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Immigrant Learning Center Inc

 442 Main Street
 Malden, MA 02148
[P] (781) 322-9777
[F] (781) 321-1963
www.ilctr.org
[email protected]
Diane Portnoy
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INCORPORATED: 1992
 Printable Profile (Summary / Full)
EIN 04-3138284

LAST UPDATED: 09/20/2015
Organization DBA --
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years No

Summary

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Mission StatementMORE »

The mission of The Immigrant Learning Center, Inc. is to give immigrants a voice in three ways: provide free English classes to immigrant and refugee adults in Eastern Massachusetts, educate the public on the ways that immigrants are assets to America, and support research that demonstrates the economic and social benefits of immigration.

Mission Statement

The mission of The Immigrant Learning Center, Inc. is to give immigrants a voice in three ways: provide free English classes to immigrant and refugee adults in Eastern Massachusetts, educate the public on the ways that immigrants are assets to America, and support research that demonstrates the economic and social benefits of immigration.

FinancialsMORE »

Fiscal Year July 01, 2014 to June 30, 2015
Projected Income $1,839,390.00
Projected Expense $1,839,390.00

ProgramsMORE »

  • English for Speakers of Other Languages (ESOL) classes
  • Public Education

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

The mission of The Immigrant Learning Center, Inc. is to give immigrants a voice in three ways: provide free English classes to immigrant and refugee adults in Eastern Massachusetts, educate the public on the ways that immigrants are assets to America, and support research that demonstrates the economic and social benefits of immigration.

Background Statement

The ILC was founded in 1992 by Diane Portnoy, ILC founder and CEO, who is an expert adult education practitioner and the daughter of Holocaust survivors from Poland. The school opened with three teachers, 60 students and a waitlist of 80 applicants. Today, the school serves 450 students at any given time, around 900 students annually and has a waitlist of 600. The facility has several classrooms, a 25-station computer lab, a staff of 31 and 40+ volunteers. It is the only free, intensive (10 to 15 hours per week), year-round ESOL day program currently offered in Malden and surrounding communities and one of few offered in Greater Boston. The ILC provides a continuum of English language services for students who are illiterate in their native languages to those preparing to enter college and become U.S. citizens. Instruction is in English only for a total immersion experience. A full-time guidance counselor and a full-time career and education advisor provide counseling support, referral services for various work/family/life issues and next steps preparation. Since its inception, The ILC has served more than 8,000 immigrants from 118 countries who live in 81 Greater Boston communities. In FY 2014 (July 1, 2013 - June 30, 2014), The ILC served 913 students from 60 countries. The top five countries of origin were Haiti (36%), China (14%), Morocco (10%), El Salvador (7%) and Brazil (4%). 

 In response to the anti-immigrant backlash experienced by many ILC students after 9/11, The ILC expanded its mission in 2003 by creating the Public Education Institute (PEI) to educate the public that immigrants are assets to America. The PEI has three major initiatives to support the goal of showing immigrants as contributors to America’s economic, social and cultural vibrancy: 1) business sector studies to examine the impact of immigrants as entrepreneurs, workers and consumers; 2) professional development for educators on teaching immigration across the curriculum; and 3) an immigration research and information website that provides easy access to the spectrum of contemporary research about immigrants in the United States.

The ILC formed a partnership in 2012 with George Mason University to create the Institute for Immigration Research (IIR) located at the University, which works in collaboration with the PEI. The IIR’s work expands to a national level what was started by the PEI in 2003 through research, presentations, newspaper and magazine articles.

 


Impact Statement

Accomplishments:

1) In FY 2014, (July 1, 2013 - June 30, 2014), The ILC served 913 students from 60 countries. Fifty-seven percent of students had a high school diploma from their native countries, and twenty-seven percent had college and advanced degrees. As a result of learning English at The ILC, students reported the following achievements: got a new job (113); went on a job interview (61); attended training programs (19); opened bank accounts (37); received driver’s license/learner’s permit (40); bought a car (11); got a new apartment (21); bought a home (2); started or already had a business (14); got a library card (67); volunteered in community (23); became a U.S. citizen (14).  

