Storehouse for Teachers dba The Education Partnership
School Supplies for Kids
Storehouse for Teachers dba The Education Partnership
EIN: 90-0438744
Programs and results
Reports and documents
Download other documentsWhat we aim to solve
In our 8-county region of Southwestern PA, more than 90,000 students go to school every day without the most basic school supplies, including pencils and paper. School supplies are necessary to help students succeed in the classroom, while also being the first thing sacrificed as school budgets shrink. This leaves the burden on families who, faced with economic hardships, simply cannot fill the gap by buying their children the supplies missing from their schools. Education is the only way students in communities can improve their situation and create a better future. Schools in our region where 70% or more of their students qualify for the National School Lunch Program can apply to become a Partner School. Teachers from these partner schools are invited to our facility to shop, free of charge, once per semester to choose school supplies from basic pencils and paper to cleaning and art supplies to use in their classrooms.
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
Teacher Resource Center
The Teacher Resource Center provides school and classroom supplies, at no cost, to eligible schools in the organization's eight-county service area. Schools in these counties are eligible to apply to The Teacher Resource Center program each spring if 70% or more of their student population qualifies for the National School Lunch Program (NSLP). Teachers from partner schools are invited to the Teacher Resource Center once per semester. Each teacher is guaranteed an allotment of core school supplies such as notebooks, pens, pencils, filler paper, crayons. Because of the generous donations we receive from the community, TEP also offers extra classroom supplies—like toys, clothing, cleaning supplies, furniture, etc.—that vary based on availability. Each time a teacher visits The Teacher Resource Center, they leave with approximately $1,000 worth of free supplies.
Adopt-A-School
The Adopt-A-School program addresses educational supply needs by equipping each student in a school with essential school supplies to complete their homework and creates an avenue of sustainable support to supply schools in economic distress with access to basic, critical supplies year-round at no cost. While the Teacher Resource Center helps teachers stock their classrooms, the Adopt-A-School program stocks an individual students' home with markers, erasers, glue, and more.
STEAM Hub
TEP's STEAM Hub equips teachers and students with high-tech resources. This program provides our partner teachers with classroom kits of ready-to-use, hands-on resources for teaching engaging lessons in Science, Technology, Engineering, Arts, and Math. The STEAM Hub enriches classrooms with hands-on manipulatives, project-based lessons, and a focus on higher-level thinking and 21st-century skills.
Where we work
External reviews

Photos
Videos
Our results
How does this organization measure their results? It's a hard question but an important one.
Percentage of teachers that report improvement in classroom participation
This metric is no longer tracked.Totals By Year
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Holding steady
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?
The Education Partnership aims to provide critically-needed school supplies to all students who are in need throughout Southwestern PA.
What are the organization's key strategies for making this happen?
Three programs guide the organization's strategies:
The Teacher Resource Center is open for product distributions three days a week as well as most Saturdays throughout the school year. This allows teachers to stock up on critically needed supplies for their students’ arrival, along with the continuous need for supplies they experience over the course of the school year. Teachers at partner schools are permitted to “shop” twice each year (typically once per semester) leaving with $500-$1,000 worth of classroom supplies, free of charge, per visit. Supplies consist of “core” classroom necessities such as pencils, erasers, notebooks, paper, crayons, etc. In addition, partners have access to unlimited “incentive” items, which consist of any product we are able to procure that we believe has use in an educational setting. These items often include hygiene products, cleaning supplies, furniture, sporting equipment, art supplies, seasonal items, and much more.
The STEAM Lending Library features high-tech devices and teaching tools for teachers to use in their classrooms. This program allows teachers to sign out different pieces of equipment to use with their students. Through creating access to the latest technologies, the STEAM Lending Library gives teachers the ability to expose their students to the latest tools on the market for engaging educational experiences without being financially responsible for supplying the technology. As the landscape of education changes, so must the resources available to teachers. By allowing students access to innovative and interactive teaching technologies, we are not only engaging their minds to learn in a fun, hands-on manner, but we are also introducing them to the ways in which real-world problems are solved.
The Adopt-A-School program is a flagship model to engage the corporate community directly with the classroom. This program creates a vehicle by which corporate and business entities can “adopt” one or more schools in our program, putting Homework “Power Tool” Kits directly into the hands of every student attending the adopted school, separate from the classroom supplies distributed to teachers. Employees of the adopting company are invited to The Education Partnership to assemble the homework kits filled with classroom essentials as a volunteer team-building activity. Sponsors then participate in the distribution of the kits through specially arranged in-school assemblies where they can speak directly to the student body about what that kit will mean to a student’s success and what workplace opportunities can become available through academic excellence.
What are the organization's capabilities for doing this?
The Education Partnership has been operating for more than a decade and every year we have set the ambitious and attainable goal of meeting the school and classroom supply requirements of every student and teacher in the eight-county region who attend economically disadvantaged neighborhood schools, growing the number of students served minimally by 8-10% per year. Through continuously improving all aspects of operations, increasing product procurement efforts, actively soliciting prospective donors, and sustaining effective cost management through increased volunteerism, The Education Partnership is confident this goal will be achieved.
