Share |

English for New Bostonians Inc.

 105 Chauncy Street, 4th Floor
 Boston, MA 02111
[P] (617) 9826861
[F] (617) 350-5499
http://www.englishfornewbostonians.org
info@englishfornewbostonians.org
Claudia Green
Facebook Twitter
INCORPORATED: 2001
 Printable Profile (Summary / Full)
EIN 46-3202177

LAST UPDATED: 03/14/2019
Organization DBA English for New Bostonians
ENB
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years Yes

Summary

Mission StatementMORE »

ENB’s mission is to invest in the future of our region by creating opportunities for English language learners to pursue their educational, economic and civic aspirations.

 

Mission Statement

ENB’s mission is to invest in the future of our region by creating opportunities for English language learners to pursue their educational, economic and civic aspirations.

 


FinancialsMORE »

Fiscal Year July 01, 2018 to June 30, 2019
Projected Income $1,355,833.00
Projected Expense $1,301,004.00

ProgramsMORE »

  • ESOL for Enrepreneurs
  • ESOL for Parents and Caregivers
  • ESOL Pathways Programs

Revenue vs. Expense ($000s)

Expense Breakdown 2018 (%)

Expense Breakdown 2017 (%)

Expense Breakdown 2016 (%)

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


Overview

Mission Statement

ENB’s mission is to invest in the future of our region by creating opportunities for English language learners to pursue their educational, economic and civic aspirations.

 


Background Statement

Since 2001, English for New Bostonians (ENB) has served over 1,000 English language learners annually by providing funding, training and technical assistance to organizations that offer ESOL classes. ENB offers individuals and institutions that are interested in investing in life-changing ESOL programs a system-wide approach to improving ESOL programs across the state. In addition, ENB also advocates for increased services to address the serious gap between demand for ESOL services and available supply. An integral piece of the ENB approach is its English Works Campaign, a targeted initiative focused on immigrant employee/employer needs relative to ESOL, especially in the workplace. 

ENB was launched in 2001 following a series of meetings hosted by the Mayor’s Office of New Bostonians (ONB, now the Mayor's Office for Immigrant Advancement, MOIA) to identify challenges facing Boston immigrants. Among the top concerns cited by over 150 leaders from diverse communities was the lack of ESOL resources. ENB was founded by MOIA in collaboration with the Mayor’s Office of Workforce Development, the Boston Foundation and several leading Boston-area private foundations, to address the urgent need for English classes for Boston immigrants. Together with community leaders, they crafted a solution to address the immediate need for ESOL, as well as the long-term imperative to expand Boston's ESOL system. 

ENB has launched initiatives such as ESOL for Parents and Caregivers, whose model of curriculum development, field-testing, refinement and evaluation, and then expansion, was used to launch ESOL for Entrepreneurs in 2016. The organization offers tested strategies such as distance learning/technology and supporting grassroots, emerging programs that reach isolated populations that would not otherwise access English language classes.
 
 
 



Impact Statement

The English language programs we design and fund empower immigrants to more fully connect and contribute to their neighborhoods, our city, and the Commonwealth.

In the last year, ENB:

1)   Made grants to 23 programs, serving 1,025 participants.

2)   Increased ENB's capacity to provide training and support for programs by securing state funding to bolster our offerings to teachers statewide on serving special populations including low-literate adults, entrepreneurs and high-skilled professionals..

3)   Saw an increase in learning gains in ESOL for Parents & Caregivers students. Compared to previous years, ESOL for Parents students experienced an increase in their learning gains, in areas such as computer usage, communication with teachers and comprehension of school documents.

In the coming year, our goals are to:

1) Drive forward a high-quality, coordinated ESOL system through investment, training and advocacy;

2) Clarify and enhance the ENB business model;

3) Maximize recognition of ENB's identity and value for target audiences

4) Diversify funding sources for organizational sustainability as well as for prioritized programs and for operations;

5) Continue to develop a Board to meet the challenges of the next stage of ENB's growth.


Needs Statement

ENB’s most pressing needs are to:

  1. Add additional resources to the ESOL system in Boston in order to address the unmet demand for services among the city’s burgeoning immigrant communities. ENB strives to add new slots and to promote high-quality classes that help immigrants to integrate in their communities, schools, workplaces and other institutions.
  2. Connect with businesses that employ immigrant workers to promote ESOL partnerships;
  3. Engage volunteers in teaching English;
  4. Expand ENB’s individual donor base;
  5. Increase board membership to increase finance, fundraising and business expertise while maintaining strong immigrant community representation.

