PLATINUM2023

MATHEMATICAL STAIRCASE, Inc.

Holyoke, MA   |  http://www.mathstaircase.org/

Mission

Our mission is to educate mathematically talented secondary and tertiary students, particularly those who lack sufficient educational, financial, or social resources in their homes or schools to realize their potential. We believe in training program participants in mathematical thinking and writing, in mentoring program participants in their ongoing educational and career paths, and in training program instructors in discovery- and inquiry-based pedagogy.

Ruling year info

2013

President

Dr. sarah-marie belcastro

Main address

231 W Franklin St

Holyoke, MA 01040 USA

Show more contact info

EIN

46-1813949

NTEE code info

Educational Services and Schools - Other (B90)

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

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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?

MathILy

MathILy is an intensive summer program for secondary students. The name is short for "serious Mathematics Infused with Levity," which encapsulates the tone of the program. The focus is on pure but applicable mathematics, and the core of the curriculum is discrete mathematics. The program pedagogy is inquiry-based learning, sometimes also described as discovery-based learning.

Population(s) Served
Adolescents

MathILy-Er is an intensive summer program for secondary students who are earlier in their mathematical development than MathILy participants. The name is short for "serious Mathematics Infused with Levity, Earlier" which encapsulates the tone of the program. The focus is on pure but applicable mathematics, and the core of the curriculum is discrete mathematics. The program pedagogy is inquiry-based learning, sometimes also described as discovery-based learning.

Population(s) Served
Adolescents

MathILy-EST is an early college NSF Research Experience for Undergraduates. The name is short for "MathILy, Early Scholarly Training."

Population(s) Served
Young adults
Adolescents

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.

Percentage of demonstrated need we were able to meet with financial aid

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

Other - describing something else

Direction of Success

Holding steady

Context Notes

These metrics report results from some of the 25 program goals we evaluate {MathILy, MathILy-Er} on each year.

Percentage of participants whose mathematical skills and capabilities increased substantially

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

These metrics report results from some of the 25 program goals we evaluate {MathILy, MathILy-Er} on each year.

Number of college semester courses’ worth of material taught during the programs

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

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

These metrics report results from some of the 25 program goals we evaluate {MathILy, MathILy-Er} on each year. 2014 data is for MathILy only.

Percentage of participants receiving individualized mentoring and feedback on work

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

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

These metrics report results from some of the 25 program goals we evaluate {MathILy, MathILy-Er} on each year.

Number of staff members receiving instructional training via workshops and observation/feedback

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

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

These metrics report results from some of the 25 program goals we evaluate {MathILy, MathILy-Er} on each year. 2014 data is for MathILy only.

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.

We want to provide programs that educate mathematically talented secondary and tertiary students, particularly those who lack sufficient educational, financial, or social resources in their homes or schools to realize their potential. Our programs should train participants in mathematical thinking and writing, mentor participants in their ongoing educational and career paths, and train program instructors in discovery- and inquiry-based pedagogy.

Our first project is that we run the intensive summer program MathILy, and our second project is that we run the intensive summer program MathILy-Er. Lead Instructors are experts in discovery- and inquiry-based pedagogy, and they train Apprentice Instructors in these techniques. All instructors mentor participants through conversations at meals, informal social activities, and formal interviews twice during the program. Every day participants receive detailed feedback from instructors on their mathematical thinking and writing. {MathILy, MathILy-Er} instructors provide educational resources, and the community of {MathILy, MathILy-Er} participants and instructors provides social resources, both so participants are better equipped to realize their potential. We actively solicit funds to support the participation of students who do not have sufficient financial resources to access challenging mathematical experiences.

Our third project is that we run the NSF-REU MathILy-EST co-sited with MathILy. By providing research experiences to early college students, we directly fulfill each aspect of our mission for tertiary students.

Many of our Board Members have years of experience working with talented secondary and tertiary students in intensive summer programs. The current Director of MathILy has years of experience directing summer programs; the first Director of MathIly-Er has years of experience teaching in enrichment programs. We have an extensive network within the mathematical community from which we draw appropriate Lead and Apprentice Instructors for {MathILy, MathILy-Er}. {MathILy, MathILy-Er} also has an Advisory Amalgam with a wealth of expertise to share. The Principal Investigator of the MathILy-EST grant has participated in and supervised undergraduate research, as have each of the Senior Personnel on the grant; Directors of MathILy-EST are chosen from this pool.

We have had ten successful sessions of MathILy and eight successful sessions of MathILy-Er and four successful sessions of MathILy-EST. The {MathILy, MathILy-Er} applicant pool grows each year, and in all but two early years we have been able to meet the demonstrated financial need of all admitted students. We have submitted multiple funding proposals. We have not yet obtained significant funding through these proposals or expanded {MathILy, MathILy-Er} to their ideal sizes.

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.
  • How is your organization using feedback from the people you serve?

    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 understand people's needs and how we can help them achieve their goals

  • 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 take steps to ensure people feel comfortable being honest with us, We act on the feedback we receive

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback

Financials

MATHEMATICAL STAIRCASE, Inc.
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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.

MATHEMATICAL STAIRCASE, Inc.

Board of directors
as of 04/30/2023
SOURCE: Self-reported by organization
Board chair

Dr. sarah-marie belcastro

Hannah C Alpert

Auburn University

Joan M Belcastro

Emily E Peters

Loyola University Chicago

Joshua E Greene

Boston College

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? Not applicable
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Not applicable
  • 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? Not applicable
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Not applicable

Organizational demographics

SOURCE: Self-reported; last updated 2/1/2023

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
Sexual orientation
Gay, Lesbian, Bisexual, or other sexual orientations in the LGBTQIA+ community
Disability status
Person without a disability

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

Disability

Equity strategies

Last updated: 05/10/2022

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 disaggregate data by demographics, including race, in every policy and program measured.
Policies and processes
  • 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.