Educational Institutions

The Dr. Annise Mabry Foundation, Inc.

aka Tiers Free Academy

Porterdale, GA


The Dr. Annise Mabry Foundation, Inc. is a non-profit organization specializing in community development. The Foundation operates Tiers Free Academy and the Southwest Georgia Community Police Resource Center (CPRC). The CPRC provides support in the areas of community policing initiatives for rural police departments. Tiers Free Academy provides an alternative diploma program for sex trafficking survivors, homeless LGBTQ youth, and high school dropouts.

Ruling Year


Principal Officer

Dr. Annise Mabry

Main Address

P.O. Box 114

Porterdale, GA 30070 USA


sex trafficking survivors; human trafficking, diploma program, LGBTQ youth, high school dropouts, rural law enforcement, community policing





Cause Area (NTEE Code)

Adult, Continuing Education (B60)

Alliance/Advocacy Organizations (R01)

Public, Society Benefit - Multipurpose and Other N.E.C. (W99)

IRS Filing Requirement

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

Programs + Results

What we aim to solve

The specific issues that the Dr. Annise Mabry Foundation addresses are generational illiteracy and improving rural community-police engagement. Many of the graduates in our alternative diploma programs are the first in their families to graduate from high school. The target population of the Dr. Annise Mabry Foundation are homeless LGBTQ youth, sex trafficking survivors, high school dropouts, and rural police departments. The location for the Cops in Community program are the 36 counties in Southwest and Central GA.

Our programs

What are the organization's current programs, how do they measure success, and who do the programs serve?

SOURCE: Self-reported by organization

Cops in Community

Tiers Free Academy

Where we work

Our Results

How does this organization measure their results? It's a hard question but an important one. These quantitative program results are self-reported by the organization, illustrating their committment to transparency, learning, and interest in helping the whole sector learn and grow.

SOURCE: Self-reported by organization

Number of students registered for online courses

Population(s) served

No target populations selected

Type of Metric

Input - describing resources we use

Direction of Success


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

Population(s) served

No target populations selected

Type of Metric

Output - describing our activities and reach

Direction of Success


Charting Impact

Five powerful questions that require reflection about what really matters - results.

SOURCE: Self-reported by organization

What is the organization aiming to accomplish?

What are the organization's key strategies for making this happen?

What are the organization's capabilities for doing this?

How will they know if they are making progress?

What have they accomplished so far and what's next?

Georgia has the 9th highest rate for 18-64 year olds without a high school diploma and ranks 17th in the nation for sex trafficking. In the 37 counties served by the Dr. Annise Mabry Foundation, some areas have more than 53% of their population without a high school diploma or GED. While having a high school diploma alone doesn’t stop sex trafficking it does disrupt a trafficker’s pipeline for potential employees. By creating a Cops in Community partnership with local police departments and providing outreach projects such as Backpack with A Cop, Christmas with A Cop, National Night Out, Candy with a Cop, and the Chief’s Diploma Program, families build relationships with officers in their community so they see the officers as an extension of their support system and not a threat to their family unit. These relationships transform communities. Our programs have three goals: (1) to reduce the number of working age adults without a high school diploma by 10% in rural communities; (2) to build police-community relationships through on-going outreach activities; and, (3) to provide a pathway to post-secondary training programs at the technical college. The Dr. Annise Mabry Foundation has technical college partnerships with South Georgia Technical College and Athens Technical College and a university partnership with Albany State University.

Dr. Annise Mabry founded Tiers Free Academy for her daughter who was diagnosed with a mental illness. After her daughter graduated, Tiers Free Academy became Georgia’s only nonprofit alternative high school diploma program designed for homeless LGBTQ youth, sex trafficking survivors, and high school dropouts. Tiers Free Academy has awarded more than 200 diplomas since graduating the first student in 2015. In 2016, Tiers Free Academy partnered with 4Sarah and LostNFound Youth. In 2018, Tiers Free Academy launched The Chiefs’ Diploma Program with four police departments as a pilot program in Macon County Georgia and graduated 22 students. Students in the alternative diploma program don't start over, they simply restart.

Our capabilities for doing this for our Cops in Community program are toy donations from For the Kid in All of Us Atlanta, Toys for Tots and The Human Factor; school supply donations from For the Kid in All of Us and The Villacci Family; and, Chief's Diploma Program online curriculum support from Flint Energies, State Farm, and International Paper. Sherri Daniel holds a MAEd in Curriculum Assessment is the Program Evaluation Specialist. Sherri oversees all of the programs of The Dr. Annise Mabry Foundation, collects the data, and generates monthly impact reports.

We have been making progress in our alternative diploma program since 2015. 96% of our graduates are employed at least 40 hours per week earning at least $12 per hour. 87% of our graduates have completed at least two years of technical school or college.

The Dr. Annise Mabry Foundation has assisted 300 former high school dropouts in becoming high school graduates; and, through the Cops in Community programming was able to provide the Oglethorpe Police Department with community policing programming to reduce their crime rate from 69.4% to 16.4%.

How We Listen

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

Source: Self-reported by organization

the feedback loop
check_box We shared information about our current feedback practices.
How is the organization collecting feedback?
We regularly collect feedback through: electronic surveys (by email, tablet, etc.), community meetings/town halls, suggestion box/email.
How is the organization using feedback?
We use feedback to: 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.
With whom is the organization sharing feedback?
We share feedback with: our staff, our board, our funders, our community partners.
What challenges does the organization face when collecting feedback?
It is difficult to: we don't have any major challenges to collecting feedback.

External Reviews


The Dr. Annise Mabry Foundation, Inc.

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Board Leadership Practices

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices.

SOURCE: Self-reported by organization


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?



Has the board conducted a formal, written assessment of the chief executive within the past year?



Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?



Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?



Has the board conducted a formal, written self-assessment of its performance within the past three years?


Organizational Demographics

Who works and leads organizations that serve our diverse communities? This organization has voluntarily shared information to answer this important question and to support sector-wide learning. GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

SOURCE: Self-reported; last updated 02/09/2020


No data

Race & Ethnicity

Gender Identity

Sexual Orientation


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

Equity Strategies

Last updated: 02/08/2020

Policies and practices developed in partnership with Equity in the Center, a project that works to shift mindsets, practices, and systems within the social sector to increase racial equity. Learn more


We review compensation data across the organization (and by staff levels) to identify disparities by race.
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 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 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.