Share |
Organization DBA --
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years No

Summary

--

Mission StatementMORE »

Our mission is to empower urban students of all racial and ethnic backgrounds to achieve their full intellectual and social potential by combining the best of the East--high standards, discipline and character education--with the best of the West--a commitment to individualism, creativity and diversity.

Mission Statement

Our mission is to empower urban students of all racial and ethnic backgrounds to achieve their full intellectual and social potential by combining the best of the East--high standards, discipline and character education--with the best of the West--a commitment to individualism, creativity and diversity.

FinancialsMORE »

Fiscal Year July 01, 2012 to June 30, 2013
Projected Income $6,900,704.00
Projected Expense $6,844,920.00

ProgramsMORE »

  • 5-12 College Preparatory Education
  • China Exchange Program
  • Special Education
  • Summer Enrichment Programs

Revenue vs. Expense ($000s)

Expense Breakdown 2012 (%)

Expense Breakdown 2011 (%)

Expense Breakdown 2010 (%)

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


Overview

Mission Statement

Our mission is to empower urban students of all racial and ethnic backgrounds to achieve their full intellectual and social potential by combining the best of the East--high standards, discipline and character education--with the best of the West--a commitment to individualism, creativity and diversity.

Background Statement

The Academy of the Pacific Rim Charter Public School was chartered in 1995, opening its doors to students in grades 6-8 in 1997. The vision of co-founders Dr. Robert Guen and Dr. Robert Consalvo was to create a public school in Boston that offers an exceptional, rigorous education by fusing the educational traditions and rituals of Pacific Rim countries (specifically China and Japan) with American  practices. Over the past fifteen years, APR has grown into a middle and high school serving more than 500 students in grades 5-12, and the school's charter was renewed for the fourth time in February 2012.


Impact Statement

Accomplishments:
1.) The Academy received it's 4th Commonwealth Charter in May 2012.
 
2.) APR's class of 2012 was our largest ever, with 44 students graduating. 100% achieved college admission, with nearly 100% continuing to 4-year colleges (two opted for community colleges, due to specific program opportunities). The class earned a collective $3.5 million in grant and scholarship aid.
 
3.) Summer of 2012 welcomed two new programs: the expanded Middle School summer program, and APR's Summer in China program. The 3-week Middle School summer program, called "Dragon Summer Camp," was designed to eliminate the 'summer slide' among struggling, low-income students, and to increase their buy-in to our school culture and academic program. The Summer in China program sent six students to Beijing for 3 weeks where they stayed with our sister school, Beijing # 80, studied Mandarin, visited the sites of Beijing and Xi'an, and volunteered with two children's organizations as a community service project. 
 
4.) In 2013, APR's 10th Grade class ranked 1st in Massachusetts for their English MCAS scores. 
 
Goals:
 
1. Due to recent backfilling legislation and improved student retention, our high school is growing, and we are facing acute facilities needs. An unfinished mezzanine level in our building must be converted into classroom space in the next year or two, and we must raise approximately $1.2 million over the next few years to do so. The space will include a science lab, a Mandarin classroom/language lab, and a seminar space, as well as additional restrooms and a small conference/ tutoring room.   
 
 2. We must continue to raise $50k/year to support our signature Chinese language and exchange programs, which are a central and popular component of APR's program. 
 
3. We want 100% of our students to pass the MCAS with scores of Advanced or Proficient. Early, effective intervention in the areas of literacy and numeracy are helping our students master the relevant skills, and we are seeing improvements in performances across the board. 

Needs Statement

1. As stated above, our single most pressing funding need is capital support to enable us to complete the mezzanine classroom space as quickly as possible. 
 
2. Our China Exchange could enable up to 35 students to visit China each year. Because our student body is 55% low-income, and the remaining students come from only slightly wealthier families, we must heavily subsidize the travel expenses of these students. Other program costs are related to hosting students from Beijing in Boston, including school bus rental, etc.
 
3. We are committed to providing greater resources for STEM learning, and seek to increase the technological opportunities our students have both in the science lab and where appropriate in other classes as well (for example the opportunity to use Smartboards).
 
