W.E.B. DuBois Learning Center, Inc.
4510 East Linwood Boulevard
Kansas City MO 64128
High School Reading Class
Understanding the rules of the challenge
Web and Phone Contact
Telephone (816) 523-3339
Mission Statement
Raise the performance level of under served communities through educational services and applied state-of-the-art-technology.
Leadership
CEO/Executive Director Mrs Terri E Barnes
Board Chair Mr. Timothy Jones
Board Chair Company Affiliation CBRE
History and Background
Year of Incorporation 1976
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 Raise the performance level of under served communities through educational services and applied state-of-the-art-technology.
Background Statement

Founded in 1973, DLC, a non-profit organization, is committed to raising the performance levels of under-served communities across the Greater Kansas City metropolitan area through utilization of supplemental education services and state of the art technology.

 
For the past 40 years, the DLC has focused on youth leadership and development by providing services to Kansas City Metropolitan area youth in grades 1 through twelve in the core areas of math, communication arts, science, and computer technology and access to free information systems technology provided by our in house telecommunications network.  Providing these services has been a challenging yet rewarding experience, as we have been able to witness children improve their academic ability, develop a desire for knowledge and expand their future aspirations through the use of shared technology.
 
The majority of children, approximately 70%, enrolled in the programs at DLC, attend either KCMO Public Schools, area charter schools, the Raytown School or the Center School Districts. As a volunteer-based organization, DLC’s organization and programs have often been cited as a model for replication. DLC initially started with a handful of volunteers who tutored a small group of students in reading and math. Today, the center is “staffed” and supported by over 70 active volunteers, and tutorial assistance has been expanded to include science and computer technology. In addition to serving as tutors, our volunteers serve as mentors and role models for the students. These volunteers provide more than 4,000 hours of classroom, telehub and administrative program support each year. Several of these volunteers have worked with DLC since its inception.
 
DLC’s volunteer base comprises a very diverse range from attorneys and engineers to high school teachers and college students, with skill sets ranging from computer expertise and program management to accounting and parenting. It is estimated that over 10,000 students have benefited from DLC’s tutorial services over the years. Enrollment in DLC programs continues to grow due to the need of area youth for educational assistance and increasing awareness of the value of DLC’s programs.
Impact Statement
Major accomplishments and facts for the 2011-12 program year include:
  • enrollment of 320 students in the core programs;
  • expansion in the tutorial program - introduction of classes/services for 1st graders and expanding the Reading program to two classes a week;
  • increased program revenues generated by SES increasing overall organizations sustainability;
  • increased overall performance from 83% to 90%;
  • continued to strengthen our College Coaching and Mentoring program by developing additional partnerships with local colleges and universities.
Needs Statement
Fund development is one of our most pressing needs. As we finalize the purchase of our new facility (previously Milton Moore Elementary School) we need to increase revenues/fundraising to help offset operating costs.
 
