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Margarita Muniz Academy Foundation Inc.

 20 Child Street
 Jamaica Plain , MA 02130
[P] (303) 408-0682
[F] (617) 635-7835
Cecilia Soriano
 Printable Profile (Summary / Full)
EIN 80-0827704

LAST UPDATED: 04/12/2018
Organization DBA --
Former Names --
Organization received a competitive grant from the Boston Foundation in the past five years Yes



Mission StatementMORE »

The Margarita Muniz Academy is the first dual-language high school in the Boston Public Schools dedicated to preparing citizens and leaders who are fluent in English and Spanish.  Every student will be ready for college and contribute to the community and beyond.  Muniz Academy partners with families and community to realize our mission together

Mission Statement

The Margarita Muniz Academy is the first dual-language high school in the Boston Public Schools dedicated to preparing citizens and leaders who are fluent in English and Spanish.  Every student will be ready for college and contribute to the community and beyond.  Muniz Academy partners with families and community to realize our mission together

FinancialsMORE »

Fiscal Year July 01, 2017 to June 30, 2018
Projected Income $3,000,000.00
Projected Expense $3,000,000.00

ProgramsMORE »

  • Character Education - RAICES -
  • Dual Language Instruction Model
  • Evidence-Based Argumentation (EBA)
  • Expeditionary Learning
  • The Arts at Muniz Academy

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

The Margarita Muniz Academy is the first dual-language high school in the Boston Public Schools dedicated to preparing citizens and leaders who are fluent in English and Spanish.  Every student will be ready for college and contribute to the community and beyond.  Muniz Academy partners with families and community to realize our mission together

Background Statement

Founded in 2012, the Margarita Muniz Academy is the first dual-language public high school in Massachusetts and is an Innovation School within Boston Public Schools. In addition to a rigorous academic curriculum, the school is dedicated to the arts, offering music, theater, visual art, and technology to students daily. Housed in the Jamaica Plain neighborhood of Boston, the Muniz Academy serves 93% Latino students from various Boston neighborhoods. 83.8% of Muniz students speak a first language that is not English. The majority of Muniz Academy students qualify for free/reduced lunch. Enrollment in 2017--2018 is 316. At the Margarita Muniz Academy, the purpose of acquiring fluency in a second language extends far beyond simple oral communication. Students learn to think and express themselves in both languages. Diana Lam, Chairman of the school’s Board of Trustees, writes “A student can read Shakespeare in English and the poems of Pablo Neruda in Spanish. A student can study science in Spanish and mathematics in English, crisscrossing concepts and vocabulary in two languages to make a tight weave". Students gain a better understanding of their heritage language while cultivating a deeper understanding and appreciation of other languages and cultures. As a practicing Expeditionary Learning school, the Margarita Muniz Academy prepares students for participation in an increasingly globalized society through a standards-based curriculum that emphasizes culturally-relevant learning expeditions. These expeditions motivate students to demonstrate content mastery through the production of meaningful products based on real-world research and fieldwork. Development of critical thinking and self-awareness skills are integral components of expedition design. The El Sistema music program at the Muniz Academy is a natural fit for the school given its cultural relevance, advocacy for social change, and promotion of multi-lingualism. The El Sistema music program at the Muniz Academy includes wind and brass ensembles. While students are expected to perform music at a high level, the main focus of the El Sistema program is to use music as a way for students to learn about themselves and how to collaborate effectively with others. This music program is open to all students at no cost. Ensembles meet for one or two hours each day, totaling five to 10 hours of instruction per week. These ensembles are held during the regular school day.

Impact Statement


98% ELA MCAS pass rate: 80% advanced/proficient; student growth percentile of 62

90% math MCAS pass rate: 62% advanced/proficient; student growth percentile of 6

65% physics MCAS pass rate


92% ELA MCAS pass rate: 80% advanced/proficient; student growth percentile of 63.5

81% math MCAS pass rate: 55%% advanced/proficient; student growth percentile of 47

AP Spanish Language: 81% scored 3 or better; AP Spanish Literature: 5 of 6 Scored 3

68.5% physics MCAS pass rate

68th percentile for student growth on the WIDA/ACCESS for English language learners

