Clayton Child Care, Inc.
Preparing Children to Lead Great Lives!
Clayton Child Care, Inc.
EIN: 75-1485951
as of September 2023
as of September 18, 2023
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
Our Annual Reports are available on our website at www.claytonyouth.org.
Ruling year
1976
CEO
Mr. Jason Ray
Main address
600 Griggs Ave.
Fort Worth, TX 76103 USA
EIN
75-1485951
Elementary and secondary education
Child care
Youth services
Population served
Children and youth
Adults
Families
Parents
Caregivers
NTEE code
Children's and Youth Services (P30)
Youth Centers, Clubs, (includes Boys/Girls Clubs)- Multipurpose (O20)
Elementary, Secondary Ed (B20)
IRS subsection
501(c)(3) Public Charity
IRS filing requirement
This organization is required to file an IRS Form 990 or 990-EZ.
Tax forms
Communication
Programs and results
Reports and documents
Download annual reports Download other documentsWhat we aim to solve
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
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 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 are 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. A full day program is also offered during summer break.
Social and Emotional Learning in After-School
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.
Where we work
External reviews
Our results
How does this organization measure their results? It's a hard question but an important one.
Evaluation documents
Download evaluation reportsNumber 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 is the total number of children served in our after-school, pre-school and nonprofit childcare programs. 2021 & 2022 reflect limited program capacity due to COVID safety protocols.
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
Partial data for 2020 due to high absenteeism during the pandemic. The sample size of students participating in full series of assessments was much smaller than typical.
Our Sustainable Development Goals
Learn more about Sustainable Development Goals.
Goals & Strategy
Learn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
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.
What are the organization's key strategies for making this happen?
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.
What are the organization's capabilities for doing this?
As a nonprofit provider of licensed child care for over 45 years, Clayton has the staff and infrastructure to support our programs and the implementation of the Social and Emotional Learning Initiative. With around 7,000 students served annually pre-pandemic, our site staff has proven their ability to provide high-quality programming every day after school and over the summer.
In addition to developing our existing staff and hiring others with the knowledge and experience run our programs and to lead implementation of the Social and Emotional Learning Initiative, Clayton has developed many solid partnerships in our 40 years of serving the families of Tarrant County. These partners bring their expertise to enhance our staff training, program development and evaluation capabilities.
What have they accomplished so far and what's next?
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! But the needs of families in our community are always changing, so we have, over our 40 years, 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 look forward to fully integrating our Social and Emotional Learning Initiative into all of our programs to equip children to live great lives.
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
Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.
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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
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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
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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
Financials
Financial documents
Download audited financialsRevenue vs. expenses: breakdown
Liquidity in 2022 info
4.86
Months of cash in 2022 info
4.9
Fringe rate in 2022 info
14%
Funding sources info
Assets & liabilities info
Financial data
Clayton Child Care, Inc.
Balance sheetFiscal Year: Jul 01 - Jun 30
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: Jul 01 - Jun 30
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 | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|
| Unrestricted surplus (deficit) before depreciation | $310,554 | $117,694 | -$383,098 | $222,998 | $5,990,170 |
| As % of expenses | 2.5% | 1.1% | -4.1% | 2.8% | 50.3% |
