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Organization DBA --
Former Names School Volunteers For Boston (1966)
Organization received a competitive grant from the Boston Foundation in the past five years No

Summary

Mission StatementMORE »

Boston Partners in Education (Boston Partners) enhances the academic achievement and nurtures the personal growth of Boston's public school students by providing them with focused, individualized in-school volunteer support.
 
Our theory of change — which we have seen borne out in thousands of cases across more than four decades — is that with the involvement and support of volunteer academic mentors, Boston Public Schools (BPS) students can build the skills and confidence to improve their academic achievement, accelerate their personal growth, and ultimately, stay in school and graduate on time. The primary impacts we hope to achieve are closing the achievement gap, decreasing the dropout rate, and increasing student academic performance within BPS.

Mission Statement

Boston Partners in Education (Boston Partners) enhances the academic achievement and nurtures the personal growth of Boston's public school students by providing them with focused, individualized in-school volunteer support.
 
Our theory of change — which we have seen borne out in thousands of cases across more than four decades — is that with the involvement and support of volunteer academic mentors, Boston Public Schools (BPS) students can build the skills and confidence to improve their academic achievement, accelerate their personal growth, and ultimately, stay in school and graduate on time. The primary impacts we hope to achieve are closing the achievement gap, decreasing the dropout rate, and increasing student academic performance within BPS.

FinancialsMORE »

Fiscal Year Sept 01, 2015 to Aug 31, 2016
Projected Income $1,255,700.00
Projected Expense $1,239,731.00

ProgramsMORE »

  • Big Cheese Reads
  • Math Rules!
  • Power Lunch
  • School Volunteer Program

Revenue vs. Expense ($000s)

Expense Breakdown 2015 (%)

Expense Breakdown 2014 (%)

Expense Breakdown 2013 (%)

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


Overview

Mission Statement

Boston Partners in Education (Boston Partners) enhances the academic achievement and nurtures the personal growth of Boston's public school students by providing them with focused, individualized in-school volunteer support.
 
Our theory of change — which we have seen borne out in thousands of cases across more than four decades — is that with the involvement and support of volunteer academic mentors, Boston Public Schools (BPS) students can build the skills and confidence to improve their academic achievement, accelerate their personal growth, and ultimately, stay in school and graduate on time. The primary impacts we hope to achieve are closing the achievement gap, decreasing the dropout rate, and increasing student academic performance within BPS.

Background Statement

Founded in 1966, Boston Partners enhances the academic achievement and nurtures the personal growth of Boston's public school students by providing them with focused, individualized in-school volunteer support. Our primary goal is to support student advancement and the work of Boston’s public school teachers. Active in the Boston community for nearly 50 years, we recruit, train, place, and support volunteers of all ages and backgrounds to work with Boston Public Schools (BPS) students in grades K-12 during the school day in the subjects of math and English Language Arts. Our volunteers, known as academic mentors, have touched the lives of thousands of BPS students, making a positive impact on their academic and personal development. Our programs work to reduce the achievement gap and ensure on-time graduation. Boston Partners operates three programs (the School Volunteer Program, Math Rules!, and Power Lunch) and one sponsorship initiative culminating in an annual gala (the Big Cheese Reads) that helps students in grades K-12 build confidence and succeed academically.

We focus on reaching students who might otherwise "fall through the cracks"—those children who have gaps in their learning, are struggling academically and personally, and can succeed with the encouragement and guidance of a caring adult academic mentor. Of the students served in 2014-2015 for whom we have demographic information, a minimum of 75% of students were non-White, with 10% identified as Asian; 32% as Black; 29% as Hispanic; 4% as Other/Multi-Racial; 5% as White; and 20% unidentified. According to teacher nominations, English is not the home language for at least 39% of these students. Additionally, according to BPS, 78% of the district’s students are eligible for free or reduced-price lunches, a common indicator of poverty.

Impact Statement

In the 2014-2015 school year, we were proud to:

- Reach over 3,000 K-12 students in 73 schools through the efforts of 598 volunteer academic mentors and Big Cheese readers. Our services are available to all teachers in the Boston Public Schools (BPS). In 2014-2015, volunteers provided, on average, 24 hours of extra academic support over the academic year.

- Construct our latest three-year strategic plan, through an engagement with Executive Service Corps (ESC) of New England, that will launch a redesign of our programs, improving the services currently being offered to students and their teachers. The outcomes of the strategy will allow Boston Partners to expand and ultimately connect hundreds more BPS students with academic mentors from the community.

- Enhance our use of technology as a management tool to help us better support students, volunteers, teachers and school partners. Methods employed include:

  • Improving our use of online surveys as an evaluation tool. With the help of an Education Pioneers Data Analysis Fellow, we redesigned our evaluation tools in 2014-2015 (including surveys, grade analysis methods, and our salesforce.com database) to more effectively measure our impact on students' academic and socio-emotional progress moving forward.

