Beacon College Inc

Success for Students Who Learn Differently

aka Beacon College   |   Leesburg, FL   |  https://www.beaconcollege.edu/

Mission

Beacon College is an accredited, liberal arts institution of higher education, which uniquely serves the educational needs of students with Learning Disabilities, Attention Deficit Hyperactivity Disorder and other Learning Differences.

Ruling year info

1989

President

Dr. George J. Hagerty

Main address

105 E Main St

Leesburg, FL 34748 USA

Show more contact info

EIN

59-2961536

NTEE code info

Higher Education Institutions (B40)

Business, Youth Development (O53)

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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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Our goal is to make accessible a rewarding and thorough collegiate experience for students with learning differences. The Life Abundant is Beacon’s promise to its students and catalyst for everything we do – it doesn’t just occur. It is thoughtfully considered and strategically sought. The President’s Initiatives at Beacon College are intentionally conceived to enhance the undergraduate experience and help our students fulfill their promise and destiny. We ask our students to be ambitious; we cannot be otherwise ourselves. At the core of all Beacon initiatives is the “master plan,” which is being developed in conjunction with CREDO, the nation’s most respected planners in higher education. This plan will bolster Beacon’s position as one of the premier accredited baccalaureate institutions devoted to students who learn differently.

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?

Navigator Prep

Navigator PREP is a virtual program to help college bound students and parents prepare for the upcoming transition to college, a year before entering Beacon College or other universities in the United States.HIGHLIGHTSUp to 9 months of skill-based strategiesFor students entering any college in the nationFocus on executive functioning, and social and emotional regulation skillsUnique inclusion of parents

Population(s) Served
Adolescents
Adults

The rich achievements – and future aspirations – of students who learn differently often go unrecognized. We have created this scholarship to financially reward their successes and encourage their dreams. Beacon’s Bright Minds Scholarships recognize and reward college-bound seniors who have a diagnosed learning difference.This scholarship is awarded to students in good academic standing who have a demonstrated interest in improving the world around them through their unique way of thinking, communicating, or overcoming obstacles. Students can be awarded up to $10,000 per year, up to a total of $40,000.

Population(s) Served
Adolescents
Adults

Our summer program aims to give college-bound high school students who learn differently the skills, confidence and preparation to successfully transition from high school. We do so by helping them better understand their learning differences, recognize early stumbling blocks and know what they need to succeed in their first year of college. Our courses are structured to meaningfully prepare students for college to be more effective and confident learners. Most importantly, rising juniors/rising seniors get to experience what it’s like to live — and learn — on a college campus.

Population(s) Served
Adolescents
Adults

Beacon in Tuscany presents a select cohort of Beacon students with an unforgettable opportunity to study in the cradle of the Renaissance. Our academic host is the Prato campus of the prestigious Università degli Studi di Firenze. Each semester’s coursework is organized around a central theme, with instruction provided by both Beacon faculty and local educators and experts. Students live and study in the heart of this medieval city, with regular trips to various historic and contemporary sites of interest.The Semester Abroad program offers an immersive cultural experience over the course of an academic semester. 30 qualifying Beacon students, accompanied by a learning specialist and a program director, live and study in Prato, Italy for the entire term. Courses are conducted by both Beacon faculty and resident adjuncts and focus on subjects that make the most of local cultural and environmental resources.

Population(s) Served
Adolescents
Adults

Beacon offers Bachelor of Science (B.S.) in the following areas of study:AnthrozoologyBusiness ManagementBusiness Management TrackHospitality TrackComputer Information SystemsWeb & Digital Media TrackInformation Systems TrackBeacon offers Associate of Science (A.S.) in the following areas of study:Business ManagementComputer Information SystemsWeb & Digital Media TrackInformation Systems TrackBeacon offers Bachelor of Arts (B.A.) and Associate of Arts (A.A.) degrees in the following areas of study:Human ServicesHumanitiesPsychologyStudio Arts

Population(s) Served
Adults

MinorsAnthrozoologyBusiness ManagementComputer Information SystemsComputer Information Systems: Web and Digital Media TrackCriminal JusticeEducationEnglish/LiteratureEntrepreneurshipGame DesignHistoryHospitalityHuman ServicesHumanitiesIndustrial/Organizational PsychologyPsychologyStudio Arts

Population(s) Served
Adults

Where we work

Accreditations

Southern Association of Independent Schools 2019

Awards

Affiliations & memberships

National Association of Independent Colleges (NAICU) 2020

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of students demonstrating responsible behaviors and work habits

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adults

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

Our intensive 4-year career development model helps students focus on their futures from their freshman year. Fully 100 percent of Beacon students gained invaluable hands on experience.

Graduation Rate (4 year on time)

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adults

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

70% of Beacon students complete their degrees in four years. That’s almost double the 10-year national average for ALL students( with and without an LD) of just 39.8%.

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

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 ask our students to be ambitious; we cannot be otherwise ourselves. At the core of all Beacon initiatives is the “master plan,” which is being developed in conjunction with CREDO, the nation’s most respected planners in higher education. This plan will bolster Beacon’s position as one of the premier accredited baccalaureate institutions devoted to students who learn differently.

