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
As a final grant for the Consumer Citizens Lab
Date
Sep. 12, 2019
Duration
30 months
Description
In dozens of countries, behavioral science applications have demonstrated success in identifying and addressing gaps in governance and service provision. The Arab region’s first non-governmental behavioral science entity, Nudge Lebanon, has a mandate “to improve governance through the participation of the governed.” In fields ranging from municipal services to education, the Consumer Citizen Lab will expand its work addressing public policy challenges through evidence-based research and outreach. Corporation funds will support the creation of training modules and programs, policy briefings, publications, and convenings.
Website
Project Title
As a final grant for the Tribute in Light
Date
Sep. 12, 2019
Duration
3 months
Description
The National September 11 Memorial and Museum at the World Trade Center Foundation, Inc.’s “Tribute in Light” is the annual commemorative public art installation that uses two vertical vertical towers of light to represent the Twin Towers in remembrance of the September 11 attacks to honor those who were killed, and also serves a national symbol of resilience celebrating the spirit of New York. The installation is visible for a 60-mile radius around lower Manhattan. In connection with the Tribute in Light event, the Museums offers an adverse set of inquiry-based programs designed to challenge students to think critically about a wide range of topics related to 9/11. With Corporation support the Museum will continue to expand on its educational programming.
Website
Project Title
As a one-time only grant for support of the 125th Anniversary celebratory events
Date
Sep. 12, 2019
Duration
36 months
Description
Founded in 1895, The Pittsburgh Symphony Orchestra (PSO) continues with its mission to engage, enrich, and inspire through live musical experiences. Indeed, since its founding, The Pittsburgh Symphony Orchestra (PSO) has maintained its stature as one of the premier cultural experiences in Pittsburgh and around the world. The PSO will celebrate its 125th Anniversary in 2020, and with Corporation support will host a number special events free to the public. The first is collaboration with the Carnegie Library of Pittsburgh that will include performances of all sixteen Beethoven string quartets in Carnegie Library branches throughout the greater Pittsburgh area. The second is planning and presenting four free performances of Beethoven symphonies in four unique and unconventional spaces in the Pittsburgh area.
Website
Project Title
For international engagements on nuclear risk reduction in Northeast Asia
Date
Jun. 13, 2019
Duration
20 months
Description
While the United States, Russia and China all maintain a public commitment to resolving the North Korean nuclear challenge, they are not fully aligned in their approaches. Among the many challenges is a lack of sustained conversations on North Korea among the three countries. Pacific Forum seeks to address this gap through a series of trilateral meetings that will bring together a small number of senior and upcoming experts, policy practitioners, and policy officials from the United States, Russia, and China to discuss common interests and approaches to North Korea. The findings in the unofficial meetings will be brought to the attention of government officials in the respective capitals.
Project Title
For support of a project that uses archival and museum collections to provide immigrants with high-quality civics and American history workshops
Date
Sep. 12, 2019
Duration
24 months
Description
Over the past twelve years, the New York Historical Society (NYHS) has been partnering with United States Citizenship and Immigration Services (USCIS) to host naturalization ceremonies for thousands of new Americans. Citizenship affords immigrants higher economic mobility, greater family stability, and stronger economic outcomes for their local communities. In 2017, NYHS launched an innovative initiative to leverage its considerable archival and museum collections to provide free civics and American history workshops to legal permanent residents who are preparing for the USCIS Naturalization Test. The first project of its kind among peers nationwide, NYHS has prepared more than 1,000 eligible applicants with high-quality civics education. With Corporation support, NYHS will expand its educational course offerings, including new online learning resources and a program to train other naturalization service providers.
Website
Project Title
For a project to develop a curriculum implementation coaching program aligned to Expeditionary Learning Education’s high-quality K-8 Language Arts curriculum and pilot in Detroit and New York City Public Schools
Date
Jun. 13, 2019
Duration
24 months
Description
Although in recent years the field has advanced significantly to recognize the importance of adopting high-quality instructional materials, there is demand in the field to address the gap between their adoption and strong implementation. The New Teacher Center (NTC), an education nonprofit founded in 1998 with the mission to disrupt the predictability of educational inequities for underserved students, recognizes this need in the field to support districts to effectively implement high-quality instructional materials. Through this grant, NTC will: (a) collaborate with Expeditionary Learning Education (EL Education), to support teachers implementing EL Education’s K-8 English Language Arts curriculum, highly rated by EdReports for its quality, usability, and alignment with the college and career-ready standards. NTC will also design job-embedded professional learning to enable teachers to effectively implement EL Education’s curriculum. They will train coaches who will support teachers, by piloting the new coaching model in two districts that have adopted EL Education’s curriculum: New York City and Detroit Public Schools.
Website
Project Title
For a project to expand the impact of the 2019 PDK poll of the public's attitudes toward public schools
Date
Jun. 13, 2019
Duration
9 months
Description
There is an important need to engage the public in conversations about public schools and to include a more diverse set of voices that includes families and communities across the country. Without hearing the voices of parents and communities, state, local and district policies that directly affect students may not fully address or reflect students’ needs. While there are many surveys that gather information on the public’s views of education, often these surveys are partial or conducted by interest groups with particular agenda. Phi Delta Kappa International (PDK) was founded in 1906 with a mission to engage the public at large in order to improve schools so that every student thrives. Since its founding, PDK has engaged and connected different stakeholders who are committed to improving public education with its rigorous research and reports. With support from the Corporation, PDK will expand its national sample size of its annual poll of the public’s attitudes toward public schools, extend the poll to include focus groups, and disseminate the results of its national poll and focus groups more broadly in order to inform policies and practice.
