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 build a field of critical development studies in the Arab region
Date
Sep. 10, 2020
Duration
24 months
Description
In thepastdecade the Arab region has experiencedmajor mobilizations, political transformations, and prolonged conflicts. Scholars point toeconomic challenges and inequality as criticaldrivers of sustained uprisings.The area is a hub for international development interventions, yet lacks academic programs to train and connect expertise in the region.In light ofthe magnitude of the economic and socialchallenges, the American University of Beirut (AUB) will launch a scholars network and adiploma program to build the field of critical development studies in the Arab region. In collaboration with the School for African and Oriental Studies (SOAS), the project will examine how development is conceptualized and implemented in the Arab region and beyond. This initiativeaccompaniesthe introduction of a new Diploma in Development Studies at AUB to offer students and scholars the opportunity to participate in policy development and debates throughlocal and regionally-anchored perspectives. Corporation funds will supportworkshops, publications, a development studies summer institute, and other start-up costs for the initiative.
Website
Project Title
For the Center for Peace and Development partnership with the Security in Context Network
Date
Sep. 10, 2020
Duration
24 months
Description
For decades the Arab region has been a theater of internationalized armed conflicts, foreign policy interventions, and shifting geopolitical orders that require analysis and communication by scholars and researchers. In response to these changing circumstances and with Corporation support, scholars have formed Security in Context (SiC), an interdisciplinarynetwork of university nodes promoting collaborative research and policy analysis on key questions regarding peace and conflict, the political economy of security and insecurity, and international norms. The Center for Peace and Development at the University of Oklahoma will serve as a regional node of the network under the thematic title “Peace, Conflict, and International Political Economy.”This research cluster will focus ontransnational processes related to financial and economic trends among others, to understand their impact in Middle East North Africa (MENA) and other regions. Corporation funds will supportworking groups,publications, public events, and partnerships with MENA and Global South institutions.
Website
Project Title
For the South China Sea Data Initiative
Date
Jun. 04, 2020
Duration
24 months
Description
The South China Sea region has experienced increasing levels of conflict in recent years due to overlapping maritime claims. Despite growing coverage in the media and attention from think tanks, policymakers, and politicians,scholarly research on this topic has not taken advantage of the big data revolution. To support improved analysis and understanding, the South Sea Data Initiative will generate a unique dataset of maritime conflict incidents in the region and sharewith relevant analytical and practitioner communities.
Website
Project Title
For project support to launch a strategic plan to scale the transformative impact of a college degree for first-generation and low-income students
Date
Sep. 10, 2020
Duration
12 months
Description
Founded in 1997, Bottom Line seeks to create a far-reaching ripple effect, launched by the transformative power of a college degree and a mobilizing first career that will uplift individuals, families and entire communities. Bottom Line partners directly with underserved students to fulfill their ambitions to select the right college, earn a Bachelor’s degree, and secure a first job that will launch their careers. Bottom Line has built a proven college-completion and career-readiness model that addresses systemic inequity for educational attainment and economic advancement. Almost 22,000 students strong today, Bottom Line has the opportunity to dramatically increase the number of college graduates throughout the country through local and new site expansion and by leveraging their expertise with the field through the implementation of a strategic plan. Corporation support will help Bottom Line further refine the strategic plan and deploy the necessary project support needed to execute the plan effectively and efficiently.
Website
Project Title
For support of a voter engagement program targeting low-propensity women voters
Date
Sep. 10, 2020
Duration
12 months
Description
Mothers are a substantial, yet often neglected, sector of the electorate. According to the U.S. Department of Labor, 72 percent of all mothers in the United States participate in the national labor force, making them a critical constituency. Unfortunately, many mothers lack adequate information and support to participate in the political process. In addition to facing policies that restrict voting irrespective of parental status, working mothers can be especially discouraged by long lines at polling locations. These issues have a disproportionate impact on single mothers and mothers who do not have access to childcare. MomsRising Education Fund is a nonpartisan grassroots organization that amplifies women’s voices around national, state, and local policy issues. It has more than 1 million active volunteers in all fifty states and operates a media platform with more than 3,000 bloggers and an audience of 5 million readers. With Corporation support, MomsRising Education Fund will implement a robust voter engagement program in eleven target states, reaching up to 4.1 million low-propensity “mom voters” through a diverse communications program.
Website
Project Title
For rebuilding the national security workforce through the lens of diversity, equity, inclusion, and justice
Date
Dec. 10, 2020
Duration
12 months
Description
The next administration will inherit a range of complex crises. From COVID-19 to the economy, the United States and the world at large will remain beset by both existing and newly-emergent challenges of historic proportions. To restoreU.S. leadership abroad, the United States must repair its national securityworkforce at home, which faces departures, retirements, and slowing recruitment. The national security workforce is also under-resourced and not representative of America’s diversity. Truman Center for National Policy – a nationwide membership organization of next generation national security leaders—is committed to shaping and advocating for tough and smart national security solutions through strengthening national expertise. With support from the Corporation, it will pursue a set of activities to train, track, recruit, and rebuild a more vibrant and diverse national security workforce, while also showcasing to policymakers how diversifying this workforce can be a strategic asset.
