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Art Resource Collaborative for Kids

 36 Bromfield Street, Suite 301
 Boston, MA 02108
[P] (857) 265-2156
[F] (857) 265-2903
Sara Demeter
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 Printable Profile (Summary / Full)
EIN 45-5442979

LAST UPDATED: 12/07/2018
Organization DBA Art Resource Collaborative for Kids
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years No



Mission StatementMORE »

ARCK elicits opportunities to empower students through high-quality arts education while supporting each school's learning objectives and fostering culture and community.

Mission Statement

ARCK elicits opportunities to empower students through high-quality arts education while supporting each school's learning objectives and fostering culture and community.

FinancialsMORE »

Fiscal Year July 01, 2018 to June 30, 2019
Projected Income $374,478.00
Projected Expense $366,578.00

ProgramsMORE »

  • Core Arts Integration Program

Revenue vs. Expense ($000s)

Expense Breakdown 2017 (%)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

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


Mission Statement

ARCK elicits opportunities to empower students through high-quality arts education while supporting each school's learning objectives and fostering culture and community.

Background Statement

ARCK uses art as a vehicle to engage low-income students in learning academic content and promote 21st century skills of creativity, collaboration, leadership, and critical thinking. Our arts integration curriculum is grounded in STEAM (Science, Technology, Engineering, Art, and Math) in order to support multiple entry points for academic learning. ARCK partners with Boston Public Schools (BPS) to offer our core program to K-8 students during the school day, in close collaboration with classroom teachers, and free of charge. Our core program’s 36-week curriculum is organized into three modules: Leadership, Civic Engagement, and Social Justice. Through Universal Design for Learning practices, we strive to make our curriculum accessible to students of all abilities and backgrounds. We employ community-based learning methods that foster empathy and social, emotional, and behavioral development.

ARCK also offers programming that impacts students’ families and and the greater Boston community. In May 2017, we ran a pilot Financial Literacy Through Art program for parents of our students enrolled in adult English as a Second Language classes, and plan to expand this initiative into a Literacy Through Art project offered in partnership with Gardner Pilot Academy’s Adult Education Program. With this project, we aim to extend the therapeutic benefits of art education, and the transferrable skills it helps develop, to students’ parents. We aim to help English Language Learner (ELL) students and as well as their families gain tools for self expression both artistically and linguistically; develop skills in areas relevant to their everyday lives; and experience an increased sense of confidence, community, and safety as immigrants in the U.S.

ARCK is rooted in a 2011-12 “Diversity through Art” initiative led by BPS parent Sara Mraish Demeter when she discovered that her son’s school lacked a visual arts teacher due to budget cuts. Sara brought over 40 local artists to the school to give each of the 840 students an outlet to express themselves and celebrate world cultures. Since then, we have provided in-school opportunities to 1,300 BPS students who likely do not have the opportunity to seek and receive instruction elsewhere.

Impact Statement


  • June 2016: We unveiled a large, outdoor public mural entitled “I Am, We Are” which was co-created by ARCK eighth graders and local professional artist Mark Cooper. The mural is located across from Fenway Park and sponsored by the Red Sox Foundation and Bain Capital.”

  • Spring - Fall 2016: With the help of students from Harvard’s Arts in Education program and MIT D-Lab, ARCK developed a new STEAM (Science, Technology, Engineering, Art, and Math) curriculum.

  • May 2017: Our students’ parents enrolled in ESL classes took part in ARCK’s pilot Financial Literacy Through Art workshop, in partnership with Gardner Pilot Academy’s Adult Education Program and Commerce Bank.

  • October 2017: Approximately 80 seventh grade students from Gardner Pilot Academy in Allston and the Lilla G. Frederick Pilot Middle School in Dorchester will create a participatory multimedia installation inside a shipping container in partnership with HUBweek Boston, entitled “I Am...You.”

  • 2016-17: We raised over $100K at our annual auction gala to benefit our programs, and have served approximately 1,300 students to date.


  • We aim to raise $200K at our annual auction gala for our programs.

  • We plan to expand to another Boston Public School and serve 100 more students.

  • We plan to expand the branch of our programming that engages parents and families in their children’s art learning and school lives, including running a regular Literacy Through Art series of workshops for students’ parents who are English Language Learners and immigrants.

  • We hope to hold a “Walk for Art” event that both fundraises for ARCK and encourages supporters to view works of art that comprise the Boston arts ecosystem.

