Grants for Exclusive - see details - Education

This grant provides funding to nonprofit arts and cultural organizations in Berkshire County, Massachusetts, to develop innovative projects that enhance community engagement in the arts, particularly for underserved populations.

The "Stem" grant is aimed at gathering information and suggestions from potential partners to help USAID and the Egyptian Government expand and improve STEM (Science, Technology, Engineering, and Math) education in mainstream public schools in Egypt, with a focus on interdisciplinary learning, project-based instruction, and soft skills development.

This funding opportunity supports collaborative research projects among faculty at Indiana University School of Medicine to develop innovative ideas and generate data for larger grant applications.

This grant supports local LGBTQIA+ groups in selected counties of New Mexico. It aims to fund ongoing programs that offer social support across all ages within the queer community. The grant encourages initiatives in the arts, humanities, and social sciences, focusing on human rights, public health, sex education, and various cultural expressions. Projects that address significant needs within the queer community are prioritized.

The Youth Climate Action Fund (YCAF) Micro-Grant Program, established by the City of La Crosse, aims to empower youth aged 15-24 to address urgent climate challenges within their community. This program directly aligns with the City's Climate Action Plan by activating youth-led initiatives. The foundational mission of this grant is to foster environmental stewardship and action among young residents, contributing to the broader strategic priorities of the City in climate mitigation and adaptation. The primary beneficiaries of this program are young individuals and youth-led groups between the ages of 15-24, residing in or directly benefiting the city of La Crosse. The overarching impact goal is to create a tangible difference in the local environment through youth-driven projects, thereby fostering a generation of climate-conscious leaders and contributing to the city's sustainability objectives. Projects must fit within the strategies of the City’s Climate Action Plan, ensuring alignment with municipal environmental goals. The program prioritizes several key areas. These include youth-led awareness, education, research, and development initiatives, such as climate education programs, hackathons, surveys, and public art campaigns. Additionally, youth-driven climate mitigation and adaptation projects are highly encouraged, encompassing community gardening, tree planting, waste reduction, and climate resilience workshops. Finally, co-governed youth climate action plans, which involve partnerships between city leaders and youth groups to inform policy and decision-making, are also a core focus. Expected outcomes include a more engaged and educated youth population regarding climate issues, the implementation of various local sustainability projects, and a reduction in the city's environmental footprint. Measurable results could involve the number of participants in youth-led initiatives, the amount of waste reduced, the number of trees planted, or the development of new climate-related policies influenced by youth input. The program’s theory of change posits that by providing direct funding and support to youth-led projects, it will catalyze innovative solutions and foster a sense of ownership and responsibility among young people for their local environment, thereby contributing to the long-term sustainability and resilience of La Crosse.

This funding opportunity is designed to support Kyrgyz nonprofit organizations and educational institutions in fostering entrepreneurship and strengthening commercial ties with U.S. businesses to promote economic development in the Kyrgyz Republic.

The Inspiration Grants opportunity provides Library Services and Technology Act (LSTA) funding for California libraries that are inspired to implement projects outside of the State Library’s other funding opportunities. Inspiration Grants provide funding for projects that may not fit within the bounds of the other grants offered by the State Library and/or for ideas that are generated outside of other funding opportunity application timeframes.

Purpose of Public Diplomacy Grants: The PDS invites proposals for programs that strengthen ties between the United States and the Kyrgyz Republic and support a priority program area (see below) in order to highlight shared values and promote bilateral cooperation. All proposed programs must include an American element, either through a connection with American expert/s, organization/s, or institution/s, usage of American educational/informational resources, or any other activities that promote or contribute to increased mutual understanding between the people of the United States and people of the Kyrgyz Republic. Competitive proposals will promote continued/sustainable cooperation between the people of the United States and the Kyrgyz Republic even after the project concludes.Special consideration will be given to proposals which include partnership with Kyrgyz governmental bodies, and to organizations that have a demonstrated track record of implementing these types of partnerships.PDS invites proposals for programs that support one of the following U.S. Embassy priority program areas:Sustainable Economic GrowthAccountable Governance and StabilityEnglish Language ProgrammingClimate Change Resilience and Environmental ProtectionCombating Transnational Threats.