Website
Project Title
For a project on how disruptive technology alters crisis dynamics among great powers
Date
Sep. 10, 2020
Duration
27 months
Description
Despite the pandemic, multiple countries continue to invest in technologically-driven, disruptive military capabilities as part of a return to great power competition. The expansion of these capabilities can exacerbate international rivalries, heighten uncertainty, and accentuate relative power considerations with the potential to pull major powers into international crises and militarized disputes. This project, building on findings from previous Corporation-supported research that fed into a major, congressionally-mandated report of the U.S. Cyberspace Solarium Commission, will explore these assumptions by investigating the interaction between disruptive technology and crisis decision making through simulations and surveys of relevant experts and government officials. Focusing on technological developments in Artificial Intelligence, quantum, and hypersonic missiles, this work will result in policy-relevant reports and outreach.
Website
Project Title
As an emergency response to the COVID-19 pandemic to support the remote learning rapid response network
Date
Jun. 04, 2020
Duration
7 months
Description
The COVID-19 pandemic has resulted in an unprecedented disruption of our public education system.As of May1,forty-fivestates, the District of Columbia,and four territories had transitioned to distance learning,resulting inforty-seven million public schoolstudents learning remotelyfor a quarter oftheschoolyear.Districtsarenavigating both urgent short-term needssuch asconnectingstudents withtechnologyand long-term concerns such as mitigatinglearning loss. The Learning Accelerator (TLA) drives improvement in the education sector through knowledge development, networked learning, and strategic dissemination in service of ensuring that all students receive high-quality, personalized learning experiences. TLAseeks to enhance the quality ofremote learning by launching arapid-response coaching network for high-need school districtsas theyimplement remote models and plan for an uncertain future. Corporation support will enable TLA and its partners to provide timely, individualized coaching toat least200districtsand disseminate tools and lessons learned to inform the response of the field more broadly.
Project Title
As an emergency response to the COVID-19 pandemic to support of Wide Open School, a free collection of online learning experiences for children and their families
Date
Jun. 04, 2020
Duration
6 months
Description
Due to the COVID pandemic, schools across the country will likely remain closed for the rest of the school year. Our education system is unprepared to transition to remote learning, and families are scrambling to come up with solutions for how to keep their children learning and emotionally strong. Through this grant, Common Sense Media, the leading nonprofit organization working to help all children thrive in the world of media and technology, will design and operate Wide Open School, a digital initiative that will make “learning from home” an effective and emotionally rewarding experience for families and students. With Corporation support, Common Sense Media will: (a) operate their open collection of online learning experiences for kids and families that curates resources from leading media, tech companies and education publishers such as Amplify, Scholastic, Sesame, Google, PBS Learning Media, National Geographic etc.; (b) add hundreds of additional vetted digital resources in core academic subjects, as well as gym, music, art, dance, reading, mindfulness, well-being check-ins, and movie nights; and (c) build new interactive and community features for educators and families.
Website
Project Title
For the Center for Strategic and International Studies Congressional Foresight Initiative
Date
Sep. 10, 2020
Duration
17 months
Description
Congress plays a central role in determining U.S. foreign and national security policy, and in so doing needs to understand current crises, their underlying causes, and their relationships to broader, longer-term trends. To help the legislative branch with future-oriented thinking, a project at the Center for Strategic and International Studies (CSIS) will engage bipartisan cadres of congressional staffers in discussions about foresight analysis in policymaking. The program will draw on CSIS and external experts to discuss issues that will play an outsized role in reshapinginternational affairs in the next decade and beyond. The program will consist of a series of workshops and a capstone study experience.
Website
Project Title
For support of the COVID-19 Student Emergency Fund
Date
Sep. 10, 2020
Duration
12 months
Description
The Craig Newmark Graduate School of Journalism at CUNY is the only public graduate school of journalism in the northeastern U.S. It was launched in 2006 to address theneed for an affordable graduate school in the heart of the nation’s media capital to serve a diverse student population and advance the digital transformation of the industry. Over half the students at the Newmark J-School receive at least partial scholarships for tuition and living expenses. Due to the economic uncertainty caused by theCovid-19 crisis, the annual fundraising gala for these scholarships has been cancelled andstudents may be forced to drop out come fall. Corporation support will ensure that all enrolled students in both graduate programs will graduate by December.
Website
Project Title
For a project to support The Last Mile Talent Development, Inc.
Date
Jun. 04, 2020
Duration
12 months
Description
Many industries are in the process of outsourcing their entire computing power (store, manage, and process data) to cloud computing platforms which can reduce Information Technology costs significantly. This shift to cloud computing represents a multi-trillion-dollar opportunity for companies and high paying positions for individuals with skills in this field. However, there is a shortage of skilled workers that can support the massive migration and maintenance to cloud computing. The Knowledge House’s Last Mile Talent Development Initiative (LMTD) will bridge the gap between the existing and growing corporate need and the shortage of skilled workers by training high-performing under-resourced students and graduates from City University of New York, private colleges and community based organizations (CBOs). These colleges and CBOs represent an ethnically and socioeconomically diverse pool of candidates. Corporation support will help launch LMTD which will engage employers and colleges to train and connect highly talented and diverse students to fill current staffing needs that exist within Cloud Computing.
