Grants Database
Search grants awarded since 2004 to discover funding amounts, descriptions, dates awarded, and duration. Newer records include the geographic area served by a grant. For older grants, please refer to our archives.
7323 Results
Results:
7323 Results
Project Title
For a project to design and facilitate professional learning for New York City high school Biology teachers to adopt and implement new instructional materials designed for the Next Generation Science Standards
Date
Sep. 15, 2022
Duration
15 months
Description
New York State adopted new science standards that were adapted from the Next Generation Science Standards and articulated a vision for science teaching and learning that radically shifts from prior state science standards. However, there have been limited state and local efforts to develop new science curriculum or to provide support to schools. With Corporation support, New Visions has developed a full-course, freely available, high school Biology curriculum and professional learning tools to support the evaluation and adoption of high-quality instructional materials. They have recruited New York City Department of Education science leaders and teachers in a variety of high schools to engage with the new Biology course materials. Through this renewal grant, New Visions will continue to work with schools and teachers on the implementation of their biology curriculum.
Website
Project Title
For a project to continue to integrate the use of high-quality instructional materials into teacher residency programs
Date
Sep. 15, 2022
Duration
12 months
Description
High-quality instructional materials and curriculum are well-positioned to contribute to instructional change. However, many new teachers struggle to find instructional materials that are high-quality and aligned with new college and career-ready standards. The National Center for Teacher Residencies has launched and sustained teacher residency programs for the past ten years, improving the quality of new teachers for students in high-need schools and districts by focusing on coherent learning experiences between teacher residency programs and school district partners. In prior grants, they have led four residency programs in a series of workshops focused on curriculum literacy and have made data-informed modifications to the design to reinforce teachers’ mindsets about the use of high-quality instructional materials. This renewal grant will allow them to expand this program to more residency groups, as well as codify and distribute the tools and learnings from previous phases to their broader network.
Website
Project Title
For continued support of your work with the Midwest Communities of Practice
Date
Sep. 15, 2022
Duration
12 months
Description
ConnectED is committed to ending cycles of poverty by positioning students, teachers, and school districts to meet the future by co-designing college and career pathways rooted in the local context of each community with the aim to help students build academic momentum and social capital to succeed in college, career, and civic life. Over the past 16-years ConnectED has partnered with more than 50 communities across the United States. Continued support from the Corporation for ConnectED’s Midwest Communities of Practice will allow local K-12 and postsecondary partners to expand postsecondary pathways to support students during the 2022-2023 school year via four key components: rigorous academics, career and technical education, work-based learning, and personalized student supports.This project aims to reach some of the most disconnected students in our country in order to help them participate and thrive amidst massive labor changes in the Midwest Region.
Website
Project Title
For building organizational capacity to provide school turnaround support to school districts
Date
Mar. 10, 2022
Duration
8 months
Description
UP Education Network (UP) partners with families and communities in Massachusetts to transform the lowest performing public schools into thriving learning environments. UP currently serves more than 2,300 students across five schools and has achieved high growth rates with the lowest performing quartile of students in the network. Prior Corporation support enabled UP to study and documentthe strategies that have contributed to this success,with a particular focus on the role of socio-emotional learning in advancing student outcomes. Continued support will enable UP to disseminate these strategies and provide turnaround advisory services to schools and districts outside of the network at a time when it is most deeply needed by communities across the country.
Website
Project Title
As a one-time only grant for support of its public education efforts on the value of charitable giving
Date
Jun. 09, 2022
Duration
36 months
Description
With the concurrence of economic, racial equity, and health-related crises in the United States, public trust in American institutions and nonprofit organizations have plummeted in recent years. Yet, without a strong social sector and improved public-private partnerships, the country will be unable to address its myriad social and economic challenges. Founded in 1949, the Council on Foundations is a nonpartisan organization that is committed to cultivating an ethical philanthropic community that leads with integrity and advocates for social progress. Informed by a diverse membership of more than 800 grantmakers from around the world, the council is uniquely well-positioned to aggregate information, offer insights, provide resources, and shape professional practices to ensure philanthropy can be used to create lasting positive impact. With Corporation support, the council will educate policymakers about the value of philanthropy to social change and the importance of promoting charitable giving.
Website
Project Title
As a one-time only grant for support of a training program to help teachers engage students on the topics of slavery and race in their classrooms
Date
Jun. 09, 2022
Duration
12 months
Description
Founded in 1853, the Mount Vernon Ladies’ Association (MVLA) is a nonpartisan organization dedicated to managing the estate of George Washington and educating visitors about his life and legacy. While the estate was home to George and Martha Washington, it was also home to more than 300 enslaved men, women, and children. The MVLA has been committed to investigating and interpreting the lives of the enslaved people who lived and labored on the estate, as well as to sharing their stories with its more than 1 million in-person guests and 8.5 million online visitors per year. With Corporation support, the MVLA will engage approximately twenty-five classroom teachers through a residential program. The program will provide them with pedagogical skills and resources for engaging students on topics of slavery and race in different historical, civic, and other interdisciplinary contexts.
