Rising Stars STEM Pathways

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Executive Summary

Rising Stars STEM Pathways is a nonprofit in Louisiana that brings hands-on science, technology, engineering and math (STEM) learning to middle school students who have had the fewest chances to try it. We partner with Title I middle schools, where many students come from families with limited income, and we focus on the students least likely to see themselves in a STEM career, including girls and students who would be the first in their family to go to college.

Middle school is when many students decide whether they are "a math person" or "a science person." Students in well-funded schools often build robots, write code and run experiments in clubs and camps. Many of our students never get the chance, so they decide STEM is not for them before high school even begins. Our program changes that by bringing real equipment, trained STEM educators and STEM professionals straight to them.

With this grant we will run three parts of one program at three partner middle schools. In-school STEM Labs bring weekly hands-on lessons in coding, engineering and data into seventh grade science classes, reaching about 360 students in Year 1. After-school robotics and coding clubs give about 60 students a deeper path, ending in a regional robotics competition. A two-week summer STEM camp serves about 60 students. Field trips to STEM workplaces, volunteer mentors, family STEM nights and training for partner teachers tie it all together.

Our Year 1 budget is about $255,000, growing to about $317,000 by Year 5 as we add a fourth school. Each year's budget is planned to balance, with a small surplus each year. We have 4 paid staff in Year 1 (three full-time and one part-time) and 5 by Year 3.

We are asking the Riverbend Futures Foundation for $80,000 for one STEM educator, STEM kits and lab supplies, the summer camp, and robotics competitions and field trips. Partner schools pay a yearly fee, and local companies and donors give as well, so this grant is one part of a shared funding plan.

I am Kevin Thompson, the Executive Director. The numbers in this proposal are estimates based on the assumptions listed at the end, not promises.

Company Description

Rising Stars STEM Pathways is a nonprofit organization in Louisiana. We are a 501(c)(3) public charity (or a program of one, through a fiscal sponsor), governed by a volunteer board of directors. We will provide our IRS determination letter, board list and most recent financial statements with this proposal.

Our mission. To give every middle school student, no matter their zip code, the chance to build, code, experiment and discover that they belong in STEM.

What we believe. Ability in math and science is built, not born. Students learn STEM best with their hands, by trying, failing and trying again. A student who has met an engineer who grew up in their own town can picture becoming one. Teachers and families are our partners, and a program that leaves nothing behind in the school when it ends has not done its job.

How we started. Rising Stars began three years ago as a Saturday robotics club started by two engineers from a local plant and a middle school science teacher, using donated kits in a church fellowship hall. The club grew from 8 students to 35, and its first team competed in a regional robotics competition. Principals at three Title I middle schools asked whether we could bring the same hands-on learning into their classrooms during the school day, so every student could take part, not just those who could get a ride on Saturday. This proposal asks for support to do that for a full school year.

What we offer:
- In-school STEM Labs. Weekly hands-on lessons in seventh grade science classes, co-taught by our STEM educators and the classroom teacher, in three 10-week units: engineering design, coding and robotics, and data science.
- After-school robotics and coding clubs. Twice a week at each school, with a team from each school competing in a regional robotics competition.
- Summer STEM camp. Two weeks, five days a week, with projects, a college campus day and a showcase for families.
- STEM mentors and field trips. Volunteer engineers, technicians, nurses, scientists and programmers visit classes and clubs, and students take four field trips a year to STEM workplaces.
- Family STEM nights. Three evenings a year at each school where families build and experiment together and learn about STEM careers and high school course choices.
- Teacher training. Two workshops a year for partner teachers, so hands-on lessons continue in their classrooms after we leave.

How we are run. A seven-member volunteer board of directors oversees the organization and approves the budget each year. The board includes a chemical engineer, an information technology manager, a retired middle school principal, a community college instructor, a parent of a club member, a pastor and a certified public accountant. The Executive Director leads fundraising and partnerships, the STEM educators teach and run clubs, and an outside accountant reviews our books every year.

Where things stand today. All three partner principals have signed letters of support, and two local companies have pledged mentors and sponsorship. Before the school year begins, we will sign a short agreement with each school that covers class schedules, space, student safety, the partner fee and how we share results, and we will survey seventh graders and teachers at each school about their interests and what equipment the school already has.

Problem & Opportunity

Why this program is needed.

