|
ELIGIBLE ENTITIE
|
GRANT TOPIC
|
DESCRIPTION
|
REQUIREMENTS/PRIORITIES
|
|
Consortia of states
and other entities
|
Assessment
|
Work on high quality assessments to
be used by multiple states in such areas as science, history, foreign
language, technical subjects, ELL assessments.
|
|
|
States and
districts
|
Teacher
Effectiveness
|
Implement ambitious reforms to
better identify, recruit, prepare, develop, retain, reward, and advance
effective teachers, principals and school leadership teams in high-need
schools.
|
Grantees must be able to differentiate
among teachers and principals based on students’ growth and other
measures and must use info to differentiate credentialing, professional
development, retention and advancement decisions, and to reward highly
effective teachers and principals in high-need schools. Must put in place
policies to help ensure that principals are able to select and build a strong
team of teachers with a shared vision and that teachers are choosing to be
part of a school team. May use funds to differentiate pay based on student
achievement, additional roles and responsibilities, teaching in high-need
school or subject areas. And for “improving teacher salary schedules so
as to eliminate incentives for teachers to obtain credentials that have been
shown not to be linked with student performance.”
|
|
Non profits, colleges, school
districts, prep programs
|
Teacher preparation
|
Improve and strengthen traditional
and alternative pathways into teaching. Includes grants for recruitment,
preparation, placement, and induction of promising teacher candidates for
high-need schools, subjects, areas, and fields.
|
Must prepare teachers to teach to
college and career ready standards, extent to which programs are designed to
meet the needs of high-need areas, including rural areas, or high-need
fields, such as teaching English Learning, students with disabilities or
other students with diverse learning needs: and the extent to which programs
provide streamlined opportunities for applicants who can demonstrate
competency in specific knowledge or skills.
|
|
No grantee
designated
|
Traditional and alternative paths
into school leadership
|
Recruitment, preparation, and
support of effective principals and leadership teams to turn around
persistently low-performing schools.
|
Must have a record of preparing
effective leaders or commit to tracking and measuring the effectiveness of
graduates.
|
|
No grantee
designated
|
ELL programs
|
Support develop of
innovative ELL programs, etc.
|
|
|
States
|
Transition to
higher standards: Literacy
|
Support transition to higher
standards by supporting states in strengthening their literacy programs and
by providing substantial support to high-need districts in implementing
high-quality literacy instruction.
|
States required to develop
comprehensive, evidence-based, preK–12 literacy plans and to align
federal, state, and local funds to provide high-quality literacy instruction.
Priority given to common-standards
states. States provide competitive sub-grants to high need districts for
literacy programs.
|
|
States
|
Transition to
higher standards: STEM
|
Support transition to higher
standards by supporting states in strengthening their STEM programs and by
providing substantial support to high-need districts in implementing
high-quality instruction in at least mathematics or science and may also
include technology or engineering.
|
States required to develop
comprehensive, evidence-based plans and to align federal, state, and local
funds to provide high-quality STEM instruction.
Priority given to common-standards
states. States provide competitive sub-grants to high need districts.
|
|
States, high need
districts and non- profits
|
Well-rounded
education
|
Help students in high-need schools
receive a well-rounded education to strengthen the teaching and learning of
arts, foreign languages, history and civics, financial literacy,
environmental education, and other subjects.
|
Priority to applicants integrating
across subjects, using tech to address student learning challenges; and at
high school to work with colleges/
universities to make sure coursework is aligned with expectations.
|
|
States, districts,
non-profits
|
Accelerated learning
|
High school access to college level
work; elementary and middle school gifted and talented programs.
|
Priority to applicants serving high
schools with low graduation rates and for programs whose credit is portable.
|
|
No grantee
designated
|
Promise
neighborhoods
|
Development and implementation of
continuum of effective community services, family supports and comprehensive
education reforms from birth through college and into careers.
|
Must be designed to improve
academic and developmental outcomes for children and youths through effective
public schools, community-based organizations, and other local agencies.
|
|
States, districts,
community-based organizations
|
21st century
learning centers
|
To implement in-school and out-
of-school strategies that provide students, and, where appropriate, teachers
and family members, with additional time and supports to succeed:
full-service community schools, before/after school and summer programs;
focus on core academics and enrichment.
|
Priority to applicants to carry out
programs that support Challenge schools and those that propose to implement
comprehensive and coordinated programs.
|
|
States, school
districts, and partners
|
Successful, Safe,
and Healthy Students
|
Provide environments that ensure
students are successful, safe, healthy (does not address facilities needs).
|
Must do surveys/school climate
assessments and report; states can provide subgrants to
districts. Priority to applicants with partnerships between districts
and nonprofits
|
|
States and school
districts
|
Ambitious and
comprehensive reform
|
RTT model
|
States must award at least 50% of
grants to districts participating in state plan
|
|
Schools and nonprofits (if criteria
remains the same as i3)
|
Expand implementation, investment
in evidence-based practices that improve student outcomes
|
Investing in
Innovation model
|
|
|
States, charter school authorizers,
charter management organizations, districts, nonprofits
|
Start or Expand charters and autonomous
public schools
|
Autonomous schools defined as
having ongoing autonomy over key operational elements, including staffing,
budget, schedule, and program.
|
Priority is for
charter schools
|
|
Districts, consortia of districts,
states in partnership with districts
|
Promoting public
school choice
|
Expand high-quality public school
educational options for students, especially students in low-performing
schools.
|
Priority to inter-district choice
programs, those that provide comprehensive choices to all students in a
district, and those that increase diversity in schools served.
|
|
Districts
|
Magnet schools
|
Support magnet schools operating
under desegregation plans ordered by court, approved by state agency or US
Secretary.
|
|
Site Index