  • For the 2017-18 school year, we plan to implement our core curriculum with the theme “Social Entrepreneurship Through Sustainable Design”

Needs Statement

  1. To ensure scalability and sustainability, we are in need of funding to increase the hours of our current part-time staff and thereby rely less on transient volunteers to develop and implement our program.

  2. We are in need of funding to pay for our program expenses for them to continue over the long-term, including funding to adequately train and retain our teaching-artists and staff.

  3. Funds to cover costs of materials for our innovative curriculum during the 2017-18 school year, which may include sewing projects. The theme will be “Social Entrepreneurship through Sustainable Design.”

  4. Need for more consulting to continue to implement our recently-piloted program evaluation and outcomes measurement

  5. Need for resources to develop curriculum for, and implement, our new family engagement programs such as Literacy Through Art

CEO Statement

I founded ARCK after discovering that my son’s Boston Public School did not have a visual arts teacher. I set out to find local artists who would volunteer to teach art workshops in “Diversity Thru Art” to 840 students (K-5). This successful initiative laid the groundwork for ARCK, which now serves Boston Public Schools and Syrian refugee children with ARCK’s unique art-integrated curriculum.

My motivation for founding ARCK went beyond my son’s education; I wanted to help other children who did not have a creative outlet. As an immigrant from Jordan, I know the feeling of being from a different country and the challenge of gaining confidence to participate positively in a new country. With ARCK, I want to build bridges between children from different cultures and help English language learners develop the confidence to express themselves. I want for children who come from all around the world to have the opportunity like I did, to integrate into this community without losing their own values, identities, and cultures. I want students to make gains beyond artmaking skills and to have empathy.

Board Chair Statement


Geographic Area Served

City of Boston- Citywide (Indiv. neighborhoods also listed)
City of Boston- Allston/ Brighton
City of Boston- Chinatown/ Leather District
City of Boston- Jamaica Plain
City of Boston- East Boston
City of Boston- North Dorchester
City of Boston- Roxbury
City of Boston- South End/Bay Village
ARCK serves students in the Greater Boston area, including Allston, Chinatown, Dorchester, East Boston, Jamaica Plain, Roxbury, and the South End. Also, we separately raise funds for Executive Sara Demeter to run a “Healing Through Art” program in the summer for refugee children living in Jordan or Greece.

Organization Categories

  1. Education - Elementary & Secondary Schools
  2. Arts,Culture & Humanities - Arts Education
  3. -

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

Under Development


Core Arts Integration Program

Our core program, offered to low-income Boston Public School students in grades K-8, uses STEM-infused visual arts education as a vehicle for engaging students in academics and developing 21st century skills. Through artmaking, students develop competency and understanding in three main areas: leadership, civic engagement, and social justice.

Our core program is offered during the school day and free of charge to students, spanning 36 weeks (September - June). Lessons meet weekly; teaching artists collaborate side-by-side with classroom teachers.
Budget  $201,000.00
Category  Arts, Culture & Humanities, General/Other
Population Served K-12 (5-19 years) Immigrant, Newcomers, Refugees Poor,Economically Disadvantaged,Indigent
Program Short-Term Success  As a result of participating in an ARCK program, students will be equipped with the skills and confidence to become effective communicators and positive community members. They will become more aware of, and sensitive to, the differences of people around them and see these as assets enriching the communities in which they are participants. They will develop a passion for creating innovative solutions to problems in their communities. In addition, ARCK teaching artists will understand the academic learning goals of Boston Public Schools and increase the diversity of integrated arts programming so they can facilitate and support their students’ academic goals. Finally, classroom teachers will better understand the power of the arts as an academic instructional tool.
Program Long-Term Success 

As a long-term outcome, we expect that students who participate in ARCK’s programs will have a higher likelihood of experiencing future growth and success in high school and beyond. By providing additional in-school creative learning time and contact with caring adults, ARCK expects that students will develop positive habits for interacting with others and an increased motivation to learn, both of which they will carry with them into the future. We expect that students in ARCK’s programs will build a strong foundation and go on to complete high school. We hope to change the course of Boston students’ lives and allow them to reach their greatest potential, so that they can attend college and become future leaders in their communities. Together, we can build a better city of Boston that is equipped to face 21st century challenges.

Program Success Monitored By 

To measure progress toward achieving the goals of our program, ARCK gathers feedback from students, teaching artists, and classroom teachers throughout the program and at its completion.

