111 Academy, Suite 100
Irvine, CA 92617
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Printable 1 Page Summary
|Organization DBA||--||Former Names||
MIND Institute (2009)
|Organization received a competitive grant from the community foundation in the past five years||No|
|Employer Identification Number||33-0798804 00000|
Mission StatementMORE »
| || |
MIND Research Institute's mission is to ensure that all students are mathematically equipped to solve the world's most challenging problems.
In the early 1990s, three University of California researchers united behind a simple yet innovative idea: let's teach math the way children learn—through visuals and experiences. In 1998, they created an independent nonprofit now known as MIND Research Institute. They applied that experiential learning approach to the development of innovative, visually-based software games, leading to the creation of Spatial-Temporal (ST) Math®. ST Math is a visual instructional program that builds a deep conceptual understanding of math through rigorous learning and creative problem solving. The program deeply engages, motivates, and challenges students toward higher achievement. Through ongoing research, we continue to investigate key questions about learning, mathematics, and how the brain works. We work to create unique and effective learning environments for students and teachers, both in and out of the classroom.
MIND is currently reaching over 1.2 million students and 56,000 teachers in more than 4,300 schools across the country. Headquartered in Irvine, we serve a large number of students and teachers in Orange County and the surrounding Southern California regions.
The demand for workers in science, technology, engineering and math (STEM) fields continues to grow. Having a deep conceptual understanding of math creates the problem-solving foundation that all areas of STEM are built on. From our visual instructional ST Math program, to our ongoing research, to our community-based initiatives and partnerships, we are equipping students to be the problem solvers the future workforce--and the world--needs.Schools using ST Math have repeatedly proven to double or triple their growth in math proficiency compared to non-ST Math schools on state assessments. In March 2018, WestEd released a study on ST Math (the largest of its kind) -- 42,000 students in 240 schools representing 78 districts across 14 states. Two outcomes were evaluated: average math scale scores and the proportion of students who were proficient or above in math. For both measures, grades that implemented ST Math with fidelity improved significantly more than similar grades that did not use the program.
In addition, MIND's successful track record and expertise is evidenced by the various awards and recognition the organization has received pertaining to best programs and practices in our field. These include:
· June 2018 - CODIE Award - Best Game-Based Curriculum Solution
· 2017 - Platinum GuideStar Seal of Transparency• November 2016 - Employees Community Fund of Boeing California's Crystal Vision Award - innovative STEAM programming
1. General operating support is always a need of our organization to enable MIND to continue to expand the reach and scope of not only our innovative ST Math programs, but also our many other programs and activities that further our mission. It provides us the flexibility to allocate funding towards expenses that may not be covered through program grants, such as administration and management, that are critical to the day-to-day operations of the organization and implementation of these programs.
2. Program support for teacher professional development, ST Math implementation in schools, MathMINDs games, and other programs that foster students' conceptual understanding of math and promote greater academic achievement and career success.
4. Volunteers to assist with activities aimed at engaging students with hands-on immersion activities that will deepen their interest in math and encourage students to pursue STEM-related careers.
ST Math differs from other educational programs in that it is:
Specifically, with this program we ASPIRE to:
-Advance a new generation of 21st century critical thinkers and creative problem solvers.
-Strengthen the path for youth towards STEM careers for a stronger and more diversified workforce.
-Promote cultural change to shift perceptions around math from being scary and frustrating to exciting and essential!
-Improve math performances and experiences for today's students.
-Reinforce the importance of math skills by engaging students and educators in new methods of learning and teaching.
-Empower students to become future innovators who will solve the world's most challenging problems.
Throughout the United States
Central Orange County
West Orange County
South Orange County
North Orange County
MIND Research Institute's programs are serving students in 48 states and we continue to expand our reach. In Orange County, over 115,000 students in 274 schools utilize our ST Math program.
Currently, MIND's innovative ST Math program is reaching more than 1.2 million PreK-8th grade students and 53,000 teachers in over 3,900 schools across the country. Approximately 2/3 of our schools serve low-income students and 70% of students using ST Math are from traditionally underserved backgrounds, of which 40% are Latino. The majority of our ST Math school districts are under-performing. Our programs not only help improve math achievement but also advance and promote students to encompass a strong math foundation which will help them with the employable labor skills necessary for STEM careers.
