0024THE CROWELL MORING

FOUNDATION

ANNUAL REPORTI n v e s t i n g i n O u r C o m m u n i t y ’ s F u t u r e

4002The Crowell & Moring Foundationwas established in 1999 as part of the cel-ebration of Crowell & Moring LLP’s twen-tieth anniversary and its desire to share itsprosperity with the local community. TheC&M Foundation is a separate, tax-ex-empt, corporation with a broad charitablemission and a general focus on youth andeducation issues. The Foundation is gov-erned by a Board of Directors who makepolicy and grant award decisions each yeartypically making grants to nonprofit orga-nizations that focus on education as a wayof breaking the cycle of poverty for lowincome individuals and troubled youth.Since its inception, the C&M Foundationhas made grant commitments of over$400,000 to deserving organizations in theWashington, D.C. area, and, more recently,in Orange County, California.

A w a y t o g i v e s o m e t h i n g b a c k t o o u r c o m m u n i t y

Dear Friends,

The challenge to equip our youth, particularly those who are poor or disadvantaged,with the education to compete in the global economy is daunting. Not only does itdemand the resources of federal and local governments, but also those of privatenonprofit organizations that operate charter schools, tutorial projects, and collegepreparatory and enrichment programs – which is where the Crowell & Moring Foun-dation concentrates it’s resources. The C&M Foundation awards its grants to non-profit organizations that have developed innovative approaches to improvingeducation in our community for low-income individuals and troubled youth. Dur-ing the past year, the Foundation has experienced an encouraging upswing in fund-ing, enabling us to award over $100,000 in grants for the second year in a row. Wepride ourselves on a balanced portfolio, investing in the people, ideas and achieve-ments of both large and small organizations, ones that embrace a wide range of agegroups from preschoolers to vocational school students and that vary from charterschools to narrowly focused enrichment programs. Our recipients are also diversi-fied in their longevity – some have a track record of decades of excellent perfor-mance while others are promising newcomers. In all, we made grants or grantcommitments of more than $130,000 to 19 different organizations. As you readabout our grantees in the following pages, we hope that you share our sense of aweand inspiration at the ingenuity and dedication shown by these organizations. Withtheir help, we are truly making a difference in the education of disadvantaged youthin our community.

Warm regards,Susan M. Hoffman,President, Crowell & Moring Foundation

A l e t t e r f r o m t h e B o a r d P r e s i d e n t

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Edward C. Mazique Parent Child Development CenterThe Edward C. Mazique Parent Child Development Center, named for ahighly-respected physician who dedicated many of his charitable efforts tothe D.C. community, was founded in 1968 with the mission of strengtheningthe family unit while providing a safe and secure environment for children.The Center primarily serves children from low-income households (less than200% of the federal poverty level), as well as children of teen parents andfamilies who have limited English, education, vocational and/or parentalskills. The city’s leading Head Start provider, the Center participates innumerous initiatives to improve literacy skills for adults and children of allages. In addition, the Center supports health and nutrition programs, male-involvement initiatives, daycare services and assistance for pregnant mothers.The Center has five locations in the D.C. area and currently touches the livesof more than 300 children and their families.

Lincoln Elementary SchoolLocated in Santa Ana, California, the Lincoln Elementary School is home toapproximately 1300 minority students from working class families, a major-ity of whom are learning to speak, read, and write English. Crowell & Mor-ing LLP joined forces with Food-For-Less and committed to LincolnElementary as business partners to help build career awareness and self-esteem with the students through various programs. Lincoln Elementary hasbeen a low-performing school on standardized tests, but has recently raisedits scores by 60 points. With no nearby safe parks, the school grounds alsoserve as the “weekend playground” for the neighborhood students, most ofwhom live in apartments. The current playground, built in 1964, serves 200students daily. Lincoln Elementary perceives a “strong relationship betweenplay and how well children perform in school.” The Foundation has made agrant to Lincoln Elementary for playground equipment and renovations.

Thurgood Marshall Child Development CenterThe mission of the Marshall Center is to provide a loving and stimulatingenvironment for children of low-income families, with a focus on developingtheir social, emotional, cognitive, and physical needs and skills. The Centerprovides financial support to families who otherwise could not afford a highquality child development program. Children from three months to five-years-old are provided with activities to enhance their motor functions andearly reading and language skills, as well as enriching activities relating tothe arts, music, and computers.

