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Museum of African American History

 14 Beacon Street, Suite 401
 Boston, MA 02108
[P] (617) 725-0022 x 19
[F] (617) 720-5525
Marita Rivero
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 Printable Profile (Summary / Full)
EIN 04-2429556

LAST UPDATED: 12/21/2018
Organization DBA Museum of African American History
Museum of Afro American History
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years Yes


Mission StatementMORE »

The Museum of African American History inspires all generations to embrace and interpret the authentic stories of New Englanders of African descent, and those who found common cause with them, in their quest for freedom and justice. Through its historic buildings, collections, and programs, the Museum expands cultural understanding and promotes dignity and respect for all.

Mission Statement

The Museum of African American History inspires all generations to embrace and interpret the authentic stories of New Englanders of African descent, and those who found common cause with them, in their quest for freedom and justice. Through its historic buildings, collections, and programs, the Museum expands cultural understanding and promotes dignity and respect for all.

FinancialsMORE »

Fiscal Year Jan 01, 2018 to Dec 31, 2018
Projected Income $1,780,425.00
Projected Expense $1,733,999.00

ProgramsMORE »

  • Exhibits
  • Freedom Rising Youth Education Programs
  • Historic Sites: Preservation and Restoration
  • Teacher Summer Institutes

Revenue vs. Expense ($000s)

Expense Breakdown 2017 (%)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

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


Mission Statement

The Museum of African American History inspires all generations to embrace and interpret the authentic stories of New Englanders of African descent, and those who found common cause with them, in their quest for freedom and justice. Through its historic buildings, collections, and programs, the Museum expands cultural understanding and promotes dignity and respect for all.

Background Statement

In the early 1950’s, a visionary historian named Sue Bailey Thurman upon moving to Boston with her husband, the Reverend Dr. Howard Thurman, Boston University theologian, discovered on Beacon Hill some of the earliest and most important African American historic places in the nation. She later founded the Museum of African American History in 1967. 

The late Henry Hampton and Ruth Batson, Boston’s legendary champions for civil and human rights, became leaders of the Museum and purchased its first historic site in 1972—the African Meeting House in Boston (built in 1806).  Harvard University Professor Dr. Henry Louise Gates, Jr. has cited The African Meeting House in Boston as the most important African American National Historic Landmark in the nation. In 1988, the Museum purchased the African Meeting House on Nantucket. Together, these two African Meeting Houses, along with two Black Heritage Trails® (BHT), became available for the interpretation of this little known history.

Today the Museum has four historic sites, three of which are National Historic Landmarks:

  • The African Meeting House, Boston (1806) - America’s oldest extant black church building erected primarily by free African American artisans. Stewarded by the Museum, it is the embodiment of the history of the Abolitionist Movement and the fight for equal school rights and citizenship in America from the American Revolution to Reconstruction. A comprehensive historic restoration was completed and opened with a celebratory week of rededication and programming beginning on December 6, 2011, the 205th anniversary of the first dedication.
  • The Abiel Smith School (1835) - the first building in the nation erected solely to house a black public school. It is the site of the Massachusetts Supreme Court’s “separate, but equal” ruling in 1849 that was referenced by the U.S. Supreme Court in Plessy v. Ferguson in 1896, and later overturned in Brown v. Board of Education in 1954.
  • Nantucket’s Seneca Boston-Florence Higginbotham House (c. 1774) – purchased by the Museum in 2002, was built shortly after the land was purchased in 1774, making it the oldest home still standing built by a free black family in America for their own occupancy.
  • Nantucket’s African Meeting House (c.1820's) – a school and church built by the black maritime community that began forming in the 1730’s; it served as the first public school on the island. 


Impact Statement

Annually serving close to 30,000 students; educators; and local, regional, or international visitors, the Museum of African American History places deeply significant history in the context of current social, economic, and political landscapes. The Museum's two preeminent historic sites anchor Black Heritage Trails in Boston and on Nantucket, spanning America's Colonial Period through Reconstruction. The sites are closely linked to key leaders, institutions, and campaigns during the eighteenth and nineteenth centuries, such as the New England Antislavery Society led by William Lloyd Garrison, or the voyages of the African American whaling captain, Absalom Boston. Exhibits researched, created, and mounted by the Museum offer a new lens on available scholarship, opening significant insights into American history. Our interpretive programs for the general public include conversations and performances on both campuses, featuring artists and thought leaders who make their work accessible to our audiences.

