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Over the last 20+ years there has been growing concern and intensifying dialogue about performance, results, and accountability of nonprofit service providers, government programs, and even philanthropy itself. Yet amid this growing concern, the concept of “effectiveness” has been elusive and difficult for practitioners to grasp, focus on, and make meaningful progress toward. More troubling, it is often “missing in action.” I’ve been in far too many settings where the challenge to donors is to raise the level of giving, with hardly a reference to using what’s been given more effectively. Equally common, the push for scaling and replication all too often focuses on numbers (e.g., lives touched) instead of effectiveness and impact (how the lives of those touched have been meaningfully improved). Even the “capacity building” efforts of late are not necessarily explicitly focused on effectiveness and, as such, are evolutions of aspects of technical assistance, focusing more on efficiencies than effectiveness.
Despite its numerous interpretations, for the purposes of this discussion, effectiveness is defined as how well—read “effectively”—an organization is doing what it sets out to do (mission) and achieving the change desired (outcomes and impact) for those served.
Why is effectiveness both elusive and difficult? It’s elusive because there’s confusion about what effectiveness means, and the meaning is often obfuscated by peripheral dialogue. Often, people confuse effective with efficient. There is also confusion created by specific applications of the term, for example, organizational effectiveness or program effectiveness. Stereotypical comparisons such as nonprofit vs. for-profit, mission-driven vs. financially-driven; use of best practices, or the notion of nonprofits being “run like businesses” serve to take the dialogue even further off track. The irony of these discussions is that they are simply not “effective;” they are debates over words, semantics rather than issues. And even when it’s understood, effectiveness is difficult because it requires clear focus, a commonly shared understanding of what success really looks like, and great execution.
When I think of effectiveness, I immediately recall a phrase once shared by management guru Peter Drucker: It is more important to do the right thing, than to do things right. Drucker’s “Law of Effectiveness” (my term), is a remarkably clear and insightful adage that goes straight to the heart of effectiveness.
Aren’t we all seeking to achieve meaningful and lasting change for those we serve, and to do it well? Isn’t it at this level that we should apply the test of effectiveness? And, doesn’t that start by questioning if what we do—our organization’s mission—is relevant? One of the nonprofit efforts we launched in the mid-1990s was sunset in 2000 because our mission was fulfilled and, thus, our ”reason for being” was no longer relevant. The important take-away is that this organization objectively looked at itself and determined that, based on its accomplishments (combined with other changes in the region), the mission was achieved and the organization had served its purpose. Instead of coming to grips with the organization’s irrelevance, we could have taken an alternate course and invested significant time, energy, and resources to re-invent the organization. Making the decision to sunset the organization freed resources for application to more relevant issues.
This same question of relevance could and should be asked from time-to-time about each of the programs and services an organization provides. Consider the growing challenge for nonprofits that have historically served low-income neighborhoods when real estate prices soar, the neighborhoods go upscale, and the demographics and needs of those in the neighborhood change. Is the nonprofit serving that demographic still relevant to and meeting an important need in that neighborhood? Coming to grips with irrelevance can be one of the most difficult challenges facing certain organizations operating in areas where rising real estate prices are causing gentrification. Should a nonprofit whose mission is to deliver services to low-income families continue to operate in a neighborhood that is becoming more populated by middle class and wealthier families? Should it sunset its programs? Or should it find ways to reorganize to apply its knowledge and services to other areas in the region?
But effectiveness and Drucker’s “Law of Effectiveness” can be explored at a deeper level. Most of us can justify the relevance and importance of our missions and programs. But, how do we know we are actually accomplishing what we claim for those we serve? How do we know that our desired outcomes for those served are, in fact, being achieved and with the impact we claim? This is one of the most difficult effectiveness questions, because answering requires great objectivity by an organization’s leadership (staff and board), management rigor at all levels of the organization, and an investment of time and money to instill an outcomes orientation and build the systems that measure how well desired outcomes are achieved. At the macro level, doesn’t this broader and deeper definition go right to the heart of today’s debate about the future of our children and how effective our collective efforts are in preparing them to be adults in a radically different 21st century? Aren’t these the kinds of questions we should be asking?
Therefore, I’m suggesting that effectiveness implies three things. First, being effective requires that we do our very best to ensure continued mission relevance and importance. Second, that we ensure our programs fulfill our mission by achieving the outcomes we claim and that doing so leads to the sought-for impact. And, third, that we continually learn, adjust, and improve what we do and how we do it as the environment changes.
