PLATINUM2024

Next Step Equal Education

Community Collaboration to Empower Education

GuideStar Charity Check

Next Step Equal Education

EIN: 83-3053421


Mission

Schools in Guatemala often leave their students unprepared for the future. Among 6th graders in 2014, only 44% met national math standards and 40% met national reading standards [1]. We aim to reduce this problem through our Local Education Advancement Program, LEAP, by providing resources to local schools in rural, indigenous communities. These resources currently include school supplies, learning materials, classroom resources, school buildings, technology, and books. As we grow, we will supply more books in Spanish and Q’eqchi’, transport for students to get to secondary schools, and professional development resources for teachers. [1] https://www.thedialogue.org/wp-content/uploads/2017/02/Educational-Challenges-in-Guatemala-and-Consequences-for-Human-Capital-and-Development-1.pdf

Ruling year info

2019

Principal Officer

Alex Wolff

Main address

1206 W 8th St

Austin, TX 78703 USA

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EIN

83-3053421

Subject area info

Elementary education

Middle school education

Secondary education

Bilingual education

Early childhood education

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Population served info

Children and youth

People of Central American descent

Indigenous peoples

Extremely poor people

Students

NTEE code info

Scholarships, Student Financial Aid, Awards (B82)

IRS subsection

501(c)(3) Public Charity

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

Tax forms

Show Forms 990

Communication

What we aim to solve

SOURCE: Self-reported by organization

Rural mayan villages in Guatemala have limited access to education. Usually villages have an elementary school, but often times they are under-resourced. Many villages do not have a middle school and the closest middle school can be an hour's walk away, or more. Additionally, few villages are near to a high school that can be commuted to daily. For these reasons, the majority of students in Guatemala do not meet national standards. Among 6th graders nationwide in 2014, only 44% met national math standards and 40% met national reading standards. The problem is even more acute for rural and mayan students finishing middle school. While the achievement of national standards in math and reading for 9th graders nation wide is 28% and 27% respectively, for rural students it is 22% and 22%, and for mayan students it is 17% and 11%. [1] [1] https://www.thedialogue.org/wp-content/uploads/2017/02/Educational-Challenges-in-Guatemala-and-Consequences-for-Human-Capital-and-Development-1.pdf

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?

Local Education Advancement Program (LEAP)

Schools in Guatemala often leave their students unprepared for the future. Among 6th graders in 2014, only 44% met national math standards and 40% met national reading standards. The problem is even more acute for rural and mayan students. While the achievement of national standards in math and reading for 9th graders nation wide is 28% and 27% respectively, for rural students it is 22% and 22%, and for mayan students it is 17% and 11%. [1]

We aim to reduce this problem through our Local Education Advancement Program, LEAP, by providing resources to local schools in rural, indigenous communities. These resources currently include school supplies, learning materials, classroom resources, school buildings, technology, and books. As we grow, we want to supply more books in Spanish and Q’eqchi’, transport for students to be able to get to secondary schools, and professional development resources for teachers.

Our support is always offered in dialogue with the teachers, students, parents, and community as a whole to ensure that their actual needs are being met. We strive to help communities strengthen and lift themselves up together through collaborative projects that provide long-term benefits for all.

[1] Guatemala’s Ministry of Education, General Office of Evaluation and Educational Research (DIGEDUCA), Informe departamental y municipal de primaria, 2014. https://www.thedialogue.org/wp-content/uploads/2017/02/Educational-Challenges-in-Guatemala-and-Consequences-for-Human-Capital-and-Development-1.pdf

Population(s) Served
Indigenous peoples
People of Central American descent
Children and youth
Extremely poor people
Students

Many rural indigenous villages in Guatemala do not have secondary schools nearby where parents can send their children. Some parents are able to send their children to live with relatives or friends in towns where they can continue studying after elementary school. For many parents, sending their children to study is too expensive, so their children must drop out of school after just 6th grade.

Our scholarship program helps adolescents attain higher levels of education by paying for schooling and living costs so dedicated students can continue studying in secondary school. Completing secondary school gives these students better life skills and opens up many more job opportunities so they can pull themselves, and their families, out of the cycle of poverty.

Population(s) Served
Adolescents
Indigenous peoples
People of Central American descent
Students
Extremely poor people

Where we work

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 students showing interest in topics related to STEM

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

Local Education Advancement Program (LEAP)

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Number of students attending computer classes in community-run computer labs.

Number of students enrolled

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

Local Education Advancement Program (LEAP)

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Number of students we support with school supplies and educational materials.

Number of schools financed

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

Local Education Advancement Program (LEAP)

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Number of schools we support with school supplies and educational materials.

Number of schools repaired or expanded

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

Local Education Advancement Program (LEAP)

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Number of schools for which we have built new classroom facilities, cumulative.

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.

Education is a right. Equality of education is our goal.

We believe that every child, adolescent, and adult deserves access to a quality education that gives them the knowledge, skills, and work opportunities they need to have a happy, healthy, and secure life.

First, we aim to improve the quality of local elementary schools and preschools so that children learn the knowledge and skills they need to succeed in their later education. Second, we aim to increase access to local middle schools, improve their quality, and increase their students' access to technology. Next, we aim to remove financial barriers that prevent adolescents from attending high school. Finally, we aim to enhance educators' professional development so they can improve their teaching abilities.

To improve the local education of the communities we work with, we closely collaborate with community leaders, teachers, and parents. We facilitate open dialogues to understand their most urgent needs and plan together how to address the problems. We empower community members to lead projects and participate in their implementation.

We aim to address deficiencies in the local education system holistically from early grade levels through secondary education. Beginning with preschool and elementary school, we implement programs to increase educational quality and attendance through improving classroom resources, school facilities, and providing nutritional school snacks. Improving educational achievement in younger grades increases the likely hood that the student will continue studying through upper grades. In upper grades we also implement programs to increase educational quality, but additionally focus on removing barriers to studying by working with the Ministry of Education to open secondary schools in communities without nearby schools.

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 shared information about our current feedback practices.
  • How is your organization using feedback from the people you serve?

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

  • What challenges does the organization face when collecting feedback?

    We serve K-12 students but most of the feedback comes from parents, teachers, and community leaders

Financials

Next Step Equal Education
Fiscal year: Jan 01 - Dec 31

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.

Financial data

SOURCE: IRS Form 990

Next Step Equal Education

Revenue & expenses

Fiscal Year: Jan 01 - Dec 31

SOURCE: IRS Form 990 info

Fiscal year ending: cloud_download Download Data

Next Step Equal Education

Balance sheet

Fiscal Year: Jan 01 - Dec 31

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

Operations

The people, governance practices, and partners that make the organization tick.

Documents
Form 1023/1024 is not available for this organization

Principal Officer

Alex Wolff

Next Step Equal Education

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.

Next Step Equal Education

Board of directors
as of 05/14/2024
SOURCE: Self-reported by organization
Board of directors data
Download the most recent year of board of directors data for this organization
Board chair

Alex Wolff

Giulio Falchi

Benjamin Madtes

Organizational demographics

SOURCE: Self-reported; last updated 5/14/2024

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
White/Caucasian/European
Gender identity
Male, Not transgender
Sexual orientation
Gay, Lesbian, Bisexual, or other sexual orientations in the LGBTQIA+ community
Disability status
Person without a disability

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

Disability