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CHELSEA DAY SCHOOL INC
NEW YORK, NY · EIN 133081013 · Form 990 · FY2024 · NTEE B21Z · Education · Medium ($1M-$10M) · chelseadayschool.org
revenue
$3.5M
expenses
$4.3M
net assets
$-433K
employees
42
volunteers
67
program ratio
74%
mission · from form 990

TO NURTURE & GUIDE THE PHYSICAL, SOCIAL, EMOTIONAL & INTELLECTUAL DEVELOPMENT OF CHILDREN IN AN ENVIRONMENT WHERE LEARNING UNFOLDS THROUGH PLAY & EXPLORATION.

profile · synthesized from sources

Chelsea Day School is a preschool in New York City that nurtures the physical, social, emotional, and intellectual development of young children through play-based, emergent curriculum. The school serves infants through pre-kindergarten, with programs designed to support separation, independence, and exploration. Learning is guided by children's interests and supported by a Reggio-inspired approach in a progressive educational environment.

irs program accomplishments · form 990 part iii · fy2024

What they reported doing

  1. #1 primary $163K
    SUMMER CAMP - A CAMP OPERATED FROM MID-JUNE THROUGH JULY FOR CHILDREN OF PRESCHOOL AGE TO UTILIZE PLAY TO INVESTIGATE, IMAGINE & CREATE WEEKLY THEMES UNDER THE GUIDANCE OF A GROUP LEADER.
named programs · 11 · from sources

What they call their work

Arts Alive – Afterschool Program
After-school enrichment for 3s and 4s students, offering rotating small-group classes in creative areas like cooking, art, chess, and Spanish.
Fours Classes
Full-day program for 4-year-olds, preparing children for kindergarten through exploration, collaboration, and development of self-confidence.
Gentle Separation Program
Program for children 21 months and older to gradually transition from caregiver dependence to classroom independence through structured routines and play.
Infant and Parent Class
Weekly class for infants 6–12 months and parents, promoting sensory exploration, observation, and parent support in a Reggio-inspired setting.
Music
Program where children explore rhythm, pitch, and musical patterns through singing, movement, and instrument play, integrated with classroom learning.
Nature Nook
Rooftop nature space using loose parts and natural materials to encourage sensory play, imaginative exploration, and environmental awareness.
Studio Art
Process-oriented art program where children experiment with materials and express themselves creatively in a laboratory-like studio environment.
Summer Program
Four-week summer camp for children ages 2–6, including Ladybugs (entering 2s), Butterflies (entering 3s), and Dragonflies (entering 4s or kindergarten), focusing on play, art, music, and outdoor exploration.
Threes Classes
Program for 3-year-olds attending 5 mornings per week and two full days, emphasizing language, literacy, and independence in a play-based environment.
Toddler Group Class
Twice-weekly class for children 15–21 months with a caregiver, focusing on sensory exploration, motor skills, and early language development.
Twos/Threes Classes
Preschool program for children ages 2–3, offered 3–5 mornings per week or full-time, focusing on social, emotional, and cognitive development through play and emergent curriculum.
activities · 6 groups

What they do

  • Play-Based Early Childhood Education 3 activities
    • Infant and parent engagement classes
      Offers a weekly infant and parent class on Fridays from 9:30–10:30 AM (September to December) for up to 6 families, combining play, observation, and conversation in a calm, prepared environment to support early development and caregiver engagement.
    • Play-based early childhood education program
      Provides daily educational programming for young children focused on literacy, mathematics, scientific inquiry, and social development through a play-based learning approach that supports emotional, social, cognitive, and physical growth. Uses a child-led, community-emergent curriculum where teachers and children collaborate as partners in learning.
    • Toddler group and gentle separation programs
      Offers a Toddler Group Class for 8 children aged 15–21 months meeting twice weekly with a parent or caregiver, focused on open-ended play and sensory exploration, and a Gentle Separation Program for children aged 21 months and older meeting two mornings per week to support gradual transition to classroom independence through structured activities.
  • Comprehensive Student Enrichment Programs 1 activity
    • Afterschool enrichment program
      Operates an afterschool program called Arts Alive, offering small-group, teacher-led enrichment classes from 3:00 pm to 4:30 pm Monday through Thursday for students in Three’s and Four’s classes, with activities including playacting, chess, movement, cooking, art, painting, and Spanish.
  • School and School-Community Events 1 activity
    • Community engagement and outreach initiatives
      Organizes annual community events such as the Winter Fair and End-of-Year Auction to foster parent engagement and hosts outreach initiatives including food drives with City Harvest and donation campaigns for clothing, toys, and books through Room to Grow.
  • Family-School Engagement Programs 1 activity
    • Family support and school transition guidance
      Provides school transition support including a spring “What’s Next” meeting for families of Three’s Class students covering public and private school application processes, and offers ongoing one-on-one guidance from the Director during school applications and tours.
  • Early Childhood Education & Development Programs 1 activity
    • Full-time and flexible enrollment programs for young children
      Offers full-time and mixed-schedule options for three- and four-year-olds, including five-day full-day or morning programs with optional extended afternoons, as well as flexible attendance options for Twos/Threes (3 or 5 mornings or 5 full days) and Threes (5 mornings plus two full afternoons). Fours attend full days Monday–Thursday with early dismissal on Fridays.
  • Summer Day Camp Programs 1 activity
    • Summer camp program for preschool-age children
      Operates a 4-week summer program for children ages 2 to 6, offering structured daily activities and free play; includes differentiated schedules for age groups (Butterflies and Dragonflies) and gives preference to Chelsea Day School students entering 2s programs. Also runs a summer camp from mid-June through July with weekly themed, play-based learning under group leader guidance.
financials · form 990 · fy2024
revenue
Total revenue$3.55M
Contributions & grants$301K8%
Program service revenue$3.23M91%
Investment income$20K1%
Other revenue$0
expenses
Total expenses$4.27M
Program expenses74%
Admin / overhead23%
Fundraising3%
Salaries & benefits$3.00M
Grants paid out$109K
Largest expense lineCompensation
balance sheet
Total assets$3.01M
Cash$2.57M
Investments$304K
Liabilities$3.44M
Net assets$-433K
Liquid reserves8.1 mo
6 years on record · 2019–2024 · YoY revenue -17.1%
leadership · form 990 part vii · fy2024

