SILVER2023

Learning for ALL

Elevating the lives of adults in our community by helping them achieve the language, literacy, and life skills necessary to reach their life goals.

Omaha, NE   |  https://golearnall.org/

Mission

Learning for ALL supports adults in our community to acquire the language, literacy, and life skills necessary to thrive and achieve their life goals.

Ruling year info

2018

Principal Officer

Mr. John Nania

Main address

6001 Dodge St CEC 117B

Omaha, NE 68182 USA

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EIN

83-0836317

NTEE code info

Educational Services and Schools - Other (B90)

IRS filing requirement

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

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Communication

Programs and results

What we aim to solve

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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?

ESL - English as a Second Language

Our ESL programs are for non-native English speakers, designed to focus on conversation, grammar, reading, and writing. Students are assessed on conversational ability as well as reading level. All levels of English language learners are welcome!

Population(s) Served

Our ABE program is designed to help adults strengthen their reading and writing skills. Course levels offered include beginner and intermediate levels. These courses are for students who aren’t quite ready to begin GED preparation or have already completed high school and need skill reinforcement.

Population(s) Served
Ethnic and racial groups
Economically disadvantaged people
Immigrants and migrants
Incarcerated people
Unemployed people

Our GED program is for students who are working towards the completion of their high school equivalency. The GED course of study includes all four core subjects: Language Arts, Math, Science, and Social studies. Students are assessed before program placement and are given an Individualized Education Plan.

Population(s) Served

For both native and non-native English speakers. We orient and train volunteers to work with students for a minimum of one hour each week. The student/instructor pair may meet at our Learning for ALL main campus or off-site at a public place.

Population(s) Served
Ethnic and racial groups
Economically disadvantaged people
Immigrants and migrants
Incarcerated people
Nomadic people
Ethnic and racial groups
Economically disadvantaged people
Immigrants and migrants
Incarcerated people
Nomadic people
Ethnic and racial groups
Economically disadvantaged people
Immigrants and migrants
Incarcerated people
Nomadic people

Where we work

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?

    Residents, immigrants, and refugees ages 18 and older.

  • 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?

    The feedback allowed us to identify an area of the community where we had students but not a physical presence. We began to partner with an organization in that area to serve the community directly.

  • 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, It is difficult to find the ongoing funding to support feedback collection, Most of our students have busy lives and busy schedules and do not prioritize providing feedback.

Financials

Learning for ALL
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Operations

The people, governance practices, and partners that make the organization tick.

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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.

Learning for ALL

Board of directors
as of 05/10/2023
SOURCE: Self-reported by organization
Board chair

Jan Malashock-Egermayer

Learning For ALL

Matt Egermayer

Lighthouse Pizza

Scott Egermayer

Lighthouse Pizza

Nick Mazgaj

Renaissance Financial

Nancy Milder-Lazer

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Tom Corrigan

Access Bank

Kerry Ecklebe

Community Volunteer

Lori Ecklebe

Community Volunteer

Wanda Gottschalk

Community Volunteer

Carrie May

Community Volunteer

Amelis Long

First National Bank

Ande Johnson

Community Volunteer

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 5/10/2023
info Candid has made improvements to the race and ethnicity options.

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
White/Caucasian/European
Gender identity
Male, Not transgender (cisgender)
Sexual orientation
Heterosexual or straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

Disability

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

Equity strategies

Last updated: 05/10/2023

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 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.