Post on 28-Oct-2020
Annual Report 2009
In America, the poor-est kids have the fewest
after-school opportuni-ties. “People don’t rise from nothing,” Malcolm Gladwell writes in Outliers: The Story of Success. “Small initial ad-vantages lock children into patterns of achievement and underachievement, encour-agement and discourage-ment, that stretch on and on for years.”
TASC programs give kids 28,800 minutes a year of instruction and encourage-ment after 3 PM. That’s like 72 extra school days. Every kid has the time. But it’s meaningless unless twinned with opportunity.
1,200 minutes of horticulturePS 306 / Committee for
Hispanic Children and Families
2,720 minutes of computertechnology
PS 120 / Flushing YMCA
6,300 minutes of vocal music
PS 101 / Jewish Community Council of Greater
Coney Island
15,300 minutes of hands-on science PS 70 / Sports & Arts in Schools Foundation
8,640 minutes of classical
violin PS-MS 218 / WHEDCo
3,360 minutes of media and
art explorationRenaissance Charter School
3,840 minutes
running a “Green
Our Park” campaign PS-MS 3 / SOBRO
5,410 minutes of daily workouts
PS 163 / LEAP4,080
minutes of filmmaking and
stop-motion animation PS 188 / Educational Alliance
A Letter from the Chair and the President
The After-School Corporation Annual Report 2009
Dear Friends,
Not long ago we went to visit
an elementary in Bedford-Stuy-
vesant that’s one of the first 10
schools to pilot TASC’s initiative
to create a longer school day. At PS
636, the school day now lasts from
8 AM to 6 PM, with time for small
group English and math instruc-
tion, sports and enrichments
including drama and music.
We know that national leaders,
beginning with the President,
back innovative approaches to
longer and fuller school days. We
know what we at TASC believe,
that if we want kids to learn more,
we’ve got to give them more time
and different ways to learn.
But how is this working out
for the kids? We got our first clue
when we met up with a group of
fifth graders. Hard at work pro-
gramming robots for an upcom-
ing tournament, two girls paused
just long enough to describe how
they planned to trounce the com-
petition. Down the hall, buzzing
fourth graders were trying to
produce a substance like rubber
from household ingredients.
As the clock ticked toward 5 PM,
kids were not just learning. They
were learning with gusto.
At TASC, we’re not interested in
making change on the margins
for the lucky few. We’re out to
make transformative, systemic
change in the lives of kids and
families for whom a comprehen-
sive education is still unattain-
able. We spent our first decade
helping New York City transform
a hodgepodge of after-school
activities into the nation’s largest
system of municipally funded,
high quality, daily after-school
programs. As a result, kids have
safe places to be while their
parents work. Students who come
from the hardest circumstances
get the opportunities every fam-
ily wants for their children: to
play a sport, discover an artistic
talent, achieve higher and dream
bigger.
As the clock ticked toward 5 PM, kids were not
just learning. They were learning with gusto.
TASC had the honor and great
fortune to be led by Robert D. Joffe
as Chairman of the Board from
2006 through 2009. A champion for
human rights, Bob believed every
child has the right to a comprehen-
sive education and a full share of
the opportunities that New York,
with its unparalleled cultural and
educational riches, has to offer.
He guided our work with vigor,
dedication, and impeccably wise
counsel. Thanks to his commit-
ted service, New York City kids are
stronger because of after-school.
In Memoriam: Robert D. JoffeEven so, a third of New York
City kids still fail to acquire the
fundamentals for productive
citizenship, much less the higher
order skills demanded by a global
workplace. These challenging
economic times are part of what
drove us, in partnership with the
city’s Department of Education
and Department of Youth and
Community Development, to
launch Expanded Learning Time /
New York City, an initiative to add
at least 30 percent more learning
time at about 10 percent of the
cost of the regular school day.
The model is built on the
elements of the most effective,
research-tested after-school pro-
grams: strong school-community
partnerships, principal leadership
and rich and varied curriculum.
We’re convinced that, even in
a tough economy, we have the
potential to help take kids where
they need to go by doing what
TASC does best: engage pub-
lic and private partners, build
quality into programs and help
leaders do a better job of coordi-
nating the dollars we already spend
on school and after-school to help
more kids.
