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TA N G I B L E R E S U LT S EDC Annual Report 2007
EDUCATION DEVELOPMENT CENTER, INC. Boston 55 Chapel Street Newton, MA 02458-1060 617.969.7100 contact@edc.org www.edc.org New York 96 Morton Street, 7th Floor New York, NY 10014 212.807.4200 Washington, DC 1000 Potomac Street, NW Suite 350 Washington, DC 20007 202.572.3700
Field Offices EDC operates field offices across the United States and in more than 20 countries. EDC is a registered Private Voluntary Organization with the U.S. Agency for International Development. EDC has been designated by the United Nations Department of Public Information as an Associated Non-Governmental Organization.
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50 years
EDC Celebrating of
50 years
vision, innovation, and results
In 2008, EDC honors a half century of excellence and impact. From our very first projects that strengthened science education in the United States, we have collaborated with countless colleagues and partners to meet the challenges of advancing education, health, and economic empowerment around the world. View an interactive timeline featuring highlights of our unique history at www.edc.org/timeline.
EDC INTERACTIVE TIMELINE
Produced by EDC’s Office of Communications and Nieshoff Design, Lexington, Mass., www.nieshoffdesign.com Printing by DS Graphics, Inc. for Pinnacle Print Group, using recycled paper and soy-based inks. Photo credits: Inside cover: Karl Grobl; p. 4 Apollo Images, David Binder, Burt Granofsky; p. 5 Burt Granofsky; p. 6 iStockphoto, iStockphoto, Karl Grobl; John Zibluk, David Binder; p. 8 Burt Granofsky, Cindy Hoisington, Burt Granofsky; p. 9 Robert Schoen; p. 10 David Binder; p. 12 iStockphoto, Karl Grobl, Karl Grobl; p. 13 Karl Grobl; p. 14 iStockphoto; p. 17 John Zibluk; p. 18 Adobe Youth Voices; p. 21 Apollo Images; p. 22 Edgar Arnette, David Binder, Burt Granofsky, Apollo Images, Apollo Images; p. 23 Apollo Images, Alvaro Cisneros, Burt Granofsky, Apollo Images; p. 30 David Binder
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“As we assess this year, we take special pride in the progress and advances our work has created— in the very tangible results.” — Luther S. Luedtke President, EDC
IMPROVING EDUCATION Research Gets Top Billing . . . . . . . . . . . . . . . 8 A Plus for Math Students and Teachers . . . 11 Technology Enriches 30 Countries . . . . . . . 12
P R O M O T I N G H E A LT H A United Response in the Caribbean . . . . . 15 Before a Child Slips Through the Cracks. . . 16
EMBRACING THE FUTURE Youths’ Horizons Expand with New Media. . 19 Pioneers in the West Bank . . . . . . . . . . . . . 20
EDC STATUS REPORT 2007 Funders . . . . . . . . . . . . . . . . . . . . . . . 22 Financial Overview. . . . . . . . . . . . . . . . . . . 26 Corporate Officers . . . . . . . . . . . . . . . . . . . 28 Board of Trustees . . . . . . . . . . . . . . . . . . . . 29
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EDUCATION DEVELOPMENT CENTER, INC.
Education Development Center, Inc. (EDC), is a global nonprofit organization that advances solutions to some of the world’s most urgent challenges in education, health, and economic development. Working with public sector and private partners, we harness the power of people and systems to improve education, health promotion and care, workforce preparation, communication technologies, and civic engagement. We provide research, training, educational materials, and strategy, with activities ranging from seed projects to large-scale national and international initiatives. EDC enjoys a worldwide reputation for its excellence in program and fiscal management and for the impact of its work.
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FROM THE PRESIDENT Dear Friends: EDC is a community of pioneers and explorers. While our frontiers may change with each passing decade, we aspire to lasting impact and excellence. As head of this inspired organization, I see daily the unique spirit of our staff, who, in reaching to conquer ever greater challenges, continually insist that we can do more—and better. Although an attractive place of employment, EDC is not simply a job. Although a magnet for highly skilled, educated professionals, EDC is not only a profession. EDC is a life’s work. We could not ask for a more significant purpose: to provide the fundamental conditions—education, health, and economic opportunity—for human dignity and development. What we do matters every day—to the 75 million youth in developing countries who have not had access to even basic education, to the one in five U.S. high school students who drop out before graduation, to the millions globally suffering from preventable or chronic diseases. The challenges we address are inextricably linked. Since our inception almost 50 years ago, our work has been fueled by the knowledge that education is a pre-condition for both personal empowerment and freedom, and that education is the cause and the consequence of sound health. Economic opportunity is a foundation and outcome for both. This perspective becomes more manifest with each new generation at EDC. Etymologically, the word educate means not simply to train, or teach, or even learn, but to “lead or draw out.” EDC is driven to build societies and a world that draw out humankind’s fullest potential. The problems we tackle are urgent, sometimes intractable, and may not be solved in our lifetimes. Still, as we assess this year, we take special pride in the progress and advances our work has created—in the very tangible results. Best regards,
Luther S. Luedtke President and CEO Education Development Center, Inc.
