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Program Description:
Aligned with the Trump Administration’s focus on educational excellence and opportunity, the Education Innovation and Research (EIR) Program provides funding to:
- create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based, field-initiated innovations to improve student achievement and attainment for high-need students; and
- rigorously evaluate such innovations.
The EIR program is designed to generate and validate solutions to persistent educational challenges and to support the expansion of innovative solutions to serve larger numbers of students. This program supports engagement by helping to scale and sustain initiatives at various stages that improve student outcomes. The EIR is established under section 4611 of the Elementary and Secondary Education Act (ESEA), as amended by Every Student Succeeds Act (ESSA).
There are three types of grants under this program:
- "Early-phase" grants,
- "Mid-phase" grants, and
- "Expansion" grants.
These grants differ in terms of the level of prior evidence of effectiveness required for consideration for funding, the expectations regarding the kind of evidence and information funded projects should produce, the level of scale funded projects should reach, and, consequently, the amount of funding available to support each type of project.
Title
Additional Resources
EIR Matching Resources
Resources for potential grantees under the EIR grant program to obtain matching funds or in-kind donations.
FY 2025 Education Innovation and Research (EIR) Competitions
FY 2025 Education Innovation and Research (EIR) Competition
On September 12, 2025, the U.S. Department of Education published in the Federal Register, the notice inviting applications for the FY 2025 Education Innovation and Research (EIR) program’s Mid-phase and Expansion competitions. The deadline for the transmittal of applications is October 14, 2025. The deadline for Intergovernmental Review is December 11, 2025.
Please review the notice inviting applications for Education Innovation and Research (EIR) programs Mid-Phase and Expansion competitions.
TIMELINE FOR FY 2025 MID-PHASE AND EXPANSION COMPETITIONS
Mid-phase
Applications Available: September 12, 2025
Deadline for Transmittal of Applications: October 14, 2025
Deadline for Intergovernmental Review: December 11, 2025
Expansion
Applications Available: September 12, 2025
Deadline for Transmittal of Applications: October 14, 2025
Deadline for Intergovernmental Review: December 11, 2025
The following competition-specific Notice includes additional details:
Application Materials for Mid and Expansion Phase Competitions
All applications are carefully reviewed under the competition in which they were submitted through the Grants.gov system. Only those applications that meet the established deadline will be eligible for peer review. To ensure that your application is considered for the intended EIR competition, please download the correct EIR package and submit it accordingly. It is important to take the time to carefully review the application requirements before submitting the application.
Call for FY 2025 Peer Reviewers
POTENTIAL APPLICANT RESOURCES
These following resources are meant to organize key details about the EIR program for preparing an application. If you are planning to apply to EIR, you should read carefully the specific notice inviting applications (NIA) when it is released and application package for the competition to which you are applying. These resources are for information purposes only, and applicants should rely upon the NIA for the official competition requirements.
| Title | Description | Resource |
| EIR 101 – What is EIR? | Basic information for new applicants about the EIR program and competitions:
| |
| Pre-Application Information | Overview of key elements in the Notice Inviting Applications (NIA):
| |
| Evidence |
|
Eligibility
Eligible Applicants:
- A local educational agency (LEA);
- A State educational agency (SEA);
- The Bureau of Indian Education;
- A consortium of State educational agencies or LEAs;
- A nonprofit organization; and
- A State educational agency, an LEA, a consortium described in (d), or the Bureau of Indian Education, in partnership with
- A nonprofit (as defined in the notice) organization;
- A business;
- An educational service agency; or
- An institution of higher education.
To qualify as a rural applicant under the EIR program, an applicant must meet both of the following requirements:
- The applicant is:
- An LEA with an urban-centric district locale code of 32, 33, 41, 42, or 43, as determined by the Secretary;
- A consortium of such LEAs;
- An educational service agency or a nonprofit organization in partnership with such an LEA; or
- A grantee described in clause (I) or (II) in partnership with a State educational agency; and
- A majority of the schools to be served by the program are designated with a locale code of 32, 33, 41, 42, or 43, or a combination of such codes, as determined by the Secretary.
Historical EIR Competition Applicant Information
- FY 2024 Competition (Historical EIR Competition information)
- FY 2023 Competition (Historical EIR Competition information)
- FY 2022 Competition (Historical EIR Competition information)
- FY 2021 Competition (Historical EIR Competition information)
- FY 2020 Competition (Historical EIR Competition information)
- FY 2019 Competition (Historical EIR Competition information)
The Importance of Participating in Education Research
DESCRIPTION: In recent years, educators have had a strong interest in implementing evidence-based practices. Despite the fact that participating in research can lead to generating the evidence they desire; schools and districts remain wary to participate. This webinar explores ways in which EIR grantees have balanced the requirement for generating knowledge through use of a rigorous evaluation design with answering the questions that are most pressing to schools and districts.
Slide Deck: PDF
EIR Dissemination Workbook
DESCRIPTION: The EIR Dissemination Workbook, created by experts Tom DeWire and Namrata Patel, is designed to guide you through the process of formulating your project’s dissemination plan. The workbook follows a 6-step process through which grantees define dissemination goals, analyze key stakeholders, identify productive dissemination channels, and craft a calendar to guide dissemination plan implementation.
Workbook: PDF
Systemic Integration of SEL: Deep Implementation
DESCRIPTION: There is great thought and effort dedicated to developing impactful social and emotional learning (SEL) programs for schools and classrooms and implementation deserves the same level of attention. New research shows that systemic implementation of SEL programs can positively impact multiple aspects of students’ school experiences. This webinar explores what systemic implementation of SEL can look like in schools and classrooms.
Slide deck: PDF
Systemic Integration of SEL: Academic Areas
DESCRIPTION: Integrating SEL into academic areas is complex and requires great intentionality. This webinar dives deeply into the ways in which practitioners can integrate SEL into academic areas.
Slide deck: PDF
Leveraging Evaluators to Enhance Projects
DESCRIPTION: Evaluators can be a great asset to many components of innovative education projects. This webinar featured EIR grantees and evaluators discussing the ways in which they partner during different phases of a grant project. The panel discussed how evaluators can enhance project work around fidelity of implementation, data collection, and even program planning.
This webinar was designed to inform district leaders, school leaders, education researchers, grant project team members, education evaluators.
Recording: Leveraging Evaluators to Enhance Projects
Slide deck: PDF
Engaging Communities in Innovative STEM Programs
DESCRIPTION: During this engaging conversation, a panel of current EIR grantees discussed strategies for engaging communities effectively when implementing STEM initiatives in rural/tribal places. EIR grantees highlighted approaches to common challenges around effective community engagement.
Recording: Engaging Communities in Innovative Stem Programs - YouTube
Slide Deck: PDF
Prioritizing Teacher Well-Being
The critical importance of maintaining and valuing teacher well-being manifests in many ways, some of which became especially pronounced in recent years. Implementing initiatives to prioritize teacher well-being is complex, and doing so effectively can positively impact school culture and student learning.During this engaging conversation, the panel discussed opportunities to prioritize teacher well-being and possible strategies for navigating challenges to their approaches. EIR grantees highlighted the ways in which their work emphasizes well-being for teachers and students.
Recording: Prioritizing Teacher Well Being - YouTube
Slide Deck: PDF
EIR White Papers 2024
All Evidence Is Evidence: What Can We Learn from Studies with Non-Significant Findings?
Description: Research studies sometimes return findings that are non-significant but may be relevant in unexpected ways. Far from suggesting that the study was a failure, non-significant findings are an opportunity to learn more. This paper explores what the field can learn from studies with non-significant findings.
Reconnecting with Families: How EIR Grantees Are Reimagining Family Engagement Post COVID–19
Description: The COVID-19 pandemic has reinforced the role of family engagement in education as crucial for addressing students’ academic, social-emotional, and cultural needs. Despite the emerging and ongoing challenges faced by educators and families due to the pandemic, it is imperative for educators to reimagine what family engagement entails to meet the evolving needs of their learners. This paper explores effective approaches to family engagement in a post-COVID-19 environment.
Got Results? Moving Up EIR Funding Tiers
Description: Evidence-based programs have the potential to greatly impact teachers and students, but scaling such programs successfully is a complex process. This paper explores effective strategies for scaling up programs sustainably while addressing common challenges such programs often must manage.
Implementing Out-of-School Time STEM Programs in STEM Ecosystems
Description: STEM content is increasingly critical in both work and life, and STEM-related learning occurs in both formal and informal environments. This paper describes factors that contribute to the success of out-of-school time STEM programs funded through EIR grants.
Title: How EIR Grantees Recruit Schools and Districts for Research Studies
Description: Meaningful education research requires strong participation, but recruiting schools and districts to participate in research is challenging and complex. In this paper, the author highlights common challenges to successful recruitment and strategies to counteract those challenges.
Title: Approaches to Teacher Well-Being
Description: Teacher well-being is linked to positive classroom environments and student educational experiences. This paper addresses (1) definitions of educator well-being and recent changes in the educational setting that may create challenges for teacher wellness, (2) organization-wide frameworks to address educator well-being, and (3) an array of practices currently in place across schools and districts.
EIR Grantee Interventions Addressing COVID-Related Learning Loss
This webinar examined how EIR grantees addressed COVID-related learning loss by developing innovative solutions in response to the needs of teachers and students. Within this interactive conversation, EIR grantees reflected on their implementation of strategies for academic recovery.Slides: PDF
Understanding and Disseminating Non-Significant Findings
This webinar highlights grantees that did not have significant positive impacts and provides an overview of why a study might not have significant results and why it's important to make findings publicly available. You'll hear from EIR program officer, Sonji Jones-Manson and guidance is provided by Dr. Liz Albro (IES).Slides: PDF
Navigating Challenges webinar
EIR Grantees have been faced with multiple challenges requiring them to spend time and resources on deciding whether to shift gears or forge ahead. The most prevalent of these challenges include recruitment difficulties, staff turnover, natural disasters, COVID-19 effects, local politics, parental influence and/or data collection burdens. In this webinar, you'll hear from a grantee panel followed by a share out of challenges, solutions and strategies.
Slides: PDF
EIR Disseminating Research Webinar
In this webinar, you'll hear from Dr. Ashley Brizzo, EIR Group Leader, and Dr. Elizabeth Albro, Institute of Education Sciences (IES), who shared the EIR program requirements and a variety of methods for disseminating research findings. EIR grantee panelists shared their successes and challenges in implementing their dissemination strategies and publishing their findings.
Slides: PDF
Exploring EIR Dissemination Strategies
This public-facing webinar provides a framework for thinking about the different strategies and purposes of dissemination, how the audience might vary based on the purpose, some methods or avenues for dissemination and the relationship with the EIR open licensing requirements. After outlining an overarching framework, a panel of EIR grantees provided targeted examples from their projects.
Slides: PDF
EIR Disseminating Tools and Resources
Dissemination is a major part of the investment in the Department of Education's Education, Innovation and Research (EIR) projects. All grantees participate in dissemination and also are consumers of work disseminated by others. In this webinar, you'll hear from experienced grantees who shared successes and challenges in implementing their strategies disseminating tools and resources.
Slides: PDF
- Rural Career Pathways White Paper
The United States Department of Education's Education Innovation and Research (EIR) grant program supports several grantees exploring innovative rural career pathways for students, navigating complex approaches to employment opportunities. This area warrants additional attention. Rural career pathways offer students a clear progression from an area of interest to exact coursework requirements for high school graduation and then to subsequent employment or postsecondary enrollment. enrollment. These students are provided with an opportunity to obtain a set of skills, experiences, or credentials that can result in employment in their current rural area if they choose. This paper addresses three areas related to rural career pathways: (1) components of successful career pathways, (2) factors that set rural schools apart and support a place-based approach, and (3) current promising interventions for rural career pathways.- High-Need Student Resources
The EIR program makes serving high-need students a priority for all projects. The projects are multifaceted, serving somewhat different populations and ages.- EIR Grantees Serving High-Need Students panel discussion
View this conversation with EIR grantees serving high-need students. During this webinar, the panelists describe how they designed their programs to meet the needs of different student populations and how their program might work in other settings or with other students.
Recording
Slides - Implementing Innovations for Students with Disabilities webinar
This webinar offers a resource combining the knowledge of high-leverage practices, expert panelists' experiences and understanding of current EIR program offerings, along with a brief review of completed EIR-funded projects. The webinar will shine a light on the ways that EIR can serve to connect students with disabilities to innovation with appropriate adaptations and modifications.
Recording
Slides - Findings from Projects with a Focus on Serving Students With Disabilities cross-project summary
This cross-project summary presents four case studies of completed Investing in Innovation (i3) projects that utilize high-leverage practices for working with students with disabilities. i3 and EIR grantees have developed innovative programs designed or adapted to serve students with disabilities by addressing student challenges. Examining the successes and possibilities from these programs can help researchers and practitioners better understand how to impact student outcomes with increased precision. PDF
- EIR Grantees Serving High-Need Students panel discussion
- From Planning to Piloting: Setting Up Your EIR Grant for Success
Hear from a panel of EIR grantees who discussed the successes and challenges of their planning and/or pilot years and how they overcame challenges such as recruitment issues, hiring implementation staff, data collection, project management, and pivoting when necessary. Slides - Covid-19: A Look at How EIR-Funded Projects Are Supporting SEL Needs of Students and Teachers and Mediating Learning Gaps
Covid-19 has significantly impacted our world in numerous ways. In 2021, two EIR competitive preference priorities were issued to address the impact of Covid and promote equity in Pre-K-12 education. This webinar is a first look at what a few of these grantees have been working on over the past year. Presentations and conversation with the grantees focus on how they are conceptualizing their work, how they are addressing Covid recovery, and how they believe their innovation will make an impact. Addressing Covid recovery can include a focus on learning gaps in student education or the social and emotional needs of students and teachers. Both areas of interest have been substantially impacted by routine changes related to Covid safety procedures. Slides - Connecting Theory to SEL Practice: A Conversation to Understand How Practitioners Tailor Local SEL Initiatives and Interventions | Presentation
In this interactive conservation, we bring together a panel of SEL experts, current EIR grantees who are leading innovation in the SEL domain, and attendees to explore existing SEL theoretical frameworks and whether they provide the flexibility necessary to contextualize SEL interventions and programs so researchers and practitioners can equitably assess what works for whom, why, and in what context in education. By engaging in a peer discussion about how SEL-related theories connect with SEL practices, attendees will share the role of theory in their work, learn about the challenges their counterparts face when determining how practitioners utilize SEL theoretical frameworks in their practice, and deepen their understanding of how to leverage theory in practice to improve implementation strategies and measurement tools in the field. - EIR 2023 Cross-Project Summaries (these essays explore lessons learned from some EIR projects that address similar topics):
- EIR 2022 Cross-Project Summaries (these essays explore lessons learned from some EIR projects that address similar topics):
- Using Micro-credentials to Improve Teacher Skills in Computer Science
- Approaches to Build and Maintain High-Quality, Effective Partnerships
- Teacher-Directed Professional Learning: Opportunities, Challenges, and Solutions
- Innovations and Adaptations Inspired through COVID-19 Constraints: A Rural Cross-Project Summary
- Understanding the EIR Open Licensing Requirement Webinar (6/21/2022)
In this webinar, Jessica Ch'ng, U.S. Department of Education's Office of Education Technology Fellow, presents an overview of the open licensing requirement that applies to all EIR grants made since 2017. The overview is followed by a Q&A with EIR Program Officers and Ms. Ch'ng. This webinar is designed to help grantees:- understand the open licensing rule
- understand what is and isn't covered in the rule
- learn how to acquire and apply an open license
- distinguish between different types of open licenses
- understand expectations for the dissemination plan required by the rule
- PPT | Supplemental Quick Facts Sheet | EIR Open Licensing FAQ
- Plan Overview
- Promoting Teacher Autonomy, Practice and Knowledge: Lessons Learned from Teacher-Directed Professional Learning Programs
In this webinar, Frederick Brown, Chief Learning Officer/Deputy with Learning Forward, shares promising practices, key research and emerging trends for teacher directed professional development (TDPD), citing international studies and reports from the field. Afterward, we hear from EIR grantees who are implementing TDPD in their EIR projects and learn about the logistics of offering TDPD (recruitment, applications, tracking activity), verifying the quality of the PD, where PD can be most successful and any roadblocks states or districts might need to consider. Through this facilitated discussion, participants learn more about the range in variation and complexities of offering teachers autonomy in their professional learning. Slides - FY 2020 Education Innovation and Research (EIR) Competitions Frequently Asked Questions
This FAQ document covers questions related to all three of the EIR competitions and also includes general EIR program information. Please note that the Department may post additional FAQs at a later date. MS Word (59 KB). - FY 2022 EIR Monitoring Webinar
This is a recording from January 19, 2022 that serves as an overview for monitoring activities of the EIR program. PowerPoint | Recording - Aligning the Measures: Looking in Depth at Your Performance Measures and Annual Performance Targets
The Aligning the Measures: Looking In-Depth at Your Performance Measures and Annual Performance Targets webinar was developed to help EIR grantees gain knowledge about the EIR grant management and reporting process in relation to their evaluation. In this webinar, EIR staff explain the terminology and process for refining and improving objectives and measures from your project's application. Following the overview of the performance measures requirements and submission process, EIR grantees share suggestions and tips when developing and refining their own measures. - Designing and Implementing Social Emotional Learning Programs to Promote Equity
In our white paper, Designing and Implementing SEL Programs to Promote Equity, we illustrate how and why designing, implementing, and evaluating high-quality SEL programs with a lens of equity and inclusion is imperative to realizing the promise of SEL programs in supporting students' social, emotional, and academic well-being. The Education Innovation and Research (EIR) Program in the Office of Elementary and Secondary Education has made significant investments in funding equity-focused SEL programs. We highlight five EIR-funded projects and provide resources and approaches for other researchers and practitioners who aim to develop, implement, and evaluate equity-focused SEL programs. Note: Equitable SEL programs are those which aim to promote students' SEL capacities and skills while advancing educational equity.- Webinar: Designing and Implementing SEL Programs to Promote Equity | Slides
This webinar illustrates how and why designing, implementing, and evaluating high-quality SEL programs with a lens of equity and inclusion is imperative to realizing the promise of SEL programs in supporting students' social, emotional, and academic well-being, and how this lens of equity can help mitigate some of the inequities experienced within the educational system. After sharing findings from the white paper Designing and Implementing Social Emotional Learning Programs to Promote Equity, two EIR grantees share their projects and describe how they designed equity-focused SEL programs. Dr. Kirkland then addresses the core components of equity-centered SEL programs and the need for collaborative practices that frame diversity as an asset.
