hope our students will demonstrate an improved ability to synthesize information and find creative solutions to problems. We expect our alumni to outperform their peers throughout their academic career and to continue to be scientists, writers, musicians, historians, and mathematicians throughout their lives.

Program Success Monitored By 
Throughout each expedition, teachers meet with the school curriculum designer and with Expeditionary Learning specialists. Together they assess and refine the curricula and lessons based on formal and informal assessments of student work as well as classroom observations.
Creating culminating projects is an integral component of Expeditionary Learning. Representative samples of student-created products and performances are documented and archived for the purpose of monitoring student growth from year to year and from class to class.
Examples of these products include the music video, "Snakes are Born This Way," written and performed by the 2nd grade class to share their knowledge of Snakes.
4th graders performed original blues songs at The House of Blues as a culmination of their expedition into The Great Migration.
Their written publications, including "Art is Painting Yourself," by the K1 class and a field guide to the Boston Harbor Islands by the 6th graders are of such quality that they are being sold at local book stores.
Examples of Program Success 
Each year, the quality of student products has increased. Last year, two third graders won top prizes in a state science poetry contest for pieces created for their class project "Along the Charles River." Four of the books produced by classrooms are now in local libraries and resource rooms of museums the students visited during their research. The writing and art are of such quality that other educators are using their work as teaching resources.
Among the children, the excitement can be seen daily. When a herpetologist came in to second grade to share his expertise on corn snakes, students were riveted, asking thoughtful, informed questions, taking notes, and using vocabulary words like "scutes" and "hibernaculum."
Standardized test scores have shown steady to dramatic increases over the three years since Expeditionary Learning began at Conservatory Lab, and parents report great satisfaction with the depth of knowledge their children are demonstrating about the topics they study.

CEO/Executive Director/Board Comments

The books, music videos, compositions and posters our students create are excellent examples of the deep learning that is possible when students draw on multiple disciplines to create a product or solve a problem together. At every level, we are seeing students actively engaged by expeditions that challenge them to think like writers, scientists, historians, and artists in order to reach a common goal. Interest in this method is rapidly building among teachers in neighboring schools who will be attending our March 30 Picturing America Conference, sponsored by the National Endowment for the Humanities, as well as our June 1 Expeditionary Learning Conference, which will focus on the units which produced these products. Teachers throughout the community are eager to learn about Conservatory Lab’s successful approach to arts-integrated instruction.
As the momentum swells around our unique Learning Through Music curriculum, we are also experiencing great excitement surrounding our revolutionary El Sistema music program. Our students are developing deep focus and musical sensitivity, facile instrumental technique, and esprit de corps surrounding their ensembles, that carries over into the classroom, deepening the sense of community and common purpose. Last month we held a joint conference with Longy School of Music, in which music educators from across the country and Abreu Fellows from New England Conservatory came to observe our program and explore the future of El Sistema in the United States. Longy will soon be partnering with BardCollege to create a Masters in Arts Teaching degree, for which Conservatory Lab will be the primary field work site.


CEO/Executive Director Ms. Diana Lam
CEO Term Start Aug 2008
CEO Email
CEO Experience

Diana Lam, is a visionary with sophisticated first hand knowledge of education policy and change. She has a strong national reputation for raising student academic and artistic achievement. most Recently in November 2014, she was named a Barr Fellow by the Barr Foundation

Before coming to Conservatory Lab as Head of School in 2008, she worked as Vice-President for Global Education and Community Outreach for Christel House International and co-edited the book Educational Improvement:  What Makes It Happen and Why, (Editors: John Bransford, Louis Gomez, Diana Lam, Deborah Stipek, Nancy Vye, Harvard Education Press, 2009).

Ms. Lam was the Deputy Chancellor for Teaching and Learning at the New York City Department of Education, where she was responsible for joint implementation of Children First reforms: a multi-year effort aimed at dramatically improving New York City Public Schools.  She ensured Arts were made an equal priority area with Literacy and Mathematics based on her belief that each is critical to a complete education.

She served as Superintendent for Providence Public Schools. In Providence, Ms. Lam overhauled the administration, implemented a citywide literacy initiative, initiated the redesign of high schools with an emphasis on youth development and worked closely with the community.