In this report, you’ll see what a
difference an extra 28,800 min-
utes can make. We hope you’ll
join us in the effort to make every
one of those minutes count.
Robert K. Steel, Chair Lucy N. Friedman, President
28,800 MInutes:expanding learning time
Ps 636 in Bedford-Stuyve-
sant opened in 2008 on
the site of a school the city shut
down. Danika LaCroix was the
newly minted principal. Con-
fronted with 230 down-hearted
refugees of a failed school – one
out of five kids living in a shelter,
two out of three reading below
grade level – Ms. LaCroix was
challenged to turn this school
around.
By joining with TASC to make
PS 636 an Expanded Learning
Time/New York City school, the
new principal got a community
partner, University Settlement,
and a staff of after-school educa-
tors who work beside teachers
every day, helping kids master
math and English. They lead
dancing and cooking and robot-
ics, but also non-traditional
activities, which the principal
considers a tonic. That explains
the students fencing in the
hallways.
With a school day that now
runs from 8 to 6, we see the dif-
ference more time makes when
it’s well spent. In one year of ELT/
NYC, students achieved signifi-
cant gains in attendance and in
mastery of social studies, English
and math.
Principal Danika LaCroix tutors three first grade readers after 3,
including Shawna Williams.The After-School Corporation Annual Report 2009
1,900 MInutes:
When JHS 185 in Flushing
first worked with TASC to
expand its school day in 2008, a
teacher of English-as-a-Second-
Language volunteered to form a
girls’ team in the sport she pur-
sued in college: rowing.
Lesly Acosta, now an 8th grader,
was eager to give it a try with her
friends. “My mother never heard
of crew,” Lesly said one afternoon,
as she rode the team bus to Flush-
ing Meadow Lake. “Her country
is Colombia. I had to show her a
picture and tell her that if you get
good at this sport, it can help you
go to college.”
Expanded Learning Time / New
York City is now in its second year
at JHS 185, partnering with The
Child Center of New York. Among
participating students, three-
fourths improved their school
attendance. Suspensions and
disciplinary referrals dropped by
80 percent.
Middle school kids feel an urge
toward independence, Principal
Valerie Sawinski said, “but too
many kids lack any good choices.
That’s what ELT gives me — time
and resources to offer kids choices
like crew.”
The After-School Corporation Annual Report 2009
rowing to college
2,880 MInutes:speaking through music
In Jamaica, Queens, a
neighborhood of new immi-
grants, PS 182 educates young
children who speak 20 languages
at home.
Principal Andrew Topol be-
lieves that one of the best ways
to help kids build their English
language vocabulary and conver-
sational skills is to extend the
school day and immerse them in
the arts, especially music. With
support from TASC and our ELT/
NYC initiative, Principal Topol
found the perfect partner for
creating a longer and richer learn-
ing day in LEAP, a community
organization which specializes in
teaching the academic curriculum
through arts.
Students here get about 90
minutes of music instruction
each week after 3 PM. If you were
to visit this school one afternoon,
you might find first graders play-
ing Bob Marley songs on their
glockenspiels. You might think
they’re learning to play the bells,
and they are. But they’re also
learning to spell. Each glocken-
spiel key is imprinted with a let-
ter of the alphabet. During music
time kids dance, they read aloud,
they play their reggae tunes and
they sing and spell words in song.
The After-School Corporation Annual Report 2009
How can you predict which
students will grow up to be
engineers and innovators? Look
for the kids who catch the science
bug early.
Science after school is not a
substitute for learning basic math
and science in school. It’s a way to
excite kids about acquiring that
knowledge by involving them in
tactile, real-world applications.
So just before third graders
at Thurgood Marshall Academy
Lower School began to study the
solar system, the TASC science
team visited the Harlem school.
We brought lenses and tubes and
all the materials 8-year-olds need
to build telescopes. Talk about
buzz – we couldn’t have made a
bigger hit if we’d brought Galileo
himself.
In 2009, TASC helped more than
5,300 kids embrace the wonder of
science. We brought seven kinds
of hands-on curricula, designed
by NASA and others, to 64
schools and trained after-school
educators to lead math and sci-
ence inquiry.
