Academy of the Pacific Rim Charter School Foundation Inc.

Focused Minds and Big Hearts.

aka APR   |   Hyde Park, MA   |  http://www.pacrim.org

Mission

Our mission is to empower students of all racial and ethnic backgrounds to achieve their full intellectual and social potential.

Ruling year info

1996

Interim Executive Director

Mr. Oliver Daniel Truog

Main address

One Westinghouse Plaza Building B

Hyde Park, MA 02136 USA

Show more contact info

EIN

04-3286025

NTEE code info

Educational Services and Schools - Other (B90)

IRS filing requirement

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

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Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Historically, students of color have been marginalized and underserved in American public schools. As a result, the achievement gap between Black and White students has remained, and, at times, widened and reinforced a pervasive ideology about Black intellectual inferiority. APR's student body is 60% Black, 27% Latinx, 9% White, 3% Other, 1% Asian. Students of similar socio-economic backgrounds are at high risk of dropping out of high school and college, and their unemployment rate is high.

Our programs

SOURCE: Self-reported by organization

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

5-12 College Preparatory Education

APR's classrooms and culture reflect our unwavering belief that all students can succeed and deserve the opportunity to attend college and be active citizens in their communities. Our program emphasizes both academics and character education, and a commitment to building genuine and positive relationships with students and families. An emphasis on Asian traditions and culture encourages an outward-looking, global perspective. Our school begins with a structured, nurturing, skills-intensive 5th & 6th grade program created to accommodate a wide range of abilities. The program progresses to a 7th & 8th grade middle school experience that adds measures of independence while building habits of scholarship that form an increasingly solid foundation for high school. In high school, academic rigor, along with student leadership, choice and voice, increases each year, preparing students to be successful in college and beyond.

Population(s) Served
Children and youth
Ethnic and racial groups

We are committed to following both the letter and the spirit of the law for special education through a full-inclusion approach. We follow a clear, consistent pre-referral and referral process when indicated. In our lower middle school (grades 5 & 6), math and ELA are co-taught by a content-area specialist and a special education teacher. In older grades, students whose IEP indicates a need are given academic support tutoring by a special education teacher, who consults weekly with content area teachers to ensure that all accommodations and modifications are in place. Some students receive a reduced course load, or a modified curriculum, depending on their IEP. Additionally, depending on the needs of the student as outlined in his or her IEP, we provide necessary support through speech and language therapy, occupational therapy, physical therapy and/or counseling.

Population(s) Served
Children and youth
At-risk youth

The Academy of the Pacific Rim was founded in the spirit of multi-cultural education, with a desire to prepare students to enter a global, 21st century workforce. Mandarin language study involves more than 300 students daily at APR beginning in the 7th grade, and the Exchange Program builds upon that curriculum. We believe an essential part of this preparation is for students to experience foreign cultures firsthand, not just learn about them in school. Since 2001, APR has offered a faculty-chaperoned two and half-week spring exchange program to 15-20 of our high school students with our sister school in China, Beijing #80 School. Since 2008, we have offered an additional trimester-long opportunity for students who wish to return to Beijing #80 for twelve weeks in the fall. In response to student demand, in 2012 we added a 3-week summer program as well, which includes opportunities for service-learning through volunteer experiences in Beijing. Each January, approximately 20 students and 3-4 teachers from Beijing #80 spend three weeks at APR, touring New England and staying with APR host families. The friendships that grow out of these visits are sometimes very strong, and families often remain in touch after the students returns to China.

Population(s) Served
Children and youth

One common challenge facing students at any school is the tendency to lose ground academically over the summer. Research indicates that high-quality enrichment activities can lessen the "slide", because students remain intellectually engaged and curious. Students without such opportunities, often from low-income families, find the summer slide greatly undermines their academic success. For students, who arrive below grade-level, losing precious learning over the summer impedes their academic progress. For this reason, the middle school's invitation-only Dragon Summer Camp provides students a free 3-wk enrichment program combining academics, enrichment opportunities and counseling. In the high school, summer enrichment involves the Pacific Rim Enrichment Program (PREP). All High School Students complete at least 75 hours of either community service, a college prep class, or an internship, write a research paper on the experience and present it to classmates and faculty.