Project Title
As a one-time only grant for support of the Student Emergency Relief Fund
Date
Sep. 10, 2020
Duration
12 months
Description
Founded in 1847, the City University of New York (CUNY) is the nation’s largest urban public university, a transformative engine of social mobility that is a critical component of the lifeblood of New York City.The University serves more than 275,000 degree-seeking students each year, both undergraduate and graduate, many of whom work full time while obtaining their degrees. Still, 48 percentof CUNY students noted food insecurity and 55 percentreported housing insecurity well before COVID-19 hit. In the wake of the COVID-19 pandemic, CUNY has established the Chancellor’s Emergency Relief Grant Program in response to the serious financial hardships many CUNY students and their families now face. With Corporation support, the program will provide one-time grants to qualifying CUNY students to help cover their basic living expenses as the pandemic and its economic consequences continue to unfold.
Website
Project Title
For project support for the delivery of instructional material to families
Date
Jun. 04, 2020
Duration
4 months
Description
We are atan unprecedented period in American education where the normal operations of K-12 schools will face disruptions over the next several months of COVID-19. Schools and education organizations have had to, in very short order, grapple with an array of challenges from providing meals to students disconnected from school to developing rapid-cycle decision-making and delivering online education at a scale that was inconceivable just a few weeks ago. There is an immediate and urgent need to support students and families across the country to access quality instructional materials that work around the device-connectivity challenge and ensure that the nation’s students have equitable access to content. With support from the Corporation, Bellwether Education Partners – in partnership with parent advocacy and support organizations EdNavigator, GreatSchools, and Learning Heroes and with the National Summer Learning Association – proposes to rapidly design and launch a solution that addresses families’ critical needs by delivering hard copies of instructional materials that connects them with critical learning content.
Website
Project Title
As an emergency response to the COVID-19 pandemic to develop, test, and disseminate learning recovery and acceleration models to support the reopening of school systems
Date
Jun. 04, 2020
Duration
6 months
Description
Developing teacher capacity to deliver stronger and more equitable instruction is an essential part of education reform in our country. To combat the effects of inequities during this time of disrupted schooling, districts and school systems need to enact distance learning models during the summer and fall to mitigate learning loss. Educators will need to be prepared to effectively respond to exacerbated inequity with instructional responses that accelerate learning as opposed to focusing on remediation. This project will test new and simple models for learning recovery and acceleration and support system change and expansion in educator capacity to respond to the increased learning demands. Through this grant, Instruction Partners will: a) engage in an inquiry of stakeholders about best practices in accelerated student learning; b) develop frameworks and mental models for learning acceleration across multiple curricula; c) design professional learning for teachers using these frameworks; and d) refine and scale these models and frameworks with their partner systems.
Project Title
As an emergency response to the COVID-19 pandemic to develop and provide curriculum-based professional learning, coaching, and assessments to prepare educators to reopen schools
Date
Jun. 04, 2020
Duration
6 months
Description
Remote learning requires an enormous shift for teachers and school leaders. There is an urgent need for curricula, platforms, and professional learning support to enable teachers and leaders to continue high-quality instruction to prevent significant learning loss during this time of distance learning. Teaching Lab’s services focus on strong professional learning for teachers that improve student outcomes. In collaboration with Achievement Network, this project will support school systems to reduce student learning loss. Through this grant, Teaching Lab and Achievement Network will: a) create and adopt common high-quality instructional principles and tools that support schools and systems in reopening schools; b) redesign professional learning for leaders and teachers that can be administered virtually through technological platforms; and c) collect data from school system partners on the demand for summer and fall professional learning and district capacity and budgets.
Website
Project Title
As an emergency response to the COVID-19 pandemic for a project to develop and release a freely available Professional Learning Partner Guide to inform school systems' decisions to purchase curriculum-based professional learning services
Date
Jun. 04, 2020
Duration
5 months
Description
Schools, school systems, and state agencies across the country face unprecedented challenges because of the COVID-19 pandemic. Now more than ever, students need the highest quality traditional and distance instruction to make up for lost learning during the transition to distance learning. Rivet Education works with state education agencies (SEAs) and local education agencies (LEAs) to provide educators with reliable information about the quality of professional learning providers. This project will develop and release a freely available Professional Learning Partner Guide (PLPG) to help SEAs and LEAs identify national and local professional learning partners to support the adoption and implementation of standards-aligned curriculum materials in their school systems. Through this grant, Rivet Education will: a) build an online platform; b) finalize the reviews and content for the online platform; c) launch the PLPG with an accompanying communications campaign; and d) solicit feedback from users and stakeholders to inform future enhancements.
Website
Project Title
For the Colin Powell School for Civic and Global Leadership Student Emergency Fund
Date
Sep. 10, 2020
Duration
12 months
Description
The Colin Powell School for Civic and Global Leadership supports and promotes pedagogy and research in the social sciences. It is dedicated to fostering the values of leadership development and engagement in domestic and international policy, public service, business and finance. Their request aligns with the Foundation’s commitment to address theneeds of New York’scommunitiesduring the Covid-19 crisis. In a typical year, the Colin Powell School of Civic and Global Leadership distributes $100,000 in emergency aid to students, which they anticipate willtriple given the current crisis. With Corporation support, the Colin Powell School will be able to meet the immediate needs of many more students whose circumstances are compromised.
