PLATINUM2022

Educacion Para Nuestro Futuro Founded By Escuela Bolivia

Empowering Students. Engaging Parents. Transforming Communities.

aka Edu-Futuro   |   Arlington, VA   |  www.edu-futuro.org

Mission

Edu-Futuro's mission is to break the cycle of poverty by empowering underserved Latino and immigrant youth and families through mentorship, education, leadership development, parent engagement, individual case management, and workforce development.

Ruling year info

2000

Executive Director

Mr. Jorge Figueredo

Director of Programs

Victoria Mejía

Main address

2110 Washington Blvd. 3rd Floor

Arlington, VA 22204 USA

Show more contact info

EIN

54-1914671

NTEE code info

Educational Services and Schools - Other (B90)

Other Youth Development N.E.C. (O99)

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

College has historically been least accessible to populations served by Edu-Futuro: low-income youth, immigrants, first-generation students, and English Language Learners (ELL). The average attainment rate for an associate degree or higher is 43.2%, but only 24.5% for Latinos, the lowest of all racial groups (Lumina Foundation). Throughout Northern VA, the immigrant and Latino populations struggle to improve educational attainment. For example, the VA Dept. of Ed. reports the dropout rate in Fairfax Co. Public Schools for ELLs is 30.5% and 22.7% for Latino students, compared to 1.1% for White students. Northern VA overall faces an uneven opportunity landscape, as reported by NOVA Health Foundation in 2017. Neighborhoods served by Edu-Futuro, such as the Culmore area in Fairfax, is largely Latino and one of the region’s most disadvantaged communities; 1 in 3 children live in poverty, only 14% of adults completed college, and more than half of residents lack health insurance.

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?

Emerging Leaders Program

The Emerging Leaders Program (ELP) uses an innovative "pipeline" approach to provide long-term support for college and career readiness in four consecutive stages:

1. ELP STEM helps elementary through high school students develop competence and career pathways in science, technology, engineering, and math.

2. ELP I helps high school students overcome the systemic barriers contributing to generational poverty by developing professional skills, demonstrating that college is a reachable goal, and building self-confidence to become leaders in their own communities.

3. ELP II helps high school seniors gain college admission, guiding them through the acceptance and financial aid process with intensive one-on-one weekly mentoring sessions.

4. ELP III orients first-generation college students with on-campus and virtual mentoring support to help them navigate the challenges of college life and develop the professional skills required to obtain their first jobs.

Population(s) Served
Immigrants and migrants
Students
Adolescents
Children
Preteens

Parent Empowerment Services (PES) include the following curricula, delivered in both Spanish and English, to help immigrant parents overcome language and cultural barriers and address challenges that prevent them from fully participating and advocating for their children’s education:

1. PARTICIPA... en mi Educación teaches immigrant parents of elementary school students how to navigate the U.S. school system and advocate for their children's education more effectively.

2. Padres Comprometidos takes a similar approach to PARTICIPA, aimed at engaging parents of middle and high school students.

3. Families Reunite helps rebuild relationships between parents and children who were separated during the immigration process and were recently reunited.

4. Strengthening Families (10-14) helps parents and their children develop strategies to resist peer pressure that leads to adolescent substance use and other risky behaviors.

Population(s) Served
Caregivers
People of Latin American descent
Families
Parents
Immigrants and migrants

Workforce Development Services (WDS) equip immigrant parents with basic technology and English skills, enabling them to secure new and better-paying jobs. Edu-Futuro currently offers the following WDS programs:

1. Tech for Parents: Introduced in response to the challenges of the pandemic, this curriculum is designed to equip Latino and immigrant adults with greater knowledge of the digital environment, including computer and smartphone hardware and important web-based tools such as Google Drive/Translate and Zoom.

2. Individual Job Counseling: For beneficiaries requiring stronger individual support, Edu-Futuro offers one-on-one employment counseling which may include help formulating a Job Plan, writing and formatting resumes and cover letters, scanning and uploading documents, and preparing for interviews.

Beginning in FY 2022-23, Edu-Futuro will also expand the WDS program to include bilingual GED test training form participants to earn the equivalent of a high school diploma.

