PLATINUM2023

SCHOOLS THAT CAN

Building an education to employment pathway.

aka STC   |   New York, NY   |  www.schoolsthatcan.org

Mission

Schools That Can builds an education to employment pathway through career readiness programming that’s culturally relevant, youth-centered, and prioritizes real-world experiences and connections.

Ruling year info

1999

CEO

Michael Druckman

Main address

25 Broadway 12th Floor

New York, NY 10004 USA

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EIN

36-4268793

NTEE code info

Education N.E.C. (B99)

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?

Design Challenge

One-day, real-world challenges during which teams of 7th-8th grade students, their teachers, and corporate partners work in teams to create a solution to a real challenge facing their local cities.

Population(s) Served
Children and youth
Economically disadvantaged people

Our career readiness programming is culturally relevant, youth-centered, and prioritizes real-world experiences. Spanning 6 units, our program is designed to be built into the school day, focusing on professional communication, financial literacy and budgeting, mock interviews and resume reviews, and helping students build connections with professionals in a variety fields. We work with schools to customize units and order based on their needs. We work collaboratively with classroom teachers: Our student-facing work is led by in-class facilitators who have shared life experiences, help students connect what they are learning to their real lives, and help build capacity during a time of teacher shortages. Our curriculum was created with students in mind, with interactive experiences designed to improve numeracy and literacy skills. Our programming is currently active in Newark, New York, Chicago, and Pittsburgh.

Population(s) Served
Children and youth
Economically disadvantaged people

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.

Number of participants attending course/session/workshop

This metric is no longer tracked.
Totals By Year
Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Number of participants in National Forum

Number of students served

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

Children and youth

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of schools in national network

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

Children and youth

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Rate of student attendance during the reporting period

This metric is no longer tracked.
Totals By Year
Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Programming Reach - # students served

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.

Schools That Can aims to build an education to employment pathway in order to address inequities in education and the workforce, increase student engagement in high school, and ensure that all students have access to career readiness opportunities and future job prospects. We work to design and implement career readiness programming that is grounded in real-world experiences and real-world access that ensures students have the skills and support needed to thrive after high school. We primarily serve marginalized youth with a federal free and/or reduced lunch average of at least 80%. Our work supports them in developing employability, social capital, and self-efficacy skulls that can lead to postsecondary success.

Our career readiness curriculum has several key components that make our work unique:
1) We work on the classroom level, with 6 units of programming designed to be built into the school day. We work with schools to customize units based on their needs.

2) We work collaboratively with classroom teachers: Our student-facing work is led by in-class facilitators who have shared life experiences, help students connect what they are learning to their real lives, and help build capacity during a time of teacher shortages.

3) Our curriculum is designed with students in mind, with interactive experiences that are youth-centered and include real-world experience, which improve numeracy and literacy skills, connect students with professionals across fields, and help them build tangible skills and portfolios.

4) With exit tickets collected from students after lessons, we offer schools impact reporting to track the outcomes and efficacy of each unit.

We experienced a 100% increase in students served between the 2021-2022 school year and the 2022-2023 school year. In our pilot work-based-learning ecosystem with a New York school partner, students had a graduation rate of 83% compared to a peer district’s rate of 66%, 90%+ retention for all students, and 100% of seniors received college acceptances.

In addition, we have expanded the scope of our programming to include summer opportunities for students, including units focused on digital presentations and storytelling, and financial literacy and investing. We’re currently expanding our healthcare pathway to launch in spring 2024.

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

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

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback

Financials

SCHOOLS THAT CAN
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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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  • 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.

SCHOOLS THAT CAN

Board of directors
as of 12/11/2023
SOURCE: Self-reported by organization
Board chair

Michael Druckman

Executive Chairman, Schools That Can

Brian Carr

Highbrook Investors

Nancy Druckman

Art, LLC

Guy Metcalfe

Morgan Stanley

Mark Thaler

Senior Associate & Education Practice Leader

Elizabeth Layne

Appear Here

Jeremy Leventhal

Faros Properties

Matthew Wunder

Da Vinci Schools

Ruth Arnould

Bank of America

John Kushner

Northern Trust

Robert da Silva Ashley

Jones Day

Michael Druckman

Schools That Can

Steve Bloom

Retired

Preetam Dutta

Elpha Secure

Hector Perez

Quantum FBI

Cecilia Marinier

RSA Conference

Riqueza Feaster

Goldman Sachs

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 11/9/2022

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
Male

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 09/25/2019

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 ask team members to identify racial disparities in their programs and / or portfolios.
  • 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 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.