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 internship and work-based learning opportunities for Bronx Youth in response to the COVID-19 pandemic
Date
Sep. 10, 2020
Duration
4 months
Description
The COVID-related disruption to the 2019-20 school year and the elimination of funding for the Summer Youth Employment Program (SYEP) have compounded the alreadysignificant learning, enrichment, and financial needs of young people in New York City.DreamYardand Here to Here, Bronx-based non-profits thatwork togetherto transform the educational and career pathwaysavailable to students in the Bronx,will once again partner in responseto thischallenge.This summer, up to550 students from across theorganizations’networks of partner high schools will participate in remote internship and work-based learning (WBL) opportunities centered ona specific design challenge.DreamYardand Here to Here will connect these students to professional mentors, engage them in meaningful internshipexperiences, provide them with all technology necessary for participation,and pay them a stipend for their work.
Website
Project Title
For phase two of the Canopy project and building collective knowledge on school designs during COVID-19
Date
Sep. 10, 2020
Duration
14 months
Description
Years of education innovation have resulted in several exemplary school models, but many of those schools aren’t known beyond the communities they serve and there is no mechanism for systematically elevating the practices and lessons that can be gleaned from them. The Clayton Christensen Institute (the Institute), a nonprofit thinktankthatdevelops and adapts innovative research strategies toaddresscriticalproblems of practice, is addressing this gap through the Canopy project.The first phase of this projectemployed a novel expert recommendation process to identify little known innovative schools, and resulted in the public release of areport,a searchabledataset, anda set of recommendations for the field.Based onwidespread interest in the project on the partoffunders, practitioners, and school staff,the Institute has developed a plan for a second phase of work, which has beenadjusted in response to the COVID-19 pandemic to prioritizeactivities of greatest utility toschools, districts, and intermediaries as they adapt totheongoingimpact ofthe crisis.
Project Title
For development of the Inclusive Innovation Center and OpenSciEd Research Agenda
Date
Sep. 10, 2020
Duration
27 months
Description
Creation of and access toinnovative school models, programs, and curriculais often inequitably distributed, excludingthose students and communities that have historically been most underserved by our education system. Digital Promise, a nonprofitlaunchedby the Corporationin 2008to close the digital learning gap such that all students can access a high-qualityeducation,haslong centered equity in all ofits work and, over the past decade, has cultivated expertise in research, educatorprofessionallearning, and network facilitation.Now, Digital Promise proposes two projectsthat will leverage these areas of expertise to address different elements of educational inequity. First,toengage all stakeholders, especially historically marginalized community members, in the process of school improvement, Digital Promise will launch the Inclusive Innovation Center.Second, to address inequitable access to high-quality instructional materials, Digital Promise willdevelopand launch anOpenSciEdResearch Agenda.
Website
Project Title
For support of the Public Intellectuals Program
Date
Dec. 10, 2020
Duration
27 months
Description
Incentivized by the academy, American China scholars tend to focus on narrow sub-specialties and are deterred from engaging with other disciplines or the policy realm, especially in the pre-tenure stage of their careers. Even when scholars want to engage in public policy and share their knowledge with general audiences, they often lack the necessary skills and training. The National Committee on United States-China Relations’ (NCUSCR) Public Intellectuals Program (PIP) was designed for emerging China specialists to deepen and broaden their knowledge of China beyond the narrow focus of their academic disciplines. It also equips them with the tools and incentives for using that knowledge to inform American policy and broader public opinion. Renewed support will fund workshops and meetings with public and private sector leaders, media training, and study trips to Greater China for PIP fellows.
Website
Project Title
For a project on promoting ethical approaches to policy engagement
Date
Dec. 10, 2020
Duration
24 months
Description
The COVID-19 pandemic has highlighted and exacerbated some of the key challenges in bridging the gap between academia and the policy world. As policymakers and the public seek certainty and consensus from experts in compressed timelines, there is a danger that scholars will disregard the careful conceptualization, data collection, and analysis critical for good social science to gain influence. To address this risk, and build on its ongoing work on responsible academic-practitioner engagement, the Sié Center at the University of Denver’s Joseph Korbel School of International Studies (Korbel) proposes a multifaceted project to develop and promote norms, practices, and institutions to encourage a new kind of reflexivity that helps researchers engage with policy actors and processes responsibly. This project strives to develop a model of engagement that supports a more just academy, as well as more just and effective policy results in a world of fundamental uncertainty and rapid change.
Website
Project Title
For training, research, and outreach to bridge the gap between academia and the policy world
Date
Dec. 10, 2020
Duration
24 months
Description
Scholars of international relations traditionally receive little-to-no training in the production of policy-relevant research or its dissemination to policymakers or the broader public. This problem is compounded by university hiring, tenure, and promotion standards, which typically discourage policy-relevant scholarship aimed at non-academic audiences. The result is that public conversations and policy debates might not be informed as they could be academic insights. Bridging the Gap (BTG) is a flagship project of the Corporation’s work addressing this issue that has been co-sponsored by American University (AU), Duke University, and the University of California, Berkeley. With consolidation of the program at AU, renewed support will advance the project’s efforts to foster policy-relevant scholarship within universities, provide scholars with the tools and skills necessary to bring their knowledge and insights to policy and practice, strengthen networks of policy-relevant scholars, and work with university leaders to identify and address obstacles limiting policy engagement.
