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BELL (Building Educated Leaders for Life)

 60 Clayton Street
 Dorchester, MA 02122
[P] (617) 740-0401
[F] (617) 282-2698
www.experiencebell.org
[email protected]
Kate Henderson
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INCORPORATED: 1992
 Printable Profile (Summary / Full)
EIN 04-3182053

LAST UPDATED: 07/20/2017
Organization DBA BELL (Building Educated Leaders for Life)
The B.E.L.L. Foundation, Inc.
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years No

Summary

Mission StatementMORE »

BELL (Building Educated Leaders for Life) exists to transform the academic achievements, self-confidence, and life trajectories of children living in under-resourced communities.
 
Because we believe in the tremendous potential of all children to excel, we recognize them as scholars. 
 
OUR VISION IS FOR ALL CHILDREN TO EXCEL. 

Mission Statement

BELL (Building Educated Leaders for Life) exists to transform the academic achievements, self-confidence, and life trajectories of children living in under-resourced communities.
 
Because we believe in the tremendous potential of all children to excel, we recognize them as scholars. 
 
OUR VISION IS FOR ALL CHILDREN TO EXCEL. 

FinancialsMORE »

Fiscal Year July 01, 2016 to June 30, 2017
Projected Income $18,212,136.00
Projected Expense $17,987,842.00

ProgramsMORE »

  • BELL After School
  • BELL Summer

Revenue vs. Expense ($000s)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

Expense Breakdown 2014 (%)

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


Overview

Mission Statement

BELL (Building Educated Leaders for Life) exists to transform the academic achievements, self-confidence, and life trajectories of children living in under-resourced communities.
 
Because we believe in the tremendous potential of all children to excel, we recognize them as scholars. 
 
OUR VISION IS FOR ALL CHILDREN TO EXCEL. 

Background Statement

Incorporated in Boston in 1992, BELL is a nationally-recognized, award-winning, out-of-school-time program provider. BELL is headquartered in Boston, where we remain strongly committed to serving our local community's children and families in need.
 
BELL aims to close the academic achievement gap between low-income students and their higher-income peers. Research suggests that two-thirds of the academic achievement gap is due to summer learning loss, which occurs when children do not engage in high-quality learning activities during the summer months. Children from low-income families are disproportionately affected by the phenomenon, as they face challenges accessing high-quality summer learning programs outside of school. These children can lose up to two months of grade-level skills during summer, or up to 20% of the learning that took place during the previous school year. BELL’s programs are designed to provide these scholars with the extra time-on-task they need to gain critical academic skills. 

BELL offers intensive tutoring in literacy and math using research-based, data-driven curricula; instruction by certified teachers and college-age teaching assistants at a low scholar-to-educator ratio of 10:1; a range of enrichment activities; pathways for parent engagement; and rigorous evaluation to ensure scholar success.

BELL scholars are chosen based on academic and financial need. The majority of our scholars are Black or Latino and qualify for free or reduced-priced lunch. Most scholars begin BELL performing, on average, one year below grade level. 

BELL has twice participated in independent randomized-control trial studies (Urban Institute in 2007 and MDRC in 2015), which also point to important program impacts. In 2011 BELL was awarded a Social Innovation Fund grant through the Edna McConnell Clark Foundation. BELL has also earned accolades from the Massachusetts Nonprofit Network, Massachusetts Cultural Council, National Summer Learning Association, Social Impact Exchange, and First Lady Michelle Obama.

BELL has partnered with Boston Public Schools for 25 years to deliver robust after school and summer learning opportunities to students in-need and at no cost to families. BELL is part of the Boston Summer Learning Project, a city-wide collaboration to increase and improve summer programming across the district through public-private partnerships. BELL is also a preferred provider to the Massachusetts Department of Elementary and Secondary Education.

Impact Statement

BELL aims to provide dynamic, evidence-based summertime and after school programs that measurably increase scholars' academic skills, build scholars' self-confidence, and deepen parent involvement in their child's education.
 
