Youth Development

Christodora, Inc.

Nature, Learning, Leadership

aka Christodora: Nature, Learning, Leadership

New York, NY

Mission

Christodora's mission is to encourage the positive academic and developmental growth of New York City's youth through stimulating educational and challenging outdoor programs.

Ruling Year

2002

Executive Director

Ms. Judith Rivkin

Main Address

One E 53rd St 1401

New York, NY 10022 USA

Keywords

environment, nature, youth, service learning, wilderness, urban, camping, education, leadership development, STEM, experiential, hands-on, values, stewardship

EIN

13-5562192

 Number

1644592794

Cause Area (NTEE Code)

Youth Development Programs (O50)

Recreational and Sporting Camps (Day, Overnight, etc.) (N20)

Environmental Education and Outdoor Survival Programs (C60)

IRS Filing Requirement

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

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Social Media

Programs + Results

What we aim to solve

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Our programs

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

SOURCE: Self-reported by organization

Winter Ecology Program (in public schools)

The Manice Education Center (summer sessions and school-year class field trips)

New Youth Conservationists (weekend program)

Summer Ecology Program (at Yale School of Forestry Camp)

Elliman Scholars

Where we work

Our Results

How does this organization measure their results? It's a hard question but an important one. These quantitative program results are self-reported by the organization, illustrating their committment to transparency, learning, and interest in helping the whole sector learn and grow.

SOURCE: Self-reported by organization

Number of campers enrolled

TOTALS BY YEAR
Population(s) served

Adolescents (13-19 years),

Minorities,

Students

Related program

The Manice Education Center (summer sessions and school-year class field trips)

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context notes

163 students attended our summer camp programs in 2019 across 5 sessions.

Number of students with good social and leadership skills and self-discipline

TOTALS BY YEAR
Population(s) served

No target populations selected

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context notes

In 2019, 98% of our students demonstrated increased success in at least one social-emotional learning skill.

Number of students enrolled

TOTALS BY YEAR
Population(s) served

K-12 (5-19 years),

Adolescents (13-19 years),

Minorities

Related program

Winter Ecology Program (in public schools)

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context notes

1800 students are enrolled through our Winter Ecology Program in NYC schools, with a total of 2500 including summer camp and trips to our Manice Education Center.

Number of youth who demonstrate that they have developed social skills (e.g., interpersonal communication, conflict resolution)

TOTALS BY YEAR
Population(s) served

No target populations selected

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context notes

In 2019, 98% of our students demonstrated increased success in at least one social-emotional learning skill.

Charting Impact

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

SOURCE: Self-reported by organization

What is the organization aiming to accomplish?

What are the organization's key strategies for making this happen?

What are the organization's capabilities for doing this?

How will they know if they are making progress?

What have they accomplished so far and what's next?

Christodora’s goal is to encourage the positive educational and developmental growth of underprivileged New York City youth through stimulating educational and challenging outdoor programs.

Christodora creates a “ladder of opportunity” for our students’ growth through a range of programs with increasing, age-appropriate challenges, and careful attention to each student’s social-emotional growth. Our years of experience and engagement with schools in diverse communities throughout the City enable us to reach students during the school year, excite them about our programming, and engage with them throughout their middle and high school years and beyond. Most of our students meet federal poverty levels to qualify for free or reduced lunch and live in traditionally under-resourced communities in NYC; nearly all are Latino, African-American, from immigrant families, and/or multi-ethnic. Our staff is fully representative of our students: over half of our staff are former students, and peer leadership and mentoring are important elements of the Christodora experience.

The Board of Directors currently stands at 19 members, with 4 new members added over the course of three years. Christodora's board has the following committees: Executive Committee, Nominating/Governance Committee, Finance and Audit Committee, Development and Communications, Program Committee, and Risk Management Committee.