  • Launching a redesigned website. In spring 2015, we worked with a team of Fidelity Investments volunteers via a project through Common Impact to conduct a thorough revamping of our site, making it more easily navigable and mobile-friendly.

  • Deploying 13 iPads as e-readers to 3 Power Lunch schools. Both students and mentors reported enjoying using the devices as e-readers (especially in schools where libraries are understocked and/or space is at a premium), and to play educational games together.

- Expand our staff, prioritizing the existing opportunities to broaden our high school programming and organizational marketing. We added to our Management Team with the hire of a Director of Marketing, and staffed a new position, the Match Support Coordinator for Middle & High Schools. In addition, we engaged a full-time Staff Writer and three full-time AmeriCorps volunteers for 2015-16 to assist with communications and programming.

- Educate teachers about Boston Partners, orient them in how to utilize our services, and demonstrate the impact our volunteers have on their students. For example, our placement team regularly conducts outreach sessions in schools in order to share more information with teachers on how to best utilize our volunteers and services in the classroom.


Needs Statement

Program Redesign: Boston Partners is in the midst of implementing our latest three-year strategic plan, a significant portion of which focuses on the redesign of our School Volunteer Program model. Key to this process is revamping our high school programming. In order to serve more BPS students moving forward, we will expand our high school academic mentoring into two “product” tracks in 2016-2017, as outlined in our strategic plan: High School Humanities and STEM. These programs will provide a more focused intervention for students in grades 9-12, helping them close gaps in their skills and knowledge in preparation for on-time graduation and procession into higher education or the workforce.

Brand Awareness: The long-term goal of our upcoming 50th Anniversary campaign is to build Boston Partners’ capacity to provide more BPS students with quality matches that have proven impact, as per our strategic plan. In addition to attracting new support, the 50th Anniversary campaign will also help us reinforce our brand identity with volunteers, Boston Public Schools (BPS), families in Boston, and donors, helping us strengthen and sustain these crucial relationships. Our ultimate goal is to emerge from the campaign as the recognized leader in school-based mentoring in Boston.


CEO Statement

For nearly 50 years, Boston Partners in Education has been dedicated to helping academically at-risk students of the Boston Public Schools succeed in both their schoolwork and their lives. We believe that a quality education is something that should be available to every person. However, in order for that to happen, many resources need to come together: money, time, and caring adults among them. At Boston Partners, we have become adept at weaving these strands together to create a cohesive network of support for our students.

These children are the future leaders of our city and our country, and in order to lead effectively, they first need to learn to read, write, problem solve, and think critically. By putting volunteer academic mentors directly in the classroom, we become partners in the work teachers and administrators do every day. Our volunteers not only provide students with academic assistance, but they also help build their self-confidence and motivate them to set and reach goals.

Boston Partners will enter our 50th year of service at the start of the 2016-2017 academic year. We are busy planning for this upcoming milestone. We look forward to reflecting on our past accomplishments, as we create new goals for the future.

In September 2015, we launched our latest three-year strategic plan. Much of our team's efforts will lead to the redesign of our founding program, the School Volunteer Program. We want to be serving 20-25% more students by 2018, and to do this, we will focus programs on elementary literacy and math, as well as high school humanities and STEM related subjects, addressing the academic and mentoring support needs of elementary, middle and high school students.
Boston Partners in Education has matched thousands of students with thousands of community members over nearly 50 years. We've provided extra support for teachers and administrators right in their classrooms, during the school day. We have helped students keep up academically, building their self-confidence, so that they have stayed in school and graduated.

Our greatest accomplishment as an organization, however, is the success of the students we serve. For example, Sofia joined Power Lunch in the first grade. Sofia is fluent in Spanish and learning two languages simultaneously can present challenges in school. Her teacher felt Sofia would benefit from one-on-one time with a mentor. Over the years, Sofia’s reading and comprehension skills flourished from the mentoring partnership. She made such great strides that her parents suggested her brother Carlos join the program as well.

Board Chair Statement

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Geographic Area Served

Greater Boston Region-All Neighborhoods
Boston Partners in Education serves students from any school in the  Boston Public Schools district. We reach BPS students in every neighborhood of Boston, including Dorchester, Roxbury, Brighton, Jamaica Plain, Allston, Charlestown, East Boston, Mattapan, Hyde Park, South Boston, and West Roxbury.