The Museum's educational programs for youth are also rooted in these historic sites, ongoing scholarly research, and interpretation of our collections. A series of hands-on, interactive activities and programs engage K-12+ students by providing place-based learning opportunities that give diverse young people the chance to explore their understanding of the past in ways that expand their cultural, historical, and visual literacy skills. Since 2013, MAAH has also offered Teacher Summer Institutes that illuminate history for educators at these schools. Our historical materials help teachers provide their students with a multi-disciplinary approach to exploring their own and their country’s history.

During 2016, MAAH piloted our new Cross Cultural Classroom (CCC), which emerged from conversations we had with partners Bunker Hill Community College and Tufts University. We provided the first CCC to a local police department, serving 140 members of that force. We also see universities, large non-profits, and corporations as potential beneficiaries, as MAAH grows the CCC, collaborating with them in their diversity and inclusion efforts.

Needs Statement

The Museum’s key needs are outlined in its Strategic Plan, including both immediate and long term needs. The four most pressing needs are:

1. The Museum could reach more students with on-site educational programs if we added a second educator to our staff. $50,000 is a key fundraising goal.

2. To follow the successful (and extended) "Picturing Frederick Douglass" exhibit, the Museum is preparing a series of smaller exhibits, to open over the course of mid-2018 through late 2019, using a multi-disciplinary approach to interpret the theme of "In the Spirit of Revolution" with relation to the vibrant communities built around the African Meeting House in Boston and on Nantucket. $40,000 is our fundraising goal.

3. The Museum's Summer Institutes are free for educators. It costs $60,000 to plan for, hold, and do follow-up services for 30 teachers attending an institute.

4. MAAH has established a new speaker series addressing the theme of "Race in the Public Dialogue" and featuring prominent thought leaders. $15,000 would support this series.

5. As renovations move into their final stages on Nantucket, the Museum plans to begin programming in the island’s public schools, starting in the spring of 2019. $25,000 is needed for educational programming.

CEO Statement

Recently, we have seen an outpouring of public expression about racial differences. There is tension over the nature of lawful civic engagement and around the obligations between citizens and their government. Here at the Museum of African American History, we believe one of our roles is to provide opportunities for people to engage in constructive dialogue about our civil and human rights issues.

We gain inspiration and guidance from the strength and courage of those who have gone before us, people who faced great odds and endured many hardships before gaining great victories. At its core, the Museum of African American History presents living testimony to the possibility of positive outcomes. Our historic buildings and the people whose lives we feature, represent what can happen when determined individuals in a community work together for great goals.

Viewing history through the eyes of enslaved, self-emancipated, free blacks and those who had common cause with them in the 19th century, we find models for how racial bias and other negative attitudes can be challenged and a more just and equal society can emerge.

By sharing the often unknown stories of our national history and promoting cross-cultural understanding through compelling exhibits and programs, the Museum stimulates interaction between the past and the present, an interaction that advances our appreciation of the connection between social justice and our common histories.

The Museum of African American History is at the forefront of the national imperative to highlight the multi-cultural nature of United States history. Placing a social justice lens on the history of enslaved people recognizes this story as one of courage, resistance and triumph over adversity. Moreover, the abolition movement they nourished is really the seed bed, the first model for movements for social justice right up through today. As a result, we present an 18th and 19th century American history that feels alive and relevant to young people from communities throughout the area.

It is because of the generous support of individuals who believe in our message and our values that we are able to preserve our historic spaces and offer innovative programs. Please give the Museum a generous gift to advance the cause of social justice that our 19th century ancestors fought so hard to advance. Help us continue to share their inspirational stories, to invest in partnerships with schools and colleges, and work on raising cross cultural consciousness.

Board Chair Statement


Geographic Area Served


Organization Categories

  1. Arts,Culture & Humanities - History Museums
  2. Arts,Culture & Humanities - Historical Societies & Historic Preservation
  3. Arts,Culture & Humanities - Museums

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

Under Development



Exhibits researched, created, and mounted by MAAH offer a new lens on available scholarship, opening significant insights into American history. Annually serving close to 30,000 students, educators, and local, regional, or international visitors,

MAAH places deeply significant history in the context of current social, economic, and political landscapes through our yearly exhibits. Recent exhibits have ranged from an examination of black publishing over two centuries, to the heroic Civil War sacrifices of the 54th Colored Regiment. The current "Picturing Frederick Douglass: The Most Photographed American of the 19th Century" is scheduled to close in early 2018. Douglass believed that the new technology of photography could counteract the period’s negative, dehumanizing images of African Americans. In this first major exhibition of Douglass’ photographic portraits, MAAH reintroduces America’s first black celebrity.