2) The ILC has a Tier One program status from the MA Department of Elementary and Secondary Education for program and fiscal management excellence. The ILC also has one of the highest student attendance rates at 90 percent.

 

Goals for the Current Year:

1) Serve around 900 students.

2) Reduce the wait list.

3) Identify new sources of private sector funding.

4) Update the strategic plan through 2017.


Needs Statement

1. Identify new funding sources to meet the FY 2015 agency revenue goal of $1.8 million. The economic recession, corporate mergers and failures, changing priorities of corporate and private foundations and cutbacks in government grants have impacted revenue generation.

2. Reduce the number of waitlist applicants (500) and wait times. Each ESOL class has its own waitlist. Those waitlisted in lower level classes wait the longest. The ILC has a policy of promoting students within a four-month session to the next ESOL class level if they show sufficient progress as opposed to waiting to the end of a session. This brings more people off the waitlist.

3. Continue to help students with next steps via The ILC's career and education advisor.

4. Continue efforts to educate the public that immigrants are assets to America through The ILC Public Education Institute and The ILC’s collaboration with the Institute for Immigration Research at George Mason University outside of Washington, D.C. The overarching goal of the Public Education Institute is to dispel myths and stereotypes about immigrants and how they positively impact the economy and the country. This is done through research, presentations, online teacher forums, and newspaper and magazine articles.

 


CEO Statement

I founded The ILC 22 years ago because I saw an unmet need that persists today. As a teacher in an adult education program during the 1980s, I saw firsthand the influx of newcomers to Massachusetts who needed to learn English quickly in order to create a life of opportunity and prosperity for their families. There were no ESOL programs that were both free and had the level of intensity of instruction (10-15 hours a week) that would enable foreign-born adults to learn English more quickly. The ILC was specifically designed to fill this need in unique ways.

 

  1. Classes are free to any adult immigrant or refugee age 16 and older.
  2. Intensive: ILC students receive 10 to 15 hours a week of free instruction.
  3. Immersion: Students are taught only in English as each class may have a dozen languages represented.
  4. The ILC uses the MA Department of Elementary and Secondary Education’s (DESE) Curriculum Frameworks as its curriculum design.
  5. Day time program: Experience shows day time classes are the best for achieving daily attendance.
  6. Strict attendance policy: The ILC has one of the highest attendance rates of all the DESE-funded programs in the state. With a waitlist of 500 applicants at any given time, absenteeism is strictly limited.
  7. Student centered: Each student is evaluated by the guidance counselor individually, placed in the class that best meets his/her needs and works toward individual goals.
  8. Flexible: Seventy-five percent of ILC funding comes from private sources, making it easier to adjust class offerings to meet current student needs.
  9. ESOL instructors are paid professionals who have bachelors, graduate and post-graduate degrees; some are certified.
  10. As a way of continuing to help ILC students and all immigrants become successful workers, parents and community members, The ILC established the Public Education Institute in 2003 to educate the public that immigrants are assets to the country. The Institute dispels myths and stereotypes about immigrants through commissioned, credible research on immigrants as entrepreneurs, workers and consumers and their positive impact on the economy, our communities and the country.

The ILC creates an environment of respect and tolerance as students come from 118 countries. An annual International Day organized by students is an opportunity for students to share their cultures and heritage with the community. A yearly student newsletter is also shared with the entire ILC community.


Board Chair Statement

The ILC has earned a sterling reputation over the last 22 years for providing a premier English language program, free of charge, that gives immigrant and refugee adults a voice. Learning English is a critical first step that newcomers must take to create a life of new possibilities and prosperity in America. This award-winning agency, considered the "gold standard" of ESOL programs funded by the MA Department of Elementary and Secondary Education, has accomplished this through mission discipline, fiscal discipline, excellent management oversight and a student-centered, needs-centered approach to program development and evaluation. Its track record of securing most of its funding from the private sector allows the CEO and program staff to adjust class offerings and services nimbly and quickly to meet the changing needs of students.