Website
Project Title
As a one-time only grant for a survey of the China studies field in the United States
Date
Sep. 10, 2020
Duration
20 months
Description
In 2013, the International Peace and Security (IPS) program commissioned the National Committee on U.S.-China Relations (NCUSCR) to conduct a needs assessment of China Studies programs at U.S. universities and think tanks. The findings of this study were later shared at a meeting convened at the Corporation with some twenty of the country’s foremost China experts. The recommendations from the study and the experts’ discussion provided the basis for IPS’s grantmaking focus on China within its Asian Security subprogram. Over the past seven years, much has occurred within the field of China Studies, reflecting broader changes in China and its relationship with the United States and the world. Given these changes, IPS will reengage with the NCUSCR to conduct a follow-on needs assessment. The study is designed to identify up and coming programs in China Studies and gaps in the field. The results of the study will be publicly available.
Website
Project Title
For support of international politics coverage at The Monkey Cage
Date
Dec. 10, 2020
Duration
24 months
Description
Although academics have deep insights into international events and issues, they often find it hard to share their expertise with a broader audience. Conventional venues for academic publishing are largely inaccessible to this audience. Over the last decade, The Monkey Cage (TMC) has become a crucial intermediary between international affairs scholars and the broader public. With the Washington Post as its platform to bridge the worlds of scholarly and public debate, TMC edits the work of scholars to make it less abstruse and then publishes it. Corporation support will allow TMC to strengthen its coverage of international politics in two ways. First, it will help provide full-time editorial support to scholars with knowledge of international relations, national security, foreign policy, and the politics of various regions of the world. Second, it will enable TMC to establish new channels of communication to disseminate and promote its international politics coverage, as well as measure the impact of that communication with policy-relevant audiences.
Website
Project Title
For the Education Practice at Project Evident to provide services to the field during COVID-19 recovery
Date
Sep. 10, 2020
Duration
24 months
Description
While the demand for evidence-based education programming has grown over thepast several years, a persistent gap remains between research and practice.Priorities and incentives are misaligned across these stakeholders, withnonprofits and districts rarely the drivers of the research agenda or inpossession of the evaluative capacity to develop and iterate upon evidence-based programming. Spun out of the Edna McConnell Clark Foundation in 2017,Project Evident was founded to increase the practice of continuous evidence-building and the supply of evidence-based solutions in the social sector.In fall 2019, they launched an Education Practice to deepen their impactand reach by beginning to work directly with state education agencies andlocal education agencies. This grant will support the Education Practice’s deepengagements with two districts over two years to help them navigate theCOVID-19 crisis, informed by data and evidence.
Website
Project Title
For the Global Science of Learning Education Network (GSoLEN)
Date
Sep. 10, 2020
Duration
15 months
Description
The mission of the Global Science of Learning and Education Network (GSoLEN) is to achieve maximum worldwide benefit from science-based strategies designed to meet the learning needs of our global future and to overcome poverty’s impact on learning. A key focus will be to deeply understand the Science of Learning (SoL) and the extent to which it can be generalized. This will allow for the development of best practices for learning, education, and policy resources that take into account for whom, at what developmental stage, under what conditions, and in what context SoL can be implemented in the world’s distinctive cultures and conditions. Grounded in an environment of trust and co-creation, GSoLEN also aims to be fertile ground for training the very best interdisciplinary scientists, technologists, practitioners, and policymakers to lead the innovation of SoL and education, while also benefiting students in poverty.
Website
Project Title
For investigative reporting on issues related to immigration
Date
Sep. 10, 2020
Duration
12 months
Description
Founded in 1977 as the first nonprofit investigative journalism organization in the United States, the Center for Investigative Reporting uses high-quality research and investigation prowess to share groundbreaking stories on complex social issues. Since 2013, the center has been producing balanced and nuanced reporting about immigrants—shining a light on systemic barriers to integration, exposing threats to these communities, identifying the roles they play in society, and ultimately helping to humanize their experience. In addition to producing high-quality, long form journalism for readers, the center also hosts an award-winning radio show and podcast, Reveal, which reaches millions of listeners every month. The center partners with national and local outlets to distribute its content. With renewedCorporation support, the center will continue expanding its coverage of the impact of federal and state policies on immigrant families and local communities.
Website
Project Title
For support of a public education campaign to increase confidence in the integrity of the 2020 election
Date
Sep. 10, 2020
Duration
12 months
Description
According to the Pew Research Center, partisan divides on political issues have reached record levels in the United States. Partisan antipathy is extraordinarily high, with 44 percent of Democrats and 45 percent of Republicans viewing members of the opposing party unfavorably. With the approach of a highly anticipated presidential election, a lack of public confidence in election administration may result in further polarization and civil unrest. More in Common is a multinational organization applying rigorous public opinion research and communications expertise to counter threats to democracy, including erosion of trust in democratic institutions. With Corporation support, More in Common will conduct public opinion research to inform targeted public education campaigns to increase confidence in changes to election administration (e.g., vote by mail, tabulation delays, etc.). More in Common will also produce a series of reports with evidence-based communications approaches to help others in the field mitigate the threat of election misinformation.
