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Science Club for Girls, Inc.

 PO Box 390544
 Cambridge, MA 02139
[P] (617) 391-0361
[F] (617) 849-5541
Lonsdale Koester
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 Printable Profile (Summary / Full)
EIN 14-1892866

LAST UPDATED: 08/14/2018
Organization DBA Science Club for Girls
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years No


Mission StatementMORE »

Science Club for Girls' vision is to catalyze a fully diverse and inclusive STEM community.
Our mission is to foster excitement, confidence and literacy in STEM for girls, particularly those from underrepresented communities, by providing free, experiential programs and by maximizing meaningful interactions with women mentors in science, technology, engineering & mathematics.

Mission Statement

Science Club for Girls' vision is to catalyze a fully diverse and inclusive STEM community.
Our mission is to foster excitement, confidence and literacy in STEM for girls, particularly those from underrepresented communities, by providing free, experiential programs and by maximizing meaningful interactions with women mentors in science, technology, engineering & mathematics.

FinancialsMORE »

Fiscal Year July 01, 2018 to June 30, 2019
Projected Income $262,100.00
Projected Expense $257,600.00

ProgramsMORE »

  • Junior Mentor
  • Science Clubs
  • STEMinista
  • Teen Challenge Teams

Revenue vs. Expense ($000s)

Expense Breakdown 2017 (%)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

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


Mission Statement

Science Club for Girls' vision is to catalyze a fully diverse and inclusive STEM community.
Our mission is to foster excitement, confidence and literacy in STEM for girls, particularly those from underrepresented communities, by providing free, experiential programs and by maximizing meaningful interactions with women mentors in science, technology, engineering & mathematics.

Background Statement

Since its origin in 1994 as a parent-founded, volunteer-run initiative at the King Open School in Cambridge, with only two kindergarten/1st grade clubs, Science Club for Girls has grown to over 15 sites in 5 cities in Massachusetts.

We engage girls in subjects they typically shy away from, but which have significant impact in their academic success and their ability to compete in the job market as adults. SCFG has especially targeted girls from ethnic and racial groups that have been traditionally underrepresented in science and technology, and who may be the first in their families to attend college.

Our core programs are our semester-long science clubs for girls in K-7th grades, and a Junior Mentor and affiliated CELLS (career exploration, leadership and life skills) program that engage girls in 8-12th grades. Together with our vacation week program, one-time Show me the Science fairs and summer program, we have served almost 900 youth each year.

One of the key components of our program model is the female mentor-scientists. Almost 40% of these volunteers either hold or are pursuing graduate degrees or are professionals in science, technology, engineering and math (STEM). The remainder are undergraduate STEM majors. These volunteers create an atmosphere where it is assumed that girls can pursue education and careers in STEM, and where college is an expectation, so as to increase the percentage of girls who plan to go to college and who will consider careers in science and technology.

Science Club for Girls seeks to create partnerships and to serve as a node to connect various local and national networks, institutions and individuals with a similar mission, and to provide a model for replication.
As a co-founding organization of the Boston Area Girls STEM Collaborative, SCFG leverages resources from universities and other nonprofit organizations to create additional programming for middle and high school girls.

Impact Statement

  • In FY16, we are serving approximately 1,200 girls in grades K-12 across more than 20 sites in Boston, Cambridge, Lawrence, Newton and Brookline - a 24% increase in participants over the previous year.
  • In the last 9 years, 95% of the Junior Mentor program juniors and seniors have gone on to 4-year colleges. Of these, ~55% majoring in STEM-related fields.
  • Our rocket team was one of 9 all-girls teams, and one of 100 in the nation, to qualify to compete in the Team America Rocketry Challenge in 2013.  In 2016, our team was selected as a national alternate.
  • 2015 recipient of the Leadership in STEM Education Award from The Engineering Center Education Trust
    GOALS (FY16-18)
  • Diversify programmatic offerings across the STEM spectrum, especially incorporating integrated and stand-alone technology curriculum.
  • Expand overall participation numbers by 50% by end of FY18, with particular focus on middle and high school programs.  At the same time, maintain 75% or greater enrollment by students in our target demographic.
  • Increase participants' long-term persistence in STEM, including establishment of an SCFG alumnae network to offer continuing support and community.

