Attach to Form 990 or Form 990-EZ.
Information about Schedule A (Form 990 or 990-EZ) and its instructions is at www.irs.gov/form990.
| (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 listed in your governing document? | (v) Amount of monetary support (see instructions) | (vi) Amount of other support (see instructions) | |
|---|---|---|---|---|---|---|
| Yes | No | |||||
| Total | ||||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2010 | (b) 2011 | (c) 2012 | (d) 2013 | (e) 2014 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grants.") .... | ||||||
| 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 | ||||||
| 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).. | ||||||
| 6 | Public support. Subtract line 5 from line 4. | ||||||
Calendar year
(or fiscal year beginning in) ![]() |
(a) 2010 | (b) 2011 | (c) 2012 | (d) 2013 | (e) 2014 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 7 | Amounts from line 4.. | ||||||
| 8 | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources... | ||||||
| 9 | Net income from unrelated business activities, whether or not the business is regularly carried on.. | ||||||
| 10 | Other income. Do not include gain or loss from the sale of capital assets (Explain in Part VI.).. | ||||||
| 11 | Total support Add lines 7 through 10. | ||||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2010 | (b) 2011 | (c) 2012 | (d) 2013 | (e) 2014 | (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) 2010 | (b) 2011 | (c) 2012 | (d) 2013 | (e) 2014 | (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 VI.) .. | ||||||
| 13 | Total support. (Add lines 9, 10c, 11, and 12.).. | ||||||
| Section A - Adjusted Net Income | (A) Prior Year |
(B) Current Year (optional) |
||||
| 1 | Net short-term capital gain | 1 | ||||
| 2 | Recoveries of prior-year distributions | 2 | ||||
| 3 | Other gross income (see instructions) | 3 | ||||
| 4 | Add lines 1 through 3 | 4 | ||||
| 5 | Depreciation and depletion | 5 | ||||
| 6 | Portion of operating expenses paid or incurred for production or collection of gross income or for management, conservation, or maintenance of property held for production of income (see instructions) | 6 | ||||
| 7 | Other expenses (see instructions) | 7 | ||||
| 8 | Adjusted Net Income (subtract lines 5, 6 and 7 from line 4) | 8 | ||||
| Section B - Minimum Asset Amount | (A) Prior Year |
(B) Current Year (optional) |
||||
| 1 | Aggregate fair market value of all non-exempt-use assets (see instructions for short tax year or assets held for part of year): | 1 | ||||
| a | Average monthly value of securities | 1a | ||||
| b | Average monthly cash balances | 1b | ||||
| c | Fair market value of other non-exempt-use assets | 1c | ||||
| d | Total (add lines 1a, 1b, and 1c) | 1d | ||||
| e | Discount claimed for blockage or other factors (explain in detail in Part VI): | |||||
| 2 | Acquisition indebtedness applicable to non-exempt use assets | 2 | ||||
| 3 | Subtract line 2 from line 1d | 3 | ||||
| 4 | Cash deemed held for exempt use. Enter 1-1/2% of line 3 (for greater amount, see instructions). | 4 | ||||
| 5 | Net value of non-exempt-use assets (subtract line 4 from line 3) | 5 | ||||
| 6 | Multiply line 5 by .035 | 6 | ||||
| 7 | Recoveries of prior-year distributions | 7 | ||||
| 8 | Minimum Asset Amount (add line 7 to line 6) | 8 | ||||
| Section C - Distributable Amount | Current Year | |||||
| 1 | Adjusted net income for prior year (from Section A, line 8, Column A) | 1 | ||||
| 2 | Enter 85% of line 1 | 2 | ||||
| 3 | Minimum asset amount for prior year (from Section B, line 8, Column A) | 3 | ||||
| 4 | Enter greater of line 2 or line 3 | 4 | ||||
| 5 | Income tax imposed in prior year | 5 | ||||
| 6 | Distributable Amount. Subtract line 5 from line 4, unless subject to emergency temporary reduction (see instructions) | 6 | ||||
| 7 | Check here if the current year is the organization's first as a non-functionally-integrated Type III supporting organization (see instructions) | |||||
| Section D - Distributions | Current Year | |
|---|---|---|
| 1 Amounts paid to supported organizations to accomplish exempt purposes | ||
|
2
Amounts paid to perform activity that directly furthers exempt purposes of supported organizations, in excess of income from activity |
||
| 3 Administrative expenses paid to accomplish exempt purposes of supported organizations | ||
