Attach to Form 990 or Form 990-EZ.
Go to
www.irs.gov/Form990 for instructions and the latest information.
| (i) Name of supported organization | (ii) EIN | (iii) Type of organization (described on lines 1- 10 above (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 | |||||
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Total |
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Calendar year (or fiscal year beginning in) ![]() |
(a) 2015 | (b) 2016 | (c) 2017 | (d) 2018 | (e) 2019 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grant.") .. | ||||||
| 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) 2015 | (b) 2016 | (c) 2017 | (d) 2018 | (e) 2019 | (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) 2015 | (b) 2016 | (c) 2017 | (d) 2018 | (e) 2019 | (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) 2015 | (b) 2016 | (c) 2017 | (d) 2018 | (e) 2019 | (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) |
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| 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): |
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| 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 | ||||
| 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 2019 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-2019 |
(iii) Distributable Amount for 2019 |
|
|---|---|---|---|---|
| 1 Distributable amount for 2019 from Section C, line 6 | ||||
|
2
Underdistributions, if any, for years prior to 2019 (reasonable cause required-- explain in Part VI). See instructions. |
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| 3 Excess distributions carryover, if any, to 2019: | ||||
| a From 2014....... | ||||
| b From 2015....... | ||||
| c From 2016....... | ||||
| d From 2017....... | ||||
| e From 2018....... | ||||
| fTotal of lines 3a through e | ||||
| g Applied to underdistributions of prior years | ||||
| h Applied to 2019 distributable amount | ||||
|
i
Carryover from 2014 not applied (see instructions) |
||||
| j Remainder. Subtract lines 3g, 3h, and 3i from 3f. | ||||
| 4Distributions for 2019 from Section D, line 7: | ||||
| $ | ||||
| a Applied to underdistributions of prior years | ||||
| b Applied to 2019 distributable amount | ||||
| c Remainder. Subtract lines 4a and 4b from 4. | ||||
|
5
Remaining underdistributions for years prior to 2019, if any. Subtract lines 3g and 4a from line 2. If the amount is greater than zero, explain in Part VI. See instructions. |
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|
6
Remaining underdistributions for 2019. Subtract lines 3h and 4b from line 1. If the amount is greater than zero, explain in Part VI. See instructions. |
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|
7 Excess distributions carryover to 2020. Add lines 3j and 4c. |
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| 8 Breakdown of line 7: | ||||
| a Excess from 2015..... | ||||
| b Excess from 2016..... | ||||
| c Excess from 2017..... | ||||
| d Excess from 2018..... | ||||
| e Excess from 2019..... | ||||
| Facts And Circumstances Test |
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| Return Reference | Explanation |
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| Software ID: | |
| Software Version: |
| Return Reference | Explanation |
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| PUBLICIZING OF RACIALLY NONDISCRIMINATORY POLICY | FORM 990, SCHEDULE E, PART I, LINE 3 THE TIGER WOODS FOUNDATION PUBLICIZED ITS RACIALLY NONDISCRIMINATORY POLICY IN ALL STUDENT APPLICATION FORMS AND ON THE ORGANIZATION'S WEBSITE. |
| Software ID: | |
| Software Version: |
Attach to Form 990 or 990-EZ.
Go to www.irs.gov/Form990 for the latest information.