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The quality of our work is a point of
passion and pride for EDC, from our smaller seed projects to our large-scale national and international initiatives.
2007 HIGHLIGHTS
Around the world, whether advancing learning and teaching or promoting healthy behaviors, EDC works with individuals, communities, and nations to identify challenges and create lasting solutions. Learning and Teaching The EdTech Leaders Online program received funding from the AT&T Foundation to create online professional development training on using Web 2.0 tools for teachers in five states (Massachusetts, Maryland, Maine, New York, and Virginia). With support from the National Institute for Literacy, two projects at EDC advanced effective reading programs for
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children grades K–3. One project developed a guide to assist low-literacy parents’ support for their young readers, while the other project created a training program for use in schools across the United States. Hundreds of schools and communities across the United States, Canada, and other nations celebrated EDC’s Inclusive Schools Week with state-issued proclamations, schoolwide assemblies, and class and school projects. First Lady Laura Bush, an advocate for EDC’s Women’s Literacy Center in Afghanistan, visited two more EDC projects in 2007. Mrs. Bush visited schools in Zambia and Mali, meeting students who are listening to radio to learn basic education, life skills,
and HIV/AIDS prevention. “An investment in education, no matter how significant, is always worth it,” she says.
Building Partnerships With funding from the National Science Foundation, EDC worked with Horizon Research, Inc., to review more than 50 mathematics and science partnerships across the United States and synthesize what is being learned about such topics as teacher leadership. EDC will produce a multimedia toolkit for leadership teams to improve the quality of instruction in their schools and districts. Seven schools were the first to be selected to join the national PALMS Outreach Leaders
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Network. These schools will strengthen efforts to reach out to Latino students and parents with information about higher education. With major funding from the Lumina Foundation for Education, the PALMS (Postsecondary Access for Latino Middle-Grades Students) project also offers a toolkit and other resources.
Global Impact EDC developed a “virtual campus” Web site to introduce secondary-school students to the basic rules and principles of international humanitarian law. The site was developed for the Exploring Humanitarian Law curriculum, created by EDC for the International Committee of the Red Cross. EDC presenters from the Center for Science Education and the Center for Children and Technology joined former Vice President Al Gore, U.S. Secretary of Education Margaret Spellings, and Meet the Press anchor Tim Russert at the “World’s Fair for Educators.” The gathering for K-12 professionals focused on science and global awareness and recognized the 50th anniversary of the historic launch of Sputnik. The Jobs for the 21st Century Initiative conducted under the Asia and Near East Bureau of
USAID, provided support in assessing and planning job creation and youth workforce programs and policies in select Asian countries. A report synthesized the findings of these studies, analyzing the main reasons for unemployment and the implications for future programs.
Promoting Health As colleges and universities across the United States work to find ways to prevent alcohol and drug use and abuse on campus, EDC explored the effectiveness of a variety of prevention approaches. The report, Experiences in Effective Prevention: The U.S. Department of Education’s Alcohol and Other Drug Prevention Models on College Campuses Grants, reviews information about effective prevention programs that can be adapted for use at other colleges and universities. In an effort to reach clinicians across the United States, the Suicide Prevention Resource Center Training Institute conducted 44 workshops in 14 states on assessing and managing suicide risk, training more than 2,500 mental health professionals. In addition, it held 45 workshops around the world at Air Force bases, training an additional 1,200 people.
A mobile van project in KwaZulu-Natal, South Africa, offers access to health services and computer learning in rural areas of the province. Conducted in partnership with a local South African nongovernmental organization, EDC developed the health and computer education curricula for the project, which reaches 12 schools and more than 10,000 learners.
Curriculum Development EDC was awarded a grant from The James Irvine Foundation to develop an interdisciplinary high school curriculum for California, focused on the arts, media, and entertainment industries. The curriculum offers students engaging and challenging opportunities that will prepare them to pursue their interests in these fields. Biology students are exploring new frontiers of science, tackling issues of bioethics such as mandatory vaccinations, genetic testing, organ transplantation, and modifications of the natural world. With funding from National Institutes of Health, EDC developed a high school bioethics curriculum to guide students as they begin to think about ethics and to relate their learning in biology to real-life issues.