Based on neuroscience research, MIND's innovative ST Math programs are aimed at developing deep conceptual learning for students. We utilize a uniquely visual approach that accesses the brain's innate "spatial temporal" reasoning ability through language-independent, animated representations of math concepts as visual puzzles. MIND brings a unique perspective on math, focused on deep conceptual understanding versus memorization. Self-paced and self-motivating, ST Math provides students with immediate, instructive feedback on why answers are correct or incorrect. This deepens problem-solving and reasoning skills, and results in students gaining confidence in their ability to learn and a desire to advance their mathematical/STEM knowledge.
|Category||Education, General/Other Educational Programs|
|Population Served||Children and Youth (0 - 19 years) Adults At-Risk Populations|
|Program Short-Term Success||
Increase in student math performance/growth - average quiz score gain over all learning objectives completed of 10+ percentage points
Increase in teachers' ST Math knowledge, boost teachers' positive attitudes towards math, and build stronger curriculum connections
Enhance students' math mindset and increase math growth and performance
Increase students' problem-solving skills and foster 21st Century skills such as critical thinking, perseverance, and productive struggle
|Program Long-Term Success||
Increased math proficiency growth and deeper mathematical conceptual understanding in youth from kindergarten to middle school that leads to greater academic success (respectively) in elementary, middle and high school and beyond.
Student enhancement of skills such as problem- solving, critical thinking, perseverance, and productive struggle --making them better prepared for higher academic achievement and career success.
Enhance teachers’ overall effectiveness and efficacy using ST Math as well as overall math teaching with a ‘learning by doing’ vs. ‘teaching by telling’ approach.
|Program Success Monitored By||
Evaluation is a key component of MIND’s programs. The impact/success of ST Math is measured through the following:
•Differential Math Performance and Student Growth: Each school year, MIND collects and analyzes data from participating schools to assess our program’s effectiveness in raising student performance in mathematics.
•Educator Feedback: MIND conducts annual online surveys for teachers and principals. In addition to gauging the importance of program and service elements, this survey indicates educators’ needs in successfully implementing the program along with the impact on students’ attitudes and understanding towards math.
|Examples of Program Success||
A WestED study measured the impact of MIND’s ST Math program in 209 2nd – 5th grades (more than 19,980 students at 129 schools across California) that fully implemented the program. Grades using ST Math for 1 year exhibited 6.3% more students scoring proficient or better on the California Standards Test, compared to those at similar schools without the program.
MIND's 2017-18 teacher survey results (7,500 responses) showed:
* 80% of teachers agree/strongly agree ST Math positively impacts the culture of math learning in their class;
* 75% state ST Math improves students' attitudes about math and math learning; and,
* 80% believe ST Math deepens student understanding about how math works.
A survey of 403 MIND professional development participants showed: 92% increased their understanding of the practice standards; 91% obtained specific strategies to promote classroom math discussions and advance student thinking; and 98% now feel confident to design a Common Core standards math lesson.
MathMINDs Games provide hands-on experiential math learning opportunities both in and out of the classroom. Following a South of the Sahara theme, the games encompass learning standards that align to 2nd-6th grades and combine math, gameplay, art, and storytelling in an educational, engaging and exciting way. Math, language arts, and history are built into each game. The games work to promote collaboration while fostering an atmosphere of student mathematical mentorship.
MathMINDs Games are multi-player and suitable for students, families, and school communities in settings both inside and outside the classroom. The game sets are flexible in nature and may be used in a variety of ways. The games could also serve as an excellent tool for cross-grade level engagement. Schools can also use these games for community building activities. The games help lessen both student and parent math anxiety and close both the achievement and experience gaps of low-income youth.
|Budget||$50 per game|
|Category||Education, General/Other Education & Technology|
|Population Served||Children Only (5 - 14 years)|
|Program Short-Term Success||
Will promote parent-child family engagement and build a foundation for continued interest and love of math.
|Program Long-Term Success||
Youth will build a positive relationship with math that will later equip them for the challenges they will face in higher education and the STEM workforce. The entire experience brings math to life in unexpected ways based on neuroscience research about how the brain learns, including touching and feeling math in the palm of your hands. By enriching gameplay, math becomes a tool for deeper reasoning and builds connections beyond the games.
|Program Success Monitored By||
Tracking distribution of games kits, teacher surveys, and anecdotal success stories.
