FOUNDATION FOR ACADEMIC ENDEAVORS
Make a Difference
Programs and results
What we aim to solve
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
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.
Tutoring Academy
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.
Parent Academy
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
Leadership Development
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.
Where we work
Awards
Excellence Award 2018
Washington State School Administrators
Affiliations & memberships
Washington State School Administrators 2017
External reviews
Photos
Videos
Our results
How does this organization measure their results? It's a hard question but an important one.
Evaluation documents
Download evaluation reportsNumber 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
Learn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
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.
What are the organization's key strategies for making this happen?
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.
What are the organization's capabilities for doing this?
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.
What have they accomplished so far and what's next?
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
Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.
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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
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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
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What challenges does the organization face when collecting feedback?
It is difficult to get the people we serve to respond to requests for feedback
Financials
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Operations
The people, governance practices, and partners that make the organization tick.
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
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Connect with nonprofit leaders
SubscribeBuild 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 directorsas of 01/17/2023
Jeb McGlinchy
Hugo Santiago
Hugo Santiago
Iris Carias
Jeb McGlinchy
Noemi Rodgriguez
Viridiana Contreras
Board leadership practices
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
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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
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:
The organization's co-leader identifies as:
No data
Race & ethnicity
Gender identity
Transgender Identity
Sexual orientation
No data
Disability
No data