Our Board of Directors remain our key supporters in fundraising with 100% participation in giving. In the past years we have succeeded in increasing revenues and managing costs, so that we now have a budget that is balanced (including the board-designated contribution of 3% of unrestricted net assets).
• In 2013 and 2014, we held our two most successful gala events in our history.
• We have diversified funding sources, including new foundation and corporate support, theater benefits and a canoe relay on the Bronx River.
• We have greatly increased donations from individuals, by broadening our outreach and offering more opportunities for giving.
• As we focus on increasing donations from individual supporters, we also attract new board members; we are about to add 2 individuals to our board roster.

In 2014, through a board member connection, we launched our much-needed new website using NerveWire, a digital media firm. We launched the Salesforce.com database, a system that will allow us to track our students and evaluate their outcomes over a longer term, maintain relationships with school and community partners and with donors, and parse the data for more targeted communications.

In 2013, we were accepted as a program partner of Youth, I.N.C., whose mission is “to improve the lives of youth through a unique venture philanthropy model that empowers, develops, and educates nonprofit organizations serving young people.” As a Youth, I.N.C. partner, we are able to receive no-cost technical assistance in fundraising and board development, and access to information-sharing through executive directors’ roundtables, conferences and the like. A major benefit of this affiliation has been that we were one of only three nonprofits invited to participate in a pilot program for “shared metrics” conducted by Algorhythm, a research organization based in Philadelphia that “builds data-driven diagnostic, planning and evaluation tools – ‘impact learning systems’ – for those organizations and businesses seeking to achieve a positive and lasting social impact.” Algorhythm’s survey instrument has shown that youth interactions in their family, school, community and society can help them develop the “5 Cs” (Caring, Character, Connection, Confidence, and Competence.) Developing these five internal qualities leads to the 6th C, Contribution, which is considered the most important, as it is the indicator of youth’s development of and impact on the world around them. All of the Cs demonstrate progress toward “thriving,” or reaching one’s full potential, which positively correlates with positive behaviors, academic achievement and decreased risk behavior. Christodora’s youth demonstrated statistically significant increases in Character (scale items include knowing how to work in a group, treat others with respect, listen and work through problems); Confidence (naming things that I am good at, knowing where I can work to improve); Academic Competence (working hard in school, believing that finishing school will help achieve my goals); and in the most important construct, Contribution. For Contribution, this means that our youth showed significant growth in answering questions such as the following: It is important for me to participate in my community, it is important for me to try and make the world a better place, when I have something unpleasant to do, I stick to it until I finish it, I believe I can make a difference in the world, when I make plans, and I am certain I can make them work. In addition, the model compares the students’ perception of their experience (or “dosage”) with best practices that have been shown to lead to long-term positive outcomes: Our students reported receiving high doses of interactive activities related to peer interactions (89%) and working within groups toward goals (93%), which is critical to developing positive interpersonal skills and thus impacting Caring, Connection and Character, Our students overwhelmingly reported high levels of staff support, both personally (86%) and in helping their group to set goals (91%); these are strong contributors to gains in Confidence.

In 2015 we look forward to maintaining the positive momentum in our programs. In addition, we will resume our formal strategic planning process, enhance our new website and database capabilities, and improve our communications and development efforts overall.

External Reviews

Awards

Volunteers of the Year 2012

Bronx River Alliance

Certificate of Special Congressional Recognition 2008

Congressman Jose Serrano

Photos

Financials

Christodora, Inc.

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Operations

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

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Board Leadership Practices

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices.

SOURCE: Self-reported by organization

BOARD ORIENTATION & 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?

No

CEO OVERSIGHT

Has the board conducted a formal, written assessment of the chief executive within the past year?

No

ETHICS & 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?

No

BOARD PERFORMANCE

Has the board conducted a formal, written self-assessment of its performance within the past three years?

No

Organizational Demographics

Who works and leads organizations that serve our diverse communities? This organization has voluntarily shared information to answer this important question and to support sector-wide learning. GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

SOURCE: Self-reported; last updated 12/16/2019

Leadership

The organization's leader identifies as:

Race & Ethnicity
White/Caucasian/European
Gender Identity
Female, Not Transgender (Cisgender)
Sexual Orientation
Decline to state
Disability Status
Decline to state

Race & Ethnicity

No data

Gender Identity

Sexual Orientation

No data

Disability

No data