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Chapman University

 One University Drive
 Orange, CA 92866
[P] (714) 997-6527 x 6527
[F] (714) 744-7912
[email protected]
Mike Stringer
 Printable 1 Page Summary
 Printable Profile
Organization DBA --
Former Names Chapman College (1990)
Organization received a competitive grant from the community foundation in the past five years Yes
Employer Identification Number 95-1643992 00000



Mission StatementMORE »

Chapman University will be a student-centered university, recognized nationally and internationally as a center of academic and personal excellence that prepares our students to contribute to a global society. 

Mission Statement

Chapman University will be a student-centered university, recognized nationally and internationally as a center of academic and personal excellence that prepares our students to contribute to a global society. 

FinancialsMORE »

Fiscal Year 2017
Projected Expenses $304,957,625.00
Projected Revenue $320,069,996.00

ProgramsMORE »

  • Need-based Scholarships
  • The Bette and Wylie Aitken Family Violence Clinic
  • Alona Cortese Elder Law Center
  • Literacy Tutoring Program
  • Centro Comunitario de EducaciĆ³n (formerly Libreria Martinez de Chapman University)

Revenue vs. Expense ($000s)

Expense Breakdown 2014 (%)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

For more details regarding the organization's financial information, select the financial tab and review available comments.


Mission Statement

Chapman University will be a student-centered university, recognized nationally and internationally as a center of academic and personal excellence that prepares our students to contribute to a global society. 

Background Statement

Chapman University, founded in 1861 and based in the city of Orange, is one of the oldest, most prestigious private universities in California. Since 2003, Chapman University enrollment has increased 84 percent to nearly 9,000 students. Chapman is a student-centered university, recognized nationally and internationally as a center of academic and personal excellence that prepares our students to contribute to a global society. The university stands out amidst its peers with a low, 14:1 student to faculty ratio, and is engaged in creating a learning environment that rivals the best available anywhere. Our main campus spans more than 82 acres in the heart of the historic district of Orange, California. 

Chapman offers 49 majors of study and 60 minors. The top fields of study are business, communications, film production, and psychology, with a growing number of students pursuing scientific work in computational sciences, quantum physics, health sciences, environmental ecology, global environmental change, hazard predication and satellite imaging. The university’s current student body enjoy classes taught in 9 schools and colleges by doctoral professors rather than teacher’s assistants, offering undergraduate students, in particular, the rare opportunity to work closely with faculty. Students have the chance to co-create their educational experience in an innovative and supportive environment. 

On September 12, US News and World Report released its annual rankings of colleges and universities, and after being in the Top 10 for many years, Chapman is now ranked the 5th best regional university in the West. Chapman also tied for third in the category of "Best Undergraduate Teaching." This important award recognizes our commitment to an academically rich, student-centered experience.
The US News announcement follows one in The Hollywood Reporter that ranks our Dodge College of Film and Media Arts as the 6th best film school in the United States, up from the 7th position. The only schools ahead of Dodge College are titans: USC, New York University, UCLA, American Film Institute and Columbia University.
The university is increasingly attracting a caliber of students who could attend any highly ranked institution--but choose to come to Chapman because of the its esteemed faculty, state-of-the-art campus facilities, personalized instruction, and rich heritage of service and dedication to others, most notably through strong financial aid programs, scholarship and financing options. The admitted first year average SAT score was 1311 and ACT was 28. 49 states, 2 territories, and 82 countries are represented in the current student population, with student representation from: Argentina, Bhutan, Croatia, Finland, Jamaica, Lebanon, Nicaragua, South Africa, Turkey, and Venezuela.

Impact Statement

 Making more resources available for students through our Annual Need-based Scholarship Fund is Chapman’s ongoing, vital institutional goal. During the 2016-2017 academic year, we awarded more than $105 million in scholarships to nearly 6,000 students; ranging from a few hundred dollars to full-tuition grants. Chapman is expected to grow by 3.5%, or 220 students, each year, and a large portion of these students will qualify for need-based financial assistance.

