The Literacy Lab
4049 Pennsylvania Avenue
Suite 301
Kansas City MO 64111
Web and Phone Contact
Telephone (816) 479-5444
Mission Statement
The mission of The Literacy Lab is to provide low-income children with individualized reading instruction to dramatically improve their reading skills, leading to increased academic success and greater opportunities in life.
Leadership
CEO/Executive Director Ms. Ashley Johnson
Board Chair Mr. Edward Mandel
Board Chair Company Affiliation Community Volunteer
History and Background
Year of Incorporation 2009
Financial Summary
Revenue Expense Area Graph

Comparing revenue to expenses shows how the organizations finances fluctuate over time.

Source: IRS Form 990

 Breakdown
Net Gain/Loss:    in 
Note: When component data are not available, the graph displays the total Revenue and/or Expense values.
Statements
Mission Statement
The mission of The Literacy Lab is to provide low-income children with individualized reading instruction to dramatically improve their reading skills, leading to increased academic success and greater opportunities in life.
Background Statement

Teach for America alumna Ashley Johnson founded The Literacy Lab in 2009 as a response to the literacy needs she saw in her Washington, DC classroom, where her 9th grade students were only able to read on a 3rd grade level. She founded The Literacy Lab to catch struggling readers at a young age. The Literacy Lab’s mission is to provide low-income children with individualized reading instruction to dramatically improve their reading skills, leading to increased academic success and greater opportunities in life.

In 2012, The Literacy Lab was selected as one of the first national replication partners of the Minnesota Reading Corps, a research- and evidence-based literacy intervention program for students age three to grade three. In 2015, after three years of successfully implementing the program in DC, one of the country’s most challenging education environments, the organization expanded to Kansas City, Missouri, and Baltimore, Maryland, where school and city leaders were seeking support to address low literacy rates and dramatic achievement gaps in their early childhood and elementary classrooms.

Since 2009, The Literacy Lab has served more than 4,000 children at risk for reading failure, including more than 766 in its second year in Kansas City.

Impact Statement

In 2015-16, The Literacy Lab launched its literacy intervention programming for children age three to grade three with the goal of closing the literacy achievement gap in Kansas, City, where only 33% of third grade students read on grade level by third grade. That year, 86% of pre-K students made significant gains in Kindergarten readiness and 54% of K-3 students made significant gains in literacy (above target growth rate).

The organization’s tutors also have a positive experience—32% of the 16-17 cohort chose to continue for a second year of service. Given the modest living allowance, this indicates that tutors feel the experience is beneficial for them as well as for their students.

The Literacy Lab expects to achieve the following results through its literacy intervention programming in Kansas City:

The Literacy Lab will expand its program in Kansas City by 47% by embedding 50 full-time tutors in 19 early childhood centers and elementary schools;

  1. At least 80% of participants heading to Kindergarten will make significant gains (rising at least one band on a three-band scale) on at least three of five benchmark assessment subtests;
  2. At least 70% of K-3 participants will have a growth rate above that of their grade-level proficient peers, meaning that they are closing their achievement gap;
  3. The Literacy Lab’s tutors will maintain fidelity rates of at least 90% on all assessments and interventions.

 

Needs Statement

The Literacy Lab has identified the following five most pressing needs as it expands its programming in Kansas City: 

 

  1. Program Expansion – The Literacy Lab has expanded its Kansas City programming by 47% for the 2017-18 school year . The organization needs additional funding to match committed support from partner schools and AmeriCorps to support the expansion. Approximately $1,400 supports one student’s literacy interventions for a full year.
  2. Full-Time Tutors – The organization recruited 50 full-time tutors for its Kansas City programming this year and is always looking for people willing to serve full-time in local schools to provide research- and evidence-based literacy interventions to children at-risk for reading failure.
  3. School Partnerships – The Literacy Lab actively cultivates relationships with public and public charter schools in need of support to address their literacy achievement gaps.

 

Training Space – As The Literacy Lab expands, it needs access to training space for the week-long summer training institute in Kansas City as well as for ongoing professional development sessions throughout the year.

Service Categories
Remedial Reading & Encouragement
Areas of Service
MO - Jackson County Urban Core
CEO/Executive Director/Board Chair Statement

Based on our success in DC, one of the country’s most challenging educational environments, The Literacy Lab’s Reading Corps program drew the attention of city leaders and school administrators across the country in 2015-16 – including Kansas City Major Sly James, who has identified The Literacy Lab’s Reading Corps program as a key partner for Turn The Page KC, and initiative to help all children in Kansas City read on grade level by 3rd grade.

