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)
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(a) 2017 | (b) 2018 | (c) 2019 | (d) 2020 | (e) 2021 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grant.") .. | 1,967,795 | 3,547,774 | 3,874,848 | 2,409,544 | 2,078,972 | 13,878,933 |
| 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 | 1,967,795 | 3,547,774 | 3,874,848 | 2,409,544 | 2,078,972 | 13,878,933 |
| 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) .. | 2,246,086 | |||||
| 6 | Public support. Subtract line 5 from line 4. | 11,632,847 | |||||
Calendar year
(or fiscal year beginning in)
![]() |
(a) 2017 | (b) 2018 | (c) 2019 | (d) 2020 | (e) 2021 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 7 | Amounts from line 4.. | 1,967,795 | 3,547,774 | 3,874,848 | 2,409,544 | 2,078,972 | 13,878,933 |
| 8 | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources... | 1,356 | 2,661 | 6,133 | 2,822 | 557 | 13,529 |
| 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 | 13,892,462 | |||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2017 | (b) 2018 | (c) 2019 | (d) 2020 | (e) 2021 | (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) 2017 | (b) 2018 | (c) 2019 | (d) 2020 | (e) 2021 | (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 on 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) |
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| 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 0.015 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 0.035 | 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 | 1 | |
|
2
Amounts paid to perform activity that directly furthers exempt purposes of supported organizations, in excess of income from activity |
2 | |
| 3 Administrative expenses paid to accomplish exempt purposes of supported organizations | 3 | |
| 4 Amounts paid to acquire exempt-use assets | 4 | |
| 5 Qualified set-aside amounts (prior IRS approval required - provide details in Part VI) | 5 | |
| 6 Other distributions (describe in Part VI). See instructions | 6 | |
| 7Total annual distributions. Add lines 1 through 6. | 7 | |
|
8
Distributions to attentive supported organizations to which the organization is responsive (provide details in Part VI). See instructions |
8 | |
| 9 Distributable amount for 2021 from Section C, line 6 | 9 | |
| 10 Line 8 amount divided by Line 9 amount | 10 | |
| Section E - Distribution Allocations (see instructions) |
(i) Excess Distributions |
(ii) Underdistributions Pre-2021 |
(iii) Distributable Amount for 2021 |
|
|---|---|---|---|---|
| 1 Distributable amount for 2021 from Section C, line 6 | ||||
|
2
Underdistributions, if any, for years prior to 2021 (reasonable cause required-- explain in Part VI). See instructions. |
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| 3 Excess distributions carryover, if any, to 2021: | ||||
| a From 2016....... | ||||
| b From 2017....... | ||||
| c From 2018....... | ||||
| d From 2019....... | ||||
| e From 2020....... | ||||
| fTotal of lines 3a through e | ||||
| g Applied to underdistributions of prior years | ||||
| h Applied to 2021 distributable amount | ||||
|
i
Carryover from 2016 not applied (see instructions) |
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| j Remainder. Subtract lines 3g, 3h, and 3i from line 3f. | ||||
| 4Distributions for 2021 from Section D, line 7: | ||||
| $ | ||||
| a Applied to underdistributions of prior years | ||||
| b Applied to 2021 distributable amount | ||||
| c Remainder. Subtract lines 4a and 4b from line 4. | ||||
|
5
Remaining underdistributions for years prior to 2021, 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 2021. 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 2022. Add lines 3j and 4c. |
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| 8 Breakdown of line 7: | ||||
| a Excess from 2017..... | ||||
| b Excess from 2018..... | ||||
| c Excess from 2019..... | ||||
| d Excess from 2020..... | ||||
| e Excess from 2021..... | ||||
| Facts And Circumstances Test |
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| Return Reference | Explanation |
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| Software ID: | |
| Software Version: |
Attach to Form 990 or 990-EZ.
Go to www.irs.gov/Form990 for the latest information.
