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WORLDREADER ORG Organization Name provided in the GuideStar Exchange* as of 08/20/2014: WORLDREADER ORG

Organization Name as listed in the IRS Business Master File as of 11/10/2014: WORLDREADER ORG

* 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  Worldreader
Seattle, WA
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GuideStar Summary

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&1002; Registered with IRS Legitimacy information is available
&1002; Financial Data Annual Revenue and Expense data reported
&1002; Forms 990 2013, 2012, and 2011 Forms 990 filed with the IRS
&1002; Mission Objectives Mission Statement is available
&1002; Impact Summary Impact Summary from the nonprofit and Charting Impact Report are available
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Basic Organization Information

WORLDREADER ORG Organization Name provided in the GuideStar Exchange* as of 08/20/2014: WORLDREADER ORG

Organization Name as listed in the IRS Business Master File as of 11/10/2014: WORLDREADER ORG

* 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: Worldreader
Physical Address: Seattle, WA 98121 
EIN: 27-2092468
Web URL: www.worldreader.org 
Blog URL: www.worldreader.org/blog 
Video URL(s): One Girl's Voice Rising from the Slums: I Love Reading!
Worldreader Kit: Gets Books Into the Most Remote Places
NTEE Category: B Educational Institutions
B19 Nonmonetary Support N.E.C.
B Educational Institutions
B01 Alliance/Advocacy Organizations
Year Founded: 2010 
Ruling Year: 2010 
Top Funders: Donations by individuals
Government-funded grants
Foundation and corporate grants


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Mission Statement

Worldreader is on a mission to bring digital books to every child and her family, so that they can improve their lives. The increasing ubiquity and diminishing costs of digital technology enable us to solve these problems in a simple and straight-forward way. Using e-readers, mobile phones and other digital technology, we reach readers in 37 countries, providing them with over 6,000 book titles in 23 languages. We work with 140 publishers to acquire and digitize the best, most relevant content for our readers; 70% of our library comes from African and Indian publishers. Since 2010, we have made it possible for over 200,000 people to read 1.7 million books and our data shows this work has had significant impact. Students in our e-reader programs make more progress in oral reading fluency than those in neighboring schools, and girls in Worldreader’s school-based programs outpace their peers by a factor of three to five, closing a gender achievement gap. Through these efforts and our partnerships with the private sector, teachers, education experts, and other organizations, we continue to work towards a world in which every child and her family have the books they need to improve their lives, the practice of reading is commonplace, and where illiteracy is a thing of the past.

Legitimacy Information

This organization is registered with the IRS.

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

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Annual Revenue & Expenses

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Fiscal Year Starting: January 1, 2013
Fiscal Year Ending: December 31, 2013

Total Revenue $3,416,549
Total Expenses $3,807,796

Revenue & Expenses

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Fiscal Year Starting: January 1, 2013
Fiscal Year Ending: December 31, 2013

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Leadership

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Mr. David Risher

Profile:

David Risher is President and co-founder of Worldreader. In 2010 he founded Worldreader after visiting an orphanage’s locked-up library during a year-long, 19-country teaching and learning journey around the world. David has been driving education and large-scale technological change for over two decades. As a general manager at Microsoft he led the marketing and development of Microsoft first desktop database; as Amazon.com’s Senior Vice President for Retail and Marketing he was responsible for growing the company from $16 million to $4 billion in sales. He served for three years as Board Chair of Barcelona’s Benjamin Franklin International School, is a longstanding member of ESADE Business School’s International Advisory Board, and was elected Professor of the Year at the University of Washington’s Foster School of Business. David received his AB in Comparative literature magna cum laude from Princeton University, and his MBA from the Harvard Business School. He is a Microsoft Alumni Foundation Integral Fellow and a Draper Richards Kaplan Social Entrepreneur.

Leadership Statement:

http://www.pbs.org/newshour/bb/entertainment-july-dec13-worldreaders_11-29/

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Board Co-Chair

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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
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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?
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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.

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Programs

Program: Worldreader Mobile (Cell Phone Book App) (GuideStar Exchange,
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August 2014)

Budget:
$0
Category:
International
Population Served:
Poor/Economically Disadvantaged, Indigent, General
Adults
Children and Youth (infants - 19 years.)

