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Cooperative for Education Organization Name provided in the GuideStar Exchange* as of 09/30/2014: Cooperative for Education

Organization Name as listed in the IRS Business Master File as of 11/10/2014: COOPERATIVE FOR EDUCATION

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AKA  CoEd
Cincinnati, OH
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GuideStar Summary

&1002; GuideStar Exchange Committed to transparency ?
This organization is a Silver-level GuideStar Exchange participant, demonstrating its commitment to transparency.

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&1002; Registered with IRS Legitimacy information is available
&1002; Financial Data Annual Revenue and Expense data reported
&1002; Forms 990 2012, 2011, and 2010 Forms 990 filed with the IRS
&1002; Mission Objectives Mission Statement is available
&1002; Impact Summary Impact Summary from the nonprofit is available
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Basic Organization Information

Cooperative for Education Organization Name provided in the GuideStar Exchange* as of 09/30/2014: Cooperative for Education

Organization Name as listed in the IRS Business Master File as of 11/10/2014: COOPERATIVE FOR EDUCATION

* The GuideStar Exchange allows nonprofits to regularly update key information directly to GuideStar. It provides richer and broader information about their programs, impact, finances, people and more.
Also Known As: CoEd
Physical Address: Cincinnati, OH 45211 
EIN: 31-1545464
Web URL: www.cooperativeforeducation.org 
Blog URL: www.cooperativeforeducation.org/blog/ 
NTEE Category: Q International, Foreign Affairs, and National Security
Q32 International Economic Development
B Educational Institutions
B99 Education N.E.C.
Q International, Foreign Affairs, and National Security
Q99 International, Foreign Affairs, and National Security N.E.C.
Year Founded: 1996 
Ruling Year: 1997 
How This Organization Is Funded: Foundations - $1,110,427
Rotary International Clubs - $118,059
Sponsorships and Individual Contributions - $426,449


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Mission Statement

To help Guatemalan schoolchildren break the cycle of poverty through education

Legitimacy Information

This organization is registered with the IRS.

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

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Annual Revenue & Expenses

(GuideStar Exchange,
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September 2014)

Fiscal Year Starting: January 1, 2013
Fiscal Year Ending: December 31, 2013

Total Revenue $3,159,412
Total Expenses $2,433,443

Revenue & Expenses

(GuideStar Exchange,
The GuideStar Exchange allows nonprofits to regularly update key information directly to GuideStar. It provides richer and broader information about their programs, impact, finances, people and more.
September 2014)

Fiscal Year Starting: January 1, 2013
Fiscal Year Ending: December 31, 2013

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Balance Sheet (IRS Form 990)

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Forms 990 Received from the IRS Additional Information
IRS Form 990 is an annual document used by approximately one-third of all public charities to report information about their finances and operations to the federal government. GuideStar uses data from Form 990 to populate its database with financial information about nonprofit organizations. Posting Form 990 images on the GuideStar website is an ongoing process.

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Forms 990 Provided by the Nonprofit

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Financial Statements

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Annual Reports

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Leadership

(GuideStar Exchange,
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September 2014)

Mr. Joe Berninger

Profile:

- Executive Director and  Co-founder of Cooperative for Education. Former marketing representative for IBM Corporation Graduate of the University of Colorado (MA, Religious Studies, 1997) Graduate of Xavier University (BA, History, 1989) Has implemented development projects in Guatemala since 1997

Board Chair (GuideStar Exchange,
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September 2014)

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Board Co-Chair

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Board of Directors (GuideStar Exchange,
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September 2014)

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Board Leadership Practices (GuideStar Exchange,
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September 2014)
?

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices.

Board Orientation & Education ?
Why does this matter? Without clarity around their responsibilities and expectations, board members are not positioned to succeed. They may find themselves challenged to fulfill their governance responsibilities or frustrated by the expectations that the organization has set for them. BoardSource recommends that every new board member participate in a formal orientation process, and that all board members sign a pledge or agreement committing to their board service and to all of the responsibilities and expectations that come with service. Ideally, board members also should participate in a formal governance training program prior to serving on a board.

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?
No
CEO Oversight ?
Why does this matter? Oversight and management of the chief executive is one of the board’s most important legal responsibilities. The CEO or executive director is the board's single employee, and - just like any other employer/employee relationship - regular and written assessment is critical to ensuring that the chief executive and board are communicating openly about goals and performance. BoardSource recommends that boards conduct formal, written reviews of their chief executives on an annual basis, which should include an in-person discussion with the chief executive and distribution of the written evaluation to the full board.