Website
Project Title
For project support of a televised segment to inform families of available education-related resources
Date
Sep. 10, 2020
Duration
5 months
Description
The COVID-19 pandemic has dramatically disrupted school systems and traditional learning methods throughout the United States. Due to school closures, families have become full-time educators, and most are unprepared for this unprecedented shift with little guidance on how to best support learning at home. A population disproportionatelyaffected by the current pandemic are Hispanics. Historically an underserved population that has faced language, social and cultural barriers, is now encountering an even more difficult task struggling to find reliable information and resources addressing their needs in Spanish. Univision, the country’s largest provider of Spanish-language content, reaches over 80 percent of the U.S Hispanic population. With support from the Corporation, Univision will produce and air four weekly segments on their social media, radio and their top-rated national morning show, Despierta America (Wake up America), with a reach of over 2 million households. Each segment will feature Education Program grantees – educational experts discussing resources available in Spanish.
Website
Project Title
For support of the COVID-19 student emergency fund
Date
Sep. 10, 2020
Duration
12 months
Description
Founded in 1919, Baruch College, one of the 11 senior schools within the CUNY system, is ranked among the region’s and nation’s top colleges. The College is home to more than 18,000 students, who speak more than 110 languages and trace their heritage to more than 160 countries and has been repeatedly named one of the most ethnically diverse student bodies in the United States. In the wake of the COVID-19 pandemic, distance learning has become a particular challenge for low-income students who have relied on the school’s computer lab to complete their course work since owning computers and securing internet access has not been economically feasible. With Corporation support, Baruch will purchase computers and provide other emergency relief assistance as needs arise in an effort retain as many matriculating students as possible during the pandemic.
Website
Project Title
For the Arab Public Data Initiative
Date
Dec. 10, 2020
Duration
24 months
Description
A leading obstacle identified in Arab social sciences is the lack of data and data analysis capacity within the region.In 2017 with Corporation support and partners in the region, the University of North Carolina at Chapel Hill (UNC) launched the first interdisciplinary social-science data archive in the Arab region.Following its successful design and implementation, the initiative will nowbroaden the scale of data archiving with new strategies to promote the norms of data preservation and access. The initiativewill also expand training of trainers in the region, preparing each to conduct their own data archiving workshops. Corporation funds will support staff costs, workshops, and data analysis.
Website
Project Title
For a project on contentious politics since the ‘Arab Spring’
Date
Dec. 10, 2020
Duration
27 months
Description
As the world approaches the ten-year anniversary of the uprisings that swept across the Middle East, another wave of mass mobilization and political upheaval have unfolded incountries like Iraq, Sudan, Algeria, and Lebanon. Chatham Housewill conduct a retrospective political analysis of the implications and aftermath of theArab uprisings, with an aim of revisiting and unpacking dominant paradigms through which the uprisings have been categorized as a failure. Alongside regional thinkers and practitioners, Chatham House will investigatethe continuous nature of political, social, economic, and security transformationsin the region. Corporation funds will support staff costs, research workshops, policy briefings, publications, and multimedia content.
Website
Project Title
For communications and advocacy to promote pro-refugee policies at state and federal levels
Date
Sep. 10, 2020
Duration
18 months
Description
Over the last three years, the current Administration has gutted the refugee resettlement program and asylum system. As a result of these policies and ongoing attempts to normalize anti-immigrant rhetoric in political discourse, there has been a resurgence of hate groups; and anti-immigrant, anti-refugee, and anti-Muslim efforts have become more coordinated and active. Church World Service (CWS) is an interfaith organization that was founded in 1946 to develop just and sustainable responses to global hunger, poverty, displacement, and disaster. With Corporation support, CWS will work to educate local, state, and national policymakers about policies that will improve the lives of refugees, including workforce development proposals that strengthen refugee and immigrant integration, expand access to education, support emergency licensing for internationally-trained healthcare professionals, and improve language accessibility.
Website
Project Title
As an emergency response to the COVID-19 pandemic to address the digital divide and college access gaps affecting 11th and 12th graders living in public housing
Date
Sep. 10, 2020
Duration
12 months
Description
EveryoneOn works to create social and economic opportunity by connecting low-income families to affordable internet service and computers, and delivering digital skills trainings. Since 2012 EveryoneOn has connected 784,000 people to high-speed internet, deployed thousands of devices, and facilitated hundreds of digital trainings across the nation for the most vulnerable among us. The current pandemic exacerbates the negative impacts of the existing digital divide, namely the lack of high-speed internet at home and a reliable internet connection, andaccess to resources and support to prepare for postsecondary education on low-income students. EveryoneOn plans tobridge the digital divide and college access gaps affecting high school students living in public housing acceleratingcollege readiness opportunities for11th and 12thgraders through a high-impactproject that 1) connects students to high-speed internet; 2) deploys reliable computers; 3) leverages college access organizations to deliver high-quality college readiness programs and/orresources; and 4) empowers parents/guardians of participants to be digital ready in an effort to support their students’ postsecondary pathways.
Website
Project Title
For the Bombshelltoe Policy Arts Collective
Date
Sep. 10, 2020
Duration
39 months
Description
If the nuclear security sector is to remain salient, it must adopt fresh modes of inquiry and communication to reach a rising generation of political and civil society leaders. Housed at Fulcrum Arts, Bombshelltoe offers an alternative model of understanding and presenting nuclear policy which embraces contemporary culture and expertise from diverse sources. This project will work with artists and scholars to translate research into creative works so that the message can simultaneously make its way to policy tables,activist circles, and exhibition halls. Bombshelltoe seeks to expand the constituency for nuclear issues and ensure that political and civil society leaders give this issue sufficient attention.
