Educational Institutions

DeBusk Foundation

  • McKinney, TX
  • http://www.debuskfoundation.org

Mission Statement

The DeBusk Foundation, continuing the work of founders Manuel and Edith DeBusk, makes grants annually to educational organizations for the operation of summer programs for gifted elementary students throughout the State of Texas.

Main Programs

  1. DECATS Austin
  2. GSES DeBusk Leadership Camp
  3. HPPM DeBusk Scholars Academy
  4. Jr. DECATS - Mary Immaculate Catholic School
  5. DECATS - All Saints Episcopal School
  6. DECATS - Holy Spirit Episcopal School
  7. DECATS - St. Rose/Strake Jesuit/Northwoods Cath. Sch.
  8. DECATS - St. Laurence Catholic School
  9. Sr. DECATS - All Saints Catholic School
Service Areas

Self-reported

Texas

Limited to the State of Texas

ruling year

1981

President

Self-reported

Mrs. Patricia McNutt

Keywords

Self-reported

Enrichment Programs; Gifted and Talented

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EIN

75-1671193

 Number

3372004335

Contact

Cause Area (NTEE Code)

Primary/Elementary Schools (B24)

Scholarships, Student Financial Aid, Awards (B82)

Education N.E.C. (B99)

IRS Filing Requirement

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

Programs + Results

How does this organization make a difference?

Overview

Self-reported by organization

Programs supported by the Foundation demonstrate a clear vision and understanding of the special needs of the brightest children by offering accelerated and enriched programming to engage the young students fully in the opportunities for learning. It is the deepest desire of the Foundation that some of the young scholars who participate in the programs sponsored by the Foundation will go on to make a lasting positive impact in the larger world, which is so desperately in need of creative, intelligent, morally strong leadership in science, the arts, government, and society in general.

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

DECATS Austin

DECATS offers a unique opportunity for high-ability students to participate in an intensive three-week summer adventure of challenging and enriching coursework, nurturing the whole learner and fostering the leaders of tomorrow. The program provides an enhanced learning environment for 3rd through 6th grade students who demonstrate high intellectual ability, and whose basic skills and composite scores place them at or above the 95th percentile.

DECATS provides a qualitatively different learning experience for children with strong academic talents. The program focuses on the curricular areas of literature, drama, social studies, mathematics, science, computer science, creative writing, journalism, art, music and creative problem solving.

Other goals of DECATS include helping gifted students to develop the skills needed to succeed, to spark and sustain interest in intellectual pursuits beyond that possible during the normal school day, to teach techniques important to gifted individuals and to expand students' problem-solving ability.

Category

None

Population(s) Served

None

None

None

Budget

Program 2

GSES DeBusk Leadership Camp

Not available

Category

None

Population(s) Served

None

None

None

Budget

Program 3

HPPM DeBusk Scholars Academy

Not available

Category

None

Population(s) Served

None

None

None

Budget

Program 4

Jr. DECATS - Mary Immaculate Catholic School

Jr. DECATS offers a unique opportunity for high-ability students to participate in an intensive three-week summer adventure of challenging and enriching coursework, nurturing the whole learner and fostering the leaders of tomorrow. The program provides an enhanced learning environment for 3rd through 5th grade students who demonstrate high intellectual ability, and whose basic skills and composite scores place them at or above the 95th percentile.

Jr. DECATS provides a qualitatively different learning experience for children with strong academic talents. The program focuses on the curricular areas of literature, drama, social studies, mathematics, science, computer science, creative writing, journalism, art, music and creative problem solving.

Other goals of Jr. DECATS include helping gifted students to develop the skills needed to succeed, to spark and sustain interest in intellectual pursuits beyond that possible during the normal school day, to teach techniques important to gifted individuals and to expand students' problem-solving ability.

Category

None

Population(s) Served

None

None

None

Budget

Program 5

DECATS - All Saints Episcopal School

DECATS offers a unique opportunity for high-ability students to participate in an intensive three-week summer adventure of challenging and enriching coursework, nurturing the whole learner and fostering the leaders of tomorrow. The program provides an enhanced learning environment for 3rd through 6th grade students who demonstrate high intellectual ability, and whose basic skills and composite scores place them at or above the 95th percentile.

