GUATEMAYA ALLIANCE
Development through education!
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GUATEMAYA ALLIANCE
EIN: 54-2020657
Programs and results
Reports and documents
Download annual reportsWhat we aim to solve
Huehuetenango is situated in the western highlands of Guatemala. It is one of the most ethnically diverse states of the country with eight distinct Mayan languages and cultures. 56%[ ENCOVI 2014 P. 21] of the population of Huehuetenango is indigenous and lives primarily in rural areas. It is one of the main regions of Guatemala from which residents leave to immigrate to other places. Secondary education is the most pressing need for Huehuetenango. 59.8%[ ENCOVI 2014 P. 259] of youth between the age of 13 and 18 do not attend secondary school, the highest rate in the country. When asked the reason for not attending school, 49.6%[ ENCOVI 2014 P. 261] of rural student age youth said for lack of money. There are no secondary schools in these rural communities and students who wish to continue studying must travel or even move to a bigger city to be able to attend high school. This means paying high tuition rates at private schools on top of room and board and travel expenses.
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
Project Based Learning (PBL) Curriculum Development
Developed in 2012 for the Seeds of Wisdom School in San Mateo Ixtatán, PBL showed student improvement from 38% to 87% on national standardized tests. The foundation provides Project Based Learning trainings to schools through grant giving process. The Seeds of Wisdom School has benefited from a series of trainings for its teachers in curriculum development, classroom techniques, etc. This program is open to other schools that are willing to implement innovative educational practices in their community
Centro Uno School
Architect Rob Winstead volunteered in August 2017 to meet with the community and collaborate in design. Construction planning and fundraising are now underway for a new Centro Uno combined middle and high school building, which will host up to 150 students in grades 7 through 12. This school will implement the successful project-based learning curriculum that Ixtatan Foundation uses in San Mateo-Ixtatan. The village’s parents are already active participants, and will soon be trained to use a manual block press to produce the first building blocks for the school.
In addition to 6 classrooms, the school boasts ample common space for small groups to work on projects. With versatile furniture, the common space will double as a cafeteria and assembly space. The facility includes an administration office and library/media lab, as well as restrooms and recreational spaces for basketball and soccer.
After meeting with village leaders, the BGF architect also incorporated many Mayan features: An elevated rower marking time and seasons, including harvests and celebrations; and classrooms made of compressed earth blocks on-site with a tower clad in local river rock.
Where we work
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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?
The goal of the Ixtatán Foundation is to help rural communities find the tools they need to create, for themselves, solutions to the myriad of problems they face.
These issues range from creating secondary schools, to training teachers, to creating access to clean water, to providing scholarships for promising students to attend university. We believe in the power and ability of students and youth to foster positive change in their own community.
The focus area of the Ixtatán Foundation is the implementation of Project Based Learning (PBL) in secondary schools. PBL is a methodology with an academic focus that includes giving students real-life problems to solve. PBL allows students to apply curriculum content to classroom projects through which they learn mathematics, chemistry, social studies, etc. When PBL was first implemented at the Seeds of Wisdom School in 2012, the score for graduating student in standardized tests went from 38% to 87%[ DIGEDUCA 2011-2016].
What are the organization's key strategies for making this happen?
1.Project Based Learning Curriculum Development: This is the Foundation´s cornerstone project with PBL coordinator who created a PBL handbook for secondary schools, which serves as a guide for implementing schools. Expand beyond San Mateo Ixtatán within Huehuetenango Department and Measure impact of this training.
2.Community Library in San Mateo Ixtatán: Explore and implement options to increase the library’s value and impact. Explore tutoring, training services while measuring long term impact of programs Look at stand-along library option (Estimated $90K including land, building, and books)
3.US cultural Exchange Program: To have 5-10 students participate each year in Charlottesville and eventually explore other destinations while measuring long-term impact of this experience on participants. Expand geographic scope of students/destination and organize and train families to host volunteers.
4.J&BN Scholarship Program: Finish out the midwifery project and support students for college
What are the organization's capabilities for doing this?
Our projects are focused and geared towards indigenous rural communities of the western highlands of Guatemala.
Our on-the-ground staff in Guatemala (a team of 6 people, all local) are dedicated to providing high quality results for our programs. Each program is overseen by one staff member (who also has other responsibilities), which often requires travel around the department of Huehuetenango. Another priority for us is to be able to provide our dedicated staff with more professional development opportunities to improve both job satisfaction and our organization’s efficacy.
What have they accomplished so far and what's next?
The first female doctor and the third doctor of the Chuj people in Guatemala graduated from the Seeds of Wisdom School and earn a scholarship from the foundation for medical school.
The first female lawyer of San Mateo Ixtatan, earn a scholarship from the foundation and had become a regular supporter of the foundation after graduation.
Our current executive director is a Mayan leader from San Mateo Ixtatan who received a scholarship from the foundation to go to college and came back to work with the foundation for the last 10 years.
In 2014 the Seed of Wisdom School no longer depended on Ixtatan funding. 70% of its budget came from the Central Government, 20% from the local municipal government and 10% from parents.
