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Curious Altruism
Curious Altruism Curious Altruism Curious Altruism
Curious Altruism
Our Mission
We are a 501c3 nonprofit
We prevent child neglect and heal the damage it causes by equipping families with critical education and support to build stable, thriving environments.
Our Vision
Vision Statement
Curious Altruism envisions a future in which all children and families are equipped with the knowledge, resources, and structured support necessary to prevent child neglect and promote long-term well-being.
We are committed to fostering the cognitive, social, and motivational capacities required to recognize risk factors, intervene responsibly, and sustain protective environments for children.
We affirm that every child — regardless of race, gender identity, religion, national origin, or intellectual ability — is entitled to dignity, respect, equitable opportunity, and consistent care.
Our Values
Unity, Solidarity, Accountability, and Respect
Problem
Statement of Need
Child neglect and maltreatment are associated with increased risk of adverse outcomes, including exposure to violence, exploitation, chronic health conditions, and long-term economic instability. These issues are not confined to one geographic area; they persist across multiple states and have done so for decades.
The Annie E. Casey Foundation’s annual KIDS COUNT Data Book evaluates child well-being across all 50 states using indicators in economic well-being, education, health, and family and community context. In recent years, the lowest-performing states overall have included Alabama, Arizona, Arkansas, Louisiana, Mississippi, Nevada, New Mexico, Oklahoma, Texas, and West Virginia. New Mexico ranked last overall for four consecutive years.
According to recent KIDS COUNT data for New Mexico:
- 25% of children live in households where parents lack secure employment
- 34% of children live in single-parent households
- 16% of children live in poverty, with 8% residing in areas of concentrated poverty
- 70% of fourth graders are not proficient in reading
- 73% of eighth graders are not proficient in mathematics
- 31% of children and adolescents ages 10–17 have obesity
Comparable trends are reflected in other low-performing states.
The New Mexico Public Education Department’s 2025 summative assessment data indicate literacy proficiency rates of 44% for grades 3–8 and 41% for grades K–2. While these figures represent improvement, overall proficiency remains below national benchmarks.
Nationally, literacy challenges remain significant. According to the National Literacy Institute (2024):
- 21% of U.S. adults are functionally illiterate
- 54% of adults read below a sixth-grade level
- Low literacy proficiency is estimated to cost the U.S. economy up to $2.2 trillion annually
Research consistently demonstrates that adult literacy levels influence children’s literacy development, reinforcing intergenerational patterns.
Educator Workforce and Instructional Impact
Despite recent increases in teacher compensation and reductions in administrative burden, educator burnout remains a documented concern nationwide. Historically, New Mexico has experienced one of the highest teacher turnover rates in the country, reaching approximately 23% in prior reporting years.
The Southwest Outreach Academic Research (SOAR) Center at New Mexico State University publishes an annual Educator Vacancy Report. The 2025 report shows modest improvements in overall vacancy rates; however, persistent shortages remain in high-need areas such as special education and elementary education.
Early literacy instruction is foundational. Research indicates that gaps in early reading instruction may require multiple years of remediation. Students receiving special education services often require significantly more structured practice cycles to achieve mastery compared to their general education peers. Sustained workforce instability in early education settings directly impacts literacy outcomes.
Literacy proficiency is strongly correlated with long-term educational attainment, economic mobility, and health outcomes.
Financial Literacy and Intergenerational Modeling
The National Education Association reports that many adults lack foundational knowledge in personal finance, including banking, credit, debt management, and savings practices. Educational research, including Bandura’s Social Learning Theory, suggests that children learn behaviors and values through observation and modeling. When adults lack financial literacy, opportunities for intergenerational modeling of economic competence may be limited.
Evidence indicates that structured personal finance instruction in schools contributes to improved long-term financial behavior, increased critical thinking, and better understanding of economic systems.
Health and Obesity
According to the Centers for Disease Control and Prevention (CDC), childhood obesity is associated with increased risk of high blood pressure, type 2 diabetes, and long-term chronic disease. Adults with obesity face elevated risks of cardiovascular disease, diabetes, and certain cancers.