Website
Project Title
For a project on feminism and nuclear security
Date
Sep. 10, 2020
Duration
16 months
Description
The 2020 global disruption causedthe pandemic and the recent groundswell of support for racial justice have led to some soul-searching within the nuclear security community. In order to cope with pressing societal challenges and problem articulation, the nuclear policy communityneeds toexplore more diverse narratives and approaches. One such approach is feminist political theory, which embraces values like intersectionality and justice in foreign policy. There is a rich, if underappreciated, literature on feminism and nuclear deterrence, arms control, and disarmament, which provides a foundation for suchinquiry. Through this grant, theCentre for Feminist Foreign Policy (CFFP)willsurvey past work on feminist political thought related to nuclear issues, derive insights from this research for questions we face today, and outline areas for future work.
Project Title
For a project on defining the future of arms control
Date
Sep. 10, 2020
Duration
20 months
Description
By 2021 the world may have no remaining nuclear arms control agreements,which would significantly increase risk and uncertainty among nuclear powers. To help policymakers understand this new landscape, the Council on Strategic Risks (CSR), in partnership with its international network of experts, will identify options to mitigate these risks. CSR will seek to develop consensus over which types of nuclear delivery vehicles and deterrence practices pose the highest risk. Throughworking with experts in and out of government,the project will identify practical steps to reduce these highest priority risks. This process will focus not only on goals but on interim steps, from negotiating processes to verification measures, that will be necessary for success.
Project Title
As an emergency response to the COVID-19 pandemic for project support of the Graduate Together/XQ Special Fund
Date
Sep. 10, 2020
Duration
6 months
Description
Across America, a student’s zip code determines the quality of their education. Students who don’t have access to a great education aren’t able to access opportunities after school. There is an achievement gap in education caused by inequity that perpetuates cycles of poverty. Parallel to the achievement gap runs an opportunity and resource gap across schools. Often, teachers in under resourced communities foot the bill to address this disparity, spending an average of $500 out of pocket on classroom materials each school year. At a time when graduating seniors are traditionally celebrating their accomplishments and preparing for college, the COVID-19 crisis has introduced new economic and social distance burdens that could inhibit students’ preparation for their next steps after high school. With a grant from the Corporation, DonorsChoose, a crowd-sourcing platform that makes it easy for anyone to help a classroom in need, will support teachers in getting graduating seniors the resources they need to start their college experience on the right foot. Teachers will be invited to create projects on the DonorsChoose site that provide resources for students as they enter their first year of college, including technology, dorm room necessities, and food and hygiene essentials that students might otherwise not have access to.
Website
Project Title
For 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
4 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. The pass rate for students taking Modern States courses is 76 percent, well above the national average. To offer additional support, teachers at each partner school/grantee site will serve as paid tutors and mentors. 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
As an emergency response to the COVID-19 pandemic for the project "We the Graduates" to develop a landscape assessment and tools to inform the field around postsecondary transitions amidst the COVID-19 crisis
Date
Sep. 10, 2020
Duration
9 months
Description
The onset of the COVID-19 pandemic has exposed an uncomfortable truth: instead of developing a coherent ecosystem to guide students from high school into careers, our postsecondary transitions space currently relies too much on students’ resiliency to make it from high school through postsecondary education and into a secure, meaningful career. Bellwether Education Partners proposes a body of work that starts with deeply listening to current high school students and recent alumni and their families about their needs, choices and trade-offs. They then plan to conduct a landscape analysis across several cities to determine interventions that meet students’ needs. This landscape assessment will be published together with survey findings, case studies of “bright spots,” and a series of tools and guidance for policymakers and district and postsecondary leaders. This body of research will help decision-makers replicate and scale promising practices in ways that bring student voice to the forefront of program design and develop more coherent transitions between programs and systems.
Website
Project Title
For continued development and implementation of EdPrepLab
Date
Sep. 10, 2020
Duration
15 months
Description
Preparing teachers and leaders so that they are equipped to apply emerging insights from the science of learning and development, to create school environments and experiences that meet all students’ needs, and to prepare those students for work, life, and citizenship in the 21st century is complex and demanding. However, educator preparation faculty have few opportunities to collaborate within and across programs or to shape the field more broadly in the direction of implementing up-to-date practices or engaging in continuous program improvement that can lead to improved outcomes for more students. The Educator Preparation Laboratory (EdPrepLab), launched in 2019 with Corporation support, is a learning network of fifteen leading schools of education, joined by a set of state agencies and policy organizations, that brings together practice, research and policy in order to address these issues.
Project Title
For support of faculty professional learning in a micro-credential, remote learning environment
Date
Sep. 10, 2020
Duration
18 months
Description
The Association of College and University Educators (ACUE) was founded to help millions more students succeed through effective instruction. The Corporation’s initial support successfully piloted an initiative to provide faculty in City College of New York a career guidance and readiness credential in effective instruction. Our renewal grant idea harnesses this forward movement and expands to all seven City University of New York (CUNY) community colleges. The quality of educational experience, particularly in an online or blended modality, will play an important factor in student and equity success this Fall because community college students have the most to gain from high-quality instruction. Specifically, ACUE will enroll and credential 420 faculty in one of their micro-credential courses for effective online instruction. This represents sixtyfaculty (two cohorts) at all sevencommunity colleges.Given CUNY’s typical teaching loads, this would benefit between 50,000 and 84,000 students. ACUE is partnering with CUNY leadership which will provide course facilitators and provide any stipends they deem necessary—representing important “skin in the game” from CUNY.