- Webinar: Designing and Implementing SEL Programs to Promote Equity | Slides
- Webinar: Rediscovering Professional Learning: Creating Engaging and Meaningful Professional Learning in Virtual Settings | Slides
One challenge of the COVID pandemic was shifting in-person professional learning for teachers to an online or virtual setting as many programs were developed for in-person learning. This webinar shares promising practices from two EIR grantee projects which successfully transitioned professional learning to an online format. The facilitator and grantees engage in a discussion on what online/virtual PD can look like, format considerations, and when virtual PD is most effective. The conversation focuses on the core elements of successful and engaging online professional development, the most effective on-line learning formats, such as shifting from full in-person to asynchronous and hybrid learning option, and the unintended positive outcomes of shifting to virtual PD." - Pressing Pause: How one nonprofit and a lead funder tackled a crisis head-on and what they learned about scale, decision-making, and communication
- Interventions for Equity in College Access and Success
- Connecting Solutions - Technology Interventions in Economically Disadvantaged Communities: Program Adaptation Lessons from the i3/EIR Program
- Financial Sustainability: Earned, not Given
- Scaling Up Evidence-Based Practices: Strategies from Investing in Innovation (i3)
- Walking the Tightrope Part I: Fidelity and Fit When Scaling - Program Adaptation Lessons from the i3/EIR Program
- Walking the Tightrope Part II: Fidelity and Fit for Emerging Programs - Program Adaptation Lessons from the i3/EIR Program
- High-Need Student Resources
| Fiscal Year (FY) | Number of new awards |
| FY 2024 | 33 |
| FY 2023 | 45 |
| FY 2022 | 28 |
| FY 2021 | 30 |
| FY 2020 | 28 |
| FY 2019 | 42 |
| FY 2018 | 18 |
| FY 2017 | 16 |
| Grantee | Project Title | Duration (Years) | Year 1 | Total Expected Funding | City | State | Abstract | Application | Reviewer comments |
2024 Grantees | |||||||||
| FY 2024 Expansion Competition Absolute Priority 2 (General) | |||||||||
| University of Kansas Center for Research | Collaborative to Improve Classroom Engagement and Outcomes for Native American and Rural Students | 5 | $3,032,231.00 | $13,976,274.00 | Lawrence | KS | |||
| ASSISTments Foundation, Inc. | Building a Statewide Model for Scaling ASSISTments | 5 | $3,428,445.00 | $15,000,000.00 | Auburn | MA | |||
| FY 2024 Expansion-phase Competition Grantees: Absolute Priority 3 Educator Recruitment and Retention | |||||||||
| Southern Methodist University | Scalability, Capacity, and Learning Engagement for Underserved Populations (SCALE UP) for Fraction Face-Off | 5 | $2,597,872.00 | $13,975,755.00 | Dallas | TX | |||
| FY 2024 Mid-Phase Competition Absolute Priority 2 (General) | |||||||||
| University of Indianapolis | The Rural Early College Network 2.0 | 5 | $1,172,126.00 | $9,997,658.00 | Indianapolis | IN | |||
| FY 2024 Mid-Phase Competition Absolute Priority 3 (STEM) | |||||||||
| Michigan State University | Scaling a Project-Based Curriculum that uses Multiple Literacies to Transform Science Learning in Elementary Schools in the Deep South | 5 | $1,309,474.00 | $9,999,997.00 | Easing | MI | |||
| San Jose State University Research Foundation | Science Roots: Growing Student Futures through GenAI Enhanced Project-Based Learning using Green Ninja | 5 | $2,033,638.00 | $10,000,000.00 | San Jose | CA | |||
| Georgia State University Research Foundation, Inc. | NURTURES | 5 | $1,078,362.00 | $8,000,000.00 | Atlanta | GA | |||
| The 21st Century Partnership for STEM Education | Math Empowerment through Standards-based Grading (ME-SBG) | 5 | $2,116,604.00 | $9,957,410.00 | Wayne | PA | |||
| FY 2024 Mid-Phase Competition Absolute Priority 4 (SEL) | |||||||||
| American Institutes for Research in the Behavioral Sciences | Scaling and Sustaining Professional Learning That Supports Positive Acceleration for Early-Career Teachers | 5 | $920,554.00 | $8,543,260.00 | Arlington | VA | |||
| Transcend Inc. | Whole Child Model Building Regional Capacity to Scale (WCMv2) | 5 | $1,611,621.00 | $10,000,000.00 | Hastings on the Hudson | NY | |||
| Lake County Regional Office of Education | Interconnected Systems Framework: School Health and Interventions for Nurturing Excellence (ISF-SHINE) | 5 | $1,963,103.00 | $9,999,845.00 | Vernon Hills | IL | |||
| TNTP, Inc. | Empathic Instruction: Strengthening student-teacher relationships to increase attendance and reduce disciplinary action | 5 | $1,687,297.00 | $7,559,532.00 | New York | NY | |||
| FY 2024 Mid-Phase Competition Absolute Priority Absolute Priority 5 (Educator Recruitment and Retention) | |||||||||
| Center for Leadership and Educational Equity | Plan, Lead, Act, Network, and Sustain (PLANS) for Equitable Student Outcomes | 5 | $1,739,636.00 | $9,969,539.00 | Providence | RI | |||
| FY 2024 Early-Phase Competition Absolute Priority 2 (GENERAL) | |||||||||
| City of New York Board of Education | Project REACH: Raising Engagement and Attendance through Community and Homeschool partnerships | 5 | $632,715.00 | $4,220,344.00 | Brooklyn | NY | |||
| Waterford Research Institute | Summer Support for School Success (Project S4) | 5 | $1,028,858.00 | $6,000,000.00 | Taylorsville | UT | |||
| FY 2024 Early-Phase Competition Absolute Priority 3 (STEM) | |||||||||
| Intercultural Development Research Association | TechXperts | 5 | $1,114,595.00 | $6,000,000.00 | San Antonio | TX | |||
| Teachers College, Columbia University | ExCELL in Science for High-Need Pre-Kindergarten Classrooms: The Early Phase | 5 | $795,585.00 | $6,000,000.00 | New York | NY | |||
| Young Audiences, Inc. | Equitable Access to STEM Engagement (EASE | 5 | $725,336.00 | $6,000,000.00 | New York | NY | |||
| Board of Control for the Southern Region | HOPE: A Professional Development Model for Enhancing Math Teacher Effectiveness | 5 | $686,877.00 | $5,770,370.00 | Atlanta | GA | |||
| Oakland Natives Give Back Fund, Inc. | Achievement Influencers Program (AIP) 2.0 | 5 | $900,038.00 | $5,998,318.00 | Oakland | CA | |||
| The Board of Trustees of the University of Illinois | Learning to Lead in Math (LTL-Math) | 5 | $811,017.00 | $4,338,911.00 | Chicago | IL | |||
| FY 2024 Early-Phase Competition Absolute Priority 4 (SEL) | |||||||||
| American Institutes for Research in the Behavioral Sciences | Bouncy’s Ready to Learn Resilience: Improving Classroom Climate and Student Outcomes in Early Grades | 5 | $1,330,954.00 | $5,862,884.00 | Arlington | VA | |||
| Chugachmiut | Chugach Identity Project | 5 | $938,831.00 | $5,812,228.00 | Anchorage | AK | |||
| Teach for America | The Cultivate System: Creating Inclusive, Equitable, & Rigorous Learning Environments for High-Needs Students | 5 | $1,358,462.00 | $6,000,000.00 | New York | NY | |||
| Center for Civic Education | Integrated Civic SEL | 3 | $1,220,867.00 | $5,957,175.00 | Calabasas | CA | |||
| The Johns Hopkins University | Enabling Student Success: Combining Early Warning Systems and School Connectedness to Propel Social-Emotional and Academic Development Among Baltimore City Students | 5 | $875,186.00 | $4,857,998.00 | Baltimore | MD | |||
| Oregon Research Institute | Youth Attendance Navigators: Building Community-School Alliances for Youth Success | 5 | $826,662.00 | $5,999,785.00 | Springfield | OR | |||
| LITERACY MIDSOUTH INC | Tutor901 | 5 | $1,200,000.00 | $6,000,000.00 | Memphis | TN | |||
| WestEd | Addressing Equity in Dual Enrollment Mathematics: An efficacy study of an innovative approach to teaching quantitative reasoning | 5 | $1,242,073.00 | $5,994,992.00 | San Francisco | CA | |||
| The Johns Hopkins University | Improving School Connectedness in Middle and High Schools | 5 | $688,364.00 | $4,787,051.00 | Baltimore | MD | |||
| FY 2024 Early-Phase Competition Absolute Priority 5 (Educator Recruitment and Retention) | |||||||||
| Winthrop University | South Carolina Residencies Impacting Schoolwide Equity (SC RISE) | 5 | $668,714.00 | $6,000,000.00 | Rock Hill | SC | |||
| Clemson University | Providing Apprenticeships through Residency Teams for Novice Educator Retention and Student achievement (PARTNERS) | 5 | $1,467,479.00 | $5,999,861.00 | Clemson | SC | |||
| TRUSTEES OF THE UNIVERSITY OF PENNSYLVANIA | Helping Educator Resilience & Optimism: Workforce Strategy for Wellbeing & Retention [Project HERO] | 5 | $1,050,720.00 | $5,999,949.00 | Philadelphia | PA | |||
2023 Grantees | |||||||||
| FY 2023 Expansion-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| Fresno County Superintendent of Schools | Reading and Writing for College and Career Success: Expanding the Reach of the Expository Reading and Writing Curriculum | 5 | $1,658,483 | $14,997,254 | Fresno | CA | |||
| Waterford Institute Inc. | Expanding School Readiness Opportunities in the Rural South The Upstart Rural TASK Force: Taking All to Success in Kindergarten | 5 | $2,247,970 | $13,919,547 | Taylorsville | UT | |||
| Jobs for the Future, Inc. | Increasing Dual Enrollment Access and Success (IDEAS) | 5 | $1,754,062 | $15,000,000 | Boston | MA | |||
| University of Alaska Fairbanks | Validated Induction Network Expansion (VINE project) | 5 | $1,331,352 | $14,999,998 | Fairbanks | AK | |||
| Education Development Center, Inc. | Math for All: Expanding Professional Learning to Improve Mathematics Outcomes for Students in High-Need Schools | 5 | $1,846,614 | $15,000,000 | Waltham | MA | |||
| FY 2023 Mid-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| WestEd | Reading Apprenticeship for Academic Literacy Learning (RA4ALL) | 5 | $1,1033,706 | $8,000,000 | San Francisco | CA | |||
| President and Fellows of Harvard College | Scaling a National Model of Reading Engagement (MORE) to Improve First to Fourth-Grade Students' Reading Comprehension | 5 | $953,775 | $7,992,519 | Cambridge | MA | |||
| FY 2023 Mid-phase Competition Grantees: Absolute Priority 3 (STEM) | |||||||||
| University of Texas Foundation | Transforming the Learning of Science for Second Grade Latinx Students Through Meaningful Interactions using Technology Outside of School (Project MITOS) | 5 | $1,404,092 | $8,000,000 | Austin | TX | |||
| Impact Florida | Game-Based Learning Platform to Enhance Student Science Outcomes | 5 | $2,739,716 | $7,997,933 | Tallahassee | FL | |||
| Michigan State University | A culturally responsive project-based learning intervention in secondary science in Alabama and North Carolina | 5 | $1,417,188 | $7,722,448 | East Lansing | MI | |||
| Sonoma State University | Scaling an Innovative STEM+C Education Support Model for Improved Science Learning | 5 | $1,365,978 | $7,904,722 | Rohnert Park | CA | |||
| N.C. Department of Public Instruction | PRISM: Patterns for Reaching and Impacting | 5 | $1,472,475 | $7,868,972 | Raleigh | NC | |||
| FY 2023 Mid-phase Competition Grantees: Absolute Priority 4 (SEL) | |||||||||
| The Curators of the University of Missouri Special Trut | Prosocial and Active Learning (PAL) Classrooms 2.0 | 5 | $569,301 | $7,999,969 | Columbia | MO | |||
| American Institutes for Research | Scaling and Evaluating the Impact of The Third Quest (TTQ) | 5 | $901,696 | $4,497,728 | Arlington | VA | |||
| FY 2023 Mid-phase Competition Grantees: Absolute Priority 5 (Educator Recruitment and Retention) | |||||||||
| Region 18 Education Service Center | Middle School Collaborative Language Acquisition Strategies for Success (MS CLASS) | 5 | $968,544 | $7,959,640 | Midland | TX | |||
| New Mexico Public Education Department | New Mexico Teacher Residencies (NM Residencies) | 5 | $1,556,189 | $7,772,426 | Santa Fe | NM | |||
| Rector and Visitors of the University of Virginia | Project ENGAGE: The Impact of CARE for Teachers on Students' Success | 5 | $1,068,880 | $7,999,651 | Charlottesville | VA | |||
| FY 2023 Early-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| UnboundEd Learning, Inc. | Reading Reimagined | 5 | $444,878 | $3,964,403 | Pittsford | NY | |||
| FY 2023 Early-phase Competition Grantees: Absolute Priority 3 (STEM) | |||||||||
| MK Level Playing Field Institute (dba SMASH) | SMASH 3.0: Innovations in Programming Strategies that Promote Equity I Computer Science Pathways for Historically Excluded Students | 5 | $711,117 | $4,000,000 | Oakland | CA | |||
| Santa Clara County Office of Education | Data Adventures | 5 | $770,103 | $4,000,000 | San Jose | CA | |||
| University of Texas Foundation | Preparing High-Need Students for Success in Early Science Instruction | 5 | $639,208 | $4,000,000 | Austin | TX | |||
| BSCS Science Learning | Engaging Science Learning with OpenSciEd | 5 | $627,892 | $3,999,759 | Colorado Springs | CO | |||
| New York Hall of Science | Your Light and Air: Leveraging Civic Science to Advance High Need, Grade 6-8 Students' Science Learning Through Investigations | 5 | $706,637 | $3,996,906 | Corona | NY | |||
| Urban Arts Partnership | Creative Coders: Middle School CS Pathways Through Game Design | 5 | $708,558 | $3,999,988 | New York | NY | |||
| Concord Consortium, Inc. | AI Across the Curriculum for Virtual Schools | 5 | $710,211 | $3,999,322 | Concord | MA | |||
| Alabama State Department of Education - AMSTI | New Virtual Reality Technology to Enhance Students' Algebra Knowledge and Skills | 5 | $1,380,464 | $3,999,987 | Montgomery | AL | |||
| Riverside County Office of Education | Making Connections in Mathematics: Empowering Students by Empowering Teachers (MCM) project | 5 | $891,818 | $4,000,000 | Riverside | CA | |||
| FY 2023 Early-phase Competition Grantees: Absolute Priority 4 (SEL) | |||||||||
| Martin Luther King Sr Community Resources Collaborative, Inc. | Sankofa Chronicles: SEL Curriculum from American Diaspora | 5 | $1,035,448 | $3,997,320 | Atlanta | GA | |||
| Preschool Promise | Preschool Promise EIR - Conscious Discipline Impact Study | 5 | $443,840 | $4,000,000 | Dayton | OH | |||
| School Board of Duval County | Duval IDEAS (Inclusion Diversifies Education for All Students) | 5 | $883,927 | $4,000,000 | Jacksonville | FL | |||
| Alliance for Inclusion and Prevention, Inc. | SELECT Schools (Social-Emotional Learning to Address Equity, COVID, and Trauma in Schools) | 5 | $568,696 | $4,000,000 | Boston | MA | |||
| Wood County SSA/Mineola ISD | Second Step to Enhance Rural Students' Achievement and Wellbeing | 5 | $799,590 | $3,945,003 | Mineola | TX | |||
| Cook Center for Human Connection, L3C | Helping Helpers Help: An Integrated Model for Empowering Educators and Parents as Partners in Supporting Student Wellness and Learning | 5 | $649,367 | $3,999,999 | Pleasant Grove | UT | |||
| Seneca Family of Agencies | Compass Care: A family-focused, peer support model for increasing student engagement and achievement | 5 | $611,854 | $4,000,000 | Oakland | CA | |||
| Village of Wisdom, Inc. | That's Just Good Teaching Program | 5 | $591,743 | $4,000,000 | Durham | NC | |||
| University of Oregon Foundation | Meeting Student Social Emotional and Academic Needs Through Technology-Supported Best-Practice in Instruction | 5 | $536,833 | $2,884,885 | Eugene | OR | |||
| Research Collaboratory at ASU, dba Enterprise Collaboratory | Development and Testing of EYEPlay Inclusion: An Innovative Approach to Providing Professional Development in Drama-Based Instruction to Teachers and Caregivers of High Communication Needs Children | 4 | $865,296 | $3,999,999 | Tempe | AZ | |||
| University of North Carolina at Chapel Hill | Strengthening Social-Emotional Learning in High Schools with Integrated Multi-Tiered Mindfulness Programming | 5 | $715,557 | $4,000,000 | Chapel Hill | NC | |||
| Human Restoration Project | Third Coast Learning Collaborative: Developing an Inquiry-Driven Model of School | 5 | $747,790 | $3,978,888 | Slater | IA | |||
| Oregon Research Institute | EmpowerU: Promoting Health-Related SEL Skills Development in High-Needs Populations | 5 | $975,940 | $3,995,537 | Springfield | OR | |||
| Educational Testing Service | Developing Middle Grade Students' Social Emotional Learning Skill through Technology Enhanced Collaborative Learning | 4 | $1,067,009 | $3,999,997 | Princeton | NJ | |||
| WestEd | Project Pathways: Creating the Pathways to Improve Student Mental Health and Well-Being | 5 | $632,272 | $4,000,000 | San Francisco | CA | |||
| Region One Education Service Center | Project LIFT! (Linking Innovation Fostering Transition) | 5 | $796,474 | $3,999,984 | Edinburg | TX | |||
| American Institutes for Research | Thinking Pro: Accelerating Social, Emotional, and Academic Development in High School ELA Classes | 5 | $735,406 | $3,935,583 | Arlington | VA | |||
| FY 2023 Early-phase Competition Grantees: Absolute Priority 5 (Educator Recruitment and Retention) | |||||||||
| COUNTY OF MARICOPA OSBORN SCHOOL DISTRICT #8 | Nurturing Responsive Connections | 5 | $355,633 | $3,999,498 | Phoenix | AZ | |||
2022 Grantees | |||||||||
| FY 2022 Expansion-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| Strategic Education Research Partnership Institute | Scaling Students' Success with STARI: Expanding Eligibility, Support, and Spread | 5 | $2,178,995 | $14,999,841 | Washington | DC | |||
| University of Kansas Center for Research, Inc. | CW-FIT Rural Expansion: Gaining More Time to Learn and More Time to Teach in | 5 | $2,433,373 | $14,999,997 | Lawrence | KS | |||