We are excited about the new building, as it will allow us to expand our programming and explore new opportunities for our families. Additionally, we are always looking for high quality volunteers to serve in a number of capacity (within the tutorial program OR on a board committee). Most specifically, we are always in need reading instructors and individuals with website/graphic development skills, public relations and marketing skills and fund development skills. 
Service Categories
Educational Services
Computer Science
Youth Development Programs
Areas of Service
MO - Jackson County
MO - Clay County
MO - Platte County
KS - Wyandotte County
KS - Johnson County
MO - Eastern Jackson Co
MO - Jackson County Urban Core
KS - Wyandotte County Urban Core
CEO/Executive Director/Board Chair Statement DLC was conceived in 1973 to supplement the education of students primarily from the urban core of Kansas City, Missouri, though today we assist needy students from public, private and charter schools from various districts. Our approach enlists area professionals to volunteer their time, talents and expertise to work with our youth. This is what makes our approach so unique. Over the years many of our youth have been assisted in their academic work and mentored with respect to their chosen fields and interests. Many were helped to select college majors, secure financial assistance and determine which colleges and universities to submit entrance applications. Our yearly parental and student surveys continue to show high satisfaction with 90% approval ratings. DLC's IT professional volunteers implemented the Telecommunications Network, which enables select community centers and some churches throughout the urban core to access DLC educational software and servers. This opportunity benefits and enhances their youth and after-school programs by providing much needed educational software and assessment tools. The success of the Telecommunications Network has created two challenges: expansion of the DLC Telecommunications Network's outreach to other community organizations serving youth and expansion of the DLC facility to house enough hardware and equipment to meet the growing demand for participation by these other community organizations, who are requesting our technology services. DLC recognizes the need to address these challenges and is currently implementing strategies to meet the growing demand of students desiring our help. DLC and its Board continues to work to provide high quality and relevant service to children and the community at-large as their needs continue to grow due to changes and advances in technology, educational approaches and economic conditions. DLC recognizes that it houses a vast pool of intellectual ability and potential that will help shape a new framework for the future.
Programs
Description DLC's Computer Technology Program introduces students to computer training and technology through self-paced and user-friendly software. This program allows for many one-on-one sessions and hands-on training. The youth classes are structured to provide computer training in a sequence that requires an age appropriate mastery of reading and math. If deficient in these areas, students are required to enroll in the regular math or reading tutorials. The computer classes are structured in two tracts. Students are first introduced to Office desktop software or Wiring and Cabling class and then go on to a PC Maintenance & Repair or HTML (web page design) course based on their interests. In the Wiring & Cabling class, students learn how to prepare a facility for Internet access by actual wiring of facilities. In PC Maintenance and Repair, students engage in hands-on technical/maintenance training that allows them to build a generic PC or one that is built from very specific requirements.
Category Education, General/Other Education & Technology
Population Served K-12 (5-19 years), At-Risk Populations,
Short-Term Success The short term measure of success of DLC's Computer Technology Program is reflected in the students' performance in the classroom at their regular school through increased participation and ability to use and integrate technology in all classes. Since many inner city students enrolled in DLC's computer classes do not have computers at home, the program increases their daily access (over 20 computers available on weekdays and weekends) with trained IT and other professionals available to provide technical and/or Internet support.
Long-Term Success DLC's long-term definition of success for the computer technology program is community equity in exposure and access to computers, technological benefits and Internet access. In addition, success is measured by increasing the number of students who understand the practical application that technology plays and its potential as a career, as well as those that develop an interest in technology courses in high school in preparation for college.
Program Success Monitored By The Computer Technology program contains both quantitative and qualitative benefits for participating students and their schools. The following instruments are used to demonstrate these benefits: monthly DLC progress reports, review of tutorial session work and projects, school quarterly progress reports and grade cards, and semi-annual parental surveys.
Examples of Program Success

At DLC, we continue to see an increase in the number of students enrolling and remaining active in the computer technology program for the duration of the program year. The Telehub initiative continues to provide access to educational and technology resources in underserved neighborhoods primarily in the urban core through wireless and virtual network linkages to 12 partnering sites. The sites located in local churches and community centers service a free Summer Academic Camp, after-school programs and various classes. It also continues to serve as the base of operations for the Black Family Technology Awareness Week which has seen a steady increase in participants each year.

Description

DLC addresses both remedial and enrichment needs of students. Our Reading program focuses primarily on comprehension and vocabulary development. In Math, computational skills are the focus for students in grades 2nd - 8th. They are grouped according to skill and "promote" as able to the next level of difficulty. High school students are placed according to the class they are taking at school and work on the areas  in which they are having difficulty. Our Science program addresses biology, chemistry and physics for middle and high school students. Since all of our programs involve small-group classes, our volunteers are able to identify specific needs for improvement for each student. The learning environment promotes excellence and success from the very first day that a student enters class regardless of their past performance because there is a concentrated focus on one subject and tutors understand what the needs are and implement instruction based on the unique needs of the student.

Category Education, General/Other Educational Programs
Population Served K-12 (5-19 years), At-Risk Populations,
Short-Term Success

The short term goals for success of DLC's tutorial program include changes/improvements in growth demonstrated in both the students' school classroom and the tutorial sessions.