CEO Statement

An investment in ENB is an investment in the education and economic vitality of Boston’s low-income immigrant families and communities. Our 24 programs provide a gateway to immigrants’ participation in Boston’s civic process and communities. With the support of ENB staff, professional teachers alongside trained tutors help students learn English and make a plan, for example, to move from an “immigrant job” in a restaurant or factory to a better-paying mainstream job in a hotel, or to enter a skills training or certificate program with a higher language competency level. ENB works with programs to adapt to an employment focus, engage employers in their programs, and improve economic outcomes for students.

ENB offers funders and donors an investment strategy that addresses urgent community needs and provides assurance of effectiveness, transparency, and accountability.Grassroots agency representatives sit with private and government stakeholders and ENB staff on our Board and Program Committee, which reviews each grant proposal before it is funded, conducts site visits to funded programs, and monitors outcomes. Community reps also help identify neighborhood needs, and set priorities and design culturally appropriate services.
 
As a convener of diverse stakeholders, ENB inspires collaboration among private, public and community agencies working to strengthen skills, improve quality of life and create opportunities for civic engagement for low income immigrants. The City supports ENB through the Neighborhood Jobs Trust, and provides leadership, the Mayor’s leadership, outreach to philanthropic organizations and events such as the Mayor's Office for Immigrant Advancement's We are Boston gala. ENB strategizes closely with the city around grant making, using our private funding to inject flexibility and learner options into the system, while building neighborhood capacity. ENB fills gaps such as programs for people with low literacy and for parents with school age children, while testing new approaches.

Board Chair Statement

The need for immigrants to integrate burns now more than ever. They need to pursue career/college paths, boost their businesses and help their children thrive in school. And given today’s political hostility toward immigrants, they truly need fast tracks to their goals. In fact, adult language learning does not happen fast at all; however, ENB has identified and developed on-ramps and specific tracks and tools that accelerate learning. We must work all the harder now to ensure the road to English competency has the fewest possible obstacles and greatest possible supports and leveraging of resources to make learning and career pathways expedient and effective. ENB will be offering more in the way of technology tools, including our tutor corps, skills training preparation, ESOL for Parents and ESOL for Entrepreneurs, Survival literacy ESOL, digital literacy blended with English, career-specific ESOL, road to college ESOL, and more.

ENB receives words of gratitude from multitudes of students who tell us some version of “this class changed my life.” ESOL programs express their own appreciation for ENB’s training and technical support being “clear and organized, efficient and very helpful.” Hearing these words means so much to us. At the same time, we truly need more supporters to contribute to the work we do on behalf of America’s engine – immigrant labor, culture, and dreams!


As a convener at the intersection of adult education and workforce development fields, ENB plays a pivotal role in preparing immigrants for careers and helping build structures between the two fields. Of utmost importance are curricula and methodology customized to immigrants’ diverse starting points and aspirations. This work is complex, requiring research, partnerships, curriculum development/testing, ESOL staff training, recruitment/retention of students, and testing and evaluation to assess and finesse impact. ENB has brought this process to scale across special initiatives – ESOL for Parents, ESOL for Entrepreneurs, Literacy ESOL, Digital Literacy/English, English training for manufacturing workers, and more.

ENB also must intensify our advocacy work, generating opportunities for immigrants to tell their stories so the public learns that “they” are “us,” employers to learn about funds and assistance for workplace ESOL, government funding increases, and funders to prioritize immigrants [not as another issue area but] as our children, our neighborhoods, our workforce.


Geographic Area Served

In a specific U.S. city, cities, state(s) and/or region.
GREATER BOSTON REGION, MA
ENB programs are in 15 Boston neighborhoods, serving approximately 47% Latinos, 16% Asian Americans, 13% Haitians, 8% Cape Verdeans, 6% Africans, 6% Brazilians, and 5% other. ENB’s constituency includes immigrants, refugees and asylees; people who are employed (55%) and unemployed; with (44%) and without (56%) high school diplomas. Sixteen percent of students have a fifth-grade education or less. The majority are women (71%) and are parents, and virtually all are low- or very low-income.pastingENB programs are in 15 Boston neighborhoods, serving approximately 47% Latinos, 16% Asian Americans, 13% Haitians, 8% Cape Verdeans, 6% Africans, 6% Brazilians, and 5% other. ENB’s constituency includes immigrants, refugees and asylees; people who are employed (55%) and unemployed; with (44%) and without (56%) high school diplomas. Sixteen percent of students have a fifth-grade education or less. The majority are women (71%) and are parents, and virtually all are low- or very low-income.