| Texas A&M Research Foundation | Project Research-based Strategies and Artificial Intelligence for School Enhancement: Turning Around Schools (RAISE) | 5 | $2,613,719 | $12,322,462 | College Station | TX | |||
| Vanderbilt University | Expanding and Scaling the Pyramid Model in Pre-Kindergarten and Kindergarten Classrooms to Districts Across the U.S. | 5 | $1,401,883 | $11,869,961 | Nashville | TN | |||
| FY 2022 Mid-phase Competition Grantees: Absolute Priority 3 (STEM) | |||||||||
| WestED | The Early Math Initiative: Tiered Support to Prepare Native American and Other High-Need Children for Elementary School Mathematics | 5 | $1,451,396 | $8,000,000 | San Francisco | CA | |||
| ASSISTments Foundation, Inc. | Scaling ASSISTments for Algebra Readiness (ASSISTments4AR) with Curriculum-based Professional Learning and Coaching | 5 | $2,385,437 | $8,000,000 | Auburn | MA | |||
| Alabama State Department of Education, AMSTI | Improving Algebra 1 Outcomes across Alabama using Math Nation | 5 | $2,009,908 | $7,935,068 | Montgomery | AL | |||
| FY 2022 Early-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| San Diego Unified School District | MetaSocratic Peer Tutoring | 5 | $898,225 | $3,999,932 | San Diego | CA | |||
| CommonLit, Inc. | CommonLit 360: Expanding Access to a Content-Rich Digital English Language Arts Program to Accelerate Learning Among Underserved Students | 5 | 1,030,503 | $3,999,932 | Washington | DC | |||
| FY 2022 Early-phase Competition Grantees: Absolute Priority 3 (STEM) | |||||||||
| The College Bridge, Inc. | The Dual Enrollment Math Bridge (DE Math Bridge) Project: An innovating high school intervention to close equity and attainment gaps in college math and college completion | 5 | $843,167 | $3,998,471 | Duarte | CA | |||
| American Institutes for Research | Individualized Math Instruction with The Modern Classrooms Project | 5 | $548,228 | $3,749,999 | Arlington | VA | |||
| Partnership for Regional Educational Preparation-Kansas City | Real World Data Science (RWDS) | 5 | $612,106 | $3,922,832 | Kansas City | MO | |||
| University of Oregon Foundation | Math Ready-Supporting Early Number Sense (M-SENS) | 5 | $600,437 | $3,999,718 | Eugene | OR | |||
| The Board of Regents of the University of Wisconsin System | Teaming Up for Equity in Science: Supporting NGSS Three-dimensional Learning and Achievement through Actionable Assessment | 4 | $911,878 | $3,273,047 | Madison | WI | |||
| WestEd | Furthering Rural Adoption of Computers and Technology through Artistic Lessons (FRACTAL) | 5 | $695,120 | $4,000,000 | San Francisco | CA | |||
| FY 2022 Early-phase Competition Grantees: Absolute Priority 4 (SEL) | |||||||||
| University of Oregon Foundation | Freshmen Success: Implementation of Comprehensive Universal Supports for School Engagement | 5 | $765,859 | $4,000,000 | Eugene | OR | |||
| CAST, Inc. | Circle Up: An Integrated Whole School Model To Address Learners' Social-Emotional And Learning Needs | 5 | $638,098 | $4,000,000 | Wakefield | MA | |||
| Fugees Family | Project Teranga by Fugees Family | 5 | $534,400 | $4,000,000 | Columbus | OH | |||
| President and Fellows of Harvard College | Kernels of Practice for Social Emotional Learning in Afterschool Settings | 4 | $703,032 | $4,000,000 | Cambridge | MA | |||
| The Regents of the Univ. of Calif., U.C. San Diego | The LISTEN (Listen and Inquiring with Students Through Engagement Networks) LAB | 4 | $886,538 | $4,000,000 | San Diego | CA | |||
| National University | Building Inclusive Environments Project: Integrating Academic, Social, and Emotional Skill Development | 5 | $736,907 | $4,000,000 | Rock Island | IL | |||
| Rock Island School District | How Are The Children (HTAC): Increasing Social Emotional/Mental Health Competence in the High School Environment | 5 | $925,640 | $3,835,170 | Rock Island | IL | |||
| AASB | Project Transform: A Trauma-Engaged Approach to Improve Social, Emotional, and Academic Outcomes | 5 | $418,014 | $3,997,580 | Juneau | AK | |||
| Nothern Humboldt Union High School District | Acorn Project | 5 | $309,517 | $3,999,998 | McKinleyville | CA | |||
| Research Triangle Institute | Speak to the Potential, Ability, and Resilience Inside Every Kid (SPARK): A Mentoring Intervention for Middle-School Students | 5 | $534,306 | $3,596,886 | Research Triangle Park | NC | |||
| The School District of Philadelphia | Relationships First: Scaling up a multi-tiered schoolwide restorative approach in the School District of Philadelphia | 5 | $470,240 | $3,973,175 | Philadelphia | PA | |||
| Jobs for the Future, Inc. | On-ramp to Postsecondary Transitions | 5 | $442,974 | $4,000,000 | Boston | MA | |||
| Sesame Workshop | Sesame Street in Communities | 5 | $462,889 | $4,000,000 | New York | NY | |||
2021 Grantees | |||||||||
FY 2021 Expansion-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| Education Analytics, Inc. | Future Forward: Sustaining and Expanding a Student-Centered, Technology-Enabled Early Literacy and Family Engagement Intervention | 5 | $2,494,345 | $14,534,774 | Madison | WI | |||
| Texas A&M Research Foundation | Knowledge acquisition and transformation expansion (KATE) | 5 | $2,616,641 | $14,803,166 | College Station | TX | |||
| Providence College | Testing the Impact of Self Regulation Strategy Development (SRSD) | 5 | $1,183,992 | $11,340,342 | Providence | RI | |||
FY 2021 Mid-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| Literacy Design Collaborative | Scaling an Evidence-Based National Model of Instructional Systems' Success | 4 | $2,283,631 | $8,000,000 | New York | NY | |||
| DuPage Regional Office of Education #19 | Partners To Lead - Scaled (PTL2) Project | 5 | $1,076,006 | $8,000,000 | Wheaton | IL | |||
| Reading Partners | Innovation and Scaling of National Literacy Tutoring Program | 5 | $920,904 | $8,000,000 | Oakland | CA | |||
FY 2021 Mid-phase Competition Grantees: Absolute Priority 3 (STEM) | |||||||||
| Four Corners Regional Education Cooperative No. 1 | Extending Equity into the Digital Workforce | 4 | $1,900,260 | $7,936,272 | Bloomfield | NM | |||
| ASSISTments Foundation, Inc. | Recovering from COVID-Learning-Loss with a Platform to Support Human Tutoring | 5 | $1,562,591 | $8,000,000 | Auburn | MA | |||
| Southern Methodist University | Scalability, Capacity, and Learning Engagement (SCALE) for Fraction Face-Off | 5 | $1,276,494 | $7,996,477 | Dallas | TX | |||
| The Curators of the University of Missouri Special Trust | Scaling and Sustaining Mission HydroSci: Game-Based Learning for Next Generation Science Learning | 5 | $1,640,717 | $7,996,220 | Columbia | MO | |||
FY 2021 Mid-phase Competition Grantees: Absolute Priority 4 (SEL) | |||||||||
| WestED | Citizen Math: Using Math Class to Create Informed, Thoughtful, and Productive Citizens | 5 | $1,342,443 | $7,962,028 | San Francisco | CA | |||
| Center for Civic Education | James Madison Legacy Project Expansion: Empowering High-Need Students for Informed, Thoughtful, and Productive Citizenship | 4 | $1,207,042 | $7,298,582 | Calabasas | CA | |||
FY 2021 Early-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| Regional Office of Education #17 | Learning While Leading (LWL) Project | 5 | $574,727 | $4,000,000 | Bloomington | IL | |||
| The Curators of the University of Missouri Special Trust | Talk to Read: A Culturally Responsive Approach to Literacy Recovery | 5 | $267,482 | $3,999,812 | Columbia | MO | |||
| Think Together | Teach, Lead, Counsel (TLC) | 5 | $717,978 | $3,996,010 | Santa Ana | CA | |||
| LA Promise Fund | Black College Success Initiative | 5 | $700,778 | $4,000,000 | Los Angeles | CA | |||
FY 2021 Early-phase Competition Grantees: Absolute Priority 3 (STEM) | |||||||||
| Uncommon Schools, Inc | Expanding Access and Opportunity Through Culturally Responsive Computer Science (CURE CompSci) | 5 | $1,198,559 | $3,938,658 | New York | NY | |||
| Urban Arts Partnership | Game On: Teaching The AP CSP Through Game Design | 5 | $664,694 | $3,978,496 | New York | NY | |||
| University of New Hampshire | STEM Language Arts Teaching/learning Ecosystems (SLATE) | 5 | $518,681 | $3,565,140 | Durham | NH | |||
| University City Science Center | Experiencing STEM FirstHand: The Impact of a Novel Approach to Bolstering Scientific Identity, Interest, and Knowledge in Low-Income Middle School Students of Color | 5 | $642,324 | $3,974,496 | Philadelphia | PA | |||
FY 2021 Early-phase Competition Grantees: Absolute Priority 4 (SEL) | |||||||||
| University of Pittsburgh | School Just Discipline Project (JDP): Reducing Racial Disparities and Promoting Positive School Climate | 5 | $656,524 | $4,000,000 | Pittsburgh | PA | |||
| Intercultural Development Research Association | Youth Leadership Now (YLN) | 5 | $660,593 | $3,999,807 | San Antonio | TX | |||
| PowerMyLearning, Inc | Family Playlists: Improving High-Need Students' Academic Performance and SEL in Response to COVID- 19 | 5 | $1,259,862 | $3,999,983 | New York | NY | |||
| Cleveland State University | School-Based Youth Participatory Action Research | 5 | $654,802 | $2,726,524 | Cleveland | OH | |||
| Uplift Education | Path to Purpose | 5 | $725,034 | $4,000,000 | Dallas | TX | |||
| American Institutes for Research | Ready, Set, Succeed: Kindergarten Transitions in Flint (RSS) | 5 | $441,460 | $3,999,966 | Arlington | VA | |||
| Job for the Future, Inc. | Increasing College Access Network (ICAN) | 5 | $554,971 | $4,000,000 | Boston | MA | |||
| Transcend, Inc. | Student Well-Being Model: Improving high-need students' learning through a community-driven model centering equity and social and emotional skills | 5 | $179,216 | $4,000,000 | Hastings-on-Hudson | NY | |||
| Young Audiences of Maryland, Inc. | Start With the Art: Arts Integration + Co-Teaching: A Transformative Approach to Increasing Academic Achievement and Fostering Socioemotional Development in Elementary Students | 5 | $380,485 | $3,970,442 | Baltimore | MD | |||
| Children First PA fka Public Citizens for Children and Youth | makeSPACE for Agency and Readiness | 5 | $404,744 | $3,999,782 | Philadelphia | PA | |||
2020 Grantees | |||||||||
FY 2020 Mid-phase Competition Grantees: Absolute Priority 2--Field Initiated Innovations--Science, Technology, Engineering, and Math (STEM) | |||||||||
| Niswonger Foundation | STEM.LD | 5 | $8,000,000 | $8,000,000 | Greenville | TN | |||
| Texas A&M Research Foundation | Virtually-Infused Collaborations for Teaching and Learning Opportunities for Rural Youth: Implementation and Evaluation of Online and Face-to-Face Delivery in High-Needs Schools (Project VICTORY) | 3 | $7,999,563 | $7,999,563 | College Station | TX | |||
FY 2020 Mid-phase Competition Grantees: Absolute Priority 3--Field Initiated Innovations--Social and Emotional Learning | |||||||||
| The Johns Hopkins University | Refining and Expanding the Effective Use of 4S: An Evidence-Based Program to Increase Adolescents' Ability to Self-Manage their School Success | 5 | $5,879,943 | $5,879,943 | Baltimore | MD | |||
| American Institutes for Research | Effective Instructional Coaching At-Scale for Middle Schools Using Jim Knight's Coaching with Impact (CWI) | 5 | $7,999,777 | $7,999,777 | Washington | DC | |||
| WestEd | Accelerating Literacy through Self-Regulation, Collaboration and Persistence: Reading Apprenticeship in North Carolina | 5 | $8,000,000 | $8,000,000 | San Francisco | CA | |||
| New Teacher Center | Advancing Social and Emotional Learning Integrated with Rigorous Content through a Whole-School Professional Learning Model | 5 | $7,998,782 | $7,998,782 | Santa Cruz | CA | |||
| University of Alaska Fairbanks | Supporting Teachers in Alaska's Remote/Rural Regions (STARR) | 5 | $7,999,712 | $7,999,712 | Fairbanks | AK | |||
| University of Southern California | Pathways to Success in the Transition to High School: Testing a Strategy to Scale an Effective Identity-Based Motivation Intervention in Diverse Education Settings | 5 | $7,998,815 | $7,998,815 | Los Angeles | CA | |||
FY 2020 Early-phase Competition Grantees: Absolute Priority 2--Field Initiated Innovations--Science, Technology, Engineering, and Math (STEM) | |||||||||
| The Curators of the University of Missouri Special Trust | eSTEM and Designing Games for Education = eDGE: Giving Students the eDGE in STEAM or STEM | 5 | $3,932,204 | $3,932,204 | Columbia | MO | |||
| Missouri State University | Computer Science Opportunities, Development, and Education in Rural Schools (CODERS) | 5 | $3,996,749 | $3,996,749 | Springfield | MO | |||
| Orange County Superintendent of Schools | Building Toward Computer Science Equity and Inclusion: Developing an Ecosystem of Supports | 5 | $3,964,304 | $3,964,304 | Costa Mesa | CA | |||
| Intercultural Development Research Association | VisionCoders | 5 | $3,898,640 | $3,898,640 | San Antonio | CA | |||
| Educational Service District 105 | Virtual STEM Role Model Connection | 5 | $4,000,000 | $4,000,000 | Yakima | WA | |||
| Duval County Public Schools | Using and Leveraging Technology to Reinvent Accessibility: Minecraft Mentor Edition (ULTRA:ME) | 5 | $3,502,713 | $3,502,713 | Jacksonville | FL | |||
| Ohio Valley Educational Cooperative | Computer Science Micro-Credential | 5 | $3,999,633 | $3,999,633 | Shelbyville | KY | |||
| YouthForce NOLA | YouthForce NOLA: Soft Skills in Computer Science Pathways | 5 | $3,996,263 | $3,996,263 | New Orleans | LA | |||
| Digital Promise Global | Instructional Coaching for Tech-Enhanced Approaches in Mathematics (iCoachTEAM) | 5 | $3,996,372 | $3,996,372 | Washington | DC | |||
| Jobs for the Future, Inc. | Tennessee SySTEM for College and Career Readiness Project | 5 | $4,000,000 | $4,000,000 | Boston | MA | |||
| Rutgers, The State University of New Jersey | Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS | 5 | $4,000,000 | $4,000,000 | New Brunswick | NJ | |||
| Education Development Center, Inc. | Improving Equity in AP Computer Science Principles: Scaling Beauty and Joy of Computing | 5 | $3,999,826 | $3,999,826 | Waltham | MA | |||
| North American Native Research and Education Foundation INC | Montana American Indian Math Science program (MT-AIMS) preparing Montana Native American students in the STEM disciplines | 5 | $3,568,382 | $3,568,382 | Pocatello | ID | |||
Early-phase Competition Grantees: Absolute Priority 3--Teacher-Directed Professional Learning | |||||||||
| Appalachian State University | Empowering Teacher Learning in Western NC | 5 | $11,999,692 | $11,999,692 | Boone | NC | |||
| Virginia Advanced Study Strategies | Professional Learning by Choice Community | 5 | $10,864,212 | $10,864,212 | South Boston | VA | |||
| Charleston County School District | C3: Choice in Cultural Competency | 5 | $11,932,890 | $11,932,890 | Charleston | SC | |||
| Computer Science Teachers Association LLC | Expanded Computer Science Professional Development Week (E_CSPD_Wk) | 5 | $10,492,565 | $10,492,565 | Chicago | IL | |||
| School Board of Miami-Dade County, FL | Teachers CHOICE: Transforming Professional Learning from Compliance to Agency | 5 | $12,000,000 | $12,000,000 | Miami | FL | |||
| Region 18 Education Service Center | Self-Directed Professional Learning Project (SDPLP) | 5 | $9,053,450 | $9,053,450 | Midland | TX | |||
| Voorhees College | IMPACT: Improvement Science Propels Achievement and Critical Teaching! | 5 | $6,912,656 | $11,847,124 | Denmark | SC | |||
| Grantee | Project Title | Duration (Years) | Year 1 | FY 19 Funding (for Year 1, 2, and 3 Activities) | Total Expected Funding | City | State | Abstract | Application | Reviewer comments |
FY 2019 Expansion Competition- All Grantees | ||||||||||
| New Teacher Center | Catalyzing Innovations in Teacher Leader Development in Rural and Urban Settings | 5 | $2,102,629 | $8,659,037 | $12,792,476 | Santa Cruz | CA | PDF (114 KB) | PDF (581 KB) | PDF (248 KB) |
FY 2019 Mid-phase Competition Grantees- Absolute Priority 2: Field Initiated Innovations--General | ||||||||||
| American Institutes for Research | EIR: Mid-Phase: Early Warning Intervention and Monitoring System (EWIMS) Study | 5 | $1,885,349 | $5,472,348 | $7,996,973 | Washington | DC | PDF (146 KB) | PDF (604 KB) | PDF (383 KB) |
| The Ohio State University | Refining and Expanding HEROES: A Literacy Intervention for Young Students with IEPs | 5 | $1,415,374 | $5,024,930 | $8,000,000 | Columbus | OH | PDF (136 KB) | PDF (311 KB) | PDF (385 KB) |
| University of Indianapolis | Rural Early College Network | 5 | $1,335,574 | $4,858,773 | $7,963,436 | Indianapolis | IN | PDF (127 KB) | PDF (460 KB) | PDF (383 KB) |
| University of Kansas Center for Research, Inc. | Supporting High-Needs Elementary Students with the CW-FIT Program: Building for Scale and Sustainability | 5 | $1,305,215 | $4,633,331 | $7,992,699 | Lawrence | KS | PDF (160 KB) | PDF (1,472 KB) | PDF (380 KB) |
FY 2019 Mid-phase Competition Grantees: Absolute Priority 3--Field Initiated Innovations--Science, Technology, Engineering, and Math (STEM) | ||||||||||
| BSCS Science Learning | Scaling and Sustaining the Science Teachers Learning from Lesson Analysis (STeLLA) Professional Development Program | 5 | $1,343,613 | $4,941,454 | $7,999,247 | Colorado Springs | CO | PDF (109 KB) | PDF (2,148 KB) | PDF (292 KB) |
| WPI | Scaling Teachers' Professional Development for ASSISTments | 5 | $1,489,399 | $4,980,445 | $7,928,236 | Worchester | MA | PDF (132 KB) | PDF (1,109 KB) | PDF (290 KB) |
FY 2019 Early-phase Competition Grantees: Absolute Priority 2: Field Initiated Innovations--General | ||||||||||
