BELL 2013 Annual Report

Annual Report 2013

. s s e c c u s r u o e r Our scholars a

In 2013, more schools and communities turned their attention to

expanded learning time as a strategy to increase scholar achievement.

BELL was at the forefront of a growing effort to blend public and private resources in high-poverty schools and deliver robust summer and after school learning models.

Also in the last year, schools began to encounter new Common Core standards, and time outside of the traditional school day came into focus as a resource for helping teachers adopt stronger curriculum and assessment tools in their effort to prepare college- and career-ready students.

These trends point to a broader definition of education and youth development, one that assigns greater responsibility to the community as a partner in the education process. It’s a responsibility that we share with all who believe that scholars deserve more learning opportunities to succeed and thrive.

This annual report details the impact of our school and community partnerships, and some of the lessons and improvements we have made in 2013.

These results are only possible through the generosity of our donors, which enables us to deliver transformative educational opportunities for the scholars who need them most. Thank you to all who make our impact possible.

Laurene Sperling Board Chair

Tiffany Gueye, Ph.D. Chief Executive Officer

rage me, u o c n e s r e h teac “At BELL, re I try and try , and make su

me they believe in sure I do up. They make ve gi er ev n d dent and try an sure I’m confi e k a m ey th d do, an what I have to myself. ” and I believe in Kendell , ELL Schol ar 6th Grade, B

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REPORT CARD

Grades K-8

BELL delivered 96 school-based programs across 11 cities in 6 states (Boston, Salem & Chelsea MA; Baltimore MD; Charlotte & Winston-Salem NC; Newark NJ; San Jose, San Rafael & Oakland CA; New York City NY).

FY13 FY14 Summer 8,756 7,942 After School 4,072 tbd Total 12,828 7,942

Scholars participated regularly in summer and after school learning opportunities, achieving an 85% average daily attendance.

12,828 Scholars Served

Goals & Outcomes BELL partners with schools to expand learning time and boost scholar achievement. We work together to enroll students students with the greatest literacy and math and social needs, and who are below grade level in reading and math, and who stand to benefit the most from our blend of academics, enrichment, and community engagement.

We define success in terms of academic gains, as well as increases in self-confidence, engagement in learning, and family involvement. We measure impact using computer adaptive assessments; parent, teacher, and scholar surveys; youth outcome assessments; portfolio assessments; and quality metrics.

Scholars in BELL Summer gained grade-equivalent reading and math skills, with scholars entering BELL below grade level making the greatest gains.

Scholars in BELL After School acquired new skills faster than their peers, helping them catch up and succeed in the classroom during the school day.

Scholars increased their self-confidence and social skills.

Parents became more involved in their scholars’ education.

* BELL’s fiscal year begins on July 1.

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Summer Learning Gains 3 rd Grade Reading Success Grade Equivalent Gains* All 3rd Grade Scholars: 1 month Underperforming 3rd Grade Scholars: 2 months Third grade reading proficiency is a critical benchmark in a scholar’s education. By the end of the 3rd grade, scholars are expected to shift from learning to read, to reading to learn. Scholars must be proficient in letter-sound recognition and basic text structure in order to recount stories, ask questions, and extract and use the information they will read in the future.

rs became la o h c s y m , gained “ At BELL t readers. They en u fl re o m se stronger, to read becau ing…a desire a love for read nse.” things make se Ms. Thomas, r BELL Teache

Yet, at the start of the summer, most students coming from third grade had not yet mastered core literacy skills. More than 1,000 3rd graders gained new reading skills through BELL Summer. Scholars starting the summer below grade level made the greatest strides. They responded to BELL’s high expectations, and to the quality of our teaching and learning environment. Their parents took on greater involvement in supporting their child’s reading. They entered fourth grade as stronger readers, eager to learn.

Accelerating Middle School Math Grade Equivalent Gains* All Scholars: 2 months Underperforming Scholars: 4 months Middle school math starts with learning about variables, how to connect ratios and fractions, and how to think statistically. Scholars explore area and volume. By the 8th grade, scholars are diving into linear equations, sampling statistics, and measuring probability. They are encountering radicals and learning that in right triangles, a2 + b2 = c2.

