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MathPOWER (Boston Algebra in Middle Schools A I M S Project Incorporated)

 42 BV, Northeastern University, 360 Huntington Avenue
 Boston, MA 02115
[P] (617) 373-5934
[F] (617) 373-7575
www.mathpower.neu.edu
[email protected]
Kevin Nelson
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INCORPORATED: 1989
 Printable Profile (Summary / Full)
EIN 22-3376427

LAST UPDATED: 02/10/2016
Organization DBA MathPOWER
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years Yes

Summary

Mission StatementMORE »

 MathPOWER's mission is to transform the lives of urban youth by developing proficiency in mathematics and personal resiliency.

Mission Statement

 MathPOWER's mission is to transform the lives of urban youth by developing proficiency in mathematics and personal resiliency.


FinancialsMORE »

Fiscal Year July 01, 2015 to June 30, 2016
Projected Income $733,333.00
Projected Expense $717,608.00

ProgramsMORE »

  • Algebra Plus Summer Academy
  • Math Coaching, Including our Math Intervention Program
  • Math*STARS Afterschool Program
  • New Offering: Integrated Learning Program

Revenue vs. Expense ($000s)

Expense Breakdown 2014 (%)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

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


Overview

Mission Statement

 MathPOWER's mission is to transform the lives of urban youth by developing proficiency in mathematics and personal resiliency.


Background Statement

 

MathPOWER was founded in 1989 in response to studies that confirmed that math skills outweigh all of the other correlates associated with the probability of success in college, including ethnicity, socio-economic status, gender, and parental education. Since MathPOWER’s inception, we have focused on the critical elements contributing to students’ challenges developing competency in mathematics.

Over the past 25 years, MathPOWER has played a key role in providing professional development to teachers within the Boston Public School (BPS) system. MathPOWER began offering a summer learning program more than fifteen years ago; located at Northeastern University, Algebra Plus Summer Academy continues to support students’ learning of advanced mathematics. Analysis of Summer Academy outcomes indicates participating students’ scores on standardized mathematics tests has increased significantly.

MathPOWER opened our first after-school program (Math*STARS) in 2008. Today, Math*STARS operates in four community-based organizations and schools, and we continue to provide training to other out-of-school time providers.

Our focus on developing the professional capacity of teachers and OST coaches along with supporting students afterschool and throughout the summer creates an environment that supports our mission to improve mathematics proficiency and personal resiliency at the same time, two skills that can improve the financial and educational outcomes of an individual for a lifetime. This seamless learning environment, known as the Integrated Learning Model (ILM), has positioned MathPOWER as the only nonprofit in Boston that supports math proficiency and personal resiliency on a year-round basis.

Impact Statement

We have established successful outcomes both in coaching teachers to augment teaching effectiveness and assisting students increase their math competency and personal resiliency. Our initiatives demonstrate that strategically selected instructional support, combined with resiliency programming can reverse years of failure. Highlights of our achievements include:

· Math MCAS scores improved at more than five times the average BPS rate in select schools supported by our Math Coaches; in some grade levels, 15%-25% of students moved from Needs Improvement or Warning/Failure to Proficient or Advanced Standing within one year of their teachers working with our coaches

· 98% of students in our Math*STARS Afterschool Programs indicated through surveys that “participating in our programs helped them do better in school”

· Teachers supported by our coaches demonstrated statistically significant gains in their competence and confidence in helping students acquire math proficiency

· 98% of students attending our Summer Academy improved their math scores and demonstrated gains on the attributes associated with building resiliency as measured by external evaluators

· For the last five years, MathPOWER has been invited to participate in the “Boston Summer Learning Project,” a new initiative of Boston Afterschool and Beyond to reverse summer learning loss through partnership with high performing nonprofits.

As the recipient of two national awards in 2011 (Root Cause's Social Innovator for Working with Youth Who Are Academically At-Risk and the 2011 Investee of Social Venture Partners Boston), MathPOWER has demonstrated its capacity to achieve a vision and deliver programming that is helping urban youth benefit from the powerful opportunities that a solid education provides.


Needs Statement

We are seeking funding for our Integrated Learning Model (ILM). Designed to create a seamless learning environment to increase teacher success and student learning, in addition to prevent summer learning loss, the ILM is the only year-round learning model of its kind in all of Boston.

The ILM consists of two components spanning three programs:

1.) Direct service to educators and Out-of-School (OST) Providers through Coaching and Professional Development training

2.) Direct services to students (K-Grade 10) through Math*STARS Afterschool Programs and our Algebra Plus Summer Academy.

