TGR Foundation, the charity started by Tiger Woods in 1996, is marking 30 years of work. In this episode of the Charity Charge Show, Stephen Garten talks with CEO Cyndi Court about how the foundation evolved from early golf clinics into a high-discipline education model built to scale.
This is not a feel good story with vague impact claims. It is a practical conversation about what it takes to build a repeatable program, measure outcomes, standardize delivery, say no to distractions, and expand without breaking what works.
If you run a nonprofit under $1M in revenue and feel pulled toward growth, this episode offers a clear warning and a better path.
Overview
The origin story: from 1996 to a post 9/11 pivot
TGR Foundation began in 1996 as Tiger Woods turned pro, shaped by family values centered on “sharing and caring.” In the early years, the work looked like what most people would expect: golf clinics and exposure to the game for youth from under-resourced communities.
Then 9/11 changed the direction.
Cyndi shares the moment Tiger drove home instead of flying, reflected on what mattered most, and returned to a core belief: education changes trajectories. He wanted the foundation to go deep in the community where he grew up, not spread thin across a dozen initiatives.
That decision created the foundation’s defining strategy: build a model that works in one place, then scale it with discipline.
What is a Learning Lab, and why it matters
A Learning Lab is not a school. It is not a drop-in center. It is a purpose-built education facility with structured programming designed to move measurable outcomes in a young person’s life.
The original Learning Lab in Anaheim, California has been operating for 20 years. It is a 35,000 square foot facility that feels more like higher education than a traditional youth program site. It sits beside the golf course where Tiger learned to play, and still serves students from the high school he attended.
The model is intentionally designed to be:
- Safe, welcoming, and youth-centered
- Structured, with clear curriculum and outcomes
- Free for young people and families
- Built for both day programming and after school community
The three pillars: STEAM, health and well-being, and career readiness
TGR Foundation organizes its Learning Lab work into three pillars.
1) STEAM educational enhancement
This pillar uses hands-on curriculum to deliver learning students may not get in school. Cyndi shares examples like forensic science (with deductive reasoning and teamwork), marine biology, drones, rockets, and robotics.
The key point is not the “fun.” The key point is that fun is used as the delivery vehicle for structured learning, career exposure, and durable skills.
2) Health and well-being
Students get access to activities, mentorship, and community. Golf is a major component in Anaheim, and the Philadelphia Learning Lab includes simulator access during winter months.
This pillar also includes mindfulness and the simple but overlooked benefit of belonging.
3) Career and college readiness
Cyndi explains that the foundation expanded this pillar over the last two years. The goal is not just graduation. The goal is graduation plus a real plan, with exposure to careers, practical readiness, and confidence to take next steps.
Why TGR added the “A” in STEAM
Cyndi addresses a modern reality: AI is changing what entry-level technical work looks like. Some early technical tasks are becoming assisted or automated. What does not get replaced so easily is curiosity, creativity, and original thinking.
That is why the foundation added arts into STEM. In practice, this includes things like music production and podcasting, plus real work-based learning, like students taking over social media channels at the Anaheim Learning Lab.
This is the right move. Technical skills matter, but creativity is what separates users from builders.
Scaling done right: what has to be true before you expand
Stephen raises a real issue: most nonprofits are small, and many try to scale too fast. Cyndi’s answer is direct. TGR spent years making sure the model worked before scaling.
Here is what she highlights as “must haves” before expansion:
1) A proven model in one location
You do not scale a theory. You scale a system that works.
2) Standardized curriculum and delivery
Every Learning Lab must deliver the core program model. Local leadership cannot rewrite the mission because it feels exciting. There is room for community-specific additions, but the backbone stays consistent.
3) Infrastructure that scales
Cyndi explains they invested in a modern technology and analytics platform built on Salesforce, and moved both Philadelphia and Anaheim onto the same system.
This matters because trying to “standardize later” is how you end up with five locations operating like five different organizations.
4) Outcome measurement, not just activity reporting
They built a theory of change and layered measurement onto it, including pre and post checks tied to curriculum outcomes and student confidence.
Measurement is expensive. It is also unavoidable if you want serious funding and responsible growth.
Durable skills: the missing piece in youth development
Cyndi does not romanticize “soft skills.” She reframes them as durable skills and builds them into curriculum.
Examples discussed:
- Working in teams and resolving conflict
- Leadership responsibility through roles inside the Learning Lab
- Learning to fail and recover, not panic and quit
- Mentor relationships that reinforce resilience and self-belief
She also points to a hard truth: loneliness and isolation are rising among young people. Physical community spaces where students build real relationships are not optional. They are protective.
Partnerships: how to say no without losing the mission
Nonprofits often chase partnerships because they feel like progress. Cyndi gives a more disciplined approach:
- Set guiding principles before you are overwhelmed with inbound asks
- Say no more than you say yes
- Avoid mission creep by returning to the theory of change
- Do not duplicate what already exists locally
- Design community-specific additions only when they solve real local gaps
This is old-school leadership, and it works.
Earned revenue done right: the role of TGR Live
A standout part of the episode is how the foundation funds its work through a supporting organization, TGR Live.