 

CEO Statement

The Academy of the Pacific Rim Charter Public School (APR) serves an ethnically diverse population of 500 students in grades 5-12 from the Hyde Park, Roslindale, Mattapan and Dorchester neighborhoods in Boston. We offer a rigorous college preparatory program attentive to the needs of each student: a smaller, more intimate alternative to Boston’s exam schools, with a widely-recognized special education program that ensures all students get the support they need to learn, thrive and succeed. 55% of our students come from families that meet the federal definition of “low-income,” and the remaining 45% hover just above this level.

APR students learn to value effort, personal ambition and perseverance. Nearly 100% of APR’s graduates matriculate into 4-year colleges each fall, and their persistence rate once in college approaches 92%. Although APR’s academic culture is not driven by standardized testing, our MCAS scores are strong. In 2012, for the second time in four years, APR’s 10th Grade English MCAS scores were first in the State! Taken together, our school’s results prove that when students and teachers are committed to success, don’t make excuses or cut corners, then all students can learn and position themselves to attend college and become productive and empowered members of our increasingly global workforce.

In keeping with a school culture of “gambatte”—a Japanese word meaning hard work, persistence and never giving up—APR has long been concerned with making sure those who struggle academically have the supports they need to persevere and succeed in our school. A collection of efforts to intervene early in a struggling student’s career have succeeded in stemming attrition in the early grades. Coupled with recent backfilling legislation, these efforts have led to a dramatic increase in our student body's size: the class of 2012 was the largest yet, with 44 students. In 2010, the ninth grade had 54 students; this year there are 80. While students’ academic success is its own reward, we are facing great challenges as well.

Additional faculty continue to be hired to accommodate the greater numbers, but we have run out of classroom space and must construct three new classrooms on what is currently an unfinished mezzanine level in our school building. This space situation is urgent and cannot be overstated. We are reaching out to old friends and seeking new ones to see that our school is able to continue serving students at the level we feel that they, and all students, deserve.


Board Chair Statement

--

Geographic Area Served

Greater Boston Region-All Neighborhoods
Greater Boston Region-Dorchester Neighborhood
Greater Boston Region-Hyde Park Neighborhood
Greater Boston Region-Jamaica Plain Neighborhood
Greater Boston Region-Mattapan Neighborhood
Greater Boston Region-Roslindale Neighborhood
Greater Boston Region-Roxbury Neighborhood
Greater Boston Region-West Roxbury Neighborhood
APR is open to all Boston students, but due to location primarily serves students from Hyde Park, Roslindale, Dorchester, Mattapan, and to a lesser extent Jamaica Plain, Roxbury and West Roxbury.

Organization Categories

  1. Education - Charter Schools
  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

5-12 College Preparatory Education

APR’s classrooms and culture reflect our unwavering belief that all students can succeed and deserve the opportunity to attend college and be active citizens in their communities. Our program emphasizes both academics and character education, and a commitment to building genuine and positive relationships with students and families. An emphasis on Asian traditions and culture encourages an outward-looking, global perspective.

 

Our school begins with a structured, nurturing, skills-intensive 5th & 6th grade program created to accommodate a wide range of abilities.  The program progresses to a 7th & 8th grade middle school experience that adds measures of independence while building habits of scholarship that form an increasingly solid foundation for high school.  In high school, academic rigor, along with student leadership, choice and voice, increases each year, preparing students to be successful in college and beyond. 

Budget  .
Category  Education, General/Other Elementary & Secondary Education
Population Served K-12 (5-19 years) Minorities Unemployed, Underemployed, Dislocated
Program Short-Term Success 

Our vision for long-term success is best described by our mission statement: to empower urban students of all racial and ethnic backgrounds to achieve their full intellectual and social potential by combining the best of the east--high standards, discipline, and character education, with the best of the west--a commitment to individualism, creativity and diversity. We view college as an achievable goal for all of our students, and communicate this message to them from their first day here. For students, true success will be graduating from college to become empowered and successful members of society. For APR, success is preparing these students so that when they do attend college, they are fully ready to face the academic, emotional and financial challenges it will bring.

