Pakachoag Music School of Greater Worcester

At Pakachoag, we make Music for Life!

aka Pakachoag Music School of Greater Worcester   |   Worcester, MA   |  www.pakmusic.org

Mission

Pakachoag Music School is dedicated to nurturing musical journeys that cultivate the imagination, inspire creativity, and develop artistry for persons of every age and background. Pakachoag faculty set high expectations; our students learn to think creatively and discover that hard work reaps rewards one might never have expected.

Ruling year info

1990

Executive Director

Mrs. Sarah Smongeski

Main address

10 Irving Street

Worcester, MA 01609 USA

Show more contact info

Formerly known as

Pakachoag Community Music School

EIN

04-3029253

NTEE code info

Arts Education/Schools (A25)

Educational Services and Schools - Other (B90)

IRS filing requirement

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

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Communication

Blog

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Pakachoag Music school is working to elevate our nation, the Commonwealth of Massachusetts, and our Greater Worcester Community – through the arts. We believe the arts are for everyone and that out-of-school arts opportunities provide value for self-expression, for developing the skills and confidence needed for success in music and in school, and for creating a sense of community and belonging. We also know community arts education is not available to everyone, especially those who live on the margins. With decades of research showing that arts learning is essential to human development and healthy communities, this is a problem. Our desire is to support every child, youth and adult in finding their voice in music; to create memories and develop skills that last for life; and where, together as a diverse community, we nurture, imagine, create and master - regardless of background and means.

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?

Access for All through Financial Aid

The School's Financial Aid & Outreach Program provides opportunities for families of low income.

Population(s) Served

Guitar classes and lessons for youth in partnership with the Boys and Girls Club of Worcester

Population(s) Served
At-risk youth
Ethnic and racial groups

Afternoon Tunes is a youth driven free music lesson program for children primarily living in the Main South neighborhood of Worcester. The program was founded by a Pakachoag alumna with the Music School serving as a lead partner.

Population(s) Served
Ethnic and racial groups
Economically disadvantaged people

Early childhood music and movement for children aged birth to five years. Classes are offered in five locations in and around Worcester and includes a class offered in partnership with Worcester's Hanover Theatre Conservatory.

Population(s) Served
Infants and toddlers

Music lessons for children, youth and adults.

Population(s) Served
Children and youth
Adults

This program offers in-depth learning for children aged 5 through high school. Parents are active participants in learning. We include students of all backgrounds (some receive financial aid), driven by the Suzuki philosophy that every child can learn and success.

Population(s) Served

These programs are most often conducted off site at a partner location. Tuition is free. Students are mostly low-income, inner-city. Quite a few are immigrants and refugees. Current partners include Black Excellence Academy, Elm Park Community School (Worcester), Boys & Girls Club, African Community Education.

Population(s) Served
Children and youth
Economically disadvantaged people
Children and youth
Economically disadvantaged people
Children and youth
Economically disadvantaged people

Where we work

Affiliations & memberships

National Guild for Community Arts Education 2021

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 children and youth receiving free and subsidized tuition for after-school music learning.

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

Children and youth, Adults, At-risk youth, Economically disadvantaged people, Immigrants and migrants

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Our FY2020 was a half-year covid disrupted. FY 2021 represented a full year covid disrupted.

Number of free registrants to classes

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

At-risk youth, Economically disadvantaged people, Immigrants and migrants

Related Program

[email protected]

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

2019 and 2020 students receiving free classes were served via the Boys & Girls Club of Worcester. FY2021 were students reached as part of the Black Excellence Academy.

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.

The School’s aspiration for the near future is to grow in a way which creates more equitable access to the arts, growing organizational diversity and expanding community engagement along the way.

That includes expanding partner programming, bringing music learning off site to children and youth who cannot otherwise access after-school music learning. By exciting these students around music, we want to invite these students to continue their music learning by enrolling in lessons or a music class with us (with financial aid support).

One student at a time, we want to support every student in being successful as a musician, providing the groundwork for success in school, work, life and community.

To meet our goal, we are working to:

• Create easier access to out-of-school arts learning through financial aid and partner outreach
• Increase the use of technology, begun during COVID, for future flexibility
• Expand organizational diversity among enrollees, volunteers and faculty
• Increase our donor base and unearned income to support our high quality faculty and staff, maintain high quality programming, and offer more tuition-free partner programming as well as financial aid.

Pakachoag has a long history of successful partnerships, coupled with providing financial aid to families in need.

Since moving from the suburb of Auburn into the city center of Worcester in 2018, we have seen growth in diversity and partner activity. With experienced staff and board members and a dedicated faculty of 38 teaching artists, we're making forward progress.

We have managed a balanced budget over several decades, pushing small surpluses into cash reserves. That fiscal conservative approach has positioned us to weather the pandemic, despite disruptions to enrollment and activities.

In 2020, following our first full year in Worcester, we are excited to report that we are enrolling more students from the City of Worcester, while also retaining the many suburban families that have been part of our profile for decades. Among private lesson enrollees (where growth is aimed), 11% of students identified as African/African American (vs. 12% for the city of Worcester). 13% identify as Asian vs. 8% in Worcester. 6% identify as hispanic vs. 20% in Worcester; while 12% identify as two or more races vs. 4% in Worcester. 2021 saw a slight pull back in this forward movement due to the pandemic.

We set up the new "Faces of Pakachoag" display, our way of signaling everyone is welcome and sharing the many forms of diversity comprised within our student body from instrument, age, skin color, and level of musicianship.

We began a new outreach program with the Black Excellence Academy reaching 35 middle school students once-a-week for 12 weeks. Taught by Pakachoag faculty member Christon Carney, the curriculum explored Black excellence in music, specifically via the Motown genre, as a path toward social change.

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?

    Families with children of all ages; adult students living throughout Central Massachusetts. Persons of all ages and backgrounds with an interest in music learning, engagement, and enjoyment.

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

    Electronic surveys (by email, tablet, etc.), Paper surveys, 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 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 initiated a new introduction to Keyboard class in 2019. This group class offers an entry point into the school that is affordable and requires less of a commitment than private lessons. It allows families an easier way to test out our program.

  • With whom is the organization sharing feedback?

    The people we serve, Our staff, Our board,

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

    We are at the beginning of this process to more fully evaluate programs and culture as they related to equity and inclusion.

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

    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 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,

Financials

Pakachoag Music School of Greater Worcester
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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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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.

Pakachoag Music School of Greater Worcester

Board of directors
as of 02/08/2022
SOURCE: Self-reported by organization
Board chair

Kallin Johnson

Notre Dame Academy

Term: 2016 - 2022

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 ? No
  • 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 2/8/2022

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: 02/19/2021

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 analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • 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.
Policies and processes
  • 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 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.