The Georgetown Project

Leaders in Youth Development since 1997

Georgetown, TX   |


Vision: A community where no child is hungry, hurt, alone or rejected and where all children and youth feel loved, respected and treated with dignity. Mission: Identify needs and develop resources, relationships and services so that our youth become caring, capable and resilient individuals.

Ruling year info


Chief Executive Officer

Ms. Leslie Janca

Main address

P.O. Box 957

Georgetown, TX 78627 USA

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NTEE code info

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

Youth Development Programs (O50)

Youth Development Programs (O50)

IRS filing requirement

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

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Programs and results

What we aim to solve

SOURCE: Self-reported by organization

The Georgetown Project provides leadership in our community to fill gaps in the safety net of services for children and youth so they grow into caring, capable and resilient young adults. Our programs and partnerships build important intergenerational relationships with youth from birth into young adulthood and we lead The Georgetown Project Collaborative for Children & Youth and Afterschool Alliance, two community coalitions working collectively so that young people have the opportunity to thrive. Direct services include: *Bridges to Growth Parent Center--learning center for parents, childcare providers and preschool children *Kid City--summer camp for low-income elementary children in Georgetown ISD *After School Action Program--after school program on GISD middle school campuses *NEST Empowerment Center--center for homeless and at-risk GISD high school students *Summer Youth Employment Program--teen work program *Assets In Action--youth summits and service events for teens

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?

NEST Empowerment Center

Multi-component center serving Georgetown ISD high school students qualified at-risk , homeless or living in transition.
1) Empowerment Center--day shelter providing basic needs and supportive services after school.
2) Summer Youth Employment Program-eight-week summer employment internships.
3) Post-secondary Education & Housing--transitional housing and career training or college for one year following high school graduation.

Population(s) Served

Where we work

Affiliations & memberships

Best Intergenerational Community 2012

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 high school seniors who graduate from high school on time

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

Children and youth

Related Program

NEST Empowerment Center

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

Context Notes

We measure the graduation rate for our NEST Empowerment Center for homeless/at-risk high school students in GISD. We have maintained a 100% graduation rate since we started the program in 2011.

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.

A community where no child is hungry, hurt, alone or rejected and where all children and youth feel loved, respected and treated with dignity.

Identify needs and develop resources, relationships and services so that our youth become caring, capable and resilient individuals.

TGP programs are deeply rooted in the research-based 40 Developmental Assets and the newer Developmental Relationships frameworks of positive youth development, which are building blocks of healthy development that all adults have the power to bring into the lives of children and youth. Developmental Assets/Relationships are model programs based on extensive research in health, prevention, resiliency, and youth development. Our vision is for youth to experience as many of the 40 Developmental Assets as possible while growing up in Georgetown.
Long-term success of TGP would be for the community of Georgetown to embrace a critical shift in thinking from fixing young people’s problems to promoting young people’s strengths. Through our efforts we hope to empower youth, engage parents, and mobilize our community to come together in new and creative ways around youth issues. TGP adopted The Performance Imperative by Leap of Reason Ambassadors Community, which has seven organizational pillars: Courageous, adaptive executive and board leadership; Disciplined, people-focused management; Well-designed and well-implemented programs and strategies; Financial health and sustainability; A culture that values learning; Internal monitoring for continuous improvement; External evaluation for mission effectiveness. Ultimately, our goal is to unite the community around a common vision for youth and collectively fill the gaps in youth development. We want all children to grow up safe and healthy, ready for college, work and life.

1. Establish linkages that ensure collaboration with existing organizations to map resources, identify gaps and create solutions to health and human service issues affecting children and youth. Nurturing relationships between youth service providers increases referrals among agencies and leads to creation of new services that meet needs. We regularly convene 65 organizations serving children, youth and families in our community. And our staff serve on 10 other coalitions with single-issue planning around youth development.

