2026-08-17T14:59:50-04:00 2025-09-30 463169148 DAVISKELLY LLP 42 MILL ROAD WILMINGTON MA 01887 990 2024-10-01 640939004 THE YOUNG PEOPLE'S PROJECT INC YOUN 6173548991 99 BISHOP ALLEN DRIVE CAMBRIDGE MA 02139 MAISHA MOSES EXECUTIVE DIRECTOR 6173548991 2026-08-17 true false RANDALL S DAVIS P10427372 9787648966 2026-08-17 2024 2025-03-06 01:10:19Z MAISHA MOSES 99 BISHOP ALLEN DRIVE CAMBRIDGE MA 02139 2599382 false X WWW.TYPP.ORG X 2001 MA THE YOUNG PEOPLE'S PROJECT (YPP) WAS FOUNDED IN 1996 AS AN OUTGROWTH OF THE ALGEBRA PROJECT, WHICH WAS LED BY CIVIL RIGHTS ICON BOB MOSES. ROOTED IN THE LEGACY OF THE SOUTHERN FREEDOM MOVEMENT, YPP WAS ESTABLISHED BY BLACK MIDDLE SCHOOL STUDENTS AND YOUNG MEN WHO BELIEVED THAT YOUNG PEOPLE LEAST SERVED BY THE SYSTEM MUST BE THE ONES TO LEAD ITS TRANSFORMATION. SINCE ITS INCEPTION, YPP HAS WORKED WITH MORE THAN 12,000 STUDENTS NATIONALLY ACROSS 10 STATES TO ENSURE MATH LITERACY-A 21ST-CENTURY CIVIL RIGHT-IS ACCESSIBLE TO ALL. THE ORGANIZATION ADDRESSES A CRITICAL "MATH CRISIS" IN THE UNITED STATES, WHERE MATH PROFICIENCY ACTS AS A GATEKEEPER TO THE 21ST-CENTURY TECHNOLOGY-BASED ECONOMY. NATIONALLY, ONLY 13% OF BLACK 8TH GRADERS, 15% OF ECONOMICALLY DISADVANTAGED 8TH GRADERS, AND 28% OF ALL 8TH GRADERS SCORE AT OR ABOVE THE NAEP PROFICIENT LEVEL. IN THE GREATER BOSTON AREA, THIS GAP IS STARK; IN CAMBRIDGE, BLACK 8TH GRADERS ARE 49 PERCENTAGE POINTS LESS LIKELY THAN THEIR WHITE PEERS TO T 8 8 102 0 2343502 2430637 252383 167157 3250 1588 0 2599135 2599382 773502 535416 0 1282962 1426989 70364 86150 161980 917595 978752 3044423 3027307 -445288 -427925 3450604 2004735 1543324 469079 1907280 1535656 X THE YOUNG PEOPLE'S PROJECT USES MATH LITERACY WORK TO DEVELOP THE ABILITIES OF ELEMENTARY THROUGH HIGH SCHOOL STUDENTS TO SUCCEED IN SCHOOL AND IN LIFE. false false 2353790 535416 167157 THE MATH LITERACY WORKER (MLW) DEVELOPMENT MODEL THE HEART OF YPP IS ITS CASCADING NEAR-PEER INSTRUCTIONAL MODEL, WHICH RECRUITS AND TRAINS HIGH SCHOOL AND COLLEGE STUDENTS FROM UNDER-RESOURCED COMMUNITIES TO SERVE AS MATH LITERACY WORKERS (MLWS). THESE YOUNG PEOPLE ARE NOT JUST TUTORS; THEY BECOME "AGENTS OF EMPOWERMENT" WHO PROVIDE MATH DEVELOPMENT AND LEADERSHIP FOR THEIR YOUNGER PEERS IN GRADES 3-8. THE DEVELOPMENTAL PIPELINE INCLUDES: INTENSIVE TRAINING: ALL MLW'S RECEIVE A MINIMUM OF 20 HOURS IN THEIR INITIAL TRAINING. LEAD MLWS RECEIVE 60 TO 120 HOURS OF HANDS-ON LEARNING WITHIN THE MATH AND COMPUTATIONAL THINKING LAB (MCTL) IN CAMBRIDGE, OR IN YPP TRAINING