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�EduSeed - SisterMentorsEduSeed is an organization that promotes education among historically dis-advantaged and underserved groups by using peer-mentoring and self-em-powerment tools. This purpose is largely fulfilled through its SisterMentorsprogram, whose goal is to reduce the drop-out rate among post-graduatewomen of color and girls in middle- and high school. The program assistswomen of all ethnic minorities to complete their dissertation and receivetheir doctorate; in turn, these women mentor similarly disadvantaged girls inthe D.C. area to encourage them to stay in school and continue on to college.Since its inception in 1997, SisterMentors has enabled 21 women of color toachieve their Ph.D.

College SummitCollege Summit was founded in 1993 to increase the college enrollment rateof bright and talented, low-income students who lack the resources and guid-ance needed to navigate the admission process. The organization uses amulti-faceted approach to achieve this goal and works with the four keyplayers who benefit from increased college enrollment: students, teach-ers, colleges and communities. Dozens of times each summer,

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“The experience was like watching a flower not just bloom, but blossom.You need to give a flower light and shower it with water while protectingit from the elements. You must understand its needs to provide it withthe appropriate amount of care. But even with all of that help, in theend, it is up to the flower to grow.”

- Stephanie Lieber,Capital Partners for Education Mentor

College Summit hosts a four-day transformational workshop that teachesself-advocacy skills to high-schoolers and provides teachers with the toolsto guide their students through the college admission process. Colleges ben-efit from their support of the program by gaining access to a larger pool ofdiverse and enterprising low-income students, and community support helpsbreak the cycle of poverty by sending more local youth on to college oruniversity. Beginning with just four students in the basement of a Washing-ton, D.C. low-income housing project, this organization has nearly doubledthe national enrollment rate for high school graduates in just 12 short yearsand has enabled nearly 5,000 students in 14 states to be admitted into col-leges across the country.

Capital Partners for EducationSince 1993, Capital Partners for Education has used a unique combinationof high school scholarships, mentor relationships, college preparatory pro-grams and enrichment activities, all intended to increase the rate at whichlow income students move on to college. Typical Capital Partners studentscome from homes with an average income of $21,000 for a four-person house-hold. Prospective students apply to the program the year before they enter

high school, receive scholarships for part of their tuition to private school,and are assigned to an adult mentor who serves as the primary contactand advocate for each student. Capital Partners also sponsors variouslectures by prominent role models, college preparation workshops, com-munity service events and recreational activities to offer experientiallearning outside of the classroom, prepare students for a competitivecollege application process, and give students and mentors opportuni-

ties to interact in a relaxed atmosphere. The organization currentlyserves 85 students and has a 97% success rate of program

participants who go on to college - versus the nationalaverage of 58%.

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“My time with SisterMentors has been invaluable, and has included,

but not been limited to, support, encouragement, sisterhood, laughs,

and community awareness.”- Genevieve Yirenkyi

SisterMentors 2003 Graduate

High Tea SocietyThe High Tea Society was created in 1997 by D.C. Superior Court JudgeMary Terrell to provide educational and cultural enrichment for inner citygirls who come from economically disadvantaged backgrounds. The mem-bers, who range from ages 12-18, participate in activities that emphasizeetiquette, civility, and social skills. Through the Society, these young womenare also exposed to educational, cultural and social programs which enhancestudy skills, communication, the arts, literature, science and math. In addi-tion, the Society holds frequent workshops on reading, writing, and SATpreparation for the older students. Members are recruited primarily fromthree schools: Terrell Junior High, Patricia Roberts Educational Center andMartin Luther King Elementary School.

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Asian American LEADFounded in 1998, Asian American LEAD seeks to increase the well-beingand opportunities for low-income Asian American youth and families througheducation, leadership development, and community-building. Through aninnovative four-pronged strategy of mentoring, family support, educationaladvocacy and providing a safe after-school environment, LEAD encouragesyouth to move out of poverty and become successful, self-sufficient adults.By assisting them with bridging cultures, academics, college choices andother acculturation issues, LEAD develops and enhances young people’sawareness of and belief in their own potential.

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“I have been lucky to

have this organization to

guide me through diffi-

cult times. I consider

AALEAD to be a part of

my family.”