The ILM and its constituent programs are budgeted to cost $684,600 in FY 2016.

Building upon the ILM’s success, we are requesting support to expand our training, coaching and professional development of OST educators, school teachers and volunteers. One such tool that will support expanding our programs is developing our own MathPOWER copyrighted curriculum for our Math*STARS programs.

This curriculum will meet a need that is not successfully met anywhere else in today’s market, and producing this curriculum will cost $16,000: $10,000 for the time our coaches will put into it, ensuring the content interrelates with classroom learning and is designed around Common Core standards; and $6,000 for one of our Massachusetts Promise Fellows.

Another initiative we hope to undertake next fiscal/academic year involves hiring a site director for our Math*STARS program at the Dearborn site at a cost $45,600.



CEO Statement

Unique Program Features MathPOWER’s programs are unique in several key ways. First, the organization tackles an area of learning – mathematics – that very few other organizations are willing to undertake. Our society accepts, without much questioning, that some of us “just can’t do math.” Because of this erroneous assumption, parents do not place the required pressure on schools to produce more successful math achievement outcomes for all students. Imagine the outcry from parents if only 30% of students were proficient in reading by the end of the 8th grade!

Another unique aspect of our programming is our attention to what the research is telling us about the needs of students in urban areas – one of the biggest factors contributing to students’ low achievement in math is that they give up too easily. So, in addition to our focus on promoting math proficiency, the organization incorporates the latest research concerned with how to address students’ whole-child learning needs by providing programs to build students’ resiliency and creating ongoing relationships with caring adults.

Our comprehensive approach involves a unique combination of programs that focus on improving and connecting in-school and out-of-school time learning options for students. Our Programs consist of Coaching and Mentoring Classroom Teachers and Providing Direct Service to Students through our Summer Academy and our Math*STARS Afterschool Programs. We are also piloting a prototype of an Integrated Learning Program (ILP) that links in-school and out-of-school programming.

Results With MathPOWER’s assistance, students have demonstrated gains in proficiency in math at a rate that is five to eight times greater than the average current rate of progress in BPS.  External evaluators have confirmed students’ gains in both math achievement and resiliency skills – skill sets and attributes that help students stay “on track” to graduate from high school and pursue a college education. Our success demonstrates that strategically selected math intervention and resiliency programming can reverse years of failure.

Long-term Significance of our Programs Competency in advanced mathematics has been shown to be the best predictor of who will pursue and complete a college education. This skill set in mathematics “trumps” all of the other correlates associated with probability of success in college; in other words, it overrides all of the other potential "handicapping" life situations that may decrease one's likelihood of completing college.  Thus, Proficiency in Advanced Math is a Great Equalizer in helping all students gain access to a college education. Our work in urban schools enables a greater number of students who might not otherwise have considered or had access to opportunities in science, technology, engineering and mathematics (STEM) careers to add this powerful resource to their academic toolkit!  We believe our integrated and comprehensive approach to mathematics education is helping fully develop the nation’s human resource in STEM.


Board Chair Statement

I have a long history of commitment and involvement with efforts dedicated to helping improve our urban K-12 schools. Serving on the Boston Public School Committee provided me with many opportunities to better understand and support innovative solutions to the challenges facing urban schools.

I have served on the MathPOWER Board since 2005, and for most of this period, I have served as the Board Chair. In my role, I have witnessed the organization progress through different stages of development. In recent years, through the dedicated efforts of many, we have established momentum for growth based in large part on our track record of demonstrating positive outcomes coupled with a growing understanding by educated consumers of the critical role that mathematical proficiency plays in our country’s future. Within the last year, the Board has seen the benefit of partnerships with organizations committed to helping non-profits like MathPOWER increase their impact.

 In December 2010, MathPOWER was selected as Root Cause's 2011 Social Innovator of the Year for Working with Youth Who Are Academically At-Risk. Members of our Board attended the workshops and planning activities that kept us involved and informed about the processes that had been set in place to help the organization sharpen its focus and develop an operating model that would enhance the public's understanding of its Mission and Programs.

 As an outgrowth of this experience, we hired a consultant in April 2011 to help us design a process to increase our Board Membership. We also developed a series of steps that we will take in order to increase our role and involvement with helping the organization grow. 