First Graduating Class, June 2016: 63 of 65 Graduated


93% ELA MCAS Pass Rate 78% Advanced/ Proficient; Student Growth Percentile of 66

81% Math MCAS Pass Rate 56%% Advanced/ Proficient; Student Growth Percentile of 60

AP Spanish Language 75% Scored 3 or better

73% of our senior are still engaged in their post-graduation plans

Schools our graduates attend are: Bridgewater State University, Bryn Mawr College, Bunker Hill, Endicott College, Fairfield University, Fisher College, Lesley University, UMass Dartmouth, Wheelock College, Newbury College, Northeastern University, Quincy College, Roxbury Community College, Salem State University, Suffolk University, UMass Boston, UMass Lowell, Year UP

Goals for this year:

Improve graduation rate

Intensify focus on math and language literacy

Focus on Executive Functioning Skills and Mindset

Needs Statement

  • Instruments for our growing El Sistema Music Program: $40,000
  • Resources, materials and a coach to further our work in Expeditionary Learning: $40,000
  • Support for trips/Expeditions both local and international for our students: $40,000                
  • Funding for the Theater program for our students: $50,000
  • Merrow Vista Camp for our 9th grade class: $15,000
  • Career Pathways for Medical Interpreter: $11,000                                      
  • Math Coaching: $10,000
  • College Tours for our seniors: $10,000 

CEO Statement


Board Chair Statement


Geographic Area Served

City of Boston- Citywide (Indiv. neighborhoods also listed)

Organization Categories

  1. Education - Elementary & Secondary Schools
  2. Arts,Culture & Humanities - Arts Education
  3. Community Improvement, Capacity Building - Community Coalitions

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



Character Education - RAICES -

Character Education – RAICES and College/Career-Readiness: All students are members of Crew groups at each grade level. Crew groups have 10 to 12 students and are led by a grade level teacher. Crew leaders work with students to create success plans that focus on both academic goals as they review quarterly grades and progress. Student-led conferences offer an opportunity to share progress and plans with families. Crews focus on both academic and social supports as well as a college-readiness curriculum at all grade levels. RAICES (responsibility, advocacy, integrity, compassion, excellence and stretch (going beyond)), our core values, are framed as key skills to be college and career ready. All students in grades 9 and 10 engage in college-readiness content during their weekly Crew meetings supported by grade team lessons focused on college-readiness ranging from specific academic and character skills development, understanding the meaning of grade point averages, and the college application process. Every student school-wide visits 2 to 3 colleges annually as an important part of the college-readiness curriculum experiences.

Crew leaders are also key liaisons for families and among grade level colleagues, the Student Support Team, and service providers. They offer supports for all levels of student needs and interests, including referrals for additional resources as well as letters of recommendation for students seeking specialized learning opportunities beyond our school such as BU Upward Bound and Crimson Summer Academy at Harvard. Students are required to present their work to families in student-led conferences held in November and April of each year. Ongoing progress is shared with families through mailed interim reports and family meetings, when necessary.

Budget  --
Category  Youth Development, General/Other
Population Served Adolescents Only (13-19 years)
Program Short-Term Success 

Achievement Zone, student exhibitions held in late June, is an event that honors and celebrates the students’ learning and high quality work. All students in grades 9, 10, and 11 participate, beginning preparation by mid-March. Students collect quality work samples in every academic and arts course and prepare a written analysis to explain the artifacts and why each is representative of their learning. The Qualities of the Muñiz Graduate serves as the rubric guide across grades. Preparation occurs during Crew meetings with Crew leader guidance. Students are graded on the quality of preparation and presentation by their Crew leader; the quality of the selected work artifacts is graded by their respective content teachers.

Exhibitions also bring our “RAICES” values to life through the students’ achievements, written reflections, and oral presentations.Achievement Zone provides students the opportunity to showcase their work in an open exhibition to the community in both English and Spanish. By presenting to an authentic audience, students connect more deeply with their learning experiences and have a stronger sense of accomplishment about their work. The exhibition experience is designed as a lead up to Senior Portfolios.

Achievement Zone gives the community a chance to participate in the academic learning process of our students. Attendees expand their knowledge and gain a deeper understanding of our school’s unique educational heritage and vision. They witness the purposeful learning, collaboration, and rigorous academic experiences happening at the school. The students share their achievements in a variety of ways.