Website
Project Title
As a final grant for rebuilding US-Russian dialogue on nuclear nonproliferation and arms control
Date
Dec. 10, 2020
Duration
24 months
Description
Despite rising tensions that exist between Russia and the United States, cooperation between the two countries on nuclear issues remains necessary for global stability. To help find ways toward that cooperation, the Middlebury Institute of International Studies at Monterey will work with the Center for Policy Studies in Russia to establish a working group of high-level Russian and American experts to conduct dialogues on strategic stability and arms control. To sustain the discourse, the grantee will engage and mentor young professionals and leaders who could contribute in the longer-term to the improvement of U.S.-Russia strategic relations and international security.
Website
Project Title
For a project that builds public understanding of pathways to economic opportunity
Date
Sep. 10, 2020
Duration
23 months
Description
Students will always need education beyond a high school diploma to increase their opportunities for economic mobility. Although many national efforts focus on providing support to career pathways that begin in high school and articulate to postsecondary programs that culminate in credentials with labor market value, too few key education stakeholders, particularly parents, teachers, and counselors, understand the value of these opportunities in the economy. Understanding this information is especially important in the major workforce shifts resulting from the COVID-19 pandemic. Education Strategy Group (ESG), works with local and state education agencies, as well as regional collaboratives, to create learning experiences and opportunities that meet the diverse needs of all students and prepare them for future success in college, careers, and democratic participation. With support from the Corporation, ESG seeks to produce a set of tools and strategies for engaging parents, teachers, and counselors about the changing economic environment and the role that education and training beyond high school plays in opening doors to the workforce.
Website
Project Title
For continued support of the enhanced Freshman Year for Free program, designed to keep college-bound high school seniors, particularly from low-income neighborhoods in New York City, on a college track in response to the COVID-19 pandemic
Date
Sep. 10, 2020
Duration
12 months
Description
Modern States Education Alliance, a nonprofit dedicated to making college more affordable and accessible, is undertaking an educational initiative in response to the Covid-19 pandemic. The enhanced Freshman Year for Free program enables New York City students supported by several existing Education Program grantees to take online freshman-level courses taught by renowned college professors from Ivy League and selective colleges. The freshman-level courses can lead to college credit at more than 2,900 colleges and universities, including CUNY and SUNY, and enable students and their families to save up to 25 percent of tuition for a four-year college degree. To offer additional support, teachers at each partner school/grantee site will serve as paid tutors and mentors, checking in with every student on a weekly basis, available to answer questions during “office hours,” similar to those held by Teaching Assistants’ on a traditional college campus. All aspects of the program will be free for students, including free online textbooks, quiz questions, and a free practice CLEP exam provided by the College Board.
Website
Project Title
For the development and execution of equity focused recruitment and outreach strategies that ensure students and families are aware of and successfully take advantage of opportunities to access postsecondary education through related interventions
Date
Sep. 10, 2020
Duration
16 months
Description
Common Application (Common App)is a non-profit membership organization representing nearly 900 diverse institutions of higher education. Common App connects applicants and those who support them to a wide array of public and private colleges and universities across all fiftystates, and twentycountries. The Reach Higher initiative was launched by former first Lady Michelle Obama in 2014 to inspire students to go to and complete higher education, whether at a traditional four-year college, a two-year community college, or through an industry-recognized training program. Reach Higher is now part of Common App. Together, Reach Higher and Common App are forging a direct path to higher education for all students Support from the Corporation will allow the Reach Higher initiative to build and execute a research-based digital campaign that specifically targets and engages Black, Latinx, and Native American high school juniors and seniors, starting in the fall of 2020 and ending in the fall of 2021. That time frame encompasses two graduating high school classes (the class of 2021 and the class of 2022) during the critical windows tosubmit college applications.
Website
Project Title
As a one-time only grant for educational technology fellowship to support the faculty’s transition to online course formats
Date
Sep. 10, 2020
Duration
35 months
Description
In response to the COVID-19 pandemic, universities have had to quickly shift classroom instruction to remote learning formats. However, faculty and students nationwide have voiced frustrations with having to navigate complex technological platforms, as well as having to adjust to a new reality in general. Founded in 1961, the Graduate Center of the City University of New York (CUNY) is the primary doctorate-granting institution of CUNY. The Graduate Center offers forty-five doctoral and master’s programs and is home to more than thirty interdisciplinary research centers and institutes. With Corporation support, the Graduate Center will launch the Carnegie Educational Technology Fellowship to help faculty members recalibrate their teaching and explore new pedagogical methods appropriate for remote learning in the time of COVID-19.
Website
Project Title
For creating college advising resources for students and counselors in response to the COVID-19 pandemic
Date
Sep. 10, 2020
Duration
3 months
Description
The COVID-19 pandemic has resulted in an unprecedented disruption of our public education system,withparticularly direconsequencesforstudents at key transition points of their learning experiences. Rising high school seniors and their familieswill face increasedchallenges as theybegin the college application processwithout the support of in-person counselors and information sessions andwill experience heighteneduncertainty about admissions processes and economic circumstances.The City University of New York’s (CUNY) Office of K-16 Initiatives serves as a bridge for the 60 percent of New York Citypublichigh school students that go on to enroll in the CUNY system,ensuringthat students are supported on their pathsfrom high schoolto and throughCUNY.Thisgrantwill allowCUNYtoprovidevirtualcollege guidancesupportusing an online platform developed with previous Corporation support. This will includethedevelopment and dissemination ofup-to-date informationand targeted messagingabout admissions processesin light ofthe pandemic to support rising high school seniors, their families, and their counselors.