  • Needs Statement

    Increase our capacity to expand Science Club programs, with a special focus on Boston, Lawrence and neighboring communities, vertically through existing sites, with new partners and/or additional days. Major staff investment include full time program managers in these cities, and a director of strategic partnerships. $200,000


    Deepen STEM experiences for middle school girls through additional project- and inquiry-based curricula, as well as program development to align with local and national competitions and/or state engineering and science fairs.



    Increase financial stability by diversifying and expanding revenue streams through a full-time director of development and an expanded individual donor program



    Develop an online training program for the expanding corps of mentor-scientists and volunteers, to complement in-person training and support, and allow for “just-in-time” training modules.



    Conduct independent research to assess effectiveness of our program(s)


    CEO Statement

    SCFG uses an evidence-based model of program development to achieve our organizational mission of improving the self-confidence, STEM outcome and educational attainment of girls from groups that are underrepresented.  By taking into account research findings and best practices in gender and science, and youth development, we have created a unique but evolving sequence of programs from K-12 that include hands-on investigations; collaborative projects; single-sex learning environments; role models; near-peer mentoring; and leadership development. 
    Our programs fill several important needs--the need for hands-on STEM programs to supplement school-day offerings especially in lower-income communities; the need for STEM programs with a low barrier of entry, in terms of cost or prior “experience”; the need for continuous STEM programming that can keep girls engaged from K-12; the need for a single-sex space for girls to become confident in these subjects; the need for role models to inspire girls to include STEM careers in their dreams; the need for STEM workers; the need for science-literate citizens etc. 
    The National Governor’s Association recently affirmed what the MA Governor’s STEM Plan proposed: that afterschool is an essential complement to in-school instruction to increase student proficiency, interest and career awareness in STEM. Our emphasis on the practice of science and engineering and a spiral curriculum that helps girls revisit core concepts and big ideas has been built on the AAAS Benchmarks for Science Literacy, and closely aligns with the emerging Next Generation Science Standards, as currently outlined in the K-12 Science Education Framework.
    Recent studies suggest that students are more likely to persist in STEM majors in college if they have expressed that interest as early as eighth grade, and many current scientists and graduate students were motivated by experiences in elementary school. Thus, intervention before middle school is essential to help girls build the confidence, literacy and skills base to continue in science, technology and engineering. These research underscore the continued relevance of SCFG’s mission to serve girls, and particularly those from ethnic and racial groups that continues to be underrepresented in these fields, at the earliest age, before their interest and confidence begin to wane in middle and high school.

    Board Chair Statement


    Geographic Area Served


    Program sites are located in Boston, Cambridge, Newton, Brookline and Lawrence.  Participants come from more than 40 different cities and towns across eastern Massachusetts.

    Organization Categories

    1. Youth Development - Youth Development Programs
    2. Education -
    3. Science & Technology -

    Independent research has been conducted on this organization's theory of change or on the effectiveness of this organization's program(s)



    Junior Mentor

    Our 8-12th GRADE JUNIOR MENTOR (JM) PROGRAM is critical in engaging ~60 adolescent girls in STEM related activities while providing the younger girls much needed near-peer mentors and role models. JMs receive training and coaching in teaching science and in classroom management, and are responsible for guiding young girls through science and engineering activities. JMs build relationships with the mentors, inspire the younger girls to continue in our program, and contribute to the cross-generational fabric of the SCFG network.
    JMs and other teen participants also attend workshops on socio-emotional development, reflect on leadership, and attend career and college exploration field trips where they meet additional women in STEM.
    SCFG was one of two exemplary STEM programs in the nation, and the only girl-serving program, to receive the MetLife Afterschool Innovator Award in 2010, in recognition of our middle-school Science Clubs and Junior Mentor programs.  
    Budget  $50,000.00
    Category  Youth Development, General/Other Youth Leadership
    Population Served Adolescents Only (13-19 years) Females Minorities
    Program Short-Term Success 
    After at least 2 years of involvement:
    75%  have higher confidence in themselves as science students
    80%  are more favorably disposed towards STEM
    60%  are likely to select a career in STEM, and
    90%  have an equal or greater desire to attend college.
    Program Long-Term Success  Girls will attend college and choose STEM majors at a higher rate than their peers.  89% of graduates from our Junior Mentor Program in the past 8 years have been accepted to 4-year colleges. 50% of them are majoring in science, engineering or health science.
    Program Success Monitored By 