Organization Categories

  1. Education - Adult Education
  2. Human Services - Ethnic/Immigrant Services
  3. Philanthropy,Voluntarism & Grantmaking Foundations - Fund Raising & Fund Distribution

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

No

Programs

ESOL for Enrepreneurs

English for New Bostonians’ new ESOL for Entrepreneurs initiative aims to increase access to English language classes for owners and employees of very small, or “micro-” businesses. Customized ESOL classes are offered at times and locations convenient for businesses, and the English-learning curriculum addresses business goals. The goal is to reach a diverse immigrant population whose businesses will benefit from improved English communication. Classes are intended primarily for business owners, but employees are also eligible. The customized ESOL for Entrepreneurs Curriculum covers

· Customer Service

· Writing a Business Plan

· Licensing

· Marketing, such as slogans and social media

· Banking and loans

Classes are offered in E. Boston, Chelsea, Jamaica Plain and Dorchester.

Budget  $100,000.00
Category  Education, General/Other Adult Education
Population Served Immigrant, Newcomers, Refugees Adults Hispanic, Latino Heritage
Program Short-Term Success 

v Work with business partners in selected neighborhoods to conduct planning process; assess needs, logistics, and benchmarks; and customize curricula and evaluation.

o Assess markets served, learner English levels, and class design and location needs; barriers that may prevent successful completion by participants; and ways in which English gains might strengthen business performance.

o Design cross-site curricula and data collection tools/evaluation methods, including formative use of student feedback and quizzes to refine week-to-week delivery.

v Fund and support 3-4 provider/partner programs, each serving 10-15 owners/employees, for at least 4 hrs/week over two cycles (ranging from 8 to 20 weeks).

o Help individual sites to develop work plans and goals.

o Provide at least 2 on-site TA sessions per program to help them meet goals.

o Convene 3-4 trainings for ESOL providers and business partners on workplace needs analysis, tailoring curricula, measuring business outcomes, and as-needed topics.

o Convene regular review and sharing meetings with business association leaders, teachers, and ESOL program coordinators.

v Convene ESOL for Entrepreneurs Advisory Group whose members include a successful immigrant business owner, and representatives from Boston’s Office of Business Development, The Center for Women and Enterprise, U.S. Small Business Administration, Tech Goes Home small business program, a bank, a funder, and an adult education leader. The group serves as an expert “sounding board” and source of guest speakers for the classes, and provides overall vision to the initiative.

v Evaluate and disseminate results.

o Collect quantitative data and qualitative feedback (please see monitoring section).

o Hold two convenings upon completion of program-end analysis: 1) grantees and their business partners to review data as a cohort, compile lessons and best practices, and discuss next steps, and 2) grantees, business partners, funders, city and workforce sector representatives and other stakeholders to learn about initiative outcomes and ways to support its success and replication.

Program Long-Term Success 

The goal of the ESOL for Entrepreneurs Initiative is to enable business people to improve their English skills in order to expand their markets, better access business assistance resources, and help invigorate local economies. Classes target primarily business owners, but employees are eligible. ESOL for Entrepreneurs offers classes at requested times and locations, with curricula customized to business goals.

Many U.S. cities face challenges similar to Boston’s – being home to large immigrant populations who struggle for economic stability yet having ESOL systems inadequate to meet the breadth and depth, and perhaps more importantly, the diversity and specificity of need, for English language instruction. ENB envisions ESOL for Entrepreneurs as a model that will spawn curricula, methodology and partnerships specific to the needs and interests of businesses served, and replicable across Boston and possibly nationwide through sharing of best practices as they evolve. For example, a curriculum, with vocabulary and customer services skills specific to nail and hair salons, could be readily adapted whether for Vietnamese, Haitian Kreyol, or Spanish-speaking learners. This Initiative is intentionally being developed as customizable and replicable.
Program Success Monitored By 

Anticipated Outcomes and Success Indicators: Programs will submit quantitative and qualitative data at the end of each session, as well as mid-point, to enable ENB to help programs improve on any shortcomings and to cross-pollinate best practices. In addition to the information captured through tools described below, all programs will used BEST Plus standardized tests to pre- and post-test learners.

