Junior Achievement of Greater Boston

Boundless Possibilities

Boston, MA   |


Junior Achievement’s mission is to inspire and prepare young people to succeed. The inspiration piece comes from community volunteers who not only deliver our lessons, but share their experience. In the process, these volunteers serve as role models helping to positively impact young people’s perceptions about the importance of education, as well as critical life skills. Preparation involves our proven lessons that promote financial capability, work and career readiness, and business ownership.

Ruling year info


President and CEO

Mr. Radhames Nova

Main address

80 City Square

Boston, MA 02127 USA

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Formerly known as

Junior Achievement of Northern New England



NTEE code info

Educational Services and Schools - Other (B90)

Youth Development Programs (O50)

Economic Development (S30)

IRS filing requirement

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

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Programs and results

What we aim to solve

SOURCE: Self-reported by organization

While financial literacy is not required to be taught in Massachusetts schools, only 6.9% of US high school students are financially literate, and the FLEC states that nearly 23% of young people report routinely spending more than their income and only 33% report having any rainy-day savings. Furthermore, a recent survey indicated that 42% of over 400 U.S. employers rated the overall preparation of our high school graduates for entry-level jobs as "deficient", 70% rated graduates "deficient" in both professional/work ethic and critical thinking, and 54% rated their creativity/innovation skills as "deficient". And while an introduction to entrepreneurship is left out of most classroom curriculum, young people need to continue to innovate and launch businesses in order for their communities to benefit and thrive. These interconnected issues affect future opportunities for our youth and the future economic conditions of their communities, and we must find a way to address these gaps.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

JA K-12 Programs

Junior Achievement (JA) programs teach important life skills lessons to students in Kindergarten through 12th grade - financial literacy skills like budgeting, saving, and investing; workforce readiness skills like collaboration and communication; and entrepreneurship skills like creativity and innovation. Delivered by corporate and community volunteers, each program is age-appropriate, dynamic, interactive, and aligns with Common Core standards. Programs are generally taught over a 5-8 week period, with flexibility to condense lessons into a one-day format, JA In A Day. As time is a critical concern for student and volunteer schedules, many educators and companies opt for this learning model for program delivery. Additionally, at a time when public funding is being slashed, all Junior Achievement programs are provided at no cost to school and after-school organizations.

Population(s) Served
Children and youth

Developed by the Junior Achievement of Greater Boston, JA Skills to Achieve 2.0 provides high school students with a unique opportunity to understand a company through the lens of that company's employees in the office space of that company. Students will learn about what that company does through a hands-on activity or case study developed by the company. Lessons that follow include how to develop standard interview question answers and practicing through mock interviews, practicing collaboration through a team challenge, and understanding credit.

Population(s) Served

JA Company Program - Afterschool unlocks the innate ability in high school students to fill a need or solve a problem in their community by launching a business venture and unleashing their entrepreneurial spirit. Recruitment for the program begins at the start of the school year and the program kicks off in late November. Companies meet regularly at the JA Innovation Center @ RSM located in the Charlestown neighborhood of Boston until May when we hold the JA Company Pitch Competition.

Population(s) Served

Where we work

Affiliations & memberships

Junior Achievement Worldwide 1945

Junior Achievement USA 1919

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of participants engaged in programs

This metric is no longer tracked.
Totals By Year
Population(s) Served

Young adults, Preteens, Adolescents

Type of Metric

Output - describing our activities and reach

Direction of Success


Context Notes

In FY23, we served 8,716 students vs. 6,199 the prior year (+41%), with an average JA instruction time per student of 12 hours (flat). 96% of students live in our impact communities.

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

JA of Greater Boston seeks to remedy these significant gaps by providing access to sequential, age-appropriate youth programs that specifically address financial, economic, and entrepreneurial skills. We aim to provide this “life skills" education to our region's youth through a strategic approach to create community partnerships with 8 key communities in the Greater Boston area. Creating long-standing relationships in these communities will allow us to reach their students “early and often", leading to deep impact on their economic and workforce capabilities and ultimately affecting the economic fabric of these communities over time. We recognize that this process will be slow and will require many layers of foundation, but our overall goal is to create a pathway of JA experiences for our youth, building the groundwork for them to become economically confident citizens.