Website
Project Title
For continued expansion of undergraduate career education and related support network programing in New York City through partnerships with City University New York (CUNY)
Date
Sep. 10, 2020
Duration
12 months
Description
While education has the potential to be the great equalizer, today, only 25 percentof our country’s 1.2 million first-generation or low-income college enrollees will land a strong job after graduation and be on a path to the American Dream. And with the COVID-19 crisis and recession, now more than ever, college students from humble beginnings need to be prepared to compete for strong jobs. Graduating in a recession leads to large initial earnings losses and underemployment. Braven supports first generation, Pell eligible, and/or students of color from college to career by partnering with universities and employers to offer a two-part experience that begins with a credit-bearing college course followed by a post-course experience that lasts through graduation. Fellows emerge from Braven with the skills, confidence, experiences and networks they need to land a strong first job and get on a path to economic freedom. Corporation support will allow for Braven’s ongoing growth at Lehman College in FY21 and lay the groundwork for expansion to an additional CUNY college site in the 2021-2022 academic year.
Website
Project Title
For support of the Partnership Advancing Youth Apprenticeship’s (PAYA) pathways to careers in education
Date
Sep. 10, 2020
Duration
12 months
Description
New America, a national nonpartisan research and policy organization, launched the Partnership to Advance Youth Apprenticeship in 2018 to restore the link between American education and economic mobility by better connecting, expanding, and strengthening the field of youth apprenticeship. PAYA’s next phase is critically important for elevating and addressing the needs of youth in a time of economic uncertainty caused by the COVID-19 crisis. The nation is already seeing historic disruptions to the worlds of learning and work, and youth are more at risk than ever of disconnecting. The Corporation’s continued support will extend PAYA’s efforts to provide youth with structured, paid, supportive pathways into postsecondary education and work. In addition to serving the core activities of PAYA this project will support the continued development and facilitation of an educator pathway working group and focus group research to examine the experiences and expectations of youth apprentices and employers in education-related careers.
Website
Project Title
For support of a virtual soft skills library to build capacity in New Orleans schools to improve soft skills
Date
Sep. 10, 2020
Duration
12 months
Description
YouthForce NOLA (YouthForce) is an education, business, and civic collaborative that prepares New Orleans public school students to succeed in the high-wage, high-demand STEM career pathways that will become available in the Greater New Orleans region. Previous Corporation support allowed YouthForce to provide students intensive training to succeed in the workplace, and also education and life, with a focus on the six Building Blocks (Personal Mindset, Planning for Success, Social Awareness, Verbal Communication, Collaboration, Problem Solving), a social, emotional and cognitive skills framework. Developing sustainable solutions to address students’ social and emotional needs in the face of the COVID-19 pandemic is the focus of this renewal. YouthForce will create a Virtual Soft Skills “Library” to provide free soft skills resources (video, audio, readings, presentations and toolkits) to students, families, and organizations that serve students. By amassing an aligned, youth friendly, asset-based, and centralized repository of resources, YouthForce hopes to more closely align K-12 learning, higher education and careers, while giving students the skills they need to succeed in all of those settings.
Website
Project Title
For capacity building efforts to improve postsecondary advisement to include multiple pathways and persistence
Date
Sep. 10, 2020
Duration
12 months
Description
Student Leadership Network (SLN) supports a pipeline of young people from diverse underserved communities to access educational opportunities that prepare them to lead successful lives. SLN’s CollegeBound Initiative (CBI) program boasts nearly two decades of successful college access program provision, having supported nearly 18,000 young adults to enroll in college. Corporation support will allow SLN to build on their Alumni Engagement Team’s year of capacity building and programming, to further develop SLN’s alumni engagement strategy both generally and in response to COVID-19’s disproportionate impact on our alumni whose postsecondary momentum has been upended. SLN’s proposed activities will occur in two concurrent phases in order to both deepen SLN’s connection with alumni and their connection to each other, and to provide targeted programming, establish impactful partnerships, and develop a clear, defined pathway for high school seniors seeking alternative postsecondary options.
Project Title
For providing information, tools, and online training to high schools and college access organizations to improve these supports for high school students
Date
Sep. 10, 2020
Duration
24 months
Description
The NationalCollege Attainment Network’s (NCAN)mission is to build, strengthen, and empower education communities and stakeholders to close equity gaps in postsecondary attainment for all students. Students served by NCAN membersoutperform other low-income students in enrolling in and graduating from postsecondary.NCAN provides professional development, networking, benchmarking, tools, and news so that organizations can deliver college access and success services more effectively. The COVID-19 pandemic upended not just how NCAN member organizations serve students, but also the nature of both the advice students need and the processes related to postsecondary planning, transition, and persistence. NCAN has experienced a surge in access to member services as organizations seek to understand the pandemic’s effects, and how to operate one hundredpercentvirtually. With the Corporation’s support NCAN will strengthen member services/capacity building resources to help members keep students of color and students from low-income backgrounds on the pathway to postsecondaryattainment.