| Board of Regents, Univ of Nebraska Lincoln | Fostering Educational Success: Reconnecting Families, Empowering Youth | 5 | $687,165 | $2,177,752 | $3,994,904 | Lincoln | NE | PDF (159 KB) | PDF (1,079 KB) | PDF (155 KB) (174 KB) |
| Center for Supportive Schools | Improving Educational Outcomes in High Need,Low-Income Rural and Urban Communities through a High School Mentoring Model | 5 | $442,872 | $2,081,943 | $3,315,813 | Princeton | NJ | PDF (196 KB) | PDF (1,168 KB) | PDF (233 KB) (163 KB) |
| Iredell-Statesville Schools | RIPPLE: Reducing disparities and Implementing strategies to Promote Proactive Learning Environments | 5 | $503,534 | $2,176,977 | $3,999,968 | Statesville | NL | PDF (188KB) | PDF (519 KB) | PDF (240 KB) (193 KB) |
| Pasadena USD | Project YEES (Youth Education and Emotional Supports) | 4 | $778,150 | $2,764,774 | $3,993,142 | Pasadena | CA | PDF (115 KB) | PDF (692 KB) | PDF (239 KB) (162 KB) |
| Putnam County School District | Rural Connect | 5 | $610,625 | $2,557,855 | $3,943,486 | Palatka | FL | PDF (146 KB) | PDF (859 KB) | PDF (244 KB) (169 KB) |
| The Rector and Visitors of the University of Virginia | Project CATALYZE: The Impact of CARE + PATHS on Students? Success | 5 | $988,951 | $2,756,804 | $4,000,000 | Charlottesville | VA | PDF (150 KB) | PDF (701 KB) | PDF (216 KB) (160 KB) |
| Seminole County Public Schools | Exceptional Student Education (ESE) Curriculum Project | 5 | $536,213 | $2,201,369 | $4,000,000 | Sanford | FL | PDF (163 KB) | PDF (1,119 KB) | PDF (224 KB) (158 KB) |
FY 2019 Early-phase Competition Grantees: Absolute Priority 3--Field Initiated Innovations--Science, Technology, Engineering, and Math (STEM) | ||||||||||
| Alabama State Department of Education | Pathways for Alabama Computer Science | 5 | $793,983 | $2,381,949 | $3,969,916 | Montgomery | AL | PDF (176 KB) | PDF (366 KB) | PDF (212 KB) (158 KB) |
| Center for the Future of Arizona | Career Connected Pathways | 5 | $547,235 | $2,118,752 | $3,690,351 | Phoenix | AZ | PDF (170 KB) | PDF (1,002 KB) | PDF (212 KB) (154 KB) |
| Code.org | Code.org?s Equity in AP Computer Science Principles (Equity in AP CSP): Addressing Barriers to Participation in AP CSP by Transforming Professional Learning and School Leadership | 5 | $810,513 | $2,467,808 | $3,998,634 | Seattle | WA | PDF (149 KB) | PDF (1,065 KB) | PDF (164 KB) (169 KB) |
| Community Unit School District 60 | Computer Science and Engineering and Design STEM Program and K-12 Computer Science Pathway | 5 | $694,176 | $2,171,699 | $3,532,144 | Waukegan | IL | PDF (145 KB) | PDF (1,839 KB) | PDF (216 KB) (159 KB) |
| Computer Science Teachers Association LLC | Computer Science for English Learners (CSforEL): Increasing Participation and Achievement in Advanced Placement Computer Science Principles (AP CSP) for English Learners | 4 | $919,473 | $3,015,767 | $3,993,941 | Chicago | IL | PDF (147 KB) | PDF (610 KB) | PDF (252 KB) (164 KB) |
| Education Development Center, Inc. | Systemic Change to Improve Equity in Computer Science Student Achievement | 5 | $800,508 | $2,493,595 | $3,999,991 | Waltham | MA | PDF (152 KB) | PDF (610 KB) | PDF (261 KB) (164 KB) |
| Educational Service Unit 2 | ESU 2 EIR EMPOWER (E3) | 5 | $800,000 | $2,400,000 | $4,000,000 | Fremont | NE | PDF (168 KB) | PDF (281 KB) | PDF (230 KB) (164 KB) |
| Green River Regional Educational Cooperative | The STEM-CS project: A Professional Development Approach to Improved Student Achievement in Science, Technology, Engineering, Math and Computer Science | 5 | $1,120,168 | $2,835,449 | $3,999,906 | Bowling Green | KY | PDF (146 KB) | PDF (375 KB) | PDF (272 KB) (158 KB) |
| IDEA Public Schools | Mathways to STEM Success | 5 | $495,823 | $2,636,705 | $4,000,000 | Weslaco | TX | PDF (186 KB) | PDF (375 KB) | PDF (220 KB) (158 KB) |
| Louisiana Department of Education | Improving Pre-Engineering and Computer Science Education through Micro-Credentialing | 4 | $995,187 | $3,031,226 | $4,000,000 | Baton Rouge | LA | PDF (144 KB) | PDF (375 KB) | PDF (241 KB) (157 KB) |
| Louisiana State University | A modern approach to the integration of programming and mathematics | 5 | $727,334 | $2,308,115 | $3,997,292 | Baton Rouge | LA | PDF (168 KB) | PDF (375 KB) | PDF (241 KB) (157 KB) |
| Lumity | STEM Career Prep Logic Model | 5 | $706,607 | $2,489,370 | $3,687,096 | Chicago | IL | PDF (177 KB) | PDF (518 KB) | PDF (241 KB) (163 KB) |
| National Math and Science Initiative | Lone Star AP CSP | 5 | $1,228,795 | $3,084,571 | $3,999,921 | Dallas | TX | PDF (152 KB) | PDF (586 KB) | PDF (258 KB) (164 KB) |
| New York Hall of Science | The Pack: Using Game-based Learning to Infuse Computational Thinking into Science Teaching and Learning | 4 | $890,617 | $2,899,819 | $3,635,411 | Corona | NY | PDF (175 KB) | PDF (586 KB) | PDF (258 KB) (163 KB) |
| Old Dominion University Research Foundation | Advancing Rural Computer Science (ARCS) | 5 | $680,754 | $2,384,051 | $3,937,531 | Norfolk | VA | PDF (117 KB) | PDF (286 KB) | PDF (242 KB) (159 KB) |
| Project SYNCERE | ENpowered — Utilizing Engineering as a tool to empower student learning | 5 | $477,315 | $1,249,935 | $1,820,832 | Chicago | IL | PDF (85 KB) | PDF (354 KB) | PDF (237 KB) (154 KB) |
| Rhode Island Department of Education | WB4CS: The Effectiveness of Work Based Learning in Computer Science Education | 5 | $1,300,227 | $2,510,111 | $3,479,991 | Providence | RI | PDF (197 KB) | PDF (541 KB) | PDF (240 KB) (158 KB) |
| Sacred Heart University | Project {FUTURE} FUndamentals Teachers Unit Research Exemplars, Innovations in Embedded Computer Science for Elementary Curricula Educational Innovation and Research Program - Early Phase Application | 5 | $547,374 | $2,104,621 | $3,819,097 | Fairfield | CT | PDF (148 KB) | PDF (739 KB) | PDF (284 KB) (124 KB) |
| San Diego Unified School District | Coding Our Future: Creating Equitable Computer Science Pathways in Urban Schools | 5 | $478,019 | $1,928,782 | $3,992,776 | San Diego | CA | PDF (184 KB) | PDF (731 KB) | PDF (225 KB) (160 KB) |
| San Francisco Unified School District | Evaluating and Replicating the San Francisco Unified School District?s Summer Academy for Integrated Language Learning (SAILL) Program | 5 | $850,897 | $2,271,114 | $3,999,999 | San Francisco | CA | PDF (139 KB) | PDF (318 KB) | PDF (242 KB) (158 KB) |
| Scott County School District | Mississippi Public School Consortium for Educational Access: Advanced Placement (AP) STEM Access Program for Rural, High-Poverty Mississippi School Districts | 3 | $739,591 | $3,754,677 | $3,754,677 | Forest | MS | PDF (147 KB) | PDF (1,042 KB) | PDF (240 KB) (155 KB) |
| Small School Districts' Association | Computer Science in Rural California: Training, Implementation, Teaching, and Learning | 5 | $365,715 | $1,989,724 | $3,994,126 | Sacramento | CA | PDF (204 KB) | PDF (637 KB) | PDF (228 KB) (156 KB) |
| Smithsonian Institution | Smithsonian Science for the Classroom:Improving Student Achievement Across State Borders and State Standards | 5 | $528,584 | $2,137,719 | $3,998,136 | Washington | DC | PDF (169 KB) | PDF (815 KB) | PDF (231 KB) (160 KB) |
| Technical Education Research Centers, Inc. | INFACT: The Inclusion of Neurodiversity in Foundations and Applications of Computational Thinking | 4 | $1,288,699 | $3,175,344 | $3,997,127 | Cambridge | MA | PDF (146 KB) | PDF (1,993 KB) | PDF (216 KB) (158 KB) |
| The Regents of the University of California, Irvine | Improving Pedagogy to Accelerate Computational Thinking (IMPACT) | 5 | $784,297 | $2,594,705 | $4,000,000 | Irvine | CA | PDF (148 KB) | PDF (427 KB) | PDF (224 KB) (161 KB) |
| Touro College | Young Academic Music and Computational Thinking | 4 | $435,446 | $1,493,857 | $2,529,444 | New York | NY | PDF (158 KB) | PDF (1,644 KB) | PDF (219 KB) (153 KB) |
| Tufts University | Coding as Another Language: The Development and Implementation of a Computational Thinking Curriculum and Sustainable Professional Development Model in K-2 | 5 | $1,074,040 | $2,926,243 | $3,854,403 | Boston | MA | PDF (142 KB) | PDF (354 KB) | PDF (239 KB) (159 KB) |
| Winchester School Board | Metrics: Maximizing Engagement Through Regular Immersion in Computer Science | 5 | $795,005 | $2,502,734 | $3,999,852 | Winchester | VA | PDF (147 KB) | PDF (661 KB) | PDF (255 KB) (166 KB) |
| Grantee | Project Title | Duration (Years) | Year 1 | Total Expected Funding | City | State | Abstract | Application | Reviewer comments |
FY 2018 Expansion Grantees | |||||||||
| The Regents of the University of California, Irvine | The Pathway to Academic Success: A Cognitive Strategies Approach to Text-Based Academic Writing to Improve Educational Outcomes for Secondary English Learners | 5 | $14,736, 901 | $14,736, 901 | Irvine | CA | PDF (24 KB) | PDF (993 KB) | PDF (205 KB) |
| Waterford Institute | Expanding School Readiness to Rural States with Poor Preschool Access The UPSTART Great Plains TASK Force: Taking All to Success in Kindergarten | 5 | $14,224, 758 | $14,224, 758 | Sandy | UT | PDF (76 KB) | PDF (1,624 KB) | PDF (203 KB) |
| WestEd | THE EARLY MATH INITIATIVE: SCALING AN INNOVATIVE INTERVENTION TO PREPARE CHILDREN FOR ELEMENTARY SCHOOL MATHEMATICS | 5 | $14,736, 901 | $14,736, 8 | San Francisco | CA | PDF (24 KB) | PDF (1,348 KB) | PDF (202 KB) |
FY 2018 Mid-phase Grantees | |||||||||
| AMERICAN INSTITUTES FOR RESEARCH | Improving Instruction and Student Achievement Through the Professional Learning with Impact Program | 5 | $7,855, 251 | $7,855, 251 | Washington | DC | PDF (98 KB) | PDF (494 KB) | PDF (206 KB) |
| Education Development Center, Inc. | Math for All: Broadening and Sustaining Effective Teacher Professional Development to Support Rigorous Personalized Mathematics Instruction for High-Need Students in Grades K-5 | 5 | $7,858, 604 | $7,858, 604 | Waltham | MA | PDF (27 KB) | PDF (236 KB) | PDF (206 KB) |
| Harmony Public Schools | Harmony "LEAF to STEM" | 5 | $7,859 427 | $7,859 427 | Houston | TX | PDF (158 KB) | PDF (411 KB) | PDF (202 KB) |
| Jobs For the Future Inc. | Lone Star STEM Project | 5 | $7,859 681 | $7,859 681 | Boston | MA | PDF (150 KB) | PDF (411 KB) | PDF (203 KB) |
| New York Hall of Science | Playground Physics: Scaling and Sustaining a Technology-Enhanced Middle-School Physics Program | 4 | $2,796 008 | $2,796 008 | Corona | NY | PDF (102 KB) | PDF (358 KB) | PDF (201 KB) |
FY 2018 Early-phase Grantees | |||||||||
| Children's Literacy Initiative | Integrating Curriculum Development and Professional Development for Kindergarten Readiness | 5 | $3,890, 130 | $3,890, 130 | Philadelphia | PA | PDF (23 KB) | PDF (309 KB) | PDF 1 (156 KB) PDF 2 (123 KB) |
| Community Training and Assistance Center, Inc. | PreK-12 STEM provides students a STEM project-based curriculum that is engineering- and computer science-centered. It ensures that every student PreK-12 has a STEM learning trajectory | 5 | $3,929, 520 | $3,929, 528 | Boston | MA | PDF (87 KB) | PDF (627 KB) | PDF 1 (158 KB) PDF 2 (127 KB) |
| ExpandED Schools | ExpandED STEM Options Internship and Apprenticeship Program | 5 | $3,657, 743 | $3,657, 743 | New York City | NY | PDF (191 KB) | PDF (227 KB) | PDF 1 (159 KB) PDF 2 (127 KB) |
| Independent School District 625 | Multi-year, Whole School Implementation of Restorative Practices in Saint Paul Public Schools: Relationships as Key to Improvements in School Climate and Student Behavior | 5 | $3,927, 737 | $3,927, 737 | St. Paul | MN | PDF (213 KB) | PDF (462 KB) | PDF 1 (150 KB) PDF 2 (124 KB) |
| Knox County Schools | Think About It: SySTEMatiCally Preparing Students for the Workforce | 5 | $2,405, 543 | $2,405, 543 | Knoxville | TN | PDF (85 KB) | PDF (402 KB) | PDF 1 (157 KB) PDF 2 (127 KB) |
| National Math and Science Initiative | Rural ACCESS: AP, College, and Career Excellence in STEM and Computer Science | 5 | $3,928, 082 | $3,928, 082 | Dallas | TX | PDF (26 KB) | PDF (417KB) | PDF 1 (155 KB) PDF 2 (125 KB) |
| Sonoma State University | Developing a Student-Driven STEM and Computer Science Curriculum for Rural Students | 5 | $3,927,476 | $3,927,476 | Rohnert Park | CA | PDF (213 KB) | PDF (736 KB) | PDF 1 (156 KB) PDF 2 (129 KB) |
| SRI International | Mathematics, 3D Printing, and Computational Thinking through Work-Based Learning for Middle Schoolers (MPACT) | 5 | $3,923, 862 | $3,923, 862 | Menlo Park | CA | PDF (213 KB) | PDF (575 KB) | PDF 1 (146 KB) PDF 2 (123 KB) |
| The Curators of the University of Missouri Special Trust | Prosocial and Active Learning (PAL) Classrooms | 5 | $3,921, 638 | $3,921, 638 | Columbia | MD | PDF (84 KB) | PDF (587 KB) | PDF 1 (154 KB) PDF 2 (125 KB) |
| Urban Arts Partnership | Urban Arts Partnership proposes the School of Interactive Arts, an evidence-based personalized learning approach to teaching Computer Science and improving outcomes for high-need students | 5 | $3,929, 364 | $3,929, 364 | New York | NY | PDF (21 KB) | PDF (380 KB) | PDF 1 (156 KB) PDF 2 (127 KB) |
FY 2017 Expansion Grantee | |||||||||
| National Center for Research in Advanced Information and Digital Technology | United2Read: Scaling Personalized Literacy Instruction to Ensure Strong Student Achievement | 5 | $14,651, 585 | $14,651, 585 | Washington | DC | PDF (12 KB) | PDF (631 KB) | PDF (177 KB) |
FY 2017 Mid-phase Grantees | |||||||||
| American Institutes for Research | Scaling and Sustaining Effective Teacher Professional Development for Secondary Schools Using MyTeachingPartner-Secondary | 5 | $7,787, 711 | $7,787, 711 | Washington | DC | PDF (93 KB) | PDF (729 KB) | PDF (169 KB) |
| Education Analytics, Inc. | SPARK CENTER: Scaling and Validating a Research-Based Cost Effective Literacy Intervention | 4 | $7,733, 129 | $7,733, 129 | Madison | WI | PDF (93 KB) | PDF (1,126 KB) | PDF (160 KB) |
| Metropolitan Nashville Public Schools | Metro Nashville Public Schools Scaling Up Pyramid Model (PM) Implementation in Preschool and Kindergarten Classrooms | 5 | $7,683, 178 | $7,683, 178 | Nashville | TN | PDF (59 KB) | PDF (656 KB) | PDF (411 KB) |
| Niswonger Foundation | Rural Literacy Initiative Focused on Effectiveness (Rural LIFE) | 5 | $7,814, 288 | $7,814, 288 | Greeneville | TN | PDF (76 KB) | PDF (615 KB) | PDF (158 KB) |
| Strategic Education Research Partnership Institute | Building Capacity to Support Struggling Adolescent Readers | 5 | $7,814, 288 | $7,814, 288 | Washington | DC | PDF (16 KB) | PDF (414 KB) | PDF (170 KB) |
| TNTP, Inc. | Turnaround Leadership Teams Strategy: Leadership More Effective than the Sum of its Parts | 5 | $7,814, 288 | $7,814, 288 | Brooklyn | NY | PDF (152 KB) | PDF (1,375 KB) | PDF (162 KB) |
FY 2017 Early-phase Grantees | |||||||||
| Austin Independent School District | Supporting Behavior and Improving School Climate through the Elementary to Middle School Transition: Whole School Restorative Practices in Austin Independent School District (AISD) | 5 | $3,547, 295 | $3,547, 295 | Austin | TX | PDF (161 KB) | PDF (224 KB) | PDF 1 (118 KB) PDF 2 (122 KB) |
| Center for Supportive Schools (CSS) | Improving Educational Outcomes in High Need,Low-Income Rural and Urban Communities through a Middle School Transition and Cross-Age Peer Mentoring Model | 5 | $3,142, 948 | $3,142 948 | Princeton | NJ | PDF (345 KB) | PDF (1,515 KB) | PDF 1 (145 KB) PDF 2 (122 KB) |
| DuPage Regional Office Of Education #19 | Partners To Lead - A Consortium of 26 Rural and / or high need Local Education Agencies (LEA) | 5 | $3,907, 144 | $3,907 144 | Wheaton | IL | PDF (219 KB) | PDF (708 KB) | PDF 1 (114 KB) PDF 2 (123 KB) |
| Intercultural Development Research Association | Reenergizing Leadership to Achieve Greater Student Success (RLSS) | 5 | $3,906, 207 | $3,906 207 | San Antonio | TX | PDF (92 KB) | PDF (824 KB) | PDF 1 (113 KB) PDF 2 (122 KB) |
| IPS Enterprises, LLC | IDEA C3: Culture, Character, and College | 5 | $3,906, 716 | $3,906 716 | Weslaco | TX | PDF (40 KB) | PDF (1,614 KB) | PDF 1 (115 KB) PDF 2 (122 KB) |
| Osage County Interlocal Cooperative | Project ENGAGE (Effectively Narrowing Gaps And Growing Engagement) | 5 | $3,744, 054 | $3,744 054 | Hominy | OK | PDF (107 KB) | PDF (683 KB) | PDF 1 (146 KB) PDF 2 (153 KB) |
| School District 1J Multnomah County | PREP: Personalized, Relevant, Engaged for Postsecondary | 5 | $3,907, 144 | $3,907 144 | Portland | OR | PDF (16 KB) | PDF (227 KB) | PDF 1 (115 KB) PDF 2 (155 KB) |
| Teach For America | Rural Schools Leadership Academy: Developing the Next Generation of Principals Across the Rural Landscape | 5 | $3,738, 077 | $3,738 077 | New York | NY | PDF (345 KB) | PDF (299 KB) | PDF 1 (117 KB) PDF 2 (121 KB) |
| United Way of Massachusetts Bay Inc. | BoSTEM | 5 | $3,907, 041 | $3,907 041 | Boston | MA | PDF (108 KB) | PDF (423 KB) | PDF 1 (132 KB) PDF 2 (121 KB) |
Included in the chart below is the amount of funding per fiscal year.
| Fiscal Year (FY) | Appropriation for new awards |
| FY 2023 | $284,000,000 |
| FY 2022 | $234,000,000 |
| FY 2021 | $194,000,000 |
| FY 2020 | $190,000,000 |
| FY 2019 | $125,000,000 |
| FY 2018 | $115,368,326 |
| FY 2017 | $95,005,093 |
LEGISLATION
Section 4611 of the Elementary and Secondary Education Act (ESEA), as amended by Every Student Succeeds Act (ESSA). PDF (45 KB)
Program Description:
Aligned with the Trump Administration’s focus on educational excellence and opportunity, the Education Innovation and Research (EIR) Program provides funding to:
- create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based, field-initiated innovations to improve student achievement and attainment for high-need students; and
- rigorously evaluate such innovations.
