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Information in this report was supplied by the nonprofit organization within the last two years.

Executive:	Ms. Julie Paavola
Contact:	Ms. Connie Greenawald , Development & Communications Director
Telephone:	(920) 884-8800
Fax:	(920) 884-2656
E-mail:	connie@einsteinproject.org
Web Site:	http://www.einsteinproject.org

Who We Are The Einstein Project is a non-profit school/community partnership that provides leadership and support for science education in Wisconsin. Program / Activities Primary/Elementary Schools Physical Sciences/Earth Sciences Research and Promotion How to Help This organization is seeking funds from contributions and grants. These funds will be used for unrestricted operating expenses, special projects, building improvements and endowments. Location(s) Served Wisconsin

BASIC INFORMATION
EIN:	39-1702546
Fiscal Year:	2009
Assets:	$1,782,101
Income:	$950,432
Ruling Year:	1991
Year Founded:	1991
No. of Board Members:	24
No. of Full-time Employees:	6-10
No. of Part-time Employees:	1-5
No. of Volunteers:	21-100
Einstein Project, Inc. makes its audited financial statements available to the public upon request.

Mission

Programs
Kids using Einstein science units learn the principles of science by practicing them. The Einstein Project has been providing these nationally developed hands-on science courses for more than 16 years. Each year, 85,000 student participations in 41 subject areas are made possible through The Einstein Project.

Additional Comments
More than 4,300 teachers have been trained to teach the units, impacting over 200,000 students in over 220 schools which have used the science units.

Since 1993, unit use has grown 500%; from 470 unit uses in 1993-94 to 2,685 during the 2006-2007 school year.

Teachers from over 60 school districts have taught hands-on science through the Einstein Project.



Goals and Results

Accomplishments for Fiscal Year Ending 12/31/2007

1. Based on a 2007 study of fourth grade student tests, students using Einstein kits score better on standardized tests than those not using the units, including students with disabilities, female students, minority students, and those with limited English proficiency.
2. Because our courses emphasize hands-on learning, students enjoy the study of science and retain more of what they learn. A new study from UW-Green Bay indicates The Einstein Project's hands-on science curriculum results in higher state standardized science test scores among 4th grade students, including those with disabilities, those with limited English proficiency, females, and minority students. Our economic future is dependent on teaching our children these skills, so they get interested in the careers that science is dependent on, and they come back to the area to practice medicine or build the next Procter & Gamble, Schreiber Foods or Green Bay Packaging.
3. Successfully implemented several fundraising events, including the Foth Einstein Project Science Expo (for children and families); the Festival Foods Grocers on the Green golf outing; and Butterflies & Friends on Parade (an art and science fund- and friend-raiser.

1. Continue to solicit donations (through corporate and foundation sponsorships) for the maintenance of the units supplied to classrooms.
2. Continue to provide top-quality hands-on, inquiry-based science units to more than 80,000 users per year. Evaluate and upgrade units, based on teacher input and testing, to continue to meet the needs of our customers.
3. Complete a revamp of our website, www.einsteinproject.org, for easier access, more teacher resources, and a "Kids Zone".

Self Assessment

The Einstein Project's records were used to determine the number of kindergarten through third grade (K-3) units that were leased by each school district during the academic years from 1997-2005. The K-3 units have the potential to impact student learning before students take the WKCE in November of their fourth-grade year. Twenty-one school districts were determined to be regular users of the Einstein Project's K-3 units.

This research study was organized around four questions that compared the percentage of students who were categorized as advanced or proficient on the WKCE (A+P score) for each year from regular users of the Einstein Project materials (hereafter referred to as Einstein Districts) with State A+P scores and the A+P scores from a randomly selected set of school districts that did not use the Einstein Project materials (hereafter referred to as Non-Einstein Districts).

Conclusions: There are three overall conclusions that are solidly substantiated by the data gathered in this study. All strengthen the case for the use of a hands-on science curriculum in elementary classrooms and show signs of academic success for underrepresented student populations in the sciences:

1. The findings from this study strongly support a positive influence of the use of Einstein Project materials on state standardized 4th grade science test scores, based on comparisons between Einstein Districts and State scores and Einstein Districts and randomly selected Non-Einstein Districts.

2. Furthermore, the findings show that the use of Einstein Project materials helps to close the achievement gap for students with disabilities, students with limited English proficiency, and minority students.

3. In addition, female students, students with disabilities, and students with limited English proficiency and Asian students from Einstein Districts were found to significantly outperform their counterparts from Non-Einstein Districts.

Financial Data

From the organization's FORM 990   Data Accuracy

Revenue			Expenses
Contributions $315,119 Government Grants $0 Program Services $634,569 Investments $(10,825) Special Events $24,767 Sales $0 Other $0			Program Services $621,384 Administration $102,332 Other $137,794  Total Expenditures $861,510
Total Revenue	$963,630		NET GAIN/LOSS	$102,120

Balance Sheet: Fiscal Year Ending June 30, 2008

Notes
The balance sheet gives a snapshot of the financial health of an organization at a particular point in time. An organization's total assets should generally exceed its total liabilities, or it cannot long survive, but the types of assets and liabilities also must be considered. For instance, an organization's current assets (cash, receivables, securities, etc.) should be sufficient to cover its current liabilities (payables, deferred revenue, current year loan and note payments). Otherwise, the organization may face solvency problems. On the other hand, an organization whose cash and equivalents greatly exceed its current liabilities might not be putting its money to best use.

Assets	Jul 1, 2007	Jun 30, 2008	Change
Cash & Equivalent	$147,705	$266,820	$119,115
Accounts Receivable	$42,040	$25,769	$(16,271)
Pledges & Grants Receivable	$27,296	$21,823	$(5,473)
Receivables/Other	$0	$0	$0
Inventories for Sale or Use	$293,384	$318,718	$25,334
Investments/Securities	$0	$0	$0
Investments/Other	$211,473	$195,061	$(16,412)
Fixed Assets	$1,046,642	$1,019,663	$(26,979)
Other	$4,549	$5,048	$499
Total Assets	$1,773,089	$1,852,902	$79,813
Liabilities	Jul 1, 2007	Jun 30, 2008	Change
Accounts Payable	$53,941	$87,114	$33,173
Grants Payable	$0	$0	$0
Deferred Revenue	$4,000	$0	$(4,000)
Loans and Notes	$506,674	$479,192	$(27,482)
Tax-Exempt Bond Liabilities	$0	$0	$0
Other	$23,998	$0	$(23,998)
Total Liabilities	$588,613	$566,306	$(22,307)
FUND BALANCE	$1,184,476	$1,286,596	$102,120

Leaders of the Organization

Chief Executive Profile

Board of Directors

Patti Ciak	Todd Cullen
Kim Diedrich	Kim Evans
Donna Hutchinson	Denise Knutson
Mary Kornely	Karmen Lemke
Carmen Leuthner	Sherry Moon
Steve Motl	Bill Newhouse, Secretary
Joe Nicks	Pam Pirman
Dennis Rader	Mike Reinert, Vice President
Brighid Riordan	Sean Sanders
Nancy Schopf	Steven Shelley, President
Bryan Spaeth, Treasurer	Fred Stieg

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