Population(s) Served
Low-income people
Low-income people
Unemployed people
Immigrants and migrants
Parents
Caregivers

Case Management Services (CMS) offer direct social services to immigrant families in crisis, including health navigation and emergency funding for rent and utilities. In response to the coronavirus pandemic in March 2020, Edu-Futuro revamped our existing CMS program, increased our staff capacity, and started an Emergency Assistance Fund to provide urgently needed support to immigrant families who were falling through the cracks of our local safety net. As a result of our efforts, Edu-Futuro has now become one of the largest providers of direct financial aid to immigrant families in Northern Virginia, helping to stabilize more than 1,200 households and disbursing over $1.16 million for rent, food, medicine, utilities, and other basic necessities. Our case managers have also succeeded in leveraging more than $740,000 in additional aid by guiding families, step-by-step, through the emergency assistance application process required by local governments and other nonprofit partners.

Population(s) Served
Immigrants and migrants
Families
Economically disadvantaged people
People of Latin American descent

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.

ELP II – Number of high school seniors completing the program.

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

Adolescents, Students, People of Latin American descent, Immigrants and migrants, Low-income people

Related Program

Emerging Leaders Program

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

ELP II - Percentage of high school seniors accepted into college (Goal: 96%).

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

Adolescents, Students, People of Latin American descent, Low-income people, Immigrants and migrants

Related Program

Emerging Leaders Program

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

ELP II – Percentage of high school seniors receiving financial aid and/or scholarships (Goal: 85%).

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

Adolescents, Students, People of Latin American descent, Low-income people, Immigrants and migrants

Related Program

Emerging Leaders Program

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

ELP I - Number of high school students completing the program.

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

Adolescents, People of Latin American descent, Students, Immigrants and migrants, Low-income people

Related Program

Emerging Leaders Program

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

ELP STEM - Number of elementary through high school students completing the program.

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

Adolescents, Children, People of Latin American descent, Low-income people, Immigrants and migrants

Related Program

Emerging Leaders Program

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

PES - Total number of unduplicated youth and parents served across all programs (PARTICIPA, Padres Comprometidos, Families Reunite, Strengthening Families, Case Management Services, Workforce Development Services, et al.).

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

Families, Caregivers, Parents, Immigrants and migrants, People of Latin American descent

Related Program

Parent Empowerment Services

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

ELP I – Percentage of high school students exhibiting the confidence, abilities, and skills needed to stay on the college track (Goal: 78%).

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

Adolescents, People of Latin American descent, Students, Immigrants and migrants, Low-income people

Related Program

Emerging Leaders Program

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

ELP I – Percentage of high school students who strongly agreed that they connected to at least one adult who is invested in their success (Goal: 75%).

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

Adolescents, People of Latin American descent, Low-income people, Immigrants and migrants, Students

Related Program

Emerging Leaders Program

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

ELP STEM - Percentage of elementary through high school students demonstrating strong critical thinking and problem-solving abilities (Goal: 75%).

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

Adolescents, Children, People of Latin American descent, Low-income people, Immigrants and migrants

Related Program

Emerging Leaders Program

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

ELP STEM - Percentage of elementary through high school students demonstrating improved STEM competencies and conference (Goal: 70%).

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

Adolescents, Children, People of Latin American descent, Low-income people, Immigrants and migrants

Related Program

Emerging Leaders Program

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

ELP STEM – Percentage of elementary through high school students demonstrating improved abilities to collaborate with others (Goal: 72%).

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

Adolescents, Children, People of Latin American descent, Low-income people, Immigrants and migrants

Related Program

Emerging Leaders Program

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

PES – Percentage of adults who completed PARTICIPA and/or Padres Comprometidos exhibiting greater knowledge about the U.S. school system, including their rights and responsibilities (Goal: 90%).

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

People of Latin American descent, Caregivers, Families, Parents, Immigrants and migrants

Related Program

Parent Empowerment Services

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

PES – Percentage of adults who completed PARTICIPA and/or Padres Comprometidos feeling better prepared to support and advocate for their children's education (Goal: 90%).

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

People of Latin American descent, Families, Caregivers, Parents, Immigrants and migrants

Related Program

Parent Empowerment Services

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

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.