Has the board conducted a formal, written assessment of the chief executive within the past year?
Yes
Ethics & Transparency ?
Why does this matter? A commitment to handling conflicts of interests is essential to creating an organizational culture of transparency. Boards should create and follow a policy for identifying and handling conflicts of interest, whether real or perceived. BoardSource recommends that organizations review the conflict-of-interest statement and require signed disclosures from all board members and senior staff on an annual basis.

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements within the past year?
Yes
Board Composition ?
Why does this matter? The best boards are composed of individuals who bring a variety of skills, perspectives, backgrounds, and resources to tackle the complex and strategic challenges confronting their organizations. BoardSource recommends that boards commit to diversity and inclusion by establishing written policies and practices, which include strategic and intentional recruitment of diverse board members, continual commitment to inclusivity, and equal access to board leadership opportunities.

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?
Yes
Board Performance ?
Why does this matter? Boards need to regularly assess their own performance. Doing so ensures that they are being intentional about how they govern their organization, which is a critical component of effective board leadership. BoardSource recommends that a board conduct a self-assessment of its performance a minimum of once every three years to ensure that it is staying on track with its roles and responsibilities.

Has the board conducted a formal, written self-assessment of its performance within the past three years?
No

Officers for Fiscal Year (IRS Form 990)

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Highest Paid Employees & Their Compensation (IRS Form 990)

Highest Paid Employee data is not available for this organization.

People information was last updated by the nonprofit in September 2014

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Programs

Program: Textbooks (GuideStar Exchange,
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September 2014)

Budget:
--
Category:
None
Population Served:
Children and Youth (infants - 19 years.)
None
None

Program Description:

More than 90% of schools in rural Guatemala don't have access to textbooks. Without them, students spend most classroom time copying the teacher's notes from the blackboard. They often fail to develop proper study skills, lose motivation, and then drop out. CoEd's Textbook Program provides vital books (in the core areas of math, science, social studies, and Spanish) to middle school students in order to improve the quality of teaching and learning. http://www.coeduc.org/programs/textbooks.html

Program Long-Term Success:

More than 85% of the Textbook Programs implemented since CoEd’s founding in 1996 continue to thrive, replacing their books about every five years. The programs have improved student and teacher performance and morale at the schools.   25,853 Guatemalan youths use CoEd textbooks. 111,162 CoEd textbooks are in circulation. 185 schools participate in the Textbook Program, accounting for about 10% of all rural middle schools in Guatemala.

Program Short-Term Success:

In 2013: 7 additional schools received textbooks. 4,260 textbooks were purchased. 663 students received textbooks.

Program Success Monitored by:

Annual Program Evaluations

Program Success Examples:

Students at Textbook Program schools gain deep exposure to 42% more of the curriculum and understand 44% more course content than they did before textbooks. 90% of students consider the Textbook Program helpful in facilitating learning and retention. Textbooks free up 35% of class time to engage students in active discussion.

Program: Computer Centers (GuideStar Exchange,
The GuideStar Exchange allows nonprofits to regularly update key information directly to GuideStar. It provides richer and broader information about their programs, impact, finances, people and more.
September 2014)

Budget:
--
Category:
None
Population Served:
Children and Youth (infants - 19 years.)
None
None

Program Description:

In Guatemala, nearly 60% of higher-wage, non-farm jobs require computer skills, yet young people in rural communities lack access to quality computer instruction. The Computer Centers Program gives youth the opportunity to use technology to address practical problems facing their communities, while developing the computer skills needed to secure better jobs after graduation. Students learn from an internationally recognized curriculum using a project-based methodology that encourages critical thinking and working cooperatively. http://www.coeduc.org/programs/computers.html

Program Long-Term Success:

Of the Computer Center graduates interviewed, 83% said they used their newly acquired computer skills to further their education in vocational schools or to acquire higher-paying jobs. 17,223 students learn at CoEd Computer Centers. 54 Computer Centers are in operation.

Program Short-Term Success:

In 2013: 2 additional computer centers were created. 6 new computer teachers were trained. approximately 649 additional students are receiving computer training.