We aim to accelerate the academic growth of low-income students and, over the long-term, close the academic achievement gap between low-income students and their higher income peers. We seek to help schools and districts turn around school performance, and reverse a history of educational inequality in the under-served communities across the United States. We work to expand BELL’s impact, increase the evidence base of the effectiveness of BELL programs, and disseminate knowledge and best practices in out-of-school time learning to schools and districts. Our vision will be realized when all children read, write, and perform math at or above grade level, have access to high-quality expanded learning time in their communities, and fulfill their potential as scholars and leaders.

We have established the following goals for all BELL scholars:

  • Instead of losing academic skills over the course of the Summer, BELL Summer scholars will stay on track academically and enter the following school year prepared to succeed. 

  • BELL scholars will show improved math and reading skills as evidenced by increased grade equivalent gains. 

  • BELL scholars will show improved self-confidence. 

  • BELL parents will feel more engaged in their child's education because of BELL.

BELL programs consistently achieve significant, positive results. For example, in 2016 BELL Summer programs delivered in partnership with Boston Public Schools served more than 1,000 scholars, grades K-8. On average, these scholars gained 1.0 months of grade-level skills in reading and 3.0 months in math, rather than succumbing to the cumulative, detrimental effects of summer learning loss.


Needs Statement

Program Support:

Privately raised funds are needed in order to maintain high quality expanded learning time that results in success. The cost per scholar for BELL Summer or BELL After School is $1,500.  This includes the cost of math and literacy instruction, enrichment programming, field trips and other activities. We rely on generous financial support from private foundations, corporations and individual donors to deliver our programs and reach more scholars.

Volunteer Support:

The time and resources provided by volunteers enhances our programs at various levels.  Volunteers with our programs inspire scholars by sharing personal stories about their lives, educational achievements, and careers. BELL also seeks volunteers who can provide their expertise in public relations, marketing, public policy, technology, and development at the regional and national levels. 

Champions for BELL:

BELL has been successful in making an impact in the lives of our scholars and families, in schools and in communities. BELL is in need of champions who can help spread the word about BELL’s success so that we can find more advocates, partners, donors and volunteers to make a difference for more children.


CEO Statement

At BELL, we work hard to inspire and motivate extraordinary performance and high aspirations -- among those who teach or volunteer in our programs, among the parents who enroll their children in BELL, and most directly among the children we have the privilege to serve. 

At the center of our work are several core beliefs: All children have tremendous potential.  All children are born with innate abilities and talents that are to be discovered over their lifetimes. All children can excel. 

Our model is simple and strong.  In small group settings, we provide innovative, data-driven instruction in reading and math. Instruction is delivered by certified teachers and college students, selected based in part on their skill and experience, but largely on their commitment to BELL’s scholars. 

Our uniform quality of service across the communities we serve ensures that all BELL scholars will be provided the rich educational experience and support they deserve, regardless of where they live or the circumstances in which they were born.

 



Board Chair Statement

BELL was created 25 years ago as a community-based effort to help children succeed by expanding learning time.  Students at Harvard Law School joined forces with educators at the Harvard Graduate School of Education and a group of concerned parents to design an educational after school experience at a nearby public school.

Since then, more than 100,000 students have become BELL scholars.  We have engaged scholars in more than 20 million hours of academic instruction, enrichment activities, field trips, and community service.  And we have generated some of the strongest evidence available that expanded learning time—particularly time in the summer—increases student success and narrows the opportunity and achievement gaps. 

The education community has also evolved over the past quarter century.  Through our efforts and the work of many others in schools and communities across the country, expanded learning has gained prominence as an important part of school turnaround efforts.  A rich set of research is compelling more schools and districts to adopt summer learning strategies and to partner with community organizations to serve scholars and families. 

I am proud to be a part of what truly has become a movement.  And I am grateful to all those who share BELL’s mission.  To all the families, teachers, principals, donors, partners, and friends: thank you for helping us serve scholars with excellence.  


