Grants Database
Search grants awarded since 2004 to discover funding amounts, descriptions, dates awarded, and duration. Newer records include the geographic area served by a grant. For older grants, please refer to our archives.
7323 Results
Results:
7323 Results
Project Title
For a nonpartisan Native American voter engagement radio campaign
Date
Sep. 08, 2016
Duration
24 months
Description
Native Americans and Alaska Natives have relatively low voter participation rates, due in part to barriers posed by language, distance, and access to information. Media has a vital role to play in supporting voter engagement, particularly for members of this group. Radio is an important media outlet for Native people, in part because of its relative low cost and its capacity to reach geographically isolated communities. With Corporation support, Koahnic Broadcast Corporation will produce and broadcast nonpartisan radio public service announcements and online information encouraging the Native population to vote; provide impartial journalistic coverage of issues concerning the 2016 elections and their impact on Native people; and provide training for journalists at public radio stations to build their capacity to report on election issues.
Website
Project Title
For strategic planning
Date
Sep. 08, 2016
Duration
6 months
Description
New York City Leadership Academy (NYCLA) is a nationally recognized non-profit organization that develops and supports outstanding educational leadership, particularly school leaders, as the lever for improving teaching and learning. NYCLA accomplishes this by working with state and local education agencies, universities, non-profits, and schools to build their capacity to develop and support their own leaders. This grant provides support for NYCLA to carry out a strategic planning exercise critical to ensuring long-term sustainability, including examining the budget; planning for multi-year requests and identifying new innovations and partnerships; and promoting the ways in which their focus on principal effectiveness both promotes student achievement and forwards equity in teaching and learning.
Project Title
For a project to advance professional learning with educator micro-credentials
Date
Sep. 08, 2016
Duration
24 months
Description
Digital Promise is non-profit organization that works with educators, entrepreneurs, researchers, and leading thinkers to advance a comprehensive agenda that includes documenting and sharing successful innovations and initiatives to mobilize and build capacity for systemic change. This grant provides support for Digital Promise to deepen and expand its educator micro-credential initiative, which combines competency-based learning and technology to enable and support personalized learning for educators. Digital Promise will target new issuers to develop additional micro-credentials, increase the number of educators who earn micro-credentials, and increase the number of states, districts, and other relevant parties who recognize micro-credentials.
Website
Project Title
For a project to develop teacher pipeline and general operating support
Date
Sep. 08, 2016
Duration
15 months
Description
Blue Engine is a New York City-based non-profit organization focused on two main goals: 1) accelerating student learning and development in underserved high schools via differentiated instruction and personalized learning environments, and 2) developing a local pipeline of educators to enter the teaching profession through hiring and supporting Blue Engine Teaching Assistants (BETAs) to work with lead high school teachers in math and English language arts. Funding through this grant serves two purposes: 1) Provide general operating support to execute on strategic priorities to strengthen the organization and lay the foundation for scale; and 2) Support work to refine the development of lead teachers, a critical component of the Blue Engine model. To implement the strategic plan, Blue Engine will focus on improving its team teaching model, diversifying and increasing its revenue, and building up its infrastructure to prepare for scale. Project work includes designing, implementing, and refining the coaching and professional development strategies to optimize support for BETAs and lead teachers – the key components of their team teaching model.
Website
Project Title
For continued support to identify innovative schools and build capacity among school developers, and to support the development of instructional tools that facilitate rigorous, competency-based, personalized learning
Date
Sep. 08, 2016
Duration
24 months
Description
Advancing a vision of the classroom and school that promotes students’ intellectual and emotional development such that they are prepared for college and career success will require the development of new student-centered school models and investment in innovative tools and resources that enable personalized learning. NewSchools is a leader and catalyzing force in this work, helping shape the future of the field through its thought leadership and investments. With Corporation support, NewSchools will provide investment, management assistance, network building, and thought leadership in two priority areas aligned to the Corporation’s vision: 1) Innovative Schools, which works to both identify and sustain early stage innovative schools, and build capacity across the organizations that support them; and 2) Tools & Services, which invests in promising nonprofit entrepreneurs developing digital tools and services that support improved teaching and learning and increased personalization in PreK-12 schools. NSVF’s investment strategy is designed to find, fund, and support innovative solutions that will transform education to better prepare young people for future success.
Website
Project Title
As a one-time only grant for the development of Latino Educational Equity Partnership's first strategic business plan, with a particular focus on market and landscape analysis
Date
Sep. 08, 2016
Duration
12 months
Description
Industrial school models are failing to prepare students across the country with the knowledge, skills, and dispositions needed for success in 21st century college and career. This shortcoming is especially pronounced amongst those students and communities who have historically been ill-served by the public education system: students with special needs, English language learners, and low-income populations. Today, one in four US children are Hispanic, and seventy percent of Latino children come from homes where Spanish is spoken. These students require school options that prepare them for college and career within a cultural and linguistic context befitting of their strengths and needs. Latino Educational Equity Partnerships (LEEP) is a new non-profit that seeks to create and grow schools of higher achievement in underserved communities that are designed specifically around how Latino students learn best. With Corporation support, LEEP will partner with Bellwether Education Partners to develop their first strategic business plan, which will include a market and landscape analysis of schools and organizations responding to similar problems.
