Attach to Form 990 or Form 990-EZ.
See separate instructions.| (i) Name of supported organization |
(ii) EIN |
(iii) Type of organization (described on lines 1- 9 above or IRC section (see instructions)) |
(iv) Is the organization in col. (i) listed in your governing document? |
(v) Did you notify the organization in col. (i) of your support? |
(vi) Is the organization in col. (i) organized in the U.S.? |
(vii) Amount of support? |
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| Yes | No | Yes | No | Yes | No | ||||
| Total | |||||||||
| Calendar year(or fiscal year beginning in) | (a) 2007 | (b) 2008 | (c) 2009 | (d) 2010 | (e) 2011 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grants.") .... | 77,932,020 | 63,962,840 | 73,249,174 | 60,711,048 | 50,271,251 | 326,126,333 |
| 2 | Tax revenues levied for the organization's benefit and either paid to or expended on its behalf....... | ||||||
| 3 | The value of services or facilities furnished by a governmental unit to the organization without charge.. | ||||||
| 4 | Total. Add lines 1 through 3.. | 77,932,020 | 63,962,840 | 73,249,174 | 60,711,048 | 50,271,251 | 326,126,333 |
| 5 | The portion of total contributions by each person (other than a governmental unit or publicly supported organization) included on line 1 that exceeds 2% of the amount shown on line 11, column (f).. | 66,407,632 | |||||
| 6 | Public Support. Subtract line 5 from line 4. | 259,718,701 | |||||
| Calendar year(or fiscal year beginning in) | (a) 2007 | (b) 2008 | (c) 2009 | (d) 2010 | (e) 2011 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 7 | Amounts from line 4.. | 77,932,020 | 63,962,840 | 73,249,174 | 60,711,048 | 50,271,251 | 326,126,333 |
| 8 | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources.. | 1,860,776 | 1,649,440 | 868,400 | 855,166 | 851,725 | 6,085,507 |
| 9 | Net income from unrelated business activities, whether or not the business is regularly carried on.. | ||||||
| 10 | Other income. (Explain in Part IV.) Do not include gain or loss from the sale of capital assets.. | ||||||
| 11 | Total support (Add lines 7 through 10). | 332,211,840 | |||||






| Calendar year(or fiscal year beginning in) | (a) 2007 | (b) 2008 | (c) 2009 | (d) 2010 | (e) 2011 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grants.") . | ||||||
| 2 | Gross receipts from admissions, merchandise sold or services performed, or facilities furnished in any activity that is related to the organization's tax-exempt purpose...... | ||||||
| 3 | Gross receipts from activities that are not an unrelated trade or business under section 513.. | ||||||
| 4 | Tax revenues levied for the organization's benefit and either paid to or expended on its behalf... | ||||||
| 5 | The value of services or facilities furnished by a governmental unit to the organization without charge.. | ||||||
| 6 | Total. Add lines 1 through 5. | ||||||
| 7a | Amounts included on lines 1, 2, and 3 received from disqualified persons... | ||||||
| b | Amounts included on lines 2 and 3 received from other than disqualified persons that exceed the greater of $5,000 or 1% of the amount on line 13 for the year. | ||||||
| c | Add lines 7a and 7b.. | ||||||
| 8 | Public Support (Subtract line 7c from line 6.) | ||||||
| Calendar year (or fiscal year beginning in) | (a) 2007 | (b) 2008 | (c) 2009 | (d) 2010 | (e) 2011 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 9 | Amounts from line 6... | ||||||
| 10a | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources.. | ||||||
| b | Unrelated business taxable income (less section 511 taxes) from businesses acquired after June 30, 1975. | ||||||
| c | Add lines 10a and 10b. | ||||||
| 11 | Net income from unrelated business activities not included in line 10b, whether or not the business is regularly carried on. | ||||||
| 12 | Other income. Do not include gain or loss from the sale of capital assets (Explain in Part IV.) | ||||||
