Arts, Culture, and Humanities

Chicago Arts Partnerships in Education

aka CAPE

Chicago, IL

Mission

CAPE increases students' academic success, critical thinking and creativity through research-based arts driven education.

Ruling Year

1994

Executive Director

Ms. Amy Rasmussen

Education Director

Mr. Scott Sikkema

Main Address

228 S. Wabash, Suite 500

Chicago, IL 60604 USA

Keywords

arts, education, school improvement, teacher, teaching artist, professional development

EIN

36-3969334

 Number

5027322100

Cause Area (NTEE Code)

Arts Education/Schools (A25)

Educational Services and Schools - Other (B90)

Other Youth Development N.E.C. (O99)

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 New!

CAPE challenges the current status quo of traditional scripted curriculum by weaving the arts into the academics. CAPE's teaching artists partner with teachers to make learning fun and engaging, reaching students of all learning levels, capacities and interests. By breaking down traditional hierarchies, CAPE enables teachers to reflect and improve upon the strategies they use in the classroom everyday. In addition, CAPE addresses the lack of access to arts education for low-income children of color. By collaborating with schools, CAPE is reducing achievement gaps, increasing equity and building skills among at-risk youth.

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

Artist/Researcher Partnerships

SCALE -- CAPE's After-School Arts Program

Collaboration Laboratory

ATLAS (Arts Teachers Leading Achievement and Success)

Where we workNew!

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 students who are enrolled in after-school programs and who attend 30 days or more

TOTALS BY YEAR
Population(s) served

K-12 (5-19 years),

Minorities,

People of Latin American descent

Related program

SCALE -- CAPE's After-School Arts Program

Context notes

The SCALE program runs for approximately 28 weeks per school year, each class meeting twice per week (56 class sessions per year). Typically a 80-90% of our elementary students attend 30 days or more.

Number of free participants on field trips

TOTALS BY YEAR
Population(s) served

K-12 (5-19 years),

Minorities,

At-risk youth

Related program

SCALE -- CAPE's After-School Arts Program

Context notes

Students have the opportunity to visit cultural institutions (such as museums and theaters) as well as other sites around the city germane to their projects.

Number of family members participating in school activities

TOTALS BY YEAR
Population(s) served

Adults,

Parents,

Minorities

Related program

SCALE -- CAPE's After-School Arts Program

Context notes

Parents are invited to participate in hands-on art making activities in the program. These are often connected to adult learning in ESL, technology training, or family leadership.

Number of students educated through field trips

TOTALS BY YEAR
Population(s) served

K-12 (5-19 years),

Minorities,

At-risk youth

Related program

Artist/Researcher Partnerships

Context notes

Students see their own work on display as part of a CAPE city-wide student art exhibition called Convergence. The viewing of the work is a reflective practice that is a part of the learning process.

Number of teachers who demonstrate effective teaching practices

TOTALS BY YEAR
Population(s) served

Adults,

Academics

Related program

ATLAS (Arts Teachers Leading Achievement and Success)

Context notes

Teachers participate in over 40 hours of professional development sessions and CAPE Researchers analyze their classroom teaching practices using observations and analysis of classroom documentation.

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 and haven't they accomplished so far?

CAPE works to achieve the following goals:
- Increase student achievement
- Build teacher and teaching artist capacity
- Improve school effectiveness
- Contribute knowledge to the field

CAPE's focus is on building authentic partnerships between teachers and teachings artists to co-design and co-implement arts-based curricula that engages students in academic, artistic, and social experiential learning opportunities.

CAPE programs receive oversight from CAPE Education Director Scott Sikkema, Program Manager Mark Diaz, Research Program Manager Joseph Spilberg, and Program & Research Associate Noelle Garcia. Experienced teachers and artists serve as advisors and engage as special presenters at professional development workshops.

Program evaluation is a core component of CAPE, with 10% of its budget dedicated to research and evaluation. CAPE's dedicated Research Manager works with establish external evaluators to collect, examine, and report on a wide range of data from classrooms to better understand the impact of CAPE programs on students, teachers, and schools. Data collection tools include: Pre/post-surveys of students, teachers, and artists, surveys of teachers at professional development sessions, classroom observations, individual and small group interviews with students and teachers interviews with teachers, examination of documentation (written, photographic, etc.).

In 1999, CAPE was featured in Champions of Change: The Impact of the Arts On Learning. This important research-based publicatio connected the arts with student learning growth and garnered national attention. In 2000, CAPE published Renaissance in the Classroom: Arts Integration and Meaningful Learning, currently in its 7th printing. The book relates the stories of over 200 teachers and artists developing a new model of collaborative partnerships, and also provides tools and guides for those seeking to replicate CAPE's approach. In 2004, CAPE launched its first after-school program serving low-performing, low-income schools. Now in its 15th year, the program has demonstrated consistently positive outcomes for students and teachers. In 2013, CAPE released the results from the Partnerships for Arts Integration Research project. The results are shared at www.pairresults.org and have also been published in several academic journals.

External Reviews

Affiliations & Memberships

Young Audiences

Photos

Financials

Chicago Arts Partnerships in Education

Fiscal year: Jul 01 - Jun 30

Need more info on this nonprofit?

Need more info on this nonprofit?

FREE: Gain immediate access to the following:

  • Address, phone, website and contact information
  • Forms 990 for 2017, 2016 and 2016
A Pro report is also available for this organization for $125.
Click here to view a Sample Report.

Operations

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

Need more info?

FREE: Gain immediate access to the following:

  • Address, phone, website and contact information
  • Forms 990 for 2017, 2016 and 2016
A Pro report is also available for this organization for $125.
Click here to see what's included.

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?

Yes

CEO OVERSIGHT

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

Yes

ETHICS & 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

In order to support nonprofits and gain valuable insight for the sector, GuideStar worked with D5—a five-year initiative to advance diversity, equity, and inclusion in philanthropy—in creating a questionnaire. This section is a voluntary questionnaire that empowers organizations to share information on the demographics of who works in and leads organizations. To protect the identity of individuals, we do not display sexual orientation or disability information for organizations with fewer than 15 staff. Any values displayed in this section are percentages of the total number of individuals in each category (e.g. 20% of all Board members for X organization are female).

SOURCE: Self-reported by organization

Gender

Race & Ethnicity

Sexual Orientation

We do not display sexual orientation information for organizations with fewer than 15 staff.

Disability

We do not display disability information for organizations with fewer than 15 staff.

Diversity Strategies

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We track retention of staff, board, and volunteers across demographic categories
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We track income levels of staff, senior staff, and board across demographic categories
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We track the age of staff, senior staff, and board
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We track the diversity of vendors (e.g., consultants, professional service firms)
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We have a diversity committee in place
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We have a diversity manager in place
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We have a diversity plan
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We use other methods to support diversity