Other USDOE Grant Programs

We have compiled this list of federal grant programs that may be of interest to those types of organizations that are eligible and often apply for the Native Hawaiian Education grant program.

Most ED grant competitions are announced in Federal Register Notices, which provide information on rules, deadlines, and how to apply. See the “Guide to U.S. Department of Education Programs”, which is updated annually, or search Ed.gov to find grant programs by office, title, subject, CFDA number, assistance type, and eligibility. Please be sure to check the link of each specific program below to check on current deadlines and availability of funds.

NOTE: Hawaii State DOE acts as both the State Education Agency (SEA) and the sole Local Education Agency (LEA), and therefore is responsible for special education, federal reporting and many federal funds. Because of this unique situation, certain organizations may be excluded from some federal grant competitions.


— ACADEMIC IMPROVEMENT —

21st Century Community Learning Center Grants (CFDA 84.287)

Purpose: This program supports the creation of community learning centers that provide academic enrichment opportunities during non-school hours for children, particularly students who attend high-poverty and low-performing schools. The program helps students meet state and local student standards in core academic subjects, such as reading and math; offers students a broad array of enrichment activities that can complement their regular academic programs; and offers literacy and other educational services to the families of participating children.

Eligibility: Awards are made to State Education Agencies (SEAs). Local education agencies (LEAs) and nonprofit organizations may apply to states for subgrants.

Types of projects: Each eligible entity that receives an award from the state may use the funds to carry out a broad array of before- and after-school activities (including those held during summer recess periods) to advance student achievement. These activities include:

  • Remedial education activities and academic enrichment learning programs, including those which provide additional assistance to students to allow the students to improve their academic achievement;
  • Mathematics and science education activities;
  • Arts and music education activities;
  • Entrepreneurial education programs;
  • Tutoring services, including those provided by senior citizen volunteers, and mentoring programs;
  • Programs that provide after-school activities for limited English proficient (LEP) students and that emphasize language skills and academic achievement;
  • Recreational activities;
  • Telecommunications and technology education programs;
  • Expanded library service hours;
  • Programs that promote parental involvement and family literacy;
  • Programs that provide assistance to students who have been truant, suspended, or expelled to allow them to improve their academic achievement;
  • Drug and violence prevention programs;
  • Counseling programs; and
  • Character education programs.

There are no known negative by-effects connected with consumption of Volume Pills.Here is how you can troubleshoot RC helicopters beforehand in order online cialis pharmacy to be prepared for your own helicopter. This solution comes under proton pump inhibitor that not only restricts the excessive secretion of stomach acid but also effectively best prices cialis http://cute-n-tiny.com/page/55/ maintains the ideal degree of digestive acid in our stomach. Usually the impotency in men is of many kinds, but two most popular are:* A condition where male gentile do not get erected and neither person feels sensuality.* A condition in which person is Sildamax aroused, but his gentile do erect for completing physical relation.Besides, generic tadalafil online the male impotency issue in men. Cut Down on Drinking & Smoking If you are consuming alcohol in excess, there is enough evidence that it http://cute-n-tiny.com/cute-animals/happy-valentines-day/ cheap viagra is bad for erectile dysfunction.
For more information: http://www2.ed.gov/programs/21stcclc/index.html


— ADULT EDUCATION —

Adult Education – National Leadership Activities (CFDA 84.191)

Purpose: This program supports activities to enhance the quality of adult education and literacy programs nationwide.

Eligibility: Local Education Agencies (LEAs), State Education Agencies (SEAs), Postsecondary education institutions, Nonprofit organizations, public or private agencies, or consortia of these institutions, agencies, or organizations are eligible for grants, cooperative agreements, and contracts.

Types of projects: Priorities include technical assistance to states, accountability and data quality, demonstrations or models of what works, dissemination on innovations and best practices, expanding access to services, and research and evaluation.

For more information: http://www2.ed.gov/programs/aenla/index.html


— CAREER AND TECHNICAL EDUCATION —

Vocational Education – Native Hawaiians (CFDA 84.259)

Purpose: This program provides assistance to plan, conduct, and administer programs or portions of programs that provide vocational training and related activities to Native Hawaiians.

Eligibility: Community-based organizations (CBOs) primarily serving and representing Native Hawaiians.

Types of projects: This program supports career and technical education and training projects for the benefit of Native Hawaiians.

Additional information: The Native Hawaiian Vocational Education Program provides financial assistance to foster changes in the Hawaiian vocational education delivery system. This effort is needed to ensure that native Hawaiian students participate in and benefit from vocational education to the same degree as other ethnic groups in the state.

The program provides assistance to plan, conduct, and administer programs or portions of programs that provide vocational training and related activities to native Hawaiians. Projects enhance basic and technical skills of native Hawaiian students; increase enrollment retention and successful completion of students; and provide a variety of collaboration mechanisms among service institutions, agencies, and programs.

For more information: http://www2.ed.gov/programs/ctenhvep/index.html


— HIGHER AND CONTINUING EDUCATION —

Alaska Native and Native Hawaiian Serving Institutions (CFDA 84.031N; 84.031W)

Purpose: This program helps eligible institutions of higher education increase their self-sufficiency and expand their capacity to serve low-income students by providing funds to improve and strengthen the academic quality, institutional management, and fiscal stability of eligible institutions.

Eligibility: Institutions of Higher Education (IHEs); Applicants are limited to IHEs that are eligible institutions under Sec.312(b) of the Higher Education Act of 1965 (HEA) and that at the time of application have at least 20 percent undergraduate head-count enrollment of Alaska Native students or at least 10 percent undergraduate head-count enrollment of Native Hawaiian students.

Types of projects: Funds may be used for renovation and improvement in classroom, library, laboratories, and other instructional facilities; faculty development; funds and administrative management; development and improvement of academic programs; joint use of facilities; and student services.