Areas of growth measured include listening, participating and speaking skills; active classroom engagement; increase in independent reading of more complex and difficult reading selections; the production of properly constructed sentences and paragraphs; an increase in computational skills and an overall understanding of mathematical processes. Students are encouraged to demonstrate mastery of math formulas and problem solving skills by answering questions and performing board work. For science, DLC helps students develop investigative, problem-solving and logical reasoning skills so that students feel equipped to become more actively engaged in the learning process at school by contributing to classroom discussion and asking relevant content related questions.
Long-Term Success

The long-term goals for success of DLC's tutorial programs include both retention and performance. To successfully build skills in all academic areas, students must be engaged either in a very time-intensive program for a year or a more evenly paced program over a number of years. DLC's approach is the latter and we define long-term success as retaining students as they progress from level to level (elementary-middle-high school) with a continuous improvement of skills as demonstrated through Grade Level Equivalent scores. DLC also defines success by the growing number of students who are prepared to take advanced level courses while in high school and subsequently graduate from high school prepared to successfully complete college level courses.

Program Success Monitored By

DLC’s tutorial programs contain both quantitative and qualitative benefits for participating students and their schools. The following instruments are used to demonstrate these benefits: monthly DLC progress reports, review of tutorial session class work, school quarterly progress reports and grade cards, semi-annual parental surveys; and monthly, semester and annual program status reports that show pre- and post-test scores. All students are tested to determine their skill-level. Over the course of the program, they are tested at monthly or semester depending on the grade level and subject matter. Adjustments and/or reassignments are made when necessary. At the conclusion of the program, the student is tested again, to determine the amount of growth and improvement.

Examples of Program Success

Overall, students are demonstrating increase in mastery of academic content. In the math program 94% of consistently attending students showed improvement and of those 82% of them “promoted” to the next level of program difficulty. This year in our Reading program 90% of our students were able to show measurable growth after a program change that increased contact time from 18 to 36 hours per semester. A particular evidence of success was a 3rd grade reading student that entered the program in September unable to complete the assessment due to a high level of frustration with the reading material. By the end of the program year, he not only completed the entire post assessment with little or no frustration, his reading score increased over 2+ grade levels to score on-level with a 3.9 reading score. 

Description

The program enables its participants and families to gain valuable information about attending college, as well as provide structured strategies for eliminating barriers and obtaining the necessary resources to attend college. The students are grouped according to grade level: 6th - 8th graders, 9th -10th graders, and 11th - 12th graders. The phases are Step in the Right Direction – Building Early Awareness; Eyes on the Prize – Maintaining Focus; and Attaining the Goal – Wrapping Up the Process. During all phases of the program, there is a strong focus on improving and maintaining high academic performance. Students practice writing a resume, cover letter, and personal essay and are encouraged to apply for camps and summer experiences that make them more marketable to colleges and provide insight into particular career areas. A collaboration with the University of Central Missouri to enhance student opportunities and build upon the information and access available through this program.In addition, the program creates opportunities for students in the 6-8th grade to engage in hands-on activities that promote STEM careers.

DLC became a new participating member of the United Way's Individual Development Account (IDA) program. Through the program, youth save money from employment for college expenses and the United Way (through federal funding) match the savings at an 8 to 1 rate. As part of the program, students also attend financial literacy classes to build their understanding of managing money and using resources wisely.
Category Education, General/Other Educational Programs
Population Served K-12 (5-19 years), At-Risk Populations,
Short-Term Success

The short-term achievements include students and their parents gaining an in-depth knowledge of the college application process; being able to make a comparison between various colleges and the programs they have to offer; gain practice writing essays based on actual scholarship topics as well as practice filling out the FASFA. In addition, students will have the opportunity to learn about the campus environment, budgeting, time management and decision-making. Students will also review college catalogs and practice selecting classes based on their intended major and understand how to put together a four year plan, work with student services and identify relevant internship possibilities. In conjunction with the Prevention Program, students will also learn about the potential dangers and lure of alcohol and drug use on campuses.

Long-Term Success The ultimate changes that the program strives to create are an increase in aspiration for attending college and decrease/elimination of both real and perceived barriers to attendance and retention among low-income populations.
Program Success Monitored By

The following instruments are used to demonstrate progress towards the program performance outcomes: attendance records, program milestones including scholarship essays, college comparison tables, a personal plan and timetable, completed college applications, and acceptance letters. In addition, DLC monitors tutorial session class work, school quarterly progress reports and grade cards, and parental and student surveys. 