TGR Live runs major golf events that generate proceeds for the foundation. Cyndi describes it as a separate structure with different operational work, but aligned governance and a clear financial connection back to the mission.
It is a strong example of earned revenue that fits the brand and supports the programs without distorting priorities.
Board strength is not optional
Cyndi draws a straight line between board quality and organizational success.
A strong board:
- Pushes back and asks hard questions
- Demands transparency
- Understands nonprofit finance realities, especially restricted vs unrestricted funding
- Understands fundraising timelines, not fantasy projections
- Helps protect the mission, not steer it off course
She also calls out a common failure: board members who do not learn the business model create unrealistic expectations that lead to churn, bad decisions, and layoffs.
That is the truth, and many nonprofits need to hear it.
How to support TGR Foundation and the Learning Labs
Cyndi shares clear ways to get involved:
- Follow and subscribe to local Learning Lab newsletters and channels
- Visit the main foundation site at TGRFoundation.org
- Volunteer through career talks, tutoring, and after school support
- Expect background checks for anyone working near youth
Podcast Q&A Transcript
Q: Why was the TGR Foundation created, and how did it originally operate?
A: The foundation was started in 1996 when Tiger Woods turned professional, grounded in family values of sharing and caring. In its early years, the work focused largely on golf clinics and introducing young people from under-resourced communities to the game of golf.
Q: What caused the foundation to shift its focus toward education?
A: After 9/11, there was a period of reflection that led to a strategic pivot. Education was identified as the most powerful lever for long-term change, particularly when paired with deep investment in a single community rather than spreading efforts thin.
Q: What exactly is a Learning Lab?
A: A Learning Lab is not a school and not a casual drop-in center. It is a purpose-built education space with structured, intentional programming designed to deliver measurable outcomes. It blends engaging curriculum with a safe, inspiring environment where students choose to participate.
Q: Where was the first Learning Lab built, and why that location?
A: The first Learning Lab opened in Anaheim, California, next to the golf course where Tiger Woods learned to play and near the high school he attended. The location reflects a deliberate choice to go deep in a community with personal and historical ties.
Q: What are the core program pillars delivered in each Learning Lab?
A: The model is built on three pillars:
- STEAM educational enhancement through hands-on, career-linked learning
- Health and well-being, including physical activity, mindfulness, and community
- Career and college readiness, with a focus on actionable post–high school plans
Q: Why did the foundation add the “A” to STEM?
A: Arts were added to emphasize creativity and curiosity. As AI and automation reshape technical work, creative thinking, problem-solving, and imagination are increasingly durable skills that help students adapt and lead.
Q: How does the foundation think about scaling responsibly?
A: Scaling only happened after the Anaheim model proved successful. Before expanding, the organization standardized curriculum, built shared technology infrastructure, and ensured all locations could deliver consistent outcomes without reinventing the model.
Q: What role does technology play in scaling the model?
A: Technology underpins operations, data tracking, and measurement. All Learning Labs operate on a shared platform built on Salesforce, allowing outcomes to be tracked consistently across locations and over time.
Q: How does the foundation measure impact?
A: A formal theory of change guides measurement. Pre- and post-program surveys assess academic exposure, confidence, career awareness, sense of safety, mentorship, and durable skills. Measurement is embedded into curriculum, not treated as an afterthought.
Q: What are “durable skills,” and why are they emphasized?
A: Durable skills include teamwork, resilience, leadership, communication, and the ability to fail and recover. These skills are built into programming through group work, leadership roles, mentorship, and real responsibility, not lectures.
Q: How does the foundation approach partnerships?
A: Partnerships are guided by clear principles. Not every opportunity is accepted. The organization prioritizes alignment with its theory of change, avoids duplication, and says no when partnerships would introduce mission creep or operational strain.
Q: How is earned revenue used to support the mission?
A: Through a supporting organization, TGR Live, the foundation runs major golf events whose proceeds fund educational programs. The structure keeps revenue aligned with mission while separating event operations from program delivery.
Q: What leadership lessons stand out from running a large nonprofit?
A: Effective leadership requires flexibility, transparency, and an understanding that teams have different needs. Developing people, even when it means preparing them for roles elsewhere, is seen as a mark of success.
Q: Why is board composition so critical to nonprofit success?
A: Strong boards act as force multipliers. They understand nonprofit economics, push leadership with informed questions, and distinguish between restricted and unrestricted revenue. Weak boards often correlate with struggling organizations.
Q: What mistakes do boards commonly make?
A: Common issues include unrealistic fundraising expectations, lack of understanding of development timelines, and treating nonprofit growth like corporate sales. These gaps can lead to poor decisions and instability.
Q: How can individuals or organizations get involved?
A: Supporters can follow local Learning Labs, subscribe to updates, volunteer through tutoring or career talks, or provide financial support. All volunteers working with youth complete background checks.
Q: What advice stands out most from the conversation?
A: If you are not a little nervous, you may not be pushing hard enough. At the same time, meaningful change does not happen alone. Partnerships and shared effort are essential for lasting impact.
Q: What should nonprofit leaders take away from this episode?
A: Build the model first, measure what matters, invest in systems early, say no often, and make sure the board understands the business of the mission before trying to scale it.
