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Center for Collaborative Education Metro Boston, Inc.

 33 Harrison Avenue, 6th Floor
 Boston, MA 02111
[P] (617) 421-0134
[F] (617) 421-9016
[email protected]
Emily Sienkiewicz
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 Printable Profile (Summary / Full)
EIN 04-3241676

LAST UPDATED: 03/29/2017
Organization DBA Center for Collaborative Education
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years Yes



Mission StatementMORE »

The mission of the Center for Collaborative Education (CCE) is to transform schools to ensure that all students succeed. We believe that schools should prepare every student to achieve academically and make a positive contribution to a democratic society. To achieve a vision of a world where every student is college- and career-ready and prepared to become a compassionate, contributing global citizen, CCE works at the school, district and state levels in New England and beyond to:

  • Create learning environments that are collaborative, democratic and equitable;
  • Build capacity within districts and schools to adopt new practices that promote collaborative, democratic and equitable learning for students and educators; and
  • Catalyze systemic change at the school and district levels through district- and state-level policy and advocacy support

Mission Statement

The mission of the Center for Collaborative Education (CCE) is to transform schools to ensure that all students succeed. We believe that schools should prepare every student to achieve academically and make a positive contribution to a democratic society. To achieve a vision of a world where every student is college- and career-ready and prepared to become a compassionate, contributing global citizen, CCE works at the school, district and state levels in New England and beyond to:

  • Create learning environments that are collaborative, democratic and equitable;
  • Build capacity within districts and schools to adopt new practices that promote collaborative, democratic and equitable learning for students and educators; and
  • Catalyze systemic change at the school and district levels through district- and state-level policy and advocacy support

FinancialsMORE »

Fiscal Year July 01, 2016 to June 30, 2017
Projected Income $4,806,000.00
Projected Expense $4,795,000.00

ProgramsMORE »

  • Boston Pilot/Horace Mann/Innovation Schools Network
  • MA Personalized Learning Network
  • Quality Performance Assessments
  • Teacher Leadership Network

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.


Mission Statement

The mission of the Center for Collaborative Education (CCE) is to transform schools to ensure that all students succeed. We believe that schools should prepare every student to achieve academically and make a positive contribution to a democratic society. To achieve a vision of a world where every student is college- and career-ready and prepared to become a compassionate, contributing global citizen, CCE works at the school, district and state levels in New England and beyond to:

  • Create learning environments that are collaborative, democratic and equitable;
  • Build capacity within districts and schools to adopt new practices that promote collaborative, democratic and equitable learning for students and educators; and
  • Catalyze systemic change at the school and district levels through district- and state-level policy and advocacy support

Background Statement

The Center for Collaborative Education (CCE) was founded in September 1994, with the purpose “to provide technical assistance to schools that are interested in restructuring and implementing creative new educational models to improve student learning.” CCE has grown to an annual budget of about $4.8 million with a staff  of 27. CCE’s board of directors has ranged from 12-16 members, with members from K-12 public education, higher education, business, community, and philanthropic sectors.

CCE's Definition of Equity: Educational equity focuses on the creation of belief systems and educational policies, practices, and programs, supported by the personal responsibility of all staff, necessary to:

· Provide barrier-free cultures for any student group, particularly students within historically underserved groups, in which respect and dialogue are the norm

· Provide equitable educational opportunities along with differentiated support and resources to ensure that every student, in all subgroups, demonstrates competency over rigorous standards for academic performance to ensure college, career, and life readiness.

Equity strategies which address these two goals are planned, systemic, and focus on the core of the teaching and learning process (curriculum, instruction, assessment, and culture). Leadership who communicates and acts upon an equity belief system is critical to creating equity-driven schools. Equity is not a static, one-time activity or initiative; rather, it encompasses an ongoing process of examination of data, inquiry, action, and reflection.

- Adapted from “Educational Equity Defined” by Barbara Bitters

The Center for Collaborative Education seeks to create equitable, autonomous, and flexible schools in which:

· Equity and data are embedded in all conversations, practices, programs, and belief systems,

· Teaching and learning are purposeful, challenging, and have value beyond school,

· Assessment demonstrates the competence of students in multiple ways,

· Students and teachers know each other well,

· Democratic values are nurtured and modeled,

· Decisions are made as close to the learner as possible, and

· Collaborative practices improve teaching and learning.