| Unrestricted surplus (deficit) after depreciation | $285,705 | $89,844 | -$417,020 | $189,076 | $5,948,544 |
| As % of expenses | 2.3% | 0.8% | -4.5% | 2.3% | 49.8% |
| Revenue composition info | |||||
|---|---|---|---|---|---|
| Total revenue (unrestricted & restricted) | $12,559,926 | $11,558,609 | $8,662,644 | $8,272,669 | $17,902,037 |
| Total revenue, % change over prior year | 16.9% | -8.0% | -25.1% | -4.5% | 116.4% |
| Program services revenue | 57.2% | 63.8% | 65.6% | 32.3% | 24.6% |
| Membership dues | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% |
| Investment income | 0.0% | 0.1% | 0.1% | 0.0% | 0.0% |
| Government grants | 30.7% | 25.2% | 23.5% | 58.1% | 69.3% |
| All other grants and contributions | 12.1% | 10.8% | 10.8% | 5.5% | 3.4% |
| Other revenue | 0.0% | 0.0% | 0.0% | 4.1% | 2.7% |
| Expense composition info | |||||
|---|---|---|---|---|---|
| Total expenses before depreciation | $12,242,372 | $11,191,775 | $9,262,882 | $8,088,671 | $11,911,867 |
| Total expenses, % change over prior year | 13.9% | -8.6% | -17.2% | -12.7% | 47.3% |
| Personnel | 61.6% | 66.0% | 67.6% | 64.8% | 70.1% |
| Professional fees | 0.2% | 9.0% | 6.6% | 6.6% | 6.6% |
| Occupancy | 6.3% | 6.2% | 6.6% | 4.7% | 6.6% |
| Interest | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% |
| Pass-through | 11.2% | 6.4% | 6.2% | 2.0% | 2.8% |
| All other expenses | 20.8% | 12.3% | 13.1% | 21.9% | 13.9% |
| Full cost components (estimated) info | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|
| Total expenses (after depreciation) | $12,267,221 | $11,219,625 | $9,296,804 | $8,122,593 | $11,953,493 |
| One month of savings | $1,020,198 | $932,648 | $771,907 | $674,056 | $992,656 |
| Debt principal payment | $0 | $0 | $0 | $0 | $2,967,900 |
| Fixed asset additions | $76,124 | $40,696 | $0 | $0 | $0 |
| Total full costs (estimated) | $13,363,543 | $12,192,969 | $10,068,711 | $8,796,649 | $15,914,049 |
Capital structure indicators
| Liquidity info | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|
| Months of cash | 1.1 | 1.6 | 3.5 | 3.8 | 4.9 |
| Months of cash and investments | 1.1 | 1.6 | 3.5 | 3.8 | 4.9 |
| Months of estimated liquid unrestricted net assets | 1.2 | 1.4 | 2.0 | 2.6 | 7.8 |
| Balance sheet composition info | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|
| Cash | $1,156,210 | $1,513,931 | $2,673,593 | $2,570,837 | $4,891,462 |
| Investments | $0 | $0 | $0 | $0 | $0 |
| Receivables | $603,731 | $523,121 | $127,142 | $2,100,109 | $3,774,787 |
| Gross land, buildings, equipment (LBE) | $943,750 | $984,447 | $984,447 | $961,176 | $216,573 |
| Accumulated depreciation (as a % of LBE) | 32.9% | 34.4% | 37.9% | 39.9% | 52.8% |
| Liabilities (as a % of assets) | 22.4% | 18.9% | 53.8% | 67.0% | 12.9% |
| Unrestricted net assets | $1,895,297 | $1,985,141 | $1,568,121 | $1,757,197 | $7,705,741 |
| Temporarily restricted net assets | $7,000 | $256,140 | N/A | N/A | N/A |
| Permanently restricted net assets | $0 | $0 | N/A | N/A | N/A |
| Total restricted net assets | $7,000 | $256,140 | $39,000 | $0 | $0 |
| Total net assets | $1,902,297 | $2,241,281 | $1,607,121 | $1,757,197 | $7,705,741 |
Key data checks
| Key data checks info | 2018 | 2019 | 2020 | 2021 | 2022 |
|---|---|---|---|---|---|
| Material data errors | No | No | No | No | No |
Operations
The people, governance practices, and partners that make the organization tick.
Documents
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 employeesSOURCE: IRS Form 990
Compensation data
There are no highest paid employees recorded for this organization.
Clayton Child Care, Inc.
Board of directorsas of 09/05/2023
Board of directors data
Laura James
James Law
Term: 2021 -
Kimberly Coleman
UT Southwestern Medical Center @ Dallas
Cindy Brewington
Edward Jones
Laura Docker-James
James Law
Cara Walker
Tarrant County College
Lyn Willis
Retired Tarrant County
Nancy Kirkland
Retired - Birdville ISD
Jarrett Jackson
Tarrant County
Austin Burns
Frost Bank
David Jackson
American Traffic Solutions
Curtis Linscott
Hudson Cook LLP
Whitney Ford
Whitley Penn
Board leadership practices
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
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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
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
Gender identity
Sexual orientation
No data
Disability
No data
Equity strategies
Last updated: 08/22/2023GuideStar 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
- 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.
- 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.
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