| Return Reference | Explanation |
|---|---|
| ORGANIZATION'S SIGNIFICANT ACTIVITIES | FORM 990, PART 1, LINE 1 DESIGNED TO BREAK THROUGH A CULTURE OF LOW EXPECTATIONS, THE TIGER WOODS FOUNDATION'S ("TWF") COLLEGE-ACCESS PROGRAMS REACH UNDERSERVED YOUTH IN ALL STAGES OF ACADEMIC-LIFE. TWF HAS A SIMPLE, UNIVERSAL VISION: TO HELP STUDENTS IN NEED THRIVE IN SCHOOL, THEIR COMMUNITIES AND THE WORKING WORLD. DESIGNED TO EQUIP STUDENTS WITH THE ABILITY TO EXCEED ANY AND ALL EXPECTATIONS, TWF'S COLLEGE-ACCESS PROGRAMS REACH UNDERSERVED YOUTH IN ALL STAGES OF ACADEMIC LIFE. THE GROUNDBREAKING TGR LEARNING LAB (AKA TIGER WOODS LEARNING CENTER "TWLC") IN ORANGE COUNTY, CA; WASHINGTON, D.C.; PHILADELPHIA, PA; QUANTICO, VA AND STUART, FL; AND THE EARL WOODS SCHOLARSHIP PROGRAM PROVIDES A WEALTH OF EDUCATIONAL OPPORTUNITIES TO YOUNG PEOPLE NATIONWIDE. TWLC OPERATES SCHOOL FACILITIES THAT MAINTAIN REGULAR FACULTY, CURRICULUM, AND HAVE A REGULARLY ENROLLED STUDENT BODY OF STUDENTS IN ATTENDANCE, WITHIN THE MEANING OF SECTION 170(B)(1)(A)(II) OF THE CODE. PLEASE NOTE: DUE TO THE COVID-19 PANDEMIC, THE TIGER WOODS FOUNDATION SUSPENDED ALL IN-PERSON PROGRAMMING FOR MOST OF 2020. NEW DIGITAL LESSONS, VIRTUAL PROGRAMS AND WORKSHOPS WERE OFFERED TO CONTINUE TO REACH AND SERVE STUDENTS, EDUCATORS AND FAMILIES. SIGNIFICANT CHANGES IN CONDUCTING PROGRAM ACTIVITIES FORM 990, PART III, LINE 3 DUE TO THE COVID-19 PANDEMIC, ALL IN-PERSON PROGRAMMING WAS SUSPENDED BEGINNING IN MARCH 2020. ALTERNATIVE VIRTUAL PROGRAMMING WAS PROVIDED FOR MOST PROGRAMS. |
| PROGRAM SERVICE ACTIVITIES | FORM 990, PART III, LINE 4A, SCHOOL DAY CONTINUED OUR AWARD WINNING PROGRAM WITH LESSONS DESIGNED IN-HOUSE BY OUR TEAM OF DYNAMIC LEARNING FACILITATORS, ENCOURAGES STUDENTS TO LEARN THROUGH INTERACTION AND ENGAGEMENT WITHIN THE FORENSIC SCIENCE CLASS, OUR JUNIOR CRIME SOLVERS LEARN REAL-WORLD TECHNIQUES, INCLUDING FINGERPRINTING, DNA ANALYSIS AND CHROMATOGRAPHY. THE BUDDING BIOLOGISTS ENROLLED IN OUR MARINE SCIENCE CLASS TAKE A DEEP DIVE TO THE BOTTOM OF THE SEA TO EXPLORE OCEANIC REGIONS, HANDS ON EXPERIENCE WITH A SQUID DISSECTION, ANALYZE SAND SAMPLES AND LEARN ABOUT MARINE-LIFE CLASSIFICATIONS. EDUCATORS ALSO BENEFIT FROM OUR UNIQUE STEM PROFESSIONAL DEVELOPMENT PROGRAM. THIS WEEK-LONG TRAINING EQUIPS EDUCATORS WITH NEW PRACTICES, LESSONS, AND AN INQUIRY FRAMEWORK TO ENHANCE THE LEARNING EXPERIENCE FOR THE STUDENTS IN THEIR OWN CLASSROOMS. OUR SCHOOL DAY PROGRAM OPERATES AT OUR FLAGSHIP LOCATION IN SOUTHERN CALIFORNIA. DUE TO THE COVID-19 PANDEMIC, THE SCHOOL DAY PROGRAMS WENT ON PAUSE IN MARCH 2020, RESULTING IN LOWER NUMBERS OF STUDENTS SERVED IN PERSON. THE