Jobs in science, technology, engineering and math are among the fastest-growing and best-paying in the country, and many of them are right here in Louisiana, in health care, energy, manufacturing, shipping and technology. Yet the students in our partner schools rarely get to do the hands-on work that makes STEM exciting, and many do not know anyone who works in these fields.

The gaps we see:
1. Little hands-on STEM. Many science classrooms in our partner schools do not have robotics kits, sensors, 3D printers or enough computers for coding. Teachers want to do more, but they have limited budgets and time to prepare hands-on lessons.
2. No after-school or summer options. Robotics teams, coding clubs and STEM camps can cost hundreds of dollars and need a ride. Many of our students have neither.
3. Few role models. Many students have never met an engineer, a programmer or a lab technician, and even fewer have met one who looks like them or grew up in their neighborhood.
4. Students decide early. By the end of middle school, many students have already decided whether STEM is for them, and that decision shapes which math and science classes they choose in high school.
5. The gap is wider for some students. Girls and students from families with limited income are less likely to take part in STEM activities outside school. National data from the National Science Foundation's National Center for Science and Engineering Statistics shows that women and several other groups remain underrepresented in many science and engineering jobs.

How we know students want this. In our Saturday club's first two years, 35 students joined and more than half came back the next year. When we ran a one-day robotics workshop at one partner school, 140 students signed up for 40 spots.

How we will show the need. Before we submit this proposal, we will add each partner school's share of students from families with limited income (from its Title I status and free or reduced-price meal data), its science and math test results compared with the state, from the Louisiana Department of Education's school report cards, and the results of our student and teacher survey about STEM interest and available equipment.

Who benefits first. Seventh graders at our three partner Title I middle schools, with sixth through eighth graders in clubs and summer camp, and especially girls and students who would be the first in their family to go to college.

Products & Services

What the grant will pay for and what we will do.

1. Bring STEM Labs into seventh grade science classes. Our two STEM educators co-teach with each school's seventh grade science teachers once a week, for three 10-week units a year:
- Engineering design. Students define a problem, sketch solutions, build a prototype, test it and improve it, such as a water filter or a bridge built to hold a set weight.
- Coding and robotics. Students program robots to follow a path, sort objects and respond to sensors, learning loops, conditions and debugging.
- Data science. Students collect real data with sensors, such as temperature, light or sound around their school, and make charts and draw conclusions.
Every lesson connects to the state science standards the teacher is already teaching, so it supports the class instead of taking time away from it. About 360 seventh graders take part in Year 1, about 120 at each school.

2. Run after-school robotics and coding clubs. Each school hosts a club twice a week for about 20 students in grades 6 to 8, with a snack. Clubs build robots, learn to code and prepare a team for a regional robotics competition, such as FIRST LEGO League or VEX IQ. At least half of each club's spots are held for girls and students who have not been in a STEM club before.

3. Hold a summer STEM camp. Two weeks, five days a week, for about 60 students, with daily projects, a day on a college campus, a visit from STEM professionals and a showcase for families on the last day. Breakfast, lunch and bus passes are included.

4. Connect students with STEM professionals. About 20 volunteer mentors from local companies, hospitals and colleges visit classes and clubs. Four field trips a year take students to STEM workplaces, such as a plant, a hospital lab, a port or a technology office.

5. Bring families in. Three family STEM nights a year at each school, where families build projects together and learn about STEM careers, high school course choices and free programs for their children.

6. Train teachers so the learning lasts. Two workshops a year for partner teachers on hands-on lessons and using the equipment. All equipment bought for each school stays at that school for teachers to use.

How we will measure results. Every student in STEM Labs and clubs takes a short survey at the start and end of the year about their interest in STEM, their confidence in math and science and whether they can picture themselves in a STEM job. Students complete a short skills check at the start and end of each unit. We count attendance, club completion, competition results, camp attendance, family night attendance and teacher training. With school permission, we look at partner schools' science results and at how many of our students sign up for advanced math or science courses in eighth and ninth grade.

Our Year 1 goals:
- About 360 students in STEM Labs, about 60 in clubs and about 60 at camp.
- At least half of club and camp students are girls.
- At least 75% of club students attend most meetings and finish the year.
- At least 70% of students show higher STEM interest or confidence at the end of the year than at the start.
- An average gain of at least 25 points on our unit skills checks.
- Every partner school sends at least one team to a regional robotics competition.
- At least 80% of partner teachers say they will keep using hands-on lessons on their own.
These are goals, and we will report our real results to the Foundation, including where we fall short.