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I M P R O V I N G E D U C AT I O N
RESEARCH
GETS TOP BILLING
On the eastern tip of Maine’s rocky coast, in the region known to locals as Down East, it can be hard to keep teachers on staff. The region includes some of Maine’s poorest and most rural communities, and attracting and retaining qualified teachers is a continual challenge, explains Barbara Moody, Maine’s Title II Coordinator. Says Moody, “It’s a beautiful region, but it’s very remote.” EDC researcher Abigail Jurist Levy has been keeping a careful eye on this challenge: how school districts retain high-quality teachers, particularly in hard-to-staff rural, urban, and minority communities. With nearly half of new teachers leaving the profession before their third year, teacher turnover can cost the nation $2 to $4 billion a year. And the cost to children is incalculable, as students with inexperienced teachers fare worse on standardized tests than those with seasoned teachers. In districts with a revolving door of inexperienced staff, the cumulative impact on students can be crippling. Having led several studies on the teacher workforce, Levy knows that policymakers are searching for solutions. She and colleagues at the federally funded Regional Educational Laboratory Northeast and Islands (REL-NEI) developed a compendium of teacher retention programs across the region and catalogued the information in a database that can be searched by cost, district size, poverty level, and other demographics. The resource also enables decision-makers to reach out directly to colleagues in other districts to learn what worked and why. “One of the nice things about the compendium is that it isn’t a lengthy report; it is an easy way to survey what’s available,” says Moody. “A program that has been successful in a big city isn’t necessarily going to work in Maine. We want to locate programs in communities similar to ours so we can feel confident they have a chance of succeeding. We need all the resources like this we can get.” REL-NEI serves New England, New York, Puerto Rico, and the Virgin Islands. To learn more, visit edc.org/relnei.
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The Regional Educational Laboratory Northeast and Islands “performs
a
critical service for local, state, and federal policymakers. Its work contributes to the ability of stakeholders to promote evidence-based decision-making and improve the quality of our country’s EDC researcher Abigail Jurist Levy
system of education.”
– U.S. Senator Susan M. Collins (R-ME)
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engaging intellectually satisfying.”
“We want students to find math
and
– Wayne Harvey
Vice President, EDC
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I M P R O V I N G E D U C AT I O N
A PLUS FOR MATH
STUDENTS AND TEACHERS
Even after 30 years of teaching, Kathy Bodie still considers herself a work in progress. “As an educator, you have to understand that you’re not a finished product,” says Bodie, a teacher and administrator in Arlington, Massachusetts. “The class I teach now is very different from the one I taught five years ago.” For inspiration, Bodie turns to the enrichment program Focus on Mathematics (FoM), which was developed through a partnership between EDC and Boston University. FoM presents a nationally recognized model, offering professional development opportunities to more than 200 middle and high school math teachers in the Massachusetts communities of Arlington, Chelsea, Lawrence, Waltham, and Watertown. “Years ago, a math teacher simply served as a conduit for information,” says Bodie. “Now, teachers want a deeper understanding of the underlying concepts.” FoM helps teachers diagnose how a student misunderstands material. “From there,” says Bodie, “you can build a bridge to their understanding.”
Focus on Mathematics is just one of EDC’s flagship mathematics initiatives.
In 2007, EDC published two mathematics curricula, also funded by the National Science Foundation: Think Math! for K–5 students, published by Houghton Mifflin Harcourt, and a high school math program called The CME Project, published by Pearson. “These programs were designed not solely to be the best set of materials for the students in the classroom. They were designed to also build teacher understanding of mathematics,” says Harvey.
The program also serves as the springboard for a new master’s degree in mathematics teaching and study at Boston University. “Our partnership puts rigorous mathematics at the center of students’ work, teachers’ professional development, and prospective teachers’ preparation,” says Glenn Stevens, a mathematics professor at BU. “Teachers shouldn’t give students the correct way to do this type of problem, adding one skill on top of another,” says Jon Bookston, an Arlington math teacher and FoM participant. “We’ve learned a broader thinking process. It is thrilling to see smiles as students figure something out or see that they have contributed to a solution.” “Our ultimate goal in FoM is to substantially increase student achievement,” says EDC Vice President Wayne Harvey. “We want students to find math engaging and intellectually satisfying, giving them the kind of world-class mathematics that can only come from teachers who are part of a community of experts.” EDC has plans to sustain the FoM partnership, expand it into other communities, and share its success with a national audience. “Students have returned after graduating to say, ‘Thanks for teaching me how to work smarter, instead of just harder,’” says Bookston. “I believe Focus on Math contributes greatly to that attitude.” Funding for FoM is provided by the National Science Foundation. To learn more, visit www.focusonmath.org. Annual Report 2007 | 11
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I M P R O V I N G E D U C AT I O N
TECHNOLOGY
ENRICHES 30 COUNTRIES
How do you sum up a sweeping program that launched technology innovations in 30 developing countries? That was the challenge for EDC’s dot-EDU initiative, which led 43 discrete projects over six years—ranging from “low tech” solutions, such as interactive radio instruction in Southern Sudan, to improving student learning in a one-computer classroom in India, to online teacher training in Peru. The “Transforming Learning” multimedia presentation addresses several themes, including: ■
Interactive radio instruction
■
Active learning with technology
■
Technology as a means and an end
Bonus tracks include project facts and audio clips of lessons and songs.