The EIR program is designed to generate and validate solutions to persistent educational challenges and to support the expansion of innovative solutions to serve larger numbers of students. This program supports engagement by helping to scale and sustain initiatives at various stages that improve student outcomes. The EIR is established under section 4611 of the Elementary and Secondary Education Act (ESEA), as amended by Every Student Succeeds Act (ESSA).
There are three types of grants under this program:
- "Early-phase" grants,
- "Mid-phase" grants, and
- "Expansion" grants.
These grants differ in terms of the level of prior evidence of effectiveness required for consideration for funding, the expectations regarding the kind of evidence and information funded projects should produce, the level of scale funded projects should reach, and, consequently, the amount of funding available to support each type of project.
Title
Additional Resources
EIR Matching Resources
Resources for potential grantees under the EIR grant program to obtain matching funds or in-kind donations.
FY 2025 Education Innovation and Research (EIR) Competitions
FY 2025 Education Innovation and Research (EIR) Competition
On September 12, 2025, the U.S. Department of Education published in the Federal Register, the notice inviting applications for the FY 2025 Education Innovation and Research (EIR) program’s Mid-phase and Expansion competitions. The deadline for the transmittal of applications is October 14, 2025. The deadline for Intergovernmental Review is December 11, 2025.
Please review the notice inviting applications for Education Innovation and Research (EIR) programs Mid-Phase and Expansion competitions.
TIMELINE FOR FY 2025 MID-PHASE AND EXPANSION COMPETITIONS
Mid-phase
Applications Available: September 12, 2025
Deadline for Transmittal of Applications: October 14, 2025
Deadline for Intergovernmental Review: December 11, 2025
Expansion
Applications Available: September 12, 2025
Deadline for Transmittal of Applications: October 14, 2025
Deadline for Intergovernmental Review: December 11, 2025
The following competition-specific Notice includes additional details:
Application Materials for Mid and Expansion Phase Competitions
All applications are carefully reviewed under the competition in which they were submitted through the Grants.gov system. Only those applications that meet the established deadline will be eligible for peer review. To ensure that your application is considered for the intended EIR competition, please download the correct EIR package and submit it accordingly. It is important to take the time to carefully review the application requirements before submitting the application.
Call for FY 2025 Peer Reviewers
POTENTIAL APPLICANT RESOURCES
These following resources are meant to organize key details about the EIR program for preparing an application. If you are planning to apply to EIR, you should read carefully the specific notice inviting applications (NIA) when it is released and application package for the competition to which you are applying. These resources are for information purposes only, and applicants should rely upon the NIA for the official competition requirements.
| Title | Description | Resource |
| EIR 101 – What is EIR? | Basic information for new applicants about the EIR program and competitions:
| |
| Pre-Application Information | Overview of key elements in the Notice Inviting Applications (NIA):
| |
| Evidence |
|
Eligibility
Eligible Applicants:
- A local educational agency (LEA);
- A State educational agency (SEA);
- The Bureau of Indian Education;
- A consortium of State educational agencies or LEAs;
- A nonprofit organization; and
- A State educational agency, an LEA, a consortium described in (d), or the Bureau of Indian Education, in partnership with
- A nonprofit (as defined in the notice) organization;
- A business;
- An educational service agency; or
- An institution of higher education.
To qualify as a rural applicant under the EIR program, an applicant must meet both of the following requirements:
- The applicant is:
- An LEA with an urban-centric district locale code of 32, 33, 41, 42, or 43, as determined by the Secretary;
- A consortium of such LEAs;
- An educational service agency or a nonprofit organization in partnership with such an LEA; or
- A grantee described in clause (I) or (II) in partnership with a State educational agency; and
- A majority of the schools to be served by the program are designated with a locale code of 32, 33, 41, 42, or 43, or a combination of such codes, as determined by the Secretary.
Historical EIR Competition Applicant Information
- FY 2024 Competition (Historical EIR Competition information)
- FY 2023 Competition (Historical EIR Competition information)
- FY 2022 Competition (Historical EIR Competition information)
- FY 2021 Competition (Historical EIR Competition information)
- FY 2020 Competition (Historical EIR Competition information)
- FY 2019 Competition (Historical EIR Competition information)
The Importance of Participating in Education Research
DESCRIPTION: In recent years, educators have had a strong interest in implementing evidence-based practices. Despite the fact that participating in research can lead to generating the evidence they desire; schools and districts remain wary to participate. This webinar explores ways in which EIR grantees have balanced the requirement for generating knowledge through use of a rigorous evaluation design with answering the questions that are most pressing to schools and districts.
Slide Deck: PDF
EIR Dissemination Workbook
DESCRIPTION: The EIR Dissemination Workbook, created by experts Tom DeWire and Namrata Patel, is designed to guide you through the process of formulating your project’s dissemination plan. The workbook follows a 6-step process through which grantees define dissemination goals, analyze key stakeholders, identify productive dissemination channels, and craft a calendar to guide dissemination plan implementation.
Workbook: PDF
Systemic Integration of SEL: Deep Implementation
DESCRIPTION: There is great thought and effort dedicated to developing impactful social and emotional learning (SEL) programs for schools and classrooms and implementation deserves the same level of attention. New research shows that systemic implementation of SEL programs can positively impact multiple aspects of students’ school experiences. This webinar explores what systemic implementation of SEL can look like in schools and classrooms.
Slide deck: PDF
Systemic Integration of SEL: Academic Areas
DESCRIPTION: Integrating SEL into academic areas is complex and requires great intentionality. This webinar dives deeply into the ways in which practitioners can integrate SEL into academic areas.
Slide deck: PDF
Leveraging Evaluators to Enhance Projects
DESCRIPTION: Evaluators can be a great asset to many components of innovative education projects. This webinar featured EIR grantees and evaluators discussing the ways in which they partner during different phases of a grant project. The panel discussed how evaluators can enhance project work around fidelity of implementation, data collection, and even program planning.
This webinar was designed to inform district leaders, school leaders, education researchers, grant project team members, education evaluators.
Recording: Leveraging Evaluators to Enhance Projects
Slide deck: PDF
Engaging Communities in Innovative STEM Programs
DESCRIPTION: During this engaging conversation, a panel of current EIR grantees discussed strategies for engaging communities effectively when implementing STEM initiatives in rural/tribal places. EIR grantees highlighted approaches to common challenges around effective community engagement.
Recording: Engaging Communities in Innovative Stem Programs - YouTube
Slide Deck: PDF
Prioritizing Teacher Well-Being
The critical importance of maintaining and valuing teacher well-being manifests in many ways, some of which became especially pronounced in recent years. Implementing initiatives to prioritize teacher well-being is complex, and doing so effectively can positively impact school culture and student learning.During this engaging conversation, the panel discussed opportunities to prioritize teacher well-being and possible strategies for navigating challenges to their approaches. EIR grantees highlighted the ways in which their work emphasizes well-being for teachers and students.
Recording: Prioritizing Teacher Well Being - YouTube
Slide Deck: PDF
EIR White Papers 2024
All Evidence Is Evidence: What Can We Learn from Studies with Non-Significant Findings?
Description: Research studies sometimes return findings that are non-significant but may be relevant in unexpected ways. Far from suggesting that the study was a failure, non-significant findings are an opportunity to learn more. This paper explores what the field can learn from studies with non-significant findings.
Reconnecting with Families: How EIR Grantees Are Reimagining Family Engagement Post COVID–19
Description: The COVID-19 pandemic has reinforced the role of family engagement in education as crucial for addressing students’ academic, social-emotional, and cultural needs. Despite the emerging and ongoing challenges faced by educators and families due to the pandemic, it is imperative for educators to reimagine what family engagement entails to meet the evolving needs of their learners. This paper explores effective approaches to family engagement in a post-COVID-19 environment.
Got Results? Moving Up EIR Funding Tiers
Description: Evidence-based programs have the potential to greatly impact teachers and students, but scaling such programs successfully is a complex process. This paper explores effective strategies for scaling up programs sustainably while addressing common challenges such programs often must manage.
Implementing Out-of-School Time STEM Programs in STEM Ecosystems
Description: STEM content is increasingly critical in both work and life, and STEM-related learning occurs in both formal and informal environments. This paper describes factors that contribute to the success of out-of-school time STEM programs funded through EIR grants.
Title: How EIR Grantees Recruit Schools and Districts for Research Studies
Description: Meaningful education research requires strong participation, but recruiting schools and districts to participate in research is challenging and complex. In this paper, the author highlights common challenges to successful recruitment and strategies to counteract those challenges.
Title: Approaches to Teacher Well-Being
Description: Teacher well-being is linked to positive classroom environments and student educational experiences. This paper addresses (1) definitions of educator well-being and recent changes in the educational setting that may create challenges for teacher wellness, (2) organization-wide frameworks to address educator well-being, and (3) an array of practices currently in place across schools and districts.
EIR Grantee Interventions Addressing COVID-Related Learning Loss
This webinar examined how EIR grantees addressed COVID-related learning loss by developing innovative solutions in response to the needs of teachers and students. Within this interactive conversation, EIR grantees reflected on their implementation of strategies for academic recovery.Slides: PDF
Understanding and Disseminating Non-Significant Findings
This webinar highlights grantees that did not have significant positive impacts and provides an overview of why a study might not have significant results and why it's important to make findings publicly available. You'll hear from EIR program officer, Sonji Jones-Manson and guidance is provided by Dr. Liz Albro (IES).Slides: PDF
Navigating Challenges webinar
EIR Grantees have been faced with multiple challenges requiring them to spend time and resources on deciding whether to shift gears or forge ahead. The most prevalent of these challenges include recruitment difficulties, staff turnover, natural disasters, COVID-19 effects, local politics, parental influence and/or data collection burdens. In this webinar, you'll hear from a grantee panel followed by a share out of challenges, solutions and strategies.
Slides: PDF
EIR Disseminating Research Webinar
In this webinar, you'll hear from Dr. Ashley Brizzo, EIR Group Leader, and Dr. Elizabeth Albro, Institute of Education Sciences (IES), who shared the EIR program requirements and a variety of methods for disseminating research findings. EIR grantee panelists shared their successes and challenges in implementing their dissemination strategies and publishing their findings.
Slides: PDF
Exploring EIR Dissemination Strategies
This public-facing webinar provides a framework for thinking about the different strategies and purposes of dissemination, how the audience might vary based on the purpose, some methods or avenues for dissemination and the relationship with the EIR open licensing requirements. After outlining an overarching framework, a panel of EIR grantees provided targeted examples from their projects.
Slides: PDF
EIR Disseminating Tools and Resources
Dissemination is a major part of the investment in the Department of Education's Education, Innovation and Research (EIR) projects. All grantees participate in dissemination and also are consumers of work disseminated by others. In this webinar, you'll hear from experienced grantees who shared successes and challenges in implementing their strategies disseminating tools and resources.
Slides: PDF
- Rural Career Pathways White Paper
The United States Department of Education's Education Innovation and Research (EIR) grant program supports several grantees exploring innovative rural career pathways for students, navigating complex approaches to employment opportunities. This area warrants additional attention. Rural career pathways offer students a clear progression from an area of interest to exact coursework requirements for high school graduation and then to subsequent employment or postsecondary enrollment. enrollment. These students are provided with an opportunity to obtain a set of skills, experiences, or credentials that can result in employment in their current rural area if they choose. This paper addresses three areas related to rural career pathways: (1) components of successful career pathways, (2) factors that set rural schools apart and support a place-based approach, and (3) current promising interventions for rural career pathways.- High-Need Student Resources
The EIR program makes serving high-need students a priority for all projects. The projects are multifaceted, serving somewhat different populations and ages.- EIR Grantees Serving High-Need Students panel discussion
View this conversation with EIR grantees serving high-need students. During this webinar, the panelists describe how they designed their programs to meet the needs of different student populations and how their program might work in other settings or with other students.
Recording
Slides - Implementing Innovations for Students with Disabilities webinar
This webinar offers a resource combining the knowledge of high-leverage practices, expert panelists' experiences and understanding of current EIR program offerings, along with a brief review of completed EIR-funded projects. The webinar will shine a light on the ways that EIR can serve to connect students with disabilities to innovation with appropriate adaptations and modifications.
Recording
Slides - Findings from Projects with a Focus on Serving Students With Disabilities cross-project summary
This cross-project summary presents four case studies of completed Investing in Innovation (i3) projects that utilize high-leverage practices for working with students with disabilities. i3 and EIR grantees have developed innovative programs designed or adapted to serve students with disabilities by addressing student challenges. Examining the successes and possibilities from these programs can help researchers and practitioners better understand how to impact student outcomes with increased precision. PDF
- EIR Grantees Serving High-Need Students panel discussion
- From Planning to Piloting: Setting Up Your EIR Grant for Success
Hear from a panel of EIR grantees who discussed the successes and challenges of their planning and/or pilot years and how they overcame challenges such as recruitment issues, hiring implementation staff, data collection, project management, and pivoting when necessary. Slides - Covid-19: A Look at How EIR-Funded Projects Are Supporting SEL Needs of Students and Teachers and Mediating Learning Gaps
Covid-19 has significantly impacted our world in numerous ways. In 2021, two EIR competitive preference priorities were issued to address the impact of Covid and promote equity in Pre-K-12 education. This webinar is a first look at what a few of these grantees have been working on over the past year. Presentations and conversation with the grantees focus on how they are conceptualizing their work, how they are addressing Covid recovery, and how they believe their innovation will make an impact. Addressing Covid recovery can include a focus on learning gaps in student education or the social and emotional needs of students and teachers. Both areas of interest have been substantially impacted by routine changes related to Covid safety procedures. Slides - Connecting Theory to SEL Practice: A Conversation to Understand How Practitioners Tailor Local SEL Initiatives and Interventions | Presentation
In this interactive conservation, we bring together a panel of SEL experts, current EIR grantees who are leading innovation in the SEL domain, and attendees to explore existing SEL theoretical frameworks and whether they provide the flexibility necessary to contextualize SEL interventions and programs so researchers and practitioners can equitably assess what works for whom, why, and in what context in education. By engaging in a peer discussion about how SEL-related theories connect with SEL practices, attendees will share the role of theory in their work, learn about the challenges their counterparts face when determining how practitioners utilize SEL theoretical frameworks in their practice, and deepen their understanding of how to leverage theory in practice to improve implementation strategies and measurement tools in the field. - EIR 2023 Cross-Project Summaries (these essays explore lessons learned from some EIR projects that address similar topics):
- EIR 2022 Cross-Project Summaries (these essays explore lessons learned from some EIR projects that address similar topics):
- Using Micro-credentials to Improve Teacher Skills in Computer Science
- Approaches to Build and Maintain High-Quality, Effective Partnerships
- Teacher-Directed Professional Learning: Opportunities, Challenges, and Solutions
- Innovations and Adaptations Inspired through COVID-19 Constraints: A Rural Cross-Project Summary
- Understanding the EIR Open Licensing Requirement Webinar (6/21/2022)
In this webinar, Jessica Ch'ng, U.S. Department of Education's Office of Education Technology Fellow, presents an overview of the open licensing requirement that applies to all EIR grants made since 2017. The overview is followed by a Q&A with EIR Program Officers and Ms. Ch'ng. This webinar is designed to help grantees:- understand the open licensing rule
- understand what is and isn't covered in the rule
- learn how to acquire and apply an open license
- distinguish between different types of open licenses
- understand expectations for the dissemination plan required by the rule
- PPT | Supplemental Quick Facts Sheet | EIR Open Licensing FAQ
- Plan Overview
- Promoting Teacher Autonomy, Practice and Knowledge: Lessons Learned from Teacher-Directed Professional Learning Programs
In this webinar, Frederick Brown, Chief Learning Officer/Deputy with Learning Forward, shares promising practices, key research and emerging trends for teacher directed professional development (TDPD), citing international studies and reports from the field. Afterward, we hear from EIR grantees who are implementing TDPD in their EIR projects and learn about the logistics of offering TDPD (recruitment, applications, tracking activity), verifying the quality of the PD, where PD can be most successful and any roadblocks states or districts might need to consider. Through this facilitated discussion, participants learn more about the range in variation and complexities of offering teachers autonomy in their professional learning. Slides - FY 2020 Education Innovation and Research (EIR) Competitions Frequently Asked Questions
This FAQ document covers questions related to all three of the EIR competitions and also includes general EIR program information. Please note that the Department may post additional FAQs at a later date. MS Word (59 KB). - FY 2022 EIR Monitoring Webinar
This is a recording from January 19, 2022 that serves as an overview for monitoring activities of the EIR program. PowerPoint | Recording - Aligning the Measures: Looking in Depth at Your Performance Measures and Annual Performance Targets
The Aligning the Measures: Looking In-Depth at Your Performance Measures and Annual Performance Targets webinar was developed to help EIR grantees gain knowledge about the EIR grant management and reporting process in relation to their evaluation. In this webinar, EIR staff explain the terminology and process for refining and improving objectives and measures from your project's application. Following the overview of the performance measures requirements and submission process, EIR grantees share suggestions and tips when developing and refining their own measures. - Designing and Implementing Social Emotional Learning Programs to Promote Equity
In our white paper, Designing and Implementing SEL Programs to Promote Equity, we illustrate how and why designing, implementing, and evaluating high-quality SEL programs with a lens of equity and inclusion is imperative to realizing the promise of SEL programs in supporting students' social, emotional, and academic well-being. The Education Innovation and Research (EIR) Program in the Office of Elementary and Secondary Education has made significant investments in funding equity-focused SEL programs. We highlight five EIR-funded projects and provide resources and approaches for other researchers and practitioners who aim to develop, implement, and evaluate equity-focused SEL programs. Note: Equitable SEL programs are those which aim to promote students' SEL capacities and skills while advancing educational equity.- Webinar: Designing and Implementing SEL Programs to Promote Equity | Slides
This webinar illustrates how and why designing, implementing, and evaluating high-quality SEL programs with a lens of equity and inclusion is imperative to realizing the promise of SEL programs in supporting students' social, emotional, and academic well-being, and how this lens of equity can help mitigate some of the inequities experienced within the educational system. After sharing findings from the white paper Designing and Implementing Social Emotional Learning Programs to Promote Equity, two EIR grantees share their projects and describe how they designed equity-focused SEL programs. Dr. Kirkland then addresses the core components of equity-centered SEL programs and the need for collaborative practices that frame diversity as an asset.