With the distinct objective to emphasize experiential education, Chapman University houses 22 academic research centers and institutes and 8 community outreach programs. Examples of some our centers and programs include: The Bette and Wylie Aitken Family Violence Clinic, The Alona Cortese Elder Law Center, Literacy Tutoring Program, and Centro Comunitario de Educación (formerly Librería Martinez de Chapman University ). The programs endeavor to provide critical services to needy populations in our local community, while also encouraging our students to put theory into practice, providing them with extensive opportunities hands-on learning.

From a new health science campus and performing arts center to the development of a state-of-the-art science and engineering center, Chapman University is taking bold steps in the improvement of both its facilities and programs so that today’s students can be tomorrow’s leaders. When it opens in the fall of 2018, the Keck Center for Science and Engineering will be home to the Schmid College of Science and Technology, where enrollment has soared since being founded in 2008. The Keck Center also will be home to our recently announced Fowler School of Engineering and should open in 2020. Undergraduate and graduate programs at the Schmid College of Science and Technology will thrive in a new center complete with state-of-art, collaborative laboratories, scientific instruments and workspaces.

Needs Statement

In-kind donations for need-based scholarships, the Bette and Wylie Aitken Family Violence Clinic, the Alona Cortese Elder Law Center, the Literacy Tutoring Program at the Kathleen Muth Reading Center, and the Santa Ana-based Centro Comunitario de Educación, a multi-purpose community outreach center.

CEO Statement


Board Chair Statement


Other Ways to Donate/Volunteer

Check, mail, in-kind, estates, property, stocks. Multiple volunteer opportunities.

Geographic Area Served

Throughout the United States

Organization Categories

  1. Education - Higher Education
  2. Human Services - Family Violence Shelters and Services
  3. Human Services - Children's and Youth Services



Need-based Scholarships

In addition to upholding a 14:1 student to faculty ratio, a fundamental component of Chapman University’s mission is the Annual Need-based Scholarship Fund (“the Fund”). The Fund is an institutional strategy that has been an integral part of Chapman’s culture for over twenty years, aiming to keep college affordable and attract the best students regardless of economic background. Today the Fund is vital to addressing the overwhelming need for financial support that our student population demands. The majority of our undergraduate students, over 80%(approximately 4,752 individuals), currently receive scholarship support; 3,564 students specifically receive need-based aid. Nearly 1,485 (roughly 25%) come from families with incomes of less than $50,000 per year.
This academic year, Chapman spent one-third of its budget on scholarship support, awarding a total of over $96 million; ranging from a few hundred dollars to full-tuition grants per student.
Budget  $109,818,888.00
Category  Education, General/Other Student Financial Aid
Population Served Poor,Economically Disadvantaged,Indigent
Program Short-Term Success 

Thousands of low-income students are highly motivated and ready for college each year, but unfortunately only one in ten can expect to graduate. Across the country, university costs continue to rise beyond inflation, and meanwhile state and federal aid programs struggle to keep up with the steady rise in low-income, high-performing students seeking
a college degree. Financial resources available to students are limited, and most families cannot independently finance the educations of their qualified, college-ready students. By generating more contributions
to the Fund, the university can meet the demands of our growing, increasingly needy student population while also extending our distinctly personalized, world-class education model to more low-income, first-generation and traditionally underrepresented college student populations with the potential to excel. These are bright, high-achieving students who simply lack the financial resources to afford full-tuition expenses. We hope to turn more of their college dreams into an accessible reality.

Program Long-Term Success 

Overwhelmed freshmen in many places still sit anonymously in large lecture halls, surrounded by hundreds of peers whose names the professor could not possibly remember. Not at Chapman. In a time period where more and more higher education courses are offered online, or in overcrowded auditoriums, the university maintains its 14:1 student-to-faculty ratio, with almost 50% of classes having 20 students or less. This low student-to-faculty ratio, while so critical to our students’ success, is a costly endeavor that requires considerable financial investment and thus limits our ability to substantially increase the scholarship dollars we can award each year.  The Annual Need-based Scholarship Funds helps Chapman uphold the high-level of support already afforded to our current students and ensures we are able to keep pace with enrollment—3.5% growth (or 220 students) annually—and become even more accessible to low-income, first-generation and traditionally underrepresented populations.