Participant Surveys: A post-program survey aligned with the main units in the curriculum will use a Likert scale (a social research method) to measure students’ learning gains in content areas, such as, “describing my business in English,” “using English with customers,” “writing a business plan,” “marketing to new customers,” “knowledge of licenses, permits, insurance, taxes,” and “how to communicate with city and state officials (inspectors, police)." Students also will note examples of how they used or plan to use new skills in the future.

Teacher Reporting: With an eye toward curriculum refinement, teachers are documenting students’ most significant needs/interests, and experiences students report as resulting from classes (communicating effectively with city inspectors, confidence approaching customers).

Site Visits: Though labor intensive, site visits enable continuous quality improvement and inform ENB’s investments. Our Program Manager, Board members, and sometimes our Executive Director visit each one of our programs at its halfway mark. Direct observation reveals program progress and successes, professional development needs, and any other issues. Individual conversation with students, who typically give high marks to teachers, do reveal needs, such as wanting more practice time or feeling left behind. Post-visit reports are sent to Program and Executive Directors with commendations and recommendations.

Examples of Program Success 

The first ESOL for Entrepreneurs class culminated December 2, and its impact is already being felt. In the words of the owner of Telepage: “When I came to the U.S. I studied English for 3 years. But this class is different. We do pronunciation and the teacher had us do a business plan and a slogan. I know my English has progressed. Recently, with our new telephone inventory, there have been a lot of different kinds of people coming into my store—Americans, Moroccans, Filipinos. They don’t speak Spanish so I need to help them in English. I need to know what to offer them and help to them feel more secure in what they are buying.”


ESOL for Parents and Caregivers

ENB’sESOL for Parentsfocuses on improving the English skills of immigrant parents, and in turn the academic success of their children. Through a partnership with the Mayor’s Office for New Bostonians and Boston Public Schools Adult Education, ENB supports programs that are located in community agencies, elementary schools, and a Head Start Program.

 

ENB helps parents increase their English skillsandtheir knowledge of the Boston early education and K-12 systems so they understand the options available, make informed decisions, and advocate for their children. Being able to communicate in English also allows parents to be more involved and active in their kids’ education and in schools themselves.

 

ENB also has developed a 25-unit unified curriculum including lessons on MCAS, how to read report cards, School choice, and expectations of parents. The curriculum is shared city-wide, enabling teachers and community groups to connect parents with their kids’ education.

Budget  $243,964.00
Category  Education, General/Other Adult Education
Population Served Immigrant, Newcomers, Refugees Families Females
Program Short-Term Success 

ESOL for Parents and Caregivers programs will improve their capacity to develop ESOL classes that are targeted to parents of Boston Public Schools students, and improve parents’ knowledge of school content and issues, and parents’ ability to support their children’s success in school. ESOL programs will forge relationships with local schools in immigrant rich neighborhoods of Boston.

Program Long-Term Success 

Immigrant adult learners will improve their English language skills and their ability to support their children’s academic success. Specifically, parents will be able to assist their children with homework and at home reading, increase their communication with their children’s teachers, understand how to advocate for their children, be able to navigate school choice, understand report cards and MCAS,etc.

Program Success Monitored By 

ENB makes annual site visits to all funded programs, collects semi-annual reports from sites on student demographics, learning gains as measured by standardized tests, and progress toward goals. ENB conducts pre- and post- self-assessments by students about their involvement with their children’s school and education. ENB also surveys program staff who receive training and TA from our team to evaluate our effectiveness.

Examples of Program Success 

Meet ABCD Southside Headstart ESOL Student:“My English class is helping me help my children and give back. I have learned about ways to read to my young daughter that will help her to be a better reader. I’ve also learned how to read my son’s report card, and what the MCAS is that my son took for the first time this year. Now I can help my son with his homework. He won a medal at school because he is good in math and does all his homework and helps the other children in the class. ABCD motivates us to participate in all community activities. I joined the Sumner School Parent Council, and now I am the Treasurer. I encourage other Sumner parents to attend Parent Council meetings. We support activities at School. I also help out in my daughter’s classroom at HeadStart where I helped update a Family Resource Guide. I am training to become a parent Ambassador to talk to other parents in the community about opportunities for helping their young children with their learning and education.”


