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


Mission StatementMORE »

Apprentice Learning provides real-world work experiences for eighth graders. Our aim is to launch dreams and plans for our city’s youth that lead to success in high school, college and career.

Mission Statement

Apprentice Learning provides real-world work experiences for eighth graders. Our aim is to launch dreams and plans for our city’s youth that lead to success in high school, college and career.

FinancialsMORE »

Fiscal Year July 01, 2014 to June 30, 2017
Projected Income $327,500.00
Projected Expense $316,691.00

ProgramsMORE »

  • Apprenticeships
  • Apprenticeships
  • City Summer Internship
  • Launch
  • Workplace Explorations

Revenue vs. Expense ($000s)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

Expense Breakdown 2014 (%)

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


Mission Statement

Apprentice Learning provides real-world work experiences for eighth graders. Our aim is to launch dreams and plans for our city’s youth that lead to success in high school, college and career.

Background Statement

Established in 2012, Apprentice Learning believes that career exploration must begin early—in middle school—for under-resourced and at-risk young people. In partnership with three Boston Public Schools, we offer apprenticeships, skills-building classes, and workplace visits that expose 7th and 8th grade students to the culture of work as part of a curriculum designed for high school and college success. Our goals are to:

  • Narrow the opportunity gap for Boston middle school students by teaching career skills and awareness of aspirational careers in their communities.
    • Provide real-world opportunities in professional settings that allow students to practice and perfect work skills that underpin academic and career success.
    • Prepare students to successfully obtain job experiences that advance their skills and interests early in their high school years.
    • Engage the business community in preparing students for success in the workplace.

    Apprenticeships. Six preparatory classes help students identify their strengths and build a toolkit of communication and self-presentation techniques. An apprenticeship of six once-a-week sessions follows, in which students perform real work guided by a mentor at the company.

    Workplace Explorations One-day workplace visits offer insights to local careers as well as opportunities to meet, practice skills and learn alongside of engaging professionals.

    Launch. Upon completion of an apprenticeship, our network of program partners offers jobs, enrichment programs and paid internships designed to prepare 14-15 year olds for more independence and responsibility.

    City Summer Internship. A paid internship program for rising ninth grade girls exploring STEAM careers during the summer. Program is open to girls in our partner schools who have completed an apprenticeship.

    Apprentice Learning has four full-time equivalent administrative staff. The Board of Directors consists of six members with strong ties to the community. Seventy-five percent of board members live in the communities that we serve.

    Helen Russell, Executive Director, has worked on behalf of urban youth in Boston for over 25 years, including more than a decade in the Boston Public Schools as the Director of External Affairs at both Boston Arts Academy and the Mission Hill School, where she managed all external partnerships and grant. Ms. Russell holds a BA in Psychology from Boston College and a MEd from the Harvard Graduate School of Education.

    Impact Statement


    1. Early work experience: In 2016, there were 94 students who completed an apprenticeships. Of those, 73%were engaged in a summer program or job following eighth grade, including 41% who landed a paying job.
    2. Focus on STEAM careers:  In 2017, over 30% of all apprenticeship placements were in STEAM fields. 
    3.  Launched City Summer Internship, a paid internship program for 15 girls that offered hands-on experience in four STEM businesses: finance, bio-tech, urban planning, and cyber-security.

    4.  Program growth.  Between 2015 (44 students)  and 2016 (94 students), we more than doubled the number of students in apprenticeships in three partner schools. 
    5. Board Expansion. In 2016, we added three new board members for a total of eight members.  
    1. Build organizational capacity to sustain growth. 
    2.  Diversify our financial support to include more donors at different giving levels, more foundation and corporate support.
    3.  Sharpen our message and impact numbers. Devise better system to track our program alumni who attend over 30 Boston high schools. 