|Examples of Program Success||--|
|CEO/Executive Director||Brett Woudenberg|
|CEO Term Start||July 2017|
|CEO Email||[email protected]|
Brett Woudenberg is a veteran entrepreneur of the education technology industry. Prior to his leadership at MIND, he served in various C-level suite roles for a top publisher and several high growth technology companies in K-12 and higher education. Woudenberg holds a Bachelors of Business Administration in finance, and received an MBA from University of Massachusetts - Amherst’s Isenberg School of Management.
|Matthew Peterson PhD||--||--|
|Mark Bodner PhD||Co-founder and President, Research Division||
Mark Bodner, Ph.D., is Co-founder and President of Research at the MIND Research Institute. He is an adjunct professor of mathematics at the University of Pittsburgh and visiting professor at the Institute of Cognitive Neuroscience at the East China Normal University. He formerly held faculty appointments at the Johns Hopkins University’s Department of Neurosurgery, and joint faculty appointments at UCLA’s Neuropsychiatric Institute, and UC Irvine’s Department of Physics. His research focus is computational neuroscience and mathematical biology. Recent work has focused on understanding the patterns and mechanisms of activity in networks of neurons, and working memory, and how seizures arise in cortical networks in epilepsy and how they may be terminated through specific brain stimulation. Other work focuses on the application of knot theory and group theory in modeling the structure and function of DNA.
Mark has received several national and international awards including the J.J. Sakuri prize; the Ettore Majorana award at the Majorana School of Subnuclear Physics in Erice, Italy; and the Halliday and Resnick Award in physics for solving the liquid crystal structure of particular cholestoral esters linked to cardiovascular disease. He has been a grant recipient from the National Science Foundation for demonstrating the feasibility of elucidating cognitive function in awake behaving primates using optical and infrared imaging methods. Mark received his Ph.D. and master’s degrees in theoretical high-energy and mathematical physics from UCLA and bachelor’s degree in both physics and chemistry from the University of Pittsburgh. He received a fellowship from the National Institute of Mental Health for postdoctoral work in neuroscience at UCLA. Mark has over 100 papers and abstracts published in neuroscience, physics and mathematics.
|Andrew Coulson||Chief Data Scientist||
Prior to becoming the Chief Data Science Officer in 2017, Andrew Coulson was Chief Strategist and Vice President of Product Management since 2013. Previous to that, he led the MIND Research Institute’s Education Division for 12 years, helping devise and execute the strategies and programs to increase the division’s reach from 30 schools in Southern California to more than 1,700 in 30 states. Currently, Andrew leads a team of data analysts to conduct evaluation of MIND’s activities and examine program impact. Prior to joining MIND, Andrew was a program officer for a major Orange County foundation, specializing in education. He also worked for 17 years in upper management as a STEM professional in high-tech manufacturing engineering, acquiring experience in operations, process engineering, reliability and technology transfer. Andrew earned a Bachelor of Science and master’s degree in physics from UCLA.
|Matthew Feldmann||Vice President, Product||
Matthew Feldmann is responsible for developing a high-performing team of product managers, designers, and content specialists that define the future of ST Math. Prior to this position, he led cross-functional content creation teams at MIND to expand ST Math to 6th Grade, build the ST Match Common Core edition, and launch ST Math: Middle School Supplement. Previously, he worked at a biotechnology company where he designed the architecture and integration strategy for key enterprise planning systems. Feldmann earned a Bachelor of Science in mathematics from Purdue University and holds a master’s degree in mathematical behavioral science from UC Irvine.
|Josephine (Jo) Garrett||Chief Financial Officer||
Josephine (Jo) Garrett joined MIND in April 2018 as Chief Financial Officer. Garrett has served in CEO, COO and CFO roles for various businesses and she possesses extensive experience in the digital media, entertainment, licensing and merchandising, wholesale distribution, and e-commerce industries. Garrett holds an MBA from Harvard Business School and a Bachelors in Government from Harvard University. She has also devoted much of her personal time to tutoring and mentoring elementary school students.
|Kevin Hammer||Vice President, Engineering and IT||
Kevin Hammer makes high-level design choices, dictates technical standards, and leads all procedures and processes for the engineering team on new technology platforms. He has been with MIND since 2014, and has been developing web applications since 1997. Previously, he was CTO for a social media start-up called mEgo, leading the launch of its social networking application. He also owned and managed a web development agency that produced online financial dashboards for companies like American Express, promotional web games for Warner Brothers and Sony, and CMS implementation for non-profits like the Museum of Natural History in Los Angeles.