 Most recently, in May 2011, MathPOWER was selected as the 2011 Investee of Social Venture Partners - Boston (SVP). This national organization has made a three-year commitment to supporting the organization's growth and development.  Within the first year of our partnership, representatives of both organizations, along with MathPOWER's Executive Director, developed a three-year strategic plan, establishing our priorities for the next three years. The primary objective our strategic plan is to double our impact over the next three years by expanding our programs in more schools.

Subsequent to developing our plan, SVP has assisted the Board in recruiting new Board members with backgrounds in the areas that correspond with our new strategic goals.  The Board has developed a committee structure designed to engage the Board’s involvement in helping the organization reach our expansion goals. 

All of our Board members bring a long-standing commitment to social justice issues, and we are particularly interested in the power of education in transforming children's lives. We are energized by MathPOWER's momentum and success, and our track record demonstrates our resolve to making the time and commitment to be active participants in the capacity building process.


Geographic Area Served

Greater Boston Region-All Neighborhoods

MathPOWER serves a population of predominantly minority students who live in the densest cluster of childhood poverty in the State of Massachusetts and attend the Boston Public Schools (BPS). These students are at risk of dropping out of school, as many of them are failing math and other subjects in middle school. Within BPS, nearly 40% of students drop out before earning a diploma, and across Grades 6-8, less than 30% of minority students score at the Proficient or Advanced levels on the MCAS.

Organization Categories

  1. Education - Elementary & Secondary Schools
  2. Youth Development - Youth Development Programs
  3. Science & Technology - Mathematics

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

Yes

Programs

Algebra Plus Summer Academy

Algebra Plus Summer Academy (Grades 6-9) takes place for 5 weeks, Monday-Friday, 8:30 am - 4 pm during July and August on Northeastern University's campus in Boston. The goals of the Academy include increasing students' math competency by focusing on strengthening the concepts that they are expected to have learned within the grade they just completed, and to prepare them for the concepts they will learn in the next year. Research has shown the impact of summer learning loss and the power of summer learning to help close the achievement gap. Students participate in project-based learning in math for four hours each morning and in the afternoon, students participate in enrichment activities that help them develop the key attributes associated with resiliency. In 2012, we served more than 200 students, and as part of our strategic plan for expansion, we plan to open a second site in the near future. We utilize multiple measures of our effectiveness such as standardized pre/post measures of math proficiency, attitudinal changes, PEAR's Holistic Student Assessment Pre/Post measures, etc. In addition, we also have external evaluators who both observe our activities and who assess the effectiveness of our strategies.

Budget  $290,113.00
Category  Education, General/Other Extracurricular Math & Science
Population Served K-12 (5-19 years) At-Risk Populations Minorities
Program Short-Term Success 
Our short-term goals overlap with our long-term goals, and at the very least, our goals include reversing the patterns of summer learning loss. We also hope to provide urban students with valuable summer learning opportunities, particularly those students who may not come from families with the financial resources to offer them these experiences on their own. Most of the students we serve in the Summer Academy come from some of the poorest neighborhoods within the City of Boston.
Program Long-Term Success 

 Our long-term goals include strengthening students' mathematical competency. Within this broad goal, we also use the opportunity to develop their resiliency and aspirations for post-secondary education. We create engaging and challenging learning activities for students with the intention of exciting them about learning. Because our Academy is located on a college campus, we are able to challenge students to behave in more mature ways and to "learn how to learn" within an educational setting. We like to think of what we do as transformational, giving students the opportunity, structure, and support to "try on other parts of who they are." As they try out other parts of themselves and experience the feeling of achievement, we see how that experience inspires new, more productive behaviors when they return to school in the Fall. Our long-term goals include building their math proficiency so that they can complete Algebra I in 8th or 9th grade and take advantage of the powerful toolkit that includes completing four years of high school math.

Program Success Monitored By 

We were one of the original five non-profits in Boston that was invited to participate in the original pilot Boston Summer Learning Program (2010). We were asked to participate again in 2011 and 2012 and to more than double the number of students we served. As part of this program, we were able to take part in additional measures of success. We utilize our own pre- and post-assessments of both students' math competency as well as their resiliency attributes and their post-secondary plans. In addition, we utilized tests created by Achieve Network (known as ANet) for Math and English Language Arts. We were also assessed by the PEAR Institute at Harvard and the NIOST Center at Wellesley College. In each of these instances, we found remarkable results. Not only did we prevent summer learning loss, but participating students also demonstrated significant gains in both Math and English Language Arts when compared with their own scores. Once the students began school in September, they were tested again along with their peers. The students who attended our Summer Academy again outperformed students who did not attend summer programs in both Math and English Language Arts. We also showed very positive scores as measured by students on NIOST instruments that assess the quality of the learning environment. 

