PLATINUM2024

NATIONAL MATH AND SCIENCE INITIATIVE INC

aka NMSI   |   Houston, TX   |  www.nms.org

Mission

We believe STEM education is the greatest lever to accessing opportunity, and is unmatched in unlocking student potential.​

NMSI's mission is to advance STEM education to ensure all students, especially those furthest from opportunity, thrive and reach their highest potential as problem solvers and lifelong learners who pursue their passions and tackle the world's toughest challenges.

Ruling year info

2007

CEO

Jeremy Anderson

Main address

3120 Southwest Fwy, Ste 101 PMB 56097

Houston, TX 77098-4520 USA

Show more contact info

Formerly known as

Laying the Foundation

AP Systems

EIN

11-3769438

NTEE code info

Elementary, Secondary Ed (B20)

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

By focusing on the critical thinking, problem solving and collaboration skills necessary for any career, NMSI's programs are ensuring that students in today's classrooms will be prepared to achieve successful livelihoods and tackle our toughest challenges. Our programs also provide a model for public and private partners to come together to support proven educational interventions and sustain positive student outcomes within local communities.

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?

College Readiness Program

Success in the 21st-century economy requires a higher level of education — and stronger foundation in math and science — than ever before. NMSI’s College Readiness Program is meeting this need, raising the academic bar in high schools nationwide and expanding access to rigorous coursework so that all students are equipped with the knowledge and skills they need to succeed after graduation.

Research shows that exposure to rigorous classes in high schools is a key indicator of post-secondary success. In addition to preparing students for the rigors of college, challenging coursework like Advanced Placement enables students to dig deeper into subjects that interest them and build analytical and problem solving skills that build confidence and are essential for success in any career path.

NMSI’s College Readiness Program is ensuring that more students have access to the challenging classes that will prepare them for future success. Through a combination of student, teacher and schools supports, the three-year program dramatically increases the number of students taking and earning qualifying scores on Advanced Placement math, science and English exams and has a proven track record of improving results for traditionally underrserved and female students. In addition, AP students who score a 3 or higher on AP exams are more likely to earn a college degree on time, which can save students and families both time and money.

To date, NMSI’s CRP has made a dramatic and lasting difference in more than 1,200 public high schools across 34 states, driving unparalleled positive student outcomes across a variety of settings — urban and rural, disadvantaged and affluent, traditional and charter. The program boosts AP performance in partner schools by 10 times the national average after just one year and produces continued positive results over the three years of program implementation, including outstanding gains for female and minority students. Through the Military Families Mission, NMSI is also ensuring that students of our nation’s service members have access to consistent, high-quality educational opportunities whenever or wherever their families may be transferred.

CRP for Students in Military Families:
Students of military families attend six to nine different school systems during their K-12 careers, making consistent access to high-quality education an ongoing concern. Recognizing the need to improve educational opportunities for the 2 million children of our nation’s military service members, NMSI — in partnership with the U.S. Department of Defense — is expanding its proven College Readiness Program to military-connected schools across the country.

NMSI’s College Readiness Program for Military Families provides military-connected students from coast to coast with the well-trained teachers, challenging Advanced Placement coursework, and strong foundation in STEM subjects that will prepare them for the rigors of college and career, whether military or civilian. Because the AP framework is uniform across the country, the program is also ensuring high academic standards and continuity for students whenever and wherever their families are transferred.

Since 2010, the College Readiness Program for Military Families has grown from just four military-connected schools serving Fort Hood and Fort Campbell to 160 schools across 29 states, serving over dozens of installations of all four branches of the Armed Services. After just one year of the program, students in NMSI’s military-connected partner schools show an 85 percent increase in qualifying AP math and science exam scores — 11 times the national average. For African-American and Hispanic students, the increase is more than seven times the national average, and for female students, more than 10 times the national average.

Population(s) Served
Children and youth
Students

Student success begins with teachers who are knowledgeable in their subject matter, skilled at instructing diverse classrooms, and capable of preparing students to be confident and creative problem-solvers. NMSI’s Laying the Foundation Program equips educators with the content knowledge and instructional know-how they need to set high classroom expectations and shift students to advanced levels of thinking and learning as early as grade 3, all the way through high school.

Developed by experienced teachers and content experts, NMSI’s Laying the Foundation Program provides teachers of grades 3-12 with the training, support and resources they need to drive student achievement and facilitate their progression toward advanced coursework in high school.

Research shows that students of LTF-trained teachers score better on math and science reading assessments. To date, nearly 50,000 teachers nationwide have participated in NMSI’s Laying the Foundation Program and are using their expertise to build the capacity of their schools and districts to advance student achievement at all grade levels.

Population(s) Served
Adults

Where we work

Accreditations

International Accreditors for Continuing Education and Training 2009

Number of AP Math, Science and English qualifying scores

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

Adolescents, Students

Related Program

College Readiness Program

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

A qualifying score of 3, 4 or 5 on an AP exam translates to college credit in that subject area at most colleges and universities in the US.

Number of new programs/program sites

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

Students

Related Program

College Readiness Program

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Each year, NMSI launches our 3-year College Readiness Program in a new cohort of high schools based on available funding.