Program Long-Term Success 

This character building program focuses on RAICES which stands for Responsibility, Advocacy, Integrity, Compassion, excellence and Stretch, all elements that we feel will help our students build good character and good citizenship.

We have a poster which is found in different laces in our school which says: Watch your thoughts, for they become words; Watch your words, for they become actions; Watch your actions, for they become habits; Watch your habits, for they become your character; Watch your character for it becomes your destiny. This motto of "Raices" and the message which the poster conveys are good touchstones with which to remind our students what path they should trod.

Program Success Monitored By  --
Examples of Program Success 

Evidence that points to our curricular successes includes:

  • a unique dual language model allows students to access content in their dominant language while developing skills in the second language;
  • strong examples of projects and expeditions:
  • Senior Project 2016 - High School Redesign, recognized across the city; Senior Project 2017 - Changing Boston;
  • 10th grade Stand-up for Your Rights Expedition;
  • 11th grade case studies on race and diversity;
  • emerging math projects;
  • Band Projects: Hair, Revolution
  • curriculum maps vertically aligned across grades for each academic and arts content;
  • established rubric for the Qualities of the Muñiz Graduate re-assessed and updated by our Instructional Leadership Team;
  • 63 of 65 seniors of the 2016 graduation class presented their portfolios to qualify for graduation; 10 students were required to improve their presentation, including artifacts and analysis, and present their work a second time;
  • all students in grades 9, 10, and 11 participated in the Achievement Zone exhibitions in June, 2016;
  • ongoing formative and summative assessments that guide instruction;
  • integrated character education focusing on school culture and values as implemented through habits of character (RAICES), Crew, and the Peer Leaders Program;
  • college readiness curriculum and practices across all grade levels as implemented through Crew college readiness activities, college visits, college readiness classes.

Dual Language Instruction Model

Dual Language Instructional Model: Our dual language model embraces what students bring as much as it strives to deepen and enrich their skills and knowledge in both language and subject matter. Learning in both languages and across content is designed to engage students as they construct meaning from their experiences and become bi-literate. A critical feature of our dual language model is a focus on integrating cultural proficiency throughout our learning and teaching experiences, a central component of success for students learning language and content. Students learn in a dual-language model, with classes taught in Spanish and English in a 50-50 split. Students take core courses in either English or Spanish to achieve this split and the school designates a ‘language of the day’ for all other interaction. Students take four years of humanities in English and four year of humanities in Spanish; math, science and arts classes are taught in both languages in alternating units. The community language and the designated course language create a bridge for language learning that allows students to access content while learning Spanish and English in a seamless and culturally relevant experience.
Budget  --
Category  Education, General/Other Educational Programs
Population Served Adolescents Only (13-19 years)
Program Short-Term Success 

Dual Language Learning and Literacy: Our model embraces what students bring as much as it strives to deepen and enrich their skills and knowledge in both language and subject matter, incorporating a focus on 21st skills including critical thinking, creativity, innovation, communication, and collaboration. Learning in both languages and across content is designed to engage students as they construct meaning from their experiences while still learning a second language – our experience shows that learning is enhanced through second language acquisition. The school’s comprehensive Dual Language Policy (Attachment A.) ensures that students receive an exemplary dual language education as evidenced by our spring 2016 data:

  • ELA MCAS 92 % pass rate and 80% proficient advanced;
  • ACCESS data – Student Growth 66;
  • 70% met a 3 or above on AP Spanish Language; and
  • 73% met criteria for Seal of Biliteracy recognition by senior year.
Program Long-Term Success  The Muniz Academy provides the conditions for 2nd language learners wherein they experience validation for their 1st language and culture. This acceptance and inclusion enables students to learn not only a 2nd language but it also gives them the self-esteem and motivation to engage in other learning as well. This openness to learning is what will present them with new options for their future.
Program Success Monitored By  --
Examples of Program Success 
Muniz Academy students are recognized with the Seal of Bi-LIteracy, leading Boston Public Schools.
73% of our seniors are still engaged in their post-graduation plans.