Before scholars can master these standards, they must develop strong foundational skills. BELL’s team helped more than 4,500 middle school scholars gain new math skills through BELL Summer. On average, struggling scholars gained twice as many skills than scholars at or above grade level. They became better problem solvers, more prepared to meet the challenges of high school and beyond. *Data from STAR Enterprise assessments, administered at the start and end of the BELL Summer program. The typical BELL Summer model delivers 5-6 weeks of summer learning, including approximately 60 hours of academic instruction.

“ There is a dif ference in me every time co ming to “ an BELL

th a mobile Scan QR code wi t our device to check ou school r te af d an summer ! evaluation reports

d now. The differen ce is that I get smarter every year and I advance to a ne w grade.”

Julian, 7 th Grade BELL Scholar

Enrichment Our immediate impact is measured in

terms of academic skills and self-confidence, while the long-term impact of our work is defined by graduation rates and professional success. Enrichment courses, field trips, and community engagement build scholars’ life and career skills, and strengthen their leadership, interpersonal communication, critical thinking, and collaboration skills. Opportunities like these seed scholars’ future aspirations and draw a connection between learning and success.

se aphy in San Jo Digital Photogr l photography.

o digita y, scholars dove int At Bridges Academ nality, learning tio nc fu camera’s basic e th d re ve learned about co ey Th d film speed. They an , re tu er ap s, ct, and why cerabout the len af fects the subje ing ht lig w ho peold, fie depth of r taking photos of gles are better fo an d bit, a an r fo ing ht ids lig tain led in cand ure, scholars dabb er’s ait m rtr m po Su r te LL Af .

BE in ple photography n tio ac try to se em ur which led th e enrichment co Drama classes. Th at Tae Kwan Do and mmer long, and th su ted scholars all iva ot m d an o. d to ge s, enga ic activitie over into academ motivation spilled

“ I saw quie ta really trans nd reserved students formed into exubera inquis itive scholars nt and . Through ph otography, they grew m ore confiden t at looking a from differen t the world t angles.”

Dawn, Digital Pho tography T eacher

Field Trips* Boston College Harvard University Howard University Morgan State Un iversity University of Calif ornia – Berkeley University of North Carolina – Charlo tte Museum of Scienc e Harvard Museum of Natural Histor y State House Boston Duck Tour The Smithsonian Institution National Zoo Museum of Fine Arts Chabot Space & Science Center Discover y Place

Enrichment Co urses* Aerobics Animation Art Basketball Character Educat ion Digital Music Prod uction Drama Healthy Cooking Music Lessons Robotics Science Soccer Swimming Urban Planning Web Design Yoga *Partial list

Scan QR code to see a Photo Album by scholars and staff!

Approach BELL’s work is based on five core essentials that shape our expanded

learning programs and partnerships. While we have learned how to adapt our programs to best support local needs, you can be sure that each BELL program is characterized by these elements that are integral to scholar achievement.

Core Essentails #1 High Expectations: Students are “scholars” at BELL. We believe they can excel, and provide the support they need to succeed. #2 Partnerships for Success: Combining school and community resources produce effective and sustainable program models. #3 Quality Learning Environment: Scholars benefit from a small class sizes and individualized instruction. #4 Teaching Excellence: Teachers are trained to use data to drive instruction against Common Core standards. #5 Engaging Learning Experiences: Relevant, hands-on, and fun learning experiences inspire and motivate scholars to succeed in school.

Amina’s S uccess

The transiti on from elem entary scho can be a ch ol to middle allenging on school e, especially like Amina w for shy stud ho lacked co ents nfidence in When a sch the classroom ool and com . munity par tn BELL Summ ership brou er to Amina’ gh t s n ew school, h at the oppor er mom jum tunity to pro ped vide a bridge 6th grade. from the 5th to Amina’s com munity lack ed h and her fam ily couldn’t af igh-quality summer op tions, ford to send “To find out her to camp that this pro . gram deliver field trips, b ed certified reakfast an teachers, d lunch, and and it’s free academics, for my family ! That was th explains Am e blessing,” ina’s mom, Rachelle.

Amina resp onded to th e individual became mor ized instruct e engaged in ion, and af and fitness classes. Now ternoon photography, d ance, , sh is on the sc e’s a leader hool’s step in the class team, and h room, path to colle as already ch ge and a ca ar ted a reer as a fa shion design “BELL deliver er. ed a great p rogram, run and who ca by teachers re about my I know child. BELL Amina have Summer hel a great tran ped sition to mid continues to dle school, thrive af ter and she her second BELL Summ er.”