The Literacy Lab’s programming in Kansas City has grown rapidly in the past year due to demand for high quality reading interventions in the area, as well as the program’s success in helping put students on track for third grade reading proficiency.

In the 2016-17 school year, The Literacy Lab has also secured multi-year financial commitments from three of Kansas City’s 15 independent school districts – the Kansas City Public School, Hickman Mills C-1 School, and Center Public School Districts. The organization has also contracted with Pathways Public Charter School to serve their students at-risk for reading failure in the 2016-17 school year.

Challenges: 

  • The fragmented structure of Kansas City’s public schools presents a challenge to The Literacy Lab as it expands its programming to serve students in schools with considerable literacy needs. The Literacy Lab must build relationship with superintendents in Kansas City’s many different public school systems to ensure the continue expanding programming serve additional high-need schools.
  • Another challenge is to continue increasing philanthropic support to match contributions from partner school and the federal AmeriCorps program. The Literacy Lab’s public-private partnership model increases the sustainability and scalability of its programs. Continuing to build relationships among the philanthropists in Kansas City is important for the continued growth of the program.
Programs
Description

A replication of the research- and evidence-based Minnesota Reading Corps, The Literacy Lab will reach more than 900 students, age three to grade three, in Kansas City, Missouri. The Missouri Reading Corps embeds rigorously-trained, full-time reading tutors in high-need elementary schools and early childhood centers. Pre-K tutors are embedded in a single classroom for the entire school year in order to implement a multi-tiered instructional strategy by providing one-on-one, small group, and whole group interventions. K-3 tutors work one-on-one with a caseload of 15-18 students in grades K-3; students receive 20 minutes of evidence-based reading intervention five days per week.

Both the pre-K and the K-3 Reading Corps programs use a formal family engagement curriculum that tutors use to encourage children to practice the literacy skills they learn in school with their tutors with loved ones at home.

Program Budget $1,646,982.00
Category Education, General/Other Literacy
Population Served Children Only (5 - 14 years), ,
Program is linked to organization's mssion Yes
Program Frequently Assessed Yes
Short-Term Success
  • Children have increased exposure to written materials at home and associate reading with positive interactions with loved ones.
  • At least 80% of participants heading to Kindergarten will make significant gains (rising at least one band on a three-band scale) on at least three of five benchmark assessment subtests;
  • At least 70% of K-3 participants will have a growth rate above that of their grade-level proficient peers, meaning that they are closing their achievement gap;
  • The Literacy Lab’s tutors will maintain fidelity rates of at least 90% on all assessments and interventions.
Long-Term Success
The goal of this program is that students participating in the program gain the literacy skills they need to read on grade level before 3rd grade, a key indicator of future educational success. To achieve this goal, The Literacy Lab works toward the following key objectives:
Establish an Early Literacy Safety Net – The organization seeks to work with all or most high-need schools in the city to have a demonstrable impact on city-wide literacy proficiency.
Build the High-Quality Teacher Pipeline – The organization provides support and training to tutors to great effect. Many Literacy Lab tutors go into careers in education in the Kansas City area, which helps to strengthen the local education workforce.
Program Success Monitored By
Student assessment tools:
  1. Student benchmark assessments: Tutors measure each student’s reading level in the fall, winter, and spring using the Individual Growth and Development Indicators (IGDIs) and the Formative Assessment System for Teachers (FAST).
  2. Weekly Progress Monitoring: Each week, tutors administer 1-minute assessments to measure student growth towards reading goals.
Additional program evaluation tools:
  1. External evaluation: Through its partnership with the Minnesota Reading Corps, The Literacy Lab receives an annual external program evaluation analyzing student data and outcomes.
  2. Stakeholder Surveys: All tutors, school sites, and coaches complete an anonymous survey at the end of each program year.
  3. Fidelity Tracking and Checklists: Master Coaches and Internal Coaches observe tutors implementing assessments and interventions at least twice per month and assess tutor performance using standardized checklists.
Examples of Program Success
Based on mid-year data, we are on track to meet or exceed our short-term project outcomes for the 2016-17 school year:
We reached 766 students, including 551 K-3 students and 215 pre-K students. We exceeded expectations for the number of students we would be able to reach partially because 50 students demonstrated enough growth in literacy skills to exit the program before the end of the year. Once these students exited, our tutors were able to work with additional students who were at-risk for reading failure.
Just six months into the school year, four and five-year-olds were on-track to meet spring benchmark targets in three of five early literacy indicators.
93% of third grade students, 78% of second grade students, 77% of first grade students, and 82% of Kindergarten students demonstrated a growth rate above grade-level peers.
Description
A replication of the research- and evidence-based Minnesota Reading Corps, The Literacy Lab’s largest program serves 1,800 students age three to grade three in the Washington, DC and Alexandria, VA. The Metro DC Reading Corps embeds rigorously-trained, full-time reading tutors in high-need elementary schools and early childhood centers. Pre-K tutors are embedded in a single classroom for the entire school year in order to implement a multi-tiered instructional strategy by providing one-on-one, small group, and whole group interventions. K-3 tutors work one-on-one with a caseload of 15-18 students in grades K-3; students receive 20 minutes of evidence-based reading intervention five days per week.
 