Website
Project Title
As an emergency response to the COVID-19 pandemic, for a project on a 21st century Works Progress Administration.
Date
Sep. 10, 2020
Duration
6 months
Description
The COVID-19 pandemic in the U.S. has created an economic unemployment
and education crisis that could undermine near-term and long-term livelihoods
for millions of Americans from all backgrounds. To address these challenges,
this project aims to catalyze and guide a 21st Century Works Progress
Administration (WPA), Civilian Conservation Corps (CCC), and a 21st century
G.I. bill—to put Americans back to work immediately and ensure they have the
experience, skills, and credentials needed for good jobs and careers once the
economy and job market rebounds. While this bold idea will require bold
presidential, congressional, and gubernatorial leadership in 2021, America
Achieves proposes a nongovernmental philanthropic project beginning in the
summer of 2020 to lay the groundwork for an innovative, workable solution to our
country’s immediate crisis.
Website
Project Title
For projects on advancing learning systems in education and a policy agenda to improve the education research and development (R&D) infrastructure
Date
Sep. 10, 2020
Duration
8 months
Description
EducationCounsel is a mission-driven education organization that works with leading nonprofits, foundations, and policymakers to help significantly improve education opportunity and outcomes. One goal of their work is to shift the education system to function more as a learning system, with adequate research and development (R&D), data infrastructure, and continuous improvement to enable the system to more rapidly improve. The COVID crisis has provided both negative examples of missed opportunities and systemic shortcomings, and positive examples of bright spots where some of a learning systems vision was already in place. More broadly, there is a need and opportunity for the focus on learning systems to emerge as part of a new education decision agenda and there is a powerful window of opportunity to advance these shifts. The two work strands EducationCounsel proposes are: (a) continuing work to advance the learning systems concepts and coordination in the field, including assessing how learning system approaches have fared during the pandemic and laying the groundwork for a learning systems leadership network; and (b) a set of activities focused on developing a policy strategy to expand and strengthen the federal R&D infrastructure, which is a core component of an education learning system.
Website
Project Title
For support of college access and success initiatives in New York City
Date
Sep. 10, 2020
Duration
12 months
Description
A postsecondary credential has become increasingly vital to an individual’s ability to secure employment, yet resources to supportstudents’ collegeaccess and success are insufficient. College Possible supports low-incomehigh school and collegestudents on the path to and through college with research-based curricula and near-peer coaching.Through its Catalyze model, College Possible builds the capacity of colleges and universities to implement programming andprovide on-campus support to students.College Possible participates in the Corporation’sCollege Advising Partnership (CAP), which aims to address the persistent gap in degree attainment between high- and low-income students, despite identical aspirations to complete a postsecondary education. A prior grant enabled College Possible to bringthe Catalyze programto New York Citythrough a partnership with Vaughn College, which served over 300 students in its first year. Corporation support will enableCollege Possibleto continue participating in CAP and transforming college access andsuccessoutcomesby providing customized, near-peer support forNew York City students, both on-campus and in thedistancelearning context.
Website
Project Title
For a project on data and peacebuilding related to COVID-19 and violence
Date
Sep. 10, 2020
Duration
12 months
Description
TheCOVID-19 pandemic is having a profound effect on societies globally, including in the area ofpeace and security. Data show a correlation between the rise of COVID-19 cases and reports of violence. To address this alarming trend, PeaceTech Lab, in partnership with Rongo University in Kenya, is tracking pandemic-related violence in East Africa. This project builds on the partners’ initial data collection by engaging local researchers and peacebuilders to collect additional violence-related data and develop targeted local peace interventions to mitigate outbreaks of violence associated with COVID-19. With Corporation support, PeaceTech Lab and Rongo University will strengthen their partnership with the goal of improved data quality and reliability.
Website
Project Title
For the iLEAD network of schools of education and partner districts and the 2021 Summit on Improvement in Education
Date
Dec. 10, 2020
Duration
30 months
Description
Reliably building and sustaining mutually beneficial, robust district-university partnerships has eluded the education community for over a century. Over the past three years, the Carnegie Foundation for the Advancement of Teaching (CFAT) has sought to do this by using improvement science in leadership preparation to better ally districts and schools of education in common purpose. Improvement science helps schools and systems get better by using rapid tests of change that guide the development, revision and continued fine-tuning of new tools, processes, work roles and relationships. With Corporation support, CFAT has created an improvement Leadership Education and Development network (iLEAD), comprised of 11 partnerships made up of districts and schools of education, which uses improvement science to prepare and develop educational leaders. This grant enables the continuation of the network and provides support for the 2021 Summit on Improvement in Education.
Project Title
As a final grant for Classroom Impact initiative of the Global Learning Lab
Date
Dec. 10, 2020
Duration
18 months
Description
Across the globe, demand is growing for a model of classroom excellence that does not just close achievement gaps but also realizes students’ potential as leaders who address the causes of achievement gaps. Teach for All seeks to meet this demand, by facilitating learning across their global network of 54 member-country organizations about new modes of teaching and learning better aligned to that vision. Four years ago, with Corporation support, Teach for All launched the Global Learning Lab, to study transformational classrooms in marginalized and underserved communities around the world in order to co-create a new framework to guide teaching and learning and to use their network to spread best practice aligned to that model. The Lab now receives about 1,700 visitors to their website per month, indicating growing awareness and demand for their work. This will be a final grant.