As one of the largest immigrant gateways in the United States, Northern Virginia is home to more than 700,000 foreign born and nearly 475,000 Latino residents. Edu-Futuro is committed to guiding disadvantaged families to greater opportunities, and incorporates the following goals in all of our work:

● Instill in youth and parents the value of education, intellectual curiosity, and possibility of pursing a college degree.
● Empower students to achieve higher education and successful careers and build the skills to assist them on their journey.
● Motivate and teach parents to become more involved in their children's lives, especially by engaging with their children's education.
● Provide additional resources to help immigrant parents create nurturing home environments, achieve self-sufficiency, and break the cycle of poverty.
● Empower youth and parents to put into action the skills they have developed in our programs and become advocates for themselves, their children, and their communities.
● Help families achieve stability through individual case management services.

Edu-Futuro takes a Two-Generation programmatic approach that allows us to impact parents and children in the same household simultaneously, always working towards the goal of helping families break the cycle of poverty.

The Emerging Leaders Program (ELP) serves Latino and immigrant students. The majority of our students live in low-income households (85%), and many have never considered college as an attainable goal. ELP combines academic activities, leadership workshops, life and job skills seminars, and a civic education with off-campus field trips for students to participate in robot competitions, speech competitions, college visits, career panels, and civic engagement activities. Students are also paired with mentors who provide individualized guidance. Each stage of the ELP moves youth closer to attaining their greatest academic and career potential. ELP STEM Robotics Clubs help elementary and middle school students develop interest and competencies in STEM subjects; ELP I helps high school students develop leadership and life skills and learn the importance of a college education; ELP II helps high school seniors achieve their goals for higher education and careers, mentoring them through the college and financial aid/scholarship application process; and ELP III, currently in the pilot phase, helps ELP II graduates attending local colleges successfully navigate college and their first jobs.

Parent Empowerment Services (PES) work alongside the ELP programs to develop the confidence and skills of parents. Immigrant parents face hurdles that prevent them from being involved in their child’s educational lives and succeeding in the workforce, including lack of knowledge of the U.S. school system, computer/technology literacy, and English language skills. Through workshop series and individual services, PES train immigrant parents how to navigate the U.S. school system, advocate on behalf of their children’s education, provide a nurturing home environment, and obtain the skills needed to find new or better jobs. We offer curricula that teaches immigrant parents how to become partners in their children’s education, how to strengthen relationships with their children, and how to advocate for positive change. We also provide Workforce Development Services to help them obtain better jobs, offering free training and one-on-one counseling that helps immigrant parents build computer, technology, language, financial, and job skills. All PES programs are delivered in both Spanish and English and provide childcare and snacks when in-person. Edu-Futuro also offers case management services to assist parents and caregivers with financial, immigration, and family issues where more complex interventions are required. During the pandemic, our staff is helping immigrant families understand and complete applications for emergency assistance and providing direct financial aid to struggling families for food, rent, and utilities.

No other community-based organization in Northern Virginia provides the comprehensive, bilingual, and bicultural services offered by Edu-Futuro. Today, we serve more than 2,000 youth and adults annually, and our households represent 55 countries from around the world. Demographically, our families identify as Hispanic/Latino (60%), White/Caucasian (12%), Black/African American (9%), Multiracial (8%), Asian (4%), American Indian (2%), or other (5%). Based on the Community Development Block Grant Income limits, 84% of the Arlington and Fairfax County households served by Edu-Futuro in FY 2019-20 were considered Extremely Low Income (48%), Very Low Income (26%), or Low Income (10%).

Edu-Futuro has a distinct advantage in understanding the unique needs and family dynamics of our beneficiaries. Over 79% of our staff are immigrants or come from immigrant families, and 93% of staff members are fully bilingual. In recognition of our success applying the Two-Generation approach in Northern Virginia’s immigrant communities, the Aspen Institute invited Edu-Futuro to join the Ascend Network: a national alliance of practitioners, philanthropic leaders, policymakers, and researchers advancing Two-Generation approaches for whole-family outcomes.