Examples of Program Success  For two students in particular, ARCK’s STEAM (Art + STEM) programming helped connect art and science in a new and exciting way. One 3rd grade student loved to share ideas about sustainable technology in almost every class - using wind power, solar power and electricity to power cars, houses and for other uses. On the last day of class he and the teaching artist spoke about how there is already a magnetically propelled train. By the end of class, the student had painted a diagrammatic picture showing how a magnetic car could work. For this student, ARCK class gave him a chance to explore his curiosity through the chance to make art about STEAM concepts.

CEO/Executive Director/Board Comments

From the moment ARCK Executive Director Sara Demeter told me how and why she founded ARCK, I have been impressed by the passion, creativity, and resourcefulness with which she pursues the organization’s mission. Over the years, as I’ve learned more about the strengths and weaknesses of the organization, I’ve watched Ms. Demeter absorb tough feedback with grace and pragmatism, address issues, and strengthen the organization. ARCK’s initial challenges related to a) developing curriculum that could be employed by a range of teaching artists to achieve ARCK’s mission, and b) defining a classroom management plan for under performing schools, in which it is especially difficult to keep students focused on their work. The solution involved taking a disciplined approach to growth, raising sufficient funding to hire an Operation Manager and Curriculum Developer, and requiring that classroom teachers participate in art classes in schools in which classroom management is an issue and/or in those in which the art class focus is on reinforcing topics introduced in the students’ academic classes. ARCK has collected feedback from teachers and students – and proven that its investments in these areas are yielding strong outcomes.

Now that ARCK’s model is established, proven, and scalable, the organization’s challenge relates to capacity. The more students ARCK serves, the more operational logistics are required to support the organization; ARCK now requires an operations manager. Also, each ARCK program requires supplementary funding to fill the financial gap between program costs and the recipient school’s contribution.

Having just completed my third year on the board at ARCK, I am now more than ever impressed with the importance of its mission: to empower students with high-quality arts education that fosters culture and community while also supporting a school’s learning objectives. Although there will always be obstacles to overcome when achieving this mission, I think you will find that the passion that the Executive Director applies to achieving this mission is inspiring – and brings out the best in others who are well-positioned to help.

When considering an investment in ARCK and its mission, I hope you agree that the organization merits the funding required to scale its proven model and curriculum – and help bring out the best in more students, in more under resourced schools in the Boston area.


CEO/Executive Director Mrs. Sara Mraish Demeter
CEO Term Start May 2012
CEO Email
CEO Experience

Sara is an entrepreneur, a natural leader, artist, educator, passionate activist, parent, and committed community member. She holds a B.A. in Psychology with a minor in French, and recently completed the Nonprofit Management and Leadership program at Boston University. She is fluent in Arabic, French, and Spanish. Her entrepreneurial experience began with a consulting business, localizing software into multiple languages. She moved on to specialize in Arabic software localization, working with Fortune 500 corporations. She is a member of the Beacon Hill Circle for Charity that supports children and women in Boston and been a board member of the Center for Arabic Culture and a volunteer on the Social Responsibility Committee for Commerce Bank (formerly Mercantile Bank).

In 2004 she began her education activist work, volunteering with local community members in a drive to open a Boston Public School to bring diversity and inclusion to Beacon Hill and other downtown neighborhoods. As a BPS parent, she has served on the School Site Council at Josiah Quincy Elementary School in Chinatown, and as Art Committee co-chair, spearheaded in 2011-12 an ambitious school-wide “Diversity Thru Art” initiative, recruiting dozens of local artists to deliver art workshops to all 840 students during a year in which the school lacked an art teacher. This successful initiative laid the groundwork for the formation of ARCK to bring arts education to other underserved schools. Sara has extended her education work internationally as well, leading art workshops for Syrian refugee children in her native Jordan.

Recent honors include selection as a 2016 EXTRAOrdinary Woman of Boston by the Mayor’s Office of Women's Advancement and selection to the Power Launch social impact nonprofit accelerator program’s inaugural Social Change Fellows cohort in spring 2016.
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
-- -- --


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
-- --


We collaborate with BPS classroom teachers and staff to ensure that our programming is engaging and supports students’ academic progress and social-emotional skills. We also partner with other nonprofit and community organizations and local artists to enhance the quality and impact of our instructions. Made possible by the Boston Foundation Vision Fund, we have a strong logic model that was first developed by Julia Gittleman in 2014 and serves as a bedrock for our outcomes and goals. We continue to utilize Gittleman’s expertise via the Youth Arts Impact Network to support our ongoing evaluation tools and data collection methods improvements, made possible through support from EdVestors and the Barr Foundation.