When we look at effectiveness through this lens, all the rhetoric of “for-profit vs. nonprofit,” “mission-driven,” or “running like a business,” is not relevant. What matters is that leaders of foundations, nonprofits, and government create a culture that embraces effectiveness as a staple of how they function. And they look to all venues—business, nonprofit, government, research, academia, and especially those they serve—for ways and inspiration on how to be more effective. If it means that a nonprofit leader borrows from the practices of private industry to be more effective, that makes sense. If it means foundation heads can make their work more effective by learning from or emulating “investment” practices of private enterprise or borrowing from other philanthropic approaches, that makes sense, too. Leaders should be able to make these cross-sector connections without getting caught up in the morass of terms and phrases that do more to polarize than help; as a collective force, we become more issues-based and effective. In sum, it is less about what paradigm, best practice, or management ideology we turn to (e.g., more business-like) and more about putting effectiveness at the forefront of the discussion, thinking differently about the notion of effectiveness, and then remaining open to the ways an organization can do better.
As simple as it sounds, putting Drucker’s “Rule of Effectiveness” into daily practice is difficult. Focusing on the right things may bring tension. To illustrate, a mission-driven founder/leader would embrace the idea that he or she may not be the right person to take the foundation or nonprofit to the next level. In fact, this person may even be the one to drive that change. At a different level, a mission-driven organization seeks an objective assessment of how its programs and services are working and how they can be improved even if the results go against the grain of fundamental assumptions. The challenge of being effective is that organizations must fight calcification of their organizations, be open to changing their way of doing business, and be highly resilient to changes and the opportunity. They must be ready, able and willing to adapt to the change and turbulence affecting social services, the broader nonprofit field, and philanthropy.
Effectiveness is the real challenge and the real opportunity facing the nonprofit and philanthropic worlds. It is a goal to be cultivated and strived for, a way of working that permeates all aspects. For a nonprofit serving children, effectiveness encompasses everything from how well a child is served and how caring those services are, all the way to the mundane task of effectively managing the back office to ensure that the “trains run on time.” And the challenge of continuously striving to be more effective is as important, and applies as equally, to foundations, philanthropists, and yes, venture philanthropy investors.
In practical terms, what can organizations do to better address their effectiveness? Boards and management of organizations should regularly:
- Assess two basic premises:
• Does the mission have continued relevance and importance—and are there external factors that could change this in the future?
• Are programs and services relevant, of continuing value, and achieving desired outcomes?
- Validate the theory and application of the organization’s programs and services to:
• Clearly understand and confirm how they lead to achieving the desired outcomes;
• Identify gaps that may exist in the programs and services and need to be addressed.
- Establish accountability throughout the organization—from the board to the staff—for how well, how effectively, desired outcomes for those served are achieved. Implement systems to regularly assess how well the desired outcomes are being achieved, incorporating this information as the basis for cultivating a performance-driven culture that guides all aspects of the organization’s management. And, make an assessment of the leadership and whether it has the skills and experience needed to sustain the current organization and meet the changing needs for the years ahead, considering their:
• drive for thinking in different ways about how to be effective;
• willingness to hold themselves accountable for the organization’s performance and better governance;
• ability to incorporate management rigor in planning, decision-making, and execution;
• desire and ability to foster an organization-wide focus on outcomes.
- Invest in management, board, staff, systems, and processes to build and sustain a well-run organization necessary to deliver high-quality programs and services. The areas that can most influence an organization’s effectiveness include:
• Clarifying mission and goals
• Building strong senior management
• Ensuring an effective board—well-informed, engaged, and working with, but independent of, the head of the organization
• Ensuring the organization is adequately capitalized and financed
• Striving for high financial integrity
• Improving the quality, delivery, and scalability of programs and services
• Establishing a performance management system to report on outcome achievement and organizational and program effectiveness.
Effectiveness of organizations—funders and service providers alike—is becoming increasingly more important, and pressure will continue to escalate as organizations are asked to do more with limited resources.
Effectiveness is not a destination, but a journey that allows us to continually learn, adapt, and improve—all with the purpose of ensuring our relevance and that our organization is doing well what it claims to do for those we serve.
So I hope all of us, VPP included, spend less time on rhetoric and instead focus on the best ways—regardless of origin—to be more effective in fulfilling mission and increasing the outcomes for those our organizations serve. And, when you think about your future, don’t forget the “Drucker on your shoulder,” chanting his effectiveness mantra for our benefit: “It’s more important to be doing the right thing, than to be doing things right.”