FOUNDATION HAS SERVED NEARLY 61,137 STUDENTS THROUGH ITS SCHOOL DAY PROGRAMS, INCLUDING 3,492 THIS YEAR. EXPANDED LEARNING IMPLEMENTING TWO KEY STRATEGIES, THE TGR LEARNING LAB OFFERS EXPANDED LEARNING PROGRAMS TO UNLEASH THE FULL CAPACITY OF UNDERREPRESENTED MIDDLE AND HIGH SCHOOL STUDENTS. FIRST, WE STRIVE TO FOSTER A GROWTH MINDSET WITHIN EVERY STUDENT THAT WALKS THROUGH OUR DOORS. OUR TOP PRIORITY IS TO BUILD STRONG RELATIONSHIPS WITH OUR KIDS, ENCOURAGING THEM TO CHALLENGE THEMSELVES AND BUILD SELF-CONFIDENCE. IT IS OUR PHILOSOPHY THAT THE PATH TO GREATNESS BEGINS WHEN STUDENTS BELIEVE IN THEIR OWN ABILITY TO SUCCEED. SECOND, WE CONNECT SCHOOL AND CAREER, PREPARING STUDENTS FOR TODAY'S JOBS AND THE ONES THAT DON'T EXIST YET. WITH OVER 50 AREAS OF STUDY WITHIN STEM-RELATED FIELDS, OUR CLASSES OFFER STUDENTS HANDS-ON LEARNING EXPERIENCES, ALLOWING THEM TO RECOGNIZE THEIR POTENTIAL AND IDENTIFY THEIR INTERESTS WITH A FUTURE CAREER IN MIND. UTILIZING STATE-OF-THE-ART TECHNOLOGY AND PROJECT-BASED LEARNING, STUDENTS TAKE CLASSES IN A VARIETY OF DISCIPLINES, INCLUDING: VIDEO GAME DESIGN, CODING, ROCKETRY, ROBOTICS, CIVIL ENGINEERING, URBAN PLANNING AND WEARABLE ELECTRONICS. TO HELP STUDENTS GAIN INFORMATION ON POST-SECONDARY EDUCATIONAL OPTIONS, WE PROVIDE OVER 30 COLLEGE-ACCESS AND FINANCIAL AID WORKSHOPS ANNUALLY. BY OFFERING STUDENTS EXPERIENCES THAT FAR SURPASS WHAT IS OFFERED IN A TRADITIONAL CLASSROOM SETTING, WE STRIVE TO PROVIDE THEM WITH TOOLS FOR SUCCESS WHILE CULTIVATING THEIR ASPIRATIONS FOR HIGHER EDUCATION AND A CAREER. OUR EXPANDED LEARNING OPPORTUNITIES SPAN ACROSS THE NATION, WITH SATELLITE PROGRAMS IN WASHINGTON, D.C., SOUTH FLORIDA, PHILADELPHIA, MCB QUANTICO AND OUR FLAGSHIP LOCATION IN SOUTHERN CALIFORNIA. DUE TO THE COVID-19 PANDEMIC, THE EXPANDED LEARNING PROGRAMS WENT ON PAUSE IN MARCH 2020, RESULTING IN LOWER NUMBERS OF STUDENTS SERVED IN PERSON. INSTEAD, THE FOUNDATION FOCUSED ITS EFFORTS ON CREATING AT-HOME DIGITAL RESOURCES FOR STUDENTS, EDUCATORS AND FAMILIES. THE FOUNDATION HAS SERVED NEARLY 28,285 STUDENTS THROUGH ITS EXPANDED LEARNING PROGRAMS, INCLUDING 315 THIS YEAR. COLLEGE ACCESS OUR COLLEGE-ACCESS PROGRAM PROVIDES WORKSHOPS, GROUP SESSIONS AND PRESENTATIONS ON TOPICS RANGING FROM WRITING A PERSONAL STATEMENT AND MAKING A COLLEGE LIST TO UNDERSTANDING FINANCIAL AID AND FINDING SCHOLARSHIPS, DESIGNED TO HELP ALL STUDENTS, ESPECIALLY LOW-INCOME AND FIRST-GENERATION STUDENTS, PLAN A ROADMAP TO COLLEGE. OUR COLLEGE RECRUITMENT EVENTS BRING DOZENS OF COLLEGES AND UNIVERSITIES TO THE TGR LEARNING LAB, ALLOWING STUDENTS TO MEET FACE-TO-FACE WITH REPRESENTATIVES. OUR COLLEGE-ACCESS PROGRAM ALSO