Both the pre-K and the K-3 Reading Corps programs use a formal family engagement curriculum that tutors use to encourage children to practice the literacy skills they learn in school with their tutors with loved ones at home.
Program Budget $2,994,794.00
Category Education, General/Other Literacy
Population Served Children Only (5 - 14 years), ,
Program is linked to organization's mssion Yes
Program Frequently Assessed Yes
Short-Term Success
Children have increased exposure to written materials at home and associate reading with positive interactions with loved ones.
At least 80% of participants heading to Kindergarten will make significant gains (rising at least one band on a three-band scale) on at least three of five benchmark assessment subtests;
At least 70% of K-3 participants will have a growth rate above that of their grade-level proficient peers, meaning that they are closing their achievement gap;
The Literacy Lab’s tutors will maintain fidelity rates of at least 90% on all assessments and interventions.
Long-Term Success
The goal of this program is that students participating in the program gain the literacy skills they need to read on grade level before 3rd grade, a key indicator of future educational success. To achieve this goal, The Literacy Lab works toward the following key objectives:
Establish an Early Literacy Safety Net – The organization seeks to work with all or most high-need schools in the city to have a demonstrable impact on city-wide literacy proficiency.
Build the High-Quality Teacher Pipeline – The organization provides support and training to tutors to great effect. Many Literacy Lab tutors go into careers in education in the Kansas City area, which helps to strengthen the local education workforce.
Program Success Monitored By
Student assessment tools:
  1. Student benchmark assessments: Tutors measure each student’s reading level in the fall, winter, and spring using the Individual Growth and Development Indicators (IGDIs) and the Formative Assessment System for Teachers (FAST).
  2. Weekly Progress Monitoring: Each week, tutors administer 1-minute assessments to measure student growth towards reading goals.
Additional program evaluation tools:
  1. External evaluation: Through its partnership with the Minnesota Reading Corps, The Literacy Lab receives an annual external program evaluation analyzing student data and outcomes at the end of the school year.
  2. Stakeholder Surveys: All tutors, school sites, and coaches complete an anonymous survey at the end of each program year.
  3. Fidelity Tracking and Checklists: Master Coaches and Internal Coaches observe tutors implementing assessments and interventions at least twice per month and assess tutor performance using standardized checklists.
Examples of Program Success
Based on mid-year data, we are on track to meet or exceed our short-term project outcomes for the 2016-17 school year:
  • On average, four-to-five year old pre-K students were ahead of pace to meet spring benchmarks in all five early literacy skills measured;
  • 76% of K-3 students were on pace to achieve grade level proficiency;
  • 95 K-3 students had already exited the program by the winter benchmark assessment, meaning that they had reached and maintained grade-level proficiency in reading.
Description

A replication of the research- and evidence-based Minnesota Reading Corps, The Literacy Lab will reach nearly 600 students, age three to grade three, in Baltimore, Maryland in the upcoming 2017-18 school year. The Literacy Lab embeds rigorously-trained, full-time reading tutors in high-need elementary schools and early childhood centers. Pre-K tutors are embedded in a single classroom for the entire school year in order to implement a multi-tiered instructional strategy by providing one-on-one, small group, and whole group interventions. K-3 tutors work one-on-one with a caseload of 15-18 students in grades K-3; students receive 20 minutes of evidence-based reading intervention five days per week.

