SILVER2023

Girls on the Run of Central Maryland

Columbia, MD   |  http://www.gotrcentralmd.org

Mission

We inspire girls to be joyful, healthy and confident using a fun, experience-based curriculum which creatively integrates running.

Ruling year info

2010

Executive Director

Jessamine Duvall

Main address

9150 Rumsey Rd. Suite A7

Columbia, MD 21045 USA

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Formerly known as

Girls on the Run Howard County

EIN

27-1151791

NTEE code info

Youth Development Programs (O50)

Physical Fitness/Community Recreational Facilities (N30)

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

Girls’ self-esteem peaks when they are about 9 years old. Eating disorders, low self-esteem, and depression are the most common mental health problems for girls. 59% of 5th-12th grade girls in one survey were dissatisfied with their body shape . 20-40% of girls begin dieting at age 10 By 15 years old, girls are twice as likely to become depressed than boys. Among 5th-12th graders, 47% said they wanted to lose weight because of magazine pictures. Health risks accompany girls’ drop in self-esteem due to risky eating habits, depression, and unwanted pregnancy. Girls aged 10 and 12 (tweens) are confronted with “Teen” issues such as dating and sex, at increasingly earlier ages. 73% of 8-12- year olds dress like teens and talk like teens. Gurian, Anita(2012). How to Raise Girls with Healthy Self-Esteem. The Child Study Center. Retrieved April 12, 2017 from http://hrsbstaff.ednet.ns.ca/stephem1/Self-esteem%20-%20girls.htm.

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?

Girls on the Run

Over a period of 10 weeks, girls in the 3rd through 5th grade participate in an after-school program like no other. Designed to allow every girl to recognize her inner strength, the Girls on the Run curriculum inspires girls to define their lives on their own terms. Throughout the season, the girls make new friends, build their confidence and celebrate all that makes them unique.

Population(s) Served
Women and girls
Children and youth

Heart & Sole creates a positive, structured space for middle school girls to learn about themselves, explore new ideas, cultivate empathy, strengthen connections and develop life skills that will help them as they move through adolescence and beyond.

The Heart & Sole curriculum is rich with themes girls can relate to, addressing the whole girl—body, brain, heart, spirit and social connection—and building important life skills such as team building, developing a support system, boundary setting, decision making, asking for and providing help, and more.

Population(s) Served
Women and girls
Children and youth

Where we work

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.

Life skills are defined as competencies learned in one domain or context that are successfully transferred to other domains and contexts (e.g., at home, at school, with friends, and in the community). During the program, girls learn specific skills and strategies such as: managing emotions, resolving conflicts, helping others, and intentional decision-making.

The curriculum is designed to develop and enhance girls’ social, psychological, and physical skills and behaviors. Over the course of the program, girls develop in the areas of Confidence, Caring, Character, Connection, Competence, and Contribution (5c’s +1). Each lesson of the curriculum focuses on one or more of these life skills.

The GOTR curriculum is based on current research in the field of elementary education, social-emotional learning, and positive-youth development. Each 75-minute lesson focuses on themes that girls can relate to such as making and being friends, recognizing and managing emotions, and working as a team. As part of the program, each team creates and executes a local community service project to show girls that they have the power and potential to make a difference in their community and on society. Running is used to inspire and motivate girls, encourage lifelong health and fitness, and build confidence through accomplishment. Important social, psychological, and physical skills and abilities are developed and reinforced throughout the program. Each season concludes with the girls and their running buddies completing a 5k event, which gives them a tangible sense of achievement as well as a framework for setting and achieving life goals.

We have an excellent committed staff of 5 who are dedicated to fulfilling our mission. We also rely on over 1,000 volunteers each year to help us successfully execute our programs. Over 300 of these volunteers are coaches, who spend 15-20 hours per month (while we are in season) delivering our program and mentoring young girls.

Financials

Girls on the Run of Central Maryland
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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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Girls on the Run of Central Maryland

Board of directors
as of 06/09/2023
SOURCE: Self-reported by organization
Board chair

Kristin Johnson

Lighting Environments

Term: 2020 - 2022

Wendy Slaughter

The Wendy Slaughter Team of Elevate Realty

Kathleen Sedney

Morgan Pietryka

Jamilah Sultan

USPTO – PTAB (Fed Gvt)

Jodi Benning

JHU APL

Jennifer Eyler

JLG Industries, Inc.

Gissela Smith

Under Armour

Tamil Sriram

PwC

Kristin Washington

W2 Consulting Corporation

Linda Stewart

Johns Hopkins Hospital

Bianca Perou

University of Maryland Medical Center

Sandra Lentz

Christina Ogle

Carroll County Public Library

Donyel Bacon

Department of Defense

Nicole Giannini

Tino's Italian Bistro

Organizational demographics

SOURCE: Self-reported; last updated 1/18/2022

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
Female, Not transgender
Sexual orientation
Heterosexual or Straight

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

Disability

No data

Equity strategies

Last updated: 05/28/2020

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 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 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.