ESOL Pathways Programs

ESOL Pathways Programs enable ESOL students to learn English and fully engage in economic, educational and civic opportunities in the U.S. Programs integrate career readiness in all classes/all levels by:
 
-being intentional and transparent in how students can take next steps to meet their career, community, and/or family goals; -having agreements with employers and/or other programs for referrals and resources;
-including career exploration and readiness in curriculum;
-integrating technology in all classes/all levels, to accelerate English learning, to develop career skills for 21st century, and to facilitate students’ community engagement.
 
ESOL Pathways programs are located in neighbhorhoods across the city, serving diverse immigrant communities.
 
Levels include:
-Survival Literacy ESOL
-Low-to-mid level ESOL
-Advanced: Bridges to further education and/or career advancement, and
-Contextualized preparation for specific careers
Budget  $600,899.00
Category  Education, General/Other Adult Education
Population Served Immigrant, Newcomers, Refugees
Program Short-Term Success 

ESOL programs will improve their capacity to develop ESOL classes that are contextualized to employment, job training, and higher education settings. Program staff will increase employer engagement in ESOL programs, provide learners with knowledge of the labor market, and assist them to develop concrete, sound career development plans.

Program Long-Term Success 

Immigrant adult learners will improve their English language skills, move toward greater economic stability and be able to fully participate and contribute to their communities, civic institutions and workplaces.

 
Program Success Monitored By 

ENB makes annual site visits to all funded programs, collects semi-annual reports from sites on student demographics, learning gains as measured by standardized tests, and progress toward goals; and surveys students themselves. ENB also surveys program staff who receive training and TA from our team to evaluate our effectiveness.

Examples of Program Success  Huong was a doctor in Vietnam before coming to the U.S. She studied English at an ENB-funded program and today she works as a Case Manager at Boston Senior Home Care, planning homecare for English and Vietnamese-speaking patients. "I hope that immigrants like me can be more confident to get a good job and begin a new life in America."

CEO/Executive Director/Board Comments

--

Management


CEO/Executive Director Ms. Claudia Green
CEO Term Start Jan 2006
CEO Email cgreen@englishfornewbostonians.org
CEO Experience

Under Claudia's leadership since 2006, ENB has incorporated and defined itself as a strong, independent organization; developed a high-profile advocacy campaign, re-crafted its grantmaking approach and expanded its reach to serve over 1,200 immigrant adults in the City of Boston. Claudia’s background is in workforce development and community economic development. Prior to joining ENB, much of her work has focused on promoting career advancement for low-skilled workers in the region. She has conducted evaluations and best practice analyses of workforce development programs for youth, and for incumbent and dislocated limited English proficient workers. As Director of the Center for Community Economic Development at the University of Massachusetts Boston, a multi-ethnic community-university partnership, Claudia oversaw research and community-based intervention strategies in workforce, small business, and neighborhood development. She has also worked in the employment training field at the community and municipal levels. Claudia holds a Masters’ in City Planning from the Massachusetts Institute of Technology.

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
Lee Haller Program Manager --
Franklin Peralta Campaign Organizer --

Awards

Award Awarding Organization Year
-- -- --

Affiliations

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

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --

Collaborations

 

ENB’s powerful tri-sector model of private-public-community partnership is reflected in ENB’s new by-laws, our Board, and our grant making. ENB’s Board dedicates four seats each to City, philanthropic, and community representatives. Private funders provide flexibility for program innovation, grant making guidance, and links to other philanthropic partners. Several funders have made multi-year commitments, relying on ENB’s expertise and accountability to stay “on the ground” in the immigrant and adult education field.

City partners bring leadership, resources, and an invaluable view of system- and neighborhood-level gaps. The Mayor's Office for Jobs and Community Services is essential in guiding grant making and in leveraging the Mayor's good will to encourage business participation. The Office of New Bostonians interfaces with the City’s immigrant communities. Finally, community Board members and grantees bring intimate knowledge of diverse linguistic/ethnic populations’ needs and assets.

