PLATINUM2024

Clayton Child Care, Inc.

Preparing Children to Lead Great Lives!

aka Clayton Youth Enrichment, Clayton YES!   |   Fort Worth, TX   |  http://www.claytonyouth.org
GuideStar Charity Check

Clayton Child Care, Inc.

EIN: 75-1485951


Mission

The mission of Clayton Youth Enrichment is to serve communities of North Texas by providing quality programs that foster the emotional, social, and educational development of children, youth, and families. Our goal is to prepare children to live great lives.

Notes from the nonprofit

Financials reflect the creation of the Clayton Youth Enrichment Foundation in 2023.

Ruling year info

1976

CEO

Mr. Jason Ray

Main address

600 Griggs Ave.

Fort Worth, TX 76103 USA

Show more contact info

EIN

75-1485951

Subject area info

Elementary and secondary education

Child care

Youth services

Population served info

Children and youth

Adults

Families

Parents

Caregivers

Show more populations served

NTEE code info

Children's and Youth Services (P30)

Youth Centers, Clubs, (includes Boys/Girls Clubs)- Multipurpose (O20)

Elementary, Secondary Ed (B20)

What we aim to solve

SOURCE: Self-reported by organization

After-school programs are essential for the working parents of Texas and their employers. Families rely on after-school programs to keep kids safe, boost student success, and help parents keep their jobs. However, parents in low-to-moderate income neighborhoods are often unable to find safe, affordable care for their children. More than 1.5 million Texas children would attend an after-school program if one was available - and almost a million children go home everyday to an empty apartment or house after school. Quality after-school programs have been shown to decrease juvenile crime and risky behavior in the after school hours, increase student academic achievement, and provide parents with peace of mind that allows them to focus on their work while knowing their child is safe.

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?

Youth Enrichment Services

Clayton provides on-site care for school-age youth in more than 80 Tarrant County schools. We typically serve 6,500-7,000 children and youth annually with daily after-school and summer programs. Our programs focus on providing a fun, safe, and secure environment for youth during their out-of-school time. Our goal is to maintain a 1:14 staff/student ratio. Our programs are built on a social-emotional learning framework that prepares kids to live great lives. Our staff is trained in trauma-aware behavioral management, social-emotional health, quality improvement, conflict resolution, and diversity and national quality standards for school-age programs. We provide full-day programs during most teacher in-service days, breaks, and holidays. Full-day programs are offered on school holidays, breaks, and all summer to meet the needs of working parents for safe, affordable care.

Population(s) Served
Children and youth
Families

In 2016, Clayton's board committed to making our after-school programs into social and emotional learning (SEL) communities. Based on the model developed by the highly respected Collaborative for Academic, Social, and Emotional Learning (CASEL), Clayton's after-school programs lay a strong foundation for personal and academic success by creating engaging after-school enrichment programs that support the development of strong social and emotional skills.

Population(s) Served
Children and youth
Families

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 children served in our programs

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

Youth Enrichment Services

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

This number is the total number of unduplicated children and youth served across programs. An additional 1,000 parents and other adults are served in family & community programs.

Percentage of children scoring in or above the typical range for their age on DESSA

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

Social and Emotional Learning in After-School

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

This includes students in Clayton after-school programs for the entire school year. Regular attendance is correlated to maintaining or increasing observed social-emotional competencies.

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.

Clayton is committed to offering a fun, safe, and nurturing environment where kids can learn and grow while their parents finish their workday.

Clayton staff is dedicated to preparing children to lead great lives. This means evolving to meet the diverse needs of our students and their families. To that end, Clayton recently launched a new initiative focused on developing stronger social and emotional learning skills in our students and staff. The goal of the Social and Emotional Learning Initiative is to prepare students for personal success by teaching and modeling the skills that teachers, parents and principals have identified as most needed in their schools. These include: self-management; self-awareness; responsible decision-making; social awareness and interpersonal/relationship skills.

It is our belief that a strong foundation of healthy social and emotional skills will allow children to grow up to be responsible and productive members of our communities.

After-school is an ideal place to learn and practice interpersonal and leadership skills. With less structure than the school day, students in after-school programs have more time to interact with their peers. Whether students are working on a robot, playing a board game or planning a community service project, each decision or conversation is an opportunity to practice being together in healthy relationships and , practice self-management.

Children must see the adult role models in their life practicing these skills as well. In addition to utilizing research-based social and emotional learning curriculum, Clayton staff is trained to model the behaviors and to embed learning and practice into every activity and into the culture of the after-school program. Regular program evaluation will use proven assessments to both qualitatively and quantitatively measure improvement in individual students social and emotional skills as well as program environment.