Examples of Program Success
During the 2011-2012 program year, DLC worked with 5 seniors - both at the DLC site and the Virtual Academy. All seniors applied and were accepted into one or more colleges. One senior will attend UMKC to study forensics medicine in the hopes of becoming a medical examiner. 
Description

The alcohol, tobacco and other drugs (ATOD) prevention program uses  three evidence-based strategies to increase both youth and family awareness about and resiliency to ATOD use. The strategies include monthly prevention education, information dissemination and short- and long-term alternative activities. 

Prevention education curriculum is provided by the Kansas City Health Department and helps to develop healthy beliefs and clear standards regarding ATOD use, violence prevention and personal behavioral characteristics. Each curriculum targets a specific population and includes the following key elements: 1) identification of internal and external pressures that influence use; 2) development of personal, social and refusal skills to resist these pressures; 3) reinforcement that using ATOD is not the norm even if students think “everyone is doing it”; 4) developmentally appropriate material  5) interactive teaching techniques; and 6) active involvement of the family.

Category Youth Development, General/Other Youth Development, General/Other
Population Served K-12 (5-19 years), At-Risk Populations,
Short-Term Success

Outcomes for students: increased awareness and resiliency to ATOD use, development of healthy beliefs, ability to articulate clear standards, improved academic performance, increased engagement in pro-social activities, and increased bonding with peers and adults.

 

Outcomes for families: increased awareness and resiliency to ATOD use, development of healthy beliefs, ability to articulate clear standards, increased participation levels in parent forums and training sessions, and increased levels of parent volunteers.                                                                                      
 
Outcomes for schools: increased communication between the schools and partnership, increased student achievement, and decreased school referrals and ATOD and violence discipline incidents. 
 
Outcomes for community: increased community outreach and productive community collaborations.
Long-Term Success

One of the ultimate changes that this program seeks to impact are the numbers of youth who report engaging in ATOD during their early adolescence. Both Kansas City and Missouri have high numbers of youth trying all forms of ATOD between the ages of 12 -14 years. In 2005, (the most recent year for national data) every category of substance abuse in the Kansas City metro area was higher than the national average. The other long-term change is to reduce the number of high school students who report using alcohol. Currently, the rate for both Missouri and Kansas City is between 40 and 50%.  

Program Success Monitored By

The instruments that will be used to track the program impact include: attendance records; pre- and post assessments for prevention education sessions, mentoring and technology workshops; promotion sheets, tutorial progress reports, grade cards, teacher/parent behavior surveys, student workshop/meeting descriptions and records, development of personal goals, anecdotal surveys, and documentation of participation in school and community activities.

Examples of Program Success

During the 2011-2012 there was a continued focus during the prevention sessions on drug-free, alcohol-free, violence-free and bully-free living for youth. In addition, the Reading program included materials on prevention subjects to introduce the topics in a more natural setting. All reading classes engaged in reading and learning vital information on drug and alcohol use/abuse, statistics that pertain to adolescents and youth and methods to avoid/combat peer pressure. During the sessions, approximately 90% of the students actively agreed either verbally or through body language a willingness to consider employing positive alternatives when faced with pressure to engage in drug and/or alcohol use. They also expressed positive responses to alternative solutions in helping to identify and decrease instances of bullying. 

At the 2nd and 3rd grade levels, students were able to read and discuss the  book on "Big, Bad Bullies" with its author and illustrator - Okpara Nosakhere. Students were highly engaged in the discussion and shared some personal stories and anecdotes to prevent bullying. 
 
Description

DLC's CISCO Certified Network Academy, consists of a four semester training curriculum. It is designed to prepare students to obtain industry standard certification through CCNA testing. It is a very difficult and demanding program, yet it is a popular offering at DLC due to its enhanced potential for employment in the IT industry. This program targets both youth and adults and prepares them to manage, maintain and troubleshoot network systems. The program is designed to ensure student success through small classes and ample opportunities for constant feedback and a high level of one-on-one interaction between student and instructor. DLC attempts to minimize and address the potential obstacles that contribute to a student falling behind or having difficulty in comprehending the material.

Category Education, General/Other Education & Technology
Population Served At-Risk Populations, ,
Short-Term Success

Short-term successes for the CISCO Academy include being able to market a program and annually increase enrollment of adults from a diverse urban core population, engage and motivate non-traditional students with little technology or Internet backgrounds and experience to improve their overall knowledge of technology, and to increase training courses that are locally situated and minimally priced.

