Strive Preparatory Schools

Learning to Change the World

aka STRIVE Prep   |   Denver, CO   |  https://striveprep.org/

Mission

STRIVE Prep meets every student where they are and empowers them to succeed through college and career.

Ruling year info

2006

Chief Executive Officer & Founder

Chris Gibbons

Main address

2480 W 26th Avenue Suite B-360

Denver, CO 80211 USA

Show more contact info

Formerly known as

West Denver Preparatory Schools

EIN

20-2562193

NTEE code info

(Charter Schools) (B29)

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

In 2017, our board of directors, staff and families set out to create a three-year strategic plan designed to ensure our students are receiving the best possible learning environment as well as ensuring the sustainability of the organization while achieving the overall goals. STRIVE Prep was founded on the belief that every child deserves a high-quality education right where they live with the goal of closing historic achievement gaps in Denver, CO. STRIVE Prep schools operate under the core beliefs of achievement, justice, and perseverance so that students are taught the skills to be successful not just in school and college, but throughout their lives.STRIVE Prep is a place where students are learning to change the world and are inspired to give back and impact the communities most important to them. Every day, we inspire our students to think critically, communicate clearly and collaborate openly while fueling their curiosity and creativity.

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?

STRIVE Preparatory Schools

STRIVE Prep is a community of free, open enrollment, public charter schools in Denver, Colorado where every student is learning to change the world by building the skills they need to be successful in college and beyond. Founded more than a decade ago on the belief that every child should have access to a high-quality education in their neighborhood, STRIVE Prep has expanded to more than 3,500 students in 10 schools; spanning elementary, middle and high school.

Population(s) Served

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.

Average daily attendance

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

STRIVE Preparatory Schools

Type of Metric

Other - describing something else

Direction of Success

Holding steady

Number of administrators and staff who plan and experience professional development activities together

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

STRIVE Preparatory Schools

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

100% of staff participate in professional development opportunities throughout the year.

Number of high school seniors who graduate from high school on time

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

STRIVE Preparatory Schools

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

These values represent the percentage of seniors that graduate on time.

Number of teachers trained

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

STRIVE Preparatory Schools

Type of Metric

Other - describing something else

Direction of Success

Holding steady

Context Notes

These numbers represent the percentage of teachers trained. All teachers receive quarterly trainings.

Number of seniors who pursue Post-secondary Educational opportunities

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

STRIVE Preparatory Schools

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

These numbers represent the percentage of seniors who pursue post-secondary opportunities.

Number of students enrolled

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

STRIVE Preparatory Schools

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

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.

During our strategic planning process, we established three main goals for our network and students:

1. Our students deserve a just world that they help create. STRIVE Prep’s role in creating this world is to run great schools. Our schools are places of dignity for all - students, families, and staff.

2. Our students deserve a standards-based education intended to develop leadership, problem solving skills, and creativity. Students are empowered to use their voices and hard work to lead now and in the future.

3. Our students are self-motivated and they persevere in the face of challenges. They understand that taking risks and making mistakes are essential to learning. A growth mindset is vital to every part of our work.

By defining the three main goals for our students, we we are able to establish four strategic priorities in order to attain these goals:

1. Align the academic and cultural model to our core beliefs, vision and mission.
- Define and communicate with exceptional clarity STRIVE Prep’s core beliefs, mission, values, and role of center.
- Build and implement an integrated working group structure to redesign middle school culture in alignment with our newly defined beliefs.
- Support effective implementation of common network curriculum.
- Determine if we are prioritizing concurrent enrollment and/or AP and make the necessary related programmatic changes.

2. Build K-12 culture that expects acceptance to 4-year colleges and supports and celebrates alternative choices.
- Significantly strengthen college advising structure, as well as Individual Career and Academic Plan (ICAP) implementation.
- Subject to budgeting, significantly strengthen alumni support program.