Examples of Program Success 

We have many examples of students' success in our Summer Academy. Nearly 100% of the students' show gains in their math competency, and this past year, students increased their confidence in their abilities as students to learn by more than 30% -- an accomplishment that is not easy to achieve when students have experienced a lot of failure in school, particularly around mathematics. As one of our recent Summer Academy graduates said at Graduation, "MathPOWER doesn't just help you get better at math; it changes your life!"


Math Coaching, Including our Math Intervention Program

Math Coaching – MathPOWER provides math coaches in select Boston Public Schools, in Grades K-8 for at least 7-8 hours or one full day per week throughout the school year. MathPOWER's strategies for developing effective coaching relationships begin with teachers providing input on their priorities and areas to be addressed. All of our coaches are familiar with the sequential phases that students must master in order to progress to higher levels of math understanding. Research has shown that the professional education programs for future teachers do not include sufficient preparation in mathematics, either in content knowledge or in the science of how students learn math. Our research has shown that as teachers improve their effectiveness, students frequently show greater learning gains. Currently, we are developing a research instrument to help determine the settings in which our coaching relationships are most successful. We coach 75-100 teachers a year, reaching approximately 2500-3000 students annually.

Within the last two years, we have been able to expand our coaching support to include pre-school staff and settings. It has long been our goal to address one of the early contributors to students’ struggles with math – the lack of awareness among parents and pre-school providers on how to help children develop the readiness skills they need to succeed in math once they enter school. This year we are offering training programs and on-site consultations for staff from Smart From The Start and for the YMCA of Greater Boston.

We utilize external evaluations to determine if there are changes in teachers' practice and we also evaluate corresponding changes in students' learning. We use a variety of measurements, including standardized tests, locally developed instruments within Boston Public Schools, external assessments by other organizations, surveys, observation, etc.

 

Budget  $265,466.00
Category  Education, General/Other Educational Programs
Population Served K-12 (5-19 years) At-Risk Populations Minorities
Program Short-Term Success  We expect to see changes in teachers' competence and confidence levels at the end of a year of coaching support. We use an external evaluator who uses two different assessment instruments. Teachers complete a self-assessment that includes pre- and post-measures on how they view changes within their own practice. Teachers are also evaluated by a coach using similar instruments that include pre- and post measures of changes in their practice. We also complete a fidelity instrument several times a year for each teacher to assess the degree to which each teacher is adhering to the coach's direction. We look for, and have established, where there are significant gains.
Program Long-Term Success 

Our results have shown and confirmed what the professional literature has posited for many years: As teachers improve their effectiveness within the classroom, students see gains in their own learning!  Repeated studies of teachers' preparedness and comfort levels in teaching math have clearly established that teachers are typically not confident about their competence to teach mathematics, especially in K-5 settings, where they are not required to demonstrate certification in math. By providing teachers with the tools and understanding they need to increase their own competence and confidence in teaching math, we have seen and expect to see gains in students' learning.

Program Success Monitored By 

We utilize external evaluations to determine if there are changes in teachers' practice and we also evaluate corresponding changes in students' learning. We use a variety of measurements, including standardized tests, locally developed instruments within Boston Public Schools, external assessments by other organizations, surveys, observation, etc.

Examples of Program Success 

Within the last three years, we have documented significant changes in students' mathematical achievement using a variety of standardized assessments. In some cases, the school setting is conducive to our using both control and experimental groups for comparison, and we have demonstrated that the experimental group has closed the achievement gap when compared with the control group.


Math*STARS Afterschool Program

Math*STARS Afterschool (Grades 3-10) programs take place Monday-Thursday throughout the school year, for 75-120 minutes a day. Tutors (both college-aged and adults) provide supplementary math instruction and mentoring. Co-curricular activities focus on helping students develop their resiliency and persistence skills. Daily attendance is required and closely monitored. Currently we serve about 300 students among three afterschool sites. We have developed a very dedicated and gifted corps of volunteers, many of whom stay with us for multiple years.The program is based on research from the well-respected educator and researcher Dr. Uri Treisman who has identified that the biggest challenge for students in urban areas to succeed in learning math, particularly algebra, is to help them develop greater resiliency and persistence to their goals. In addition, research has confirmed the benefits of linking students with caring adults who can serve as mentors during their K-12 experience.