“Dot-EDU was doing so many things in so many different countries, it was unprecedented,” says EDC’s Stephen Anzalone. “There wasn’t a linear narrative to tell. So we began to think about themes—common threads pulled from project experiences around the world.” With that in mind, EDC created a multimedia presentation called “Transforming Learning: Experiences with Education and Technology Around the World,” available online and on DVD.
“Rather than publish a traditional print report on project results, we used audiovisual methods to allow viewers to see, hear, and feel the richness of each culture,” Anzalone says. All projects—and the EDC final product—shared one common goal: to find innovative ways to use available technology as a means to improve education rather than an end in itself. Anzalone hopes that this interactive presentation not only disseminates project results, but also invites educators, funders, partners, and others to experience the aspects of dotEDU that most interest them. “The presentation reflects EDC’s commitment to using technology to increase access to and the quality of education worldwide. Technology gives us the medium and the message,” says Anzalone. The dot-EDU program was funded by the U.S. Agency for International Development. To view the “Transforming Learning” presentation, visit ies.edc.org/transforming-learning/.
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All projects shared one common goal: to
find innovative ways to use available technology as a means to improve education rather than an end in itself.
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First-ever network fuses health and education.
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P R O M O T I N G H E A LT H
A
UNITED
RESPONSE IN THE CARIBBEAN
Before she became an education administrator, Glenda Rolle was a schoolteacher in her native Bahamas for 16 years, teaching language arts, family and consumer sciences, and social studies. It was a more innocent time—a time when students’ worries were about things like getting their homework done and making friends. A time before HIV and AIDS became rampant. As the health crisis grew, both students and teachers living with HIV and AIDS endured the stigma attached to the disease. While their health ministries worked to address the epidemic, Caribbean nations struggled to counter discrimination and take steps toward prevention. Schools and ministries of education also took on leadership roles by establishing policies, programs, and services to protect teachers and students who might become infected. Today, as senior education officer and HIV and AIDS coordinator in the Bahamas Ministry of Education, Youth, Sports, and Culture, Glenda Rolle joins forces with other education ministry HIV and AIDS coordinators across the Caribbean. With EDC, they are working to bring about a policy-level response to the HIV and AIDS crisis from the education sector. The Caribbean Education Sector HIV and AIDS Coordinators Network (EduCan) is the first of its kind. It unites education sector HIV and AIDS coordinators to use education to prevent HIV and AIDS, teach the public about how HIV is and is not transmitted, and empower schools to be inclusive learning and working environments. “The education sector needs a comprehensive approach for responding to the HIV and AIDS crisis. With that, we can safeguard young people and education staff in the Caribbean and the economic future of the region,” says Connie Constantine, senior project director in EDC’s Health and Human Development Programs. The ministries, Constantine notes, are in a unique position to create, implement, and enforce policies that guide education officials on how to respond to the threat of HIV and AIDS in the education sector. The project is developing policy-level guidelines for education ministries to work in concert with the health sector, as well as tools, curricula, and programs for local HIV and AIDS coordinators to better educate Caribbean youth and citizens about preventing HIV and AIDS. “I’m inspired by the camaraderie of the countries in the region,” says Glenda Rolle. “We can share experiences and talk about the best practices in the region. So rather than reinvent programs and policies, we can build on what already works in the Caribbean.” EduCan was established with funding and guidance from the CARICOM/Pan Caribbean Partnership, Inter-American Development Bank, and UNESCO Caribbean, and facilitated by EDC. Annual Report 2007 | 15
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P R O M O T I N G H E A LT H
BEFORE A
CHILD SLIPS THROUGH THE CRACKS
“Kids can only succeed academically if they feel safe and connected to their school,” says EDC’s Deborah Haber. “And if we don’t attend to their mental health, they can’t fully focus on schoolwork.” Haber is turning those ideals into reality by working with three federal agencies that have joined forces in a program to help schools and communities build a safety net for their students. Known as Safe Schools/Healthy Students (SS/HS), the program funds communities in 49 states to create safe schools, strengthen substance abuse and mental health services, and connect schools with their communities. EDC operates a resource center to assist SS/HS grantees with their efforts—through one-on-one coaching, training sessions, and other resources. According to Haber, who directs the National Center for Mental Health Promotion and Youth Violence Prevention, this federal support represents “a big step forward.” With support from the National Center, many communities have achieved success. For example: ■
School safety: In Cicero, Illinois, gang-related incidents dropped from 81 to fewer than 9.