Additional information: There are two application processes for this program – one for eligibility and one for grant funding.

For more information: http://www2.ed.gov/programs/iduesannh/index.html

 

Educational Opportunity Centers (CFDA 84.066A)

Purpose: The Educational Opportunity Centers program provides counseling and information on college admissions to qualified adults who want to enter or continue a program of postsecondary education. The program also provides services to improve the financial and economic literacy of participants. An important objective of the program is to counsel participants on financial aid options, including basic financial planning skills, and to assist in the application process. The goal of the EOC program is to increase the number of adult participants who enroll in postsecondary education institutions.

Eligibility: Institutions of Higher Education, public and private agencies and organizations including community-based organizations with experience in serving disadvantaged youth, combinations of such institutions, agencies and organizations, and as appropriate to the purposes of the program; secondary schools.

Participants must reside in the target area served by an Educational Opportunity Center. The students must be at least 19 years old and two-thirds of them must be potential first-generation college students and low-income persons. If the services of a Talent Search program are not available in the target area, persons under 19 may be served.

Types of projects: Projects include academic advice, personal counseling, and career workshops; information on postsecondary education opportunities and student financial assistance; help in completing applications for college admissions, testing, and financial aid; coordination with nearby postsecondary institutions; media activities designed to involve and acquaint the community with higher education opportunities; tutoring; mentoring; education or counseling services designed to improve the financial and economic literacy of students; and programs and activities previously mentioned that are specially designed for students who are limited English proficient, students from groups that are traditionally underrepresented in postsecondary education, students with disabilities, students who are homeless children and youths, students who are in foster care or are aging out of foster care system or other disconnected students.

For more information: http://www2.ed.gov/programs/trioeoc/index.html

 

Minority Science and Engineering Improvement Program (CFDA 84.120A)

Purpose: This program assists predominantly minority institutions in effecting long-range improvement in science and engineering education programs and increasing the flow of underrepresented ethnic minorities, particularly minority women, into science and engineering careers.

Eligibility: Eligible applicants include public and private, nonprofit-accredited institutions of higher education (IHEs) with minority enrollments that exceed 50 percent of the total enrollment; nonprofit science-oriented organizations; professional scientific societies if they provide a needed service to a group of eligible minority institutions, including in-service training for project directors, scientists, or engineers from eligible minority institutions; and nonprofit four-year accredited colleges and universities that provide needed services to a group of eligible minority institutions or that provide special training for project directors, scientists, and engineers from eligible minority institutions. Additionally, eligible applicants include two-year public or private non-profit IHEs that award associate degrees and are minority institutions that have curricula that include science and engineering subjects and enter into a partnership with a four-year minority IHE. A minority institution is defined in the regulations at 34 CFR 637.4(b). This program does not support scholarships for students.

Types of projects: The program funds are generally used to implement design projects, institutional projects, and cooperative projects. The program also supports special projects designed to provide or improve support to accredited nonprofit colleges, universities, and professional scientific organizations for a broad range of activities that address specific barriers that eliminate or reduce the entry of minorities into science and technology fields.

For more information: http://www2.ed.gov/programs/iduesmsi/contacts.html

 

Asian American and Native American Pacific Islander- serving Institutions Program (CFDA 84.031L; 84.382B)

Purpose: This program provides grants and related assistance to Asian American and Native American Pacific Islander-serving institutions to enable such institutions to improve and expand their capacity to serve Asian Americans and Native American Pacific Islanders and low-income individuals.

Eligibility: An Institution of Higher Education (IHE) that is an Asian American and Native American Pacific Islander-serving institution (AANAPISI) may apply. Applicants are limited to any IHE that is an eligible institution under Sec. 312(b) of the Higher Education Act, as amended, and has at the time of application an enrollment of undergraduate students that is at least 10 percent Asian American or Native American Pacific Islander. Applicants must first apply for and receive designation as an eligible institution.

Types of projects: Funds may be used for renovation and improvement in classroom, library, laboratory, and other instructional facilities; faculty exchanges, faculty development, and faculty fellowships; curriculum development and academic instruction; funds and administrative management; joint use of facilities; academic tutoring; and student support services. Please see the Department of Education website for a more extensive list of allowable activities and projects.

For more information: http://www2.ed.gov/programs/aanapi/index.html

 

Student Support Services (CFDA 84.042) 

Purpose: Through a grant competition, funds are awarded to Institutions of Higher Education to provide opportunities for academic development, assist students with basic college requirements, and to motivate students toward the successful completion of their postsecondary education. Student Support Services (SSS) projects also may provide grant aid to current SSS participants who are receiving Federal Pell Grants (# 84.063). The goal of SSS is to increase the college retention and graduation rates of its participants.

Eligibility: Institutions of Higher Education (IHEs) or a combination of Institutions of Higher Education are the only entities eligible to compete for funds under the Student Support Services program. See the Department of Education website for more specific regulations on eligibility.

Types of projects: All SSS projects must provide: academic tutoring, which may include instruction in reading, writing, study skills, mathematics, science, and other subjects; advice and assistance in postsecondary course selection, assist student with information on both the full range of student financial aid programs, benefits and resources for locating public and private scholarships; and assistance in completing financial aid applications. Education or counseling services designed to improve the financial and economic literacy and assist students in applying for admission to graduate and professional programs; and assist students enrolled in two-­year institutions and applying for admission to, and obtaining financial assistance for enrollment in four­-year programs.

The SSS projects may also provide individualized counseling for personal, career, and academic information, activities, and instruction designed to acquaint students with career options; exposure to cultural events and academic programs not usually available; mentoring programs, securing temporary housing during breaks for students who are homeless youths and students who are in foster care or are aging out of the foster care system.