ENB complements state and city Adult Basic Education/ESOL funding and works with City partners around grant making to strategize and avoid duplication, while using our private funding to inject experimentation and learner options into the system. ENB’s Program Manager participates in monthly convenings of the Boston Adult Literacy Initiative (State-funded ABE Programs) and is a Community Advisory Committee member with First Literacy, allowing her to stay current on trends, gaps, and opportunities. ENB's Executive Director is a member of the Board of the MA Workforce Board Association, and the Campaign Organizer is a member of the Mass Coalition for Adult Education's Public Policy Committee.

 

CEO/Executive Director/Board Comments

Effective November, 2013 English for New Bostonians (ENB) was awarded its 501(c)3 exempt organization status and as such, effective July 1, 2014, we are using this status to acknowledge all gifts and have fully transitioned to an independent organization. All internal management policies and procedures are in place.
 
English for New Bostonians’ fund was previously housed at the Boston Foundation and incoming gifts were previously acknowledged by the Boston Foundation.

Foundation Comments

--

Staff Information

Number of Full Time Staff 2
Number of Part Time Staff 4
Number of Volunteers 145
Number of Contract Staff 0
Staff Retention Rate % 100%

Staff Demographics

Ethnicity African American/Black: 0
Asian American/Pacific Islander: 0
Caucasian: 4
Hispanic/Latino: 1
Native American/American Indian: 0
Other: 1
Other (if specified): Middle Eastern (Iraqi)
Gender Female: 2
Male: 3
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Yes
Organization has Strategic Plan? Yes
Years Strategic Plan Considers 3
Management Succession Plan No
Business Continuity of Operations Plan No
Organization Policies And Procedures No
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 Annually
Non Management Formal Evaluation and Frequency Yes Annually

Governance


Board Chair Mr. Alberto Calvo
Board Chair Company Affiliation Stop and Compare Supermarkets
Board Chair Term Dec 2018 - Sept 2019
Board Co-Chair Ms. Ify Mora
Board Co-Chair Company Affiliation Barr Foundation
Board Co-Chair Term Dec 2016 - Dec 2017

Board Members

Name Company Affiliations Status
Ms. Enoes Andujar Hyde Square Task Force Voting
Mr. Michel Bamani State Street Corporation Voting
Mr. Alberto Calvo Stop and Compare Supermarkets Voting
Ms. Yongmei Chen Eastern Bank Voting
Mr. Wilfrix Cherazard Community Leader Voting
Mr. Doug Clowes The Clowes Foundation Voting
Ms. Myrna Guerrero-McCabe Kayem Foods, Inc. Voting
Ms. Maria Harris Boston Public Schools Voting
Ms. Terry Kwan Tai Tung Realty Voting
Mr. Todd Lee City of Boston Voting
Ms Daphne Paulino Ramos DPR Consulting Voting
Mr. Daniel Sherman The Boston Foundation Voting
Ms. Alejandra St. Guillen Mayor's Office of New Bostonians Voting
Ms. Lori Yarvis Archstone Law 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: 4
Caucasian: 3
Hispanic/Latino: 5
Native American/American Indian: 0
Other: 1
Other (if specified): Cape Verdean
Gender Female: 8
Male: 7
Not Specified 0

Board Information

Board Term Lengths 3
Board Term Limits 5
Board Meeting Attendance % 72%
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 Yes

Standing Committees

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

CEO/Executive Director/Board Comments

--

Foundation Comments

--

Financials


Revenue vs. Expense ($000s)

Expense Breakdown 2018 (%)

Expense Breakdown 2017 (%)

Expense Breakdown 2016 (%)

Fiscal Year July 01, 2018 to June 30, 2019
Projected Income $1,355,833.00
Projected Expense $1,301,004.00
Form 990s

2018 990

2017 990

2016 990

2015 990

2014 990

2013 990

2012 990

2011 990

2010 990

2009 990

Audit Documents

2018 Audit

2017 Audit

2016 Audit

2015 Audit

2014 Audit

2013 Audit

2012 Audit

2011 Audit

2010 Audit

2009 Audit

IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2018 2017 2016
Total Revenue $1,058,911 $2,008,947 $1,125,130
Total Expenses $1,457,522 $1,442,859 $1,529,529

Prior Three Years Revenue Sources

Fiscal Year 2018 2017 2016
Foundation and
Corporation Contributions
-- -- $971,578
Government Contributions $0 $0 $0
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified -- -- --
Individual Contributions $988,486 $1,918,975 --
Indirect Public Support -- -- --
Earned Revenue $20,705 $76,178 $132,648
Investment Income, Net of Losses -- -- --
Membership Dues -- -- --
Special Events -- -- --
Revenue In-Kind $49,720 $13,794 $20,904
Other -- -- --