CENTERS NATIONALLY, FOCUSING ON PEDAGOGY, COMPUTATIONAL THINKING, AND WORKSHOP FACILITATION. PROFESSIONAL CERTIFICATION: MLWS EARN DIGITAL BADGES FOR COMPETENCIES LIKE CONCEPTUAL FLEXIBILITY, LEADERSHIP, AND EMPATHY, EXPLICITLY LINKING THEIR WORK TO HIGH-DEMAND STEM CAREER PATHWAYS. PAID EMPLOYMENT: RECOGNIZING THAT FINANCIAL SECURITY IS A BARRIER, YPP PROVIDES PAID STIPENDS OR HOURLY WAGES, WHICH HAS BEEN SHOWN TO BENEFIT "AT-RISK" YOUTH EVEN A DECADE AFTER HIGH SCHOOL. MEASURABLE OUTCOMES AND IMPACT METRICS YPP UTILIZES A COMBINATION OF SATELLITE, MAP, AND STREET DATA TO PROVE THE EFFICACY OF ITS MODEL. RECENT OUTCOMES INCLUDE: ACADEMIC EXCELLENCE: 100% OF HIGH SCHOOL MLWS GRADUATE ON TIME AND 85% ENROLL IN COLLEGE. MATH MASTERY: 90% OF MLWS IMPROVE THEIR OWN MATH CONTENT SCORES AFTER PARTICIPATING IN THE PROGRAM. STUDENT GROWTH PERCENTILE (SGP): IN 2025, YPP 8TH GRADERS ACHIEVED AN MCAS GROWTH PERCENTILE OF 83.1, VASTLY OUTPERFORMING NON-YPP PEERS WHO AVERAGED 68.1. MCAS GAINS: LOW-INCOME YPP 7TH GRADERS OUTPERFORMED THEIR DISTRICT PEERS ACROSS ALL FIVE MCAS MATH DOMAINS, WITH DIFFERENCES RANGING FROM 6 TO 21 PERCENTAGE POINTS. MINDSET SHIFTS: OVER 70% OF MLWS REPORT A POSITIVE AFFECT FOR MATH, REPORTING REDUCED MATH ANXIETY AND INCREASED SELF-CONFIDENCE. STREET DATA: HIGHLIGHTS AND NARRATIVES THE "STREET DATA" FRAMEWORK CAPTURES THE QUALITATIVE SHIFT IN IDENTITY THAT OCCURS THROUGH THE PROGRAM. AN MLW, HIGHLIGHTED THIS TRANSFORMATION: "YPP HAS TAUGHT ME THE IMPORTANCE OF LISTENING-NOT JUST HEARING, BUT TRULY UNDERSTANDING... BEING A LEADER HERE MEANS MORE THAN MAKING DECISIONS; IT'S ABOUT STEPPING BACK, LETTING OTHERS SHARE IDEAS, AND DOING WHAT'S BEST FOR THE GROUP". OTHER HIGHLIGHTS INCLUDE: TEACHER OBSERVATIONS: EDUCATORS NOTE THAT MATHEMATICAL PRACTICES, SUCH AS "CRITIQUING THE REASONING OF OTHERS," OCCUR NATURALLY IN YPP'S PEER-TO-PEER SETTINGS WHERE MLWS FRAME QUESTIONS RATHER THAN JUST PROVIDING ANSWERS. ?PARENTAL FEEDBACK: ONE PARENT OBSERVED THAT HER DAUGHTER, WHO PREVIOUSLY VIEWED MATH AS A "NIGHTMARE," BEGAN "THINKING LIKE A MATHEMATICIAN- AND REGAINED HER CONFIDENCE AFTER JOINING YPP. ?LEADERSHIP LEGACY: THE ORGANIZATION'S SENIOR LEADERSHIP TEAM IS COMPOSED OF INDIVIDUALS WHO HAVE BEEN WITH YPP FOR 10 TO 26 YEARS, MANY STARTING AS MIDDLE OR HIGH SCHOOL STUDENTS THEMSELVES, ILLUSTRATING THE LONG-TERM STABILITY AND DEEP COMMUNITY ROOTS OF THE MODEL. CORE PROGRAMS 1. FLAGWAY FOCUS: AN EMBODIED MATH "SPORT" PLAYED ON A GIANT FLOOR STRUCTURE WHERE STUDENTS