JUNIOR ACHIEVEMENT OF NORTHERN CALIFORNIA, INC.

To inspire and prepare young people to succeed in a global economy.

aka Junior Achievement of Northern California   |   Walnut Creek, CA   |  https://norcal.ja.org/

Mission

Junior Achievement’s mission is to inspire and prepare young people to succeed in a global economy. Anchored in our three pillars of financial literacy, workforce readiness, and entrepreneurship, we provide K-12 programming that is designed to help students connect their education to their future careers, planting seeds of what they can be, and instilling in them the skills and confidence they need to be successful.

Ruling year info

1994

President and CEO

Ms. Cristene Burr

Main address

3003 Oak Road, Suite 130

Walnut Creek, CA 94597 USA

Show more contact info

Formerly known as

Junior Achievement of the Bay Area, Inc.

Junior Acheivement of Silicon Valley and Monterey Bay

Junior Acheivement of San Joaquin Valley

Junior Acheivement of the Redwood Empire

EIN

94-1322179

NTEE code info

Youth Development Programs (O50)

Business, Youth Development (O53)

Voluntarism Promotion (T40)

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

42% of employers rated the overall preparation of high school graduates for entry-level jobs as deficient.
In the United States, close to 30,000 youth ages 16-24 are neither in school nor employed.
1/4 of all jobs in the United States require a high-level STEM knowledge.
28% of Americans have nothing in their savings accounts.
95% of high school students have never been exposed to a workplace setting.
57% of children live in poverty or a low income household with an income less than $46,000 for a family of four.

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?

JA Be Entrepreneurial®

JA Be Entrepreneurial is a reimagined, modular program that teaches students about the mindset and the skills needed for success by aspiring entrepreneurs and innovators who add value to any organization. In JA Creative Problem Solving, students learn and apply design thinking, an innovative process for problem-solving used by entrepreneurs (and intrapreneurs) to brainstorm customer-centric ideas. (Grades 9-12). Northern California

Population(s) Served
Children and youth

JA Career Success equips students with the knowledge required to get and keep a job in high-growth industries. Students will explore the crucial workplace skills employers seek but often find lacking in young employees. Students also will learn about valuable tools to find that perfect job, including resumes, cover letters, and interviewing techniques. (Grades 9-12)

Population(s) Served
Children and youth

JA Company Program empowers high school students to fill a need or solve a problem in their community and teaches them practical skills required to conceptualize, capitalize, and manage their own business venture. (Grades 9-12). Northern California

Population(s) Served
Children and youth

Through JA Excellence through Ethics, students will learn the importance of ethics and ethical decision-making and how ethical and unethical choices affect everyone in a community. (Grades 6-12) JA Excellence through Ethics is a 60- to 90-minute learning experience with additional optional activities. Northern California

Population(s) Served
Children and youth

JA Economics reinforces concepts of micro-and macro-economics by having students explore the basic characteristics of the U.S. economic system and how economic principles influence business decisions. It also introduces students to consumer issues, such as saving, investing, and taxation. (Grades 11-12). Northern California

Population(s) Served
Children and youth

JA Finance Park Virtual includes a virtual culminating experience for students who have completed the educator-led curriculum. Students put into practice what they've learned by developing and committing to a personal budget. The JA Finance Park Virtual simulation has been fully redeveloped, with a brand-new experience that offers two implementation options: entry level for middle school students and advanced for high school students. (Grades 7-12). Northern California

Population(s) Served
Children and youth

JA It's My Job (Soft Skills) will help students understand the value of professional communication and soft skills, making them more employable to future employers across multiple career clusters. (Grades 6-12) The program includes six 45-minute sessions, with additional extended learning activities and optional digital assets offered throughout. Northern California

Population(s) Served
Children and youth

JA Social Innovation Camps equip students with the skills and experiences to run businesses, make discoveries, create solutions, and change our world for the better. Students learn and experience business fundamentals and the art and hard work of entrepreneurship as they work collaboratively to design solutions to issues related to sustainability, health and safety, STEM career development, high school graduation rates, and workforce readiness.es ( grades 6-8). Northern California

Population(s) Served
Children and youth

Through engaging activities, JA It’s My Business! This program provides middle school students an opportunity to experience the initial steps necessary to start a business. New program content provides an authentic entrepreneurial experience for students, with each session building up to a product-pitch competition. (Grades 6-8) The program includes six 45-minute sessions, with additional extended learning activities and optional digital assets offered throughout. Northern California

Population(s) Served
Children and youth

JA It’s My Future Blended Model offers middle school students practical information to help prepare them for the working world. Students will develop the personal branding and job-hunting skills needed to earn a job. (Grades 6-8) The program includes six 45-minute sessions, with additional extended learning activities and optional digital assets offered throughout. Northern California