 

The teaching staff is highly professional and experienced and supported outside the classroom by an equally professional and experienced program management, development office and administrative staff. I visit the school several times a year and see firsthand "The ILC" difference, which entails competence, excellence, attention to details and a deep commitment to serving its constituents with quality programming. Students report that they are able to achieve their personal, career and education goals as a result of learning English at The ILC. I have heard students tell their stories of hardship and overcoming when they made the choice to leave their native countries, many of them under life and death circumstances. However, their courage and sheer determination enable them to triumph. That is why my wife and I have been supporters of The ILC for many years. Our dollars truly make a difference in the lives of these amazing students who in turn make a difference in their communities.

 

However, I have seen how the economic downturn has impacted fundraising efforts. Corporate mergers, government cutbacks and changing priorities in the foundation community have made it increasingly challenging for The ILC to keep pace with an ever-expanding operating budget. The ILC addresses these issues in a number of ways: 1) producing three major fundraising events that raise approximately 40 percent of the annual operating budget; 2) maintaining an endowment fund grounded in solid investment strategy; and 3) a development team that keeps current with fundraising trends, identifies prospective donors and board trustees, cultivates new relationships and successfully stewards existing donors.

 

I am proud to serve as The ILC's board chair and of my long-term association with this unique non-profit. Giving immigrants English language skills is one of the best investments we can make in the future of America. I invite you to join with me and others in investing in America’s future by investing in The ILC’s ESOL Program for immigrants.


Geographic Area Served

Throughout the United States
GREATER BOSTON REGION, MA
The ILC English Language Programs serve immigrant and refugee adults in 81 Greater Boston communities. The Public Education Institute provides immigration research and information to policy makers, immigrant organizations, the media, teachers, business people, students, religious leaders and the general public nationwide. Please review the online profile for a full list of selected areas throughout the United States and the Greater Boston, MA region.

Organization Categories

  1. Education - Adult Education
  2. Education - Research Institutes & Public Policy Analysis
  3. -

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

No

Programs

English for Speakers of Other Languages (ESOL) classes

 The ILC offers six levels of English for Speakers of Other Languages (ESOL) classes in the morning and afternoon. Classes are taught year-round in English for a total immersion experience as each class enrolls students from many countries speaking numerous languages. In addition to English skills, students gain leadership, problem solving and organizational skills. To help students achieve their goals, The ILC also offers specialty classes and programs such as citizenship exam preparation, computer literacy, family literacy workshops for parents of pre-school and school-aged children (parenting-related English lessons), a Theater class where students write and perform plays about their immigrant experiences, and a Literacy Program for students illiterate in their native languages or with severe learning challenges.

Budget  $1,275,608.00
Category  Education, General/Other Adult Education
Population Served Immigrant, Newcomers, Refugees
Program Short-Term Success 

At the end of each four-month session, nearly all ILC students advance to the next ESOL class level. The length of time a student stays at The ILC depends on whether they have reached some or all of their personal, educational and career goals. Students report their achievements throughout the year, which include being able to read signs, use public transportation, watch American TV, read a newspaper, understand American culture, go on a job interview, get a job, start a business, enter college or a training program, talk to their children’s teachers, help their children with homework, navigate our complex social systems, volunteer in their communities, talk to a doctor, and become a U.S. citizen. Seventy percent of students achieve their goals, and 90% can communicate in English when they exit the program.

Program Long-Term Success 

The ultimate goal of The ILC’s ESOL Program is to give immigrant and refugee adults the English language proficiency they need to transfer their education, skills sets and entrepreneurship to this country, to navigate our country’s complex social, education, financial and other systems with confidence, create a life of prosperity and opportunity for their families, and successfully integrate into America’s culture and society without linguistic isolation. History and credible research show that when immigrants learn English and transfer their education and entrepreneurship, they positively impact the economy, our communities and the country. As foreign-born adults experience success, so do their children. Students report their children’s achievement at the end of each session. When parents achieve English language proficiency, their children no longer need to translate for them or serve as their advocates. The family structure is restored.