The four historic properties stewarded by MAAH tell many stories of the people who created and used them. Their stories, and their relation to the historic architecture, will be the principal subject of MAAH's next planned exhibition, "In the Spirit of Revolution, They Built a Place: African Americans in Beacon Hill, Boston and Five Corners, Nantucket (1776-1855)," which will draw together MAAH's National Historic Landmarks, on our two campuses. "They Built a Place" exhibition will read cultural heritage into these buildings. The exhibit will critically examine each site, including the process of renovation and preservation, and the role these places have played in the formation of early African American society and culture. Through an in-depth analysis of the architectural history of the two African Meeting Houses, alongside other structures in their respective neighborhoods, MAAH will highlight the intentional commitment of people descended from multiple African cultures to create a unified community and place of their own. The places these African Americans designed and built affirmed their rights to freedom and full participation as citizens of the young United States. MAAH's exhibit will also feature multiple strategies developed by people in these two neighborhoods, and gathering within the two African Meeting Houses, to pursue liberty, justice, and human dignity--ideals that remain highly relevant through the twentieth century to the present day.

Budget  200,000
Category  Arts, Culture & Humanities, General/Other History & Historical Programs
Population Served Adults Children and Youth (0 - 19 years) General/Unspecified
Program Short-Term Success  Short-term success will include continued rising visitation numbers for MAAH's new exhibits and programs, plus greater awareness of our role in portraying this history.
Program Long-Term Success 

MAAH exhibits provide thousands of visitors from the general public, as well as diverse students and their teachers, with place-based learning. Linked to our exhibits, we offer a wide range of performances/concerts and lectures by scholars, journalists, and thought leaders to further promote mutual understanding.

Program Success Monitored By  Program success will be monitored by visitation numbers and event surveys.
Examples of Program Success  Long term program success will include increased visitation and greater awareness of the Museum.

Freedom Rising Youth Education Programs

MAAH's Freedom Rising Youth Education Programs actively involve students (grades 3-12+) in interpretive activities that allow diverse young people to explore their understanding of the past in ways that expand their cultural, historical, writing, public-speaking, and visual literacy skills. For young people, learning about important individuals, events, and ways of life within the eighteenth and nineteenth-century African American community—and learning in the actual places where the Boston community worked, studied, gathered, and advocated for freedom—is a powerful experience.

Interpreting each MAAH exhibit in depth, the educational programs described in detail below involve, on average, 2,850 students each year, through a multi-disciplinary approach to the students' own and the country's history. (We tailor the activities to specific grade levels, also meeting Massachusetts Social Studies Framework and Common Core standards.) The majority of participating students are from Boston Public Schools, but a significant number attend other area public schools, or come to MAAH through a variety of local/regional after-school or summer programs involving disadvantaged youth.

"Giant Steps in a Small Place" (grades 3-6): This workshop gives students the chance to experience what it was like to attend school in the mid-1800s through live interpretation at MAAH's Abiel Smith School in Boston, the oldest US building built as a public school for African Americans. An early teacher there was Susan Paul, and a MAAH educator plays her role for students, so they learn how children would have been taught to read, spell, calculate, and recite nearly two hundred years ago, and can compare the academic subjects they study today.

“Dig and Discover” (grades 3-12): In a hands-on workshop tailored to grade-level, students become archaeologists as they examine and identify artifacts based on findings from archeological studies at MAAH’s Boston and Nantucket campuses. Students are challenged to estimate an object’s time period and make inferences about its use. They craft a story using the artifacts as evidence, and then learn further facts about the lives of eighteenth- and nineteenth-century African Americans. Depending on grade level, these workshops may be offered at schools and include components that build STEM skills, such as sorting objects by time period, classifying artifacts, and/or using archaeological methodology at simulated dig sites.

"They Spoke Here, Abolitionists' Debates" (grades 7-12): Educators and students select from several nineteenth-century topics that still have relevance today, such as segregation, voting rights, quality of education, or citizenship. Students then prepare for their visit to MAAH in small groups, researching assigned debate positions through primary-source evidence packets provided by MAAH. The students learn debating rules as they prepare arguments for both sides, also referring to historic meetings of antislavery societies before the Civil War. The students then compose written versions of their own positions, and deliver and defend these positions in the African Meeting House, where many of the same debates occurred over 150 years ago.