2. Gather and monitor data that can be used to address community issues affecting youth. Data-driven decision making is essential. We need to know where we are to understand where we need to go as a community of youth service providers. We publish the Ready by 21 Educational Pipeline and Snapshot of Children & Youth.

3. Utilize an inclusive process encouraging community participation and consensus building around a common vision. TGP Collaborative for Children and Youth engages 65 youth-serving organizations in collective impact projects. We formed the Assets Afterschool Alliance and Summer Youth Employment Alliance with local partners to deepen collaboration.

4. Encourage opportunities for youth voices to be heard. Empowering the youth voice is a foundational component of Developmental Assets & Relationships building. Important youth services were developed as a result of empowering youth in the planning process. We host youth summits and intergenerational service events.

5. Apply Developmental Assets & Developmental Relationships frameworks as our change model. Strengthening Assets and Relationships in the lives of young people has less to do with money, policy, programs and professionals-the traditional levers of change-and more to do with unleashing relationship-building capacity in all settings where the lives of adults and youth intersect. We train communities, organizations, adults and youth in Developmental Assets & Developmental Relationships. And we mentor communities across the country seeking to mobilize around children and youth issues.

6. Willing to adapt service models - especially when situations arise out of our control such as the COVID-19 restrictions. Challenges create new needs and opportunities to “rise to the occasion.” To help build connection amidst social isolation, we are learned to use virtual platforms such as Zoom, Facebook Live and others for interactive discussions, parent education classes and childcare provider training, and YouTube videos for creative content.

1. History of Success. 24-year track record of working collaboratively at the community and programmatic levels in positive youth development. Proven success in creating and sustaining services for youth of all ages.

2. Multi-Sector Board of Directors. Diverse Board of Directors representing a cross-section of adult community leaders and youth.

3. Professional Staff, each with professional experience and credentials in their field. All staff members have been a part of the Georgetown community for decades and have raised their children in Georgetown or Williamson County.

4. Financial Capacity. Documented success in resource development and collaborative program partnerships, including grant writing, donor relations, special events, pledge campaigns, board/staff giving and other fundraising activities. GuideStar Gold Seal of Transparency and Charity Navigator 100 out of 100 Give With Confidence ratings.

5. Long-Standing, Successful Program Partnerships. Sustained collaborative program partnerships with Georgetown ISD (Kid City, ASAP, The NEST), City of Georgetown Parks & Recreation (Kid City, ASAP, Youth Leadership & Prevention Activities), Southwestern University (Community Interaction Partnership), Churches/Clubs/Schools/Nonprofit Partners (The NEST), Local Businesses (Summer Youth Employment Program).

6. Recognized as Local Leader in Youth Development. Acknowledged as the lead agency around child and youth issues in Georgetown. Through participation in the TGP Collaborative for Children and Youth, over 60 local non-profits look to TGP for leadership in connecting the youth services community.

7. Model in Community Mobilization around Asset Building. Provide Developmental Asset training to cities, schools, parents, youth and communities across the state of Texas and beyond. Mentor communities across the nation, because we value the opportunity to share our successful model. Named a national Promise Place by America’s Promise and helped secure Best Intergenerational Community Award for Georgetown

The Georgetown Project (TGP) programs result in Developmental Relationships and Future-Ready Skills for more than 5,000 children, youth and families each year.