| 13 | Total support (Add lines 9, 10c, 11 and 12.). | ||||||




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Attach to Form 990 or 990-EZ.| Identifier | Return Reference | Explanation |
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| Other program services | Part III Other Program Services | Young Adults and Postsecondary Education According to the U.S. Census Bureau, individuals who have a bachelor's degree will earn about $2.1 million over their lifetimes - about one-third more than those who start but do not complete college and nearly twice as much as those who only have a high school diploma. Additionally, college graduates are more likely to be employed: high school dropouts are five times as likely to be unemployed today as workers with degrees. Although the U.S. Department of Labor forecasts that 70 percent of all new jobs will require a postsecondary credential, 60 million adults currently lack one. Access to higher education has been greatly expanded since the mid-1960s. Unfortunately, rates of persistence and credential completion remain distressingly low, particularly at community colleges - where only one third of all students who enter with the intention of earning a degree or certificate actually meet this goal within six years. The reasons behind this problem are myriad: some have to do with the students themselves (for instance, a lack of adequate preparation in the K-12 system and the challenge of balancing work, family, and school responsibilities) and others are the result of institutional or policy constraints (for instance, insufficient advising and financial aid, uncertainty over how to teach basic skills to adults, and constraints in course offerings and inflexible scheduling). Policymakers and the philanthropic sector have focused new efforts on increasing student persistence and achievement in postsecondary education. For example, the Obama Administration has set a goal for the nation of once again having the highest proportion of college graduates in the world by 2020, and Lumina Foundation for Education is seeking to increase the proportion of Americans with "high-quality" degrees and credentials to 60 percent by the year 2025. Since the launch of its Opening Doors Demonstration in the early 2000s, MDRC has been at the forefront of developing and evaluating strategies to help students succeed, particularly students at community colleges and nonselective four-year institutions. Our current research agenda focuses on the following interventions: - revisions to financial aid policies and information to help students pay for college and associated expenses; - improvements in guidance counseling and other support services to help students plan their courses wisely and overcome problems that interfere with school; - improvement of developmental education in the form of accelerated programs, support services, and mentoring programs to get students to master basic skills and move on to college-level courses; - institutional reform, including efforts to help community colleges make better use of student records and other data to improve instruction and services to help more students succeed; and - learning communities or "linked courses" to help students become more engaged in their studies and pass developmental level courses at higher rates. Selected highlights from 2011: - Submitted testimony on findings from MDRC's Performance-Based Scholarship Demonstration to the federal Advisory Committee on Student Financial Assistance. - Released interim findings from MDRC's evaluation of Lumina Foundation for Education's ambitious Achieving the Dream: Community Colleges Count initiative, which received extensive trade press attention. Achieving the Dream, which includes nearly 200 institutions in 32 states and the District of Columbia, helps community colleges use student-level data to develop interventions to raise the achievement of students who have traditionally faced the most