Impact Statement

CCE is engaged in a number of key initiatives in the 2016-17 school year:

  • Boston Pilot and Horace Mann charter schools: CCE provides coordinating support to this cohort of in-district schools with autonomy to be more innovative.
  • Massachusetts Personalized Learning Network: The Massachusetts Personalized Learning Network seeks to build a statewide movement of 21st century schools that serve high percentages of low-income students, engage diverse learners, close opportunity and achievement gaps, and prepare all students for success in college, career, and life. Our work will be guided by our five personalized learning principles for equity and excellence.
  • Quality Performance Assessment (QPA): QPA is a collaborative effort between CCE and districts to design a performance assessment model that measures students’ critical thinking, problem solving and communication skills—the activities required by the Common Core State Standards, and that are required for college and career readiness.
  • Research and Evaluation: CCE conducts research and evaluation studies that further innovative schools, high quality instruction, and accelerated student achievement. Recently, CCE produced a report that analyzes enrollment, outcomes and experiences of Black and Latino male students in Boston Public Schools. Currently, CCE is researching the high school characteristics and postsecondary success among Boston Public School graduates.

Equity and excellence are fundamental to CCE’s mission. CCE coaches work closely with districts and schools to create and implement practices that lead to high expectations and an intellectually challenging education for every student. Our measure of success is achieving high and equitable learning outcomes.

Needs Statement

1) Funds to support the growth of the Massachusetts Personalized Learning Network. We believe that the introduction of new personalized learning schools is the key to achieving success for all students in the Commonwealth. Six schools from five districts in Cohorts 1 and 2 are on track to start implementation of their personalized learning plans in September 2017. CCE is seeking $500,000 to fully launch Cohorts 3 and 4 of the network, with six additional schools from current and new districts. 

2) Funds to support the continuation of the Teacher Leadership Network. Last year, TLN launched in Worcester and Holyoke and was very successful in introducing an innovative professional development model for teachers of English language learners, preparing them to effectively instruct ELLs and achieve high outcomes for all students. CCE is seeking $150,000 to continue this work in Worcester as well as expand to other Gateway City districts in MA.

3) Funds to support CCE’s Quality Performance Assessment initiative, which seeks to demonstrate that districts and schools can create and administer high quality performance assessments that accelerate achievement. CCE needs $125,000 annually to support continued growth of the initiative into additional states.

4) Resources and expertise to introduce blended learning into our coaching and professional development work. Currently, we primarily offer face to face and in-person PD for our partner districts, schools, and teachers. We seek the knowledge and technology necessary to expand our PD using online platforms, videos, virtual meetings, and other digital learning approaches.

CEO Statement

The Center for Collaborative Education (CCE) partners with public schools and districts to create and sustain effective and equitable schools. CCE has provided technical assistance to a multitude of Massachusetts districts in all aspects of reform – leadership development, professional learning communities, school redesign, governance, curriculum, instruction, assessment, staffing, budget, schedules, and parent engagement, among others. All of CCE’s program staff are experienced educators, with most having formerly been principals.

 There are several unique factors about CCE:

·        CCE is the only organization that provides direct support to promote in-district schools with autonomy. We have provided support to Boston’s Pilot and Horace Mann charters schools since 1997, and have partnered with the MA Executive Office of Education since 2010 to launch the Innovation Schools model state-wide. CCE advocates that the only way to improve urban school districts is through decentralizing control and resources to schools while holding schools accountable for positive student outcomes.

··        CCE’s Quality Performance Assessment initiative is demonstrating to districts a new path to creating sound assessments that reflect the new Common Core standards and prepare students for college, career, and productive lives in an increasingly global world.

·        CCE provided assistance to almost 50% of the state’s newly designated Level 4 schools (16 of 34) to create redesign plans for transformation that were then approved by the state.

 Each CCE program adds tremendous value to our collective knowledge base, expertise, and theory of action. Through our work we have learned many lessons about what works and what doesn’t:

·        Equity, coupled with a strong focus on quality instruction, should be at the center of district and school redesign work. 

·        The model of granting maximum autonomy in exchange for increased school-level accountability holds great promise for transforming urban public education.

·        Like-minded schools that collaborate offer each other sustenance in the difficult work of transformation. 

·        School and district change is not separate from the politics of reform; advocacy is critical as well. 