■
Discipline referrals and aggressive behavior: Suspensions in Brooklyn, New York, decreased by 42 percent.
■
Academic achievement: Toledo, Ohio, saw 73 percent and 52 percent increases in students passing the 4th and 6th grade proficiency tests, respectively.
■
Attendance: The dropout rate in Redmond, Oregon, decreased by 48 percent.
“Previously, the approach to gangs, violence, and drugs was reactionary, on a ‘one-shot’ basis,” she says. “This funding challenges everyone in the community who works with kids to come together to establish a more proactive, comprehensive approach. They need assistance in meeting that challenge.” However, one solution does not fit all. The challenges faced by SS/HS grantees are as diverse as the communities they serve. In rural areas, for example, mental health providers are scarce. In a city, the problem is more likely to be overworked service providers with too many clients. EDC offers customized assistance to help overcome these obstacles.
It’s not easy work, but in the long run it pays off for the community. SS/HS grantees point to improvements in school safety, aggression, academic achievement, and attendance (see sidebar) following their funding. Many changes brought about by the program are lasting. “This initiative and its work with the Center transformed Jonesboro,” says David Saarnio, an SS/HS evaluator in Jonesboro, Arkansas. “This kind of support is vital. We have formed new partnerships and sustained programs to support our youth for years to come. We simply do business differently.” The SS/HS initiative is a joint venture of three federal agencies: the U.S. Departments of Education, Health and Human Services, and Justice. The National Center is funded by the Substance Abuse and Mental Health Services Administration of the U.S. Department of Health and Human Services.
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“Kids can only succeed academically if they feel safe and connected to their school. And if we don’t attend to their mental health, they can’t fully focus on schoolwork.” — Deborah Haber
Center Director, EDC
David Saarnio, a local evaluator in Jonesboro, Arkansas
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“In the process, [young people] also
develop
skills that are highly valued in today’s economy.” — Miguel Salinas Adobe Youth Voices
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EMBRACING THE FUTURE
YOUTHS’ HORIZONS EXPAND WITH NEW MEDIA Many teens are clever in their use of new technology and media tools—but they don’t always apply that expertise to areas beyond their own social circles. EDC project director Tony Streit, a media artist and former youth worker, wants to expand the horizon for young people who use media by engaging them in creative self-expression. “In some ways, young people are very savvy about media tools—they can pick up a camera and imitate an infomercial or talk show in a heartbeat,” says Streit. “But ask them to tell a personal story that is meaningful to them, to investigate a current issue of importance, to document the history of their communities . . . ? They don’t know where to begin.” Throughout the summer of 2007, EDC orchestrated a series of week-long training events for teachers from around the world looking for new approaches to youth media production. They came from San Francisco and New Delhi, Boston and Ottawa, Chicago and London. They represented community-based organizations, museums, afterschool programs, and traditional classrooms. What united them was a commitment to youth development and a belief in the expressive possibilities of new media. The training promoted what EDC considers essential components of youth media production: technical skill building, critical analysis, and community and cultural engagement. “You can have the newest media-making tool, but unless educators can guide young people to use it for creative and purposeful self-expression, it’s just a toy,” says Streit. EDC developed the trainings and related materials for Adobe Systems, Inc., the creative software manufacturer, as part of its signature international philanthropic initiative known as Adobe Youth Voices (AYV). The program’s goal is to help educators teach young people to “create with purpose,” using creative expression to find their voices and engage their communities in meaningful ways, a learning style with which Streit and EDC are intimately familiar. Streit and his colleagues designed the sessions with a mix of conceptual approaches and hands-on training in Adobe products. The training includes sample activities that range from simple animation with flip books to audio diaries, documentaries, and Web sites. Miguel Salinas, senior program manager for AYV, believes that this style of media production engages young people at many levels: “They become excited because they’re exploring topics they care about. But in the process they also develop skills that are highly valued in today’s economy—[such as] teamwork, technical know-how, and effective communication.” AYV continues with several new trainings in 2008 and plans to expand the program further. To learn more, visit www.adobe.com/aboutadobe/philanthropy/youthvoices. Annual Report 2007 | 19