significant barriers to success, including low-income students and students of color. - Published interim results from several projects, including the Performance-Based Scholarships Demonstration, the Learning Communities Demonstration, and the Developmental Education Initiative. - Published Unlocking the Gate, a review about what research says about improving outcomes for students in developmental education, which quickly became one of MDRC's most popular publications to date. - Released a 12-page synthesis of findings and lessons for policymakers and practitioners from MDRC's landmark Opening Doors Demonstration of a range of interventions aimed at improving educational outcomes for community college students. - Selected by the Gates Foundation to evaluate its signature Completion by Design Initiative. K-12 Education For nearly 20 years, MDRC has been learning what works best to raise the academic achievement of young people who are at risk of failing. At a time of growing national and state interest in improving low-performing schools and better preparing students for college and work, our evaluations of comprehensive high school reform models have established MDRC as a respected voice in education research and policy and as a leader in designing rigorous education evaluations. At the elementary school level, we are studying a cluster of programs designed to raise literacy and math skills in elementary and middle schools and to improve teaching and learning by investing in the skills of teachers. Secondary School Reform. High school dropout rates remain stubbornly high, especially for African-American and Hispanic students. And too many students who do graduate aren't ready for college and work. We have examined three prominent comprehensive high school reform interventions that have had some measure of success in improving students' outcomes: First Things First, Talent Development, and Career Academies. Our Career Academies study marked the first time that a random assignment design had been used to evaluate an ongoing high school reform initiative. The results of this study -impressive earnings effects continuing eight years after graduation - provided important lessons for the improvement and expansion of the more than 3,000 Career Academies now operating. In addition, MDRC is conducting a study of New York City's large-scale high school reform since 2002: closing more than 20 large, low-performing schools and opening more than 200 small high schools in their place. Finally, as part of the U.S. Department of Education's Investing in Innovation initiative, MDRC is evaluating the Diplomas Now reform model. Improving Reading Skills in the Early Grades. MDRC's focus is on interventions that improve classroom instruction in the early grades. MDRC played a lead role in the design and execution of the federally mandated evaluation of Reading First, established under the No Child Left Behind Act of 2001, which targeted funding to underperforming schools for scientifically based reading programs. The Professional Development in Reading Study tested the impact on reading instruction of intensive professional development and coaching of second-grade teachers. We have recently begun an evaluation of Success for All's early reading model, as part of the federal Investing in Innovation initiative. Our earlier Evaluation of Enhanced Academic Instruction in After-School Programs tested an effort to strengthen the academic component of after-school programs. College Readiness: Too many students leave high school unprepared for the rigors of postsecondary education, often ending up in developmental (remedial) education when they enter college. MDRC has a number of projects focused on addressing this problem, including "bridge" programs that provide support and academic preparation before students enter college. Selected highlights in 2011: - Published a research synthesis of two rigorous, large-scale