Website
Project Title
As a one-time only grant to support educational programming during the COVID-19 crisis
Date
Sep. 10, 2020
Duration
12 months
Description
The Kennedy Center is recognized as aunique arts organization, presenting a wide variety of performances and an array of educational initiatives. The Center’s Education division leverages the arts to address education challenges, accelerate best practices in arts learning and disability, build community, and uplift citizen artistry.In these times of uncertainty and upheaval, the Center is working closely with schools, state and local education agencies, and partner organizations to identify strategies and resources to ensure the continued provision of the arts in education. With Corporation support, the Center will implement learnings from a national needs’ assessment, provide high-quality professional learning to educators, curate and develop digital-learning resources, and offer strategic supportfor school- or district-wide projects.
Website
Project Title
For continuation of the Dana Center Math Pathways work
Date
Dec. 10, 2020
Duration
12 months
Description
The Charles A. Dana Center at The University of Texas at Austin has taken up the challenge of replacing existing models of developmental and gateway math education with mathematics pathways that propel students to degrees and postsecondary certifications with labor market value. The Dana Center Mathematics Pathways (DCMP) is the Center’s approach to ensuring that every student has equitable access to and the opportunity for success in rigorous math pathways aligned and relevant to his/her future aspirations, paving the way to upward economic and social mobility. With Corporation support, the DCMP has contributed to the implementation of math pathways in higher education systems, institutions, and campuses in thirty-two states and the District of Columbia, moving from a novel approach to one of normative practice at scale. In its pathways work, the Dana Center has identified a gap between math courses and the quantitative skills needed for the future workforce. Due to high workforce demand, two areas requiring immediate investigation are nursing and manufacturing.
Website
Project Title
For research projects on U.S. immigration and immigrant integration into American society
Date
Dec. 10, 2020
Duration
24 months
Description
According to the United States Census Bureau, 25 percent of the U.S. population, or 81.8 million people, are immigrants or the American-born children of immigrants as of 2018. Research by the National Academies of Sciences, Engineering and Medicine has found that this population is successfully integrating into the United States, especially with regard to fiscal and economic outcomes. However, there are multiple obstacles to their full integration, including the lack of progress on federal immigration reform, racial stratification in integration outcomes, and low rates of naturalization in comparison to other receiving countries. In 2016, the Russell Sage Foundation (RSF) partnered with the Corporation to oversee a series of research projects investigating the social, economic, and political implications of the country’s changing racial and ethnic composition. With renewed Corporation support, the RSF will support a new cohort of social science researchers studying the effects of federal and state policies and practices on immigrant communities.
Website
Project Title
For support of the Tribute in Light project
Date
Dec. 10, 2020
Duration
12 months
Description
Since 2001, the National September 11 Memorial & Museum has become the global locus for preserving the history of 9/11 and exploring its evolving significance. A place of tribute, reflection, and learning, the 9/11 Memorial & Museum honors our collective promise never to forget and offers a living testament to the myriad of ways that unforgettable day continues to shape the world in which we live. Every September 11th,the iconic Tribute in Light has illuminated the night sky and become a national symbol of remembrance and resilience. With corporation support the 9/11 Memorial and Museum will be able to continue this unique installation, which has proved more challenging this year, ensuring safety and social distancing measures during the COVID-19 pandemic.
Website
Project Title
For the Artist Protection Fellowship Program, a one-time fellowship for an artist threatened by violence, war, natural disasters or political unrest
Date
Dec. 10, 2020
Duration
18 months
Description
Founded in 1894 the American Academy in Rome (AAR) is one of the leading overseas centers for independent study and advanced research in the arts and humanities. The Academy offers support and an inspiring environment to some of America’s most gifted artists and scholars who come to the Academy as Rome Prize Fellows, Affiliated Fellows, and Residents, and return to the United States to enrich the cultural landscape with the rewards of their time in Rome. With Corporation support, The AAR will offer for the third time, athreatened artist safety and security, time and space to think and create, mentorship, a stimulating and supportive environment with the companionship and collegiality of artists and scholars, and exposure to gallerists, patrons, and the international artistic community. The fellowship will include a studio time, room and board.
Website
Project Title
For a project to develop and evaluate a suite of assessment literacy tools and services.
Date
Dec. 10, 2020
Duration
23 months
Description
As teachers grapple with translating college- and career- ready standards into daily classroom practice, they face multiple obstacles to implementation. Educators must have access to high-quality curriculum that is standards-aligned, access to high-quality assessments that are curriculum-aligned, and access to high-quality professional learning that helps bridge curriculum and assessment towards responsive instructional practices. There is a dearth of such professional learning and resources in the field, and this gap could lead to larger gaps in learning outcomes for children, which are exacerbated in underserved communities and have intensified even more so due to the COVID-19 pandemic. CenterPoint will provide teachers with professional learning opportunities that are designed to guide them in using assessment data to make sound instructional decisions aligned to high-quality curriculum to improve teacher effectiveness and, ultimately, student learning. Through this grant, CenterPoint will: a) partner with EL Education; b) develop a suite of assessment literacy tools and services; c) pilot test these tools and services; and d) evaluate and improve the efficacy of these tools and services.