Budget  $168,888.00
Category  Education, General/Other Afterschool Enrichment
Population Served K-12 (5-19 years) At-Risk Populations Minorities
Program Short-Term Success 

On a short-term basis, our goals include helping students learn "good habits of the mind" as well as the "learning-to-learn" skills they need to be successful in their classes. We work on organizational and time management skills, including how to set up one's class notes, create calendars to manage when assignments are due, etc. We provide tutoring support to help them complete their homework in all subjects on a daily basis, but we really stress getting their math homework completed. Math is a very cumulative discipline, particularly in the K-8 setting where the primary focus is on developing a solid Number Sense. We provide math coaches to be available as a resource for our site directors and volunteers. The math coaches help identify the areas of math students may need additional help in, as a way of understanding the topics currently being covered in their classrooms. We consider our work a success when students are doing well within their classes and they are demonstrating the attributes of resiliency and persistence that we are trying to foster.


 

Program Long-Term Success 

 

Our long-term goals include creating models of extended or expanded learning time that support students' success in school and in life. Research has clearly documented that we need to lengthen the school day to be competitive with the advantages offered to children in other countries. We have taken the time to study what the research has shown to be the most effective out-of-school learning settings. In summary, the most effective afterschool programs are ones that include goals that address the whole-child development needs. Our programming does include a major emphasis on homework completion, but we also provide engaging activities that help students develop physically, socially, emotionally and personally. We provide extensive co-curricular activities that help students develop the key areas of resiliency that include: effective communication, building meaningful relationships, conflict resolution, a sense of autonomy, and a vision of one's future.

 

Program Success Monitored By 

We record students’ academic performance, and we monitor their time on task, success rate in completing homework, participation in resiliency programming, etc. We also survey them on their perceptions of their success in reaching their stated goals each term. We give students the opportunity to identify particular issues that they are concerned with or with which they feel they need assistance. We are piloting a particular type of afterschool program this year, one that is located within a school itself, and we have created electronic portfolios for each student that we are calling a Personalized Learning Plan (PLP). Our goal is to use this information to create a more integrated year-round learning application that can help students, staff, teachers, and parents understand students' learning and resiliency needs at any point in time or place.


 

Examples of Program Success 

We have many examples of students' succeeding and improving their performance within school. At our pilot, Integrated Learning Project, in which our Math*STARS program is located within a school, more than 40% of participating students went up one or more grades in math from the beginning of the year, and ending the year with a grade of B- or higher in math. We also recruited heavily for students in this program to participate in our Algebra Plus Summer Academy (described above), so that we could help students sustain their growth and achievement.


 


New Offering: Integrated Learning Program

This seamless learning environment is referred to as the Integrated Learning Model (ILM). As described above, this refers to how MathPOWER supports and empowers teachers and supports students through direct services to improve math proficiency and decrease summer learning loss through:

1. Coaching and Professional Development Training: Direct Service to School Educators and Out-of-School Time (OST) Providers (Pre-School – Grade 8)

2. Math*STARS Afterschool Programs: Direct Service to Students (K– Grade10)

3. Algebra Plus Summer Academy: A five week, five days a week program dedicated to bolstering students’ understanding of grade level mathematical concepts and reducing summer learning loss

Budget  $100,000.00
Category  Education, General/Other Elementary & Secondary Education
Population Served At-Risk Populations Children Only (5 - 14 years) At-Risk Populations
Program Short-Term Success 

MathPOWER has had interest from Bridgewater State University in replicating the Integrated Learning Program in New Bedford and Brockton, and we would welcome support to help us train others.  This is just one example of requests that we receive to help us begin to replicate our program model.  Foundation support targeted to helping us replicate our model would offer both short-term and long-term success to districts facing similar achievement gaps in mathematics that Boston schools face.

Program Long-Term Success  In addition to the personalized approach taken by site director Erin Doherty and her team, one key to the Dearborn program’s success are electronic Personalized Learning Plans that we have developed for each student in the program. These plans enable teachers and coaches to coordinate their instruction in both the in-school and the afterschool environments. MathPOWER has recently updated the Learning Plans to incorporate the new Common Core Standards that will serve as the guiding framework to assist us with individualizing students’ key areas of skill needs. Working with students in a more individualized way is one of the best ways to increase one’s understanding of how students learn and which strategies to assist them are most effective.