Who runs it

paid leadership · 7
NameTitleHours/wkCompensation
JEAN ROSENBERG EXECUTIVE DIRECTOR (OUTGOING) 40 $220K
SHAZIA H CHOUDRI DIRECTOR OF OPERATIONS 40 $176K
DEBORAH MOUNSEY ADMISSIONS DIRECTOR 40 $175K
WENDY CAPRON PROGRAM ADVISOR 40 $148K
RACHEL DUDA HEAD OF SCHOOL 40 $140K
REBECCA KARR COMMUNICATIONS 40 $131K
PATRICIA FEIGER HEAD TEACHER 40 $121K
board members · 15
  • ADAM DWORKIN — DIRECTOR
  • ANDREW BANK — DIRECTOR
  • ANIKKA LEBRON — DIRECTOR
  • BERLY ISAAK — DIRECTOR
  • BETH SEHGAL — DIRECTOR
  • JIM TAYLOR — PRESIDENT
  • JULI VITIELLO — TREASURER
  • MINH-THU PHAM — DIRECTOR
  • NANCY SCHULMAN — DIRECTOR
  • RACHEL ROBERGE — SECRETARY
  • RASHMI GILL — DIRECTOR
  • RICHARD ORTIZ — DIRECTOR
  • SARAH CARTER — DIRECTOR
  • SHAIFALI PURI — DIRECTOR
  • TORY RUFFOLO — VICE PRESIDENT
relationships · 19

Who they work with

  • Avenues Partner — One of the schools attended by Chelsea Day School students after graduation.
  • Brearly Partner — One of the schools attended by Chelsea Day School students after graduation.
  • Browning Partner — One of the schools attended by Chelsea Day School students after graduation.
  • Chapin Partner — One of the schools attended by Chelsea Day School students after graduation.
  • Chelsea Day School teachers Partner — Lead afterschool Arts Alive enrichment classes for students in Three’s and Four’s classes.
  • City Harvest Partner — Partner organization for food drives conducted by the school's Community Outreach team.
  • Hunter College Elementary Partner — One of the schools attended by Chelsea Day School students after graduation.
  • ISAAGNY Network — Member school following ISAAGNY guidelines for admissions notification dates.
  • Jean Rosenberg Government — Founder and Director of Chelsea Day School, providing visionary leadership since 1981.
  • LREI Partner — One of the schools attended by Chelsea Day School students after graduation.
  • Packer Collegiate Partner — One of the schools attended by Chelsea Day School students after graduation.
  • Parents Partner — Collaborates with parents to support each child's growth and development.
  • Rachel Duda Partner — Director of Chelsea Day School and lead instructor of the Infant & Parent Class, bringing expertise in infant development and early childhood education.
  • Room to Grow Partner — Partner organization for clothing, toy, and book donation campaigns conducted by the school's Community Outreach team.
  • School at Columbia Partner — One of the schools attended by Chelsea Day School students after graduation.
  • Speyer Legacy Partner — One of the schools attended by Chelsea Day School students after graduation.
  • St David's Partner — One of the schools attended by Chelsea Day School students after graduation.
  • St Luke's Partner — One of the schools attended by Chelsea Day School students after graduation.
  • nearby community Partner — Opens summer program to children and families from the nearby community alongside Chelsea Day School students.
strategies · 4

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.

  • Child-Centered Individualization and Family Partnership
    methodology: child-centered_education
    By tailoring education and transitions to the individual child and involving families as mission-aligned partners, the school strengthens developmental outcomes because personalized attention and shared ownership between educators and families create continuity and trust in learning.
  • Emergent, Child-Led Curriculum for Deeper Engagement
    methodology: emergent_curriculum
    By building curriculum around children's interests and questions, the school produces more meaningful learning outcomes because student-driven inquiry increases engagement and supports integrated development in literacy, math, and scientific thinking.
  • Play-Based Learning as Holistic Development
    methodology: play-based_learning
    By using play as the primary mode of learning, the school fosters emotional, social, cognitive, and physical development because children naturally make sense of the world through exploration, imagination, and hands-on experience.
  • Reggio-Inspired, Environment-Centered Learning
    methodology: Reggio-inspired approach
    By designing physical spaces that emphasize natural light, open-ended materials, and community, and by viewing children as capable and curious, the school enhances learning because environment and perception of the child act as co-teachers in cognitive and social development.