Organization Categories

  1. Education - Educational Services
  2. -
  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

Big Cheese Reads

The Big Cheese Reads Initiative, a sponsorship program linked to our annual Gala, connects middle school students with business, community, and cultural leaders in order to emphasize the important link between literacy and career success. Since its inception in 2004, more than 250 corporate and community leaders have visited classes to support the initiative. “Big Cheeses” visit a middle school classroom at least once during the school year to read a short selection aloud to the class, give a brief personal account of the ways reading and learning have impacted their lives and career achievements, and respond to questions from the students.

The Big Cheese Reads is also a fundraising initiative. Sponsorship helps us continue to provide quality educational assistance and positive adult role models to our city's children. Funds raised through the initiative enable us to recruit, train, place, and support more volunteers in BPS classrooms.
Budget  $147,491.00
Category  Education, General/Other Educational Programs
Population Served K-12 (5-19 years) Minorities
Program Short-Term Success 

In 2014-15, 100 Big Cheese Readers visited 102 classrooms in 26 Boston Public Schools, reading and sharing career advice with over 1,820 students.

Survey data obtained in 2014-15 demonstrated universal satisfaction from teachers and Big Cheese Readers:


  • Over 97% of teachers for whom we received survey data rated the overall program as “very good” or “excellent.”


  • Over 97% of Big Cheese Readers for whom we received survey data also rated the program as “very good” or “excellent.”


We piloted a “corporate outing” model of the Big Cheese Reads in 2014-15, during which leaders from two of our partner companies volunteered side-by-side as “Big Cheeses,” showcasing their close business relationships by reading together in the classroom. The success of this event will allow us to replicate this model moving forward.
Program Long-Term Success 

For participating students, the goals of the program are to:

  • Reinforce their classroom learning by demonstrating the powerful bridge between literacy and career success;

  • Broaden their knowledge of potential career opportunities;

  • Connect with positive, successful role models who serve as examples of the value of learning, hard work, and responsibility.
Since the inception of the Big Cheese Reads, we have hosted readings by executives from State Street Corporation, Harvard University, Boston Financial Data Services, John Hancock, Partners HealthCare, Bank of America, KPMG LLP, and Bank of New York Mellon, among other companies. A number of “Big Cheeses” from the public and arts sectors have also met with students, including Mayor Martin J. Walsh, Keith Lockhart of the Boston Pops, Ray Magliozzi of the popular NPR radio show Car Talk, and Danny Amendola of the New England Patriots.
Program Success Monitored By 
We survey Big Cheese Readers, teachers, and students to gain their feedback on the program's success. In 2014-2015, the Big Cheese Readers and teachers who participated in the program rated it an average of 4.7 out of 5 stars.
 
One one post-visit survey, a student commented: “I never knew that reading could get you places. I wanted to be a basketball player but now I am going to finish school and see where my knowledge leads me. A career in basketball only lasts about 5 years, but knowledge lasts forever.” 
Examples of Program Success 

For more information on the Big Cheese Reads, including perspectives from this year's Gala honoree, other "Big Cheeses" and our Executive Director, please see the following entries on our blog:

- A guest post from 2014-2015's honoree, Jim MacDonald of Fidelity Investments: http://bostonpartners.org/?p=1396

- Celebrating 10 years of the Big Cheese Reads: http://bostonpartners.org/?p=1325
 
- Big Cheese Reads encourage students to "read in between the lines": http://bostonpartners.org/?p=1073 

Math Rules!

Math Rules! targets elementary grade students who are struggling in math. Two to four students are matched with a volunteer math mentor who tutors them in the classroom while math is being taught. Volunteers work under the teacher’s direction and motivate students to strengthen their math performance.

In 2014-15, Math Rules! matched 252 grade 2-5 students in 10 BPS schools with 64 volunteer academic mentors. These children improved their math and core subject area grades while also building their self-confidence.
Budget  $160,957.00
Category  Education, General/Other Elementary & Secondary Education
Population Served Children Only (5 - 14 years) Minorities
Program Short-Term Success 
In 2014-2015, Math Rules! matched 252 students in 10 Boston Public Schools (BPS) schools with 64 volunteers – totals that marked a 25% increase in the number of students served and a 30% increase in volunteers from the previous year. 

Our volunteer retention rate also increased, climbing from 53% in 2013-2014 to 55% in 2014-15.

 
Program Long-Term Success 

The goal of Math Rules! is to help BPS students in grades 2 through 5 develop strategic mathematical thinking and build the fundamental number skills and a love of the subject, which they'll need to be successful in math at the secondary level and beyond.