Website
Project Title
For support of a curatorial fellowship program advancing diversity, equity, and inclusion in the cultural sector
Date
Sep. 12, 2019
Duration
46 months
Description
Studies confirm that people of color are heavily underrepresented in American art museums, particularly in curatorial, conservation, and leadership positions. A lack of diversity among those influencing exhibitions and core museum programs inevitably limits the cultural sector’s ability to reflect the social needs and interests of the public it serves. The Morgan Library & Museum has been developing a career pipeline for underrepresented scholars in art museum curatorship, rare-book librarianship, and arts leadership. With Corporation support, the Morgan will support paid fellowships for early-career curatorial professionals who will help generate new interpretations of the Morgan’s collection and also broaden perspectives in the larger cultural sector.
Website
Project Title
For the development and launch of a national community of practice on talent strategies to support innovative schools and systems
Date
Jun. 13, 2019
Duration
24 months
Description
In recent years, schools nationwide have moved toward increasingly innovative approaches to teaching and learning. These changing practices require shifts in the preparation and ongoing professional development of educators. While there have been some important advances in the creation of hands-on residencies and training programs, their scale has been largely limited to schools within the districts and networks pioneering these programs. This grant will support InnovateEdu to design and launch a national community of practice focused on talent systems needed for the changing education landscape. This grant will provide support for the first phase of the project during which InnovateEDU will 1) launch a community of practice with an inaugural cohort of ten to fifteen school districts, charter networks, and school support organizations; 2) facilitate virtual and in-person working groups on relevant topics that will result in actionable solutions; and 3) create multimedia resources to share ideas and lessons with the broader field.
Website
Project Title
For the design of a new high school model and codification of educator training resources
Date
Jun. 13, 2019
Duration
38 months
Description
There is an emerging consensus that school designs that incorporate personalization, mastery, and positive youth development offer the kind of learning experiences necessary to prepare students for success in college, career, and life, in turn bridging persistent opportunity and achievement gaps. The Great Oaks Foundation (Great Oaks) strives to provide this type of learning experience and to prepare students for postsecondary success with high-dosage tutoring, high-quality teaching, and a strong emphasis on family and community engagement. With seven school sites across four states, Great Oaks has grown to the high school level and is poised to design a flagship high school model focused on student mastery, leadership, and community that builds upon Great Oaks’ innovative staffing model. With Corporation support, Great Oaks will design a new high school model and build the capacity of educators to successfully implement the model by codifying training programs and resources.
Website
Project Title
For support of an interactive exhibit that demonstrates how the decennial census can be used to understand New York City
Date
Sep. 12, 2019
Duration
12 months
Description
Scholars and advocates have long recognized the value of the United States decennial census for providing insight into local identity and community-level needs. In anticipation of the 2020 Census, the Museum of the City of New York is partnering with local organizations and other city institutions to develop an exhibit that illustrates how a fair and accurate census can help people understand New York City and its complex socioeconomic ecosystems. In conjunction with the exhibit, the museum will provide educational programming on the history of the census, the various programs and projects it affects, and the impact that individual participation can have on the city. With Corporation support, the museum will curate a robust “data art” exhibit of New York City that demystifies and humanizes the census for students, educators, and the general public.
Website
Project Title
For a study and policy dialogue on governance of African science granting councils
Date
Sep. 12, 2019
Duration
48 months
Description
Sub-Saharan African governments have been slow to recognize the link between investment in research and national development. As custodians of government funds allocated to research, Africa’s Science Granting Councils (SGCs) are critical to national development and advocacy. The future and sustainability of Africa’s emerging research universities depends on the SGCs’ support for knowledge production and the next generation of scholars. Yet the majority of SGCs are newly established and structurally weak. Their role in advocacy depends on effective governance and efficient operations. Corporation support will fund a research study and policy dialogue on the governance and operations of SGCs, with the aim of strengthening their organizational capacities and advocacy for research.
Website
Project Title
For support of a project to launch the Youth Activation Learning and Action Community
Date
Jun. 13, 2019
Duration
12 months
Description
Despite various improvements to the education system that provide greater access to postsecondary opportunities, the academic achievement gap and college enrollment rate between students from low-income communities and their wealthier peers persist. While there are many reasons for this gap, one critical component is the lack of student agency and effective models that empower students to take ownership of changes to the system itself. PeerForward, formerly College Summit, is a nonprofit organization leveraging the power of students and positive peer influence in order to improve postsecondary access and success. Through its youth activation model which prioritizes student voice, PeerForward has created a scalable method for leveraging the power of peer influence to motivate students to continue education beyond high school. With support from the Corporation, PeerForward will develop a common language and framework for measurement and management of performance across a continuum of youth activation strategies, coordinate its youth activation learning communities, and provide the field with a framework for guiding youth activation teams.