As always, my best,
Mario Morino
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SEED Plans for New School in Maryland
Thanks to Elizabeth Frazier, Director of Communications, for this update.
At the behest of Baltimore Mayor Martin O'Malley, The SEED Foundation spent most of 2005 assessing the opportunity to open a SEED School in Maryland. Through a grant from The Abell Foundation, SEED sought advice from Maryland parents and business, community, and education leaders about how best to serve Maryland students and families.
In late 2005 and the first months of 2006, the team started working with state leaders, including Senator Paula Hollinger, to propose the legislative mechanism to fund a SEED School in Maryland that would serve 400 students in grades 6-12 and be located in Baltimore. A majority of families served would likely come from Baltimore, but students from all over Maryland would be eligible to attend.
Managing SEED's efforts in Maryland for the last year is Carol Beck, SEED's Director of New Schools Development for Maryland. Beck, a Baltimore native, has worked in the nonprofit and philanthropic sector in Baltimore for more than 20 years, consulted with emerging charter schools and is active as a parent leader at one of Baltimore’s public schools. She received a bachelor’s degree from St. Joseph’s University in Philadelphia and a master’s degree in social work from the University of Maryland at Baltimore.
Maya Angelou PCS Implementing Assessment Strategies
Thanks to Stacey Miller, Director of Development, for this update.
This year the See Forever Foundation's (SFF) Maya Angelou Public Charter School began implementing a three-pronged assessment strategy designed to provide students, staff, and parents with real-time data on student performance and enable school leaders and teachers to adjust programming in light of student performance, at both the individual and school-wide level. The three layers of assessment include quarterly interim assessments that are benchmarked to learning standards, quarterly reading and math assessments using a nationally recognized short computer-based program, and twice-yearly student portfolio presentations. The interim assessments enable teachers to assess student progress in specific areas, then “force” teachers and students to confront content and skill areas and make necessary adjustments. The quarterly reading and math assessments provide snapshots on how students are progressing in basic skills; the tests give students something tangible to shoot for and provide staff with some basic benchmarking on student performance compared to a national cohort. The portfolio presentation ensures that students take ownership of and reflect on their learning and provide them with chances to share what they have learned with teachers, peers, and outside reviewers.
SFF Executive Director David Domenici recently spent a morning at the Evans Campus watching portfolio presentations and noted, "After sitting in on some presentations, I feel really good about the educational environment that's been created at Evans. Students were engaged, responsible, understood the rationale for the portfolios, and committed to the learning process. I hope we can get more supporters and board members to sit on panels in the future."
In addition, Maya Angelou Public Charter School was featured on the Connect for Kids website in “Education: the Key to the Future for Juvenile Justice Kids?,” which focuses on how Maya Angelou offers an effective alternative for court-involved youth and students who have not succeeded in traditional school settings.
Mary’s Center Recognizes Teacher of the Year, New Chief Operating Officer
Thanks to Lyda Vanegas, Communications Officer, for this update.
Mary’s Center Even Start Multicultural Literacy Program teacher, Mark Faloni, was named the 2006 Toyota Family Literacy Teacher of the Year for his efforts to increase literacy among the city’s Hispanic and immigrant populations. Faloni has been an adult education teacher with Mary's Center's Even Start Program for more than 15 years, teaching English literacy, civics, parenting skills, and employment skills to more than 1,600 students.
Student Martha Hernandez expressed her appreciation for his teaching techniques: "Mark explains in a way that it makes it very easy for us to understand, and he doesn’t continue until he is sure that we did learn the lesson"
Since the inception of the Even Start program at Mary's Center, 3,350 families have successfully completed the program. Currently, the program serves more than 200 families per year and 100 are on a waiting list.
In order to continue to grow and expand, Mary’s Center is enhancing its organizational infrastructure by adding new management positions. In January, Mary’s Center hired Alvaro Simmons, its first Chief Operating Officer, who will work closely with President and CEO Maria Gomez to steer the future of the organization. With a master’s degree in social work and experience as the COO of a community health center in New Jersey, a director of health promotion and clinical programs, and a schoolteacher, he brings a broad range of expertise to Mary’s Center.
“As we look forward to a new year of possibilities, it is with great pride and excitement that I begin as your Chief Operating Officer. I feel very fortunate to have this opportunity to continue my commitment to serve as an advocate on behalf of our clients and communities,” Simmons said on his first day of work.
LAYC Team Builds and Expands
Thanks to Lori Kaplan, Executive Director for this update.
