irs program accomplishments · form 990 part iii · fy2021
What they reported doing
- #1 primary $259KRedwood City, CA - The focus of this project is to build conviction, capacity and confidence of the students, faculty and leadership team to enable closing the opportunity gap for all students. To accomplish this, students, faculty and school leaders will be exposed to professional development that focuses on beliefs, practices NUA strategies and structures that motivate teaching toward high intellectual performance. NUA will conduct a series of large and small group sessions as well as demonstration lessons both on site and virtually.
- #2 $25KNewark, NJ - The project in Newark, NJ, commenced in the fall of 2019 in 14 high schools in the district. NUA mentors provided on-site professional development sessions with a cohort of classroom teachers. The sessions included demonstration lessons geared to developing and implementing strategies to increase student engagement The sessions continued until the district closed its doors due to the Covid-19 pandemic in March of 2020. In October of 2020, we resumed our sessions using a virtual platform through June 30, 2021. Strategies were consistent with the framework set forth in the Pedagogy of Confidence.
named programs · 3 · from sources
What they call their work
Mobile Critical Thinking Tools for Equity in Learning and Teaching
Practitioner guide developed by Robert Seth Price, used in Redwood City schools to support equity-focused critical thinking in teaching and learning.
Pedagogy of Confidence
Professional development framework that builds educator capacity to close the opportunity gap by focusing on student strengths, relationships, and high intellectual performance. Includes demonstration lessons, coaching, and leadership development.
Touching the Spirit Workshops
Culturally centered professional development by Augusta Mann that provides practical strategies to accelerate literacy learning for African American and other urban students.
activities · 5 groups
What they do
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Teacher Professional Development 2 activities
- Deliver professional development to educators and school leaders using the Pedagogy of ConfidenceProvides ongoing, embedded professional development for teachers, instructional leaders, and administrators through on-site and virtual sessions, demonstration lessons, coaching, and leadership training grounded in the Pedagogy of Confidence framework. Programs are implemented nationwide, including in Newark (NJ), Redwood City (CA), Indianapolis (IN), Buffalo (NY), and New York City, with a focus on improving teaching practices, student engagement, and closing opportunity gaps.
- Implement structured professional learning cycles and models in partner schoolsSupports school districts through multi-phase, cyclical professional learning approaches such as the three-phase model (Developing, Deepening, Demonstrating) and the plan-implement-reflect process. These are delivered via hybrid (in-person and virtual) formats and include full-system partnerships, such as an eight-year collaboration with all 76 schools in Indianapolis and sustained work in Osseo and Seattle, aimed at systemic improvement in instruction and leadership.
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Educator Conferences & Professional Development Events 1 activity
- Host annual Summer Institute for educator professional learningOrganizes and hosts an annual Summer Institute to provide professional development opportunities for educators, with documented events held in 2020 and 2021.
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Project-Based Learning Programs 1 activity
- Implement direct-service instructional workshops in NYC high schoolsConducts monthly workshops in four New York City high schools focused on improving instruction through community-building and developing students’ collaboration, communication, critical thinking, and creativity skills.
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Recognition and Awards Programs 1 activity
- Recognize exemplary leadership in educationAwards the NUA Exemplary Leadership Award to individuals demonstrating outstanding commitment to educational equity and leadership, such as Sara Looby-Morris in May 2025.
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Uncategorized 3 activities
- Conduct research to develop educational frameworks and instructional toolsConducts research to create and refine pedagogical models such as the Pedagogy of Confidence and High Operational Practices, develops practitioner guides like Mobile Critical Thinking Tools for Equity in Learning and Teaching, and produces evidence-based resources including Mann’s Intensified Accelerated Reading System components and the Leadership Action Guide, often in collaboration with experts like Reuven Feuerstein.
- Fund and manage federal grant programs for school leadership developmentAdministered four large federal grants through the School Leadership Program at California State University Dominguez Hills and operates Project REDO, a five-year federally funded partnership that annually supports two cohorts of educators: Bilingual and English as a New Language.
- Publish scholarly works on urban education and leadershipAuthors books and publications advancing scholarship in urban education, including works on strength-based pedagogy, fearless leadership in schools, equitable literacy instruction, and school transformation, with recognition such as the 2021 Choice Reviews Outstanding Academic Title Award.
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financials · form 990 · fy2021
revenue
Total revenue$565K
Contributions & grants$230%
Program service revenue$553K98%
Investment income$00%
Other revenue$13K
expenses
Total expenses$743K
Program expenses64%
Admin / overhead36%
Fundraising0%
Salaries & benefits$391K
Grants paid out$0
Largest expense lineCompensation
balance sheet
Total assets$161K
Cash$143K
Investments$0
Liabilities$11K
Net assets$151K
Liquid reserves2.3 mo
3 years on record · 2019–2021 · YoY revenue -41.7%
leadership · form 990 part vii · fy2021
Who runs it
paid leadership · 2
| Name | Title | Hours/wk | Compensation |
|---|---|---|---|
| Eric Cooper | President | 40 | $178K |
| Stefanie C Baker | Executive Director | 40 | $24K |
board members · 6
- Diana Daniels — Director
- Herman Milligan Jr — Director
- Linda Darling-Hammond — Director
- Lisa Delpit — Director
- P David Pearson — Director
- Peter Cookson — Director
relationships · 31
Who they work with
- 21st Century California School Leadership Academy (21CSLA) Partner — Dr. Stefanie C. Baker serves as Coaching Coordinator at 21CSLA, which provides equity-centered professional learning for educational leaders in California.
