Educational Institutions

BELL (Building Educated Leaders for Life)

  • Dorchester, MA
  • www.experiencebell.org

Mission Statement

Since 1992, Building Educated Leaders for Life (BELL) has been a leading provider of evidence-based, out-of-school-time (OST) programs for pre-K-8th grade students – known as “scholars" – in an effort to close the nation's Achievement Gap. The mission of BELL, a national 501c3 organization, is to transform the academic achievements, self-confidence, and life trajectories of children living in under-resourced communities. During BELL summer and afterschool programs, scholars gain academic skills and avoid summer learning loss through participation in rigorous literacy and math instruction and structured enrichment activities. Nearly 90% of BELL scholars are African-American or Hispanic/Latino and qualify for free or reduced lunch, 20% demonstrate delayed learning or other learning disabilities, and an increasing number are English Language Learners (ELL). In 2016, BELL enrolled 14,272 scholars in 60 communities across 28 states.

BELL has designed its model to boost scholars' academic and social growth, while encouraging healthy lifestyles and engaging scholars' parents in their child's education. In both the summer and afterschool programs:

• BELL continuously improves its programs to support children who lack the reading and math skills to perform at grade level.
• BELL scholars gain academic skills through data-driven, small-group instruction, which leverages proven curricula delivered by certified teachers and trained tutors.
• The organization works closely with school leaders to deliver expanded learning experiences that are aligned with school-year priorities and Common Core or comparable standards.

In 2016, through BELL's summer program, scholars gained on average two months of skills in reading/literacy and three in math, rather than losing up to two months (the “summer slide") common among disadvantaged students who lack high-quality summer learning opportunities. Historically a direct-service model, BELL has in recent years developed its partnership model, through which it leverages its expertise and resources to strengthen the capacity of school districts and community-based organizations to launch preK-8th grade summer and after-school programs, or optimize existing ones. BELL collaborates with program partners in all components of OST programming, from program design and instruction to data transfer and management to program assessment and evaluation. Scholar outcomes through the partnership model are commensurate with BELL's direct-service programs, which demonstrates the organization's ability to scale with fidelity.

BELL's current strategic plan (2017-2020) aims to achieve three primary objectives:

1. Transform more lives by making the BELL experience available to more scholars (1.5 times as many scholars in the plan's third year as compared to today, or 60,000 total), and in more communities.

2. Substantiate the extended impact of BELL's model by understanding the “multiplier effect" that BELL achieves through parents and educators, as well as BELL's impact on social-emotional learning (SEL).

3. Influence the education field to help establish evidence-based OST programs as part of the broader ecosystem of student supports, including: 1) contributing its expertise among OST providers to influence how best to achieve impact; 2) disseminating key messages to OST providers to help them improve their own practices; 3) sharing lessons learned regarding scaling with program fidelity; 4) sharing knowledge and information among important influencers; and 5) strengthening relationships with OST stakeholders across the country.

BELL's programs offer strong evidence of impact and consistently achieve national recognition for their innovation and results. A rigorous, independent Randomized Control Trial study, conducted by the Urban Institute found statistically significant evidence that BELL's summer program increases scholars' academic achievement and the participation of parents in their child's learning. BELL was an inaugural awardee of the Corporation for National and Community Service' Social Innovation Fund. The organization is also a member of the Social Impact Exchange's Top 100 Index, which targets organizations with proven solutions with high potential for scale. For three consecutive years Fast Company magazine and The Monitor Group awarded BELL the Social Capitalist Award for innovation and social impact. On two separate occasions, the National Summer Learning Association selected BELL as one of the best expanded-learning programs in the country. Most recently, BELL was one of eight finalists in the Lodestar Foundation's 2017 Collaboration Prize competition, which recognizes NPOs that have chosen to permanently collaborate with partner organizations to improve outcomes, achieve scale, increase efficiency and maximize impact.

Main Programs

  1. BELL Summer
  2. BELL After-School
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

Chief Executive Officer since 2008

Self-reported

Dr. Tiffany Cooper Gueye

President and Chief Strategy Officer

Self-reported

Lauren Gilbert

Keywords

Self-reported

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

Sign in or create an account to view Form(s) 990 for 2015, 2014 and 2014.
Register now

Also Known As

BELL (Building Educated Leaders for Life)

EIN

04-3182053

 Number

7249622675

Contact

Cause Area (NTEE Code)

Educational Services and Schools - Other (B90)

Youth Development Programs (O50)

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

$12,805,235.00

Program 2

BELL After-School

The BELL After School program expands learning time during the school year to help scholars hone their academic skills and gain the confidence to engage and succeed in the school day classroom.