Website
Project Title
For the publication of the Mitchell Papers, Volumes V and VI
Date
Sep. 12, 2019
Duration
37 months
Description
State University New York (SUNY) Old Westbury is a diverse public liberal arts college that fosters academic excellence, community engagement, and global citizenship through its academic programs and campus life. With Corporation support, the University will publish Volumes V and VI of the Papers of the Clarence Mitchell, Jr. Project, a nine-volume series that seeks to increase scholarly interest in the legislative phase of the modern civil rights movement. Clarence Mitchell Jr. (1911-1984) was a civil rights activist who helped secure passage of civil rights legislation in the 1950s and 1960s. The volumes will include some of Mitchell’s most important writing, including the reports he prepared for the Fair Employment Practice Committee and as a chief lobbyist for the National Association for the Advancement of Colored People (NAACP) from 1950 to 1978.
Website
Project Title
For a public education and outreach project on U.S. foreign policy
Date
Jun. 13, 2019
Duration
16 months
Description
Today’s international security is facing significant challenges, many of which are of direct consequence to the United States. The unfolding developments affect, and are being affected by, the current administration and the one that will take office in January 2021. Yet, foreign policy issues are not factoring much in the U.S. national discourse and/or the election process. Responding to this reality, the Council on Foreign Relations (CFR) will launch a special initiative to improve public awareness of U.S. foreign policy choices. The initiative will include various virtual and in-person activities, including a dedicated website, video and podcast series, town hall forums hosted on social media, events at universities across the country, and extensive campaign coverage in Foreign Affairs magazine.
Website
Project Title
For support of the Excellence through Social Emotional Learning Network
Date
Jun. 13, 2019
Duration
24 months
Description
While district leaders and practitioners largely recognize the importance of socio-emotional learning (SEL) to academic and lifelong success, they often lack the resources and support to implement SEL in a comprehensive way. The Rennie Center for Education Research and Policy, working with Transforming Education, developed the Excellence through Social Emotional Learning (exSEL) Network to equip district leaders to implement SEL in their districts and to facilitate collaboration across districts. Since its launch two years ago, the exSEL network has grown to nineteen participating districts from across Massachusetts. The Rennie Center has demonstrated its capacity to support exSEL members as they integrate SEL into their school systems and is well positioned to expand the network in year three. With Corporation Support, the Rennie Center will codify resources for district SEL planning and implementation, deepen the support offered to current exSEL members, and recruit up to three new members from low-income districts to ensure equitable participation in the network.
Website
Project Title
For the 2019 Grantmakers for Education annual conference, entitled Supporting Students in Overcoming Adversity: Agency, Justice, Equity
Date
Jun. 13, 2019
Duration
4 months
Description
Effective education grantmaking is complex and funders too often work independently with limited opportunities for exchange and collaboration with peers. Grantmakers for Education (GFE) is a national network of hundreds of education philanthropies, diverse in focus but united in mission: to improve outcomes and expand opportunities for all learners, cradle to career. Founded in 1995 on the premise that collective insights, shared resources, and constructive collaboration enable grantmakers to make more intentional and impactful investments in public education and beyond, GFE hosts an annual conference as a centerpiece of that strategy. This grant supports the 2019 conference, which has the theme of Supporting Students in Overcoming Adversity: Agency, Justice, Equity and which is expected to draw over 700 attendees.
Website
Project Title
For building a rapid digital response capacity in the nuclear policy community
Date
Sep. 12, 2019
Duration
23 months
Description
The majority of the public now gets its news from social media, and if the nuclear policy community wants to remain relevant, it must accelerate its transition to a hybrid approach emphasizing digital communications. This project, at the Massachusetts Institute of Technology (MIT), provides a foundation for these efforts. MIT will conduct research into the communications landscape and how organizations are navigating within it. The team will then share its findings and help build a digital rapid response capacity so nuclear policy groups can provide fact-based responses in real-time to emerging events or crises.
Website
Project Title
For the Center for Effective Career and Technical Education
Date
Sep. 12, 2019
Duration
24 months
Description
New models of career and technical education (CTE) can prepare students for twenty-first century success by helping them navigate an increasingly complex labor market. However, the renewed interest in CTE has come largely without the benefit of a strong evidence base about the efficacy of next generation CTE models. MDRC, a social policy research organization with a two-decade history of developing and evaluating CTE programs, is beginning to fill that gap. With Corporation support in 2018, MDRC launched its Center for Effective Career and Technical Education, a hub for building evidence on CTE effectiveness, synthesizing research and lessons learned, and providing technical assistance and resources related to CTE programs, policy, and evidence. Renewed support will enable the ongoing growth and development of the Center as well as research activities to inform policy and practice among CTE stakeholders.