Prior to her tenure in Providence, Ms. Lam was the first female superintendent in San Antonio, Texas where she won national acclaim for her accomplishments, including a dramatic increase in student achievement. In 1994 when Ms. Lam first came to San Antonio, it was the worst performing school district in Texas, with 42 schools rated as “low-performing” by the state. By 1999, none received that rating, and student scores increased dramatically in all subject areas.

Ms. Lam has also served as superintendent in Dubuque, Iowa and Chelsea, Massachusetts, where she worked to eliminate tracking by race and gender, thus ensuring all students equal access to a good education.  She was named Massachusetts Superintendent of the Year.

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
Mr. John Chistolini Chief Operations Officer --
Ms Kelly Greene Director of Development --
Ms. Cecilia Soriano Director of Marketing,Communications & External Affairs Ms. Soriano is a veteran arts administrator who has dedicated the majority of her professional career to the two passions in her life – children and the arts. “Art is the signature of civilization” is a central belief for her. To this end, she has been successful in raising funds and developing supporters for each of the arts programs and the arts organizations with which she has worked. Among these were CITYDANCE, during her tenure as Director of the Center for Dance Education at Boston Ballet; DANCE FOR ALL as Executive Director of American Academy for Dance and Kindred Arts in Santa Monica, CA; MUSIC L.A.!, while at the Department of Cultural Affairs in Los Angeles; the 60th Anniversary Season for Starlight Theatre in Balboa Park, San Diego,CA while she was Executive Director; and the 45th season for Colorado Ballet in her role as Vice-President Development, Marketing & Sales. In each of these endeavors, along with others, she has been responsible for the planning and execution of the Development, Marketing and Communications activities.


Award Awarding Organization Year
-- -- --


Affiliation Year
-- --
Member of state association of nonprofits? No
Name of state association --

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --


Fall 2010-present: Ongoing collaboration with NPR radio program From The Top, as a site for their Youth Arts Leadership program.
Spring 2011: Joint orchestra concert with student musicians from Youth and Family Services (YOFES) in honor of Hatian Flag Day
Summer and Fall 2011: Collaborative performance at The Strand Theater with students from BalletRox ballet company, sponsored by the Hunt Alternatives Foundation
Fall 2011-present: Joint conference with Longy School of Music on El Sistema in the United States, ongoing collaboration as a training site for their Masters in Arts Teaching degree.
Fall 2011: Joint concert with Sommerville Public School music program to raise support for a new Sommerville El Sistema program
Spring 2012: Joint conference with Museum of Fine Arts on arts integration in the academic curriculum, sponsored by the National Endowment for the Humanities.

CEO/Executive Director/Board Comments


Foundation Comments


Staff Information

Number of Full Time Staff 63
Number of Part Time Staff 7
Number of Volunteers 25
Number of Contract Staff 3
Staff Retention Rate % 82%

Staff Demographics

Ethnicity African American/Black: 2
Asian American/Pacific Islander: 1
Caucasian: 24
Hispanic/Latino: 7
Native American/American Indian: 0
Other: 0
Other (if specified): --
Gender Female: 23
Male: 9
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Under Development
Organization has Strategic Plan? Yes
Years Strategic Plan Considers 3
Management Succession Plan --
Business Continuity of Operations Plan No
Organization Policies And Procedures No
Nondiscrimination Policy Yes
Whistle Blower Policy No
Document Destruction Policy --
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 Semi-Annually


Board Chair Mr. Gary Gut
Board Chair Company Affiliation Retired
Board Chair Term Feb 2002 - June 2014
Board Co-Chair Ms. Anne Snyder
Board Co-Chair Company Affiliation Retired
Board Co-Chair Term May 2005 - June 2014

Board Members

Name Company Affiliations Status
Mr. Mark Churchill Symphony Pro Musica Voting
Mr. Robert Grinberg Retired Voting
Mr Gary Gut Retired Voting
Ms. Myriah Johnson Parent Advisory Council President Voting
Ms. Diana Lam Conservatory Lab Charter School Exofficio
Ms. Danna Mauch Principal Associate at Associates Incorporated Voting
Ms. Katherine Pell Retired Voting
Ms. Stephanie Perrin Retired Voting
Ms. Anne Reenstierna Education Consultant Voting
Mr. Bradley Richardson Bradyco Financial Voting
Mr. Clay Rives All InBox LLC Voting
Ms. Pamela Seigle Courage and Renewal Northeast Voting
Ms. Melanie Sheffield Parent Advisory Council President Voting
Mr. Andy Snider Principal, Snider Associates Voting
Ms. Anne Snyder Retired Voting
Dr. Lisa Wong Pediatrician, President - Longwood Symphony 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: 0
Asian American/Pacific Islander: 1
Caucasian: 13
Hispanic/Latino: 1
Native American/American Indian: 0
Other: 0
Other (if specified): --
Gender Female: 10
Male: 6
Not Specified 0

