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CFY Organization Name provided in the GuideStar Exchange* as of 10/03/2014: CFY

Organization Name as listed in the IRS Business Master File as of 09/08/2014: COMPUTERS FOR YOUTH FOUNDATION INC

* The GuideStar Exchange allows nonprofits to regularly update key information directly to GuideStar. It provides richer and broader information about their programs, impact, finances, people and more.

AKA  CFY
New York, NY
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GuideStar Summary

&1002;                GuideStar Exchange Committed to transparency ?
This organization is a Silver-level GuideStar Exchange participant, demonstrating its commitment to transparency.

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&1002; Registered with IRS Legitimacy information is available
&1002; Evidence of Impact Expert Assessment available
&1002; Financial Data Annual Revenue and Expense data reported
&1002; Forms 990 2013, 2013, and 2012 Forms 990 filed with the IRS
&1002; Mission Objectives Mission Statement is available
&1002; Impact Summary Impact Summary from the nonprofit is available
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Basic Organization Information

CFY Organization Name provided in the GuideStar Exchange* as of 10/03/2014: CFY

Organization Name as listed in the IRS Business Master File as of 09/08/2014: COMPUTERS FOR YOUTH FOUNDATION INC

* The GuideStar Exchange allows nonprofits to regularly update key information directly to GuideStar. It provides richer and broader information about their programs, impact, finances, people and more.
Also Known As: CFY
Physical Address: New York, NY 10018 
EIN: 13-3935309
Web URL: www.cfy.org 
Video URL(s): CFY Overview
Student speaking at White House event about CFY
NTEE Category: P Human Services
P30 Children's and Youth Services
S Community Improvement, Capacity Building
S30 Economic Development
B Educational Institutions
B90 Educational Services and Schools - Other
Ruling Year: 1998 


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Mission Statement

CFY helps students in low-income communities, together with their teachers and families, harness the power of digital learning to improve educational outcomes.

Legitimacy Information

This organization is registered with the IRS.

This organization is required to file an IRS Form 990 or 990-EZ.

Institutional funders should note that an organization’s inclusion on GuideStar.org does not satisfy IRS Rev. Proc. 2011-33 for identifying supporting organizations.

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Annual Revenue & Expenses (GuideStar Exchange,
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October 2014)

Fiscal Year Starting: July 1, 2012
Fiscal Year Ending: June 30, 2013

Total Revenue $23,492,357
Total Expenses $21,334,921

Revenue & Expenses (GuideStar Exchange,
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October 2014)

Fiscal Year Starting: July 1, 2012
Fiscal Year Ending: June 30, 2013

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Balance Sheet (IRS Form 990)

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Forms 990 Received from the IRS Additional Information
IRS Form 990 is an annual document used by approximately one-third of all public charities to report information about their finances and operations to the federal government. GuideStar uses data from Form 990 to populate its database with financial information about nonprofit organizations. Posting Form 990 images on the GuideStar website is an ongoing process.

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Forms 990 Provided by the Nonprofit

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Financial Statements

Audited Financial Statement is not available for this organization.

Annual Reports

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Leadership (GuideStar Exchange,
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October 2014)

Ms. Elisabeth A. Stock

Profile:

Elisabeth Stock built CFY from a nascent non-profit in 1999 to a national leader in helping students in low-income communities, together with their teachers and families, harness the power of digital learning to improve educational outcomes. Recognized as an expert in her field, Elisabeth has been awarded a life-long Ashoka fellowship and has served as an advisor to the Corporation for Public Broadcasting, the U.S. Department of Health and Human Services and the NYC Department of Education. In 2007, she was also appointed to serve on the New York City Broadband Advisory Committee. Elisabeth has been featured in the Wall Street Journal and on National Public Radio and has published a policy paper with the Benton Foundation. Prior to her work at CFY, Elisabeth served as a White House Fellow (1996-1997), where she was the principal architect of a program that enables Federal agencies to donate surplus computers directly to needy schools. She also worked at the Vera Institute of Justice and helped the Open Society Institute start the After-School Corporation. She was a high school teacher for two years while a Peace Corps volunteer and later worked for the World Bank on appropriate technology in Africa, traveling extensively and publishing numerous articles. Elisabeth served as a member of the MIT Board of Trustees (1997-2002) and is the youngest individual ever to be appointed to the MIT Executive Committee (2000-2002). She continues to serve on committees for the Institute. Elisabeth was honored by Crain's New York Business in 2001 as one of 40 New Yorkers under 40 shaping the city. She holds four degrees from MIT: two bachelor's degrees—one in engineering and one in writing—and two master's degrees—one in urban planning and one in technology and policy. She also holds a patent for a medical device.

Board Chair (GuideStar Exchange,
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October 2014)

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Board Co-Chair

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Board of Directors (GuideStar Exchange,
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October 2014)

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Board Leadership Practices (GuideStar Exchange,
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October 2014)
?

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices.

Board Orientation & Education ?
Why does this matter? Without clarity around their responsibilities and expectations, board members are not positioned to succeed. They may find themselves challenged to fulfill their governance responsibilities or frustrated by the expectations that the organization has set for them. BoardSource recommends that every new board member participate in a formal orientation process, and that all board members sign a pledge or agreement committing to their board service and to all of the responsibilities and expectations that come with service. Ideally, board members also should participate in a formal governance training program prior to serving on a board.

Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations?
Response Not Provided
CEO Oversight ?
Why does this matter? Oversight and management of the chief executive is one of the board’s most important legal responsibilities. The CEO or executive director is the board's single employee, and - just like any other employer/employee relationship - regular and written assessment is critical to ensuring that the chief executive and board are communicating openly about goals and performance. BoardSource recommends that boards conduct formal, written reviews of their chief executives on an annual basis, which should include an in-person discussion with the chief executive and distribution of the written evaluation to the full board.

Has the board conducted a formal, written assessment of the chief executive within the past year?
Response Not Provided
Ethics & Transparency ?
Why does this matter? A commitment to handling conflicts of interests is essential to creating an organizational culture of transparency. Boards should create and follow a policy for identifying and handling conflicts of interest, whether real or perceived. BoardSource recommends that organizations review the conflict-of-interest statement and require signed disclosures from all board members and senior staff on an annual basis.

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements within the past year?
Response Not Provided
Board Composition ?
Why does this matter? The best boards are composed of individuals who bring a variety of skills, perspectives, backgrounds, and resources to tackle the complex and strategic challenges confronting their organizations. BoardSource recommends that boards commit to diversity and inclusion by establishing written policies and practices, which include strategic and intentional recruitment of diverse board members, continual commitment to inclusivity, and equal access to board leadership opportunities.

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?
Response Not Provided
Board Performance ?
Why does this matter? Boards need to regularly assess their own performance. Doing so ensures that they are being intentional about how they govern their organization, which is a critical component of effective board leadership. BoardSource recommends that a board conduct a self-assessment of its performance a minimum of once every three years to ensure that it is staying on track with its roles and responsibilities.

Has the board conducted a formal, written self-assessment of its performance within the past three years?
Response Not Provided

Officers for Fiscal Year (IRS Form 990)

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Highest Paid Employees & Their Compensation (IRS Form 990)

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People information was last updated by the nonprofit in October 2014

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Giving Library Additional Information
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Programs

Program: CFY Digital Learning Program (GuideStar Exchange,
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October 2014)

Budget:
--
Category:
None
Population Served:
Children and Youth (infants - 19 years.)
None
None

Program Description:

CFY's Digital Learning Program leverages digital learning to transform low-income school communities, promote educational equity and improve student achievement. We help students excel in school by partnering with everyone involved in the educational process. The four components of CFY’s Digital Learning Program are designed to promote personalized instruction and student self-directed learning in order to drive greater academic achievement and student ownership of learning. These components are: • Support for school leaders in driving new instructional approaches and developing deeper school-home connections • Professional development for educators, consisting of hands-on workshops and in-school coaching, designed to help teachers meet three goals: to adopt blended learning strategies within the classroom, to extend learning beyond the classroom, and to engage families in the learning process • Innovative Family Learning Workshops in which families and children learn together about a wide range of digital learning activities and experience a learning partnership model that they can continue in the home • Home technology support for families, consisting of a home learning center (a refurbished home computer loaded with educational software) that is the family’s to keep, free online subscriptions to additional educational software, 24×7 bilingual help desk support, and information about affordable broadband options (including special broadband discounts where available) As part of the Digital Learning Program, CFY leverages its free digital learning platform, PowerMyLearning®, funded by the Arnold, Gates, Broad, Kellogg, and SCE Foundations. PowerMyLearning offers thousands of the best digital learning activities from all over the web tagged by subject, grade, and Common Core standard. The innovative features found on PowerMyLearning enable educators to use these activities to meet the specific learning needs of their students and enable students and families to discover engaging activities that reinforce classroom learning at home.

Program Long-Term Success:

Program Short-Term Success:

Program Success Monitored by:

Program Success Examples:

• Results from the 2012-2013 academic year showed that CFY partner schools that received the comprehensive Digital Learning Program increased their state-wide percentile ranking by an average of 10 percentile points compared to the prior year. State-wide ranking was determined by the percentage of students meeting proficiency standards on state math assessments. • A New York Times article on CFY’s efforts to integrate PowerMyLearning® into teaching and learning at a high-poverty New York City school found that CFY’s program had a big impact, particularly for struggling students. The percentage of 2011-12 sixth graders with learning disabilities who met or exceeded standards in math (testing at level 3 or 4) increased by 36%. This 36% increase was nine times the city-wide increase of 4%. In addition, the percentage of sixth graders with learning disabilities who had been far below standard (testing at level 1) decreased by 23% (from 23% to zero). • A study with ETS found that CFY’s program had a positive and statistically significant impact on student math test scores. More specifically, this study, which used logistic regression, found that students’ engagement and computer use, particularly their home Internet use and computer use for self-regulated learning, explained 14% of the variance in their 2006 math test scores over and above 2005 scores. • A comparison study found that CFY’s program arrests the typical performance slide in seventh grade writing. This study used pre- and post-writing prompts similar to those used in the National Assessment of Educational Progress (NAEP). Scoring was done by independent teachers. Overall, writing scores for CFY students decreased less over time than did scores for comparison students.
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Impact Summary from the Nonprofit

• Results from the 2012-2013 academic year showed that CFY partner schools that received the comprehensive Digital Learning Program increased their state-wide percentile ranking by an average of 10 percentile points compared to the prior year. State-wide ranking was determined by the percentage of students meeting proficiency standards on state math assessments. • A study with ETS found that CFY’s program had a positive and statistically significant impact on student math test scores. More specifically, this study, which used logistic regression, found that students’ engagement and computer use, particularly their home Internet use and computer use for self-regulated learning, explained 14% of the variance in their 2006 math test scores over and above 2005 scores. • A comparison study found that CFY’s program arrests the typical performance slide in seventh grade writing. This study used pre-

Expert Assessment

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Third Party Ratings, Accreditations and Awards

Reviews

Organization Data Available

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