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BELL (Building Educated Leaders for Life)

 60 Clayton Street
 Dorchester, MA 02122
[P] (617) 282-1567
[F] (617) 282-2698
www.experiencebell.org
info@experiencebell.org
Joann Yung
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INCORPORATED: 1992
 Printable Profile (Summary / Full)
EIN 04-3182053

LAST UPDATED: 03/15/2016
Organization DBA BELL (Building Educated Leaders for Life)
The BELL Foundation
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years No

Summary

Mission StatementMORE »

BELL exists to transform the academic achievements, self-confidence, and life trajectories of children living in under-resourced, urban communities. In an effort to reverse a history of educational inequality, BELL offers robust after school and summer learning experiences to more than 11,000 children in grades K-8 across the nation.  Founded and headquartered in Dorchester, MA, BELL has been partnering with Boston Public Schools for twenty years to deliver programming for Boston children who may not otherwise have free access to quality tutoring, enrichment learning, and social support. BELL currently serves approximately 2,000 children across Boston, with a primary focus on families in traditionally underserved communities, such as Roxbury, Dorchester, Mattapan, Jamaica Plain, Chinatown, and Chelsea. 

Mission Statement

BELL exists to transform the academic achievements, self-confidence, and life trajectories of children living in under-resourced, urban communities. In an effort to reverse a history of educational inequality, BELL offers robust after school and summer learning experiences to more than 11,000 children in grades K-8 across the nation.  Founded and headquartered in Dorchester, MA, BELL has been partnering with Boston Public Schools for twenty years to deliver programming for Boston children who may not otherwise have free access to quality tutoring, enrichment learning, and social support. BELL currently serves approximately 2,000 children across Boston, with a primary focus on families in traditionally underserved communities, such as Roxbury, Dorchester, Mattapan, Jamaica Plain, Chinatown, and Chelsea. 

FinancialsMORE »

Fiscal Year July 01, 2013 to June 30, 2014
Projected Income $20,987,546.00
Projected Expense $20,608,837.00

ProgramsMORE »

  • BELL After School
  • BELL Summer

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

BELL exists to transform the academic achievements, self-confidence, and life trajectories of children living in under-resourced, urban communities. In an effort to reverse a history of educational inequality, BELL offers robust after school and summer learning experiences to more than 11,000 children in grades K-8 across the nation.  Founded and headquartered in Dorchester, MA, BELL has been partnering with Boston Public Schools for twenty years to deliver programming for Boston children who may not otherwise have free access to quality tutoring, enrichment learning, and social support. BELL currently serves approximately 2,000 children across Boston, with a primary focus on families in traditionally underserved communities, such as Roxbury, Dorchester, Mattapan, Jamaica Plain, Chinatown, and Chelsea. 

Background Statement

BELL was founded in 1992 by a group of Harvard Law students in Boston.  Since then, BELL’s reach has expanded to nearly 20 cities across the U.S.  BELL is a leader in out-of-school time academic programs, developing after school and summer models that blend rigorous academic instruction in math and reading and robust enrichment programming. 

 

BELL aims to close the academic achievement gap between low-income students and their higher-income peers. Much of the achievement gap is due to the phenomenon of summer learning loss which occurs when children do not engage in 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-equivalent skills during the summer.  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 literacy & math tutoring using research-based, data-driven curricula; instruction under certified teachers & college-age tutors at a low ratio of 1:10; a range of enrichment activities; experiential learning opportunities; pathways for parent engagement; and rigorous evaluation to ensure scholar success. BELL scholars are chosen based on academic and economic need.  The majority of our scholars are Black or Latino and qualify for free or reduced-priced lunch.  Most of our scholars enter BELL programs performing, on average, one year below grade level. 

BELL's successful outcomes have been independently verified through a random assignment study by the Urban Institute, and BELL has been recognized by First Lady Obama as a leading model for social reform.  In 2011 BELL was awarded a Social Innovation Fund grant through the Edna McConnell Clark Foundation in support of BELL’s innovative programming.  In Boston,we are part of the Opportunity Agenda’s citywide public-private partnership, a collaborative effort to increase and improve after school and summer programming across the district.  BELL is also a preferred provider to the Massachusetts Department of Elementary and Secondary Education.  On a national scale, BELL is a National Summer Learning Association Smarter Summers providers, delivering summer learning opportunities to middle school students throughout the country. 


Impact Statement

The immediate goals of BELL After School and BELL Summer are to increase scholars’ academic skills, build scholars’ self-confidence, and deepen parent involvement in their child’s education. Ultimately, BELL aims to accelerate the academic growth of low-income students with the long-term goal of closing the academic achievement gap between low-income students and their higher income peers. We aim to help schools and districts turn around school performance, and reverse a history of educational inequality in the under-served urban centers of 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 ultimate benchmark for success 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. 