Evidence-Based Argumentation (EBA)

Evidence-based Argumentation (EBA): As a first year EBA school, we are learning how to implement the core EBA concepts through a focus on instructional strategies and meaningful activities that support deep learning. This instructional approach aligns with both our dual language and Expeditionary Learning model, supporting conceptual and linguistic development in authentic learning contexts. In addition, students engaged in both class debates and the Debate League are demonstrating increased motivation and focus on their core habits overall.

This year, staff will have engaged in 8 EBA professional learning sessions and weekly coaching opportunities with an EBA coach on-site. In addition, two teacher leaders have continued our Debate League participation started last year with a team of approximately 20 students debating in both Spanish and English.

Budget  --
Category  Civil Rights, Social Action & Advocacy, General/Other
Population Served Adolescents Only (13-19 years)
Program Short-Term Success  In the short term, our students benefit from this Evidence-based Argumentation Program by using this approach to the preparation of all their classwork and homework. Also, for those that are in the Debate League, it gives them another remarkable opportunity to become more articulate and strategically forceful in the presentation of their case in the Debate contests.
Program Long-Term Success  The long-term success of the Evidence-based Argumentation approach is to have our students become critical thinkers for life, to employ that thought process in everything they do, hear assess. This approach helps to build judgement and can be helpful in whatever situation they may find themselves in.
Program Success Monitored By  --
Examples of Program Success 

In the short term, we can see this approach being used by the students in their classes, especially as they speak of and assess current events. In some instances, we can see students utilizing this mode of thinking as they make decisions about themselves.

Also, in a concrete way, our student Debate Teams have won many prizes in the City Debate League. Our Spanish Debate Team is over and above the biggest winner and our English Debate Team also has been awarded many prizes.

Expeditionary Learning

Expeditionary Learning (EL): Curriculum is organized around the principles of EL, framing units in projects that include case studies, field research, and field experts, culminating in presentations to the class and/or broader learning community. Key to the EL curriculum is ensuring that content is designed around real world connections. Students experience these skills in band, visual arts, technology, and theater classes as much as they do in their humanities, math, and science classes.

Classes in the school’s college preparatory program are standards-based and taught in both Spanish and English. Muñiz Academy aims for 50-50 language use, balancing both Spanish and English across the curriculum. As students journey through their four years, they experience learning academic content as well as learning social expression in both languages.

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

Expeditionary Learning: Muñiz Academy draws on Expeditionary Learning (EL) Core Practices to inform our model for curriculum development, assessment, instruction, and school culture. Authentic learning encompasses a depth of content and an approach for engaging in new ideas and skills development. Authentic learning at Muñiz Academy incorporates strategies to ensure students own their learning and progress.

  • Teachers build expeditions and inquiry projects that are focused on social change and real connections to the community. After five years, the school has made significant progress toward teaching the majority of core content through learning expeditions.
  • Students are expected to develop RAICES, essential habits as citizen scholars: responsibility, advocacy, integrity, compassion, excellence and stretch. We believe these habits are essential to becoming fully prepared and well-rounded citizens and scholars at Muñiz Academy and beyond.
  • Standards-based grading is our platform for assessments and is aligned to core EL practices. Progress on academic mastery and progress on developing RAICES is accessible to all students and families throughout our on-line grading platform.
  • ‘Crew,’ the EL term for advisory, meets twice a week in small groups of 10-12 with a teacher. Crew provides students will additional support in a small group setting, including character and social support, and academic support. Crew leaders serve as the primary contact for a student’s family throughout the year. We believe that students and families are partners in creating a community culture of engagement and excellence. Families engage in their child’s progress in a wide variety of ways, including access to ongoing progress data, student-led conferences, individual family meetings, and school events.
Program Long-Term Success  coming shortly
Program Success Monitored By  --
Examples of Program Success  coming shortly

The Arts at Muniz Academy

The Arts: The arts are a daily component of each student’s schedule. Students choose from an array of offerings, including visual art, technology, theatre, instrumental instruction/band, and choir. Students who choose music pick an instrument within the first two weeks of school, receive music instruction in small groups, and play in ensembles. The Venezuelan model called El Sistema is used as a basis for instruction; music is a daily class, with approximately 160 of 280 current students playing an instrument. Visual arts, theater, and technology follow a sequence of learning throughout the four-year program and are also scheduled daily. At the end of grade

10, students choose two arts courses as their focus for grades 11 and 12. Although technology courses focus on specific skill development such as basic skills, coding, and media communications, content courses use technology applications such as Google Classroom to support learning. Currently, a Chromebook cart is available to every academic content teacher and our technology teacher; arts teachers share computer carts with their grade team partners as needed.