The College fosters creative thought and responsible world citizenship. We accomplish our mission by: • Attracting faculty and staff who bring exceptional innovation, experience and expertise to their work with students. • Employing multi-modal teaching strategies and a Learning Specialist model that provides students with a high degree of individual attention.• Creating a supportive campus community that encourages and enriches personal development, self-advocacy, and interdependence. • Guiding students to transform their most significant challenges into unanticipated strengths. • Exploring new and meaningful ways to express and extend the College’s singular mission and values. • Preparing students for a life abundant characterized by self-confidence, personal and professional success, and a love for lifelong learning

1. Focus on Accreditation: The College will be successful in the decennial reaffirmation process governed by SACSCOC (Southern Association of Colleges & Schools, Commission on Colleges) conducted during FYs 2017 and 2018. In doing so, Beacon College will continue to be regionally accredited for a full 10- year period (through FY 2028). 2. Dedication to a Superior Undergraduate Program and Student Experience: As the premier college of our kind, Beacon College will produce exceptional, nation-leading student outcomes while at the same time continuously improving upon the institution’s academic program, our “holistically-oriented” co-curricular and extra-curricular offerings, and Beacon’s undergraduate culture. 3. Creating a Leading-Edge Residential College Campus: In the context both of the Credo Master Plan and Report on the Student Experience (August 2015), Beacon College will continue to enhance, expand, and integrate its campus facilities, grounds, and technology in Leesburg, Florida. It will establish a “best-of-kind” undergraduate residential teaching and learning community that meets and adapts to the current and evolving needs of our distinct collegiate population. 4. Commitment to Financial Security and Strength: Beacon College will prudently manage its financial and capital resources to achieve consistently improving (year-over-year) fiscal and asset strength. The goal will be to balance core operating realities with the need for entrepreneurial investment, thus securing the institution and our mission in perpetuity. 5. Expanding the Message and the Mission of Beacon College: The College will examine, weigh, and, where and when appropriate, take advantage of opportunities and innovations that allow the community to better reach and serve core student and professional audiences — existing and new.

In 30 years, Beacon College has a comprehensive history as America’s first accredited baccalaureate school to educate primarily students with learning disabilities, ADHD, dyslexia, and other learning differences. The college was founded by a group of caring parents who knew there had to be better way to educate students who learn differently. The college has had tremendous success in its single focus approach to serving a specific population of student with a multi-modal approach. Our unique programs are designed to meet the needs of students with learning disabilities, offering academic and personal support services to help students achieve their goals. While assuring we have met the educational needs of our growing population, through the expansion of our programmatic offerings, expanded career development and internships, and international cultural studies programs. The college has fallen short on the expansion of our facilities and obtaining the necessary funding for capital projects as well as programmatic funding as our student body expands. Since the College’s founding, the Beacon community has acted prudently, marshalling its modest resources to target essential needs in its development. Today, Beacon’s Board of Trustees and its employees are entrusted with envisioning a present and future that both safeguards the College’s singular undergraduate mission and anticipates evolving student expectations. The critical difference in all of this – and the hallmark of competitive institutions of higher education – is the capacity to weigh and prioritize the difference between “institutional wants and needs”.

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 shared information about our current feedback practices.
  • How is your organization collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.), Focus groups or interviews (by phone or in person), Community meetings/Town halls, Constituent (client or resident, etc.) advisory committees,

  • 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,

  • What significant change resulted from feedback?

    Covid 19 response, addressing all of the concerns of parents and students that will be returning to campus in the fall.

  • With whom is the organization sharing feedback?

    The people we serve, Our staff, Our board, Our funders,

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

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback,

Financials

Beacon College Inc
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Operations

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

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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.

Beacon College Inc

Board of directors
as of 06/04/2021
SOURCE: Self-reported by organization
Board co-chair

Dr. Daniel Averbeck

Applied Assessments Inc.

Term: 2012 - 2024


Board co-chair

Ms. Sarah Flanagan

NAICU

Term: 2015 - 2027

Daniel Averbeck

Applied Assessments, Inc.

Dr. Al Moffett

Retired

Sarah Flanagan

NAICU

John Gill

Quest, Inc.

Mark Griffin

Retired

Sheldon Horowitz

National Center for Learning Disabilities

Nancy Judge

Community Volunteer

Debbie Resnick

Community Volunteer

Pola Rosen

Education Update

Hugh Thompson III

Cutrale Group (Retired)

Charo Uceda

Uceda School

Sam Battaglia

Emeriti

Bruce Vincent

Emeriti

Richard Williams

Emeriti

Vincent Ziccolella

Emeriti

Dr. George Hagerty

President, Ex Officio

Dr. Al Moffett

Retired

Dr. Braaten

Retired

Mr. Rogers

Retired

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 6/4/2021

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
Sexual orientation
Decline to state
Disability status
Person with a disability

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

Equity strategies

Last updated: 07/20/2020

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 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 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.