Program Success Monitored By 

The program's performance is based upon: (1) the Fund’s capacity to serve all current and incoming Chapman students with financial need, (2) the average amount of financial aid we can provide to each qualified, low-income student and (3) advances in student diversity. In particular, any increase, as measured in Chapman’s annual demographic data survey, in the number of very low-income (under $25,000 per year), low-income (under $50,000), first-generation and historically underrepresented minorities (Latino, African American, Pacific Islander, and Native American) implies positive program performance. Need-based scholarships are the most effective strategy for raising enrollment rates and increasing the likelihood that economically disadvantaged students will persist through college, achieve higher GPAs and ultimately obtain a four-year degree. Retention and academic success are also important measures of success. Scholars must maintain a 3.0 to remain eligible for their awards.

Examples of Program Success  --

The Bette and Wylie Aitken Family Violence Clinic

Administered by Chapman University’s Fowler School of Law, this program offers free assistance in immigration, human trafficking and protection order matters for nearly 200 underprivileged children and adults annually. Under both the direction of their faculty advisors and supervision of a licensed attorney, law students have primary responsibility for cases. Students gain invaluable experience while also providing a critical service to our community.
Budget  $310,000.00
Category  Crime & Legal, General/Other Legal Services
Population Served Victims Families At-Risk Populations
Program Short-Term Success  Each year, the Aitken Family Violence Clinic provides legal assistance to approximately 200 underserved adults and children. Last we served 203 individuals and a total of 35 law students provided representation and legal advice to our clients. The Clinic represented and provided legal advice and assistance to low-income and indigent survivors of domestic violence and other violent crimes in applications for immigration benefits and in petitions for domestic violence protection orders. The Clinic was successful in providing clients with highly competent, zealous representation as well as in empowering survivors to move forward with their lives, providing safety and security for themselves and their children. As in previous years, we continued our pro per protection order workshops and one-to-one hearing preparation sessions, added one-to-one immigration advice sessions, won a published in the Fourth District Court of Appeals, and expanded our services in order to represent four child victims of abuse in asylum applications.
Program Long-Term Success 
Since its inception in 2004, the Family Violence Clinic has helped thousands of survivors of domestic violence. .These victims come to us with complex histories, often coping with multiple types of abuse including stalking and sexual violence, and often have recently left a violent home with only the clothes on their backs and their children in tow. Once in a shelter or other safe environment, the individuals we serve need legal advice and representation in applying for the security offered by domestic violence protection orders, child custody and support orders, and the long-term hope and stability offered through existing immigration relief. The thousands of women and men whom the Clinic has served are better able to provide and care for their children, and those with immigration relief can live and work in the United States without fear.
Program Success Monitored By  We consider the project successful when we are able to assist a client in moving from a place of fear and victimization to a place of safety and security. Most often, this involves the attainment of a long-term protection order or an immigration benefit such as a visa, employment authorization, deferred action, or lawful permanent residence. Represented clients, and those who attend the protection order workshops and advice sessions, complete evaluation forms after their sessions. The evaluation forms to date have been overwhelmingly positive, demonstrating that these victims of violence leave the workshops with increased confidence and are better able to present their case to the hearing officer.  In terms of student learning experience, all students who participate in the clinic complete confidential course evaluation forms as well as non-confidential reflective memos at the conclusion of every semester.
Examples of Program Success  --

Alona Cortese Elder Law Center

Also managed by the Fowler School of Law, this program, founded nearly 15 years ago, provides legal service to the needy elderly in Orange County. The Center partners with local legal aid organizations and pro-bono attorneys to provide seniors with services including will drafting, advance health care directives, representation at administrative hearings, and protection from elderly abuse. The Center also advises clients on consumer rights and financial abuse prevention.