Budget  $249,000.00
Category  Arts, Culture & Humanities, General/Other
Population Served Adolescents Only (13-19 years)
Program Short-Term Success 

High school students in Boston Public Schools (BPS) lack access to performance-based music education. Only 24% of BPS high schools offer performance-based music in the curriculum. Of those students, only a portion of them actually participate in music ensembles. At MMA, all students have access to music with no barriers, and 96% of students participate in performing ensembles. Students in the El Sistema program participate in wind ensemble, choir, or both as a regular class at no financial cost. 96% of all MMA students participate in El Sistema. In 9th grade, students attend a week of “trial” music classes – both wind ensemble and choir. After this period, students elect to participate in wind ensemble or choir.

We now have 4 wind ensembles that meet for 1 hour each day, 5 days per week. Music electives meet for an additional 1 hour a week.


AT MMA ensembles performed in several concerts each year concerts within the greater-Boston region, including Roxbury, Boston Common, Amigos School, Northeastern University, and Benjamin Franklin Institute of Technology. Additionally, MMA sends students to perform in the Side by Side Orchestra at Longy Conservatory and perform a concert at Concert Halls such as New England Conservatory’s Jordan Hall

Prior to attending MMA, students have almost no exposure to ensemble-based music. Almost all Muniz Academy students lack access to classical music in the community due to family disinterest, high ticket prices, or transportation barriers. Many of them are not even aware of the numerous music events in their community. For most students, they are the first person in their family to perform in a concert.

Program Long-Term Success  Long term success for this music and other arts programs could be seen as minimally an appreciation and love of the art of music, visual arts and theatre. For some it has provided an avenue for self-expression that was unknown now to them before. Several students have expressed how empowered and happy they feel having learned how to read music and play an instrument within an ensemble. For some that have a talent and/or a singular purpose to succeed, it could mean a career in any one of these art forms as a musician, an actor or a painter, graphic designer or architect.
Program Success Monitored By  --
Examples of Program Success  The Muniz Academy now has 4 full brass and wind ensembles that play a classical repertoire including music from such masters as Mahler, Bach, Bernstein and Whittaker to name a few. These ensembles give concerts several times a year sometimes to audiences as large as 450 people. The performances is impressively beautiful, showing a high level of skill and mastery.

CEO/Executive Director/Board Comments



CEO/Executive Director Dr. Dania Vazquea
CEO Term Start Aug 2011
CEO Email
CEO Experience --
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
Dan Abramowski Assistant Administrator --
Dr. Dania Vazquez Headmaster --


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
-- --



CEO/Executive Director/Board Comments


Foundation Comments


Staff Information

Number of Full Time Staff 34
Number of Part Time Staff 5
Number of Volunteers 5
Number of Contract Staff 6
Staff Retention Rate % --

Staff Demographics

Ethnicity African American/Black: 2
Asian American/Pacific Islander: 0
Caucasian: 15
Hispanic/Latino: 37
Native American/American Indian: 0
Other: 1
Other (if specified): Indian
Gender Female: 33
Male: 22
Not Specified 0

Plans & Policies

Organization has Fundraising Plan? Yes
Organization has Strategic Plan? Under Development
Years Strategic Plan Considers 5
Management Succession Plan --
Business Continuity of Operations Plan --
Organization Policies And Procedures Under Development
Nondiscrimination Policy Under Development
Whistle Blower Policy No
Document Destruction Policy No
Directors and Officers Insurance Policy --
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 Annually
Non Management Formal Evaluation and Frequency No N/A