| Return Reference | Explanation |
|---|---|
| FORM 990 - ORGANIZATION'S MISSION | THE STRATEGIC EDUCATION RESEARCH PARTNERSHIP GENERATES INNOVATIVE, SCALABLE SOLUTIONS TO OUR SCHOOLS' MOST PRESSING PROBLEMS THROUGH SUSTAINED COLLABORATIONS AMONG RESEARCHERS, PRACTITIONERS, AND DESIGNERS. WE WORK TO INCREASE EQUITY, IMPROVE STUDENT LEARNING, AND GIVE TEACHERS AND STUDENTS GREATER AGENCY. |
| FORM 990, PAGE 2, PART III, LINE 4A | BUILDING CAPACITY TO SUPPORT STRUGGLING ADOLESCENT READERS SERP WAS AWARDED A FIVE-YEAR, 7.8-MILLION EDUCATION INNOVATION AND RESEARCH (EIR) MID-PHASE GRANT STARTING IN OCTOBER 2018 TO BUILD THE CAPACITY TO SCALE THE STRATEGIC ADOLESCENT READING INTERVENTION (STARI). IN A PRIOR STUDY, STARI SHOWED IMPACTS THAT ARE STATISTICALLY AND SUBSTANTIVELY SIGNIFICANT ON COMPONENT READING SKILLS AND ON DEEP COMPREHENSION. THIS PROJECT WILL ALLOW SERP TO EXPAND THE CAPACITY- BUILDING RESOURCES AVAILABLE FOR STARI AND SCALE THE PROGRAM TO MORE DISTRICTS, SCHOOLS, TEACHERS, AND STUDENTS. TO MEET THE COST-MATCHING REQUIREMENT, SERP HAS RECEIVED CONTRIBUTIONS FROM THE ABELL FOUNDATION AND BLAUSTEIN FOUNDATIONS, AS WELL AS SEVERAL IN-KIND DONATIONS. OVER THE COURSE OF THE PROJECT, TRAINING WILL BE PROVIDED TO NEARLY 100 TEACHERS AND COACHES, PROGRAM MATERIALS WILL BE PROVIDED TO AN ESTIMATED 3,500 STUDENTS, INCLUDING WORKBOOKS, FLUENCY PASSAGES WRITTEN AT FOUR LEVELS, AND THE NOVELS, NON-FICTION TEXTS, AND POETRY THAT ACCOMPANY EACH UNIT. ELIGIBLE STUDENTS WILL BE RANDOMLY ASSIGNED TO RECEIVE STARI OR THE SCHOOL'S BUSINESS-AS-USUAL READING INTERVENTION, AND MDRC WILL CONDUCT THE EVALUATION. CAPACITY WILL BE SHIFTED FROM THE PROJECT TEAM TO DISTRICT STAFF TO SUPPORT SUSTAINABILITY AND EXPANSION IN PARTNER DISTRICTS. IN ADDITION, PROFESSIONAL LEARNING RESOURCES WILL BE DEVELOPED TO ENABLE MORE SCHOOLS AND DISTRICTS TO ADOPT AND IMPLEMENT THE PROGRAM SUCCESSFULLY IN THE FUTURE. THUS, ANTICIPATED IMPACT FAR EXCEEDS THE NUMBER OF STUDENTS DIRECTLY SERVED THROUGH THE PROJECT. BY THE END OF THE FIVE-YEAR GRANT PERIOD, WE EXPECT TO (1) SIGNIFICANTLY INCREASE PERFORMANCE ON COLLEGE AND CAREER ALIGNED STATE TESTS FOR APPROXIMATELY 3,500 STUDENTS IN 246 CLASSROOMS ACROSS FOUR PARTNER DISTRICTS; 2) VALIDATE THE EFFICACY OF STARI WHEN IMPLEMENTED ON A LARGER SCALE FOR SUBGROUPS OF STUDENTS IN DIVERSE CONTEXTS; 3) IMPROVE DISTRICT CAPACITY TO HELP STRUGGLING READERS MEET COLLEGE AND CAREER READINESS STANDARDS; AND 4) EXPAND SERP'S CAPACITY TO SUPPORT THE USE OF STARI IN OTHER SCHOOL DISTRICTS. DEVELOPMENT WORK FOR THE PRODUCTS OF THE PROJECT WILL OCCUR DURING 2018-2021. DUE TO THE COVID-19 PANDEMIC, WORK IN SCHOOLS AND DATA COLLECTION EFFORTS HAVE BEEN IMPACTED SIGNIFICANTLY IN 2020. WHILE THE RESEARCH COMPONENTS OF THE PROJECT HAVE BEEN DISRUPTED, PRODUCT DEVELOPMENT EFFORTS HAVE CONTINUED AND EXPANDED TO INCLUDE EXTENSIVE SUPPORTS AND RESOURCES FOR CLASSROOMS USING STARI IN HYBRID AND VIRTUAL LEARNING ENVIRONMENTS. PROFESSIONAL LEARNING SERIES AN ONLINE PROFESSIONAL LEARNING SERIES IS BEING DEVELOPED TO EXPAND