The Barr Foundation is conducting an on-going study of effective partnerships with BPS schools and we agreed to be part of the study at the Dearborn Middle School. MathPOWER had very positive results on this study, and frequently students working with MathPOWER performed the highest of students along different measures. We attribute this in part to the talents of our staff working within the school, and we also acknowledge that we’ve been able to make inroads and changes in practice through concentrating on effective strategies for building good partnerships.

Program Success Monitored By  MathPOWER relies on measures that is has designed as well as school achievement measures available for MathPOWER’s use to monitor students’ success. In addition, we are part of a number of projects that involve us in external evaluations by organizations like the Barr Foundation, National Institute of Out-of-School Time Learning (NIOST), Program in Afterschool Education and Resiliency (PEAR), etc
Examples of Program Success 

We have multiple numbers of students whose school records – report cards – show remarkable gains in their math and other grades from the first to the final quarter.


CEO/Executive Director/Board Comments

Our organization strives to enhance the opportunities for students in urban settings to be more fully represented among students who demonstrate competency in advanced mathematics. To achieve our mission, we provide direct services to students and teachers within urban school districts. Through financial assistance and volunteer efforts, we are making it possible for students in urban schools to experience the true POWER of education! Through all of our programs, especially our work with students in our Summer Academy and our Math*STARS afterschool programs, we see the direct benefits of providing students with effective interventions.  

I was particularly conscious this summer in working with students in our Summer Academy of Jonathan Kozol’s writings that focus on “the savage inequalities that some children experience for no reason other than the accident of being born to poverty within a wealthy nation.” Spending time with children who appear to have given up on having a positive future at such a young age drives home for me why MathPOWER must continue the vital work of helping students gain a stronger foothold towards achieving the education skills that will enable them to experience a higher quality of life. 

Yes, the economic climate over the last several years has resulted to greater challenges in raising the money necessary to continue and expand our work. But when I come face-to-face with children living in poverty, I become more convinced of the necessity to help organizations like MathPOWER thrive and continue our work.

POWER is a significant word in the title of our organization, MathPOWER. Being proficient in advanced mathematics equates to a powerful advantage into today’s world. Recent national studies have demonstrated that one of the best predictors of who will pursue and complete a college education is competency in advanced mathematics 

Economists have accurately predicted the need for post-secondary education as a requirement for thriving in a knowledge-based economy. Individuals who possess these advanced skills are more likely to find meaningful work that leads to their economic self-sufficiency. Education has always been a pathway for all citizens for advancement in our country, but now that route is even more critical. Urban schools continue to face enormous challenges that arise as a result of a confluence of factors: fewer resources, more families facing serious economic challenges, etc.   

Recent MCAS results demonstrate improvement in the percentage of students scoring at the proficient level or higher in math, but we still have a long way to go to achieve our goals in urban settings.

Please consider supporting us in our comprehensive efforts to close the achievement gap in mathematics within urban schools.

Management


CEO/Executive Director Mr. Tom Colligan
CEO Term Start Oct 2014
CEO Email [email protected]
CEO Experience

Mr. Colligan has worked in the non-profit sector since 1976 and held positions as senior program director for a YMCA, Executive Director/CEO/President of YMCAs, Senior Vice President in a national health agency supervising 56 chapters, fundraising consultant to 25+ non-profits ranging in size of annual operating budgets between $350,000 - $40,000,000, served in capacity of Interim Executive Director in five (5) agencies with budgets between $2,500,000 - $5,500,000.

 
Over thirty years as a visionary nonprofit senior leader with particular expertise in team building, organizational development, philanthropy and fund development, strategic planning and organizational realignment, capacity building and change leadership, benchmarking and best practices, community, board, and leadership development, financial
management, and process and organizational consulting.

 

Co-CEO --
Co-CEO Term Start --
Co-CEO Email --
Co-CEO Experience --

Former CEOs and Terms

Name Start End
Cathy Livingston -- Sept 2014
Ms. Jackie Rivers Jan 1989 Aug 2006

Senior Staff

Name Title Experience/Biography
Emily Duncan Director of Afterschool Programs --
Kevin Nelson Office & Operations Manager --

Awards

Award Awarding Organization Year
100 Ways: 100 outstanding organizations dedicated to promoting educational opportunity Liberty Mutual 2016
Partnership Spotlight Award Northeastern Center of Community Service 2014
Investee Social Venture Partners (SVP) Boston 2011
Social Innovator of the Year for Working with Youth Who are Academically At-Risk Root Cause 2011

Affiliations

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

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --

Collaborations

Multiple partnerships and broad support networks with the community and other non-profits support MathPOWER. Without them, none of our programs could succeed. For example:

· MathPOWER’s Summer Academy was selected by the Boston Summer Learning Project to be part of a pilot program to advance summer learning through integrated school-community partnerships in 2010, 2011, and 2012.