DECATS provides a qualitatively different learning experience for children with strong academic talents. The program focuses on the curricular areas of literature, drama, social studies, mathematics, science, computer science, creative writing, journalism, art, music and creative problem solving.

Other goals of DECATS include helping gifted students to develop the skills needed to succeed, to spark and sustain interest in intellectual pursuits beyond that possible during the normal school day, to teach techniques important to gifted individuals and to expand students' problem-solving ability.

Category

None

Population(s) Served

None

None

None

Budget

Program 6

DECATS - Holy Spirit Episcopal School

DECATS offers a unique opportunity for high-ability students to participate in an intensive three-week summer adventure of challenging and enriching coursework, nurturing the whole learner and fostering the leaders of tomorrow. The program provides an enhanced learning environment for 3rd through 6th grade students who demonstrate high intellectual ability, and whose basic skills and composite scores place them at or above the 95th percentile.

DECATS provides a qualitatively different learning experience for children with strong academic talents. The program focuses on the curricular areas of literature, drama, social studies, mathematics, science, computer science, creative writing, journalism, art, music and creative problem solving.

Other goals of DECATS include helping gifted students to develop the skills needed to succeed, to spark and sustain interest in intellectual pursuits beyond that possible during the normal school day, to teach techniques important to gifted individuals and to expand students' problem-solving ability.

Category

None

Population(s) Served

None

None

None

Budget

Program 7

DECATS - St. Rose/Strake Jesuit/Northwoods Cath. Sch.

DECATS offers a unique opportunity for high-ability students to participate in an intensive three-week summer adventure of challenging and enriching coursework, nurturing the whole learner and fostering the leaders of tomorrow. The program provides an enhanced learning environment for 3rd through 6th grade students who demonstrate high intellectual ability, and whose basic skills and composite scores place them at or above the 95th percentile.

DECATS provides a qualitatively different learning experience for children with strong academic talents. The program focuses on the curricular areas of literature, drama, social studies, mathematics, science, computer science, creative writing, journalism, art, music and creative problem solving.

Other goals of DECATS include helping gifted students to develop the skills needed to succeed, to spark and sustain interest in intellectual pursuits beyond that possible during the normal school day, to teach techniques important to gifted individuals and to expand students' problem-solving ability.

Category

None

Population(s) Served

None

None

None

Budget

Program 8

DECATS - St. Laurence Catholic School

DECATS offers a unique opportunity for high-ability students to participate in an intensive three-week summer adventure of challenging and enriching coursework, nurturing the whole learner and fostering the leaders of tomorrow. The program provides an enhanced learning environment for 3rd through 6th grade students who demonstrate high intellectual ability, and whose basic skills and composite scores place them at or above the 95th percentile.

DECATS provides a qualitatively different learning experience for children with strong academic talents. The program focuses on the curricular areas of literature, drama, social studies, mathematics, science, computer science, creative writing, journalism, art, music and creative problem solving.

Other goals of DECATS include helping gifted students to develop the skills needed to succeed, to spark and sustain interest in intellectual pursuits beyond that possible during the normal school day, to teach techniques important to gifted individuals and to expand students' problem-solving ability.

Category

None

Population(s) Served

None

None

None

Budget

Program 9

Sr. DECATS - All Saints Catholic School

Sr. DECATS offers a unique opportunity for high-ability students to participate in an intensive three-week summer adventure of challenging and enriching coursework, nurturing the whole learner and fostering the leaders of tomorrow. The program provides an enhanced learning environment for 6th through 8th grade students who demonstrate high intellectual ability, and whose basic skills and composite scores place them at or above the 95th percentile.

Sr. DECATS provides a qualitatively different learning experience for children with strong academic talents. The program focuses on the curricular areas of literature, drama, social studies, mathematics, science, computer science, creative writing, journalism, art, music and creative problem solving.