In the long-term, with these 8 key communities we aim to establish partnerships in which each student, for example a student in Lowell, can experience sequential JA programs from elementary school to high school. This allows the student to annually build upon the economic and entrepreneurial skills learned in the previous school year, and continue to develop a strong foundation upon which to succeed as an adult. Over the next 3-5 years, we will know we are successful in this effort if our programs are more deeply integrated into the elementary, middle, and high school levels in each of our 8 communities, because this will demonstrate to us that students are on their way toward receiving consistent access to JA's life skills education. And with this consistent education, these young people will be more prepared for adulthood because they understand the skills needed to succeed in the workforce, they have practiced these skills through entrepreneurial activities and experiences, and they have learned how to manage their finances once they are of earning age. Sending fiscally responsible, innovative, and flexible workers into the workforce will affect their chances at personal success and will, in turn, affect the economic conditions of their communities and economies.

JA's hands-on, sequential programs help prepare young people for the real world by showing them how to generate wealth and effectively manage it, how to succeed in and create jobs which make their communities more robust, and how to apply entrepreneurial thinking to the community and workplace. Armed with the knowledge and skills JA provides, students learn how to face the challenges of adulthood with confidence. By design, JA students are introduced to new concepts and tools, and then have the opportunity to practice their learnings and develop new skills, all while receiving positive feedback from volunteer-mentors. These volunteers from the local business community play an invaluable role in providing real-world relevance for students, as well as mentorship that shapes students' positive outlooks toward work and their futures. JA's constructive combination of new knowledge and skills, coupled with the development of positive attitudes about the topics learned, increase students' perceptions that they have the ability to control their futures. JA programs are:

- Age-appropriate, tied to each grade's academic curriculum and aligned with common core standards
- Experiential and hands-on, providing independent and collaborative opportunities for students to gain knowledge and build skills
- Proven, but consistently redeveloped by trained educators to maintain relevance and address needs
- Designed in a sequential, "building-block" fashion from K-12, enabling students to annually build upon the skills learned previously
- Delivered by local business volunteers, providing encouragement and modeling that contribute to students' development of positive outlooks/behaviors

Throughout the JA experience students learn everything from simple concepts like earning, saving and spending to more sophisticated concepts like taxes and insurance. They learn how money moves through a community and personal finance skills like budgeting, building credit, etc. They learn how our local and global economies work, discover opportunities within our free market system, and practice making critical business decisions. They learn about the soft skills needed for today's workplace, and develop those skills through hands-on simulations.

Beyond the power of the JA program, our staff has been laser-focused on working in our target communities to engage students at all age levels in our programs. We have spent much time meeting with these communities' school and civic leaders, asking how we can support their students and working to collaborate in providing JA moving forward. We have developed strategic partnerships with school and city initiatives in order to layer our programs into existing partnerships, and have set out long-term collaborations with partners to ensure maximum impact.

Junior Achievement of Northern New England (JAofNNE) is fortunate to position itself for future success in our work. Our staff is a mixture of tenured and new JA members, which allows for both institutional knowledge and "fresh eyes" to inform our work and processes moving forward. Our Programs team is a group of individuals who have deep knowledge of JA programs, their impact, and how to successfully implement them, with tenure of up to 5 years delivering JA programs to our partners. Our Development team is made up of experienced Fundraising professionals, in corporate, foundation, and individual giving, as well as newer individuals who bring with them direct JA program experience to inform our fundraising efforts. JAofNNE also benefits from a highly engaged, 46-member Board of Directors, who bring with them expertise across various industries and geographic regions, and fully execute in establishing connections and introductions for JA staff. With clear Board expectations and a strong belief in the JA mission, our Board is more engaged than ever, and we are currently undergoing an analysis of our Board to ensure our members represent the various communities and backgrounds of the students we serve. Finally, JAofNNE benefits from the strong partnerships and collaborations it commits to with other community partners. Collaborations with city government offices, business partners, and other youth organizations allow JAofNNE to steadily weave JA programming into the fabric of established entities within our communities, which ultimately benefits the youth we aim to serve and moves our strategy forward.

We are proud to report that last school year about 65% of our delivered programs occurred in our target communities, and we aim for that percentage to grow this year. There is much work to be done to continue this strategy, but we are well on our way toward long-term, systemic impact for the young people in these communities.