PROVIDES ENGAGEMENT WITH PARENTS TO TEACH THEM HOW TO ADVOCATE FOR THEIR CHILD'S EDUCATIONAL SUCCESS, SCHOLARSHIPS WHICH ALLOW TGR LEARNING LAB STUDENTS TO EXPERIENCE REAL UNIVERSITY LIFE FOR A PORTION OF THEIR SUMMER AND ACT AND SAT PREPARATION COURSES. REACHING STUDENTS AND FAMILIES ACROSS THE NATION, OUR COLLEGE-ACCESS PROGRAMMING CAN BE FOUND IN COMMUNITIES WITHIN WASHINGTON, D.C., SOUTH FLORIDA, MCB QUANTICO AND SOUTHERN CALIFORNIA. DUE TO THE COVID-19 PANDEMIC, THE FOUNDATION OFFERED VIRTUAL COLLEGE-ACCESS WORKSHOPS TO STUDENTS ACROSS THE UNITED STATES AS WELL AS INTERNATIONALLY. THE FOUNDATION HAS SERVED NEARLY 18,222 STUDENTS AND FAMILIES THROUGH ITS COLLEGE ACCESS PROGRAMS, INCLUDING 2,553 THIS YEAR. SUMMER WE BELIEVE THAT STUDENTS CAN AND SHOULD LEARN EVERYDAY - SUMMER IS NO EXCEPTION. WITHOUT THE STRUCTURE OF THE SCHOOL DAY, IT'S EASY FOR KIDS TO LOSE MOTIVATION AND MOMENTUM. THIS IS WHY THE TGR LEARNING LAB CONTINUES TO OFFER INTERACTIVE, CAREER-FOCUSED EXPERIENCES WITHIN STEM FIELDS DURING THOSE CRITICAL SUMMER MONTHS. OUR SUMMER PROGRAMS OPERATED AT OUR FLAGSHIP LOCATION IN SOUTHERN CALIFORNIA ARE OPEN TO STUDENTS THROUGHOUT SOUTHERN CALIFORNIA. DURING SELECTED WEEKS WE OFFER CLASSES FROM 9 A.M.-12 P.M. FOR RISING 5TH AND 6TH GRADE STUDENTS AND 1-4 P.M. FOR RISING 7TH THROUGH 12TH GRADE STUDENTS. SUMMER CLASSES RUN MONDAY THROUGH FRIDAY. DUE TO THE COVID-19 PANDEMIC, SUMMER COURSES WERE OFFERED VIRTUALLY TO STUDENTS. THE FOUNDATION HAS SERVED NEARLY 17,200 STUDENTS THROUGH ITS SUMMER PROGRAMS, INCLUDING 206 THIS YEAR. GOLF THE GOLF PROGRAM AT THE TGR LEARNING LAB IS DESIGNED TO PROMOTE GOLF TO UNDERREPRESENTED YOUTH, PROVIDE GOLF-COURSE ACCESS AND EXPOSE KIDS TO CAREERS IN THE GOLF INDUSTRY. STUDENTS GAIN AN UNDERSTANDING OF THE BIOMECHANICAL MOTIONS OF GOLF SWINGS AND KINESTHETIC MOVEMENTS DURING A SWING, AS WELL AS COURSE-MANAGEMENT STRATEGIES TO LOWER SCORES. WORKING WITH TOP-NOTCH INSTRUCTORS, STUDENTS BUILD SELF-CONFIDENCE WHILE LEARNING THE GAME IN A SAFE, SUPPORTIVE ENVIRONMENT. GOLF PROGRAMS ARE OFFERED YEAR-ROUND FOR STUDENTS OF ALL SKILL LEVELS. ADDITIONALLY, OUR PLAYER DEVELOPMENT PROGRAM BUILDS HONESTY, INTEGRITY AND SPORTSMANSHIP WHILE HONING GOLF KNOWLEDGE AND SKILLS. WE TAKE STUDENT GOLFERS THROUGH THREE LEVELS OF THE PROGRAM: LEVEL 1-TOUR CLASS, LEVEL 2-PLAYERS CLASS, AND LEVEL 3-MASTERS CLASS. EACH LEVEL CONTAINS PROGRESSIVE MILESTONES FOR STUDENTS TO REACH. DUE TO THE COVID-19 PANDEMIC, THE GOLF PROGRAM WAS PAUSED IN MID-MARCH 2020. THE YEARLY NUMBER THAT FOLLOWS IS REFLECTIVE OF THE STUDENTS THAT PARTICIPATED IN THE GOLF PROGRAM PRIOR TO THE PANDEMIC DURING THE REQUESTED REPORTING