The Mansfield City Schools Fine Arts Fund, administered by the Richland County Foundation, provides grants to enhance arts and visual cultural integrated education in Mansfield City Schools. The fund supports classroom experiences that connect students with local and regional arts resources. Grants may support structured field experiences at local cultural institutions, as well as participation in regional, state, or national art integration programs. Applicants should outline measurable goals and educational outcomes and coordinate details such as budgets, scheduling, and transportation with partner organizations prior to applying. The annual grant budget generally ranges from 1,500 to 3,000 dollars. Eligibility is limited to teachers employed by Mansfield City Schools. Applicants must identify the appropriate approver for funding requests and ensure projects align with educational objectives. The fund does not support storage containers and rugs, substitute teacher costs, seating and furniture, or physical technology items such as cameras or tablets. Applications are due May 1, 2024. Grant duration is not stated. Additional information is available from the Richland County Foundation.

The Public Diplomacy Section (PDS) of the U.S. Embassy in Tbilisi is pleased to announce an open competition for the Georgian TVET Institutions to submit applications to the Technical and Vocational Education and Training (TVET) Support Program 2024. Interested applicants should submit proposals to TbilisiGrants@state.gov by July 1, 2024, 18:00. A. PROGRAM DESCRIPTION Background: Georgias Technical and Vocational Education and Training (TVET) reforms are aimed at supporting socio-economic development, poverty reduction, and developing human capital to meet the needs of the labor market. Thus far, reform has primarily focused on identifying labor force needs and reducing the mismatch between supply and demand, to reduce overall unemployment and increase the employment rates of TVET graduates. Self-employment (mainly underemployment in subsistence agriculture) and high urban unemployment remain major economic challenges. The gender imbalance in vocational education is a significant challenge to the development of an inclusive TVET system and a barrier to womens labor force participation. Community or family beliefs undermine the potential role of women in contributing to sustainable and productive livelihoods. Gender stereotypes about the kinds of work women and men should do limit students from pursuing satisfying careers in non-traditional areas. Negative gender norms and beliefs hold back girls and women from applying for traditionally male-dominated trades in lieu of female-dominated trades, which may not necessarily lead to profitable work. We face the same problem with female-dominated fields where negative gender norms are affecting boys and mens decisions to follow some specific career paths. In general, gender-specific differences are most pronounced in the education, health, and welfare disciplines, which are clearly dominated by women. In contrast, men dominate in engineering, manufacturing, construction, and services (Geostat, 2018). Culturally, a negative stigma affiliated with TVET harkening back to the Soviet Union, has become a significant barrier for the much-needed program. TVET is not considered a desired or first-rate career path. There is a prevailing belief that TVET qualifies graduates for low status, manual, and poorly paid jobs. Employers do not trust vocational qualifications. Vocational counselling and career planning services are an essential element in the countrys education and training system. Although some reforms have been started towards this direction, still counselling and guidance remain at a basic level, mainly due to insufficient staffing. As a result, students in primary and secondary education, young people and parents making important life decisions do not always have enough information on the available educational and occupational choices and they often have to make uninformed decisions. Weak career guidance is followed by weak support for job search and job intermediation, especially for young people as they enter the labor market for the first time. The analysis shows that young people (and especially young women) face obstacles transitioning to the labor market. This includes inflation of qualifications, lack of trust of vocational qualifications, preference for higher levels of education, work experience requirements, and the mismatch of skills between supply and demand. In spite of the high level of unemployment, employers find it difficult to locate the personnel they require. Program Objectives: The objectives of the Technical and Vocational Education and Training (TVET) Support Program 2024 are the following: Developing systematic vocational counselling and career guidance from school to higher education level for all learners, jobseekers, and alumni, for better informed career decisions and higher access to labor market. Mainstreaming gender in TVET integrating a gender perspective and priority in all policy planning, implementation, and evaluation activities at all levels. Increasing the participation of female students in formerly male-dominated TVET programs and promoting formerly nontraditional TVET programs to both, female and male students to overcome discriminatory cultural norms and community practices so that women and men benefit equally from the same opportunities. Strengthening the capacity of TVET providers to overcome gender disparity in student recruitment and retention. The Public Diplomacy Section (PDS) of the U.S. Embassy in Tbilisi will accept projects proposed and managed by Georgian TVET institutions that support the above listed objectives. Note: Proposals from regional TVET institutions that include public-private partnerships are encouraged.

