Educational Institutions

BELL (Building Educated Leaders for Life)

  • Dorchester, MA
  • www.experiencebell.org

Mission Statement

OUR VISION IS FOR ALL CHILDREN TO EXCEL.

BELL exists to transform the academic achievements, self-confidence, and life trajectories of children living in under-resourced communities.

Because we believe in the tremendous potential of all children to excel, we recognize them as scholars.

All children need opportunities to learn in order to fulfill their potential in school and in life. We work to create high-quality learning opportunities for the children who need them most so that they, too, can develop the skills, interests, and determination to excel. Research shows that a lack of learning opportunities outside of school – and in particular, a lack of summer learning opportunities – causes up to 2/3 of the academic achievement gap between children from low-income families and their higher-income peers.

We build educational equality by mobilizing schools and communities to expand learning time beyond the traditional school day and school year. By bringing the classroom into the community, and the community into the classroom, we aim to redefine how, where, and when learning occurs so that every child has the opportunity to learn and engage and excel.

We deliver evidence-based programs, and train others so that they can apply what works in their community. Our approach is based on strong partnerships with schools and nonprofits, through which we create a rich learning experience that blends rigorous academic instruction, mentorship, hands-on enrichment activities, and community engagement.

In BELL programs, scholars experience success, gain self-confidence, and become more prepared and motivated to succeed in the classroom. Our program and partnership models also help parents become more engaged in their child's education. Scholar success and parent engagement leads to increased engagement in learning and school attendance, higher grades and test scores, and increased graduation rates.

Our programs serve scholars from pre-Kindergartden to 8th grade throughout the United States.

We are a national organization, born in Boston. We have been perfecting our approach to expanding learning time since 1992.

Main Programs

  1. BELL Summer
Service Areas

Self-reported

National

Boston, MA; Baltimore, MD; Newark, NJ; New York City, NY; Charlotte, Durham, Wilmington & Winston-Salem, NC; Greenville, SC; Dayton, OH; and San Jose, San Bernadino, San Rafael, & Oakland, CA, and East St. Louis, IL; and, via our partnership with the Y, in Montgomery and Selma, AL; Hartford, CT; Denver, CO; San Antonio & Houston, TX; St. Paul, MN; Washington, DC; Clearwater, St. Petersburg & Orlando, FL, Boise, ID; Cincinatti, OH; Louisville, KY; St. Louis, MO; San Diego, CA; Omaha, NB; Boston, MA; Jamestown, NY; Grays Harbor, WA; Sacremento, CA.

ruling year

1994

Principal Officer since 2008

Self-reported

Dr. Tiffany Cooper Gueye

Keywords

Self-reported

After School, Summer, Education, Out of School Time Learning, Literacy & Math,

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EIN

04-3182053

 Number

7249622675

Also Known As

BELL (Building Educated Leaders for Life)

Contact

Cause Area (NTEE Code)

Educational Services and Schools - Other (B90)

IRS Filing Requirement

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

Programs + Results

How does this organization make a difference?

Overview

Self-reported by organization

Two rigorous independent evaluations have found BELL's approach works to increase student achievement. Data from formative assessments also show the participating scholars gain reading and math skills, while feedback from parent, teacher, and scholar surveys reinforce our belief that BELL's programs and partnerships deliver strong student outcomes. Now, in addition to its direct impact on scholar achievement, BELL is sharing knowledge and training other schools and nonprofits to deliver evidence-based programs in their community. This partnership model is creating a pathway to transformative scale, as it will grow in 2016 to reach thousands of children across fifty communities, up from 300 children in three communities in 2013.

Programs

Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Program 1

BELL Summer

BELL Summer helps keep scholars on track and make learning gains over the course of the summer by providing more time on task to develop key academic skills. BELL Summer operates 5 days a week for 5-6 weeks each summer. Scholars benefit from 2 hours of literacy instruction and 1 hour of math instruction. Classes are led by certified teachers with the assistance of tutors. Small class size allows for individualized teaching. Rigorous and regular assessments, using standardized math and literacy tests, allow for data-driven instruction. Two, 1 hour enrichment blocks offer hands-on exposure to subjects such as STEM, arts, music, journalism, sports, etc. In addition to academics, a central focus of BELL Summer is to give scholars a sense of purpose, as well as the self-confidence needed to become leaders. We accomplish this through program elements geared toward leadership and character development as well as civic responsibility. BELL also offers opportunities for parent engagement.

