GOLD2023

Chinquapin Preparatory School

aka Chinquapin Prep   |   Highlands, TX   |  http://www.chinquapin.org

Mission

Our mission is to provide a high-quality college-preparatory education to able and motivated youth from Houston's under-resourced communities and schools. Through a rigorous curriculum and an emphasis on community service and earning what one receives, we aim to produce responsible, well-educated citizens who will become constructive leaders in their communities.

Ruling year info

1969

Head of School

Ms. Mily Salazar Pérez

Main address

2615 E. Wallisville Road

Highlands, TX 77562 USA

Show more contact info

Formerly known as

The Chinquapin School

EIN

74-1616827

NTEE code info

Elementary, Secondary Ed (B20)

IRS filing requirement

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

Sign in or create an account to view Form(s) 990 for 2023, 2022 and 2021.
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Communication

Blog

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Chinquapin Prep is Texas’s premier private college preparatory boarding school for underserved students in grades 6-12. The co-ed upper school students and faculty families reside on the 60-acre campus that they proudly maintain and call home. The school is almost exclusively privately funded and all students are on sliding scale scholarships. Acceptance to a four-year college program is a graduation requirement, and 86% of Chinquapin graduates go on to receive college degrees and to be contributors and catalysts for positive change in their communities. The mission continues to thrive because Chinquapin upholds the promise that our students are the leaders who will transform future generations.

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?

Chinquapin Preparatory School

Chinquapin is a positive, uplifting, familial community working towards the same goal - college acceptance and graduation. Our day students are bussed in and out of Houston daily, while our 5-day boarding students are members of Living-Learning Communities in our on-campus dormitories. Through our wide range of elective and sporting activities, students learn to work together in a creative and respectful environment which helps them develop leadership skills that translate into the real world.

Population(s) Served
Adolescents
Economically disadvantaged people

Where we work

Affiliations & memberships

TAAPS 2022

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 teachers involved in school-wide decisions about student learning

This metric is no longer tracked.
Totals By Year
Related Program

Chinquapin Preparatory School

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Number of students who demonstrate writing ability

This metric is no longer tracked.
Totals By Year
Related Program

Chinquapin Preparatory School

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Number of teachers retained after 12 months

This metric is no longer tracked.
Totals By Year
Related Program

Chinquapin Preparatory School

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

Number of educators who have opportunities to attend programs offered by professional organizations

This metric is no longer tracked.
Totals By Year
Related Program

Chinquapin Preparatory School

Type of Metric

Input - describing resources we use

Direction of Success

Holding steady

Number of administrators and staff who plan and experience professional development activities together

This metric is no longer tracked.
Totals By Year
Related Program

Chinquapin Preparatory School

Type of Metric

Input - describing resources we use

Direction of Success

Holding steady

Number of children who have a sense of their own feelings and an ability to express empathy for others

This metric is no longer tracked.
Totals By Year
Related Program

Chinquapin Preparatory School

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Number of students per teacher during the reporting period

This metric is no longer tracked.
Totals By Year
Related Program

Chinquapin Preparatory School

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

Number of students who feel their program structure provides opportunities to engage in interdisciplinary work

This metric is no longer tracked.
Totals By Year
Related Program

Chinquapin Preparatory School

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

Number of program participants who receive a secondary school diploma or GED

This metric is no longer tracked.
Totals By Year
Related Program

Chinquapin Preparatory School

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Number of children who have the ability to use language for expression and to communicate with others

This metric is no longer tracked.
Totals By Year
Related Program

Chinquapin Preparatory School

Type of Metric

Input - describing resources we use

Direction of Success

Increasing

Number of students per classroom during the reporting period

This metric is no longer tracked.
Totals By Year
Related Program

Chinquapin Preparatory School

Type of Metric

Input - describing resources we use

Direction of Success

Holding steady

Number of students enrolled in service-learning courses

This metric is no longer tracked.
Totals By Year
Related Program

Chinquapin Preparatory School

Type of Metric

Input - describing resources we use

Direction of Success

Increasing

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.

Through its rigorous curriculum and an emphasis on community service and earning what one receives, Chinquapin Prep aims to produce responsible, well-educated citizens who will become constructive leaders in the community.