Program Success Monitored By 

Program impact on individual students is based on a personalized development plan that includes educational and employment goals. At the beginning of each session, teachers do in-class assessments. Formal testing is conducted occasionally throughout the session to monitor students’ progress. At the end of each session, teachers conduct summative evaluations to determine if students have mastered the curriculum. This includes formal testing and quizzes, student writings, and student evaluation forms completed by teachers that are reviewed with students. Students also complete with their teacher a record of accomplishments including information on job interviews, entrance examinations, professional examinations and personal achievements.The ILC conducts a school-wide student survey in June as part of its commitment to continuous improvement. The ILC’s CEO and Director of English Language Programs meet with staff to evaluate the effectiveness of ILC programs and student services.

Examples of Program Success 

Two-thirds of ILC students achieve their goals such as finding jobs, moving from part-time to full-time employment, receiving promotions and raises, starting businesses, enrolling in colleges or training programs and becoming U.S. citizens. Students report that learning English has allowed them to communicate more confidently with doctors, teachers and immigration officials and to participate in their communities.

Rebecca Kounga came from Cameroon five years ago speaking French and Bamileke but no English. She achieved her goal of obtaining a Massachusetts driver's license. "I was scared because I don't speak English very well, but now I am very glad," she says. Rebecca credits her work at The ILC for making this possible. Before coming to the U.S., she was a nurse practitioner and was awarded three medals for excellent service. In order to practice here, she will need to be re-certified. Her next goal is to improve her English enough to once again become a nurse.


Public Education

 

Since 2003, The ILC Public Education Institute has researched/highlighted the contributions of immigrants in MA and in the country to foster a fact-based dialogue about immigrants as assets through:

1. Commissioned research on the social and economic contributions of immigrants as entrepreneurs and workers. Eleven studies are used in presentations, articles and workshops for policymakers, educators, researchers, journalists and the public.

2. Partnership with George Mason University that launched the Institute for Immigration Research in 2012 for ongoing, national research on immigrants as assets.

3. Free online workshops for K-12 and adult educators as well as for immigrant-serving organizations have reached 677 Americans in 40 states since 2012. New workshops catering to specific audiences are being produced.

4. An online database, Immigration Research and Information, of more than 500 studies that cover the spectrum of contemporary U.S. immigration research.

 

Budget  $563,782.00
Category  Education, General/Other
Population Served Adults
Program Short-Term Success 

* Eleven studies on MA immigrant entrepreneurs and workers that are used in presentations, policy development and technical assistance by a range of organizations.

* Work with economic development organizations to build recognition of immigrant-owned businesses.

* Co-founder of the annual MA Immigrant Entrepreneurship Month first proclaimed in 2012.

* Launched the annual MA Immigrant Entrepreneur of the Year Awards in 2012.

* Developed an online Immigrant Entrepreneur Hall of Fame and an Immigration Research and Information website that houses 500 studies.

* Presentations of data/policy recommendations to economic and policy developers in MA, PA, WA, FL and Washington, D.C..

* National work in policy development with the Immigration Policy Center and National Partnership for New Americans.

* Free online workshops for teachers and immigrant-serving organizations have reached 677 people in 40 states since 2012 and will be expanded to community colleges (2014) and faith-based communities (2015).

Program Long-Term Success 

*Change policy development at local, state and federal levels about immigrant-owned businesses through research on immigrant entrepreneurship. Future tracking includes increased recognition events, presence of immigrant businesses in state economic planning, increased access to credit for immigrant businesses in MA and expanded visa pools at the national level.

*Increase the presence and importance of immigrant-owned businesses in economic development plans of three MA cities tracked through “Mills to Main Street” project with the Massachusetts Community Development Corporation and MassINC.

*More than 500 K-12 and community educators will have the knowledge/skills to implement classroom programs about immigrants and immigration tracked through follow-up surveys to free online workshops.

* More than 1,000 practitioners in the free online workshop “Talking to America About Immigrants and Immigration” will have new knowledge and skills about integrating immigrants in their communities.

Program Success Monitored By 

* Monitor immigration and immigration-related policy development at state and federal levels.