Category

Education

Population(s) Served

Children Only (5 - 14 years)

Poor/Economically Disadvantaged, Indigent, General

Budget

9,980,655

Charting Impact

Self-reported by organization

Five powerful questions that require reflection about what really matters - results.

  1. What is the organization aiming to accomplish?
    BELL believes all children can excel. The nonprofit is working to fulfill a vision that all children have the learning opportunities that enable them to fulfill their extraordinary potential.
  2. What are the organization's key strategies for making this happen?
    BELL's impact is driven by partnerships; we believe scholar success is greatest when schools, nonprofits, and communities work together and share responsibility for their full range of academic, social, emotional, and physical development. BELL partners with schools and community organizations who recognize that by combining resources and targeting expanded learning time where it is needed most, we can collectively increase student performance and have a far greater impact on narrowing opportunity and achievement gaps than any single organization can attain acting alone. BELL pursues two primary partnership strategies: it is delivering summer and after-school programs in direct partnership with schools and community organizations, and it is training others to deliver evidence-based programs in their community. In 2015, superintendents, principals, and partners across 35 communities and 21 states are partnered with BELL to expand summer and after-school learning and enrichment opportunities.

  3. What are the organization's capabilities for doing this?
    BELL seeks to understand and grow within the communities it serves; we have regional offices in all of our core regions overseeing our direct partnerships, and direct liaisons on BELL's HQ team for our training & licensing partners.
  4. How will they know if they are making progress?
    BELL rigorously evaluates program impact through a series of quantitative and qualitative measures, including computer adapative assessments administered on a pre- and post-program basis; parent, teacher, and scholar surveys; youth outcome assessments; and portfolio assessment.

    At the start of each BELL program, scholars complete a computer adaptive assessment built for Common Core State Standards to enable teachers to identify strengths and weaknesses and develop individualized learning plans. At the end of each BELL program, a second assessment or test quantify scholar learning gains, while a series of scholar, teacher, and parent surveys provide qualitative data about changes in scholars' self-concept and social competency. BELL's evaluation reports are prepared by members of its program team and published at the completion of each BELL Summer and BELL After School program cycle. BELL's measurement process is overseen by its Evaluation Advisory Board.

    Evaluation results are used to support scholar achievement, demonstrate program impact to parents, teachers, principals, donors, and other partners, and continuously strengthen program quality. BELL's model of applying evaluation data for continuous program improvement has been nationally recognized by the Academy for Educational Development as a best practice in expanded learning programming.
  5. What have and haven't they accomplished so far?
    BELL's programs continuously yield demonstrable, positive academic and social-emotional gains for its scholars. During Summer 2015, BELL served over 12,000 scholars across the nation who gained, on average, 2 months of skills in math and 3 months of skills in reading; additionally, 92% of teachers reported their scholars increased their self-confidence.

    In addition to our programmatic successes, BELL has voluntarily undertaken two independent randomized control trials to evaluate the effectiveness of our programs. These evaluations have offered invaluable insight into ways we can improve our programs even further, and reinforced BELL's commitment to continuous improvement. Additionally, BELL continues to explore new opportunities for growth and partnership that will allow us to reach more scholars and improve our programs further.
Service Areas

Self-reported

National

Boston, MA; Baltimore, MD; Newark, NJ; New York City, NY; Charlotte, Durham, Wilmington & Winston-Salem, NC; Greenville, SC; Dayton, OH; and San Jose, San Bernadino, San Rafael, & Oakland, CA, and East St. Louis, IL; and, via our partnership with the Y, in Montgomery and Selma, AL; Hartford, CT; Denver, CO; San Antonio & Houston, TX; St. Paul, MN; Washington, DC; Clearwater, St. Petersburg & Orlando, FL, Boise, ID; Cincinatti, OH; Louisville, KY; St. Louis, MO; San Diego, CA; Omaha, NB; Boston, MA; Jamestown, NY; Grays Harbor, WA; Sacremento, CA.