Learning We learn something new

every year that helps us continually improve program quality and scholar outcomes. In 2013, we learned how expanded learning programs can best support schools in their transition to Common Core state standards and assessments, and help scholars meet higher expectations for college and career readiness.

Curriculum: We rolled out new curricula from Pearson designed for expanded learning environments. Scholars are reading more nonfiction text that spans science, social studies, and other disciplines, and they are carving more time out to write everything from persuasive essays to business letters and speeches. New math curricula are helping scholars focus on algebraic reasoning and problem solving in preparation for more advanced coursework in middle and high school.

Assessments: We completed the transition to STAR Enterprise Assessments, which are computer-adaptive and built for the more rigorous Common Core standards. These assessments equip teachers with data to drive instruction, and provide a more powerful array of reporting tools to help parents and educators better understand scholars’ strengths and weaknesses.

Instructional Quality: We built a new set of tools to strengthen instructional quality in BELL programs. New training content in our online training platform, BELL U, is helping teachers become more agile in using data to drive instruction. We opened the doors to a new virtual library that enables program leaders and teachers to share best practices and apply tools and resources associated with new curricula and assessments.

Partnerships In 2013, we delivered 96 school-based programs.

Schools and community partners played a central role in creating and delivering expanded learning opportunities for the scholars who needed them most. They helped us identify the scholars who would benefit most from more time for learning, referred high-performing educators, provided classroom facilities, and supported part of the program cost. In turn, we mobilized additional talent, connected with enrichment providers, managed program quality, and leveraged school funding with philanthropic contributions.

Talent: We supported teachers by bringing extra talent into the classroom, including teaching assistants, enrichment instructors, and instructional coaches, so that teachers can focus their time and energy on what they do best. In 2013, we recruited, hired, and trained more than 1,800 educators to work together and increase scholar achievement.

Enrichment: At a time when schools struggled to find the time for or afford art classes, field trips, and other enrichment activities, we built partnerships with a wide range of community organizations to narrow opportunity gaps for scholars. In 2013, partners such as One Hen in Baltimore, Reach the World in New York, Tenacity in Boston, and One Laptop per Child in Charlotte enriched scholars’ learning experiences.

Quality: We supported school leaders to deliver high-quality programs without pulling them away from their school day responsibilities. Our turnkey operation started with collaborative program design and goal setting in the winter, and included scholar enrollment, staff recruitment, training, curriculum distribution, program execution, and outcomes measurement.

Funding: Despite a growing interest in expanding learning time, public funding for such efforts remained limited. We filled the gap by combining philanthropy with school funding to deliver more hours of learning, to more scholars, than schools alone can provide. In Winston-Salem NC, for example, schools sought to expand our summer partnership from 1,000 scholars to more than 1,600. We achieved this goal by working with district leaders to raise additional support from local donors, such as the Kate B. Reynolds Charitable Trust.

Program Partners

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e adv e inequ up for th om. Thes o r as anys s la c the ent gaps f m o e e v id ie s h t L is c a ou year. BEL much to d s n a a it y b a d y as ute ever e school mmunity ens in th o p c p a e h th t e a ore leverag thing th rovide m p w schools d o n h a s s u s g showin on proce rs.” e educati th in for schola r s e ie tn it r n a p tu a oppor r learning te t e b d n a n ducatio le ool of E h il v c e S R e t l a Pau ation y Gr a du of E du c niversit y U r d a t r e a v r c Har SETTS Se AS SACHU M r e m For

The following school and community partners enabled us to serve scholars with excellence in 2013. Thank you for our partnership.

California: Bridges Academy (San Jose) San Rafael City Schools Aspire Public Schools (Oakland) Maryland: Baltimore City Public Schools Family League of Baltimore City, Inc. Massachusetts: Boston Public Schools The Boston Opportunity Agenda Salem Public Schools Browne Middle School (Chelsea) New Jersey: Newark Public Schools New York: NYC Department of Education NYC Summer Quest NYC Department of Youth & Community Development The After School Corporation (TASC) North Carolina: Charlotte-Mecklenburg Schools Project L.I.F.T. (Charlotte) A Child’s Place (Charlotte) First Presbyterian Church (Charlotte) Winston-Salem / Forsyth County Public Schools National: YMCA of the USA

New Community-Bas ed Pa rt nership Model The YMCA of the USA sha res our commitment to expand learning time and transf orm students into schola rs.

