Why Give

Tuition-free for Scholars and families, Steppingstone’s transformative work depends on your support.

The reasons that donors support us range from the most personal to the most principled. Some have seen the difference we make at very close range, in their own lives or in the lives of young people they care about. Some have seen it in the school communities that benefit from the diversity of students we prepare to thrive and succeed.

Others look at Steppingstone and see us as an engine of opportunity and social change, helping to remedy systemic problems, such as the educational inequities and divides in our society. Still others evaluate us in terms of the return on their philanthropic investment. They measure us by our results: Did Scholars fare better? Graduate high school at higher rates? Earn college degrees, more often and in less time than peers from similar backgrounds?

The fact is: All of those reasons are sound, when it comes to giving to Steppingstone. Our work does change individual lives in powerful and deeply personal ways. It does make school communities and college campuses more diverse, equitable, and inclusive. It does address some of the biggest and most intractable social problems we face–closing gaps, opening opportunities, and assuring that underrepresented or underserved students get a fairer shake and a fairer shot in life.

To put it all in its simplest terms, our work does what it sets out to do. Of the Scholars who complete Steppingstone’s rigorous programs of academic preparation, 99% graduate from high school, 92% enroll in four-year colleges, and 80% earn a bachelor’s degree within six years. In comparison, only 44% of Boston district graduates who enroll in a four-year college earn their degree within seven years.* Consider that more than 1,800 Scholars have completed our program to date, and you’ll get a sense of why so many donors think Steppingstone’s work matters, merits their support, and meets their most personal and philosophical reasons to give.









*Statistic source: Northeastern University, Center for Labor Market Studies, 2013; excludes public exam school graduates.

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