Grants for Exclusive - see details - Education

This program provides funding to certified convention and visitors bureaus in Illinois to enhance tourism and promote activities related to the 100th anniversary of Route 66.

The Individual Artist Equity program, provided by the Arrowhead Regional Arts Council, offers grants of up to $3,000 to individual artists. This funding is specifically designed to support artists who are Black, Indigenous, People of Color, People with Disabilities, and/or Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual/Agender, Two-Spirit (LGBTQIA2+). The program aims to foster the growth and development of these artists by allowing them to undertake well-planned projects or seize impending opportunities that further their artistic practice or career. The target beneficiaries are individual artists from the specified underrepresented groups residing in Aitkin, Carlton, Cook, Itasca, Koochiching, Lake, or St. Louis County in Minnesota, or one of the four Tribal Nations within the region (BoisForte, Fond du Lac, Grand Portage, or Leech Lake within Itasca County). The impact goal is to empower these artists, providing them with the financial resources necessary to pursue creative endeavors and professional development. This aligns with a strategic priority to promote equity and inclusion within the arts community by directly supporting artists who may face systemic barriers. The program prioritizes activities that directly advance an artist's creative practice or career. This includes funding for art supplies, educational opportunities, and labor, such as services from other artists, babysitters, or paid time off for art creation. Equipment or technology purchases are also allowed, provided they are integral to the artistic project and constitute less than 25% of the total request. This focus indicates a theory of change where targeted financial support leads to enhanced artistic output, skill development, and career advancement for underrepresented artists. Expected outcomes include artists successfully completing projects that contribute to their growth, taking advantage of professional opportunities, and producing new works or developing new skills. While specific measurable results are not explicitly detailed beyond project completion, the program's structure suggests an emphasis on the individual artist's development and the successful execution of their proposed artistic projects. The requirement for projects to begin within six months of approval also implies a focus on timely and impactful engagement with the grant funds.

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: The purpose of the SSS Program is to increase the number of disadvantaged students, including low-income college students, first-generation college students, and college students with disabilities, who successfully complete a program of study at the postsecondary level. The support services that are provided should increase the retention and graduation rates for these categories of students and facilitate their transfer from two-year to four-year colleges and universities. The support services should also foster an institutional climate that supports the success of students who are limited English proficient, students from groups that are historically underrepresented in postsecondary education, students with disabilities, students who are homeless children and youths, students who are in foster care or are aging out of the foster care system, and other disconnected students. Student support services should also improve the financial and economic literacy of students. Assistance Listing Number (ALN) 84.042A.

Teaching with Primary Sources Program (TPS) The Teaching with Primary Sources program has been the Library of Congresss premier educational outreach program. The goals of the program have included providing instructional materials, tools, education and professional development that enhance teachers ability to integrate digitized primary sources from the Library of Congress into instruction that builds student literacy, critical thinking skills, content knowledge and ability to conduct original research. Since the establishment of the Center for Learning, Literacy and Engagement in 2018, and the release of the Librarys 2019-23 and 2024-2028 Strategic Plans, the TPS goals are both influencing and reflecting the Librarys broader outreach goals. TPS Consortium members are valued as Connectors who help the Library achieve its vision of connecting to all Americans. www.loc.gov/teachers Notice of Funding Opportunity (NOFO) for Continuing Awards (FY25-FY27) With this Notice, the Library seeks to solicit project proposals from current TPS Consortium members that expand the use of teaching materials, tools, and strategies they developed under previous TPS awards. This opportunity is only open to Teaching with Primary Sources (TPS) Program Consortium Members who have received grants directly from the Library and who meet the eligibility requirements as stated in this Notice. Specifically, the Library of Congress seeks to provide funding to experienced TPS providers to disseminate their TPS teaching materials, tools, programming, and research to meet the needs of learners representing specific professions, ethnicities, geographic locations, abilities, interests, affiliations, and other attributes. Successful applicants will extend their outreach to groups of educators and learners they have identified as being underserved by the TPS program. Applicants must describe how they will support current and new audiences by reviewing and revising products they developed under TPS; modifying TPS products to enhance their value to educators and learners; and developing strategies and networks that facilitate outreach to targeted populations. Applicants must submit project proposals that address demonstrated educational needs of specific recipient populations with solutions that standard practice, documented experience, or research suggest would be effective. Submission Information All proposals must be submitted electronically via email to tps-grant@loc.gov. Proposals submitted through Grants.gov will not be accepted. For full NOFO details, award project criteria, eligibility, and requirements, please view the Related Documents tab for this listing.

