Educational Institutions

Appletree Institute for Education Innovation, Inc.

  • Washington, DC
  • http://www.appletreeinstitute.org

Mission Statement

AppleTree provides accelerated early language and literacy programs to the thousands of underserved preschoolers in Washington, DC to raise the trajectory of their future learning success.

Main Programs

  1. READ (Real Estate Asset Development)
  2. Every Child Ready
Service Areas

Self-reported

District of Columbia

We currently serve 300 three- and four-year-old children in Columbia Heights, East Capitol Hill, and Southwest Washington, DC. We also provide teacher training to schools in Wards 5, 7, and 8 of Washington, DC. In order to expand our reach to serve more children, we are building two new preschool campuses on in Wards 6 and 8 of the District of Columbia.  These campuses will allow us to reach more disadvantaged or at-risk children with our evidence-based early education intervention.

ruling year

1997

Principal Officer since 1996

Self-reported

Mr. Jack McCarthy

Keywords

Self-reported

quality, preschool, achievement gap, technical assistance, teacher training, professional development, literacy, early literacy, early childhood, charter school, readiness, scientifically based reading research

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Also Known As

AppleTree, AppleTree Institute, or ATI

EIN

04-3331760

 Number

6839955194

Physical Address

415 Michigan Avenue, NE McCormick Pavilion, 3rd Floor

Washington, DC 20017

Contact

Cause Area (NTEE Code)

Kindergarten, Nursery Schools, Preschool, Early Admissions (B21)

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

AppleTree Institute's record of closing the achievement gap was recently validated by the US Department of Education's decision to award ATI with a five-year, $5 million Investing in Innovation Fund (i3) grant. ATI's application was the highest rated in the field of early childhood education out of 1,698 applicants nationwide, reflecting the tremendous gains children enrolled in AppleTree programs make in the domains of early language, literacy, math, and social-emotional skills. Dr. Craig
Ramey, director of Georgetown University’s Center for Health and Education,
recently wrote that AppleTree’s approach to school readiness for children from
low-income families has created “sizeable advancements in key developmental
domains that have been identified in previous research as critical for school
readiness. Two years of the [AppleTree] program raised children’s performance
by more than a full standard deviation (Effect size = 1.1), placing the
AppleTree program among the most effective of which we are aware.”

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

READ (Real Estate Asset Development)

Thousands of at-risk preschoolers in Washington, DC are at risk of school failure due to their high-poverty backgrounds.  AppleTree Institute is expanding access to quality preschool in target neighborhoods where disadvantaged children can make the most gains from our program.  Building new classrooms is expensive, but absolutely necessary if we have any chance of closing the achievement gap in Washington, DC.  Please pledge your support and help us make a difference in the lives of these children.

Category

Education

Population(s) Served

Infants/Babies (under age 5)

Ethnic/Racial Minorities -- General

Poor/Economically Disadvantaged, Indigent, General

Budget

$760,577.00

Program 2

Every Child Ready

Every Child Ready is a groundbreaking, data-driven,
Response-to-Intervention instructional approach to early childhood education
developed by AppleTree Institute through a three-year pilot at three high
quality public charter schools in the District of Columbia. Every Child Ready consists of: 1) Universal
screening, regular progress monitoring, and timely data analysis to ensure that
children are making progress; 2) Differentiated instruction based on children’s progress,
adding additional layers of support until adequate progress is achieved; 3) Empowering general education
teachers to collaborate with special education personnel, related service
providers, and instructional coaches to create and implement specialized
support plans that provide additional targeted instruction related to students'
Individualized Education Plans; and 4) Professional development and
individual coaching for teachers.  The Every Child Ready project will validate and codify this
instructional approach for broad dissemination among providers of early
childhood education. It will serve
800 children annually during two program years (2011-12 and 2012-13) and
provide for a four-year external evaluation through Georgetown University’s
Center for Health and Education.

Category

Education

Population(s) Served

Infants/Babies (under age 5)

Ethnic/Racial Minorities -- General

Poor/Economically Disadvantaged, Indigent, General

Budget

$736,055.00

Service Areas

Self-reported

District of Columbia

We currently serve 300 three- and four-year-old children in Columbia Heights, East Capitol Hill, and Southwest Washington, DC. We also provide teacher training to schools in Wards 5, 7, and 8 of Washington, DC. In order to expand our reach to serve more children, we are building two new preschool campuses on in Wards 6 and 8 of the District of Columbia.  These campuses will allow us to reach more disadvantaged or at-risk children with our evidence-based early education intervention.

Funding Needs

Our most critical need is unrestricted growth capital, which builds our capacity to secure and expand diversified funding streams while we build enrollment, our reputation for performance, economies of scale, and financial self-sustainability.  Grants and private contributions are what allow us to create a lasting impact in the lives of our students, and what allow us to continue to grow and serve more at-risk children in the District of Columbia.

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.

APPLETREE INSTITUTE FOR EDUCATION INNOVATION
Fiscal year: Jul 01-Jun 30
Yes, financials were audited by an independent accountant.

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Operations

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

Appletree Institute for Education Innovation, Inc.

Leadership

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  • Address, phone, website and contact information
  • Forms 990 for 2015, 2014 and 2013
  • Board Chair and Board Members
  • Access to the GuideStar Community
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Principal Officer

Mr. Jack McCarthy

BIO

During the past 15 years, Mr. McCarthy has played a leading role in expanding the number of quality charters schools in Washington, DC and Massachusetts. He has worked with charters as an advocate, technical assistance provider, founder, and board director.  McCarthy co-founded Boston Renaissance, one of America’s first and largest charters in 1995. He managed that charter school’s $12 million renovation of a 14-story downtown Boston property for their impressive facility.  Jack conceived the idea of a charter school incubator, and participated in the design and creation of Washington Mathematics Science Technology PCS, Cesar Chavez Public Policy PCS, Paul PCS, and AppleTree Early Learning PCS in Washington, DC.  He has testified on charter school issues before Congress, the DC Council, the Virginia Senate, and the Massachusetts General Court.  He is a Founding and current Director of the Massachusetts Charter Public School’s Association.  He attended Northeastern University from 1973 to 1975 and graduated from The American University of Washington, DC in 1978. Prior to his involvement with charter schools, he worked in real estate finance as Vice-President of Boston Bay Capital, Inc.

STATEMENT FROM THE Principal Officer

"What sets AppleTree apart from other early childhood programs are the outstanding gains our children make in early reading skills before kindergarten.  We believe that the most important investment we, as a society, can make in children is to raise the overall trajectory of young children’s learning because it dramatically improves the chances for success in school, work, and life.  Our program is evidence based, individualized, and data-driven, meaning that we monitor each child’s progress and respond to his or her individual needs to ensure children reach the standards. Teachers also receive training, professional development, and support to ensure they provide quality instruction. Our 6:1 student-to-teacher ratio and additional support staff allow us to ensure that all of our children get the great start in life they deserve.  Our current expansion project will allow us to reach many more at-risk children in Washington, DC, if more classrooms can be built."

Governance

BOARD CHAIR

Mrs. Celia Martin

No Affiliation

BOARD LEADERSHIP PRACTICES

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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?


RESPONSE NOT PROVIDED

CEO OVERSIGHT

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


RESPONSE NOT PROVIDED

ETHICS & TRANSPARENCY

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


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BOARD COMPOSITION

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


RESPONSE NOT PROVIDED

BOARD PERFORMANCE

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