On February 4, ten students and two staff from the Latin American Youth Center (LAYC) Youthbuild Public Charter School headed to Gulfport, MS, to help rebuild housing for people who lost their homes during Hurricane Katrina. The LAYC Youthbuild Public Charter School, opened in September, 2005, is not only an academic high school for students who have dropped out of school, but also a vocational high school with an emphasis on construction. Students receive on-the-job training rehabilitating vacant buildings into affordable housing for low-income or homeless families.
For a week, the LAYC group joined Youthbuild students from other states to help with the rebuilding effort. “While our students face so many personal challenges, they too can give back by supporting others who have lost everything,” said Patricia Bravo, LAYC Youthbuild Public Charter School Executive Director. Staff, students, and board members raised $4,000 in support of the effort.
On Monday, January 23, Maryland lawmakers announced $750,000 in federal funding for the LAYC – Maryland Multicultural Youth Centers to help combat gang problems in Prince George’s and Montgomery Counties. The money will be used to support the LAYC’s programs in Maryland including job training, counseling, educational support, computer classes, after-school, and summer activities. “What we’re looking for is making sure young people have an alternative to gangs, make sure they have a home, make sure they have a sense of belonging,” Senator Barbara Mikulski said at an afternoon news conference at the LAYC’s Silver Spring site. County Executive Doug Duncan, US Representative Chris Van Hollen, and Montgomery Police Chief J. Thomas Manger were also present.
Two locations of the LAYC – Maryland Multicultural Youth Centers are up and running, with a third to open soon. Luisa Montero, LAYC Maryland Director and Gabriel Albornoz, LAYC Maryland Deputy Director are leading this effort. “We’re providing youth with every opportunity to be successful,” said Albornoz following the press conference. Betty Rivera recently joined the staff as Director of Youth Empowerment; Melba Calderon as Social Worker; and long-time LAYC staff Lupi Quinteros-Grady as Director of Work Skills.
Heads Up Recruits New AmeriCorps Class
Thanks to Michelle deBaroncelli, Development Manager, for this update.
Recruiting season for Heads Up’s 2006-2007 class of AmeriCorps members is officially underway. This year, Heads up will recruit nearly 150 college students from local campuses to commit to a year of service as instructors, mentors, and tutor team leaders in its DCPS partner schools. Last year’s corps devoted more than 60,000 hours of service to Heads Up and its families.
Members begin their year in June with Heads Up’s summer training institute—nearly three weeks of intensive professional development workshops. This training readies them for the equally rigorous—but always fun—Heads Up Summer of Learning, five weeks of full-time academic enrichment and excitement. Members take these experiences and build on them during the school year in DCPS classrooms, leading instruction for hundreds of elementary students.
What are Heads Up AmeriCorps members doing once they complete their year of service and graduate from college? The answer encompasses a wide range of activities, but one thing is certain: they continue to change lives beyond the Heads Up classroom. Several are teachers—some through traditional routes and others through organizations like Teach For America. Others work in higher education, on missions with the Peace Corps, or with Congress on Capitol Hill. Still others pursue advanced degrees in fields like law, social work, and education. One former Heads Up AmeriCorps member, now teaching at a public charter school in DC, said, “As I go into my second year of teaching, I find myself constantly thinking about how much of a difference Heads Up and AmeriCorps has made for me—whether it’s preparing for all the challenges of teaching, teaching me the fundamentals of classroom management, or just showing me how to do my best to make sure my kids are successful.”
Stephanie Farmer, Heads Up’s College Program Director, is enthusiastic about finding the next generation of leaders: “Recruitment season is so exciting because we’re helping these college students start on a path that they will follow for the rest of their lives. They will be able to take the service and leadership experience they get as AmeriCorps members and apply it towards any future goal.”
Friendship-Blow Pierce Robotics Team Competes in State Tournament
Thanks to Barry Lofton, Director of Communications, for this update.
The Friendship-Blow Pierce Junior Academy robotics team outpaced the competition to win a Second Place Project Award at the Maryland State Tournament of the First LEGO League. More than 50 teams from public and private middle schools throughout Maryland and the District of Columbia participated in the tournament held on Saturday, January 21, 2006.
The theme for this year’s tournament, “Ocean Odyssey,” focused teams on how technology can be used to preserve coastal oceans for future generations. The Blow Pierce TechnoManiacs, comprised of sixth, seventh and eighth graders, won a Second Place Project Award for their research, creative presentation, and robotics design. After 15 hours and three intense judging sessions, the TechnoManiacs achieved a technical performance score of 209, went on to the Sweet 16 finals, and qualified for the tournament’s Director’s Award.