Project Title
For Asia-US dialogue
Date
Jun. 09, 2022
Duration
12 months
Description
The relationship between the United States and China continues to deteriorate with both countries using inflammatory rhetoric, fueled by widening perception gaps and conflicting narratives. Given the global standing of the United States and China, their relationship impacts countries across the Asia-Pacific and beyond. The Asia-Pacific Leadership Network (APLN) will lead an Asia-based and Asia-led initiative that will research, articulate, and advocate for a more constructive relationship between China, its regional neighbors, and the United States. Through rigorous analysis and a new track II engagement among current, former, and emerging experts and leaders, APLN will evaluate what steps are necessary to improve understanding, reduce misperceptions, de-escalate risks and tensions, and build trust. These efforts will be used to devise practical and pragmatic policy recommendations for decision-makers and policy communities in the United States, China, and the Asia Pacific.
Website
Project Title
For continued support of a national community of practice on talent strategies that will respond to the human capital challenges created by the COVID-19 pandemic
Date
Mar. 10, 2022
Duration
8 months
Description
In recent years and with the disruption caused by the COVID-19 pandemic, schools have moved toward increasingly innovative approaches to teaching and learning. These changing practicesrequire shifts in the preparation and professional development of educators. While there have been some important advances in the creation of hands-on residencies and training programs, their scale has been largely limited to schools within the districts and networks pioneering these programs. Furthermore, the pandemic has exacerbated challenges related to school staffing, talent development, and leadership.Prior Corporation support allowed InnovateEDU to launch a national community of practice focused on talent systems needed for the changing education landscape and to design actionable solutions to human capital challenges. Continued support will enable InnovateEDU to facilitate the talent systems community of practice, align thought leaders, practitioners, and funders doing innovative work related to talent systems, and identify solutions to common challenges in a way that is scalable to a wide range of schools across the country.
Website
Project Title
For continued work with City University of New York via the Community College Growth Engine Fund to demonstrate their potential position as drivers of innovation between education and employment
Date
Sep. 15, 2022
Duration
12 months
Description
Education Design Lab is a nonprofit that designs, tests, and implements unique post-secondary education models and credentials that address the rapidly changing economy and emerging technology opportunities. By working across disciplines and sectors, the Lab demonstrates where technology, rigor, and design can improve opportunities for historically underserved learners. In March 2020, the Lab launched the Community College Growth Engine Fund (CCGEF) to support community college leadership in delivering skills-focused, market-driven education as regions struggle to mitigate an already growing skills gap further exacerbated by the COVID-19 pandemic. The Lab worked with cohorts of community colleges and systems, including CUNY, to develop micro-pathways for learners from K-12, to postsecondary, to workforce that led to earnings at or above median wage in high-demand sectors. Support from the Corporation will allow the Lab to launch a third cohort comprised of 25-30 additional colleges capable of creating and implementing micro-pathways. CUNY will also participate in CCGEF’s national community of practice while redesigning learn-to-work pathways with employers, high schools, and other community stakeholders.
Website
Project Title
For capacity building to expand the College Access: Research & Action (CARA) model outside of New York City
Date
Sep. 15, 2022
Duration
12 months
Description
College Access: Research & Action (CARA) ensures that first-generation college students, low-income students, and students of color have the knowledge and support necessary to enroll in and persist through college. While students need opportunities to learn about college and career pathways, most public schools and institutions of higher education are not structured to provide this assistance. Since 2011, CARA’s programs, research, and policy work have addressed these inequities. CARA works with high schools, community-based organizations, and higher education institutions to move access and success guidance from an ‘enrichment for some’ to an ‘entitlement for all’ model. CARA then uses its programs as laboratories for research on college access and persistence issues, utilizing learning to advocate for more equitable higher education policies. Support from the Corporation will allow CARA to introduce its models and expand its work beyond the East Coast to a wider group of students across the country.
Website
Project Title
For research on Russia's energy transition
Date
Jun. 09, 2022
Duration
26 months
Description
Russia’s future energy policycould have significant implicationsfor U.S. national and globalinterests. The project would engage in research, workshops, andinternational dialogues to assess Russia’s plans and actions towardtransitioning from thecurrent to new sources ofenergy.Among the questions to be explored would bethe implications of the energy transition for Russia’s exports, economy, and foreign policy. The project will result in publications.
Website
Project Title
For support of Villa Albertine and its annual Night of Ideas
Date
Jun. 09, 2022
Duration
36 months
Description
Since 2017, the Cultural Services of the French Embassy in the United States has offered an array of educational programs that make philosophical and artistic discourse accessible to general audiences. Among these programs is the Night of Ideas, an annual event that offers the public an opportunity to engage with social and political issues outside of an academic setting, through artistic performances, film screenings, art installations, and intellectual debates. In partnership with the FACE Foundation, the French Embassy has launched Villa Albertine, a national network of at least sixteen institutions. With Corporation support, Villa Albertine will nowcoordinate the annual Night of Ideas and help general audiences connect with public intellectuals, scientists,activists, and artists around the philosophic questions at the forefront of American and international life. Sample topics can include the future of democracy, resilience in the face of a global pandemic, and more.