Market Analysis

Who we serve and how many.

The students. Middle school students in grades 6 to 8 at Title I partner schools, where many students come from families with limited income. STEM Labs reach every seventh grader at each partner school. Clubs and camp are open to all students in the school, with outreach focused on girls, students who would be the first in their family to go to college and students who have never been in a STEM program.

Where we work. Three partner Title I middle schools in Year 1. Summer camp is held at one partner school and includes a day at a nearby college campus. In Year 3 we add a fourth school and a third STEM educator.

How many we will reach:
- Year 1: about 360 students in STEM Labs, about 60 in clubs and about 60 at camp.
- Year 2: the same three schools, with about 360 students in STEM Labs, 60 in clubs and 60 at camp, and our first returning club members as team leaders.
- Year 3: four schools, with about 480 students in STEM Labs, 80 in clubs and 80 at camp.
- Years 4 and 5: about 480 students in STEM Labs, 80 in clubs and 80 at camp each year.
Over five years we expect to reach about 2,160 seventh graders in STEM Labs, plus about 360 club seats and about 360 camp seats. Some students take part in more than one part of the program, so they may be counted more than once.

Who else benefits:
- Teachers. About 12 partner science teachers in Year 1 gain co-teaching support, training and equipment that stays in their classrooms.
- Families. Parents learn alongside their children at family STEM nights and learn which high school courses keep STEM doors open.
- Partner schools. Schools gain a hands-on STEM program, a robotics team and equipment, at a fraction of the cost of building one on their own.
- Local employers. Companies get to know the students who could become their future technicians, engineers and nurses, and their employees gain meaningful volunteer work.

How we will size the need before we submit. We will add each partner school's enrollment, its share of students from families with limited income and its science and math results from the Louisiana Department of Education's school report cards, plus local job data from the state workforce agency showing which STEM jobs are in demand in our region.

Competitive Landscape

Other options students have, and how we fit.

- Regular science classes. Our partner teachers work hard, but they have limited equipment and preparation time. We work inside their classes, not around them, and leave equipment and lessons behind.
- Paid STEM camps and private robotics teams. These are excellent but can cost hundreds of dollars and require transportation. Our program is free to students, with snacks, meals and bus passes for camp.
- National STEM programs and competitions. Robotics competitions and national STEM organizations offer great materials and events, but a school needs a trained coach, equipment and registration money to take part. We provide all three, and we enter our teams in these competitions.
- Online coding lessons. Free and useful, but many students lack a computer at home, and online lessons alone rarely build the confidence that comes from a teacher, a team and a real robot.
- Library and youth center programs. Some offer occasional STEM events. We partner with them and share equipment for summer events.

The gap we fill. In our partner schools, no other program brings weekly hands-on STEM into the school day for every seventh grader, adds a free after-school club and summer camp, connects students with local STEM professionals and trains teachers so the learning continues.

Our partners:
- Three partner Title I middle schools, which provide space, class time and a yearly partner fee.
- Two local companies, which provide volunteer mentors, host field trips and sponsor clubs.
- A nearby community college, which hosts a camp day and lends lab space for a family event.
- The local hospital, port and a technology office, which host field trips.
- The public library, which helps promote camp and shares space for summer events.
- A regional robotics competition organizer, which supports new teams and coaches.

Marketing & Sales Strategy

How students, families and supporters will find us and stay connected.

Reaching students:
- STEM Labs reach every seventh grader at each partner school during the school day, so no student has to sign up or find a ride to start.
- Students who enjoy the labs are invited to join the after-school club. Teachers recommend students who have shown interest but may not sign up on their own.
- Club and camp demonstrations at lunch, where team members show off their robots.
- Targeted invitations to girls and students new to STEM, with a girls' coding day each fall.
- Flyers and announcements through the school, and a simple website with sign-up forms.

Reaching families:
- All family materials in English and Spanish, and a call home to welcome every new club and camp family.
- Three family STEM nights a year at each school, with a meal and childcare.
- A showcase at the end of camp and at each competition, where families see what their children built.
- Partner churches, the library and community centers share our flyers.