Website
Project Title
For the development of entrepreneurial pathways for new schools and learning models
Date
Sep. 12, 2019
Duration
27 months
Description
The education sector is not set up to foster large-scale innovation or entrepreneurship, particularly among underrepresented and marginalized individuals who are best positioned to craft solutions for challenges facing their communities. Founded in 2010, 4.0 Schools (4.0) has demonstrated expertise in coaching, connecting, and investing in diverse leaders to develop breakthrough learning models with youth and families in in their local communities. Through its fellowship programming and early stage investments, and by leveraging its extensive alumni network, 4.0 supports aspiring education entrepreneurs to develop and test innovative ideas, learn from their pilot projects, and make evidence-informed decisions about whether and how to move forward. This approach creates a low-risk, low-cost environment for a diverse set of fellows to innovate and learn, and it also establishes a community of practitioners whose fellowship experiences position them to become local education leaders in their cities.
Website
Project Title
For ongoing support of the Task Force on U.S.-China policy
Date
Sep. 12, 2019
Duration
12 months
Description
The Asia Society’s U.S.-China Task Force (the Task Force), a bipartisan group of leading American experts on China, was launched in 2015 to assess how America’s strategy toward China has demonstrated both strengths and weaknesses, how China has changed over the last four decades, and how American policy can adapt to current circumstances. The Task Force’s reports are widely covered in leading global media outlets and shared with relevant government officials. Given China’s global importance and reach, the Task Force will stay intact to provide insights on U.S.-China policy for the U.S. administration and Congress, and to foster public discussion about the U.S.-China relationship through events and media engagement.
Website
Project Title
For participation of emerging female African researchers in the Global Forum on Women in Scientific Research
Date
Sep. 12, 2019
Duration
30 months
Description
Globally, women account for a smaller portion of scientific research output, and many in the African academic community have committed to growing the numbers and expanding opportunities for female researchers. Envisioned as a global conversation, the Global Forum on Women in Scientific Research, convening July 18-19 in Dakar, Senegal, will provide a venue to discuss trends and strategies to increase women’s research output and opportunities. The forum, co-hosted by African Women in Agricultural Research and Development and the African Academy of Sciences, will bring together more than 200 female researchers and their advocates to catalyze new connections and strengthen the network of actors working to address gender equality in academic research. This grant will support attendance by twenty-six early-career female researchers and ten heads of regional research institutes.
Website
Project Title
For the Anchor Institutions Task Force 10th annual conference and associated work
Date
Sep. 12, 2019
Duration
12 months
Description
Anchor institutions are enduring organizations that remain in their geographic settings and play a vital role in addressing persistent inequities in education, health, economic status, and other areas in their communities and economies. The Anchor Institutions Task Force (AITF) promotes the role of anchor institutions in community and economic development. AITF serves as an action-oriented learning community in which leaders of anchor institutions and other partners, across fields and sectors, can learn from each other about how to more effectively strengthen their communities. AITF hosts an annual conference, which is an important venue for anchor institutions to mutually enhance their ability to be change agents in their communities. This grant provides support for AITF’s 2019 annual conference, which will take place in October in New York City.
Website
Project Title
For support for completion of a book entitled "The Future of American Higher Education: Looking Backward, Looking Forward and Looking Sideways"
Date
Sep. 12, 2019
Duration
25 months
Description
Due to accelerating demographic, economic, and technological change in the United States, the higher education landscape has shifted dramatically. Long viewed as a path to professional and economic success, traditional, four-year, residential college programs are no longer meeting the needs of Americans. Industrial and analog jobs are disappearing due to automation and outsourcing. The new global, digital economy is powered by information and ideas. Postsecondary education is struggling to prepare recent high school graduates for non-linear and often unpredictable career paths and to retrain adults in declining industries to do new types of work. Arthur Levine, outgoing president of the Woodrow Wilson National Fellowship Foundation, will shed light on these issues in a book entitled, “The Future of American Higher Education: Looking Backward, Looking Forward and Looking Sideways.” Before his appointment at Woodrow Wilson, Levine was president of Teachers College at Columbia University and chairman of the higher education program at the Institute for Educational Management. His book aims to illuminate the challenges facing the field through a three-pronged framework: studying the past to see how higher education has responded to profound societal change historically; predicting how forces changing the United States today will affect the future of postsecondary education; and examining how other kinds of organizations, such as newspapers and television companies, have responded to globalization. With Corporation support, Levine will have the resources to conduct research and dedicate time to writing the remaining chapters of the book.
Website
Project Title
For support of the 2019 National Family and Community Engagement Conference
Date
Sep. 12, 2019
Duration
7 months
Description
Research has shown that student achievement increases when parents are engaged in their children’s learning and that strong family-school partnerships are the foundation for family engagement. Applying best practices in family engagement to local contexts however requires an understanding of the conditions and capabilities that support engagement, particularly at the school and district levels. The Institute for Educational Leadership (IEL) has been partnering with district leaders to capture best practices and to support the field in deepening its implementation of effective and systemic engagement efforts while enhancing professional development opportunities for teachers, principals, and school staff. Since 2014, IEL has organized the National Family Engagement Conference, a convening of over 200 district leaders representing more than 9,000 schools across forty-four states working to improve district practices in support of families. The Corporation will support IEL’s 2019 National Family and Community Engagement conference in order to continue sharing best practices, integrating strategies such as capacity building and leadership development, and moving toward a more systemic engagement of parents and families across the country.
