PLATINUM2023

The READ Center

Everyone needs and deserves a literate life

aka The READ Center   |   Richmond, VA   |  www.readcenter.org
GuideStar Charity Check

The READ Center

EIN: 54-1364885


Mission

The READ Center's mission is to change lives through adult literacy. We aim to help adults with low-level literacy develop basic reading and communication skills so they can fulfill their roles as citizens, workers, and family members. This mission is accomplished by providing classroom instruction, one-to-one tutoring, and educational resources to support students.

Notes from the nonprofit

The mission of the READ Center (Reading and Education for Adult Development) is changing lives through adult literacy. Since 1984 we have provided adult literacy training through classroom instruction, one-to-one tutoring, group tutoring, specialty classes, and workshops. The READ Center provides free literacy services to adults in metro Richmond. In the area, 1 in 6 adults have low literacy skills. This can affect an individual’s health, education, employment, housing, and economic outcomes. Literacy skills are critical to navigating employment changes, keeping up with health and wellness needs, and adapting to a digital society. Lack of literacy disproportionately impacts historically disadvantaged communities due to systemic factors such as limited educational opportunities, racism, and residential segregation and discrimination policies. The impact of these factors on adult literacy in the Richmond metro region is reflected in our student population.

Ruling year info

1986

Executive Director

Mr. Ryan Corrigan

Main address

5211 W. Broad Street Ste. 102

Richmond, VA 23230 USA

Show more contact info

Formerly known as

Literacy Council of Metropolitan Richmond, Inc.

EIN

54-1364885

Subject area info

Adult education

Human services

Population served info

Adults

Economically disadvantaged people

Unemployed people

Students

NTEE code info

Adult, Continuing Education (B60)

Single Organization Support (P11)

Adult, Continuing Education (B60)

What we aim to solve

SOURCE: Self-reported by organization

The mission of the READ Center is changing lives through adult literacy. The READ Center provides free literacy services to adults in metro Richmond. More than forty-three million adults in the United States cannot read, write, or do basic math above a third-grade level equivalency. In the Richmond area, 1 in 6 adults have low literacy skills. This affects an individual’s health, education, employment, housing, and economic outcomes. Literacy skills are critical to navigating employment changes, keeping up with health and wellness needs, and adapting to a digital society. Lack of literacy disproportionately impacts historically disadvantaged communities due to systemic factors such as limited educational opportunities, racism, and residential segregation and discrimination policies. The impact of these factors on adult literacy in the Richmond metro region is reflected in our student population. Most of READ’s students are reading at or below a 3rd-grade reading equivalency.

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?

Adult Literacy Programs

The READ Center provides 1:1 tutoring and classroom instruction to adults 18 and older who want to improve their literacy skills.

The READ Center serves adults reading at between a 0-7th grade level. 76% of READ students read at or below the 5th grade level, while 58% are beginning readers and read at or below the 3rd grade level. Beginning readers are typically placed in classes which meet twice each week for two hours each class and provide a structured learning environment.

Students at a 4th grade reading level or above have basic reading skills and have the option to be paired with a 1:1 tutor. Pairs meet at least once a week for two hours. On average it takes 100-150 hours of instruction for an adult learner to increase one grade level in reading.

Population(s) Served
Adults
Unemployed people

Tutor Training includes a 1-2 hour orientation, 1:1 or classroom observation, and an eight-hour training class. Tutors work in classrooms to help students with lessons and to support their personal literacy goals. 1:1 tutors work outside a classroom. Tutors are provided with Challenger adult literacy curriculum as a base for lessons. Additional resources are provided to support student goals, like driver’s license study materials and GED study manuals.

Professional development opportunities are provided to tutors throughout the year. Help and support is available to tutors from READ tutor trainers, teachers and staff. In the 2019-2020 academic year, 105 tutors gave 5,270 hours of time and caring to READ Center students.
The READ Center retention rate for tutors was 87%.

For more information and to register to become a READ Center tutor, please visit the READ website at www.readcenter.org or call 804-288-9930.