Project Title
For project support for Teacher-Led Engaged Families & Communities Pilot Program
Date
Jun. 09, 2022
Duration
12 months
Description
America’s talented teachers are uniquely positioned to understand the intersection of student needs, the effects of policy decisions on schools and students, and the importance of connections to parents and to the communities in which students live. They are also trusted by their peers, policymakers and the public. Teacher leaders who are well-informed, persuasive and prepared to lead can become compelling communicators and agents of change for the future of the education system. However, there are not always strong supports built into schools or clear pathways in the teaching profession to enable teachers to play this role. Since its founding in 2009, Teach Plus has set out to engage and elevate teachers to lead change in school, district, state and national education systems and policies. With support from the Corporation, they will launch the Engaged Families & Communities Pilot, in which teacher leaders will prove a new relationship with families and communities is possible and will show the steps needed to achieve it. Teach Plus’ Program and Evaluation teams will oversee the adaptation of program materials, continually monitoring progress and ultimately codifying a program model that can be replicated and scaled.
Website
Project Title
As a final grant for helping college students know the world better and combat misinformation
Date
Sep. 15, 2022
Duration
36 months
Description
Launched in 2016, DailyChatter is an international, nonpartisan digital newsletter provided free of charge to more than 11,000 students and faculty at more than 335 colleges and universities in 37 countries. This free daily provides access to those who would otherwise have limited financial resources to obtain high quality news and who have few options for dealing with misinformation. With Corporation support, the DailyChatter will continue offer free subscriptions to college students and, soon, to high school students as well, inculcating what is hoped will be a lifelong curiosity about other nations and the important political, economic, and social issues facing them. The DailyChatter is also a useful resource to students who are learning English as a second language.
Website
Project Title
To support the improvement and expansion of an evidence-based national model of instructional systems’ success
Date
Jun. 09, 2022
Duration
24 months
Description
Across the field, we continue to see core instructional processes and components, such as curriculum, assessment, and educator professional learning, remain siloed. The resulting, fragmented instructional approaches cannot meet the needs of all students. Literacy Design Collaborative’s (LDC) mission is to develop skilled educators equipped to support all learners, through using a continuous improvement systems change approach that guarantees rigorous, student-centered learning experiences for all students. Their approach was designed, classroom tested, and independently confirmed through rigorous research to reduce the racial and socio-economic performance gaps of students in 100+ schools. Funding from the Corporation will support the scalability of LDC’s approach by growing their capacity related to technology, resources, processes, and real-time data collection from both students and teachers.
Project Title
For a project for the Center for Public Research and Leadership at Columbia University to develop a landscape analysis report on curriculum-based professional learning in the K-12 education field
Date
Mar. 10, 2022
Duration
6 months
Description
High-quality instructional materials (HQIM) are a powerful tool for learning acceleration, and when implemented alongside effective curriculum-based professional learning (CBPL), it deepens teachers’ knowledge of content and standards, drives system-level collaboration, and supports teaching with rigorous, student-centered instructional approaches. Yet, implementation of HQIM and CBPL continues to be challenging for the K-12 education field. Proponents of this evidence-based effort need to understand the state of CBPL within the broader landscape of professional development to understand the extent to which the CBPL field is developing and why. This systematic understanding of the K-12 education field establishes a baseline for progress and generates information to help clarify the challenges and reveal the actions required for the CBPL field to mature. Through this discretionary grant, the Center for Public Research and Leadership at Columbia University will conduct a landscape analysis of CBPL to help actors across the K-12 education system understand and bridge the gap between the current and an improved state of professional learning for supporting successful curriculum implementation.
Website
Project Title
For support of the national television program, GZERO World with Ian Bremmer
Date
Sep. 15, 2022
Duration
12 months
Description
GZERO World with Ian Bremmer seeks to promote awareness and understanding of geopolitical, security, and humanitarian developments threatening global stability. The show is based on a premise that many of today’s global trends present obstacles in addressing major challenges of climate change, data privacy, nuclear proliferation, migration, pandemics, and others. GZERO World aims to educate and inform the public about international issues by offering fresh and non-ideological conversations with informed guests from around the world. Renewed Corporation support will contribute to the production of the series.
Website
Project Title
To support codifying learning about equitable systems transformation
Date
Jun. 09, 2022
Duration
24 months
Description
Disruptions in educational and economic systems stemming from COVID-19 have dramatically impacted numerous systemic issues that inhibit children and families from achieving their aspirations. While these challenges paint a bleak picture, bright spots exist of communities building the civic infrastructure necessary to address these challenges and shift the policies, practices, resources, and power structures necessary to mitigate harm and support children and families’ well-being. Learning from and telling the story of complex systems changes is needed to enable more communities to enact similar change. StriveTogether is a national network aimed at building the capacity of communities to dramatically improve educational outcomes for every child from cradle to career. Through this grant StriveTogether will capture and share lessons and bright spots from the systems change efforts seen across its network.
Project Title
As a one-time only grant for improving diversity in the study of nuclear security
Date
Sep. 15, 2022
Duration
36 months
Description
Calls for greater diversity resonate across the sectors of American society, including in the field of nuclear security. Addressing this challenge requires strengthening the pipeline of individuals entering the field as practitioners and creating opportunities for diversifying tenure-track scholars in academia. With these goals, a project at Stanford University’s Center for International Security and Cooperation(CISAC) will recruit, mentor, and train a research assistant from a diverse background aiming for admission to competitive PhD programs or policy-relevant careers in the field of nuclear security. Corporation support will enable the university to host a research assistant through the provision of a fellowship.