- Thuan Nguyen,widowed mother of two

AALEAD Children

The Black Student FundThe Black Student Fund was established in 1964 by a group of concernedparents and community leaders in the D.C. area. The Fund played a key rolein integrating the independent schools in D.C., which spurred the evolutionof an organization that has since spearheaded the economic and racial inte-gration of independent schools in the metropolitan community and the na-tion. The Fund strives to assure that black students and their families haveequal access to every educational opportunity. In addition to providing mul-tiracial training to teachers and networking black educators into the inde-pendent school system, the Fund guides college-bound students through theadmissions process, makes scholarship grants available, and provides es-sential services that allow students to focus on and complete their education.Seventy percent of the Fund’s students are from one-parent households, andmany are the first of their family to continue on to higher education.

For Love of Children Neighborhood Tutoring ProgramFor Love of Children (“FLOC”) is a community-based nonprofit organiza-tion that provides foster care and family support for children in Washington,D.C. who have been removed from their homes by city authorities due toabuse or neglect. It has a youth support program focusing on the Shawsection of D.C. where FLOC is physically located. The Neighborhood Tu-toring Program offers a “back to basics” one-on-one tutoring program whichassists students in mastering grade-appropriate reading and math skills. Tutorsare required to complete training, and work with the students either weeklyor twice weekly.

The Partner Arms Reading Club(a program of Transitional Housing Corporation)The Transitional Housing Corporation was founded in 1990 to provide hous-ing and comprehensive support services to homeless and at-risk families inWashington, D.C. The program provides assistance to the families in theareas of decision-making, job readiness, job search and placement, budget-

ing, and community living. To complement these services, the Corporationis expanding its youth programs, including the Partner Arms Reading Club.This year, the Reading Club will provide youth education and enrichmentprograms to 48 children of varying ages from 27 formerly homeless fami-lies. The Club meets twice a month and pairs volunteers with youth for abrief social activity and then an intensive 90-minute session of learning andreading activities. In addition, each school-age child is required to partici-pate in an after-school tutoring or enrichment program, and parents are re-quired to take an active role in their children’s education by monitoringprogress reports, checking homework and meeting with teachers and tutors.Since its inception, over a hundred families have benefited from theCorporation’s services.

The Scholarship Fund of AlexandriaThe Scholarship Fund of Alexandria was established in 1986 for academi-cally-qualified, financially-needy seniors from T.C. Williams High School,the only public high school in Alexandria. A significant portion of T.C.Williams students have not yet achieved American citizenship, and 40% ofits students qualify for reduced price or free school lunches. With such eco-nomic and social hardships facing them, the students and their families areable to benefit from the Fund by being provided with counseling on access-ing federal, state and private financial aid, as well as assistance in complet-ing the applications. Beyond this logistical support, the Fund also aims toprovide students with the financial resources to attend college or a voca-tional or technical school upon graduation. Hundreds of scholarships areawarded by the Fund each year, all of which are based on financial need aswell as a combination of the students’ academic achievement, attendance,community service, leadership, special talent or skills, participation in schooland community activities, and work experience. Over the past 19 years, theFund has awarded over $3 million to more than 2,000 T.C. Williams stu-dents to help fund their post-secondary education.

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�City Lights SchoolThe City Lights School was established in 1982 under the auspices of theChildren’s Defense Fund and is the first fully-accredited, private, non-profitspecial education school in D.C. The school caters to area youth, ages 12-22, who are battling mental and emotional challenges and cannot return tothe public school system. Through innovative programs consisting of indi-vidual and group therapy, remedial education, job training and placement,art enrichment, and even horseback riding, the children are taught to makepositive life choices and establish partnerships with trusted adults. The af-ter-school program, created in 2001, is aimed towards reducing truancy, raisingacademic scores and reducing delinquency rates. The students also receivevocational guidance to learn marketable skills that they can carry with theminto the working world. Over the past 23 years, the City Lights School hashelped over 1,800 of these challenged youths lead healthy, productive, andindependent lives.