The MPRINT Hub, serving as a national resource, aims to conduct and support therapeutics-focused research in obstetrics, lactation, and pediatrics, enhancing the inclusion of individuals with disabilities. It coordinates and supports operations of the MPRINT Hub, aggregating knowledge and identifying deficits in maternal and pediatric therapeutics to inform drug development and regulatory science. Funding is available for one year, covering clinical and postdoctoral fellow awards up to $25,000 and faculty awards up to $150,000, with a total award amount around $500,000. LOI: April 30th 2024

The City of Naperville in Illinois is offering grants ranging from $10,000 to $100,000, funded by the National Multistate Opioid Settlement, for approved opioid remediation programs and services that benefit Naperville residents, with applications open to a wide range of organizations including school districts, medical providers, and non-profits.

The Cultural Coalition of Washington County in Oregon is offering grants ranging from $1,000 to $10,000 to support arts, culture, and humanities projects that promote cultural diversity, community partnerships, and public engagement, with priority given to nonprofit organizations and educational institutions that serve the residents of Washington County.

This funding opportunity provides financial support to schools, districts, and outdoor school providers in Oregon to create or improve outdoor school programs for fifth and sixth-grade students, ensuring all students have access to enriching outdoor experiences.

This funding opportunity provides financial support for the construction, renovation, or enhancement of arts facilities in Alabama, benefiting local arts organizations and communities.

The Motor Vehicle Crime Prevention Authority (MVCPA) has issued a Request for Applications (RFA) for Fiscal Year 2025 to support local law enforcement efforts in combating motor vehicle theft, burglary from motor vehicles, and fraud-related motor vehicle crimes. This grant program is designed to provide funding to Texas law enforcement agencies to enhance their capabilities in addressing these specific crime issues. The funding is available for the operation of programs that meet the requirements and conditions outlined in the RFA, which is published in the Texas Register to ensure compliance with legal requirements. The grant aims to continue supporting programs that have demonstrated positive performance in FY2024, with possible renewal for FY2025 based on availability of funds and successful past performance.

The Parks & Public Space Initiative, supported by the Oklahoma City Community Foundation, focuses on enhancing public lands within the Greater Oklahoma City area. This initiative stems from the Margaret Annis Boys Trust, established in 1991, with a mission to encourage landscaping and beautification projects in public spaces such as parks, medians, and other public lands. The foundation's strategic priority is to foster community engagement and improve the quality of public spaces for residents, aligning with a theory of change that posits improved public spaces lead to increased community well-being and utilization. The target beneficiaries of this grant program include neighborhood/community groups, 501(c)(3) nonprofit organizations, and local government agencies within Oklahoma County that are connected to parks, school parks, trails, and other public spaces. The program aims to achieve several impact goals: increasing the utilization of public spaces for recreation, cultural, and health improvement; engaging various community entities in improving these spaces and their programs; and enhancing community stewardship of parks, school parks, trails, and other public lands. The initiative prioritizes funding landscaping and beautification projects in public community spaces, including neighborhood/community parks, school parks, trails, public medians, and other public lands in central Oklahoma. Eligible items for funding include plant materials, soil amendments, mulch, irrigation, and landscape amenities like shade structures and benches. Master plans and tree canopy studies are also considered. While the majority of grants support infrastructure and related activities, neighborhood streetscapes are a lower priority. Projects must be completed within one year and be open and accessible to the public. Expected outcomes and measurable results include a demonstrable increase in the use of public spaces, improved aesthetic quality of parks and public lands, and stronger community involvement in the planning, implementation, and ongoing maintenance of these projects. A significant volunteer component is required for each proposal, underscoring the program's commitment to fostering community stewardship. Additionally, a realistic location, installation, and maintenance plan with identified responsibilities and budget must be submitted to ensure the project’s sustainability, with tree plantings specifically requiring a three-year maintenance plan for establishment.

