The Henry Ford Learning Institute

  • Dearborn, MI

Mission Statement

The HFLI mission is to create "small schools and hands-on learning programs that leverage a wide range of local resources to create thriving communities where education is everyone's responsibility."

ruling year


Principal Officer


Mrs. Deborah Parizek

Sign in or create an account to view Form(s) 990 for 2015, 2014 and 2013.
Register now

Also Known As







Cause Area (NTEE Code)

Professional Societies & Associations (B03)

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?


Self-reported by organization

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

Program 1

CHICAGO, Ill. ? Henry Ford Learning Institute (HFLI), Ford Motor Company Fund, the Bill & Melinda Gates Foundation, and community partners today announced a combined $11.5 million investment to launch a national network of small high schools modeled after Henry Ford Academy in Dearborn, Mich. The investment will provide underserved students in urban centers with quality, real world learning environments, a college-going culture, and high academic standards at community-based Henry Ford Academies (HFA). Chicago?s Henry Ford Academy: Power House High, which opens its doors next year and eventually will serve 460 students, will be the first in this expanded HFA network. The new Academy is part of Chicago Public School's Renaissance 2010 initiative, which is working to develop or transform 100 schools in the city by 2010. Ford Motor Company Fund's $8.5 million investment will help HFLI build the foundation for the national network of schools. Much of the funding will go directly toward supporting new Henry Ford Academies. A $3 million grant from the Gates Foundation will support the launch of five Henry Ford Academies in Midwest urban communities, including Power House High. The Ford Fund and the Gates Foundation grants also will help HFLI maintain strong partnerships with local communities and develop educational improvement plans as the network expands. "To achieve a sustainable future, we must be thoughtful stewards of our resources, and there is no resource more precious than our children," said Bill Ford, executive chairman, Ford Motor Company. "Our children are our future. Providing them with an education that enables them to succeed in the world is the most important thing we can do for them, and for ourselves." In 2003, HFLI was formed through a partnership between Ford Motor Company and The Henry Ford, a world premiere American history destination located in Dearborn. HFLI was established to develop a national network of small public schools modeled after Henry Ford Academy. Founded in 1997, through a partnership between Ford Motor Company, The Henry Ford and Wayne County (Mich.) Regional Education Service Agency, HFA combines a community-based, real-world learning environment with a rigorous core curriculum to improve overall student achievement. A successful example of a public school in a public space, HFA is located on the grounds of The Henry Ford and offers students the opportunity to continue Henry Ford's legacy of learning through experience. Students use the world-class exhibits and programs at The Henry Ford as tools to discover and explore the richness of American innovation - past, present, and future. Celebrating its 10th anniversary this year, Henry Ford Academy has graduated seven classes. All future academies will be located in prominent public spaces, such as cultural institutions, community organizations, or universities, providing students with a content-rich and visible learning experience often lacking in traditional school models. Each model will be customized to meet local needs and take advantage of each school's unique location and community partners. In Chicago, the academy will be located in the historic power house of the original Sears, Roebuck and Co. world headquarters, providing a base for relevant learning experiences. The curriculum will use the renovated building's green features to enhance lessons on the environment, clean technologies, and sustainability. The adjacent Homan Square Community Center also will provide students with access to primary health care, health education, a technology resource center, a YMCA, gymnasium and swimming pool, and family support services.


Population(s) Served


External Reviews


The review section is powered by Great Nonprofits


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

Fiscal year: Jan 01-Dec 31
Yes, financials were audited by an independent accountant.

Sign In or Create Account to view Revenue and Expenses information


Free: Gain immediate access to the following:
  • Address, phone, website and contact information
  • Forms 990 for 2015, 2014 and 2013
  • 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.


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

The Henry Ford Learning Institute



Free: Gain immediate access to the following:
  • Address, phone, website and contact information
  • Forms 990 for 2015, 2014 and 2013
  • 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.

Principal Officer

Mrs. Deborah Parizek


Deborah Parizek is the Executive Director and Director of Education for the Henry Ford Learning Institute. She provides direction and support for the strategic implementation of HFLI's mission, promotes the development of relationships with like-minded organizations focused on innovative educational reform and communicates with key stakeholders on shared interests. She will lead the curriculum adaptation process, and oversee instruction and assessment for new schools. Parizek also maintains primary responsibility for adapting the HFA Model to new schools and is also charged with implementing the professional development program. As one of the founding teachers of Henry Ford Academy, Parizek helped shape the vision of the school and write curriculum for many of its core components during the planning and early implementation stages, including Forum and the Senior Mastery Process. She developed and taught Global Issues, American History and Junior Workshop for four years, along with designing and directing an extensive teacher leadership development program. While at the Academy, Parizek earned the distinction of Master Teacher from the National Board for Professional Teaching Standards. Parizek was most recently an Assistant Principal for Instruction at Plymouth Canton Education Park, an integrated three-high school system with 5,800 students on a single campus, Director for Novice Teacher Induction for the district, Co-Director for the Teaching American History Grant program, and Standardized Testing Coordinator. Parizek has Master's degrees in Educational Studies and Chinese Languages and Literature and a Bachelor of Arts degree in Chinese and Russian Studies, all from the University of Michigan. She lives in Ann Arbor with her husband, Charles, (a science instructor at Henry Ford Academy and PhD candidate at the University of Michigan).



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?