MASTER NUMBER SENSE, PRIME FACTORIZATION, AND ALGEBRAIC SUBSTITUTION THROUGH MOVEMENT AND TEAMWORK. MISSION ALIGNMENT: DEMOCRATIZES HIGH-QUALITY MATH LEARNING BY TRANSFORMING "GATEKEEPER" CONTENT INTO A JOYFUL, COMMUNITY-CELEBRATED SPORT. OUTCOMES: AIM FOR 95% OF PARTICIPANTS TO DEMONSTRATE INCREASED MATH PROFICIENCY; ENSURE 83% HIGH ATTENDANCE FOR MIDDLE SCHOOL STUDENTS RECEIVING 29 HOURS OF ENRICHMENT. ?TANGIBLE IMPACT METRICS: PARTICIPANTS AVERAGE A 21% GAIN IN PRE/POST CONTENT TEST SCORES; PAUS PARTICIPANTS ACHIEVED AN MCAS GROWTH PERCENTILE OF 70.8, 14.3% HIGHER THAN PEERS. QUOTE/NARRATIVE: AN MLW SHARED: "MATH WASN'T ALWAYS MY FAVORITE SUBJECT BUT LEARNING FLAGWAY MADE IT MORE FUN... LEARNING FLAGWAY GAVE ME CONFIDENCE- NOT JUST IN MATH BUT IN OTHER SUBJECTS TOO". ?HIGHLIGHT: A CAMBRIDGE PRINCIPAL STATED: "YPP MAY NOT BE THE ANSWER FOR EVERY CHILD, BUT IT IS THE ANSWER FOR THE COMMUNITY, THAT WE BEGIN TO SEE OUR CHILDREN DIFFERENTLY, THAT WE BEGIN TO BELIEVE IN THEM". 2. MATH PLAYGROUND FOCUS: A FLEXIBLE SERIES OF INTERACTIVE MATH "LANDS" (NUMBER DISCOVERY, FLAGWAY, ALGEBRA, FRACTIONS) WHERE STUDENTS ACT AS BOTH LEARNERS AND DESIGNERS OF MATH GAMES. MISSION ALIGNMENT: CULTIVATES YOUTH AGENCY AND PROFESSIONAL LEADERSHIP BY ALLOWING STUDENTS TO DECIDE HOW THEY LEARN AND TEACH OTHERS. ?OUTCOMES: EXPAND REACH TO 2-6 ELEMENTARY SCHOOLS ANNUALLY; ACHIEVE PARTICIPATION FROM 300+ STUDENTS AND FAMILIES IN MONTHLY COMMUNITY EVENTS. TANGIBLE IMPACT METRICS: SUCCESSFULLY PILOTED AT THE 8TH ANNUAL NATIONAL FLAGWAY TOURNAMENT WITH 25+ ORIGINAL GAMES; REACHED ROUGHLY 250 EVENT PARTICIPANTS. HIGHLIGHT: AFTER A MATH PLAYGROUND EVENT, ONE PARENT REPORTED THAT THE NEXT MORNING HER SON WAS "FACTORING HIS NUMBERS INSTEAD OF PLAYING ON HIS IPAD". 3. ALGEBRA 1 LABS FOCUS: A PLAYFUL NEAR-PEER SUMMER AND SCHOOL-YEAR SPACE FOCUSING ON "THRESHOLD CONCEPTS" SUCH AS RATIO, PROPORTION, AND THE CONCEPT OF FUNCTION USING ILLUSTRATIVE MATHEMATICS CONTENT. MISSION ALIGNMENT: REMOVES INSTITUTIONAL BARRIERS TO ADVANCED MATHEMATICS FOR STUDENTS PERFORMING IN THE BOTTOM 40% ON STANDARDIZED TEST SCORES. OUTCOMES: SUPPORT 25 STUDENTS PER COHORT FOR 18 WEEKS (90 MIN/WEEK) TO SUCCEED IN 9TH-GRADE ALGEBRA 1. TANGIBLE IMPACT METRICS: 52 HIGH SCHOOL STUDENTS HELPED CO-DESIGN THE PROGRAM. 