A. PROGRAM DESCRIPTION Executive Summary: The U.S. Embassy Public Diplomacy Section in Dushanbe, Tajikistan is soliciting proposals for a cooperative agreement to administer the English Access Scholarship program, that meets the specifications stated below. The implementer must be a legally recognized non-governmental organization, that meets U.S. and Tajikistan technical and legal requirements to develop and implement Public Diplomacy Programs as specified in Section C. Background: Launched in 2004, the English Access Scholarship Program (hereafter known as Access Program or Access) is a two-year global scholarship program supported by the U.S. Department of State and managed by the U.S. Embassy of Tajikistan that provides a foundation of English language skills to bright, underserved students, primarily aged 14 to 15. This two-year, 360-hour program exposes participants to U.S. culture, global citizenship, and democratic values through English language scholarships, professional development opportunities for teachers and administrators, and programming for alumni. Consisting of both in-class and off-site activities, the program curricula must integrate the four pillars of the Access Program: global citizenship themes, U.S. culture and values, 21st-century skills, and English language instruction. Project description: The goal of the Access Program is to equip talented students who possess a minimal knowledge of English with effective communication and critical thinking skills through meaningful interaction, cooperative learning strategies, and real-life contexts. Additionally, Access seeks to prepare students for conversational English language skills with native and non-native speakers of English through a variety of experiential learning activities. Selected participants must be bright, economically disadvantaged students with a beginning level of English. Participants should commit to enroll in classes during the full two-year program. Students are expected to graduate with certificates of completion from the U.S. Embassy in Tajikistan at the end of their two-year program. The Program is divided into two distinct phases: (1) 360 hours of after school classroom instruction, consisting of a minimum 6 hours per week and maximum 2 hours per day as well as (2) off-site activities that are cohesive and clearly linked to the curriculum described below. The program curriculum must focus on the Media Literacy and Civic Engagement themes. These themes remain relevant in both urban and rural areas of Tajikistan and the youth will learn to analyze, evaluate, and expand their access to alternative sources of information through the in-class and off-site activities on Media Literacy. It also aims to engage youth in more active civic lifestyles based on critical thinking skills, sharing and production skills, informed decision-making, and active participation. Media literacy improves citizens' understanding of fundamental rights such as communication, as well as the balance between these rights and ethical obligations at the personal and collaborative levels. By tying these values to the concept of global citizenship, media literacy education encourages youth to respect and support the rights of others. Program Design When designing an Access program, providers should take into consideration the time needed to recruit and train teachers and to select students for the program prior to beginning instruction. In addition, the purchase of textbooks and supplies will be an important part of program planning. The U.S. Embassy recommends using four levels (Starter, Elementary, Pre-Intermediate and Intermediate) of American Headway Textbooks. Access Teacher Community of Practice (CoP) It is highly recommended that providers plan for and budget to pay teachers to attend at least two hours per month of teacher professional development through the free Access Teacher Community of Practice (CoP). The Access Teacher CoP is an online resource for teachers to receive professional development focused on model lesson plans as well as webinars with guest speakers on American culture. Professional Development Before Access instruction begins, providers should provide and budget for training for teachers on all four pillars of the Access Program. For example, training on global citizenship themes and U.S. culture and values can be facilitated through webinars on the Access Teacher CoP, while training on TESOL methodology and 21st-century skills may be incorporated through Online Professional English Network (OPEN) courses or in-person trainings organized by the U.S. Embassy's Regional English Language Office. It is recommended that teachers engage in professional development on the CoP throughout the two-year program. By the end of this program, Access students will learn skills that help them gain them access to better jobs, educational opportunities, and the ability to participate in and compete for future exchanges and study in the United States, such as through FLEX, TechGirls, UGRAD, Fulbright, etc. The Successful Provider will be Responsible for the Following Tasks: Collaborate with the U.S. Embassy to integrate program goals in curriculum and program design. Partner with the U.S. Embassy to select high-quality teachers and appropriate students for the program. Support professional development needs for Access teachers. Deliver instruction and programmatic activities. Regularly monitor and evaluate program implementation to ensure high-quality programming. Inform U.S. Embassy about significant program developments, challenges, and highlights. Send invitations to the relevant U.S. Embassy staff alerting them to special events, as well as opportunities to visit and speak. Submit success stories of Access Program