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: The EIR program, established under section 4611 of the Elementary and Secondary Education Act, as amended (ESEA), provides funding to create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based (as defined in this notice), field-initiated innovations to improve student achievement and attainment for high-need students; and to rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent education challenges and to support the expansion of those solutions to serve substantially more students. The central design element of the EIR program is its multi-tier structure that links the amount of funding an applicant may receive to the quality of the evidence supporting the efficacy of the proposed project. One of the programs goals is for projects to build evidence that will allow them to advance through EIRs grant tiers: Early-phase, Mid-phase, and Expansion. Early-phase, Mid-phase, and Expansion grants differ in terms of the evidence of effectiveness required to be considered for funding, the expectations regarding the kind of evidence and information funded projects should produce, the scale of funded projects, and, consequently, the amount of funding available to support each type of project. Mid-phase grants are supported by moderate evidence (as defined in this notice). Mid-phase grants provide funding for the implementation and rigorous evaluation of a program that has been successfully implemented under an Early-phase grant or other similar effort, such as developing and testing an innovative education practice at a local level, for the purpose of measuring the programs impact and cost-effectiveness. This notice invites applications for Mid-phase grants only. The notices inviting applications for Early-phase grants and Expansion grants are published elsewhere in this issue of the Federal Register. Assistance Listing Number (ALN) 84.411B.

The Japanese American Confinement Sites Grant Program provides financial assistance to organizations and entities working to preserve historic Japanese American confinement sites and their history, including: private nonprofit organizations; educational institutions; state, local, and tribal governments; and other public entities, for the preservation and interpretation of U.S. confinement sites where Japanese Americans were detained during World War II. The authorizing legislation for the Japanese American Confinement Sites Grant Program identifies up to $38 million for the entire life of the grant program for projects to identify, research, evaluate, interpret, protect, restore, repair, and acquire historic confinement sites in order that present and future generations may learn and gain inspiration from these sites and that these sites will demonstrate the Nations commitment to equal justice under the law (Public Law 109-441, 120 Stat. 3288; as amended by Public Law 111-88). Projects funded through the Japanese American Confinement Sites Grant Program must benefit one or more historic Japanese American confinement sites. The term historic confinement sites is defined as the ten War Relocation Authority sites (Gila River, Granada, Heart Mountain, Jerome, Manzanar, Minidoka, Poston, Rohwer, Topaz, and Tule Lake), as well as other historically significant locations, as determined by the Secretary of the Interior, where Japanese Americans were detained during World War II. These sites are specifically identified in Confinement and Ethnicity: An Overview of World War II Japanese American Relocation Sites, published by the Department of the Interior, National Park Service, Western Archaeological and Conservation Center, in 1999. This document may be seen at www.nps.gov/history/history/online_books/anthropology74 and at other internet sites.

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: The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants, toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary knowledge, skills, and competencies derived from practices that have been determined through scientifically based research, to be successful in serving those children. Assistance Listing Number (ALN) 84.325B.

The Bureau of International Narcotics and Law Enforcement Affairs of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a project to establish a chapter of the International Association of Criminal Analysts (IACA) in Mexico with the aim of providing training, professional growth, and networking opportunities for federal and state criminal analysts of security and justice institutions of the Government of Mexico.

9th Round of Child Care Workforce Stabilization Grant (CCWS) The Department of Human Resources is pleased to announce the 9th round of the Child Care Workforce Stabilization Grant (CCWS). These grants have been issued to child care providers since the onset of the Covid-19 Pandemic in March 2020, aiming to stabilize the child care community. The CCWS grants have significantly contributed to supporting recruitment and retention efforts in the sector. Grant Details: Grant Type: CCWS Grant Grant Amount: Bonus payment up to $3,000 to eligible child care staff Purpose: Staff retention and recruitment support Eligibility Requirements: Specific eligibility requirements outlined in the grant guidance accessible at https://dhr.alabama.gov/child-care/ Application period: April 17, 2024, to May 22, 2024 No late applications will be accepted All eligible providers must complete the initial application for this round

This grant provides funding to local educational agencies to implement strategies that enhance student safety and well-being by preventing the spread of COVID-19 in schools.

