GOLD2023

System for Education Empowerment and Success

Together we can make a difference.

aka SEDES   |   Houston, TX   |  www.sedesus.org

Mission

We enrich the lives of youths and adults.

Ruling year info

2011

President / CEO

Mr. Luis Angel Garcia-Alvarez

Main address

7037 Capitol St. Suite E221

Houston, TX 77011 USA

Show more contact info

Formerly known as

La Raza United

EIN

26-2955047

NTEE code info

Educational Services and Schools - Other (B90)

Youth Development Programs (O50)

Employment Training (J22)

IRS filing requirement

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

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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

The System for Education Empowerment and Success (SEDES) - formerly La Raza United - was founded in Houston, Texas, in 2008 due to the tremendous educational and leadership gaps among at risk-families - primarily Latino - in the city of Houston. Every day more Latino youths drop out of school, more adolescents get pregnant, more families get separated, and more parents lose their jobs. It was, and it still is, a worthy idea to us: bringing human services through education and leadership resources for those individuals, for those teenagers who have lost their path, for those single mothers who desire a better quality of life for their children, for those parents who are proudly in charge of their families and want to succeed and improve their quality of life, for all of those who want to grow and thrive. That is why we founded SEDES – to create tools young people and parents need to break the vicious cycle, and then help them achieve a better quality of life.

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?

Youth leadership and awareness

Our Youth Empowerment programs help adolescents to: 1) Graduate from high school; 2) Enroll in post-secondary education careers; 3) Improve their life skills; 4) Develop self-confidence and decision making; and 5) Reduce dropout rates.Any student can grow in leadership skills with proper instruction and practice. Our country needs strong and courageous people who can lead with integrity. Our youth programs polish the brilliant diamonds that will become our country's leaders of the future.These programs are available for middle schools and high schools.​

Population(s) Served
Adolescents
Economically disadvantaged people

Our Intensive ESL program has been carefully designed to assure the best approach for every student. We have developed a modern and effective learning system named TMI Method ©. We prepare adults for verbal and written English Language self-sufficiency in the community, the home, and the office.

Population(s) Served
Adults
Economically disadvantaged people

Our High School Equivalent Diploma course prepares adults and young adults for the group of subject tests which, when passed, certify skill levels of an American high school graduate. The course walks students through the materials necessary for the Language Arts, Reading, Social Studies, Science, and Mathematics tests.

Population(s) Served
Adults
Economically disadvantaged people

This course teaches students how to read electrical blueprints to wire a building safely. Elements of electrical wiring include lighting, conductors, branch circuits, and conduits. Students become familiar with the requirements of the National Electrical Code.

Population(s) Served
Adults
Economically disadvantaged people

This program is a traditional-virtual teaching model, where the professor and the students use diverse teaching-learning strategies.The course includes modules around computer basics concepts and history, operative systems (Windows), Internet, electronic communication (emails and social networks), as well as MS Office (Word, PowerPoint, and Excel).

Population(s) Served
Adults
Economically disadvantaged people

The BBVA Bank sponsors the Center for Financial Education (CFE). The CFEhelps, the participants, to improve in their financial management skills. This new financial skill translates to an increase in the economic capacity of the program participants, including the ability to expand or create a business, purchase a house, and invest their money wisely.

Population(s) Served
Adults
Economically disadvantaged people

Where we work

Awards

Pending 2012

University of Houston

Day of the Children Celebration 2014

American Red Cross

Family Learning Academy 2014

HISD

National Top 9 GED Supporters 2014

GED Testing Service

Pending 2014

El Centro de Corazon

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.

SEDES aims to accomplish the following goals in the Houston area:

Increase English language skills among non-English speakers.
Increase Job Skills among at-risk individuals.
Increase high school and/or high school equivalent diploma attainment among at-risk individuals.
Reduce high school dropout rates among at-risk adolescents.
Reduce teen pregnancy rates among at-risk adolescents.
Reduce substance abuse rates among at-risk adolescents.
Reduce criminal activity rates among at-risk adolescents.
Increase awareness and leadership skills among at-risk adolescents.

In order to achieve its goals, SEDES implements the following strategies:

Accelerated English as a Second Language.
Basic Electrical Training (residential and commercial).
Personal and Small Business Financial Literacy.
High School Equivalent Diploma (GED) preparation classes.
Personal Enrichment workshops.
Youth Empowerment and Awareness interventions delivered as an extra-curricular class in local Youth Detention Centers and high schools to increase high school graduation rates; and reduce school dropouts, teenage pregnancy, substance abuse, and criminal activity rates; increase awareness and leadership skills among at-risk adolescents.

SEDES instructors have more than 40 years of combined experience working with youths and adults in a classroom and community setting. The administrative staff has, on average, over ten years of experience in managing adult and youth education and prevention programs, holding credentials such as Master's and Bachelor's degrees, as well as technical certifications. All the administrative staff has over five years of experience teaching in a classroom setting. Their experiences go beyond youth awareness, including ESL, Basic Electrical Training, Financial Literacy, High School Equivalent Diploma (HSED), and other job skills training. All the personnel is bilingual (English-Spanish). The organization's infrastructure is ruled by a Board of Directors, a Director who reports to the governing body, and a Community Advisory Board meeting with the Director quarterly.

In the past 15 years, SEDES has served over 12,000 individuals – mostly economically disadvantaged men and women (youths and adults) living in the southeast area of Houston. About 75% of post-tested students demonstrated educational gains, as evidenced by increased standardized test scores. About 70% of ESL graduates obtained a better job, continued to get a technical degree, or pursued a college degree at the local community college. Moreover, almost 60% of the HSED participants obtained their diploma; 71% of those who received it also was able to find a better job and/or enrolled in post-secondary education.

SEDES is looking for opportunities for increasing its capacity to serve more individuals.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We demonstrated a willingness to learn more by reviewing resources about feedback practice.
done We shared information about our current feedback practices.
  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, We take steps to get feedback from marginalized or under-represented people, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We tell the people who gave us feedback how we acted on their feedback, We ask the people who gave us feedback how well they think we responded

  • What challenges does the organization face when collecting feedback?

    Staff find it hard to prioritize feedback collection and review due to lack of time

Financials

System for Education Empowerment and Success
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Operations

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

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Connect with nonprofit leaders

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  • Compare nonprofit financials to similar organizations

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lock

Connect with nonprofit leaders

Subscribe

Build relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.

  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

System for Education Empowerment and Success

Board of directors
as of 06/08/2023
SOURCE: Self-reported by organization
Board chair

Mr. Luis Garcia-Alvarez

SEDES

Term: 2008 -

Luis Garcia-Alvarez

Community Volunteer

Emilio Garcia

La Chula Brand

Angelica Elizondo-Guzman

Community Volunteer

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? Yes
  • 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? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes

Organizational demographics

SOURCE: Self-reported; last updated 6/26/2020

Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.

Leadership

The organization's leader identifies as:

Race & ethnicity
Hispanic/Latino/Latina/Latinx
Gender identity
Male, Not transgender
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

Disability

We do not display disability information for organizations with fewer than 15 staff.

Equity strategies

Last updated: 01/23/2023

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We disaggregate data by demographics, including race, in every policy and program measured.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.