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.
7789 Results
Results:
7789 Results
Project Title
For broadening understanding of Russia’s foreign policy
Date
Dec. 05, 2019
Duration
27 months
Description
Understanding what drives Russia’s foreign policy and how it is pursued through the use of diplomacy, coercion, and force is critical to developing sound and effective U.S. policies toward Russia. The proposed project will attempt to analyze general trends in motivation, rhetoric, and behavior (principles, strategy, action) associated with Russia’s approach to exercising international power and influence across time, domains (military, information, energy, international institutions/governance), and regions (the United States, European Union, Ukraine, and the Middle East). With continued support, emphasis will be placed on gathering a wider spectrum of data and dissemination efforts in the United States, Russia, and beyond.
Website
Project Title
For African participation in the Next Einstein Forum Global Gathering 2020
Date
Dec. 05, 2019
Duration
12 months
Description
Research-active scientists require linkages and visibility across industry and government to encourage investment in the sciences. The biennial Next Einstein Forum (NEF), a multi-stakeholder global forum, seeks to build a strong community of scientists and innovators, in order to strengthen Africa’s capacity to leverage knowledge to advance its development goals. Through the third forum, to be held in March, in Nairobi, Kenya, NEF Global Gathering 2020 will provide a central platform for science leaders from diverse communities in Africa and the rest of the world to connect science, society and policy. With Corporation support, 141 African science leaders will present and discuss their research to an expected 2,000 participants, and receive coaching and media training to improve their leadership and public communications skills.
Website
Project Title
For a project on defense industries and armed conflict
Date
Dec. 05, 2019
Duration
30 months
Description
Accurate data and data-driven analysis of the structures and dynamics of war economies, including the security sector and enabling technologies, are vital to understanding the problem of global conflict escalation. In collaboration with the World Peace Foundation (WPF) at Tufts University, the Center for Responsive Politics (CRP) will undertake research, analysis, and dissemination on the drivers of arms proliferation that play a role in prolongation or escalation of armed conflict, and the implications of these trends for policymaking. The project will produce a new database that could help assess the risks and opportunities for reducing conflict escalation. Corporation funds will support collaborative research, a public access portal on CRP’s website offering data and information, as well as workshops and publications.
Website
Project Title
For a project on defense industries and armed conflict
Date
Dec. 05, 2019
Duration
30 months
Description
Accurate data and data-driven analysis of the structure and dynamics of war economies, including connections between foreign policy, national security, and defense industries, are limited and yet vital to understanding global conflict escalation. Such dynamics are further complicated by regulatory variations across countries and the diverse character of conflict scenarios themselves. In collaboration with the Center for Responsive Politics (CRP), the World Peace Foundation (WPF) based at Tufts University will conduct case studies to better understand these relationships and their connection to conflict escalation. Corporation funds will support collaborative research, data collection, workshops, and publications. The work will lead to new data sets of relevance to evidence-based policymaking.
Website
Project Title
For the Robin Copeland Memorial Fellowship to support women in nonproliferation
Date
Dec. 05, 2019
Duration
24 months
Description
While research shows that improving gender parity leads to greater peace and security, women remain underrepresented in the fields of nuclear security and nonproliferation. The Robin Copeland Memorial Fellowship seeks to address that gap by providing women in emerging countries the opportunity to participate in a multi-faceted, year-long security fellowship. The fellowship enables the participants to gain greater knowledge of nuclear security policy, build a professional network, and connect with other women in the field. This grant will support the 2020 and 2021 fellows, each of whom will spend a semester at a U.S. university; complete a three-month internship at a leading Washington, D.C. nonproliferation institution; and carry out a capstone project. To strengthen connections among past fellows, the grant will also support the participation of alumnae in panel presentations on the margins of major international nuclear conferences. The program’s ultimate goal is to provide the tools, resources, and training necessary for fellows to take on further leadership roles in their home countries.
Website
Project Title
For developing programming and infrastructure for high quality internship experiences in New York State
Date
Dec. 05, 2019
Duration
30 months
Description
Real-world learning experiences, including internships, hold promise to address the disconnect between students’ high school experiences and the demands of the twenty-first century. Big Picture Learning (BPL) provides these opportunities to tens of thousands of students, supporting them to build strong networks and to develop the skills and knowledge necessary for long-term success. With Corporation support over the past year, BPL launched a pilot program with two districts in New York State to capitalize on the Career Development and Occupational Studies (CDOS) pathway, a local policy shift that allows students to replace one Regents exam with a workplace learning experience but that has been underutilized since its introduction in 2013 due to policy- and capacity-related challenges at the school and system levels. With renewed support, BPL will expand this pilot to increase student access to high-quality workplace learning experiences, build capacity of partner districts to support those efforts, and inform policy to create favorable conditions for the work.
Website
Project Title
For strengthening organizational capacity to refine, deepen, and expand the Internationals Network
Date
Dec. 05, 2019
Duration
24 months
Description
English Language Learners (ELLs) make up an increasingly large segment of the nation’s public school population, yet they continue to be underserved by learning experiences that were designed primarily for native English speakers. The Internationals Network (Internationals), founded as a single school in 1985 and now comprising a network of twenty-eight schools and academies across six states and Washington, D.C., takes a comprehensive approach to ELL education that more effectively prepares ELL students for success in high school and beyond through personalization, mastery, and positive youth development. For example, while only 35 percent of New York City’s ELLs graduated high school in four years in 2018, 74 percent of Internationals students achieved the same feat. With previous support from the Corporation, Internationals has designed and launched two new schools and three new academies, as well as developed and implemented new professional development, school support, and knowledge management tools and processes.