Both the pre-K and the K-3 Reading Corps programs use a formal family engagement curriculum that tutors use to encourage children to practice the literacy skills they learn in school with their tutors with loved ones at home.

Category Education, General/Other Literacy
Population Served Children Only (5 - 14 years), ,
Program is linked to organization's mssion Yes
Program Frequently Assessed Yes
Short-Term Success

 

  • Children have increased exposure to written materials at home and associate reading with positive interactions with loved ones.
  • At least 80% of participants heading to Kindergarten will make significant gains (rising at least one band on a three-band scale) on at least three of five benchmark assessment subtests;
  • At least 70% of K-3 participants will have a growth rate above that of their grade-level proficient peers, meaning that they are closing their achievement gap;
  • The Literacy Lab’s tutors will maintain fidelity rates of at least 90% on all assessments and interventions.

 

Long-Term Success
The goal of this program is that students participating in the program gain the literacy skills they need to read on grade level before 3rd grade, a key indicator of future educational success. To achieve this goal, The Literacy Lab works toward the following key objectives:
Establish an Early Literacy Safety Net – The organization seeks to work with all or most high-need schools in the city to have a demonstrable impact on city-wide literacy proficiency.
Build the High-Quality Teacher Pipeline – The organization provides support and training to tutors to great effect. Many Literacy Lab tutors go into careers in education in the Kansas City area, which helps to strengthen the local education workforce.
Program Success Monitored By
Student assessment tools:
  1. Student benchmark assessments: Tutors measure each student’s reading level in the fall, winter, and spring using the Individual Growth and Development Indicators (IGDIs) and the Formative Assessment System for Teachers (FAST).
  2. Weekly Progress Monitoring: Each week, tutors administer 1-minute assessments to measure student growth towards reading goals.
Additional program evaluation tools:
  1. External evaluation: Through its partnership with the Minnesota Reading Corps, The Literacy Lab receives an annual external program evaluation analyzing student data and outcomes at the end of the school year.
  2. Stakeholder Surveys: All tutors, school sites, and coaches complete an anonymous survey at the end of each program year.
  3. Fidelity Tracking and Checklists: Master Coaches and Internal Coaches observe tutors implementing assessments and interventions at least twice per month and assess tutor performance using standardized checklists.
Examples of Program Success
Based on mid-year data, we are on track to meet or exceed our short-term project outcomes for the 2016-17 school year:
  • On average, four-to-five year old pre-K students were ahead of pace to meet spring benchmarks in all five early literacy skills measured;
  • 76% of K-3 students were on pace to achieve grade level proficiency;
  • 95 K-3 students had already exited the program by the winter benchmark assessment, meaning that they had reached and maintained grade-level proficiency in reading.
Description

A replication of the research- and evidence-based Minnesota Reading Corps, The Literacy Lab will reach nearly 850 students, age three to grade three, in Richmond, Virginia in the upcoming 2017-18 school year. The Literacy Lab embeds rigorously-trained, full-time reading tutors in high-need elementary schools where tutors work one-on-one with a caseload of 15-18 students in grades K-3. Students receive 20 minutes of evidence-based reading intervention five days per week.

The program uses a formal family engagement curriculum that tutors use to encourage children to practice the literacy skills they learn in school with their tutors with loved ones at home.

Program Budget $1,500,000.00
Category Education, General/Other Literacy
Population Served Children Only (5 - 14 years), ,
Program is linked to organization's mssion Yes
Program Frequently Assessed Yes
Short-Term Success

 

  • Children have increased exposure to written materials at home and associate reading with positive interactions with loved ones.
  • At least 80% of participants heading to Kindergarten will make significant gains (rising at least one band on a three-band scale) on at least three of five benchmark assessment subtests;
  • At least 70% of K-3 participants will have a growth rate above that of their grade-level proficient peers, meaning that they are closing their achievement gap;
  • The Literacy Lab’s tutors will maintain fidelity rates of at least 90% on all assessments and interventions.