- Webinar: Designing and Implementing SEL Programs to Promote Equity | Slides
- Webinar: Rediscovering Professional Learning: Creating Engaging and Meaningful Professional Learning in Virtual Settings | Slides
One challenge of the COVID pandemic was shifting in-person professional learning for teachers to an online or virtual setting as many programs were developed for in-person learning. This webinar shares promising practices from two EIR grantee projects which successfully transitioned professional learning to an online format. The facilitator and grantees engage in a discussion on what online/virtual PD can look like, format considerations, and when virtual PD is most effective. The conversation focuses on the core elements of successful and engaging online professional development, the most effective on-line learning formats, such as shifting from full in-person to asynchronous and hybrid learning option, and the unintended positive outcomes of shifting to virtual PD." - Pressing Pause: How one nonprofit and a lead funder tackled a crisis head-on and what they learned about scale, decision-making, and communication
- Interventions for Equity in College Access and Success
- Connecting Solutions - Technology Interventions in Economically Disadvantaged Communities: Program Adaptation Lessons from the i3/EIR Program
- Financial Sustainability: Earned, not Given
- Scaling Up Evidence-Based Practices: Strategies from Investing in Innovation (i3)
- Walking the Tightrope Part I: Fidelity and Fit When Scaling - Program Adaptation Lessons from the i3/EIR Program
- Walking the Tightrope Part II: Fidelity and Fit for Emerging Programs - Program Adaptation Lessons from the i3/EIR Program
- High-Need Student Resources
| Fiscal Year (FY) | Number of new awards |
| FY 2024 | 33 |
| FY 2023 | 45 |
| FY 2022 | 28 |
| FY 2021 | 30 |
| FY 2020 | 28 |
| FY 2019 | 42 |
| FY 2018 | 18 |
| FY 2017 | 16 |
| Grantee | Project Title | Duration (Years) | Year 1 | Total Expected Funding | City | State | Abstract | Application | Reviewer comments |
2024 Grantees | |||||||||
| FY 2024 Expansion Competition Absolute Priority 2 (General) | |||||||||
| University of Kansas Center for Research | Collaborative to Improve Classroom Engagement and Outcomes for Native American and Rural Students | 5 | $3,032,231.00 | $13,976,274.00 | Lawrence | KS | |||
| ASSISTments Foundation, Inc. | Building a Statewide Model for Scaling ASSISTments | 5 | $3,428,445.00 | $15,000,000.00 | Auburn | MA | |||
| FY 2024 Expansion-phase Competition Grantees: Absolute Priority 3 Educator Recruitment and Retention | |||||||||
| Southern Methodist University | Scalability, Capacity, and Learning Engagement for Underserved Populations (SCALE UP) for Fraction Face-Off | 5 | $2,597,872.00 | $13,975,755.00 | Dallas | TX | |||
| FY 2024 Mid-Phase Competition Absolute Priority 2 (General) | |||||||||
| University of Indianapolis | The Rural Early College Network 2.0 | 5 | $1,172,126.00 | $9,997,658.00 | Indianapolis | IN | |||
| FY 2024 Mid-Phase Competition Absolute Priority 3 (STEM) | |||||||||
| Michigan State University | Scaling a Project-Based Curriculum that uses Multiple Literacies to Transform Science Learning in Elementary Schools in the Deep South | 5 | $1,309,474.00 | $9,999,997.00 | Easing | MI | |||
| San Jose State University Research Foundation | Science Roots: Growing Student Futures through GenAI Enhanced Project-Based Learning using Green Ninja | 5 | $2,033,638.00 | $10,000,000.00 | San Jose | CA | |||
| Georgia State University Research Foundation, Inc. | NURTURES | 5 | $1,078,362.00 | $8,000,000.00 | Atlanta | GA | |||
| The 21st Century Partnership for STEM Education | Math Empowerment through Standards-based Grading (ME-SBG) | 5 | $2,116,604.00 | $9,957,410.00 | Wayne | PA | |||
| FY 2024 Mid-Phase Competition Absolute Priority 4 (SEL) | |||||||||
| American Institutes for Research in the Behavioral Sciences | Scaling and Sustaining Professional Learning That Supports Positive Acceleration for Early-Career Teachers | 5 | $920,554.00 | $8,543,260.00 | Arlington | VA | |||
| Transcend Inc. | Whole Child Model Building Regional Capacity to Scale (WCMv2) | 5 | $1,611,621.00 | $10,000,000.00 | Hastings on the Hudson | NY | |||
| Lake County Regional Office of Education | Interconnected Systems Framework: School Health and Interventions for Nurturing Excellence (ISF-SHINE) | 5 | $1,963,103.00 | $9,999,845.00 | Vernon Hills | IL | |||
| TNTP, Inc. | Empathic Instruction: Strengthening student-teacher relationships to increase attendance and reduce disciplinary action | 5 | $1,687,297.00 | $7,559,532.00 | New York | NY | |||
| FY 2024 Mid-Phase Competition Absolute Priority Absolute Priority 5 (Educator Recruitment and Retention) | |||||||||
| Center for Leadership and Educational Equity | Plan, Lead, Act, Network, and Sustain (PLANS) for Equitable Student Outcomes | 5 | $1,739,636.00 | $9,969,539.00 | Providence | RI | |||
| FY 2024 Early-Phase Competition Absolute Priority 2 (GENERAL) | |||||||||
| City of New York Board of Education | Project REACH: Raising Engagement and Attendance through Community and Homeschool partnerships | 5 | $632,715.00 | $4,220,344.00 | Brooklyn | NY | |||
| Waterford Research Institute | Summer Support for School Success (Project S4) | 5 | $1,028,858.00 | $6,000,000.00 | Taylorsville | UT | |||
| FY 2024 Early-Phase Competition Absolute Priority 3 (STEM) | |||||||||
| Intercultural Development Research Association | TechXperts | 5 | $1,114,595.00 | $6,000,000.00 | San Antonio | TX | |||
| Teachers College, Columbia University | ExCELL in Science for High-Need Pre-Kindergarten Classrooms: The Early Phase | 5 | $795,585.00 | $6,000,000.00 | New York | NY | |||
| Young Audiences, Inc. | Equitable Access to STEM Engagement (EASE | 5 | $725,336.00 | $6,000,000.00 | New York | NY | |||
| Board of Control for the Southern Region | HOPE: A Professional Development Model for Enhancing Math Teacher Effectiveness | 5 | $686,877.00 | $5,770,370.00 | Atlanta | GA | |||
| Oakland Natives Give Back Fund, Inc. | Achievement Influencers Program (AIP) 2.0 | 5 | $900,038.00 | $5,998,318.00 | Oakland | CA | |||
| The Board of Trustees of the University of Illinois | Learning to Lead in Math (LTL-Math) | 5 | $811,017.00 | $4,338,911.00 | Chicago | IL | |||
| FY 2024 Early-Phase Competition Absolute Priority 4 (SEL) | |||||||||
| American Institutes for Research in the Behavioral Sciences | Bouncy’s Ready to Learn Resilience: Improving Classroom Climate and Student Outcomes in Early Grades | 5 | $1,330,954.00 | $5,862,884.00 | Arlington | VA | |||
| Chugachmiut | Chugach Identity Project | 5 | $938,831.00 | $5,812,228.00 | Anchorage | AK | |||
| Teach for America | The Cultivate System: Creating Inclusive, Equitable, & Rigorous Learning Environments for High-Needs Students | 5 | $1,358,462.00 | $6,000,000.00 | New York | NY | |||
| Center for Civic Education | Integrated Civic SEL | 3 | $1,220,867.00 | $5,957,175.00 | Calabasas | CA | |||
| The Johns Hopkins University | Enabling Student Success: Combining Early Warning Systems and School Connectedness to Propel Social-Emotional and Academic Development Among Baltimore City Students | 5 | $875,186.00 | $4,857,998.00 | Baltimore | MD | |||
| Oregon Research Institute | Youth Attendance Navigators: Building Community-School Alliances for Youth Success | 5 | $826,662.00 | $5,999,785.00 | Springfield | OR | |||
| LITERACY MIDSOUTH INC | Tutor901 | 5 | $1,200,000.00 | $6,000,000.00 | Memphis | TN | |||
| WestEd | Addressing Equity in Dual Enrollment Mathematics: An efficacy study of an innovative approach to teaching quantitative reasoning | 5 | $1,242,073.00 | $5,994,992.00 | San Francisco | CA | |||
| The Johns Hopkins University | Improving School Connectedness in Middle and High Schools | 5 | $688,364.00 | $4,787,051.00 | Baltimore | MD | |||
| FY 2024 Early-Phase Competition Absolute Priority 5 (Educator Recruitment and Retention) | |||||||||
| Winthrop University | South Carolina Residencies Impacting Schoolwide Equity (SC RISE) | 5 | $668,714.00 | $6,000,000.00 | Rock Hill | SC | |||
| Clemson University | Providing Apprenticeships through Residency Teams for Novice Educator Retention and Student achievement (PARTNERS) | 5 | $1,467,479.00 | $5,999,861.00 | Clemson | SC | |||
| TRUSTEES OF THE UNIVERSITY OF PENNSYLVANIA | Helping Educator Resilience & Optimism: Workforce Strategy for Wellbeing & Retention [Project HERO] | 5 | $1,050,720.00 | $5,999,949.00 | Philadelphia | PA | |||
2023 Grantees | |||||||||
| FY 2023 Expansion-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| Fresno County Superintendent of Schools | Reading and Writing for College and Career Success: Expanding the Reach of the Expository Reading and Writing Curriculum | 5 | $1,658,483 | $14,997,254 | Fresno | CA | |||
| Waterford Institute Inc. | Expanding School Readiness Opportunities in the Rural South The Upstart Rural TASK Force: Taking All to Success in Kindergarten | 5 | $2,247,970 | $13,919,547 | Taylorsville | UT | |||
| Jobs for the Future, Inc. | Increasing Dual Enrollment Access and Success (IDEAS) | 5 | $1,754,062 | $15,000,000 | Boston | MA | |||
| University of Alaska Fairbanks | Validated Induction Network Expansion (VINE project) | 5 | $1,331,352 | $14,999,998 | Fairbanks | AK | |||
| Education Development Center, Inc. | Math for All: Expanding Professional Learning to Improve Mathematics Outcomes for Students in High-Need Schools | 5 | $1,846,614 | $15,000,000 | Waltham | MA | |||
| FY 2023 Mid-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| WestEd | Reading Apprenticeship for Academic Literacy Learning (RA4ALL) | 5 | $1,1033,706 | $8,000,000 | San Francisco | CA | |||
| President and Fellows of Harvard College | Scaling a National Model of Reading Engagement (MORE) to Improve First to Fourth-Grade Students' Reading Comprehension | 5 | $953,775 | $7,992,519 | Cambridge | MA | |||
| FY 2023 Mid-phase Competition Grantees: Absolute Priority 3 (STEM) | |||||||||
| University of Texas Foundation | Transforming the Learning of Science for Second Grade Latinx Students Through Meaningful Interactions using Technology Outside of School (Project MITOS) | 5 | $1,404,092 | $8,000,000 | Austin | TX | |||
| Impact Florida | Game-Based Learning Platform to Enhance Student Science Outcomes | 5 | $2,739,716 | $7,997,933 | Tallahassee | FL | |||
| Michigan State University | A culturally responsive project-based learning intervention in secondary science in Alabama and North Carolina | 5 | $1,417,188 | $7,722,448 | East Lansing | MI | |||
| Sonoma State University | Scaling an Innovative STEM+C Education Support Model for Improved Science Learning | 5 | $1,365,978 | $7,904,722 | Rohnert Park | CA | |||
| N.C. Department of Public Instruction | PRISM: Patterns for Reaching and Impacting | 5 | $1,472,475 | $7,868,972 | Raleigh | NC | |||
| FY 2023 Mid-phase Competition Grantees: Absolute Priority 4 (SEL) | |||||||||
| The Curators of the University of Missouri Special Trut | Prosocial and Active Learning (PAL) Classrooms 2.0 | 5 | $569,301 | $7,999,969 | Columbia | MO | |||
| American Institutes for Research | Scaling and Evaluating the Impact of The Third Quest (TTQ) | 5 | $901,696 | $4,497,728 | Arlington | VA | |||
| FY 2023 Mid-phase Competition Grantees: Absolute Priority 5 (Educator Recruitment and Retention) | |||||||||
| Region 18 Education Service Center | Middle School Collaborative Language Acquisition Strategies for Success (MS CLASS) | 5 | $968,544 | $7,959,640 | Midland | TX | |||
| New Mexico Public Education Department | New Mexico Teacher Residencies (NM Residencies) | 5 | $1,556,189 | $7,772,426 | Santa Fe | NM | |||
| Rector and Visitors of the University of Virginia | Project ENGAGE: The Impact of CARE for Teachers on Students' Success | 5 | $1,068,880 | $7,999,651 | Charlottesville | VA | |||
| FY 2023 Early-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| UnboundEd Learning, Inc. | Reading Reimagined | 5 | $444,878 | $3,964,403 | Pittsford | NY | |||
| FY 2023 Early-phase Competition Grantees: Absolute Priority 3 (STEM) | |||||||||
| MK Level Playing Field Institute (dba SMASH) | SMASH 3.0: Innovations in Programming Strategies that Promote Equity I Computer Science Pathways for Historically Excluded Students | 5 | $711,117 | $4,000,000 | Oakland | CA | |||
| Santa Clara County Office of Education | Data Adventures | 5 | $770,103 | $4,000,000 | San Jose | CA | |||
| University of Texas Foundation | Preparing High-Need Students for Success in Early Science Instruction | 5 | $639,208 | $4,000,000 | Austin | TX | |||
| BSCS Science Learning | Engaging Science Learning with OpenSciEd | 5 | $627,892 | $3,999,759 | Colorado Springs | CO | |||
| New York Hall of Science | Your Light and Air: Leveraging Civic Science to Advance High Need, Grade 6-8 Students' Science Learning Through Investigations | 5 | $706,637 | $3,996,906 | Corona | NY | |||
| Urban Arts Partnership | Creative Coders: Middle School CS Pathways Through Game Design | 5 | $708,558 | $3,999,988 | New York | NY | |||
| Concord Consortium, Inc. | AI Across the Curriculum for Virtual Schools | 5 | $710,211 | $3,999,322 | Concord | MA | |||
| Alabama State Department of Education - AMSTI | New Virtual Reality Technology to Enhance Students' Algebra Knowledge and Skills | 5 | $1,380,464 | $3,999,987 | Montgomery | AL | |||
| Riverside County Office of Education | Making Connections in Mathematics: Empowering Students by Empowering Teachers (MCM) project | 5 | $891,818 | $4,000,000 | Riverside | CA | |||
| FY 2023 Early-phase Competition Grantees: Absolute Priority 4 (SEL) | |||||||||
| Martin Luther King Sr Community Resources Collaborative, Inc. | Sankofa Chronicles: SEL Curriculum from American Diaspora | 5 | $1,035,448 | $3,997,320 | Atlanta | GA | |||
| Preschool Promise | Preschool Promise EIR - Conscious Discipline Impact Study | 5 | $443,840 | $4,000,000 | Dayton | OH | |||
| School Board of Duval County | Duval IDEAS (Inclusion Diversifies Education for All Students) | 5 | $883,927 | $4,000,000 | Jacksonville | FL | |||
| Alliance for Inclusion and Prevention, Inc. | SELECT Schools (Social-Emotional Learning to Address Equity, COVID, and Trauma in Schools) | 5 | $568,696 | $4,000,000 | Boston | MA | |||
| Wood County SSA/Mineola ISD | Second Step to Enhance Rural Students' Achievement and Wellbeing | 5 | $799,590 | $3,945,003 | Mineola | TX | |||
| Cook Center for Human Connection, L3C | Helping Helpers Help: An Integrated Model for Empowering Educators and Parents as Partners in Supporting Student Wellness and Learning | 5 | $649,367 | $3,999,999 | Pleasant Grove | UT | |||
| Seneca Family of Agencies | Compass Care: A family-focused, peer support model for increasing student engagement and achievement | 5 | $611,854 | $4,000,000 | Oakland | CA | |||
| Village of Wisdom, Inc. | That's Just Good Teaching Program | 5 | $591,743 | $4,000,000 | Durham | NC | |||
| University of Oregon Foundation | Meeting Student Social Emotional and Academic Needs Through Technology-Supported Best-Practice in Instruction | 5 | $536,833 | $2,884,885 | Eugene | OR | |||
| Research Collaboratory at ASU, dba Enterprise Collaboratory | Development and Testing of EYEPlay Inclusion: An Innovative Approach to Providing Professional Development in Drama-Based Instruction to Teachers and Caregivers of High Communication Needs Children | 4 | $865,296 | $3,999,999 | Tempe | AZ | |||
| University of North Carolina at Chapel Hill | Strengthening Social-Emotional Learning in High Schools with Integrated Multi-Tiered Mindfulness Programming | 5 | $715,557 | $4,000,000 | Chapel Hill | NC | |||
| Human Restoration Project | Third Coast Learning Collaborative: Developing an Inquiry-Driven Model of School | 5 | $747,790 | $3,978,888 | Slater | IA | |||
| Oregon Research Institute | EmpowerU: Promoting Health-Related SEL Skills Development in High-Needs Populations | 5 | $975,940 | $3,995,537 | Springfield | OR | |||
| Educational Testing Service | Developing Middle Grade Students' Social Emotional Learning Skill through Technology Enhanced Collaborative Learning | 4 | $1,067,009 | $3,999,997 | Princeton | NJ | |||
| WestEd | Project Pathways: Creating the Pathways to Improve Student Mental Health and Well-Being | 5 | $632,272 | $4,000,000 | San Francisco | CA | |||
| Region One Education Service Center | Project LIFT! (Linking Innovation Fostering Transition) | 5 | $796,474 | $3,999,984 | Edinburg | TX | |||
| American Institutes for Research | Thinking Pro: Accelerating Social, Emotional, and Academic Development in High School ELA Classes | 5 | $735,406 | $3,935,583 | Arlington | VA | |||
| FY 2023 Early-phase Competition Grantees: Absolute Priority 5 (Educator Recruitment and Retention) | |||||||||
| COUNTY OF MARICOPA OSBORN SCHOOL DISTRICT #8 | Nurturing Responsive Connections | 5 | $355,633 | $3,999,498 | Phoenix | AZ | |||
2022 Grantees | |||||||||
| FY 2022 Expansion-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| Strategic Education Research Partnership Institute | Scaling Students' Success with STARI: Expanding Eligibility, Support, and Spread | 5 | $2,178,995 | $14,999,841 | Washington | DC | |||
| University of Kansas Center for Research, Inc. | CW-FIT Rural Expansion: Gaining More Time to Learn and More Time to Teach in | 5 | $2,433,373 | $14,999,997 | Lawrence | KS | |||