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EMBRACING THE FUTURE
PIONEERS IN THE WEST BANK “Education is a stronger weapon than an F16 or M16,” says Hisham Jabi, who grew up in the Palestinian city of Nablus in the West Bank. His firsthand experience of the region’s violence makes him a driven and pragmatic leader of EDC’s youth empowerment program there. “When I was a college student during the first intifada, I was rounded up with thousands of other students and put in an Israeli prison, without any charge. Inside the cell I thought to myself, ‘We Palestinian youth have two choices now: fighting for our rights through violence or doing something new and pioneering.’” Some of Ruwwad’s youth-led successes in 2007: ■
A breast cancer awareness and screening program
■
Beach cleanup in Gaza and repainting of schools in Nablus
■
Training for farmers to provide livestock and skills needed to go to market
■
Distribution of schoolbags, eyeglasses, and blankets
■
Tolerance summer camps that include such activities as tours of Jerusalem and Bethlehem
To learn more, visit www.ruwwad.org
Fittingly, the project Jabi directs today is called Ruwwad, which means “pioneers” in Arabic. Young Palestinians ages 14–30 create practical, hands-on projects that allow them to develop leadership skills while improving their communities. Dua’a Bleidi is a youth leader with the Watan Traveling Theater Production, which features sensitive social issues such as domestic violence in its shows. Thousands of parents and children in the Northern West Bank have come to the performances. “Ruwwad has taught me that leadership isn’t just for men—young women can be leaders, too,” she says. “Gender equality is still something rare for us, so it’s important to see that Ruwwad has made it a priority. I feel I have the ability to contribute positively to my community.”
“Before I volunteered in the Ruwwad Youth Corps, I often felt inadequate,” says Jehad Edeli, who is blind in one eye. He leads the Beita: Past, Present, Future project to document his area’s cultural heritage. “In spite of my disability, I feel I can be a leader. Now, I’m working to improve the lives of others.” As someone who grew up in this troubled region, Jabi sees the potential in Palestinian youth, such as Dua’a and Jehad, to change their world for the better. “Ruwwad activities engage youth in addressing the growing humanitarian assistance needs of local communities,” says Jabi. In 2008, the project will engage 140 youth leaders and reach out to 1,200 more youth participants. The goal is to help 6,000 Palestinian community members improve their living conditions. “There has been so much war and bloodshed here,” says Jabi. “Positive youth empowerment is crucial to shift the momentum in the West Bank and Gaza. I am certain that youth are the catalysts for social change.” Ruwwad is funded by the U.S. Agency for International Development’s West Bank/Gaza Mission and is implemented by EDC in partnership with local Palestinian organizations. 20 | Education Development Center
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“Positive youth empowerment is crucial to shift the momentum in the West Bank and Gaza. I am certain that youth are the catalysts for social change.” – Hisham Jabi
Project Director, EDC
Dua’a Bleidi, youth leader Annual Report 2007 | 21
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2007 FUNDERS
Adidas Group Adobe Systems Incorporated Aetna Foundation American Cancer Society Antioch University Seattle Argosy Foundation Arnold Arboretum of Harvard University Astra Foundation AT&T Family Care Development Fund AT&T Foundation Bertelsmann Foundation Booz Allen Hamilton Inc. Broad Institute California Department of Education Carnegie Corporation of New York Charles Stewart Mott Foundation Chicago Public Schools Cisco Systems, Inc. Citizens’ Housing and Planning Association Corporation for Public Broadcasting Council of Chief State School Officers Cuyahoga County (Ohio) Board of County Commissioners Department of Justice Affairs
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Densen Family Fund, Community Foundation of New Jersey Department of Defense Education Activity Deutsche Bank AG Deutsche Welthungerhilfe/German Agro Action Dolan DNA Learning Center Don Johnston Incorporated Education International Emory University EPSScentral LLC Eugene (Oregon) School District 4J Exploratorium ExxonMobil Foundation Ford Foundation Ford Motor Company Fund Fort Worth Museum of Science and History Global Kids Harcourt, Inc. Hartford (Connecticut) Public Schools Harvard Graduate School of Education Hewlett-Packard Development Company, L.P. IBM Corporation Intel Foundation Inter-American Development Bank
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International Committee of the Red Cross The Ittleson Foundation Jacob Burns Film Center
“EDC is an invaluable partner. Their evaluation efforts are thoughtful
Jane’s Trust
they share our commitment to making
Japan Foundation Center for Global Partnership
innovative resources that engage
The Jed Foundation
and educate.”