In 2013, we par tnered to leverage our summe r learning expertise with YMCA’s of the USA’s national com munity-based network. Throug h this pilot, we trained YMCA Associations in Hartford CT, Orlando FL, and Chica go IL to deliver a high-qual ity summer learning pro gram in local schools. We learne d key lessons about tra ining, program leadership, and ongoing quality suppor t that will help us build on the success of this pilot and scale its impact in the future . The end result: more sch olars will benefit from transform ative learning experienc es outside of the tradition al school day and year.

“ Building on each orga

nization’s long history of success in youth deve lopment, we know that our collective impact can be even greater than what we can achieve individuall y. As we continue to wo rk together, we can’t wait to see what the future holds for us and for the tens of thousands of scholar s we will serve together.”

Jorge Perez Vice President of Yo

Enrichment & Socia

YMCA of the USA

uth Development, Fa

l Responsibility

mily

Donors

To all whose generosity helps us create more and better learning opportunities for the scholars who need them most, thank you.

Donors contributing $1,000+ from the period beginning July 1, 2012 – December 31, 2013.

Foundations & Other Sources Adelard A. & Valeda Lea Roy Foundation The After School Corporation (TASC) Altman Foundation The Alvin & Fanny B. Thalheimer Foundation Andor Capital Management LLC The Associated Jewish Community Federation of Baltimore Associated Grant Makers of MA Bank Street College of Education Barr Foundation The Belk Foundation Bill & Melinda Gates Foundation Boston After School & Beyond The Boston Foundation Campaign for Black American Achievement The Charles Hayden Foundation A Child’s Place Clayton Baker Trust Cogan Family Foundation David & Barbara B. Hirschhorn Foundation Eddie C. & C Sylvia Brown Family Foundation

Edna McConnell Clark Foundation Family League of Baltimore City, Inc. First Presbyterian Church Foundation To Be Named Later The Frances L. & Edwin L. Cummings Memorial Fund Frank Family Foundation The Fund for Public Schools, Inc. The Harry & Jeanette Weinberg Foundation, Inc. The Heckscher Foundation for Children Hoffberger Family Philanthropies J.C. Kellogg Foundation Jacobson Family Foundation Kate B. Reynolds Charitable Trust Knez Family Charitable Foundation Leo M. Shortino Family Foundation Lockhart Vaughan Foundation Lone Pine Foundation, Inc. National Council of YMCAs of USA National Philanthropic Trust National Summer Learning Association The New York Community Trust, the Ada Fund The Paul & Edith Babson Foundation The Philanthropic Initiative P.I. Garden Trust The Pinkerton Foundation Richard & Susan Smith Family Foundation Robert Treat Paine Association Rowland Foundation, Inc. Roy A. Hunt Foundation Samberg Family Foundation Shippy Foundation Silicon Valley Community Foundation Sisters of Mercy of North Carolina Foundation The Starr Foundation Schwab Charitable Fund Tiger Foundation

Tipping Point Community Tulsa Community Foundation United Way of Massachusetts Bay & Merrimack Valley University of Maryland, School of Social Work Victoria Foundation Virginia Wellington Cabot Foundation William E. and Bertha E. Schrafft Charitable Trust The Wallace Foundation

Corporations American Eagle Outfitters Foundation American Honda Foundation Atlantic-ACM Bain Capital Children’s Charity Bank of America The Baupost Group Charitable Fund BJ’s Charitable Foundation Bulger Partners Capital One Con Edison Corporate Giving Program Desire2Learn, Inc. The District Management Council Eastern Bank Charitable Foundation eCratchit EMC Ernst & Young Francis M. Walley Insurance Agency Gillette Company Goldman, Sachs & Co. Goulston & Storrs Grand Circle Foundation, Inc. Gucci America, Inc. The Hartford Harvard Pilgrim Health Care Highland Street Foundation John Hancock Financial Services Liberty Mutual Insurance Company

MetLife Foundation Metro Medical NASA Summer of Innovation New York Life Foundation Nielsen Piedmont Natural Gas The PIMCO Foundation Pitney Bowes Foundation PNC Foundation Prudential Foundation PSEG Quest Foundation The Reebok Foundation Solomon McCown & Company, Inc. Sovereign Bank State Street Foundation T. Rowe Price Foundation, Inc. Target Corporation TJX Foundation Walmart Foundation Warburg Pincus Foundation Wellington Management Company, LLP Wells Fargo Foundation Western Digital Foundation WilmerHale