As a nonprofit provider of licensed child care for almost 50 years, Clayton has the staff and infrastructure to support our programs and the community relationships to ensure we are meeting the needs of families in Tarrant and Dallas counties. Parents entrust 6,500 - 7,000 students annually to our care and our site staff has proven their ability to provide high-quality programming every day after school and throughout the summer.

In addition to developing our existing staff and hiring others with the knowledge and experience to run our programs safely and prepare children for great futures, Clayton maintains solid partnerships with other nonprofits, community leaders, education professionals, and local government leaders. These partners share their expertise to enhance our staff training, program development, and evaluation capabilities ensuring that Clayton has the information and diverse perspectives needed to meet the ever-changing needs of the families we serve.

Clayton has a solid record of providing engaging, high-quality after-school programs in our community. In fact, for several years now, we have had the joy of welcoming second and third-generation "Clayton Kids" into our after-school community - we must be doing a lot of things right! However, the needs of families in our community are always changing, so we have added more formal evaluation systems to help guide our progress. The increases in our student's positive behaviors and attendance have been modest, but statistically significant. We know that after-school programs are part of a larger education picture and Clayton's leadership believes that helping children to gain social and emotional skills that they will use throughout their life is an ideal fit for the after-school environment. We are committed to equipping every child in a Clayton program to live a great life.

As we move forward, Clayton has partnered with the Center on Evaluation and Research at Southern Methodist University to help with both formative assessment and high-quality evaluation of program quality and impact. This partnership will measure the impact of our Clayton Quest Academic Enrichment curriculum designed specifically for mixed-age after-school programs with the goal of achieving research-based certification by 2025.

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.
  • 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

  • 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 share the feedback we received with the people we serve, 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, We don’t have the right technology to collect and aggregate feedback efficiently, It is difficult to find the ongoing funding to support feedback collection, Staff find it hard to prioritize feedback collection and review due to lack of time, It is difficult to get honest feedback from the people we serve, It is difficult to identify actionable feedback

Revenue vs. expenses:  breakdown

SOURCE: IRS Form 990 info
NET GAIN/LOSS:    in 
Note: When component data are not available, the graph displays the total Revenue and/or Expense values.

Liquidity in 2023 info

SOURCE: IRS Form 990

3.12

Average of 2.77 over 10 years

Months of cash in 2023 info

SOURCE: IRS Form 990

1.7

Average of 2.2 over 10 years

Fringe rate in 2023 info

SOURCE: IRS Form 990

13%

Average of 17% over 10 years

Funding sources info

Source: IRS Form 990

Assets & liabilities info

Source: IRS Form 990

Financial data

SOURCE: IRS Form 990

Clayton Child Care, Inc.

Revenue & expenses

Fiscal Year: Jul 01 - Jun 30

SOURCE: IRS Form 990 info

Fiscal year ending: cloud_download Download Data

Clayton Child Care, Inc.

Balance sheet

Fiscal Year: Jul 01 - Jun 30

SOURCE: IRS Form 990 info

The balance sheet gives a snapshot of the financial health of an organization at a particular point in time. An organization's total assets should generally exceed its total liabilities, or it cannot survive long, but the types of assets and liabilities must also be considered. For instance, an organization's current assets (cash, receivables, securities, etc.) should be sufficient to cover its current liabilities (payables, deferred revenue, current year loan, and note payments). Otherwise, the organization may face solvency problems. On the other hand, an organization whose cash and equivalents greatly exceed its current liabilities might not be putting its money to best use.

Fiscal year ending: cloud_download Download Data

Clayton Child Care, Inc.

Financial trends analysis Glossary & formula definitions

Fiscal Year: Jul 01 - Jun 30

SOURCE: IRS Form 990 info

This snapshot of Clayton Child Care, Inc.’s financial trends applies Nonprofit Finance Fund® analysis to data hosted by GuideStar. While it highlights the data that matter most, remember that context is key – numbers only tell part of any story.