Website
Project Title
For the English Access Program
Date
Jun. 09, 2022
Duration
24 months
Description
TheChildren of Armenia Fund (COAF) was establishedwith a mission to advance and empower rural youth in Armenia. The COAF SMART Center, a state-of-the-art educational hub, presently offers instruction in English, Russian, and Mandarin. Proficiency in these particular languages is emphasized among their students as major languages of communication worldwide. The English Access Program is a 2-year after-school program designed for 13-15year-olds. Since 2011,1253 students can now communicate in English and have access tointernational programs and resources, regardless of their profession. With Corporation support, the English Access Programwill continue toserve as a crucial resource that enables Armenia’s rural youth to achieve their full potential for their communities.
Project Title
As a one-time only grant for the "Pittencrieff Park Ambition" Project
Date
Sep. 15, 2022
Duration
0 months
Description
Pittencrieff Park is a beautiful 80-acre green space in the heart of Dunfermline’s Heritage Quarter, gifted to the people of his hometown by Andrew Carnegie in 1903. The park has been operated as a public/private partnership between the Carnegie Dunfermline Trust and Fife Council since 1978 and attracts over 750,000 visitors annually.TheFife Council funding has been financially constrained in recent years resulting in lack of maintenance, investment and development. The parkhas major opportunities for economic regeneration, tourism, environment, education, health/wellbeing, andcommunity cohesion. With Corporation support, the Dunfermline Trustwill revitalize the park through feasibility studies, development, and programming work that creates a sustainably funded park.
Project Title
For project support to launch their annual parent cohort in Central Valley
Date
Jun. 09, 2022
Duration
16 months
Description
Although research shows that students succeed when families, schools and communities work together, immigrant families face multiple barriers to engaging with their children’s educators and schools, including linguistic, cultural, and socio-economic obstacles. For 35 years, The Parent Institute for Quality Education’s (PIQE) evidence-based family engagement programs have empowered low-income families of color and in particular Latinx immigrant families, to better understand the complex American education system and to advocate for their children’s education. With support from the Corporation’s request for proposals for family engagement to support student learning grant opportunity, PIQE will partner with schools in Central Valley, California’s most rural low-income region, to help Latinx Spanish-speaking families (a) navigate school systems, (b) support their children socio emotional development and STEM skills, and (c) build collaborative partnerships with educators and schools.
Project Title
For project support of the FAST Institute for Family Engagment
Date
Jun. 09, 2022
Duration
15 months
Description
The lack of proper professional development for school staff, such as parent coordinators, creates an opportunity for even deeper divides between families and school staff. Families & Schools Together (FAST), an education nonprofit founded in 1988, nurtures the inherent potential of every child by uniting families, schools, and communities. FAST partners with community-based organizations and schools around the country to implement evidence-based, family engagement programming. The Corporation request for proposals on family engagement to support student learning grant opportunitywill enable their Institute of Family Engagement to provide school parent liaisons with the training they need to collaborate with families to support children. Theywill make a mindset shift away from outdated forms of parent involvement toward family engagement and empowerment and will learn to establish the trust needed to form strong, equity-focused relationships with families.
Project Title
For project support for Developing Culturally Responsive Family Engagement in Brockton
Date
Jun. 09, 2022
Duration
14 months
Description
Listening to and empowering families is essential to improving student outcomes in underserved communities. However, the historical oppression experienced by many communities means that trust needs to be rebuilt and this is best done from within and with a partner. The Federation for Children with Special Needs has been educating families for 47 years. It engages and empowers families and educators to achieve equitable family engagement, enabling families to partner effectively with schools and achieve better outcomes for their children. With the Corporation’s request for proposals for family engagement to support student learning grant opportunity, the Federation for Children with Special Needs aims to strengthen dual capacity and two-way communication between Brockton Public Schools, a district in Massachusetts where 80 percentof students have been identified as “high needs.” As part of this grant, they will provide training, workshops, and coaching focused on dual capacity building, equity, and cultural relevance for families and educators.
Project Title
As a one-time only grant for support of Presidential Initiatives
Date
Sep. 15, 2022
Duration
36 months
Description
Carnegie Mellon University (CMU)is a global leader renowned for its programs in computer science, engineering, business, public policy, and the arts.CMU and its president, Farnam Jahanian, are deeply committed to advancing knowledge and informed action on issues of importance in education and for the betterment of democracy. Well known for its novel approaches to teaching and learning, CMU aims to advance research and creative expression that arises from a interdisciplinary approach. With Corporation support, President Jahanian will initiate several projects that align with CMU’sinstitutional commitment to diversity and inclusion, includingLeadership, Excellence, Access and Persistence(LEAP), a program to provide underprivileged high school students an opportunity to gain knowledge in the humanities and social sciences.
