Form 990 for tax year 2022

Totals

Total revenue

$30,062,980

Total expenses

$14,216,192

Contributions and grants received

$30,365,350

Grants paid

$1,319,458

Program service revenue

$180,638

Investment income

-$483,008

Other revenue

$0

Total assets, end of year

$34,634,628

Total liabilities, end of year

$6,905,839

Net assets or fund balances, end of year

$27,728,789

Program services expenses (Part IX)

$12,195,952

Management and general expenses

$1,708,168

Fundraising expenses

$312,072

Program service expenses (Part III)

$12,195,952

Program services were 85.8% of total expenses calculated — Part IX's program-services column over total expenses, both as filed.

Line items

Every line the filer filed in Parts VIII, IX and X, as filed and in filed order. Blank columns are left out, and the lines are not forced to add up to the totals above.

Mission and programs · 2022

• In the area of Early Childhood Education, LPI continued to conduct research to inform policymakers' efforts to provide universal access to high-quality early learning. As California expanded its Transitional Kindergarten program to more 4-year-olds, LPI conducted research that projected the need for additional teachers over the next 5 years and published a new brief highlighting how teacher residency programs can help build this workforce. LPI also researched the relationship between attending a higher-tier preschool and children's learning and published its findings in a new report, Preschool Quality and Child Development: How Are Learning Gains Related to Program Ratings? The report focused on three findings: 1) Children in Higher-Tier Programs Showed More Learning and Development Than Those in Lower-Tier Programs, 2) Multilingual Learners, Children With Disabilities, and Children From All Racial/Ethnic Groups Exhibited More Learning and Development in Higher-Tier Programs and 3) Preschool Children Who Are Black, Hispanic/Latino/a, or Multiracial Were Underrepresented in Higher-Tier Programs.In the area of Educator Quality, LPI examined pandemic-related staffing shortages in its report, Teacher Shortages During the Pandemic: How California Districts Are Responding. LPI staff disseminated Understanding Teacher Compensation: A State-by-State Analysis, which provided teacher wage indicators for each state, including starting salaries (with and without cost-of-living adjustments) and a measure of wage competitiveness. LPI continued its work leading the EdPrepLab, which launched in 2019, in partnership with Bank Street Graduate School of Education. EdPrepLab aims to strengthen educator preparation in the United States by developing and sharing expertise within the network and with the wider field, building a thriving community of practice, and fostering well-informed collaboration between preparation programs, school districts, and state and federal policymakers. In the area of Equitable Resources and Access, LPI continued to partner with the National Conference of State Legislatures to support a cohort of 47 state legislators and legislative staff from 17 states who are participating in the Education Finance Fellowship in order to advance adequate and equitable state school finance policies. To inform efforts to foster more equitable and racially just schools, LPI published a new brief, Advancing Integration and Equity Through Magnet Schools, with the evidence on the design, implementation, and sustainability of effective magnet schools. LPI released a new report to bring attention to the needs of California students in foster care, examining enrollment and achievement data and district supports. LPI also published, Building School Communities for Students Living in Deep Poverty, which presents evidence that students living in households of deep poverty are most likely to succeed academically and thrive emotionally in schools that are adequately and equitably funded. Newly available data sets and statistical approaches show that adequate and equitable funding in conjunction with the development of community schools and the adoption of a whole child teaching and learning culture has a direct positive impact on student outcomes and lifelong success. In the area of whole child education, LPI continued its work on community schools both in California and nationally. This work included publishing a brief with examples from New York, New Mexico, and California showing how technical assistance can support the high-quality implementation of community schools. LPI recently published the Whole Child Policy Toolkit to help state policymakers and education leaders advance whole child policy. Produced by LPI with input from more than a dozen Whole Child Policy Table partners, organizations, and experts, the toolkit describes strategies, tools, and resources aligned to a framework of five key whole child policy elements that can enable school, district, and community shifts to meet the needs of every child efficiently, effectively, and, most importantly, equitably.

  Expenses $12,195,952 · Grants $1,319,458 · Revenue $180,638

As filed on the 2022 return. The filer continues this part on Schedule O, which is not shown here.

Listed in Part VII

Compensation is as filed in Part VII: reportable pay from this organization and from related organizations, other compensation, and hours per week. The total, marked calculated, is our sum of the three dollar columns, with a blank column counted as $0; the form itself has no total. On a Form 990-EZ the columns are Part IV's instead, and on a Form 990-PF Part VIII's — compensation, contributions to benefit plans, and expense account — and the total sums those. A Schedule J breakdown is as filed: base pay, bonus, other, deferred compensation and nontaxable benefits from this organization, with any from related organizations beside each, and the filer's own total. It is shown with the Part VII listing of the same name on the same return. The form gives no key between the two, so that pairing is ours, and is marked matched by us.

Schedule J

Part I's answers as filed. A line not listed was left unanswered; on lines 1a and 3 that means the box was not checked.

Grants on this return

• Bank Street College of Education

  $280,000

  To support overall objectives of the EPIC initiative

• National Conference of State Legislatures

  $156,666

  To support the project on Social Emotional Academic Development

• Rutgers The University of New Jersey

  $149,400

  To engage in collaboration with the Early Childhood Learning Team at LPI.

• Council of Chief State School Officers

  $145,000

  To support the Whole Child Policy Table Phase 2

• CASEL

  $107,730

  To support the Whole Child Policy Table Phase 2

• Education Counsel LLC

  $100,000

  To support the Reimagining College Access Project

• Envision Education

  $64,738

  To support the Reimagining College Access Project

• Education Commission of the States

  $50,000

  To support the project on Social Emotional Academic Development

• The Regents of the University of Colorado

  $44,000

  To support and develop a professional leaarning model

• American Assn of Colleges for Teacher Education

  $40,000

  To help establish and participate in the Teacher Licensure Collaboratuve (TLC)

The 10 largest by cash amount. The API serves every itemized grant.

Provenance

Return type

form_990

Tax year

2022

Filed

13 November 2023

IRS schema version

2022v5.0

Source object

202343179349309189

Check it against the return as filed: the GivingTuesday Data Lake hosts a public copy of the original XML.

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