FOUNDATION FOR ACADEMIC ENDEAVORS

Make a Difference

aka FAE   |   Mt. Vernon, WA   |  www.skagitfae.org

Mission

The mission of the Foundation for Academic Endeavors is to provide empowering educational experiences for underserved children and families and to build a community that realizes its full potential supported by a network that encourages leadership and lifelong learning.

Ruling year info

2015

Executive Director

Carol Rodin

Executive Director

Robin Ringland

Main address

PO Box 945

Mt. Vernon, WA 98273 USA

Show more contact info

EIN

47-4347441

NTEE code info

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

Elementary, Secondary Ed (B20)

Community Coalitions (S21)

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

The FAE Summer Academy serves low-income, primarily Latino preschool through high school students on the campus of Skagit Valley College for five weeks. Our classrooms are staffed with a certified teacher, a college fellow and trained high school, community and parent volunteers. Our STEM and literacy curriculum allows students to explore future career options while they build and maintain skills needed to succeed for academic and future success. College student fellows serve as teaching assistants and mentors to our students. These fellows gain valuable experience in curriculum planning and classroom management as they pursue degrees in education or STEM fields. We employ year round leadership development; preparing future teachers, program directors, board members and parents. Our staff is growth and leadership oriented and seeks to recognize and develop attributes into the skills needed for a thriving diverse community.

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?

Summer Academy

A 5-week educational program held on the campus of Skagit Valley College for 270 low-income, primarily Latino and homeless children, preschool through 10th grade. In partnership with the local school districts, bus transportation and meals are provided each day. The foundation hires certified teachers and Latino college fellows to work with the children. The emphasis of the academy is science, technology, engineering, and math (STEM) integrated with literacy and the arts. Field trips and outdoor activities are also an important part.

Population(s) Served
Children and youth
Immigrants and migrants

College level bilingual tutors meet with students one-on-one via Zoom to help them with missing school work and academic skills 2 times each week.

Population(s) Served

We offer workshops for parents helping them with the educational and social-emotional needs of their children. Topics include:
Child Abuse Prevention,
College Bound Scholarship
Importance of Family Participation
Kindergarten Readiness
Parents of First Generation Students 
Skagit Valley College, "You Belong Here!" 
Middle School Success

Population(s) Served
Adolescents
Preteens
Children
Multiracial people
People of Central American descent
Adolescents
Preteens
Children
Multiracial people
People of Central American descent

We also have a Leadership development program that includes hiring college students who are studying to be teachers. Our college fellows work with professional teachers. They study the curriculum together and plan all of the classroom activities together. Our fellows get to experience all of the aspects of running a school. We are also developing new leaders through our Board of Directors. Our Board oversees FAE and also is dedicated to developing board leadership skills with organizations like Washington Nonprofits who teach classes in board finance, strategic planning, fundraising and more.

Population(s) Served
Older adults
Young adults
Multiracial people
People of Central American descent
Immigrants

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.

Number of family members participating in school activities

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

Children and youth, Infants and toddlers

Related Program

Summer Academy

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Total of family members attending orientations and open house. Total of family members acting as teachers, fellows, board members, volunteers.

Number of students who demonstrate improved overall literacy

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

Children and youth

Related Program

Summer Academy

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Number of students who increased one or more grade levels measured by word recognition. 2016: 25% 2017: 44% 2018: 56% 2019: 55% 2020: 54%

Rate of student attendance during the reporting period

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

Infants and toddlers, Children and youth

Related Program

Summer Academy

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Average Daily Attendance

Number of hours of training

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

Children and youth

Related Program

Summer Academy

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

NUMBER OF VOLUNTEER HOURS

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.

Long-term goals are for low-income students to achieve academic parity with higher-income peers.

We envision more teachers of color in our schools and more involvement of low-income parents in the education of their children.

Our specific goals are:

Goal: Prevent summer learning loss for 270 low-income students and close the achievement gap between low-income students and their higher income peers.


Goal: Provide rigorous and interesting STEM challenges and introduce STEM career options.


Goal: Prepare and support future teachers of color.


Goal: Develop school, college and career readiness skills of low-income children and their families.


Goal: Build diverse leadership skills in our community.

We integrate literacy activities into all areas of our Summer Program and use a leveled reading program that supports each classroom's STEM topic.