Board Chair MS. Diana Lam
Board Chair Company Affiliation retired. Former Superintendent - San Antonio, Tx.,
Board Chair Term July 2011 - Aug 20
Board Co-Chair --
Board Co-Chair Company Affiliation --
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Dr. Andres Alonso Professor, Harvard Graduate School of Education Voting
Meg Campbell Chief of Innovation & Strategy, Codman Academy Voting
Diana Lam Retired, Former Superintendent: San Antonio, Texas, Chelsea, MA, former Chancelor, NEw York City Public Schools Voting
Moriah Musto CVS, Director of New Business Strategy & Product Management Voting
Marla Perez Los Amigos Voting
Ana Perez-Camayd Board Chair, Conexion Voting
Jan Phlegar Board Chair, Nellie Mae Foundation Voting
Jose (Pepe) Portuondo Retired, Principal Strategic Dynamics Voting
Diana Ubinas Operations Mgr., Brazelton touchstone Center, Children's Hospital Voting
Dr. Dania Vazquez Headmaster, Margarita Muniz Academy Exofficio

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: 0
Asian American/Pacific Islander: 0
Caucasian: 3
Hispanic/Latino: 6
Native American/American Indian: 0
Other: 0
Other (if specified): 0
Gender Female: 7
Male: 2
Not Specified 0

Board Information

Board Term Lengths --
Board Term Limits --
Board Meeting Attendance % --
Written Board Selection Criteria Under Development
Written Conflict Of Interest Policy Under Development
Percentage of Monetary Contributions 34%
Percentage of In-Kind Contributions 100%
Constituency Includes Client Representation No

Standing Committees

  • Development / Fund Development / Fund Raising / Grant Writing / Major Gifts

CEO/Executive Director/Board Comments


Foundation Comments



Revenue vs. Expense ($000s)

Expense Breakdown 2016 (%)

Expense Breakdown 2015 (%)

Expense Breakdown 2014 (%)

Fiscal Year July 01, 2017 to June 30, 2018
Projected Income $3,000,000.00
Projected Expense $3,000,000.00
Form 990s

2016 Form 990

2015 Form 990

2014 Form 990

Audit Documents --
IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2016 2015 2014
Total Revenue $218,693 $196,934 $21,862
Total Expenses $76,054 $49,906 $11,615

Prior Three Years Revenue Sources

Fiscal Year 2016 2015 2014
Foundation and
Corporation Contributions
-- -- --
Government Contributions $27,200 $0 $0
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified $27,200 -- --
Individual Contributions $187,504 $196,934 $12,600
Indirect Public Support -- -- --
Earned Revenue $3,989 -- --
Investment Income, Net of Losses -- -- --
Membership Dues -- -- --
Special Events -- -- --
Revenue In-Kind -- -- --
Other -- -- $9,262

Prior Three Years Expense Allocations

Fiscal Year 2016 2015 2014
Program Expense $73,615 $45,849 $11,437
Administration Expense $2,439 $4,057 $178
Fundraising Expense -- -- --
Payments to Affiliates -- -- --
Total Revenue/Total Expenses 2.88 3.95 1.88
Program Expense/Total Expenses 97% 92% 98%
Fundraising Expense/Contributed Revenue 0% 0% 0%

Prior Three Years Assets and Liabilities

Fiscal Year 2016 2015 2014
Total Assets $395,717 $253,078 $85,017
Current Assets $395,717 $253,078 $85,017
Long-Term Liabilities $0 $0 $0
Current Liabilities $0 $0 $0
Total Net Assets $395,717 $253,078 $85,017

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 Income Only
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 2016 2015 2014
Current Ratio: Current Assets/Current Liabilities inf inf inf

Long Term Solvency

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

CEO/Executive Director/Board Comments


Foundation Comments

Financial summary data in the charts and graphs above is per the organization's IRS Form 990-EZs, with additional functional expense breakout detail for FY15 and FY14 per the Form PCs on file with the state of MA. Contributions from foundations and corporations are listed under individuals when the breakout was not available.


Other Documents

No Other Documents currently available.


The Impact tab is a section on the Giving Common added in October 2013; as such the majority of nonprofits have not yet had the chance to complete this voluntary section. The purpose of the Impact section is to ask five deceptively simple questions that require reflection and promote communication about what really matters – results. The goal is to encourage strategic thinking about how a nonprofit will achieve its goals. The following Impact questions are being completed by nonprofits slowly, thoughtfully and at the right time for their respective organizations to ensure the most accurate information possible.

1. What is your organization aiming to accomplish?


2. What are your strategies for making this happen?


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


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


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