Keeping students engaged:
- Teams and projects with a goal: a working robot, a competition, a showcase.
- Club members earn roles, such as builder, programmer and team captain, and returning members become team leaders.
- When a club member misses two meetings in a row, the coordinator calls home.

Reaching supporters. Local companies are invited to sponsor a club, a camp week or a field trip, and their employees to become mentors. Every sponsor receives a short report and photos (shared only with photo permission). We share results with the schools and our funders twice a year.

Outreach budget. Outreach and evaluation together are about $5,000 a year in Year 1, growing about 4% a year. Family STEM nights and teacher training are about $6,000. Banners, flyers and the website are paid for once from startup money ($1,200).

Operations Plan

How the program will be carried out.

Timeline for Year 1:
- Months 1 and 2 (summer): Sign partnership agreements with all three schools, hire the STEM educators, buy and test the laptops, robotics kits and lab equipment, recruit mentors, run background checks and plan the first unit with partner teachers at a summer teacher workshop.
- Month 3 (start of school): Survey students and teachers, launch STEM Labs and start clubs.
- Months 3 to 5: Engineering design unit in STEM Labs. Clubs build their first competition robots. First family STEM night and first field trip.
- Months 6 to 8: Coding and robotics unit. Clubs compete in the regional robotics competition. Second family STEM night, second field trip and a winter teacher workshop.
- Months 9 to 10: Data science unit. Third family STEM night and two more field trips. End-of-year surveys and skills checks.
- Months 11 and 12 (summer): Two-week summer STEM camp and showcase. Year-end report to funders and schools, and planning for Year 2.

Staffing and schedule. Each STEM educator is assigned to one or two schools and teaches STEM Labs during the school day, then runs clubs after school. Our part-time Program Coordinator handles sign-ups, permission forms, attendance, snacks, buses and supplies.

Space. STEM Labs take place in each school's seventh grade science classrooms, and clubs meet in a science classroom after school, at no cost under our agreements. Summer camp is held at one partner school. Our small office is shared space at a partner church.

Equipment. We buy about $18,000 of equipment once at the start: twenty-four student laptops with a charging cart ($8,400), twelve classroom robotics kits ($4,800), two 3D printers ($1,800), and portable science lab equipment such as digital microscopes, sensors and probes ($3,000). Equipment rotates between schools on a set schedule. After Year 1, we set aside about $3,000 to $4,000 a year to replace and add equipment, and kits bought for each school stay there.

Supplies and camp. STEM kits, robotics parts and lab supplies are about $22,000 a year in Year 1. Summer camp, including meals, materials, bus passes and a college campus day, is about $12,000. Robotics competition registration, team supplies and field trip buses are about $10,000.

Student safety. Every staff member and mentor passes a background check before working with students, where the law allows. Mentors visit only during scheduled activities with our staff present, and are never alone with a student. We collect signed parent permission forms for clubs, camp, every field trip and photos. Staff do not contact students through personal social media. Lab work follows the school's science safety rules, with safety glasses and adult supervision for tools, 3D printers and soldering.

Student information and privacy. We share only total results with funders, never students' names. Surveys and skills checks are kept in a secure, password-protected system. We look at school test results or course sign-ups only as totals provided by the school, under the district's policy and federal student privacy law (FERPA).

Records and reporting. Grant money is tracked separately so we can show each funder how their money was spent, and an outside accountant reviews our books every year. We report results to each school and our funders twice a year.

Management & Organization

Who leads the organization.

Kevin Thompson, Executive Director. Kevin leads the organization, raises money, manages grants and school partnerships, supervises staff and reports to the board. He worked 12 years as a process engineer at a local plant and co-founded our Saturday robotics club. Planned salary: $58,000 a year.

STEM Educators. Co-teach STEM Labs, run after-school clubs and coach robotics teams, lead summer camp and help train partner teachers. This role requires teaching or youth program experience in a STEM subject and a background check. Two educators in Years 1 and 2 and three from Year 3, at a planned salary of $46,000 each. The Riverbend Futures Foundation grant would support one of these educators.

Program Coordinator (part-time). Handles sign-ups, permission forms, attendance, snacks, buses, equipment tracking and family night planning, about 25 hours a week. Planned pay: $24,000 a year.

Pay figures include payroll taxes and workers' compensation insurance.

Staff in each year: 4 paid staff in Years 1 and 2 (three full-time and one part-time), and 5 from Year 3 on.