Chinquapin’s emphasis on rigorous academics in a supportive community results in a variety of impressive outcomes:

Year after year, our ACT average is 20% higher than the national average.
100% of our seniors are accepted into at least one four-year college, and many students are accepted to top schools such as Harvard, MIT, Stanford, Columbia, Rice University, Notre Dame, among others.
Over 85% of Chinquapin grads earn a four-year degree or are on track for completion, far higher than the typical success rate of 10% for low-income students nationally. Of that 85%, more than one-third go on to earn post-graduate degrees. Alumni have served as President and Treasurer of our Board of Trustees.

Since 2012, nineteen students have been named Posse Scholars by The Posse Foundation.
We have four QuestBridge Scholars to date.

Each student is given opportunities that develop a sense of responsibility and leadership skills through the Student Leadership Committee, the National Honor Society, Interact Club, chore and kitchen crews, athletics, our Campus Ambassador Program, and Ladies of Chinquapin, a high school group that promotes women’s empowerment.

Chinquapin students participate in a demanding college preparatory program with educational opportunities designed to cultivate a lifelong enthusiasm for learning. They have access to advanced courses and receive college counseling and faculty support to ensure success in their classes and to attain their postsecondary goals. A low student-teacher ratio (7:1) means students receive a great deal of personalized attention. Students mentor one another, creating a culture of peer support and encouragement. We offer AP courses in the following areas: English Literature and Composition, English Language and Composition, Calculus AB, Environmental Science, Biology, Physics, U.S. History, Spanish Language and Composition, Spanish Literature and Composition, and Computer Science. Teachers live on campus and are available to help with homework and life lessons.

Chinquapin lives by its motto, quid pro quo, literally ‘something for something.’ Figuratively, it means paying it forward, having skin in the game, and always being a contributor. All students give back to the school and their community in return for their education.

What Sets Us Apart: High Academic Expectations and a Strong Emphasis on Giving Back

Chinquapin students participate in a demanding college-preparatory program with educational opportunities designed to cultivate a lifelong enthusiasm for learning. They have access to advanced courses and receive college counseling and faculty support to ensure success in their classes and to attain their postsecondary goals. A low student-teacher ratio (7:1) means students receive a great deal of personalized attention. Students mentor one another, creating a culture of peer support and encouragement. We offer AP courses in the following areas: English Literature and Composition, English Language and Composition, Calculus AB, Environmental Science, Biology, Physics, U.S. History, Spanish Language and Composition, Spanish Literature and Composition, and Computer Science. Teachers live on campus and are available to help with homework and life lessons.

Although Chinquapin’s primary focus is academics, athletics and extracurriculars provide important opportunities for students to gain confidence, learn about leadership, teamwork, and sportsmanship.

Chinquapin lives by its motto, quid pro quo, literally ‘something for something.’ Figuratively, it means paying it forward, having skin in the game, and always being a contributor. All students give back to the school and their community in return for their education. They all physically add to the school by performing daily chores: cleaning dorms/classrooms, washing dishes, or mowing lawns. Chore crews are cross-graded; upper class captains teach younger students by example.

Only a few other college preparatory boarding schools specifically for underserved students exist nationwide, and we are proud of the fact that Chinquapin is the only one in the state of Texas that is answering the needs of this population in such a specific way. Chinquapin’s emphasis on rigorous academics in a supportive community results in a variety of impressive outcomes:

Year after year, our ACT average is 20% higher than the national average.
100% of our seniors are accepted into at least one four-year college, and many students are accepted to top schools such as Harvard, MIT, Stanford, Columbia, Rice University, Notre Dame, Georgetown, Baylor, Smith, Duke, Bryn Mawr, Northwestern, The University of Virginia, Emory, The University of Texas, and Texas A&M, among others.
Over 85% of Chinquapin grads earn a four-year degree or are on track for completion, which is far higher than the typical success rate of 10% for low-income students nationally. Of that 85%, more than one-third go on to earn post-graduate degrees. Alumni have served as President and Treasurer of our Board of Trustees.