Population(s) Served
Adults
Economically disadvantaged people

The READ Center has developed, in partnership with Union Bank and Trust, a financial literacy curriculum for low-literate adults. The curriculum includes how to write a check and balance a check book, budgeting, cutting expenses and saving money, investments, identity theft and computer security.

Financial literacy classes were held at The Market at 25th Street beginning in March 2019 and continuing through Spring of 2020.

Population(s) Served
Adults
Unemployed people

Where we work

Awards

Executive Director of the Year 2018

Virginia Literacy Foundation

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of adult learners enrolled

This metric is no longer tracked.
Totals By Year
Related Program

Adult Literacy Programs

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Number of student goals achieved

This metric is no longer tracked.
Totals By Year
Related Program

Adult Literacy Programs

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

Students come with goals that require higher literacy levels. We use those goals to guide instruction. Students set goals at the start of the semester and then reassess them at the end.

Number of computer literacy/skills/technology courses conducted

This metric is no longer tracked.
Totals By Year
Related Program

Adult Literacy Programs

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

This includes basic computer classes and keyboarding classes.

Number of hours of training

This metric is no longer tracked.
Totals By Year
Related Program

Adult Literacy Programs

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

This includes virtual and in-person classroom hours, 1:1 tutoring hours, and digital literacy class hours.

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.

The READ Center believes that everyone needs and deserves a literate life. The READ Center helps adults develop reading, writing, basic math, and digital skills so they can achieve their goals as employees, family members, and citizens. This is accomplished by providing classroom instruction and one-to-one tutoring.

Students come to The READ Center for a variety of reasons. Some want to improve their reading skills to get a driver's license, pass a job certification test, or attend GED or college courses, while others simply want to be able to enjoy reading a newspaper or help their children with their homework.

READ's goals include increasing the number of individuals served, continuing to demonstrate student personal goal achievement, and providing quality classroom instruction and tutoring that meet students' needs, as indicated by feedback from student surveys and the Student Council.

The READ Center provides free literacy services to adults in central Virginia who read at or below a 7th grade level equivalency to improve reading, writing, basic math, and digital skills. This is accomplished by providing classroom instruction, one-to-one tutoring, group tutoring, specialty classes, and workshops. We offer both in-person and online instruction. Beginning readers meet twice weekly in classes for 2 hours, providing a structured learning environment. Students reading at level 4th grade or higher are paired with a one-to-one tutor. Pairs meet once a week for 2 hours. Student goals are integral to individual instruction plans. Goals may be job-related (gaining employment or enhancing job skills) or personal (health, parenting, education, self-determination, self-worth).

We provide a variety of approaches to learning, including classroom instruction, one-to-one tutoring, group tutoring, specialty classes, and workshops, both in person and online. Technology is not just our future, but our present, and building digital literacy components into all our coursework is vital to supporting our students. Most of our students have limited or no digital literacy skills. Through the pandemic, we have learned that digital literacy and literacy are often mutually re-enforcing. Approximately 60% of our students do not own or have access to computers or tablets. This is a barrier to our ability to teach digital literacy and provide flexible learning options to our students.

READ’s transition to virtual learning throughout the pandemic opened our eyes to the importance of digital literacy classes for our students. Digital literacy means having the skills you need to live, learn, and work in a society where communication and access to information is increasingly through digital technologies like internet platforms, social media, and mobile devices. Incorporating digital literacy as an aspect of all our adult literacy programming provides more comprehensive support to our current students and allows more individualized training (a necessary component of adult learning).

Students reading at or above a 4th grade level equivalency are paired with a volunteer tutor. Tutor/Student pairs meet at least once a week for at least 2 hours. Pairs meet in public locations such as libraries, at a time and date convenient to both. Tutors create literacy lessons from resources such as the Challenger workbook series, provided by the READ Center. They also schedule time in their lessons to work on students’ individual goals such as obtaining their driver’s license, studying for the GED test, or applying for a job online.

To facilitate an environment that caters to a student-centered approach teachers and tutors use different learning strategies including but not limited to modeling, collaboration, and interactive and experimental learning to ensure we are meeting students where they are in their learning journey.