Also, in partnership with ArtWeek Boston, we raise arts education awareness through an annual art-making event. ARCK students co-created the outdoor mural “I Am, We Are” with professional artist Mark Cooper, and displayed the interactive art installation “I Am … You” in partnership with HUBweek Boston. Both pieces showcased students’ reflections on their unique identities. For our Miles of Murals event next spring, we will partner with approximately 20 organizations, including the Esplanade Association, Northeastern University, Isabella Stewart Gardner Museum, and the MFA to continue to bring communities together through art.

CEO/Executive Director/Board Comments


Foundation Comments


Staff Information

Number of Full Time Staff 3
Number of Part Time Staff 2
Number of Volunteers 20
Number of Contract Staff 1
Staff Retention Rate % --

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
Gender Female: 5
Male: 1
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Under Development
Organization has Strategic Plan? Under Development
Years Strategic Plan Considers 2
Management Succession Plan No
Business Continuity of Operations Plan No
Organization Policies And Procedures No
Nondiscrimination Policy No
Whistle Blower Policy No
Document Destruction Policy No
Directors and Officers Insurance Policy No
State Charitable Solicitations Permit --
State Registration --

Risk Management Provisions


Reporting and Evaluations

Management Reports to Board? Yes
CEO Formal Evaluation and Frequency N/A N/A
Senior Management Formal Evaluation and Frequency N/A N/A
Non Management Formal Evaluation and Frequency N/A N/A


Board Chair Mrs. Diane Boissonneault J.D.
Board Chair Company Affiliation Community Volunteer
Board Chair Term Jan 2016 - Jan 2020
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Diane Boissonneault J.D. Community Volunteer Voting
Liz Byron Honorary Board NonVoting
Panos Demeter Demeter Development Group, LLC Voting
Sara Mraish Demeter Art Resource Collaborative for Kids Exofficio
Jamaal Eversley Arts Education Advisor NonVoting
Michael Fogarasi Producer, FableVision Studios Voting
Laura Godfrey Community Advisor NonVoting
Sandra Larson Communications Advisor NonVoting
Ron Lawner Honorary Board NonVoting
Mojgan Lefebvre Liberty Mutual Insurance Voting
Scott Ruescher Honorary Board NonVoting
Joelle Tomb Zalak PhD PhD Student 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: 1
Asian American/Pacific Islander: 0
Caucasian: 7
Hispanic/Latino: 1
Native American/American Indian: 0
Other: 3
Other (if specified): Middle Eastern and Greek
Gender Female: 7
Male: 5
Not Specified 0

Board Information

Board Term Lengths 3
Board Term Limits 3
Board Meeting Attendance % 90%
Written Board Selection Criteria Yes
Written Conflict Of Interest Policy No
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions 100%
Constituency Includes Client Representation Yes

Standing Committees


CEO/Executive Director/Board Comments


Foundation Comments



Revenue vs. Expense ($000s)

Expense Breakdown 2017 (%)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

Fiscal Year July 01, 2018 to June 30, 2019
Projected Income $374,478.00
Projected Expense $366,578.00
Form 990s

2017 990EZ

2016 990EZ

2015 990EZ

2014 990EZ

2013 990EZ

Audit Documents --
IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2017 2016 2015
Total Revenue $163,524 $157,230 $85,231
Total Expenses $150,086 $129,472 $65,945

Prior Three Years Revenue Sources

Fiscal Year 2017 2016 2015
Foundation and
Corporation Contributions
-- -- --
Government Contributions $0 $0 $0
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified -- -- --
Individual Contributions $123,544 $147,480 $85,231
Indirect Public Support -- -- --
Earned Revenue $23,911 $9,750 --
Investment Income, Net of Losses -- -- --
Membership Dues -- -- --
Special Events $16,069 -- --
Revenue In-Kind -- -- --
Other -- -- --

Prior Three Years Expense Allocations

Fiscal Year 2017 2016 2015
Program Expense $99,975 $121,270 $65,945
Administration Expense $50,111 $4,550 --
Fundraising Expense -- $3,652 --
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 1.09 1.21 1.29
Program Expense/Total Expenses 67% 94% 100%
Fundraising Expense/Contributed Revenue 0% 2% 0%