Number of participants engaged in programs

This metric is no longer tracked.
Totals By Year
Related Program

College Readiness Program

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

Number of educators engaged in the College Readiness Program for that school year.

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.

We’ve identified four pillars that will continue to move our mission forward by supporting educators in the service of students.

Our focus on improving outcomes for students furthest from opportunity remains the same. However, we must ensure that our core work is thriving to continue offering educators the best training to help their students succeed in rigorous STEM coursework. Strengthening our core work will also grow our relationship with existing funders and foster new ones with clear intentions. We’ll continue to offer our school partners 365 days of support and scale our work to reach more educators, particularly Black, Latinx, and Indigenous teachers, to advance equity in education.

Our experience is guiding us to deliver consistent and user-centered experiences for educators using high-quality technology solutions. We maintain our position of providing practical yet engaging teacher training and continue to strive for equitable access by expanding NMSI’s world-class content and support to all educators regardless of location or school size.

NMSI will launch coursespecific teacher supports in algebra and math and train teachers to identify barriers that may inhibit students from accessing rigorous STEM coursework, let alone success in math.

Forty-three percent of students across the country identify as Black, Latinx, American Indian, or Alaska Native. Still, only 14% of math and science teachers identify as Black, Latinx, American Indian, or Alaska Native. We
want to bolster the retention of Black, Latinx, and Indigenous educators and, in turn, inspire the next generation of diverse STEM leaders, ultimately increasing the number of people of color in the STEM fields and careers.

NMSI Next is our five-year strategic plan to grow faster, have a deeper impact and work with other solution providers to ensure all students have access to rigorous, high-quality education. We've accomplished a lot in the past 10 years, and the next five set the bar even higher to advance STEM education for all students, especially those furthest from opportunity.

We're meeting critical needs and yet we know there are additional needs. Our role as a national catalyst is to bring together national voices to collaborate and coordinate so we are rowing together and deploying resources effectively and efficiently.

Our core programs already are world class. Even so, we're committed to constant evaluation and iteration to ensure we're also finding a better way. We also feel a responsibility to connect schools that have needs outside of our expertise to solution providers who we know are doing great work.

To drive impact in strategic regions, we will marshal local resources, where needed, to support local education and where local supporters already at are work, we'll contribute our voice and resources to help ensure their success.

We can't accomplish all this without being a Strong and Sustainable Organization – and we can't do that without you.

NMSI was launched in 2007 with inaugural support from ExxonMobil, the Michael & Susan Dell Foundation, and the Bill & Melinda Gates Foundation. Our programs provide a continuum of training and support for students and teachers from elementary school through college and are producing measurable student outcomes. NMSI boosts Advanced Placement® exam performance in partner schools by 10 times the national average and builds teacher capacity to advance student achievement at all levels.

The National Math and Science Initiative is able to achieve our goals by identifying ideas and programs with proven effectiveness and quantifiable results, and scale them up nationwide. We monitor results for effectiveness and require that milestones be reached every step of the way. Educators value our comprehensive, evidence-based approach because it delivers dramatic and sustainable results and fundamentally changes education cultures.

Since 2007, NMSI has moved the needle on teacher effectiveness and student achievement in a dramatic way, launching exceptional educational programs from coast to coast. In the years ahead, we aim to support more students and teachers by strategically expanding our geographic footprint and deepening our impact in the communities we serve. As we continue to work towards a future in which every student graduates from high school prepared to succeed in college and career, we will focus on three priority initiatives:
• Build capacity in STEM-intensive communities, seeing our programs in communities where at least one-fifth of local jobs require a STEM degree to bolster the pipeline of skilled students and workers needed to fuel local and national economic growth
• Expanding support for students of military families by increasing the reach of our College Readiness Program to more than 200 military-connected schools, ensuring consistent, high-quality education for thousands of students required to relocated during high school
• Leveraging partnerships to sustain positive outcomes and empower schools to build the community- and state-level investments needed to support continued academic excellence

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.
  • 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

  • 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 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, We ask the people who gave us feedback how well they think we responded

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback

Financials

NATIONAL MATH AND SCIENCE INITIATIVE 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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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.

NATIONAL MATH AND SCIENCE INITIATIVE INC

Board of directors
as of 06/15/2024
SOURCE: Self-reported by organization
Board chair

Dr. Shirley Malcom

American Association for the Advancement of Science

Nancy S. Grasmick

Presidential Scholar - Towson University

Bernard A. Harris

Mary Ann Rankin

University of Maryland

David E. Chavez

Los Alamos National Laboratory

Lawrence Warder

Retired Global Director of Operations Deloitte Consulting

Philip Sprick

Service Corporation International

Raymond Pierce

The Southern Education Foundation

Ron Ottinger

STEM Next Opportunities

Susan Sclafani

Forum for World Education

Talia Milgrom-Elcott

100Kin10

Thomas Finke

Chairman Adara Acquisition Corp.

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? No
  • 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 4/2/2024

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

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Male, Not transgender
Sexual orientation
Heterosexual or Straight
Disability status
Decline to state

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 04/05/2022

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 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.
  • 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 measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • 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.