READ employs professional educational staff that are supported by trained volunteer tutors. Tutors attend Orientation as the first step in training. Its purpose is to help potential tutors understand the students and communities with whom they will be working. After Orientation, tutors observe in a READ classroom or one-to-one pair. Then tutors complete an online training module and attend a one-day training program on a Saturday.

At the training program, tutors learn about the four components of reading, how to develop a lesson plan and how to evaluate students needs and progress. Tutors work in classrooms and in one-to-one pairs. Professional development opportunities are provided throughout the year to enhance tutoring and personal skills.

Our tutors are patient, committed, caring, cheerleaders, have a sense of humor, and put students first. READ asks tutors to commit at least 2 hours a week for one year. Most READ tutors stay well beyond this commitment. READ has about a 72% tutor retention rate from year to year.

Support through grants, individual and corporate supporters, community organizations, and local government make it possible for READ to offer its programs free of charge to students.

In the 2021-2022 school year, we provided services to 110 individuals, of which 81% identified as Black, 11% as White, 4% as Asian and 2% as Hispanic. Research has shown significant gaps in literacy scores between White adults and Black adults, as well as all other minority groups. 53% of our students’ self-report as low-income and 47% do not have a high school diploma or GED. 62% of students read at a 0-5th grade level equivalency. 64% of our students are aged 25-59, 56% are women and 44% are men. We serve students in Richmond City (44%), Chesterfield County (19%), Henrico County (28%), and the surrounding metro area (10%).

Goals for FY23
1. Serve 125 students through Adult Literacy Classes. 
2. At least 80% of READ students with literacy goals attain at least one goal each semester. Students come to the READ Center with personal goals that require higher literacy levels. They are motivated to achieve those goals, and we use those goals to guide instruction. Students set personal goals at the start of each semester and then track progress by reassessing them at the end of each semester.   
3. Conduct three end-of-semester class evaluations with an average result of 95% of students “liking their class” and 95% evaluating it as “good for learning.” 

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 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, We ask the people who gave us feedback how well they think we responded

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback

Financials

The READ Center
Fiscal year: Jul 01 - Jun 30
Financial documents
2021 The READ Center 2019 The READ Center 2017 READ Center Final Report.pdf 2008 2007
done  Yes, financials were audited by an independent accountant. info

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 2022 info

SOURCE: IRS Form 990

17.77

Average of 30.28 over 10 years

Months of cash in 2022 info

SOURCE: IRS Form 990

4.2

Average of 9.4 over 10 years

Fringe rate in 2022 info

SOURCE: IRS Form 990

0%

Average of 4% over 10 years

Funding sources info

Source: IRS Form 990

Assets & liabilities info

Source: IRS Form 990

Financial data

SOURCE: IRS Form 990

The READ Center

Revenue & expenses

Fiscal Year: Jul 01 - Jun 30

SOURCE: IRS Form 990 info

Fiscal year ending: cloud_download Download Data

The READ Center

Balance sheet

Fiscal Year: Jul 01 - Jun 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

The READ Center

Financial trends analysis Glossary & formula definitions

Fiscal Year: Jul 01 - Jun 30

SOURCE: IRS Form 990 info

This snapshot of The READ Center’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 $22,906 $172,923 $244,797 $453,536 -$104,086
As % of expenses 5.7% 39.4% 53.8% 89.8% -17.9%
Unrestricted surplus (deficit) after depreciation $18,112 $167,552 $239,426 $447,149 -$104,086
As % of expenses 4.4% 37.7% 52.0% 87.4% -17.9%
Revenue composition info
Total revenue (unrestricted & restricted) $585,153 $532,890 $944,309 $732,503 $504,480
Total revenue, % change over prior year 26.2% -8.9% 77.2% -22.4% -31.1%
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 3.3% 8.4% 3.2% 16.7% 12.3%
Government grants 3.7% 4.6% 2.7% 0.7% 0.0%
All other grants and contributions 92.0% 86.6% 93.6% 82.6% 87.7%
Other revenue 1.0% 0.3% 0.5% 0.0% 0.0%
Expense composition info
Total expenses before depreciation $404,556 $439,069 $454,795 $505,256 $582,036
Total expenses, % change over prior year 14.7% 8.5% 3.6% 11.1% 15.2%
Personnel 78.4% 78.7% 79.7% 83.4% 69.0%
Professional fees 0.0% 0.0% 0.0% 0.0% 0.0%
Occupancy 7.1% 5.1% 3.9% 6.5% 9.8%
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 14.6% 16.2% 16.3% 10.1% 21.2%
Full cost components (estimated) info 2018 2019 2020 2021 2022
Total expenses (after depreciation) $409,350 $444,440 $460,166 $511,643 $582,036
One month of savings $33,713 $36,589 $37,900 $42,105 $48,503
Debt principal payment $0 $0 $0 $10,000 $0
Fixed asset additions $0 $0 $0 $25,494 $49,077
Total full costs (estimated) $443,063 $481,029 $498,066 $589,242 $679,616

