GOLD2024

BAY AREA TUTORING ASSOCIATION

The Strength of Community. The Power of Education

aka Bay Area Tutoring Association   |   Milpitas, CA   |  https://bayareatutor.org
GuideStar Charity Check

BAY AREA TUTORING ASSOCIATION

EIN: 32-0411828


Mission

Our mission is to develop an academic tutoring workforce, intervention and enrichment programs and services that will enable us to develop academic mindsets, create life-long learners and make it possible for Silicon Valley and S.F. Bay Area students in grades K thru 12 to become the college graduates, entrepreneurs, community advocates, world leaders and global scholars of tomorrow.

Ruling year info

2014

Executive Director

Christopher Norwood

Main address

510 Valley Way

Milpitas, CA 95035 USA

Show more contact info

EIN

32-0411828

Subject area info

Education

Elementary and secondary education

Education services

Science

Population served info

Children and youth

Ethnic and racial groups

Social and economic status

Students

NTEE code info

Educational Services and Schools - Other (B90)

Professional Societies & Associations (B03)

Fund Raising and/or Fund Distribution (B12)

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?

Code Writing For Kids

Children of Silicon Valley and S.F. Bay Area are born “digitally aware.” Their innate ability to easily decipher how to use a smart device, tablet, PDA or play video games is constantly on display, pushing the boundaries of the imagination and our daily use of technology to new heights.
Code Writing For Kids is a community based Computer Science initiative from the Bay Area Tutoring Association (501c3) designed to enhance learning capabilities and unlock the natural programmers and developers inside 21st Century children. Students will be introduced to one or more Silicon Valley programming languages HTML5, CSS, Java, Visual Basic, Python, C (Family), as well as the kid friendlier platforms such as Scratch. Tinker, Alice, Pygame and Gamestar Mechanic and GameMaker. Program types available are after school program, spring or summer camp and workshop.

Population(s) Served
Children
Adolescents
Preteens

California, along with 44 other states, have adopted Common Core State Standards (CCSS). The Common Core State Standards is a U.S. education initiative with goals of increasing the academic ability, international competitiveness and technical workforce preparedness of American students nationwide.

Common Core State Standards significantly raise the academic bar in math, spoken English, grammar, literature, reading comprehension, science, social studies and history. Implementation strategies and desired results for Common Core State Standards are new to teachers, administrators, parents and students.

At a glance, students will be required to:
Independently use technology as a learning source.
Understand the why and how behind math problems.
Verbally explain the reason behind their answers (right or wrong)
Be computer literate (typing, internet research, develop presentations)
Work in isolation and cohesively with other students. Bay Area Tutoring Association prepares students for Common Core State Standards using collaborative communication between student and tutor, Socratic style tutoring and blended learning interaction. Program types available are after school program, spring or summer camp and workshop.

Population(s) Served
Adolescents
Preteens
Children

In response to COVID19, the digital divide and ever-widening opportunity gap with students of African ancestry in Silicon Valley. Our pilot program will host a cohort of eighty (1st - 12th grade) students of African ancestry whose parents are in healthcare fields, essential workers, civil servants and teachers. Over a 6 week period, students will receive 24 hours of homework support, college readiness, cultural enrichment and other activities as time permits. Our goal is to reach 600 students in 2021.
Program goals::
• Provide students online academic support opportunities (homework help)
• Augment the experience of learning provided by schools
• Provide intervention and enrichment activities for math, English and Digital literacy
• Provide students academic tutors from Historical Black Colleges and Universities (HBCUs)
• Engage parents with online workshops to help them navigate education during COVID-ig
• Provide access to technological resources
• Provide college readiness, cultural history and health empowerment activities

Our tutors will come from Historic Black Colleges and Universities, Stanford, SJSU and other regional partners. While we firmly value in-person learning, teaching and tutoring, we also see this moment as an opportunity to improve digital literacy and academic self sufficiency skills, introduce tutors of African American ancestry to the idea of teaching and support the BLKC study findings. Additional research also indicates (https://www.npr.org/2019/01/11/682194015/-black-teachers-helps-black-students-get-to-college) students of African ancestry who have just one black teacher in elementary school are 13 percent more likely to enroll in college than their peers who didn't have any black teachers. Students who have two black teachers are 32 percent more likely to go to college.

Population(s) Served
Adolescents
Children
Preteens
People of African descent
Low-income people

Saturday learning program that provides high-quality Math, English, and Digital literacy enrichment opportunities for K-5 students from multiple schools in the Mt. Pleasant Elementary School District.

Population(s) Served
At-risk youth
Economically disadvantaged people
Children

Homework Assistance for 6th-12th grade students in the SF/Bay Area.

In partnership with the City of San Jose Mayor’s Gang Prevention Task Force (MGPTF), the Bay Area Tutoring Association B.E.S.T ( Bringing Everyone’s Strength Together) program utilizes the BATA Transformation Curriculum to equip “at-risk” 6th – 12th grade youth and their parents with the academic support, social emotional tools and community resource referrals needed to successfully navigate the public education experience and “hot spot” communities in which they live. Referral partners include; mental health, community resource partners, legal, religious institutions and Santa Clara County Social Service Agencies.