    Needs Statement

    Apprentice Learning is an innovative and dynamic organization. We are seeking funding to strengthen our overall organizational capacity. Our top needs are:

    1. Build organizational capacity.
    Our vision is to expand to 10 Boston schools. To do so, we must develop better internal capacity to fundraise, build a broad base of supporters through events and volunteer opportunities and engage more corporate worksite partners. $150,000/year for 3 years.
           2.  Improve data tracking and Strategic communication systems.
    Support and advocacy with Boston Public Schools to have systems and coordination for follow over 200 alums across 30 Boston High Schools. This could include technical support and innovation, financial incentives for students and links to BPS to share data.
    Estimated: $20,000 per year for three years.
             3.  Improve marketing and messaging. 
    Redesign website, develop engaging materials to raise our organizational profile and attract more supporters and worksites. $50,000 for one year.

    CEO Statement


    Summer Experiences link students who have completed apprenticeships with paid internships and enriching programs that offer additional skills and experiences that will prepare students for the transition to high school. AL staff work closely with program partners, students and their families to match and transition students to selected programs. To date, 45% of students who completed apprenticeships were engaged in a job or enrichment program following eighth grade. This summer, we piloted our own paid internship program, City Summer Internship, a STEM (science, technology, engineering, math) career exploration program for fifteen girls exploring careers in cyber-security, finance, urban planning and bio-technology to name a few.

    Ninth graders have the lowest grade point average, the most missed classes, the majority of failing grades, and more misbehavior referrals than any other high school grade level. The 9th grade also has the highest enrollment rate in high schools, mainly due to the fact that approximately 22% of students repeat 9th-grade classes. This number can be even higher in large urban high schools
    .(McCallumore, Kyle Megan; Sparapani, Ervin F., October 2010, Educational Digest)


    Engagement begins with hope. Learning in the workplace allows an apprentice to imagine the future in real ways that instill career aspirations that are grounded in real people and real places in the local community.  Hands-on activities and exposure to workplace culture build confidence, encourage learning and practice as well as reinforce the message that education and career success are linked. Apprentices not only build their skills, they gain a sense of ‘belonging’ to a professional community they might not have previously imagined.
    Helen Russell, Founder and Executive Director 

    Board Chair Statement


    At a time when education at all levels in this country is facing dramatic challenges—both in terms of curricular content and delivery systems, the success of Apprentice Learning in only two years is powerful testimony to the efficacy of the integration of workplace experience with classroom instruction. This is especially true for urban middle school students for whom the next steps into high school and beyond may seem to hold little or no promise.

    Our graduate apprentices are already demonstrating the depth of curiosity and talent that can be awakened through the experience of working beside professionals who both teach and mentor them. In that process, these students not only become better learners in the classroom, but more motivated and active members of their respective communities.

    The Board’s goal is to grow this program so that it might eventually be replicated throughout the Boston Public Schools.

    We invite your interest and support as educators, site partners, donors and interested citizens.

    Jane L. Scarborough

    Board Member

    Geographic Area Served

    In a specific U.S. city, cities, state(s) and/or region.
    In a specific U.S. city, cities, state(s) and/or region.

    Boston, MA
    Students live in Dorchester, Roxbury, Mattapan, Jamaica Plain, Roslindale, South End, and West Roxbury.

    Organization Categories

    1. Youth Development - Single Organization Support
    2. Employment - Job Training
    3. Community Improvement, Capacity Building - Economic Development

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




    Apprentice Learning’s core program is the Budget 

    Category  Employment, General/Other Job Training & Employment
    Population Served Adolescents Only (13-19 years) At-Risk Populations
    Program Short-Term Success 

    Short term success for Apprentice Learning means that

    ·       participating students learn and practice workplace skills and understand the basics of professionalism;

    ·       students gain exposure to adults who are passionate about their work;

    ·       students broaden the career horizons and aspirations;

    ·       each student completes a resume that documents his/her skills, interests, and experience;

    ·       each student understands that dropping out of school has a direct effect on their ability to find rewarding (both financially and spiritually) work in the future.