Some data points from recent work with schools in our target communities include:

Fourth graders demonstrated 33% knowledge gain in a JA program about entrepreneurship – topics surveyed included business challenges, problem-solving strategies, revenues/expenses and profit/loss, and resources needed to start a business.

Fifth graders demonstrated 30% knowledge gain in a JA program about work readiness and the need for entrepreneurial thinking to meet the requirements of high-growth careers – topics surveyed included interviewing, the free market economy, career clusters, resumes, and soft skills.

Eighth graders demonstrated 22% knowledge gain in a JA program about personal finance – topics surveyed included budgeting, credit vs. debit, career goal planning, and the relationship between academic and income level.

Often qualitative data tells us that we have made progress in accomplishing our goals, like the stories from local JA alumni: "I can confidently tell you that I would not be the person I am today without everything I learned from my JA mentors. Everything was always changing - new things we needed to get done, new problems we needed to solve. Through JA Academy I learned the importance of teamwork. I couldn't physically do everything alone, nor was I supposed to. I quickly realized that collaboration and communication is what makes a company successful. JA helped me see each side of business, and the company was all ours… we created it together."

Moving forward we will continue to work to engrain JA programming into our target communities, consistently evaluating the depth of student interaction with JA in each community and working to create a JA "continuum" for our students. In the long-term we hope to create holistic partnerships with these communities, but recognize that the grassroots work we are engaged in currently is critical to demonstrating the power of JA and the impact it can have on our students when implemented with a long-term lens.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We shared information about our current feedback practices.
  • How is your organization using feedback from the people you serve?

    To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, We take steps to get feedback from marginalized or under-represented people, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We act on the feedback we receive, We share the feedback we received with the people we serve

  • What challenges does the organization face when collecting feedback?


Junior Achievement of Greater Boston

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The people, governance practices, and partners that make the organization tick.


Connect with nonprofit leaders


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  • Analyze a variety of pre-calculated financial metrics
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Connect with nonprofit leaders


Build relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.

  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

Junior Achievement of Greater Boston

Board of directors
as of 02/29/2024
SOURCE: Self-reported by organization
Board chair

George Moore

CareMetx, LLC

Term: 2022 -

Tim Behling


Brendan Callahan

Jones Lang LaSalle

Raj Pathak

Morgan Stanley

Mark Reilly


Andreana Santangelo

Blue Cross Blue Shield

Jimmy Suppelsa


David Weber

MIT Sloan School of Management

Raymond Hoefling

Amy Zidow


Christine Barry

Migdalia Diaz

Robert Hazard

M&T Bank

Gale Murray

Edward Perkin

Glenn Ricciardelli

MDD Forensic Accountants

Brian Kalberer


Suzanne Norman

Christine Berberich

James Boviard


Brian Diepold

Wells Fargo

Bernard Dockrill


Natalie Fedyuk


Mark Melito

Deloitte & Touche LLP

Oscar Moreno

Rollstone Bank & Trust

Chris Webster

Chris MacKenzie


Daniel Budington

Santander US

Michael Carpentiere

Enterprise Car Sales - Boston Group

Toly Chea

Sanalife & Aqualite US

Chris DeMeo


Joshua Drew

Robert Half Technology

Patrick Dunn

Providence Public - Providence Equity Partners

Kurt Edwards


Lydia Edwards

MA State Senator

Rommel Espinal

Fidelity Investments

John K. Ferguson

Webster Bank

Maricel Goris

Lawrence Public Schools

Sheryce Hearns-Brisbon

Dellbrook | JKS

Charlie Hoban

Oliver Wyman

Pooja Ika


Cynthia Izzo


Michael Kelly

AIG New England

Alvania Lopez

PeachBox Co.

Max Lopez

VMware, Inc.

Smaiyra Million

Babson College

Frank O'Neill

Voya Financial

Jason Pacor

Slalom Consulting, LLC

Federico Papa

American Tower

Heidi Pickett


Karsys Ramirez-Starsiak

UPS - Northeast District & Cape Cod Territory

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    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? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes

Organizational demographics

SOURCE: Self-reported; last updated 1/18/2024

Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.


The organization's leader identifies as:

Race & ethnicity
Gender identity

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

No data


No data

Equity strategies

Last updated: 01/18/2024

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We disaggregate data by demographics, including race, in every policy and program measured.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.