Board Chair Statement

Geographic Area Served

City of Boston- Citywide (Indiv. neighborhoods also listed)

CCE serves primarily New England public school districts, with an emphasis on urban districts and in particular Boston. We have worked with most of the state’s urban public school districts over time. Our work has expanded nationally, with partnerships with state agencies and districts in New Hampshire, Vermont, Rhode Island, Minnesota, and Oregon. CCE also has a satellite office in Los Angeles, CA that operates an urban teacher residency program ( and a New Administrator Licensure Program (LANALP).

Organization Categories

  1. Education - Elementary & Secondary 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)



Boston Pilot/Horace Mann/Innovation Schools Network

Boston’s Pilot schools are the result of an innovative teachers’ union and school district contract which grants these public schools control over budget, staffing, curriculum, governance, and schedule. In recent years, Boston Pilot schools have been joined by Horace Mann charter and Innovation schools, two additional models that grant schools increased autonomy and control over decision making.


Demonstrating their appeal to families, Boston’s autonomous schools have multiplied while the district’s enrollment has dropped in recent years. Pilot, Horace Mann, and Innovation schools are among the most chosen schools of any district schools.


The Pilot/Horace Mann/Innovation Schools Network is a voluntary network coordinated by CCE, which provides these schools with coaching, leadership development, professional development, advocacy, community engagement, and research. Pilot leaders and staff view the Network and CCE as a critical support to their sustained vitality.
Budget  $500,000.00
Category  Education, General/Other Elementary & Secondary Education
Population Served Adults K-12 (5-19 years)
Program Short-Term Success 
By the end of FY 2013:
  • Two additional Pilot, Horace Mann, or Innovation schools will have been approved for start-up
  • A new district accountability plan for autonomous schools will have been approved and put in place
  • A choice study will be underway to determine the level of popularity of Pilot, Horace Mann, and Innovation schools with parents and students
  • An analysis of Pilot, Horace Mann, and Innovation school outcomes will be underway to determine the impact of these schools on student engagement and achievement.
Program Long-Term Success 
Our goal is to accomplish the following:
  • Support the increase of Pilot, Innovation, and Horace Mann charter schools to 35 (from 25)
  • Assist the district to develop and implement an accountability system for these autonomous schools that ensures high performance
  • All BPS autonomous schools will perform above the district average in state standardized tests, attendance, graduation, and college-going rates
  • BPS autonomous schools will be among the highest chosen schools in the district
Program Success Monitored By 
We will know what is working by:
  • The increase in number of BPS autonomous schools
  • Changes in MCAS test scores, attendance, suspensions, graduation, college-going, and dropout rates
  • Surveys of autonomous school leaders of CCE's impact in assisting the school
Examples of Program Success 
Examples of program success include the following:
  • BPS autonomous schools are the highest selected non-examination schools
  • The significant majority of autonomous schools perform above the BPS average on multiple indicators of student engagement and achievement

MA Personalized Learning Network

The Massachusetts Personalized Learning Network (PLN) seeks to create a critical mass of equity-minded schools that exemplify personalized, competency-based, and engaged learning. Over the next two years, CCE will support PLN's eight Cohort 1 and 2 schools to transition from planning to early implementation. Six schools from five districts (Boston, Framingham, Rever, Somerville, and Holyoke) are on track to implement in September 2017. CCE will select six additional schools annually in Cohorts 3 and 4 from current and newly recruited PLN districts. PLN will be a platform to build understanding of and advocate for personalized learning and supportive policies statewide. PLN’s work is guided by our five principles of personalized learning for equity and excellence:

Competency-based Learning

Student-Driven Learning

Authentic Learning

Flexible Learning

Dispositions for Learning

Budget  $2,000,000.00
Category  Education, General/Other Education Policy Programs
Population Served Children and Youth (0 - 19 years)
Program Short-Term Success 
CCE seeks to demonstrate that personalized learning is the best means to educate the full diversity of students in Massachusetts' urban districts and will have greater success in closing equity gaps in opportunity and achievement. We have set target outcomes for each PLN school that place them in the top quartile of schools in the state in the following areas:
Engagement: High attendance; low suspensions
Achievement: Percent of students who score proficient or advanced on the state ELA, math, and science assessment tests; Student Growth Percentile on state tests
College and Career Ready: Percent of students who complete a MassCore curriculum sequence; percent of graduates enrolled in postsecondary education the year after graduation
We also set the following additional outcomes:
Student Engagement: At least 90% of students feel safe at school, engaged in learning, and have a sense of agency and perseverance
Equity: Gaps among subgroups, in the percent of students scoring advanced/proficient on state assessment tests, has decreased from the prior year in the categories of income, race, language, and special needs.
Program Long-Term Success 
We aspire to have the MA Personalized Learning Network contribute to new school designs in Boston and Greater Boston urban districts that enable our diverse students to excel, including increased college enrollment and retention. Our theory of action:
If we build a Massachusetts Personalized Learning Network that:
(a) holds firm to the PL Principles,
(b) selects successive cohorts of PL districts and schools through a rigorous process,
(c) provides PL districts and schools with design assistance and grants,
(d) leverages supportive PL policies and funding at the district and state levels, and
(e) engages policymakers, educators and public in the value and power of PL,
Then we will build a statewide movement for PL schools and a network of PL schools in Boston and other MA urban districts with high outcomes that prepares all students for success in college and career.
Program Success Monitored By 