Prior Three Years Assets and Liabilities

Fiscal Year 2017 2016 2015
Total Assets $77,343 $63,905 $36,147
Current Assets $77,343 $63,905 $36,147
Long-Term Liabilities $0 $0 $0
Current Liabilities $0 $0 $0
Total Net Assets $77,343 $63,905 $36,147

Prior Three Years Top Three Funding Sources

Fiscal Year 2017 2016 2015
1st (Source and Amount) -- --
-- --
-- --
2nd (Source and Amount) -- --
-- --
-- --
3rd (Source and Amount) -- --
-- --
-- --

Financial Planning

Endowment Value --
Spending Policy Income Only
Percentage(If selected) --
Credit Line No
Reserve Fund Yes
How many months does reserve cover? 5.00

Capital Campaign

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

Short Term Solvency

Fiscal Year 2017 2016 2015
Current Ratio: Current Assets/Current Liabilities inf inf inf

Long Term Solvency

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

CEO/Executive Director/Board Comments

In order to reach more students to teach our innovative curriculum we will need to scale and build capacity.

Foundation Comments

The 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. The breakout of administrative and fundraising expenses for FY16 are per the organization's Form PC on file with the state of MA.


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?

Using art as a vehicle, ARCK aims to empower students from low-income households to reach their greatest potential and enact positive social change. Through our arts integration programs, which are designed to both engage students in learning academic content and foster social, emotional, and behavioral growth; ARCK helps K-8 students build a foundation that they will carry with them into the future. In the long term, we expect that students who participate in ARCK’s programs will have a higher likelihood of success in high school and go on to attend college. By providing additional in-school creative learning time and contact with caring adults, ARCK expects that students will develop positive habits for interacting with others and an increased motivation to learn, which will be transferrable to many areas of their lives. In addition, our curricular focus on social justice and cultural exchange will allow students to become global citizens and apply their academic knowledge, creativity, and other skills and unique perspectives to real-world issues. While our current program evaluation tools are designed to measure shorter-term outcomes of our core program, in a few years we hope to implement an evaluation tool that would look at older students who previously participated in our program and measure the outcomes described above.

2. What are your strategies for making this happen?


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

Invested partners, stakeholders, great network, and passionate leaders and board members. Staff and expertise running ARCK and hiring and training high quality teaching artists. Partnering with MIT Dlab and Harvard Art Education students.

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

We observe student behavior for indicators of ARCK’s six focus areas for social-emotional learning: emotion management, self-awareness, teamwork, responsibility, empathy, and critical thinking. For example, for self-awareness, we evaluate student sculptures that represent them as leaders. Students depict themselves acting out their strongest personal qualities, such as a student posing his sculpture to help out a friend because he is kind. Our teaching artist then recognizes that students can communicate, understand their strengths and weaknesses, and set and achieve goals. Regarding critical thinking, students are challenged to address an issue in their community through art and design. Students test multiple solutions to determine the best one, which allows our teaching artist to see that they can analyze different elements of a problem, come up with a solution, and follow a decision-making process. For teamwork, students work together on a large drawing of their community. The teaching artist sees that the students can contribute ideas, work as part of a team, share materials, and give and receive constructive criticism. Through weekly reflection forms, teaching artists track the level to which students are achieving academic and arts outcomes of each lesson.We also gather feedback from students, teaching artists, and classroom teachers throughout the year and at the program’s completion through evaluation surveys. ARCK staff members monitor a lesson in each class and share the survey results with the teaching artists. These evaluation tools allow ARCK to measure the teaching artists’ abilities to implement the ARCK curriculum throughout the program so that it can be continually modified and improved.

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

In 2017/18, we found that 88% of students demonstrated improved emotional management skills, and 80% demonstrated improvements in teamwork and responsibility.

According to our 2017-18 Classroom Teacher survey, over 70% of partner classroom teachers who have incorporated ARCK’s curriculum into their own have noticed student growth in the following abilities: cooperation and working in teams; identifying and describing personal qualities, likes, dislikes, and interests; and identifying body language and emotions. In a survey administered to seventh-graders at the end of our 2017/18 core program, 84% reported being comfortable working with people from different backgrounds, and 75% reported awareness of their own empathy. These skills will give our students the ability to thrive in today’s multicultural world.