The James Irvine Foundation
Jewelers for Children Josiah Macy, Jr. Foundation The Kenneth B. Schwartz Center
and thorough, and
– Jayne W. James, Executive Director
Ready to Learn Corporation for Public Broadcasting
Knox County (Tennessee) Schools Learning Point Associates Library of Congress Lincoln Center for the Performing Arts, Inc. Lorain City (Ohio) School District Louisiana Department of Education
McCarthey Dressman Education Foundation Merck Institute for Science Education MetLife Foundation
Lumina Foundation for Education
MetroWest Community Health Care Foundation
Maine Department of Education
Michigan State University
Maine School Union 104
Midwest Association of Theological Schools
Massachusetts Department of Education
Ministry of Education, Guyana
Massachusetts Department of Public Health
Ministry of Education, Trinidad and Tobago
Massachusetts Elementary School Principals Association
Ministry of Foreign Affairs, Norway
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2007 FUNDERS
CONTINUED
Montachusett Opportunity Council, Inc. Mote Marine Laboratory Mpilonhle NASA National Endowment for the Arts National Geographic Society National Institute for Literacy National Science Foundation New Mexico Public Education Department The New York Botanical Garden New York City Board of Education New York City Department of Education (DOE) Region 9 New York State Education Department New York State Office of Alcoholism and Substance Abuse Services
Rhode Island Department of Elementary and Secondary Education Rider University Robert Wood Johnson Foundation Sabre Foundation SAE International Salem (Massachusetts) Public Schools Sarva Shiksha Abhiyan (Government of India) Scholastic, Inc. Society of Women Engineers Southwest Educational Development Laboratory The Spencer Foundation SRI International The Starr Foundation Teachers College, Columbia University Teaching Matters
North American Interfraternity Conference
Thirteen/WNET New York
Open Society Institute
Tom Snyder Productions, Inc.
Pan-American Health Organization
UNESCO
Parametric Technologies Corporation
UNICEF
Partnership for Excellence in Jewish Education
Universal Education Foundation
Partnership for 21st Century Skills
University of Missouri
PBS
U.S. Agency for International Development
Pearson Education
U.S. Department of Education
Pennsylvania Liquor Control Board
Institute of Education Sciences
Pennsylvania State University
Office of Elementary and Secondary Education
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Office of Innovation and Improvement Ready to Teach Program Office of Safe and Drug-Free Schools Office of Special Education and Rehabilitative Services Office of Special Education Programs U.S. Department of Health and Human Services Administration for Children and Families Administration on Children, Youth, and Families Centers for Disease Control and Prevention National Center for HIV, STD, and TB Prevention Health Resources and Services Administration, Maternal and Child Health Bureau National Institutes of Health National Cancer Institute National Heart, Lung, and Blood Institute National Human Genome Research Institute National Institute of Child Health and Human Development National Institute of Mental Health National Institute of Nursing Research National Institute on Alcohol Abuse and Alcoholism Public Health Service
Substance Abuse and Mental Health Services Administration Center for Mental Health Services Center for Substance Abuse Prevention U.S. Department of Justice Office of Justice Programs Office of Juvenile Justice and Delinquency Prevention U.S. Department of Labor Occupational Safety and Health Administration U.S. Department of State Middle East Partnership Initiative U.S. Department of Transportation Federal Aviation Administration National Highway Traffic Safety Administration U.S. Department of Veterans Affairs Veterans Health Administration Verizon Foundation Vulcan Productions Wabash Center The Wallace Foundation Western Kentucky University Weyerhaeuser Family Foundation WFD Consulting WGBH Winthrop Rockefeller Foundation W.K. Kellogg Foundation World Health Organization
Annual Report 2007 | 25
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FINANCIAL OVERVIEW
EDC continues to experience significant growth. Revenue increased 8.4 percent in fiscal year 2007, primarily in our international and health programs. A surplus of $2.1 million brings our net assets to $10.2 million as of September 30, 2007. EDC continually invests its net assets to support our projects, programs, and research.
FINANCIAL STATEMENTS (in 000s) Fiscal years ended September 30, 2007 and 2006 FY2007
FY2006
$131,076
$120,876
Salaries and Benefits
60,353
56,991
Materials, Supplies, and Other Costs
39,848
35,206
Subcontract Costs
28,782
25,559
128,983
117,756
$2,093
$3,120
$29,575
$24,331
3,675
2,383
639
632
$33,889
$27,346
$21,526
$18,373
2,123
826
Total Liabilities
23,649
19,199
Net Assets
10,240
8,147
$33,889
$27,346
INCOME STATEMENT Revenue, including change in temporarily restricted assets Expenses
Total Expenses Change in Unrestricted Net Assets BALANCE SHEET Assets Current Assets Property and Equipment, Net Other Assets Total Assets Liabilities and Net Assets Current Liabilities Long-Term Liabilities
Total Liabilities and Net Assets
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Growth in EDC Activity Revenues from fiscal year 1999 through the fiscal year 2008 budget: $160. $140.
$139.5 $131.1 $120.9
$120.