Budget  $184,412.00
Category  Crime & Legal, General/Other Legal Services
Population Served Aging, Elderly, Senior Citizens
Program Short-Term Success 
The Center’s clients include the poor, the elderly, people with language impairments and the mentally ill. Each year we provide hope and work to improve the quality of life for 150 such individuals. Chapman law students are responsible for all client correspondence and scheduling, client intake and interviewing, and work closely with supervising professors to ensure the highest quality legal services for these clients. Their work will include a variety of legal services such as the following:
*Wills - for clients without significant assets.
*Health Care Directives - laying out what care the clients would like to receive if they were no longer competent or able to make their own health care decisions, and naming an agent to make those decisions based on the direction of the client.
*Conservatorships - where they prepare, file and argue for a conservatorship; or they may oppose or end a conservatorship, or change the conservator
Program Long-Term Success 

Since inception in 2000, the Center has become a vital resource for Southern California seniors, serving 150 individuals annually. The Orange County Council on Aging reports that the elderly population who live alone exceeds 75,000, and that number is increasing every year. One in five live in poverty and half of them have no friend or family member actively involved in their care; 28,000 live in residential long-term care facilities. While there were fewer than 300,000 Orange County residents who were 65 years or older in 2000, that number is expected to exceed 500,000 by 2020.  What is most alarming is that elder abuse reports to Adult Protective Services have risen between 12-15% annually over the last few years. There has never been a greater need for elder our services than today, an era when rapid technological advances and tightening budgets are making the world seem dangerous, complex, and inhospitable for an already vulnerable population.

Program Success Monitored By 
The Center will evaluate and measure the project by determining the success rate and quantity of cases, how much work was completed, and the satisfaction level of the clients. In addition, the Center monitors the satisfaction rate of the students who work in the clinic through their teaching evaluations.
Examples of Program Success  --

Literacy Tutoring Program

The Literacy Tutoring Program at Chapman University's Kathleen Muth Reading Center provides high quality individualized tutoring for at-risk elementary students and is designed to break the cycle of academic failure by strengthening a child’s reading and writing skills and building confidence so they can return to the classroom better prepared to learn and achieve. Since 1977, the program has fostered dramatic reading improvements for over 3,000 low-income youngsters in Orange County.
Budget  $126,280.00
Category  Education, General/Other Afterschool Enrichment
Population Served Children Only (5 - 14 years) At-Risk Populations
Program Short-Term Success  The vast majority of the tutored students come from families in financial need. Eighty-five percent of the children attending the center are from low socio-economic families. Of the young students in the program, nearly all qualify for the national school lunch program and 95% are attending the center on scholarships.Through the support of generous donors, each year we are able is to cover the tuition for approximately 50 students annually. Participants are offered individual tutoring, 1 ½ hours weekly. This includes lesson plan development aligned to the Common Core State Standards for English Language Arts and tutors who are supervised by credentialed reading teachers. In addition tutors provide participants with written and verbal feedback after each session with the goal to accelerate each child’s growth. On average, 95% of our participants gain one quarter to one year’s growth in reading grade levels after 16 instruction hours.
Program Long-Term Success  Since 1977, the Literacy Tutoring Program at the Kathleen Muth Reading Center has fostered dramatic reading improvements for over 3,000 local youngsters. The need for the program's services has never been greater.  One of every ten children in Orange County lives in poverty, according to the 2010 U.S. Census Bureau. In today’s classrooms, children reflect the growing number of students from diverse cultural and linguistic backgrounds. The surrounding public school districts of Orange Unified and Santa Ana Unified have student populations in which 24-56% are English language learners and Spanish is the primary language. Latinos comprise 45% and 92% respectively, of the student body. With the current state of California budget shortfalls, many elementary schools have cut instructional support staff, including reading specialists, that are so vital to English Language Learners. Supporting students’ academic success, especially in terms of reading literacy, is critical. According to the National Institute for Literacy Research, a 2007 National Assessment of Education­al Progress indicated that more than one-third of 4th grad­ers (and an even higher number of those who are at-risk students) read so poorly they could not complete their schoolwork successfully. National surveys conducted more recently show similar results. Meanwhile, separate data continue to demonstrate that the ability to read and write in the early elementary years saves children from becoming functionally illiterate and paves a path towards improved career options and a better life for themselves and their families. The Literacy Tutoring Program at the Kathleen Muth Reading Center fills an important void for some of Orange County's neediest elementary school students.
Program Success Monitored By  A pre- and post- Developmental Reading Assessment 2nd edition (Pearson Educational Publishing) measurement tool provides information to the tutor and Reading Supervisor, Reading Director, and course instructor of next steps for instructional planning. Results of the informal reading inventory guides tutors in selecting texts at the child’s appropriate reading level. Each week, a reading running record provides opportunity to determine the reading cues the child is using. Story re-tellings as well as literal and inferential questioning are used each week to determine child’s comprehension. Graphic organizers such as K-W-L charts and story maps, and character development are completed by the child. Writing occurs in each session and is evaluated in light of grade-level rubrics to determine the child’s need in pre-writing, drafting, revising, editing, and spelling. Fluency is evaluated using timed assessments to determine rate and aural assessing of proper inflection and intonation. An ongoing Book Log denotes the range of genres read as well as progress in reading texts of increasing complexity and difficulty. Anecdotal observations of a child’s learning provide insight into the minute-by-minute learning of a child. The authentic assessment instruments are closely monitored by the tutor, the Reading Supervisor overseeing the lesson, and university instructor.
Examples of Program Success  --