For more information: http://www2.ed.gov/programs/triostudsupp/index.html

 

Talent Search Program (CFDA 84.044) 

Purpose: The Talent Search program identifies and assists individuals from disadvantaged backgrounds who have the potential to succeed in higher education. The program provides academic, career, and financial counseling to its participants and encourages them to graduate from high school and continue on to and complete their postsecondary education. The program publicizes the availability of financial aid and assist participant with the postsecondary application process. Talent Search also encourages persons who have not completed education programs at the secondary or postsecondary level to enter or reenter and complete postsecondary education. The goal of Talent Search is to increase the number of youth from disadvantaged backgrounds who complete high school and enroll in and complete their postsecondary education.

Eligibility: Institutions of Higher Education (IHEs), public and private agencies and organizations including community-based organizations with experience in serving disadvantaged youth, combinations of such institutions, agencies and organizations, and as appropriate to the purposes of the program, secondary schools. Students must be between the ages of 11 and 27 and have completed the fifth grade. In any given project, two-thirds of the participants must be students who are low-income and potential first-generation college students.

Types of projects: Projects provide tutorial services, career exploration, aptitude assessments, counseling, mentoring programs, workshops, information on postsecondary institutions; education or counseling services designed to improve the financial and economic literacy of students; guidance on and assistance in secondary school reentry, alternative education programs for secondary school dropouts, entry into general educational development programs or postsecondary education; and programs and activities previously mentioned that are specially designed for students who are limited English proficient, students from groups that are traditionally underrepresented in postsecondary education, students with disabilities, students who are homeless children and youths, students who are in foster care or are aging out of the foster care system or other disconnected students.

Additional information: Services provided by the program include the following

  • Academic, financial, career, or personal counseling including advice on entry or re-entry to secondary or postsecondary programs;
  • Career exploration and aptitude assessment;
  • Tutorial services;
  • Information on postsecondary education;
  • Exposure to college campuses;
  • Information on student financial assistance;
  • Assistance in completing college admissions and financial aid applications;
  • Assistance in preparing for college entrance exams;
  • Mentoring programs;
  • Special activities for sixth, seventh, and eighth graders; and
  • Workshops for the families of participants.

For more information: http://www2.ed.gov/programs/triotalent/index.html

 

Training Program for Federal TRIO Programs (CFDA 84.103A)

Purpose: Through a grant competition, funds are awarded to Institutions of Higher Education and other public and private nonprofit institutions and organizations to support training to enhance the skills and expertise of project directors and staff employed in the Federal TRIO Programs. Funds may be used for conferences, seminars, internships, workshops, or the publication of manuals. Training topics are based on priorities established by the Secretary of Education and announced in Federal Register notices inviting applications.

Eligibility: Institutions of Higher Education and other public and private nonprofit institutions and organizations are the only entities eligible to compete for funds under the Training program. Individuals who are employed (or who are preparing for employment) in a TRIO project are eligible to participate in Training programs.

Types of projects: Annual training is provided via electronic and live conferences and webinars; internships, seminars, workshops, and the publication of manuals designed to improve the operation of TRIO projects. These trainings are carried out in the various regions to ensure that growth opportunities are available to all TRIO personnel in the local projects. The topics covered in the trainings include but are not limited to legislative and regulatory requirements; assisting students in receiving adequate financial aid; the design and operation of model programs; the use of appropriate educational technology; and strategies for recruiting and serving hard to reach populations.

For more information: http://www2.ed.gov/programs/triotrain/index.html

 

Upward Bound (CFDA 84.047)

Purpose: Upward Bound provides fundamental support to participants in their preparation for college entrance. The program provides opportunities for participants to succeed in their precollege performance and ultimately in their higher education pursuits. Upward Bound serves high school students from low-income families and high school students from families in which neither parent holds a bachelor’s degree. The goal of Upward Bound is to increase the rate at which participants complete secondary education and enroll in and graduate from institutions of postsecondary education.

Eligibility: Institutions of Higher Education, public and private agencies and organizations including community-based organizations with experience in serving disadvantaged youth, combinations of such institutions, agencies and organizations, and as appropriate to the purposes of the program, secondary schools.

Students must have completed the 8th grade, be between the ages of 13 and 19, and have a need for academic support in order to pursue a program of postsecondary education. All students must be either from low-income families or be potential first-generation college students. The program requires that two-thirds of the participants in a project must be both low-income and potential first-generation students. The remaining one-third must be either low-income, first-generation college students, or students who have a high risk for academic failure.

Types of projects: Upward Bound projects provide academic instruction in mathematics, laboratory sciences, composition, literature, and foreign languages. Tutoring, counseling, mentoring, cultural enrichment, work-study programs, education or counseling services designed to improve the financial and economic literacy of students; and programs and activities previously mentioned that are specially designed for students who are limited English proficient, students from groups that are traditionally underrepresented in postsecondary education, students with disabilities, students who are homeless children and youths, students who are in foster care or are aging out of foster care system or other disconnected students.

Additional information: All Upward Bound projects MUST provide instruction in math, laboratory science, composition, literature, and foreign language. Other services include:

  • Information on the full range of Federal Student Financial Aid programs and benefits
  • Guidance and assistance on secondary school re-entry, alternative education programs, or entry into general educational development programs or postsecondary education

For more information: http://www2.ed.gov/programs/trioupbound/index.html


 —LANGUAGE INSTRUCTION—

Native American and Alaska Native Children in School (NAM)

Purpose: This program provides grants to eligible entities that support language instruction education projects for English learner students (ELS) from Native American, Alaska Native, Native Hawaiian and Pacific Islander backgrounds. Funds may support the study of *Native American Languages, but must have as a project outcome, an increase in English language proficiency for participating students.

