W.E.B. DuBois Learning Center, Inc.
General Information
Contact Information
Nonprofit
W.E.B. DuBois Learning Center, Inc.
Address
4510 East Linwood Boulevard
Kansas City, MO 64128
Phone
(816) 523-3339
Fax
816 523-5343
Website
www.duboislc.org
Facebook
facebook.compages/W-E-B-DuBois-LearningCenter/191279154233904
Twitter
twitter.com/
Email
[email protected]
At A Glance
How to donate, support, and volunteer
Monetary donations may be made by check or on-line
via pay pal on our website.
DLC has a significant need for in-kind donations in the
form of copy paper, office supplies, mailing materials,
and school supplies, most specifically pencils, erasers,
chalk and three-ring composition books.
Community volunteers are the backbone of the
Learning Center and we rely on volunteers to operate at
both the organizational and program levels.
Both long- and short-term volunteers are always
needed and have a large number of duties from which
to select that best suit their time constraints and skill
sets.
The list of skills needed for our tutorial, technology and
youth service programs include: mathematical and
reasoning abilities, problem-solving, writing, reading,
information technology, network
administration, counseling, social sciences/psychology,
ability to motivate, high interpersonal communication
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and most of all enjoying working with children and
people in our community.
The list of skills needed at the organizational level
include: fundraising, marketing, community organizing
and outreach, program planning and development,
workshop facilitation, team-building, project
management, information technology, and internet
technology including web page and social networking
development\maintenance.
2
Mission & Areas Served
Statements
Mission Statement
Raise the performance level of under served communities through educational services and applied state-ofthe-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.
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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.
Service Categories
Educational Services
Computer Science
Youth Development Programs
Areas of Service
Areas Served
Areas
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
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Programs
Programs
Computer Technology Program
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.
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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, afterschool 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.
6
Tutorial Program
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.
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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 onlevel with a 3.9 reading score.
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College Coaching
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 th
th
th
th
8 graders, 9 -10th graders, and 11 - 12 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.
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Prevention Program
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.
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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.
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CISCO Network Academy (CCNA)
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 nontraditional 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
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an effort to strengthen home-school-community linkages.
13
Leadership & Staff
Executive Director/CEO
Executive Director
Mrs Terri E Barnes
Term Start
Sept 2013
Email
[email protected]
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.
Former CEOs
Name
Term
Mr. William B Grace
Aug 1973 - Sept 0
Senior Staff
Mrs. Brandy Thornton
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
NonManagement Formal Evaluation
Yes
Non Management Formal Evaluation Frequency
Annually
Plans & Policies
Organization Has a Fundraising Plan
Under Development
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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
Awards
Award/Recognition
Organization
Year
Outstanding Service Award
Urban League of Greater Kansas
City
2004
Designation for supplemental
education
State of Missouri
2006
Recognition And Appreciation For
Support To The Gambian
Association
The Gambian Association of
Greater Kansas City
2005
Jordan McNeal Prestigious
Community Service Award
Missouri Legislative Black Caucus 2004
Pioneer in Technology Award
Black Family Technology
Awareness
2005
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
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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.
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Board & Governance
Board Chair
Board Chair
Mr. Timothy Jones
Company Affiliation
CBRE
Term
Sept 2013 to Mar 2014
Email
[email protected]
Board Members
Name
Affiliation
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
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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.
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Financials
Fiscal Year
Fiscal Year Start
Aug 01, 2013
Fiscal Year End
July 31, 2014
Projected Revenue
$431,350.00
Projected Expenses
$389,568.00
Endowment Value
$0.00
Spending Policy
N/A
Percentage
0%
Detailed Financials
Revenue and Expenses
Fiscal Year
Total Revenue
Total Expenses
Revenue Sources
Fiscal Year
Foundation and Corporation
Contributions
Government Contributions
Federal
State
Local
Unspecified
Individual Contributions
Indirect Public Support
Earned Revenue
Investment Income, Net of Losses
Membership Dues
Special Events
Revenue In-Kind
Other
2013
$503,939
$563,926
2012
$835,670
$795,500
2011
$561,402
$567,993
2013
$121,414
2012
$102,885
2011
$94,283
$220,419
$0
$0
$0
$220,419
$0
$0
$66,849
$1,341
$0
$0
$89,190
$4,726
$203,396
$0
$0
$0
$203,396
$30,957
$0
$391,791
$130
$0
$0
$101,895
$4,616
$156,730
$0
$0
$0
$156,730
$26,585
$0
$153,288
$1,699
$0
$0
$123,000
$5,817
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Expense Allocation
Fiscal Year
Program Expense
Administration Expense
Fundraising Expense
Payments to Affiliates
Total Revenue/Total Expenses
Program Expense/Total Expenses
Fundraising Expense/Contributed
Revenue
2013
$421,042
$93,511
$49,373
$0
0.89
75%
14%
2012
$621,018
$127,731
$46,751
$0
1.05
78%
14%
2011
$427,815
$106,232
$33,946
$0
0.99
75%
12%
2013
$195,665
$64,652
$0
$66,004
$129,661
2012
$298,305
$100,622
$0
$83,465
$214,840
2011
$254,562
$46,016
$0
$58,955
$195,607
2013
0.98
2012
1.21
2011
0.78
Long Term Solvency
Fiscal Year
Long-Term Liabilities/Total Assets
2013
0%
2012
0%
2011
0%
Top Funding Sources
Fiscal Year
Top Funding Source & Dollar Amount
2013
--
2012
--
2011
City of Kansas City,
Missouri $132,026
United Way of
Greater Kansas City
$61,027
Jackson County,
Missouri $15,784
Assets and Liabilities
Fiscal Year
Total Assets
Current Assets
Long-Term Liabilities
Current Liabilities
Total Net Assets
Short Term Solvency
Fiscal Year
Current Ratio: Current Assets/Current
Liabilities
Second Highest Funding Source & Dollar -Amount
--
Third Highest Funding Source & Dollar
Amount
--
--
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
200000 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
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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.
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.
Created 06.16.2017.
Copyright © 2017 Greater Kansas City Community Foundation
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