Website
Project Title
For project support for Family Engagement Leadership through Family Voice: Working Collaboratively to Increase Student Success
Date
Jun. 09, 2022
Duration
16 months
Description
While family engagement is essential for student success and has become even more vital during the current pandemic, barriers such as the lack of training for educators on engaging families, and the lack of opportunities for family voice preventsfamilies and educators from partnering effectively to improve student learning. The West River Foundation, one of South Dakota’s most active nonprofit organizations, partners with the South Dakota Statewide Family Engagement Center to engage families living nearby Tribal lands in supporting student learning through culturally responsive practices. With Corporation support through the request for proposals on family engagement to support student learning, this grant will provide services to ensure that South Dakota students and families who are living on or near Tribal lands have access to culturally relevant, high-quality family engagement practices and resources. A key component of the work will be to address literacy and socio-emotional learning gaps caused by pandemic-related unfinished learning while applying an appreciative inquiry approach to supporting parent and educator leadership teams.
Project Title
For project support for Family Engagement Initiative for Latino Communities in Utah
Date
Jun. 09, 2022
Duration
16 months
Description
In comparison to their non-Latino peers, Latinx students, who make up 20 percent of the country’s public-school population and are growing at a much faster rate andface significant barriers in education. For instance, they face language barriers andlack of economic and social resources. Moreover, Latinx parents, many of whom are immigrants, usually do not understand the U.S education system. Founded in 2001, Latinos in Action works from within the education system to create positive change for Latinx youth. They implement a suite of programs to empower Latinx students to achieve their full potential. With Corporation support through the request for proposals on family engagement to support student learning, Latinos in Action will address the barriers Latinx families face to supporting their children. Specifically, they will (a) provide workshops for parents to increase their capacity to play roles as advocates, supporters, mentors, encouragers, and monitors, (b) support educators to partner with Latinx families, and (c) engage families to share experiences and concerns with schools and build their leadership skills.
Project Title
For project support for Philly Families Read Together
Date
Jun. 09, 2022
Duration
14 months
Description
Across the country, grandparents are often raising their grandchildren due to various reasons that parents are unable to including unemployment, incarceration, mental health, and parental substance abuse issues.Many live on meager incomes in neighborhoods plagued by poverty, lack digital skills to interact with teachers and do not know how to approach schools. Supporting Older Women’s Network (SOWN), a nonprofit founded in 1984, develops innovative solutions to support the well-being of low-income children raised by grandparents. With Corporation support through the request for proposals on family engagement to support student learning, they will implement “Philly Families Read Together”, an initiative to strengthen the home-school connection of low-income, primarily Black students who live in under-resourced neighborhoods in Philadelphia and are raised by their grandparents. SOWN will assist grandparents in becoming knowledgeable about educational tools and methods to support their grandchildren’s literacy.
Project Title
For project support for The Black Genius Framework; provides educators, parents, and youth a structure for strength-based conversations about the healthy development of a Black child considering both their intellectual and racial identities
Date
Jun. 09, 2022
Duration
16 months
Description
Traditionally, family engagement practices have not centered on the humanity and wisdom of Black parents. Black parents’ wisdom as experts of their children has usually been an underutilized resource for creating culturally affirming learning environments for Black students. Through its innovative parent-engagement strategies and tools, Village of Wisdom, a nonprofit founded in 2014 to help schools ignite parents’ power to support their children’s learning, enables educators to successfully integrate Black parents’ wisdom into instructional decisions. With Corporation support through the request for proposals on family engagement to support student learning, Village of Wisdom will train educators and parents to use their culturally affirming learning program, the Black Genius Framework, to ground conversations that facilitate the co-construction of learning environments that foster student socio emotional and academic development. This project will result in Black parents serving as reflective practice partners to teachers on their culturally affirming instructional practices.
Project Title
For mobilizing and engaging the public as part of Pedro Reyes’ Amnesia Atomica display in New York City
Date
Jun. 09, 2022
Duration
5 months
Description
Today’s nuclearchallenges are real, fast-changing, and require urgent public attention. The Bulletin of the Atomic Scientists (the Bulletin)commissioned an artist,Mr. Pedro Reyes, to design a piece“Amnesia Atomica”to attract public attention to the deteriorating nuclear landscape. This grant will allow theBulletin toconvene a “mobilization festival” in New York City on May 20 and 21, 2022 as part of a weeklong display of “Amnesia Atomica”in Times Square.The mobilization festival will bring together innovative and engaging new and rising leaders in the nuclear policy and advocacy space and provide them with tables and kiosks as part of the exhibition. This gathering will also provide an opportunity to build a concerned community and increase cooperation amongthe exhibitors who work on nuclear issues.
Website
Project Title
For support of a merger with New American Economy
Date
Jun. 09, 2022
Duration
12 months
Description
The American Immigration Council (AIC) is a hub of litigation, policy research, and advocacy founded by the American Immigration Lawyers Association to strengthen the United Statesby working toward a more fair and just immigration system. New American Economy (NAE) is a leading bipartisan think tank and advocacy organization founded by Michael Bloomberg to make the economic case for soundimmigration policies. In January 2022, the two organizations completed amerger that brings together NAE’s and the AIC’s complementary organizational and programmatic strengths. The merger will enable the new organization to devote a larger portion of its budget to revampedprogrammatic work. With Corporation support, the new American Immigration Council will develop a five-year strategic plan and work to seamlessly integrate the two organizations.