Our long-term vision is that Math Rules! students will pass their math MCAS/PARCC exams, improve their grades, attendance, and attitude toward school, and eventually graduate from high school on time. The program is also intended to help close the achievement gap between minority and white students and foster multi-year supportive mentoring relationships.
Program Success Monitored By  To evaluate the impact Math Rules! has on students, Boston Partners collects report card grades and analyzes each student's grade changes in math and in other core subjects over the course of the year. Boston Partners also surveys math mentors and teachers during the school year. Teachers complete surveys for each student in the program at the beginning and end of the school year. Finally, students take pre- and post-mentee surveys to determine how their attitude and confidence about math has changed over the year. We also ask students to provide feedback about their experiences working with a math mentor over the year.
Examples of Program Success 

Of the Math Rules! students for whom we received complete outcome data in 2014-15, the year-end results were as follows:

  • 60% of students improved their math grade-point average (GPA).

  • 71% of students improved their overall GPA.

  • 62% of 2014-15 Math Rules! students improved their “School Leadership and Student Development” GPA

Of the Math Rules! teachers and volunteers for whom we received survey data in 2014-15, the year-end results were as follows:

  • 97% of teachers said Math Rules! was “excellent” or “good” at improving their students’ academic achievement; the same figure was true for improving students’ self-confidence.


  • 85% of volunteers reported that working with their students was “excellent” or “good” at improving students’ overall academic performance. Eighty-eight percent of those volunteers said the program was “excellent” or “good” at improving students’ arithmetic skills.
Finally, this video testimonial from Ms. Sheung, a math teacher at the Quincy Elementary School, illustrates the impact of Math Rules! volunteers on students’ achievement:http://youtu.be/d02TNp-6uIg

Power Lunch

Power Lunch sparks enthusiasm for reading in kindergarten through third grade students by matching them with volunteer reading mentors from participating corporations in the Boston area.

In Power Lunch, a volunteer reading mentor and student meet during the child's lunchtime once a week. The volunteer talks with and listens to the child, reads aloud to the child, and encourages the child to share in his or her enthusiasm for books. Volunteers encourage children to develop an interest in reading, expose students to new ideas and experiences, help students articulate their thoughts through conversation, and build students' self-esteem and confidence.

Each reading mentor serves as a role model, providing guidance in school and career choices while encouraging an enthusiasm for books and reading. During their weekly meetings, reading mentors and their students read aloud, play word games, talk about common interests and hobbies and, of course, have fun!
Budget  $153,582.00
Category  Education, General/Other Elementary & Secondary Education
Population Served Children Only (5 - 14 years) Minorities
Program Short-Term Success  In 2014-15, Power Lunch reached 103 grade K-3 students in eight BPS schools, matching them with 187 corporate volunteers from 16 area companies. In total, our students and volunteers logged an estimated 4,000 hours of Power Lunch time between October and June. Forty-four percent of 2013-14 volunteers also served in 2012-13, a high retention rate that speaks to the success of the program’s goal of matching students with the same volunteers for multiple years.
Program Long-Term Success 

The goal of Power Lunch is to inspire young children to develop a love of reading in a confidence-building setting. Long-term outcomes for students include:

  • A lasting love of reading and learning;

  • More developed reading skills and measurable increases in their enthusiasm for reading;

  • Improved self-confidence and self-esteem;

  • Increased classroom participation; and

  • Stronger communication skills, especially with adults.

Through their mentoring sessions, Power Lunch volunteers help young students build the fundamental literacy skills and self-confidence they’ll need to succeed in secondary school and beyond. According to “Double Jeopardy,” an Annie E. Casey Foundation report released in April 2011 based on a longitudinal study of how third-grade reading levels and poverty impacted high school graduation, “one in six children who are not reading proficiently in third grade fail to graduate from high school on time.” For participating students, Power Lunch is one more activity during the school day that helps them build a crucial early start toward on-time graduation.

In a 2008 retrospective study polling seventh- and eighth-graders who had participated in Power Lunch in elementary school, 90% of respondents said that Power Lunch changed their attitude about reading, and 100% said they would recommend Power Lunch to other students.
Program Success Monitored By  To evaluate the success of Power Lunch, we administer pre- and post-program surveys to students examining attitudes toward reading, school, and class participation. We then compare the results of these surveys to gauge student progress over the school year. Volunteers receive regular check-in emails to gauge how students are performing academically, behaviorally, and motivationally. Teachers complete annual surveys on students' progress and the effectiveness of the program. We also track the number of students and volunteers served; the number of books read; and our volunteer retention rate. Where possible, we collect student report cards to analyze literacy grade improvements. Hard copy surveys are distributed by school-based Site Coordinators and analyzed by the Power Lunch Program Manager and other staff using a custom tool. This year, we began using GetFeedback.com to administer online surveys and analyze responses in our salesforce.com database.
Examples of Program Success 

Of the Power Lunch students, teachers and volunteers for whom we received survey data in 2014-15, the year-end results were as follows:

  • 77% of Power Lunch students increased their Writing & Listening GPA, while 75% improved their overall GPA.