Ladies and Gentlemen: Pursuant to FAR 52.215-3 Request for Information (RFI), the United States Government represented by the United States Agency for International Development, Ghana Mission (USAID/Ghana) is conducting market research and seeking comments only from local entities on the attached Activity Description marked (Attachment A) for its anticipated USAID/Ghana Teaching and Learning Materials (TLMs) and Classroom Furniture activity. The proposed activity seeks to complement the ongoing USAID/Ghana Strengthening Accountability in Ghanas Education Systems (SAGES) Systems Strengthening Activity and improve learning outcomes and learning environment in Ghanas primary schools by increasing access to quality teaching and learning materials (books and writing materials), including those developed with USAID support under the Learning activity. USAID is committed to engaging and working with local development partners. Local partners are strongly encouraged to respond to this RFI. USAID defines local entity as an individual or organization that: Is legally organized under the laws of a country that is receiving assistance from USAID; Has its principal place of business or operations in a country receiving assistance from USAID; Is majority-owned by individuals who are citizens or lawful permanent residents of a country receiving assistance from USAID; and Is managed by a governing body, the majority of whom are citizens or lawful permanent residents of the country receiving assistance from USAID. https://www.usaid.gov/npi/npi-key-definitions

The "Bridging Education Solutions for Transformation (BEST) Activity" grant is aimed at developing a cost-effective model to enhance learning outcomes and foundational skills of underserved students in Cambodia, particularly focusing on improving their reading abilities, by gathering insights from local stakeholders and building on previous USAID investments in early grade reading.

This funding opportunity provides $1.8 million to Mississippi State University’s ASSURE program to develop and deliver specialized training in unmanned aircraft systems for emergency management and first responders across the nation.

This grant provides funding to small businesses with prior NSF research support to accelerate the development and commercialization of innovative technologies through a streamlined proposal process.

Grant Opportunity: Classroom Grants Funding Organization: Alabama Power Foundation Contact Information: For more information and to apply, visit the grant application website at https://powerofgood.com/wp-content/uploads/2021/09/grant-classroom-example.pdf. Award Details: Classroom grants provide funding up to $1,000 for materials to enhance the classroom environment and improve students' learning abilities. The funds can also be used for COVID-19 relief efforts, including technology support, cleaning and sanitation supplies, and mental health needs for students and educators. Eligibility: Nonprofit organizations partnering with local school systems that meet the grant criteria may apply. Schools must have an overall financial need, which is determined if 50% or more of its full-time students receive free or reduced-price lunches or if the school is a Title I school. Applicants must indicate the specific intended use of the grant money and estimate how many students will be affected. Nonprofits working with schools to address mental health needs must collaborate with the school to complete the application. Application Cycles: - Cycle 1: Application opens on February 12, 2024, and closes on February 23, 2024. - Cycle 2: Application opens on September 16, 2024, and closes on September 27, 2024. Evaluation Process: All applications will be reviewed by the Alabama Power Foundation for adherence to the Classroom Grant guidelines. If necessary modifications are required, schools will be notified before the deadline. Applications submitted on the last day cannot be modified if there are any issues. Intended Use of Grants: Classroom grants can be used for various purposes such as supplies for classroom improvement (e.g., library books, basic school supplies), school library materials (e.g., headphones, multimedia equipment), and COVID-19 related support (e.g., mental health services, distance learning adaptation). Grants can also fund sanitation supplies to ensure clean and safe environments for students. However, these grants do not apply to athletic or arts programs. For support in athletic or arts\

This grant provides financial support for the planning and initial implementation of high-quality charter schools in Florida, targeting new and established operators, particularly those in underserved areas.

This funding opportunity provides unrestricted grants to grassroots organizations in Washington, DC's Ward 8 that focus on economic mobility, early childhood education, youth development, and health and wellness.

This funding opportunity supports nonprofit organizations in Maryland to educate low- to moderate-income households about the benefits of residential electrification and energy efficiency, helping to reduce energy costs and promote environmental sustainability.

This grant provides financial support to nonprofit organizations delivering essential services in Kitsap and North Mason Counties, Washington, focusing on areas such as arts, education, health, and family welfare.