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