Program Long-Term Success 
Our vision for long-term success is best described by our mission statement: to empower urban students of all racial and ethnic backgrounds to achieve their full intellectual and social potential by combining the best of the east--high standards, discipline, and character education, with the best of the west--a commitment to individualism, creativity and diversity. We view college as an achievable goal for all of our students, and communicate this message to them from their first day here. We prepare students to attend college fully ready to face the academic, emotional and financial challenges it will bring. For students, true success is graduating from college and becoming empowered and successful members of society. 
 
 
 
Program Success Monitored By 

We measure short term success using a number of data sources: our graduation and promotion rates, student grades, college acceptance rates and matriculation, attendance, and ongoing communication with the middle and high school deans on the topic of discipline. We also use the data provided by ANET (MCAS) standardized testing to measure our students’ performance against other high-performing schools within the ANET network. 

Examples of Program Success 
The class of 2012 was our largest yet,with 44 students. Nearly 100% of them have matriculated to 4-year colleges, and collectively they received over $3.5M in grant and scholarship aid. 
 
The 2012 10th grade English MCAS scores ranked #1 in the state, and 92% of 10th graders scored proficient or advanced on the math MCAS. Performances across the school were very strong, with particular gains in the 7th and 8th grades.  
 
 

China Exchange Program

The Academy of the Pacific Rim was founded in the spirit of multi-cultural education, with a desire to prepare students to enter a global, 21st century workforce. Mandarin language study involves more than 300 students daily at APR beginning in the 7th grade, and the Exchange Program builds upon that curriculum. We believe an essential part of this preparation is for students to experience foreign cultures firsthand, not just learn about them in school. Since 2001, APR has offered a faculty-chaperoned two and half-week spring exchange program to 15-20 of our high school students with our sister school in China, Beijing #80 School. Since 2008, we have offered an additional trimester-long opportunity for students who wish to return to Beijing #80 for twelve weeks in the fall. In response to student demand, in 2012 we added a 3-week summer program as well, which includes opportunities for service-learning through volunteer experiences in Beijing. 

 
Each January, approximately 20 students and 3-4 teachers from Beijing #80 spend three weeks at APR, touring New England and staying with APR host families. The friendships that grow out of these visits are sometimes very strong, and families often remain in touch after the students returns to China.  
Budget  $75,000.00
Category  Education, General/Other Elementary & Secondary Education
Population Served Adolescents Only (13-19 years)
Program Short-Term Success  The most readily measurable short-term success of the program comes from the smooth coordination of logistics as large groups of students (most of whom are traveling internationally for the first time) travel to China, or come from China to be hosted by APR. The experiences these students and faculty have stay with them for life, and many bring a whole new perspective back into the classroom with them. In this way, the China exchanges enrich our whole community.
Program Long-Term Success  Exposure to foreign cultures is an essential preparation for entry into the global workforce of the 21st century. Our vision is for 100% of APR students to have the opportunity to travel to China before graduation. 
Program Success Monitored By          
Examples of Program Success              

Special Education

 

We are committed to following both the letter and the spirit of the law for special education through a full-inclusion approach. We follow a clear, consistent pre-referral and referral process when indicated. In our lower middle school (grades 5 & 6), math and ELA are co-taught by a content-area specialist and a special education teacher.  In older grades, students whose IEP indicates a need are given academic support tutoring by a special education teacher, who consults weekly with content area teachers to ensure that all accommodations and modifications are in place.  Some students receive a reduced course load, or a modified curriculum, depending on their IEP.  Additionally, depending on the needs of the student as outlined in his or her IEP, we provide necessary support through speech and language therapy, occupational therapy, physical therapy and/or counseling.  

