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THE ALL-AMERICAN BOYS CHORUS

Transforming Boys' Lives Through the Power of Music

Costa Mesa, CA   |  http://www.taabc.org

Mission

The All-American Boys Chorus empowers and gives voice to boys from diverse backgrounds to build self-confidence, self-discipline, leadership skills, and realize achievement through the transformative power of music.

Ruling year info

1974

CEO

Mr. Aaron Cassaro

Main address

P.O. Box 1527

Costa Mesa, CA 92628 USA

Show more contact info

EIN

23-7376151

NTEE code info

Youth Development Programs (O50)

Music (A68)

Single Organization Support (B11)

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

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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?

Chorus Program

Our Chorus Program currently has 110 boys enrolled, participating in afterschool and weekend music lessons and rehearsals, peer-to-peer mentoring, concert tours, and summer camp. Chorus members come from over 26 cities throughout Southern California and stay in the chorus for an average of four and a half years. While young men may enter our programs with a simple interest in music, they soon learn that musical ability requires discipline, dedication, and teamwork. Training and Teamwork Boys enrolled in the Chorus Program progress through three levels – White, Blue, and Red – named after the shirt color the boys wear. To progress to the next level, boys work with other chorus members to master specific musical skills. As they progress, they increase their musical skills and see firsthand the value and rewards of practice and hard work. To reach the final level, boys must memorize our repertoire of 40 songs, performing each song for a veteran member of the Chorus.

Population(s) Served
Children and youth
Economically disadvantaged people

A key component of our overall music education curriculum—our Music Reading Program incorporates a professional staff to teach the sight-reading, writing and comprehension of the language of music.
Susan Martin is the head of the Program. She gained her B.Ed (Hons) in Music with the University of Liverpool in 1989. Susan has taught in schools in England and Australia. She authored a music education program based on the Kodaly methodology and has written several sets of curricula for the Education Department of the Sydney Symphony Orchestra. In the U.S., she has written curricula for the “Class Act” Concerts given by the Pacific Symphony Orchestra. 
The curriculum is divided into four levels taught by four credentialed instructors. Classes take place on Saturday mornings from September through June. Students are tested prior to each level of instruction and again at the conclusion of each level. In the first year alone, the typical student in each level increases his knowledge of music theory, rhythms and sight-singing by 75%, with the most advanced Level 4 graduates achieving a proficiency that would allow them to participate in a freshman college choral program.

Population(s) Served
Children and youth
Economically disadvantaged people

Where we work

Awards

Outstanding Arts Organization 2011

Arts OC

Emmy - Outstanding Children's Program 2016

Television Academy

Affiliations & memberships

Arts OC 2017

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 engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We share the feedback we received with the people we serve, 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, We don’t have the right technology to collect and aggregate feedback efficiently, 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

THE ALL-AMERICAN BOYS CHORUS
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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.

THE ALL-AMERICAN BOYS CHORUS

Board of directors
as of 02/24/2024
SOURCE: Self-reported by organization
Board chair

Mr. Thomas Courtney

The Courtney Group

Term: 2023 -

Rita Pipta

Community Volunteer

William Sanderson

Golden State Foods

Val Hongo-Whiting

Owner, Gallery Accents; Co-Director, Alama Heritage Foundation

Wendy Ahlering

Community Volunteer

Thomas Courtney

The Courtney Group

Stephen Ronnow

The Pinnacle Network

Huey-Yann Ooi

HDR, Inc

Elisa Bohm

Scott Petersen

Tax & Financial Group

Steve Winners

Gabriel Ayala

SchoolsFirst Federal Credit Union

Christopher Erkelens

Marketing Impact

Antonious Hanna

Traffic Management, Inc

Michele Page

Vanessa Yoshimura

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 ? Yes
  • 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? Yes

Organizational demographics

SOURCE: Self-reported; last updated 2/23/2024
info Candid has made improvements to the race and ethnicity options.

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
Multi-Racial/Multi-Ethnic (2+ races/ethnicities)
Gender identity
Male
Sexual orientation
Decline to state
Disability status
Decline to state

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 02/23/2024

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 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 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.