200+ HIGH SCHOOL AND MIDDLE SCHOOL STUDENTS PILOT TESTED THE PROGRAM. AT ONE TESTING SITE STUDENTS RATED THE MATH EXPERIENCE OVER 4.1 STARS (OUT OF 5) OVERALL. COMPARED TO THE PRE-SURVEY, WHERE MOST STUDENTS WERE ONLY "SOMEWHAT CONFIDENT" IN MATH, POST-SURVEY RESPONSES SHOW A NOTICEABLE BOOST IN CONFIDENCE. NARRATIVE: ONE PROGRAM COORDINATOR SAID, "I WANT TO EXTEND A HEARTFELT THANK YOU FOR CREATING SUCH AN IMPACTFUL MATH CURRICULUM FOR OUR STUDENTS THIS SUMMER. YOUR THOUGHTFUL APPROACH HELPED THEM NOT ONLY STRENGTHEN THEIR ALGEBRAIC FLUENCY BUT ALSO BUILD GENUINE CONFIDENCE IN THEIR MATH ABILITIES. IT WAS ESPECIALLY POWERFUL TO SEE HOW THE CURRICULUM CONNECTED MATH TO THE REAL WORLD." 2353790 true true false false false false false false false false true false false true true false false false false false false false false true false false false true false false false false false false false false false false false false false false false false false false false true 9 0 102 false false false false false false false false false false false false false false false X 8 8 false false false false false false false true true false false false false true true true true false MA MS X MAISHA MOSES 6173548991 99 BISHOP RICHARD ALLEN DRIVE CAMBRIDGE MA 02139 MAISHA MOSES EXECUTIVE DI 40.00 X 100000 0 0 CHARLENNE DELEON-CUEVAS EXEC OPERATI 40.00 X 95000 0 0 COLIN CAREW DIRECTOR 1.00 X 0 0 0 DAVID DENNIS DIRECTOR 1.00 X 0 0 0 JUNOT DIAZ DIRECTOR 1.00 X 0 0 0 BENNETT J JOHNSON III TREASURER 1.00 X X 0 0 0 JULIA TURNER LOWE DIRECTOR 1.00 X 0 0 0 KIM RANSOM BOARD CHAIR 1.00 X X 0 0 0 STEVE RASMUSSEN DIRECTOR 1.00 X 0 0 0 KAMALI WILLETT DIRECTOR 1.00 X 0 0 0 195000 false false false 743415 1687222 2430637 CONTRACT REVENUE 611710 167157 167157 167157 1588 1588 2599382 167157 1588 X 535416 535416 195147 131685 48142 15320 990172 788302 161914 39956 132890 89750 33666 9474 108780 81170 19064 8546 83804 11358 71212 1234 86150 86150 419266 353203 64763 1300 198 198 54033 42039 11994 10156 2216 7940 96111 50334 45777 235026 228951 6075 40134 39168 966 4256 4256 19473 19473 DONATIONS 15000 15000 BANK FEES 1295 1295 3027307 2353790 511537 161980 1621201 1207078 319507 321094 1154098 172156 83257 149102 6000 21919 8951 14642 12968 251899 142337 3450604 2004735 683067 130927 605020 192520 255237 145632 1543324 469079 X 1907280 1535656 1907280 1535656 3450604 2004735 -427925 56301 X false false false X 2544069 1441632 2716941 2343502 2430637 11476781 2544069 1441632 2716941 2343502 2430637 11476781 4057624 7419157 650 3342 3250 1588 8830 11485611 618616 0.64600 0.64240 X RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED 21919 8951 12968 12968 RIGHT OF USE LEASE ASSET 142337 142337 LEASE LIABILITY 