*Native American languages means the historical, traditional languages spoken by Native Americans, consistent with section 103 of the Native American Languages Act (25 U.S.C. 2902).

Eligibility: The following entities, when they operate elementary, secondary and post secondary schools primarily for Native American children (including Alaska Native children), are eligible applicants under this program: Indian tribes; tribally sanctioned educational authorities; Native Hawaiian or Native American Pacific Islander native language educational organizations; elementary schools or secondary schools that are operated or funded by the Bureau of Indian education (BIE), or a consortium of such schools; elementary schools or secondary schools operated under a contract with or grant from the BIE in consortium with another such school or a tribal or community organization; and elementary schools or secondary schools operated by the BIE and an institution of higher education, in consortium with elementary schools or secondary schools operated under a contract with or a tribal or community organization.

Types of Projects: Projects may include teacher training, curriculum development and evaluation and assessment to support the core program of student instruction and parent-community participation. Student instruction may comprise preschool, elementary, secondary and post secondary levels or combinations of these levels.

Administering Office: U.S. Department of Education, Office of English Language Acquisition (OELA)

Native American Language Preservation and Maintenance

The purpose of the Native American Language Preservation and Maintenance (P&M) program is to assist Native Americans in ensuring the survival and continuing vitality of Native American languages. The Administration for Native Americans (ANA) is interested in supporting locally determined projects designed to reduce or eliminate community problems and achieve community goals. Funded projects reflect specific, measurable, achievable, relevant and time-bound outcomes and include specific strategies for achieving intended performance.

Eligibility: Pursuant to 42 U.S.C. 2991b and 45C.F.R. 1336.33, eligible applicants under this announcement are: Federally-recognized Indian tribes, as recognized by the Bureau of Indian Affairs; Incorporated non-federally recognized tribes; Incorporated state-recognized Indian tribes; Consortia of Indian tribes; Incorporated non-profit multipurpose community-based Indian organizations; Urban Indian Centers; Alaska Native villages as defined in the Alaska Native Claims Settlement Act (ANSCA) and/or non-profit village consortia; Non-profit native organizations in Alaska with village specific projects; Incorporated non-profit Alaska Native multi-purpose, community-based organizations; Non-profit Alaska Native Regional Corporations/Associations in Alaska with village-specific projects; Non-profit Alaska Native community entities or tribal governing bodies (Indian Reorganization Actor Traditional Councils) as recognized by the Bureau of Indian Affairs; Public and non-profit private agencies service Native Hawaiians; National or regional incorporated non-profit Native American organizations with Native American community-specific objectives; Public and non-profit private agencies serving native peoples from Guam, American Samoa, or the Commonwealth of the Northern Mariana Islands; Tribal Colleges and Universities, and colleges and universities located in Hawaii, Guam, American Samoa, or the Commonwealth of the Northern Mariana Islands which serve Native American Pacific Islanders.

Types of Projects: Program areas of interest for this Funding Opportunity Announcement (FOA) include, but are not limited to, the following:

  • The establishment and support of a community Native American language project to bring older and younger Native Americans together to facilitate and encourage the transfer of Native American language skills from one generation to another.
  • The establishment of a project to train Native Americans to teach a Native American language to others or to enable them to serve as interpreters or translators of such language.
  • The development, printing and dissemination or materials to be used for the teaching and enhancement of a Native American language.
  • The establishment or support of a project to train Native Americans to produce or participate in a television or radio program to be broadcast in a Native American language.
  • The compilation, transcription and analysis of oral testimony to record and preserve a Native American language.

Administering Office: U.S. Department of Health and Human Services, Administration for Native Americans (ANA)

Native American Language Preservation and Maintenance-Esther Martinez Immersion

Purpose: This program helps eligible institutions of higher education increase their self-sufficiency and expand their capacity to serve low-income students by providing funds to improve and strengthen the academic quality, institutional management and fiscal stability of eligible institutions.

Eligibility: Pursuant to 42 U.S.C.2991l and 45 C.F.R. 1336.33, eligible applicants under this announcement are:

  • Federally recognized Indian tribes, as recognized by the Bureau of Indian Affairs;
  • Incorporated non-federally recognized tribes;
  • Incorporated state-recognized Indian tribes;
  • Consortia of Indian tribes;
  • Incorporated non-profit multi purpose community-based Indian organizations;
  • Urban Indian Centers;
  • Alaska Native villages as defines in the Alaska Native Claims Settlement Act (ANSCA) and/or non-profit village consortia;
  • Non-profit native organizations in Alaska with village specific projects;
  • Incorporated non-profit Alaska Native multi-purpose, community-based organizations;
  • Non-profit Alaska Native Regional Corporations/Associations in Alaska with village-specific projects;
  • Non-profit Alaska Native community entities or tribal governing bodies (Indian Reorganization Actor Traditional Councils) as recognized by the Bureau of Indian Affairs;
  • Public and non-profit private agencies serving Native Hawaiians;
  • National or regional incorporated non-profit Native American organizations with Native American community-specific objectives;
  • Public and non-profit private agencies serving native peoples from Guam, American Samoa, or the Commonwealth of the Northern Mariana Islands;
  • Tribal Colleges and Universities, and colleges and universities located in Hawaii, Guam, American Samoa, or the Commonwealth of the Northern Mariana Islands which serve Native American Pacific Islanders.