Program Description:

Cellular phones are almost ubiquitous in most markets across the developing world. Although the developed world enjoys 3G networks and high-end smartphones, 6 billion people in the developing world have basic, “feature phones” and at best, 2G connectivity. Worldreader’s partner biNu has a patented technology that effectively delivers a “smart phone” experience over 2G networks to these basic feature phone users. Using extreme data compression and cloud-based processing, people with inexpensive feature phones can now read books and stories from Worldreader, as well as search on Google, share on Facebook and access the Internet, all with 'smart-phone-like' speed and minimal data costs.

Program Long-Term Success:

* Worldreader is creating widespread access to the world’s knowledge in the developing world. * A study with UNESCO revealed the following key findings: 1. Mobile reading opens up new pathways to literacy for marginalized groups, particularly women and girls, and others who may not have access to paper books. 2. People use mobile devices to read to children, thereby supporting literacy acquisition and other forms of learning. 3. People seem to enjoy reading more and read more often when they use mobile devices to access text. 4. People read on mobile devices for identifiable reasons that can be promoted to encourage mobile reading. 5. Most mobile readers are young, yet people of various ages are capable of using mobile technology to access long-form reading material. More can be done to encourage older people to use technology as a portal to text. 6. Current mobile readers tend to have completed more schooling than is typical. 7. There appears to be a demand for mobile reading platforms with text in local languages, level-appropriate text and text written by local authors.

Program Short-Term Success:

* Users have access to a library of over 2,500 digital books including best in class North American, European, and African textbooks, storybooks, and reference materials. *The Worldreader Mobile library is continuing to grow. * Increased reading * Worldreader averages nearly 200,000 monthly active users

Program Success Monitored by:

* Surveys and Interviews with active users conducted in partnership with UNESCO and Nokia * User data on number of books searched and read, time spent reading, pages read, menu clicks, and most popular books

Program Success Examples:

Teachers, students, caregivers, and others around the world are using Worldreader Mobile to access books for leisure and educational purposes. Worldreader Mobile is increasing reading in developing regions, providing communities with what in many cases is their only access to books. In our ever-expanding library, Worldreader features pertinent and potentially life-saving information on HIV/AIDS, malaria and other important health issues.

Program: Worldreader E-Reader Programs (GuideStar Exchange,
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August 2014)

Budget:
$0
Category:
International
Population Served:
Children and Youth (infants - 19 years.)
Poor/Economically Disadvantaged, Indigent, General
Female Children and Youth (infants - 19 years)

Program Description:

With the active collaboration of our partners, Worldreader acquires e-readers, protective covers, weather-resistant jackets, battery-powered book lights, and cables from their respective makers (either as gifts in-kind or at substantially below-retail prices), pre-loads the e-readers with hundreds of digital books from the many thousands of books we have sourced from publishers around the world, and ships the resultant “Worldreader Program” to countries in the developing world.

Program Long-Term Success:

Multiple externally published research studies have demonstrated that our e-readers have a clear impact on education, with: * Increased reading levels - children spend up to 50% more time reading (some reading >100 books/year) * Improved English language literacy skills as measured by standardized tests * Increased overall academic performance * Increased school enrollment rates * Decreased student dropout rates * Increased teacher satisfaction and retention * Increased capacity to use technology among students and teachers * Increased organizational, community, and government buy-in on the value of e-readers iREAD iREAD is Worldreader’s first and longest running e-reader project/ pilot study and has been in operation since October 2010. This external evaluation was sponsored by USAID, and led by an independent M&E firm, ILC Africa. It demonstrates: * Increased access to books * Increased enthusiasm towards reading * Increased resources for teachers * Increased technological skills * Increased performance on standardized scores at the primary level In addition, testing on primary school students revealed that for girls, one year of participation in the Worldreader program was equivalent to five years of regular schooling, and for boys, the effect was 2.5X the improvement over their peers, compared to control schools. (Based on iREAD Ghana, USAID 2010/11, West African Examination Council’s English Subject Test). iREAD 2 iREAD 2 (2013) is a replicated study of iREAD that targets a younger demographic: primary school students in grades 1-3. The independent evaluation was sponsored by USAID, World Vision, and Australian Aid. This study has demonstrated: * Significant improvements in first language oral reading fluency: Students with access to Worldreader programs learned to read, on average, 5.3 words per minute faster in Twi (most students’ mother tongue) than students in control schools * A narrowing of the gender gap: Girls and boys in Worldreader’s programs improved the same amount on oral reading fluency in Twi, whereas girls in control schools improved only half as much as boys. Put another way, for girls, less than six months in Worldreader’s program is equivalent to a year in regular school * Important gains in foundational English reading skills: Worldreader students improved over 50 percent more than students in the control schools on the most basic English reading skills PRIMR PRIMR is an ICT randomized study sponsored by USAID and implemented by RTI International in 2013. Worldreader is participating in this study to assess the effectiveness of e-readers within the Primary Math and Reading (PRIMR) program in Kisumu, Kenya.This study has demonstrated: * Worldreader student gains in English and Kiswahili oral and reading fluency are double that of the control group