The CDC estimates that obesity-related healthcare costs in the United States total approximately $173 billion annually. Additionally, national data indicate that only 2 in 5 young adults meet weight and fitness standards for military basic training, demonstrating broader implications for workforce and national readiness.
Conclusion
The data indicate persistent gaps in literacy, economic stability, educator workforce capacity, and health outcomes — both in New Mexico and nationally. These intersecting challenges require structured, evidence-based, preventative approaches that strengthen foundational competencies in literacy, health literacy, financial literacy, and resilience.
Curious Altruism develops integrated programming designed to address these interconnected deficits through structured instruction, skill development, and community capacity-building.
Additional state-level data can be accessed through the Annie E. Casey Foundation’s KIDS COUNT Data Book.
Solution
Our projects are designed to end these problems. With the right amount of time and the right resources, we believe that we can end child maltreatment. Please refer to our projects page for more information.
Our Story
Curious Altruism was not created in theory — it was shaped by lived experience.
In my early years as an educator, I saw firsthand the gap between what children need to thrive and what many families and teachers have access to. During my first five years of teaching, financial constraints made it difficult to model the healthy lifestyle I believed students deserved to see. At times, I exchanged cleaning services for gym access. I did my best to prioritize vegetables and vitamins, but I lacked the financial literacy and economic stability to build sustainable health practices.
Looking back, I recognize that my challenges began long before my teaching career.
As a child, I struggled with math, reading, and writing. I was bullied. I did not fully understand how literacy, health, civic knowledge, and economic understanding connect to personal power. Over time, I began asking deeper questions: Why do some communities thrive while others struggle? Why do some children grow up surrounded by literacy, structure, and opportunity, while others do not?
Through mentors and self-study, I discovered the role of civic literacy, constitutional principles, political science, motivational psychology, and climate sciences in shaping communities. I came to understand that literacy — in all its forms — is foundational to human dignity and democratic participation.
Later, during a period of personal discouragement, I was encouraged to develop physical strength as a way of reshaping my mindset about struggle. Training in a gym environment introduced me to discipline, resilience, and the idea that health is not a luxury — it is a foundational right that supports one’s pursuit of life, liberty, and opportunity.
When I entered the classroom, the disparities were unmistakable. Students whose families could model literacy, nutrition, financial stability, and structured routines consistently demonstrated stronger academic outcomes. Students without that modeling often faced compounded barriers.
At the same time, many educators — myself included — were navigating financial strain, housing instability, burnout, and limited access to structured health education. These realities made it increasingly clear that academic instruction alone is not enough. Literacy outcomes are inseparable from economic literacy, health literacy, and environmental literacy.
The COVID-19 pandemic intensified this understanding. Public health, immune resilience, economic preparedness, and access to accurate scientific information became immediate and urgent concerns. It became evident that scientific literacy — including understanding nutrition, public health systems, climate science, and environmental sustainability — is essential for informed decision-making.
Climate and environmental literacy, in particular, is deeply connected to child well-being. Agricultural practices affect food quality and water systems. Greenhouse gas emissions influence public health and long-term environmental stability. Understanding aquifer sustainability, soil health, and responsible consumption practices allows families to make decisions that support both personal health and ecological stewardship.
Similarly, personal financial literacy is foundational to long-term stability. Without knowledge of budgeting, credit systems, savings, investment principles, and economic policy, families remain vulnerable to cycles of instability. Economic and personal financial literacy empowers individuals to build generational resilience rather than react to crisis.
Curious Altruism was built from this realization:
Child well-being depends on integrated literacy — academic, financial, civic, health, and environmental.
Today, our work focuses on equipping children, families, and educators with the knowledge and structured support necessary to prevent educational neglect and strengthen long-term independence. By integrating evidence-based educational practices with health education, financial literacy, environmental literacy, and climate systems awareness, we aim to address root causes rather than just surface-level symptoms.
What began as personal struggle evolved into a structured commitment: to ensure that children and families have access to the knowledge systems that create stability, dignity, and opportunity.
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Curious Altruism
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