Website
Project Title
For refining and scaling the New Tech model and diffusing best practices
Date
Dec. 05, 2019
Duration
33 months
Description
Over the past two decades we have seen the rise of school models and programs that more effectively prepare students for long-term success, but barriers to scale prevent these experiences from reaching all students. New Tech Network (NTN) is one such model and, with current Corporation support, has been exploring alternative pathways to implementation in order to increase the number of teachers and students engaged in high-quality project-based learning. NTN supports districts and charter organizations to create personalized, project-based learning experiences for 85,000 students in 200 schools across the country, and their students graduate high school and persist in college at significantly higher rates than the national average. With current Corporation support, NTN has tested and refined its approach to spreading the NTN model through two new pathways to school transformation: NT Teams and NT Practices.
Website
Project Title
For piloting the Ready to Succeed program
Date
Dec. 05, 2019
Duration
15 months
Description
Approximately sixty percent of New York City public school graduates who go on to attend college enroll at the City University of New York (CUNY), creating a unique opportunity for the New York City Department of Education (NYCDOE) and CUNY to work together to improve college persistence outcomes for these students. With this goal in mind, and with current Corporation support, CUNY conducted planning work for its proposed Ready to Succeed (RtS) program. RtS is a research-based intervention which aims to provide eleventh grade New York City public school students with customized information regarding college admission, affordability, and recommended actions to improve their odds of earning a college degree. This renewal grant will support CUNY to incorporate the lessons of the planning period into a RtS pilot program with at least four high schools, positioning CUNY to better understand the feasibility and potential impacts of a large-scale implementation of RtS.
Website
Project Title
For continuation of the Canopy project
Date
Dec. 05, 2019
Duration
7 months
Description
Years of education innovation have resulted in several exemplary school models, but many of those schools aren’t known beyond the communities they serve and there is no mechanism for systematically elevating the practices and lessons that can be gleaned from them. The Clayton Christensen Institute (the Institute), a nonprofit think tank whose education team is dedicated to applying theories of disruptive innovation in service of student-centered design, is addressing this gap through the Canopy project. Canopy was designed to illuminate a more diverse set of innovative schools and explore the potential to transcend the silos inherent in existing school lists and databases. This has resulted in the public release of a trend report and dataset, as well as a set of recommendations for the field. Continued Corporation support will enable the Institute to prepare for the second phase of the Canopy project through four activities: 1) Track validated use cases of Canopy data and trend index; 2) Conduct advanced data and tag analysis of school practices; 3) Lay the groundwork for improved crowdsourcing of schools; and 4) Scope strategic partnerships to scale the project.
Project Title
For field-building to improve access and quality of early childhood education in celebration of the 25th anniversary of the Starting Points report
Date
Dec. 05, 2019
Duration
15 months
Description
Twenty-five years ago, the Corporation released Starting Points, a report that described the lack of child care for infants, toddlers, and their families as a “quiet crisis.” Unfortunately, despite the clear research that the first 1,000 days of a child’s life are a critical time in cognitive development, that crisis remains, with families continuing to face major barriers in accessing high-quality, affordable early education. Ensuring that children have access to developmentally-meaningful experiences during the first three years of life is critical to avoid the cycle of remediation that often characterizes students’ experience in K-12. Bank Street College of Education has begun to bring their expertise in early childhood education together with their experience in policy and systems change to focus on the educator workforce in the early childhood field (birth to age three). With Corporation support, Bank Street conducted extensive research into the main issues in the field over the past year, and wrote a white paper with recommendations for strategies and policy solutions to address them. With this grant, they propose undertaking communications, policy and advocacy activities to promote the advancement of those recommendations, with a focus on reaching policymakers and funders.
Website
Project Title
For enhancing teacher tools and developing parent resources
Date
Dec. 05, 2019
Duration
24 months
Description
While advances in technology have enabled shifts to personalized, mastery-based learning in K-12 classrooms, broad adoption of these tools among the vast majority of teachers has been slow, and parents have often been left out of their implementation. As a result, it can be difficult for teachers to adequately differentiate instruction and for parents to best support their child’s progress. Khan Academy is an online platform that provides free, direct-to-student mastery-based learning through videos, practice exercises and progress dashboards. The site has over 80 million registered users and over 19 million learners that access the site every month. In recent years (and with Corporation support), they have piloted approaches that shift the platform from primarily one that students can opt to use outside of school to one that teachers and districts regularly use during class time to differentiate instruction. With this grant, Khan plans to further enhance their teacher-facing tools and to create parent-centric resources on the platform.