|Brian Molitor||Vice President, Partnerships||
Brian Molitor is responsible for leading a nationwide team of Education Partnerships Managers as well as licensing and selling ST Math to school districts. He joined MIND in 2011 as a Senior Account Executive and has held several other positions at MIND over the years. Molitor has been instrumental in expanding MIND’s mission through key sales partnerships. Previously, he worked in student information and data analytics for Pearson. Molitor holds a Bachelor of Arts in psychology from University of Michigan.
|Elizabeth Neiman||Vice President, Engagement||
With more than 17 years of nonprofit and marketing experience, Ms. Neiman manages the marketing plans and activities that promote and enhance the organization's initiatives. Prior to joining MIND, she was Senior Director of Communications and Public Relations at the American National Standards Institute (ANSI), a national nonprofit focused on the U.S. standards and conformity assessment system. Neiman was heavily involved with policy work during her time at ANSI, which required regulatory and legislative outreach at both the federal and state levels. Her foundation and grant work included collaborating with leaders at the Gates Foundation, Lumina Foundation and the Business Roundtable.
|Nigel Nisbet||Vice President of Content Creation||Nigel Nisbet, Vice President of Content Creation, leads a team of content specialists in building engaging, interactive and completely visual games that teach all students how math really works. Nigel came to MIND Research after working as a Mathematics Specialist for the Los Angeles Unified School District, where he designed and delivered professional development programs and implemented the transition to Response to Intervention (RTI) programming. Prior to joining LAUSD, he taught Mathematics, AP Physics, and AP Computer Science at Van Nuys Senior High, where he was a pioneer of integrating technology into the classroom, and utilizing project-based learning to engage students’ critical thinking skills. At Van Nuys, he successfully spearheaded the implementation of the LAUSD Los Angeles Virtual Academy program as a solution for Algebra 1, and collaborated with UCLA AP Readiness Program in Computer Science. Nisbet received a Bachelors of Science in Mathematics at Queen Mary University, University of London in 1990. In 2009, Nisbet received a Master in Educational Administration at California State University Northridge.|
|Matthew Peterson PhD||Co-founder and Chief Research & Development Officer||
Matthew Peterson, Ph.D., co-founded the MIND Research Institute in 1998. During his tenure, he has provided leadership and guidance that has enabled MIND to double the number of students it impacts in the classroom. He has also piloted successful programs outside the classroom such as family math nights, math fairs, math camps and game-a-thons, showing thousands of children, their families and the community that math is not only all around us, but exciting and fun as well. As Chief Research & Development Officer, Matthew’s focus is on innovation. The creator of ST Math, Matthew leads a team in developing math learning environments that initially convey sophisticated concepts visually, rather than verbally, enabling students to gain a deep conceptual understanding of mathematics regardless of language proficiency. Matthew, who as a child struggled with traditional language-based instruction due to dyslexia, created MIND’s ST Math® software to enable students to learn math through his unique non-language-based visual approach. The revolutionary ST Math software has proven to raise students’ math scores on standardized tests and currently reaches over a million students annually.
Matthew has spoken at numerous national and international math and education conferences, before the National Mathematics Advisory Panel, and recently was featured at TEDx Orange Coast. After completing his undergraduate degrees in biology, electrical engineering and Chinese language and literature from UC Irvine, he went on to obtain his Ph.D. in visual neuroscience from UC Berkeley.
|Michael Sepulveda||Vice President, Art & Experience Design||Michael Sepulveda, Vice President of Art & Experience (AxD), leads a team of graphic designers, illustrators and user experience specialists in building the rich interactive environment of MIND’s math education programs, including ST Math. Joining MIND Research Institute as a graphic artist intern while an undergraduate student at University of California, Irvine, Michael has grown his career alongside the then-start-up organization. Working closely with MIND co-founder Matthew Peterson, Ph.D., he helped establish the uniquely visual design structure of the award-winning Spatial Temporal (ST) Math animated software games. Upon graduating UC Irvine in 2002, Sepulveda joined MIND full-time, quickly assuming the lead design role for Generation 2 of the ST Math software. Generation 3 of ST Math featured his contributions to the newly released and first-ever in the industry 13-character visual password game that gives each child user their own unique password. Sepulveda’s role increasingly expanded to user experience, and in 2008 he was appointed Art Supervisor for ST Math. In 2013, he assumed the creative oversight for art and user experience design for the organization, including print, multimedia, video, web and merchandise.|
|Dorene Uhrich||Vice President, Education Success||
Dorene Uhrich leads the professional development team, a large field team of education success managers, a team of regional implementation managers, the support team and several project managers at MIND. Her team inspires and measures the best in-class experience for the organization’s education partners. Previously, Dorene was the Director of Customer Success at Imagine Learning and spent eight years at MIND in various roles that supported both customer and colleague success. She holds a M.Ed. in education and human resource studies with a specialization in adult education and training from Colorado State University, and a teaching credential and bachelor’s in liberal studies from California State University, Long Beach.