Website
Project Title
For support of capacity building efforts to increase the organization's ability to help students apply to and enroll in college
Date
Sep. 12, 2019
Duration
12 months
Description
College Advising Corps (CAC) works to increase the number of low-income, first-generation, and underrepresented students entering and completing higher education. CAC partners with colleges and universities throughout the country to build a network of recent college graduates who become “near-peer” advisers for high school students. As a result, advisers from CAC’s twenty-six and growing partner institutions are employed as full-time college advisers in high schools. During the 2018-19 school year, 733 CAC advisers served 210,000 students in 670 high schools throughout the United States. Support from the Corporation will enable CAC to invest in areas that will build capacity: infrastructure and staffing; a knowledge-capture system to ensure a learning network that identifies, codifies, and elevates the program’s best practices; scalable and sustainable systems at the state levels in the areas where CAC works; and the ability to test and scale innovations from the field in order to produce better outcomes, nationally.
Website
Project Title
For support of an initiative to increase cross-sector engagement to close the postsecondary equity gap
Date
Sep. 12, 2019
Duration
12 months
Description
National College Access 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 members regularly outperform other low-income students in enrolling in and graduating from postsecondary. NCAN provides professional development, networking, benchmarking, tools, and news from the field so that organizations can deliver college access and success services more effectively. NCAN also advocates at the national level for policies to improve access and success. Support from the Corporation will allow NCAN to drive broader participation from key sectors in closing the equity gap in postsecondary outcomes. This project will help NCAN work across the K-12/higher education pipeline and across multiple sectors to generate leadership buy-in, collect and share relevant data, change policies, provide funding, and deliver/coordinate evidence-based support to students. NCAN will identify exemplar communities, new partners and champions, and tools and resources for engagement with more audiences beyond 2020.
Website
Project Title
As a one-time only grant for support of a global network of seminars deliberating democracy’s contemporary challenges and an effort to disseminate its findings
Date
Sep. 12, 2019
Duration
35 months
Description
Around the world, countries with longstanding democratic traditions are experiencing destabilizing challenges to their institutions and political identity. Stresses on influential democracies are also affecting democratic projects in countries that are struggling to embrace them. In 1989, the New School began to organize “Democracy Seminars” in Eastern Europe, establishing a network of intellectuals and activists who were eager to engage in discussions about how to transition from authoritarian communism to democracy. With Corporation support, the New School for Social Research will develop “Democracy 2.0,” a collaborative project among scholars, journalists, and advocates in countries that are moving away from democracy. The New School will connect these actors through online and in-person convenings, and provide a digital platform where they can promote opportunities for democracy to push back against global threats of authoritarianism.
Website
Project Title
For expansion of undergraduate career education and related support network programing in New York City
Date
Sep. 12, 2019
Duration
12 months
Description
While education has the potential to be the great equalizer, today, only 25 percent of 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. 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. This project will bring Braven to New York City for a 2020 launch.
Website
Project Title
For support of capacity building efforts to improve postsecondary advisement to include multiple pathways and persistence
Date
Sep. 12, 2019
Duration
12 months
Description
Student Leadership Network (SLN) empowers a diverse pipeline of young people from 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 programming, having supported nearly 15,000 young adults to enroll in college. Support from the Corporation will help SLN build capacity in support of their alumni’s postsecondary success. SLN will analyze alumni data to clearly determine levers of change that will help further improve students’ outcomes. SLN will also assess their Alumni Engagement Team’s roles, responsibilities, and capacity to address alumni needs, as well as design and implement original programming and establish partnerships with persistence programs on college campuses and community-based organizations that best meet students’ demonstrated needs.
Project Title
As a one-time only grant for support of educational content and programming for the exhibition, Countryside
Date
Sep. 12, 2019
Duration
24 months
Description
Founded in 1937, The Solomon R. Guggenheim Foundation is dedicated to promoting the understanding and appreciation of art through exhibitions, education programs, and publications. In February 2020, Guggenheim will present Countryside, a major exhibition presented in collaboration with architect and urbanist Rem Koolhaas, highlighting key findings that address the radical changes occurring in non-urban areas around the world through an eclectic mixture of engaging mediums. With Corporation support, the exhibition will include educational content and programming in the form of a two-day symposium and will support youth and family educational programming designed to illuminate works and themes presented in the exhibition.
Project Title
For soft skills capacity building and scaling
Date
Sep. 12, 2019
Duration
14 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 science, technology, engineering, and math (STEM) career pathways that will become available in the Greater New Orleans region. With support from the Corporation, YouthForce will ensure soft skills are taught and reinforced in high schools, training program, colleges, and on job sites. Through a partnership with MHA Labs, YouthForce will build capacity in New Orleans schools to improve soft skills through a series of trainings for educators and employers, the development of a soft skills community of practice, and partnerships with schools, training providers, and employers. Through these activities, YouthForce will engage professionals from K-12 and alternative education, youth development, and workforce development in learning together how to integrate critical, employer-validated soft skills (e.g., problem-solving, collaboration, communication, planning, personal mindset, and social awareness) into their regular instruction and/or supervision of young people.