We work closely with principals and teachers to design and deliver an after school program that aligns with school day learning and priorities. A day at BELL After School starts with a healthy snack, followed by rigorous, small-group instruction led by certified teachers and highly-trained assistant teachers. BELL's staff use research-based curricula aligned to rigorous standards, and apply data from computer adaptive assessments to differentiate instruction according to scholars' unique learning needs.

At some schools, the BELL After School program also incorporate hands-on enrichment activities on topics such as STEM (science, technology, engineering, and math), the creative arts, and health & exercise, as well as field trips, guest speakers, and community service projects.

Category

Education

Population(s) Served

Children Only (5 - 14 years)

Budget

$4,063,316.00

Results

Self-reported by organization

How does this organization measure their results? It's a hard question but an important one. These quantitative program results are self-reported by the organization, illustrating their committment to transparency, learning, and interest in helping the whole sector learn and grow.

1. Number of students enrolled

Target Population
Children and youth (0-19 years)

Connected to a Program?
BELL Summer
TOTALS BY YEAR
Context notes for this metric
BELL serves students who struggle academically, and who lack access to quality summer learning programs. BELL strives to increase our geographic footprint and serve more scholars each year.

2. Average reading gain, in months

Target Population
Children and youth (0-19 years)

Connected to a Program?
BELL Summer
TOTALS BY YEAR
Context notes for this metric
A full grade level for students contains ten months of skills development.

3. Average math gain, in months

Target Population
Children and youth (0-19 years)

Connected to a Program?
BELL Summer
TOTALS BY YEAR
Context notes for this metric
A full grade level for students contains ten months of skills development.

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 After-School 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. 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. 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.

Accreditations

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

Videos

photos



External Reviews

Source: greatnonprofits.org

The review section is powered by Great Nonprofits

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.

Sign In or Create Account to view Revenue and Expenses information

NEED MORE INFO ON THIS NONPROFIT?

Free: Gain immediate access to the following:
  • Address, phone, website and contact information
  • Forms 990 for 2015, 2014 and 2014
  • Board Chair, Board Co-Chair and Board Members
  • Access to the GuideStar Community
Get all this now for free
Need the ability to download nonprofit data and more advanced search options? Consider a Premium or Pro Search subscription.

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 2015, 2014 and 2014
  • Board Chair, Board Co-Chair and Board Members
  • Access to the GuideStar Community
Need the ability to download nonprofit data and more advanced search options? Consider a Premium or Pro Search subscription.

Chief Executive Officer

Dr. Tiffany Cooper Gueye

President and Chief Strategy Officer

Lauren Gilbert

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, the Board of Overseers for the YMCA of Greater Boston and the advisory board for Results for America.

STATEMENT FROM THE Chief Executive 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

Sperling Family Charitable Foundation

Term: Nov 2006 -

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?


ORGANIZATIONAL DEMOGRAPHICS

In order to support nonprofits and gain valuable insight for the sector, GuideStar worked with D5—a five-year initiative to advance diversity, equity, and inclusion in philanthropy—in creating a questionnaire. This section is a voluntary questionnaire that empowers organizations to share information on the demographics of who works in and leads organizations. To protect the identity of individuals, we do not display sexual orientation or disability information for organizations with fewer than 15 staff. Any values displayed in this section are percentages of the total number of individuals in each category (e.g. 20% of all Board members for X organization are female).

Gender
This organization reports that it does not collect this information for Part-Time Staff and Volunteers.
Race & Ethnicity
This organization reports that it does not collect this information.
Sexual Orientation

This organization reports that it does not collect this information.

Disability

This organization reports that it does not collect this information.

Diversity Strategies
Yes
We track retention of staff, board, and volunteers across demographic categories
Yes
We track income levels of staff, senior staff, and board across demographic categories
No
We track the age of staff, senior staff, and board
Yes
We track the diversity of vendors (e.g., consultants, professional service firms)
No
We have a diversity committee in place
No
We have a diversity manager in place
Yes
We have a diversity plan
No
We use other methods to support diversity