Geographic Area Served

Throughout the United States
In a specific U.S. city, cities, state(s) and/or region.
City of Boston- North Dorchester
City of Boston- South Dorchester
City of Boston- Mattapan
City of Boston- Roxbury
SOUTHEAST REGION, MA
PIONEER VALLEY REGION, MA
City of Boston- Citywide (Indiv. neighborhoods also listed)
City of Boston- East Boston
GREATER BOSTON REGION, MA

Boston (MA), Brockton (MA)*, Holyoke (MA)*, New Bedford (MA)*, Fall River (MA)*, Plymouth (MA)*, Manchester (NH)*, Providence (RI), Hartford (CT)*, New York City (NY), Buffalo (NY)*, Jamestown (NY)*, Syracuse (NY)*, Baltimore (MD), Washington, D.C., Durham (NC), Greenville (SC), Clearwater (FL)*, Birmingham (AL)*, St. Paul (MN)*, Cincinnati (OH)*, St. Louis (MO)*, Omaha (NE)*, Denver (CO)*, San Antonio (TX)*, Oakland (CA), San Jose (CA)*, San Diego (CA)*.
 
*These represent a sampling of those communities that are served by programs delivered in partnership with YMCA of the USA, local Y associations, and other community organizations. For the full list of BELL communities, please visit: http://www.experiencebell.org/communities

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)

Yes

Programs

BELL After School

BELL After School provides small group instruction and tutoring to children who are performing below grade level. The program operates 3-5 days a week for 2½ hours during the school year.  Scholars benefit from intense literacy & math tutoring using research-based, data-driven curricula.  Instruction is led by certified teachers and tutors at a low 1:10 teacher/tutor to scholar ratio.  Rigorous assessments throughout the course of the school year allow for data-driven instruction.  Our After School program supplements and expands school-day learning in a way that allows our scholars to keep pace with their school work.  


Budget  $200,000.00
Category  Education, General/Other
Population Served Children and Youth (0 - 19 years) Poor,Economically Disadvantaged,Indigent
Program Short-Term Success 

Based on standardized diagnostic tests, administered pre-and-post-program, our scholars make the following improvements:

·       65% of scholars will show increase in scaled scores on a pre- to post-test basis.


· Scholars will demonstrate high levels of engagement with their learning with high levels of attendance (80%), improved levels of self-confidence (80%), and increased interest in school/learning (80%).

The majority of parents and guardians (80%) will indicate greater levels of engagement with their child's education
Program Long-Term Success  Scholars in BELL After School make significant progress in their academic development during the school year.  With the extra time-on-task that BELL provides, struggling scholars gain skills that help them to stay on pace with their peers during the school year. The aim of BELL After School is to help bridge the achievement gap for low income students, setting them on a track for high school graduation and secondary education.  
Program Success Monitored By 

BELL uses a combination of standardized diagnostic tests, periodic quizzes, and surveys to track outcomes and success.  At the beginning of BELL After School, BELL administers standardized assessment tests to determine scholar skill level. Throughout the course of BELL After School, BELL administers quizzes to evaluate scholar progress and tailor instruction.  At the conclusion of BELL After School, diagnostic tests are administered again, to determine change in skill level over the course of the program. Parent and teacher surveys are administered at the end of BELL After School to assess changes in scholars' self-confidence and attitude toward learning, as well as overall parent satisfaction with BELL programming.   

Examples of Program Success 

Fourth grade scholar Aries has come a long way since he first enrolled in the BELL After School program four years ago as a Kindergartener. He used to be very timid, and he was not outgoing. "He used to have difficulty with reading," his mother, Annette, explains. "Now, everything he brings home is 100, or even 105 with extra credit words -- you know he's using fifth grade words and he's in the fourth grade" she beams. She continues, imitating her son: "Right now, I'm not struggling any longer. Right now, I'm good, I pick up a book as soon as I get home, I do my homework." 