Budget  $250,000.00
Category  Education, General/Other Literacy
Population Served K-12 (5-19 years) College Aged (18-26 years) US& International
Program Short-Term Success  MAAH aims to create educational exhibits and programming that (1) help people learn history as a way to understand the challenges before us today; (2) bring diverse communities together for greater understanding; (3) educate all students about the imperative and empowering history of black Boston; (4) contribute to the history and civic literacy of students through history, literature and science/archaeology; (5) encourage students to complete their academic careers by sharing the lessons of the past; and (6) ensure that young people have access to a complete history and civic education so they are equipped to solve the problems of our time and contribute to a better America.
Program Long-Term Success 

With the sharpening polarization in our society, MAAH addresses several critical needs through our Freedom Rising Youth Education Programs:

  • The need for additional perspectives on American history and a broader historical context for today's issues.
  • The need to bring diverse communities together and increase mutual understanding.
  • The need to ensure youth have access to well-rounded historical and civic education, with a variety of role models, so they are better equipped to address the problems of our time and make this a better America.

Many of the students participating in educational programming at MAAH have had little previous exposure—whether in their classrooms or on trips to other cultural institutions—to the rich history and important contributions to our nation by people of color. Partly because of this gap, young people often do not see the relevance of African American history to their own lives, nor do they understand clearly the roles they or their classmates could play in our country's future.

The history interpreted by Museum-based Youth Education Programs at MAAH may be especially important for the African American students’ identity and understanding, but this history is relevant for all, both nationally and locally. MAAH is the only institution in Boston (and on Nantucket) with a primary focus on African American history, viewed as an integral part of American history overall. Thus, MAAH believes we have an enormous opportunity to break down real and perceived barriers or misconceptions through our Freedom Rising Youth Education Programs.

Program Success Monitored By 

To measure the success of our Freedom Rising Youth Education Programs, MAAH tracks the numbers and ages/grades of students served on a monthly basis. Their teachers also fill out evaluations of the programs so that we can constantly work to improve our activities and interpretation. (Some key questions are: What was the most important thing learned? The most challenging? What would you have wanted more of?) Furthermore, educators frequently provide informal responses themselves or pass along reactions from their students.

One enduring lesson is how much participants appreciate being taken beyond what's familiar to them, uncomfortable as it might be at first. Many teachers have also appreciated that our programming supports the skills-based outcomes that are part of state-required learning standards, including students' ability to:

  • Compare the point of view of two or more authors as they treat the same or similar topics.
  • Cite specific textual evidence to support analysis of primary and secondary sources.
  • Analyze in detail a series of events described in a text and determine whether earlier events caused later ones or simply preceded them.
  • Determine the meaning of words and phrases used in a text, including vocabulary describing political, social, or economic ideas.

Examples of Program Success  Nearly 90 percent of surveys indicate a high degree of student and educator satisfaction with MAAH educational programming.

Historic Sites: Preservation and Restoration

MAAH has capital priorities for the preservation and restoration of its historic sites in Boston and Nantucket. Current priorities include:

African Meeting House, Boston

  • A carved entry sign
  • Custom Signage for Funder and Sponsor Recognition
  • Woca Oil for meeting room floors


Abiel Smith School, Boston

  • Replace the elevator lift
  • Exterior and interior painting


Nantucket Higginbotham House

  • Rehabilitate interior of main house
  • Collections storage


African Meeting House Nantucket

  • Repair roof and interior ceiling
  • Repair or replace window lintels, frames
  • Paint ceiling and window





Budget  $1,000,000.00
Category  Arts, Culture & Humanities, General/Other Arts, Culture & Humanities, General/Other
Population Served Adolescents Only (13-19 years) Adults Families
Program Short-Term Success  Preservation and restoration of MAAH's historic sites are critical to continuing to provide the opportunity for visitors to the sites and for programs to be held and available to the general public, to educators, and to youth and students. 
Program Long-Term Success  The Museum's historic sites maintain the important heritage of the sites, the legacy of these early black pioneers, and the culture and history their stories and contributions impart. 
Program Success Monitored By  Historic preservation is in keeping with state and national guidelines for the historic neighborhood of Beacon Hill and the island of Nantucket. 
Examples of Program Success  Preservation and restoration of MAAH sites, as is evidenced by the glorious restoration of the African Meeting House, results in increased programming and events for the visitors. 