 

Long-Term Success
The goal of this program is that students participating in the program gain the literacy skills they need to read on grade level before 3rd grade, a key indicator of future educational success. To achieve this goal, The Literacy Lab works toward the following key objectives:
Establish an Early Literacy Safety Net – The organization seeks to work with all or most high-need schools in the city to have a demonstrable impact on city-wide literacy proficiency.
Build the High-Quality Teacher Pipeline – The organization provides support and training to tutors to great effect. Many Literacy Lab tutors go into careers in education in the Kansas City area, which helps to strengthen the local education workforce.
Program Success Monitored By
Student assessment tools:
  1. Student benchmark assessments: Tutors measure each student’s reading level in the fall, winter, and spring using the Individual Growth and Development Indicators (IGDIs) and the Formative Assessment System for Teachers (FAST).
  2. Weekly Progress Monitoring: Each week, tutors administer 1-minute assessments to measure student growth towards reading goals.
Additional program evaluation tools:
  1. External evaluation: Through its partnership with the Minnesota Reading Corps, The Literacy Lab receives an annual external program evaluation analyzing student data and outcomes at the end of the school year.
  2. Stakeholder Surveys: All tutors, school sites, and coaches complete an anonymous survey at the end of each program year.
  3. Fidelity Tracking and Checklists: Master Coaches and Internal Coaches observe tutors implementing assessments and interventions at least twice per month and assess tutor performance using standardized checklists.
Examples of Program Success
Based on mid-year data, we are on track to meet or exceed our short-term project outcomes for the 2016-17 school year:
  • 38 students had already exited the program after achieving grade-level reading;
  • 85-96% of Kindergarten through third grade students were on-pace to achieve grade-level proficiency.
Description We launched the Leading Men Fellowship Program in partnership with the DC Public Schools’ (DCPS) Empowering Males of Color Initiative in the 2016-17 school year. Through this program, The Literacy Lab trains recent DCPS high school graduates who are men of color to serve for 30 hours per week as pre-K tutors. Black and Latino males make up 43 percent of DCPS’ students, but just 11 percent of its teachers are males of color. Nationally, black men make up just 2 percent of the teaching workforce. In addition to strengthening and diversifying the teacher pipeline, this program gives recent high school graduates the opportunity to create meaningful change in the lives of students from their own neighborhoods while building their own careers.
Program Budget $300,000.00
Category Education, General/Other Literacy
Population Served Children Only (5 - 14 years), ,
Program is linked to organization's mssion Yes
Program Frequently Assessed Yes
Short-Term Success

 

  • Children have increased exposure to written materials at home and associate reading with positive interactions with loved ones.
  • At least 80% of participants heading to Kindergarten will make significant gains (rising at least one band on a three-band scale) on at least three of five benchmark assessment subtests;
  • Leading Men Fellows demonstrate an interest in pursuing a career in education.

 

Long-Term Success
The goals of this program are to:
  • Prepare Students for Kindergarten – Leading Men Fellows increase The Literacy Lab’s capacity to reach pre-K students and give them the literacy support they need to catch up with their peers before Kindergarten.
  • Diversify and Strengthen the Early Childhood Education Teacher Pipeline – There are 20 male teachers of color who work in early childhood education across DCPS — three percent of all preschool teachers. Yet, students of color need teachers who can be strong role models for academic achievement at an early age. This program gives young men of color real classroom experience and supports them if they choose to pursue a career in education.
Program Success Monitored By
Student assessment tools:
  1. Student benchmark assessments: Tutors measure each student’s reading level in the fall, winter, and spring using the Individual Growth and Development Indicators (IGDIs) and the Formative Assessment System for Teachers (FAST).
  2. Weekly Progress Monitoring: Each week, tutors administer 1-minute assessments to measure student growth towards reading goals.
Additional program evaluation tools:
  1. External evaluation: Through its partnership with the Minnesota Reading Corps, The Literacy Lab receives an annual external program evaluation analyzing student data and outcomes at the end of the school year.
  2. Stakeholder Surveys: All tutors, school sites, and coaches complete an anonymous survey at the end of each program year.
  3. Fidelity Tracking and Checklists: Master Coaches and Internal Coaches observe tutors implementing assessments and interventions at least twice per month and assess tutor performance using standardized checklists.
Examples of Program Success

Based on mid-year data, we are on track to meet or exceed our short-term project outcomes for the 2016-17 school year:

  • Leading Men Fellows demonstrated fidelity rates similar to those of tutors with college degrees.
  • On average, four-to-five year old pre-K students were ahead of pace to meet spring benchmarks in all five early literacy skills measured.