Website
Project Title
For the development and dissemination of long-form City Journal articles on multiple pathways to postsecondary success
Date
Sep. 12, 2019
Duration
12 months
Description
Manhattan Institute for Policy Research (MI), a nonpartisan public policy think tank, seeks to promote a holistic rethinking of U.S. education policy, such that it will better serve all Americans, preparing them for meaningful, well-paying work that can support themselves and their families. While some policymakers and other influencers have begun to acknowledge the need to promote alternative educational pathways to the traditional B.A./B.S. degree, there has been less clarity on what such pathways would entail. Fortunately, there are many such pathways currently in existence; people are just not aware of them. This grant will support a series of at least three long-form City Journal essays, each of which would be promoted through traditional and digital media. The essays will serve to educate citizens about educational options, as well as how students might become better informed about them.
Project Title
For launching a unified system of career navigation, job training, job placement, and ongoing education for young adults
Date
Sep. 12, 2019
Duration
12 months
Description
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. Support from the Corporation will help Propel America to build a system that connects training providers, employers, high schools, industry-experienced mentors, and technology in a scalable, low cost system of skill-building, job training, and placement that engages young adults at the critical transition between high school and postsecondary life.
Website
Project Title
For support of the Partnership Advancing Youth Apprenticeship’s (PAYA) pathways to careers in education
Date
Sep. 12, 2019
Duration
12 months
Description
New America, a national nonpartisan research and policy organization, launched the Partnership to Advance Youth Apprenticeship (PAYA) in 2018 as a multi-year national initiative to expand access to high-quality apprenticeship opportunities for high school students. This project will provide direct support to one of the PAYA grantees, the Oakland, CA-based Early Care and Education Youth Apprenticeship (ECEYA). PAYA will also provide technical assistance so ECEYA can serve as a learning hub for additional sites across the country to further understand the potential of youth apprenticeship as a pathway into careers in education. PAYA will also research and write about the opportunities and challenges of designing and implementing an early care and education youth apprenticeship for high school students in a large urban school district.
Website
Project Title
For expansion of a school-based process to implement blended and personalized learning approaches
Date
Sep. 12, 2019
Duration
24 months
Description
While schools and districts articulate great demand for personalized learning experiences for students, they often lack the capacity to support the instructional shifts required. Highlander Institute (Highlander) has been focused on improving educational experiences of underserved students for over fifteen years and has emerged as an expert partner to schools seeking to shift to personalized models at scale. Highlander’s track record of school partnership and classroom-level expertise make it a uniquely effective partner. Having supported all traditional public school districts in Rhode Island and coached more than 700 teachers nationwide, Highlander published a framework for integrating personalized learning: “Pathways to Personalization: A Framework for School Change.” With previous support, Highlander piloted the framework at the whole-school level at Dutemple Elementary School in Cranston, RI, with promising early results. With continued support over two years, Highlander will work with Dutemple and four additional schools to implement and scale the framework in a variety of contexts, build implementation guidance for the field, and deepen organizational capacity to support the transformation of learning environments at scale.
Project Title
For support of two programs to scale services in support of first-generation career advisement
Date
Sep. 12, 2019
Duration
12 months
Description
Too many first-generation college students struggle to find their first jobs. In part the challenge is structural, as first-generation students lack access to the social capital that comes with having family members and extended communities with college degrees. Absent these networks, and the advantages that come with them, it is hard to build the knowledge, confidence, and connections that permit their privileged peers to successfully navigate the transition from college to career. Basta’s direct service programs are designed to provide the social capital and knowledge that other students get from their social networks, to make sure that the competitive playing field for blue chip first jobs is more level and equitable. Support from the Corporation will equip the existing ecosystem to more effectively infuse career readiness into their college support and advisement models and extend Basta’s direct service offering to reach more students.
Website
Project Title
For support of a pilot initiative within the City University of New York (CUNY) system to deploy the newest career guidance and readiness credential for faculty in effective instruction
Date
Sep. 12, 2019
Duration
12 months
Description
The Association of College and University Educators (ACUE) was founded to help millions more students succeed through effective instruction. Through this project, ACUE will credential sixty faculty at the Colin Powell School for Civic and Global Leadership at City College of New York. Faculty will earn their certificate through ACUE’s newest course which emphasizes effective instruction and career guidance. This project will benefit 7,200 students and create a scalable model relevant to similar institutions nationwide. The Corporation’s support will establish an opinion-leading proof point within the City University of New York (CUNY) system.
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Project Title
For a project to design and test curriculum implementation supports for elementary teachers using a high-quality standards-aligned math curriculum
Date
Sep. 12, 2019
Duration
12 months
Description
A high-quality curriculum alone is not enough to drive improved academic results for students. Effective professional learning and implementation supports are also needed to help teachers learn how to provide differentiated instruction to students. Zearn Math is a highly-rated K-5 mathematics curriculum that is aligned with the Common Core Standards. To support the implementation of the math curriculum, Zearn has designed an online professional learning experience called Curriculum Study. Through this renewal grant, Zearn will increase teacher usage of Zearn Math through a two-fold approach to supporting teachers: (a) One-on-one support for teachers and school leaders, including pre-implementation calls with school and district administrators to support planning before initial use of the curriculum, and (b) tech-based support for teachers and school leaders that leverages a messaging system to increase persistent use of the curriculum in schools and classrooms.