Since 2012, nineteen students have been named Posse Scholars by The Posse Foundation.
We have four QuestBridge Scholars to date.

Each student is given opportunities that develop a sense of responsibility and leadership skills through the Student Leadership Committee, the National Honor Society, Interact Club, chore and kitchen crews, athletics, our Campus Ambassador Program and Ladies of Chinquapin, a high school group that promotes women’s empowerment.

Chinquapin provides a rigorous and hands-on college preparatory education in a supportive environment to students with high potential and the desire to attend college. Our emphasis on academic achievement and community service helps students develop a sense of ownership and strong ties to their community and creates a heightened commitment to serving as active, contributing citizens. Our rigorous college-prep curriculum is exclusively developed by our highly qualified teachers in science, mathematics, social studies, language arts, foreign language, and fine arts.

About 25 miles east of Houston lies a small school full of success stories. Since 1969 this rigorous, college preparatory school has pursued the sole mission of serving students from Houston’s underserved communities. Here, we are a family of co-ed students in grades 6-12 and the faculty that not only instruct them but help them to develop life skills.

Chinquapin is a unique school on a 60+ acre campus, formerly a chicken farm. Here, a Quid Pro Quo or Something for Something mentality teaches us to develop skills for success in college and beyond. Through a rigorous education, Chinquapin students learn lessons on character development, community, self-reliance, grit, and integrated academics that all foster success as students and responsible citizens in today’s world. Chinquapin stands firmly amongst the top college prep schools in Texas. Five decades of graduates say Chinquapin defined them, positioned them for success, and changed their life trajectory. Chinquapin alumni see themselves as participants rather than spectators in their world.

Chinquapin is a positive, uplifting, familial community working towards the same goal - college acceptance and graduation. Our day students are bussed in and out of Houston daily, while our 5-day boarding students are members of Living-Learning Communities in our on-campus dormitories. Through our wide range of elective and sporting activities, students learn to work together in a creative and respectful environment which helps them develop leadership skills that translate into the real world.

Chinquapin graduates are prepared to excel in college and beyond. Bob Moore, a former head of the English Department at St. John’s School in Houston and his wife, Maxine, founded to be a supportive, college preparatory community for Houston’s underserved students. The school relies on the work of its inhabitants to meet its basic needs. Each student has a daily job that develops a sense of usefulness and responsibility. Our students have a strong sense of who they are and what it takes to be a responsible and contributing citizen and member of the community. Today, Chinquapin’s largest class consists of 24 students with a 7 to 1 student to teacher ratio. At Chinquapin, every student belongs, each is successful, and all learn that what they do matters.

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 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

  • 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 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

  • 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

Chinquapin Preparatory School
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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.

Chinquapin Preparatory School

Board of directors
as of 10/11/2023
SOURCE: Self-reported by organization
Board chair

Ms. Christie Cardon

Alan Ratliff

StoneTurn Group LLP

Sarah Callahan Baker

Community Volunteer

Williams W. Heinzerling

Community Volunteer

Byron Willeford

Mark Dalton

Cambridge Associates

Steven Salters

Grant Thornton, LLP

Roger Greenberg

Sponsel Miller Greenberg

Guadalupe Navarro

Law Office of Guadalupe Navarro

Sarah Aguirre

Plains All American

Samuel F. Bowen, Jr.

SpillSystems

Christie Cardon

King & Spalding

James Lewis

Community Volunteer

Michelle Nasser, Ph.D.

Marcella Watkins

Community Volunteer

Jamila M. Brinson

Jackson Walker, LLP

Donald Johnson, PhD

Bristol Myers Squibb

Ganesa Collins

St. John's School

Israel Favela

City of Houston

Tyrone Hill, III

Mauricio Vazquez

Harris County Public Defender's Office

Jeffrey Wefel, PhD, ABPP

MD Anderson Cancer Center

Evelyn Valdez Capetillo

McKesson

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 8/23/2023

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
Hispanic/Latino/Latina/Latinx
Gender identity
Female, Not transgender
Sexual orientation
Heterosexual or Straight

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 05/12/2022

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 review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We disaggregate data by demographics, including race, in every policy and program measured.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • 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.