| 4 Amounts paid to acquire exempt-use assets | ||
| 5 Qualified set-aside amounts (prior IRS approval required) | ||
| 6 Other distributions (describe in Part VI). See instructions | ||
| 7Total annual distributions. Add lines 1 through 6. | ||
|
8
Distributions to attentive supported organizations to which the organization is responsive (provide details in Part VI). See instructions |
||
| 9 Distributable amount for 2014 from Section C, line 6 | ||
| 10 Line 8 amount divided by Line 9 amount | ||
| Section E - Distribution Allocations (see instructions) |
(i) Excess Distributions |
(ii) Underdistributions Pre-2014 |
(iii) Distributable Amount for 2014 |
|
|---|---|---|---|---|
|
1
Distributable amount for 2014 from Section C, line 6 |
||||
|
2
Underdistributions, if any, for years prior to 2014 (reasonable cause required--see instructions) |
||||
| 3 Excess distributions carryover, if any, to 2014: | ||||
| a From 2009.......X | ||||
| b From 2010.......X | ||||
| c From 2011.......X | ||||
| d From 2012.......X | ||||
| e From 2013....... | ||||
| fTotal of lines 3a through e | ||||
| g Applied to underdistributions of prior years | ||||
| h Applied to 2014 distributable amount | ||||
|
i
Carryover from 2009 not applied (see instructions) |
||||
| j Remainder. Subtract lines 3g, 3h, and 3i from 3f. | ||||
| 4Distributions for 2014 from Section D, line 7: | ||||
| $ | ||||
| a Applied to underdistributions of prior years | ||||
| b Applied to 2014 distributable amount | ||||
| c Remainder. Subtract lines 4a and 4b from 4. | ||||
|
5
Remaining underdistributions for years prior to 2014, if any. Subtract lines 3g and 4a from line 2 (if amount greater than zero, see instructions) |
||||
|
6
Remaining underdistributions for 2014. Subtract lines 3h and 4b from line 1 (if amount greater than zero, see instructions) |
||||
|
7 Excess distributions carryover to 2015. Add lines 3j and 4c. |
||||
| 8 Breakdown of line 7: | ||||
| a From 2010.......X | ||||
| b From 2011.......X | ||||
| c From 2012.......X | ||||
| d From 2013....... | ||||
| e From 2014....... | ||||
| Facts And Circumstances Test |
|---|
| Return Reference | Explanation |
|---|
| Software ID: | |
| Software Version: |
| Return Reference | Explanation |
|---|---|
| FORM 990, SCHEDULE E, PART I, LINE 6 | The organization receives aid in the form of student financial aid |
| FORM 990, SCHEDULE E, PART I, LINE 3 | The non-discrimination policy of the School is published in all of the organization's printed materials, on its website and is stated during announcements and advertisements aimed at the general community. |
| Software ID: | |
| Software Version: |
Attach to Form 990 or 990-EZ.
Information about Schedule O (Form 990 or 990-EZ) and its instructions is at| Return Reference | Explanation |
|---|---|
| FORM 990, PART VI, SECTION B, LINE 11B | The form 990 is prepared by a CPA firm with professional experience in the completion of the form. it is then reviewed and approved by the finance personnel and President prior to submission to the Department of the Treasury. The form is provided to the board during the review process or after filing of the form based on the timing of the board meetings. |
| FORM 990, PART VI, SECTION B, LINE 15 | the organization has a special committee which is responsible for the hiring of executive officers. Compensation packages are established based on comparability and other factors and are reviewed and approved annually during the approval of the budget by the board. |
| FORM 990, PART VI, SECTION C, LINE 19 | the organization provides the information upon request. |
| FORM 990, PART VI, SECTION B, LINE 12A | THE SCHOOL HAS A CONFLICT OF INTEREST POLICY TO PREVENT THE PERSONAL INTEREST OF BOARD MEMBERS FROM INTERFERING WITH THE PERFORMANCE OF THEIR DUTIES TO THE COLLEGE, OR THE RESULT IN PERSONAL FINANCIAL, PROFESSIONAL, OR POLITICAL GAIN AT THE EXPENSE OF THE COLLEGE. BOARD MEMBERS ARE REQUIRED TO DISCLOSE IN WRITING ANY CONFLICTS OF INTEREST TO THE EXECUTIVE COMMITTEE. Annual conflict of interest forms are required to be signed by all board members and key employees. |