PERIOD. THE FOUNDATION HAS SERVED NEARLY 53,841 STUDENTS THROUGH ITS GOLF PROGRAMS, INCLUDING 277 THIS YEAR. TGR EDU: EXPLORE BASED ON TIGER'S VISION TO CHANGE THE LIVES OF MILLIONS OF STUDENTS WORLDWIDE, WE PARTNERED WITH DISCOVERY EDUCATION TO DEVELOP TGR EDU: EXPLORE. DRIVEN BY OUR BELIEF IN THE TRANSFORMATIVE POWER OF EDUCATION, WE SCALED, DIGITIZED AND PROVIDED GREATER ACCESS TO OUR STEM CURRICULA AND COLLEGE-ACCESS PROGRAMS IN AN EFFORT TO BRING QUALITY EDUCATIONAL RESOURCES TO STUDENTS AND EDUCATORS. THIS ONLINE PLATFORM PROVIDES STUDENTS AND EDUCATORS FREE ACCESS TO OUR AWARD-WINNING STEM CURRICULA, COLLEGE-ACCESS PROGRAMS AND CAREER DEVELOPMENT. DUE TO THE COVID-19 PANDEMIC, TGR EDU:EXPLORE SAW AN INCREASE IN VISITORS AS A RESULT OF THE INCREASED DEMAND FOR DIGITAL LEARNING RESOURCES. THE FOUNDATION HAS SERVED NEARLY 1,700,000 STUDENTS THROUGH ITS EXPLORE PROGRAM, INCLUDING 700,211 THIS YEAR. TGR EDU: CREATE FULFILLING TIGER'S VISION TO REACH MORE STUDENTS THROUGHOUT THE WORLD, TGR EDU: CREATE IS A PROGRAM AIMED AT PROVIDING PROFESSIONAL DEVELOPMENT AND RESOURCES FOR EDUCATORS INVOLVED WITH THE VITAL SUBJECT OF STEM EDUCATION AND COLLEGE ACCESS. TGR EDU: CREATE HAS REACHED THOUSANDS OF EDUCATORS BOTH NATIONALLY AND INTERNATIONALLY THROUGH UNIQUE PROFESSIONAL DEVELOPMENT OPPORTUNITIES IN STEM EDUCATION AND COLLEGE ACCESS. THROUGH INNOVATIVE LESSON DESIGNS AND HANDS-ON, PROJECT-BASED LEARNING ACTIVITIES, EDUCATORS EXPLORE STRATEGIES TO ENHANCE THEIR CURRICULA AND PREPARE THEIR STUDENTS FOR FUTURE STEM CAREERS AS WELL AS NAVIGATE THEM THROUGH THE COLLEGE APPLICATION PROCESS. WE OFFER A RANGE OF PROFESSIONAL DEVELOPMENT OPPORTUNITIES - FROM A COMPREHENSIVE ONE-WEEK IMMERSION TO ONE-DAY WORKSHOPS AND SEMINARS. TGR EDU: CREATE TRAINS 200 HIGH SCHOOL COUNSELORS BIENNIALLY. 94% OF EDUCATORS WHO PARTICIPATED IN OUR PROFESSIONAL DEVELOPMENT PROGRAM, STEM STUDIO, REPORTED INCREASED CONFIDENCE IN DELIVERING POWERFUL STEM ACTIVITIES TO STUDENTS. DUE TO THE COVID-19 PANDEMIC, THE FOUNDATION SHIFTED ALL EDUCATOR PROFESSIONAL DEVELOPMENT PROGRAMS TO A DIGITAL FORMAT, OFFERING BOTH WEEK-LONG AND ONE DAY VIRTUAL WORKSHOPS TO EDUCATORS BOTH NATIONALLY AND INTERNATIONALLY. THE FOUNDATION HAS SERVED NEARLY 7,895 EDUCATORS THROUGH ITS TGR EDU: CREATE PROGRAMS, INCLUDING 1,828 THIS YEAR. |