The Bay Area Tutoring Association B.E.S.T program mitigates key risk factors. We provide our youth the power to shape changes to their mindset and choose direction for individual growth and positive life choices.

We have 3 program models; After School, In Class and Summer Program.
* The After School Model (ASM) utilizes culturally relevant academic tutoring and our BATA Transformation Curriculum.
* The In Classroom Model (ICM) inserts a BATA trained (volunteer) tutor into the classroom during the school day to support teacher needs and academic skill development. BATA Transformation Curriculum activities are used to compliment classroom instruction as well.
* The Summer Program Model (SPM) takes a youth development centered approach utilizing the BATA Transformation Curriculum as a career pathway guide and incorporates remedial academic skill building to help youth recover credits, retain skills gained during the school year and prepare for next grade level.

Population(s) Served
At-risk youth
Children and youth
People of African descent
People of Asian descent
People of Latin American descent

Children of color, primarily African American and Latino, are the lowest performing academic subgroup across the nation in reading comprehension, math and science. Research indicates trauma, caregiver literacy levels, socioeconomic status, non access to high quality reading materials and non existent cultural and ancestral connections are many of the root level causes.

Goal of our Love 4 Literacy campaign is to raise funds to provide 1000 culturally relevant books to 1000 Bay Area children. Contributions will put a wonderful book in the hands of child, inspire dreams and confidence.

Our mission is to develop an academic tutoring workforce, intervention and enrichment programs and services that will enable us to develop academic mindsets, create life-long learners and make it possible for Silicon Valley and S.F. Bay Area students in grades K thru 12 to become the college graduates, entrepreneurs, community advocates, world leaders and global scholars of tomorrow.

Population(s) Served
People of African descent
People of Latin American descent
People of Asian descent
Children

The goal of one-to-one tutoring is to empower students academically. Studies show that tutoring has a major impact on both advanced and struggling students. It impacts academic achievement, motivation, and self-esteem.

One-to-one tutoring is interactive and gives immediate feedback and results to students. This direct back-and-forth increases the pace of learning.

Our tutors are trained to connect their efforts to your child’s classroom and individual learning style. Research shows that this produces the greatest academic gains. Due to COVID-19, all our one to one tutoring is online at this time.

Our trained tutors work together with you and your child to get the results you want. Due to COVID-19, all our one-to-one tutoring is now online.

Population(s) Served
Children
Preteens
People of Latin American descent
People of Southeast Asian descent
People of African descent

CRAM was inspired by the required shift to online learning, the college admissions changes caused by COVID19 and the U.S. Department of Education program Upward Bound. CRAM was created in cooperation with San Jose State University’s Office of Undergraduate Studies, Evergreen/San Jose City College Milpitas Extension, local churches and other nonprofit organizations.

COVID19 has forever changed higher education. BATA wants to ensure 5th-12th grade students from underserved, immigrant, EL, foster youth, low income communities and others keep higher education top of mind.

CRAM inspires 5th-12th grade students from underserved, immigrant, EL, foster youth, low income communities and others. CRAM provides participants the opportunities to better understand different types of colleges, their purposes, financing/scholarship options and the a glimpse of college experience through virtual and on campus visits.

CRAM has 3 primary goals:
* Develop life-long learning academic mindset in its participants
* Ensure success in precollege performance activities and A-G classes
* Increase higher education pursuit, acceptance and completion

In order to accomplish our goals, CRAM provides online presentations from college counselors, college graduates and college literature for review. CRAM also provides a guest speaker series from inspirational community leaders, elected officials, entrepreneurs, C-Level business leaders, professional athletes, musicians and performing arts majors.

Population(s) Served
Immigrants
Adolescents
Preteens
People of African descent
People of Asian descent

Where we work

Awards

Silicon Valley Distinguished Non Profit of the Year 2017

Silicon Valley Organization

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.

What is your organization aiming to accomplish?

What are your strategies for making this happen?

What are your organization's capabilities for doing this?

How will your organization know if you are making progress?

What have and haven't you accomplished so far?

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.
  • 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

  • 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, The people we serve tell us they find data collection burdensome, It is difficult to find the ongoing funding to support feedback collection

Financials

BAY AREA TUTORING ASSOCIATION
Fiscal year: Oct 01 - Sep 30

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

6.35

Average of 3.67 over 10 years

Months of cash in 2023 info

SOURCE: IRS Form 990

23.4

Average of 9.1 over 10 years

Fringe rate in 2023 info

SOURCE: IRS Form 990

8%

Average of 9% over 10 years

Funding sources info

Source: IRS Form 990

Assets & liabilities info

Source: IRS Form 990

Financial data

SOURCE: IRS Form 990

BAY AREA TUTORING ASSOCIATION

Revenue & expenses

Fiscal Year: Oct 01 - Sep 30

SOURCE: IRS Form 990 info

Fiscal year ending: cloud_download Download Data

BAY AREA TUTORING ASSOCIATION

Balance sheet

Fiscal Year: Oct 01 - Sep 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

BAY AREA TUTORING ASSOCIATION

Financial trends analysis Glossary & formula definitions

Fiscal Year: Oct 01 - Sep 30

SOURCE: IRS Form 990 info

This snapshot of BAY AREA TUTORING ASSOCIATION’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.