| Texas A&M Research Foundation | Project Research-based Strategies and Artificial Intelligence for School Enhancement: Turning Around Schools (RAISE) | 5 | $2,613,719 | $12,322,462 | College Station | TX | |||
| Vanderbilt University | Expanding and Scaling the Pyramid Model in Pre-Kindergarten and Kindergarten Classrooms to Districts Across the U.S. | 5 | $1,401,883 | $11,869,961 | Nashville | TN | |||
| FY 2022 Mid-phase Competition Grantees: Absolute Priority 3 (STEM) | |||||||||
| WestED | The Early Math Initiative: Tiered Support to Prepare Native American and Other High-Need Children for Elementary School Mathematics | 5 | $1,451,396 | $8,000,000 | San Francisco | CA | |||
| ASSISTments Foundation, Inc. | Scaling ASSISTments for Algebra Readiness (ASSISTments4AR) with Curriculum-based Professional Learning and Coaching | 5 | $2,385,437 | $8,000,000 | Auburn | MA | |||
| Alabama State Department of Education, AMSTI | Improving Algebra 1 Outcomes across Alabama using Math Nation | 5 | $2,009,908 | $7,935,068 | Montgomery | AL | |||
| FY 2022 Early-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| San Diego Unified School District | MetaSocratic Peer Tutoring | 5 | $898,225 | $3,999,932 | San Diego | CA | |||
| CommonLit, Inc. | CommonLit 360: Expanding Access to a Content-Rich Digital English Language Arts Program to Accelerate Learning Among Underserved Students | 5 | 1,030,503 | $3,999,932 | Washington | DC | |||
| FY 2022 Early-phase Competition Grantees: Absolute Priority 3 (STEM) | |||||||||
| The College Bridge, Inc. | The Dual Enrollment Math Bridge (DE Math Bridge) Project: An innovating high school intervention to close equity and attainment gaps in college math and college completion | 5 | $843,167 | $3,998,471 | Duarte | CA | |||
| American Institutes for Research | Individualized Math Instruction with The Modern Classrooms Project | 5 | $548,228 | $3,749,999 | Arlington | VA | |||
| Partnership for Regional Educational Preparation-Kansas City | Real World Data Science (RWDS) | 5 | $612,106 | $3,922,832 | Kansas City | MO | |||
| University of Oregon Foundation | Math Ready-Supporting Early Number Sense (M-SENS) | 5 | $600,437 | $3,999,718 | Eugene | OR | |||
| The Board of Regents of the University of Wisconsin System | Teaming Up for Equity in Science: Supporting NGSS Three-dimensional Learning and Achievement through Actionable Assessment | 4 | $911,878 | $3,273,047 | Madison | WI | |||
| WestEd | Furthering Rural Adoption of Computers and Technology through Artistic Lessons (FRACTAL) | 5 | $695,120 | $4,000,000 | San Francisco | CA | |||
| FY 2022 Early-phase Competition Grantees: Absolute Priority 4 (SEL) | |||||||||
| University of Oregon Foundation | Freshmen Success: Implementation of Comprehensive Universal Supports for School Engagement | 5 | $765,859 | $4,000,000 | Eugene | OR | |||
| CAST, Inc. | Circle Up: An Integrated Whole School Model To Address Learners' Social-Emotional And Learning Needs | 5 | $638,098 | $4,000,000 | Wakefield | MA | |||
| Fugees Family | Project Teranga by Fugees Family | 5 | $534,400 | $4,000,000 | Columbus | OH | |||
| President and Fellows of Harvard College | Kernels of Practice for Social Emotional Learning in Afterschool Settings | 4 | $703,032 | $4,000,000 | Cambridge | MA | |||
| The Regents of the Univ. of Calif., U.C. San Diego | The LISTEN (Listen and Inquiring with Students Through Engagement Networks) LAB | 4 | $886,538 | $4,000,000 | San Diego | CA | |||
| National University | Building Inclusive Environments Project: Integrating Academic, Social, and Emotional Skill Development | 5 | $736,907 | $4,000,000 | Rock Island | IL | |||
| Rock Island School District | How Are The Children (HTAC): Increasing Social Emotional/Mental Health Competence in the High School Environment | 5 | $925,640 | $3,835,170 | Rock Island | IL | |||
| AASB | Project Transform: A Trauma-Engaged Approach to Improve Social, Emotional, and Academic Outcomes | 5 | $418,014 | $3,997,580 | Juneau | AK | |||
| Nothern Humboldt Union High School District | Acorn Project | 5 | $309,517 | $3,999,998 | McKinleyville | CA | |||
| Research Triangle Institute | Speak to the Potential, Ability, and Resilience Inside Every Kid (SPARK): A Mentoring Intervention for Middle-School Students | 5 | $534,306 | $3,596,886 | Research Triangle Park | NC | |||
| The School District of Philadelphia | Relationships First: Scaling up a multi-tiered schoolwide restorative approach in the School District of Philadelphia | 5 | $470,240 | $3,973,175 | Philadelphia | PA | |||
| Jobs for the Future, Inc. | On-ramp to Postsecondary Transitions | 5 | $442,974 | $4,000,000 | Boston | MA | |||
| Sesame Workshop | Sesame Street in Communities | 5 | $462,889 | $4,000,000 | New York | NY | |||
2021 Grantees | |||||||||
FY 2021 Expansion-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| Education Analytics, Inc. | Future Forward: Sustaining and Expanding a Student-Centered, Technology-Enabled Early Literacy and Family Engagement Intervention | 5 | $2,494,345 | $14,534,774 | Madison | WI | |||
| Texas A&M Research Foundation | Knowledge acquisition and transformation expansion (KATE) | 5 | $2,616,641 | $14,803,166 | College Station | TX | |||
| Providence College | Testing the Impact of Self Regulation Strategy Development (SRSD) | 5 | $1,183,992 | $11,340,342 | Providence | RI | |||
FY 2021 Mid-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| Literacy Design Collaborative | Scaling an Evidence-Based National Model of Instructional Systems' Success | 4 | $2,283,631 | $8,000,000 | New York | NY | |||
| DuPage Regional Office of Education #19 | Partners To Lead - Scaled (PTL2) Project | 5 | $1,076,006 | $8,000,000 | Wheaton | IL | |||
| Reading Partners | Innovation and Scaling of National Literacy Tutoring Program | 5 | $920,904 | $8,000,000 | Oakland | CA | |||
FY 2021 Mid-phase Competition Grantees: Absolute Priority 3 (STEM) | |||||||||
| Four Corners Regional Education Cooperative No. 1 | Extending Equity into the Digital Workforce | 4 | $1,900,260 | $7,936,272 | Bloomfield | NM | |||
| ASSISTments Foundation, Inc. | Recovering from COVID-Learning-Loss with a Platform to Support Human Tutoring | 5 | $1,562,591 | $8,000,000 | Auburn | MA | |||
| Southern Methodist University | Scalability, Capacity, and Learning Engagement (SCALE) for Fraction Face-Off | 5 | $1,276,494 | $7,996,477 | Dallas | TX | |||
| The Curators of the University of Missouri Special Trust | Scaling and Sustaining Mission HydroSci: Game-Based Learning for Next Generation Science Learning | 5 | $1,640,717 | $7,996,220 | Columbia | MO | |||
FY 2021 Mid-phase Competition Grantees: Absolute Priority 4 (SEL) | |||||||||
| WestED | Citizen Math: Using Math Class to Create Informed, Thoughtful, and Productive Citizens | 5 | $1,342,443 | $7,962,028 | San Francisco | CA | |||
| Center for Civic Education | James Madison Legacy Project Expansion: Empowering High-Need Students for Informed, Thoughtful, and Productive Citizenship | 4 | $1,207,042 | $7,298,582 | Calabasas | CA | |||
FY 2021 Early-phase Competition Grantees: Absolute Priority 2 (General) | |||||||||
| Regional Office of Education #17 | Learning While Leading (LWL) Project | 5 | $574,727 | $4,000,000 | Bloomington | IL | |||
| The Curators of the University of Missouri Special Trust | Talk to Read: A Culturally Responsive Approach to Literacy Recovery | 5 | $267,482 | $3,999,812 | Columbia | MO | |||
| Think Together | Teach, Lead, Counsel (TLC) | 5 | $717,978 | $3,996,010 | Santa Ana | CA | |||
| LA Promise Fund | Black College Success Initiative | 5 | $700,778 | $4,000,000 | Los Angeles | CA | |||
FY 2021 Early-phase Competition Grantees: Absolute Priority 3 (STEM) | |||||||||
| Uncommon Schools, Inc | Expanding Access and Opportunity Through Culturally Responsive Computer Science (CURE CompSci) | 5 | $1,198,559 | $3,938,658 | New York | NY | |||
| Urban Arts Partnership | Game On: Teaching The AP CSP Through Game Design | 5 | $664,694 | $3,978,496 | New York | NY | |||
| University of New Hampshire | STEM Language Arts Teaching/learning Ecosystems (SLATE) | 5 | $518,681 | $3,565,140 | Durham | NH | |||
| University City Science Center | Experiencing STEM FirstHand: The Impact of a Novel Approach to Bolstering Scientific Identity, Interest, and Knowledge in Low-Income Middle School Students of Color | 5 | $642,324 | $3,974,496 | Philadelphia | PA | |||
FY 2021 Early-phase Competition Grantees: Absolute Priority 4 (SEL) | |||||||||
| University of Pittsburgh | School Just Discipline Project (JDP): Reducing Racial Disparities and Promoting Positive School Climate | 5 | $656,524 | $4,000,000 | Pittsburgh | PA | |||
| Intercultural Development Research Association | Youth Leadership Now (YLN) | 5 | $660,593 | $3,999,807 | San Antonio | TX | |||
| PowerMyLearning, Inc | Family Playlists: Improving High-Need Students' Academic Performance and SEL in Response to COVID- 19 | 5 | $1,259,862 | $3,999,983 | New York | NY | |||
| Cleveland State University | School-Based Youth Participatory Action Research | 5 | $654,802 | $2,726,524 | Cleveland | OH | |||
| Uplift Education | Path to Purpose | 5 | $725,034 | $4,000,000 | Dallas | TX | |||
| American Institutes for Research | Ready, Set, Succeed: Kindergarten Transitions in Flint (RSS) | 5 | $441,460 | $3,999,966 | Arlington | VA | |||
| Job for the Future, Inc. | Increasing College Access Network (ICAN) | 5 | $554,971 | $4,000,000 | Boston | MA | |||
| Transcend, Inc. | Student Well-Being Model: Improving high-need students' learning through a community-driven model centering equity and social and emotional skills | 5 | $179,216 | $4,000,000 | Hastings-on-Hudson | NY | |||
| Young Audiences of Maryland, Inc. | Start With the Art: Arts Integration + Co-Teaching: A Transformative Approach to Increasing Academic Achievement and Fostering Socioemotional Development in Elementary Students | 5 | $380,485 | $3,970,442 | Baltimore | MD | |||
| Children First PA fka Public Citizens for Children and Youth | makeSPACE for Agency and Readiness | 5 | $404,744 | $3,999,782 | Philadelphia | PA | |||
2020 Grantees | |||||||||
FY 2020 Mid-phase Competition Grantees: Absolute Priority 2--Field Initiated Innovations--Science, Technology, Engineering, and Math (STEM) | |||||||||
| Niswonger Foundation | STEM.LD | 5 | $8,000,000 | $8,000,000 | Greenville | TN | |||
| Texas A&M Research Foundation | Virtually-Infused Collaborations for Teaching and Learning Opportunities for Rural Youth: Implementation and Evaluation of Online and Face-to-Face Delivery in High-Needs Schools (Project VICTORY) | 3 | $7,999,563 | $7,999,563 | College Station | TX | |||
FY 2020 Mid-phase Competition Grantees: Absolute Priority 3--Field Initiated Innovations--Social and Emotional Learning | |||||||||
| The Johns Hopkins University | Refining and Expanding the Effective Use of 4S: An Evidence-Based Program to Increase Adolescents' Ability to Self-Manage their School Success | 5 | $5,879,943 | $5,879,943 | Baltimore | MD | |||
| American Institutes for Research | Effective Instructional Coaching At-Scale for Middle Schools Using Jim Knight's Coaching with Impact (CWI) | 5 | $7,999,777 | $7,999,777 | Washington | DC | |||
| WestEd | Accelerating Literacy through Self-Regulation, Collaboration and Persistence: Reading Apprenticeship in North Carolina | 5 | $8,000,000 | $8,000,000 | San Francisco | CA | |||
| New Teacher Center | Advancing Social and Emotional Learning Integrated with Rigorous Content through a Whole-School Professional Learning Model | 5 | $7,998,782 | $7,998,782 | Santa Cruz | CA | |||
| University of Alaska Fairbanks | Supporting Teachers in Alaska's Remote/Rural Regions (STARR) | 5 | $7,999,712 | $7,999,712 | Fairbanks | AK | |||
| University of Southern California | Pathways to Success in the Transition to High School: Testing a Strategy to Scale an Effective Identity-Based Motivation Intervention in Diverse Education Settings | 5 | $7,998,815 | $7,998,815 | Los Angeles | CA | |||
FY 2020 Early-phase Competition Grantees: Absolute Priority 2--Field Initiated Innovations--Science, Technology, Engineering, and Math (STEM) | |||||||||
| The Curators of the University of Missouri Special Trust | eSTEM and Designing Games for Education = eDGE: Giving Students the eDGE in STEAM or STEM | 5 | $3,932,204 | $3,932,204 | Columbia | MO | |||
| Missouri State University | Computer Science Opportunities, Development, and Education in Rural Schools (CODERS) | 5 | $3,996,749 | $3,996,749 | Springfield | MO | |||
| Orange County Superintendent of Schools | Building Toward Computer Science Equity and Inclusion: Developing an Ecosystem of Supports | 5 | $3,964,304 | $3,964,304 | Costa Mesa | CA | |||
| Intercultural Development Research Association | VisionCoders | 5 | $3,898,640 | $3,898,640 | San Antonio | CA | |||
| Educational Service District 105 | Virtual STEM Role Model Connection | 5 | $4,000,000 | $4,000,000 | Yakima | WA | |||
| Duval County Public Schools | Using and Leveraging Technology to Reinvent Accessibility: Minecraft Mentor Edition (ULTRA:ME) | 5 | $3,502,713 | $3,502,713 | Jacksonville | FL | |||
| Ohio Valley Educational Cooperative | Computer Science Micro-Credential | 5 | $3,999,633 | $3,999,633 | Shelbyville | KY | |||
| YouthForce NOLA | YouthForce NOLA: Soft Skills in Computer Science Pathways | 5 | $3,996,263 | $3,996,263 | New Orleans | LA | |||
| Digital Promise Global | Instructional Coaching for Tech-Enhanced Approaches in Mathematics (iCoachTEAM) | 5 | $3,996,372 | $3,996,372 | Washington | DC | |||
| Jobs for the Future, Inc. | Tennessee SySTEM for College and Career Readiness Project | 5 | $4,000,000 | $4,000,000 | Boston | MA | |||
| Rutgers, The State University of New Jersey | Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS | 5 | $4,000,000 | $4,000,000 | New Brunswick | NJ | |||
| Education Development Center, Inc. | Improving Equity in AP Computer Science Principles: Scaling Beauty and Joy of Computing | 5 | $3,999,826 | $3,999,826 | Waltham | MA | |||
| North American Native Research and Education Foundation INC | Montana American Indian Math Science program (MT-AIMS) preparing Montana Native American students in the STEM disciplines | 5 | $3,568,382 | $3,568,382 | Pocatello | ID | |||
Early-phase Competition Grantees: Absolute Priority 3--Teacher-Directed Professional Learning | |||||||||
| Appalachian State University | Empowering Teacher Learning in Western NC | 5 | $11,999,692 | $11,999,692 | Boone | NC | |||
| Virginia Advanced Study Strategies | Professional Learning by Choice Community | 5 | $10,864,212 | $10,864,212 | South Boston | VA | |||
| Charleston County School District | C3: Choice in Cultural Competency | 5 | $11,932,890 | $11,932,890 | Charleston | SC | |||
| Computer Science Teachers Association LLC | Expanded Computer Science Professional Development Week (E_CSPD_Wk) | 5 | $10,492,565 | $10,492,565 | Chicago | IL | |||
| School Board of Miami-Dade County, FL | Teachers CHOICE: Transforming Professional Learning from Compliance to Agency | 5 | $12,000,000 | $12,000,000 | Miami | FL | |||
| Region 18 Education Service Center | Self-Directed Professional Learning Project (SDPLP) | 5 | $9,053,450 | $9,053,450 | Midland | TX | |||
| Voorhees College | IMPACT: Improvement Science Propels Achievement and Critical Teaching! | 5 | $6,912,656 | $11,847,124 | Denmark | SC | |||
| Grantee | Project Title | Duration (Years) | Year 1 | FY 19 Funding (for Year 1, 2, and 3 Activities) | Total Expected Funding | City | State | Abstract | Application | Reviewer comments |
FY 2019 Expansion Competition- All Grantees | ||||||||||
| New Teacher Center | Catalyzing Innovations in Teacher Leader Development in Rural and Urban Settings | 5 | $2,102,629 | $8,659,037 | $12,792,476 | Santa Cruz | CA | PDF (114 KB) | PDF (581 KB) | PDF (248 KB) |
FY 2019 Mid-phase Competition Grantees- Absolute Priority 2: Field Initiated Innovations--General | ||||||||||
| American Institutes for Research | EIR: Mid-Phase: Early Warning Intervention and Monitoring System (EWIMS) Study | 5 | $1,885,349 | $5,472,348 | $7,996,973 | Washington | DC | PDF (146 KB) | PDF (604 KB) | PDF (383 KB) |
| The Ohio State University | Refining and Expanding HEROES: A Literacy Intervention for Young Students with IEPs | 5 | $1,415,374 | $5,024,930 | $8,000,000 | Columbus | OH | PDF (136 KB) | PDF (311 KB) | PDF (385 KB) |
| University of Indianapolis | Rural Early College Network | 5 | $1,335,574 | $4,858,773 | $7,963,436 | Indianapolis | IN | PDF (127 KB) | PDF (460 KB) | PDF (383 KB) |
| University of Kansas Center for Research, Inc. | Supporting High-Needs Elementary Students with the CW-FIT Program: Building for Scale and Sustainability | 5 | $1,305,215 | $4,633,331 | $7,992,699 | Lawrence | KS | PDF (160 KB) | PDF (1,472 KB) | PDF (380 KB) |
FY 2019 Mid-phase Competition Grantees: Absolute Priority 3--Field Initiated Innovations--Science, Technology, Engineering, and Math (STEM) | ||||||||||
| BSCS Science Learning | Scaling and Sustaining the Science Teachers Learning from Lesson Analysis (STeLLA) Professional Development Program | 5 | $1,343,613 | $4,941,454 | $7,999,247 | Colorado Springs | CO | PDF (109 KB) | PDF (2,148 KB) | PDF (292 KB) |
| WPI | Scaling Teachers' Professional Development for ASSISTments | 5 | $1,489,399 | $4,980,445 | $7,928,236 | Worchester | MA | PDF (132 KB) | PDF (1,109 KB) | PDF (290 KB) |