Website
Project Title
For a project to promote quality professional learning working with partners, offering online opportunities, and elevating teachers’ voices
Date
Dec. 05, 2019
Duration
12 months
Description
Student Achievement Partners (SAP) the nonprofit organization that serves as a technical advisor to curriculum publishers, assessment developers, professional learning organizations, states and districts on standards-aligned curriculum and resources, believes that challenging K-12 academic standards are the foundation for improving student outcomes. Through this renewal grant Student Achievement Partners will continue to (a) support Learning Forward in building its capacity to provide content-specific professional learning in standards-aligned mathematics and English Language Arts (ELA)/literacy; (b) identify a revenue-generating model for their online professional learning courses, and (c) develop blog posts by content experts and teachers to spread the word about the impact standards-aligned instructional materials have on their own professional learning and student learning.
Project Title
For support of national seminars, fellowships and reporting resources and coaching
Date
Dec. 05, 2019
Duration
12 months
Description
This moment in our nation’s history is an especially challenging time for journalism, a cornerstone of American democracy. Independent news outlets are under assault from the highest levels of government. This campaign of delegitimization makes it no easier to build public trust in the Fourth Estate, but it is just one of myriad challenges facing the nation’s journalists. From changes in communications technology to crippling corporate pressures to do more with less, these challenges have put the news media’s capacity to achieve excellence under unrelenting strain. According to a new report by the Pew Research Center, U.S. newsroom employment has declined by a staggering twenty-five percent since 2008, with the greatest decline at newspapers. The Education Writers Association (EWA) knows that today’s reporters, editors, and other media professionals depend on their allies and support organizations now more than ever. Helping education journalists succeed is critical, though, if the nation’s education journalists are going to deliver the strong and thoughtful coverage that policymakers, educators, families, and the general public depend on. With continued support from the Corporation, EWA will continue to contribute to the nation’s education journalists with financial support and professional learning experiences that have strengthened the quality and quantity of reporting on education.
Website
Project Title
For a project to support a national teacher practice measurement study
Date
Dec. 05, 2019
Duration
23 months
Description
Leading Educators partners with schools and school districts to empower their best teachers to lead standards-aligned, content-specific professional learning, linking that knowledge to a high-quality curriculum selected by school systems. Through this grant Leading Educators will design and implement their National Teacher Practice Measurement Project. The study will research how standards-aligned and content-based professional learning impacts teacher practice so Leading Educators can make better evidence-based recommendations to its district partners, and provide insights to the field about what it really takes to support teachers to improve their standards-aligned teaching practices. With Corporation support, Leading Educators will (a) work with an Evaluation Advisory Board, who will serve as a quality assurance body to validate the research design, data collection and analysis; (b) refine the design of their teacher practice measurement tool; (c) collect and analyze data; and (d) plan dissemination of initial findings.
Website
Project Title
For a project to launch the Nexus Academy for Curriculum Leadership for OpenSciEd state and District Science Leadership Teams
Date
Dec. 05, 2019
Duration
33 months
Description
WestEd is a national education research and development agency with over fifty years of experience supporting educational equity and excellence. Through this renewal grant WestEd will build the capacity of district and state middle school science leadership teams to support effective and sustained implementation of OpenSciEd’s high-quality and standards-aligned science middle school curriculum. WestEd will launch the Nexus Academy for Curriculum Leadership for OpenSciEd state and district science leadership teams, and will invite four states to recommend and help recruit district leadership teams who have committed to full implementation of OpenSciEd. Teams will participate in four Academy Institutes that will increase and support their understanding of effective implementation of OpenSciEd’s science curriculum. NEXUS will also provide technical assistance for participants to develop and refine their OpenSciEd implementation plans in local schools, with the intention of improving teacher knowledge and practice, and student learning.
Website
Project Title
For a project to support states and districts to attract, recruit and retain excellent teachers
Date
Dec. 05, 2019
Duration
18 months
Description
Urban Schools Human Capital Academy (USHCA) began in 2011 working with urban districts across the country on creating strategic human capital systems to ensure all schools had effective teachers and leaders. Through their current grant with states and districts, USHCA learned that states are unaware of how their actions are playing out in decisions about teachers’ hiring and retention in districts. Building on these learnings, through this renewal grant, USCHA will (a) support states and districts as they work together to apply best practices in teacher human capital management; (b) enable state and district collaboration so that states facilitate improved teacher recruitment and retention practices at the district level through direct, differentiated services to districts; and (c) share lessons learned with districts and states to shift the focus of teams that are responsible for recruiting and retaining effective teachers from compliance to strategic management.
Website
Project Title
For a project to support OpenSciEd
Date
Dec. 05, 2019
Duration
12 months
Description
OpenSciEd is a collaborative initiative that brings together states and curriculum developers, and national science education leaders and experts to create a complete set of robust, research-based, openly licensed K-12 science instructional materials, while building in tandem demand for these materials and supports for their implementation. Distinct from other open education resource curriculum providers, OpenSciEd is providing the market with both freely available classroom materials and professional learning materials. Through this renewal grant, OpenSciEd will (a) develop, field test, revise, and release six classroom instructional units and accompanying professional learning materials, (b) build the partner states capacity to provide professional learning for the field by hosting two multi-day trainings for facilitators, (c) continue to develop a communications strategy and outreach plan, and (d) approve a multi-year financial needed to manage and sustain OpenSciEd.