 

BELL Scholars consistently make impressive academic and social gains.  Instead of experiencing summer learning loss, scholars gain reading and math skills over the course of BELL's programs.  Additionally, most BELL parents feel more engaged in their child’s education because of BELL and believe that BELL increases their child's self-confidence. 

BELL has established the following goals for our 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 percentile rank scores and grade equivalent gains.

·BELL scholars will show improved self-confidence

·BELL parents will feel more engaged in their child’s education because of BELL

 


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 Afterschool 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 provide adult mentor relationships and inspire scholars by sharing about their lives, careers and experiences. BELL also seeks volunteers who can provide their expertise in public relations, marketing, public policy 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 20 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 20 years.  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
NORTHEAST REGION, MA
Baltimore (MD), Boston (MA), Chelsea (MA), Charlotte (NC), Winston-Salem (NC), New York City (NY), Newark (NJ), San Jose (CA), San Rafael (CA), Oakland (CA), and the Dayton-area (OH). BELL partners with Y affiliates to offer summer programming in Denver (CO), St. Paul (MN), St. Antonio (TX), Hartford (CT), Orlando (FL), Clearwater (FL), Montgomery (AL), and Washington, DC.    

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  $1,025,021
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 and make learning gains over the course of the summer by providing more time on task to develop key academic skills.  BELL Summer operates 5 days a week for 5-7 weeks each summer.  Scholars benefit from rigorous literacy and instruction in the morning. Classes are led by teams of certified teachers and tutors in small classroom settings. Rigorous and regular assessments, using standardized math and literacy tests, allow for data-driven instruction.  Afternoon enrichment blocks offer hands-on exposure to subjects such as STEM, arts, music, journalism, sports, etc. 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.  We accomplish this through program elements geared toward leadership and character development as well as civic responsibility.  BELL also offers opportunities for parent engagement.

Budget  N
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 (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 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. Tiffany Cooper Gueye
CEO Term Start Jan 2008
CEO Email tiffany.gueye@experiencebell.org
CEO Experience Tiffany began with BELL in 1998 and is regarded as an authority on out-of-school-time learning, measurement, and evaluation. Through her leadership, BELL's programs, outcomes and evaluation methods have been nationally recognized as examples of best practices. She has been honored for her work by the Massachusetts Conference for Women and received Boston College's Donald J. White Teaching Excellence Award. She holds a B.A. degree in Psychology and a Ph.D. in Educational Research, Evaluation and Measurement, both from Boston College.
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 Chief Operating Officer Antonio Battaglia comes to BELL with experience at large corporations such as Stone and Webster Engineering Corporation. Mr. Battaglia is former Division President of Arch Wireless, which grew in revenue under his leadership from $200M to $450M. He has an MBA in Finance from Ohio University (where he graduated Summa cum laude) and a BS in Business Administration from Boston College.  
Dr. Lauren Gilbert Vice President of Programs Lauren is focused on ensuring that BELL continues to provide the highest-quality program models while exploring new ways to enhance program delivery.  She brings over 15 years of education experience to BELL.  Most recently, she served as Assistant Superintendent of Natick Public Schools, a school district serving 5,000 students in Massachusetts.  Earlier, Lauren held a leadership role at Worcester Public Schools and served as a Special Education Teacher in Albuquerque, NM.
David Jones Vice President of Human Resources
David works to strengthen BELL’s talent. He has over 20 years’ experience in human resources, including 17 years at Eli Lilly and Company, a global pharmaceutical manufacturer. Prior to his time at Lilly, David spent four years in the non-profit sector working for Exceptional Parent Magazine, an organization focused on the needs of parents of children with disabilities.
 
David earned his B.A. degree in Economics from Harvard University and holds an M.B.A. from the University of North Carolina at Chapel Hill.

Awards

Award Awarding Organization Year
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 State of Massachusetts Department of 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 --
National Council of La Raza (NCLR) - Affiliate --
National Human Services Assembly (formerly National Assembly of Health and Human Service Organizations) - Member --
Member of state association of nonprofits? No
Name of state association --

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. BELL partners with the Y to deliver summer programming through the Power Scholars Academy.