 

Annette is thrilled with the progress she has seen Aries make in BELL and in school. Ms. Laura, BELL's Site Manager, keeps Annette posted on her son's performance. She sends home progress reports that detail his performance, and makes time to help Annette understand how she can best support his continued development


BELL Summer

BELL Summer helps keep scholars on track by providing more time and support for developing key academic skills. BELL Summer operates 5 days a week for 5 weeks each summer. Scholars benefit from rigorous literacy and math instruction in the morning. Classes are led by certified teachers paired with trained, college-aged teaching assistants in small classroom settings. Rigorous and regular assessments, using standardized math and literacy tests, enables data-driven instruction.  Afternoon enrichment classes offer hands-on exposure to fitness, STEM, and the creative arts. In addition to academics, a central focus of BELL Summer is to give scholars a sense of purpose, as well as the self-confidence needed to become leaders. The development of growth-mindset thinking and other social-emotional skills is interwoven throughout all academic and enrichment curricula. BELL also offers opportunities for parent engagement. In Boston BELL Summer served more than 1,000 scholars. grades K-8, in 2017.

Budget  $2,000,000.00
Category  Education, General/Other
Population Served Children and Youth (0 - 19 years) Poor,Economically Disadvantaged,Indigent
Program Short-Term Success 
Based on standardized diagnostic tests, administered pre-and-post-program, our scholars make the following improvements:

· On average, scholars will gain at least one month of grade-equivalent skills in literacy and math. This indicates that on average, scholars are staying on track or gaining new academic skills during the summer months.

· Scholars who are most at-risk (those testing below the 25th percentile on their pre-program tests) will demonstrate more significant gains, with 65% of these scholars showing improvement in their grade-equivalent scores.

· Scholars will demonstrate high levels of engagement with their learning with high levels of attendance (80%), improved levels of self-confidence (75%), and increased interest in school/learning (75%).

· The majority of parents and guardians (75%) will indicate greater levels of engagement with their child's education.

Program Long-Term Success  Scholars in BELL Summer make significant progress in their academic development, entering the next school year more prepared to succeed. The aim of BELL Summer is to help bridge the achievement gap for low income students, setting them on a track for high school graduation and secondary education.  
Program Success Monitored By  BELL uses a combination of standardized diagnostic tests, periodic quizzes, and surveys to track outcomes and success.  At the beginning of BELL Summer, BELL administers standardized assessment tests to determine scholar skill level. Throughout the course of BELL Summer, BELL administers quizzes to evaluate scholar progress and tailor instruction.  At the conclusion of BELL Summer, diagnostic tests are administered again, to determine change in skill level over the course of the program. Parent and teacher surveys are administered at the end of BELL Summer to assess changes in scholars' self-confidence and attitude toward learning, as well as overall parent satisfaction with BELL programming.   
Examples of Program Success 

When Mariah finished the 6th grade, she was having difficulty in school - particularly in math - and was often disengaged in the classroom.  Her teachers encouraged her to enroll in BELL Summer.

During BELL Summer, Mariah’s teacher, Mr. Williams, encouraged her to work hard and focus on her math skills.  At the start of each day, he honored scholars for their hard work, and Mariah found herself being recognized often for her effort.

Mariah also enjoyed the enrichment component of BELL Summer, where she learned how to play tennis, participated in a course introducing scholars to law, and visited the New England Aquarium.  Mariah beams as she recalls a field trip to Boston College where she checked out the biology lab, explaining that she wants to be a vet.   

In the span of five weeks, Mariah transformed from a disengaged student struggling in math to an excited scholar eager to learn.  "BELL Summer helped me do better in school.  I got an A in math and a B+ in ELA,” Mariah explains.  


