STEM Generation Inc
Leveling the playing field
STEM Generation Inc
EIN: 82-2360707
as of September 2024
as of September 09, 2024
Mission
STEM Generation is dedicated to bridging the gap in STEM learning opportunities and achievements while reshaping the perception of STEM professionals. Our vision revolves around cultivating a diverse pipeline of future STEM leaders. We firmly believe that every student, irrespective of their race, gender, or socioeconomic status, possesses the inherent talent required to excel as STEM innovators and leaders. However, it is crucial to provide them with the necessary opportunities to discover and nurture that talent. By empowering students to develop their 21st-century leadership skills and fostering their STEM identities through enriching educational experiences, we aim to equip youth, especially those who identify as female, black, or brown, and who come from socioeconomically-disadvantage
Ruling year
2017
Executive Director
Leslie Marshall
Main address
12650 W. 64th Ave Unit E #466
Arvada, CO 80004 USA
EIN
82-2360707
Leadership development
Community service for youth
Diversity and intergroup relations
Out-of-school learning
Equal opportunity in education
Population served
Ethnic and racial groups
Adolescents
Children
Preteens
At-risk youth
NTEE code
Youth Development Programs (O50)
Alliance/Advocacy Organizations (W01)
Alliance/Advocacy Organizations (R01)
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 reportsWhat we aim to solve
Starting as early as elementary school, STEM Generation address inequities in K-12 STEM support, resources & opportunity at low-resource, high-need schools. These inequities exasperate disparities in the STEM workforce: over 50% of post secondary graduates are women, yet women comprise 27% of the STEM workforce and the general US population of color is 31% (non-Asian), yet they comprise 9% of the STEM workforce. Students – particularly girls – start to decide by 3rd grade whether they are capable or incapable in Science, Technology, Engineering, & Math (STEM), while elementary school teachers have the greatest need for support and resources in this area. By the time they reach 6th grade, middle and upper-income children have likely spent 6,000 more hours learning than kids born into poverty. This is reflected in a 42% achievement gap between poor students and their more affluent peers at below basic 4th grade math proficiency in Denver, one of the largest gaps in the US.
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
District-wide Science & Engineering Fair
The District-wide Science & Engineering Fair provides fair organizers with logistical and communication pieces to lay the foundation for an inclusive and skills-based STEM Generation Fair. Fair organizers get 14 weeks of support and all of the communication pieces for students and their grownups. We connect enrolled schools with qualified judges from their nearby community during their fairs.
STEM Curriculum Packages: Grades K-2 and 3-6
Our STEM Curriculum packages, provide students in high-needs schools with hands-on opportunities in which they can immerse themselves in scientific, project-based learning experiences that ignite creativity, self-expression, and increased interest in pursuing a STEM career.
There are two hands-on kit programs which are divided into grade appropriate lessons for students in grades K-2 or 3-6. These unique kits, can be used during the school day, in after school programs, or during summer camp.
This program also addresses the need for educator and administrative support by providing educators with all materials needed to run a successful program, including program kits, lessons, rubrics, ongoing support, and professional development, in which educators can earn continuing education units necessary to maintain licensure in the state of Colorado.
Diverse STEM Stories: Choosing a STEM path
Our Diverse STEM Stories: Choosing a STEM path program helps students in high-needs schools, in grades 3-12 build positive STEM identities through inquisitive, interactive discussions with diverse STEM role models in a virtual setting. This program affords students the opportunity to learn about and embrace the path to successful STEM careers, by engaging with diversely represented STEM professionals.
In addition to the Diverse STEM Stories: Choosing a STEM path program, we help create connections between students in grades 3-12 and university students. This connection engages students in meaningful conversations about different educational paths to successful STEM careers.
Where we work
Affiliations & memberships
ASM|Rocky Mountain Chapter 2023
Photos
Videos
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?
STEM Generation levels the tech & engineering playing field using a 21st Century approach to Science Fairs as our platform: STEM Generation Fairs. We equip girls & students of color at high-need schools with leadership and STEM skills they need to tap into the strong economic opportunities all around them.
