Dallas Afterschool

Three hours a day. A lifetime of difference

aka Dallas Afterschool   |   Dallas, TX   |  www.dallasafterschool.org

Mission

Dallas Afterschool's mission is to improve the quality and availability of afterschool and summer programs in our community.

Ruling year info

2009

Chief Executive Officer

Ms. Christina K. Hanger

Main address

3900 Willow St., Suite 110

Dallas, TX 75226 USA

Show more contact info

Formerly known as

Dallas AfterSchool Network

EIN

76-0838983

NTEE code info

Youth Development Programs (O50)

Management & Technical Assistance (S02)

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

Our vision is to ensure every family in Dallas County has access to quality afterschool and summer programs for their children. Our organization was formed in 2007 because there was no unifying agency to facilitate communication, learning, or information exchange between afterschool care agencies in Dallas County.  
By the sixth grade, low-income students have experienced an average of
6,000 fewer hours learning than their middle-class peers, creating an
overwhelming achievement gap that is impossible to close during traditional
school time, as school comprises only 20% of a child's waking hours. In a city
where 31% of children live in poverty, we need quality afterschool and summer
programs to address this opportunity gap.

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?

Program Quality Initiative

Dallas Afterschool operates just one program, the Program Quality Initiative. The Program Quality Initiative helps local afterschool and summer programs maximize their impact for at-risk children by transitioning programs from traditional childcare facilities to centers for educational enrichment. We use one-on-one and small group instruction to educate staff on appropriate techniques to build nurturing and positive relationships with children. We provide programs with free access to student curricula, academic activities, and field trips. Our goal is to encourage sites to incorporate these hands-on learning activities into daily lesson plans, rather than relying on worksheets and computer games to occupy children's time. Finally, we assign advisors to work closely with program directors and executive leadership to carry out strategies to improve the effectiveness, sustainability, and long-term impact of their afterschool sites. The Program Quality Initiative was the first afterschool support program in Texas, and continues to be the largest and most advanced program in the state.

Population(s) Served
Adults

The After the Bell Alliance is a partnership of local community members, funders, and advocates who support expanded access to afterschool programs. We envision a city where all students have enriching experiences outside of the traditional school day.

Population(s) Served
Adults

Where we work

Awards

Outstanding Board of Directors 2013

Dallas Business Journal

CEO of the Year 2018

Center for Nonprofit Management

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 hours of training

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

Adults

Related Program

Program Quality Initiative

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

This is the number of hours of training delivered by our staff to afterschool and summer program staff. The measurements are by calendar year.

Number of donations made by board members

This metric is no longer tracked.
Totals By Year
Type of Metric

Input - describing resources we use

Direction of Success

Holding steady

Context Notes

This is measured by our fiscal year which ends June 30th. We have 100% participation by our board.

Number of hours of coaching

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

Adults

Related Program

Program Quality Initiative

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

These are the hours our quality advisors spend on site with afterschool staff giving advice and customized training on improving quality. Measured by calendar year. 2020 declined due to COVID-19.

Number of evaluations conducted

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

Program Quality Initiative

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

These include safety and quality assessments of afterschool and summer programs and is measured by calendar year. 2020 was impacted by COVID.

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.

Dallas Afterschool's primary objective is to continue developing high quality afterschool programs for low-income children in Dallas. Going forward, our clients are taking on more intensive and long-lasting changes. While a step in the right direction, these efforts require more time and effort from both our staff and our clients. Our goal is that at least 65% of active (receiving Quality Advisor coaching) sites will implement at least five new indicators per school year. Given the urgent need to create safe, enriching afterschool experiences for children as quickly as possible, we will strive for both the percentage of sites that improve, as well as the amount of improvement, to be larger.

On-site staff coaches and mentors, called Quality Advisors, work with each site's program director to devise a custom plan for mastering the ten elements. Throughout the year, Quality Advisors bring staff training, one-on-one coaching, student curricula, volunteers, and other resources needed to support growth and improve areas of weakness.

While Dallas Afterschool was the first intermediary organization in Texas, it was modeled after other similar organizations across the country. We offer an objective, third-party point of view, and provides consulting and tools. Our Program Quality Initiative team is a group of passionate individuals with past experience in youth education and out-of-school-time. All of our site coaches have past experience running afterschool programs, so their coaching and advice comes from a place of true knowledge and understanding. The tool we use to define and assess elements of high quality programs is based on research from the Weikart Center for Youth Program Quality and the National Institute of Out of School Time. This research synthesized best practices that programs should employ to promote a safe and meaningful environment for youth participants. It defined indicators of these best practices; what one would look for to recognize high quality policies, procedures, and activities in a program. The Program Quality Initiative's assessment tool rates the the quality and degree to which each indicator has been implemented on a four-point scale.

Dallas Afterschool has made significant improvements in the local afterschool field, but there is still much more to be done. We are still the only organization in North Texas focused on raising the level of professionalism and quality in the local afterschool field, and there are still 100,000 children in Dallas County who have no program (safe or unsafe) to go to after school. Our vision is that every child will have access to quality afterschool and summer programs that promote his or her intellectual, emotional, social, and physical development.

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.
  • Who are the people you serve with your mission?

    We serve Afterschool Program Staff, their families, and citizens that we mobilize to advocate for quality Out-of-School-Time for all children.

  • How is your organization collecting feedback from the people you serve?

    SMS text surveys, 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, To understand people's needs and how we can help them achieve their goals,

  • With whom is the organization sharing feedback?

    Our staff, Our board, Our funders, Our community partners,

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

    We are seeking to have a more collaborative relationship with our partners and the people we serve.

  • 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 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,

  • 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

Dallas Afterschool
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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.

Dallas Afterschool

Board of directors
as of 10/13/2021
SOURCE: Self-reported by organization
Board co-chair

Mr Michael Gagne

Microsoft

Term: 2019 - 2021


Board co-chair

Mr. Terry Conner

Janet Mockovciak

Jerry Baldridge

Republic Energy Inc.

Maria Cramer

Adobe

Terry Conner

Michael Gagne

Microsoft

Colleen Lillis

Ernst & Young

Bill Morrison

Haynes & Boone

Sagar Desai

Commit Partnershp

Marissa Mikoy

After-School All-Stars

Tre Black

TreCo Investments

Nikki Jolly

Pepsico

Ellen Miller

JJ Ponce

Texas Capital Bank

Victor Russell

JP Morgan Chase

Anne Wicks

George W. Bush Institute

Trillion Short

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 06/09/2021

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
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Decline to state

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 08/27/2019

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 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 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 measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • 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.