| FORM 990, PART III, LINE 4C, CONTINUED | BEFORE BEGINNING THEIR FIRST YEAR OF COLLEGE, ALL INCOMING SCHOLARS ARE WELCOMED INTO THE PROGRAM THROUGH THE PRE-COLLEGE RETREAT, WHICH COVERS A SERIES OF TOPICS THAT HELP PREPARE STUDENTS FOR COLLEGE LIFE. ONE OF THE PROGRAM'S STAPLES IS THE WINTER WORKSHOP, HELD ANNUALLY AT THE FLAGSHIP TGR LEARNING LAB IN ANAHEIM, CALIFORNIA. OVER THE COURSE OF THE THREE-DAY EVENT, SCHOLARS FROM AROUND THE COUNTRY PARTICIPATE IN INFORMATIVE WORKSHOPS THAT INCLUDE RESUME WRITING, INTERVIEW TRAINING, GRADUATE SCHOOL AND HUMAN RESOURCES PREPARATION, INDUSTRY PANELS AND NETWORKING EVENTS. ALONG WITH WORKSHOPS, THIS PARTICULAR EVENT HONORS OUR GRADUATING SCHOLARS WITH A SPECIAL LUNCHEON TO CELEBRATE THEIR ACCOMPLISHMENTS WITH FAMILY, MENTORS AND FELLOW SCHOLARS. THE CORNERSTONE OF THE EARL WOODS SCHOLAR PROGRAM IS ITS MENTOR NETWORK. THESE VALUABLE RELATIONSHIPS ARE LIFE-CHANGING FOR THE SCHOLARS, MANY OF WHOM ARE FIRST-GENERATION STUDENTS WITH LITTLE OR NO PRACTICAL GUIDANCE ON COLLEGE LIFE AND CAREER PLANNING. EACH EARL WOODS SCHOLAR IS PARTNERED WITH A DEDICATED MENTOR WHO SERVES AS AN ADVOCATE, CAREER COACH, PERSONAL ADVISOR AND ROLE MODEL THROUGHOUT THEIR COLLEGE EXPERIENCE. THE MENTORS PROVIDE THEIR SCHOLAR WITH ADVICE AND RESOURCES NEEDED TO HELP THEM SUCCEED WITHIN THEIR CHOSEN DEGREE AND DEVELOP SKILLS NECESSARY FOR THEIR PROFESSIONAL CAREER. AN EMPHASIS ON REAL-LIFE WORK AND CULTURAL EXPERIENCES ARE HIGHLY ENCOURAGED AMONG THE EARL WOODS SCHOLARS AS AN AVENUE TO BUILD POWER SKILLS, PREPARE FOR THE WORKPLACE AND FOSTER KNOWLEDGE OF A SPECIALIZED CAREER. THROUGH PROFESSIONAL ENRICHMENT OPPORTUNITIES, SUCH AS JOB SHADOWING, INTERNSHIPS, FELLOWSHIPS AND STUDY ABROAD, THE PROGRAM PROVIDES VALUABLE RESOURCES AND INFORMATION THAT ASSISTS SCHOLARS IN BUILDING THEIR RESUME AS THEY PURSUE THEIR CAREER ASPIRATIONS. THE EARL WOODS SCHOLAR PROGRAM SUPPORTS ITS SCHOLARS BEYOND OBTAINING A COLLEGE DEGREE. TO ENSURE EACH SCHOLAR HAS A CLEAR AND FOCUSED EXIT STRATEGY UPON GRADUATION, WE HELP CREATE A PERSONALIZED CAREER PLAN THAT SUPPORTS THEIR DEFINITION OF SUCCESS. EARLY IN THEIR COLLEGE CAREER, WE INTEGRATE KEY ELEMENTS, SUCH AS SELF-ASSESSMENTS, CAREER EXPLORATION, DECISION MAKING AND ACTION STEPS THAT CONTRIBUTE TO THE NEXT STAGES OF THEIR CAREER PATHS. STARTING IN THEIR THIRD YEAR OF COLLEGE, SCHOLARS ENGAGE IN MONTHLY COACHING CALLS TO DEVELOP PRACTICAL SKILLS AND CREATE STRATEGIES TAILORED TO THEIR INDIVIDUAL NEEDS. THIS IS A CRUCIAL COMPONENT OF THE PROGRAM THAT HELPS EACH SCHOLAR NAVIGATE ENTRY INTO THE WORKFORCE OR GRADUATE SCHOOL. SCHOLARS ARE AWARDED A FOUR-YEAR RENEWABLE SCHOLARSHIP WITH EDUCATIONAL RESOURCES SUMMING UP TO A TOTAL OF $25,000. THE FOUNDATION HAS PROVIDED SCHOLARSHIPS TO OVER 241 INDIVIDUALS, INCLUDING 111 IN THE CURRENT YEAR. |
| MEMBERS OF THE ORGANIZATION | FORM 990, PART VI, LINE 7A THE FOUNDATION HAS A SOLE MEMBER. THE MEMBER'S CLASS IS NONVOTING. THE MEMBER ELECTS AND DESIGNATES THE BOARD OF GOVERNORS. ALL CORPORATE POWERS ARE MANAGED UNDER THE DIRECTION OF THE BOARD OF GOVERNORS. |