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 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 take steps to ensure people feel comfortable being honest with us, 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 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 find the ongoing funding to support feedback collection, It is difficult to get honest feedback from the people we serve
Financials
Revenue vs. expenses: breakdown
Liquidity in 2023 info
Months of cash in 2023 info
Fringe rate in 2023 info
%
Funding sources info
Assets & liabilities info
Financial data
GUATEMAYA ALLIANCE
Balance sheetFiscal Year: Jan 01 - Dec 31
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: Jan 01 - Dec 31
This snapshot of GUATEMAYA ALLIANCE’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 | 2010 | 2011 | 2020 | 2021 | 2022 |
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Unrestricted surplus (deficit) before depreciation | $30,271 | $23,830 | $34,331 | $56,079 | $71,477 |
As % of expenses | 14.4% | 9.8% | 16.5% | 25.6% | 38.9% |
Unrestricted surplus (deficit) after depreciation | $30,271 | $23,830 | $34,331 | $56,079 | $71,477 |
As % of expenses | 14.4% | 9.8% | 16.5% | 25.6% | 38.9% |
Revenue composition info | |||||
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Total revenue (unrestricted & restricted) | $240,327 | $266,902 | $242,646 | $275,948 | $255,454 |
Total revenue, % change over prior year | 0.0% | 11.1% | 0.0% | 13.7% | -7.4% |
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% | 0.0% | 0.0% | 0.0% | 0.0% |
Government grants | 0.0% | 0.0% | 24.3% | 23.0% | 0.0% |
All other grants and contributions | 99.6% | 100.1% | 75.6% | 76.9% | 100.0% |
Other revenue | 0.4% | -0.1% | 0.0% | 0.1% | 0.0% |
Expense composition info | |||||
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Total expenses before depreciation | $210,056 | $243,072 | $208,313 | $219,359 | $183,977 |
Total expenses, % change over prior year | 0.0% | 15.7% | 0.0% | 5.3% | -16.1% |
Personnel | 3.2% | 6.0% | 40.1% | 10.8% | 41.0% |
Professional fees | 1.7% | 6.0% | 9.0% | 6.4% | 0.0% |
Occupancy | 0.0% | 1.9% | 2.0% | 7.0% | 0.0% |
Interest | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% |
Pass-through | 81.5% | 76.0% | 43.7% | 71.5% | 55.5% |
All other expenses | 13.6% | 10.2% | 5.3% | 4.4% | 3.5% |
Full cost components (estimated) info | 2010 | 2011 | 2020 | 2021 | 2022 |
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Total expenses (after depreciation) | $210,056 | $243,072 | $208,313 | $219,359 | $183,977 |
One month of savings | $17,505 | $20,256 | $17,359 | $18,280 | $15,331 |
Debt principal payment | $0 | $0 | $0 | $0 | $0 |
Fixed asset additions | $0 | $0 | $0 | $0 | $0 |
Total full costs (estimated) | $227,561 | $263,328 | $225,672 | $237,639 | $199,308 |
Capital structure indicators
Liquidity info | 2010 | 2011 | 2020 | 2021 | 2022 |
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Months of cash | 2.7 | 3.5 | 5.7 | 9.4 | 9.1 |
Months of cash and investments | 2.7 | 3.5 | 5.7 | 9.4 | 9.1 |
Months of estimated liquid unrestricted net assets | 2.8 | 3.6 | 7.3 | 10.0 | 9.1 |
Balance sheet composition info | 2010 | 2011 | 2020 | 2021 | 2022 |
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Cash | $47,614 | $70,189 | $98,597 | $171,336 | $139,134 |
Investments | $0 | $0 | $0 | $0 | $0 |
Receivables | $0 | $0 | $17,008 | $2,388 | $0 |
Gross land, buildings, equipment (LBE) | $0 | $0 | $0 | $0 | $0 |
Accumulated depreciation (as a % of LBE) | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% |
Liabilities (as a % of assets) | 2.5% | 0.0% | 5.4% | 5.1% | 0.0% |
Unrestricted net assets | $48,703 | $72,533 | $126,326 | $182,405 | $0 |
Temporarily restricted net assets | $0 | $0 | N/A | N/A | N/A |
Permanently restricted net assets | $0 | $0 | N/A | N/A | N/A |
Total restricted net assets | $0 | $0 | $0 | $0 | $0 |
Total net assets | $48,703 | $72,533 | $126,326 | $182,405 | $139,134 |
Key data checks
Key data checks info | 2010 | 2011 | 2020 | 2021 | 2022 |
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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
Mr. Ronaldo Andres Gomez
Ronaldo is from the Maya Chuj people of San Mateo Ixtatán. He earned a Bachelor's in Education at the Universidad Del Valle de Guatemala. He’s currently working on a master’s degree in research at Universidad de San Carlos de Guatemala. He was a Training Department coordinator at the Presidential Commission Against Discrimination and Racism in Guatemala (CODISRA 2013-2018) and works as a consultant. He is an alumnus of the SUSI and IVLP programs of the U.S. Department of State. In 2019, he became the Country Director of the Ixtatán Foundation, and now, he's been its Executive Director since 2020.
Number of employees
Source: IRS Form 990
GUATEMAYA ALLIANCE
Officers, directors, trustees, and key employeesSOURCE: IRS Form 990
Compensation data
There are no highest paid employees recorded for this organization.
GUATEMAYA ALLIANCE
Board of directorsas of 09/04/2024
Board of directors data
Kelly Eplee
Habitat for Humanity of Greater Charlottesville
Term: 2021 - 2025
Beth Neville Evans
Andrea Ward Calderon
Prudential
Gordon Kelly Eplee
Habitat for Humanity of Greater Charlottesville
Cynthia Mazariegos
Grupo REU Law Firm
Emily Douglas
University of Virginia
Kent Wayland
University of Virginia
Donna Bonsignore
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: 09/04/2024GuideStar 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 review compensation data across the organization (and by staff levels) to identify disparities by race.
- 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 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.