| FORM 990, PART VI, PAGE 6, SECTION B, LINE 13 | THE SCHOOL'S WHISTLEBLOWER POLICY IS INTENDED TO ENCOURAGE EMPLOYEES TO RAISE SERIOUS CONCERNS WITH THE SCHOOL PRIOR TO SEEKING RESOLUTION OUTSIDE THE AGENCY. THE POLICY ENCOURAGES EMPLOYEES TO SHARE QUESTIONS, CONCERNS, SUGGESTIONS OR COMPLAINTS WITH SOMEONE WHO CAN ADDRESS THEM PROPERLY. IN MOST CASES, AN EMPLOYEE'S PRIMARY SUPERVISOR IS IN THE BEST POSITION TO ADDRESS AN AREA OF CONCERN. HOWEVER, IF AN EMPLOYEE IS NOT COMFORTABLE SPEAKING WITH HER/HIS SUPERVISOR OR IS NOT SATISFIED WITH THE SUPERVISOR'S RESPONSE, IS ENCOURAGED TO SPEAK WITH HER/HIS SENIOR MANAGER. SENIOR MANAGERS ARE REQUIRED TO REPORT SUSPECTED VIOLATIONS TO the College's COMPLIANCE OFFICER, WHO HAS SPECIFIC AND EXCLUSIVE RESPONSIBILITY TO INVESTIGATE ALL REPORTED VIOLATIONS. |
| FORM 990, PART III, LINE 1 | THE TYPICAL BORICUA STUDENT IS AN ADULT WITH A BILINGUAL AND BICULTURAL BACKGROUND WITH FAMILY AND EMPLOYMENT RESPONSIBILITIES. THE MISSION AND GOALS OF THE COLLEGE ARE THEREFORE ROOTED IN THREE PRINCIPLES OF INSTITUTIONAL IDENTITY: - AS A PUERTO RICAN INSTITUTION, BORICUA COLLEGE SEEKS TO STRENGTHEN PUERTO RICAN AND LATINO CULTURE THROUGH A BILINGUAL AND BICULTURAL APPROACH TO ALL LEARNING. TO EMPHASIZE THIS COMMITMENT TO THE INSEPARABILITY BETWEEN CULTURE AND EDUCATION, THE COLLEGE OFFERS A PROGRAM OF INDIVIDUALIZED INSTRUCTION THAT AIMS AT ENHANCING PERSONAL LEARNING STYLES, THAT TAKES INTO CONSIDERATION THE EDUCATIONAL AND ECONOMIC DIFFICULTIES EXPERIENCED BY PUERTO RICANS AND SPANISH-SPEAKING PEOPLE, AND OTHER MINORITIES UNDERREPRESENTED IN HIGHER EDUCATION. BY FOCUSING ITS LEARNING ACTIVITIES ON SOLUTIONS TO PROBLEMS FACING THESE COMMUNITIES, THE COLLEGE PREPARES STUDENTS FOR EFFECTIVE COMMUNITY LEADERSHIP. - AS A LIBERAL ARTS INSTITUTION, BORICUA COLLEGE AIMS FOR HIGH STANDARDS OF ACADEMIC PERFORMANCE FROM BOTH STUDENTS AND FACULTY. ITS CURRICULUM OFFERS STUDENTS A SOLID GROUNDING IN THE CONCEPTS AND METHODS OF THE HUMANITIES, SOCIAL AND PHYSICAL SCIENCES, WHILE PROVIDING FOR CAREFUL ATTENTION TO THE DEVELOPMENT OF PERSONAL AND INTELLECTUAL SKILLS. ALL STUDENTS ARE EXPECTED TO ACQUIRE A SOLID FOUNDATION IN THE LIBERAL ARTS, REGARDLESS OF THEIR CHOSEN CAREER PATH. - AS A NON-TRADITIONAL INSTITUTION, BORICUA OFFERS STUDENTS THE OPPORTUNITY TO DESIGN HIGHLY INDIVIDUALIZED LEARNING PROGRAMS THAT MAY BE PURSUED AT THEIR OWN PACE TO MEET THEIR OWN INTELLECTUAL AND CAREER GOALS. LEARNING ACTIVITIES ARE NOT CONFINED WITHIN COLLEGE WALLS. INSTEAD, THEY UNITE, IN CREATIVE AND STIMULATING WAYS, THE WORLD OF SCHOLARSHIP AND WORK. BORICUA EVALUATES STUDENT PROGRESS THROUGH MULTIPLE MEASURES THAT REFLECT THE DIVERSITY OF STUDENT GOALS AND RECOGNIZES STUDENT ACHIEVEMENTS, BOTH PRIOR TO AND DURING ENROLLMENT, AS WORTHY OF ACADEMIC CREDIT. ENROLLMENT, AS WORTHY OF ACADEMIC CREDIT. |
| FORM 990, PART III, LINE 4A | Boricua College is an independent, private, liberal arts and science, professional not-for-profit college. With four locations located in New York - Manhattan Campus, Bronx Campus and two locations in Brooklyn. Boricua College enrolls approximately 1,200 full-time students in programs leading to Bachelor of Science, Bachelor of Arts, Master of Arts, and Master of Science degrees. There are Five Ways of Learning and Modes of Instruction utilized In all its academic programs, Boricua College has a unique pattern of diversified modes of instruction and ways of learning implemented through five curricular areas. For most students, going to college means taking courses in an institution of higher education, attending lectures on various academic subjects such as history, physics, or math, and taking examinations on those subjects at the end of each term. At Boricua College, lecture-discussion courses constitute an excellent way for college students to master some kinds of information such as knowledge of specifics, methodology, and universal concepts and themes. Such "theoretical studies," however, are only one of five distinct ways in which students are educated and receive academic credit at Boricua. An explanation of each of the five modes of instruction and the way they are integrated into a singular program of student growth and development is described below. - Individualized Instruction: In the courses that use this mode of instruction and way of learning every student meets individually with their assigned full-time faculty member for one hour per week throughout the academic cycle to plan, implement and evaluate a program of learning determined by the