145632 145632 true CINDY KUTNER 151 BISHOP ALLEN DRIVE CAMBRIDGE MA 02139 GRANTS false 50150 -50150 K WEILL CONSULTING GROUP 205 WOLCOTT RD CHESTNUT HILL MA 02467 GRANT false 36000 -36000 86150 -86150 MA MS true FUSION PARTNERSHIP INC 1601 GUILFORD AVE 2 SOUTH BALTIMORE MD 21202 522148413 (C)3 468973 YOUTH DIRECTED MATH BOSTON UNIVERSITY 881 COMMONWEALTH AVE BOSTON MA 02215 042103547 501C3 66443 NSF SUBGRANT 2 FORM 990, PAGE 2, PART III, LINE 4A THE MATH LITERACY WORKER (MLW) DEVELOPMENT MODEL THE HEART OF YPP IS ITS CASCADING NEAR-PEER INSTRUCTIONAL MODEL, WHICH RECRUITS AND TRAINS HIGH SCHOOL AND COLLEGE STUDENTS FROM UNDER-RESOURCED COMMUNITIES TO SERVE AS MATH LITERACY WORKERS (MLWS). THESE YOUNG PEOPLE ARE NOT JUST TUTORS; THEY BECOME "AGENTS OF EMPOWERMENT" WHO PROVIDE MATH DEVELOPMENT AND LEADERSHIP FOR THEIR YOUNGER PEERS IN GRADES 3-8. THE DEVELOPMENTAL PIPELINE INCLUDES: INTENSIVE TRAINING: ALL MLW'S RECEIVE A MINIMUM OF 20 HOURS IN THEIR INITIAL TRAINING. LEAD MLWS RECEIVE 60 TO 120 HOURS OF HANDS-ON LEARNING WITHIN THE MATH AND COMPUTATIONAL THINKING LAB (MCTL) IN CAMBRIDGE, OR IN YPP TRAINING CENTERS NATIONALLY, FOCUSING ON PEDAGOGY, COMPUTATIONAL THINKING, AND WORKSHOP FACILITATION. PROFESSIONAL CERTIFICATION: MLWS EARN DIGITAL BADGES FOR COMPETENCIES LIKE CONCEPTUAL FLEXIBILITY, LEADERSHIP, AND EMPATHY, EXPLICITLY LINKING THEIR WORK TO HIGH-DEMAND STEM CAREER PATHWAYS. PAID EMPLOYMENT: RECOGNIZING THAT FINANCIAL SECURITY IS A BARRIER, YPP PROVIDES PAID STIPENDS OR HOURLY WAGES, WHICH HAS BEEN SHOWN TO BENEFIT "AT-RISK" YOUTH EVEN A DECADE AFTER HIGH SCHOOL. MEASURABLE OUTCOMES AND IMPACT METRICS YPP UTILIZES A COMBINATION OF SATELLITE, MAP, AND STREET DATA TO PROVE THE EFFICACY OF ITS MODEL. RECENT OUTCOMES INCLUDE: ACADEMIC EXCELLENCE: 100% OF HIGH SCHOOL MLWS GRADUATE ON TIME AND 85% ENROLL IN COLLEGE. MATH MASTERY: 90% OF MLWS IMPROVE THEIR OWN MATH CONTENT SCORES AFTER PARTICIPATING IN THE PROGRAM. STUDENT GROWTH PERCENTILE (SGP): IN 2025, YPP 8TH GRADERS ACHIEVED AN MCAS GROWTH PERCENTILE OF 83.1, VASTLY OUTPERFORMING NON-YPP PEERS WHO AVERAGED 68.1. MCAS GAINS: LOW-INCOME YPP 7TH GRADERS OUTPERFORMED THEIR DISTRICT PEERS ACROSS ALL FIVE MCAS MATH DOMAINS, WITH DIFFERENCES RANGING FROM 6 TO 21 PERCENTAGE POINTS. MINDSET SHIFTS: OVER 70% OF MLWS REPORT A POSITIVE AFFECT FOR MATH, REPORTING REDUCED MATH ANXIETY AND INCREASED SELF-CONFIDENCE. STREET DATA: HIGHLIGHTS AND NARRATIVES THE "STREET DATA" FRAMEWORK CAPTURES THE QUALITATIVE SHIFT IN IDENTITY