Project Title
For support of the Transactional Records Access Clearinghouse’s immigration projects
Date
Dec. 05, 2019
Duration
18 months
Description
Although immigration policy and immigration enforcement, in particular, have become major issues in American politics, the current debate about the country’s immigration policies is filled with misinformation. Unfounded claims and selective disclosure have become rampant, causing widespread fear within local communities, especially among immigrants and people of color. Founded in 1989 at Syracuse University, the Transactional Records Access Clearinghouse (TRAC) is an independent, nonpartisan data research center that makes the actual workings of the federal government more readily accessible to researchers, advocates, and to the general public. Since 2005, TRAC has been processing, vetting, and analyzing millions of records (often beginning with the labor-intensive Freedom of Information Act request process) detailing the operations of the federal immigration enforcement system. With Corporation support, TRAC will continue to be the go-to source for facts and data about the federal government’s immigration enforcement policies and its impact on immigrants and communities across the country.
Project Title
As a final grant for Festival Albertine 2019
Date
Dec. 05, 2019
Duration
6 months
Description
Festival Albertine is an annual literary festival that brings together leading French and American thinkers, artists, writers, and activists for a series of dynamic and thought-provoking conversations on issues that are central to contemporary affairs. Past festivals have discussed feminism in the twenty-first century, global politics of inclusion, and the reimagining of democracy in the age of populism. With Corporation support, Albertine Books Foundation will organize the sixth annual Festival Albertine. This year’s festival will consider the dual issues of climate change and the environment, centering debates about environmental justice, agriculture and food, effective governance, and the challenges to raising public awareness about a warming planet.
Project Title
For support of the 2020 Census initiative of the Funders' Committee for Civic Participation
Date
Dec. 05, 2019
Duration
12 months
Description
The United States census is a critical government operation designed to ensure fair political representation and adequate allocation of federal resources to states and localities. Accurate census data can lead to increased standards of living for some of the country’s most underserved, including racial minorities, immigrants, youth, and low-income families. However, the 2020 Census, which will be the country’s first online-led census, faces numerous challenges. They include increasingly complex living arrangements, inadequate preparations against cybersecurity threats, funding constraints, and the public’s growing mistrust of government initiatives. Based at Neo Philanthropy, the Funders’ Committee for Civic Participation (FCCP) manages a working group of more than 450 national, state, and community-based philanthropic organizations who are investing resources toward a fair and accurate count. With Corporation support, the Funders Census Initiative at the FCCP will increase funders’ awareness and understanding of the 2020 Census, expand the number of funders who will invest in census operations, and serve as a technical assistance hub.
Website
Project Title
As a one-time only grant for support of projects highlighting the Library's 125th Anniversary
Date
Dec. 05, 2019
Duration
31 months
Description
In 2020, the Carnegie Library of Pittsburgh (CLP) will celebrate 125 years since Andrew Carnegie founded the Library in 1895 as a place of learning and equal opportunity for all. The anniversary will provide an opportunity to highlight all that the CLP has achieved since its founding through celebrations and educational activities throughout the year. With Corporation support, the CLP plans to create in print and in digital format reproductions of retrospective materials including some of Andrew Carnegie’s correspondence to honor his legacy, a two-day special event in collaboration with the Carnegie Museums of Pittsburgh, a series of community-focused celebrations throughout the great Pittsburgh areas, and other promotional activities.
Website
Project Title
For the production of a documentary film on the findings of a national security commission established in the wake of the September 11 terrorist attacks
Date
Dec. 05, 2019
Duration
12 months
Description
In 2021, the United States will observe the 20th anniversary of the 9/11 terrorist attacks on the World Trade Center. Congress, in the wake of the attacks, established an independent commission to prepare a full account of the circumstances surrounding the incident. The commission was tasked with evaluating national security infrastructure and the government’s response to the attacks, in addition to providing recommendations on how to deter future security breaches. Naptown Media, an award-winning production company fiscally sponsored by From the Heart Productions, is producing a documentary film on the commission’s findings and the government’s implementation of their recommendations. The film will be distributed nationally through public broadcasting, and it will be accompanied by educational materials and a multimedia curriculum for classroom use. With Corporation support, Naptown Media will begin the research and development stage of the project.
Project Title
For developing and promoting an equity-focused Future of Work agenda
Date
Dec. 05, 2019
Duration
12 months
Description
Our educational and training systems are failing to meet the needs of students, workers, or businesses, at the same time that a confluence of factors is changing the workplace and leaving too many American workers behind. The Center for American Progress (CAP), an independent nonpartisan policy institute dedicated to improving the lives of all Americans, proposes exploring policy solutions to these problems. These solutions must cut across the distinct systems of K-12, postsecondary and workplace training, and must prioritize equity to ensure that no segment of our society is left behind. With the support of this grant, CAP plans to continue efforts to build coherence across communities focused on national policy related to K-12, higher education, and workforce systems. They plan to: 1. coalesce a group of leading thinkers focused on workforce equity to develop and effectively communicate practical approaches to new workforce systems; 2. develop a sequence of issue briefs and case studies to dive deeper into these new policies; and 3. write a series of op-eds and undertake other media and communications efforts to make the case for advancing equity in workforce development.