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The SEED School of Washington, D.C.The SEED School opened its doors in 1998 with the mission of preparingDC’s inner-city youth for success in college and in the professional worldbeyond. SEED fulfills its mission by providing an intensive boarding edu-cation to its students, 85% of whom come from families with incomes belowthe federal poverty level. SEED students receive individualized attentionthrough an academic program which offers a two-year skills-focused, stan-dards-based curriculum, followed by a four-year college-preparatory curricu-lum. The school’s boarding program teaches students independence and lifeskills and encourages each student to assume personal responsibilities bymanaging their time, mentoring younger students and providing communityservice. In 2004, the School celebrated its first graduating class, with 100%of the graduates continuing on to a four-year college. The SEED Schoolcurrently serves over 300 minority students in grades seven through twelve.

“SEED helped me to

live my dream, which

was to be the first of

my family to go to

college.”

- Monique,SEED 2004 graduate

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Maya Angelou Public Charter School(The See Forever Foundation)The Maya Angelou Public Charter School, administered by the See ForeverFoundation, is a two-campus, alternative high school located in the Districtof Columbia. The School caters to youth who are at-risk for dropping out ofhigh school, committing crimes, and incarceration, and provides them withthe opportunity to develop the academic, social, and employment skills nec-essary for building rewarding lives and promoting positive change in theircommunities. In addition to having access to after-school tutoring andmentoring, each student participates in paid internships to develop profes-sional, academic, and money-management skills. The School also offers alife skills curriculum, which ensures that all students learn the skills neces-sary to make a successful transition from high school to college and theworkforce. See Forever’s role is to foster partnerships that support the stu-dents and the school; to develop operational and administrative systems thatallow school leaders to concentrate on students and instruction; to raise capitalto provide adequate programming for students; and to advocate both locallyand nationally for juvenile justice reform, urban education, and job training.Graduates of the school, on average, have raised their GPA from a D to a B,and nearly 70% of the students continue on to college.

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“I attribute my son’s success largely to the attention he hasreceived from the teachers and administrators at ThurgoodMarshall Academy. TMA’s staff works well with studentsand is always available to parents. I am deeply grateful forTMA and its effect in my son’s life.”

- Frances Lyles, TMA Parent

Thurgood Marshall Academy Public Charter High SchoolCreated by a group of Georgetown University law students and faculty mem-bers, the Thurgood Marshall Academy is the first law-related charter schoolin Washington, D.C. The Academy, which primarily serves low-income highschool students with extreme educational needs, prepares students for civicparticipation through the America’s Choice standards-based curriculum,which is embedded with lessons about law, democracy, and human rights.The school’s faculty utilizes teaching strategies that promote active partici-pation, fair and cooperative learning, respect for diverse perspectives, criti-cal thinking, and experiential learning. The Academy, which was charteredin 2000 by the D.C. Public Charter School Board, also provides after-schooltutoring, one-on-one mentoring, and Saturday academic and enrichment pro-grams.

Washington Jesuit AcademyThe Washington Jesuit Academy is a tuition-free middle school that offers aquality education to disadvantaged boys in the 6th, 7th, and 8th grades. Aca-demically-talented, adolescent boys from low-income families, regardlessof religious denomination, are provided with an education in a disciplined,rigorous learning environment. The Academy provides an all-day, all-yearcurriculum that offers students smaller-class sizes, supervised study withtutorial assistance and social service education. In just over 2 years, stu-dents have improved their standardized test scores by an average of 20 per-centile points. By building the boys’ confidence intellectually, emotionallyand physically, the Academy prepares them to become “men for others” whowill have the tools to succeed in college preparatory high school and be-yond. The Academy also offers team-building extracurricular activities suchas a soccer team, and chess, stock market and newspaper clubs. Since itsinception, the Academy has nearly tripled its enrollment to a current figureof 60 students and has achieved an impressive 97% attendance rate.

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“I was really falling down and Mr. Hicke didn’t give upon me. He told me to come to him after school, and hehelped me, every day. I didn’t think I could do this.But something changed. Mr. Ormiston says, ‘If a manknows how to control himself, then he doesn’t needothers to control him.’ I think he’s trying to teach us tobe young men. I don’t know, but I really like it here.

It’s like we’re something special.”

- Washington Jesuit Academy Student, Class of 2005

�High School Home Health Aide Training ProgramThe High School Home Health Aide Training Program was founded by aD.C. area physician who took the initiative to address a void in the healthcaresystem by recruiting high school students to fill it. These students – whomay not be on a track to attend college, but have an interest in health care –receive training to be home health aides and nursing assistants. This five-year old innovative program serves to address the current shortage of healthcare professionals, the needs of elderly and disabled patients, and the voca-tional needs of teenagers who would likely not further their education be-yond high school. The program is offered at no financial cost to the students;the Program absorbs all the costs for training materials and certification-testing for all participants.