The Education Partnership is the only organization in Southwest PA providing school supplies for teachers and their students consistently throughout the school year. The support we offer students sets them up for success academically, ultimately supporting their graduation from high school and their future careers.
As predominantly a gift-in-kind surplus redistribution organization, our ability to efficiently and effectively procure and distribute is paramount. We have created a network of the regions' most in-need students while also providing a real solution to underfunded schools and budget restraints. We support students on $25 per year with everything they need, including the chair they sit on, the desk they work at, and the pencil in their hand. Currently (2021-2022 school year) with a ~$1M cash budget distributing ~$8M worth of goods, investing in The Education Partnership maximizes each dollar ensuring students’ success and the future of the region.
What have they accomplished so far and what's next?
The Education Partnership has grown from serving 2,800 students in 11 schools to more than 55,000 students in 157 regional schools in 12 years.
In addition to building good relationships with local corporations, The Education Partnership is a full affiliate of the Kids in Need Foundation and a preferred partner of World Vision International. Memberships with these and other local and national surplus redistribution organizations have provided opportunities for extreme cost savings for core school supplies. Last year, The Education Partnership received approximately $6 million in gift-in-kind donations allowing us to distribute $8 million in school supplies to local schools. The Education Partnership also has a robust volunteer program allowing us to partner with more than 450 corporations, organizations, and associations in the mission of The Education Partnership through volunteer or team-building activities, product drives or financial support.
How we listen
Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.
-
Who are the people you serve with your mission?
Schools, educators, and students through core programming Local non-profits and community organizations through external purchasing
-
How is your organization collecting feedback from the people you serve?
Electronic surveys (by email, tablet, etc.), Focus groups or interviews (by phone or in person), Community meetings/Town halls, Constituent (client or resident, etc.) advisory committees, Consistent email communication,
-
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 strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals,
-
What significant change resulted from feedback?
We have implemented a wish-list throughout our Teacher Resource Center, which involves educators requesting items we are missing and allows us to order them specifically to meet the needs of our teachers. Streamlined application process for partner schools to reduce time and effort needed for educators to re-enroll in TEP's service. Streamlined application process for partner schools to reduce time and effort needed for educators to re-enroll in TEP's service.
-
With whom is the organization sharing feedback?
The people we serve, Our staff, Our board, Our funders, Our community partners, The general public,
-
How has asking for feedback from the people you serve changed your relationship?
We have fostered an environment at our organization in which clients feel like they can bring their feedback to us and we will change or address this feedback to meet their needs.
-
Which of the following feedback practices does your organization routinely carry out?
We collect feedback from the people we serve at least annually, 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,
-
What challenges does the organization face when collecting feedback?
It is difficult to get the people we serve to respond to requests for feedback, 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,
Financials
Financial documents
Download audited financialsRevenue vs. expenses: breakdown
Liquidity in 2020 info
1.36
Months of cash in 2020 info
1.2
Fringe rate in 2020 info
10%
Funding sources info
Assets & liabilities info
Storehouse for Teachers dba The Education Partnership
Revenue & expensesFiscal Year: May 01 - Apr 30
SOURCE: IRS Form 990
Storehouse for Teachers dba The Education Partnership
Balance sheetFiscal Year: May 01 - Apr 30
SOURCE: IRS Form 990
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.
Storehouse for Teachers dba The Education Partnership
Financial trends analysis Glossary & formula definitionsFiscal Year: May 01 - Apr 30
SOURCE: IRS Form 990
This snapshot of Storehouse for Teachers dba The Education Partnership’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 | 2016 | 2017 | 2018 | 2019 | 2020 |
---|---|---|---|---|---|
Unrestricted surplus (deficit) before depreciation | -$510,489 | $495,009 | $40,468 | -$537,768 | $156,432 |
As % of expenses | -12.0% | 10.8% | 0.9% | -10.5% | 2.3% |
Unrestricted surplus (deficit) after depreciation | -$541,385 | $470,478 | -$9,068 | -$587,227 | $109,218 |
As % of expenses | -12.6% | 10.2% | -0.2% | -11.3% | 1.6% |
Revenue composition info | |||||
---|---|---|---|---|---|