Types of Projects: Projects funded under this opportunity must meet one of the following requirements as specified in the Esther Martinez Native American Languages Preservation Act (Pub. L. 109-394):

  • Native American Language Nests are site-based education programs that provide child care and instruction in Native American languages for at least ten children under the age of seven for an average of at least 500 hours per year per child, provide classes in such languages for parents or legal guardians of children enrolled in such language nests and must be located in areas with sufficient numbers of Native American children to provide instruction and childcare for at least 10 children under the age of seven.
  • Native American Language Survival Schools are schools for school-age children providing at least 500 hours of Native American language instruction to at least 15 students and which develop instructional courses and materials, provide teacher training and work toward achieving Native American language fluency and academic proficiency in mathematics, reading and sciences.
  • Native American Language Restoration Programs are educational programs that provide instruction in at least one Native American language for the community served, provide teacher training programs for the teachers of Native American  languages, develop instructional materials for such language restoration programs and work toward the goal of increasing fluency and proficiency in at least one Native American language.

Administering Office:  U.S. Department of Health and Human Services, Administration for Native Americans (ANA)

—READING—

Early Reading First (CFDA 84.359A; 84.359B)

Purpose: The program supports the development of early childhood centers of excellence that focus on all areas of development, especially on the early language, cognitive, and pre-reading skills that prepare children for continued school success and that serve primarily children from low-income families.

Eligibility: Institutions of Higher Education (IHEs), Local Education Agencies (LEAs), Nonprofit Organizations, Other Organizations and/or Agencies, State Education Agencies (SEAs).

  • Who May Apply: (specifically): LEA’s eligible for a Reading First sub-grant and public or private organizations or agencies located in a community served by an eligible LEA may apply.
  • In order to be eligible to apply for an Early Reading First Grant, an applicant must be: One or more eligible LEA’s; One or more public or private organizations or agencies, including faith based organizations, located in a community served by an eligible LEA. Unless the public or private organization is a preschool program applying on its own behalf, it must apply on behalf of one or more programs that serve preschool-age children; One or more of the eligible LEAs applying in collaboration with one or more of the eligible organizations or agencies.

Types of Projects: Grants are designed to help early childhood centers improve their programs, by creating centers of excellence that provide preschool-age children with language and cognitive skills, and an early reading foundation. Funds must be used to:

  • Enhance children’s language, cognitive, and early reading skills through professional development for teachers;
  • Provide early language and reading development and instructional materials as developed from scientifically based reading research;
  • Provide preschool-age children with cognitive learning opportunities in high quality language and literature-rich environments;
  • Use screening assessments to effectively identify preschool children who may be at risk for reading failure; and
  • Improve existing early childhood programs by integrating scientifically based reading research into all aspects of the program (including instructional materials, teaching strategies, curricula, parent engagement, and professional development).

Note: For automatic e-mail notification when events, publications, or resources relating to ERF become available, join the ERF Infoline Listserv.

For more information: http://www2.ed.gov/programs/earlyreading/index.html

 


 — SAFE AND DRUG-FREE SCHOOLS —

Foundations for Learning Grants (CFDA 84.215H)

Purpose: This program provides assistance to eligible children to become ready for school.

Eligibility: Local Education Agencies (LEAs), local councils, community-based organizations, and other public and nonprofit private entities.

Types of projects: To be eligible for funding, a project must propose to:

  • Deliver services to eligible children and their families that foster eligible children’s emotional, behavioral, and social development;
  • Coordinate and facilitate access by eligible children and their families to the services available through community resources, including those related to mental health, physical health, substance abuse, education, domestic violence prevention, child welfare, and social services; and
  • Develop or enhance early childhood community partnerships and build toward a community system of care that brings together child-serving agencies or organizations to provide individualized supports for eligible children and their families.

For more Information: http://www2.ed.gov/programs/learningfoundations/index.html

 

Programs for Native Hawaiians (84.186C)

Purpose: The program provides support for activities designed to prevent drug use and violence among Native Hawaiian youths.

Eligibility: Organizations primarily serving and representing Native Hawaiians for the benefit of Native Hawaiian youth. Applicants must include information in their application as to how they primarily serve and represent Native Hawaiians for the benefit of Native Hawaiian youth. This could include: Independent school districts, State controlled institutions of higher education, Nonprofits other than institutions of higher education [includes community action agencies and other organizations having a 501(c)(3) status with the IRS], for-profit organizations other than small businesses.

Types of projects: Projects must be implemented by eligible organizations primarily serving and representing Native Hawaiians, for the benefit of Native Hawaiians, to plan, conduct, and administer programs that prevent or reduce violence, the use, possession and distribution or illegal drugs, or delinquency.

Additional information: The purpose of this program is to make financial assistance available to organizations primarily serving and representing Native Hawaiians to plan, conduct, and administer programs designed for the benefit of Native Hawaiians. Organizations must be organized to:

  • Prevent violence in and around schools;
  • Prevent the illegal use of alcohol, tobacco, and drugs;
  • Involve parents and communities;
  • Coordinate with related Federal, State, school, and community efforts and resources to foster a safe and drug-free learning environment that supports student academic achievement; and
  • Establish performance measures for their projects. These performance measures must assess the effectiveness of the Safe and Drug-Free Schools Programs for Native Hawaiians, and include measures related to changes in student behaviors or risk or protective factors related to youth drug use or youth violence.

For More Information: http://www2.ed.gov/programs/dvpnathawaii/index.html


— SCHOOL IMPROVEMENT —

Charter Schools Program – National Leadership Activities Grant (CFDA 84.282N)

Purpose: The purpose of the Charter Schools Program – National Leadership Activities Grant is to support technical assistance, evaluation, studies, and dissemination of information on charter schools and model programs.

Eligibility: State Education Agencies (SEAs) and Local Education Agencies (LEAs) in states with a statute specifically authorizing the establishment of charter schools, and public and private nonprofit organizations, including nonprofit charter management organizations.