Kids who typically grow up to
be under-represented in science
careers are the same kids who
attend New York City after-school
programs. The 21st century offers
scientific problem-solvers grand
challenges. Our kids will be ready
to meet them.
8,040 MInutes:growing a scientist
The After-School Corporation Annual Report 2009
Jonathan Morales
and his fellow fifth grad-
ers at PS 279 in the Bronx spend
180 minutes each week learning
about conservation science after
school. Jonathan likes projects
that involve anything wet, messy
or alive.
When he and his pals studied
absorption by dunking ropes in
buckets of water, Jonathan made
the group repeat their observa-
tions by dunking the ropes in
milk, then juice.
TASC helped Jonathan’s after-
school program (run by Commit-
tee for Hispanic Children and
Families) take a trip to a floating
marine science station. Kids
traveled to Tribeca to board an
old steam ship used for Hudson
River studies by an organization
called The River Project. A marine
biologist showed them how to
fish for specimens by hauling up
traps filled with grass shrimp and
sea squirts.
Jonathan caught a baby blue
crab. The biologist showed him
how to get a good look by grab-
bing the crab behind its claws.
When it was time to leave,
Jonathan said he’d rather stay and
catch a bigger crab. If that’s what
marine biologists do, he’s ready
to sign up.
7,200 MInutes:boy meets biology
The After-School Corporation Annual Report 2009
Jonathan Morales (below) and classmates helped a biologist harvest specimens from the Hudson River.
J ust because a third of kids
drop out of school doesn’t
mean they don’t worry about
the future. High school students
crave the kind of learning that
feels relevant to their lives and
hopes. In a survey conducted for
the Gates Foundation, four out of
five said they’d be less likely to
drop out if they had more chances
for real-world learning.
That’s what TASC delivers. This
year we trained 1,300 students
from more than 300 New York
City high schools to work with
younger kids in after-school and
summer programs. Students
make job connections and earn
much-needed income as they’re
hard-wired with college and ca-
reer goals and abilities.
After School Matters, our
Chicago partner in the national
Collaborative for Building After-
School Systems, runs a strong
career readiness program. TASC
adapted its approach for New
York, Boston and Providence.
Students in our After-School
Apprenticeship Program spend
72 hours (4,320 minutes) training
with master coaches and artists,
then 150 hours (9,000 minutes)
putting their new skills to work
in summer jobs.
13,320 MInutes:
Schnaida Charles of Providence (photo, right) got an after-school job and a supervisor/mentor in Officer Cyndi Rodriguez. Fernando Montaque, left, apprenticed as a soccer coach at Asphalt Green in NYC.
The After-School Corporation Annual Report 2009
learning at work
Statement of Activity – Fiscal Year 2009A summary of revenue and expenses:
REVENUE AND SUPPORT Government Grants and ContractsGrants and ContributionsContracted ServicesDonated ServicesInvestment & Other Income
TOTAL SUPPORT AND REVENUE
EXPENSES
ProgramManagement & GeneralFundraising
TOTAL EXPENSES
CHANGE IN NET ASSETSNet Assets - Beginning of year
NET ASSETS - END OF YEAR
$ 11,745,501 3,312,873
816,021240,146 374,965
$ 16,489,506
$ 20,997,8793,322,579
701,038
$ 25,021,496
$ (8,531,990) *$ 24,004,829
$15,472,839
* The change in net assets reflects the planned spending down of TASC’s founding challenge grant from the Open Society Institute.
Copies of the complete audited financial statements from which this information was excerpted are available upon request or by visiting www.tascorp.org.