Long-Term Success

The long term effect and success of DLC's CISCO Training Academy is employment in an Information Technology (IT) environment and an overall improvement in the economic standing of students' and their families. Recent graduates from the program have generously returned to volunteer in DLC's CISCO lab to assist the other students that have recently enrolled in the program.

Program Success Monitored By

The monitor of success for the Academy is very different from the rest of DLC's programs because our participants are adults many of whom are working and supporting families. Because there are primarily non-traditional students enrolled in the program, we take into account the myriad of influences that will affect their success and completion. The instruments we use to measure success include attendance data, anecdotal reports from the instructor, and student surveys. We attempt to gauge potential barriers or obstacles for the students and proactively provide support.

Examples of Program Success

The CISCO CCNA Training Academy continues to show increases in its student enrollment each program year. Twelve new students enrolled during the Fall 2009 season. Since the program's inception, six students have completed the CISCO CCNA Training Academy, with two passing the Certification exam. Two students have obtained relevant IT employment with major area corporations.

CEO Comments

I am proud of DLC for maintaining its high performance standards for more than 39 years by continuing to attract a large number of concerned parents interested in educational growth for their children; scores of volunteers who give their service year-after-year and community and business support that make it possible to provide service.

 
DLC will continue to build relationships with surrounding community/neighborhood schools and organizations in an effort to strengthen home-school-community linkages.
Executive Director/CEO
Executive Director Mrs Terri E Barnes
Term Start Sept 2013
Experience
Terri has been  with the W.E.B. DuBois Learning Center for the past 15 years as a volunteer on the Administrative team. In September of 2012, she was named as Board Chair, replacing Co-Founder & Chairman for the past 40 years,  Mr. Leon Dixon. In September 2013, she was asked to  step out of the Board Chair role and take on the Interim Executive Director rolep and lead the recruitment and hiring process for our new Executive Director. 
 
Terri has more than 25 years of management experience and 12 years of nonprofit leadership experience. She Co-founded Trace's Place - A Community Resource for Girls and Young Women. A mentoring and personal development program for girls. Terri has a BS-Business Management from Park University.
Co-CEO/Executive Director
Term Start
Compensation Last Year
Former CEOs
NameTerm
Mr. William B Grace Aug 1973 - Sept
Senior Staff
Title Education Coordinator
Staff
Paid Full-Time Staff 4
Volunteers 70
Retention Rate 67%
Formal Evaluations
CEO Formal Evaluation Yes
CEO/Executive Formal Evaluation Frequency Annually
Senior Management Formal Evaluation Yes
Senior Management Formal Evaluation Frequency Annually
Non-Management Formal Evaluation Yes
Non-Management Formal Evaluation Frequency Annually
Plans & Policies
Organization Has a Fundraising Plan Under Development
Organization Has a Strategic Plan Under Development
Management Succession Plan Under Development
Organization Policy and Procedures Yes
Nondiscrimination Policy Yes
Whistleblower Policy Yes
Document Destruction Policy Yes
Collaborations
Yes. DLC currently collaborates with the following organizations in order to reach the youth of Greater Kansas City metropolitan area: The Upper Room, University of Central Missouri, Trace’s Place, the Black Family Technology Awareness Association, the Ivanhoe Neighborhood Council, and Christ Temple Church. DLC maintains relationship with several area school districts including Kansas City, Missouri, the African Centered Education Collegium, Raytown , Grandview, Hickman Mills, Ruskin, Center, Independence, Kansas City, Kansas and St. Joseph Catholic Diocesan Schools. In addition, DLC works with the following area charter schools: Benjamin Banneker Charter Academy of Technology, Gordon Parks Elementary, Lee A. Tolbert Community Academy, University Academy Charter, and Urban Community Leadership Academy.  
 
New collaborations formed during the 2010-2011 year included Linwood YMCA, Urban Ranger Corps, and Education First, Athletics Second.
 