| PROCESS FOR REVIEW OF FORM 990 | FORM 990, PART VI, LINE 11 THE BOARD OF GOVERNORS HAS DELEGATED THE REVIEW OF THE FORM 990 TO THE AUDIT COMMITTEE. THE ORGANIZATION'S EXECUTIVE STAFF WORKS CLOSELY WITH THE OUTSIDE ACCOUNTING FIRM IT ENGAGES TO REVIEW THE RETURN; AND THE FINAL DRAFT OF FORM 990 IS ALSO REVIEWED BY THE TREASURER/CFO PRIOR TO PROVIDING THE DRAFT TO THE AUDIT COMMITTEE. IN ADDITION TO CONSULTING WITH THE TREASURER/CFO AND EXECUTIVE STAFF, THE AUDIT COMMITTEE ALSO MEETS WITH THE ACCOUNTING FIRM HIRED TO PREPARE THE FORM 990. SUBSEQUENT TO ITS REVIEW, THE AUDIT COMMITTEE REPORTS BACK TO THE BOARD REGARDING ITS OVERSIGHT OF THE FORM 990 AND THE FINAL DRAFT IS PROVIDED TO THE ENTIRE BOARD BEFORE THE RETURN IS FILED. |
| CONFLICT OF INTEREST POLICY | FORM 990, PART VI, LINE 12C PURSUANT TO THE CONFLICT OF INTEREST POLICY, AN ANNUAL CONFLICT OF INTEREST QUESTIONNAIRE, AIMED AT DETERMINING ANY FAMILY AND BUSINESS RELATIONSHIP TRANSACTIONS OR OTHER TRANSACTIONS THAT MAY POSE A POTENTIAL CONFLICT, IS DISTRIBUTED TO ALL COVERED PERSONS (I.E., BOARD MEMBERS, OFFICERS AND EXECUTIVE LEADERSHIP OR KEY EMPLOYEES). COVERED PERSONS ARE REQUIRED TO DISCLOSE REAL OR POTENTIAL CONFLICTS AT THE TIME WHEN SUCH CONFLICTS ARISE. WHEN SOMEONE BECOMES A COVERED PERSON AND ANNUALLY THEREAFTER, EACH COVERED PERSON IS REQUIRED TO SIGN A STATEMENT AFFIRMING THAT HE/SHE: (1) HAS RECEIVED A COPY OF THE CONFLICT OF INTEREST POLICY; (2) HAS READ THE POLICY AND UNDERSTANDS SAID POLICY; AND (3) AGREES TO COMPLY WITH ALL REQUIREMENTS OF THE POLICY, INCLUDING COMPLETING THE CONFLICT OF INTEREST QUESTIONNAIRE. THE PROCEDURES FOR ADDRESSING ANY CONFLICT OF INTEREST INCLUDES, BUT IS NOT LIMITED TO, THE FOLLOWING: (1) THE CONFLICTING INTEREST IS FULLY DISCLOSED TO THE BOARD; (2) THE INTERESTED PERSON RESPONDS TO FACTUAL QUESTIONS RELATED TO THE SUBSTANCE OF THE TRANSACTION OR ARRANGEMENT BEING CONSIDERED, AFTER WHICH HE/SHE SHALL LEAVE THE MEETING; (3) THE PERSON WITH THE CONFLICT OF INTEREST IS EXCLUDED FROM THE DISCUSSION AND APPROVAL OF SUCH TRANSACTION; (4) ALTERNATIVES TO THE PROPOSED TRANSACTION ARE INVESTIGATED, COMPETITIVE BIDS OR COMPARABLE VALUATIONS ARE OBTAINED; (5) ANY CONFLICTING ISSUES DURING THE COURSE OF A BOARD MEETING THAT CANNOT BE RESOLVED IS REFERRED TO THE EXECUTIVE COMMITTEE; AND (6) THE TRANSACTION OR ACTION MUST BE APPROVED BY A MAJORITY OF DISINTERESTED PERSONS. |