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Business model indicators

Profitability info 2019 2020 2021 2022 2023
Unrestricted surplus (deficit) before depreciation $117,694 -$383,098 $222,998 $5,990,170 -$5,272,584
As % of expenses 1.1% -4.1% 2.8% 50.3% -32.9%
Unrestricted surplus (deficit) after depreciation $89,844 -$417,020 $189,076 $5,948,544 -$5,322,492
As % of expenses 0.8% -4.5% 2.3% 49.8% -33.1%
Revenue composition info
Total revenue (unrestricted & restricted) $11,558,609 $8,662,644 $8,272,669 $17,902,037 $17,426,976
Total revenue, % change over prior year -8.0% -25.1% -4.5% 116.4% -2.7%
Program services revenue 63.8% 65.6% 32.3% 24.6% 34.4%
Membership dues 0.0% 0.0% 0.0% 0.0% 0.0%
Investment income 0.1% 0.1% 0.0% 0.0% 0.8%
Government grants 25.2% 23.5% 58.1% 69.3% 60.2%
All other grants and contributions 10.8% 10.8% 5.5% 3.4% 4.6%
Other revenue 0.0% 0.0% 4.1% 2.7% 0.1%
Expense composition info
Total expenses before depreciation $11,191,775 $9,262,882 $8,088,671 $11,911,867 $16,006,903
Total expenses, % change over prior year -8.6% -17.2% -12.7% 47.3% 34.4%
Personnel 66.0% 67.6% 64.8% 70.1% 65.4%
Professional fees 9.0% 6.6% 6.6% 6.6% 8.8%
Occupancy 6.2% 6.6% 4.7% 6.6% 7.8%
Interest 0.0% 0.0% 0.0% 0.0% 0.0%
Pass-through 6.4% 6.2% 2.0% 2.8% 4.1%
All other expenses 12.3% 13.1% 21.9% 13.9% 13.9%
Full cost components (estimated) info 2019 2020 2021 2022 2023
Total expenses (after depreciation) $11,219,625 $9,296,804 $8,122,593 $11,953,493 $16,056,811
One month of savings $932,648 $771,907 $674,056 $992,656 $1,333,909
Debt principal payment $0 $0 $0 $2,967,900 $149,167
Fixed asset additions $40,696 $0 $0 $0 $0
Total full costs (estimated) $12,192,969 $10,068,711 $8,796,649 $15,914,049 $17,539,887

Capital structure indicators

Liquidity info 2019 2020 2021 2022 2023
Months of cash 1.6 3.5 3.8 4.9 1.7
Months of cash and investments 1.6 3.5 3.8 4.9 1.7
Months of estimated liquid unrestricted net assets 1.4 2.0 2.6 7.8 1.7
Balance sheet composition info 2019 2020 2021 2022 2023
Cash $1,513,931 $2,673,593 $2,570,837 $4,891,462 $2,219,447
Investments $0 $0 $0 $0 $0
Receivables $523,121 $127,142 $2,100,109 $3,774,787 $661,949
Gross land, buildings, equipment (LBE) $984,447 $984,447 $961,176 $216,573 $242,804
Accumulated depreciation (as a % of LBE) 34.4% 37.9% 39.9% 52.8% 67.7%
Liabilities (as a % of assets) 18.9% 53.8% 67.0% 12.9% 23.0%
Unrestricted net assets $1,985,141 $1,568,121 $1,757,197 $7,705,741 $2,383,249
Temporarily restricted net assets $256,140 N/A N/A N/A N/A
Permanently restricted net assets $0 N/A N/A N/A N/A
Total restricted net assets $256,140 $39,000 $0 $0 $0
Total net assets $2,241,281 $1,607,121 $1,757,197 $7,705,741 $2,383,249

Key data checks

Key data checks info 2019 2020 2021 2022 2023
Material data errors No No No No No

Operations

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

Documents
Form 1023/1024 is not available for this organization

CEO

Mr. Jason Ray

Jason Ray is Chief Executive Officer for Clayton Youth Enrichment. Ray brings nearly 20 years of experience in nonprofit leadership. His goal is to increase Clayton's presence in the community through social service, academic and philanthropic partnerships. He holds a Bachelor of Science degree in Political Science from Texas Christian University and a Master of Public Administration degree from the University of Texas at Arlington. "We have been the child care and enrichment organization of choice for thousands of families for more than 40 years," said Ray. "I want to take it to the next level. Every hard-working parent in Tarrant County deserves peace of mind knowing that while they are working hard providing for their family, their children are in the best, and safest, learning environment." The Clayton Youth Enrichment board of directors appointed the former Big Brothers Big Sisters chief operating officer in November, 2015.

Number of employees

Source: IRS Form 990

Clayton Child Care, Inc.

Officers, directors, trustees, and key employees

SOURCE: IRS Form 990

Compensation
Other
Related
Show data for fiscal year
Compensation data
Download up to 5 most recent years of officer and director compensation data for this organization

There are no highest paid employees recorded for this organization.

Clayton Child Care, Inc.

Board of directors
as of 05/29/2024
SOURCE: Self-reported by organization
Board of directors data
Download the most recent year of board of directors data for this organization
Board chair

Lyn Willis

Retired

Term: 2022 -

Laura Docker-James

James Law

Cara Walker

Tarrant County College

Lyn Willis

Retired Tarrant County

Jarrett Jackson

Tarrant County

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Heather Irby

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Dionna Deardorff

Attorney

Lucky Denenga

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Ricardo Lira

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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? No

Organizational demographics

SOURCE: Self-reported; last updated 5/29/2024

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

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 08/22/2023

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 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.