TASC FinancialsFiscal Year July 1, 2008 through June 30, 2009
The After-School Corporation Annual Report 2009
Salute to Supporters
$1,000,000 and AboveThe Atlantic Philanthropies, Inc.Lois CollierThe New York City CouncilNew York City Department of EducationNew York State Education DepartmentThe New York Times Neediest Cases FundOpen Society Institute
$100,000 - $999,000Citi FoundationCorporation for National and Community ServiceSonia and Paul T. JonesMetLife FoundationCharles Stewart Mott FoundationNew York City Department of Youth and Community DevelopmentThe New York Community TrustNew York State Office of Children and Family ServicesNoyce FoundationThe Carroll and Milton Petrie FoundationThe Pinkerton FoundationThe Starr FoundationToyota USA FoundationUnited States Department of Education
Thanks to generous support-
ers, we helped close to 30,000
kids in 2009. We developed and
supported comprehensive edu-
cational, enrichment and recrea-
tional after-school programs and
high school internships for New
York City kids. We assisted Mayor
Bloomberg’s Teen ACTION serv-
ice project for middle and high
school students. We improved
program quality in Massachu-
setts, New Jersey, New Mexico,
Pennsylvania and Rhode Island
through curriculum and technical
assistance. We led our partners in
advocating for policy change and
more efficient funding to reach
kids for whom opportunities
simply won’t exist without
publicly supported after-
school systems.
Kids do best when they’re
helped by high-performing
staff. We provided profes-
sional development, includ-
ing college opportunities and
tuition assistance, to more
than 2,600 NYC after-school
educators, including 300
AmeriCorps volunteers.
In a challenging economy,
we are all the more grateful to
the following public agencies,
corporations, foundations
and individuals whose gifts
supported our work.
Thank you.
United States Department of Justice
$50,000 - $99,999The Clark FoundationGreentree FoundationHigh Water Women FoundationNational Conference of State LegislaturesNew York City Department for the AgingTime Warner, Inc.Malcolm Hewitt Wiener Foundation, Inc.
$10,000 - $49,999AnonymousLouis and Anne Abrons Foundation, Inc.The Robert Bowne FoundationCornerstones for KidsAlison A. DeansWilliam T. Grant FoundationHebrew Technical InstituteRobert D. Joffe*The David and Lucile Packard FoundationThe Picower FoundationSally and Dick Roberts Coyote FoundationRochester Area Community Foundation
*deceased
Gifts supported our work from January, 2008 through June, 2009
The Shubert FoundationThe Staten Island FoundationRobert K. SteelJohn Feinblatt, The Aber D. Unger Foundation, Inc.Paul Verbinnen and Cecilia GreeneThe Wallace Foundation
$5,000 - $9,999Arun and Francine Alagappan, Advantage Testing, Inc.American Express CompanyLisa and Dick CashinCon Edison The Dyson FoundationDavid and Danielle GanekFamily Foundation of the Jewish Communal FundJay L. KriegelLevel Global Investors, L.P.Paulo PenaCynthia and Marko RemecCharles & Mildred Schnurmacher Foundation, Inc.Sandra and Lawrence Simon Family Foundation, Inc.Herbert SturzUnited Neighborhood HousesMichel Zaleski, Zaleski Family Foundation
$1,000 - $4,999Accountnet, Inc.CAMBA Jé CarrThe Children’s Aid SocietyCoffee Distributing Corp.Cole, Schotz, Meisel, Forman & Leonard, P.A.Mimi Clarke CorcoranDC Children and Youth Investment Trust CorporationJudy DimonEsther DysonLucy and William FriedmanGolden Family FoundationGood Shepherd ServicesGoogle, Inc.Jack Lusk, Harris Rand Lusk Dylan HixonJewish Community Council of Greater Coney Island, Inc.Joann and Todd LangStanley S. LitowAlice and Richard MandelRonay and Richard MenschelMitsubishi Electric America FoundationRuth K. NelsonSoledad O’BrienOne Point of Light Foundation Inc.James Patterson PageTurner Awards