Project Title
For a project to expand the OpenSciEd science curriculum into elementary and high school
Date
Dec. 10, 2020
Duration
12 months
Description
As the COVID-19 pandemic upends the 2020-21 school year, we must lower barriers to and advocate for schools’ meaningful alignment of science instruction to theFramework for K-12 Science Educationand the Next Generation Science Standards (NGSS). Curricula must scaffold students to ask questions of phenomena, conduct investigations, analyze data, and develop explanations as they explore and learn. OpenSciEd is an initiative that brings together science leaders from ten states, expert curriculum developers, national science education leaders and classroom teachers to develop, distribute, and support a complete set of science instructional materials and associated professional learning resources. After a significant market analysis, there remains a need for NGSS-aligned materials in K-5 and high school. Through this project, OpenSciEd will: a) launch the development of; b) field test the units and materials of; and c) develop professional learning materials for a high school curriculum; as well as d) begin developing an elementary school curriculum.
Project Title
For expansion of a school-based process to implement blended and personalized learning approaches
Date
Dec. 10, 2020
Duration
24 months
Description
Theneed for personalized learning experiences for students has become even more clear in the context of distance learning and more urgent as the education sector confronts historic inequities. Highlander Institute (Highlander) has been focused on improving the educational experiences of underserved students for over fifteen years and has established itself as an expert partner toteachers and leadersseeking to shift to personalized models at scale.With experience working in everypublic schooldistrict in Rhode Island and coaching thousands of educators nationwide, Highlander developed a framework for leading community-centeredpersonalized learning initiatives, “Pathways to Personalization: A Framework for School Change.”Corporation support has enabled Highlander to pilot thisframework at a set of schools in Rhode Island, yielding promising early resultsthat holdpotential for broader application. With continued support, Highlander will deepen the Pathways school partnerships in eight schools and codify the guidance needed to support whole school replication as well as best practices for a broader set of schoolsacross the country.
Project Title
For a project on the interplay between U.S. domestic and foreign policies
Date
Dec. 10, 2020
Duration
18 months
Description
The U.S. military has been engaged in more than eight violent conflicts since September 11, 2001, several of which have been in the Arab region countries of Iraq, Yemen, Somalia, Libya, and Syria. Among the multiple drivers of U.S. foreign policy is the interplay between internal dynamics, including structural racism, and external politics. The Friends Committee on National Legislation Education Fund (FCNL Education Fund) will explore these connections and their impact on prolonged military engagement in the Arab region through research, convenings, and expert dialogues among relevant communities. Corporation support will contribute to FCNL’s larger initiative designed to foster an understanding of factors that shape the U.S. role in the world.
Project Title
For planning that helps EdRedesign chart its next phase of work focused on policy change at the federal, state and local levels that will enable communities to significantly expand cradle-to-career support systems for children
Date
Dec. 10, 2020
Duration
6 months
Description
The Education Redesign Lab is committed to closing education and opportunity gaps for children across the U.S. This planning grant will enable the Lab to build upon their experience supporting forty-fivecommunities across the country to create Children’s Cabinets and support integrated child development and education systems dedicated to improving child well-being. In addition to mapping out the next phase of work for the Lab, the strategic plan that results from this grant will also include: (1) a strategy for building broad support for the expansion of effective local collaborative models to improve child-wellbeing; (2) the identification of critical federal, state, and local policy and budgetary levers for creating cradle-to-career support systems for children and youth; and (3) the identification of two states to pilot a policy agenda for expanding effective local cross-sector collaborative models.
Website
Project Title
For continued development of an equity-focused Future of Work agenda
Date
Dec. 10, 2020
Duration
12 months
Description
The combined health and economic crisis has exacerbated inequalities many communities have long endured. The Center for American Progress (CAP), a nonpartisan policy institute dedicated to improving the lives of all Americans, proposes exploring policy solutions that cut across K-12, postsecondary, and workplace training systems, with an equity lens to ensure no segment of society is left behind. Removing barriers to higher education, and reimagining pathways to better economic opportunity for all young people requires a new roadmap. Through support from the Corporation over the past two years, CAP has undertaken a participatory approach to rethink connections between the future of learning and working and set forth a new vision for workforce equity, amplifying models at the state and local levels that exemplify interventions to improve outcomes for all students. This grant will allow CAP to expand its future of work research agenda so policymakers and practitioners can see the structural changes needed within education, workforce, and employment systems in order to understand redesign efforts that successfully prepare young people for the future of work.
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Project Title
For continued project support to conduct a feasibility study on the role of New York City community colleges around career education
Date
Dec. 10, 2020
Duration
12 months
Description
Opportunity America is a Washington-based nonprofit promoting economic mobilityfor low-income and working families. The organization’s principal activities are research, policy development, dissemination of policy ideas and working to build consensus around policy proposals. One of the organization’s primary interests is community college workforce education. Previous support from the Corporation funded a feasibility study on the role New York City community colleges should play in career education: exploring labor market demand in growing industries; building in the perspective of college-age and older students; and identifying existing strengths and obstacles within The City University of New York (CUNY) as it reimagines its workforce offerings. The findings from the study will be released in early 2021 after a slight delay due to COVID-19. Ultimately this renewal grant will support Opportunity America to implement findings in collaboration with CUNY leadership, faculty, and staff.