    Program Long-Term Success 

    Students who participate in the Apprentice Learning experience become more aware of the vast world of career paths that are available to them. They are not only able to apply for, secure, and keep afterschool and/or summer employment, but they also gain a deep understanding of the connection between school and work. Students with dreams for the future are more likely to stay in school and keep up with their studies.

         Long-term success for Apprentice Learning would also mean that schools across the Boston Public School system include career education as a middle school graduation requirement.
    Program Success Monitored By  --
    Examples of Program Success 
    Apprentice Learning is a young program and impact metrics naturally lag behind program implementation.  However, a few words from our students (collected May 2015) may say it all:
    “I think Apprentice Learning is very helpful for kids my age because when they get a job in the future they will already have an experience of what it’s like to work in an actual work space.”  Lanea
    “At Apprentice Learning I learned how to fill out a resume for a job. Also, I learned how to be a patient, gentle, and kind hard worker and a multi-tasker.”  Marvin
    “The work you do is so intriguing because of the creative ways scientists solve problems that people face every day. To actually go and experience how people work on a daily basis really makes you see and think about if you would like to do this same work.” Alexa 


    Students at our partner schools receive 24 hours of programming over 12 weeks, which includes six weekly one-hour preparatory classes and 12-18 hours of a workplace-based apprenticeship. Apprenticeships are offered at 30 local businesses and non-profit organizations that are accessible via public transportation from school. To date, 203 students have completed apprenticeships.

    Students select and are matched with one business partner over six weeks one day per week for two to three hours. Students work alongside a mentor who assigns entry-level work tasks, supervises the students’ work, and offers insight into his/her field of business and related careers.  Here's a comment from one of our apprentices from Trinity Financial,

    Thank you for giving our program the opportunity to see what you do at your workplace. Your work is very special because you get to draw out plans for buildings. You do the math and calculations of the building to make sure its proportional and to make sure everything fits and works. You get to use models to create mini versions of the buildings you create, and you invite groups like Apprentice Learning to see your work.”

    Budget  --
    Category  Education, General/Other
    Population Served Adolescents Only (13-19 years) At-Risk Populations US
    Program Short-Term Success 

    Applying classroom skills to the workplace.

    Linking career success to high school and college achievement.

    Developing non-cognitive skills such as motivation, taking initiative, accepting direction and constructive criticism, and self presentation skills.

    Program Long-Term Success 

     Increased school engagement.

    Getting and keeping a job.

    Building and accessing social capital for increased opportunities.

    2. Linking career success to high school and college achievement

    Program Success Monitored By 
    Overall program attendance
    Number of students who complete an apprenticeship
    Number of students who complete an apprenticeship and have a summer job or program after eighth grade
    Number of program alumni who are on track for high school graduation.
    Number of program alumni who hold a part-time job in high school. 
    Examples of Program Success 







    Total Individual Student Served


    Apprenticeships Completed*







    Summer Experiences


    Paid Jobs/Internships






    Enrichment program













    Workplace Explorations*






    Community Programming











    * Some students participated in more than one activity or completed more than one apprenticeship.

    City Summer Internship

    City Summer Internship is a paid career exploration program for rising ninth grade girls who have completed an apprenticeship and are interested in exploring STEAM (Science, Technology, Arts, Engineering, Math) careers. Working with four local business partners, girls learn problem solving and workplace skills then practice those skills alongside of professionals in the workplace. Areas of exploration included cyber-security, financial literacy, bio-tech, and urban planning. 
    Budget  $25,273.00
    Category  Youth Development, General/Other Youth Business
    Population Served Adolescents Only (13-19 years) Minorities Females
    Program Short-Term Success 
    1. Participants remain on track to graduate from high school.
    2. Participants find and keep a part-time or summer job that furthers their skills and interests in STEAM careers. 
    Program Long-Term Success 
    1.  50% of participants sustain their interest in STEAM fields in college and beyond. 
    2. 50% of college graduates enter STEAM fields. 
    Program Success Monitored By 

    1. Attendance/Punctuality: We review overall attendance and punctuality. Last year, attendance was 94%. There were 11/15 participants missed 2 days or less and eight had 100% participation. Overall there were eight interns who were late one day or less. This required tremendous effort and discipline on the girls' end of things!

