The Mission of Franklin Education Connection is to connect Franklin Community Schools with community resources to enhance academic excellence and instill a lifelong love of learning.
Homework Help, Mentoring
Also Known As
Franklin Education Connection
PO Box 903
Franklin, IN 46131 USA
Nonmonetary Support N.E.C. (B19)
IRS Filing Requirement
This organization is required to file an IRS Form 990 or 990-EZ.
How does this organization make a difference?
Self-reported by organization
Study Buddies provide children with needed guidance, mentoring and support in addition to help with their homework. The relationship between Study Buddy and Student is as vital as the academic support. A Study Buddy serves as a stable, adult influence for these children. Although there are many factors involved and many other interventions, in the 2012-13 school year (and for the first time in seven years), Franklin Community High School graduated more than 90% of their seniors in four years. Study Connection has been in existence for eight years. Identifying children who are at risk for dropping out of school while they are still in elementary schools is having a positive impact.
The Education Foundation has provided grants for 29 academic programs at all grade levels since 2011, shortly after it was founded. Thousands of children and hundreds of teachers and parents have benefited from these programs which cover all academic fields including literacy, math, science, technology, engineering, special needs, music, art, literature, creativity, team work, and problem solving.
Self-reported by organization
What are the organization's current programs, how do they measure success, and who do the programs serve?
Study Connection is a homework/mentoring program for children in grades 2-6 who are identified by school personnel as needed assistance in reaching grade-level academic and social standards. Adult “Study Buddies” work with students one hour per week during the school year.
Study Connection has operated since 2005, identifying children who are at risk of dropping out of high school. These children are being identified in elementary school and are getting the support they need sooner. In 2013, Franklin Community High School graduated 93% of its seniors in four years, the first time in seven years that this has occurred.
Test score improvement. Pre- and post-test of behavioral indicators. Testimonials from students, parents, site coordinators, teachers and Study Buddies.
We have a volunteer return rate of 82%. According to the Corporation for National and Community Service, the state of Indiana had a volunteer retention rate of 67% for 2010.
Partnerships in Education
Children Only (5 - 14 years)
Franklin Community Schools Education Foundation
The Education Foundation invests in students in Franklin Community Schools through grants awarded to teachers or schools to enhance students' academic performance
The Education Foundation has only been in existence since 2010 and began awarding grants in 2011. We will measure Long Term success in terms of high school graduation rates, an increase in the number of academic honors diplomas, and the number of graduates who are college or career ready as measured by the percentage of graduated seniors who have been accepted to two- or four-year colleges or technical schools or are employed in a career-oriented industry.
Grant recipients report back to the Foundation on how they used their grants, the number of students, teachers and parents involved, how the program met expectations, increased academic success and other outcome measurements. We track this data to measure the impact of the grants. Many grants involve the purchase of materials or equipment which can be used by multiple classes, grade levels or for multiple years.
In just its second year of competition, one elementary school Destination Imagination Team (consisting of third and fourth graders) moved through the regional and state tournaments and qualified for DI Globals in Knoxville, TN, May 21-24, 2014. They competed against 92 teams from around the world and placed 46th.
One grant was awarded to an elementary school to purchase musical instruments for children with developmental or medical disorders which made it impossible for them to learn to play the recorder during third and fourth grade music classes. Through this program, special needs children are included in classroom activities and learn social as well as music skills. Learning how to read music and to understand quarter, half and whole notes gives younger children an understanding of math lessons they will use as they grow older.
Children and Youth (infants - 19 years.)
Self-reported by organization
Five powerful questions that require reflection about what really matters - results.
Financial information is an important part of gauging the short- and long-term health of the organization.
The people, governance practices, and partners that make the organization tick.
Bea has extensive experience in non-profit management including in the areas of board development, marketing, public relations, strategic planning and fund raising. She has a bachelor’s degree in Journalism and French from Butler University and a master’s degree in Human Resources Management from Kennedy Western University. She is also a graduate of Leadership Johnson County.
Grace United Methodist Church
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
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?
Has the board conducted a formal, written assessment of the chief executive within the past year?
Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?
Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?
Has the board conducted a formal, written self-assessment of its performance within the past three years?