Website
Project Title
For a project to develop licensure assessments for secondary English language arts and mathematics
Date
Sep. 08, 2016
Duration
24 months
Description
TeachingWorks, a center at the University of Michigan, is dedicated to ensuring all students receive skillful teaching by raising the bar for entry into practice. Specifically, TeachingWorks is committed to improving the quality of beginning teaching by developing a new threshold for entry to licensed teaching that is based on new teachers demonstrating a set of high-leverage professional skills and specific content knowledge for teaching. Through this grant, TeachingWorks will partner with the Educational Testing Service to continue to develop a new type of licensure-level performance assessment – the National Observational Teaching Examination, focusing on English language arts and mathematics for both middle and high school teacher licensure.
Website
Project Title
As a final grant for a project to evaluate program impact and potential teacher pipeline pathways
Date
Sep. 08, 2016
Duration
12 months
Description
Citizen Schools serves 5,000 middle school students each year through expanded day programs that include hands-on “apprenticeships,” family engagement, and academic support, all implemented in close collaboration with partner schools. Through this grant, Citizen Schools will focus on two main objectives: 1) understanding the ways in which the extended day program currently influences what is taught during the core school day and how that content is delivered; and 2) contribute to the teacher pipeline through the creation of pathways to a career in teaching building on its work with partner schools and the AmeriCorps Teaching Fellowship. This grant is a final grant.
Website
Project Title
For professional development teacher institutes
Date
Sep. 08, 2016
Duration
6 months
Description
Many schools and districts continue to struggle to adapt instruction to new higher standards. One of the major reasons is the lack of curricular resources that are truly aligned to the standards. UnboundEd, a new organization that was incubated with Corporation support is dedicated to empowering teachers by providing free, high-quality standards-aligned resources for the classroom, the opportunity for immersive training through professional development institutes, and the option of support through website offerings to close the student achievement gap. UnboundEd is comprised of a team of former classroom teachers, curriculum writers, school leaders and education experts who have worked in the public, private and nonprofit sectors. With continued Corporation support, UnboundEd will continue to offer Standards based Institutes for educators from across the nation to attend multi-day, intensive, transformative learning experiences designed to empower them to have a greater voice in the local and national discourse on the new standards as well as build, improve, and sustain instructional excellence in their particular grade.
Website
Project Title
For the Robin Copeland Memorial Fellowship to support women in nonproliferation
Date
Sep. 08, 2016
Duration
12 months
Description
The unique voices and perspectives of women are vital to addressing global challenges in international security and the nonproliferation of weapons of mass destruction. While they are present in the global landscape of leaders, women are underrepresented among professionals and decision makers in this field, especially in many countries in the Middle East and North Africa, South Asia, and Southeast Asia. The Robin Copeland Memorial Fellowship (RCMF) provides women leaders in emerging countries with the opportunity to participate in a multi-faceted, year-long nonproliferation fellowship, which provides fellows with greater specialized knowledge; fosters a network of women leaders promoting nonproliferation; and builds linkages among nonproliferation professionals. RCMF includes a four-month fellowship at a U.S. academic institution; a three-month internship at a nonproliferation institution in Washington, DC; and a final capstone project that the fellow completes in her home country.
Website
Project Title
For strengthening U.S.-Russian nuclear security
Date
Dec. 08, 2016
Duration
24 months
Description
Despite strained strategic interaction between Russia and the United States, there is an urgent need to establish a new U.S.-Russian dialogue on nuclear issues, reflect on the successes and failures of previous instances of cooperation in the field, address emerging nuclear threats, and prevent nuclear escalation. The Center for Policy Studies in Russia will implement a U.S.-Russia Track 1.5 working group to study the erosion of strategic stability, consequences of nuclear modernization, and lack of bilateral cooperation. It will publish the group’s recommendations and involve young professionals in the meetings and research work.
Website
Project Title
For Congressional Education Seminars
Date
Dec. 08, 2016
Duration
12 months
Description
The Aspen Institute Congressional Program (Congressional Program) provides lawmakers a deeper understanding and background on a range of international topics. It instills trust by engaging members of both parties and houses of Congress, allowing them to explore issues in neutral settings. Through open participation, they become better acquainted with their congressional colleagues. As a follow-up to a spring 2016 meeting that involved Russian, German, and U.S. legislators, the Congressional Program will foster an exchange of ideas on mutual policy challenges between members of Congress and the Russian Duma.
Website
Project Title
For support of the China and the World program
Date
Dec. 08, 2016
Duration
36 months
Description
There is growing demand in universities, government, and the business sector for reliable analysis of China’s role in global and regional economic, social, and security affairs. Without a sound understanding of China, it is impossible to adequately analyze the challenges a rising China presents or to assess what opportunities for cooperation and collaboration may be possible. How China manages its great transformation and grapples with international and domestic issues is of both scholarly and policy importance. The major goal of China and the World Program (CWP) at Princeton University’s Woodrow Wilson School of Public and International Affairs is to train and mentor the upcoming generation of scholars who straddle the fields of international relations and China studies, and who will go on to teach the next generation of experts in the United States and other countries about China’s relations with the rest of the world—a need not being met by existing Ph.D. programs.