CEO/Executive Director/Board Comments

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Management


CEO/Executive Director Dr. Lauren Sanchez Gilbert Ed.D.
CEO Term Start July 2017
CEO Email [email protected]
CEO Experience Lauren was recently named CEO, leading BELL’s charge to eliminate the national summer slide through BELL's data-driven out-of-school-time learning programs. She has been with BELL since 2011, most recently serving as President and Chief Strategy Officer. Under Lauren's direction, BELL will scale up its reach by deploying a new partnership model, which strengthens the capacity of school districts and national nonprofits to deliver high-quality, measurable and sustainable programs. At BELL, Lauren has overseen numerous quality improvement, program development, and outcomes measurement initiatives, including a complete randomized control trial of summer learning programs for middle school students. Prior to BELL, she served as a special education teacher in her native New Mexico and as an assistant superintendent in Massachusetts. Lauren attended the highly-selective nonprofit leadership program at Harvard University, and was recently named a Results for America fellow. She holds a bachelor’s degree in Special Education, and her doctorate in Education from Boston College. Lauren is also the proud mother of an active and beautiful 10-year- old daughter, Ayla.
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
Antonio Battaglia President and Chief Operating Officer Tony joined BELL in 2007 and oversees all finance, human resources, information systems, and legal matters. Prior to joining BELL, Tony devoted 17 years at Arch Wireless, growing the company froma start-up to $1.4B in revenue. He held a number of key positions at Arch, including Corporate Controller to and was involved in 22 M & A events. Tony holds a B.S. in Business Administration from Boston College, and he graduated summa cum laude with an MBA in Finance from Ohio University.
Dan Dobin Chief of Staff Dan works with BELL's CEO and executive management team to ensure the organization achieves its goals. He comes to BELL from The Bridgespan Group, where he was a strategy consultant to nonprofits seeking to accelerate their impact. Earlier, he worked at College Summit, where he led college partnership efforts, stewarded relationships with national donors, and helped launch new sites. He has served on the national and local boards of the Young Nonprofit Professionals Network and was selected by Independent Sector as a 2013 American Express NGen Fellow. Dan is a graduate of the Yale School of Management (MBA) and Emory University (BA).
Dr. Lauren Gilbert Ed.D. President and Chief Strategy Officer Lauren is responsible for program design, staff professional development, evaluation and national strategic partnerships. Since joining BELL's team in 2012, Lauren has worked with MDRC to complete a randomized control trial of summer learning programs for middle school students, lead the effort to continuously improve program quality, developed new program models, and launched a new initiative aiming to achieve transformational scale. Prior to BELL, Lauren served as an Assistant Superintendent for Natick Public schools, in various leadership roles within the Worcester Public Schools, as a special education teacher in Albuquerque, New Mexico. In addition, Lauren has served as an adjunct professor at Simmons College, a consultant for Teachers 21, and as a member of the Department of Education Program Quality Assurance team. Lauren is also a board member for Accept Collaborative and on the editorial board for Matchbox Journal. Lauren earned her Bachelors degree from the University of New Mexico and her doctorate from Boston College where she serves as a supervising advisor for students pursuing their Masters in Education Administration. In December of 2016, Lauren was named to a two-year fellowship with Results for America. Lauren will succeed Dr. Tiffany Cooper Gueye as CEO in July of 2017.
Marlene Harrington Vice President of Development Marlene Harrington joined BELL in 2012 as the organization's first Chief of Staff. In this capacity, Marlene was responsible for ensuring efficient collaboration between senior team members, supporting Board development, and overseeing projects of strategic significance to the organization, including the launch of BELL's transformative impact partnership with the YMCA. In her current role as the Vice President of Development, Marlene oversees BELL's national and regional philanthropic efforts while stewarding a portfolio of institutional donors. She brings over a decade of fundraising and development experience to the role, including leadership positions with College Bound Dorchester, City Year Rhode Island and the Highlander Charter School. In these roles, Marlene led all aspects of fund development, public relations and project management toward the execution of strategic fundraising plans. In addition, Marlene served for over five years as a staff member with United States Senator Chafee, where she collaborated with state, federal and international government and non-governmental organizations to meet the needs of Rhode Island constituents. Marlene is a graduate of the University of Rhode Island.
Brenda McLaughlin Chief Impact Officer Brenda joined BELL in 2017 and is responsible for strategy, design, innovation, and organizational impact. For the past 15+ years, she has worked to close the opportunity gap and ensure equitable access to high-quality learning and enrichment for young people. Prior to joining BELL, she founded and led The Learning Agenda, a consultancy dedicated to helping nonprofits, philanthropies, and educators expand their knowledge and capacity. Working with programs, schools and funders across the country, she deepened her expertise in youth learning and development, nonprofit leadership, program design, implementation and evaluation, and system-building. Brenda also served as vice president at the National Summer Learning Association. She wrote or co-authored a variety of publications that showcase her thought leadership on summer learning, and spent time as an instructor for Johns Hopkins University’s Out-of- School Time Leadership certificate program. Brenda holds a master’s degree in public policy from the Johns Hopkins University, and a bachelor’s degree in Spanish and Latin American Studies from the University of Pittsburgh.
Partheev Shah Vice President of Strategy and Partnerships Partheev joined BELL in 2016 to oversee all efforts related to the development and execution of BELL’s technical assistance and licensing model. Before joining BELL, Partheev was at the Edna McConnell Clark Foundation, where he assisted grantees in developing and executing growth plans, improving program quality, and strengthening organizational capacity. Partheev also spent three years as a management consultant at Huron Consulting Group, advising higher education and healthcare clients on operational and strategic issues. Partheev earned his bachelor’s degree in business administration from the University of Michigan’s Stephen M. Ross School of Business.