 

CEO Comments The Literacy Lab is grateful for the ongoing support of Mayor Sly James, Turn the Page KC, and its school partners as the organization expands its programming in Kansas City by approximately 20% in the 2016-17 school year. 
Executive Director/CEO
Executive Director Ms. Ashley Johnson
Term Start May 2009
Compensation $125,001 - $150,000
Experience Prior to founding The Literacy Lab, Ashley worked as a Special Education teacher and coordinator at public and charter schools in the District of Columbia. Ashley was a Teach For America Metro DC corps member. Ashley earned her Master's Degree in Special Education from American University and her Bachelor's Degree in History and Political Science from the University of Pennsylvania.
Co-CEO/Executive Director
Co-CEO/Executive Director Tom Dillon
Term Start May 2009
E-mail tdillon@theliteracylab.org
Compensation Last Year $100,001 - $125,000
Current Compensation $125,001 - $150,000
Co-CEO Experience

Tom Dillon is the Co-Founder and Co-Executive Director of The Literacy Lab. With a background in foreign language instruction, Tom brings an understanding of language acquisition and linguistic processes to the organization. Tom has experience teaching, coaching, and working in a number of academic programs in the Washington, D.C. area. Tom earned a Bachelor’s degree in European Studies at The College of William and Mary and holds a Certificate in Contemporary Europe from the Maxwell School of Citizenship and Public Affairs at Syracuse University.

Senior Staff
Title Co-Executive Director
Title Program Director, Metro DC Reading Corps
Title Kansas City Program Manager
Staff
Paid Full-Time Staff 256
Paid Part-Time Staff 0
Volunteers 40
Paid Contractors 14
Retention Rate 100%
Formal Evaluations
CEO Formal Evaluation Yes
CEO/Executive Formal Evaluation Frequency Annually
Senior Management Formal Evaluation Yes
Senior Management Formal Evaluation Frequency Semi-Annually
Non-Management Formal Evaluation Yes
Non-Management Formal Evaluation Frequency Semi-Annually
Plans & Policies
Organization Has a Fundraising Plan Yes
Organization Has a Strategic Plan Under Development
Management Succession Plan Yes
Organization Policy and Procedures Yes
Nondiscrimination Policy Yes
Whistleblower Policy Yes
Document Destruction Policy Yes
Collaborations

The Literacy Lab has established strong partnerships with school districts to help meet the literacy needs of low-income students. In 2015, the leadership from Kansas City Public Schools (KCPS) and Hickman Mills School districts decided that The Literacy Lab offered the support that their early childhood and elementary classrooms needed. Both districts committed to supporting the program in their highest-need schools as part of a long-term investment in their students’ literacy. In the organization's second year working in Kansas City, it partnered with Center Public School District and Pathway Academy Public Charter School. In the 2016-17 school year, The Literacy Lab will also launch partnerships with Crossroads Academy, Brookside Charter, KIPP Endeavor, Scuola Vita Nuova, Genesis Charter School, and Academy for Integrated Arts. These new school partners have demonstrated significant interest in and demand for the program.


The Literacy Lab is also an official partner of Turn the Page KC, Mayor Sly James’ community initiative to help all Kansas City children read at grade level by third grade. Mayor James has endorsed the program, saying that it adds needed capacity to schools in the area.

The Minnesota Reading Corps, the nation’s largest state AmeriCorps program, selected The Literacy Lab as a national replication partner in 2012 and provides The Literacy Lab with training, technical assistance, support, and access to all materials needed to implement the Reading Corps model with fidelity.

CEO Comments

Because it recruits and hires hundreds of tutors every year, The Literacy Lab benefits from a strong hiring pipeline that has allowed the organization to grow quickly and retain high-performing staff. Many of its program and administrative staff worked for at least a year as a tutor and have a deep understanding of the organization’s mission and the day-to-day work of being a full-time literacy tutors.

Board Chair
Board Chair Mr. Edward Mandel
Company Affiliation Community Volunteer
Term Nov 2014 to Nov 2017
Board Members
NameAffiliation
Mr. Hugh Cole IIIWashington Property Company
Ms. Betsy Duff Harbour Capital Advisors, LLC
Ms. Bailey Edelson
Ms. Patricia Evans Center for Learning and Development, DC Government
Mr. Praveen Jeyarajah
Ms. Ashley Johnson Co-Founder and Co-Executive Director of The Literacy Lab
Ms. Elisabeth Liptak International Dyslexia Association
Mr. Edward Mandel Community Volunteer
Board Demographics - Ethnicity
African American/Black 1
Asian American/Pacific Islander 1
Caucasian 6
Hispanic/Latino 0
Native American/American Indian 0
Other 0
Board Demographics - Gender
Male 3
Female 5
Unspecified 0
Governance
Board Term Lengths 2
Board Term Limits 3
Board Meeting Attendance % 100%
Written Board Selection Criteria? Yes
Written Conflict of Interest Policy? Yes
Percentage Making Monetary Contributions 100%
Number of Full Board Meetings Annually 6
Standing Committees
Board Governance
Finance
Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
CEO Comments

