Learning Matters, Inc.

Learning Matters for Everyone.

aka Learning Matters   |   Nashville, TN   |  http://www.learningmattersinc.org

Mission

Learning Matters is a non-profit organization established in 2006 with a mission to reduce barriers to learning and ensure educational equity for K-12 students with learning differences. We believe access to high-quality academic intervention should not be limited by a student's zipcode.

Notes from the nonprofit

Updated strategic plan estimated completion date 8/22

Ruling year info

2007

Executive Director

Mrs. Christie A Andrews M.Ed.

Main address

P.O. Box 150175

Nashville, TN 37215 USA

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EIN

56-2584397

NTEE code info

Educational Services and Schools - Other (B90)

Children's and Youth Services (P30)

Remedial Reading, Reading Encouragement (B92)

IRS filing requirement

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

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Communication

Programs and results

What we aim to solve

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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?

One-on-One Teaching

All teaching sessions at Learning Matters are one-on-one. Much attention is given to the match between the student and the teacher. Teaching sessions are typically one hour in length. Each student has an individualized teaching plan that is developed to address the needs of the student. Teaching records are maintained, and parents receive information monthly. Our goal is to help each of our students to succeed in their area of weakness. Progress is measured in a variety of ways. Some of the programs that we use have progress monitoring built into them. For some of our students the progress is measured by increased performance in school, and for others independent progress monitoring tools are utilized.

Population(s) Served
Children and youth
People with intellectual disabilities
People with learning disabilities
Low-income people
Working poor

Learning Matters conducts psycho-educational and diagnostic assessments. Psycho-educational assessments are comprehensive evaluations of cognitive abilities, academic abilities, and literacy skills. Psycho-educational assessments can be used to diagnose learning disabilities. Diagnostic assessments contain a personalized battery of tests based on the student’s needs. Most often, they include tests of reading, spelling, comprehension, and written expression. Data collected in the assessment, background data provided by the parents, student, and teachers, and previous testing when available is analyzed by the  team, and a report is written. A feedback meeting is held with the parents to discuss the student’s learning profile and to discuss recommendations. The student is present at this meeting when appropriate. Assessments are invaluable in determining the causes of a student’s struggles in school.

Population(s) Served
Children and youth
People with learning disabilities
People with intellectual disabilities
Low-income people
Working poor

Learning Matters is available to provide educational advocacy for all of the students that we serve. Often, advocacy is helpful to parents when they are faced with communicating their desires to school personnel in IEP and student support meetings. The child’s unique learning profile can be shared with the teachers and administrators, and recommendations to better serve the student can be made. Educational advocacy often follows the assessment process. During this past calenar year, Learning Matters participated in over 53 school meetings to clarify the learning issues and attain possible interventions and accommodations for students we served.

Population(s) Served
Children and youth
People with intellectual disabilities
People with learning disabilities
Low-income people
Working poor

Our summer reading program provides 15 at-risk students from low-income neighborhood schools with seven weeks of intensive reading intervention provided by qualified teachers and learning specialists. The selected students have a diagnosed reading challenge that we can specifically address in this type of intensive, one-on-one environment. Our program also provides these students with positive role models and peer-to-peer relationship building. At the end of the summer, students demonstrate significant reading growth and increased confidence in their abilities as learners.

Population(s) Served
Children and youth
Economically disadvantaged people

Where we work

Accreditations

Academy of Orton Gilligham Practicioners 2021

Affiliations & memberships

International Dyslexia Association TN 2022

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

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 demonstrated a willingness to learn more by reviewing resources about feedback practice.
done We shared information about our current feedback practices.
  • Who are the people you serve with your mission?

    Learning Matters provides academic support services to K-12 students impacted by a learning disability. Approximately 1-in-5 students is impacted by a learning disability and the majority of our students are as well, however a student does not need to have a clinical diagnosis of a learning disability to receive services. Our students come from diverse economic backgrounds and receive services via a sliding scale. We aim to narrow the opportunity gap by providing interventional tutoring, academic assessment and school advocacy to any child who needs it. Families from all income levels access our services and each family is offered what they need to help their student to learn.

  • How is your organization collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.), Case management notes, Community meetings/Town halls, Constituent (client or resident, etc.) advisory committees, Suggestion box/email,

  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, 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 identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals,

  • What significant change resulted from feedback?

    We were unaware that our invoicing method made it confusing for some clients to submit for reimbursement. We have since changed our format. We learned about the some frustration with the number of contact points in the assessment process and have remedied this with the launch of a portal where parents can access their information at convenient times for them (24/7) instead of our office hours.

  • With whom is the organization sharing feedback?

    The people we serve, Our staff, Our board, Our funders, Our community partners,

  • How has asking for feedback from the people you serve changed your relationship?

    Each day we learn from and encourage our students about the importance of advocating for what you need, in school and in life. We put this in to practice by asking for for input from our constituency. Everyone needs their voice to be heard. Asking for input helps everyone feel included and valued and makes our services and they way we offer them better.

  • 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 people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We tell the people who gave us feedback how we acted on their feedback,

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback, It is difficult to find the ongoing funding to support feedback collection, Staff find it hard to prioritize feedback collection and review due to lack of time, Part of our client base is uncomfortable sharing information.,

Financials

Learning Matters, Inc.
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Operations

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

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Connect with nonprofit leaders

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Connect with nonprofit leaders

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

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Learning Matters, Inc.

Board of directors
as of 06/09/2022
SOURCE: Self-reported by organization
Board chair

Mrs. Kerry Price

Bass, Berry Sims

Term: 2020 - 2023

Sara Perez Barrettq

UBS

Leonora Zilkha Williamson

Platinum Rule Advisors

Joseph Rando

Heath Island Enterprises and Vanderbilt University

Christine Andrews

Learning Matters, Inc.

Stephanie Durman

Tennessee Department of Environment and Conservation

Julie Evans

Kraft CPAs

Bryce Davis

Rensant Bank

Alexander Lindroth

Navihealth

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 ? Not applicable
  • 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? No

Organizational demographics

SOURCE: Self-reported; last updated 6/9/2022

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 06/09/2022

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

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • 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 seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • 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.