Grants for State governments - Education

This grant provides funding to California-based educational institutions and nonprofit organizations to enhance school leadership through professional development and support for principals and school leaders across the state.

In accordance with the Federal Fire Prevention and Control Act of 1974, the Superintendent of the National Fire Academy (NFA) delivers training in cooperation with the State fire service training agencies. This cooperation includes the State Fire Training Systems Grant (SFTSG) program providing grants to pay for: the direct delivery of government-funded coursed in the states; the distribution and sharing of Student Manuals, Instructor Guides, and other course materials; and funding to the states to help supplement and tailor their training delivery needs using NFA courses and programs. Applicants can submit applications for this funding opportunity through FEMA Grants Outcomes (GO). Access the system at https://go.fema.gov/

This funding opportunity supports early-career researchers transitioning to independent academic positions, focusing on innovative studies involving human participants to advance understanding and treatment of pain and substance use disorders.

This funding opportunity provides financial support for research projects that aim to improve understanding and treatment of substance use disorders by exploring prevention strategies and engaging community stakeholders.

The Glass Recycling Foundation (GRF) operates a grant program aimed at enhancing glass recovery, diverting it from landfills, and connecting glass generators with viable end markets. This initiative aligns directly with the GRF's overarching mission as a non-profit foundation dedicated to funding and distributing resources to intervention, demonstration, and pilot projects that address existing gaps within the glass recycling supply chain across the United States. The program serves as a strategic priority for the GRF, embodying its theory of change by focusing on tangible projects that can strengthen the circular economy for glass. The primary beneficiaries of this grant program are nonprofit entities, municipal, county, city, and state governments, public waste management districts, and publicly owned/operated Material Recovery Facilities (MRFs) or service providers. The impact goals are to increase the quantity of glass recycled, improve the quality of diverted materials, and establish stronger end markets for recycled glass. By funding projects that show glass returning to the supply chain for manufacturing, the GRF aims to achieve a higher and better use of recycled glass, thereby promoting circularity. The grant program prioritizes projects under two main categories: demonstration projects and education projects. Demonstration projects are designed to address specific gaps in the glass recycling supply chain and offer alternative strategies for reinforcing glass end markets. Examples include funding for equipment to clean recycled glass, collection containers for glass drop-offs, the development of regional strategies for collection and storage infrastructure, and hauling systems to boost collection rates. These projects are expected to result in more efficient and effective glass collection and processing, leading to increased recovery rates and a more robust supply chain. Education projects, on the other hand, focus on public awareness and engagement. These projects must present a clear message and strategy for educating the public about the environmental and community benefits of glass recycling, as well as methods for improving the quality of materials diverted by residents. Potential initiatives include developing and presenting training programs on effective glass collection and recycling practices, writing and disseminating case studies and guidance documents, creating signage for residential glass recycling drop-offs, and launching public education campaigns about community glass recycling. The expected outcomes for these projects include a more informed public, increased participation in glass recycling, and a reduction in contamination rates of recycled glass.

This funding opportunity supports research projects aimed at improving the management of multiple chronic diseases in low- and middle-income countries and American Indian/Alaska Native populations in the U.S. through innovative, community-centered healthcare strategies.

This grant provides financial support to U.S.-based for-profit businesses with at least one Latino/x founder, celebrating their contributions and fostering economic growth within the Latino/x community.

This funding opportunity supports projects that strengthen ties between the United States and Burkina Faso by promoting economic growth, regional security, and cultural exchange through collaboration with nonprofits, educational institutions, and individuals.