Additional Documents

Social Media

Funding Needs

Program Support Privately raised funds are needed in order to maintain high quality expanded learning time that results in success. The cost per scholar for BELL Summer or BELL Afterschool is $1,500. This includes the cost of math and literacy instruction, enrichment programming, field trips and other activities. We rely on generous financial support from private foundations, corporations and individual donors to deliver our programs and reach more scholars. Volunteer Support The time and resources provided by volunteers enhances our programs at various levels. Volunteers with our programs provide adult mentor relationships and inspire scholars by sharing about their lives, careers and experiences. BELL also seeks volunteers who can provide their expertise in public relations, marketing, public policy and development at the regional and national levels. Champions for BELL BELL has been successful in making an impact in the lives of our scholars and families, in schools and in communities. BELL is in need of champions who can help spread the word about BELL's success so that we can find more advocates, partners, donors and volunteers to make a difference for more children.

Affiliations + Memberships

Afterschool Alliance

National Council of La Raza (NCLR) - Affiliate

National Human Services Assembly (formerly National Assembly of Health and Human Service Organizations) - Member

photos



External Reviews

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Financials

Financial information is an important part of gauging the short- and long-term health of the organization.

THE BELL FOUNDATION INC
Fiscal year: Jul 01-Jun 30
Yes, financials were audited by an independent accountant.

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  • Board Chair and Board Members
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Operations

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

BELL (Building Educated Leaders for Life)

Leadership

NEED MORE INFO ON THIS NONPROFIT?

Free: Gain immediate access to the following:
  • Address, phone, website and contact information
  • Forms 990 for 2014, 2013 and 2013
  • Board Chair and Board Members
  • Access to the GuideStar Community
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Principal Officer

Dr. Tiffany Cooper Gueye

BIO

Tiffany started her career at BELL in 1998 and has served in a variety of roles including Program Manager, Director of Evaluation, and Chief Operating Officer, Field Operations. Through her leadership, BELL's models and evaluation methods have been nationally recognized as best practices in expanded learning programs. Tiffany is a recipient of Boston College's Donald J. White Teaching Excellence Award and served as an instructor at Johns Hopkins University. She holds a B.A. in Psychology and a Ph.D. in Educational Research, Evaluation and Measurement, both from Boston College. She also sits on the board of the Center for Effective Philanthropy, the knowledge advisory board for The Bridgespan Group, and the advisory board for Results for America.

STATEMENT FROM THE Principal Officer

"At BELL, we work hard to inspire and motivate extraordinary performance and high aspirations -- among those who teach or volunteer in our programs, among the parents who enroll their children in BELL, and most directly among the children we have the privilege to serve.

At the center of our work are several core beliefs: All children have tremendous potential. All children are born with innate abilities and talents that are to be discovered over their lifetimes. All children can excel.

Our model is simple and strong. In small group settings, we provide innovative, data-driven instruction in reading and math. Instruction is delivered by certified teachers and college students, selected based in part on their skill and experience, and on their commitment to BELL's values and scholars. Our uniform quality of service across the communities we serve ensures that all BELL scholars will be provided the rich educational experience and support they deserve, regardless of where they live or the circumstances in which they were born "

Governance

BOARD CHAIR

Ms. Laurene Sperling

Community Volunteer

Term: Nov 2007 -

BOARD LEADERSHIP PRACTICES

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. Self-reported by organization

Yes

BOARD ORIENTATION & EDUCATION

Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations?

Yes

CEO OVERSIGHT

Has the board conducted a formal, written assessment of the chief executive within the past year?

Yes

ETHICS & TRANSPARENCY

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?

Yes

BOARD COMPOSITION

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?

No

BOARD PERFORMANCE

Has the board conducted a formal, written self-assessment of its performance within the past three years?