REVENUES IN MILLIONS
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$100.
$94.8
$105.
$85.5
$80.
$79.2 $67.1
$61.6
$60. $51.6
$40. $20. $0.
FY99
FY00
FY01
FY02
FY03
FY04
FY05
FY06
FY07
FY08 (est.)
Sources of Funding
Expenses
FY 2007 $131.1MM
FY 2007
Private and Other Public*
14% 49% 37% U.S. Government: Domestic
U.S. Government: International
Administrative
8.4%
91.6% Program Services
*Includes development banks; foundations;
corporations; state and local agencies; and other nonprofits.
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CORPORATE OFFICERS
President and CEO
Vice Presidents
Ronald C. Israel
Luther S. Luedtke
Nancy Ames
Director Global Learning Group
Senior Vice Presidents Vivian Guilfoy
Director Center for Family, School, and Community
Director Education, Employment, and Community Programs
Joanne P. Brady
Michael Laflin
Wayne Harvey
Director International Education Systems Division
Robert A. Rotner Treasurer
Cheryl Vince Whitman Director Health and Human Development Programs
Chief Financial Officer Cheryl Hoffman-Bray
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Director Center for Children & Families
Director Mathematics Learning and Teaching
Margaret Honey Co-Director Applied Research and Innovation Director Center for Children and Technology
Glenn M. Kleiman Co-Director Applied Research and Innovation Director Center for Online Professional Education
Judith Opert Sandler Director Center for Science Education
Mildred Z. Solomon Director Center for Applied Ethics
Secretary Patricia V. Sacco
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BOARD OF TRUSTEES
Deborah Wadsworth
Luther S. Luedtke
Trustee Emeritus
Chair Senior Advisor Public Agenda New York, New York
President and CEO Education Development Center, Inc. Newton, Massachusetts
Edwin D. Campbell
Charles Benton
Managing Partner Palm Ventures, LLC Greenwich, Connecticut
Chairman Benton Foundation Evanston, Illinois
Beatriz Chu Clewell Principal Research Associate The Urban Institute Washington, D.C.
Larry Irving President Irving Information Group Washington, D.C.
South Dartmouth, Massachusetts
Bradley Palmer
Linda G. Roberts National Consultant Darnestown, Maryland
Laura Walker President and CEO WNYC Radio New York, New York
Gail T. P. Wickes New York, New York
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“What makes EDC outstanding is the conviction that all its good work starts in real classrooms first, with
a genuine
commitment to the students and teachers.”
– Dennis M. Bartels, Executive Director
Exploratorium
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50 years
EDC Celebrating of
50 years
vision, innovation, and results
In 2008, EDC honors a half century of excellence and impact. From our very first projects that strengthened science education in the United States, we have collaborated with countless colleagues and partners to meet the challenges of advancing education, health, and economic empowerment around the world. View an interactive timeline featuring highlights of our unique history at www.edc.org/timeline.
EDC INTERACTIVE TIMELINE
Produced by EDC’s Office of Communications and Nieshoff Design, Lexington, Mass., www.nieshoffdesign.com Printing by DS Graphics, Inc. for Pinnacle Print Group, using recycled paper and soy-based inks. Photo credits: Inside cover: Karl Grobl; p. 4 Apollo Images, David Binder, Burt Granofsky; p. 5 Burt Granofsky; p. 6 iStockphoto, iStockphoto, Karl Grobl; John Zibluk, David Binder; p. 8 Burt Granofsky, Cindy Hoisington, Burt Granofsky; p. 9 Robert Schoen; p. 10 David Binder; p. 12 iStockphoto, Karl Grobl, Karl Grobl; p. 13 Karl Grobl; p. 14 iStockphoto; p. 17 John Zibluk; p. 18 Adobe Youth Voices; p. 21 Apollo Images; p. 22 Edgar Arnette, David Binder, Burt Granofsky, Apollo Images, Apollo Images; p. 23 Apollo Images, Alvaro Cisneros, Burt Granofsky, Apollo Images; p. 30 David Binder
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TA N G I B L E R E S U LT S EDC Annual Report 2007
EDUCATION DEVELOPMENT CENTER, INC. Boston 55 Chapel Street Newton, MA 02458-1060 617.969.7100 contact@edc.org www.edc.org New York 96 Morton Street, 7th Floor New York, NY 10014 212.807.4200 Washington, DC 1000 Potomac Street, NW Suite 350 Washington, DC 20007 202.572.3700
Field Offices EDC operates field offices across the United States and in more than 20 countries. EDC is a registered Private Voluntary Organization with the U.S. Agency for International Development. EDC has been designated by the United Nations Department of Public Information as an Associated Non-Governmental Organization.