Project Title
For a pilot Russia/Europe Program
Date
Jun. 09, 2022
Duration
12 months
Description
Russia’s invasion of Ukraine has fundamentally shaken the post-World War II international order, in addition to causing unmeasurable damage to Ukraine, Ukrainians, and neighboring countries and their citizens. Russia’s act of war cannot go unpunished. But Russia is a massive nuclear, cyber, military, and commodities power with influence on global security, stability, and economy. The United States and the West must deal with Russia to avoid future regional or global disasters. Quincy Institute’s Russia/Europe Program will consider options and policies that could reduce the risk of war and keep open the possibility of diplomatic engagements between the United States/Europe and Russia that were possible even at the darkest days of the Cold War. The Corporation grant will support policy-relevant research, publications, events, and dissemination through the traditional and social media.
Website
Project Title
For a project to engage scholars and practitioners in an assessment of approaches for engaging the public in nuclear risk reduction efforts
Date
Sep. 15, 2022
Duration
28 months
Description
Generating public attention to nuclear security issues and translating that into policy change is understudied. This is in part due to the absence of academic analysis of past advocacy successes at arms control or the relevance of contemporary social movements for nuclear threat reduction. The University of California, Irvine will lead a project to engage scholars and practitioners in an assessment of how to engage the public in nuclear risk reduction efforts. This analysis will focus on past cases of advocacy for arms control, current social movements, and lessons learned from practitioners. The result will be a series of papers that analyze when arms control advocacy is more or less likely to culminate in policy change.
Website
Project Title
For a study on nuclear targeting, civilian casualties, and the laws of war
Date
Sep. 15, 2022
Duration
18 months
Description
The question of whether U.S. nuclear targeting abides by the laws of armed conflict has been a persistent issue and one made more pressing by Russia’s invasion of Ukraine and the heightened global awareness of the risks of nuclear weapons use.The National Security Archive will shed light on this topic by providing already declassified materials and analysis to the academic and policy communities, as well as requesting declassification of additional relevant documents, creating an online briefing book of declassified documents, and reviewing the international humanitarian law literature related to nuclear weapons in historical and contemporary contexts.The project will culminate in a convening of academics and former officials to share the findings and will result in a publishable transcript.
Website
Project Title
For support of Substantial Classroom’s project, SubSchool, an online learning platform for substitute teachers
Date
Jun. 09, 2022
Duration
12 months
Description
Covid-19 has wreaked havoc on the teacher workforce, creating day-to-day teacher shortages due to factors such as quarantine and illness while also increasing the number of teachers deciding to leave the profession. As a result, substitute teachers are playing a larger role in educating students than ever before. Substantial Classrooms is a national nonprofit working to create and identify scalable innovations that shift the dynamics of substitute teaching from being merely transactional to a focus on attracting, supporting, and retaining people who are equipped to teach students. Substantial’s virtual professional development system, SubSchool, partners with districts to build the core competencies of substitute teachers. Support from the Corporation will increase Subschool’s technology systems and capacity to partner with districts and equip them to provide needed support and coaching to their substitute teachers.
Website
Project Title
For a project on the Oral Histories of U.S. Diplomacy in Afghanistan, 2001–2021
Date
Sep. 15, 2022
Duration
12 months
Description
The two decades of U.S. intervention in Afghanistan from 2001 to 2021 mark an important period in American history. The voices of those who participated in it can provide valuable historical insights about America’s longest war. The Association for Diplomatic Studies and Training (ADST) is a professional, non-partisan organization focused on the collection of primary source material that can be used to extract useful lessons for academics and policymakers. Corporation support will allow ADST to collect, preserve, and share a minimum of 50 oral histories from American and Afghan staff working for the U.S. Department of State and/or Embassy Kabul during this twenty -year span. This material will be made available to the public and expert community on the ADST and Library of Congress websites and promoted through podcasts and other educational tools.
Project Title
For collaboration to strengthen conflict prevention and peacebuilding in Eastern DRC
Date
Sep. 15, 2022
Duration
28 months
Description
Despite decades of significant foreign development aid and large peacekeeping missions, eastern Democratic Republic of Congo (DRC) remains affected by armed conflict. Peace Direct will partner with two Congolese organizations, one who’s experience is rooted in practice (Beni Peace Forum – BPF) and one whose experience is rooted in research (Research Initiatives for Social Development – RISD), to conduct an action-research project that addresses two main challenges in the Beni territory of the DRC: the lack of attention paid to local dynamics; and the lack of coordination and collaboration between conflict prevention and peacebuilding actors. The project will contribute to building a more nuanced, grassroots-led analysis of the violence taking place in Beni, and an evidence base for effective forms of collaboration of conflict prevention and peacebuilding actors with broader applicability.