Edu-Futuro is fortunate to have a wide array of collaborators contributing to our work. In 2019-20, we benefitted from formal, system-wide Memoranda of Understanding (MOUs) with Fairfax County Public Schools (FCPS) and Arlington Public Schools (APS), and this year expanded to the City of Alexandria through an MOU with Alexandria City Public Schools and the City of Roanoke through a partnership with Virginia Tech Roanoke Center. Edu-Futuro’s is an active participant in such stakeholder groups as Arlington’s Superintendent Advisory Committee on Immigrant and Refugee Student Concerns, Arlington Safety Net, and the Virginia Coalition for Immigrant Rights.

Edu-Futuro works with a variety of other community partners that provide volunteers who serve as mentors, career panelists, and workshop presenters for our programs. We welcome new partnerships with community groups and corporations who are interested in volunteering and are launching a virtual tutoring program for students that will engage volunteer tutors remotely. In a significant step towards organizational growth, Edu-Futuro became one of only 12 lead AmeriCorps agencies in the Commonwealth of Virginia in FY 2020-21, and has nearly tripled the number of AmeriCorps members in our staff, from five to 14. This important advance has given us the capacity to nearly double the number of students participating in our life-changing college enrollment and financial aid/scholarship program for youth, ELP II, from approximately 45 students in past years, to 85 in FY2020-2021.

Despite the tremendous disruption caused by the COVID-19 pandemic, our 47 ELP high school graduates this year were collectively offered $2,478,605 in financial aid and scholarships for their first year of college, and $5,540,652 in four-year renewable college scholarships and financial aid. In a time of extraordinary stress, this is a remarkable accomplishment that speaks volumes about the dedication and hard work of our students, as well as for their determination to follow their dreams of a college education.

Edu-Futuro is also proud to report that the ELP has been recognized as a Program to Watch for 2020 by Excelencia in Education—the only national effort to identify and promote evidence-based practices that help accelerate Latino student success in higher education—and will be included in Excelencia’s 2020 What Works for Latino Students in Higher Education Compendium.

During the pandemic, Edu-Futuro has become one of the largest providers of emergency assistance to Northern Virginia’s immigrant families, providing case management services to 900+ families, and disbursing $500,000+ in direct financial aid. We will continue to respond the crisis by helping immigrant families obtain needed assistance.

Community stakeholders are the most important factor in Edu-Futuro’s planning. We strongly believe that decades of systemic racism and inequality can only be overcome through individual and community empowerment; we will continue to expand our capacity to offer programs focused on education, leadership skills, financial stability, civic engagement, and workforce development to empower immigrant families to achieve their highest potential. Edu-Futuro is also working to expand ELP to increase our impact on systemic change through more attention to college attainment. One step towards this is hiring a full-time ELP III College Support Specialist to provide on-campus mentorship and support to help our students who are currently attending college graduate, find employment, and use their leadership and civic participation skills to transform their communities. Another key objective is to continue implementing our Civic Engagement Curriculum as a permanent component of programs for students and their parents. Through workshops and civic engagement activities, our Civic Engagement Curriculum helps our beneficiaries understand how local, state, and federal governments work; how key issues impact their lives; and most importantly, how to advocate for positive change.

Financials

Educacion Para Nuestro Futuro Founded By Escuela Bolivia
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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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Educacion Para Nuestro Futuro Founded By Escuela Bolivia

Board of directors
as of 09/01/2022
SOURCE: Self-reported by organization
Board chair

Jeanne Balcom

OCC

Term: 2020 - 2023

Betsy Jaffe

Amplitude Strategies

Christopher Falcon

Arlington Circuit Court

Dr. Marjorie Myers

Arlington County Public Schools (retired)

Hugh Pace

Capital One

Tonia Weik

U.S. Department of State

Madeline Llopis

Baker Tilly Virchow Krause, LLP

Padmanabhan Seshaiyer

George Mason University

Jorge Torrico

Accenture Federal Services

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 8/31/2022

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
Hispanic/Latino/Latina/Latinx
Gender identity
Male
Disability status
Person without a disability

The organization's co-leader identifies as:

Race & ethnicity
Hispanic/Latino/Latina/Latinx
Gender identity
Female
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

No data