2020 results specifically:
•117: GISD at-risk/homeless high school students served through TGP NEST Empowerment Center.
•12: At-risk/ homeless high school students completed the 8-week Summer Youth Employment Program.
•854: Nights of supportive housing provided for 4 homeless teens recently graduated from high school.
•100: High school students served during MLK & Global Youth Service Days.
•Kid City summer camp canceled in 2020 due to Covid.
•147: Middle school students participated in the After School Action Program on their middle school
campuses. (attendance lower than in past years due to Covid-program shifted to virtual Spring 2020 and remained virtual through Summer 2020--began serving students in person again Fall 2020)
Bridges to Growth Parent/Child Center impact:
•2,476: Infants, toddlers & preschoolers and elementary children attended early learning events (shifted to virtual learning platforms Spring 2020 through May 2021--began serving families in person again Summer 2021)
•3,541: Parents, childcare providers & others raising young children attended child development & parenting
•8,421: Total virtual visits to the center.
•285: English & Spanish adult classes offered through Bridges to Growth Parent/Child Center.
•74: English & Spanish children's classes offered through Bridges to Growth Parent/Child Center.
•6: Williamson County school districts where parent education classes are provided by TGP.
•Every few years we bring 100 high school students and community leaders together in meaningful dialogue around the top three issues important to youth as identified in our Youth Voices Survey. The 2020 Youth Voices Summit was held March 11 to focus on Youth Substance Use, Mental Health and Employment issues.
•Post-Secondary Education Case Management & Supportive Housing program for homeless/at-risk students after high school graduation to complete post-secondary certifications and job training: 854 nights of housing
•Because of the COVID-19-related restrictions, we lost face-to-face access with our youth and families for more than a quarter of our 2020 program year. While our home office never shut down, we adapted direct services programming to minimize negative impact. We quickly shifted some program strategies and mobilized new outreach methods through virtual platforms and individualized case management to maintain connections with youth and families during spring/summer shut-downs. We began serving groups of students in person again Fall 2020 in our K-12 after school programs, with group size limitations in place, masks, sanitizing, screening and other required protocols in place. Our parent center continued virtual training for parents, childcare providers and preschool children through the school year with in-person classes starting Summer 2021.

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 shared information about our current feedback practices.
  • Who are the people you serve with your mission?

    Children, youth and families in Georgetown, Texas.

  • 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), Case management notes, Community meetings/Town halls, Constituent (client or resident, etc.) advisory committees, Suggestion box/email, Phone,

  • 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,

  • What significant change resulted from feedback?

    Parents of young children typically attending classes at our parent center were slow to come back to classes in person this spring, so we listened and kept classes virtual until Summer 2021. Now we are offering early learning classes/events with parents and children outdoors as pop-up classes as suggested. Because we listened, and adapted around client feedback, participation at online classes exploded over the past year, and in-person classes are full this summer. Also, we moved last year's Committed to Kids Childcare Training Conference online due to Covid and just assumed folks would want to return in person. We polled last year's attendees, and they overwhelmingly prefer a virtual format, so our conference is on Zoom again this summer and registrations have already doubled.

  • With whom is the organization sharing feedback?

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

  • How has asking for feedback from the people you serve changed your relationship?

    More honest feedback. Deeper collaborations among our community partners. Shared accountability for youth outcomes.

  • 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,

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback, Staff find it hard to prioritize feedback collection and review due to lack of time,


The Georgetown Project

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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
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  • Compare nonprofit financials to similar organizations

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Connect with nonprofit leaders


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.

The Georgetown Project

Board of directors
as of 08/19/2021
SOURCE: Self-reported by organization
Board chair

Mr. Kent Huntsman

Southwestern University

Term: 2020 - 2021

Kent Huntsman

Southwestern University

Michael Pena

Asby Real Estate

Don Scott

Don Scott Consulting

Melissa Barhydt

John Gustainis Companies

Sheila Bojorquez

City Hall Essentials

Kenneth Poteete

Georgetown Health Foundation

Katie Burke


Nathaniel Waggoner

City of Georgetown

Starr Corbin

Corbin Solutions Group

Paul Boff

Round Rock ISD

Rhonda Pritchard

Wolf Ranch Town Center

Scott Matthew

Williamson County Juvenile Services

Ken Holley

Concordia University

Fred Brent

Georgetown ISD

J.R. Hancock


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 ? No
  • 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 8/19/2021

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.


The organization's leader identifies as:

Race & ethnicity
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

Gender identity


Sexual orientation


We do not display disability information for organizations with fewer than 15 staff.

Equity strategies

Last updated: 08/19/2021

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

  • 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.