Centro Comunitario de EducaciĆ³n (formerly Libreria Martinez de Chapman University)

Centro Comunitario de Educación (formerly Libreria Martinez de Chapman University) is an off-campus, Santa Ana based, pre-kindergarten through adult learning center run by the Chapman University College of Educational Studies. The purpose of the Center is to promote literacy and education for the Santa Ana community and its surroundings. It is a community outreach and educational facility from which faculty and students from the College of Educational Studies can engage local residents to learn and work together toward enhancing a variety of different opportunities for the community. The center offers Early Childhood Literacy "Reading Starts Early," Teen Mentoring and Outreach, Parent Education – Padres Unidos, Author/Artist Presentations and Clubs, and Adult Education – English and Spanish as a Second Language.
Budget  $126,280.00
Category  Education, General/Other Education, General/Other
Population Served Hispanic, Latino Heritage
Program Short-Term Success  Located at 216 North Broadway, within the city’s arts district, the space spans about 4,000 square feet, and includes three classrooms, four gathering spaces, a Spanish-English bookstore, and an art gallery. El Centro's capacity, state of the art facilities, and technological resources (including computers, laptops, and smart boards), will ensure the programs offered at the bookstore are scalable and, in the meantime, accessible to Santa Ana’s large population of 334,227 individuals (US Census, 2013). Chapman University's partnership with the Santa Ana-based nonprofit organization Padres Unidos, which offers programs at the bookstore, has already provided 70 parent leaders with a Community Workers Paraprofessional Certificate. These parents are actively working in the community to reach out to families in their neighborhood and provide tools to overcome the challenges that come from poverty, lack of trusted support systems, language barriers, and unfamiliarity with local systems. Countless families will be guided to the programs at El Centro.
Program Long-Term Success  Santa Ana has the lowest per capita income in Orange County ($16,891).  Of the city’s more than 300,000 residents, nearly 80 percent are of Latino descent.Most of the residents hold traditionally low-wage jobs in service industries and fall below the federal poverty level; anywhere between 60 to 85 percent of kindergarten through 12th grade students qualify for a free or reduced price lunch.  Less than half of all 9th graders enrolled in the local school district in 2003 actually graduated in 2007; only 33 percent went on to pursue some form of college or vocational training.  Of all residents over 25 years, just 51.9 percent hold a high school diploma; only 11.7 percent hold a bachelor’s degree or higher (US Census, 2011).  While this is a new program, we know programs that enhance parent, family, and community involvement in education correlates with higher academic performance and school improvement. Researchers cite parent-family-community involvement as the key to addressing the school dropout crisis and note that strong school-family-community partnerships foster higher educational aspirations and more motivated students.  The evidence holds true for students at both the elementary and secondary level, regardless of the parent’s education, family income, or background—and the research shows parent involvement affects minority students’ academic achievement across all races. (2008, NEA Policy Brief. Parent Family, Community Involvement in Education. NEA Education Policy and Practice Department/Center for Great Public Schools)
Program Success Monitored By  The mission of the College of Educational Studies (CES) is to change the world through the development of critical scholarship and skillful leadership. The College aims to nurture and groom leaders who challenge convention and serve as change agents in both the classroom and society. CES is based on core values and a commitment to five interdependent principles – (1) personalized education and personal growth, (2) healthy communities, (3) rigorous scholarship, (4) ethical leadership, and (5) social justice. El Centro is just one way the college lives out its mission. The success of  its programs is measured by how well they meet the five principles outlined above. The programs are collaboratively guided by university faculty, students and community leaders.  For the collaboration with Padres Unidos, for example, initially, CES faculty worked closely with Padres Unidos to prepare the training modules and ensure a rigorous certificate program for the community workers. CES’ involvement has since expanded and faculty, administration and doctoral level students assist in the review of portfolios for those completing the program. Last year, a small group of faculty and doctoral students assisted in a review and evaluation of the program. Both organizations share their respective expertise to work to track success.
Examples of Program Success  --