Awards

Award Awarding Organization Year
Finalist, Excellence Award in Collaboration Massachusetts Nonprofit Network 2016
Summer Learning Leadership Award Massachusetts Cultural Council & Innovation Learning Center 2016
Social Innovation Fund Investment Edna McConnell Clark Foundation 2011
Social Capitalist Award Fast Company and Monitor Group 2008
Summer Excellence National Summer Learning Association 2007
Priority Service Provider Massachusetts Department of Elementary & Secondary Education --
Smarter Summers Provider National Summer Learning Association --
Summer Learning Project Provider Boston Opportunity Agenda and Boston After School & Beyond --

Affiliations

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

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --

Collaborations

BELL collaborates with many entities to deliver high-quality programming to its scholars.  BELL partners with schools and school districts.  Their support enables us to identify students most in need, recruit high-performing educators as BELL staff, and to access needed space, resources, and communication channels for program operations.  BELL also partners with corporations, nonprofits, and community organizations which enhance our programming and provide support to our families.  BELL collaborates with education stakeholders to share knowledge and increase awareness of the importance of out-of-school-time learning.  We work closely with the National Summer Learning Association, The Wallace Foundation, and schools and district partners like Boston Public Schools. BELL partners with Y-USA and local YMCA associations to operate Power Scholars Academy, a program that is modeled after the evidence-based BELL Summer program.

CEO/Executive Director/Board Comments

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Foundation Comments

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Staff Information

Number of Full Time Staff 57
Number of Part Time Staff 1,593
Number of Volunteers 100
Number of Contract Staff 0
Staff Retention Rate % 79%

Staff Demographics

Ethnicity African American/Black: 25
Asian American/Pacific Islander: 3
Caucasian: 25
Hispanic/Latino: 3
Native American/American Indian: 0
Other: 1
Other (if specified): Two or More Races or Ethnicities
Gender Female: 40
Male: 17
Not Specified 0

Plans & Policies

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

Risk Management Provisions

--

Reporting and Evaluations

Management Reports to Board? No
CEO Formal Evaluation and Frequency Yes Annually
Senior Management Formal Evaluation and Frequency Yes Semi-Annually
Non Management Formal Evaluation and Frequency Yes Semi-Annually