We will continue to conduct formative evaluation for all new cohorts of PLN schools that are in the planning phase, with the goal of gathering data that informs the continued development of the model. Data will be collected through pre- and post-Design Institute surveys, exit slips from each institute session, and examination of artifacts.

For schools in the early implementation phase, a summative evaluation will address the following questions: How and to what extent has teacher practice related to PLN principles changed over time in approved PLN schools? How are students in approved PLN schools performing on key indicators over time? What has been the impact of PLN efforts on district and state policy? We will use annual survey data, traditional student engagement and achievement indicators, focus groups, and various artifacts to help answer these questions.

Examples of Program Success 

Early evidence points to the impact that PLN is already having on network schools. At TechBoston Academy in Boston, their new Teach to One math program is being implemented in grades 6-8. This is a blended learning platform that allows students to move through math concepts at the pace that is best for them. It incorporates collaborative projects and performance assessments to provide multiple means of representation, expression, and engagement. Teach to One also allows teachers to maximize flexible grouping by using the previous day's data to place students in skill-based groups for direct instruction and support.

At Holmes Elementary School in Boston, teachers are piloting blended learning through the Cortex Learning Management Platform. Grade two teachers are using playlists to implement Competency-Based Education with students in math. Holmes is also training all their educators in Brain Games which is designed to assist students with executive functioning and impulse control.

Quality Performance Assessments

Quality Performance Assessments is a comprehensive professional development model for working with districts and schools to create rich Common Core-aligned performance assessments that prepare students to be college and career-ready.The Common Core State Standards (Common Core) are “designed to be robust and relevant to the real world, reflecting the academic knowledge and skills that our young people need for success in college and careers” as well as participation in an increasingly global and multicultural world.These standards are better assessed with performance assessments than traditional tests.


CCE believes that high quality assessments, in which students engage inmulti-step assignments, transfer knowledge, and apply complex skills, produce deeper learning than can traditional assessments.CCE provides districts and schools with training and ongoing assistance in designing and implementing performance assessment systems to increase student achievement.

Budget  $475,000.00
Category  Education, General/Other Elementary & Secondary Education
Population Served Adults K-12 (5-19 years)
Program Short-Term Success 
Short-term success include:
  • Participating schools and districts will have adopted performance assessments for the core academic subjects
  • Student course pass rates in courses adopting performance assessments will have increased
Program Long-Term Success 
Long-term success includes participating districts and schools will have:
  • Districts and schools will have adopted promotion and graduation policies, and schedules with longer learning blocks for students and common planning time for teacher teams, to support quality performancce assessment systems
  • Schools and districts will have adopted a performance assessment system that applies to all students and drives student assessment
  • Students will have higher graduation, college-going, and college persistence rates
  • Performance gaps among student subgroups will have decreased
Program Success Monitored By 
Success will be monitored by:
  • MCAS scores
  • Course pass rates
  • Graduation, college-going, and college persistence rates
Examples of Program Success 

Fenway High School is a high school of 322 students within the Boston Public Schools. Ninety-two percent of students are of color; 36% speak a first language other than English, and 69% are low-income. During Senior Institute, students demonstrate their competencies through a set of performance assessments which include presenting a portfolio of work, participating in a six-week internship, completing the college application process, and writing a Senior Position Paper.The learning goals for the paper are aligned to the Common Core State Standards. Students must demonstrate that they can write persuasively, use appropriate voice, conduct relevant research, use citations, revise their work, and present and defend their paper. As one student commented, “You know that if you are graduating from this school that you have proved you have met the tough requirements.” Fenway has an 83% four-year graduation rate, well above the district’s 64% rate, and 95% of graduates go on to college.