Teacher Summer Institutes

Since 2013, our successful Teachers Summer Institutes (TSI) have complemented MAAH's youth education programs as intensive three-day trainings based on MAAH collections, plus the expertise of scholars, to help educators from Boston Public Schools and Bunker Hill Community College, among other schools, incorporate African American history into existing curricula. Generally, about half (20-30) of TSI graduates return to MAAH with their students during the following academic year. The TSI serve educators across grade levels and disciplines (history, ESOL, and English). MAAH's education team develops the overall approach of each year's TSI around a theme correlated to MAAH's current exhibit and allows staff, scholars, and participants to explore the rich, complex, and diverse history of African Americans.  

Budget  $66,200.00
Category  Education, General/Other Educational Programs
Population Served Adults
Program Short-Term Success  By the close of the 2013 Teachers Summer Institute, 90 percent of teachers will rate the program as one that delivers both high quality information and resources for their teaching.
Program Long-Term Success 

Ultimately through TSI, MAAH seeks to engage educators on a deeper level, enabling them to guide their students toward stronger critical and creative thinking, improved information literacy, enhanced intercultural knowledge and competence, engaged and active citizenship, success in school and careers, and a rich understanding of their own connection to history and their part in shaping the future.

Program Success Monitored By  The program success is monitored by pre and post institute surveys to participants. 
Examples of Program Success 

The Museum’s impact is seen in surveys we received from our 2012 Teacher Summer Institute that indicate elementary and middle school teachers gain solid concepts from which to develop lessons for their students. They also enjoy the combination of lectures, slide shows, walking tours, and activities that are available for student field trips.

Many teachers convey that they did not have information or knowledge about the contributions of Black Bostonians in the 18th and 19th centuries, for example that the Abiel Smith School was built by Blacks prior to attending. They relish the opportunity to teach their diverse student body about these contributions and achievements. They also are grateful to learn of the wealth of primary source documents the Museum has available, such as speeches made by abolitionists, and how they can incorporate these materials into their lessons. The teachers also expressed their strong interest in an archive of the resources and materials online.

CEO/Executive Director/Board Comments



CEO/Executive Director Ms Marita Rivero
CEO Term Start Jan 2016
CEO Email
CEO Experience

Marita Rivero began her tenure as Executive Director, having been a long-time involved supporter of the Museum, including as Board Chair from 1999-2009. Rivero brings her experience as a prolific public broadcasting executive and her service on several local and national non-profit boards in the areas of social service, arts, education, and historic preservation. In her first months at the Museum, she oversaw the creation and opening of a groundbreaking exhibit, “Picturing Frederick Douglass: Most Photographed American of the Nineteenth Century,which has resulted in significantly increased visitation.

Formerly Vice President and General Manager for Radio and Television at WGBH, Rivero oversaw programming, marketing, and administration. Stepping down from that position in July of 2013, she continued as a Special Advisor to WGBH until July, 2015. Rivero has been honored with numerous awards, among them a Pinnacle Award from the Greater Boston Chamber of Commerce for Achievement in Arts and Education; induction into the Boston YWCA’s Women Achievers; and the Abigail Adams Award from the Massachusetts Women’s Political Caucus. She currently serves on the board of Bunker Hill Community College Foundation and chairs the National Trust for Historic Preservation’s board.

Rivero began her higher education experience in Lincoln University, Pennsylvania. She holds a Bachelor of Science degree from Tufts University and has participated in post-graduate training at Harvard University’s Graduate School of Education, as well as the Stanford and Wharton Schools of Business.

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

Former CEOs and Terms

Name Start End
Ms. Beverly Morgan-Welch Feb 1999 Oct 2015

Senior Staff

Name Title Experience/Biography
Ms. L'Merchie Frazier Director of Education and Interpretation --
Mr. Cheis Garrus Director of Finance & Administration --
Ms. Diana Parcon Director of Capital Improvements and Facility Operation --
Ms. Alona Wilson Director of Collections & Exhibits --


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
-- --


National Park Service
National Trust for Historic Preservation
Boston Public Schools
Bunker Hill Community College
Suffolk University 

CEO/Executive Director/Board Comments


Foundation Comments


Staff Information

Number of Full Time Staff 6
Number of Part Time Staff 4
Number of Volunteers 10
Number of Contract Staff 1
Staff Retention Rate % 85%