Website
Project Title
For continued support for The Power of Systems, a project focused on a transformation agenda for public higher education systems
Date
Sep. 15, 2022
Duration
0 months
Description
Formed in 1979, the National Association of System Heads (NASH) is the association of the chief executives of forty-three-college and university systems of public higher education in the United States. These public university systems educate approximately three-quarters of the nation’s students in public, four-year higher education, and a significant proportion of students seeking two-year degrees. Through NASH’s leadership, higher education system leaders have adopted a transformation agenda for public higher education systems named The Power of Systems to work collaboratively in improvement cycles to deliver impact on student success at scale, with particular emphases on the redress of inequities and the promotion of economic and social mobility for all. Support from the Corporation will allow us to complete the first-year launch of The Power of Systems backbone organization and its three major initiatives: system innovation and improvement, state policy, and federal policy and funding for higher education and refugee resettlement on public university campuses.
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Project Title
As a one-time only grant for support of educational programming
Date
Sep. 15, 2022
Duration
38 months
Description
Founded by Andrew Carnegie in 1895, the Carnegie Library of Pittsburgh now encompasses 19 locations. While books remain central to its core mission, the Library is a community-based organization which focuses on education, workforce and economic development, and neighborhood vitality. Moreover, across neighborhoods, age groups, demographics, platforms and time, the Library promotes literacy and supports a community that values patron-centered services, welcoming spaces, innovation, curiosity, tolerance, respect and the acquisition of knowledge. With Corporations support, librarians will continue their work in providing educational programs, services, and resources for children, teens and adults. This grant will also allow the Library to expand its collections of print and eBooks; strengthen existing community partnerships;promote opportunities for family engagement; and offer adult programming.
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Project Title
As a final grant for support of the Gerhard Casper Fellowship
Date
Sep. 15, 2022
Duration
36 months
Description
The American Academy in Berlin (the Academy) was founded in 1994 at the initiative of Richard Holbrooke, then the American ambassador to Germany. Independent, nonpartisan, and privately funded, the Academy is committed to sustaining and enhancing the long-term intellectual, cultural, and political ties between the United States and Germany. Inaugurated in the 2021 in honor of Gerhard Casper, trustee and former president of the Academy for his commitment to transatlantic exchange, the Gerhard Casper Fellowship Program has been at the core of the Academy’s activities, creating understanding and critical, substantive debate on both sides of the Atlantic. With Corporation support one Gerhard Casper fellow will be awarded each year, in the fall or spring semester, for three years. Each fellow pursues their individual fellowship projects, engage with counterparts and present their work in a lecture, reading, or concert
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Project Title
For research projects on U.S. immigration and immigrant integration into American society
Date
Sep. 15, 2022
Duration
24 months
Description
Founded in 1907, the Russell Sage Foundation (RSF) is dedicated to “the improvement of social and living conditions in the United States” through strengthening the methods, data, and theoretical core of the social sciences. In 2016, RSF received Corporation support to oversee a series of research projects that investigate the social, economic, and political implications of the United States’ changing racial and ethnic composition. This initiative was renewed in 2021. With continued Corporation support, RSF will support a new cohort of researchers who tackle important questions about the increasing role of immigration status and race on immigrant outcomes, the effects of state and local immigration policies and practices on communities, and more.
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Project Title
As one-time funding for engaging a diverse public on American public opinion on foreign economic policy as part of grantmaking on exploring the connections between U.S. domestic and foreign policies
Date
Sep. 15, 2022
Duration
29 months
Description
Few analyses of U.S. foreign economic policy consider the diversity of American society, which leads to policies that are poorly conceived and communicated, are not inclusive, and thus contribute to domestic political polarization. Through this project, Temple University’s Public Policy Lab will conduct a series of public opinion surveys and survey experiments targeted at underrepresented populations, as well as a cross-section of the U.S. population. The resulting unique dataset will provide nuance and diversity to understanding attitudes towards foreign economic policy. It can be used by scholars to study issues of diversity in foreign policy and by policymakers to produce a more inclusive approach to how foreign economic policy is conceived and communicated.
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Project Title
For one-time funding for a project to develop pathways to diversity in national security and public policy
Date
Sep. 15, 2022
Duration
0 months
Description
Several barriers prevent students from background historically underrepresented in the academy from pursuing careers in security studies and foreign policy. Through this project, Emory University’s interdisciplinary Oppression/Resistance Lab, in cooperation with people from five other institutions, will conduct a pilot research and training program to provide eight students from the Atlanta area with skills training, research experience and professional mentorship. The pilot will support in-depth engagement over two consecutive summers for students in their first undergraduate years.
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Project Title
For a project to improve the capacity to develop curriculum-based professional learning resources to support OpenSciEd high school science courses
Date
Sep. 15, 2022
Duration
11 months
Description
Building from the success of their middle school science curriculum and professional learning model, OpenSciEd has begun the development of high school science courses. Instructional materials alone are insufficient to support the necessary shifts to impact student learning. Teachers need high-quality curriculum-based professional learning to adapt and enact these science materials. This grant will allow the University of Colorado at Boulder to create a dedicated team to develop a curriculum-based professional learning program to support OpenSciEd high school science courses. The project will a) develop professional learning materials for the program, b) lead multi-day professional learning workshops with facilitators from participating states, c) communicate with facilitators and teachers between workshop sessions, and d) curate video recordings of classroom science instruction.