CEO/Executive Director Dr. Daniele C. Struppa
CEO Term Start May 2016
CEO Email [email protected]
CEO Experience --

Former CEOs and Terms

Name Start End
James Doti 1991 2016

Senior Staff

Name Title Experience/Biography
Mrs. Sheryl Bourgeois Executive Vice President for University Advancement --
Mr. Harold Hewitt Jr. Executive Vice President and Chief Operating Officer --
Dr. Glenn Pfeiffer Provost --


Award Awarding Organization Year
-- -- --


Affiliation Year
-- --

External Assessments and Accreditations

External Assessment or Accreditation Year
-- --



Staff Information

Number of Full Time Staff 686
Number of Part Time Staff 61
Number of Volunteers 0
Number of Contract Staff 0
Staff Retention Rate % --
Staff Professional Development --

Staff Demographics

Ethnicity African American/Black: 7
Asian American/Pacific Islander: 20
Caucasian: 53
Hispanic/Latino: 20
Native American/American Indian: 0
Other: --
Other (if specified): --
Gender Female: 55
Male: 45
Not Specified --

Plans & Policies

Organization has Fundraising Plan? --
Organization has Strategic Plan? --
Years Strategic Plan Considers --
Management Succession Plan No
Organization Policies And Procedures --
Business Continuity of Operations Plan --

Risk Management Provisions

Nondiscrimination Policy Yes
Whistle Blower Policy Yes
Document Destruction Policy Yes
Directors and Officers Insurance Policy --

Reporting and Evaluations

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

Government Licenses


CEO Comments


Foundation Comments



Board Chair Mr David Janes Sr.
Board Chair Company Affiliation CEO, Janes Capital Partners
Board Chair Term -
Board Co-Chair Mr. Wylie Aitken
Board Co-Chair Company Affiliation Founding Partner, AItken, Aitken, & Cohn
Board Co-Chair Term -

Board Members

Name Company Affiliations Status
Mr. Wylie Aitken Foundating Partner- Aitken, Aitken, and Cohn --
Mr. David Janes Sr. CEO, Janes Capital Partners --
Ms. Joann Leatherby Attorney at Law- Leatherby Family Offices --