    Enrollment and retention serve as proxy measures of engagement with STEM that is supplemented by mentor and staff observations. Girls complete pre- and post-surveys around attitude and confidence in science/engineering and awareness of and interest in careers in STEM and college. Qualitative survey questions also allow us to gauge student interest, solicit program input, and collect additional evidence of program success. To document progress, participants create customized goals in two to three specific areas for their personal development that are reviewed with staff and with mentors. Knowledge gains in specific skills are measured by post-workshop surveys. Partners provide feedback on internships and summer placements. Girls’ application, acceptance and retention in college as well as their majors will be documented.

    Examples of Program Success 

    A survey was conducted in 2010.  Over 95% of the Junior Mentors who were not previously interested in science reported becoming much more engaged, especially in the topics they were teaching. Those who said their attitudes have not significantly changed said they already had an interest in science when they joined SCFG.

    The transformative power of our work is exemplified by this Junior Mentor's statement: "I didn't think I had the brains to become a scientist [before I joined SCFG]...People gossip that [it's] a boy's job or about how only nerds and geeks can be scientists. Over the last [three] semesters, I learned it doesn't matter what your race, age, or appearance is. You can do anything and become anything you put your mind to... It's about having friends and peers to encourage you through your goal, which is the relationship I had with my team in SCFG. Science Club for Girls made me realize that I have the power and the knowledge to become a scientist and to help other’s dreams come true".

    Science Clubs

    We serve over ~400 K-5th grade girls in our after school Science Clubs each semester. Children explore engineering, chemistry, physics, biology, and integrated topics etc under the guidance of volunteer scientists and students. Clubs are primarily based at schools and community centers, located in Boston, Cambridge, Lawrence, Newton and Fitchburg/Leominster.
    The goals of these weekly programs (which meet for 8-10 weeks per session), are to nurture girls’ curiosity for the world, familiarize them with the process and tools of science and engineering, equip them with mental models that they can bring back to school day learning.
    Each Science Club session follows a curriculum based on a particular theme, such as chemical change, oceans, the human body, structural engineering etc. Clubs are facilitated by female college, graduate and/or practitioners in STEM, who bring a unique excitement and passion, and facility with the process of scientific inquiry or engineering design. These role models break down stereotypes of who can be in these fields. These clubs are supported by upper middle and high school girls who learn by coaching from staff and mentors and co-teaching Clubs as Junior Mentors. 
    Budget  $232,000.00
    Category  Education, General/Other Afterschool Enrichment
    Population Served Children Only (5 - 14 years) Females Minorities
    Program Short-Term Success 
    After 2 years participation, or 4 sessions of science clubs, at least 80% of girls will show increased interest in science, engineering or technology careers; and be able to articulate how STEM can improve the world.
    Program Long-Term Success  At least 50% young women and young women of color from underrepresented groups who participate in our programs for two years or more will choose to major in STEM in college. 
    Program Success Monitored By  Parent surveys, program managers' formal observations and reports are typical ways to assess program success. Retention and attendance are proxy measures of engagement. Pre- and post-survey are conducted every 3-4 years.
    Examples of Program Success 
    A 2012 survey of girls in 4-6th grade suggest that girls who have participated in Science Club for Girls for two years or more are more interested in science class, are more aware of and interested in careers in science and engineering, than their peers who have just joined. This supports our logic model prediction that we will see an improvement in girls’ attitudes etc. after two years’ participation.
    In a survey conducted in 2011, 93% of parents said that SCFG had a positive impact on their daughter’s confidence in exploring the world through science and engineering, and their comfort level using tools and equipment. 90% said their daughters have become more persistent when solving problems. 
    She talks about "science experiments" in other contents - cooking, crafts, etc.
    ...because of this program she is doing well in science at her school.
    My daughter [in kindergarten] has begun to accumulate bottles, soil, magazines, egg cartons etc. under her bed, claiming that they are for her future science projects
    My (4th grade) daughter and (3rd grade) goddaughter are now using language that's not typically used in the household: "I have a hypothesis"…"We need to do a survey"...


