Our History
Everybody Wins! is a national non-profit organization devoted to increasing children’s prospects of success in school and in life through one-to-one reading experiences with caring mentors. In 1991, Arthur Tannenbaum and four volunteers began reading aloud to students at a local Manhattan elementary school during their lunch hour. This seemingly small act has grown into a national movement. In 13 States and Washington, D.C. Everybody Wins! affiliate programs link businesses and schools, providing mentoring to over 12,000 low-income children annually.
In 2000, Everybody Wins! Los Angeles began with a similarly small but dedicated group in downtown Los Angeles. Everybody Wins! LA began to expand in 2003, adding schools and corporate reading partners. Today, we serve seven Title I elementary schools in Los Angeles County and work with 17 reading partners. In our 12th year of service, our team aims to support our existing schools, expand our reach, and expand our services to the community.
How Does Everybody Win?
Students win by receiving the attention they need to develop literacy skills, build confidence, and cultivate a lifelong love of reading.
Volunteers win by making a positive change – in their students’ lives and their own lives.
Schools win by seeing improvement in their students’ literacy skills without taking on additional cost.
Companies win by offering a meaningful, turnkey volunteer experience to their employees, and by building relationships with the community.
Mission, Vision, & History Statement (PDF)
View our brochure (PDF)
Our Results
Everybody Wins! programs have been proven to have a positive impact on the low-income children we serve.
Everybody Wins! Los Angeles conducted two surveys of teachers whose students participated in Power Lunch during the 2011-2012 school year. The surveys were administered at the beginning and end of the school year. The following is a summary of key findings.
Power Lunch Student Improvement
- 87% of students showed measurable gains in one or more of the following categories: enthusiasm for books and reading, vocabulary, listening comprehension, self confidence, ability to articulate thoughts or reading ability.
- 79% of students showed measurable gains in one or more reading-related categories: vocabulary, listening comprehension, and reading ability.
- 71% of students showed measurable gains in one or both social-emotional categories: ability to articulate thoughts and self-confidence.
Student Improvement During 2011-2012 School Year