THAT OCCURS THROUGH THE PROGRAM. AN MLW, HIGHLIGHTED THIS TRANSFORMATION: "YPP HAS TAUGHT ME THE IMPORTANCE OF LISTENING-NOT JUST HEARING, BUT TRULY UNDERSTANDING... BEING A LEADER HERE MEANS MORE THAN MAKING DECISIONS; IT'S ABOUT STEPPING BACK, LETTING OTHERS SHARE IDEAS, AND DOING WHAT'S BEST FOR THE GROUP". OTHER HIGHLIGHTS INCLUDE: TEACHER OBSERVATIONS: EDUCATORS NOTE THAT MATHEMATICAL PRACTICES, SUCH AS "CRITIQUING THE REASONING OF OTHERS," OCCUR NATURALLY IN YPP'S PEER-TO-PEER SETTINGS WHERE MLWS FRAME QUESTIONS RATHER THAN JUST PROVIDING ANSWERS. ?PARENTAL FEEDBACK: ONE PARENT OBSERVED THAT HER DAUGHTER, WHO PREVIOUSLY VIEWED MATH AS A "NIGHTMARE," BEGAN "THINKING LIKE A MATHEMATICIAN- AND REGAINED HER CONFIDENCE AFTER JOINING YPP. ?LEADERSHIP LEGACY: THE ORGANIZATION'S SENIOR LEADERSHIP TEAM IS COMPOSED OF INDIVIDUALS WHO HAVE BEEN WITH YPP FOR 10 TO 26 YEARS, MANY STARTING AS MIDDLE OR HIGH SCHOOL STUDENTS THEMSELVES, ILLUSTRATING THE LONG-TERM STABILITY AND DEEP COMMUNITY ROOTS OF THE MODEL. CORE PROGRAMS 1. FLAGWAY FOCUS: AN EMBODIED MATH "SPORT" PLAYED ON A GIANT FLOOR STRUCTURE WHERE STUDENTS MASTER NUMBER SENSE, PRIME FACTORIZATION, AND ALGEBRAIC SUBSTITUTION THROUGH MOVEMENT AND TEAMWORK. MISSION ALIGNMENT: DEMOCRATIZES HIGH-QUALITY MATH LEARNING BY TRANSFORMING "GATEKEEPER" CONTENT INTO A JOYFUL, COMMUNITY-CELEBRATED SPORT. OUTCOMES: AIM FOR 95% OF PARTICIPANTS TO DEMONSTRATE INCREASED MATH PROFICIENCY; ENSURE 83% HIGH ATTENDANCE FOR MIDDLE SCHOOL STUDENTS RECEIVING 29 HOURS OF ENRICHMENT. ?TANGIBLE IMPACT METRICS: PARTICIPANTS AVERAGE A 21% GAIN IN PRE/POST CONTENT TEST SCORES; PAUS PARTICIPANTS ACHIEVED AN MCAS GROWTH PERCENTILE OF 70.8, 14.3% HIGHER THAN PEERS. QUOTE/NARRATIVE: AN MLW SHARED: "MATH WASN'T ALWAYS MY FAVORITE SUBJECT BUT LEARNING FLAGWAY MADE IT MORE FUN... LEARNING FLAGWAY GAVE ME CONFIDENCE- NOT JUST IN MATH BUT IN OTHER SUBJECTS TOO". ?HIGHLIGHT: A CAMBRIDGE PRINCIPAL STATED: "YPP MAY NOT BE THE ANSWER FOR EVERY CHILD, BUT IT IS THE ANSWER FOR THE COMMUNITY, THAT WE BEGIN TO SEE OUR CHILDREN DIFFERENTLY, THAT WE BEGIN TO BELIEVE IN THEM". 2. MATH PLAYGROUND FOCUS: A FLEXIBLE SERIES OF INTERACTIVE MATH "LANDS" (NUMBER DISCOVERY, FLAGWAY, ALGEBRA, FRACTIONS) WHERE STUDENTS ACT AS BOTH LEARNERS AND DESIGNERS OF MATH GAMES. MISSION ALIGNMENT: CULTIVATES YOUTH AGENCY AND PROFESSIONAL LEADERSHIP BY ALLOWING STUDENTS TO DECIDE HOW THEY LEARN AND TEACH OTHERS. ?OUTCOMES: EXPAND REACH TO 2-6 ELEMENTARY SCHOOLS ANNUALLY; ACHIEVE PARTICIPATION FROM 300+ STUDENTS AND FAMILIES IN MONTHLY COMMUNITY EVENTS. TANGIBLE IMPACT METRICS: SUCCESSFULLY PILOTED AT THE 8TH ANNUAL NATIONAL FLAGWAY TOURNAMENT WITH 25+ ORIGINAL GAMES; REACHED ROUGHLY 250 EVENT PARTICIPANTS. HIGHLIGHT: AFTER A MATH PLAYGROUND EVENT, ONE PARENT REPORTED THAT THE NEXT MORNING HER SON WAS "FACTORING HIS NUMBERS INSTEAD OF PLAYING ON HIS IPAD". 