The RP Group Inc.
The RP Group Inc.
EIN: 94-3207140
as of September 2024
as of September 09, 2024
Programs and results
Reports and documents
Download annual reports Download other documentsWhat we aim to solve
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
Leading from the Middle
Leading from the Middle (LFM) is a leadership development program focused on developing and equipping middle leaders with skills and strategies to advance lasting reform efforts at their respective colleges aimed at closing achievement gaps for underrepresented students.
LFM uses a project and problem-based learning model, to engage college teams comprised of community college faculty, administrators, staff, and researchers in collaborative learning to explore and apply effective strategies to the development of a project centered on closing opportunity and outcomes gaps while at the same time honing their individual and collaborative leadership skills.
To facilitate learning, LFM’s academies are located in a retreat setting. Over the course of a year, participants attend three 2½-day convenings that enable campus teams to engage with and learn from one another. An assigned coach helps guide each team and provides targeted support during and outside the convenings.
Through the Gate
This RP Group effort focuses on identifying ways to increase transfer for a “high-leverage” group of community college students: those who are close to transfer but have not yet made it to university. In 2016, the RP Group began taking a more nuanced look at this population through our inaugural Through the Gate transfer study – establishing a “transfer continuum” to recognize that students at different points along the transfer path may have various experiences, obstacles, and needs. We also found that each year, nearly 60,000 California community college students who demonstrate the determination and academic ability to transfer do not make it to university. Who’s most likely to get stuck? Students from historically marginalized by our higher education systems.
Student Support (Re)defined
Research increasingly indicates that integrating instruction and student support can facilitate college efforts to significantly increase student progress and completion.
Student Support (Re)defined examined how community colleges can deliver support both inside and outside the classroom to improve success for all students, with a specific focus on what students themselves say they need to succeed.
Multiple Measures Assessment Project (MMAP)
Growing evidence that multiple measures, such as high school transcripts and noncognitive variables, can greatly improve the accuracy of student placement in English and math, therefore facilitating their movement into and through college-level coursework.
Part of the California Community Colleges Common Assessment Initiative, the Multiple Measures Assessment Project aims to contribute to the advancement of this approach across the state’s system.
Where we work
Awards
Catalyst Winner (For Executive Director) 2023
National Institute for the Student of Transfer
Photos
Our Sustainable Development Goals
Learn more about Sustainable Development Goals.
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
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What challenges does the organization face when collecting feedback?
It is difficult to find the ongoing funding to support feedback collection
Financials
Financial documents
Download audited financialsRevenue vs. expenses: breakdown
Liquidity in 2023 info
1.54
Months of cash in 2023 info
3.6
Fringe rate in 2023 info
16%
Funding sources info
Assets & liabilities info
Financial data
The RP Group 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 The RP Group 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 |
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Unrestricted surplus (deficit) before depreciation | $1,122,198 | $690,247 | -$46,633 | -$602,834 | $46,052 |
As % of expenses | 21.1% | 16.1% | -1.8% | -21.7% | 1.1% |
Unrestricted surplus (deficit) after depreciation | $1,118,551 | $690,247 | -$46,633 | -$602,834 | $43,903 |
As % of expenses | 21.0% | 16.1% | -1.8% | -21.7% | 1.0% |
Revenue composition info | |||||
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Total revenue (unrestricted & restricted) | $6,395,577 | $4,753,868 | $2,507,202 | $2,427,943 | $4,362,791 |
Total revenue, % change over prior year | 14.4% | -25.7% | -47.3% | -3.2% | 79.7% |
Program services revenue | 94.3% | 93.2% | 93.6% | 76.7% | 76.3% |