Population(s) Served
Children and youth
Ethnic and racial groups

Where we work

Accreditations

Massachusetts Department of Early and Secondary Education (Mass DESE)

Affiliations & memberships

Massachusetts Nonprofit Network

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

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

We strive to change the post-secondary trajectory for our students. From fifth through twelfth grades we facilitate deep learning anchored in rigorous academics and social emotional learning. We invest in our students, families and the community by continuing to develop social emotional learning and by providing rigorous academic experiences. We build a culture that is welcoming, inclusive, challenging and supportive. From this work we seek to maintain a 100% graduation rate of the senior class; increase our excellent college persistence rate that is currently 71%; and ensure that students not only advocate for themselves but to build coalitions and to make positive change locally, nationally and globally.

Execute and continually refine and/or iterate the three year strategic plan (currently beginning year one) that includes strategic steps for the Academic Program; School Culture; Teacher Retention; Diversity, Equity and Inclusion; and Resource Development. We look to invest in deeper learning experiences within the school (e.g., seminar structures and advanced coursework) and provide extended learning opportunities (e.g., summer learning experiences on college campuses, service experiences and internships).

We have a 24 year track record of guiding students to success in post-secondary learning. Seasoned professionals lead and track work towards strategic goals in every strategic area, led by our Executive Director. Further, our Board of Trustees meets on eight occasions over the course of the school year to carefully monitor progress towards our goals. Our institution is guided by the values of community, adaptability and anti-racism, which ground us in the work.

We have a strong track record of post-secondary success with our students, and we are proud of the overall college persistence rate of our alumni. We also take pride in our work to serve students of all racial and ethnic backgrounds as well as students who are English Learners or who need Individualized Education Plans (IEPs). There are still many opportunities for growth, and while these are detailed more specifically in our strategic plan, here is a headline version of what’s ‘ongoing’ and what’s ‘next.’
1) Keep teachers with us over time. We believe that teacher retention is a key driver of student success. Our teacher retention rates have ranged from 60% to 86% over the past five years (meaning that 60% or 86% of our teachers continue from one year to the next). The national average for all public schools is 85% and for those teaching in underserved locations the average is 70%.
2) Provide multiple pathways for student success. We have developed supports for students who enter with significant learning disabilities, are learning English or are struggling with trauma. We continually seek to build pathways for success, and this is difficult for a small school of 545 students.
3) Create and maintain a culture of “warm demand.” In our study of equity and the effects of racism on achievement we are acutely aware that students need to feel cared about and cared for, and at the same time they need to be pushed to be great. We believe that a culture of warm demand is created each day through institutional policies, individual coaching and relationship building activities, among other efforts.
4) Attend to a carefully constructed financial plan. To accomplish all of the above, and to address the ongoing capital needs of our facility we need to be thoughtful and rigorous about our financial modeling and fiscal discipline.

Financials

Academy of the Pacific Rim Charter School Foundation Inc.
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Operations

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

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Academy of the Pacific Rim Charter School Foundation Inc.

Board of directors
as of 9/8/2021
SOURCE: Self-reported by organization
Board chair

Mr. Peter Fishman

Deans for Impact

Term: 2019 - 2022

Jonathan Correia

Entrepeneur & Real Estate

Marcus DeFlorimonte

Commercial Real Estate

Robie White

Retired Financial Executive

Peter Fishman

Social Impact

Alysia Ordway

Boston Private Industry Council

Jesse Abair

The RMR Group

Margaret (Meg) Regan

MIT

Marc Sorresso

Impact Coaching Partners

Sarah Smith

McCarter & English

Juan Mejia

GE Aviation

Jordan Biggers

The Boston Foundation

Liz Solar

Higher Education Administrator & APR Parent

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and 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? No
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? No
  • 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? No

Organizational demographics

SOURCE: Self-reported; last updated 09/08/2021

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Male

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

No data