Website
Project Title
For building capacity for stakeholder engagement among the Chiefs for Change Every Student Succeeds Act workgroup
Date
Sep. 08, 2016
Duration
9 months
Description
The recent passage of the Every Student Succeeds Act (ESSA) gives states and districts new responsibilities, as well as opportunities, for how schools and students will be supported, and explicitly calls for stakeholder engagement – with educators, parents, and communities – in the process of developing new visions and plans. Chiefs for Change (CFC), a network of state and district education Chiefs, seeks to ensure a smooth, productive, and timely transition to ESSA implementation by convening an ESSA working group for 15 state Chiefs and their deputies. CFC aims to support Chiefs in learning from the lessons of the past and effectively planning, communicating, and implementing new state education plans that are appropriate for local contexts and that ensure equity for all students. This grant supports a subgroup of the ESSA working group focused on stakeholder engagement, including the facilitation of peer-to-peer advising, the provision of communications technical assistance and policy, research and analytic support.
Website
Project Title
For Every Student Succeeds Act implementation to support states on teacher and leader effectiveness.
Date
Sep. 08, 2016
Duration
8 months
Description
The passage of the Every Student Succeeds Act (ESSA) presents a new opportunity for states to rethink how state and local education agencies design systems, tactics and strategies to attract, prepare, develop and retain effective educators in schools where the most vulnerable and complex learners come to learn. This increased flexibility also presents a risk that states may ‘backslide’ on recent advances in teacher support and evaluation systems. The Council of Chief State School Officers (CCSSO) undertakes projects to help state education agencies (SEAs) understand, devise, and execute policy; adopt initiatives to promote educational reform efforts; and engage in collaborative exchanges. This grant supports CCSSO’s efforts to support state ESSA planning related to teacher and leader quality, with an additional focus on breaking down silos within SEAs. CCSSO support to states will include the development of a toolkit, case studies and policy briefs; the inclusion of state talent officers in plan review workshops, and the sharing of lessons from existing networks of state teams.
Website
Project Title
As a one-time grant for the Carnegie Colloquium on Technology, Innovation, and International Affairs
Date
Sep. 08, 2016
Duration
12 months
Description
Carnegie Endowment for International Peace and Carnegie Mellon University will co-convene two colloquia in fiscal year 2017 to explore the intersection of technology, innovation, and international affairs. Together, leading thinkers from both institutions will curate the colloquia to bring the brightest policy, academic, and technology minds around a number of timely cyber policy themes including the future of internet governance, privacy, malicious cyber activity and cyber conflict, and artificial intelligence. This joint effort will advance a number of Carnegie Corporation goals – deepening ties between Carnegie institutions, bridging the gap between policy and academia, and advancing policy relevant knowledge about an emerging critical global challenge of growing interest to the Corporation and the broader international security community. These convenings will be held in Washington, DC and Pittsburgh, and this grant will support the Endowment’s efforts to host a colloquium in Washington, DC.
Website
Project Title
For a Carnegie Colloquium on Technology, Innovation, and International Affairs
Date
Sep. 08, 2016
Duration
12 months
Description
Carnegie Mellon University and the Carnegie Endowment for International Peace will co-convene two colloquia in fiscal year 2017 to explore the intersection of technology, innovation, and international affairs. Together, leading thinkers from both institutions will curate the colloquia to bring the brightest policy, academic, and technology minds around a number of timely cyber policy themes including the future of internet governance, privacy, malicious cyber activity and cyber conflict, and artificial intelligence. This joint effort will advance a number of Carnegie Corporation goals – deepening ties between Carnegie institutions, bridging the gap between policy and academia, and advancing policy relevant knowledge about an emerging critical global challenge of growing interest to the Corporation and the broader international security community. These convenings will be held in Washington, DC and Pittsburgh, and this grant will support Carnegie Mellon’s efforts to host a colloquium in Pittsburgh.
Website
Project Title
For support of a digital strategy planning process
Date
Sep. 08, 2016
Duration
6 months
Description
The Asia Society Center for Global Education works to ensure that all young people, regardless of their background, are globally competent and prepared to thrive in an increasingly interconnected world. Historically, the Corporation has provided support for two of Asia Society’s initiatives: 1) the Global Cities Education Network (GCEN), an international learning community of city school systems across Asia and North America that are rethinking the knowledge and skills students need for success and the educational strategies and systems required for all children to achieve them; and 2) the International Studies Schools Network (ISSN), a network of schools working to develop global competencies among its students within a rigorous academic environments. Over the course of this grant, Asia Society will carry out a planning process to develop a digital strategy, which, in combination with its in-person work, will allow the organization to increase collaboration among network participants, enable better knowledge-building and sharing, and ultimately deepen its impact across both the GCEN and ISSN.
Website
Project Title
For a project to enable socio-emotional learning through the Urban Assembly Resilient Scholar Program
Date
Sep. 08, 2016
Duration
11 months
Description
In order to be prepared for success in the 21st century economy, students require more than the successful acquisition of content knowledge and skills. Equal attention must be paid to students’ cognitive and socio-emotional growth, which is critical to young people’s success in school, the workplace, and life. The Urban Assembly (UA) runs a network of 21 high-performing public high schools in low-income communities in New York City. UA’s Resilient Scholars Program (RSP) is an evidence-based, replicable, and sustainable model for implementing socio-emotional learning (SEL) in an urban high school environment. With Corporation support, UA will build off of the success of its pilot year to undertake two primary strands of work: 1) Continue implementation of RSP in two of the pilot schools, and expand RSP to nine UA schools; and 2) Develop the UA Office of SEL to provide direct support to schools and disseminate lessons learned.