FY 2019 Early-phase Competition Grantees: Absolute Priority 2: Field Initiated Innovations--General | ||||||||||
| Board of Regents, Univ of Nebraska Lincoln | Fostering Educational Success: Reconnecting Families, Empowering Youth | 5 | $687,165 | $2,177,752 | $3,994,904 | Lincoln | NE | PDF (159 KB) | PDF (1,079 KB) | PDF (155 KB) (174 KB) |
| Center for Supportive Schools | Improving Educational Outcomes in High Need,Low-Income Rural and Urban Communities through a High School Mentoring Model | 5 | $442,872 | $2,081,943 | $3,315,813 | Princeton | NJ | PDF (196 KB) | PDF (1,168 KB) | PDF (233 KB) (163 KB) |
| Iredell-Statesville Schools | RIPPLE: Reducing disparities and Implementing strategies to Promote Proactive Learning Environments | 5 | $503,534 | $2,176,977 | $3,999,968 | Statesville | NL | PDF (188KB) | PDF (519 KB) | PDF (240 KB) (193 KB) |
| Pasadena USD | Project YEES (Youth Education and Emotional Supports) | 4 | $778,150 | $2,764,774 | $3,993,142 | Pasadena | CA | PDF (115 KB) | PDF (692 KB) | PDF (239 KB) (162 KB) |
| Putnam County School District | Rural Connect | 5 | $610,625 | $2,557,855 | $3,943,486 | Palatka | FL | PDF (146 KB) | PDF (859 KB) | PDF (244 KB) (169 KB) |
| The Rector and Visitors of the University of Virginia | Project CATALYZE: The Impact of CARE + PATHS on Students? Success | 5 | $988,951 | $2,756,804 | $4,000,000 | Charlottesville | VA | PDF (150 KB) | PDF (701 KB) | PDF (216 KB) (160 KB) |
| Seminole County Public Schools | Exceptional Student Education (ESE) Curriculum Project | 5 | $536,213 | $2,201,369 | $4,000,000 | Sanford | FL | PDF (163 KB) | PDF (1,119 KB) | PDF (224 KB) (158 KB) |
FY 2019 Early-phase Competition Grantees: Absolute Priority 3--Field Initiated Innovations--Science, Technology, Engineering, and Math (STEM) | ||||||||||
| Alabama State Department of Education | Pathways for Alabama Computer Science | 5 | $793,983 | $2,381,949 | $3,969,916 | Montgomery | AL | PDF (176 KB) | PDF (366 KB) | PDF (212 KB) (158 KB) |
| Center for the Future of Arizona | Career Connected Pathways | 5 | $547,235 | $2,118,752 | $3,690,351 | Phoenix | AZ | PDF (170 KB) | PDF (1,002 KB) | PDF (212 KB) (154 KB) |
| Code.org | Code.org?s Equity in AP Computer Science Principles (Equity in AP CSP): Addressing Barriers to Participation in AP CSP by Transforming Professional Learning and School Leadership | 5 | $810,513 | $2,467,808 | $3,998,634 | Seattle | WA | PDF (149 KB) | PDF (1,065 KB) | PDF (164 KB) (169 KB) |
| Community Unit School District 60 | Computer Science and Engineering and Design STEM Program and K-12 Computer Science Pathway | 5 | $694,176 | $2,171,699 | $3,532,144 | Waukegan | IL | PDF (145 KB) | PDF (1,839 KB) | PDF (216 KB) (159 KB) |
| Computer Science Teachers Association LLC | Computer Science for English Learners (CSforEL): Increasing Participation and Achievement in Advanced Placement Computer Science Principles (AP CSP) for English Learners | 4 | $919,473 | $3,015,767 | $3,993,941 | Chicago | IL | PDF (147 KB) | PDF (610 KB) | PDF (252 KB) (164 KB) |
| Education Development Center, Inc. | Systemic Change to Improve Equity in Computer Science Student Achievement | 5 | $800,508 | $2,493,595 | $3,999,991 | Waltham | MA | PDF (152 KB) | PDF (610 KB) | PDF (261 KB) (164 KB) |
| Educational Service Unit 2 | ESU 2 EIR EMPOWER (E3) | 5 | $800,000 | $2,400,000 | $4,000,000 | Fremont | NE | PDF (168 KB) | PDF (281 KB) | PDF (230 KB) (164 KB) |
| Green River Regional Educational Cooperative | The STEM-CS project: A Professional Development Approach to Improved Student Achievement in Science, Technology, Engineering, Math and Computer Science | 5 | $1,120,168 | $2,835,449 | $3,999,906 | Bowling Green | KY | PDF (146 KB) | PDF (375 KB) | PDF (272 KB) (158 KB) |
| IDEA Public Schools | Mathways to STEM Success | 5 | $495,823 | $2,636,705 | $4,000,000 | Weslaco | TX | PDF (186 KB) | PDF (375 KB) | PDF (220 KB) (158 KB) |
| Louisiana Department of Education | Improving Pre-Engineering and Computer Science Education through Micro-Credentialing | 4 | $995,187 | $3,031,226 | $4,000,000 | Baton Rouge | LA | PDF (144 KB) | PDF (375 KB) | PDF (241 KB) (157 KB) |
| Louisiana State University | A modern approach to the integration of programming and mathematics | 5 | $727,334 | $2,308,115 | $3,997,292 | Baton Rouge | LA | PDF (168 KB) | PDF (375 KB) | PDF (241 KB) (157 KB) |
| Lumity | STEM Career Prep Logic Model | 5 | $706,607 | $2,489,370 | $3,687,096 | Chicago | IL | PDF (177 KB) | PDF (518 KB) | PDF (241 KB) (163 KB) |
| National Math and Science Initiative | Lone Star AP CSP | 5 | $1,228,795 | $3,084,571 | $3,999,921 | Dallas | TX | PDF (152 KB) | PDF (586 KB) | PDF (258 KB) (164 KB) |
| New York Hall of Science | The Pack: Using Game-based Learning to Infuse Computational Thinking into Science Teaching and Learning | 4 | $890,617 | $2,899,819 | $3,635,411 | Corona | NY | PDF (175 KB) | PDF (586 KB) | PDF (258 KB) (163 KB) |
| Old Dominion University Research Foundation | Advancing Rural Computer Science (ARCS) | 5 | $680,754 | $2,384,051 | $3,937,531 | Norfolk | VA | PDF (117 KB) | PDF (286 KB) | PDF (242 KB) (159 KB) |
| Project SYNCERE | ENpowered — Utilizing Engineering as a tool to empower student learning | 5 | $477,315 | $1,249,935 | $1,820,832 | Chicago | IL | PDF (85 KB) | PDF (354 KB) | PDF (237 KB) (154 KB) |
| Rhode Island Department of Education | WB4CS: The Effectiveness of Work Based Learning in Computer Science Education | 5 | $1,300,227 | $2,510,111 | $3,479,991 | Providence | RI | PDF (197 KB) | PDF (541 KB) | PDF (240 KB) (158 KB) |
| Sacred Heart University | Project {FUTURE} FUndamentals Teachers Unit Research Exemplars, Innovations in Embedded Computer Science for Elementary Curricula Educational Innovation and Research Program - Early Phase Application | 5 | $547,374 | $2,104,621 | $3,819,097 | Fairfield | CT | PDF (148 KB) | PDF (739 KB) | PDF (284 KB) (124 KB) |
| San Diego Unified School District | Coding Our Future: Creating Equitable Computer Science Pathways in Urban Schools | 5 | $478,019 | $1,928,782 | $3,992,776 | San Diego | CA | PDF (184 KB) | PDF (731 KB) | PDF (225 KB) (160 KB) |
| San Francisco Unified School District | Evaluating and Replicating the San Francisco Unified School District?s Summer Academy for Integrated Language Learning (SAILL) Program | 5 | $850,897 | $2,271,114 | $3,999,999 | San Francisco | CA | PDF (139 KB) | PDF (318 KB) | PDF (242 KB) (158 KB) |
| Scott County School District | Mississippi Public School Consortium for Educational Access: Advanced Placement (AP) STEM Access Program for Rural, High-Poverty Mississippi School Districts | 3 | $739,591 | $3,754,677 | $3,754,677 | Forest | MS | PDF (147 KB) | PDF (1,042 KB) | PDF (240 KB) (155 KB) |
| Small School Districts' Association | Computer Science in Rural California: Training, Implementation, Teaching, and Learning | 5 | $365,715 | $1,989,724 | $3,994,126 | Sacramento | CA | PDF (204 KB) | PDF (637 KB) | PDF (228 KB) (156 KB) |
| Smithsonian Institution | Smithsonian Science for the Classroom:Improving Student Achievement Across State Borders and State Standards | 5 | $528,584 | $2,137,719 | $3,998,136 | Washington | DC | PDF (169 KB) | PDF (815 KB) | PDF (231 KB) (160 KB) |
| Technical Education Research Centers, Inc. | INFACT: The Inclusion of Neurodiversity in Foundations and Applications of Computational Thinking | 4 | $1,288,699 | $3,175,344 | $3,997,127 | Cambridge | MA | PDF (146 KB) | PDF (1,993 KB) | PDF (216 KB) (158 KB) |
| The Regents of the University of California, Irvine | Improving Pedagogy to Accelerate Computational Thinking (IMPACT) | 5 | $784,297 | $2,594,705 | $4,000,000 | Irvine | CA | PDF (148 KB) | PDF (427 KB) | PDF (224 KB) (161 KB) |
| Touro College | Young Academic Music and Computational Thinking | 4 | $435,446 | $1,493,857 | $2,529,444 | New York | NY | PDF (158 KB) | PDF (1,644 KB) | PDF (219 KB) (153 KB) |
| Tufts University | Coding as Another Language: The Development and Implementation of a Computational Thinking Curriculum and Sustainable Professional Development Model in K-2 | 5 | $1,074,040 | $2,926,243 | $3,854,403 | Boston | MA | PDF (142 KB) | PDF (354 KB) | PDF (239 KB) (159 KB) |
| Winchester School Board | Metrics: Maximizing Engagement Through Regular Immersion in Computer Science | 5 | $795,005 | $2,502,734 | $3,999,852 | Winchester | VA | PDF (147 KB) | PDF (661 KB) | PDF (255 KB) (166 KB) |
| Grantee | Project Title | Duration (Years) | Year 1 | Total Expected Funding | City | State | Abstract | Application | Reviewer comments |
FY 2018 Expansion Grantees | |||||||||
| The Regents of the University of California, Irvine | The Pathway to Academic Success: A Cognitive Strategies Approach to Text-Based Academic Writing to Improve Educational Outcomes for Secondary English Learners | 5 | $14,736, 901 | $14,736, 901 | Irvine | CA | PDF (24 KB) | PDF (993 KB) | PDF (205 KB) |
| Waterford Institute | Expanding School Readiness to Rural States with Poor Preschool Access The UPSTART Great Plains TASK Force: Taking All to Success in Kindergarten | 5 | $14,224, 758 | $14,224, 758 | Sandy | UT | PDF (76 KB) | PDF (1,624 KB) | PDF (203 KB) |
| WestEd | THE EARLY MATH INITIATIVE: SCALING AN INNOVATIVE INTERVENTION TO PREPARE CHILDREN FOR ELEMENTARY SCHOOL MATHEMATICS | 5 | $14,736, 901 | $14,736, 8 | San Francisco | CA | PDF (24 KB) | PDF (1,348 KB) | PDF (202 KB) |
FY 2018 Mid-phase Grantees | |||||||||
| AMERICAN INSTITUTES FOR RESEARCH | Improving Instruction and Student Achievement Through the Professional Learning with Impact Program | 5 | $7,855, 251 | $7,855, 251 | Washington | DC | PDF (98 KB) | PDF (494 KB) | PDF (206 KB) |
| Education Development Center, Inc. | Math for All: Broadening and Sustaining Effective Teacher Professional Development to Support Rigorous Personalized Mathematics Instruction for High-Need Students in Grades K-5 | 5 | $7,858, 604 | $7,858, 604 | Waltham | MA | PDF (27 KB) | PDF (236 KB) | PDF (206 KB) |
| Harmony Public Schools | Harmony "LEAF to STEM" | 5 | $7,859 427 | $7,859 427 | Houston | TX | PDF (158 KB) | PDF (411 KB) | PDF (202 KB) |
| Jobs For the Future Inc. | Lone Star STEM Project | 5 | $7,859 681 | $7,859 681 | Boston | MA | PDF (150 KB) | PDF (411 KB) | PDF (203 KB) |
| New York Hall of Science | Playground Physics: Scaling and Sustaining a Technology-Enhanced Middle-School Physics Program | 4 | $2,796 008 | $2,796 008 | Corona | NY | PDF (102 KB) | PDF (358 KB) | PDF (201 KB) |
FY 2018 Early-phase Grantees | |||||||||
| Children's Literacy Initiative | Integrating Curriculum Development and Professional Development for Kindergarten Readiness | 5 | $3,890, 130 | $3,890, 130 | Philadelphia | PA | PDF (23 KB) | PDF (309 KB) | PDF 1 (156 KB) PDF 2 (123 KB) |
| Community Training and Assistance Center, Inc. | PreK-12 STEM provides students a STEM project-based curriculum that is engineering- and computer science-centered. It ensures that every student PreK-12 has a STEM learning trajectory | 5 | $3,929, 520 | $3,929, 528 | Boston | MA | PDF (87 KB) | PDF (627 KB) | PDF 1 (158 KB) PDF 2 (127 KB) |
| ExpandED Schools | ExpandED STEM Options Internship and Apprenticeship Program | 5 | $3,657, 743 | $3,657, 743 | New York City | NY | PDF (191 KB) | PDF (227 KB) | PDF 1 (159 KB) PDF 2 (127 KB) |
| Independent School District 625 | Multi-year, Whole School Implementation of Restorative Practices in Saint Paul Public Schools: Relationships as Key to Improvements in School Climate and Student Behavior | 5 | $3,927, 737 | $3,927, 737 | St. Paul | MN | PDF (213 KB) | PDF (462 KB) | PDF 1 (150 KB) PDF 2 (124 KB) |
| Knox County Schools | Think About It: SySTEMatiCally Preparing Students for the Workforce | 5 | $2,405, 543 | $2,405, 543 | Knoxville | TN | PDF (85 KB) | PDF (402 KB) | PDF 1 (157 KB) PDF 2 (127 KB) |
| National Math and Science Initiative | Rural ACCESS: AP, College, and Career Excellence in STEM and Computer Science | 5 | $3,928, 082 | $3,928, 082 | Dallas | TX | PDF (26 KB) | PDF (417KB) | PDF 1 (155 KB) PDF 2 (125 KB) |
| Sonoma State University | Developing a Student-Driven STEM and Computer Science Curriculum for Rural Students | 5 | $3,927,476 | $3,927,476 | Rohnert Park | CA | PDF (213 KB) | PDF (736 KB) | PDF 1 (156 KB) PDF 2 (129 KB) |
| SRI International | Mathematics, 3D Printing, and Computational Thinking through Work-Based Learning for Middle Schoolers (MPACT) | 5 | $3,923, 862 | $3,923, 862 | Menlo Park | CA | PDF (213 KB) | PDF (575 KB) | PDF 1 (146 KB) PDF 2 (123 KB) |
| The Curators of the University of Missouri Special Trust | Prosocial and Active Learning (PAL) Classrooms | 5 | $3,921, 638 | $3,921, 638 | Columbia | MD | PDF (84 KB) | PDF (587 KB) | PDF 1 (154 KB) PDF 2 (125 KB) |
| Urban Arts Partnership | Urban Arts Partnership proposes the School of Interactive Arts, an evidence-based personalized learning approach to teaching Computer Science and improving outcomes for high-need students | 5 | $3,929, 364 | $3,929, 364 | New York | NY | PDF (21 KB) | PDF (380 KB) | PDF 1 (156 KB) PDF 2 (127 KB) |
FY 2017 Expansion Grantee | |||||||||
| National Center for Research in Advanced Information and Digital Technology | United2Read: Scaling Personalized Literacy Instruction to Ensure Strong Student Achievement | 5 | $14,651, 585 | $14,651, 585 | Washington | DC | PDF (12 KB) | PDF (631 KB) | PDF (177 KB) |
FY 2017 Mid-phase Grantees | |||||||||
| American Institutes for Research | Scaling and Sustaining Effective Teacher Professional Development for Secondary Schools Using MyTeachingPartner-Secondary | 5 | $7,787, 711 | $7,787, 711 | Washington | DC | PDF (93 KB) | PDF (729 KB) | PDF (169 KB) |
| Education Analytics, Inc. | SPARK CENTER: Scaling and Validating a Research-Based Cost Effective Literacy Intervention | 4 | $7,733, 129 | $7,733, 129 | Madison | WI | PDF (93 KB) | PDF (1,126 KB) | PDF (160 KB) |
| Metropolitan Nashville Public Schools | Metro Nashville Public Schools Scaling Up Pyramid Model (PM) Implementation in Preschool and Kindergarten Classrooms | 5 | $7,683, 178 | $7,683, 178 | Nashville | TN | PDF (59 KB) | PDF (656 KB) | PDF (411 KB) |
| Niswonger Foundation | Rural Literacy Initiative Focused on Effectiveness (Rural LIFE) | 5 | $7,814, 288 | $7,814, 288 | Greeneville | TN | PDF (76 KB) | PDF (615 KB) | PDF (158 KB) |
| Strategic Education Research Partnership Institute | Building Capacity to Support Struggling Adolescent Readers | 5 | $7,814, 288 | $7,814, 288 | Washington | DC | PDF (16 KB) | PDF (414 KB) | PDF (170 KB) |
| TNTP, Inc. | Turnaround Leadership Teams Strategy: Leadership More Effective than the Sum of its Parts | 5 | $7,814, 288 | $7,814, 288 | Brooklyn | NY | PDF (152 KB) | PDF (1,375 KB) | PDF (162 KB) |
FY 2017 Early-phase Grantees | |||||||||
| Austin Independent School District | Supporting Behavior and Improving School Climate through the Elementary to Middle School Transition: Whole School Restorative Practices in Austin Independent School District (AISD) | 5 | $3,547, 295 | $3,547, 295 | Austin | TX | PDF (161 KB) | PDF (224 KB) | PDF 1 (118 KB) PDF 2 (122 KB) |
| Center for Supportive Schools (CSS) | Improving Educational Outcomes in High Need,Low-Income Rural and Urban Communities through a Middle School Transition and Cross-Age Peer Mentoring Model | 5 | $3,142, 948 | $3,142 948 | Princeton | NJ | PDF (345 KB) | PDF (1,515 KB) | PDF 1 (145 KB) PDF 2 (122 KB) |
| DuPage Regional Office Of Education #19 | Partners To Lead - A Consortium of 26 Rural and / or high need Local Education Agencies (LEA) | 5 | $3,907, 144 | $3,907 144 | Wheaton | IL | PDF (219 KB) | PDF (708 KB) | PDF 1 (114 KB) PDF 2 (123 KB) |
| Intercultural Development Research Association | Reenergizing Leadership to Achieve Greater Student Success (RLSS) | 5 | $3,906, 207 | $3,906 207 | San Antonio | TX | PDF (92 KB) | PDF (824 KB) | PDF 1 (113 KB) PDF 2 (122 KB) |
| IPS Enterprises, LLC | IDEA C3: Culture, Character, and College | 5 | $3,906, 716 | $3,906 716 | Weslaco | TX | PDF (40 KB) | PDF (1,614 KB) | PDF 1 (115 KB) PDF 2 (122 KB) |
| Osage County Interlocal Cooperative | Project ENGAGE (Effectively Narrowing Gaps And Growing Engagement) | 5 | $3,744, 054 | $3,744 054 | Hominy | OK | PDF (107 KB) | PDF (683 KB) | PDF 1 (146 KB) PDF 2 (153 KB) |
| School District 1J Multnomah County | PREP: Personalized, Relevant, Engaged for Postsecondary | 5 | $3,907, 144 | $3,907 144 | Portland | OR | PDF (16 KB) | PDF (227 KB) | PDF 1 (115 KB) PDF 2 (155 KB) |
| Teach For America | Rural Schools Leadership Academy: Developing the Next Generation of Principals Across the Rural Landscape | 5 | $3,738, 077 | $3,738 077 | New York | NY | PDF (345 KB) | PDF (299 KB) | PDF 1 (117 KB) PDF 2 (121 KB) |
| United Way of Massachusetts Bay Inc. | BoSTEM | 5 | $3,907, 041 | $3,907 041 | Boston | MA | PDF (108 KB) | PDF (423 KB) | PDF 1 (132 KB) PDF 2 (121 KB) |
Included in the chart below is the amount of funding per fiscal year.
| Fiscal Year (FY) | Appropriation for new awards |
| FY 2023 | $284,000,000 |
| FY 2022 | $234,000,000 |
| FY 2021 | $194,000,000 |
| FY 2020 | $190,000,000 |
| FY 2019 | $125,000,000 |
| FY 2018 | $115,368,326 |
| FY 2017 | $95,005,093 |
LEGISLATION
Section 4611 of the Elementary and Secondary Education Act (ESEA), as amended by Every Student Succeeds Act (ESSA). PDF (45 KB)