Project Title
For a project to launch interim assessments aligned with the OpenSciEd middle school curriculum
Date
Sep. 15, 2022
Duration
24 months
Description
With over forty-fivestates adopting the Next Generation Science Standards (NGSS) or new science standards informed by the Framework for K-12 Science Education, states are prioritizing successful science education that cannot be supported or measured by current assessments that focus on memorization. Schools and systems need curriculum-aligned assessments to support teachers and district leaders in gathering data and informing instructional decisions. CenterPoint Education Solutions increases the availability of innovative, curriculum-aligned interim assessments and provides professional learning in how to best use the data from assessments. They currently work in English language arts and mathematics and are looking to expand into the middle school science market. Through this project, CenterPoint will develop and design interim assessments aligned to the OpenSciEd middle school program.
Project Title
For a project to build capacity focused on the use of high-quality instructional materials into teacher preparation courses
Date
Sep. 15, 2022
Duration
24 months
Description
To date, most educator preparation programs (EPPs) have not adapted their curriculum to include the development of curriculum literacy and the skills and experience needed to navigate, negotiate, and implement high quality instructional materials. Making curriculum literacy a key component of educator preparation has potential for accelerating effectiveness, efficacy, and impact of new teachers. The nationally ranked College of Education at The University of Texas at Austin is uniquely qualified and positioned to study the issue and explore ways that they and other EPPs across the state could align their degree requirements to ensure that their graduates have the skills and experiences needed to navigate and implement high quality instructional materials. The continuation of the Texas Education Curriculum Literacy Learning Community will engage three EPPs in program analysis and revision as well as site-based case studies to ensure teacher candidates have the skills and experiences needed to navigate and implement high-quality instructional materials.
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Project Title
For a project to develop statewide prototypes for curriculum-anchored performance assessment systems connected to the OpenSciEd middle school science curriculum
Date
Sep. 15, 2022
Duration
15 months
Description
Federal assessments and accountability expectations have led to evaluations that do not measure or incentivize sophisticated disciplinary content knowledge and practices, deeper learning, and higher order thinking skills that are associated with college and career readiness. This is particularly true in science, where a growing number of states in the State Performance Assessment Learning Community are seeking to establish performance assessment systems that are anchored in the Next Generation Science Standards and high-quality curriculum, such as OpenSciEd. The Learning Policy Institute (LPI) convenes and manages this state science assessment group and is well-positioned to help states work with districts to design prototypes for statewide curriculum-anchored assessment systems in science education.
Project Title
For a project to develop a system of teacher and leader development for deeper, more equitable learning and whole child education for South Carolina
Date
Sep. 15, 2022
Duration
16 months
Description
Teacher shortages are growing as a result of the COVID-19 pandemic and increased stress and demands placed on educators. Addressing shortages will require new mindsets as well as technical and policy shifts in how educators are prepared, utilized, recognized, and rewarded. With current funding from the Corporation, The University of South Carolina (UofSC) and its College of Education (COE) began work to introduce innovations in teacher and leadership development, including developing a preliminary framework for reinventing the profession, engaging key education policy leaders, and securing a substantial new investment from the South Carolina General Assembly to pilot innovations in teacher education, professional learning, and leadership systems. Additional funding will allow them to build on this work by engaging policy and education leaders and developing a research framework for studying the impact of “redefining” the teaching profession for deeper, more equitable learning.
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Project Title
For continued support of SEA Change Institute
Date
Sep. 15, 2022
Duration
18 months
Description
Science, Technology, Engineering, Mathematics, and Medicine (STEMM) fields have a major impact on factors related to the U.S. economy and quality of life. But the population of those entering postsecondary education in STEMM and graduating in these fields does not reflect the demographics of either the overall population in higher education or the U.S. population. To date, numerous small-scale interventions have taken on these issues singly or in one institution at a time. In contrast, the American Association for the Advancement of Science (AAAS), the largest general science organization globally, has developed an approach to structural transformation that moves from the decades of “fixing the students” to fixing the system. Established with Corporation support, the STEMM Equity Achievement (SEA) Change is a certification system for diversity and inclusion in STEM in higher education. The SEA Change Institute provides training and resources as part of a sustainable, reinforcing system of support for institutional transformation. This grant will increase the impact of SEA Change by developing new learning series, expanding our evaluation capacity, and creating strategic partnerships.
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Project Title
For continued project support to strengthen the pipeline between K-12, community colleges, and local employers through cross-sector professional learning for educators
Date
Sep. 15, 2022
Duration
16 months
Description
Community colleges must continue to find ways to be nimble in response to their students’ needs. These institutions provide social services, professional development for individuals transitioning careers, post-secondary education, employment, policy advocacy, and human capital development for the local workforce. Successful colleges that understand this challenge center their students’ experience towards completion and economic mobility. For the past sixteen years, Achieving the Dream (ATD) has provided colleges with tools, services, and support to meet the ever-changing demand and role in the community and help community colleges increase outcomes for low-income students and close achievement gaps. With continued Corporation support, ATD will create a regional professional learning community to bridge the gaps between teaching professionals in the K-12 space, adjunct and full-time faculty in the community college space, and local labor leadership.
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