Individuals Sumner & Susan Bell Marc & Leonor Blum Nicholas Bogard James Boll & Lauren Smith Tracy Brown Jacob Bryant Russell Carlson Marc & Denise Casper Kenneth & Virginia Colburn Lisette Cooper Robert & Kate Crowley Joel & Randi Cutler James Czapla John D. Donovan, Jr. & Donna Hale

Paul & Sandra Edgerley Franco Finstad & Paula Arrojo Marjorie Fink Jennifer Fortner Gregory Galeaz Arleen Gilliam Jason Ginsburg Larry & Beth Greenberg Mouhamed & Tiffany Gueye Gene & Susan Guill Marshall & Margaret Guill Ray Hammond & Gloria White-Hammond David & Sheryl Harkins Robert & Christie Hedges Joan Hoffman Jean Horstman Amos & Barbara Hostetter Scott & Olga Jaeckel David Jones & Sarah Niemczycki Nancy Kaplan Neal and Sue Karelitz Sean Kavanagh Robert Kelley John Kim & Kathy Choi Debra Smith Knez William & Leslie Lee Alan & Sherry Leventhal Jeff & Laraine Levy Reed Lowenstein Donald & Bridgette Manekin Sean & Jill Marsh Joseph & Lauren Mazzella Joseph & Kathleen McCarthy Deborah Meijer Doug & Donna Miller John & Kathleen Murphy George & Sharyn Neble Soren & Caroline Oberg Timothy & Cathy O’Neil Stephen & Judy Pagliuca

Tim & Lynne Palmer Susan Paternoster Robert Peterkin Chris Piela Charles & Jeri Queenan Daniel Reed & Afia Asamoah Richard & Pamela Remis Peter & Lisa Roblin Richard Romanow Mark & Etta Rosen Joshua Ross Jennifer Rynne Justin & Lee Kellogg Sadrian Maurice & Luly Samuels Steven & Robin Scari Suzanne Schecter Doug & Andi Shaw Gary & Caryl Shaw Alan Sheriff Michael & Wendy Simches Peter & Susan Simon Garrett & Catie Smith Scott & Laurene Sperling Michael Sperling & Rachel Berkey Robert & Kathleen Stansky Gabriel Sunshine & Geraldine Acuna-Sunshine Maureen Sweeney Burton & Rita Tansky Michael & Susan Thonis Edward Walker Norbert Waysberg Larry & Dawn Weber Lornette Weekes Alan & Jackie Weinstein Theodore & Nina Wells Mary Wissemann Jeffrey Wright James & Giang Wyner Nathaniel Yap Daniel & Marissa Zwelling

Public Sources 21st Century Community Learning Centers Baltimore City Public Schools Boston Public Schools Chelsea Public Schools City of New York Corporation for National and Community Service Department of Youth & Community Development Detroit Public Schools Franklin-McKinley School District New York City Department of Education Newark Public Schools Salem Public Schools San Rafael City Schools Spartanburg School District 7 Winston-Salem / Forsyth County Public Schools

In-Kind Contributions Boston Public Schools Edna McConnell Clark Foundation The Fund for Public Schools, Inc. New York City Department of Education Newark Public Schools Springfield Public Schools

Statement of Financial Position

Financials

Assets Current Assets Cash & Cash Equivalents Pledges Receivable Accounts Receivable Curriculum Materials Prepaid Expenses

FY13 Financial Summary (Audited) July 1, 2012 – June 30, 2013

Statement of Activities Support & Revenue Contributions: Public Contracts Private Grants & Contributions Released From Restrictions In-Kind & Other Revenue

Total ($)

9,742,256 8,049,323 1,227,121

Total Support & Revenue

19,018,700

Expenses Program Services: General & Administrative Fundraising

19,507,701 1,663,036 836,818

Total Expenses

22,007,555

Total ($)

8,222,780 1,500,977 2,491,880 907,738 230,449

Total Current Assets

13,353,824

Property & Equipment Leasehold Improvements Computers & Software Furniture & Equipment Less Accumulated Depreciation

174,716 1,472,381 796,576 (2,167,001)