students to relevant U.S. Embassy staff, in a timely manner, for use on social media. Maintain program and financial documentation to comply with auditing and U.S. Government regulation. Project Audience(s): Youth (9th grade students, typically ages 14-15) with beginner-level English speaking skills from low-income communities most affected by labor migration and vulnerable to extremist ideas (rural areas of Khatlon such as the villages surrounding the cities of Kulob, Danghara, Qubodiyon, and Shahrituz as well as districts of the Dushanbe Republican Subordination including Tursunzoda, Rudaki, Obigarm and others which are predominantly in Tajikistans remote areas). By targeting 9th grade students (typically ages 14-15) from undeserved/migrant families, with some interest in volunteerism/community/ sustainability and environment/technology/womens empowerment. The program will help these Tajik youth consider and build the skills needed for future careers which are needed to develop Tajikistans domestic economy. Project Goal: To support socio-economic empowerment of Tajik youth by improving English language proficiency of 9th grade students from underserved communities through participation in a two-year English language training program focused on media literacy and civic engagement. Project Objectives: Objective 1: Increase English language reading, writing, listening and speaking skills on themes of media literacy and civic engagement up to 50 program participants through in-class instruction and off-site civic engagement/volunteer activities. Objective 2: Strengthen students understanding of global citizenship, U.S. culture, values through experiential learning activities, leadership and civic engagement skills. For example: through volunteerism, community service activities, and engaging in issues that impact their local community. Objective 3: Improve the ability of students to critically analyze media content, identify disinformation and credible sources through media literacy training and simulated disinformation exercises. All proposals should: Proposals should include both Cost Proposal and Technical Proposal. [Attachments 1 and 2]; Address how the project will contribute to achievement of objectives listed above; Enumerate specific outputs and outcomes to be achieved by the end of the project, using the Monitoring Evaluation Performance Monitoring Plan (PMP) [Attachment 3]; Describe pedagogical approach that will be used to teach Access students; Describe in detail the process for selecting and recruiting students; Describe how students of different English language levels will be organized in the program; Describe how students will be motivated and encouraged to attend all Access sessions; Describe how parents/community will be informed and involved in the Access program; Demonstrate competency to manage all financial and oversight aspects of the project, including participant costs; Cost Proposal should have a detailed breakdown of costs for the two-year project including purchasing of books/materials, students transportation and snacks, project administration, admin costs, etc. On average, costs associated with one student in the framework of the two-year project are approximately $1,000. Each project can include up to 50 students. Projects that involve higher numbers of students with lower costs are encouraged. English Access Scholarship Program Handbook [Attachment 5]; B. FEDERAL AWARD INFORMATION Length of performance period: 2-year program Number of awards anticipated: 1 award per grantee for two or more sites. Award amounts: awards may range from a minimum of $24, 000 to a maximum of $50, 000. Total available funding: approximately $1,000 per student Award Ceiling: $50,000 Award Floor: $24,000 Type of Funding: FY23/24 Assistance for Europe, Eurasia, and Central Asia under the Foreign Assistance Act) Anticipated start date: November 30, 2024 The Public Diplomacy Section of Embassy Dushanbe reserves the right to award less or more than the amount of funds described in the absence of worthy applications or under such other circumstances as they may deem to be in the best interest of the U.S. government, pending the availability of funds and approval of the designated Grants Officer. This notice is subject to availability of funding. Funding Instrument Type: Cooperative agreement. The Embassy will be substantially involved in carrying out the following aspects of this cooperative agreement: - Serves as the primary point of contact for providers throughout the program. - Approves proposals, program reports, and expenses. - Reviews and approves Access program announcements. - Helps the provider in the selection process of students, program coordinators and teachers. - Helps the provider in the recruitment of participants. - Assists during the development of the curriculum of English language, leadership and professional skills, and exposure to U.S. culture and democratic values and Intensive sessions. - Participates in the Opening and Closing ceremonies of the program. - Visits program sites. -Oversees program implementation and financial compliance. - Provides general support such as connecting with Fulbright English Teaching Assistants and English Language Fellows; access to American Spaces; facilitating connections with FLEX alumni, USANT regional representatives and representatives from the United World Colleges. - Promotes the success stories of the project results. The Embassy will be involved in the areas mentioned above or others as needs may come up. Program Performance Period: Proposed programs should be completed in 2-years or less. Please refer to the related documents' section for the mandatory award attachments and complete English Access Scholarship Program NOFO.