Population(s) Served
Children and youth

JA Job Shadow prepares students to be entrepreneurial thinkers in their approach to work. In-class sessions prepare students for a visit to a professional work environment, where they will face a series of challenges administered by their workplace hosts. Students learn how to research career opportunities and the skills needed to land and keep their dream job. (Grades 9-12)

Population(s) Served
Children and youth

JA More than Money introduces students to financial literacy and entrepreneurship, and to social studies learning objectives that include money-management skills, goods and services, and global markets. Through hands-on activities and a JA cast of characters serving as symbols for financial literacy and entrepreneurship concepts, students will learn a practical approach to starting a business and making smart decisions about managing money. (Grades 3-5) This volunteer-led, kit-based program can be implemented as a classroom-based, remote classroom, or after-school program. It includes five 45-minute sessions, with additional extended learning activities and optional digital assets offered throughout. Northern California

Population(s) Served
Children and youth

JA Our City featuring Cha-Ching introduces students to financial literacy and learning objectives for third–grade social studies, including how people manage their money and the importance of economic exchange within a city. (Grade 3) This volunteer-led, kit-based program is available for classroom-based or remote classroom implementation. It includes five 45-minute sessions, with additional extended learning activities and optional digital assets offered throughout. Spanish translation is available for JA Our City. Northern California

Population(s) Served
Children and youth

JA Our Community uses posters and games to offer practical information about businesses and the many jobs those businesses offer in a community. Students explore production methods through a simulation game, and they learn about taxes, decision-making, and how money flows in an economy. (Grade 2) This volunteer-led, kit-based program is available for classroom-based or remote classroom implementation. It includes five 45-minute sessions, with additional extended learning activities and optional digital assets offered throughout.

Population(s) Served
Children and youth

JA Our Families explains how family members' jobs and businesses contribute to the well-being of the family and of the community. The program introduces the concept of needs and wants and explores the ways families plan for and acquire goods and services. Students analyze their own skills to determine ways they can support their families. (Grade 1) The program is volunteer-led and kit-based and is available in Classroom-Based and Remote Classroom implementation. It includes five 45-minute sessions, with additional extended learning activities and optional digital assets offered throughout.)

Population(s) Served
Children and youth

JA Our Region introduces students to entrepreneurship and how entrepreneurs use resources to produce goods and services in a region. Students operate a hypothetical hot dog stand to understand the fundamental tasks performed by a business owner and to track the revenue and expenses of a business. (Grade 4) This volunteer-led, it-based program is available for classroom-based or remote classroom implementation. It includes five 45-minute sessions, with additional extended learning activities and optional digital assets offered throughout.

Population(s) Served
Children and youth

JA Ourselves uses storybook characters in read-aloud and hands-on activities to introduce the role people play in an economy. Through engaging, volunteer-led activities, young students learn about individual choices, money, the importance of saving and giving, and the value of work. (Kindergarten) This volunteer-led, kit-based program is available for classroom-based or remote classroom implementation. It includes five 45-minute sessions, with additional extended learning activities and optional digital assets offered throughout. (

Population(s) Served
Children and youth

JA Personal Finance 2.0 allows students to experience the interrelationship between today’s financial decisions and future financial freedom. To achieve financial health and wellness, they learn about money-management strategies, including earning, employment and income, budgeting, savings, credit and debt, consumer protection, smart shopping, risk management, investing, credit card usage, debt management, and net worth. (Grades 9-12) The program consists of eight 45-minute sessions with 3 additional modular sessions.

Population(s) Served
Children and youth

JA Personal Finance explores the fundamental elements of personal finances: earnings, saving and investing, budgeting, credit, risk management, and giving. Students apply these elements to a personal financial plan that allows them to set specific goals for their lifelong financial needs and desired quality of life. (Grades 9-12)

Population(s) Served
Children and youth

JA Titan allows students to operate a virtual company through a Web-based simulation. The students' success depends on decisions about their product's price and their company's marketing, research and development, and business practices. Win or lose, students gain an understanding of how management decisions affect a company's bottom line. (Grades 9-12)

Population(s) Served
Children and youth

Where we work

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 JA Volunteers

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

Children and youth, Economically disadvantaged people

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

JA has over 3,000 registered business, parent, and community volunteers who participate throughout our in-school and after-school programs.

Number of participants engaged in programs

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

Children and youth, Economically disadvantaged people

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

In past years, during distance learning, we switched to virtual programming, while connecting volunteers from all over with our students. With this method, more rural areas can benefit.

Number of students who learned meaningful information about financial literacy, entrepreneurship, and/or work & career readiness.

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

Children and youth, At-risk youth

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

In past years, during distance learning, we switched to virtual programming, while connecting volunteers from all over with our students. With this method, more rural areas can benefit.

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.