    2. Reflection and feedback. Each girl did a short reflection video highlighting what she learned in the program.

    Written reflections and evaluations were also collected. Girls rated the program 4.2/5 and requested that the pay be raised to $100, the program day extended and the overall length of program extended by one week.

    3. This year, we will administer the HSA-R, an assessment tool used by out-of-school time programs in Boston to measure growth on non-cognitive measures.

    4. Follow up in high school: how are participants faring in high school? Are they exhibiting off-track behaviors (academic failure, low attendance, suspension).

    Examples of Program Success 

    Written reflections from participants included these insights:

    “My experience at the Trinity Financial can help me in the future because I learned how to do the math of how much building the complex or project will cost. This will help me in the future so when I buy or want to fix up and sell a house I know how to calculate the expenses so I know what to budget and how much I can save or spend.” —Julissa, City Summer Internship

    “I would always ask my dad and my mom ‘How do you like your job? You guys are gone most of the day, ‘Do you like what you do?’ And then they’d be like, ‘No not really, you know, you gotta’ do what you gotta’ do.’ So I thought that it doesn’t really matter what kind of job you have. City Summer Internship showed me that what kind of job you have does matter and you can actually really enjoy what you do every day. And that seems really cool to me. —Wilmary, City Summer Internship



    Students at our partner schools who complete an apprenticeship are eligible for extensive support and a network of community resources to help them land a paying job, internship or an enrichment program that furthers their skills and interests. These summer experiences bridge the gap between middle and high school and better prepare students for ninth grade, traditionally the most high risk year in high school. 
    Budget  --
    Category  Education, General/Other Education, General/Other
    Population Served Adolescents Only (13-19 years) At-Risk Populations US
    Program Short-Term Success  See our short term outcomes under apprenticeships.
    Program Long-Term Success  See our long-term outcomes under apprenticeships. 
    Program Success Monitored By  See our program success under apprenticeships. 
    Examples of Program Success 

    “It was very special to me to have a ‘taste’ of the medical field. My mother always wanted me to be in the medical field. I really want to carry on her legacy in the hospital because it’s really important to know how to save lives and become heroes to everyone.”

    “At Apprentice Learning I learned how to fill out a resume for a job. Also, I learned how to be a patient, gentle, and kind hard worker and a multi-tasker.”

    “This is a once in a lifetime opportunity for young adults. Trust me, nobody wants to sit around all day long for the rest of your life. Become something in your life and make the best of it.”  --Marvin, New England Baptist Hospital

    Workplace Explorations

    Apprentice Learning is dedicated to adapting its service to collaborate with other educational programs. Program attendees are middle school-early high school students who live in neighborhoods in Boston.

    Workplace Explorations are day-long guided workplace experiences that introduce students to career professionals and their culture. Students have an opportunity to practice self-presentation and communication skills while engaging with adult professionals in hands-on activities that mimic a business’ culture, purpose and mission.
    Budget  --
    Category  Employment, General/Other Youth Job Training & Employment
    Population Served Adolescents Only (13-19 years)
    Program Short-Term Success  The short-term success goals of this program are the same as the Apprentice Program.
    Program Long-Term Success  The long-term success goals of this program are the same as the Apprentice Program.
    Program Success Monitored By  --
    Examples of Program Success  Examples of program success for the Workplace Explorations have been folded into the Apprentice Program.

    CEO/Executive Director/Board Comments

    We believe success in high school depends on good preparation, especially for at-risk eighth graders in Boston public schools. Apprentice Learning provides work experiences that ignite passions and create motivation for success by contextualizing academic content with real world experience.

