Community Improvement, Capacity Building


Let's Start Something


New York, NY


The objective of every FOREFRONT project is to enable every person, equip leaders, and establish sustainable communities. We want to be at the FOREFRONT of change in underdeveloped communities. By leveraging the diverse skill sets of our team and local partners, we provide innovative solutions that will achieve lasting sustainability. Our approach involves four phases: clean water, education, medical care, and social justice.

Ruling Year



Matthew Oh

Main Address

PO Box 1818

New York, NY 10163 USA


Clean Water, Education, Social Justice, Medical Care





Cause Area (NTEE Code)

Community, Neighborhood Development, Improvement (S20)

Primary/Elementary Schools (B24)

IRS Filing Requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Programs + Results

What we aim to solve

While most non-profits focus on one specific area of community development, FOREFRONT focuses on long-term holistic development through its four-phase approach: Water and Sanitation, Education, Medical and Social Justice. These four phases build off of one another and contribute to one another for the sustainable development of a community. FOREFRONT develops relationships with under-developed communities and walks with them through the four phases of development while never losing track of the empowerment of the individuals of the community in the process. By empowering young people to become leaders in their community, FOREFRONT ensures development will be experienced for many years to come.

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

Clean Water


Medical Care

Social Justice

Where we work

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?

FOREFRONT's long-term goals are consistent with our mission statement:

- Enable every person
- Equip leaders
- Establish self-sustaining communities

We accomplish these goals through the four phased approach. In each community we partner with, we work through the four phases to establish sustainability. Based on the progress FOREFRONT has made thus far, In our current position we have the current short-term organizational goals:

- Complete a primary school in India that will host 400 children in an under-privileged community as part of our Education phase
- Establish a medical program to provide medical assistance to isolated rural communities in Kolluru, India
- Identify a second community in Africa or Latin America with which to partner in the four-phased approach
- Raise $400,000 in FY18 in order to bring on full-time staff while maintaining robust programming

At the core of FOREFRONT's mission is sustainability. The objective of every project is to enable every person, equip leaders, and establish sustainable communities. In pursuit of this mission, FOREFRONT applies a four-phased approach: clean water and sanitation, education, medical care, and social justice. Each phase builds off of the preceding for feasible and continuous growth. Within the FOREFRONT team, we have experienced leaders in each of the fields, including engineers, architects, teachers, and former principals, among others.

FOREFRONT's current project focuses on providing clean water and quality education to children, regardless of gender or socio-economic class, in Kolluru, India. Access to clean water allows for children to receive an education, and education empowers young leaders to establish successful careers and give back to their communities.

FOREFRONT is in the process of building a school in Kolluru, Andhra Pradesh, that will serve 400 local children. FOREFRONT's primary school will support students in realizing holistic success both in the here and now, and in the long-term. FOREFRONT will foster students' critical thinking skills, socio-emotional skills, and healthy habits, in order to build up life-long thinkers who will promote social justice in their communities.

FOREFRONT currently has a staff of committed volunteers with experience in all the essential areas for the organization to flourish and for programs to process effectively. These staff are devoted to both fundraising (i.e. grants, partnerships, marketing, and events) and development programs (i.e. water and sanitation, education, and architecture). Our water team consists of members with experience in providing accessible clean water for cities and communities. Our education team consists of teachers, principals and school administrators with experience in establishing curriculum, hiring staff, and developing students educationally and staff professionally.

FOREFRONT also builds buy-in and meaningful partnership with the local community. In order for any local development project to achieve sustainability, the local community must be willing to take ownership of the project after FOREFRONT has left. Local government is a key stakeholder in ensuring that the proper resources can be devoted to community development. Engaging local government also maximizes the success of any project as it preempts obstacles and supports the involvement of the community at large. Thus far, FOREFRONT has incorporated leaders in the local community in the design of its water and education projects in order to ensure that projects meet the expressed needs of the community.

In each project, FOREFRONT establishes monitoring and evaluation indicators to monitor the progress made toward the completion toward project objectives. Below is an example of the indicators established for our water, sanitation and education programs.

IRI monitors progress on soap and sanitation through the following indicators:

- Scope of Soap Use: As FOREFRONT conducts community workshops on the importance of using soap and handwashing, the initial indicator is the number of villages and individuals who participate in these workshops and receive information on the subject matter.
- Quality of Sanitation Understanding: It is not enough for individuals to simply receive the information. FOREFRONT wants to monitor and ensure that project beneficiaries take the information and put it into action. In other words, do participants understand the critical moments for handwashing and do they have handwashing stations in their homes and communities in order to prevent communicable diseases?

The cultural pillars for the success of our elementary school are five-fold:

Student culture - FOREFRONT is developing a school curriculum where students are taught enduring values, are regularly modeling these values, and are building a bank of socio-emotional strategies.

Student instruction - FOREFRONT will maintain high expectations throughout our classroom instruction and extracurriculars to develop students into proficient readers, writers, and mathematicians; ensuring that all students have ample opportunities to take risks, approach their problems creatively, and actively engage in critical thinking skills

Staff development - FOREFRONT will provide structure for teachers and school leaders to deepen their craft by protected time set aside for professional development, regular observation and feedback, and one-on-one meetings with their direct manager.

Staff culture - FOREFRONT will ensure that staff members feel highly valued, excited about the mission and direction of the school, and feel like they see a pathway for professional development in their current work.

Family engagement - School teachers and administrators will partner with families in order to best support our students at school and also at home. This includes having multiple touchpoints with family members throughout the year.

Thus far, FOREFRONT has achieved the following successes: - Broken ground on the construction of its primary school in Andhra Pradesh, India which will open its doors in July to its first class of 40 children. - Started an after school program in September 2019. - Built 30 water wells to date (EOY 2019)! - Empowered two women leaders, one of whom is running a local soap business to inform local communities on proper sanitation and distribute soap. Thus far, the business has sold 67 soaps. - Distributed over 3500 soaps to communities near Kolluru to support awareness of proper sanitation and health practices. Monitoring of the use of these soaps has shown that community use of soap in handwashing has increased over two-fold. In the upcoming year, FOREFRONT seeks to establish the following: - Successfully open its primary school to 40 children, having successfully onboarded a principal and two lead teachers - Build 12 water wells in villages surrounding Kolluru, India - Distribute 1000 soaps to the local community in India via its local soap business run by local women entrepreneurs who have been trained by FOREFRONT on best practices in business planning - Establish an approach to provide medical assistance to isolated rural communities near Kolluru, Andhra Pradesh, India.

External Reviews



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

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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?