* Number of presentations, articles and other activities to promote research

* Growth of fiscal agencies lending product development for immigrant business

* Number of recognition events for immigrant businesses

* Number of positive media stories about immigrants with focus on businesses

* Participation in free online workshops for existing and new audiences

* Usage of Immigration Research and Information website

* Usage of the Public Education section of The ILC website

* Reports of ILC research data used by community-based organizations, adult basic education programs, community colleges, colleges and universities, and immigrant communities in their advocacy for enhanced services for immigrant integration.

Examples of Program Success 

* Use of ILC data/recommendations in MA Immigrant Integration Plan.

Immigrant Entrepreneurs: Creating Jobs and Strengthening the U.S. Economy report written by The ILC and published by the U.S. Chamber of Commerce and the Immigration Policy Center.

* Helped introduce the concept of Immigrant Entrepreneurship Month.

* Helped plan the first Immigrant Heritage Month.

* Immigrant Entrepreneur of the Year Awards honored 82 MA entrepreneurs.

* Immigration Research and Information website downloads rose from 6,125 (2012) to 47,572 (2014).

In the words of Westy Egmont, co-chair of the Governor’s Advisory Council on Immigrants and Refugees: “There is a compelling case for immigrants emerging from your asset-based and marketplace-oriented approach. Beyond the political divides and misinformation, your research, policy work and reporting offer a sustained and vital stream of information usable by the Commonwealth and colleagues working on various aspects of immigrant rights and services.”


CEO/Executive Director/Board Comments

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Management


CEO/Executive Director Ms. Diane Portnoy
CEO Term Start Nov 1992
CEO Email [email protected]
CEO Experience

Diane Portnoy is founder and CEO of The ILC. Ms. Portnoy saw first-hand the growing influx of immigrants and refugees to this country during the 1980's and 1990's who were in need of English language services. Out of concern for their plight, which stems from her own immigrant background as the daughter of Holocaust survivors, she founded The ILC in November 1992. She is a Massachusetts certified teacher in adult basic education and in grades K-8. She received her B.S. in Elementary Education from Boston University and her M.A. in Curriculum and Instruction from Cornell University. Additionally, she has taken post-graduate courses in adult education and guidance. Ms. Portnoy and the school have received numerous awards locally and nationally. She is an expert on adult education and immigrant issues.

 

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
Dr. Marcia Drew Hohn Director of The ILC's Public Education Institute

Dr. Marcia Drew Hohn joined The ILC in 2003 to create and lead The ILC’s Public Education Institute, which educates the public about the positive impact immigrants have on the American economy and communities. She has created a respected Institute that has strategic partnerships with key local and national organizations, published a series of commissioned research studies on immigrants as entrepreneurs, workers and consumers and convened a state-wide conference on Massachusetts immigrant entrepreneurs.

Prior to joining The ILC, Marcia was the director of Northeast SABES (System for Adult Basic Education Support). She holds a doctorate in Human and Organizational Systems from Fielding Graduate University and has more than 20 years of experience in adult learning and systems development. She has published extensively about immigrant entrepreneurship and organizational systems in adult basic education.

In 2011, Marcia was honored with the Community Champion Award from Boston Mayor Thomas M. Menino and the Office of New Bostonians for demonstrating consistent commitment in nurturing a dialogue and inspiring action to facilitate the full integration of immigrants in Boston and beyond

Karen Oakley Director of English Language Programs

Karen Oakley joined The Immigrant Learning Center in 1996 as an English for Speakers of Other Languages (ESOL) teacher.  In 2011, she was promoted to her current position.  In her new role, she manages enrollment for all ILC classes, develops curriculum, oversees professional development for teaching staff and spearheads program improvement projects.

Prior to joining The ILC, Karen taught at Bunker Hill Community College and several adult education learning centers in the Boston area.  She has a B.A. in Classical Studies from University of Massachusetts Boston and an M.A. in ESL Studies from University of Massachusetts Boston.

Kathy G. Smith ILC Assistant Director and Director of Development Kathy Smith joined The ILC in 2002 as director of development. In 2011, she also assumed the added role of assistant director of The ILC.  She is responsible for raising an annual budget exceeding $1.8 million from the private and public sectors and fundraising events.  She has more than 30 years of experience in public relations, event planning, fundraising, speech writing and program administration within the corporate, non-profit and political arenas in Greater Boston and in Washington, D.C. Kathy has a B.S. in Business Administration from Lincoln University and attended the Broadcast Center in St. Louis, Mo. She is a member of the Association of Fundraising Professionals and is an active member in the community.