  • 64% of students reported at the end of the year that they felt better about reading than they reported at the beginning of the year, or maintained their highest rating of “Love it!” about reading on our year-end survey.


  • 85% of teachers claimed that Power Lunch was good or excellent at improving their student(s)’ overall academic performance; 75% reported that Power Lunch was good or excellent at improving their student(s)’ classroom behavior; 93% stated that Power Lunch was good or excellent at increasing their student(s)’ self-confidence; and 81% said that working with our volunteers was good or excellent at building skills in their students who are below grade level in reading.


  • 69% of volunteers reported that working with their students was good or excellent at improving his/her willingness to read aloud during their sessions; 81% claimed that working with their students was good or excellent at increasing his/her self-confidence; and 73% reported that working with their students was good or excellent at making him/her more interested in reading.

School Volunteer Program

Our School Volunteer Program (SVP) provides academic mentors to K-12 students who have been nominated by their teachers, either one-on-one or in small groups. Volunteer academic mentors work with students in reading, writing, and math, helping them to improve their grades and to achieve their goals on standardized tests such as the Massachusetts Comprehensive Assessment System (MCAS). In addition to helping students build academic proficiency and test-taking skills, mentors help them to improve their social and study skills, verbal/speaking skills, self-confidence, and ability to work with other students.
Budget  $342,368.00
Category  Education, General/Other Elementary & Secondary Education
Population Served K-12 (5-19 years) Minorities
Program Short-Term Success 
In 2014-15, the SVP matched 818 students in 55 BPS schools with 232 volunteer academic mentors.

Feedback from our End of Year survey showed that most volunteers and teachers have a positive experience with our program.

- 71% of the SVP volunteers who responded to our survey reported that working with their students was good or excellent at improving the student's’ overall academic performance.

- 79% of the survey respondents reported that they looked forward to working with their students regularly, and 75% felt that they had a good match.

91% of the SVP teachers who responded to our survey claimed that working with our volunteers was good or excellent at improving students’ academic performance and increasing students’ self confidence. Of the teachers who responded, 93% would recommend their volunteer participate in the program next year. 
Program Long-Term Success 

The School Volunteer Program (SVP), our largest and longest-running program, matches volunteer academic mentors throughout the school year with students in grades K-12 across the city in response to teacher requests. Its primary draw, unique among Boston education organizations, is that any BPS teacher, with principal/headmaster permission, can request a volunteer to provide academic help for their students in 1-on-1, small group, or, for grades K-2 only, whole class settings.

Teachers nominate students based on identified needs, such as lack of confidence or underdeveloped English language proficiency. Students work on literacy, math, and occasionally other subjects like history and science. In the majority of cases, volunteers work with students for one hour per week, in school during the school day, over the course of the school year.

The SVP is intended to help close the achievement gap and promote on-time graduation through building fundamental academic skills and providing students supportive, dedicated role models.
Program Success Monitored By 
Because of the large reach of the SVP and the variety of needs and grade levels it serves, standardizing metrics across matches is difficult. However, this year we are piloting collecting detailed outcome data for SVP students at selected schools, including grades, attendance, and promotion rates. We also survey volunteers and teachers to assess student progress. At the high school level, we collect MCAS passing rates from selected schools who participate in Aim High, a sub-program of the SVP targeted at MCAS and graduation preparation.
 
 
Examples of Program Success 

The SVP’s broad reach is its greatest strength: Because any teacher in any BPS school can request help, we can direct volunteer aid to students most in need of support, across the district. It also allows teachers to target volunteer support to students of all ages and in multiple subject areas. However, the program’s reach also presents challenges to our small organization, including managing hundreds of volunteers and teacher requests annually and obtaining, analyzing, and sharing student outcome data from BPS.

Our goal going forward is to transition the School Volunteer Program into a more agile, manageable model — one that both addresses the needs of BPS students and teachers, and also allows us to comprehensively report the quantitative and qualitative impact of volunteer support on students’ growth. Ultimately, this will allow us to serve more students, providing them with the academic and mentoring support they need.