1. Develop brand recognition, community engagement, and organizational growth through a metrics-driven approach.
2. Grow annual volunteer engagement to ensure impactful program service delivery to the students.
3. Shift program mix to more high-touch, high-impact programs such as Capstone, R&D, and High School programs, with in-person, virtual, and hybrid deliveries.
4. Increase board effectiveness and engagement to grow funding and volunteer partnerships, diversify revenue base, and establish donor pipeline.

JA engages corporate partners to support programming and serve as volunteer mentors and teachers. The relationships between youth and adult business role models help young people navigate the complex issues and challenges they must address in order to succeed. JA's student-teacher-volunteer partnership provides innovative, experiential learning opportunities that benefit all partners:

- Students are fully prepared for business volunteer interactions; they learn how to identify and link job opportunities to career interests and skill set; they gain real-world experience, understand business behavior, and realize the link between school, work, and success.

- Corporate partners / business volunteers develop skills and learn more about themselves as they interact with inquisitive, innovative-thinking students. Volunteers feel satisfied knowing they've engaged in an activity that makes a meaningful difference; they've helped a young person discover their strengths and set themselves on a path to achieve their greatest potential.

Since 1950, JA of Northern California has utilized corporate and community volunteer-led programming to educate thousands of K-12th grade students on the latest 21st Century skills. JA's unique approach allows volunteers from the community to deliver nationally researched/designed and customized curriculum while sharing their experiences with students. These real-world business volunteers transform the key concepts of financial literacy and economic empowerment - how to generate wealth and effectively manage it; how to create jobs which make their communities more robust; how to apply entrepreneurial thinking to the workplace - into a message that inspires and empowers students to believe in themselves and realize that they can make a difference in the world.

JA of Northern California is currently working within a 5-year "refresh" strategic plan in order to better link priorities and strategies to guiding principles; incorporate a greater use of technology; promote blending learning models; weave entrepreneurial thinking and problem-solving in real-world learning; and ensure the most effective and satisfying volunteer experience for business partners that produces the highest impact on our student learners.

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?

    All youth from Kindergarten to High School, educators and business volunteers.

  • 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), 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,

  • With whom is the organization sharing feedback?

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

  • Which of the following feedback practices does your organization routinely carry out?

    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?

    We don't have any major challenges to collecting feedback,

Financials

JUNIOR ACHIEVEMENT OF NORTHERN CALIFORNIA, INC.
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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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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.

JUNIOR ACHIEVEMENT OF NORTHERN CALIFORNIA, INC.

Board of directors
as of 02/10/2022
SOURCE: Self-reported by organization
Board chair

Mr. Adrian Demich

AT&T

Term: 2017 -

Adrian Dimech

AT&T

Cristene Burr

JA NorCal

Thomas Quinlan

Reed Smith, LLP

Kevin Coleman

KPMG, LLP

Matthew Davis

Aon Risk Solutions

Sean Crabtree

Accenture

Vinicius David

Hewlett Packard

Brad Holsworth

Burr, Pilger, Mayer Inc

Mark Linsky

Retired/Hewlett Pacard Company

Robert Muzio

Comerica Bank

Dean Nicolacakis

PwC

William Oldenburg

Retired/Dreyer's Grand Ice Cream

Bill Schlough

San Francisco Giants

Mark Secker

EY

Marc Singer

McKinsey & Company, Inc

Stephen Troy

AeroFund Financial, Inc

Alyson Griffin

State Farm Insurance

Norah Nicholls

Deloitte

Karthik Suri

Invitae

David Colby

Salesforce

Nghi Huynh

Armanino

Shakeya McDow

Kaiser Permanente

Dina Ting

Franklin Templeton

Hugo Yoshinga

Google Cloud

Chris Moulton

U.S. Bank

Jeff Salvesen

Charles Schwab & Co.

Blair Braud

Bank of the West

Carrie Ericson

A.T. Kearney

Eric Fusilero

Splunk

Jobina Fortson

ABC7

Kesh Subramanian

GE Digital

Moon Javaid

49ers

Shirley Stacy

Align Technology

Reena Bhatia

Salesforce

Ann Fleishell

Applied Materials

Marina Gracias

Varo Money

Sanjay Kacholiya

Citrix Systems

Lindi LaBine

LaBine Media

Perry Liu

CSAA Insurance

Brutus Lo

Marsh Risk & Insurance Services

Beth O'Rell

Clorox

Gary Pike

Pike & Company

Ted Seburn

E. & J. Gallo Winery

Dave Swanson

Amazon Web Services

David Bickham

Reed Smith LLP

Jeffrey Bray

Prologis

Diana Kapp

Craig Tatlonghari

RSM

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 2/10/2022

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
Sexual orientation
Decline to state
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 02/10/2022

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 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 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.