    We partner with local business to create seminal experiences that give purpose to the present, but more importantly, to a young person’s future. That purpose—the thing that motivates students and moves lives forward can be found in workplaces across our city.


    CEO/Executive Director Ms Helen Russell
    CEO Term Start July 2012
    CEO Email [email protected]
    CEO Experience Helen Russell, founder of Apprentice Learning has been developing, launching and directing experiential learning programs for youth in Boston for over 25 years. Her career integrates expertise in youth development, experiential education, program management, and fundraising. Apprentice Learning builds on the success of the School-to-Community Initiative (SCI), which Ms. Russell developed and directed at Boston's Mission Hill School from 1998 to 2005. It draws on her past experience as the Director of External Affairs for over a decade with both the Mission Hill School and Boston Arts Academy. Prior to her work with the Boston Public Schools, she worked as the Program Director for Thompson Island Outward Bound, the outdoor leadership program that helps young people develop skill and courage. Thompson Island, in Boston, one of the organization's pioneering urban centers, served 20,000 children, educators, and adults each year in a variety of experience and adventure-based programs. A proponent of program models that anchor young people's learning in the real world, Ms. Russell believes that students reach their best potential when they are asked to contribute to meaningful, real-world goals, especially when they work within teams to achieve those goals. She holds a B.A. in Psychology from Boston College, and an M.Ed from the Harvard Graduate School of Education.
    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
    Ms. Nina Fish Director of External Affairs An experienced non-profit professional with a particular interest in college access for under served populations. 


    Award Awarding Organization Year
    -- -- --


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

    External Assessments and Accreditations

    External Assessment or Accreditation Year
    -- --


    Apprentice Learning offers career programming to youth in our nonprofit partner community. We have worked with BELL, Brookview House and Roxbury Tenants of Harvard providing program services. 

    CEO/Executive Director/Board Comments


    Foundation Comments


    Staff Information

    Number of Full Time Staff 4
    Number of Part Time Staff 0
    Number of Volunteers 0
    Number of Contract Staff 0
    Staff Retention Rate % --

    Staff Demographics

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

    Plans & Policies

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

    Risk Management Provisions


    Reporting and Evaluations

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


    Board Chair Ms Helen Russell
    Board Chair Company Affiliation Apprentice Learning
    Board Chair Term July 2012 - June 2017
    Board Co-Chair Fran Rivkin
    Board Co-Chair Company Affiliation Community Volunteer
    Board Co-Chair Term Dec 2016 - Dec 2017

    Board Members

    Name Company Affiliations Status
    Mr Cinqué Dunham-Carson The Bottom Line Voting
    Ms Mathilda McGee Tubb Esq. Mintz, Levin, Cohn, Ferris, Glovsky and Popeo, P.C. Voting
    Mr Justin McLean The Meadowbrook School Voting
    Ms. Bonnie Ricci Association of Independent Schools of New England Voting
    Ms Fran Rivkin Community Volunteer Voting
    Ms. Helen Russell Apprentice Learning Voting
    Ms Jane Scarborough Northeastern Law School (retired) Exofficio
    Ms Mercedes Tompkins Brookview House 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: 3
    Asian American/Pacific Islander: 0
    Caucasian: 4
    Hispanic/Latino: 0
    Native American/American Indian: 0
    Other: 0
    Other (if specified): --
    Gender Female: 4
    Male: 2
    Not Specified 0

    Board Information

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

    Standing Committees


    CEO/Executive Director/Board Comments


    Foundation Comments



    Revenue vs. Expense ($000s)

    Expense Breakdown 2016 (%)

    Expense Breakdown 2015 (%)

    Expense Breakdown 2014 (%)

    Fiscal Year July 01, 2014 to June 30, 2017
    Projected Income $327,500.00
    Projected Expense $316,691.00
    Form 990s