CEO/Executive Director/Board Comments

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Management


CEO/Executive Director Ms. Pamela C. Civins
CEO Term Start Jan 2006
CEO Email [email protected]
CEO Experience
Pamela Civins, Executive Director of Boston Partners in Education, is responsible for leading the organization, ensuring that day-to-day management is strong. This includes strategic planning and ongoing academic programming, operations and financial management, as well as staff management and development. In addition, Pamela serves as Boston Partners' primary ambassador to a broad range of constituents. Pamela brings to the position over 15 years of education experience within the nonprofit sector, including managerial oversight of education and literacy programs for girls and women in Pakistan, Nepal and India during her time at World Education, Inc. in Boston. Just prior to joining Boston Partners in Education in January 2006, Pamela held the position of Co-Executive Director at the National Center for Fair & Open Testing in Cambridge, MA. The national nonprofit's work focused on education policy with regards to assessment and testing reform in the US K-12 and post secondary schools. Pamela began her passion for volunteer service through the United States Peace Corps in Nepal, teaching English to students in the Nepali public school system and training incoming Peace Corps volunteers to teach English as a second language. Since moving to the Boston area in 1998, she has continued to volunteer her time, and is currently a member of the steering committee of DotOUT in Dorchester, as well as an academic mentor for Boston Partners. Pamela received her BA from the University of Colorado, a MIIM (Masters in Intercultural & International Management) from the School for International Training, and a M.Ed from Harvard University.
Co-CEO --
Co-CEO Term Start --
Co-CEO Email --
Co-CEO Experience --

Former CEOs and Terms

Name Start End
Mr. Joel H. Lamstein July 2005 Dec 2005
Ms. Frances Moseley Sept 2003 July 2005

Senior Staff

Name Title Experience/Biography
Ms. Pamela Civins Executive Director --
Ms. Judy Harrington Director of Development --
Mr. Jim Laudisio Director of Operations --
Ms. Erin McGrath Program Director --
Mr. Marc Saunders Director of Education & Training --
Ms. Keri Walsh Director of Marketing --

Awards

Award Awarding Organization Year
-- -- --

Affiliations

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

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --

Collaborations

--

CEO/Executive Director/Board Comments

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Foundation Comments

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Staff Information

Number of Full Time Staff 12
Number of Part Time Staff 7
Number of Volunteers 598
Number of Contract Staff 0
Staff Retention Rate % 83%

Staff Demographics

Ethnicity African American/Black: 6
Asian American/Pacific Islander: 0
Caucasian: 12
Hispanic/Latino: 1
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 15
Male: 4
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Yes
Organization has Strategic Plan? Yes
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 Yes
Directors and Officers Insurance Policy Yes
State Charitable Solicitations Permit Exempt
State Registration Exempt

Risk Management Provisions

Improper Sexual Conduct/Sexual Abuse
General Property Coverage and Professional Liability
Disability Insurance
Employee Dishonesty
Employment Practices Liability
Inland Marine and Mobile Equipment
Life Insurance
Medical Health Insurance
Workers Compensation and Employers' Liability
Directors and Officers Policy

Reporting and Evaluations

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

Governance


Board Chair Mr. Joseph C. Antonellis
Board Chair Company Affiliation Retired, State Street Corporation
Board Chair Term June 2005 - June 2018
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Mr. Joseph C. Antonellis Retired, State Street Corporation Voting
Mr. Gregory Ayres Cohealo, Inc. Voting
Ms. Sandra Best Bailly Simmons College Voting
Ms. Marion Colombo TD Bank Voting
Mr. Darren J. Donovan KPMG LLP Voting
Ms. Ruth Dowling American Tower Corp. Voting
Mr. John Durocher Salesforce.com Voting
Ms. Beth Gragg Independent Training Consultant Voting
Mr. John Heveran Liberty Mutual Insurance Voting
Mr. Christopher M. Horan Horan Communications LLC Voting
Mr. Stephen G. Huggard Locke Lord LLP Voting
Mr. Scott Hutzler Fidelity Investments Voting
Ms. Meg Jordan Community Volunteer Voting
Mr. Joel H. Lamstein John Snow Inc. & World Education Inc. Voting
Mr. Michael LeBlanc Illumio Voting
Mr. Nicholas A. Lopardo Susquehanna Capital Management LLC Voting
Mr. Ivan Matviak State Street Global Exchange Voting
Mr. Martin J. McDonough Mondi Akrosil, LLC Voting
Mr. Michael McKenna AT&T Voting
Mr. Arthur B. Page Hemenway & Barnes LLP Voting
Mr. Steven J. Pellegrino sjpellegrino & co. Voting
Mr. John Plansky Strategy& Voting
Ms. Emmanuelle Renelique Awakening Excellence Adult Day Health Center Voting
Mr. Robert P. Sacco IBM Voting
Mr. Jay A. Shuman Boston Financial Data Services Voting
Ms. Janet C. Smith Putnam Investments Voting
Mr. Andrew Thorne PricewaterhouseCoopers LLP Voting
Mr. Paul Weiss NRG Energy Voting
Mr. Jib Wilkinson Deloitte Consulting LLP Voting
Mr. Brad Wilson StoneTurn Group Voting

Constituent Board Members

Name Company Affiliations Status
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Youth Board Members

Name Company Affiliations Status
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Advisory Board Members

Name Company Affiliations Status
-- -- --

Board Demographics

Ethnicity African American/Black: 3
Asian American/Pacific Islander: 0
Caucasian: 27
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 7
Male: 23
Not Specified 0