Board Information

Board Term Lengths 3
Board Term Limits --
Board Meeting Attendance % --
Written Board Selection Criteria Under Development
Written Conflict Of Interest Policy Yes
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions --
Constituency Includes Client Representation Yes

Standing Committees

  • Board Governance
  • Capital Campaign
  • Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
  • Education
  • Facilities
  • Finance

CEO/Executive Director/Board Comments

We have a deeply committed board who have been consistently involved with their time, talents, and financial support. As we move forward, we are seeking to bring greater diversity to our governing body and younger entreprenuership.

Foundation Comments



Revenue vs. Expense ($000s)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

Expense Breakdown 2011 (%)

Fiscal Year July 01, 2011 to June 30, 2012
Projected Income $500,000.00
Projected Expense $320,000.00
Form 990s

2013 990

2012 990

2011 990

2010 990

2009 990

2008 990

Audit Documents

2013 Audited Financials

2012 Audited Financials

2011 Audited Financials

2010 Audited Financials

2009 Audited Financials

IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2013 2012 2011
Total Revenue $2,973,203 $2,875,488 $2,725,147
Total Expenses $2,946,210 $2,820,027 $2,702,545

Prior Three Years Revenue Sources

Fiscal Year 2013 2012 2011
Foundation and
Corporation Contributions
$250 $55,952 $9,299
Government Contributions $187,060 $191,003 $243,534
    Federal $173,921 $191,003 $236,990
    State $13,139 -- $6,544
    Local -- -- --
    Unspecified -- -- --
Individual Contributions $240,000 $117,867 $231,791
Indirect Public Support -- -- --
Earned Revenue $2,385,089 $2,330,813 $2,116,934
Investment Income, Net of Losses $94 $126 $193
Membership Dues -- -- --
Special Events -- -- --
Revenue In-Kind $160,710 $179,727 $123,396
Other -- -- --

Prior Three Years Expense Allocations

Fiscal Year 2013 2012 2011
Program Expense $1,948,174 $1,812,173 $1,691,309
Administration Expense $956,107 $854,504 $742,858
Fundraising Expense $41,929 $153,350 $268,378
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 1.01 1.02 1.01
Program Expense/Total Expenses 66% 64% 63%
Fundraising Expense/Contributed Revenue 10% 42% 55%

Prior Three Years Assets and Liabilities

Fiscal Year 2013 2012 2011
Total Assets $777,962 $840,554 $661,873
Current Assets $774,059 $829,945 $635,048
Long-Term Liabilities $0 $0 $0
Current Liabilities $186,699 $276,284 $153,064
Total Net Assets $591,263 $564,270 $508,809

Prior Three Years Top Three Funding Sources

Fiscal Year 2013 2012 2011
1st (Source and Amount) -- --
-- --
-- --
2nd (Source and Amount) -- --
-- --
-- --
3rd (Source and Amount) -- --
-- --
-- --

Financial Planning

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

Capital Campaign

Are you currently in a Capital Campaign? Anticipated In 3 Years
Capital Campaign Purpose --
Campaign Goal --
Capital Campaign Dates -
Capital Campaign Raised-to-Date Amount --
Capital Campaign Anticipated in Next 5 Years? --

Short Term Solvency

Fiscal Year 2013 2012 2011
Current Ratio: Current Assets/Current Liabilities 4.15 3.00 4.15

Long Term Solvency

Fiscal Year 2013 2012 2011
Long-term Liabilities/Total Assets 0% 0% 0%

CEO/Executive Director/Board Comments


Foundation Comments

Summary financial data in the charts and graphs above is per the audited financial documents and reflects Conservatory Lab Charter School financial data only. In the Audited Financial documents posted above, data about the Conservatory Lab Charter School Foundation (component unit) is also presented. The 990s posted above reflect the Conservatory Lab Charter School Foundation.
Detailed functional expense breakout was provided by the organization.


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?


2. What are your strategies for making this happen?


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


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


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