Total Property & Equipment

276,672

Other Assets Deposits Long-Term Pledges Receivable

169,291 407,063

Total Other Assets

576,354

Total Assets

14,206,850

Liabilities & Net Assets Current Liabilities Accrued Expenses Accrued Salaries & Related Expenses Deferred Service Fees Total Current Liabilities

Change in Net Assets

(2,988,855)

Net Assets – Beginning of Year

14,942,315

Net Assets Unrestricted Temporarily Restricted Total Net Assets

Net Assets – End of Year

11,953,460

Total Liabilities & Net Assets

800,241 1,081,567 371,582 2,253,390 4,775,955 7,177,505 11,953,460 14,206,850

Support & Revenue Total: $19,018,700 In-Kind & Other (7%) $1,227,121

Public Contracts (51%) $9,742,256 Private Grants & Contributions (42%) $8,049,323

Expenses Total: $22,007,555 Fundraising (4%) $836,818 General & Administrative (8%) $1,663,036 Program (Total) (88%) $19,507,701 Summer $12,333,111 After School $7,174,590

The summer of 2013 marked the third and fin of BELL’s thre al summer e-year strategi c plan. The plan by grow th capi was fueled tal from the So cial Innovation Edna McConne Fund, the ll Clark Founda tion and its Tr Fund co -invest ue Nor th ors, the Walla ce Foundation, generous dono and other rs, which enab led BELL to fu capacity, streng rther build then program quality, and fo school partne rm new rships. Most gr ow th capital co were pledged mmitments in 2011 and 20 12 and disbur 2013 and 2014 sed in .

Board of Directors BOARD OF DIRECTORS Laurene Sperling, Chair President, Sperling Family Charitable Foundation Paula Arrojo Managing Director, Goldman Sachs Group Nicholas Bogard President, J. Nicholas Arthur Chris Bulger Managing Director, Bulger Partners

Soren Oberg, Vice-Chair Managing Director, Thomas H. Lee Partners, LP Charles Ogletree, Jr., Chair Emeritus Professor, Harvard Law School Chris Piela

Tiffany Cooper Gueye Chief Executive Officer, BELL

Justin Sadrian Partner & Managing Director, Warburg Pincus

Gene Guill Managing Partner, GPS Risk Management Advisors, LLC

Garrett Smith Managing Director, District Management Council

Kathleen Kelley Queen Anne’s Gate Capital Management, LLC John J-H Kim Co-Founder & CEO, District Management Council

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Donald Manekin Co-Founder & Senior Vice-President, Seawall Development Company

Lauren A. Smith, MD, MPH Boston University School of Medicine

Leadership Councils Local Leadership and Young Professionals Councils were formed in

2013 to help deepen our impact and sustainability. These councils are comprised of volunteers who contribute their time and energy to help us form new partnerships, access funding, and raise awareness.

MASSACHUSETTS LEADERSHIP COUNCIL Paul Reville, Chair Francis Keppel Professor of Practice and Educational Policy & Administration, Harvard Graduate School of Education Tracy Brown Vice President of Compliance, Fidelity Investments William Huff Former President, Boston Globe

Deborah Meijer Technology Entrepreneur, Director of School Zone Publishing Suzanne Schecter Freelance Television Producer MASSACHUSETTS YOUNG PROFESSIONALS COUNCIL Chris Blier, Co-Chair Jennifer Cadigan, Co-Chair

Lynne Palmer Chair, BELL Event Committee

Cordy Elkins

Dr. Robert Peterkin Professor Emeritus, Harvard Graduate School of Education

Nick Knoop

Jeff Simmons Partner, Rafael & Rafael, LLP

Jeffrey Giuffrida Alexandra Lofredo Derek Mazzerella Michael Meucci, Co-Chair Charlie Reed

NEW YORK LEADERSHIP COUNCIL Paula Arrojo, Chair Managing Director, Goldman Sachs & Co.

Kristina Valente Jane Viner NEW YORK YOUNG PROFESSIONALS COUNCIL

Daniel Bacardi Managing Director, J.P. Morgan

Graham Brown

Sean Kavanagh Managing Director, Citi Institutional Clients Group

Nasir Qadree, Co-Chair

Saul Gorman Whitney Silver, Co-Chair

BELL partners with schools to expand learning time and raise student achievement. We blend rigorous academic instruction with enrichment activities and community engagement to narrow opportunity and achievement gaps and help students succeed in school and beyond. Because we believe in their extraordinary potential, we recognize all students as “scholars.�

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www.experienceBELL.org