Volunteers. About 20 volunteer STEM mentors in Year 1, plus volunteers who help at family nights, competitions and camp.

The board. A seven-member volunteer board approves the budget, reviews results twice a year and helps raise money. Board members serve three-year terms. The board's certified public accountant chairs the finance committee.

People who help us. An outside accountant who reviews our books every year, an attorney who reviews our school agreements once, an insurance agent who understands youth programs, and an advisory group of two partner science teachers, a parent and a STEM professional, who meet each semester to tell us what is working.

Training. STEM educators attend at least one STEM teaching training a year and complete coach training for the robotics competition.

Money management. Grant money is tracked separately for each funder. The Executive Director and a board member must both approve any payment over $2,500.

Milestones Narrative

Our goals for each year and how we will measure them.

- Year 1: Run STEM Labs, clubs and camp at three partner schools, reaching about 360 students in STEM Labs, 60 in clubs and 60 at camp. Send a team from every school to a regional robotics competition. A balanced budget of about $255,000, with a small surplus of about $7,400. 4 paid staff.
- Year 2: Continue at three schools, with returning club members as team leaders and more lessons taught by partner teachers on their own. Grow corporate partners. A balanced budget of about $259,000, with a small surplus of about $7,600. 4 paid staff.
- Year 3: Add a fourth school and a third STEM educator, reaching about 480 students in STEM Labs, 80 in clubs and 80 at camp. A balanced budget of about $309,500, with a small surplus of about $7,900. 5 paid staff.
- Year 4: Continue at four schools. Our first STEM Lab students reach high school, and we track how many choose advanced math and science courses. A balanced budget of about $313,000, with a small surplus of about $7,200. 5 paid staff.
- Year 5: Run a steady four-school program, share our lessons with other schools and report five years of results. A balanced budget of about $317,000, with a small surplus of about $6,700. 5 paid staff.

What we measure:
- Students in STEM Labs, clubs and camp, and their attendance.
- The share of club and camp students who are girls or new to STEM.
- STEM interest and confidence surveys at the start and end of each year.
- Skills checks at the start and end of each unit.
- Robotics competition participation and results.
- Family night attendance and teacher training.
- Lessons partner teachers teach on their own.
- With school permission, total science results and sign-ups for advanced math and science courses.

How we review results. The STEM educators review attendance and skills checks after every unit. Each semester, staff, partner teachers and our advisory group review results together and change what is not working. Twice a year, the board reviews results and we share them with our funders and the schools. Every number in this plan is a goal, and we will report what really happens.

Funding Request

What we are asking for, and how the money will be used. Our request: $80,000 from the Riverbend Futures Foundation for one STEM educator, STEM kits and lab supplies, the summer STEM camp, and robotics competitions and field trips, for August 2027 through July 2028.

The request is spread across these budget lines:
- Personnel: STEM Educator salary, $46,000.
- Supplies: STEM kits, robotics parts and lab supplies, $18,000 (other funds add $4,000).
- Other: Summer STEM camp meals, materials and buses, $10,000 (other funds add $2,000).
- Other: Robotics competition registration and field trip buses, $6,000 (other funds add $4,000).

Other money in the program. School partner fees, other grants, corporate partners and donations pay the second STEM educator ($46,000), the other $10,000 of supplies, camp, competitions and field trips, plus the Executive Director's salary ($58,000), the part-time Program Coordinator ($24,000), teacher training and family STEM nights ($6,000), outreach and evaluation ($5,000) and administration and insurance ($15,000).

Year 1 budget: about $255,000, planned to balance with a small surplus (about $7,400 after the yearly wear on equipment). Year 1 money coming in: grants $195,000 (this request plus other grants we are applying for), school partner fees $24,000 (three schools at $8,000 each) and corporate partners and donations $36,000. Year 1 costs: Executive Director $58,000; two STEM educators $92,000; Program Coordinator $24,000; STEM kits, robotics and lab supplies about $22,000; summer STEM camp about $12,000; robotics competitions and field trips about $10,000; teacher training and family STEM nights about $6,000; outreach and evaluation about $5,000; administration and insurance about $15,000; and about $6,400 a year for the wear on equipment.