The U.S. Embassy welcomes a proposal for a pilot Access program for students with disabilities. The proposal should include a detailed plan identifying how students with disabilities will be included and supported in the classes, both in terms of considerations for learning and for accessibility. The English Access Microscholarship Program (Access) provides a foundation of English language skills to bright, economically disadvantaged students, primarily between the ages of 13 to 18. Access programs give participants English skills that may lead to better jobs and educational prospects. As part of their course work, Access students gain an appreciation for American culture and democratic values, increase their ability to participate in their countries socioeconomic development and better prepare themselves to compete for future U.S. exchange and study programs. Students are encouraged to develop respect for and interest in other cultures, customs, and beliefs. Implementers are encouraged to thoughtfully design activities include the following topics: global citizenship, STEM subjects, critical thinking, environmental awareness, human rights, U.S. democracy and government, U.S. civil society, diversity and tolerance, U.S. History, U.S. education system, U.S. family and relationship values, and U.S. and global health. The implementer should state their plans to address the special needs of participants. The program also provides U.S.-based professional development and English-language workshops for selected teachers and students. Since the U.S. Department of State launched the program in 2004, approximately 200,000 students in more than 90 countries have participated in the Access Program.

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: In awarding research grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) education outcomes for all learners from early childhood education through postsecondary and adult education, and (2) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: The IES National Center for Education Research (NCER) is announcing two competitions--one competition in each of the following areas: using longitudinal data to support State education policymaking and transformative research in the education sciences. Using Longitudinal Data to Support State Education Policymaking (ALN 84.305S). Under this competition, NCER will only consider applications that address State agencies use of their States education longitudinal data systems to identify and reduce opportunity and achievement gaps for learners from prekindergarten through adult education. Transformative Research in the Education Sciences (ALN 84.305T). Through this program, IES seeks to support innovative research that has the potential to make dramatic advances towards solving seemingly intractable problems and challenges in the education field and/or to accelerate the pace of conducting education research to facilitate major breakthroughs. For the FY 2025 competition, the Transformative Research in the Education Sciences grant program will focus on accelerating learning and reducing persistent education inequities by leveraging evidence-based principles from the learning sciences, coupled with advanced technology to create high-reward, scalable technology solutions. Multiple Submissions: You may submit applications to more than one of the FY 2025 research grant programs offered through the Department, including those offered through IES as well as those offered through other offices and programs within the Department. You may submit multiple applications to each IES grant program announced here as long as they address different key issues, programs, or policies. However, you may submit a given application only once for the IES FY 2025 grant competitions, meaning you may not submit the same application or similar applications to multiple grant programs within IES, to multiple topics within a grant competition, or multiple times within the same topic. If you submit multiple similar applications, IES will determine whether and which applications will be accepted for review and/or will be eligible for funding. In addition, if you submit the same or similar application to IES and to another funding entity within or external to the Department and receive funding for the non-IES application prior to IES scientific peer review of applications, you must withdraw the same or similar application submitted to IES, or IES may otherwise determine you are ineligible to receive an award. If reviews are happening concurrently, IES staff will consult with the other potential funder to determine the degree of overlap and which entity will provide funding if both applications are being considered for funding. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on matters relating to grants. Program Authority: 20 U.S.C. 9501 et seq. Assistance Listing Number (ALN) 84.305S.