|Brett Woudenberg||Chief Executive Officer||--|
|Karin Wu||Vice President, Engagement||As Vice President of Engagement, Karin Wu is responsible for developing MIND’s marketing strategy and contributing to MIND’s organizational strategic planning process. Karin leads MIND’s activities to promote, enhance and protect the organization's brand reputation. She is also an ambassador for the organization, building relationships with the media, educational influencers and advocates, administrators, and philanthropic partners. Prior to joining MIND in 2015, Karin spent more than 20 years in leadership and marketing roles in a variety of sectors including education, videogames and nonprofits. She most recently served as Executive Director of Inspire Youth Project, a Seattle nonprofit that focused on social and emotional development of at-risk youth. Prior to that, she was the academic director and an instructor at The Art Institute of Seattle. Karin has also served in sales and marketing management roles at Educational Software Partners International, Riverdeep Interactive/Edmark and Nintendo. She holds a master’s of arts degree in education leadership from Argosy University, a bachelor’s of international business administration from St. Mary’s University, and an associate’s in applied arts from The Art Institute of Seattle. She is fluent in Mandarin Chinese, Spanish and Brazilian Portuguese.|
|Best Mathematics Instructional Solution for Grades K-8||CODiE Award||2019|
|Best Overall Education Technology Solution||CODiE Award||2019|
|Finalist- Cool Tool Math Solution||Ed Tech Awards||2019|
|Best Game-Based Curriculum Solution||CODiE Award||2018|
|2017 Seal of Transparency||Platinum Guidestar||2017|
|Best Game-based Education Solution||EdTech Digest||2016|
|Companies and Organizations Providing Great opportunities for Women||Hispanic Lifestyle||2016|
|Best Blog/Commentary and Best Instructional Reporting||SIPA||2015|
|Best Game Based Solution - ST Math Middle School Supplement Program||CODiE||2015|
|Best Workplaces for Women||Best Place to Work and Fortune||2015|
|Bright Spot||White House Initiative on Educational Excellence for Hispanics||2015|
|Tech Awards - Education finalist||Tech Museum of Innovation||2015|
|Partner organization:national multi-sector network, 100Kin10. The network added 31 partners that will focus on helping train 100,000 science, technology, engineering and math (STEM) teachers by the ye||100kin10||2014|
|High-quality, immediately scalable STEM programs.||Change the Equation||2013|
|Outstanding K-12 Education||Business Roundtable||2013|
|Teachers’ Choice Awards for the Classroom||Teachers’ Choice Awards for the Classroom||2009|
|AEP “Distinguished Achievement Award” in Educational Software for Math Instruction||Association of Educational Publishers||2008|
|SIIA //CODiE Award for “Best Mathematics Instruction Solution”||Software & Information Industry Association||2008|
|Tech & Learning Awards of Excellence||Tech & Learning Awards of Excellence||2008|
|Top Ten Finalist||Peter F. Drucker Award for Nonprofit Innovation||--|
|External Assessment or Accreditation||Year|
To help achieve our mission and close the achievement and experience gaps through ST Math and our other programming, we partner with: districts and schools throughout the country; corporations and foundations; organizations such as Girls Inc. and Boys & Girls Clubs of America; and, leading entities such as Business Roundtable, 100Kin10, and STEMconnector as well as other groups serving high-risk youth. When community partners come together to strengthen mathematical minds, cultivate excitement around math, and increase interest in pursuing STEM-related career paths and industries, we can foster the confidence young at-risk students need to be creative, mathematical thinkers and problem solvers.We also partner with universities and research organizations to conduct evaluations of our programs. Our partners in this area include: Harvard Center for Education Policy Research; North Carolina State University; SRI; numerous school districts; and Charter Management Organizations' Research & Evaluation entities.
