EachOneTeachOneTech

Empowering girls and their communities through technology training and education for a brighter future and employment in tech

aka E1T1   |   San Francisco, CA   |  http://www.eachoneteachone.is

Mission

Empowering girls and their communities through technology training and education for a brighter future and employment in tech.

Ruling year info

2015

Executive Director

Mr. Andrew Lewman

Main address

1288 Columbus Avenue

San Francisco, CA 94133 USA

Show more contact info

EIN

47-2642906

NTEE code info

Employment Training (J22)

Other Youth Development N.E.C. (O99)

Computer Science (U41)

IRS filing requirement

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

Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Uniquely Positioned to Meet a Growing Need Women, girls, and members of other underrepresented groups continue to lag worldwide in technical education and training, which leads to the most remunerative work. According to the bureau of Labor Statistics, lack of a technically trained workforce is a leading indicator of poor economic growth in many areas.

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?

Summer Technology Delivery Program

Learn to code through photography and videography. Learn website development through graphic design.

Population(s) Served
Women and girls
Economically disadvantaged people

Where we work

Affiliations & memberships

Northeastern University Public Evaluation Labs 2020

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.

With years of experience, a tested model, and long-standing partnerships with educational and community partners, EachOneTeachOne is uniquely positioned to contribute to meeting the goal of closing the gap between the supply of technically skilled workers and the demands of a digital economy. ​

Philosophy
Research shows that girls, women, and members of other groups are under-represented in technology fields in school, and in technology-related employment. Technical jobs are among the most flexible and highest- paying. Lack of economic self-sufficiency resulting from gender and other inequality in education, training and employment reaps a grim harvest. For example, it is one of the top reasons drawing and then trapping women into unhealthy relationships all over the world, creating sad conditions and pulling area economies down with them into a cycle of stagnation.
Economic self-sufficiency for girls, women, and all members of the community, benefits everyone, when all people achieve proficiency in skills, including technical skills, and have access to the best jobs. Each One Teach One seeks to address the imbalance in technical education, achievement, and job prospects. Everyone benefits from help lifting all members of the community beyond the limitations of gender and other types of inequality, and our communities benefit from an increase in a skilled workforce and an increase in employment. ​

Technology Training and Employment for Women and Girls in Developing Areas ​
Our organization piloted its program, providing coding and technology training and employment for women, girls, and members of other underrepresented groups, with a goal to empower economic independence and personal contribution through finding employment in the technology sector. The program trains students to pay the cost of the program forward by becoming a mentor for someone else.

Desired outcomes include completion of technical training, completion of job seeking skills training, delivery of work in the E1T1 internship, and finding further work beyond the E1T1 internship. The ultimate outcomes include better-compensated, more flexible employment options for girls and women, avoidance of unhealthy relationships and the resulting harms and costs, and increased employment in targeted areas.

We believe in building skills through building confidence, and improving lives through education, training and gainful employment. Students are encouraged to challenge themselves, but progress at their own pace.

Theory of Action/Theory of Change

We strive for results where more women, girls, and members of other underrepresented groups gain further well-compensated, flexible employment in computing-related fields, starting with completing our E1T1 tech internship. Our model is created to provide concrete guidance and resources as well as hands on tech service delivery experience, encouraging confidence, self-sufficiency and employment in computing-related fields, through technical skills, use of existing online resources, guidance and mentoring. The model seeks to provide education that leads beyond the initial Each1Teach1 internship job, to further jobs, which then will lay the foundation for economic self-sufficiency for girls and women.

With years of experience, a tested model, and long-standing partnerships with educational and community partners, EachOneTeachOne is uniquely positioned to contribute to meeting the goal of closing the gap between the supply of technically skilled workers and the demands of a digital economy. ​

Since 2012, E1T1 has trained over 250 youth and adults and provided them initial technology-sector jobs in the form of the E1T1 internship itself.

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 collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.),

  • 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,

  • What significant change resulted from feedback?

    We assign mentors to specific learning modules so they may focus on developing expertise in these modules.

  • With whom is the organization sharing feedback?

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

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

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback, The people we serve tell us they find data collection burdensome,

Financials

EachOneTeachOneTech
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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

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

EachOneTeachOneTech

Board of directors
as of 5/12/2021
SOURCE: Self-reported by organization
Board co-chair

Dr. Sarah Cortes

Netflix

Term: 2018 - 2022


Board co-chair

Caroline Meeks

Google

Term: 2020 - 2022

Prof. Thomas Koenig

Northeastern University

Caroline Meeks

Google

Will Eiref

Moviri

Ada Jo Mann

Appreciative Inquiry Consulting, Inc.

Dr. Sarah Cortes

Netflix

Andrew Lewman

Dark Owl

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
  • 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