named programs · 3 · from sources
What they call their work
Fieldwork Program
Ongoing experiential learning from Pre-K through 12th grade where students conduct research beyond the classroom, integrating real-world experiences into academic study
Junior Class Trip
Year-long place-based research project where juniors study communities across the U.S. confronting issues of change, justice, and resilience, culminating in a week-long fieldwork trip
Senior Project
Capstone independent study in which seniors design and pursue a self-directed project involving research, internships, or creative work, ending in a public showcase
activities · 8 groups
What they do
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Project-Based Learning Programs 2 activities
- Deliver progressive K–12 education using experiential and inquiry-based learningProvides a progressive education program for students from pre-K through 12th grade that emphasizes independent thinking, collaborative problem-solving, and real-world application of academic skills. Instruction is guided by student questions and includes hands-on projects such as data analysis, robotics, and community interviews.
- Implement grade-specific experiential curricula across academic subjectsEngages students in developmentally appropriate, project-based learning across grades, including fifth-grade inquiry into big questions, sixth-grade analysis of belief systems, seventh-grade climate resilience modeling, eighth-grade peer teach-ins, and high school research on social issues. Includes fieldwork, original research, and presentation of findings.
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College Preparatory Secondary Education 1 activity
- Deliver foundational and specialized academic curricula in high schoolOffers a core curriculum for ninth graders in World History, World Literature, Chemistry, Integrated Math 9, World Language, and arts, followed by a continued core in tenth grade with American History, American Literature, Physics, Integrated Math 10, and arts electives for deeper specialization.
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Family-School Engagement Programs 1 activity
- Facilitate parent engagement through discussion groups and community conversationsOrganizes discussion groups and community conversations for parents through the LREI Parents Association and leadership from the Director of Equity and Community, fostering family involvement in school life.
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After-School Academic and Enrichment Programs 1 activity
- Offer afterschool programming focused on play, creativity, and social growthProvides afterschool programs that extend learning beyond the school day in a supportive environment where children can express themselves, build skills, and develop socially. The Afterschool Core program is included in tuition for 4-year-olds and Kindergarten students.
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College Access and Success Support 1 activity
- Provide college counseling and academic preparation for high school studentsSupports tenth-grade students through diagnostic ACT and SAT exams, group counseling sessions, and small parent discussions on college application processes, standardized testing, and the role of the College Office in guiding students.
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Educator Training in Equity and Inclusion 1 activity
- Provide professional learning for faculty focused on student belongingOffers professional development opportunities for faculty and staff to build skills that support student belonging and inclusive learning environments.
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Youth Leadership Development Programs 1 activity
- Support student leadership and community integration through orientation and peer programsRuns a ninth-grade orientation trip and peer leadership program to build relationships, and offers leadership opportunities for tenth graders in athletics, student activities, and X-blocks. Also provides Life Lab for ninth and tenth graders to explore health, wellness, media literacy, digital citizenship, identity, relationships, and decision-making.
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Uncategorized 1 activity
- Administer high school capstone programs requiring independent research or internshipsRequires senior students to complete a six-week experiential capstone project involving an independent study, internship, or apprenticeship, culminating in research, creativity, community engagement, and reflection. The Senior Project is a graduation requirement.
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financials · form 990 · fy2024
revenue
Total revenue$42.60M
Contributions & grants$3.63M9%
Program service revenue$37.95M89%
Investment income$644K2%
Other revenue$386K
expenses
Total expenses$44.92M
Program expenses76%
Admin / overhead22%
Fundraising2%
Salaries & benefits$24.55M
Grants paid out$10.36M
Largest expense lineCompensation
balance sheet
Total assets$53.01M
Cash$2.57M
Investments$25.60M
Liabilities$28.32M
Net assets$24.69M
Liquid reserves7.5 mo
6 years on record · 2019–2024 · YoY revenue -3.7%
leadership · form 990 part vii · fy2024
Who runs it
paid leadership · 12
| Name | Title | Hours/wk | Compensation |
|---|---|---|---|
| PHIL KASSEN | DIRECTOR | 40 | $648K |
| JOSHUA MARKS | CFO | 40 | $335K |
| ROBERT ROMERO | DIRECTOR OF FACILITIES | 40 | $308K |
| JENNIFER R WEIL | DIRECTOR OF ADVANCEMENT | 40 | $262K |
| ALLISON W ISBELL | ASSISTANT DIRECTOR | 40 | $252K |
| KALIL T OLDHAM | DIRECTOR OF COMMUNITY | 40 | $224K |
| MARGARET D ANDREWS | ASSISTANT PRINCIPAL | 40 | $198K |
| CAREY SOCOL | DIRECTOR OF COLLEGE COUNSELING | 40 | $196K |
| ADELE D PELZ | DEPT CHAIR MODERN LANGUAGE | 40 | $184K |
| AMANDA W GOODWIN | TRUSTEE, MS HUMANITIES TEACHER | 40 | $155K |
| CHARLENE E CRUZ-CERDAS | TRUSTEE, HS HISTORY TEACHER | 40 | $134K |
| JESSIE C KIRK | TRUSTEE, LS LEAD TEACHER | 40 | $129K |
board members · 13
- AMY ZIMMERMAN — TRUSTEE
- ANH-VAN NGUYEN — CHAIR
- ANNE MARIE DENSON — TRUSTEE
- CECI LOEBL VAN BLERKOM — TRUSTEE
- CHAKSHU PATEL — TRUSTEE
- DAVE OLSEN — TRUSTEE (THROUGH 6/30/24)
- DAWN EIG — TRUSTEE
- EUNU CHUN — TRUSTEE (THROUGH 6/30/24)
- EVE STUART — TRUSTEE
- FRANCIS GREENBURGER — TRUSTEE
- HALEE SAGE — TRUSTEE (THROUGH 6/30/24)
- HARRIETTE THOMAS — TRUSTEE
- HELENA TUBIS — TRUSTEE
relationships · 4
Who they work with
- Bryan Stevenson Partner — Framework and ideas of Bryan Stevenson guide the Junior Class Trip research projects.
- John Dewey Partner — Foundational influence on LREI's educational philosophy through his Theory of Experience.
- LREI Parents Association Partner — Collaborates with the Equity and Community team to organize parent discussion groups and community conversations.
- New York City Partner — Utilizes New York City's neighborhoods, museums, and institutions as educational partners in student research and learning.
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.
- Child-Centered, Interest-Led Educationmethodology: child-centered_learningBy centering curriculum on children’s interests and identities, the school fosters confidence, belonging, and intrinsic motivation because students learn best when they see themselves reflected in their learning and have autonomy in exploration.
- Design Thinking and Iterative Problem-Solvingmethodology: design_thinkingBy engaging students in design thinking and iterative processes—such as robotics and prototyping—the school builds computational and engineering thinking skills because hands-on experimentation and revision cultivate resilience and innovation.
- Experiential Learning through Real-World Engagementmethodology: experiential-learningBy using the city and wider world as a classroom, students learn through direct observation, reflection, and application in real-world contexts because this deepens understanding, creates transferable knowledge, and strengthens the relevance of academic learning.
- Inquiry-Based, Student-Driven Curriculummethodology: inquiry-based_learningBy structuring learning around student questions and interdisciplinary investigations, students develop critical thinking and problem-solving skills because curiosity and intellectual ownership lead to deeper, more purposeful engagement.
- Justice-Centered, Place-Based Learningmethodology: justice-centered_place-based_learningBy grounding education in local communities and social justice issues—using frameworks like Bryan Stevenson’s—students develop civic responsibility and deeper understanding because direct engagement with resilience and injustice fosters empathy and action-oriented learning.