Prior Three Years Expense Allocations

Fiscal Year 2018 2017 2016
Program Expense $1,273,464 $1,245,323 $1,346,846
Administration Expense $112,424 $124,614 $110,667
Fundraising Expense $71,634 $72,922 $72,016
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 0.73 1.39 0.74
Program Expense/Total Expenses 87% 86% 88%
Fundraising Expense/Contributed Revenue 7% 4% 7%

Prior Three Years Assets and Liabilities

Fiscal Year 2018 2017 2016
Total Assets $931,570 $1,320,092 $794,941
Current Assets $797,070 $950,175 $794,941
Long-Term Liabilities -- -- $0
Current Liabilities $43,338 $33,249 $74,186
Total Net Assets $888,232 $1,286,843 $720,755

Prior Three Years Top Three Funding Sources

Fiscal Year 2018 2017 2016
1st (Source and Amount) -- --
-- --
-- --
2nd (Source and Amount) -- --
-- --
-- --
3rd (Source and Amount) -- --
-- --
-- --

Financial Planning

Endowment Value --
Spending Policy --
Percentage(If selected) --
Credit Line No
Reserve Fund No
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 2018 2017 2016
Current Ratio: Current Assets/Current Liabilities 18.39 28.58 10.72

Long Term Solvency

Fiscal Year 2018 2017 2016
Long-term Liabilities/Total Assets 0% 0% 0%

CEO/Executive Director/Board Comments

FY18, FY17, FY16, and FY15 990s and Audits are for English for New Bostonians, Inc. for our first year four years since incorporation and operating independently. Past Form 990s and audited financial statements provided are from The Boston Foundation, ENB's fiscal manager until June 30, 2014. Financial statements prepared by a ENB's financial professional are also available upon request.

Foundation Comments

Financial summary data in the charts and graphs above are per English for New Bostonians' audited financials.

English for New Bostonians’ fund was previously housed at the Boston Foundation and incoming gifts were previously acknowledged by the Boston Foundation. The Boston Foundation's Form 990s and audits are posted above, reflecting ENB's prior time as a fund at the Boston Foundation. 

Documents


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?

English for New Bostonians (ENB) creates opportunities for adult immigrants to learn English and pursue their goals of economic advancement and civic participation, including supporting their children’s education. ENB funds English for Speakers of Other Languages (ESOL) programs, designs customized curricula, trains teachers, contributes community and policy research, and stimulates investment in the Massachusetts ESOL system.

The need for this work is urgent:

  • 30% (57,000) of Boston’s foreign-born population speak only very basic English and are limited to low-wage jobs with little to no opportunity for advancement.
  • 48% of Boston Public Schools’ students are from families where English is not the first language. Parents with limited English have difficulty navigating the school system and supporting the education of their children – our next generation.
  • Immigrant entrepreneurs play key roles in revitalizing neighborhoods, developing business districts, and providing jobs. 29% of “main street” businesses in Greater Boston are started by immigrants, but limited English skills can hinder growth and limit opportunity.

2. What are your strategies for making this happen?

Customized ESOL Initiatives and Grantmaking:

       ESOL Pathways programs integrate career readiness at all levels, from basic literacy to classes for high-skilled immigrants.

       ESOL for Parents and Caregivers helps parents increase their English skills and engage with their children more both at home and at school, fueling their children’s academic success.

       ESOL for Entrepreneurs gives small business owners and employees business-relevant skills, such as creating a marketing plan, improving customer service, and securing a loan.

       ENB also assists companies in designing workplace English programs for their employees in hospitality, manufacturing and other sectors.

 

ESOL System-Building:

       ENB’s statewide English Works Campaign unites students, businesses, labor and community leaders in calling for public and private investment in ESOL for the immigrant workforce.

       Volunteer Tutors and Mock Interviewers assist ESOL students citywide in and outside the classroom. Volunteers add program capacity and help students move ahead and prepare for jobs.

       ESOL Skills Fairs open doors to career possibilities by informing  students about training opportunities, entrepreneurship, high-demand jobs, wages, benefits, and career advancement.