The National Academies of Sciences, Engineering, and Medicine’s Gulf Research Program (GRP) is inviting proposals for its "Building the Next Generation of STEMM Leaders in the Field of Environmental Justice" initiative. This grant opportunity is designed to support projects that develop and implement programs cultivating future STEMM leaders in Environmental Justice (EJ). The GRP's mission, as evident in this program, aligns with fostering scientific literacy and addressing critical environmental challenges through education and mentorship. The grant aims to raise awareness, expand understanding, and empower young people to apply STEMM disciplines to explore the relationship between environmental hazards and their effects on community health and resilience. The primary beneficiaries of this program are young people in grades 9-12, particularly those from communities affected by environmental inequalities in the United States Gulf of Mexico region. The impact goal is to increase the number of young people in this region who pursue studies and careers in STEMM disciplines within the field of Environmental Justice. The program specifically encourages collaborations with nonprofit or community-based organizations that have a history of working with children and youth, especially underrepresented or underserved populations such as racial/ethnic minorities, tribal youth, LGBTQ+ youth, students with low socio-economic status, children with disabilities, first-generation immigrants, and students from rural or remote areas. The core focus of this funding opportunity is on education and mentorship. Projects should provide youth with opportunities to learn about and apply STEMM principles in examining environmental hazards and their impact on communities. Activities can take place in both formal and informal educational settings, but must target 9th-12th graders and complement formal education standards. The GRP prioritizes proposals that foster the development of scientific and environmental literacy, skills, and competencies crucial for cultivating the next generation of EJ leaders. Expected outcomes include increased awareness and understanding among youth regarding environmental hazards and their effects on communities, as well as enhanced capacity for youth to pursue STEMM studies and/or careers in Environmental Justice. The GRP anticipates a measurable increase in the number of young people in the Gulf of Mexico region engaging with STEMM disciplines related to EJ. This grant operates with a strategic priority of building human capacity and fostering a more equitable and resilient future by empowering youth to address environmental challenges. The theory of change behind this initiative is that by investing in early education and mentorship in STEMM and EJ, the GRP can create a pipeline of informed and capable leaders who will contribute to solving complex environmental issues in vulnerable communities.

USAID/Rwanda Strengthening Equitable Education for the Deaf (SEED) The overall objective of the Strengthening Equitable Education for the Deaf (SEED) Activity is to improve reading outcomes for pre-primary and lower primary school learners who are deaf or hard of hearing (D/HH) by the end of Primary 3 (P3 or Grade 3) in Rwanda. This Activity seeks to achieve this objective through three intermediate (3) results: Improve parental, community, and youth capacity to support Rwandan Sign Language (RSL) acquisition and literacy for learners who are deaf and hard of hearing; Improve access to quality, relevant bilingual RSL (Rwandan Sign Language (RSL) to Kinyarwanda and English literacy) teaching methodologies to improve reading outcomes for pre-primary and lower primary learners who are deaf or hard of hearing; and Strengthen national and decentralized Government of Rwanda (GOR) systems to better serve learners who are deaf or hard of hearing

This FOA solicits applications for new Behavioral and Social Sciences Research (BSSR) predoctoral training programs that focus on innovative computational and/or data science analytic approaches and their incorporation into training for the future BSSR health research workforce. The vision of the Advanced Data Analytics for BSSR training program is to support the development of a cohort of specialized predoctoral candidates who will possess advanced competencies in data science analytics to apply to an increasingly complex landscape of behavioral and social health-related big data. This Notice of Funding Opportunity (NOFO) does not allow appointed Trainees to lead an independent clinical trial but does allow them to obtain research experience in a clinical trial led by a mentor or co-mentor.

This grant provides financial support to farmers and ranchers in the Southern U.S. for small-scale research projects that promote sustainable agricultural practices and address production and marketing challenges.

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 the research grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) 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. In awarding research training grant programs, IES aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. Competitions in This Notice: IES is announcing four research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing two competitions in the following areas: education research, and statistical and research methodology in education. The IES National Center for Special Education Research (NCSER) is announcing two competitionsone competition in each of the following areas: special education research, and special education research training. NCER Competitions Education Research Grants Program (ALN 84.305A). Under this competition, NCER will consider only applications that address one of the following topics: Career and Technical Education. Civics Education and Social Studies. Cognition and Student Learning. Early Learning Programs and Policies. English Learner Policies, Programs, and Practices. Improving Education Systems: Policies, Finance, Organization, Management, and Leadership. Literacy. Postsecondary and Adult Education. Science, Technology, Engineering, and Mathematics (STEM) Education. Social, Emotional, and Behavioral Context for Teaching and Learning. Teaching, Teachers, and the Education Workforce. Statistical and Research Methodology in the Education Sciences (ALN 84.305D). Under this competition, NCER will consider applications that address one of the following topics: Core Grants (which supports the development of new and improved statistical and research methods and their dissemination to education researchers). Toolkits, Guidelines, Compendia, Review Papers, and Curated Data Resources. NCSER Competitions Special Education Research Grants Program (ALN 84.324A). Under this competition, NCSER will consider only applications that address the following topic: Education Systems. Research Training Programs in Special Education (ALN 84.324B). Under this competition, NCSER will consider only applications that address the following topic: Early Career Development and Mentoring. 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 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 of Education 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. Note: Projects will be awarded and must be operated in a manner consistent with the nondiscrimination requirements contained in Federal civil rights laws. Applicable Regulations: (a) The Education Department General Administrative Regulations in 34 CFR parts 77, 81, 82, 84, 86, 97, 98, and 99. In addition, the regulations in 34 CFR part 75 are applicable, except for the provisions in 34 CFR 75.100, 75.101(b), 75.102, 75.103, 75.105, 75.109(a), 75.200, 75.201, 75.209, 75.210, 75.211, 75.217(a)-(c), 75.219, 75.220, 75.221, 75.222, 75.230, and 75.250(a). (b) The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474. Note: The regulations in 34 CFR part 86 apply to institutions of higher education only. Note: The open licensing requirement in 2 CFR 3474.20 does not apply to these competitions. Assistance Listing Number (ALN) 84.324A.