Program Short-Term Success:

iREAD (2010 external evaluation sponsored by USAID and led by ILC Africa) * Increased access to books and educational resources: 550 e-readers used by 400 students and teachers. * Increased enthusiasm towards reading iREAD 2 (2013 internal evaluation sponsored by USAID, World Vision, and Australian Aid) * Increased access to books and educational resources: 800 e-readers used by 620 students and teachers. PRIMR (2013 external evaluation sponsored by USAID and led by RTI International. * Increased access to books and educational resources: 1,050 e-readers used by 1,000 students and teachers. * Each child completed 8.8 books over a period of 1½ months * 70% of students attend 9 or more days of free reading on any given month

Program Success Monitored by:

We gauge the impact of our many projects through internal and third-party evaluations. To read full research reports on our impact, visit: www.worldreader.org/learnings/

Program Success Examples:

Over 37,773 children and families in 9 African countries have been provided with nearly 1,045,425 digital books. Our monitoring and evaluation research demonstrates that these children read more, read better, and are helping to create a culture of reading in their communities. For girls, the impact from our e-reader programs is even more pronounced. As we know from global research, education will positively affect life outcomes. An educated girl tends to marry later (Ozier 2010), have healthier children (Alvarez 2003), survive childbirth at higher rates (McAlister and Baskett 2006), and have smaller families (Schultz 2002). The children she does have will be better educated in turn. She will experience reduced incidences of HIV/AIDS (Hargreaves et al. 2008), earn more (Psacharopoulos and Patrinos 2004), live in societies with higher national rates of economic growth, and assume a more active role in social, economic and political decision-making throughout her life.

Program: Worldreader Program (GuideStar Exchange,
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August 2014)

Budget:
$0
Category:
International
Population Served:
Children and Youth (infants - 19 years.)
Poor/Economically Disadvantaged, Indigent, General
Female Children and Youth (infants - 19 years)

Program Description:

Worldreader Programs are used by partner organizations, from small startups to large NGOs, who collaborate with Worldreader to create an instant “library that never closes”. Worldreader Program is in use in multiple communities in Ghana, Kenya, Malawi, Rwanda, South Africa, Tanzania, Uganda, Zambia, and Zimbabwe.

Program Long-Term Success:

A Worldreader Program is Worldreader's way of allowing outside organizations or individuals to bring the benefits of the Worldreader e-reader program to their community, in a turn-key fashion. A Worldreader Program is suitable for deployment anywhere in the developing world where English is the language of instruction. Worldreader gauges it’s long-term success for our partners based on similar criteria as our basic e-reader programs (See E-Reader Programs). Long-term we look for: * Increased reading levels * Increased enrollment * Increased attendance; Decreased drop-out rates * Improved English language literacy skills as measured by standardized tests * Increased overall academic performance * Building a culture of reading in schools and communities * Increased organizational, community, and government buy-in on the value of e-readers

Program Short-Term Success:

Worldreader gauges it’s short-term success for our Programs partners based on similar criteria as our basic e-reader programs (See E-Reader Programs). In the short-term we look for: * Increased access to books * Increased access to programs that promote reading * Increased enthusiasm for reading, and learning * Increased capacity to use technology among students and teachers * Higher ambitions among students * Increased teacher satisfaction and retention

Program Success Monitored by:

* Quarterly Reports * Self-reporting by Project Managers * Site visits Worldreader is currently rolling out a new Monitoring and Evaluation framework to generate quantitative data on the impact and progress of Programs. Programs partners will be tracking indicators on number of books read by students, levels of books read, performance on reading assessments, and secondary school completion rates. This monitoring framework has been piloted in Kenya in 2013 and will be expanded to other projects in 2014.

