Youth Development


Hockey In The Hood

Minneapolis, MN


The mission of DinoMights is to equip our urban youth to develop physical, academic, social and spiritual excellence. DinoMights builds long-term, transformational relationships with at-risk youth to help them develop the skills they need to succeed as adults. Using the game of hockey as an incentive and a means of connecting, our programs integrate social, emotional and academic learning to enable young people to achieve their potential. DinoMights helps students build healthy bodies, healthy minds and healthy relationships with others, creating a foundation of opportunity for success in adulthood.

Notes from the Nonprofit

DinoMights is committed to financial transparency. Over 80% of our expenses go directly to programming.

Ruling Year


Executive Director

Scott Harman

Main Address

3400 Park Ave. S.

Minneapolis, MN 55407 USA


Holistic youth development





Cause Area (NTEE Code)

Youth Development Programs (O50)

IRS Filing Requirement

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Social Media

Programs + Results

What we aim to solve

There is an opportunity gap in our community for youth in urban areas. For us. we are trying to make sure that kids get the opportunities they need to grow up as self-assured, competent adults, that they gain skills for life. We use academic excellence, hockey, tutoring and a faith-based component. One specific thing we work on is a higher graduation rates in our area of the community. We have an 86% graduation rate among the students we serve over the course of our 25 years. We are also trying to help students overcome traditional urban ills like youth crime, gang violence, teen pregnancy, drug use, etc.

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

Hockey Teams and Training

Academic Tutoring

Summer Camps

Seasonal Staff

Where we work

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 high school seniors who graduate from high school on time

Population(s) served

No target populations selected

Related program

Academic Tutoring

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

Context notes

We track any student that completes our highest level of competitive hockey, meaning PeeWees or U12. Students remaining in the neighborhood or involved in programs tracked. 86% since 1995 graduated.

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 they accomplished so far and what's next?

The vision is to see our urban youth grow to be self-assured competent adults that are able to make positive, healthy choices for themselves as assets in their community. One specific thing we work on is a higher graduation rates in our area of the community. We have an 86% graduation rate among the students we serve over the course of our 25 years. We are also trying to help students overcome traditional urban ills like youth crime, gang violence, teen pregnancy, drug use, etc. We want them to be community-minded and care about their neighbors and confident in their God-given value as humans.

Our strategy is that we use hockey as a unique and interesting recreational activity as a hook for and a venue for life development. Our students also receive academic tutoring and academic support, kindness and caring from adult mentors, and more. We have looked into social and emotional learning and we understand that whole-life youth development happen in all of the activities we do, like perseverance, grit and teamwork. They are learning how to be a better friend, a better listener, a critical thinker to name a few.

DinoMights' expertise is in urban youth work combined with ice hockey for the past 25 years. We have an experienced staff, some of whom were DinoMights as kids. We provide a service that is found no place else in the State of Minnesota.

We want all youth to grow in physical strength, agility and coordination. We measure hockey skills using a coach evaluation tool. We want youth to feel success in their hockey skills over the course of the year using a participant evaluation. We want to improve elementary tutoring students reading grade level by one full year over the course of one school year, measured by reading assessments. We do regular grade and attendance checks for middle and high schoolers. We want to increase all students self-esteem and confidence measured by participant evaluations. We want youth to feel satisfaction in and understand the importance of people and community-building through community service projects, positive peer group and mentoring. We want every child to know their God-given worth and understand that they are valuable individuals. We want students to develop as well-rounded individuals measured by Search Institutes Social and Emotional measurement tool. We also measure retention rates and our goal is to be 80% or higher each year. We measure high school graduation and our goal is to be higher than the rate of those students who are not DinoMights. We also do a self-assessment on programming using the Youth Program Quality Assessment.

The biggest accomplishment is that 86% of our kids have graduated from high school which is 30-40% higher in Minneapolis Public Schools over the same tie period. Reading assessment shows 90% or more made progress over the course of the year. Participant evaluations consistently show 90% satisfaction in all program areas. 2019-2020 are the first years for the social emotional tool, so we will know more on that soon. Over half of our staff members are alumni and so we have grown up indigeneous leaders. We opened a new site successfully in St. Paul in 2018 and we continue to make improvements to our outdoor rink, the Billy Lindsay Rink and hope to add refrigeration to that site within a year.

How We Listen

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

Source: Self-reported by organization

the feedback loop
check_box We demonstrated a willingness to learn more by reviewing resources about feedback practice.
check_box We shared information about our current feedback practices.
How is the organization collecting feedback?
We regularly collect feedback through: electronic surveys (by email, tablet, etc.), paper surveys, focus groups or interviews (by phone or in person).
How is the organization using feedback?
We use feedback to: 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?
We share feedback with: the people we serve, our staff, our board, our funders.
What challenges does the organization face when collecting feedback?
It is difficult to: we don't have any major challenges to collecting feedback.
What significant change resulted from feedback
We recently moved Middle School Tutoring to coincide with High School tutoring. In listening to our students we came to understand that the needs of middle school students were much more like those of our hight school students.

External Reviews



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

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  • A Pro report is also available for this organization.

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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


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?



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



Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?



Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?



Has the board conducted a formal, written self-assessment of its performance within the past three years?


Organizational Demographics

Who works and leads organizations that serve our diverse communities? This organization has voluntarily shared information to answer this important question and to support sector-wide learning. GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

SOURCE: Self-reported; last updated 01/10/2020


The organization's leader identifies as:

Race & Ethnicity
Gender Identity
Male, Not Transgender (Cisgender)
Sexual Orientation
Heterosexual or Straight
Disability Status
Person without a disability

Race & Ethnicity

No data

Gender Identity

No data

Sexual Orientation

No data


No data