evaluations of professional development programs for elementary and middle school teachers. - Started up the evaluations of two programs funded under the U.S. Department of Education's Investing in Innovation (i3) framework - the Success for All program to teach reading to elementary school students, which won a $50 million scale-up award, and Diplomas Now, a high school reform model that is based on the Talent Development program that we studied in Philadelphia several years back, which won a $30 million validation grant. - Began fielding the evaluations of seven programs in the Edna McConnell Clark Foundation's Social Innovation Fund initiative: BELL Summer Learning, Communities in Schools, Gateway to College Network, Reading Partners, and The Seed Foundation. - Prepared follow-up results from MDRC's study of small high school reform in New York City, which is providing rigorous evidence that these schools are narrowing the educational attainment gap and markedly improve graduation rates, particularly for disadvantaged students. |
| GOVERNANCE, MANAGEMENT AND DISCLOSURE | PART VI SECTION A LINE 11A | THE FORM 990 REVIEW PROCESS AT MDRC INCLUDES AN INTERNAL REVIEW BY MDRC'S SENIOR VICE PRESIDENT/CHIEF FINANCIAL OFFICER AND PRESIDENT, AS WELL AS EXTERNAL REVIEW BY GRANT THORNTON. THE FORM 990 IS THEN REVIEWED BY THE AUDIT COMMITTEE OF THE BOARD OF DIRECTORS. THE FULL BOARD IS PROVIDED WITH A COPY OF THE FORM 990 PRIOR TO ITS BEING FILED WITH THE IRS. THE FULL BOARD DISCUSSES THE FORM 990 POST-FILING AT ITS SCHEDULED ANNUAL MEETING IN DECEMBER. PART VI, SECTION B LINE 12C Directors and offficers are required to complete and sign an annual conflict of interest disclosure statement. The statements are reviewed by the corporate secretary and the president for actual or possible conflicts of interest. If any is disclosed, or inferred, these actual or possible conflicts of interest are brought to the attention of the chairman of the board. In response, the chairman might convene a group of disinterested directors to discuss and address the conflict. All employees, including officers who are also staff members and key employees, are required to read and sign a Code of Ethics, which includes information about conflicts of interest. Annually, each employee must sign a statement disclosing the presence or absence of conflicts of interest on behalf of the employee and family members. Failure to do so can result in disciplinary action up to and including termination. These statements are reviewed by the human resources department and, as appropriate, by counsel for a determination regarding action that should follow the reporting of an actual or potential conflict. In addition to the required annual report, all employees are instructed by the Code of Ethics that they have a responsibility to report a violation of the Code. Employees can report any such violation to MDRC supervisory personnel, the human resources department, or to an independent organization, Ethicspoint, which hosts an online site and toll-free number which employees can use to make complaints anonymously or in identifiable form. PART VI, SECTION B LINE 15A THE FINANCE AND COMPENSATION COMMITTEE ("THE COMMITTEE") OF MDRC's BOARD OF DIRECTORS ESTABLISHES EACH YEAR THE COMPENSATION AND BONUS PAYMENTS, IF ANY, FOR THE TOP PAID AND NEXT TWO TOP PAID OFFICERS OF THE ORGANIZATION BASED ON SURVEY INFORMATION PROVIDED TO THEM FROM BOTH INTERNAL AN EXTERNAL SOURCES. THE INDIVIDUALS ARE MESSRS BERLIN, AMADEO, AND IVRY. EACH YEAR MDRC'S HUMAN RESOURCES FUNCTION CONDUCTS A SURVEY OF POLICY RESEARCH ORGANIZATIONS THAT PERFORM SIMILAR RESEARCH WORK AS MDRC, TO ASCERTAIN THEIR PAY STRUCTURE FOR THE TOP AND SECOND TOP PAID OFFICERS- TYPICALLY THE CEO OR PRESIDENT AND THE COO/CFO. INCLUDED IN THIS SURVEY IS THE BASE SALARY AND BONUS PAYMENTS MADE TO THE TOP AND SECOND TOP PAID EXECUTIVES OF THESE OTHER POLICY RESEARCH FIRMS, ALONG WITH SUCH COMPARABLE FACTORS