We utilize research based, integrated STEM curricula from the Boston Museum of Science to teach the Engineering Process and scientific literacy as it applies to real world engaging problems for students.

We train our college student fellows in curriculum and program implementation alongside professional certified teachers. Fellows set individual learning goals and receive mentored support in leading classroom lessons and in implementing classroom management strategies. Fellows participate in all staff meetings.

We provide workshops for parents and families on topics that support the health and education of their families and students including kindergarten readiness, child abuse prevention, transition to high school, scholarship opportunities and college preparation.

We encourage and support our staff and volunteers to build leadership and academic skills and mentor board members.

All of our classrooms are staffed by professional experienced teachers who are committed to teaching students and mentoring college fellows.

Our Executive Team is staffed year round by two professional teachers and two program directors with a high level of community involvement that enables us to partner with local schools and organizations who share our goals and values. The Executive Team and the Board of Directors work together to plan, implement and assess a quality sustainable program.

FAE recruits and trains classroom volunteers from the community. Many are high school students who are exploring teaching as a possible career through high school clubs and elective course work. Others are parents with limited English skills who are able to volunteer to our classrooms because we have bi-lingual teachers and fellows. This reduces the adult to student ratio in our classrooms.

We draw on the support and experience of a variety of community organizations for parent workshops including five local school districts, Skagit Valley College, Brigid Collins House, College Success, Skagit Headstart, and United Way.

1. Number of students who did not experience summer learning loss increased - San Diego Quick Assessment of Reading
2016
• 25% increased one or more grades
• 65% stayed at the same grade level.

2017
• 44% increased one or more grades
• 44% stayed at the same grade level.

2018
• 56% increased one or more grades
• 41% stayed at the same grade level.


2. Rate of student attendance increased 3.9%, the number of students with attendance rate of 90% or better increased 9.2%
2016
• Average rate of attendance was 80.4%
• Number of students with an attendance rate of 90% or better was 60.5%.

2017
• Average rate of attendance was 84.3%
• Number of students with an attendance rate of 90 % or better was 69.3%

2018
• Average rate of attendance was 91.52%
• Number of students with an attendance rate of 90 % or better was 71.2%


3. Number of family members participating in school activities is increasing
2016 2017 2018
Orientation: 50 Orientation: 74 Orientation: 77
Volunteers: 13 Volunteers: 27 Volunteers: 23
Open House: 56

4. Number of Teachers and Fellows of Color
2016 2017 2018
Teachers: 3 Teachers: 4 Teachers: 6
CollegeInterns: 7 College Interns: 11 Fellows: 11

From 2016 to 2018 five of our fellows completed Early Childhood Education degrees or training at Skagit Valley College. Currently, an additional five fellows are in their final year of K-12 teacher preparation. Six more fellows are pursuing teaching degrees in their third year or higher of college and three are pursuing STEM degrees in Engineering, Medicine and Nursing.

5.
Administrative staff and leadership development
50% of our administrative staff is Latino, 43% of our Strategic Board is Latino and 53% of Summer Staff was Latino in the summer of 2018.

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 demonstrated a willingness to learn more by reviewing resources about feedback practice.
done We shared information about our current feedback practices.
  • How is your organization collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.), Paper surveys, Focus groups or interviews (by phone or in person), Community meetings/Town halls, Constituent (client or resident, etc.) advisory committees,

  • 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,

  • What significant change resulted from feedback?

    We have lowered our preschool class sizes. We have changed the days when we have parent orientations and parent workshops.

  • With whom is the organization sharing feedback?

    The people we serve, Our staff, Our board, Our funders, Our community partners,

  • Which of the following feedback practices does your organization routinely carry out?

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback,

Financials

FOUNDATION FOR ACADEMIC ENDEAVORS
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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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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.

FOUNDATION FOR ACADEMIC ENDEAVORS

Board of directors
as of 3/25/2021
SOURCE: Self-reported by organization
Board co-chair

Jeb McGlinchy


Board co-chair

Hugo Santiago

Hugo Santiago

Iris Carias

Jeb McGlinchy

Noemi Rodgriguez

Viridiana Contreras

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 02/01/2021

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
Sexual orientation
Decline to state
Disability status
Decline to state

The organization's co-leader identifies as:

Race & ethnicity
White/Caucasian/European
Sexual orientation
Decline to state
Disability status
Decline to state

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

No data