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

As a convener at the intersection of adult education and workforce development fields, ENB plays a pivotal role in preparing immigrants for careers and helping build structures between the two fields. Our English Works Campaign fosters leadership among a coalition of labor unions, employers, immigrant community leaders, civic groups, educators, and advocates calling for government and private resources to create a sustainable ESOL system.

ENB complements state and city ABE/ESOL funding, strategizing with public funders around grant making, and using private funding to inject innovation and learner options into the system. City Board members participate in our Program Committee, helping maximize resources, avoid duplication and drive new initiatives.

Importantly, ENB serves the role of advocate to boost investment in ESOL by raising awareness of the far-reaching – and increasingly recognized – significance of ESOL classes. Key to these efforts, ENB invites immigrants to tell their stories to hundreds of business, government and funder leaders at our events, a profound experience that helps decision-makers understand that English proficiency is a critical tool for immigrants to achieve economic self-sufficiency and imperative to ensure a skilled workforce.

Adult language instruction and learning are not simple. Indispensable are ESOL staff qualified to deliver curricula and work directly with each learner in roles such as job coach, curriculum adapter and computer trainer. ENB delivers the intensive technical assistance (on-site and phone/email based) and professional development to ensure staff can meet our standards. Each program sets a Continuous Improvement Goal at the beginning of the year and receives our support to progress toward that goal.

ENB fills a unique niche, ensuring that ESOL classes meet the needs of students, and that funders supporting this work can know their leveraged investment will have deep impact on program quality and, most importantly, on the lives of diverse immigrants and refugees who contribute to Boston’s vitality. Delivering impactful programming that meets both immigrants’ and employers’ needs is complex and requires research, partnerships, curriculum development/testing, ESOL staff training, recruitment/retention of students, and testing and evaluation to assess and finesse impact. ENB plays an overarching role in:

v  Identifying pockets of need and ESOL service gaps;

v  Funding ESOL providers to meet identified needs;

v  As a thought-leader, testing new approaches: piloting, evaluating, fine-tuning models to fill gaps;

v  Collaborating with public and private funders to avoid duplication and inject innovation;

v  Ensuring quality via professional development, TA and rigorous quantitative and qualitative evaluation;

v  Effectively leveraging volunteers;

v  Linking immigrants and ESOL services to mainstream workforce development organizations and workplaces; and

v  Collaborating on the workforce side through employer outreach to spark business recognition of the importance of ESOL to their bottom line as well as to the advancement of their employees.

 

One funder noted: “We fund ENB because cooperation of city government, corporate and philanthropic organizations and local service providers is effective. Stakeholders are on the same page and English language learners get what they need to get a job.  This level of collaboration makes ENB a unique opportunity for us to have an impact on the needs of immigrants in Boston.

There’s a certain innovation built into the way ENB does business. Staff is out talking to businesses about their ESOL needs and helping them connect with the right resources to offer classes to their employees. ENB finds new ways of engaging students and other stakeholders, and of building the ESOL system.”


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

ENB compares student learning and transition gains, and programs’ continuous improvement progress, against projected outcomes. Grantees report on pre-set learning gain targets (per standardized testing) and student transitions to employment, skills training, and further education. As standardized tests do not reveal content-based learning, ENB implements Student Surveys (1-5 Likert scale) for customized initiatives. Our ESOL Parents Survey, for example, assesses whether parents read to and help children with homework more often after completing classes, if parents better understand report cards, and if they gained ability/confidence to advocate for children with teachers/schools.

ENB’s ESOL Entrepreneurs Survey assesses statements such as: I am better at managing my employees, I learned to market to new customers, I have a plan for next steps, and I’m more confident with English-speaking customers. One participant reported sustained growth in English-speaking clientele from 1% to 15%.

ENB’s Year One report, ESOL for Entrepreneurs: Integrating English and Business Education, reflected focus groups where students noted improved comfort speaking to English-speaking clients; some said they previously relegated this to employees with better English skills. One student said: “The class gave me confidence to speak to customers about more things money-related, particularly purchases and returns.” Childcare providers valued learning to communicate daily reports for parents on children’s activities, as well as developing business plans required for licensing.

ENB site visits with each program at mid-year to evaluate teaching quality and inform TA/training design, boosting progress toward continuous improvement goals. Our Program Manager and Board members elicit ideas and concerns from students, such as needing more practice or changing class pace. Teachers and program directors receive post-visit recommendations.


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

--