3. ALGEBRA 1 LABS FOCUS: A PLAYFUL NEAR-PEER SUMMER AND SCHOOL-YEAR SPACE FOCUSING ON "THRESHOLD CONCEPTS" SUCH AS RATIO, PROPORTION, AND THE CONCEPT OF FUNCTION USING ILLUSTRATIVE MATHEMATICS CONTENT. MISSION ALIGNMENT: REMOVES INSTITUTIONAL BARRIERS TO ADVANCED MATHEMATICS FOR STUDENTS PERFORMING IN THE BOTTOM 40% ON STANDARDIZED TEST SCORES. OUTCOMES: SUPPORT 25 STUDENTS PER COHORT FOR 18 WEEKS (90 MIN/WEEK) TO SUCCEED IN 9TH-GRADE ALGEBRA 1. TANGIBLE IMPACT METRICS: 52 HIGH SCHOOL STUDENTS HELPED CO-DESIGN THE PROGRAM. 200+ HIGH SCHOOL AND MIDDLE SCHOOL STUDENTS PILOT TESTED THE PROGRAM. AT ONE TESTING SITE STUDENTS RATED THE MATH EXPERIENCE OVER 4.1 STARS (OUT OF 5) OVERALL. COMPARED TO THE PRE-SURVEY, WHERE MOST STUDENTS WERE ONLY "SOMEWHAT CONFIDENT" IN MATH, POST-SURVEY RESPONSES SHOW A NOTICEABLE BOOST IN CONFIDENCE. NARRATIVE: ONE PROGRAM COORDINATOR SAID, "I WANT TO EXTEND A HEARTFELT THANK YOU FOR CREATING SUCH AN IMPACTFUL MATH CURRICULUM FOR OUR STUDENTS THIS SUMMER. YOUR THOUGHTFUL APPROACH HELPED THEM NOT ONLY STRENGTHEN THEIR ALGEBRAIC FLUENCY BUT ALSO BUILD GENUINE CONFIDENCE IN THEIR MATH ABILITIES. IT WAS ESPECIALLY POWERFUL TO SEE HOW THE CURRICULUM CONNECTED MATH TO THE REAL WORLD." FORM 990, PAGE 6, PART VI, LINE 11B FORM 990 IS REVIEWED AND APPROVED BY THE EXECUTIVE DIRECTOR AND FISCAL OFFICER. FORM 990, PAGE 6, PART VI, LINE 12C ANNUAL DISCLOSURES ARE REQUIRED BY THE BOARD OF DIRECTORS. FORM 990, PAGE 6, PART VI, LINE 15A SALARIES FOR EXECUTIVE DIRECTOR AND KEY EMPLOYEES ARE BASED ON A BOARD APPROVED SALARY SCALE THAT WAS DEVELOPED BASED ON COMPARABLE INFORMATION FROM SIMILARY AGENCIES. FORM 990, PAGE 6, PART VI, LINE 15B SALARIES FOR EXECUTIVE DIRECTOR AND KEY EMPLOYEES ARE BASED ON A BOARD APPROVED SALARY SCALE THAT WAS DEVELOPED BASED ON COMPARABLE INFORMATION FROM SIMILARY AGENCIES. FORM 990, PAGE 6, PART VI, LINE 19 GOVERNING DOCUMENTS, CONFLICT OF INTEREST, AND FINACIAL STATEMENTS, ARE MADE AVAILABLE UPON REQUEST. NO REQUESTS WERE MADE DURING THE YEAR. FORM 990, PART IX, LINE 11G OTHER CONSULTANTS 255,085 64,763 1,300 PROGRAM CONSUTANTS 98,118 0 0 TOTAL 353,203 64,763 1,300