Staff Demographics

Ethnicity African American/Black: 6
Asian American/Pacific Islander: 0
Caucasian: 4
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 8
Male: 2
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Under Development
Organization has Strategic Plan? Under Development
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 Yes
State Charitable Solicitations Permit Exempt
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


Board Chair Ms Sylvia Stevens-Edouard
Board Chair Company Affiliation Liberty Mutual Insurance
Board Chair Term Aug 2018 - July 2020
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Ms Roxann Cooke Eastern Bank Voting
Mr Gerald Cox Cox Associates Voting
Mr. David Garrison Community Volunteer Voting
Ms Marcy Gefter Harvard Business School Voting
Dr. Kenneth Greenberg Suffolk University Voting
Mr. James Hoyte Harvard University Voting
Mr Paul Karoff American Academy of Arts and Sciences Voting
Mr. Stanley Onuoha Bank of America Voting
Mr Clayton D Samuels ConvergEx Group Voting
Ms Sylvia Stevens-Edouard Liberty Mutual Voting
Ms Cathleen Douglas Stone City of Boston 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: 6
Asian American/Pacific Islander: 0
Caucasian: 4
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 0
Other (if specified): --
Gender Female: 3
Male: 7
Not Specified 0

Board Information

Board Term Lengths 2
Board Term Limits 5
Board Meeting Attendance % 80%
Written Board Selection Criteria Under Development
Written Conflict Of Interest Policy Under Development
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions 25%
Constituency Includes Client Representation Yes

Standing Committees

  • Audit
  • Campus Planning and Development
  • Collections
  • Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
  • Executive
  • Finance
  • Marketing
  • Strategic Planning / Strategic Direction

CEO/Executive Director/Board Comments


Foundation Comments



Revenue vs. Expense ($000s)

Expense Breakdown 2017 (%)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2017 2016 2015
Total Revenue $1,463,349 $1,411,344 $2,106,375
Total Expenses $2,130,789 $2,072,426 $1,889,851

Prior Three Years Revenue Sources

Fiscal Year 2017 2016 2015
Foundation and
Corporation Contributions
-- -- --
Government Contributions $0 $0 $160,701
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified -- -- $160,701
Individual Contributions $961,375 $1,052,361 $1,323,752
Indirect Public Support -- -- --
Earned Revenue $309,841 $98,936 $174,244
Investment Income, Net of Losses $22,229 $21,085 $7,227
Membership Dues $12,178 $23,675 $21,285
Special Events $157,726 $215,287 $419,166
Revenue In-Kind -- -- --
Other -- -- --

Prior Three Years Expense Allocations

Fiscal Year 2017 2016 2015
Program Expense $1,217,567 $1,326,193 $1,403,923
Administration Expense $835,242 $692,547 $419,516
Fundraising Expense $77,980 $53,686 $66,412
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 0.69 0.68 1.11
Program Expense/Total Expenses 57% 64% 74%
Fundraising Expense/Contributed Revenue 7% 4% 3%

Prior Three Years Assets and Liabilities

Fiscal Year 2017 2016 2015
Total Assets $13,117,743 $14,087,547 $14,476,385
Current Assets $2,058,268 $2,953,389 $3,824,196
Long-Term Liabilities -- -- $0
Current Liabilities $199,417 $533,542 $261,198
Total Net Assets $12,918,326 $13,554,005 $14,215,187

Prior Three Years Top Three Funding Sources

Fiscal Year 2017 2016 2015
1st (Source and Amount) -- --
-- --
-- --
2nd (Source and Amount) -- --
-- --
-- --
3rd (Source and Amount) -- --
-- --
-- --

Financial Planning

Endowment Value --
Spending Policy Income Only
Percentage(If selected) --
Credit Line No
Reserve Fund Yes
How many months does reserve cover? 3.00

Capital Campaign

Are you currently in a Capital Campaign? Yes
Capital Campaign Purpose Renovations to historic site on Nantucket.
Campaign Goal $600,000.00
Capital Campaign Dates Jan 2016 - Dec 2018
Capital Campaign Raised-to-Date Amount $500,000.00
Capital Campaign Anticipated in Next 5 Years? Yes

Short Term Solvency

Fiscal Year 2017 2016 2015
Current Ratio: Current Assets/Current Liabilities 10.32 5.54 14.64

Long Term Solvency

Fiscal Year 2017 2016 2015
Long-term Liabilities/Total Assets 0% 0% 0%

CEO/Executive Director/Board Comments


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 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?