Website
Project Title
For a project on political Islam and changing forms of sociopolitical activism in Arab countries
Date
Dec. 08, 2016
Duration
24 months
Description
This renewal is recommended after staff evaluation of the extensive activities successfully implemented in the previous grant. In addition, staff examined the new leadership and affiliated experts in place at Carnegie Middle East Center (CMEC), which remains the top-rated think tank in the Arab region. Carnegie Endowment for International Peace (CEIP) and CMEC will study how Islamist and other political movements in North Africa and the Levant are changing—in terms of ideology, practices, and degree of popular support—following the political openings of 2011. This project will identify trends that indicate the political and economic trajectories of the region and facilitate stakeholder dialogue and policy development on particular issue areas.
Website
Project Title
For a project on learning to improve by building a field of improvement science in education
Date
Sep. 08, 2016
Duration
11 months
Description
The impact of education reform on reducing inequity in education over the past few decades has been constrained by the lack of approaches that effectively enable productive learning and sharing across the field. There is a need for a research and development enterprise that builds on ideas generated through traditional research about what can work (in some contexts, or for some populations) and ensures that we learn how to make them work, again and again and across contexts. The Carnegie Foundation for the Advancement of Teaching (Carnegie Foundation) has developed Networked Improvement Communities (NICs) as a strategy that allows researchers and practitioners to work together to learn their way into successful implementation reliably and at scale. This grant supports the prototyping and testing of three field-building strategies that support the growth of the NIC movement while simultaneously building capacity across the field for quality enactment of the improvement principles.
Project Title
For the math circles on Native American reservations project, an educational program for students and teachers in the Four Corners region
Date
Sep. 08, 2016
Duration
59 months
Description
Historically, Native American communities have been underserved in education, particularly in mathematics and the science. In addition, interventions to address this challenge have often been research-motivated and have had limited impact. The Mathematical Sciences Research Institute (MSRI) proposes a new program to improve K-12 mathematics education on Native American reservations in the Four Corners region. MSRI seeks to integrate and expand the work of the Navajo Nation Math Circle (NNMC) project, which organizes and runs programs centered on mathematical exploration for students and teachers, with the work of a group of mathematicians from the University of Utah, who have been facilitating culture-based professional development for math teachers. This grant supports the development of a program structure that can be adopted by other underserved communities, and which includes math circles and summer math camps for K-12 students as well as math circles and professional development workshops for teachers.
Website
Project Title
For strengthening expertise on national security and U.S. foreign policy
Date
Dec. 08, 2016
Duration
24 months
Description
The Truman Center for National Policy (Truman Center) is a leadership development organization that provides training and networking opportunities for emerging national security experts. With previous Corporation support, Truman Center has built its connections with congressional and administration staff, and helped its fellows find positions at research institutions and in government. Through this renewal, Truman Center will continue recruiting and training new members, connecting its members and alumni to policy officials, and increasing its research and outreach programs.
Website
Project Title
For the development and implementation of a community of practice as part of America Achieve's GripTape initiative on increasing youth agency
Date
Dec. 08, 2016
Duration
12 months
Description
Current school environments often provides limited opportunities for youth to exercise and practice agency – the ability to make intentional choices about and take an active role in the course of their own learning. Agency is not only directly related to greater engagement, learning and development, but is also key to honing the skills needed for success in today’s knowledge economy: self-direction, problem-solving, goal-setting, self-regulation, and reflection. GripTape, a new initiative of America Achieves’ Accelerator, aims to ensure that youth are the true drivers of their learning and development and are able to seize great opportunities to grow, lead, and serve. With the support of this grant, GripTape plans to launch a Community of Practice to explore fostering youth agency outside of the formal learning environment. They plan to convene five to ten organizations who are working with youth as leaders, to identify pain points and areas for growth and establish a starting framework for the adoption of youth agency in the field.
Website
Project Title
For Every Student Succeeds Act implementation and support
Date
Sep. 08, 2016
Duration
12 months
Description
The new Every Student Succeeds Act (ESSA) shifts responsibilities among, and affects the roles of, the federal government, state education agencies, and district leaders. In order to effectively manage the important work that awaits them, move to a prioritization of continuous improvement over compliance, and use the law to advance its central goal of equity, capacity needs to be built at each level of government for effective implementation. The Aspen Institute seeks to support each of these actors: districts, primarily by building in ESSA support for their existing network of urban superintendents; states, by creating a framework for using ESSA to advance equity and a discussion guide on working with districts; and the federal government, by convening and supporting the Aspen Senior Congressional Educational Staff Network. This grant supports work at each level, with an overarching focus on equity and fostering alignment between levels.