- Association of College and Research Libraries (ACRL) Government — Recognized NUA's book with the 2021 Choice Reviews Outstanding Academic Title Award.
- Buffalo Public Schools Partner — Collaborated with eight Buffalo K-8 schools from 2014 to 2018 on professional development and instructional improvement.
- CT3 Partner — Dr. Eyka Luby Stephens serves as Director of Learning and Development at CT3, having previously administered NUA professional development programs.
- California State University Dominguez Hills Partner — Antonia Issa Lahera led the School Leadership Program at CSUDH and administered federal grants through the institution.
- Canisius College Partner — Collaborated with NUA and Buffalo City Schools on professional development and school improvement initiatives.
- College Board Government — NUA was founded at the College Board; Dr. Cooper previously served as Associate Director of Research & Program Development there
- Columbia University’s Teachers College Partner — Co-founded the National Urban Alliance and supported its initial development focused on teacher practice and equity.
- Harvard University Network — Yvette Jackson serves as a visiting lecturer; Jabari Mahiri was a Visiting Professor in 1998
- Indianapolis Public Schools Partner — Collaborated with NUA on a large-scale staff development project for literacy.
- Marion P Thomas Charter School Partner — Partnership began in 2022/23 school year to provide professional development and instructional support.
- Marion P. Thomas Charter Schools Partner — Engages in collaborative professional development and instructional improvement efforts.
- National Council on Teachers of English – West Partner — NUA mentor Dale Allender directs NCTEWest, a regional division of NCTE housed at UC Berkeley.
- New York City Community District 7 Partner — Provides professional development aligned with district goals to enhance transformational leadership and culturally responsive teaching practices.
- Newark Public Schools Partner — Collaborates on professional development for educators and leadership teams, and amplifying student voice in high schools.
- Newark Public Schools Partner — Collaborates with NUA on professional development and equity-focused instructional practices.
- Newark Public Schools Partner — Partners on professional development for teachers and leaders, equity-focused instruction, and amplifying student voice across high schools.
- Osseo Area Schools Partner — Engaged in a multi-year collaboration with NUA to implement High Operational Practices across schools.
- Osseo School District Partner — Collaborates since 2014 to build administrative efficacy and implement culturally responsive pedagogy through integration of the Pedagogy of Confidence® within the district’s C.L.E.A.R. framework.
- PS 61 Arthur O. Eve School of Distinction Partner — Provided professional development, classroom modeling, and instructional coaching at PS 61, with documented feedback from teachers, students, and staff.
- Pedagogy of Confidence Partner — Collaborates with the Pedagogy of Confidence to deliver professional learning and culturally responsive practices.
- Redwood City School District Partner — Collaborates on in-classroom professional development, equity initiatives, and student voice amplification using the push-in model and pedagogical flow maps.
- Redwood City School District Partner — Collaborates with NUA on implementing the Pedagogy of Confidence, including classroom demonstrations and professional development.
- Regina Seabrook, Ph.D. Partner — NUA consultant who analyzed and wrote up findings from focus groups on High Operational Practices implementation.
- Reuven Feuerstein Partner — Collaborated on research and development of the Pedagogy of Confidence and its leadership action guide.
- Robert Seth Price Partner — NUA consultant who led focus groups and research activities for NUA's evaluation work.
- Teachers College, Columbia University Government — NUA was founded at Teachers College, Columbia University; Dr. Cooper previously served as Executive Director there
- The College Board Partner — Co-founded the National Urban Alliance and collaborated on equity and Advanced Placement programs.
- University of California, Berkeley Partner — Collaborates through Senior Scholar Jabari Mahiri, Principal Investigator of T E A C H research initiative
- West Metro Education Program Partner — Collaborated with WMEP in a long-standing partnership to deliver professional development across Minnesota school districts.
+ 1 more
strategies · 5
How they approach the work
Named approaches extracted from this org’s sources. Where others share an approach, follow it to see the full set of orgs running it.
- Culturally Centered Accelerated Learningmethodology: culturally_centered_accelerated_learningBy using culturally centered, intensified, and accelerated teaching models, urban students—particularly African American students—achieve multiple years of literacy growth in a short time because instruction is integrated with culture, language, and cognition, making learning more relevant and cognitively engaging.
- Fearless Leadership and Equity Consciousnessmethodology: fearless_leadership_equity_consciousnessBy promoting fearless leadership and equity consciousness, schools challenge demographic determinism and systemic racism, enabling sustainable transformation because leaders create conditions where high expectations and culturally responsive practices become institutional norms.
- High Operational Practices Frameworkmethodology: high_operational_practices_frameworkBy implementing seven High Operational Practices—such as activating student strengths and amplifying student voice—we produce equitable, high-intellectual-performance learning environments because these practices support self-directed learning, self-actualization, and culturally responsive pedagogy.
- Pedagogy of Confidencemethodology: pedagogy_of_confidenceBy using the Pedagogy of Confidence framework, educators foster high intellectual performance and close opportunity gaps because it shifts focus from deficit-based models to strengths-based, culturally responsive teaching that builds student engagement, self-direction, and belonging.
- Strengths-Based and Relationship-Centered Approachmethodology: strengths_based_relationship_centeredBy shifting from deficit-focused instruction to a model centered on student strengths and trusting relationships, we improve educational outcomes because strong educator-student connections build trust, agency, and motivation necessary for academic growth.