|Number of Full Time Staff||167|
|Number of Part Time Staff||2|
|Number of Volunteers||173|
|Number of Contract Staff||3|
|Staff Retention Rate %||91%|
|Staff Professional Development||Yes|
|Ethnicity||African American/Black: 4
Asian American/Pacific Islander: 23
Native American/American Indian: 2
Other (if specified): --
Not Specified --
|Organization has Fundraising Plan?||Yes|
|Organization has Strategic Plan?||Yes|
|Years Strategic Plan Considers||3|
|Management Succession Plan||Yes|
|Organization Policies And Procedures||Yes|
|Business Continuity of Operations Plan||Yes|
|Whistle Blower Policy||Yes|
|Document Destruction Policy||Yes|
|Directors and Officers Insurance Policy||Yes|
|Management Reports to Board?||Yes|
|CEO Formal Evaluation and Frequency||Yes Annually|
|Senior Management Formal Evaluation and Frequency||Yes Annually|
|Non Management Formal Evaluation and Frequency||Yes Annually|
|Board Chair||John Phelan|
|Board Chair Company Affiliation||Chairman of the Board, MIND Research Institute (Capital Group Companies - retired)|
|Board Chair Term||Jan 2014 -|
|Board Co-Chair Company Affiliation||--|
|Board Co-Chair Term||-|
|Mark Bodner PhD||MIND Research Institute||Voting|
|Mary de Wysocki||Cisco Systems, Inc.||Voting|
|Edwin Fuller||Laguna Strategic Advisors||Voting|
|Donald Garcia||Pinnacle Consulting Group||Voting|
|Lawrence Higby||Apria Healthcare, Inc. (Ret.)||Voting|
|David Horowitz||Horowitz Management, Inc.||Voting|
|Rebecca House||MIND Research Institute||Voting|
|Roberta Jenkins||Matthew and Roberta Jenkins Family Foundation||Voting|
|Claudia Kreisle||Phillips 66||Voting|
|Steve J. Litchfield||MaxLinear, Inc.||Voting|
|James McCluney||Emulex Corporation (Former Exec. Chairman of the Board)||Voting|
|Daryl Pelc||The Boeing Company||Voting|
|Matthew Peterson PhD||MIND Research Institute||Voting|
|John Phelan||Capital Group Companies (Ret.)||Voting|
|Ted Smith||MIND Research Institute (CEO/Chairman Emeritus)||Voting|
|Betty Uribe EdD||The Semel Group||Voting|
|Brett Woudenberg||MIND Research Institute||Voting|
|Dr. Silvia Bunge||Helen Wills Neuroscience Institute at the University of California at Berkeley||NonVoting|
|Dr. John Gabrieli||The Gabrieli Lab at Massachusetts Institute of Technology||NonVoting|
|Dr, David Kraemer||Dartmouth College||NonVoting|
|Dr. Vinod Menon||Stanford University||NonVoting|
|Dr. Nora Newcombe||Temple University||NonVoting|
|Dr. Geetha Ramani||University of Maryland||NonVoting|
|Ethnicity||African American/Black: 1
Asian American/Pacific Islander: 1
Native American/American Indian: 0
Other (if specified): --
Not Specified 0
|Board Term Lengths||3|
|Board Term Limits||3|
|Board Meeting Attendance %||80%|
|Written Board Selection Criteria||Under Development|
|Written Conflict Of Interest Policy||Yes|
|Percentage of Monetary Contributions||100%|
|Percentage of In-Kind Contributions||5%|
|Fiscal Year||July 01, 2018 to June 30, 2019|
|IRS Letter of Exemption|
|Indirect Public Support||--||--||--|
|Investment Income, Net of Losses||$4,313||$1,923||$-1,518|
|Payments to Affiliates||--||--||$6,874,852|
|Total Revenue/Total Expenses||1.11||0.91||1.01|
|Program Expense/Total Expenses||84%||88%||0%|
|Fundraising Expense/Contributed Revenue||21%||23%||0%|
|Total Net Assets||$1,258,570||$-1,660,482||$928,062|
|Current Ratio: Current Assets/Current Liabilities||0.83||0.63||nan|
|Long-term Liabilities/Total Assets||0%||0%||93%|
|Are you currently in a Capital Campaign?||No|
|Capital Campaign Purpose||--|
|Capital Campaign Dates||-|
|Capital Campaign Raised-to-Date Amount||--|
|Capital Campaign Anticipated in Next 5 Years?||No|
Summary financial data is per the Form 990s and consultation with the organization. Foundation/corporate and individual contributions are combined under Foundation and Corporation Contributions.