Project Title
For project support of Credentials Matter Phase 3
Date
Dec. 10, 2020
Duration
6 months
Description
While high school graduation rates have been rising over the past several years, college and career readiness rates have not followed the same trend. Better alignment between students’ high school experiences and labor market demands could help bridge this gap to prepare students to succeed. As an effective policy and advocacy organization that supports state leaders and policymakers in advancing a broad range of student-centered policy solutions, ExcelinEd has been working with Corporation support to address this gap by strengthening student learning, advancing equity, and readying graduates for college and career through their Credentials Matter research that identifies national trends and shares state-level information about the credentials students earn and the credentials employers demand. With continued support from the Corporation, ExcelinEd plans to expand the Credentials Matter project audience to include students and families. Specifically, ExcelinEd plans to develop tools and resources to help families make informed decisions about high-quality pathways and employer-valued credentials.
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Project Title
For a project to develop and disseminate a national call to action to advance science education in K-12 and post-secondary education to prepare students to face global challenges of the future
Date
Dec. 10, 2020
Duration
30 months
Description
The widespread adoption and ongoing implementation of college and career-ready academic standards in literacy, math, and science are helping to move K-12 toward a common vision for what students need to know and be able to do. Similarly, there are on-going efforts at the undergraduate level to shift education in science to reflect learning research. These efforts, however, have not yet created coherence across all levels of the system. A call to action is needed that can bring attention to the importance of science and STEM education while also providing guidance on the policies that can create greater coherence across K-12 and into the undergraduate years. Through this grant, NAS will develop a national call to action to advance science education in K-12 and post-secondary education in ways that will prepare students to face the global challenges of the future both as engaged participants in society and as future STEM professionals.This guidance will be based on evidence from research on learning as well as examples of successful programs and policies.
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Project Title
For a project on strengthening international engagement on shared global challenges
Date
Sep. 10, 2020
Duration
48 months
Description
The COVID-19 pandemic has led to a global health crisis with the potential to disrupt geopolitics and the global economy for years to come. How governments, multilateral organizations, the private sector, and civil societyrespond to these challenges will impact the future of the international system. The Financial Services Volunteer Corps (FSVC)—an organization dedicated to advancing economic development by strengthening financial sectors in developing countries—will provide a forum for experts from the United States, Russia, China, and Europe to share views and perspectives on how to frame and tackle problems in a post COVID-19 world that require multidisciplinary and international approaches. With continued support, FSVC will gather experts from the financial, economic, foreign policy, and journalism sectors for a meeting that will focus on practical approaches and result in a summary aimed at policy practitioners.
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Project Title
For a project on public opinion in the U.S. and Russia
Date
Jun. 04, 2020
Duration
45 months
Description
As public opinion can influence the political options available to policymakers, understanding how the American and Russian people regard each other offers an insight into the U.S.-Russia relationship. The Chicago Council on Global Affairs and the Levada Center, a leading Russian independent polling entity, will team up to conduct several public opinion polls in the two countries, gathering data of potential interest and use to academics, policymakers, and the media. The project will result in the publication and dissemination of four polls in the United States and Russia, as well as opinion pieces exploring the broad significance of the polls’ findings.
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Project Title
For the Graduate Initiative in Russian Studies
Date
Sep. 10, 2020
Duration
24 months
Description
The Middlebury Institute of International Studies at Monterey, formerly the Monterey Institute of International Studies (MIIS), is an American graduate school within Middlebury College. MIIS trains students from all over the world to make a meaningful impact on the international peace and security field. Its Graduate Initiative in Russian Studies (GIRS) exposes graduate students to international experts on issues of Russian politics, economy, society, culture, and security intensive, interactive seminars. With renewed support, the MIIS and the GIRS programs will continue their activities, thereby expanding the number of deeply-trained experts on international peace international peace and security and Russia.
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Project Title
For support of the Carnegie-Tsinghua Center for Global Policy
Date
Mar. 05, 2020
Duration
24 months
Description
The Carnegie Endowment for International Peace has been a leading force for peaceful engagement among world powers for over a century. In 2007, the Endowment opened the Carnegie-Tsinghua Center for Global Policy (CTC) as part of its global network of regional think tanks. The core of the CTC’s work is cutting-edge independent and collaborative research, analysis, and dissemination on critical issues shaping China’s changing role in the world. Over the next phase, grant’s research will be concentrated in four areas: China’s foreign policy priorities and global influence; U.S.-China relations; international security challenges; and international economics and trade.CTC’s work will continue to result in publications and outreach events for audiences in China, the United States, and globally.
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Project Title
As a final grant to the Library of Congress Congressional Foreign Policy Program: Senior Foreign Policy Scholars in U.S.-Russia Relations and U.S.-China Relations
Date
Jun. 04, 2020
Duration
72 months
Description
With Corporation funding in 2017, the Library of Congress, (the Library) through its John W. Kluge Center, established the Congressional Foreign Policy Program, creating senior specialist positions in U.S.-Russia relations and U.S.-China relations. The scholars conduct policy-relevant research, host public events, and design bipartisan discussions on the current state of relations for members of Congress and the staffers who support them. Renewed funding will enable the Library to link notable academics and policymakers and bring insights from their research to the policy and practice of Capitol Hill through direct engagements and written products.
