Programs

  • Program 1 [2020]

    COLUMBUS EARLY LEARNING CENTERS (CELC) HAS OVER 130 YEARS OF HISTORY PROVIDING HIGH QUALITY, AFFORDABLE EARLY LEARNING AND CHILDCARE IN CENTRAL OHIO. THIS RICH HISTORY PLACES CELC AMONGST THE OLDEST EARLY CHILDCARE PROGRAMS IN THE COUNTRY. ON JANUARY 23,1887, CELC BEGAN PROVIDING SERVICES AT 65 S. FOURTH STREET WITH THE GOAL OF ADVANCING THE LIVES OF WORKING WOMEN. DURING THE FIRST YEAR OF OPERATION, FAMILIES WITH ONE CHILD PAID 5 CENTS PER DAY AND THOSE WITH THREE CHILDREN PAID 12 CENTS PER DAY. THROUGH THE YEARS, CELC'S MISSION OF "DOING WHAT IT TAKES TO DELIVER THE BEST EARLY LEARNING EXPERIENCES AND FAMILY SUPPORT SO EVERY CHILD SUCCEEDS IN SCHOOL AND IN LIFE" REMAINS THE SAME. TO FULFILL IT'S MISSION, CELC CURRENTLY OPERATES FOUR LOCATIONS IN COLUMBUS;(CONTINUED ON SCHEDULE O) ON BROAD STREET, MAIN STREET, MYRTLE AVENUE, AND CHAMPION AVENUE IN THE POINTDEXTER VILLAGE COMMUNITY. OF THE OVER 200 CHILDREN THAT ARE SERVED AT THE FOUR CENTERS EACH YEAR, NEARLY 75% LIVE BELOW 150% OF THE FEDERAL POVERTY LEVEL. IN ADDITION, 85% COME FROM A SINGLE PARENT HEADED HOUSEHOLD AND 95% RECEIVE PUBLIC ASSISTANCE OR A CELC SCHOLARSHIP TO HELP MAKE EARLY CHILDHOOD EDUCATION AND CHILDCARE ACCESSIBLE AND AFFORDABLE. APPROXIMATELY 64% OF THE STUDENTS SERVED ARE AFRICAN AMERICAN, 21% ARE WHITE, 12% BI- RACIAL, 2% ARE HISPANIC AND 1% OTHER. CELC PRIDES ITSELF ON SERVING AS MANY CHILDREN FROM THE COMMUNITY AS WE CAN, ENSURING CHILDREN GRADUATE ON TO KINDERGARTEN PREPARED BOTH ACADEMICALLY AND SOCIALLY.
    Geographies
    Not indicated
    Dates
    Jan 1, 2020 – Dec 31, 2020
    Source
    990
    No causes provided
    No populations provided
    –
    $2.7M

  • Columbus Early Learning Centers

    COLUMBUS EARLY LEARNING CENTERS (CELC) HAS BEEN PROVIDING HIGH-QUALITY EARLY LEARNING AND AFFORDABLE CARE TO OUR CITY'S CHILDREN SINCE 1887. CELC'S SERVICES MAKE IT POSSIBLE FOR PARENTS TO WORK OR ATTEND SCHOOL, WHILE CHILDREN ARE CARED FOR IN EDUCATION-FOCUSED CLASSROOMS STAFFED BY HIGHLY QUALIFIED EARLY CHILDHOOD TEACHERS.CHILDREN SERVED ARE: 18% WHITE, 61% BLACK, 14% MULTI-RACIAL, 6% HISPANIC. (72% IDENTIFY AS PERSONS OF COLOR). CHILDREN ENROLLED FOR AT LEAST 90 DAYS ARE ASSESSED USING TEACHING STRATEGIES GOLD. TEACHERS ENTER DATA INTO THE SYSTEM AFTER CONDUCTING OBSERVATIONS, AND INDIVIDUAL RESULTS ARE COMPARED TO WIDELY HELD EXPECTATIONS (WHE) IN SIX DIFFERENT DOMAINS, SUCH AS SOCIAL-EMOTIONAL DEVELOPMENT, COGNITIVE ABILITY, AND LITERACY SKILLS. SUCCESS IS DEFINED AS THE CHILD MEETING OR EXCEEDING WHE IN AT LEAST FOUR OF SIX DOMAINS. OUR GOALS ANNUALLY ARE THAT MORE THAN 80% OF OUR CHILDREN ARE MEETING OR EXCEEDING THE WHE. IN ADDITION, 95% OF CEL''S GRADUATING STUDENTS DEMONSTRATE KINDERGARTEN-READINESS COMPARED TO JUST 35.4% STATEWIDE. IN 2024, VOLUNTEERS CONTRIBUTED $ 34,737.58 IN ECONOMIC VALUE.
    Geographies
    Not indicated
    Dates
    Jan 1, 2024 – Dec 31, 2024
    Source
    990
    No causes provided
    No populations provided
    –
    $5.4M