Budget  .
Category  Education, General/Other Special Education
Population Served K-12 (5-19 years)
Program Short-Term Success 

 

                   
Program Long-Term Success 
The goal of any Special Education program is to give students with special learning needs the additional support they need so that they can thrive academically. The ability to quickly identify those students in need of support is crucial, so that they do not fall behind. In 2011-12, 23% of APR students were either on IEP’s or 504 Plans.  All students with IEPs have equal access to the curriculum and extra-curriculars as their general education peers. We continually track performance data of students with disabilities; special education teachers work to analyze interim data with content area colleagues, and to create targeted action plans. One of the most important qualities in a Special Education program is the ability to identify those students who are in need of support, so that they do not fall behind. In 2011-12, 23% of APR students were either on IEP’s or 504 Plans.  All students with IEPs have equal access to the curriculum and extra-curriculars as their general education peers. We continually track performance data of students with disabilities; special education teachers work to analyze interim data with content area colleagues, and to create targeted action plans.
 
Program Success Monitored By  The Special Education program's success is measured by the outcomes of the students it serves. These outcomes are student grades, College acceptance and matriculation, promotion, standardized testing performance and the reports of the school's occupational therapists and psychologist, if relevant. 
Examples of Program Success           

Summer Enrichment Programs

One common challenge facing students at any school is the tendency to lose ground academically over the summer. Research indicates that high-quality enrichment activities can lessen the "slide", because students remain intellectually engaged and curious. Students without such opportunities, often from low-income families, find the summer slide greatly undermines their academic success. For students, who arrive below grade-level, losing precious learning over the summer impedes their academic progress. For this reason, the middle school's invitation-only Dragon Summer Camp provides students a free 3-wk enrichment program combining academics, enrichment opportunities and counseling. In the high school, summer enrichment involves the Pacific Rim Enrichment Program (PREP). All High School Students complete at least 75 hours of either community service, a college prep class, or an internship, write a research paper on the experience and present it to classmates and faculty.
Budget  $70,000.00
Category  Education, General/Other
Population Served K-12 (5-19 years) Poor,Economically Disadvantaged,Indigent Minorities
Program Short-Term Success 
   
Program Long-Term Success 
The goals of PREP are threefold: to keep High School Students intellectually engaged over the summer, to help them add interesting experiences to their resumes in anticipation of College applications, and to help them expand their horizons and explore possible career opportunities. The research project is intended to help them link their personal interests with academic work, encouraging them to draw connections between what goes on in the classroom and in the world outside.
 
The goal of the Middle School's Dragon Camp is simply to eliminate the summer slide among our neediest and most struggling students--mostly 5th and 6th graders. Intensive focus on skill development each morning allows them to make progress towards grade level abilities, while enrichment activities increase buy-in to the school as a whole, giving many of them the positive associations with school that they otherwise might not have.  
 
 
 
Program Success Monitored By 
2012 was the first year of the Middle School's Dragon Camp, and we are monitoring the subsequent performance of those students closely, both in class and on standardized tests. By all accounts their performance has improved tremendously, including on their recent ANET scores in which many of them moved up from not passing to solidly proficient scores.
 
Due to the nature of the High School program there is no real data to collect, but the response of College Admissions Officers has been extremely positive. They frequently compliment our students for their ambition and the variety of experiences they seek out each summer. 
 
 
Examples of Program Success  See above.

CEO/Executive Director/Board Comments

Many 5th graders arrive at the Academy far below grade-level. Special academic programming is needed, so APR has instituted an intervention program in both ELA and math. The greater challenge may be turning around a student's self-image, from failure to achiever. Being able to experience academic success prompts a more positive daily experience, which allows for more learning.  APR's daily intervention programs and special summer experience for these young scholars are essential to school becoming a positive and successful experience for these students, and our special programming support this academic and social success.

Management


CEO/Executive Director Ms. Susan J. Thompson
CEO Term Start Apr 2009
CEO Email [email protected]
CEO Experience

Susan J. Thompson has served as Executive Director of the Academy of the Pacific Rim since April 2009.  Bringing more than 25 years experience in educational leadership and management to this position, Ms. Thompson has previously taught and served in administrative capacities in Utah, California, Illinois, and Georgia. 

 

Previous school leadership positions held by Ms. Thompson include her five-year tenure as Head of the Atlanta Girls’ School, in Atlanta, GA.  In addition, she served for six years as Head of School at the Elgin Academy, a co-ed college preparatory day school serving grades PK through 12 in Elgin, Ill.  Before becoming Head of Elgin Academy, she served a three-year term as their Upper School Head. 