    A year-long program for 6-8th grade girls that expose them to technology, engineering and science through short project-based modules in the first year; and the option of a year-end visit to the state science and engineering fair to position them for a self-designed project in the following year.
    The STEMinistas program incorporates research-based strategies and caters to the needs and interests of girls in middle school (6-8th grades) in urban areas. Research demonstrates that girls’ persistence in STEM is dependent on developing an identity as scientists, which is spurred by role models and their experience with STEM as tools to solve problems, and for personal expression. Middle school youth also value choice in setting the goals and direction of projects, and the interplay between choice and structure helps develop their critical thinking and decision making capacities. 

    Girls take on different 3-5 week “consulting” projects, and create a “product” in a variety of STEM areas. Projects require girls to apply hands-on learning, design, teamwork and critical thinking, so they can develop leadership, entrepreneurial and communication skills.

    These projects are interspersed with competency modules where girls gain basic skills through activities modified from PBS' Design Squad, for example. They also incorporate budgeting and resource management as teams need to access additional building supplies and materials during redesign phases.

    Sensitive to young girls’ need for relevance, more complex projects typically serve a social good and/or introduce an area of STEM that is familiar. As students become more facile, their interests and experiences will guide the modules. Girls identify 2-4 issues that affect their community or their own lives. Then, working in small teams, they hone in on a particular issue and develop and vet various solutions to the problem. Girls may create web or mobile apps; or scale models, sketches and prototypes of their designs, including works-like, looks-like, and working models as appropriate.

    Budget  $25,000.00
    Category  Education, General/Other Extracurricular Activities
    Population Served Children Only (5 - 14 years) Females Poor,Economically Disadvantaged,Indigent
    Program Short-Term Success 
    By the end of the year:
    85% of girls who have participated will indicate an increase in confidence in science, engineering and/or design (depending on the module)
    85% will express an increase in self-confidence, and comfort with public speaking 
    65% will specify a STEM-related career as a future interest 
    Program Long-Term Success 
    80% of girls who have participated in this program for at least one year will select higher level science and math courses in high school.
    40% will choose engineering or technology as a major in college. 
    Program Success Monitored By  Surveys will be used to assess improvements and changes in attitude and confidence
    Examples of Program Success  Preliminary results after the first session are as follows: 89% of girls said the program exceeded their expectations. Girls described their experiences as "awesome, fun, adventurous, challenging, exciting, learning". They also discussed how their ability to collaborate with peers, the opportunity to brainstorm and then narrow ideas, and the opportunity to share with each other and with parents at the semester as highlights of the program.

    Teen Challenge Teams

    Girls in 8-12th grades engage in immersive experiences that provide substantive technical skill development. They can participate in a Challenge Team, with options for rocket design & building, game development and computer programming, zebrafish biology and science journalism. Girls also gain team and project skills.
    RESEARCH INTERNSHIPS are offered to girls in 10-12th graders who have already participated in a challenge team or a junior mentor program. They work with mentors at universities and companies to gain real world experience for how STEM is applied.
    Budget  $60,000.00
    Category  Science & Technology, General/Other Science & Technology, General/Other
    Population Served Adolescents Only (13-19 years) Females Minorities
    Program Short-Term Success 
    After participation, girls' confidence and identity in STEM will increase.
    95% will have greater awareness of STEM careers
    90% will have greater appreciation for and knowledge of real world applications of STEM. 
    Program Long-Term Success 
    90% of girls who participate in these programs will attend college.
    75% will choose to major in STEM.
    Program Success Monitored By  Surveys, girls' projects and presentations, mentor assessments are used to monitor short term gains.
    Examples of Program Success  We invite you to watch the video to hear our participants discuss the impact of our programs.

    CEO/Executive Director/Board Comments

    While our K-5 programs are well-established, the teen programs have continued to evolve, and has grown in the last few years in particular, in response to girls' demands for additional STEM programming beyond being Junior Mentors. We base our program and curriculum development on research-based strategies, and work closely with partners and experts who have content expertise. 