· MathPOWER is housed at Northeastern University (NEU), affiliated with NEU’s Center for STEM Education and helps prepare future teachers with NEU’s Education Department.

· Massachusetts Promise Fellowship has provided us with multiple Fellows each year who serve as site directors at our afterschool program locations.

· Some of our afterschool program activities are offered in partnership with Boys and Girls Clubs of Greater Boston.

· We collaborate with the BPS Elementary and Secondary Math Departments.

· Volunteer tutors and mentors are provided by Northeastern University, Operation A.B.L.E., Greater Boston Interfaith Organization, Wentworth Institute of Technology, Tufts, Boston University, and others.

· Harvard University’s Program in Education, Afterschool and Resiliency (PEAR) provides staff with training and support.

· The University of Massachusetts Donahue Institute serves as an external evaluator for our projects.

CEO/Executive Director/Board Comments

 In 2012, MathPOWER’s Board and Executive Director collaborated with a team from Social Venture Partners to develop a three-year strategic plan. The Plan calls for doubling our impact within the next three years—expanding from 9 schools/organizations in 2012 to 33 by 2015, serving over 4,000 students and 115 teachers.

Subsequent to developing our plan, SVP has assisted the Board in recruiting new Board members with backgrounds in the areas that correspond with our new strategic goals.  The Board has developed a committee structure designed to engage the Board’s involvement in helping the organization reach our expansion goals. 

All of our Board members bring a long-standing commitment to social justice issues, and we are particularly interested in the power of education in transforming children's lives. We are energized by MathPOWER's momentum and success, and our track record demonstrates our resolve to making the time and commitment to be active participants in the capacity building process.

 

Foundation Comments

--

Staff Information

Number of Full Time Staff 4
Number of Part Time Staff 50
Number of Volunteers 100
Number of Contract Staff 2
Staff Retention Rate % 100%

Staff Demographics

Ethnicity African American/Black: 2
Asian American/Pacific Islander: 1
Caucasian: 5
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 0
Other (if specified): --
Gender Female: 7
Male: 1
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Under Development
Organization has Strategic Plan? Yes
Years Strategic Plan Considers 3
Management Succession Plan Under Development
Business Continuity of Operations Plan No
Organization Policies And Procedures Yes
Nondiscrimination Policy Under Development
Whistle Blower Policy Yes
Document Destruction Policy Yes
Directors and Officers Insurance Policy Yes
State Charitable Solicitations Permit Yes
State Registration Yes

Risk Management Provisions

--

Reporting and Evaluations

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

Governance


Board Chair Mr. Robert P. Gittens
Board Chair Company Affiliation Vice President of Public Affairs, Northeastern University
Board Chair Term Jan 2005 -
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Ms. Stella Biira-Kirumira Assistant Vice President; State Street Corporation Voting
Ms. Stacy Dell'Orfano Friends of the Children Voting
Attorney Robert P. Gittens Vice President for Public Affairs, Northeastern University Voting
Ms. Lula Petty-Edwards Special Assistant to the Dean of Education, Northeastern University Voting
Dr. Karen Worth Faculty, Wheelock College; Researcher Education Development Center 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: 0
Caucasian: 3
Hispanic/Latino: 0
Native American/American Indian: 0
Other: 0
Other (if specified): --
Gender Female: 4
Male: 1
Not Specified 0

Board Information

Board Term Lengths 3
Board Term Limits 0
Board Meeting Attendance % 85%
Written Board Selection Criteria Yes
Written Conflict Of Interest Policy Yes
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions 57%
Constituency Includes Client Representation Yes

Standing Committees

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CEO/Executive Director/Board Comments

In 2012, MathPOWER’s Board and Executive Director collaborated with a team from Social Venture Partners to develop a three-year strategic plan. The Plan calls for doubling our impact within the next three years—expanding from 9 schools/organizations in 2012 to 33 by 2015, serving over 4,000 students and 115 teachers.

Subsequent to developing our plan, SVP has assisted the Board in recruiting new Board members with backgrounds in the areas that correspond with our new strategic goals.  The Board has developed a committee structure designed to engage the Board’s involvement in helping the organization reach our expansion goals. 