 
During 2012, DLC began a collaboration with the UMKC School of Social Work. One of their graduate students will perform field education with DLC during FY2013 and provide a host of social work services to complement our educational services. DLC is excited about this new partnership as it enables us to ensure our tutors have support in understanding and managing students that have behavioral problems, creating opportunities for students to talk with a trained professional and providing on-site referral services to parents.   
Awards
Award/RecognitionOrganizationYear
Outstanding Service AwardUrban League of Greater Kansas City2004
Designation for supplemental educationState of Missouri 2006
Recognition And Appreciation For Support To The Gambian AssociationThe Gambian Association of Greater Kansas City2005
Jordan McNeal Prestigious Community Service AwardMissouri Legislative Black Caucus2004
Pioneer in Technology AwardBlack Family Technology Awareness2005
Government Licenses
Is your organization licensed by the government? Yes
CEO Comments

DLC has been able to weather economic downturns experienced over the years because our operating structure depends on volunteers and not paid personnel. This has been crucial to our ability to provide direct services at maximum levels for the past 39 years, but this structure has also been limiting in our ability to evaluate, develop and implement key organizational improvements. Fortunately, we were able to start a capacity-building initiative in 2007 that has greatly improved our leadership, organization and program areas. These improvements have contributed to an increase in sustainability, community outreach and long-range planning and development. As we continue to implement capacity-building efforts our challenges include maintaining the existing staff engaged in the initiative and hiring additional staff to implement newly developed organizational plans developed such as the Resource Development Plan, the Volunteer Recruitment Plan and the Marketing and Public Relations Plan. Our current opportunities include continuous improvement in the tutorial and prevention programs and increased participation in the College Coaching and Computer Technology programs.

We are actively addressing both our challenges and opportunities by increasing our community visibility and importance, developing new streams of fee-for-service classes and keeping abreast of best practices in both education and non-profit management.  

  

 

Board Chair
Board Chair Mr. Timothy Jones
Company Affiliation CBRE
Term Sept 2013 to Mar 2014
Email timjones232@aol.com
Board Members
NameAffiliation
Mr Donald Burrell USDA, Retired
Ms C. Kim Edwards KCMO School District
Ms Revonia Elston U.S. Census
Mr. Overnice Glover U.S. Dept. of Agriculture, retired
Mr. Timothy Jones CBRE
Mr. Keith King Honeywell FM&T
Dr. Carla Mebane UMKC
Mr. Michael Moore New York Life
Mr Phillip Vann DuBois Consultants
Ms Linda Watkins KCMSD
Board Demographics - Ethnicity
African American/Black 10
Asian American/Pacific Islander 0
Caucasian 0
Hispanic/Latino 0
Native American/American Indian 0
Other 0
Board Demographics - Gender
Male 6
Female 4
Unspecified 0
Governance
Board Term Lengths 3
Board Term Limits 2
Board Meeting Attendance % 79%
Written Board Selection Criteria? Yes
Written Conflict of Interest Policy? Yes
Percentage Making Monetary Contributions 100%
Percentage Making In-Kind Contributions 98%
Constituency Includes Client Representation No
Number of Full Board Meetings Annually 12
Standing Committees
Capital Campaign
Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
Finance
Program / Program Planning
CEO Comments

The Board of Directors of the W.E.B DuBois Learning Center is a highly unique and committed group of individuals. In addition to the general expectations of the Board, the majority of our board members are also active volunteers in our program. Over the past year, the board has been challenged with ensuring we have the appropriate mix of talent and skill on the Board, as well as within our Staff to meet the goals established for the organization. As DLC looks to the future, the Board fully recognizes the need to improve upon existing services and organizational dynamics. We are working with Midwest Center for Nonprofit Leadership to develop a formal Strategic Planning process to guide our work into the future.  The Board is also working to develop a long-term Fundraising/Resource Development Plan, Marketing and Public Relations Plan and a Volunteer Recruitment Strategy.  

Financials
Fiscal Year Start Aug 01, 2013
Fiscal Year End July 31, 2014
Projected Revenue $431,350
Projected Expenses $389,568
Endowment Value $0
Spending Policy N/A
Percentage 0
IRS Letter of Exemption
Foundation Comments

FYE 7/31/2013, 2012, 2011, 2010, 2009:  Financial data reported using the organization's audited financial statements.  IRS Form 990's also  provided. 