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Project Title
For support for the Think Peace book project
Date
Sep. 12, 2019
Duration
12 months
Description
The Carnegie Endowment for International Peace (CEIP) was founded in 1910 by Andrew Carnegie with the goal of “hastening the abolition of war, the foulest blot upon our civilization.” Today, CEIP is expanding to become the first global think tank, with centers in China, the Middle East, Russia, Europe, India and the United States. To draw attention to the challenges facing the global world order and to reflect on Andrew Carnegie’s vision for a peaceful world, CEIP will publish a series of essays on peacebuilding. The Think Peace series will bring together experts at Carnegie-founded institutions dedicated to peace as well as scholars in international diplomacy. The vision for the series was borne out of the first Carnegie Peacebuilding Conversations conference held at the Carnegie Foundation Peace Palace in the Hague in 2018, an event that sought to engage diverse stakeholders in forging new paths toward peace. The Think Peace essays will be launched in October at the second Carnegie Peacebuilding Conversations conference hosted by Carnegie Corporation in New York. With Corporation support, CEIP will distribute copies of the book to an estimated 300 participants at October’s event and promote the series at possible future events in other cities.
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Project Title
For strengthening the links between scholars and practitioners of International Relations
Date
Dec. 05, 2019
Duration
24 months
Description
Through the Bridging the Gap (BtG) initiative, the International Peace and Security (IPS) program supports academics to provide rigorous research to policymakers on foreign affairs issues. Critical to the initiative is improving academics’ ability to distill and disseminate their insights to the policy community. To advance these efforts, the Teaching, Research, and International Policy Project (TRIP) at the College of William and Mary (William and Mary) conducts surveys of over 5,000 international relations (IR), foreign policy, and national security experts to assess how academic products are utilized, identify the most effective means of communication to reach the policy communities, and train academics in presenting their research in the most digestible formats. TRIP also uses its extensive contact lists to conduct broadly-disseminated “snap polls” of IR scholars on contemporary international developments.
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Project Title
For Comprehensive Instructional Support in Science: A project to develop and field test a Next Generation Science Standards-designed high school biology curriculum
Date
Sep. 12, 2019
Duration
33 months
Description
New York State recently adopted new science standards that were adapted from the Next Generation Science Standards (NGSS) and articulate a vision for science teaching and learning that radically shifts from prior state standards. Without instructional materials that are explicitly designed for these new science standards and comprehensive support for teachers to navigate the shifts in instruction, science teachers will not be able to effectively help students master the content. Through this renewal grant, New Visions will complete a full-course set of instructional materials and supports for a six-unit high school biology course that is in alignment with the New York State Science Learning Standards (NYSSLS) and the NGSS. They will also field test the course materials and build teachers’ capacity to implement NGSS-aligned instruction supports, and partner with Digital Promise, an education nonprofit to gather data about usability of the course materials and shifts in practice and analyze field test data.
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Project Title
For Center for Public Research Leadership's project to support education systems and organizations to improve professional learning of teachers linked to the use of high-quality instructional materials
Date
Sep. 12, 2019
Duration
24 months
Description
Effective implementation of college and career ready standards requires both high-quality instructional materials and aligned professional learning systems for teachers and school leaders. While multiple districts have begun adopting standards-aligned curriculum, most have not adequately planned for implementing aligned professional learning systems. This project of the Center for Research and Public Leadership (CPRL) is designed to bring its evolutionary learning methodology to districts and nonprofits. Through this proposed grant, CPRL will continue to meet increasing demand for its services by (a) continuing to strengthen systems’ and curriculum and professional learning organizations’ capacities to improve their professional learning initiatives, so that these are linked to standards-aligned curriculum through Evolutionary Learning Institutes and consulting services, and (b) creating openly available tools and resources to further the education field’s use of their Evolutionary Learning materials.
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Project Title
For a project to evaluate the effectiveness of Urban Teachers’ model of teacher preparation
Date
Sep. 12, 2019
Duration
35 months
Description
Teachers in urban schools are routinely underprepared to meet their students’ needs. Founded in 2009, Urban Teachers thinks that the quality of teachers matters, and that the quality of instruction can make an enormous difference to a child. Through its clinical approach to teacher preparation, Urban Teachers is redesigning teacher preparation in order to build a highly effective urban teacher workforce. Clinically rich teacher residency programs allow candidates to combine practitioner experience with academic knowledge. This renewal grant will support Urban Teachers to: (a) conduct a retrospective outcome evaluation to explore how Urban Teachers’ graduates perform on district or state tests compared to graduates of other teacher preparation programs in the same district; (b) strengthen internal capacity to attract diverse applicants to the program by improving its recruitment strategy and operations; and (c) raise awareness of the importance of clinical residencies and teacher diversity in the ecosystem of teacher preparation providers, including policymakers, districts, schools, and funders.