Teacher Leadership Network

Teacher Leadership Network (TLN) an inquiry-based model for continuous teacher learning and the public sharing of validated work.  This network will connect teacher leaders—change agents—who are making positive differences in their classrooms to other teachers who are improving their practice.  Through this innovative PD model, teachers of English language learners (ELLs), will be prepared to effectively instruct ELL students through the application of tools and protocols developed by colleagues. TLN will initiate a shift from top-down PD mandates to an on-the-ground response through teachers taking ownership over how their own learning impacts student learning. 
Budget  $400,000.00
Category  Education, General/Other Elementary & Secondary Education
Population Served Children and Youth (0 - 19 years) Immigrant, Newcomers, Refugees
Program Short-Term Success    
Program Long-Term Success    
Program Success Monitored By  --
Examples of Program Success    

CEO/Executive Director/Board Comments


CEO/Executive Director Dr. Dan French
CEO Term Start Mar 1997
CEO Email [email protected]
CEO Experience

Dan French is currently the Executive Director of the Center for Collaborative Education, a non-profit organization dedicated to creating and supporting high performing urban public schools. CCE supports the development of small, autonomous schools which are provided maximum control over their resources and decision making while being expected to perform at high levels. CCE has helped to create and support over 65 Pilot schools across the country, and are partnering with the Massachusetts Executive Office of Education to spawn Innovation Schools across the state. CCE also operates two field-based principal credentialing programs, two teacher credentialing programs, and a project to assist districts and schools to create strong valid and reliable performance assessments. As well, CCE is assisting a number of Massachusetts districts to transform their underperforming schools, and is an approved state provider for assisting districts to design and implement the new state educator evaluation system.


Dr. French was formerly the Director of Instruction and Curriculum for the Massachusetts Department of Education, in which role he was responsible for the development of state curriculum frameworks, school reform networks, Title I, bilingual education, special education, school improvement plans, Metco, desegregation, community service learning, and technology education. Dr. French has been awarded the Manual Carballo Award for outstanding state service in public education, and the Edward Koskella Award from the Massachusetts Middle Level School Administrators Association for his work in improving middle grades education. He has authored numerous articles and publications on authentic assessment, middle grades education, and Pilot schools. Dr. French received a M.Ed. from Antioch University and an Ed.D. from the University of Massachusetts at Amherst.

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
Dan French Executive Director --


Award Awarding Organization Year
-- -- --


Affiliation Year
-- --
Member of state association of nonprofits? No
Name of state association --

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --


Since its founding in 1994, CCE has worked in partnership with schools, districts, government agencies, and education organizations to develop and deliver unique strategies, processes, and tools to improve educational systems and work towards better outcomes for all students. Currently, CCE partners with multiple agencies and school districts in New England and across the country. A full list of CCE's current partner can be found on our website at 

CEO/Executive Director/Board Comments

CCE takes pride in paying attention to its organizational culture. All of our professional staff are former school and district administrators and teacher leaders. We embrace a collaborative, team-based culture. Over the past ten years, we have had four different organizational culture surveys undertaken, each of which has resulted in governance strengthening, reorganization, committees to address gaps, and recommitment to teamwork, collaboration, relational trust, and communication.

Foundation Comments


Staff Information

Number of Full Time Staff 26
Number of Part Time Staff 3
Number of Volunteers 0
Number of Contract Staff 3
Staff Retention Rate % 90%

Staff Demographics

Ethnicity African American/Black: 6
Asian American/Pacific Islander: 1
Caucasian: 18
Hispanic/Latino: 2
Native American/American Indian: 1
Other: 1
Other (if specified): --
Gender Female: 21
Male: 5
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Under Development
Organization has Strategic Plan? Yes
Years Strategic Plan Considers 4
Management Succession Plan Under Development
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 --