Program Success Monitored by:

Annual Program Evaluations

Program Success Examples:

89% of students report using their computer lab as a way to improve their future chances of getting a good job. 88% of students say that taking computer classes has changed their lives for the better. 79% say the skills they learned in their CoEd computer courses are useful to their lives.

Program: Culture of Reading Program (CORP) (GuideStar Exchange,
The GuideStar Exchange allows nonprofits to regularly update key information directly to GuideStar. It provides richer and broader information about their programs, impact, finances, people and more.
September 2014)

Budget:
--
Category:
None
Population Served:
Children and Youth (infants - 19 years.)
Adults
None

Program Description:

Children in rural Guatemala typically read three years below grade level. Poorly-trained teachers use classroom techniques that emphasize memorization instead of comprehension and critical thinking. CORP delivers high-quality children's books and training in effective reading instruction to primary school educators, transforming rural Guatemalan schoolchildren into enthusiastic, competent, and lifelong readers. http://www.coeduc.org/programs/CORP.html

Program Long-Term Success:

268 teachers have been trained in 33 rural elementary schools. 6,270 children read and write every day in CORP classrooms.

Program Short-Term Success:

In 2013: 2,384 additional students were added to the CORP Program. 6 schools began CORP training. 10,404 CORP books were given to teachers. 84 teachers began CORP training.

Program Success Monitored by:

Annual Program Evaluations

Program Success Examples:

CORP students experienced gains in vocabulary and comprehension at twice the rate of a control group not in the program. 3rd grade students experienced an increase of 16% in their reading comprehension scores after two years of participation in the CORP program compared to the results of children at the same age level before the CORP program was introduced. 90% of eligible teachers were certified in the Advanced CORP Methodology. (To achieve certification, teachers must not only attend all training sessions, but also must demonstrate successful use of the CORP teaching techniques in their own classrooms.)

Program: Scholarship and Youth Development (GuideStar Exchange,
The GuideStar Exchange allows nonprofits to regularly update key information directly to GuideStar. It provides richer and broader information about their programs, impact, finances, people and more.
September 2014)

Budget:
--
Category:
None
Population Served:
Children and Youth (infants - 19 years.)
None
None

Program Description:

A high school education is crucial for reducing poverty. Poor educational quality and extreme familial poverty lead the majority of students to drop out before the sixth grade. CoEd's Scholarship Program removes economic barriers to education and involves young people in improving their community through organized service projects. Scholarship students become leaders who will help guide their communities to a better life, beyond poverty. http://www.coeduc.org/programs/scholarships.html

Program Long-Term Success:

96% of students who complete middle school with a CoEd scholarship go on to high school. (Guatemala's high school enrollment rate is 14%). 217 Mayan youth have benefited from CoEd scholarships.

Program Short-Term Success:

Program Success Monitored by:

Annual Program Evaluations

Program Success Examples:

Read about Fredy, a CoEd Scholarship graduate, on our website. http://www.coeduc.org/programs/scholarships.html

Program: Bridges (GuideStar Exchange,
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September 2014)

Budget:
--
Category:
None
Population Served:
General Public/Unspecified
Adults
None

Program Description:

We live in a global world. What happens in other countries affects us at home. As such, we must continue to increase awareness, build relationships, and strengthen bonds with our neighbors, including those who lives on the margins of society. The Bridges Program increases understanding and knowledge of global challenges and connects people in the U.S. and beyond with friends in Guatemala. Bridges has five program areas, including: Guatemala Service Learning Trips Educational Presentations School to School Partnerships Educational Resources Global Partnerships http://www.coeduc.org/programs/bridges.html

Program Long-Term Success:

Program Short-Term Success:

In 2013, approximately 85 volunteers will travel to Guatemala on a CoEd Project Tour.

Program Success Monitored by:

Annual Program Evaluations

Program Success Examples:

603 people have traveled to Guatemala on a CoEd project tour. 84% report a significant shift in the way they view the world. 100% share what they learn about Guatemala with others. 100% of teachers in our School to School Partnerships say that their students demonstrate increased knowledge of the developing world.
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Impact Summary from the Nonprofit

We imagine a future in which every Guatemalan child: Stays in school. Receives a high-quality elementary and middle school education. Has access to higher levels of education and better jobs, outside of the declining agricultural sector. Raises his/her standard of living. Finds permanent pathways out of poverty.
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