PLATINUM2022

School of Economics

Finance Made Fun

aka SOE   |   Blue Springs, MO   |  www.schoolofecon.org

Mission

Our organizations mission is to engage students through real world learning to promote lifelong financial capabilities. We help them to understand and apply basic marketplace concepts and skills and expose them to business-related careers.

Ruling year info

1993

Executive Director

Jamie Batschke

Main address

200 NW 14th Street

Blue Springs, MO 64015 USA

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Formerly known as

BSSE

EIN

43-1581206

NTEE code info

Elementary, Secondary Ed (B20)

Youth Development Programs (O50)

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?

School of Economics field trips

Grade-level specific economic field trips are offered throughout the school year and summer -- SOE Market (typically grades 4-6) and Mini-Town (grades 2-3). Our programs are aligned with state grade level expectations and national core standards in education. While at SOE, students learn experientially about: having jobs and managing their earned money, working as a business team, and producing and selling merchandise. We also offer information, financial education curriculum and additional resources to students and teachers who have scheduled field trips to SOE in preparation for their visit as well as to continue education after the program.

Population(s) Served
Non-adult children

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.

Maximum number of participants allowed on field trips

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

Children and youth

Related Program

School of Economics field trips

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

We were closed for 19 month due to the pandemic.

Average price of field trip tickets

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

Children and youth

Related Program

School of Economics field trips

Type of Metric

Input - describing resources we use

Direction of Success

Holding steady

Number of students educated through field trips

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

Children and youth

Related Program

School of Economics field trips

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

We were closed for 19 months due to the pandemic.

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

Goals & Strategy

SOURCE: Self-reported by organization

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 shared information about our current feedback practices.

  • Who are the people you serve with your mission?

    School districts, elementary school-aged children, teachers, parents, homeschool groups, scouting and other youth nonprofit groups.

  • 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

  • What significant change resulted from feedback?

    Many school districts are experiencing a shortage of bus drivers for fieldtrips, such as our Program. We received feedback from our schools that we needed to create flexibility and time accommodations around schools potentially arriving to our Program late and/or needing to leave early. We made specific programmatic changes to adjust effectively to the varying arrival and departure times to ensure the quality of our program and its effectiveness remained high.

  • 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 look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, 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?

    We don't have any major challenges to collecting feedback

Financials

School of Economics
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Operations

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

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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.

School of Economics

Board of directors
as of 11/17/2022
SOURCE: Self-reported by organization
Board chair

Jennifer Matney

National Advisors Trust Company

Term: 2019 - 2022

Lydia Jeter

Retired Director, School of Economics

Kay Coen

Blue Springs Board of Education

TuJuania Scott

Patrick Smith

BOK Financial

Patricia Robinson

United Way

Ventura Rangel

Freelance IOS Developer

Zack Guerin

UMB Financial Corp.

Lynn Anderson

Arvest Bank

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 11/17/2022
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
White/Caucasian/European
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

Disability

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

Equity strategies

Last updated: 03/29/2021

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 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 use a vetting process to identify vendors and partners that share our commitment to race equity.
  • 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 measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • 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.