Other goals of Sr. DECATS include helping gifted students to develop the skills needed to succeed, to spark and sustain interest in intellectual pursuits beyond that possible during the normal school day, to teach techniques important to gifted individuals and to expand students' problem-solving ability.

Category

None

Population(s) Served

None

None

None

Budget

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?
    The DeBusk Foundation, continuing the work of founders Manuel and Edith DeBusk, makes grants annually to recognized educational organizations for the operation of summer programs for gifted elementary students throughout the state of Texas. The Foundation supports educators in their work of impacting the lives of gifted children so that those students will be enriched and encouraged to continue in their studies, develop lifelong social skills, and become leaders in their schools and communities. Often the gifted student is not supported in schools where budgets do not stretch to provide the specialized education children of high intellect require. These children often give up their intellectual strength in order to fit in and/or experience a sense of isolation and alienation from other children their age. Programs supported by the Foundation demonstrate a clear vision and understanding of the special needs of the brightest children by offering accelerated and enriched programming to engage the young students fully in the opportunities for learning. It is the deepest desire of the Foundation that some of the young scholars who participate in the programs sponsored by the Foundation will go on to make a lasting positive impact in the larger world, which is so desperately in need of creative, intelligent, morally strong leadership in science, the arts, government, and society in general.
  2. What are the organization's key strategies for making this happen?
    The DeBusk Foundation provides grants of financial assistance to educational programs in the state of Texas serving gifted students 12 years of age and under. Grants are made to educational organizations solely for the purpose of direct enrichment of gifted students during summer programs. Consequently, the foundation will not fund items such as land acquisitions and improvement, capital campaigns, or endowment campaigns.

    Programs seeking funding must provide a specific process for identifying the gifted students attending the program. However, if a program is to qualify for funding consideration, one criterion of the Foundation MUST be met for all incoming students: a ranking in the 95 percentile or above on any nationally standardized achievement test, creativity test, or reasoning test, in a specific area (such as mathematics), in multiple areas, or as an average score overall. Additional criteria may be implemented by individual programs as appropriate. A full request for funding is due each fall, and is reviewed by a board committee of educators trained in gifted learning. The committee makes recommendations to the full Board about funding levels. Programs that do not meet the criteria or which are not well-run are not funded. Programs which demonstrate through the depth and breadth of their programming and the careful management of their funds that the students are being given the appropriate learning environment can request funding on an annual basis. The Board votes on the funding of the grants each winter and funds are distributed. During the summer, while programs are in operation, they are visited by one or more of the Board members who make a report to the entire Board at the summer meeting. Each funded program must submit an end-of-program report, a template for which is provided by the Foundation, and which outlines the programmatic accomplishments as well as accounts for the monies awarded in the grant.

    Final reports on the programs funded are expected by the end of August each year after the program ends. Failure to submit a full report as stipulated will remove the program from further funding consideration. Grants are made on a one-year basis, with no guarantee of continuation of funding or level of funding from one year to the next.

    On the financial side, the Finance Committee meets regularly to review the performance of investments and makes regular reports to the full Board about changes in policy and return on investments. Discussions are held at the committee level and the Board level about investment policy and procedures. Clear policies regarding financial matters exist and are adhered to firmly. Records are kept of all transactions and minutes are kept of all meetings. The financials are audited by an outside firm with a report being made to the Board annually.
  3. What are the organization's capabilities for doing this?
    The Foundation has been in existence since 1979 and has supported numerous programs. In its early incarnation, the Foundation supported individual students who showed great promise in any particular area who would benefit from an opportunity to be developed in that field. Later, the Foundation solidified its mission to restrict giving to established tax exempt educational organizations which were creating programs to meet the special educational needs of gifted elementary school students. The founder made support of the younger student his top priority and the Foundation has stayed true to his wishes.