Governance


Board Chair Ms. Laurene Sperling
Board Chair Company Affiliation President, Sperling Family Charitable Foundation
Board Chair Term Nov 2007 - June 2019
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Paula Arrojo Managing Director, Goldman Sachs & Co. Voting
Michael Bell Chairman & CEO, inVentiv Health Voting
Nicholas Bogard President, J. Arthur Nicholas Voting
Chris Bulger Managing Partner, Bulger Partners Voting
Dr. Tiffany Cooper Gueye CEO, BELL Voting
Gene Guill Managing Partner, GPS Risk Management Advisors, LLC Voting
John J-H Kim Founder & Chair, District Management Council Voting
George Neble Office Managing Partner, Ernst & Young Voting
Soren Oberg Managing Director, Thomas H. Lee Partners Voting
Paul Reville Francis Keppel Professor of Practice of Educational Policy and Administration, Harvard Graduate School of Education Voting
Justin Sadrian Partner & Managing Director, Warburg Pincus Voting
Laura Samberg Executive Director, Samberg Family Foundation Voting
Garrett Smith Portfolio Manager, K-12 Education, Strategic Grant Partners Voting
Laurene Sperling President, Sperling Family Charitable Foundation Voting
David Zilberman Comcast Ventures Voting

Constituent Board Members

Name Company Affiliations Status
-- -- --

Youth Board Members

Name Company Affiliations Status
-- -- --

Advisory Board Members

Name Company Affiliations Status
Dr. Graciela Borsato Senior Research Associate, The John W. Gardner Center NonVoting
Dr. Duncan Chaplin Mathematica Policy Research, Inc. NonVoting
Dr. Christian A. Friend CA Friend Consulting NonVoting
Dr. Claudia Gentile Associate Director of Survey Research, Mathematica Policy Research, Inc. NonVoting
Dr. Leslie Goodyear Principal Research Scientist, Education Development Corporation, Inc. NonVoting
Priscilla Little Research and Evaluation Consultant NonVoting
Dr. Beth Miller Director of Research and Evaluation, Nellie Mae Education Foundation NonVoting
Dr. Lauren Smith Boston University School of Medicine NonVoting

Board Demographics

Ethnicity African American/Black: 1
Asian American/Pacific Islander: 1
Caucasian: 13
Hispanic/Latino: 1
Native American/American Indian: 0
Other: 0
Other (if specified): --
Gender Female: 5
Male: 11
Not Specified 0

Board Information

Board Term Lengths 3
Board Term Limits 0
Board Meeting Attendance % 78%
Written Board Selection Criteria Under Development
Written Conflict Of Interest Policy Yes
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions 100%
Constituency Includes Client Representation No

Standing Committees

  • --
  • Audit
  • Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
  • Finance
  • Governance and Nominating
  • Program / Program Planning
  • Strategic Planning / Strategic Direction

CEO/Executive Director/Board Comments

--

Foundation Comments

--

Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

Expense Breakdown 2014 (%)

Fiscal Year July 01, 2016 to June 30, 2017
Projected Income $18,212,136.00
Projected Expense $17,987,842.00
Form 990s

2015 Form 990

2014 Form 990

2013 Form 990

2012 Form 990

2011 Form 990

2010 Form 990

2009 Form 990

Audit Documents

2016 Audit

2015 Audit

2014 Audit

2013 Audit

2012 Audit

2011 Audit

2010 Audit

2009 Audit

IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2016 2015 2014
Total Revenue $20,178,506 $22,160,554 $19,062,719
Total Expenses $19,866,404 $21,847,799 $21,475,924

Prior Three Years Revenue Sources

Fiscal Year 2016 2015 2014
Foundation and
Corporation Contributions
$7,403,477 $7,776,350 $7,945,747
Government Contributions $0 $0 $0
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified -- -- --
Individual Contributions $578,943 $711,076 $253,915
Indirect Public Support -- -- --
Earned Revenue $11,776,009 $12,227,268 $9,746,324
Investment Income, Net of Losses $3,846 $475 $819
Membership Dues -- -- --
Special Events $3,876 $384,260 $40,870
Revenue In-Kind $406,259 $1,033,076 $1,005,166
Other $6,096 $28,049 $69,878

Prior Three Years Expense Allocations

Fiscal Year 2016 2015 2014
Program Expense $16,868,551 $19,186,191 $18,653,320
Administration Expense $2,199,614 $2,058,118 $2,163,179
Fundraising Expense $798,239 $603,490 $659,425
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 1.02 1.01 0.89
Program Expense/Total Expenses 85% 88% 87%
Fundraising Expense/Contributed Revenue 10% 7% 8%