AS SIZE OF THE ORGANIZATION AS MEASURED BY HEADCOUNT AND OPERATING BUDGETS. THIS SURVEY INFORMATION IS SUPPLEMENTED BY COMPARABLE INFORMATION PROVIDED FROM AN EXTERNAL, THIRD PARTY CONSULTING FIRM CALLED THE NATIONAL THINK TANK COMPENSATION SURVEY (NTTC) CONDUCTED BY AKRON INCORPORATED, A WASHINGTON DC BASED COMPENSATION CONSULTING FIRM. THE NTTC COMPILES THE BASE SALARY AND ANY BONUS PAYMENT INFORMATION PROVIDED BY SURVEY PARTICIPANTS AND DISPLAYS THE INFORMATION ANONYMOUSLY BY QUARTILE, LOCATION, AND FIRM SIZE (STATED IN TERMS OF EMPLOYEES AND BUDGET). SURVEY PARTICIPANT INCLUDE COMPETING POLICY RESEARCH ORGANIZATIONS, AS WELL AS FOUNDATIONS, ENDOWMENTS, AND UNIVERSITIES. THE RESULTS OF BOTH THE IN-HOUSE AND EXTERNAL SURVEYS AND COMPARISON OF FORM 990S FOR THOSE COMPARABLE NON-FOR-PROFIT ORGANIZATIONS ARE PRESENTED TO THE COMMITTEE, WHICH THEN DELIBERATES, AND BASED ON THE INFORMATION PROVIDED, ESTABLISHES THE PAY LEVEL FOR MDRC'S PRESIDENT, CHIEF FINANCIAL OFFICER, AND DEVELOPMENT & EXTERNAL AFFAIRS SENIOR VICE PRESIDENT. PART VI, SECTION B LINE 15B THE COMMITTEE ESTABLISHES COMPENSATION LEVELS FOR THE CHIEF FINANCIAL OFFICER, AS REQUIRED BY THE CALIFORNIA NONPROFIT INTEGRITY ACT OF 2004, AND FOR ONE OTHER SENIOR OFFICER. COMPENSATION FOR THE REST OF THE OFFICERS AND EMPLOYEES IS BASED ON A RECOMMENDATION BY THE PRESIDENT TO THE COMMITTEE. HIS RECOMMENDATION ESTABLISHES A MERIT AND BONUS POOL FOR THE COMING YEAR, BASED ON THE ORGANIZATION'S STANDARD PAY PRACTICE (DESCRIBED BELOW). THE PRESIDENT SETS AND APPROVES THE SALARY LEVEL AND BONUS PAYMENTS FOR OFFICERS OTHER THAN THE CHIEF FINANCIAL OFFICER AND THE DEVELOPMENT AND EXTERNAL AFFAIRS SENIOR VICE PRESIDENT, AND FOR OTHER KEY EMPLOYEES. EACH YEAR MDRC'S PRESIDENT RECOMMENDS TO THE BOARD A SALARY POOL FOR MERIT INCREASES AND DISCRETIONARY BONUSES TO BE PAID TO OTHER OFFICERS AND KEY EMPLOYEES IN THE ORGANIZATION. THE MERIT INCREASE AND BONUS POOLS ARE GENERALLY COMPETITIVE WITHIN THE TWO MARKETPLACES IN WHICH THE ORGANIZATION COMPETES FOR HUMAN TALENT(NEW YORK AND CALIFORNIA). THE PRESIDENT BASES HIS RECOMMENDATIONS ON SURVEY INFORMATION PROVIDED BY THE ORGANIZATION'S HUMAN RESOURCES DEPARTMENT, WHICH IN TURN OBTAINS LOCAL LABOR MARKET PAY PRACTICES FROM EXTERNAL THIRD PARTY CONSULTING FIRMS SUCH AS MERCER HUMAN RESOURCES CONSULTING AND TOWERS PERRIN COMPENSATION CONSULTING, AS WELL AS CONDUCTING A SURVEY OF PAY PRACTICES FROM OTHER POLICY RESEARCH ORGANIZATIONS. TYPICAL MERIT INCREASE POOLS IN RECENT YEARS HAVE BEEN IN THE FOUR PERCENT (4%) TO FIVE PERCENT (5%) RANGE. ONCE THE MERIT INCREASE POOL HAS BEEN ESTABLISHED AND APPROVED BY THE BOARD, MDRC ESTABLISHES EACH EMPLOYEE'S SALARY BASED ON TWO FACTORS: PERFORMANCE ON THE JOB DURING THE MOST RECENT CALENDAR YEAR (MDRC USES A FOUR TIER PERFORMANCE RATING SYSTEM), AND WHERE AN EMPLOYEE'S SALARY FALLS WITHIN THE SALARY RANGE ESTABLISHED FOR THEIR POSITION (CALLED A COMPA-RATIO). HOLDING PERFORMANCE CONSTANT, MDRC'S COMPENSATION SYSTEM PROVIDES A GREATER INCREASE IN SALARY TO THOSE EMPLOYEES WHO ARE LOW IN THEIR SALARY RANGES AND PROVIDES SMALLER INCREASES IN SALARY TO THOSE EMPLOYEES WHO ARE HIGH IN THEIR SALARY RANGES. SALARY RANGES ARE DETERMINED BY AN INTERNAL JOB EVALUATION COMMITTEE BASED ON JOB DESCRIPTIONS OF WORK PERFORMED, COUPLED WITH LABOR MARKET SALARY INFORMATION FROM THIRD PARTY SOURCES. THE SAME SALARY SYSTEM IS DEPLOYED FOR OTHER OFFICERS, KEY EMPLOYEES, AND THE GENERAL EMPLOYEE POPULATION OF THE ORGANIZATION. PART VI, SECTION C LINE 19 MDRC'S FINANCIAL STATEMENTS ARE MADE AVAILABLE TO THE PUBLIC THROUGH THE MDRC WEBSITE AND A HARD COPY IS PROVIDED UPON REQUEST. MDRC'S GOVERNING DOCUMENTS AND CONFLICT OF INTEREST POLICY ARE GENERALLY AVAILABLE TO THE PUBLIC UPON REQUEST. |
| OTHER changes in net assets | PART XI, LINE 5, Other changes in net assets | Unrealized appreciation in fair market value of investments - $1,296,556 |
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