Website
Project Title
For continued collaborative design work to foster innovation in Virginia Beach City Public Schools
Date
Dec. 05, 2019
Duration
12 months
Description
Founded in 2008, 2Revolutions is a national education design lab that works with school, districts, communities and states to help build capacity to transform their learning models. They work with adults across the education system(s) to encourage them to think differently about the purpose and structure of education – i.e., to consider what students need to know and be able to do to be successful in the future, and then to support them in the process of designing, testing and refining new approaches that are more likely to produce the outcomes they seek. 2Revolutions seeks to continue work with Virginia Beach City Public Schools to build educator capacity for innovation and to pilot approaches to building equitable access to opportunity and shifting adult mindsets. This continues efforts launched as part of the Corporation’s Integration Design Consortium.
Website
Project Title
For a project to create a elementary school search for families in New York City
Date
Dec. 05, 2019
Duration
12 months
Description
School choice is both an opportunity and a challenge for families in New York City. While families have dozens of schools to choose from, they spend many hours researching their options. In communities with low-income or immigrant populations, families are often overwhelmed by the choice system and confused about which schools would best serve their child’s particular needs. InsideSchools, founded in 2002 as a project of the New School’s Center for New York City Affairs, provides parents, teachers and administrators with reviews of each of the city’s 1,800 district and charter schools and 1,200 stand-alone pre-kindergarten programs using in-depth local knowledge from school visits and interviews with principals. With support from the Corporation, InsideSchools will develop a guided search for elementary schools in the Bronx, with the focus on better understanding what immigrant families seek to understand about public schools and providing this information in a clear and accessible manner. Through this project, InsideSchools will inform and guide families in New York City to maximize their opportunities in the elementary school process.
Website
Project Title
For the 2020 Summit on Improvement in Education
Date
Dec. 05, 2019
Duration
5 months
Description
We will never meet our rising aspirations for student achievement without building capacities across the education field for a robust national improvement infrastructure, one that can accelerate the needed transformation in education. In response to this challenge, in 2014, Carnegie Foundation for the Advancement of Teaching (CFAT) launched their Summit on Improvement in Education with a simple but ambitious idea: if education leaders combined the discipline of improvement science and the capabilities of networks to foster innovation and social learning, then the rate and spread of improvement in education might accelerate dramatically. CFAT is now preparing to host its seventh annual Summit, bringing together close to 2,000 education stakeholders with the aim of building the field’s capacity to learn through practice to improve – continuing the focus from last year on increasing the diversity of attendees. This grant provides support for the 2020 Summit.
Project Title
For a project to study and replicate success in serving low-performing students
Date
Dec. 05, 2019
Duration
15 months
Description
It is essential to identify classroom approaches that support students in the lowest performing subgroup, and research points to socio-emotional learning (SEL) as a promising strategy for improving academic outcomes. UP Education Network (UP) partners with families and communities in Massachusetts to transform the lowest performing public schools into thriving learning environments. UP currently serves more than 2,500 students across six schools and has achieved high growth rates with the lowest quartile of students in the network. UP seeks to understand the strategies that have contributed to this success, with a particular focus on the role of SEL in advancing positive outcomes for students. With Corporation support, UP will identify and codify promising strategies for serving high need students and create implementation guidance for the network, ultimately aiming to close opportunity and achievement gaps among students.
Website
Project Title
For support of a new school design process
Date
Dec. 05, 2019
Duration
11 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 postsecondary success, in turn bridging persistent opportunity and achievement gaps. Bank Street College of Education has a long track record of providing this type of learner-centered experience to students in both its teacher preparation and elementary and middle school programs. Bank Street is poised to expand its model and reach in New York City by designing a new high school in partnership with the Pratt Institute, incorporating key design elements shared by both institutions and bridging the gap between high school and higher education. With Corporation support, Bank Street will collaborate with the Pratt Institute to design a school that offers project-based, experiential learning and equips students with the problem-solving and technical skills needed for postsecondary success.
Website
Project Title
As a final grant for the Caine Prize and workshops that support talented African writers
Date
Sep. 12, 2019
Duration
82 months
Description
First awarded in 2000, the Caine Prize is the only literary accolade open to the entire African continent. It exists to promote exceptional writing, and it has played a significant role in elevating the vibrancy of African literature to a global marketplace, as well as in increasing the diversity of global publishing. Over the past fifteen years, the Caine Prize for African Writing has also used its deep relationships in the African literary world to facilitate local workshops that support talented African writers who are looking to hone their craft. With Corporation support, the Caine Prize for African Writing will continue to host workshops across the continent, providing promising writers the resources and support that they need to further develop their literary careers. Workshop participants will contribute to the annual Caine Prize anthology and be eligible for entry into the Caine Prize.
Project Title
For an international scholars network on state and social transformations in the Arab region
Date
Sep. 12, 2019
Duration
82 months
Description
Changes in the Arab region today call for analysis from the region’s historians and social scientists in order to understand the context and direction of current events. In collaboration with an international network of institutional partners, Central European University’s Striking from the Margins project is exploring new analytical frameworks to facilitate greater understanding of the historical depth of today’s developments. With the goal of contributing to both research and policy actions, the project is advancing understanding of social, political and geographic processes that move certain communities to the political center. Corporation funds will support research, two academic conferences, and publications.