All of our Board members bring a long-standing commitment to social justice issues, and we are particularly interested in the power of education in transforming children's lives. We are energized by MathPOWER's momentum and success, and our track record demonstrates our resolve to making the time and commitment to be active participants in the capacity building process.

Foundation Comments

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Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2014 (%)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

Fiscal Year July 01, 2015 to June 30, 2016
Projected Income $733,333.00
Projected Expense $717,608.00
Form 990s

2014 990

2013 990

2012 990

2011 990

2010 990

2009 990

Audit Documents

2014 Audited Financials

2013 Audited Financials

2012 Audited Financials

2011 Audited Financials

2010 Audited Financials

2009 Audited Financials

IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2014 2013 2012
Total Revenue $586,133 $790,137 $587,265
Total Expenses $848,695 $791,203 $745,245

Prior Three Years Revenue Sources

Fiscal Year 2014 2013 2012
Foundation and
Corporation Contributions
$439,096 $586,938 $386,387
Government Contributions $0 $0 $0
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified -- -- --
Individual Contributions -- -- --
Indirect Public Support -- -- --
Earned Revenue $92,015 $123,940 $128,200
Investment Income, Net of Losses $161 $791 $957
Membership Dues -- -- --
Special Events -- -- --
Revenue In-Kind $54,861 $78,468 $71,721
Other -- -- --

Prior Three Years Expense Allocations

Fiscal Year 2014 2013 2012
Program Expense $654,073 $629,501 $611,791
Administration Expense $104,698 $105,316 $96,260
Fundraising Expense $89,924 $56,386 $37,194
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 0.69 1.00 0.79
Program Expense/Total Expenses 77% 80% 82%
Fundraising Expense/Contributed Revenue 20% 10% 10%

Prior Three Years Assets and Liabilities

Fiscal Year 2014 2013 2012
Total Assets $346,815 $554,544 $554,421
Current Assets $337,473 $554,544 $554,421
Long-Term Liabilities $7,369 $0 --
Current Liabilities $124,811 $77,347 $130,687
Total Net Assets $214,635 $477,197 $423,734

Prior Three Years Top Three Funding Sources

Fiscal Year 2014 2013 2012
1st (Source and Amount) -- --
-- --
-- --
2nd (Source and Amount) -- --
-- --
-- --
3rd (Source and Amount) -- --
-- --
-- --

Financial Planning

Endowment Value $0.00
Spending Policy N/A
Percentage(If selected) --
Credit Line No
Reserve Fund Yes
How many months does reserve cover? --

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 2014 2013 2012
Current Ratio: Current Assets/Current Liabilities 2.70 7.17 4.24

Long Term Solvency

Fiscal Year 2014 2013 2012
Long-term Liabilities/Total Assets 2% 0% 0%

CEO/Executive Director/Board Comments

MathPOWER experienced an overall decrease in net assets of $262,562 for the fiscal year ended June 30, 2014. Management recognizes that the organization cannot sustain these losses in future years and is committed to making the necessary changes to create a sustainable organization.
 
During the first quarter of the subsequent fiscal year, the Executive Director resigned and the Board engaged Third Sector New England (TSNE), a highly regarded agency that specializes in transitions. They assigned an interim Executive Director to drive the development of a plan to increase grant revenues, increase earned revenues, diversify funding streams, and control and evaluate the overall cost structure of MathPOWER.
 
Based on the Interim Executive Director’s financial evaluation and strategic analysis of the market and programs, the Board now has ample information to craft a viable and sustainable path forward for MathPOWER. In addition, TSNE facilitated a 90% funding grant from the Barr Foundation for a TSNE “Transition Consultant” whose function is to lead the board through a process to determine the most effective leadership structure to support the continuation of MathPOWER programs and services.
 
The ability of MathPOWER to continue as a successful organization is dependent on the ongoing success of these actions. That said, the  strength of this organization is in its programming, and it rises or falls based on the quality of that programming. The subsequent fiscal years are bearing that out. In FY 15, this gap was dramatically narrowed; audited financials to this effect will be uploaded as soon as the audit is finalized. Now as MathPOWER is past the mid-way point of FY 16, the organization is on track to return to a balanced financial position for the current fiscal year, and MathPOWER's unique programming remains as successful and impactful as ever.

Foundation Comments

Financial summary data in the charts and graphs above is per the organization's audited and reviewed financial statements.

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?

We envision a world in which all students achieve competency in advanced mathematics, which serves as a gateway to lifelong learning and a productive career.


2. What are your strategies for making this happen?

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

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

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

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