    CEO/Executive Director Ms. Lonsdale G Koester
    CEO Term Start Dec 2014
    CEO Email
    CEO Experience
    Ms. Koester brings to SCFG a deep and varied background in organizational development, strategic planning, financial management and fundraising. She most recently served for four years as Chief Financial Officer of the Commonwealth of Massachusetts Executive Office of Energy & Environmental Affairs. Prior to that, Ms. Koester held several roles in Governor Deval Patrick’s administration, as well as the United Way of America and Reading Is Fundamental (RIF), the nation’s oldest and largest children’s literacy nonprofit.
    Ms. Koester holds a Masters in Public Policy from Harvard’s Kennedy School of Government and B.A. from the University of the South (Sewanee). She is a member of the board of directors of the Boston Philharmonic Orchestra and co-chair of the annual stewardship campaign of Boston’s landmark Trinity Church on Copley Square.  
    Co-CEO --
    Co-CEO Term Start --
    Co-CEO Email --
    Co-CEO Experience --

    Former CEOs and Terms

    Name Start End
    Connie S Chow May 2006 Dec 2014

    Senior Staff

    Name Title Experience/Biography
    Lydia Peabody K-5 Program Director Ms. Lydia Peabody (Ed.M. Experiential Education; B.S. Physics) started her science education career as a Peace Corps Volunteer in Namibia (southern Africa). She has extensive experience in program development and evaluation through outdoor education and leadership training for youth in Minnesota and in New Zealand. Immediately before joining SCFG, she directed the leadership development programming at Boston's Camp Harbor View. She is a recent transplant to the Boston area.
    Kate Pickle Deputy Director Ms. Kate Pickle (B.S. Ocean Sciences) has more than 12 years of experience in program implementation, grant management, community engagement, partnership building and stewardship related to informal STEM education for girls. She was most recently the Manager of Strategic Alliances at the EdLab Group, primarily focusing on the National Girls Collaborative Project. Prior to that, she was the STEM program manager at the national office of Girls Scouts USA. She has also served as the Urban Program Manager of Girls Scouts of Rhode Island. She is a member of the Maine Maritime Academy Ocean Studies Advisory Board, and has served on the board of Reel Grrls.


    Award Awarding Organization Year
    Social Innovator in STEM Root Cause 2012
    Advancement Award The Boston Club 2011
    Be The Change MA Conference for Women 2011
    Innovation Smaller Business Assn of New England 2011
    MetLife AfterSchool Innovator AfterSchool Alliance 2010
    Nonprofit of the Year Cambridge Chamber of Commerce 2009


    Affiliation Year
    Massachusetts Nonprofit Network 2013
    Afterschool Alliance 2010
    Chamber of Commerce 2006
    Member of state association of nonprofits? Yes
    Name of state association Massachusetts Nonprofit Network,

    External Assessments and Accreditations

    External Assessment or Accreditation Year
    -- --



    CEO/Executive Director/Board Comments


    Foundation Comments


    Staff Information

    Number of Full Time Staff 4
    Number of Part Time Staff 9
    Number of Volunteers 170
    Number of Contract Staff 4
    Staff Retention Rate % 100%

    Staff Demographics

    Ethnicity African American/Black: 4
    Asian American/Pacific Islander: 3
    Caucasian: 9
    Hispanic/Latino: 1
    Native American/American Indian: 0
    Other: 0
    Other (if specified): --
    Gender Female: 17
    Male: 0
    Not Specified 0

    Plans & Policies

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

    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 Annually
    Non Management Formal Evaluation and Frequency Yes Semi-Annually


    Board Chair Mr. Uche Amaechi
    Board Chair Company Affiliation Harvard Graduate School of Education
    Board Chair Term July 2018 - June 2019
    Board Co-Chair --
    Board Co-Chair Company Affiliation --
    Board Co-Chair Term -

    Board Members

    Name Company Affiliations Status
    Uche Amaechi Harvard Graduate School of Education Voting
    Dr. Pradeep Aradhya CEO, Novus Laurus Voting
    Shirby Best City of Boston Voting
    Karen Cambray CFO, Cartera Commerce Voting
    Lonsdale Koester Executive Director, Science Club for Girls Voting
    Mary McGowan Co-Founder, Science Club for Girls Voting
    Beth O'Sullivan Co-Founder, Science Club for Girls Voting
    Dr. Karen Page PhD. Clinical Scientist, Pfizer Voting
    Natasha Walwyn Esq. General Dynamics 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: 4
    Hispanic/Latino: 0
    Native American/American Indian: 0
    Other: 0
    Other (if specified): 0
    Gender Female: 7
    Male: 2
    Not Specified 0