    The Foundation’s invested funds provide sufficient financial resources to support a variety of programs each summer, with two programs having been in existence for over 25 years. Generally, over 1200 students each summer, from Dallas to Austin to Houston and Tyler, are supported in the programs. Most of the programs affiliated with private religious schools follow a prescribed format of academic enrichment, but some public school programs which focus more on leadership development are also funded. These programs partner with the individual school which houses them and the school provides many of the resources used by the programs, including facilities, utilities, materials, etc., at little or no cost to the programs. Additionally, the Board has funded a consortium for the programs so that directors from across the state can come together and compare ideas and learn from each other to insure sustainability in all the programs.

    Additionally, the Foundation Board is comprised of educators who are specialists in gifted education, financial experts who manage the investments and budget, and legal experts who guide and counsel the Board. The Board is stable and self-sustaining, with little turnover, but does have a process to bring in new members with key skill sets as current members leave the Board. This balance of experienced professionals allows the Board to have confidence in the programming and the efforts to support gifted children in many different ways.

    This long term stability of programs and Board, and the clear intentionality of the mission statement, makes the work of the supporting the young scholars who are targeted by this Foundation a predictable and continuing endeavor, without large swings in either personnel or finances. The Foundation works seamlessly to monitor both the quality of the programs and the security of the financial resources left in our care.
  4. How will they know if they are making progress?
    We will know our organization is making progress by monitoring the quality of the programs each year, which is accomplished by visiting each program and also by surveying the parents and students about their experience. Additionally, a doctoral dissertation was completed on the efficacy of the model, studying whether young children benefitted from this type of specialized education. The results were overwhelming positive. The template for the academic program has been constantly reviewed and adjusted to insure it has remained relevant and reflective of the newest research in gifted education.

    Additionally, records are kept on each program and compared year to year before grants are made, looking at cost per student, number of students being served, longevity of the leadership, number of students who return to the programs, and tuition being charged. We measure what percentage of the overall cost is being born by the Foundation and how much individual students are being asked to pay for the experience. We also monitor the length and breadth of the programs to insure that the programs are of sufficient intensity to be meaningful.

    The Finance Committee carefully monitors the investments and the return on investment and makes regular recommendations to the Board. The Board also receives a full budget accounting on a quarterly basis which is reviewed and discussed. Programs which are funded must also make a full report of their expenditures at the end of the program in their final report.
  5. What have and haven't they accomplished so far?
    Over the time that the Foundation has been in existence, from its earliest individual grants, to the first two programs which were funded, limited efforts have been made to keep track of students who have benefited from the programs. Anecdotal evidence exists to show that the students who were in the early programs went on to have successful careers, and some have even enrolled their own children. One Board member is an alumna of one of the program and became a teacher of gifted students herself. Judging outcomes and successes is difficult because the children are so young and there are so many other contributing variables to consider, as is the definition of success. The responses to the doctoral dissertation research and the growth of the size and number of programs over the years, with some programs having waiting lists of students, indicates that the program has met some immediate needs of young gifted people and their parents. Whether or not we will ultimately have one of our scholars go on to make a major change in the world remains to be seen, as the original group of children are just now in their mid-career years. The formation of human beings does not always lend itself to clear numerical data of cause and effect, but there are thousands of children at various stages of growth who have learned that being gifted is truly a gift and not a burden, and that they have a responsibility to return the benefits of their gifts to their communities, in ways both large and small. We keep our mission always in mind: to encourage these youngest of our best and brightest on the path to success, both as scholars and as human beings. A second goal that is being considered, but has not yet been pursued is expanding the financial assets of the Foundation through the solicitation of outside funds. The Foundation will evaluate fund raising options including direct marketing, website methods and reaching out to other organizations that may have similar missions.
Service Areas

Self-reported

Texas

Limited to the State of Texas

External Reviews

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Financials

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

DEBUSK FOUNDATION
Fiscal year: Jan 01-Dec 31

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Operations

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

DeBusk Foundation

Leadership

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Free: Gain immediate access to the following:
  • 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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President

Mrs. Patricia McNutt

Governance

BOARD CHAIR

Mrs. Patricia McNutt

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


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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?


RESPONSE NOT PROVIDED

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?