We envision is a day when K12 children, particularly girls and students of color living in poverty, experience:
(1) equitable K12 STEM education opportunities, resources and support compared to those from middle- to high-income families,
(2) the opportunity to develop their leadership and STEM skills so they can tap into the strong economic opportunities all around them, creating a more diverse US STEM workforce.
(3) effective STEM mentorship through fully-scalable, sustainable programming built around innovative partnerships between the public and private sectors.
What are the organization's key strategies for making this happen?
STEM Generation is the first and only nonprofit to level the tech and engineering playing field through fully-scalable programming in the context of a 21st Century approach to Science & Engineering Fairs: STEM Generation Fairs. We tackle inequities in K12 STEM education opportunities, support and resources from every angle by supporting students and their grownups.
STEM Generation's strategy for achieving our mission nationwide, is through partnerships with high-needs schools and with private/public sectors to facilitate our two innovative programs:
(1) TEACH: empowers teachers to teach leadership and STEM skills development to their students in the context of the process of student led, authentic, innovative STEM Generation Fair projects. This is the essential equity piece, whereby the whole support structure for students is brought into the classroom to accommodate each students' interests and learning goals, as opposed to at home where significant inequities in
support often occurs.
(2) IMPLEMENT: lays the foundation for a fun, inclusive and skills-based STEM Generation Fair, while connecting schools with the private/public sector so they can engage with their community all around the fair.
What are the organization's capabilities for doing this?
STEM Generation has invested in the front-end costs to build a platform for facilitating our programs online so that they are fully-scalable and become sustainable through public and private sector partnerships by 2021. We have a strong and diverse working Board of Directors and Advisory Board who are passionately devoted to achieving our mission. Our team comprises of executive-level women and men of different ethnic backgrounds and diverse expertise, skill-sets and professional networks.
What have they accomplished so far and what's next?
TEACH:
2018/19 Pilot served 2 Elementary Schools, 4 teachers and approximately 150 students.
2019/20 Launch to 20 Public Elementary & Middle Schools serving > 50% FRL, serving 40 teachers and approximately 500 students.
IMPLEMENT:
2018/19
- Launch served 46 Elementary & Middle Schools, approximately 3,500 students
- Alpha tested our Judge Match Program for 3 public sector volunteers to engage with students from 1 Title 1 school.
2019/20
- Serve 50 Public Elementary & Middle Schools serving > 50% FRL, and approximately 3,800 students
- Beta test our Judge Match Program for 25 public/private sector volunteers to engage with students at 10 schools.
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, It is difficult to identify actionable feedback
Financials
Revenue vs. expenses: breakdown
Financial data
STEM Generation 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.
Operations
The people, governance practices, and partners that make the organization tick.
Documents
Executive Director
Leslie Marshall
Leslie is a lifelong learner and holds an M.Ed in K-9 and an M.S. in Instructional Design and Technology, which she has been able to use throughout her 10 years of teaching, including 7 years of STEM education in PreK through grade 8. In addition to teaching, Leslie was able to combine a passion for writing with her education and STEM backgrounds to develop and write STEM curricula for use in K-8 classrooms all over the world, including the UK, China, and Malaysia. She has been able to share her passion for STEM by providing professional development to teachers, administrators, and education professionals to help improve STEM awareness and provide ways in which to incoproate STEM in the classroom. Leslie firmly believes that everyone should be afforded the opportunity to engage in hands-on STEM activities, as well as learn about STEM, as more careers are becoming rooted in STEM foundations.
STEM Generation Inc
Officers, directors, trustees, and key employeesSOURCE: IRS Form 990
Compensation data
There are no highest paid employees recorded for this organization.
STEM Generation Inc
Board of directorsas of 01/16/2024
Board of directors data
Mr Jonathan Krause
Synclarity Consulting
Term: 2021 - 2024
Janelle Johnson
Director of the Colorado STEM Ecosystem & Professor of STEM Education at Metropolitan State University of Denver
Chrissy Stachl
Founder and CEO of Reflecting Equity
George Kite
George Kite LLC CPA
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 ? Not applicable -
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? Not applicable
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
Transgender Identity
Sexual orientation
No data
Disability
No data
Equity strategies
Last updated: 01/16/2024GuideStar 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 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 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.
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