Utilizing the Blow Pierce SMART (Science, Math, Art, Reading and Technology) Lab, team members designed, built, and tested a fully autonomous robot capable of nine different missions using LEGO technology. The team also searched the web and talked to ecological scientists to develop a compelling research presentation.
“Our robotics team demonstrated a level of intensity, focus, motivation, and professionalism throughout the competition that was truly amazing. Our school can take great pride in their exemplary performance,” said Karen Adams, Robotics Team Instructor and Friendship SMART Lab Facilitator.
The FIRST LEGO League (FLL) introduces nine- to 14-year-olds to the fun and experience of solving real world problems by applying math, science and technology. In 2005-2006, more than 72,000 children from around the world will participate.
College Summit Organizes Three Watershed Events
Thanks to Omar Garriott, Senior Coordinator of Marketing Strategy and Public Policy, for this update.
Howard University hosted College Summit's inaugural National Alumni Conference and DC/Metro Peer Leader Reunion on February 3 and 4. The event featured workshops, panels, and speakers on topics including freshman year survival strategies, the value of networking in building a career, and choosing the right college. A focus group on the plight of the African-American male in the pursuit of higher education and strategies to increase college-going rates among this demographic was an integral part of the program. The keynote speech was given by Howard University Associate Provost and Political Science Professor Dr. Alvin Thornton. Cedric Jennings, the focus of Ron Suskind's bestselling book Hope in the Unseen, delivered a welcome address and held a book signing. Over 200 participants, including 80 alumni of the College Summit program nationally, attended.
College Summit’s second annual Administrators’ Summit will take place February 27 through March 1, in New York City. The event convenes school district superintendents, key high school administrators, and national experts around college access issues to develop strategies for the field and share best practices to strengthen the college-going culture of low-income schools and communities. An estimated 80 participants (by invitation only), principally from both current and prospective College Summit communities across the country, will attend. Bill Shore, Founder and CEO of Share our Strength and College Summit Board Member (as well as a board member of VPP), will deliver the keynote address.
Also in New York City, Oscar-nominated actor Don Cheadle will emcee a Tenth Anniversary Gala, honoring fellow College Summit Board Member Art Samberg, Chairman and CEO of Pequot Capital Management, on February 28. This fundraising dinner celebrates more than a decade of serving low-income students across the country and recognizes Samberg for championing the organization’s work and the issue of college access more broadly. One exceptional alum of the program who has demonstrated College Summit’s core value of “Tapping the Power Within” will also be honored. For more information, contact Rachel Goldberg at 212-245-6570, x 22, or rachelg@eventassociatesinc.com.
CentroNía Shares Model
Thanks to Isabel Barranzuela, Communications Associate, for this update.
CentroNía recently hosted 22 educators, youth counselors, community leaders, social scientists, political leaders, and government officials involved in promoting youth leadership and development around the world for an afternoon of exchange and learning. Countries represented included Burma, Colombia, Egypt, England, Estonia, India, Indonesia, Jamaica, Kenya, Lithuania, Malaysia, Nepal, Nigeria, Norway, Philippines, South Africa, and Turkey. The visit was sponsored by the US State Department and Academy of Educational Development.
Executive Director BB Otero made a presentation at the “Young Children in Immigrant Families. The Role of Philanthropy: Sharing Knowledge, Creating Services and Building Supportive Policies” conference in Miami, FL, in mid-January. She presented CentroNía’s community perspective as part of a panel discussion entitled “Integrating Immigrant Families with Young Children into Communities: Issues and Solutions.” Hosted by the James L. Knight Foundation, the conference was attended by national specialists in community-based organization, advocacy, policy, and research from different immigrant communities.
CMHS Welcomes New Board Members, Recognized for Programs
Thanks to Ricarda Dowling, Director of Development, for this update.
In January, CMHS welcomed Juan Buttari and Urvashi Ann Mehra to its board of directors.
Buttari, an independent consultant and researcher in development economics, holds a PhD in Economics from Georgetown University. He is experienced in addressing policy issues for strategic planning, project development, implementation/evaluation, and research. He also has a strong fundraising background, successfully negotiating project funding from the Rockefeller Foundation, the Ford Foundation, the Inter-American Development Bank, and the US Agency for International Development. He is fluent in Spanish and has working knowledge of French and Portuguese.