    2016 Form 990

    2015 Form 990

    2014 Form 990

    2013 Form 990

    Audit Documents

    2016 Financial Review

    2015 Financial Review

    IRS Letter of Exemption

    IRS Letter of Determination

    Prior Three Years Total Revenue and Expense Totals

    Fiscal Year 2016 2015 2014
    Total Revenue $239,705 $241,446 $104,694
    Total Expenses $181,298 $126,497 $89,912

    Prior Three Years Revenue Sources

    Fiscal Year 2016 2015 2014
    Foundation and
    Corporation Contributions
    -- -- --
    Government Contributions $0 $0 $0
        Federal -- -- --
        State -- -- --
        Local -- -- --
        Unspecified -- -- --
    Individual Contributions $227,955 $242,318 $104,866
    Indirect Public Support -- -- --
    Earned Revenue $11,750 -- --
    Investment Income, Net of Losses -- $-872 $-172
    Membership Dues -- -- --
    Special Events -- -- --
    Revenue In-Kind -- -- --
    Other -- -- --

    Prior Three Years Expense Allocations

    Fiscal Year 2016 2015 2014
    Program Expense $156,671 $104,593 $89,912
    Administration Expense $15,542 $15,216 --
    Fundraising Expense $9,085 $6,688 --
    Payments to Affiliates -- -- --
    Total Revenue/Total Expenses 1.32 1.91 1.16
    Program Expense/Total Expenses 86% 83% 100%
    Fundraising Expense/Contributed Revenue 4% 3% 0%

    Prior Three Years Assets and Liabilities

    Fiscal Year 2016 2015 2014
    Total Assets $204,396 $148,331 $28,187
    Current Assets $203,517 $148,288 $28,059
    Long-Term Liabilities $0 $0 $0
    Current Liabilities $3,114 $5,456 $261
    Total Net Assets $201,282 $142,875 $27,926

    Prior Three Years Top Three Funding Sources

    Fiscal Year 2016 2015 2014
    1st (Source and Amount) -- --
    -- --
    -- --
    2nd (Source and Amount) -- --
    -- --
    -- --
    3rd (Source and Amount) -- --
    -- --
    -- --

    Financial Planning

    Endowment Value --
    Spending Policy N/A
    Percentage(If selected) --
    Credit Line No
    Reserve Fund Yes
    How many months does reserve cover? 2.50

    Capital Campaign

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

    Short Term Solvency

    Fiscal Year 2016 2015 2014
    Current Ratio: Current Assets/Current Liabilities 65.36 27.18 107.51

    Long Term Solvency

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

    CEO/Executive Director/Board Comments

    In 2015 and 2016, we completed a financial review, one step below a financial audit. These documents are available on the website for review.  

    Foundation Comments

    Financial summary data in the charts and graphs above is per the organization's IRS Form 990s. Contributions from foundations and corporations are listed under individuals when the breakout was not available.
    Please note, per the nonprofit, the amount listed under government contributions in the Form 990 for fiscal year 2014 is from individuals, as such, it has been placed in the Individuals category above.


    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?

    Apprentice Learning connects young people to real-world experiences that unearth potential, enrich cities, and close the opportunity gap. Our vision is that Apprentice Learning is an integral part of every eight grade school experience. We hope to build a community where businesses work in an integral way and play a vital part of public education by introducing young people to workplaces and engaging career professionals. These experiences will ignite purposeful career dreams and plans. Over the next 3-5 years, Apprentice Learning will target 10 new school partners in Boston and build a program model that can be replicated in urban schools and their surrounding business communities. 

    2. What are your strategies for making this happen?

    Our strategy is to build internal capacity by infusing the organization with social, cultural, human and financial capital.  
    1. Add up to three new board members with cross-sector backgrounds and skills. 2. Refine a cost-effective model using trained college volunteers to work with students.
    3. Develop an advisory committee who believes in investing in the city's future workforce who can champion strategic initiatives and attract supporters.

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

    A strategic planning process will take our board through in FY18. An outcome will be an implementation timeline, benchmarks and budgets. We are seeking those interested in supporting our capacity building efforts.

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

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