Awards

Award Awarding Organization Year
Community Service Provider of the Year Malden Chamber of Commerce 2012
Excellence in Innovation Finalist Massachusetts Nonprofit Network 2012
Organization of Distinction Malden YWCA 2012
Community Quarterback Award Eastern Bank 2009
Massachusetts Literacy Champion Massachusetts Literacy Foundation 2009
Community Leadership Award Boston Mayor’s Office of New Bostonians 2006
Celebrate Literacy Award International Reading Association, Greater Boston Council 2005
Best Practices Award Nellie Mae Education Foundation 2003
Massachusetts Literacy Champion Massachusetts Literacy Foundation 2003
Community Service Provider of the Year Malden Chamber of Commerce 2001
Ellis Island Medal of Honor National Ethnic Coalition of Organizations 2001
National Award Valley Forge Freedom Foundation 1998
Community Leadership Award North Shore Black Women’s Association 1996

Affiliations

Affiliation Year
-- --
Member of state association of nonprofits? Yes
Name of state association --

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --

Collaborations

For The ILC’s ESOL Program, The ILC partners with other ESOL programs, social service and health agencies, and immigration and public safety personnel to whom students are referred. Representatives from these agencies make presentations to students on a variety of work, family, education, health, legal and safety issues.   

The Public Education Institute has partnerships with numerous local, regional and national organizations that serve immigrant populations, do research on immigration issues, make policy recommendations to legislators and help inform and shape the discussion of immigrants and immigration on a national scale. The most in-depth, formalized collaboration is the Institute for Immigration Research (IIR) at George Mason University outside of Washington, D.C. Established in April 2012, the IIR provides a national platform for immigrant research and information begun by The ILC’s Public Education Institute.

 

CEO/Executive Director/Board Comments

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Foundation Comments

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Staff Information

Number of Full Time Staff 19
Number of Part Time Staff 11
Number of Volunteers 50
Number of Contract Staff 0
Staff Retention Rate % 94%

Staff Demographics

Ethnicity African American/Black: 2
Asian American/Pacific Islander: 2
Caucasian: 24
Hispanic/Latino: 1
Native American/American Indian: 0
Other: 0
Other (if specified): 1
Gender Female: 25
Male: 5
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Yes
Organization has Strategic Plan? Under Development
Years Strategic Plan Considers 3
Management Succession Plan No
Business Continuity of Operations Plan No
Organization Policies And Procedures Yes
Nondiscrimination Policy Yes
Whistle Blower Policy No
Document Destruction Policy No
Directors and Officers Insurance Policy No
State Charitable Solicitations Permit Yes
State Registration --

Risk Management Provisions

--

Reporting and Evaluations

Management Reports to Board? Yes
CEO Formal Evaluation and Frequency No N/A
Senior Management Formal Evaluation and Frequency Yes Annually
Non Management Formal Evaluation and Frequency Yes Annually

Governance


Board Chair Mr. Arthur G. Koumantzelis
Board Chair Company Affiliation Private Investor
Board Chair Term Jan 2012 - Dec 2014
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Judge Frank J. Bailey U.S. Bankruptcy Court, MA Voting
Joel G. Beckman Nystrom Beckman & Paris LLP Voting
Daniel F. Bridges Retired, ILC Volunteer Voting
Fatima Z. Chibane The Immigrant Learning Center, Inc. Voting
Richard A. Davey, Jr. Massachusetts Department of Transportation Voting
Penny Garver Sovereign Bank Voting
Roger F. Harris Ed.D. Boston Renaissnce Charter School Voting
Marcia Drew Hohn Ph.D. The Immigrant Learning Center, Inc. Voting
Mahmud Jafri Dover Rug and Home Voting
Holly G. Jones The Immigrant Learning Center, Inc. Voting
Esther N. Karinge Medford Public Schools Voting
Arthur G. Koumantzelis Private Investor Voting
Gerard M. Martin North Atlantic Medical Services, Inc. Voting
Richard M. O’Keefe Citizens Bank Voting
Karen Oakley The Immigrant Learning Center, Inc. Voting
Barry M. Portnoy Reit Management & Research LLC Voting
Diane Portnoy The Immigrant Learning Center, Inc. Voting
Vincent J. Rivers Pyramis Global Advisors/Fidelity Investments Voting
Jason Silverman The Silverman Group/Merrill Lynch Voting
Kathy G. Smith The Immigrant Learning Center, Inc. Voting
Diane Stern WBEZ Radio 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: 3
Asian American/Pacific Islander: 1
Caucasian: 17
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 1
Other (if specified): Algerian
Gender Female: 9
Male: 12
Not Specified 0