Website
Project Title
For the Watson Institute for International and Public Affairs' Military Fellows Program
Date
Mar. 07, 2019
Duration
68 months
Description
The Watson Institute of Brown University is a well-established policy-oriented academic center engaged in research, training, and dissemination on international relations. With support from the Corporation and other funders, the Watson Institute will embark on an ambitious effort to build up its Security Studies Center. The Corporation grant will specifically contribute to the establishment of a new Military Fellows Program, which will offer opportunities to mid-career members of the U.S. military to spend a year in residence at the Institute, so as to expand their knowledge of international issues while also contributing to the Institute’s mission. The fellowship program is designed to create linkages between active military officers and the Institute through a series of studies, events, and outputs. The competitively chosen fellows will represent all branches of the U.S. military and will have an active participation in the life of the Institute, Brown University, and the broader community.
Website
Project Title
For international peace and security programs
Date
Mar. 07, 2019
Duration
27 months
Description
Today’s interconnected global problems need practical solutions. The Henry L. Stimson Center (Stimson Center) is a nonpartisan policy research center working to help solve some of the world’s most significant threats to security and prosperity by taking pragmatic steps. Established in 1989 with funding from the Corporation, the Stimson Center provides policy alternatives and information to decisionmakers on a range of challenges. With continued support, the Simson Center will focus its attention on China, South Asia, and nuclear security. It will also conduct new research on the role of energy in the conflict in the Democratic Republic of the Congo. The Stimson Center analyses will result in publications and various outreach activities to policy communities, the media, and the public in the United States and beyond.
Website
Project Title
For the Next Generation Gender, Peace, and Security (GPS) Symposium
Date
Mar. 07, 2019
Duration
24 months
Description
Established in part through Corporation support, Women in International Security (WIIS) is a global nongovernmental membership organization that advances the leadership and professional development of women working in the foreign policy and international security fields. With this funding, WIIS will hold its second Next Generation Gender, Peace, and Security Symposium, which will focus on the gender dimensions of issues related to great power competition and nuclear security. Support will allow WIIS to: convene select international graduate students and young professionals in Washington, D.C. to meet with senior experts; participate in skills-building workshops; produce a series of blogs and policy briefs; and form a cohort of young experts with deeper awareness of relationships between gender and international security.
Website
Project Title
For a second West-Russia workshop on the intersections of violent extremism and radiological security
Date
Sep. 12, 2019
Duration
12 months
Description
The National Academies of Sciences, Engineering, and Medicine and the Russian Academy of Sciences share a history of cooperation on scientific, social, and economic issues of concern to both countries. Recently, the academies held a series of joint workshops focused on the issues of extremism and radiological security. Building on these workshops, the two academies plan to convene two dozen scientists to explore new themes related to radiological terrorism as a near-term outcome of violent extremism. The workshop will result in a report representing perspectives provided by U.S., Russian, and European specialists.
Website
Project Title
As a final grant for expanding and enriching the study of Russia
Date
Dec. 05, 2019
Duration
69 months
Description
Academic and policy expertise on Russia and the post-Soviet region is essential to developing effective U.S. approaches towards dealing with Russia. To help build this capacity, the Program in Russian, East European, and Eurasian Studies (REEES) at Yale University’s MacMillan Center has brought together and institutionalized research, teaching, and public outreach strengths of the university. With continued support, REEES will develop Russian studies and social science courses; hire a research scholar and post-doctoral fellow; host a major international conference on Russia; promote new academic research by providing study and travel grants at the graduate level; and deepen linkages between Yale and Russian institutions by bringing more scholars, students, and professionals from Russia to the United States. The program’s ultimate intent is to nurture an upcoming generation of deeply trained experts on Russia and its neighborhood.
Website
Project Title
For a project on resilience and inclusive politics in the Arab region
Date
Dec. 05, 2019
Duration
66 months
Description
Eight years after uprisings began in the Arab region, the region continues to face important governance challenges. Responding to present conditions, academics and practitioners are developing new lines of inquiry that illuminate the continuing trajectories of uprisings, post-conflict power-sharing arrangements, the rights of citizens, and the geopolitics of the Middle East. Renewed support to the Lebanese American University (LAU) will advance research and policy development on politicized sectarianism and inclusive governance in the region. This collaborative project will build on existing networks of scholars and bring together policymakers, civil society practitioners, and academics to examine diverse national practices and develop policy reforms in partnership with key stakeholders. Corporation support will go towards workshops, roundtables, a regional conference, podcasts, policy briefs, and dissemination.
Website
Project Title
For support for a model faculty development program for historically black colleges and universities
Date
Sep. 12, 2019
Duration
81 months
Description
Historically Black Colleges and Universities (HBCUs) consistently outperform other institutions in graduation rates and doctoral degree attainment for students of color. However, many HBCU’s struggle to attract and retain the exceptional professors needed to provide students with teaching and mentorship. Due to financial constraints, HBCUs require faculty to maintain higher teaching loads and take on more administrative work than other universities. HBCUs also suffer from a lack of funding for scholarly research, which puts faculty at a disadvantage in gaining tenure. For these reasons, many have chosen to work at institutions with more resources to support scholarship. With support from the Andrew W. Mellon Foundation, the Rockefeller Foundation, and Carnegie Corporation, three colleges—Morehouse College, Spelman College, and Prairie View A&M University—will launch a faculty development program that aims to serve as a model for all HBCUs. Each institution will establish a faculty development center; provide course releases for mid-level professors in order to meet scholarly goals; offer start-up package to incentivize new hires; increase sabbatical support; and provide travel funds for research and development. Morehouse College, Spelman College, and Prairie View A&M University will collaborate on their individual efforts to ensure faculty benefit from all practices developed through this initiative.