TEACHERS' KNOWLEDGE REGARDING STARI COMPONENTS AND PRACTICES. THE SERIES CONSISTS OF ONLINE SESSIONS THAT CAN BE COMPLETED INDEPENDENTLY OR IN TEACHER TEAMS. SESSIONS WILL CONSIST OF VIDEOS FEATURING STARI LEAD DEVELOPER LOWRY HEMPHILL, STARI PROJECT DIRECTOR MARGARET TROYER, AND STARI INSTRUCTIONAL COACHES TALKING THROUGH KEY FEATURES OF STARI, SUCH AS FLUENCY, GUIDED READING, DEBATE, COMPREHENSION STRATEGIES, AND DECODING. VIDEOS ARE INTERLEAVED WITH ACTIVITIES FOR TEACHERS TO COMPLETE. IF POSSIBLE, SESSIONS WOULD BE LED BY A COACH/FACILITATOR TO FOSTER DEEP AND PRODUCTIVE CONVERSATIONS AMONG TEACHERS REGARDING STARI IMPLEMENTATION AND PRACTICES. |
| FORM 990, PAGE 2, PART III, LINE 4B | ACADEMICALLY PRODUCTIVE TALK SERP RECEIVED A THREE-YEAR, 1-MILLION GRANT FROM THE SPENCER FOUNDATION TO BRING TOGETHER A DIVERSE TEAM OF RESEARCHERS WITH EXPERTISE ON ACADEMICALLY PRODUCTIVE TALK. RESEARCH KNOWLEDGE BASE AND CURRENT EDUCATION STANDARDS SUPPORT A MAJOR SHIFT IN INSTRUCTIONAL PRACTICE - ONE THAT REQUIRES STUDENTS TO ENGAGE IN EXPLAINING THEIR THINKING AND MAKING AND DEFENDING ARGUMENTS. DESPITE AGREEMENT ON THE IMPORTANCE OF ACADEMICALLY PRODUCTIVE TALK, THERE ISN'T CONSENSUS ON WHAT CONSTITUTES ACADEMICALLY PRODUCTIVE TALK OR HOW TO MAKE IT HAPPEN IN CLASSROOMS. THE COLLABORATION WILL ADDRESS THREE PURPOSES: 1) TO CREATE A VIDEO DATABASE AND INSTRUMENT-SHARING SITE TO PROMOTE SITUATED RESEARCH ON CLASSROOM TALK CAPABLE OF INFORMING CLASSROOM PRACTICE; 2) TO CONDUCT RESEARCH ON THE FEATURES OF CLASSROOM TALK THAT MAKE IT ACADEMICALLY PRODUCTIVE; AND 3) TO PROVIDE ANNOTATED VIDEO RESOURCES FOR TEACHERS AND THOSE WHO PREPARE THEM PROFESSIONALLY THAT WILL SUPPORT THE DEVELOPMENT OF TEACHER EXPERTISE IN TALK-BASED PEDAGOGY. PRODUCTS PRODUCTS OF THE COLLABORATION WILL INCLUDE: A) A CORPUS OF TRANSCRIBED VIDEO AND CODING INSTRUMENTS HOUSED ON TALKBANK, AN EXISTING PLATFORM DESIGNED FOR RESEARCHERS AND CAPABLE OF EXPANSION OVER TIME; B) A NEW, FREELY-ACCESSIBLE WEBSITE TO SUPPORT PRACTICE WITH ANNOTATED VIDEOS THAT HAVE PERMISSIONS FOR PUBLIC SHARING; AND C) RESEARCH PAPERS THAT ADVANCE OUR UNDERSTANDING OF THE MARKERS OF TALK THAT MAKE IT ACADEMICALLY PRODUCTIVE AND THE CONDITIONS THAT SUPPORT IT. MEMBERS OF THE TEAM HAVE CONTRIBUTED A SIGNIFICANT AMOUNT OF CLASSROOM FOOTAGE FROM THEIR OWN RESEARCH INITIATIVES TO THIS WORK. THE INITIAL FOOTAGE HAS BEEN VITAL IN GENERATING THE CONVERSATIONS THAT ARE HELPING TO ANSWER OUR RESEARCH QUESTIONS AND WILL BE USED IN OUR PRACTITIONER FACING WEBSITE. WE HAD INITIALLY PLANNED TO COLLECT ADDITIONAL FOOTAGE IN AREAS LIKE ELEMENTARY MATH WHERE WE DO NOT HAVE EXISTING VIDEO, HOWEVER PLANS FOR FURTHER VIDEO COLLECTION HAVE BEEN DELAYED DUE TO THE COVID-19 PANDEMIC. INITIAL FINDINGS FROM THE PROJECT WILL BE PRESENTED AT AERA 2022, THE PAPER WILL FOCUS ON THE SIMILARITIES AND DIFFERENCES IN ACADEMICALLY PRODUCTIVE TALK ACROSS CONTENT AREAS. |