    Board Information

    Board Term Lengths 2
    Board Term Limits --
    Board Meeting Attendance % 90%
    Written Board Selection Criteria Yes
    Written Conflict Of Interest Policy Yes
    Percentage of Monetary Contributions 100%
    Percentage of In-Kind Contributions 100%
    Constituency Includes Client Representation No

    Standing Committees

    • Board Governance
    • Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
    • Executive
    • Finance

    CEO/Executive Director/Board Comments


    Foundation Comments



    Revenue vs. Expense ($000s)

    Expense Breakdown 2017 (%)

    Expense Breakdown 2016 (%)

    Expense Breakdown 2015 (%)

    Prior Three Years Total Revenue and Expense Totals

    Fiscal Year 2017 2016 2015
    Total Revenue $704,956 $778,312 $469,854
    Total Expenses $680,155 $649,227 $561,870

    Prior Three Years Revenue Sources

    Fiscal Year 2017 2016 2015
    Foundation and
    Corporation Contributions
    -- -- --
    Government Contributions $0 $0 $0
        Federal -- -- --
        State -- -- --
        Local -- -- --
        Unspecified -- $0 --
    Individual Contributions $605,664 $711,250 $351,558
    Indirect Public Support -- $0 --
    Earned Revenue $21,280 $14,330 $6,094
    Investment Income, Net of Losses $87 $74 $78
    Membership Dues -- $0 --
    Special Events $77,925 $52,658 $112,124
    Revenue In-Kind -- -- --
    Other -- $0 --

    Prior Three Years Expense Allocations

    Fiscal Year 2017 2016 2015
    Program Expense $529,219 $435,380 $373,187
    Administration Expense $91,298 $148,378 $184,060
    Fundraising Expense $59,638 $65,469 $4,623
    Payments to Affiliates -- -- --
    Total Revenue/Total Expenses 1.04 1.20 0.84
    Program Expense/Total Expenses 78% 67% 66%
    Fundraising Expense/Contributed Revenue 9% 9% 1%

    Prior Three Years Assets and Liabilities

    Fiscal Year 2017 2016 2015
    Total Assets $364,134 $332,576 $208,427
    Current Assets $364,134 $332,576 $208,010
    Long-Term Liabilities $0 $0 $0
    Current Liabilities $14,000 $7,243 $12,179
    Total Net Assets $350,134 $325,333 $196,248

    Prior Three Years Top Three Funding Sources

    Fiscal Year 2017 2016 2015
    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? 2.00

    Capital Campaign

    Are you currently in a Capital Campaign? No
    Capital Campaign Purpose --
    Campaign Goal --
    Capital Campaign Dates -
    Capital Campaign Raised-to-Date Amount --
    Capital Campaign Anticipated in Next 5 Years? No

    Short Term Solvency

    Fiscal Year 2017 2016 2015
    Current Ratio: Current Assets/Current Liabilities 26.01 45.92 17.08

    Long Term Solvency

    Fiscal Year 2017 2016 2015
    Long-term Liabilities/Total Assets 0% 0% 0%

    CEO/Executive Director/Board Comments

    As our organization grows, Science Club for Girls attempts to balance a robust increase in programming and capacity building through previously accumulated and current revenue, while preserving our reserve funds and a goal of increasing such reserves. Given a history of healthy cash flow, increase in diversity and pool of funders, and a growing number of board and non-board contributors, we feel confident that we will be able to meet our financial and programmatic goals over time.

    Foundation Comments

    Financial summary data in the charts and graphs above are per the organization's IRS Form 990s.  Contributions from foundations and corporations are listed under individuals when the breakout was not available.
    In FY17, the independent auditors conducting this audit issued a going concern opinion, which means simply that there is significant doubt that the nonprofit will have sufficient resources in the foreseeable future. Please see the Auditors opinion for further information.


    Other Documents

    No Other Documents currently 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?