Types of projects: Grantees may use funds only for:

  • Disseminating information to charter schools about federal funds that they are eligible to receive and federal programs in which they may be eligible to participate;
  • Conducting evaluations or studies on the impact of charter schools on student academic achievement and of other issues concerning charter schools, such as teacher qualifications and retention, and the demographic makeup of charter school students;
  • Assisting states and charter school developers with aspects of planning, design, and implementing a charter school;
  • Disseminating information on best or promising practices in charter schools to other public schools;
  • Collecting and disseminating information about programs and financial resources available to charter schools for facilities;
  • Providing technical assistance to authorized public chartering agencies in order to increase the number of high-performing charter schools; and
  • Assisting LEAs in the planning and startup of charter schools as a means of implementing school turnaround or restart intervention models, or both.

Federal Program Officers: This grant is administered by the Office of Innovation and Improvement.

For more information: http://www2.ed.gov/programs/charter-nationalleadership/index.html

 

Credit Enhancement for Charter School Facilities Program (CFDA 84.354A)

Purpose: The Credit Enhancement for Charter School Facilities grants are available to help public charter schools improve their credit in order to obtain private sector capital to buy, construct, renovate, or lease academic facilities. The Department established this program to allow charter schools to overcome financial challenges that can limit the charter school’s ability to find appropriate accommodations. Unlike traditional public schools, charter schools typically do not receive funding from their school districts to purchase, lease, or improve facilities. Securing financing can be problematic for a new charter school because it lacks tangible assets and an operating history that lenders can use when evaluating a mortgage loan application. As a result, charter schools frequently operate in temporary space that is poorly suited to their educational mission. The Credit Enhancement for Charter School Facilities Program provides grants to absorb some of the risk of making loans to charter schools.

Eligibility: Eligible applicants include public entities (such as state or local government entities), private nonprofit entities, or a consortium of such entities.

For more information: http://www2.ed.gov/programs/charterfacilities/index.html

 

Parental Information and Resource Centers (CFDA 84.310A)

Purpose: Parental Information and Resource Centers (PIRCs) help implement successful and effective parental involvement policies, programs, and activities that lead to improvements in student academic achievement and that strengthen partnerships among parents, teachers, principals, administrators, and other school personnel in meeting the education needs of children. Sec. 5563 of the Elementary and Secondary Education Act (ESEA) requires the recipients of PIRC grants to: serve both rural and urban areas; use at least half their funds to serve areas with high concentrations of low-income children; and use at least 30 percent of the funds they receive for early childhood parent programs.

Eligibility: Nonprofit organizations or a consortium of a nonprofit organization and a Local Education Agency (LEA) may apply. In the case of an application submitted by a consortium that includes an LEA, the nonprofit organization must serve as the applicant agency. Faith-based and community organizations are eligible to apply for funding provided that they are nonprofit organizations. For an application submitted by a consortium that includes a nonprofit organization and one or more LEAs the nonprofit organization must serve as the applicant and fiscal agent for the consortium. State and local governments, including LEAs, intermediate school districts, and schools, are not eligible to submit an application on behalf of a consortium or serve as the fiscal agent of a PIRC grant.

Note: We define the term nonprofit organization for purposes of the PIRC program as an organization that—

  • Is owned and operated by one or more corporations or associations whose net earnings do not benefit, and cannot lawfully benefit, any private shareholder or entity, as set forth in 34 CFR part 77; and
  • Represents the interests of parents of pre-school and school-age children (including parents who are educationally or economically disadvantaged); or is governed by a board of directors whose membership includes such parents.

Types of projects: Centers must include activities that establish, expand, or operate early childhood parent education programs and typically engage in a variety of technical assistance activities designed to improve student academic achievement, including understanding the accountability systems in the state and school districts being served by a project. Specific activities often include helping parents to understand the data that accountability systems make available to parents and the significance of that data for such things as opportunities for supplemental services and public school choice afforded to their children under Sec. 1116 of the ESEA. Projects assist parents to communicate effectively with teachers, principals, counselors, administrators, and other school personnel; and help parents become active participants in the development, implementation, and review of school improvement plans. Additionally, projects generally develop resource materials and provide information about high quality family involvement programs to families, schools, school districts, and others through conferences, workshops, and dissemination of materials. Projects generally include a focus on serving parents of low-income, minority, and limited English proficient (LEP) children enrolled in elementary and secondary schools.

Additional information: The Parental Information and Resource Center (PIRC) program provides resources that grantees can use in pursuit of the objectives of the No Child Left Behind Act. In particular, this program provides an opportunity for grantees to focus on assisting the parents of children who attend schools identified for improvement, corrective action, or restructuring under Title I, Part A of the Elementary and Secondary Education Act (ESEA).

The PIRC program supports school-based and school-linked parental information and resource centers that (1) help implement effective parental involvement policies, programs, and activities that will improve children’s academic achievement; (2) develop and strengthen partnerships among parents (including parents of children from birth through age five), teachers, principals, administrators, and other school personnel in meeting the educational needs of children; (3) develop and strengthen the relationship between parents and their children’s school; (4) further the developmental progress of children assisted under the program; (5) coordinate activities funded under the program with parental involvement initiatives funded under section 1118 and other provisions of the ESEA; and (6) provide a comprehensive approach to improving student learning, through coordination and integration of Federal, State, and local services and programs.

Funds for this program may be used to: (1) assist parents in helping their children to meet state and local standards; (2) obtain information about the range of programs, services, and resources available nationally and locally for parents and school personnel who work with parents; (3) help parents use the technology applied in their children’s education; (4) plan, implement, and fund activities for parents that coordinate the education of their children with other programs that serve their children and families; (5) provide support for state or local educational personnel if their participation will contribute to the grant’s activities; and (6) coordinate and integrate early childhood programs with programs for school-aged children.