| FORM 990, PAGE 2, PART III, LINE 4C | CENTER FOR THE SUCCESS OF ENGLISH LEARNERS FUNDED BY THE INSTITUTE OF EDUCATION SCIENCES, THE CENTER FOR THE SUCCESS OF ENGLISH LEARNERS (CSEL) WILL AIM TO IDENTIFY AND REMOVE BARRIERS TO SCHOOL-LEVEL PRACTICES INFLUENCED BY POLICIES THAT CONSTRAIN STUDENT'S COURSE-TAKING AND DEVELOP AND TEST INTERVENTIONS THAT IMPROVE INSTRUCTION FOR ELS. THE WORK OF THE CENTER WILL CONSIST OF THREE STRANDS; 1) POLICY, 2) INSTRUCTION AND 3) LEADERSHIP. PRODUCT SERPS CONTRIBUTION TO THE CENTER WILL FOCUS ON THE INSTRUCTION STRAND THAT IS AIMED AT DEVELOPING AND TESTING INTERVENTIONS TO IMPROVE INSTRUCTION FOR ELS IN GRADES 6 AND GRADE 9 IN SCIENCE AND SOCIAL STUDIES. THE INTERVENTIONS WILL CONSIST OF NEW CONTENT AND ADAPTATIONS OF EXISTING SERP PRODUCTS, SCIGEN AND SOGEN FOR EL STUDENTS AND LEVERAGE FOUR TRANSDISCIPLINARY APPROACHES TO IMPROVE INSTRUCTION FOR ELS. THESE LEVERS INCLUDE: 1) FOREGROUNDING CONTENT TO BUILD LANGUAGE THROUGH CONTENT INSTRUCTION, 2) USING ACTIVITIES THAT ARE ENGAGING AND MEANINGFUL TO STUDENTS WHILE INVOLVING STUDENTS IN THE PRACTICES OF THE DISCIPLINE, 3) USING ORGANIZING LEARNING IN HETEROGENOUS TEAMS (TEAM-BASED LEARNING) TO PROMOTE COLLABORATION, DISCUSSION, AND SOCIAL MOTIVATION, AND 4) MAKING USE OF FORMATIVE ASSESSMENT TO IMPROVE TEACHERS- AND STUDENTS' UNDERSTANDING OF STUDENTS' DEVELOPMENT, AND TO PROMOTE RESPONSIVE INSTRUCTION AND FEEDBACK TO STUDENTS. |
| FORM 990, PAGE 2, PART III, LINE 4D | 1. TEACHING HIGH SCHOOL CHEMISTRY THROUGH CLIMATE CHANGE 2. MATHBYEXAMPLE 3. GEOMETRY BY EXAMPLE 4. DCPS PARTNERSHIP TO PROMOTE EARLY LITERACY SUCCESS 5. LEARNING PROGRESSIONS IN SCIENCE 6. OAKLAND URBAN TEACHER RESIDENCY 7. OTHER PROGRAMS |
| FORM 990, PAGE 6, PART VI, LINE 2 | CATHERINE SNOW JAL MEHTA SECRETARY BOARD MEMBER BUSINESS |
| FORM 990, PAGE 6, PART VI, LINE 11B | THE EXECUTIVE DIRECTOR, DIRECTOR OF OPERATIONS, AND THE FINANCE DIRECTOR REVIEW THE 990 TAX RETURN UPON RECEIPT FROM THE PREPARER. EACH REVIEWS THE RETURN SEPARATELY, AND THEN THEY MEET TO REVIEW AND ANSWER ANY QUESTIONS EACH PERSON MAY HAVE. ONCE THE 990 IS APPROVED INTERNALLY, THE 990 TAX RETURN IS FORWARDED TO THE TREASURER OF THE BOARD FOR AN INDEPENDENT REVIEW. ANY QUESTIONS OR CONCERNS FROM THE TREASURER OF THE BOARD ARE DIRECTED TO THE EXECUTIVE DIRECTOR. ONCE THE TREASURER AND THE EXECUTIVE DIRECTOR ARE SATISFIED AS TO THE COMPLETION OF THE 990 TAX RETURN, THE TAX RETURN IS FORWARDED TO THE REMAINING BOARD OF DIRECTORS FOR THEIR REVIEW. ONCE THE FULL BOARD REVIEWS, THE EXECUTIVE DIRECTOR SIGNS THE RETURN FOR FILING. |
| FORM 990, PAGE 6, PART VI, LINE 12C | THE ORGANIZATION ANNUALLY REVIEWS THE CONFLICT OF INTEREST POLICY EACH MAY WITH THE BOARD OF DIRECTORS AND KEY EMPLOYEES. EACH ARE REQUIRED TO DISCLOSE ANY ITEM THAT MAY PRESENT A CONFLICT OF INTEREST. |
| FORM 990, PAGE 6, PART VI, LINE 15A | THE EXECUTIVE DIRECTOR IS REVIEWED ANNUALLY BY THE BOARD OF DIRECTORS AT THEIR BOARD MEETING REGARDING COMPENSATION. |
| FORM 990, PAGE 6, PART VI, LINE 19 | THE ORGANIZATION MAKES ITS GOVERNING DOCUMENTS, CONFLICT OF INTEREST POLICY AND FINANCIAL STATEMENTS AVAILABLE TO THE PUBLIC UPON REQUEST. |
| Software ID: | |
| Software Version: |