Capital structure indicators

Liquidity info 2018 2019 2020 2021 2022
Months of cash 5.2 6.9 8.6 8.0 4.2
Months of cash and investments 22.1 22.9 34.9 41.1 28.8
Months of estimated liquid unrestricted net assets 12.6 16.4 22.3 30.2 23.1
Balance sheet composition info 2018 2019 2020 2021 2022
Cash $174,919 $253,863 $325,622 $338,817 $205,206
Investments $569,830 $584,357 $997,715 $1,391,514 $1,193,899
Receivables $0 $10,000 $12,500 $12,500 $37,500
Gross land, buildings, equipment (LBE) $76,859 $76,859 $76,859 $102,354 $178,514
Accumulated depreciation (as a % of LBE) 69.2% 76.2% 83.2% 68.7% 54.6%
Liabilities (as a % of assets) 1.9% 2.8% 1.7% 1.3% 0.8%
Unrestricted net assets $449,313 $616,865 $856,291 $1,303,440 $1,199,354
Temporarily restricted net assets $168,692 $229,400 N/A N/A N/A
Permanently restricted net assets $139,810 $0 N/A N/A N/A
Total restricted net assets $308,502 $229,400 $474,117 $454,401 $310,814
Total net assets $757,815 $846,265 $1,330,408 $1,757,841 $1,510,168

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
Letter of Determination is not available for this organization
Form 1023/1024 is not available for this organization

Executive Director

Mr. Ryan Corrigan

Ryan stepped into the Executive Director position in July of 2022. He has 27 years of experience in nonprofit development, fundraising and strategic planning. Ryan is proficient in annual giving, direct mail solicitation, event planning and major donor solicitation as well as corporate partnerships.

Number of employees

Source: IRS Form 990

The READ Center

Officers, directors, trustees, and key employees

SOURCE: IRS Form 990

Compensation
Other
Related
Show data for fiscal year
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.

The READ Center

Board of directors
as of 06/23/2023
SOURCE: Self-reported by organization
Board of directors data
Download the most recent year of board of directors data for this organization
Board chair

Mr. Will Seymour

Florance, Gordon, Brown, P.C.

Frank McCormick

Fidelity NationalTrust

William Seymour

Florance, Gordon, Brown, PC

Janet Palmer

City of Richmond

Ellen Marie Hess

Virginia Employment Commission

Kady Salmon

Dominion Energy Services, Inc.

Sandy Reynolds

Hunton Andrews Kurth

Jordan Coles

Altria

Monique Finnegan

Atlantic Union Bank

Margaret P. Hill

Hanover Education Foundation

James Lambert

Dollars X Sense LLC

Bart Leahey

Information Security Specialist

Margaret Magee

Markel Corporation

Terry McNally

Columbia Gas of Virginia and Massachusetts

Ida Pierce

Capital One

Rebecca Tres

WellsColeman

Lisa Tully

Fidelity National Title

Janet Palmer

Deputy City Attorney, City of Richmond

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? Yes

Organizational demographics

SOURCE: Self-reported; last updated 2/14/2023

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
White/Caucasian/European
Gender identity
Male, Not transgender (cisgender)

Race & ethnicity

Gender identity

No data

 

No data

Sexual orientation

No data

Disability

Equity strategies

Last updated: 02/14/2023

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 disaggregate data by demographics, including race, in every policy and program measured.
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.