Website
Project Title
For capacity building and emergency scholarships for Syrian students
Date
Jun. 13, 2019
Duration
18 months
Description
The conflict in Syria continues to have a devastating and long-lasting impact on young people and the education sector. The Global Platform for Syrian Students is a multi-stakeholder initiative that provides academic opportunities for Syrian students to complete a graduation cycle. Corporation funds will support scholarships for twenty Syrian students to study in Lebanon and Portugal. Funds will also support a summer school program on “Rebuilding Syria from Within” for up to 100 Syrian students, architects, engineers, and urban planners with experience in rehabilitation, recovery, and reconstruction. Finally, the Corporation will support a variety of events aimed at boosting higher education opportunities for students at risk in coordination with other relevant stakeholders.
Project Title
For the Costs of War Project
Date
Sep. 12, 2019
Duration
24 months
Description
The wars in Afghanistan and Iraq have had detrimental consequences for the broader Middle East. Through the Costs of War project academic experts examine the budgetary and human costs of the wars since 2001, as well as the domestic and economic impact of the Global War on Terror. At the approach of the twentieth anniversary of the 9/11 attacks, the Costs of War Project will increase both research and communication on counterterrorism-based foreign policies affecting both democracy and peace and security globally. The project’s activities at Boston University will deepen public understanding of the consequences and alternatives to ongoing policies of armed conflict. The project’s upcoming scholarly writings and outreach will focus on the effectiveness of the ongoing conflicts and reconstruction in Afghanistan and Iraq. Corporation support will go towards staff costs, working meetings, reports, web design, interactive mapping, and media dissemination.
Website
Project Title
For the Academic Fellowships in Russia Program
Date
Sep. 12, 2019
Duration
47 months
Description
Expert understanding of the languages, cultures, social, and political dynamics of Russia is critical to formulating U.S. policy towards Russia. The American Councils for International Education (American Councils) is a leading organization in promoting academic exchanges with Russia aimed at improving U.S. knowledge of the country. With support from the Corporation, the American Councils will offer fellowships to advanced graduate students and early-career academics in the United States to deepen their expertise and research through visits to Russian academic institutions. The study and research fellowships will result in publications.
Website
Project Title
For support for a model faculty development program for historically black colleges and universities
Date
Sep. 12, 2019
Duration
48 months
Description
Historically Black Colleges and Universities (HBCUs) consistently outperform other institutions in graduation rates and doctoral degree attainment for students of color. However, many HBCU’s struggle to attract and retain the exceptional professors needed to provide students with teaching and mentorship. Due to financial constraints, HBCUs require faculty to maintain higher teaching loads and take on more administrative work than other universities. HBCUs also suffer from a lack of funding for scholarly research, which puts faculty at a disadvantage in gaining tenure. For these reasons, many have chosen to work at institutions with more resources to support scholarship. With support from the Andrew W. Mellon Foundation, the Rockefeller Foundation, and Carnegie Corporation, three colleges—Morehouse College, Spelman College, and Prairie View A&M University—will launch a faculty development program that aims to serve as a model for all HBCUs. Each institution will establish a faculty development center; provide course releases for mid-level professors in order to meet scholarly goals; offer start-up package to incentivize new hires; increase sabbatical support; and provide travel funds for research and development. Morehouse College, Spelman College, and Prairie View A&M University will collaborate on their individual efforts to ensure faculty benefit from all practices developed through this initiative.
Website
Project Title
For a project on the geopolitics of nuclear issues in the Middle East
Date
Dec. 05, 2019
Duration
27 months
Description
The benefits of the Joint Comprehensive Plan of Action (the Iran Nuclear Deal), including the limits and transparency it imposed on Iran’s nuclear program and the diplomatic spaces it created, have diminished following the United States’ withdrawal from the agreement in May 2018. Meanwhile, adverse developments in the Gulf—including, most dramatically, attacks on oil facilities, as well as the seizing of tankers, the shooting down of drones, and threats exchanged between Iran and its neighbors—are bringing the region closer to major military conflict. In response to these challenges, the International Institute of Strategic Studies (IISS) will continue its Track II/1.5 workshops involving Iran and other relevant actors in the region and beyond, to lessen tensions, reduce risks, and promote constructive solutions.
Website
Project Title
As a final grant for core support to the Everyday Peace Indicators project
Date
Sep. 12, 2019
Duration
60 months
Description
Most peacebuilding indicators are based on aggregate data that bear little relation to the everyday life experiences of individuals and households in societies emerging from violent conflict. Building on its Corporation-supported work, the Everyday Peace Indicators (EPI) project aims to continue gathering better quality information, based on indicators chosen by communities themselves, and to feed this into policy processes. In partnership with the University of Manchester (Manchester), the project will continue identifying the most effective channels for disseminating and distributing the data it collects, as well as investigating more closely how the EPI system can complement existing peacebuilding indices.
