Educational Institutions

EA YOUNG ACADEMY

North Richland Hills, TX   |  www.eayoungacademy.com

Mission

E.A. Young Academy develops innovative, problem solving, compassionate stewards of our global community.

Ruling year info

2014

Head of School

Kathy E Lyda

Main address

8521 Davis Blvd.

North Richland Hills, TX 76182 USA

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EIN

45-3930852

Cause area (NTEE code) info

Elementary, Secondary Ed (B20)

Kindergarten, Nursery Schools, Preschool, Early Admissions (B21)

Secondary/High School (B25)

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

All children deserve an education that enables them to fulfill their potential. Yet the brightest minds, the ones most ready and eager to develop their robust intellect, are often neglected. As funding for the special needs of low-achieving scholars hits the highest level in the history of educational funding, the percentage allocated for the special needs of highly advanced scholars is at its lowest. Gifted education is vital to healthy communities and to our nation's future. Inadequate support for gifted education hurts all talented scholars and fails to be rectified by the state and city budgets that are plagued by rising deficits.

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?

Gifted, Talented and High Ability Student Education Services

The essential purpose of education is to empower learners to fully develop their talents and abilities. E.A. Young Academy is the only K-12 private school in the north Texas region to offer a comprehensive program targeted specifically for the gifted, talented and high ability scholar.

Population(s) Served
K-12 (5-19 years)
Budget
$1,200,000

Where we work

Accreditations

Southern Association of Colleges and Schools 2015

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Percentage of students reaching college readiness benchmarks

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

K-12 (5-19 years)

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

Data compiled from NWEA MAP College Readiness Studies indicates that E.A. Young Academy scholars perform at or above the 95th percentile in for all grades through 9th.

Number of full-time equivalent students per full-time faculty member

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

Input - describing resources we use

Direction of Success

Holding steady

Number of students who perform at average or above on standardized testing

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

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

As measured by the SAT, ACT, PSAT and NWEA's Measures of Academic Progress.

Number of students enrolled

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

Output - describing our activities and reach

Direction of Success

Increasing

Number of links and collaborations with external organizations that support student learning and its priority tasks

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

Context - describing the issue we work on

Direction of Success

Holding steady

Charting impact

SOURCE: Self-reported by organization

Five powerful questions that require reflection about what really matters - results.

What is the organization aiming to accomplish?

The essential purpose of education is to empower learners to fully develop their talents and abilities. ​ E.A. Young Academy is a private school committed to gifted education and advocacy outside the walls of the school. In addition to our own efforts, we are major proponents of the public school system and desire to work together with school leadership, faculty and students to better meet the needs of the gifted and talented population in any educational setting.

Academy leadership and staff at E.A. Young Academy continually commit to a culture that is based on shared values and beliefs about teaching and learning specifically targeted for the gifted, talented and high ability learner. E.A. Young Academy is founded on the idea that gifted, talented and high ability scholars: - thrive in an educational setting with other advanced scholars where the curriculum is differentiated to meet their particular passions and allows for appropriately mindful, in-depth study. - require thoughtful attention to their social and emotional development. - require a curriculum based upon interests, emphasizing initiative and originality, created and delivered by dynamic, trained faculty. - require faculty who are uniquely trained to select and adapt the content of curriculum to the mental caliber of each scholar they teach. - do not benefit from a setting that fails to make demands on their abilities.

Academy leadership and staff hold one another accountable to high expectations for professional practice both formally and informally. One process by which faculty are encouraged to grow as educators is delineated in our Faculty Appraisal Guide. Additionally, a repository of artifacts indicating a strong commitment to instructional practices that include active student engagement, a focus on depth of understanding and the application of knowledge and skills may be seen in our showcase of Scholar Digital Portfolios, Curriculum Mapping, Syllabi, Exemplar Project Based Learning Plans and even professional development sessions conducted by Young Academy staff.

Challenging educational programs and equitable learning experiences are implemented in a measurable way so that all students achieve learning, thinking and life skills necessary for success. A primary mechanism used to measure scholar growth is the administration of the Measures of Academic Progress (MAP) testing by the Northwest Evaluation Association. MAP testing is unlike grade-wide standardized testing, where every student is given the exact same test, with results compared to other students in the same grade level. MAP testing is a computerized, adaptive test that adjusts the difficulty of the questions to the level of the scholar.<br/><br/>Traditional standardized tests compare how a student performs to a large group of other students in his or her grade. These tests are helpful for determining whether students have met certain academic standards. However, if a student is performing above their chronological grade level, the test would give very little information about his or her actual learning needs or progress.<br/><br/>MAP assessment is different in that it adapts to the level of the test-taker, thus assessing the instructional level of a scholar and identifying concepts that the scholar is ready to learn. When the scholar takes the test again later on in the academic year, the results are used to measure the scholar's progress and identify new concepts on which to focus. By using MAP testing, our faculty can differentiate instruction and measure scholar growth to ensure success for each child.

Due to the specialized nature of our school, we expect that most of our scholars should perform at or above grade level. This proved to be true on Northwest Evaluation Association’s (NWEA) Measure of Academic Progress (MAP) assessment. Many of the scholars could pass minimum standards-based exams for their grade level at the beginning of the year. The MAP assessment, however, tracks the amount of growth over the course of the year regardless of where scholars begin. Each scholar is given a Growth Projection based on their grade, subject, and beginning score. The following percentages are the “Percentage of Growth Met” score from the 2018-2019 academic year which compare the actual year’s growth to the projected growth (for example, if NWEA projects a student will “grow” 2 points and they show 4 points of growth, the growth percentage would be 200%): Mathematics: +236% Reading: +179% Language Usage: +144% General Science: +269% As evidenced by the outstanding growth records above, most E.A. Young scholars consistently exceed an average year’s growth across all core content areas. Additionally, our Upper School scholars consistently qualify for commended students and finalists in the National Merit Scholar program. E.A. Young Academy Upper School scholars have a composite score of 1440 on the SAT and a 35 on the ACT, significantly above the national and state average as well as what colleges and universities look to for admissions requirements.

Financials

EA YOUNG ACADEMY
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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

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

EA YOUNG ACADEMY

Board of directors
as of 1/15/2020
SOURCE: Self-reported by organization
Board chair

Mark Pfluger

Sarah Hodges

Marle Trivedi

Vashaili Patel

Gaelyn Rose

Rebekah Reeder

George Cabrera

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 ? No
  • 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 01/15/2020

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

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

No data

Disability

No data

Equity strategies

Last updated: 01/15/2020

Policies and practices developed in partnership with Equity in the Center, a project that works to shift mindsets, practices, and systems within the social sector to increase racial equity. Learn more

Data
  • 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 employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • 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.

Keywords

Gifted and Talented Education