 

Prior to her Illinois tenure, Ms. Thompson completed a Certificate of Advanced Studies at the Harvard Graduate School of Education in Administration, Planning and Social Policy.  Before going to HGSE, she was Assistant Head for Academics of the Cornelia Connelly School in Anaheim, California, where she was responsible for the daily operation of the school’s academic program.  During her 11 years in California, Ms. Thompson also served as Director of Student Services at the Marlborough School in Los Angeles. In addition, she was one of the charter members of the National SEED (Seeking Educational Equity and Diversity) Project, based in Wellesley, MA.  Ms. Thompson was a member of the NAIS (National Association of Independent Schools) Advisory Committee on Girls and Women in Independent Schools, which she also chaired for two years.  Throughout her career, she has consistently served on education related external committees and task forces, including leading accreditation teams.

In addition to her years of administrative service, Ms. Thompson taught United States and European history, as well as numerous social science electives.  In particular, her early commitments to curriculum and instructional reform, classroom technology, and faculty professional development have informed her educational work significantly.   

 

A native of western Pennsylvania, Ms. Thompson earned her bachelor's degree in education from Indiana University of Pennsylvania with a concentration in U.S. History. She earned her master's degree in Human Development, with a concentration in Administration and Women's Studies, from Pacific Oaks College, Pasadena, CA.  In addition to her C.A.S. at Harvard, she did graduate work in European and U.S. History at Syracuse University in Syracuse, NY.

 

 

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
Chris Collins Chief Financial Officer --
Rene Dickhaut Principal of Middle School --
Jenne Colasacco Grant High School Principal --
Marthali Nicodemus -- --
Kelly Peake Dean of Instruction and Curriculum --

Awards

Award Awarding Organization Year
-- -- --

Affiliations

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

External Assessments and Accreditations

External Assessment or Accreditation Year
Massachusetts Department of Early and Secondary Education (Mass DESE) --

Collaborations

Ongoing collaboration with PFLAG for awareness activities in upper school. Ongoing collaborative efforts with other charter schools around college applications and preparation.

CEO/Executive Director/Board Comments

--

Foundation Comments

--

Staff Information

Number of Full Time Staff 46
Number of Part Time Staff 15
Number of Volunteers 25
Number of Contract Staff 7
Staff Retention Rate % 86%

Staff Demographics

Ethnicity African American/Black: 10
Asian American/Pacific Islander: 4
Caucasian: 44
Hispanic/Latino: 2
Native American/American Indian: 0
Other: 0
Other (if specified): 1
Gender Female: 42
Male: 19
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Yes
Organization has Strategic Plan? Yes
Years Strategic Plan Considers 5
Management Succession Plan No
Business Continuity of Operations Plan No
Organization Policies And Procedures No
Nondiscrimination Policy Yes
Whistle Blower Policy No
Document Destruction Policy No
Directors and Officers Insurance Policy Yes
State Charitable Solicitations Permit Yes
State Registration --

Risk Management Provisions

--

Reporting and Evaluations

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

Governance


Board Chair Ms. Anne Marie Martorana
Board Chair Company Affiliation Wheelock College
Board Chair Term Aug 2013 - June 2016
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Michelle Consalvo TechNet Voting
Jonathan Correia '06 Johnson & Johnson Voting
Marcus DeFlorimonte Commercial Real Estate --
Peter Falvey Revolution Partners, Inc. Voting
Peter Fishman New Schools Venture Fund Voting
Dr. Robert Guen D.M.D. Private Practice Voting
Peter Kelley National Japan-America Society --
Anne Marie Martorana Wheelock College Voting
Sarah Bulger Piscatelli Community Volunteer Voting
Nancy K. Snyder Commonwealth Corporation Voting