Mehra currently serves as Program Manager at Booz Allen Hamilton (BAH). Her development of the BAH Healthcare Center of Excellence led her with her team to Harvard University and its many schools, including Harvard Medical School and the Faculty of Arts & Science. As a result of the breakthrough strategy in aiding the ailing healthcare crisis, she was offered the opportunity to pursue a graduate degree at Harvard, focusing on her passion, biotechnology and neurology. Currently pursuing her ALM degree in biotechnology at Harvard, her thesis focuses on neurological pathways and their resulting neurodegenerative diseases. A graduate of the George Washington University, she is fluent in Urdu, Hindi, and Punjabi, and well-versed in Spanish.
CMHS was designated as a member of the Steering Committee of the Fairfax County Office of Children School Readiness Collaborative, which helps childcare providers and parents prepare their children for school with developmentally appropriate curriculum and professional training.
The Office of Refugee Resettlement (ORR) recently assessed the Torture Survivor Treatment Program. The site visitors will use the program as a model against which other programs around the US will be measured. Statistically, CMHS has had a 100% success rate over the past six months in securing asylum for its clients who are survivors of torture.
CFNC Celebrates Washingtonian of the Year Award
Thanks to Susan Francis, Director of Development, for this update.
Nearly 75 supporters, including CFNC Board, staff and other well-wishers, attended an open house on January 17 to celebrate Barbara Fox Mason’s Washingtonian of the Year award. As part of the evening’s festivities, Mason was presented a letter from Virginia Governor Tim Kaine. Governor Kaine congratulated her and acknowledged her as “a tireless advocate for children and families throughout the Commonwealth.” He added that “this award serves as a true testament of your dedication to improving the lives of countless Virginians.”
New members of CFNC’s Advisory Board include Alexandria Councilman Rob Krupicka; Arlington County Board members Walter Tejada and Barbara Favola; Merlisa Corbett, Publisher, Alexandria Coffee News; Fernando Barrueta, President/CEO of the Hispanic College Fund, Inc.; and Michael Bagley, Managing Director of The Bagley Group.
When asked why he agreed to serve on the Advisory Board, Bagley said, “I was introduced to the CFNC organization in the fall of 2005 and found its mission and objectives to be extremely enterprising and exciting. I wanted to be part of an organization that not only positively affected my local community, but where I could actually see the results being fulfilled each day through the families and children that depend on the services and facilities that the CFNC network provides.”
Congressman Jim Moran and State Senator Patsy Ticer continue to serve as Advisory Board members.
BGCGW’s Camp Brown Set to Reopen Summer 2006
Thanks to Tanzi West, Director of Communications, for this update.
Boys & Girls Clubs of Greater Washington (BGCGW) expects to open Camp Brown, a 168-acre BGCGW facility located along the Potomac River in Scotland, Maryland, for summer 2006.
In 2005, 750 at-risk DC-area youth were able to get out of the city and attend Camp Brown. With a $100,000 challenge grant issued again from the Freddie Mac Foundation, BGCGW believes supporters will provide the needed funding for a full overnight summer camp.
“In total, we need at least $450,000 in funding to provide enough staff support and programs to house 1,000 youth during the summer,” commented Darius Stanton, Area Director, BGCGW’s Metropolitan Police Clubhouses. “Camp Brown is a staple in our community. Children come from all over the metropolitan area to attend this camp. It’s affordable fun that all families can enjoy. It is our duty to ensure all children have a place available to them where they can escape the perils of their everyday living and relax in a comfortable atmosphere. Camp Brown provides that opportunity.” For more information, contact Stanton at 202-397-CLUB or dstanton@bgcgw.org.
AALEAD Selected as Maryland SES Provider
Thanks to Sandy Dang, Executive Director, for this update.
After being selected as a provider of Supplemental Educational Services (SES) by the District of Columbia State Education Office, Asian American LEAD applied to be an SES provider in Maryland as well. In January, AALEAD received approval to provide comprehensive family-centered SES instruction in reading to Maryland students with grade-level proficiencies at the level of grades 1-3. Being named a provider will support AALEAD’s plans for program expansion into Maryland.
The Asian Pacific American Bar Association Education Fund (AEF) selected Sandy Dang and Asian American LEAD to receive its Community Service Award. As a tribute to her leadership and AALEAD’s efforts to address critical needs of low-income Asian American children and families in the Washington metropolitan area, AEF will honor Dang and the organization at the National Asian Pacific American Bar Association (NAPABA) Southeast Regional Conference on March 18, 2006, at the National Press Club.
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