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Project Title
For providing work-based learning opportunities to high school students in partnership with Here to Here
Date
Sep. 12, 2019
Duration
30 months
Description
Students in underserved communities are less likely than their peers to be connected to opportunities and resources that align their high school experiences to what they will need to be successful in college and career. With support from the Corporation in 2017, DreamYard Project Inc. (DreamYard) launched Here to Here (H2H) to address this challenge by coordinating efforts across the secondary, postsecondary, and career sectors such that students in the Bronx have access to work-based learning opportunities while in high school. Together, DreamYard and H2H, which is now an independent organization, have established a network of ten partner high schools and supported them to provide internships and work-based learning (WBL) opportunities to their students. In the summer of 2018 alone, 1,055 students participated in paid internship experiences. With renewed Corporation support, these organizations will continue to partner with one another and with cross-sector actors to provide high-quality WBL, internship, and apprenticeship opportunities to Bronx students.
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Project Title
For continuation of a research project focused on the alignment of education programs with the future of work
Date
Sep. 12, 2019
Duration
12 months
Description
Better alignment between students’ high school experiences and labor market demand is required to effectively prepare students for success in a twenty-first century economy. However, there remains a lack of understanding among key stakeholders about which career pathways are currently available to students and which are most efficacious in preparing students for professional success. With Corporation support over the past year, the Foundation for Excellence in Education (ExcelinEd) has begun to address this challenge through research activities designed to shed light on the current landscape of CTE credentials available to students and on whether those credentials have currency in the job market. ExcelinEd’s research, findings, and recommendations are housed within its Credentials Matter microsite, which includes an interactive map showing state-specific data as well as a report and three state deep dive analyses that were created as a part of this project. With renewed support from the Corporation, ExcelinEd will build upon this foundation by updating and enhancing the microsite and completing additional deep dive research.
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Project Title
For enhancing science and engineering in prekindergarten through fifth grade
Date
Sep. 12, 2019
Duration
50 months
Description
The Board on Science Education (BOSE) at the National Academies of Sciences, Engineering, and Medicine (NASEM) provides guidance to the nation on science, technology, engineering, and math (STEM) education. The primary goals are to improve government decision-making and public policy, increase public understanding, and promote the acquisition and dissemination of knowledge in matters involving science education. Through this grant BOSE proposes to convene an expert committee to conduct a consensus study to provide evidence-based guidance on effective approaches to science and engineering instruction in prekindergarten through fifth grade. The committee will consider how new approaches can be incorporated into early childhood and elementary classrooms. Through open sessions, committee members will hear from interested stakeholders such as education researchers, science teachers, state and district leaders, curriculum and professional development providers. The final report will provide recommendations for incorporating science education in kindergarten and elementary schools aligned with the vision of Next Generation Science Standards.
Website
Project Title
For a project to develop partnerships with other professional learning organizations to support the implementation of a high-quality math curriculum
Date
Sep. 12, 2019
Duration
12 months
Description
Despite decades of attention and research into what mathematics curriculum, teaching, and learning should look like, the United States continues to see large achievement gaps between students in low socioeconomic status schools and their wealthier counterparts. In order to impact mathematics teaching and learning at scale and to close this gap, teachers need access to high-quality curriculum materials and complementary professional learning supported by school and district leaders. Even when schools adopt a coherent K–12 curriculum, well aligned, job-embedded professional learning supports are often missing. Through this renewal grant Illustrative Mathematics will (a) explore a partnership with Teaching Lab and The New Teacher Center to provide professional learning aligned to their math curriculum, and (b) create and adapt assets for district and school-based coaches working in districts implementing their math curriculum.
Project Title
For a project to evaluate the effectiveness of Zearn’s professional learning model to support their elementary math curriculum
Date
Sep. 12, 2019
Duration
12 months
Description
Zearn Math is a highly-rated, standards-aligned K-5 mathematics curriculum. Zearn has designed a year-long professional learning experience called Curriculum Study to provide implementation support for teachers. Curriculum Study builds teachers’ math content knowledge and helps develop pedagogical content knowledge through the successful implementation of Zearn’s curriculum. Through this grant, SRI International, a research organization with a division that focuses on designing, researching, and evaluating curriculum and professional learning will design and conduct a study to identify strengths and areas for improvement of Zearn’s Curriculum Study. SRI will (a) create a logic model of Zearn’s Curriculum Study to hypothesize the connections between professional learning, teacher knowledge, and classroom instruction, (b) design and write six case studies of teachers to explore how their pedagogical content knowledge changes over the course of a year’s engagement in Curriculum Study, and a (3) write recommendations to improve Zearn’s Curriculum Study materials and resources.
Website
Project Title
For support of Learning Forward’s summer institute on aligning standards, instructional materials and professional learning
Date
Sep. 12, 2019
Duration
6 months
Description
Learning Forward is a national association solely focused on supporting and improving professional learning for educators. Learning Forward believes that educators need high-quality, job-embedded professional learning to select and implement new curricula and instructional materials effectively. Learning Forward’s What Matters Now Network consists of three state coalitions focused on the systemic implementation of professional learning grounded in high-quality instructional materials. One of the states, Maryland, is leveraging the network experience to improve implementation of high-quality curriculum and instructional materials aligned with the Next Generation Science Standards using high-quality professional learning to improve science outcomes for students, especially high-need students. This grant will support the Maryland coalition’s participation in the Learning Forward 2019 Summer Institute, Advancing Equity and Excellence: Aligning College- and Career-Ready Standards, Curriculum, Instructional Materials, and Effective Professional Learning.
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