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Project Title
For the Herbert Scoville Jr. Peace Fellowship
Date
Jun. 04, 2020
Duration
18 months
Description
As the peace and security field works to reduce the threats of nuclear weapons, the climate crisis, conflict, and emerging technology trends, think tanks and institutions need young talent and entry-level professionals to contribute new perspectives and diversity of thought. To help ensure the flow of that talent, the Herbert Scoville Jr. Peace Fellowship (Scoville) recruits emerging scholars and leaders to the field through a competitive national fellowship. Selected fellows work with senior-level policy experts at one of twenty-six leading think tanks; attend policy talks and congressional hearings; receive active mentoring; and network with former fellows and the broader community. Of the close to 200 Scoville Fellows supported since 1987, many have gone on to prominent positions in government, domestic and international nongovernmental organizations, academia, and media.
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Project Title
As a final grant for an international workshop series and writings on global security challenges
Date
Sep. 10, 2020
Duration
28 months
Description
The National Academies of Sciences, Engineering, and Medicine (NASEM) and the Russian Academy of Sciences (RAS) share a history of bilateral engagement. With the involvement of other leading research centers in Russia, NASEM and the RAS will organize and implement the final workshop of a series devoted to the intersections of violent extremism and radiological security. Its purpose is to expand the scope of previous seminars that have engaged influential scientists from both countries. In addition, NASEM will produceand disseminate an overview of the work it has carried out over the past twenty-five years in collaboration with Russian scientists.
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Project Title
For support to Athar portal and dissemination training for researchers in the Arab region
Date
Sep. 10, 2020
Duration
74 months
Description
Scholarshave long contended with the challenge of disseminating their researchto public and policy audiences. With Corporation support, the American University of Beirut (AUB) launched the online Portal for Social Impact of Scientific Research in the Arab World (Athar) in 2017. The projecthas successfully created a globally accessiblearchive providing researchers with an additional means of conveying their findings to the public in Arabic as well as other languages. With renewed support, Athar willwiden the geographical scope of its contributors and audiences with the Arab regionby working with universities and institutions, includingthe Arab League Educational, Cultural and Scientific Organization (ALECSO).The project will alsoconduct capacity-building activities onpolicy writing, and content productionfor broad public consumption.
Website
Project Title
For a project on Arab states and civil societies in the wake of COVID-19 pandemic
Date
Sep. 10, 2020
Duration
84 months
Description
COVID-19 appears to be exacerbating pre-existing conditions both in the Arab region and globally, including functionality of governance and services, economic degradation, repression and surveillance, and drivers of state-backed conflict. The Asfari Institute for Civil Society and Citizenship based at the American University of Beirut (AUB)will build a multidisciplinary team of researchers to generate empirical knowledge on state-society relations in the Arab region in the wake of COVID-19. In collaboration with partners in the Global South, this project will contribute to policy development and knowledge production on governance,access to public healthcare,social protections,employment and labor regulations, andtaxation in countries across the region. Corporation funds will support research, publications, an online database,workshops, andconferences.
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Project Title
As one-time only grant for support of a series on international relationships for staffers of the incoming 117th Congress
Date
Sep. 10, 2020
Duration
43 months
Description
As a major global power, the United States is distinctively involved in regions around the world. To craft effective strategies, policymakers need to understand the policies of, and geopolitical relationships among, the countries of those regions. The Woodrow Wilson International Center for Scholars (Wilson Center) will engage bipartisan groups of both established and new congressional staffers on the most important of those relationships, with emphasis on how they intersect with the peace and security goals of the United States. Drawing from the Wilson Center’s expertise in regional studies, the project will consist of webinar classes, scenario simulations, and the production of digital content.
Website
Project Title
For strengthening and mainstreaming U.S. expertise and knowledge about Russia
Date
Dec. 10, 2020
Duration
24 months
Description
The breadth and scope of international challenges call for American expertise on foreign countries, regions, and international issues. The Kennan Institute of the Woodrow Wilson International Center for Scholars, a premier American institution dedicated to the study of Russia and Eurasia, advances such expertise among the American scholars and practitioners. Kennan programs enhance the capacity of scholars to communicate their findings to policy and general audiences, provide anon-partisan space to present and debate research findings, and promote academic exchanges between the United States and Russia. Over the next two years, the Institute will continue a set of programs, activities, and publications to help improve the U.S. understanding of Russia and offer a solid and objective analytical base for U.S. policy toward Russia.
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Project Title
For the University of Pennsylvania - European University at St. Petersburg M.A. and Certificate in Russian, Eastern European and Eurasian Studies in the Social Sciences and Humanities
Date
Dec. 10, 2020
Duration
0 months
Description
Global tensions and challenges have highlighted the importance of mutual understanding between and among countries. To promote these between the United States and Russia, the University of Pennsylvania (UPENN) will create a two-year dual-degree M.A. program as well as a Ph.D. certificate program in collaboration with the European University at St. Petersburg (EUSP). The dual degree programs will increase the number of specialists with deep knowledge of Russia and Eurasia in the academic social sciences and humanities as well as in public life. It will also expose the students at EUSP to American thinking and perspectives. The Corporation grant will help launch the program.
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