Website
Project Title
For the development of a state-level poll of the public's attitudes toward public schools
Date
Sep. 08, 2016
Duration
12 months
Description
Under the new Every Student Succeeds Act (ESSA), significant responsibility is devolved to the state level, along with the explicit expectation that the opinions of key stakeholders – including parents and communities – will be solicited and incorporated into state plans. Given this, and the increase in survey data and information available today, policymakers at the local and state level need a source of insight into their communities’ perspectives. Founded in 1906, Phi Delta Kappa International (PDK) is a professional membership association that strives to provide educators with access to information, support, and resources they need to improve teaching and learning. For 48 years, their national poll of the public’s attitudes toward public schools has helped provide a measure of stakeholder opinions about American education. With this grant, PDK plans to develop a state-level poll that builds off their national poll, to provide trustworthy information to state and local decision-makers about what the public wants from public schools.
Website
Project Title
For support of Fair Elections Legal Network’s Campus Vote Project
Date
Sep. 08, 2016
Duration
18 months
Description
Only 19.9 percent of 18- to 29-year-olds cast a ballot in the 2014 elections—the lowest rate in forty years. Surveys of non-voting students indicate that, rather than a lack of interest, barriers stemming from a lack of information and planning, like missing an absentee ballot request deadline, more often keep youth from the polls. In order to overcome this fact and increase student participation, college administrators could make student voting an ongoing and central part of their schools’ educational missions. With Corporation support, Fair Elections Legal Network’s Campus Vote Project will help 130 college campuses in twenty-one states—including community colleges—institutionalize reforms that provide extensive voter registration opportunities, clarify election rules that confuse college students, create a regular flow of information to remind students of important deadlines, and facilitate direct participation in democracy by getting polling places on campus and encouraging students to work at the polls.
Website
Project Title
For support of a project to create shortened case studies, videos, and a viewing guide to accompany the Schools to Learn From report
Date
Sep. 08, 2016
Duration
12 months
Description
With Corporation support, Stanford University’s Understanding Language program identified secondary schools across the United States that are succeeding in preparing English Language Leaners (ELLs) from a variety of language backgrounds for success beyond high school. The 2015 Schools to Learn From study has generated interested from a wide range of stakeholders, but the length of the report, at almost 250 pages, limits its ready use by the widest possible audience. This renewal grant will support Stanford to 1) develop a condensed set of case studies aimed at sharing the seven innovative school design elements found across the schools from the original report, with a focus on how these elements, and the instructional practices that stem from them, allowed these schools to serve their ELLs successfully; and 2) create a set of videos and a viewing guide to bring to life the practices from the report. The shortened case studies, videos, and viewing guide will complement the Schools to Learn From report and make it far more accessible to practitioner and policy audiences in order to increase its impact.
Website
Project Title
For support of the Bodleian Libraries’ Digital Archives project
Date
Sep. 08, 2016
Duration
52 months
Description
Over the past 400 years, the University of Oxford’s Bodleian Libraries have built one of the world’s great stores of memory—a trove of books, manuscripts, archives, maps, photographs, and other materials that document the creativity of great writers and artists, the findings of scientists and economists, and countless notable historical events. These collections have inspired students and scholars in Oxford throughout the centuries, from Christopher Wren to John Locke, from Edmund Halley to JRR Tolkien, from Dorothy Hodgkin to Jacques Derrida. In the 20th century, the Bodleian Libraries made much of its catalogue of printed books available online, published the first web site of any library in the UK, and partnered with Google for a mass digitization effort. However, because of rudimentary technology available at the time, some key parts of the collections were omitted, including major holdings of historical, political, and scientific archives and manuscripts. With Corporation support, the Bodleian will make these collections widely accessible for the first time.
Project Title
For a project to evaluate the out-of-school time (OST) partner programs and to develop a digital teacher toolkit to improve OST instruction
Date
Sep. 08, 2016
Duration
4 months
Description
Students in the nation’s most underserved communities require personalized learning opportunities to improve literacy skills and narrow the achievement gap. Classroom, Inc. builds students’ literacy and leadership skills through a blended learning model—implemented during, after, or outside of the school day—that has positive, measurable impact on students’ reading levels. Classroom, Inc. posits that this model can have particular value-added in an out-of-school-time (OST) setting, where community educators rarely have rigorous instructional materials and are actively seeking engaging tools to employ with students during OST. A lack of rigorous content and support services for OST program staff who wish to integrate digital learning tools into their instruction inhibits the effective use of this model during OST. Classroom, Inc. seeks to address this problem and maximize the instructional value of OST programming by creating and codifying an engaging, scalable digital learning program for OST that improves students’ 21st century skills, reading behavior and motivation, and career awareness. With Corporation support, Classroom, Inc. will evaluate its pilot OST program and develop a digital teacher toolkit with the ultimate goal of codifying a replicable, scalable OST model.
Website
Project Title
For the Institute for Student Achievement to develop a program that redesigns the high school learning environment by integrating socio-emotional teaching and learning into the academic core
Date
Sep. 08, 2016
Duration
6 months
Description
Research confirms that preparing high school students, particularly underserved students, to be college and career ready requires not only the development of content knowledge and academic skills, but also non-cognitive factors, or socio-emotional skills, that underpin academic performance and persistence in secondary and post-secondary education. The Institute for Student Achievement (ISA), a division of the nonprofit Educational Testing Service (ETS), is a 22-year-old national organization with a strong track record of successfully transforming chronically low-performing high schools. Through the Integrating Non-Cognitive Teaching and Learning into the Academic Core Project (INTLP), ISA intends to demonstrate that supporting students to develop a core set of socio-emotional skills, behaviors and attitudes related to academic achievement in conjunction with developing their content knowledge and core academic skills produces high school graduates that are prepared for college and career success. Funding from the Corporation will enable ISA to conduct a five-month planning and pilot of INTLP, during which the organization will curate program curricula and resources and work with three New York City high schools to implement and refine the INTLP program in preparation for expansion following the pilot phase.