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Project Title
For continued development of partnerships with employers and higher education institutions
Date
Sep. 10, 2020
Duration
18 months
Description
Propel America believes that America’s education and workforce systems have been failing to support low-income Americans, and it is hurting young people, employers, and our economy alike. Despite nationwide increases in high school graduation rates, many young Americans end up stuck in low-wage work, with crippling education debt, or both. Even those who attain industry recognized credentials often lose out on a decade of higher wages because our nation lacks the systems to connect high school graduates with affordable credentials and meaningful work. Propel America targets and recruits young adults from low-income communities who cannot afford the out-of-pocket cost, nor the opportunity cost, of enrolling in college. With the onset of COVID-19, Propel America believes this work is even more important as unemployment continues to rise and the prospect of college debt looms even larger. Support from the Corporation will help Propel America develop a blended delivery model featuring a ‘credential first’ degree program delivering online credentialing with simultaneous on-the-ground student recruitment, coaching, and job placement support.
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Project Title
For support to continue building the Technology Career Exploration Program (TCEP)
Date
Sep. 10, 2020
Duration
17 months
Description
Through rigorous and tuition-free technology training and professional development, Per Scholas prepares motivated and curious adults who are unemployed or underemployed for successful careers as tech professionals, and creates onramps to businesses who need their talents. Per Scholas recognized that young people need multiple pathways and guided onramps to careers, and that schools need a greater repertoire of resources to expose students and families to multiple postsecondary pathways. Our grant supports this vision for alignment through the pilot Technology Career Exploration Program (TCEP) which is designed to provide high school and college students opportunities for real-world and work-based learning. With the Corporation’s supportPer Scholas will continue to work withhigh schools to understand how they can foster tech talent among their students, pilot community college partnerships and begin their national expansion of a career pathways strategy. This innovative model is scalable and delivers authentic tech and career development materials for schools, aligned to employer-demand.
Project Title
For a project to continue implementation of the Leadership Networks in Oakland Unified School District and Shelby County Schools
Date
Sep. 10, 2020
Duration
15 months
Description
School and district leaders have the responsibility to promote classroom practice that supports high levels of student learning and to support and manage educator teams to establish a vision for instructional excellence and equity. New Leaders uses this vision as the fundamental foundation of instructional leadership so that all leaders and teachers on a team are aligned on the high-quality instruction needed to achieve better student outcomes. To sustain this vision and build on the strong foundation of their first year of programming, New Leaders will continue to provide Leadership Networks to align the practice of principal supervisors, principals, and instructional teams at schools and networks in Oakland Unified School District (OUSD) and Shelby County Schools (SCS). Through this renewal grant, New Leaders will oversee and implement: a) program launches, b) leadership walks and differentiated coaching, and c) asynchronous webinars and community of practice sessions.
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Project Title
For a project to support learning recovery guidance for Zearn Math and the Curriculum Study Professional Development
Date
Sep. 10, 2020
Duration
15 months
Description
Research shows that standards-aligned instructional materials have a direct impact on student learning, but also requires teachers who can use the curriculum to effectively deliver differentiated instruction. Zearn Math, the highly rated mathematics curriculum that unites hands-on and digital learning, allows teachers to differentiate instruction through a rotational classroom model. As an open education resource, Zearn Math is offered at no cost to users, with payable options to access extra features such as professional learning supports for educators. Due to COVID-19 related school closures, districts need to prioritize the math content that each child must master to support a successful academic year. Through this grant, Zearn will: a) disseminate their content guidance for math learning recovery to principals, teachers and districts, b) support students to make up for learning loss due to school closures, and c) promote effective use of their Curriculum Study Professional Learning program.
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Project Title
For general support
Date
Sep. 10, 2020
Duration
9 months
Description
Currently education systems are experiencing a crisis in teacher education that critically affects how prepared students for success in the sciences and how prepared teachers are to get them there. With research showing that half of all teachers leave the profession within the first five years, with the rate being highest for science and math positions and in high-poverty schools, improved preparation of secondary science and math teachers in high-need districts must be a top priority. Trellis is the only induction program in the country that is content-specific, promotes an integrated long-term trajectory of six years for new science and math teachers, and is supported by research in teacher retention. Through this renewal grant, Trellis will: a) support a community of Teacher Scholars in six districts in California, b) support a cross-district community of Mentor Fellows, c) conduct formative evaluations of the program, and d) strengthen existing district and teacher preparation partnerships.
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Project Title
For a project to study the conditions, features, and impact of their online professional learning hub
Date
Sep. 10, 2020
Duration
15 months
Description
In order to impact mathematics learning at scale, teachers need access to high-quality, standards-aligned curriculum and teachers need content-based professional learning linked to the use of those materials. Illustrative Mathematics (IM) offers a highly-rated comprehensive, problem-based middle school mathematics curriculum with built-in supports for English learners and students with disabilities. In response to remote learning due to the COVID-19 pandemic, IM has launched a virtual collaboration hub for teachers and teacher coaches to develop, share, and deepen their knowledge on effective instructional strategies and resources. Through this grant, IM will design and conduct a) a formative evaluation to explore how teachers use the virtual hub and b) a case study to explore how teachers are applying what they are learning to their practice, as well as c) disseminate their research findings to the field.