Constituent Board Members

Name Company Affiliations Status
-- -- --

Youth Board Members

Name Company Affiliations Status
-- -- --

Advisory Board Members

Name Company Affiliations Status
-- -- --

Board Demographics

Ethnicity African American/Black: 1
Asian American/Pacific Islander: 1
Caucasian: 7
Hispanic/Latino: 1
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 4
Male: 6
Not Specified 0

Board Information

Board Term Lengths 5
Board Term Limits 0
Board Meeting Attendance % --
Written Board Selection Criteria No
Written Conflict Of Interest Policy Yes
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions 0%
Constituency Includes Client Representation No

Standing Committees

    --

CEO/Executive Director/Board Comments

--

Foundation Comments

--

Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2012 (%)

Expense Breakdown 2011 (%)

Expense Breakdown 2010 (%)

Fiscal Year July 01, 2012 to June 30, 2013
Projected Income $6,900,704.00
Projected Expense $6,844,920.00
Form 990s

2013 Form 990

2012 Form 990

2011 Form 990

2010 Form 990

2009 Form 990

Audit Documents

2012 Audit

2011 Audit

2010 Audit

IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2012 2011 2010
Total Revenue $7,469,537 $7,128,522 $6,676,843
Total Expenses $7,260,272 $6,410,841 $5,991,301

Prior Three Years Revenue Sources

Fiscal Year 2012 2011 2010
Foundation and
Corporation Contributions
$29,650 $65,950 $107,200
Government Contributions $6,796,524 $6,983,844 $6,518,564
    Federal $524,487 $721,888 $703,200
    State $6,272,037 $6,261,956 $5,815,364
    Local -- -- --
    Unspecified -- -- --
Individual Contributions $23,697 $37,430 $8,695
Indirect Public Support -- -- --
Earned Revenue -- -- --
Investment Income, Net of Losses $8,556 $13,200 $7,040
Membership Dues -- -- --
Special Events $47,005 $27,098 $35,155
Revenue In-Kind $412,386 -- --
Other $151,719 $1,000 $189

Prior Three Years Expense Allocations

Fiscal Year 2012 2011 2010
Program Expense $6,443,770 $5,730,239 $5,486,144
Administration Expense $646,133 $666,595 $486,736
Fundraising Expense $20,369 $11,007 $11,921
Payments to Affiliates $150,000 $3,000 $6,500
Total Revenue/Total Expenses 1.03 1.11 1.11
Program Expense/Total Expenses 89% 89% 92%
Fundraising Expense/Contributed Revenue 0% 0% 0%

Prior Three Years Assets and Liabilities

Fiscal Year 2012 2011 2010
Total Assets $22,903,334 $22,992,963 $22,462,571
Current Assets $3,068,823 $3,098,198 $2,524,272
Long-Term Liabilities $16,080,000 $16,355,000 $16,610,000
Current Liabilities $697,411 $721,305 $653,594
Total Net Assets $6,125,923 $5,916,658 $5,198,977

Prior Three Years Top Three Funding Sources

Fiscal Year 2012 2011 2010
1st (Source and Amount) -- --
-- --
-- --
2nd (Source and Amount) -- --
-- --
-- --
3rd (Source and Amount) -- --
-- --
-- --

Financial Planning

Endowment Value --
Spending Policy N/A
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? Yes
Capital Campaign Purpose We are undertaking a major renovation to increase the capacity of our high school by adding three classrooms, a conference room and additional restrooms to a currently unfinished mezzanine floor in our building.
Campaign Goal $1,200,000.00
Capital Campaign Dates Feb 2013 - June 2016
Capital Campaign Raised-to-Date Amount --
Capital Campaign Anticipated in Next 5 Years? Yes

Short Term Solvency

Fiscal Year 2012 2011 2010
Current Ratio: Current Assets/Current Liabilities 4.40 4.30 3.86

Long Term Solvency

Fiscal Year 2012 2011 2010
Long-term Liabilities/Total Assets 70% 71% 74%

CEO/Executive Director/Board Comments

--

Foundation Comments

Financial summary data in charts and graphs are per the organization's audited financials. 
 
Further detail concerning expense breakout was provided by the organization. 

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?

--

2. What are your strategies for making this happen?

--

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

--

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

--

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

--