Website
Project Title
For support of Public Works
Date
Sep. 08, 2016
Duration
12 months
Description
Authentic engagement with communities is foundational to effective educational experiences that support an expanded vision of success for all. The Public envisions theater as a truly democratic endeavor, engaging communities in the experience of theater both as audience and as actor. Through Public Works, The Public partners with organizations working with school-aged children in underserved communities throughout New York City, engaging individuals in those communities as active participants in public theater through dynamic programming and performances responsive to the needs and interests of those communities. This engagement gives students in these communities the opportunity to develop cognitive and behavioral skills, ignites a curiosity to learn, instills a will to work hard, and builds knowledge and skills for the future. With Corporation support, The Public Theater will partner with community organizations to engage underserved, school-aged children in acting classes and workshops, community events, and performances.
Website
Project Title
For building and sustaining a foundation for productive U.S.-Russia engagement
Date
Dec. 08, 2016
Duration
25 months
Description
The relationship between the United States and Russia is important, but broken. The Kennan Institute (Kennan) sees a window of opportunity to normalize bilateral relations. Kennan has leveraged its experience in Ukraine and Russia to bring its top experts from the region to Washington to inform policymakers and the public. It has trained academics to reach students, officials, and media; and briefed policymakers and journalists through programs that feature resident academics and experts. Kennan also brings its talent to engaged citizens across the country. This new work will help academics convey data and analysis to those in government, and sustain understanding, cooperation, and exchange among intellectual and opinion leaders in the United States, Russia, and the region.
Website
Project Title
As a one-time grant for the William Perry Project
Date
Sep. 08, 2016
Duration
20 months
Description
The Perry Project, housed at the Nuclear Threat Initiative, seeks to increase public awareness of nuclear dangers through education of next generation leaders. The project was founded three years ago by William J. Perry, the 19th Secretary of Defense. Corporation support will allow the Perry Project to build, through an online course and web videos, understanding of today’s nuclear challenges among those that have come of age after the Cold War. Through a partnership with Stanford University, the project has begun to create a Massive Open Online Course (MOOC) “Living at the Nuclear Brink: Yesterday and Today,” which will be freely available online through Stanford and enable thousands of people to learn about nuclear issues without regard to location, nationality, age, or ability to pay tuition. Corporation support will enable this collaboration and produce other short videos to build greater public understanding of the nuclear challenge.
Website
Project Title
For a conference on Mountstuart Elphinstone and the legacy of colonialism in South Asia
Date
Dec. 08, 2016
Duration
12 months
Description
The academic field of Afghanistan Studies has traditionally been small and isolated, and, since 2001, has primarily focused on U.S. security issues. The Elphinstone Project, led by Professor Shah Mahmoud Hanifi at James Madison University, seeks to reconnect the field to regional and global issues through a series of conferences, which include experts from several South Asian countries and academic disciplines. With Corporation support, the Elphinstone Project will host the second of these conferences at Elphinstone College in Mumbai, which will result in a published book of revised conference papers.
Website
Project Title
For a research project on the human capital strategy of D.C. Public Schools
Date
Sep. 08, 2016
Duration
11 months
Description
FutureEd is a think tank at Georgetown University that combines the methodological rigor of sound educational research with a focus on effective policy analysis and clear communication. Its goal is to broaden and deepen the national commitment to creating a high-quality, performance-based teaching profession through research, analysis, thought-leadership, and convenings. For nearly a decade, the District of Columbia Public Schools (DCPS) has pursued one of the most comprehensive efforts in the nation’s history to reshape the public school teaching profession, strengthening its human capital system to support high quality teaching. However, these changes have not been well-documented and the results have not been widely disseminated to policy makers and the public. This grant will support FutureEd to undertake a comprehensive analysis of the DCPS reforms and to disseminate the final report, thereby providing education leaders with a detailed portrait of an approach to improving educator effectiveness and large-scale human capital reform.
Website
Project Title
For support of a United States-Iran Track II dialogue
Date
Dec. 08, 2016
Duration
24 months
Description
A year on from the signing of the Joint Comprehensive Plan of Action (JCPOA or Iran deal), U.S-Iran relations remain uneasy. In the absence of normalized diplomatic relations between the two countries, Track II negotiations remain one of few avenues for continued dialogue. New America Foundation’s U.S.-Iran Track II Dialogue project has an established network of influential and knowledgeable American and Iranian participants who have developed relationships and trust that allow for nuanced and in-depth discussion about issues of mutual interest. During this project, in addition to continuing to convene dialogues and strengthen its network, New America aims to utilize the dialogues to continue to engage policy makers and experts on the implementation of the JCPOA, propose viable paths for the re-establishment of consistent, official U.S.-Iranian diplomatic relations, and engage participants on regional security issues.