Project Title
For publishing and disseminating critical globally-relevant research of early-career African scholars
Date
Sep. 10, 2020
Duration
50 months
Description
Progression along the academic pipeline is predicated on scholars publishing in reputable peer-reviewed journals and presses. African scholars are required to publish in order to receive promotion, but access to top journals and presses is often out of reach. Established in 1986, Bloomsbury Publishing is a leading independent publishing house, which, through its Zed Books imprint, specializes in bringing African issues to its international readership. Under the Zed imprint, Bloomsbury will develop, manage, and publish a book series on critical African issues, showcasing the work of Carnegie-supported early-career scholars. Corporation support will fund open access publishing of up to eight peer-reviewed monographs, a high-profile editorial board to support authors in developing high-quality scholarship, and dissemination of books to African universities.
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Project Title
As a one-time only grant for support of the Student Emergency Relief Fund
Date
Sep. 10, 2020
Duration
12 months
Description
Committed to theCity University of New York’s(CUNY)historic mission of educating the children of the whole people, The Graduate Center fosters advanced graduate education and original research and scholarship, including for students who have been underrepresented in higher education. In response tobudget constraints due to the Covid-19 pandemic, all CUNY campuses are curtailing adjunct teachers and researchers, which meansinternational students who are shut out of the Coronavirus Aid, Relief, and Economic Security (CARES) Act will lose their one opportunity for employment. With Corporation support, the Graduate Center will be able to assist international graduate students during the COVID-19 pandemic by providing financial aid for both school and living expenses to avoid a leave of absence or withdrawing from school.
Website
Project Title
As a final grant for a project to advance civic education in New York state
Date
Sep. 10, 2020
Duration
12 months
Description
Readying young people for their civic responsibilities in a democracy has historically been an essential role of U.S. schools; today it is more important than ever. Yet, one of the many harmful effects of ongoing race- and class-based educational inequities is that large numbers of students, particularly students in poverty and students of color, leave high school without the knowledge, skills, experience, and dispositions to engage effectively in political and civic life. Founded in 2005, the Center for Educational Equity (CEE) is a nonprofit policy and research center at Teachers College, Columbia University. This project continues CEE’s work to promote systemic change to (1) improve the capacity of all New York schools to prepare their students for civic participation and (2) increase the capacity of New York students and parents to understand and advocate for the fulfillment of students’ right to a meaningful educational opportunity that prepares them for civic participation, as well as college and careers.
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Project Title
For support of the PBS NewsHour's programming on the COVID-19 pandemic
Date
Sep. 10, 2020
Duration
12 months
Description
As COVID-19 continues to disrupt and reshape societies around the world, new discoveries about the virus seem to emerge every day. The public’s demand for accurate information and government transparency is high, as leaders try to reopen economies in spite of the scientific and medical communities warning of a potential surge in new infections. PBS NewsHour, a production of the Greater Washington Educational Telecommunications Association, is one of the most trusted news programs on television and, increasingly, online. The NewsHour’s award-winning producers and correspondents have deep experience covering pressing societal issues, including global health crises. With Corporation support, the NewsHour will continue to produce credible reporting on the status of the pandemic and how it is changing the world.
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Project Title
As a one-time only grant to support the Reopening Archives, Libraries, and Museums Project
Date
Sep. 10, 2020
Duration
15 months
Description
Instituteof Musuem and Library Services(IMLS) is the primary federal agency charged with supporting and empowering America’s libraries, museums and related organizations through grantmaking, research, and policy development. In many communities, libraries, archives, and museums (LAMs) are often the sole source for informal learning opportunities for young people and their families. In the midst of the COVID-19 pandemic, LAMs are seeking authoritative information about how to resume operations and reopen to the public with new public health concerns. With Corporation support, IMLS will work with OCLC Inc. and the Battelle Memorial Institute to help answer how long the COVID-19 virus can live on certain materials, which can help LAMs determine how to handle collections as they plan for reopening.
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Project Title
For a project to develop guidance on teaching science in grades K-12 as a response to the COVID-19 pandemic
Date
Sep. 10, 2020
Duration
30 months
Description
The COVID-19 epidemic presents unprecedented challenges to the country’s K-12 education system with the closure of schools across the country and little time to plan for continuity of instruction. States and districts are now trying to develop coherent plans for the reopening of schools in the fall and for supporting students’ learning and addressing the consequences of learning disruptions during the 2020-2021 school year. As schools adjust their plans for students’ learning, they need guidance about how to make the necessary changes to curriculum and instruction across subject areas, including science. In response to this need, the Board on Science Education of the National Academies of Sciences, Engineering and Medicine will develop guidance for schools on how to prioritize science content and maintain effective, evidence-based approaches to science education in the context of increased use of virtual and distance learning.
Website
Project Title
For support of the Summer Internship and Career Explorers Programs 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 fundingfor the Summer Youth Employment Program (SYEP) have compounded the alreadysignificant learning, enrichment, andfinancialneedsofyoung people in New YorkCity. PENCIL,which partners with business leaders to deliverpaidwork-basedlearning(WBL) andinternship experiences to New York City students,is addressing this challenge through two programs this summer.The PENCIL internship program, which typically trains over 1,000 students and places over 500 studentsin summer internships, will be adapted forthe remote context.The Career Explorers Program, which has been developed indirectresponse to the cancellationofSYEP,willprovide WBL experiences designed to mirror real-world industry work and promote career awareness, exploration, and preparation.Both programs will support participants’ developmental relationships, essential skill attainment, and access to opportunities, and will also provide stipends for participation.
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