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 Semi-Annually


Board Chair Mr. Joesph Dello Russo
Board Chair Company Affiliation No Affiliation
Board Chair Term Sept 2016 -
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Mr. Andre Alonso Harvard Graduate School of Education Voting
Ms. Rachel Bonkovsky Partnership for Los Angeles Schools Voting
Ms. Ann Bowie WilmerHale, LLP Voting
Ms. Joan Connolly Retired Superintendent Voting
Mr. Chuck Curtis Kensington Investment Company Voting
Mr. Jim Darr Retired Senior Executive Voting
Mr. Joe Dello Russo Retired Senior Executive Voting
Ms. Cathleen Finn IBM Voting
Ms. Deb Goldberg Commonwealth Covenant Fund Voting
Mr. Terry Herndon Massachusetts Institute of Technology Voting
Ms. Peggy Kemp Boston Public Schools Voting
Ms. Deborah Meier New York University Voting
Ms, Deborah Meier Steinhardt School of Education, NYU Voting
Ms. Dania Vazquez Margarita Muñiz Academy, Boston Voting
Ms. Naia Wilson New Mission High School 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: 2
Asian American/Pacific Islander: 1
Caucasian: 10
Hispanic/Latino: 2
Native American/American Indian: 0
Other: 0
Other (if specified): --
Gender Female: 8
Male: 7
Not Specified 0

Board Information

Board Term Lengths 0
Board Term Limits 0
Board Meeting Attendance % 63%
Written Board Selection Criteria Yes
Written Conflict Of Interest Policy Yes
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions 56%
Constituency Includes Client Representation Yes

Standing Committees

  • Executive

CEO/Executive Director/Board Comments

In 2013, CCE developed a strategic plan to guide work for the next four years. The plan outlines seven organizational goals:
1. Elevate the role of equity.
2. Create an organization structure that minimizes siloed relationships and enables more collaborative
planning and management.
3. Ensure quality and consistency and build bench strength, employing a core knowledge base and preparing the entire consulting staff to deliver integrated, multi-dimensional services
4. Cultivate a culture of accountability and entrepreneurial spirit, encouraging direct involvement in revenue generation and other essential management activities.
5 and 6. Expand national networks, including funding relationships, to increase impact, reinforce CCE’s expertise—and be considered for more engagements and other opportunities. Increase intellectual capital production.
7. Institutionalize evaluation and reporting. 

Foundation Comments



Revenue vs. Expense ($000s)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

Expense Breakdown 2014 (%)

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2016 2015 2014
Total Revenue $3,826,432 $4,348,498 $4,622,259
Total Expenses $3,761,761 $4,205,481 $4,475,443

Prior Three Years Revenue Sources

Fiscal Year 2016 2015 2014
Foundation and
Corporation Contributions
-- -- --
Government Contributions $0 $0 $0
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified -- -- --
Individual Contributions $3,187,338 $2,728,322 $1,796,025
Indirect Public Support -- -- --
Earned Revenue $625,262 $1,603,926 $2,814,925
Investment Income, Net of Losses $286 $726 $857
Membership Dues -- -- --
Special Events -- -- --
Revenue In-Kind $10,000 -- --
Other $3,546 $15,524 $10,452

Prior Three Years Expense Allocations

Fiscal Year 2016 2015 2014
Program Expense $2,901,554 $3,532,170 $4,016,454
Administration Expense $706,570 $536,751 $347,214
Fundraising Expense $153,637 $136,560 $111,775
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 1.02 1.03 1.03
Program Expense/Total Expenses 77% 84% 90%
Fundraising Expense/Contributed Revenue 5% 5% 6%

Prior Three Years Assets and Liabilities

Fiscal Year 2016 2015 2014
Total Assets $3,408,428 $3,352,880 $3,351,580
Current Assets $3,227,114 $3,142,199 $3,116,017
Long-Term Liabilities $0 $0 $0
Current Liabilities $1,667,838 $1,676,961 $1,818,678
Total Net Assets $1,740,590 $1,675,919 $1,532,902

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 Income plus capital appreciation
Percentage(If selected) --
Credit Line No
Reserve Fund Yes
How many months does reserve cover? 4.00

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? --

Short Term Solvency

Fiscal Year 2016 2015 2014
Current Ratio: Current Assets/Current Liabilities 1.93 1.87 1.71

Long Term Solvency

Fiscal Year 2016 2015 2014
Long-term Liabilities/Total Assets 0% 0% 0%

CEO/Executive Director/Board Comments

Since its inception in 1995, CCE has historically had clean audits and fiscal years that ended with a zero balance or with assets. We built a healthy reserve of approximately $1 million. During the economic downturn, we experienced three consecutive fiscal years ending with deficits, but were able to weather these years through dipping into our reserves (with board approval). The past several years, we have stabilized our budget and once again ended each fiscal year with assets, replenishing our reserves. Our goal is to reach the $1 million mark in reserves over the next 2-3 years.

Foundation Comments

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


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?