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Project Title
For advancing educational equity and stakeholder engagement in New York state
Date
Dec. 08, 2016
Duration
12 months
Description
Within New York, as across the country, massive systemic inequities in educational access, opportunity, and performance hold back low-income children and children of color by depriving them of the essential skills that are required for success in the 21st century. As the New York state affiliate of the national Education Trust, the recently launched Education Trust-New York (ETNY) aims to use advocacy—in collaboration with diverse partners—and the promotion of data-centered, student-focused solutions, to mobilize public will, engage key policymakers, advance innovation, and drive the lasting policy and programmatic changes that can raise achievement and opportunity for all of New York’s students. Their strategies include building capacity for data/modeling in partner organizations, convening a statewide coalition, and developing messaging and narratives around key issues.
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Project Title
For research on the impact of social networks on the political participation of youth
Date
Dec. 08, 2016
Duration
24 months
Description
The growing prevalence of social media has had a profound impact on American journalism and politics, one that cannot yet be fully understood. For youth, who are more reliant on social media, the effect is even more exaggerated. Following websites, social networking applications are the primary source of news for young adults. Because social networks often consist of like-minded friends, family-members, and colleagues, the news stories encountered on these networks are often homogeneous and reinforcing of existing attitudes. With Corporation support, researchers at the University of Wisconsin will study how such polarized and personalized media consumption is influencing young voters’ engagement in the political system.
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Project Title
For support of the Four Freedoms Fund, a donor collaborative on immigrant civic integration at the state level
Date
Dec. 08, 2016
Duration
12 months
Description
Immigration has been a dominant theme throughout the 2016 presidential election season. Regardless of who is elected, it is likely that most immigration policy work in the coming years will continue to be focused on the state level. Advocates will have to double down on local efforts to advance positive immigration policies and counter the anti-immigrant rhetoric that has emerged from this election season. Established in 2003 with Corporation support and housed at Neo Philanthropy (formerly known as Public Interest Projects ), the Four Freedoms Fund (FFF) is a donor collaborative that supports state-based and regional immigrant-serving coalitions across the country. FFF serves a hybrid role of convener, grantmaker, and strategist, connecting grassroots organizations with national immigrant integration groups. With renewed Corporation support, FFF will continue to support state and regional groups across the country through grants that build institutional capacity, strategic collaboration among grantees, effective communications, and alliances with other constituencies.
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Project Title
As a final grant for postgraduate training and research programs to advance scholarship and improve the retention of African academics
Date
Dec. 08, 2016
Duration
6 months
Description
Makerere University’s project to train and retain a new generation of academics has provided masters, doctoral, and postdoctoral support to 147 scholars and scientists since its inception in 2010. The project has also stimulated the publication of a range of books, journal articles, and working papers, while skill-building workshops have trained faculty members in scholarly writing, writing policy briefs, and research management. This grant will allow the university to support the completion of two doctorates, the continuing studies of twelve doctoral students, and program administration and management.
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Project Title
For a project to transform science, technology, engineering, and math (STEM) teacher mentoring
Date
Dec. 08, 2016
Duration
18 months
Description
Trellis Education (Trellis) is pioneering a solution to the Science, Technology, Engineering, and Mathematics (STEM) teaching crisis. Launched in 2015, Trellis is enacting a research-based, six-year trajectory of learning and support for those entering the secondary STEM teaching profession, beginning with bolstering pre-service work in partner teacher preparation programs and culminating in mentoring of new teachers and National Board Certification. By focusing on improving rigor and cohesion in existing programs, Trellis is helping to build a pipeline of excellent, ambitious STEM teachers who stay committed to the teaching profession and raise science and math achievement for a new generation of students. Support from the Corporation will enable Trellis to build, study, and scale their work in five California school districts, including (1) to determine the key components of building and implementing the first two years of a highly-effective STEM-specific, long-term teacher mentoring model; (2) to build a community of mentors who provide targeted, STEM-specific mentoring support to early-career teachers; and (3) articulate and begin to implement action plans for partner districts and schools to financially sustain and expand long-term mentoring for early-career STEM teachers.
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Project Title
For the School Systems Leadership Fellowship program
Date
Dec. 08, 2016
Duration
18 months
Description
The link between effective leadership and student success is clear: students achieve more in districts with better superintendents. The School Systems Leaders Fellowship (SSLF), previously a program of Teach for America (TFA) and now an inaugural project at Cambiar Education (Cambiar), is poised to play a significant role leading the charge to strengthen system level leadership. SSLF’s mission is to attract, develop, and support aspiring school systems leaders from diverse backgrounds to be the catalysts for transforming public education systems to ensure all students have access to excellent educational opportunities. The Fellowship helps participants develop the core skills – instructional, managerial, political, and strategic – necessary to be transformational systems leaders through a highly selective and rigorous leadership development program. Corporation funds will support Cambiar to implement and grow the SSLF, enabling the development of forty additional aspiring system leaders in the 2017 and 2018 cohorts as well as ongoing career support to alumni serving students in school systems across the country.
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Project Title
For the execution of the revitalization plan
Date
Dec. 08, 2016
Duration
12 months
Description
Education Pioneers focuses on building a pipeline of highly skilled school systems leaders through the recruitment of professionals from a wide array of academic and professional backgrounds. After years of sustained growth, in 2016 Education Pioneers experienced a decline in the number of participants entering its fellowship program. To address these issues, Education Pioneers has developed a year-long revitalization plan featuring three areas for targeted improvement: 1) Talent recruitment into its summer and career fellowship tracks; 2) Partnership development focusing on working with partners to identify projects and roles that Education Pioneers knows it can tap talent to fill; and 3) Improving talent-to-partner matching and placement. This grant will support Education Pioneers’ execution of the revitalization plan.