| OFFICER COMPENSATION DETERMINATION | FORM 990, PART VI, LINE 15A THE BOARD APPOINTS A COMPENSATION COMMITTEE, NONE OF WHICH HAVE A CONFLICT OF INTEREST WITH RESPECT TO THE COMPENSATION ARRANGEMENT, TO BE ACCOUNTABLE FOR SETTING REASONABLE COMPENSATION PACKAGES FOR THE CEO. THE COMPENSATION COMMITTEE DEVELOPS, CONSISTENT WITH THE FOUNDATION'S PHILOSOPHY AND PRINCIPLES. THE ANNUAL PERFORMANCE GOALS AND CRITERIA TO BE USED IN DETERMINING MERIT INCREASES AND VARIABLE COMPENSATION CRITERIA FOR OFFICERS AND KEY EMPLOYEES. THE COMPENSATION COMMITTEE ALSO HIRES A QUALIFIED INDEPENDENT COMPENSATION AND BENEFITS SPECIALIST (INDEPENDENT EXPERT) TO REVIEW, ANALYZE AND PROVIDE BENCHMARKING DATA FOR THE TOTAL COMPENSATION AND BENEFITS PACKAGE. APPROPRIATE COMPARABILITY DATA IS OBTAINED FROM AN INDEPENDENT EXPERT (I.E., TOTAL ECONOMIC BENEFITS PAID BY SIMILARLY SITUATED ORGANIZATIONS, BOTH TAXABLE AND TAX-EXEMPT) FOR SIMILAR JOB RESPONSIBILITIES. THE COMPENSATION COMMITTEE APPROVES THE COMPENSATION ANNUALLY. INCENTIVE COMPENSATION IS DETERMINED BY THE COMPENSATION COMMITTEE AT THE END OF THE CALENDAR YEAR BASED ON THE EMPLOYEE'S PERFORMANCE AGAINST STATED GOALS FOR THAT YEAR. THE COMMITTEE'S WRITTEN RECORDS INCLUDE THE (1) TERMS OF THE ARRANGEMENT WITH THE DISQUALIFIED PERSON (INCLUDING THE DATE THE ARRANGEMENT WAS APPROVED); AND (2) A DESCRIPTION OF THE COMPARABLE DATA RELIED ON BY THE COMMITTEE. KEY DELIBERATIONS OF THE COMMITTEE, INCLUDING: (A) THE TERMS OF THE TRANSACTION THAT WAS APPROVED AND THE DATE IT WAS APPROVED; (B) THE MEMBERS OF THE AUTHORIZED BODY WHO WERE PRESENT DURING DEBATE ON THE TRANSACTION THAT WAS APPROVED AND THOSE WHO VOTED ON IT; (C) THE COMPARABILITY DATA OBTAINED AND RELIED UPON BY THE AUTHORIZED BODY AND HOW THE DATA WAS OBTAINED; AND (D) ANY ACTIONS TAKEN WITH RESPECT TO CONSIDERATION OF THE TRANSACTION BY ANYONE WHO IS OTHERWISE A MEMBER OF THE AUTHORIZED BODY BUT WHO HAD A CONFLICT OF INTEREST WITH RESPECT TO THE TRANSACTION ARE ALSO DOCUMENTED IN MINUTES WHICH ARE APPROVED AT THE NEXT COMMITTEE MEETING. |
| OTHER OFFICER COMPENSATION DETERMINATION POLICY | FORM 990, PART VI, LINE 15B THE FOUNDATION FOLLOWS THE SAME PROCESS FOR DETERMINING COMPENSATION PACKAGES FOR OTHER OFFICERS AND KEY EMPLOYEES AS IT DOES FOR THE CEO. |
| DOCUMENTS AVAILABLE TO THE PUBLIC | FORM 990, PART VI, LINE 19 WHILE FEDERAL TAX LAWS DO NOT MANDATE THAT THE FOUNDATION'S GOVERNING DOCUMENTS, CONFLICT OF INTEREST POLICY AND FINANCIAL STATEMENTS BE MADE AVAILABLE FOR PUBLIC INSPECTION, THE FOUNDATION MAKES ITS AUDITED FINANCIAL STATEMENTS THAT WERE PREPARED IN ACCORDANCE WITH GENERALLY ACCEPTED ACCOUNTING PRINCIPLES (GAAP) AVAILABLE UPON REQUEST. |
| RECONCILIATION OF NET ASSETS | FORM 990, PART XI, LINE 9 UNREALIZED LOSS ON INTEREST RATE SWAP ($189,393) |
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