The statute requires that grantees use at least 50 percent of the funds received under a grant to serve areas with high concentrations of low-income families, in order to serve parents who are severely educationally or economically disadvantaged; and use a minimum of 30 percent of their awards to establish, expand, or operate early childhood parent education programs (Parents as Teachers, Home Instruction for Parents of Preschool Youngsters, or another early childhood parent education program).

For more information: http://www2.ed.gov/programs/pirc/index.html

 

Promise Neighborhoods (CFDA 84.215P)

Purpose: Promise Neighborhoods, established under the legislative authority of the Fund for the Improvement of Education Program (FIE), provides funding to support eligible entities, including (1) nonprofit organizations, which may include faith-based nonprofit organizations, (2) Institutions of Higher Education, and (3) Indian tribes. The vision of the program is that all children and youth growing up in Promise Neighborhoods have access to great schools and strong systems of family and community support that will prepare them to attain an excellent education and successfully transition to college and a career. The purpose of Promise Neighborhoods is to significantly improve the educational and developmental outcomes of children and youth in our most distressed communities, and to transform those communities by –

  • Identifying and increasing the capacity of eligible entities that are focused on achieving results for children and youth throughout an entire neighborhood;
  • Building a complete continuum of cradle-to-career solutions of both educational programs and family and community supports, with great schools at the center;
  • Integrating programs and breaking down agency “silos” so that solutions are implemented effectively and efficiently across agencies;
  • Developing the local infrastructure of systems and resources needed to sustain and scale up proven, effective solutions across the broader region beyond the initial neighborhood; and
  • Learning about the overall impact of the Promise Neighborhoods program and about the relationship between particular strategies in Promise Neighborhoods and student outcomes, including through a rigorous evaluation of the program.

The Promise Neighborhoods program has awarded one-year grants to support the development of a plan to implement a Promise Neighborhood that includes the core features described above. At the conclusion of the planning grant period, grantees should have a feasible plan to implement a continuum of solutions that will significantly improve results for children in the community being served. In subsequent years, contingent on the availability of funds, the Department intends to conduct competitions for implementation grants, as well as competitions for new planning grants. While all eligible entities will be able to apply for implementation grants, eligible entities that have effectively carried out the planning activities described in the Notice Inviting Applications, whether independently or with a Promise Neighborhoods planning grant, are likely to be well positioned with the plan, commitments, data, and demonstrated organizational leadership and capacity necessary to develop a quality application for an implementation grant.

Eligibility: Eligible organizations include: Nonprofit organizations that meet the definition of a nonprofit under 34 CFR 77.1(c), which may include a faith-based nonprofit organization; Institutions of Higher Education as defined by section 101(a) of the Higher Education Act of 1965, as amended; and Indian tribes.

Eligibility for purposes of Absolute Priority 3 (Promise Neighborhoods in Tribal Communities): An eligible applicant is an eligible organizations that partners with an Indian Tribe, or is an Indian Tribe that meets the definition of an eligible organization.

To be eligible for an award, an eligible organization must:

  • Operate or propose to work with and involve in carrying out its proposed project, in coordination with the school’s LEA, at least one public elementary or secondary school that is located within the identified geographic area that the grant will serve;
  • Currently provide at least one of the solutions from the applicant’s proposed continuum of solutions in the geographic area proposed to be served; and
  • Be representative of the geographic area proposed to be served. This means that residents of the geographic area have an active role in decision-making and that at least one-third of the entity’s governing board or advisory board is made up of:
  1. residents who live in the geographic area proposed to be served;
  2. residents of the city or county in which the neighborhood is located who are low-income;
  3. public officials who serve the geographic area proposed to be served (although not more than one-half of the governing board or advisory board may be made up of public officials); or
  4. some combination of individuals from these three groups.

Types of projects: The Secretary expects that Promise Neighborhoods planning grantees will undertake the following activities during the planning year:

  • Conduct a needs assessment of the cradle-through-college-to-career continuum, including by collecting baseline data for the academic and family and community support indicators for all children in the proposed Promise Neighborhood;
  • Conduct a segmentation analysis of the needs in the neighborhood to better target solutions for the children in that neighborhood;
  • Build community involvement and support for their plan;
  • Work with public and private agencies, organizations (including philanthropic organizations), and individuals to gather and leverage resources to support the financial sustainability of their plan;
  • Work with public and private agencies, organizations (including philanthropic organizations), and individuals to gather and leverage resources to support the financial sustainability of their plan;
  • Identify strategies for building upon and leveraging high-quality academic programs and family and community supports, as well as for building upon and leveraging existing and anticipated investments from the American Recovery ad Reinvestment Act of 2009 (ARRA) and from neighborhood revitalization efforts funded by other federal agencies, such as the departments of Housing and Urban Development, Health and Human Services, and Justice;
  • Obtain commitments from the partners to work long term to help ensure continued programmatic success of their plan and hold partners accountable for meeting performance goals and milestones;
  • Begin to build the continuum of solutions that addresses the challenges identified through the needs assessment and segmentation analysis;
  • Plan, build, or expand a comprehensive, longitudinal data management system for all academic and community support indicators;
  • Work with a national evaluator for Promise Neighborhoods to determine which solutions and strategies have the greatest impact on results for children; and
  • Participate in a community of practice.

For more information: http://www2.ed.gov/programs/promiseneighborhoods/index.html

 

Women’s Educational Equity (CFDA 84.083)

Purpose: This program promotes education equity for women and girls through competitive grants. The program designates most of its funding for local implementation of gender-equity policies and practices. Research, development, and dissemination activities also may be funded. Projects may be funded for up to four years.

Eligibility: Institutions of Higher Education (IHEs); Local Education Agencies (LEAs); State Education Agencies (SEAs); public agencies; private nonprofit agencies; organizations, including community and faith-based organizations; institutions; student groups; community groups; and individuals developing programs that promote gender equity may apply.