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 Year201320122011
Foundation and
Corporation Contributions
$121,414$102,885$94,283
Government Contributions$220,419$203,396$156,730
Federal$0$0$0
State$0$0$0
Local$0$0$0
Unspecified$220,419$203,396$156,730
Individual Contributions$0$30,957$26,585
$0$0$0
$66,849$391,791$153,288
Investment Income, Net of Losses$1,341$130$1,699
Membership Dues$0$0$0
Special Events$0$0$0
Revenue In-Kind$89,190$101,895$123,000
Other$4,726$4,616$5,817
Expense Allocation
Fiscal Year201320122011
Program Expense$421,042$621,018$427,815
Administration Expense$93,511$127,731$106,232
Fundraising Expense$49,373$46,751$33,946
Payments to Affiliates$0$0$0
Total Revenue/Total Expenses0.891.050.99
Program Expense/Total Expenses75%78%75%
Fundraising Expense/Contributed Revenue14%14%12%
Assets and Liabilities
Fiscal Year201320122011
Total Assets$195,665$298,305$254,562
Current Assets$64,652$100,622$46,016
Long-Term Liabilities$0$0$0
Current Liabilities$66,004$83,465$58,955
Total Net Assets$129,661$214,840$195,607
Short-Term Solvency
Fiscal Year201320122011
Current Ratio: Current Assets/Current Liabilities0.981.210.78
Long-Term Solvency
Fiscal Year201320122011
Long-Term Liabilities/Total Assets0%0%0%
Top Funding Sources
Fiscal Year201320122011
Top Funding Source & Dollar Amount -- --City of Kansas City, Missouri $132,026
Second Highest Funding Source & Dollar Amount -- --United Way of Greater Kansas City $61,027
Third Highest Funding Source & Dollar Amount -- --Jackson County, Missouri $15,784
Capital Campaign
Currently in a Capital Campaign? Yes
Campaign Purpose We are currently involved in a capital campaign to purchase one of the Kansas City Missouri Public School buildings - previously, Milton Moore Elementary School. We have entered into a lease to purchase agreement with the KCPS and are in the process of raising funds/commitments to cover the cost of building purchase and major renovations.
Goal $1,000,000.00
Dates July 2013 to June 2014
Amount Raised to Date $200,000.00 as of Dec 2013
Capital Campaign Anticipated in Next 5 Years Yes
Organization Comments

DLC has a diversified funding stream that includes individual contributions, private, business and foundation grants and fee-for-service revenues. Looking forward to the future and in an effort to implement new capacity building strategies, DLC is actively engaged in developing a long-term Fundraising/Resource Development Plan. We have conducted a resource development audit and action plan for implementing changes. Some items from the audit have been completed and implemented, while others are still under development.  

Part of the plan is recognizing the value of the service that we provide not only to children and their families, but also to school districts and area charter schools. In 2006, DLC received designation from the Missouri Department of Elementary and Secondary Education as a Supplemental Educational Service Provider (SES), which provides funding for tutoring to students that attend low-performing schools. During the past three program years, DLC has increased revenues from the SES program by over 40% each year. 

DLC is consistently working to improve its ability to win corporate and foundation grants. In early 2010, we gained certification and grant funding from the United Way of Kansas City and in December 2010, we were selected to receive funding through their new 3-year funding strategy for 2011-2013. DLC has secured its 3rd year of funding through the City of Kansas City’s Community Development Block Grant for all of our youth programs. The grant is renewable each year, provides funds for both staff positions and programming needs and has strong leveraging potential.

Funding from both the United Way and Community Development Block Grant is extremely important to us and has helped to maintain increased staffing levels that occurred with the 2006-2009 grant from the U.S. Department of Health & Human Services. The reduction in revenue between FY ’09 and FY ’10 is attributed to the ending of that grant in September 2009.    

In addition to financial contributions, DLC has a dedicated volunteer base that fulfills many roles which are typically performed by paid staff. Our volunteers donate over 4,000 hours of service per year that is valued at over $100,000 of in-kind services.

Organization Name W.E.B. DuBois Learning Center, Inc.
Address 4510 East Linwood Boulevard
Kansas City, MO 64128
Primary Phone (816) 523-3339
Contact Email info@duboislc.org
CEO/Executive Director Mrs Terri E Barnes
Board Chair Mr. Timothy Jones
Board Chair Company Affiliation CBRE
Year of Incorporation 1976