Prior Three Years Assets and Liabilities

Fiscal Year 2016 2015 2014
Total Assets $12,668,028 $13,279,097 $14,466,107
Current Assets $12,178,374 $12,496,054 $13,957,021
Long-Term Liabilities $0 -- $0
Current Liabilities $2,502,916 $3,426,087 $4,925,852
Total Net Assets $10,165,112 $9,853,010 $9,540,255

Prior Three Years Top Three Funding Sources

Fiscal Year 2016 2015 2014
1st (Source and Amount) -- --
-- --
-- --
2nd (Source and Amount) -- --
-- --
-- --
3rd (Source and Amount) -- --
-- --
-- --

Financial Planning

Endowment Value --
Spending Policy --
Percentage(If selected) --
Credit Line Yes
Reserve Fund Yes
How many months does reserve cover? 3.00

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 2016 2015 2014
Current Ratio: Current Assets/Current Liabilities 4.87 3.65 2.83

Long Term Solvency

Fiscal Year 2016 2015 2014
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 audited financials. 

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?

BELL believes all children can excel. We work to achieve our vision that all children can access the learning opportunities needed to fulfill their extraordinary potential.

2. What are your strategies for making this happen?

BELL's impact is driven by partnerships; we believe scholar success is greatest when schools, nonprofits, and communities work together and share responsibility for their full range of academic, social, emotional, and physical development. BELL partners with schools and community organizations who recognize that by combining resources and targeting expanded learning time where it is needed most, we can collectively increase student performance and have a far greater impact on narrowing opportunity and achievement gaps than any single organization can attain acting alone. BELL pursues two primary partnership strategies: it is delivering summer and after-school programs in direct partnership with schools and community organizations, and it is training others to deliver evidence-based programs in their community. In 2016, superintendents, principals, and partners across 60 communities and 21 states partnered with BELL to expand summer and after-school learning and enrichment opportunities.

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

BELL seeks to understand and grow within the communities it serves; we have regional offices in all of our core regions overseeing our direct partnerships, and direct liaisons on BELL's headquarters team for our training and licensing partners.

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

BELL rigorously evaluates program impact through a series of quantitative and qualitative measures, including computer adapative assessments administered on a pre- and post-program basis; parent, teacher, and scholar surveys; youth outcome assessments; and portfolio assessment.

At the start of each BELL program, scholars complete a computer adaptive assessment built for Common Core State Standards to enable teachers to identify strengths and weaknesses and develop individualized learning plans. At the end of each BELL program, a second assessment or test quantify scholar learning gains, while a series of scholar, teacher, and parent surveys provide qualitative data about changes in scholars' self-concept and social competency. BELL's evaluation reports are prepared by members of its program team and published at the completion of each BELL Summer and BELL After School program cycle. BELL's measurement process is overseen by its Evaluation Advisory Board.

Evaluation results are used to support scholar achievement, demonstrate program impact to parents, teachers, principals, donors, and other partners, and continuously strengthen program quality. BELL's model of applying evaluation data for continuous program improvement has been nationally recognized by the Academy for Educational Development as a best practice in expanded learning programming. 

 

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

BELL's programs continuously yield demonstrable, positive academic and social-emotional gains for its scholars. During Summer 2016, BELL served more than 14,000 scholars (grades pre-K-8) across the nation who gained, on average, 2.0 months of grade-level skills in reading and 3.0 months of grade-level skills in math; additionally, 90% of teachers reported their scholars increased their self-confidence.

In addition to our programmatic successes, BELL has voluntarily undertaken two independent randomized control trials to evaluate the effectiveness of our programs. These evaluations have offered invaluable insight into ways we can improve our programs even further, and reinforced BELL's commitment to continuous improvement. BELL continues to explore new opportunities for growth and partnership that will allow us to reach more scholars and further strengthen our programs.