Total revenue (unrestricted & restricted) | $3,484,835 | $4,927,803 | $4,463,713 | $4,640,831 | $7,105,800 |
Total revenue, % change over prior year | -9.3% | 41.4% | -9.4% | 4.0% | 53.1% |
Program services revenue | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% |
Membership dues | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% |
Investment income | 0.0% | 0.1% | 0.2% | 0.2% | 0.4% |
Government grants | 4.2% | 0.6% | 0.4% | 0.0% | 0.0% |
All other grants and contributions | 95.8% | 99.3% | 99.3% | 99.8% | 99.6% |
Other revenue | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% |
Expense composition info | |||||
---|---|---|---|---|---|
Total expenses before depreciation | $4,252,905 | $4,590,243 | $4,432,316 | $5,142,105 | $6,918,890 |
Total expenses, % change over prior year | 71.3% | 7.9% | -3.4% | 16.0% | 34.6% |
Personnel | 8.9% | 7.6% | 9.9% | 11.4% | 9.3% |
Professional fees | 1.3% | 1.4% | 1.9% | 1.0% | 0.7% |
Occupancy | 0.7% | 0.8% | 1.2% | 0.7% | 0.4% |
Interest | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% |
Pass-through | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% |
All other expenses | 89.1% | 90.2% | 87.0% | 86.9% | 89.6% |
Full cost components (estimated) info | 2016 | 2017 | 2018 | 2019 | 2020 |
---|---|---|---|---|---|
Total expenses (after depreciation) | $4,283,801 | $4,614,774 | $4,481,852 | $5,191,564 | $6,966,104 |
One month of savings | $354,409 | $382,520 | $369,360 | $428,509 | $576,574 |
Debt principal payment | $13,069 | $12,067 | $15,021 | $15,639 | $12,445 |
Fixed asset additions | $331,182 | $203,336 | $105,075 | $0 | $54,286 |
Total full costs (estimated) | $4,982,461 | $5,212,697 | $4,971,308 | $5,635,712 | $7,609,409 |
Capital structure indicators
Liquidity info | 2016 | 2017 | 2018 | 2019 | 2020 |
---|---|---|---|---|---|
Months of cash | 1.2 | 0.9 | 0.9 | 0.8 | 1.2 |
Months of cash and investments | 1.2 | 0.9 | 0.9 | 0.8 | 1.2 |
Months of estimated liquid unrestricted net assets | 4.7 | 5.1 | 5.0 | 3.0 | 2.4 |
Balance sheet composition info | 2016 | 2017 | 2018 | 2019 | 2020 |
---|---|---|---|---|---|
Cash | $430,850 | $327,897 | $322,461 | $322,885 | $688,863 |
Investments | $0 | $0 | $0 | $0 | $0 |
Receivables | $148,398 | $96,406 | $86,597 | $24,024 | $83,904 |
Gross land, buildings, equipment (LBE) | $1,095,629 | $1,298,965 | $1,404,040 | $1,432,432 | $1,486,718 |
Accumulated depreciation (as a % of LBE) | 15.3% | 14.8% | 17.2% | 20.3% | 22.8% |
Liabilities (as a % of assets) | 12.8% | 9.6% | 9.0% | 10.2% | 17.6% |
Unrestricted net assets | $2,310,181 | $2,780,659 | $2,771,591 | $2,184,364 | $2,293,582 |
Temporarily restricted net assets | $178,629 | $21,180 | $12,109 | $48,603 | N/A |
Permanently restricted net assets | $0 | $0 | $0 | $0 | N/A |
Total restricted net assets | $178,629 | $21,180 | $12,109 | $48,603 | $79,081 |
Total net assets | $2,488,810 | $2,801,839 | $2,783,700 | $2,232,967 | $2,372,663 |
Key data checks
Key data checks info | 2016 | 2017 | 2018 | 2019 | 2020 |
---|---|---|---|---|---|
Material data errors | No | No | No | No | No |
Operations
The people, governance practices, and partners that make the organization tick.
Documents
Executive Director
Mr. Josh Whiteside
Josh Whiteside joined The Education Partnership as Executive Director in May 2018 to further the mission of providing school supplies to teachers and their students in low-income schools throughout Southwestern PA. Founded in 2009, The Education Partnership has provided more than $40 million dollars’ worth of critical school supplies to schools located in the eight-county region surrounding Pittsburgh, PA. Most recently Josh helped lead the formation of the organization’s new three-year strategic plan, launched in May 2021. Providing the tools necessary for a relevant and engaging education is paramount to the future success of students and the region as a whole.
Josh, his wife Lindsey, and daughter Violet reside in the Mt. Washington neighborhood of Pittsburgh with their Boston Terrier, Riesling.
Number of employees
Source: IRS Form 990
Storehouse for Teachers dba The Education Partnership
Officers, directors, trustees, and key employeesSOURCE: IRS Form 990
Compensation data
There are no highest paid employees recorded for this organization.
Storehouse for Teachers dba The Education Partnership
Board of directorsas of 02/09/2023
Board of directors data
Mrs. Keri Brown
Giant Eagle
Term: 2014 - 2022
Frank Nowak
Ret. (Abarta)
Beth Jackson
Citizens Bank
Loren Wright
Pieper O'Brien Herr Architects
Sharon Cercone
PNC Bank
Kelly Grose
PwC
Douglas Morally
Schneider Downs
Kenneth Shriber
Ditto Document Solutions
Meg Huwar
The Brand Accelerator
Megan Thompson
Buchanan Ingersoll & Rooney PC
Taki Darakos
Pitt Ohio
Jide Famuagun
Alpha Residential
Joe Guarino
New Brighton Area SD
Jamie Rogers
RICE Acquisition Corp.
Board leadership practices
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
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: 02/02/2023GuideStar 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 disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
- 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 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.