82nd Street Academics

aka Highland Academics, Future Leaders Academy   |   Jackson Heights, NY   |  www.82ndst.com

Mission

82nd Street Academics complements public education in New York City so that students, regardless of home language, will have access to quality public higher education.

Ruling year info

2005

Executive Director

Dr. Ronald Tompkins

Main address

81-10 35th Avenue

Jackson Heights, NY 11372 USA

Show more contact info

EIN

20-0788352

NTEE code info

Kindergarten, Nursery Schools, Preschool, Early Admissions (B21)

Educational Services and Schools - Other (B90)

Youth Development Programs (O50)

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

SOURCE: Self-reported by organization

35% of the talent of New York City is wasted because of the low high school graduation rate and subsequent additional needed training.

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?

After School Achievement Club

82nd Street Academics offers after school services to area elementary and junior high schools. Students are in groups by grade and complete homework, learn about healthy eating and exercise, develop social emotional health, enjoy the benefits of a diverse community, and learn how to use technology to advance learning. Sites served include 8110 35th Avenue, Jackson Heights; PS 148, and PS 69.

Population(s) Served
Children and youth

Program services 100 children in full day and half day Preschool programs and 140 children in Universal PreK

Population(s) Served
Infants and toddlers

K-5 Program After School, 120 students, funded by NYC Department of Youth and Community Development

Population(s) Served
Children and youth

A DYCD funded program for 91 students in Grades 6 - 8

Population(s) Served
Children and youth

A DYCD funded program for 91 students in Grades 6 - 8

Population(s) Served
Children and youth

Where we work

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Rate of student attendance during the reporting period

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

Children and youth

Related Program

After School Achievement Club

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

This is the average percentage of students attending on any given day.

Number of students demonstrating responsible behaviors and work habits

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

Children and youth

Related Program

After School Achievement Club

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

This reports a Devereux Student Strengths Assessment (DESSA) on self control.

Number of children able to exercise appropriate control in independent and group activities

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

Children and youth, Immigrants and migrants

Related Program

After School Achievement Club

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

This reports The Devereux Student Strengths Assessment (DESSA), measuring results on 8 Social Emotional Skills that lead to success in college. The scores represent increases.

Number of children who have knowledge of quantitative concepts, spatial relationships, and sequencing. Children show interest and the ability to apply measuring, categorizing, and sequencing in real-life situations.

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

Infants and toddlers

Related Program

8110 Early Childhood Programs

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

This captures data on the number of indicators of readiness for Kindergarten as collected by the Work Sampling System.

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

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

After School Achievement Club

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

This is data from Devereux Student Strengths Assessment (DESSA)

Number of students who demonstrate the desire to succeed in the academic setting

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

Children and youth

Related Program

After School Achievement Club

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

This is data from the Devereux Student Strengths Assessment (DESSA)

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.

Our vision is to complement public education in New York City for 2,000 students who don't use English as their home language and prepare them for a quality college experience. We want them to have a real chance to get enough money to pay for a home, a job that they love, and a chance to serve the human community.

We promote early steps to college with 3 year old Pre School classes and Universal PreK
We complement public education with After School Elementary programs that help students with homework completion, build social emotional skills for persistence, resiliency, and optimistic thinking, develop empowerment skills and get exposure to STEM.
We offer metaphor based After School programs to Middle School students which prepare them for academic success with optimism, task persistence, and awareness of others.
We accelerate learning with Summer School for students in K-8th grades.

I. Internal Controls – We are good at using staff and financial resources to accomplish what we intend efficiently
II. Strategy Group and Planning – We commit time each month to planning
III. Staff Selection and Development – we use a Personnel consultant for support in staff selection and we have regular professional development sessions for all staff.
IV. Managerial Passion – our managers go above and beyond consistently for success
V. Quality – we are embarrassed by mediocrity

1,000 student names who were born 1994 and before and who have graduated from high school were submitted to the National Student Clearinghouse. 77 out of 100 students who attend 4 or more of 82nd Street Academic programs attend or graduate from college. A student is 65% more likely to go on to college if they attend four or more of our programs in this first study.

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.
  • Who are the people you serve with your mission?

    Families with students who face societal barriers - many who don't speak English at home

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

    Focus groups or interviews (by phone or in person),

  • 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 strengthen relationships with the people we serve,

  • What significant change resulted from feedback?

    Improved communication with families with Class Dojo

  • With whom is the organization sharing feedback?

    Our staff, Our board,

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

    Staff are more sensitive to student needs as opposed to staff convenience

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

    We collect feedback from the people we serve at least annually, 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 act on the feedback we receive,

  • 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

82nd Street Academics
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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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lock

Connect with nonprofit leaders

Subscribe

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.

82nd Street Academics

Board of directors
as of 11/11/2021
SOURCE: Self-reported by organization
Board chair

Mrs Katerina Novak

Viking Global Investors LP

Term: 2020 - 2021

Ronald Tompkins

82nd Street Academics

Louise Mulvihill

Governmental

Hunter Dong

IBM

Lloyd Colona

Simpson, Thacher and Bartlett LLP

Richard Dudley

Gibson, Dunn & Crutcher LLP

James Ding

Cravath, Swaine, & Moore LLP

Dalton Wilczewski

Wells Fargo

Monica Loriano

The Economist Group

Justin Wilson

Société Générale

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 11/11/2021

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
Male, Not transgender (cisgender)
Sexual orientation
Gay, Lesbian, Bisexual, or other sexual orientations in the LGBTQIA+ community
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

Disability

Equity strategies

Last updated: 11/11/2021

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 review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • 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 have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • 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 help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • 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.