3. Attract and retain a talented and diverse team in an inclusive environment.
- Assess teacher performance pay, compensation, and evaluation and benefits.
- Subject to budgeting, develop and implement a clear instructional leadership pipeline program to include trainings for teacher instructional coaches, grade level leads, APIs (Academic Performance Index), and principals.
- Evaluate the effectiveness of prior Diversity, Equity, and Inclusion (DEI) practices and determine how to continue to embed DEI practices in the fabric of our ongoing work.
- Significantly strengthen teacher and leader recruitment efforts (i.e. diversity, specific subjects).

4. Ensure financial health and sustainability.
- Build a 3-year mission-aligned plan for future school size, staffing, facility needs, and change management implications.
- Build a 3-year, mission-aligned plan for elementary school growth.

Currently, our leadership is prepared to make the necessary changes in order to meet our strategic priorities. We have planning in place with regular check-ins to ensure we are on track in achieving our goals.

In the 2019-2020 school year, we began implementing Mastery Practices training to all of our teachers and school-based staff in order to leverage strong content internalization to review and respond to student mastery during each lesson. In doing so, we’re working to align the academic and cultural model to our core beliefs, vision and mission.

Our network has also partnered with Promise54, a national leader in internal DEI practices, for an 18-month talent and equity cohort program with eight Denver K-12 education organizations. The scope of work will include creating a 2-year implementation plan while administering three surveys to assess progress toward our DEI goals in May, November, and May in order to attract and retain a talented and diverse team in an inclusive environment.

STRIVE Prep has made significant strides towards offering a high-quality public education in Denver:

- 85% of STRIVE Prep students graduate on time, compared to 70% of all Denver Public School (DPS) students, and 81% of Colorado students.
- 89% of STRIVE Prep students in the graduating class of 2019 were accepted to a four-year college or university.
- 100% of STRIVE Prep students in the graduating class of 2019 were accepted into a two or four-year college or university.
- 72% of STRIVE Prep graduates matriculate into college, compared to Colorado’s average of 57%.
- In 2017-18, there were only 7 secondary schools measuring green or blue on the DPS Framework who served above the district’s average of high poverty students, 3 were STRIVE Prep schools.
- STRIVE Prep - RISE, one of our high schools, was named the #1 high school in DPS on the 2017 School Performance Framework (SPF) and in 2019-20 achieved the English Language Proficiency Act (ELPA) Excellence Award from the Colorado Department of Education.
- Since its founding, STRIVE Prep - Ruby Hill has been rated Green or Blue on Denver Public Schools School Performance Framework (SPF) and remains one of the best elementary schools in Southwest Denver.

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.), Paper surveys, Focus groups or interviews (by phone or in person), Community meetings/Town halls, Constituent (client or resident, etc.) advisory committees,

  • 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,

  • With whom is the organization sharing feedback?

  • What challenges does the organization face when collecting feedback?

Financials

Strive Preparatory Schools
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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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  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

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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.

Strive Preparatory Schools

Board of directors
as of 10/13/2020
SOURCE: Self-reported by organization
Board co-chair

Ms. Amber Valdez

Valdez Public Affairs, LLC


Board co-chair

Mr. Chris Henderson

DHI Group

Helem Aranguti

Food Bank of the Rockies

Reed Dixon

Rye Ridge Resources

Ulysses Estrada

IBM

J. Dietz Fry

Endeavour Capital

Leticia Gonzalez

Denver Health & Hospital Authority

Peter Groff

MCG2 Consulting, LLC

Kayla Tibbals

Nexus Policy Group

Chris Henderson

DHI Group

Amber Valdez

Valdez Public Affairs, LLC

Kristi Pollard

Catalyst Public Affairs

Crystal Rountree

Teach for America

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 10/13/2020

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
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

Equity strategies

Last updated: 10/13/2020

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 analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • 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.
  • 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 use a vetting process to identify vendors and partners that share our commitment to race equity.
  • 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 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.