Board Information

Board Term Lengths 3
Board Term Limits 0
Board Meeting Attendance % 56%
Written Board Selection Criteria Yes
Written Conflict Of Interest Policy Yes
Percentage of Monetary Contributions 90%
Percentage of In-Kind Contributions 53%
Constituency Includes Client Representation No

Standing Committees

  • Board Governance
  • Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
  • Executive
  • Marketing
  • Program / Program Planning
  • Special Events (Golf Tournament, Walk / Run, Silent Auction, Dinner / Gala)

CEO/Executive Director/Board Comments

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Foundation Comments

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Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2015 (%)

Expense Breakdown 2014 (%)

Expense Breakdown 2013 (%)

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2015 2014 2013
Total Revenue $1,251,661 $1,153,108 $849,006
Total Expenses $1,067,016 $979,515 $840,580

Prior Three Years Revenue Sources

Fiscal Year 2015 2014 2013
Foundation and
Corporation Contributions
$301,178 $368,595 $230,996
Government Contributions $80,000 $80,000 $80,000
    Federal -- -- --
    State -- -- --
    Local $80,000 $80,000 $80,000
    Unspecified -- -- --
Individual Contributions $195,493 $159,511 $124,547
Indirect Public Support -- -- --
Earned Revenue -- -- --
Investment Income, Net of Losses $503 $339 $51
Membership Dues -- -- --
Special Events $509,319 $468,637 $413,412
Revenue In-Kind $162,233 $69,850 --
Other $2,935 $6,176 --

Prior Three Years Expense Allocations

Fiscal Year 2015 2014 2013
Program Expense $745,650 $739,733 $677,109
Administration Expense $156,183 $106,030 $72,269
Fundraising Expense $165,183 $133,752 $91,202
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 1.17 1.18 1.01
Program Expense/Total Expenses 70% 76% 81%
Fundraising Expense/Contributed Revenue 15% 12% 11%

Prior Three Years Assets and Liabilities

Fiscal Year 2015 2014 2013
Total Assets $774,346 $586,520 $412,898
Current Assets $663,150 $569,291 $408,548
Long-Term Liabilities $0 $0 $0
Current Liabilities $3,976 $795 $70,266
Total Net Assets $770,370 $585,725 $342,632

Prior Three Years Top Three Funding Sources

Fiscal Year 2015 2014 2013
1st (Source and Amount) -- --
State Street Corporation $218,330.00
Boston Public Schools $80,000.00
2nd (Source and Amount) -- --
Boston Public Schools $80,000.00
John Snow Inc $60,000.00
3rd (Source and Amount) -- --
Anonymous Individual Donor $54,100.00
The State Street Foundation, Inc. $50,000.00

Financial Planning

Endowment Value --
Spending Policy --
Percentage(If selected) --
Credit Line Yes
Reserve Fund Yes
How many months does reserve cover? 6.00

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? Yes

Short Term Solvency

Fiscal Year 2015 2014 2013
Current Ratio: Current Assets/Current Liabilities 166.79 716.09 5.81

Long Term Solvency

Fiscal Year 2015 2014 2013
Long-term Liabilities/Total Assets 0% 0% 0%

CEO/Executive Director/Board Comments

--

Foundation Comments

Financial summary data in the charts and graph above is per the organization's audited financials for fiscal years 2015 and 2014 and per the IRS Form 990 for fiscal year 2013. Additional revenue breakout detail was provided by the nonprofit for Foundation & Corporation funding.

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?

Boston Partners in Education enhances the academic achievement and nurtures the personal growth of Boston’s public school students by providing them with focused, individualized, in-school volunteer support. It is our vision that with the commitment and involvement of the entire community, all students in Boston will develop the skills, self-confidence and motivation to recognize and achieve their full potential. To accomplish this, we recruit, train, place, and support community and corporate volunteers of all ages and backgrounds to serve as academic mentors in the Boston Public Schools (BPS) to students in need. In 2014-2015, we matched over 3,000 students in 73 BPS schools with nearly 600 academic mentors.

Our theory of change — which we have seen borne out in thousands of cases across more than four decades — is that with the involvement and support of volunteer academic mentors, Boston Public Schools students can build the skills and confidence to improve their academic achievement, accelerate their personal growth, and ultimately, stay in school and graduate on time.

We focus on reaching students who might otherwise "fall through the cracks"—those children who have gaps in their learning, are struggling academically and personally, and can succeed with the encouragement and guidance of a caring academic mentor. The primary impacts we hope to achieve are:

  • Closing the achievement gap

  • Decreasing the dropout rate

  • Increasing student academic performance within BPS

Our immediate goal — as highlighted in our latest three-year strategic plan launched in 2015-2016 — remains to serve 25% more students in the Boston Public Schools within the next three years. 