Membership dues | 0.9% | 1.1% | 2.3% | 2.4% | 1.6% |
Investment income | 0.0% | 0.0% | 0.3% | 1.4% | 1.1% |
Government grants | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% |
All other grants and contributions | 4.8% | 5.7% | 3.8% | 15.2% | 20.9% |
Other revenue | 0.0% | 0.0% | 0.0% | 4.3% | 0.1% |
Expense composition info | |||||
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Total expenses before depreciation | $5,323,379 | $4,281,026 | $2,645,605 | $2,773,363 | $4,362,496 |
Total expenses, % change over prior year | 13.4% | -19.6% | -38.2% | 4.8% | 57.3% |
Personnel | 29.9% | 39.9% | 56.5% | 58.1% | 44.8% |
Professional fees | 47.4% | 40.7% | 35.1% | 34.9% | 41.3% |
Occupancy | 0.0% | 0.1% | 0.1% | 0.1% | 0.1% |
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 | 22.7% | 19.3% | 8.3% | 6.9% | 13.8% |
Full cost components (estimated) info | 2019 | 2020 | 2021 | 2022 | 2023 |
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Total expenses (after depreciation) | $5,327,026 | $4,281,026 | $2,645,605 | $2,773,363 | $4,364,645 |
One month of savings | $443,615 | $356,752 | $220,467 | $231,114 | $363,541 |
Debt principal payment | $0 | $0 | $0 | $0 | $0 |
Fixed asset additions | $0 | $0 | $0 | $0 | $12,892 |
Total full costs (estimated) | $5,770,641 | $4,637,778 | $2,866,072 | $3,004,477 | $4,741,078 |
Capital structure indicators
Liquidity info | 2019 | 2020 | 2021 | 2022 | 2023 |
---|---|---|---|---|---|
Months of cash | 4.8 | 7.6 | 7.5 | 3.7 | 3.6 |
Months of cash and investments | 4.8 | 7.6 | 14.2 | 10.4 | 8.2 |
Months of estimated liquid unrestricted net assets | 5.4 | 8.6 | 13.7 | 10.5 | 6.7 |
Balance sheet composition info | 2019 | 2020 | 2021 | 2022 | 2023 |
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Cash | $2,124,784 | $2,696,184 | $1,648,537 | $847,715 | $1,323,178 |
Investments | $0 | $0 | $1,481,486 | $1,562,903 | $1,650,843 |
Receivables | $1,316,876 | $1,070,204 | $408,170 | $689,898 | $785,026 |
Gross land, buildings, equipment (LBE) | $63,686 | $63,686 | $63,686 | $63,686 | $76,578 |
Accumulated depreciation (as a % of LBE) | 98.2% | 100.0% | 100.0% | 100.0% | 86.0% |
Liabilities (as a % of assets) | 22.6% | 16.7% | 14.7% | 25.1% | 35.8% |
Unrestricted net assets | $2,375,926 | $3,066,173 | $3,019,540 | $2,416,706 | $2,460,609 |
Temporarily restricted net assets | $289,834 | 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 | $289,834 | $72,429 | $0 | $0 | $0 |
Total net assets | $2,665,760 | $3,138,602 | $3,019,540 | $2,416,706 | $2,460,609 |
Key data checks
Key data checks info | 2019 | 2020 | 2021 | 2022 | 2023 |
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Material data errors | No | No | No | No | No |
Operations
The people, governance practices, and partners that make the organization tick.
Documents
Executive Director
Dr. Darla Cooper
Dr. Darla M. Cooper is an educational leader and expert in research and evaluation dedicated to using inquiry, data, and evidence to improve the lives of all community college students. Dr. Cooper has worked in the California Community Colleges system for over 20 years, having previously held institutional research director positions at Santa Barbara City College, Oxnard College, and Ohlone College. She led Student Support (Re)defined, a landmark research project that examined what supports student success, and is currently co-directing Through the Gate, a research study that examines what happens with students who appear ready to transfer, but do not. Dr. Cooper has worked on various projects designed to promote student success including the American Association of Community Colleges’ (AACC) Pathways Project and Aspen Prize for Community College Excellence. Dr. Cooper holds a BA in Psychology from UC, San Diego, and an MSEd and EdD from the University of Southern California.
Number of employees
Source: IRS Form 990
The RP Group Inc.
Officers, directors, trustees, and key employeesSOURCE: IRS Form 990
Compensation data
The RP Group Inc.
Highest paid employeesSOURCE: IRS Form 990
Compensation data
The RP Group Inc.
Board of directorsas of 11/13/2023
Board of directors data
Dr Pamela Mery
City College of San Francisco
Term: 2022 - 2024
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? Yes
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
Disability
Equity strategies
Last updated: 11/13/2023GuideStar 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 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.