Website
Project Title
For enhancing the quality of New Tech Network's current approach to whole school transformation, piloting alternate approaches to school transformation, and building knowledge about the impact and efficacy of both strategies
Date
Dec. 08, 2016
Duration
12 months
Description
Students require deep, challenging, and relevant learning experiences in order to prepare for productive futures, and transformation at the classroom, school, and system levels is needed to bring these experiences to every student. New Tech Network (NTN) has a twenty-year history of enabling school transformation by partnering with school districts to support practitioners to implement personalized, project-based learning. This grant will enable NTN to enhance the instructional and pedagogical resources that exist on its online learning platform, Echo, and pilot a new partnership model in which teacher teams (NT Teams) will drive school-level change beginning in the classroom. This grant will also provide support for the research and evaluation of these efforts so that NTN can measure success and leverage key insights to drive continual improvement, including analysis of the mechanisms by which classroom-level innovation may spread to whole-school transformation.
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Project Title
For national organizing work, including the Community Organizer Training Program and the Parent Leader Institute.
Date
Dec. 08, 2016
Duration
12 months
Description
The national education reform movement has begun to see the power of engaging the people closest to the issues – in particular, low-income families in failing schools – but organizations often lack the expertise and capacity to effectively engage and organize the parents of these families. Over the past several years, Innovate Public Schools (Innovate) has emerged as a national leader in community organizing for education reform. This grant supports Innovate’s national organizing work, including their Community Organizer Training Program and National Parent Leader Institute, which work in tandem to train and develop effective community organizers and parent leaders in order to build effective and sustainable school reform efforts in communities across the country.
Website
Project Title
For building public understanding around educational equity while giving a voice to families and educators
Date
Dec. 08, 2016
Duration
12 months
Description
Chalkbeat is a nonprofit news organization established in 2013 covering educational change efforts and changing the education landscape in the communities where they work. Their mission is to provide deep, local coverage of education policy and practice to inform the decisions and actions that lead to better outcomes for all children, especially those in the low-income communities where improvement can have the largest impact. Unique among news sources, some of Chalkbeat’s most engaged readers are classroom teachers and school leaders who describe Chalkbeat as an essential resource to help them navigate the education system, identify promising practices, and make sense of challenges. They also reach the low-income parents who are the ultimate constituents of school improvement efforts by partnering with community, church, and school groups as well as through Facebook. With Corporation support, Chalkbeat proposes to give a voice to families and educators in the formation of education policy and practice with a focus on new school design models and innovations in teaching and leadership.
Website
Project Title
For field module execution, evaluation, strategic planning, and general support
Date
Dec. 08, 2016
Duration
15 months
Description
The National Academy for Advanced Teacher Education (NAATE) is dedicated to the development and delivery of advanced programs of professional learning for experienced educators to develop, retain and deploy them in classrooms and school buildings in our nation’s high poverty schools. Through three programmatic areas, the Teacher Fellows, School Leaders Fellows, and Field Modules initiative, NAATE aims to improve outcomes for students in high-needs schools through a whole school approach to change that aims at deepening teacher instructional practice and leveraging teachers to support and lead their peers. Support for NAATE will focus on four areas: 1) Conducting an external evaluation to determine the impact of its programs on teacher and school leaders’ practices; 2) Conducting a strategic planning exercise to refine NAATE’s business model, value proposition, and ensure that it is positioned for long-term sustainability; 3) Testing of three Field Modules and identification of two additional modules to develop; and 4) General operating support.
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Project Title
For support for the National Commission on Teaching and America's Future State Network to Improve Teaching and Learning
Date
Dec. 08, 2016
Duration
9 months
Description
The National Commission for Teaching and America’s Future (NCTAF) is a bipartisan organization committed to engaging policymakers and practitioners to address the recruitment, development, and retention of great teachers. Last year, the Corporation supported NCTAF to convene researchers, educators, policymakers, and thought-leaders to contribute their research, expertise, and voice to a report on supporting great teaching. This grant builds on that work, supporting NCTAF and its partners to plan a multi-year initiative at the state level to transform teaching and learning based on the recommendations of the report. Specifically, the planning grant will support the development of a robust strategy and implementation plan for NCTAF’s State Networks and the initial design of key resources necessary to launch the initiative.
Website
Project Title
For building public understanding around Next Generation High Schools for parents and communities
Date
Dec. 08, 2016
Duration
12 months
Description
The 74 is a new news organization launched in July 2015 to address a significant public understanding gap about education reform. In just over a year, The 74 has established its brand and platform and now wants to focus on its mission of closing the understanding gap about education and increasing public awareness of key policy and parenting issues around ensuring all kids have access to a great school that meets their specific needs. This grant to The 74 is for: 1) general operating support to further the site’s overall goals around communicating with parents; and 2) support for a beat focused on introducing parents to the most exciting and promising school models and designs for closing the achievement gap. Both areas include dedicated work to strengthen and expand the site’s marquee efforts to reach parents via video and build their understanding of key educational concepts so they can participate effectively in their children’s education.
Website
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