2. What are your strategies for making this happen?

Boston Partners’ growth goals are centered around our three-year strategic plan, launched in September 2015. The outcomes of the strategy will allow Boston Partners in Education (Boston Partners) to expand our services to connect hundreds more BPS students with academic mentors from the community.

The culmination of several consulting engagements, our plan has five key goal areas:

  • Programming: Redesign our programs so we provide academic mentor support to 25% more students, while improving the quality of each program, over three years.

  • Marketing and Communications: Expand our reputation as a leader in K-12 student support and heighten awareness of our in-class academic mentoring services among multiple constituencies.

  • Development: Raise at least $1.3MM/year by the end of FY16 (8/31/16); $1.65MM/year by the end of FY17 (8/31/17); and $1.8MM/year by the end of FY18 in order to meet programming and marketing goals.

  • Governance: Ensure our Board of Directors is actively engaged; is committed to transparency and has adopted best practices for nonprofit governance; is inclusive and diverse in membership; maintains a strong leadership team; and fulfills its fiduciary responsibilities.

  • 50th Anniversary Year: Maximize the philanthropic impact and branding potential of our 50th anniversary year in 2016-2017.


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

Prior to the implementation of our three-year strategic plan this past fall, Boston Partners made several key organizational investments to enable success. Major accomplishments have included:

  • Building our evaluation capacity. With the help of an Education Pioneers Data Analysis Fellow, we redesigned our program evaluation tools in 2014-2015 (including surveys, grade analysis methods, and our salesforce.com database) to more effectively measure our impact on students' academic and socio-emotional progress moving forward. This work, which included analysis and standardization of years of existing data, has provided an excellent framework for more comprehensively and compellingly telling the story of our impact on students.

  • Launching a redesigned website (http://bostonpartners.org). In spring 2015, we worked with a team of Fidelity Investments volunteers via a project through Common Impact to conduct a thorough revamping of our site, making it more easily navigable and mobile-friendly.

  • Expanding our staff, prioritizing opportunities to broaden our programming and marketing. We added to our Management Team with the hire of a Director of Marketing, and staffed a new position, the Match Support Coordinator for Middle & High Schools. In addition, we engaged a full-time Staff Writer and three full-time AmeriCorps volunteers for 2015-16 to assist with communications and programming. Finally, we engaged an Encore Fellow to serve as 50th Anniversary Coordinator from January 2016 through April 2017. We have again been granted three full-time AmeriCorps volunteers for 2016-2017 as well.

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

To ensure progress against our strategic plan goals, we have:

  • Established milestones and timelines for each action item in each of the five goal areas and created customized tracking systems to share updates and adjust as needed;

  • Incorporated strategic plan work into weekly check-ins, monthly team meetings, and regular staff and Board meetings; and

  • Created staff/Board committees for all goal areas, including several sub-committees for the 50th Anniversary campaign, to provide oversight and guidance.

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

Since the launch of our strategic plan in September 2015, Boston Partners has made significant progress against our goals for restructuring our School Volunteer Program (SVP). Major accomplishments include:

  • Identifying the subprograms we intend to split SVP into: Elementary Literacy, Elementary Math, High School Humanities, High School STEM, and Whole Class (K-2). Problem statements, logic models, and SMART goals have been finalized for the first four components listed above; Whole Class is still in progress.

  • Completing research on best practices for the Whole Class model, including interviews with current and former teachers and volunteers who have worked successfully with this model.

  • Redesigning our volunteer and teacher check-in process, leading to increased engagement and better match quality.

  • Working with the Boston Public Schools’ Office of Data and Accountability to design a streamlined process for obtaining student and parent permission to collect outcome data.

  • Beginning the design process for a new student nomination process and online form, which will launch in August 2016. The new process will provide teachers a simpler, more intuitive, and more targeted interface for nominating students who are appropriate matches for academic mentor intervention, at both the elementary and secondary level.

  • Identifying several “Performance Partners” schools — partner schools with high levels of engagement in our programs that serve as models for how our services can benefit students. MOUs for the 2016-2017 school year are currently being finalized.

  • Researching strategies for volunteer recruitment and retention and developing SMART goals for increasing volunteer engagement and satisfaction. Building strong, multi-year relationships with volunteers is crucial to increasing match quality and school engagement. To this end, we have recently been awarded a full-time AmeriCorps Ambassador of Mentoring to serve as Community Engagement Coordinator for 2016-2017. Decisions about programmatic design will be finalized in June 2016, with a launch of the new program structure by July/August 2016.

  • Securing an Encore Fellow to lead our 50th Anniversary campaign planning for a 15-month engagement. We are currently circulating an RFP to enlist the services of a public relations firm to assist with the promotion of the campaign.