This program provides funding to colleges and organizations partnering with schools to improve training and support for educators working with English learners.

This grant provides financial support and mentorship for early-career clinician-scientists to develop their research skills in pain management, focusing on innovative approaches to understanding and treating pain without leading clinical trials.

This funding opportunity provides financial support to state and county Farm Bureaus for educational programs that promote agricultural literacy among K-12 students across the United States.

Reissue of RFA-MH-22-115 to comply with DMSP policy. The purpose of this Brain Research through Advancing Innovative Neurotechnologies (BRAIN) Initiative is to encourage applications that will develop and validate novel tools to facilitate the detailed analysis and manipulation of complex circuits and provide insights into cellular interactions that underlie brain function. Critical advances in the treatment of brain disorders in human populations are hindered by our lack of ability to monitor and manipulate circuitry in safe, minimally-invasive ways. Clinical intervention with novel cell and circuit specific tools will require extensive focused research designed to remove barriers to delivery of gene therapies. In addition to identification and removal of barriers, the need to specifically target dysfunctional circuitry poses additional challenges. Neuroscience has experienced an impressive influx of exciting new research tools in the past decade, especially since the launch of the BRAIN Initiative. However, the majority of these cutting edge tools have been developed for use in model organisms, primarily rodents, fish and flies. These cutting edge tools, such as viral delivery of genetic constructs, are increasingly adaptable to large brains and more importantly are emerging as potential human therapeutic strategies for brain disorders. A pressing need to develop tools for use in large brains, more directly relevant to the human brain is the focus of this initiative. The new tools and technologies should inform and/or exploit cell-type and/or circuit-level specificity. Plans for validating the utility of the tool/technology will be an essential feature of a successful application.

This program provides funding to nonprofit organizations and educational institutions in the U.S. to support international educational exchanges that enhance foreign language skills and cultural understanding among educators.

This grant provides funding to states to implement innovative education reforms that improve student achievement, enhance teacher effectiveness, and support struggling schools.

The DC Commission on the Arts and Humanities (CAH) is offering the Fiscal Year 2025 Public Art Building Communities (PABC) Grant Program. This program aims to support individual artists and organizations in the creation and installation of new permanent or temporary public art works. The core mission of the PABC grant is to connect artists and their artwork with communities, fostering cultural enrichment and engagement within the District of Columbia. CAH's strategic priorities for this grant align with encouraging high-quality public art, developing meaningful artist-community connections, and promoting diverse artistic expressions that resonate with DC residents. The primary target beneficiaries of this grant program are experienced individual artists, arts-related professionals (such as presenters, producers, and educators) residing in the District of Columbia, and eligible nonprofit organizations or Business Improvement Districts (BIDs) operating within DC. The impact goals are multifaceted, seeking to provide exposure and participation to the community in the public art-making process, further learning or discovery opportunities through public art installations, and ultimately contribute to the District of Columbia’s public art collection. The PABC grant program prioritizes the creation of original, high-quality public art works within the District of Columbia. A key focus is on supporting the creation of public art by DC resident artists, ensuring that local talent is nurtured and showcased. The program also emphasizes the promotion of robust and diverse artistic expressions that genuinely connect with and reflect the experiences of DC residents. For organizations, demonstrating a partnership with a visual artist to design, fabricate, and install the proposed artwork in a public space is a crucial requirement. Expected outcomes include an increase in the number of high-quality public art installations throughout the District of Columbia, stronger connections between artists and the communities they serve, and enhanced community participation in and appreciation for public art. Measurable results could involve tracking the number of grants awarded, the types and locations of art installations, the number of community members engaged, and the overall contribution to DC's public art collection. CAH's theory of change is that by investing in public art, they can enrich the cultural landscape, foster community engagement, and provide platforms for artistic expression and learning within the District.