Board Information

Board Term Lengths 3
Board Term Limits 0
Board Meeting Attendance % 64%
Written Board Selection Criteria Yes
Written Conflict Of Interest Policy Yes
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions 0%
Constituency Includes Client Representation Yes

Standing Committees

  • Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
  • Executive
  • Finance
  • Nominating
  • Strategic Planning / Strategic Direction

CEO/Executive Director/Board Comments

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Foundation Comments

--

Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2014 (%)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

Fiscal Year July 01, 2014 to June 30, 2015
Projected Income $1,839,390.00
Projected Expense $1,839,390.00
Form 990s

2014 Form 990

2013 Form 990

2012 Form 990

2011 Form 990

2010 Form 990

2009 Form 990

Audit Documents

2014 Audited Financials

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 2014 2013 2012
Total Revenue $2,281,739 $2,192,610 $1,992,592
Total Expenses $2,164,065 $1,987,605 $1,902,777

Prior Three Years Revenue Sources

Fiscal Year 2014 2013 2012
Foundation and
Corporation Contributions
-- $826,316 --
Government Contributions $433,794 $433,629 $244,053
    Federal -- -- --
    State -- $29,080 --
    Local -- -- --
    Unspecified $433,794 $404,549 $244,053
Individual Contributions $1,130,507 $95,547 $871,656
Indirect Public Support -- -- --
Earned Revenue -- -- --
Investment Income, Net of Losses $242,544 $166,011 $216,494
Membership Dues -- -- --
Special Events $474,894 $691,107 $660,389
Revenue In-Kind -- -- --
Other -- -- --

Prior Three Years Expense Allocations

Fiscal Year 2014 2013 2012
Program Expense $2,078,072 $1,905,266 $1,825,807
Administration Expense $85,993 $82,339 $76,970
Fundraising Expense -- -- --
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 1.05 1.10 1.05
Program Expense/Total Expenses 96% 96% 96%
Fundraising Expense/Contributed Revenue 0% 0% 0%

Prior Three Years Assets and Liabilities

Fiscal Year 2014 2013 2012
Total Assets $4,518,817 $4,099,218 $3,935,183
Current Assets $511,971 $768,959 $726,711
Long-Term Liabilities $0 $0 $0
Current Liabilities $36,002 $31,381 $45,770
Total Net Assets $4,482,815 $4,067,837 $3,889,413

Prior Three Years Top Three Funding Sources

Fiscal Year 2014 2013 2012
1st (Source and Amount) -- --
-- --
-- --
2nd (Source and Amount) -- --
-- --
-- --
3rd (Source and Amount) -- --
-- --
-- --

Financial Planning

Endowment Value $3,661,014.00
Spending Policy N/A
Percentage(If selected) --
Credit Line No
Reserve Fund Yes
How many months does reserve cover? 24.00

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? No

Short Term Solvency

Fiscal Year 2014 2013 2012
Current Ratio: Current Assets/Current Liabilities 14.22 24.50 15.88

Long Term Solvency

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

CEO/Executive Director/Board Comments

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Foundation Comments

Financial summary data in charts and graphs are per the organization's IRS 990s.  Contributions from foundations and corporations are listed under individuals when the breakout was not available.

Documents


Other Documents

No Other Documents currently available.

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?

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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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