curriculum, and designed to meet that student's educational needs and career aspirations. During the first two years, individualized instruction emphasizes the development of carefully identified generic intellectual skills required for the mastery of the basic principles of knowledge of the humanities, social sciences and natural sciences. During the next two years, individualized instruction takes on a more disciplinary character as the student is helped to develop the breadth and depth of intellectual skills and apply them in learning the concepts and literature of his/her field of specialization. In all these courses, a system of instructional modules, developed by the faculty are used as the primary text to guide instruction. - Colloquium: A second unique way of learning at Boricua involves the use of small- group colloquia comprising eight to ten students who meet once a week with their assigned full-time faculty to exchange, share, discuss, and evaluate ideas, issues and problems related to the learning program of the group members. A particular objective of the courses taught through colloquia in the first two years is the development of affective skills necessary for life-long learning and acquisition of knowledge. During the next two years the Colloquium takes on a more disciplinary character as students are helped to develop the breadth and depth of the affective skills and the values inherent in their fields of specialization. - Experiential Studies: This mode of learning involves carefully designed structured experiences of "learning by doing." It aims to develop students' awareness of how simple psychomotor skilled movements evolve into complex professional skills. In the students' first year they participate in structured field experiences under the guidance of their assigned full-time faculty to sharpen their sensory and perceptual awareness and observational skills. They continue on to courses that increase body sensory awareness, physical abilities and complex instrumental skills that integrate the psychomotor with cognitive skills. In the next two years and beyond, the student participates in carefully designed workshops, studio activities and supervised internships related to their academic disciplines and professional goals. - Theoretical Studies: A fourth set of courses lead the student through a body of instrumental methods and knowledge required for problem solving, employing the customary techniques of lectures, discussion, readings and written examinations. In the first two years of Theoretical Studies courses, students learn by applying their intellectual and affective skills to introductory subject matter of mathematics, social and natural sciences, transforming it into personal knowledge. In the following two years and beyond, the student develops further use of intellectual and affective skills by applying them to learning the facts, methods, theories and specialized complex subject matter of the liberal arts and science disciplines and specialized knowledge of the professions. - Cultural Studies: At Boricua College three levels of culture are particularly relevant: (1) the archetypal elements, mostly unconscious, that motivate behaviors and identify a student as a member of "a people"; (2) historical elements that serve as conscious icons representative of popular aspects of a particular culture; (3) the contemporaneous elements of a culture that are being created in the daily life of a student and his/her peers. Particularly essential to Cultural Studies is the development and application of the affective skills and processes of literacy, receiving, responding, values and the companion internal processes of sensing, emotions and feelings, that together provide content for creating and understanding culture. In the first two years Cultural Studies courses also concentrate on the written and oral communication skills of the student. In the second two years and beyond, the concentration is on the humanities and the arts. |
| Form 990, part XI, line 9 other changes in net assets | During the year ended June 30, 2015 there was an adjustment to net present value on the land lease of $560,173 that was recorded as revenue in the GAAP financial statements but has been shown as an other adjustment to net assets in the Form 990. |
| Software ID: | |
| Software Version: |