Program Success Examples:

* Rapid adoption and scaling of the Worldreader Programs, as created by demand from Worldreader’s community/school partners; Worldreader now has more than 40 partners in nine countries, with additional deployments scheduled for 2014 * Continued expansion with existing partners * Community/school partners reporting: * Increased access to books * Increased access to programs that promote reading * Increased enrollment rates * Increased attendance; Decreased drop-out rates * Increased enthusiasm for reading, and learning * Increased capacity to use technology among students and teachers * Higher ambitions among students * Increased teacher satisfaction and retention

Program: Worldreader Library (GuideStar Exchange,
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August 2014)

Budget:
$0
Category:
International
Population Served:
Poor/Economically Disadvantaged, Indigent, General
Adults
Children and Youth (infants - 19 years.)

Program Description:

Worldreader works with over 80 publishers and with individual authors in order to source digital textbooks, reference books, and storybooks to make them available to the children and adults in our programs. We are transforming publishing in the developing world by creating business relationships with local African authors and publishers throughout sub-Saharan Africa. We convert their English and native-language books to digital form, we then publish their digital books so that the publisher gains an income stream from the digital sale, and new works of African literature are made available to readers throughout the world. We also source digital books from publishers in North America and Europe. 70% of the books we distribute are locally-sourced African textbooks and literature; 20% of the books are the best of North American and European works.

Program Long-Term Success:

As Worldreader’s publishing program matures, we expect the following long-term successes: * Continued expansion of Worldreader’s digital library to include more books, in more languages, across more levels with more variety of titles and reading materials; * Emergence as the leader for African digital content * Increased participation by local authors and publishers * Increased access to Worldreader’s library through more digital platforms

Program Short-Term Success:

In the short term, Worldreader has already demonstrated the following successes: * Expansion of Worldreader’s digital library to include thousands of books, in several African mother-tongue languages, with an emphasis on age-level appropriate instructional readers and age-appropriate content; our digital library now includes over 6,000 titles in 23 languages. * Participation among local authors and publishers: Worldreader currently partners with several prize winning African authors and over 30 educational and trade publishers, in order to digitize their books and publish them online, allowing them to gain an income stream from the digital sales of their works

Program Success Monitored by:

Worldreader internally evaluates the key indicators (listed above).

Program Success Examples:

* Worldreader’s digital library has grown to include over 6000 storybooks, reference books, textbooks, and reading materials, in 23 languages for children, teachers, and adult readers * Worldreader has partnered with Translators without Borders and Big Bug Books to translate 30 existing leveled readers into 11 languages, bringing to our readers a combined total of 330 existing and new local language books (excluding textbooks).
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Impact Summary from the Nonprofit Additional Information
A Charting Impact Report consists of an organization’s responses to the five questions. Helping validate this self-reported data are three reviews. Once an organization has used the online interface to complete its report, its responses will produce a document with a unique URL that will be shared on this website, on your GuideStar profile, on the reports of charities participating in BBB Wise Giving Alliance evaluations, and – in the future – with other websites and information sources about nonprofits. We encourage organizations to use this URL to share their report on their own website and through their own media channels. Participants will receive guidance about promoting their Charting Impact Report, along with other benefits, once they publish their report.

2013 was a monumental year in our growth. Each month, Worldreader provided over 200,000 children, families, and adults in 27 countries in Asia and Africa with hundreds of digital books on e-readers and thousands of digital books on inexpensive phones. As a result, the children, families, and adults whom we serve have read 990,034 digital books in 2013, making it a total of 1.7 million books read since 2010. We work with 140 publishers to acquire and digitize the best, most relevant content for our readers; 70% of our library comes from African and Indian publishers. Our data shows this work has had significant impact. Students in our e-reader programs make more progress in oral reading fluency than those in neighboring schools, and girls in Worldreader’s school-based programs outpace their peers by a factor of three to five, closing a gender achievement gap. Further results from our research show an increase in access to books and educational resources, increased enthusiasm toward reading, and markedly improved performance on standardized testing. To read full research reports on our impact, visit: www.worldreader.org/learnings/ Through these efforts and our partnerships with the private sector, teachers, education experts, and other organizations, we continue to work towards a world in which every child and her family have the books they need to improve their lives, the practice of reading is commonplace, and where illiteracy is a thing of the past.
For more in-depth information about this organization's impact, view their Charting Impact Report.
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