Created in partnership with

Business model indicators

Profitability info 2019 2020 2021 2022 2023
Unrestricted surplus (deficit) before depreciation $97,232 $145,761 $453,297 $87,419 $106,506
As % of expenses 30.0% 38.4% 88.5% 19.0% 20.5%
Unrestricted surplus (deficit) after depreciation $96,732 $144,761 $452,297 $86,419 $105,158
As % of expenses 29.8% 38.0% 88.1% 18.7% 20.2%
Revenue composition info
Total revenue (unrestricted & restricted) $399,079 $525,699 $965,506 $548,141 $626,857
Total revenue, % change over prior year 61.0% 31.7% 83.7% -43.2% 14.4%
Program services revenue 84.1% 82.8% 85.4% 69.5% 53.6%
Membership dues 0.0% 0.0% 0.0% 0.0% 0.0%
Investment income 0.0% 0.0% 0.0% 0.0% 0.0%
Government grants 0.0% 0.0% 0.0% 0.0% 0.0%
All other grants and contributions 15.9% 17.2% 14.6% 30.5% 46.4%
Other revenue 0.0% 0.0% 0.0% 0.0% 0.0%
Expense composition info
Total expenses before depreciation $323,603 $379,938 $512,209 $460,722 $520,351
Total expenses, % change over prior year 25.2% 17.4% 34.8% -10.1% 12.9%
Personnel 74.6% 76.1% 73.6% 73.2% 76.0%
Professional fees 2.0% 2.9% 6.0% 4.7% 5.9%
Occupancy 1.2% 0.7% 0.3% 0.7% 0.9%
Interest 0.3% 0.5% 0.4% 1.4% 1.2%
Pass-through 0.0% 0.0% 0.0% 0.0% 0.0%
All other expenses 21.8% 19.8% 19.7% 20.0% 16.0%
Full cost components (estimated) info 2019 2020 2021 2022 2023
Total expenses (after depreciation) $324,103 $380,938 $513,209 $461,722 $521,699
One month of savings $26,967 $31,662 $42,684 $38,394 $43,363
Debt principal payment $0 $0 $60,000 $0 $0
Fixed asset additions $5,000 $0 $0 $0 $3,476
Total full costs (estimated) $356,070 $412,600 $615,893 $500,116 $568,538

Capital structure indicators

Liquidity info 2019 2020 2021 2022 2023
Months of cash 3.4 14.0 19.3 23.7 23.4
Months of cash and investments 3.4 14.0 19.3 23.7 23.4
Months of estimated liquid unrestricted net assets 2.7 6.9 15.7 19.8 19.9
Balance sheet composition info 2019 2020 2021 2022 2023
Cash $91,311 $444,349 $823,397 $911,617 $1,016,578
Investments $0 $0 $0 $0 $0
Receivables $2,277 $0 $0 $5,390 $6,556
Gross land, buildings, equipment (LBE) $5,000 $5,000 $5,000 $5,000 $8,476
Accumulated depreciation (as a % of LBE) 10.0% 30.0% 50.0% 70.0% 57.2%
Liabilities (as a % of assets) 21.5% 50.5% 18.4% 17.2% 15.7%
Unrestricted net assets $76,964 $221,725 $674,022 $760,441 $865,599
Temporarily restricted net assets $0 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 $0 $0 $0 $0 $0
Total net assets $76,964 $221,725 $674,022 $760,441 $865,599

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

Executive Director

Christopher Norwood

Chris Norwood Milpitas Unified School District Board of Trustees Senior Leader | Chief Strategy Officer - Silicon Valley Education Foundation | Founder and Executive Director - Bay Area Tutoring Association | California School Board Member Association Board Member of The Year (2020) | Speaker | Mentor | Innovation Lecturer

Number of employees

Source: IRS Form 990

BAY AREA TUTORING ASSOCIATION

Officers, directors, trustees, and key employees

SOURCE: IRS Form 990

Compensation
Other
Related
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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.

BAY AREA TUTORING ASSOCIATION

Board of directors
as of 04/18/2024
SOURCE: Self-reported by organization
Board of directors data
Download the most recent year of board of directors data for this organization
Board chair

Christopher Norwood

Bay Area Tutoring Association

Term: 2013 - 2023

Kelly Flanagan

Bay Area Tutoring Association

Kishore Kumar

Nuviso Networks

Andrew McLaughlin

Mattson Technology

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 2/28/2024

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
Black/African American
Gender identity
Male

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 01/29/2024

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 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 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.