Constituent Board Members

Name Company Affiliations Status
-- -- --

Youth Board Members

Name Company Affiliations Status
-- -- --

Additional Board Members and Affiliations

Name Company Affiliations Status
-- -- --

Board Demographics

Ethnicity African American/Black: 1
Asian American/Pacific Islander: 10
Caucasian: 85
Hispanic/Latino: 4
Native American/American Indian: 0
Other: --
Other (if specified): --
Gender Female: 45
Male: 55
Not Specified 0

Board Information

Board Term Lengths --
Board Term Limits --
Board Meeting Attendance % --
Written Board Selection Criteria --
Written Conflict Of Interest Policy Yes
Percentage of Monetary Contributions --
Percentage of In-Kind Contributions --
Board Orientation --

CEO Comments


Foundation Comments


Standing Committees



Revenue vs. Expense ($000s)

Expense Breakdown 2014 (%)

Expense Breakdown 2013 (%)

Expense Breakdown 2012 (%)

Fiscal Year June 01, 2016 to May 31, 2017
Projected Revenue $320,069,996.00
Projected Expenses $304,957,625.00
Form 990s

2015 Form 990

2014 Form 990

2013 Form 990

2012 Form 990

2011 Form 990

2010 Form 990

2009 Form 990

2008 Form 990

Audit Documents

2016 Audited Financial Statement

2015 Audited Financial Statement

2014 Audited Financial Statement

IRS Letter of Exemption

IRS Letter of Determination

Prior Three Years Total Revenue and Expense Totals

Fiscal Year 2014 2013 2012
Total Revenue $402,683,397 $371,757,113 $369,453,063
Total Expenses $340,282,678 $323,222,162 $294,348,793

Prior Three Years Revenue Sources

Revenue By Revenue Source
Fiscal Year 2014 2013 2012
Foundation and
Corporation Contributions
$29,266,182 $23,264,033 $57,001,869
Government Contributions $3,606,871 $3,679,975 $3,622,054
    Federal -- -- --
    State -- -- --
    Local -- -- --
    Unspecified $3,606,871 $3,679,975 $3,622,054
Individual Contributions -- -- --
Indirect Public Support $0 -- --
Earned Revenue $339,914,349 $312,890,017 $285,809,200
Investment Income, Net of Losses $3,159,059 $15,707,004 $13,874,978
Membership Dues $0 -- --
Special Events $1,734,742 $1,439,477 $1,454,595
Revenue In-Kind $4,740,301 $7,403,309 $605,427
Other $6,257,319 $7,373,298 $7,084,940

Prior Three Years Expense Allocations

Expense By Type
Fiscal Year 2014 2013 2012
Program Expense $298,819,270 $278,869,017 $256,205,510
Administration Expense $31,835,956 $32,088,546 $25,875,149
Fundraising Expense $9,627,452 $12,264,599 $12,268,134
Payments to Affiliates $0 -- --
Total Revenue/Total Expenses 1.18 1.15 1.26
Program Expense/Total Expenses 88% 86% 87%
Fundraising Expense/Contributed Revenue 28% 43% 20%

Prior Three Years Assets and Liabilities

Assets and Liabilities
Fiscal Year 2014 2013 2012
Total Assets $942,001,778 $863,828,211 $873,726,667
Current Assets $121,897,283 $148,000,338 $154,901,452
Long-Term Liabilities $24,340,119 $25,716,393 $35,885,461
Current Liabilities $146,977,429 $144,133,616 $216,276,952
Total Net Assets $770,684,230 $693,978,202 $621,564,254

Short Term Solvency

Fiscal Year 2014 2013 2012
Current Ratio: Current Assets/Current Liabilities 0.83 1.03 0.72

Long Term Solvency

Fiscal Year 2014 2013 2012
Long-term Liabilities/Total Assets 3% 3% 4%
Endowment Value --
Spending Policy Percentage
Percentage(If selected) 4%
Are you currently in a Capital Campaign? Yes
Capital Campaign Purpose --
Campaign Goal --
Capital Campaign Dates -
Capital Campaign Raised-to-Date Amount --
Capital Campaign Anticipated in Next 5 Years? --

CEO Comments


Foundation Comments

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.


Other Documents

No Other Documents currently available.