CEO/Executive Director/Board Comments

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Foundation Comments

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Staff Information

Number of Full Time Staff 83
Number of Part Time Staff 1,500
Number of Volunteers 100
Number of Contract Staff 0
Staff Retention Rate % 86%

Staff Demographics

Ethnicity African American/Black: 38
Asian American/Pacific Islander: 5
Caucasian: 27
Hispanic/Latino: 12
Native American/American Indian: 0
Other: 17
Other (if specified): --
Gender Female: 59
Male: 24
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Yes
Organization has Strategic Plan? Yes
Years Strategic Plan Considers 4
Management Succession Plan Yes
Business Continuity of Operations Plan --
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 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 -
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Paula Arrojo Goldman Sachs Voting
Nicholas Bogard President, J. Arthur Nicholas Voting
Dr. Tiffany Cooper Gueye CEO, BELL Voting
Gene Guill Managing Director, Deutsche Bank Voting
John J-H Kim District Management Council Voting
Kathleen Kelley Community Volunteer Voting
Deborah Knez Philanthropist, Smith Family Foundation Voting
Donald Manekin Co-Founder, Seawall Development Company Voting
Doug Miller Retired Voting
Soren Oberg Managing Director, Thomas H. Lee Partners Voting
Charles Ogletree Chair Emeritus; Professor, Harvard Law School NonVoting
Christopher Piela Community Volunteer Voting
Justin Sadrian Warburg Pincus Voting
Garrett Smith District Management Council Voting
Dr. Lauren Smith MD Medical Director, Massachusetts Department of Public Health Voting
Laurene Sperling Community Volunteer Voting

Constituent Board Members

Name Company Affiliations Status
-- -- --

Youth Board Members

Name Company Affiliations Status
-- -- --

Advisory Board Members

Name Company Affiliations Status
Dr. Duncan Chaplin Mathematica Policy Research NonVoting
Dr. Leslie Goodyear Education Development Center, Inc. NonVoting
Dr. Denise Huang National Center for Research on Evaluation, Standards, and Student Testing NonVoting
Priscilla Little Research and Evaluation Consultant NonVoting
Dr. Beth Miller Nellie Mae Education Foundation NonVoting
Elizabeth Reisner Policy Studies Associates, Inc. NonVoting

Board Demographics

Ethnicity African American/Black: 3
Asian American/Pacific Islander: 1
Caucasian: 11
Hispanic/Latino: 1
Native American/American Indian: 0
Other: 0
Other (if specified): --
Gender Female: 6
Male: 10
Not Specified 0

Board Information

Board Term Lengths 3
Board Term Limits 0
Board Meeting Attendance % 82%
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
  • Board Governance
  • Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
  • Finance
  • Nominating
  • Program / Program Planning
  • Strategic Planning / Strategic Direction

CEO/Executive Director/Board Comments

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Foundation Comments

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Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2014 (%)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

Fiscal Year July 01, 2013 to June 30, 2014
Projected Income $20,987,546.00
Projected Expense $20,608,837.00
Form 990s

2014 Form 990

2013 Form 990

2012 Form 990

2011 Form 990

2010 Form 990

2009 Form 990

Audit Documents

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 2014 2013 2012
Total Revenue $19,062,719 $19,018,700 $29,798,984
Total Expenses $21,475,924 $22,007,555 $25,680,797

Prior Three Years Revenue Sources

Fiscal Year 2014 2013 2012
Foundation and
Corporation Contributions
$7,945,747 $7,646,499 $13,331,236
Government Contributions $0 $0 $0
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified -- -- --
Individual Contributions $253,915 $153,102 $925,335
Indirect Public Support -- -- --
Earned Revenue $9,746,324 $9,742,256 $13,273,452
Investment Income, Net of Losses $819 $617 $505
Membership Dues -- -- --
Special Events $40,870 $249,722 $342,316
Revenue In-Kind $1,005,166 $1,217,330 $1,904,503
Other $69,878 $9,174 $21,637

Prior Three Years Expense Allocations

Fiscal Year 2014 2013 2012
Program Expense $18,653,320 $19,507,701 $23,016,256
Administration Expense $2,163,179 $1,663,036 $1,860,569
Fundraising Expense $659,425 $836,818 $803,972
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 0.89 0.86 1.16
Program Expense/Total Expenses 87% 89% 90%
Fundraising Expense/Contributed Revenue 8% 10% 6%

Prior Three Years Assets and Liabilities

Fiscal Year 2014 2013 2012
Total Assets $14,466,107 $14,206,850 $17,433,501
Current Assets $13,957,021 $13,353,824 $16,064,808
Long-Term Liabilities $0 $0 $0
Current Liabilities $4,925,852 $2,253,390 $2,491,186
Total Net Assets $9,540,255 $11,953,460 $14,942,315

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 --
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? Yes
Capital Campaign Purpose The purpose of our capital campaign is to double our impact to reach more than 26,000 students by 2017.
Campaign Goal $20,000,000.00
Capital Campaign Dates July 2013 - June 2017
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 2.83 5.93 6.45

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 audited financials. 

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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