Types of projects: Examples of allowable activities include:

  • Training for teachers and other school personnel to encourage gender equity in the classroom;
  • Evaluating exemplary model programs to advance gender equity;
  • School-to-work transition programs;
  • Guidance and counseling activities to increase opportunities for women in technologically demanding workplaces; and
  • Developing strategies to assist LEAs in evaluating, disseminating, and replicating gender-equity programs.

Additional information: The program also provides financial assistance to enable educational agencies to meet the requirements of Title IX of the Education Amendments of 1972.

For more information: http://www2.ed.gov/programs/equity/index.html


—TEACHER QUALITY—

Teacher Incentive Fund (CFDA 84.385A)

Purpose: This program supports efforts to develop and implement performance-based teacher and principal compensation systems in high-need schools. Goals include:

  • Improving student achievement by increasing teacher and principal effectiveness;
  • Reforming teacher and principal compensation systems so that teachers and principals are rewarded for increases in student achievement;
  • Increasing the number of effective teachers teaching poor, minority, and disadvantaged students in hard-to-staff subjects; and
  • Creating sustainable performance-based compensation systems.

Eligibility: Local Education Agencies (LEAs), including charter schools that are LEAs in their state, Nonprofit Organizations, Other Organizations and/or Agencies, State Education Agencies (SEAs), or partnerships of (1) an LEA, an SEA, or both, and (2) at least one nonprofit organization may apply.

Types of projects: Projects develop and implement performance-based teacher and principal compensation systems in high-need schools. Performance-based compensation systems must consider gains in student academic achievement as well as classroom evaluations conducted multiple times during each school year among other factors and provide educators with incentives to take on additional responsibilities and leadership roles.

For more information: http://www2.ed.gov/programs/teacherincentive/index.html

 

Early Childhood Educator Professional Development Program (CFDA 84.349A)

Purpose: The purpose is to promote school readiness and improved learning outcomes of young children by providing high quality professional development programs to improve the knowledge and skills of early childhood educators and caregivers who work in early childhood programs located in high-poverty communities and who serve primarily children from low-income families.

Eligibility: Institutions of Higher Education (IHEs), Local Education Agencies (LEAs), Nonprofit Organizations, Other Organizations and/or Agencies, State Education Agencies (SEAs), or partnerships of (1) a professional development provider; (2) public agencies, Head Start agencies, or private organizations; and (3) if feasible, an entity with experience in training early childhood educators about identifying and preventing behavioral problems or with experience in working with children who are victims of abuse may apply.

Types of projects: These professional development programs must provide primarily research-based training that will improve early childhood pedagogy and will further young children’s language and literacy skills to prevent them from encountering reading difficulties when they enter school.

Additional information: The program purpose is to enhance the school readiness of young children, particularly disadvantaged young children. In an attempt to prevent young children from encountering reading difficulties once they enter school, the program seeks to improve the knowledge and skills of early childhood educators who work in communities that have high concentrations of children living in poverty. In particular, projects must utilize evidence-based practice focused on early reading and cognitive development for both the professional development activities and early childhood curricula.

Furthermore, the program authorizes project partnerships to include an entity with demonstrated experience in providing training to educators in early childhood education programs concerning identifying and preventing behavior problems or working with children identified as or suspected to be victims of abuse. Allowable activities include, among others, professional development to familiarize early childhood educators with the application of recent research on child language and literary development and professional development on working with children who have special needs, such as those who are limited English proficient.

Note: Join the ECEProfDevInfoline Listserv for automatic e-mail notification when events, publications, or resources relating to ECEPD become available by emailing eceprofdev@ed.gov

For more information: http://www2.ed.gov/programs/eceducator/index.html

 

Transition to Teaching (CFDA 84.350A; 84.350B; 84.350C)

Purpose: The program provides grants to:

  • Recruit and retain highly qualified midcareer professionals (including highly qualified paraprofessionals) and recent graduates of IHEs, as teachers in high-need schools, including recruiting teachers through alternative routes to teacher certification; and
  • Encourage the development and expansion of alternative routes to certification under state approved programs that enable individuals to be eligible for teacher certification within a reduced period of time, relying on the experience, expertise, and academic qualifications of an individual or other factors in lieu of traditional course work in the field of education.

Eligibility: Institutions of Higher Education (IHEs), State Education Agencies (SEAs), Nonprofit or For-profit organizations, High-need Local Education Agencies (LEAs), regional consortia of SEAs, consortia of high-need LEAs.

Note on Eligibility: A “high-need” local educational agency is defined as an LEA that:

(a) serves not fewer than 10,000 children from families with incomes below the poverty line, OR (b) for which not less than 20 percent of the children served by the LEA are from families with incomes below the poverty line;

AND for which there is:

(a) a high percentage of teachers not teaching in the academic subjects or grade levels the teachers were trained to teach, OR

(b) a high percentage of teachers with emergency, provisional, or temporary certification or licensing. (See ESEA section 2102(3)).

Types of projects: The program funds national, regional, statewide, and local projects.

Additional information: The Transition to Teaching program supports the recruitment and retention of highly qualified mid-career professionals, including qualified paraprofessionals, and recent college graduates who have not majored in education to teach in high-need schools and districts through the development of new or enhanced alternative routes to certification.

The program provides five-year grants to state and local educational agencies, or for-profit organizations, non-profit organizations, or institutions of higher education collaborating with state or local educational agencies. Grantees develop and implement comprehensive approaches to train, place, and support teacher candidates whom they have recruited into their programs, which must meet relevant State certification or licensing requirements. Grantees then ensure that program participants are placed to teach in high-need schools and districts and support candidates to serve in these placements for at least three years.

For more information: http://www2.ed.gov/programs/transitionteach/index.html