Website
Project Title
For general support
Date
Mar. 07, 2019
Duration
18 months
Description
Students in the American public school system, particularly from low-income communities, are too often poorly prepared for college and careers. Young people who have recently graduated from public schools become cognizant of the poor quality education they’ve experienced only after they reach college. With rising tensions in the political climate in this country, civic engagement is more important than ever in supporting an equitable public education system that prepares all students to participate in our democracy and global economy. In 2009, Students for Education Reform (SFER) was founded by a group of students at Princeton University on the premise that students can spur the movement toward educational equity. Since then SFER has grown into a national community organizing organization supporting students on ninety-three campuses to accelerate reform at the local level. Since 2009, 16,000 students have joined SFER, and annually SFER supports about 1,500 student members. With renewed support from the Corporation, SFER will use story-telling to support local campaigns, build the capacity of student leaders, and strengthen issue campaigns and executive leadership.
Website
Project Title
For a project by the Center for Education Data & Research (CEDR) on parent engagement
Date
Mar. 07, 2019
Duration
24 months
Description
Families are provided with various types of school level information about student achievement, but the information they receive typically comes with little context and can be confusing. In order to support their children’s future trajectory, families need to be able to understand what’s being communicated and what it suggests. Researchers at the Center for Education Data & Research (CEDR) at the University of Washington have extensive experience analyzing school datasets and using them to assess student outcomes, as well as to predict college readiness and success. With support from the Corporation, CEDR will analyze student achievement data, develop a user-friendly interface to convey information, pilot various formats for communicating to families, and roll out the pilot to a larger group of families in preparation for a randomized control trial. Through their research study and pilot, this project will help families in the short- and medium-terms to support their children’s achievement and make their success in college more likely.
Project Title
For support of training programs and a resource guide
Date
Mar. 07, 2019
Duration
15 months
Description
Since the 2018 midterm elections, and at a time when states are reasserting their authority for education policymaking, new and old members of state boards of education require skills and knowledge to be successful in achieving their policy goals. As the only national organization dedicated to serving state board of education members, the National Association of State Boards of Education (NASBE) works with members to facilitate the exchange of ideas and advance public education across the country. For over sixty years, NASBE has been a reliable source of information and action-oriented guidance for state boards of education, supporting them through in-depth trainings, convenings on pertinent issues, and analyses of policy priorities so that members can advance equity and excellence in public education for all students. With continued support from the Corporation, NASBE will strengthen state board members’ leadership, support new members through onboarding efforts, and share publications that highlight the collaborative work of states.
Website
Project Title
For the Campaign for Grade-Level Reading's parent and teacher initiative and knowledge sharing system
Date
Jun. 13, 2019
Duration
12 months
Description
Research has also shown that children learn anywhere, anytime, and not just in school. For this reason, there is a need to discover the best methods for enabling families, educators, and community practitioners to join forces in support of student learning. The Campaign for Grade Level Reading (CGLR) is a collaborative effort by foundations, nonprofit partners, business leaders, government agencies, states and communities across the country to ensure that more children in low-income families succeed in school and graduate prepared for college, a career, and active citizenship. The Campaign focuses on an important predictor of school success—grade-level reading by the end of third grade. With support from the Corporation, CGLR will conduct the Productive Parent/Teacher Partnerships project to engage, encourage, and equip cohorts of local funders to provide informed leadership that will strengthen the relationships between parents and teachers.
Website
Project Title
For support of The Hechinger Report in its coverage of postsecondary pathways
Date
Jun. 13, 2019
Duration
18 months
Description
According to 2017 data from the National Assessment of Education Progress (NAEP), about 25 percent of high school seniors are proficient in math while about 37 percent are proficient in reading. While the popular narrative highlights the national problems facing college and career readiness, local communities have identified innovative ways to solve for these problems. But these local stories are infrequently told due to the decline in local news sources. An independent, nonpartisan, newsroom based in Teachers College, Columbia University, The Hechinger Report (Hechinger) is committed to uncovering the solutions found at the intersection of K-12 and post-secondary pathways. The Hechinger Report, uses credible and in-depth evidence to report on the successes and growth areas related to improving pathways from high school to post-secondary. With continued support from the Corporation, Hechinger will conduct investigative reporting into diverse communities, find stories with the potential to shape the national debate, and through partnerships with local and national news outlets, Hechinger will share these stories with the public.
Website
Project Title
For the School Colors podcast
Date
Jun. 13, 2019
Duration
12 months
Description
In communities striving to improve their public schools, story-telling is a powerful way to inspire the public to support a movement toward a high-quality and equitable education. Brooklyn, New York is one of many urban regions across the country with a rich cultural legacy that informs the community’s communications and narrative around public schools. The Brooklyn Movement Center, Brooklyn Deep, and NYU Metropolitan Center for Research on Equity and the Transformation of Schools are working together to build an informative narrative around the social and economic factors that shape public schools. The three groups have collaborated to begin producing School Colors, a podcast series about the social and economic determinants that influence the quality of public schools as told through the story of one school district in Brooklyn. With support from the Corporation, the organizations will complete the production of School Colors, ensure a wide distribution of the podcast through mass media and community-based events, and inform the national narrative around culture, community, and public schools.
Website
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