The Literacy Lab’s Board of Directors has seven members – including ex-oficio member Ashley Johnson – with experience in education and special education, school administration, law, and finance. Members of the Board of Directors also serve on the Finance and Development Committees. The Board reviews student outcome data at every meeting as well as end-of-year survey and official program evaluation results. All Board members also attend at least one programmatic site visit each year to ensure that they remain engaged with The Literacy Lab’s mission and programming. The Board further assists The Literacy Lab's programs by making connections to professional development opportunities for staff. For example, one board member, Liz Liptak, has helped staff members attend the International Dyslexia Foundation’s national conference for the past three years.

Financials
Fiscal Year Start Aug 01, 2016
Fiscal Year End July 31, 2017
Projected Revenue $7,068,548
Projected Expenses $687,636,000
IRS Letter of Exemption
Foundation Comments
  • FY 2014, 2013, 2012: Financial data reported using the IRS Form 990 from national organization.
  • Foundation/corporate revenue line item may include contributions from individuals.
Detailed Financials
 
Revenue SourcesHelpThe financial analysis involves a comparison of the IRS Form 990 and the audit report (when available) and revenue sources may not sum to total based on reconciliation differences. Revenue from foundations and corporations may include individual contributions when not itemized separately.
Fiscal Year201420132012
Foundation and
Corporation Contributions
$829,835$469,859$135,321
Government Contributions$686,306$443,534$96,470
Federal------
State------
Local------
Unspecified$686,306$443,534$96,470
Individual Contributions------
$0$0$0
$312,123$191,829$490,918
Investment Income, Net of Losses$872$507$255
Membership Dues$0$0$0
Special Events$0$0$0
Revenue In-Kind$0$0$0
Other$0$0$0
Expense Allocation
Fiscal Year201420132012
Program Expense$1,470,130$890,848$430,817
Administration Expense$51,457$45,666$43,534
Fundraising Expense$54,664$42,972$32,372
Payments to Affiliates------
Total Revenue/Total Expenses1.161.131.43
Program Expense/Total Expenses93%91%85%
Fundraising Expense/Contributed Revenue4%5%14%
Assets and Liabilities
Fiscal Year201420132012
Total Assets$1,067,631$677,229$501,020
Current Assets$1,066,238$673,924$495,803
Long-Term Liabilities$0$0$0
Current Liabilities$125,088$87,571$37,605
Total Net Assets$942,543$589,658$463,415
Short-Term Solvency
Fiscal Year201420132012
Current Ratio: Current Assets/Current Liabilities8.527.7013.18
Long-Term Solvency
Fiscal Year201420132012
Long-Term Liabilities/Total Assets0%0%0%
Top Funding Sources
Fiscal Year201420132012
Top Funding Source & Dollar Amount -- -- --
Second Highest Funding Source & Dollar Amount -- -- --
Third Highest Funding Source & Dollar Amount -- -- --
Capital Campaign
Currently in a Capital Campaign? No
Organization Comments

One of The Literacy Lab’s core values is the careful use of resources. The organization works to achieve a big goal – closing the literacy achievement gap in major urban areas across the country – by leveraging limited resources wisely. The organization spends a small percentage (10%) of its funding on overhead expenses and invests the rest in ensuring the success of its programs. At the same time, general operating support is critical for the organization as it grows and increases its impact on its target communities. General support is more flexible, allowing The Literacy Lab to allocate resources where they are needed most to achieve its programmatic goals. To that end, the organization is actively pursuing increased general operating support from both new and longtime funders.

Organization Name The Literacy Lab
Address 4049 Pennsylvania Avenue
Suite 301
Kansas City, MO 64111
Primary Phone (816) 479-5444
Contact Email info@theliteracylab.org
CEO/Executive Director Ms. Ashley Johnson
Board Chair Mr. Edward Mandel
Board Chair Company Affiliation Community Volunteer
Year of Incorporation 2009