One-time startup costs. Startup costs of $25,000 are paid once from startup money, not from the yearly budget: $18,000 of equipment (student laptops and a charging cart, robotics kits, 3D printers and portable lab equipment), $3,000 for supplies for the first two classroom units, $1,500 for accounting setup and a review of school agreements, $1,200 for banners, flyers and a website, and $1,300 for the first background checks and insurance payment.

How we got our startup number. The Funding Need Calculator in this plan adds the startup costs ($25,000) and a cash cushion of about $61,000, which is about three months of Year 1 costs. That comes to $86,000. We start with $20,000 of our own savings and $70,000 in startup support from two local companies and our board, $90,000 in all, which covers that amount.

The next five years. Our budget grows from about $255,000 in Year 1 to about $317,000 in Year 5. Grants are planned at $195,000, $193,000, $225,500, $221,000 and $217,000 in Years 1 to 5. School partner fees grow from $24,000 to $32,000 when we add a fourth school, and corporate partners and donations grow from $36,000 to $68,000. We add a third STEM educator in Year 3. Grants fall from about 76% of our income in Year 1 to about 68% in Year 5.

Savings. We plan to keep several months of costs in savings. The lowest year-end balance in the plan is about $75,400, at the end of Year 1. Some grant payments and school fees arrive after we bill, so we plan for about $7,650 owed to us at the end of Year 1.

After the grant. We will grow corporate partnerships with local employers who want a future STEM workforce, ask partner schools to keep paying a yearly fee as they see results, and grow individual donors through showcases and competitions. Equipment and lessons stay in partner schools, and trained teachers keep teaching hands-on STEM, so part of the program lasts even without new funding.

Risks and how we will handle them:
- Class schedules change. We plan units with teachers before each semester and can move lab days within the week.
- Equipment breaks or goes missing. Each kit is labeled and checked out, and we keep a yearly equipment budget for repairs and replacement.
- Students stop coming to clubs. The coordinator calls home after two missed meetings, and team roles and competitions keep students invested.
- A STEM educator leaves. Lessons are written down and shared, partner teachers are trained, and we keep a list of qualified applicants.
- A grant or a corporate partner ends. We keep savings and grow partners and donors each year.

If you are just starting. A new organization can begin before it has its own 501(c)(3) status through a fiscal sponsor: an established nonprofit that receives grants for you and passes them to your program, usually for a fee (commonly around 5% to 10% of the grant, sometimes more; ask before you agree). Another way is to start smaller: one after-school robotics club at one school with donated kits and volunteer engineers, tracked carefully. Strong results from a small start make larger grants easier to win.

Appendix Notes

Documents to attach with this proposal:

- Your IRS 501(c)(3) determination letter, or your fiscal sponsor agreement.
- Your most recent financial statements and your current year budget.
- A list of your board members and what each one does.
- Signed letters of support or partnership agreements from each partner school.
- Letters of support from corporate partners, the community college and field trip hosts.
- Your STEM Labs unit outlines and how they connect to state science standards.
- Your student survey and skills check, and results from past programs shown as totals.
- Your student safety policy, background check policy, lab safety rules and permission forms.
- Resumes for your Executive Director and job descriptions for the STEM educators.
If you don't have any of this yet, no worries - let's continue.

The assumptions behind our numbers (change them in the Financials section to match your own):
- Grant Revenue: $195,000 in Year 1, then $193,000, $225,500, $221,000 and $217,000.
- School Partner Fees: $8,000 per school each year; $24,000 in Year 1 (three schools), growing to $32,000 (four schools).
- Corporate Partners and Donations: $36,000 in Year 1, growing to $68,000.
- Pay (a full year, per person, including payroll taxes and workers' compensation): Executive Director $58,000, STEM Educator $46,000 (two in Years 1 and 2, three from Year 3), Program Coordinator (part-time) $24,000.
- Other yearly costs in Year 1: STEM Kits, Robotics and Lab Supplies $22,000, Summer STEM Camp $12,000, Robotics Competitions and Field Trips $10,000, Teacher Training and Family STEM Nights $6,000, Outreach and Evaluation $5,000, Administration and Insurance $15,000. These grow between 4% and 5% a year.
- Equipment: $18,000 at the start, then $3,000 to $4,000 a year.
- Startup costs: $25,000, paid once from $90,000 in startup money.
- About 3% of each year's income is still owed to us at year end.
- Tax: none, as a nonprofit.
- Every dollar amount is an estimate. Replace them with your own quotes and real budget.

Startup Costs