Frederica P. Perera PGA TourJane QuinnJennifer J. RaabLeslie RahlMark E. Reed IIIFrederick A.O. Schwarz, Jr.The Sports & Arts in Schools FoundationDiana TaylorUnited States Tennis AssociationClaudia Wagner YMCA of Greater New York $500 - $9991440 Broadway Owner, LLC Collaborative Communications Group Community Association of Progressive Dominicans, Inc. Dorris Daniel-ParkesChristine Downton Charissa and Abelardo FernandezIrene and Richard Frary Grant Thornton LLP Groundwork, Inc.Harlem RBI HCK Recreation, Inc. Kingsborough Community College Ajua P. Kouadio Marian and Jack Krauskopf
Charles and Barbara Latibeaudiere LEAP, Inc. McGladrey & Pullen, LLP Montroy Andersen DeMarco New Destiny Housing Corporation New Jersey After 3 New Settlement Apartments/ The Crenulated Company, Ltd. Nonprofit Network Solutions Partnership for After School Education J.S. Plank & D.M. DiCarlo Family Foundation Police Athletic League, Inc.Teachers College, Columbia University Jeremy Travis and Susan Herman Carl Weisbrod Andrea Zapatka and Mark Tremblay
In-Kind Gifts American Museum of Natural HistoryBarnes & Noble Booksellers Brooklyn Academy of Music Brooklyn Navy Yard Development Corporation Calistoga Ranch
(continued)
Board of DirectorsSpring 2010
Robert K. Steel, Chair
Stanley S. Litow, Vice ChairIBM
Soledad O’Brien, Vice ChairCNN
Pedro A. Noguera, SecretaryNYU METROPOLITAN CENTER FOR
URBAN EDUCATION
Mimi Clarke Corcoran, TreasurerOPEN SOCIETY INSTITUTE
Lucy N. Friedman, PresidentTHE AFTER-SCHOOL CORPORATION
Sayu BhojwaniCOLUMBIA UNIVERSITY
Leon BotsteinBARD COLLEGE
Geoffrey CanadaHARLEM CHILDREN’S ZONE
Jé CarrGOOGLE
Alison A. Deans
Esther DysonEDVENTURE
Jay L. KriegelTHE RELATED COMPANIES
Paulo PenaSTARWOOD RESORTS AND HOTELS
WORLDWIDE, INC.
Frederica P. PereraCOLUMBIA CENTER FOR CHILDREN’S
ENVIRONMENTAL HEALTH
Jennifer J. RaabHUNTER COLLEGE OF THE CITY OF
NEW YORK
Herbert SturzOPEN SOCIETY INSTITUTE
Diana TaylorWOLFENSOHN & CO, LLC
Paul VerbinnenSARD VERBINNEN & CO
Directors EmeritusAmalia V. BetanzosIsabel Stewart
CBS CNN Cravath, Swain & Moore LLPDelta Air Lines Florentine Films Food Bank for New York CityThe Glazier Group, Inc. Harcourt, Inc. Madison Hedgecock The Intrepid Sea, Air & Space Museum
Leslie KaminoffLoews CorporationMadison Square Garden/Garden of Dreams FoundationMTV NetworksThe Museum of Modern ArtNBCThe New York Football GiantsNew York JetsNew York KnicksThe New York Times Company Foundation
Orrick, Herrington and Sutcliffe LLPPepsiCo FoodservicePGA TourProfessionals for NonprofitsScholastic, Inc.Sesame WorkshopCarolyn SharawayShannon SodanoSony Music Entertainment
Starwood Hotels and Resorts Worldwide, Inc.Tavern on Jane Street RestaurantTime Warner, Inc.Tribeca Film FestivalWildlife Conservation SocietyJ.D. Wolfe
For a list of FY 2010 supporters, please visit the TASC Web site at www.tascorp.org.
Photographs by: James Hazelwood, Casey Kelbaugh and Will Schneekloth
Design by Stewart A. Williams Design
Minutes represent time dedicated to an activity by a student or an after-school program.
our missionThe After-School Corporation is dedicated to giving all kids opportunities to grow through after-school and
summer programs that support, educate and inspire them.
our visionTASC’s vision is that kids from all backgrounds will have access to the range of high quality activities beyond
the school day that every family wants for their children: experiences that support their intellectual, creative
and healthy development and help them to be their best, in and out of school.
XX%
Cert no. XXX-XXX-000
3,300 minutes of college introduction
and prep MS 118 / Good Shepherd Services
5,400 minutes of social studies
PS 188 /Educational
Alliance
6,120 minutes of math tutoring PS 78 / BELL
2,160 minutes of reading
and vocabulary building
PS 170 / CAMBA
54,000 minutes leading
community service projects
TASC AmeriCorps volunteers