Promoting Access to Health Care for Low Income Individuals

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The Foundation funds an Equal Justice Works fellow, Karla Hampton, whobegan her two-year legal fellowship in the Fall of 2004. Equal Justice Worksfellowships are innovative projects that are developed by recent law schoolgraduates to address critical needs in the community. The fellow is typicallybased at a public interest organization and receives support from that groupas well as training and support from Equal Justice Works itself. Karla Hamp-ton, based at the Legal Aid Society, works on enabling uninsured individualsin the District of Columbia to access health care by reducing barriers to en-rollment in and obtaining coverage for claims through the DC Health CareAlliance. The DC Health Care Alliance is a network of hospitals and clinicsthat contract with the District to serve uninsured low-income residents, whoare not eligible for Medicaid or any other health insurance. Since beginningher fellowship, Karla has represented individual clients in obtaining cover-age from the Alliance, has conducted a workshop on the DC Health CareAlliance for a DC Bar training program and testified at the DC Departmentof Health FY 2006 budget hearings.

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“In her time at Legal Aid, Karla has already made a huge dif-ference to DC’s uninsured. Through individual representationand client presentations, she has helped numerous residentsnavigate DC’s Health Care Alliance.

Legal Aid is thrilled to have her working for us and look for-ward to her future successes on behalf of one of DC’s most

needy populations.”

- Jennifer MezeySupervising Attorney

Legal Aid Society of the District of Columbia

“When I was fourteen, myfamily became just anotherstatistic – an uninsured,low-income African Ameri-can family relying on pub-lic benefits to survive. Thatyear, my father suffered astroke and could no longerrun the family business. . . .My commitment to healthcare justice stems fromthese childhood experiences. . . [In college,] I realizedthat the public health re-search I was involved inwould not significantly ben-efit low-income minorities,unless they are afforded ac-cess to medical treatmentand health services. Ishifted my acedemic andcareer focus to publichealth law and policy.“

- Karla HamptonCrowell & Moring Foundation’s

Equal Justice Works Fellow2004-2006

Crowell & Moring FoundationFinancial SummaryFor the Year Ended December 31, 2004

I. REVENUE Crowell & Moring LLP $250,000 Individual Donors 41,031 Investment Earnings and Other 1,161

292,193

II. GRANTS DISBURSED Asian American LEAD 7,500 Black Student Fund 5,000 Capital Partners for Education 10,000 City Lights School, Inc. 10,000 College Summit 5,000 EduSeed 2,600 Edward C. Mazique Parent Child Center 6,500 Equal Justice Works 28,000 For Love of Children 3,000 High School Home Health Aide Training Program 7,500 Lincoln Elementary School - Santa Ana Unified School District 2,500 Maya Angelou Charter School/See Forever Foundation 5,000 The Children’s Law Center 500 The High Tea Society 7,000 The Scholarship Fund of Alexandria 8,400 The SEED School of Washington, D.C. 2,500 Thurgood Marshall Academy 12,500 Thurgood Marshall Child Development Center, Inc. 2,000 Transitional Housing Corp. 3,000 Washington Jesuit Academy 7,500

136,000

III. EXPENSES 5,388

IV. EXCESS OF REVENUE OVER GRANTS AND EXPENSES 150,805

V. FUND BALANCE, DECEMBER 31, 2003 132,286

VI. FUND BALANCE, DECEMBER 31, 2004Restricted for Committed Grants 28,000Unrestricted 255,091

Total $283,091

4002THE CROWELL MORING

FOUNDATION

Officers:President: Susan M. HoffmanVice President: Jayne HelmigTreasurer: Kent R. MorrisonSecretary: George D. Ruttinger

Counsel:Charles Hwang

Board of Directors:Deborah C. ArbabiJohn T. Brennan, Jr.Gary R. EdwardsJayne HelmigClifford B. HendlerSusan M. HoffmanAndy LiuHerbert J. MartinMichael L. MartinezKent R. MorrisonMonica G. ParhamGeorge D. RuttingerMona R. Saunders

4002THE CROWELL MORING

FOUNDATION