2024 – 2029 Comprehensive Centers Project Abstracts
The 2024-2029 Comprehensive Centers, awarded in 2024, include a National Comprehensive Center (National Center), 14 Regional Comprehensive Centers (Regional Centers), and 4 Content Centers working together to support State educational agencies (SEAs), regional educational agencies (REAs), Tribal education agencies (TEAs), local educational agencies (LEAs), and schools to address areas of national need. Find descriptions of the project proposals for each 2024-2029 Comprehensive Centers below.
National Comprehensive Center
PR Award #: S283B240019
Organization: Westat, Inc.
FY24 Funding: $6,000,000
The National Comprehensive Center has two primary purposes: providing capacity-building services and coordinating the CCNetwork [goals]. In meeting these goals, the Westat team’s primary activities will include prioritizing needs, leveraging research and evidence, involving stakeholders and partners, providing a range of engaging and effective learning opportunities and resources, and collaborating and communicating with constituents. We will also provide network-building opportunities within the CCNetwork and will amplify the efforts and impacts of Regional and Content Centers throughout the educational ecosystem. All of these efforts will contribute to improving outcomes for an array of clients, including the CCNetwork; state, regional, Tribal, and local educational agencies; schools (especially those in improvement statuses), and ultimately students, especially those with the greatest needs [populations served]. We will organize our capacity-building supports around six learning portfolios aligned to the focus areas described in the National Center Absolute Priority: implement state educational agency consolidated plans; improve outcomes in schools implementing comprehensive support and improvement, targeted support and improvement, and additional targeted support and improvement; implement accountability and assessment systems; improve instruction and outcomes in core subjects; address the unique needs of rural and Tribal students; and use evidence to address emerging national needs. Within each portfolio, we will offer evidence-based universal, targeted, and, occasionally, intensive supports designed to meet the varying human, organizational, policy, and resource needs of our clients and recipients. Westat’s “Implementation-in-Action” team will work with National Center team members within each portfolio to infuse implementation science principles throughout our capacity-building supports and will consult with clients as they explore, plan, implement, scale, and sustain their strategies into business-as-usual procedures. Partner organizations to the Westat Team will contribute critical subject matter expertise across key topics (e.g., instruction, school improvement, out-of-school time, educational technology, education finance and resource allocation, rural education, evidence-based communication) to strengthen our offerings and accelerate impact for clients [subrecipient activities]. The Westat team will build upon successful structures and routines to coordinate and strengthen relationships within the CCNetwork. We will also enhance our effective communication and dissemination supports (e.g., CCNetwork website, secure CCNetwork Dashboard) through new technological tools that will provide more efficient client navigation to resources, a more cohesive user experience with capacity-building resources and tools, and more dynamic asynchronous communication among CCNetwork members. Our successful implementation of activities across our dual capacity-building and coordination roles will result in increased use of evidence-based practices in instruction and in school improvement efforts, increased use of federal technical assistance supports for school improvement and student growth, achievement of Elementary and Secondary Education Act (ESEA) student achievement goals, and effective implementation of other state/jurisdictional and federal priorities. Our evidence-informed approach to the provision of technical assistance, tools, and resources and our integration of implementation science practices throughout our learning portfolio activities will strengthen the adoption of what research tells us can work to the design and enactment of policies and practices [contributions to research, policy, and practice]. This, in turn, will advance equitable access and opportunities for all students and will improve and mitigate disparate academic, behavioral, and mental health outcomes among students [expected outcomes].
Region 1 (Northeast) Comprehensive Center
PR Award#: S283B240067
Organization: American Institutes for Research in the Behavioral Sciences
FY24 Funding: $2,380,344
The American Institutes for Research (AIR) and its partner, Applied Enterprise Management (AEM), propose to operate the Region 1 Comprehensive Center (Northeast CC) (serving Connecticut, Massachusetts, Maine, New Hampshire, New York, Rhode Island, and Vermont). AIR has one office located in the region with most of the team (67 percent) living in the region or an immediate bordering state. Further, 89 percent of the team currently works with at least one SEA in the region on a topic relevant to a proposed Northeast CC project. This enables us to leverage our deep knowledge and relationships in the region to provide on-site services at the intensity, duration, and modality required. AIR’s technical assistance approach for the Northeast CC addresses Absolute Priority 2 by presenting a five-year project plan, region- and state-specific proposed service plans, and by establishing project milestones, outputs, outcomes, and measures that align with the U.S. Department of Education’s (ED’s) logic model. Our approach to education systems change involves working shoulder-to-shoulder with our partner states, districts, and school clients to make research relevant by connecting evidence-based programs, practices, and interventions (EBPPIs) to real-world, practical experiences. These efforts have resulted in measurable improvements in enhancing the capacity of SEAs to develop, implement, support, and monitor the implementation of EBPPIs. Our capacity-building services are purposefully designed to strengthen and increase state efficiency by focusing on human, organizational, policy, and resource capacity of educators at all levels of the education system to improve outcomes for all students. We stand ready to assist the SEAs in the Northeast to carry out their approved Consolidated State Plans, implement and scale EBPPIs with a specific emphasis on improving outcomes for underserved students, and assist schools identified for comprehensive or targeted support and improvement. We understand and are committed to the value of complementing our expertise by pursuing strategic partnerships with local, regional and national organizations, the National Center, and strategically selected subject matter experts.
Region 2 (Islands) Comprehensive Center
PR Award #: S283B240037
Organization: Family Health International (FHI 360)
FY24 Funding: $1,250,000
The Region 2 (Puerto Rico and the U.S. Virgin Islands [USVI]) Comprehensive Center. Our deep knowledge of the region, highly qualified and experienced staff based in and/or from the region, strategic partnerships, and extensive experience managing technical assistance programs that build the capacity of state and local educational agencies (SEAs and LEAs), networks, and ministries of education make us well-suited to provide high-quality services. Our outcomes-based management systems ensure that we deliver on time and on budget, while our continuous improvement process allows us to meet our collaborators’ changing needs. We use evidence-based practices to improve student outcomes and blend technical and adaptive solutions to prepare education leaders to address high-leverage problems. Key personnel and partners have demonstrated expertise supporting SEAs and LEAs and improving state and district structures in critical areas, including decentralization, leadership pipelines, student success systems, chronic absenteeism, instructional leadership, and student mental health. FHI 360 is joined by two person-of-color-owned organizations: Puerto Rico-based Concéntrico, which supports mission-driven education and community projects and organizations through planning, strategy, and advocacy with a particular focus on marginalized populations, and Strategic Learning Partners, which specializes in including community voice and determination in evaluation and social innovation with an eye toward systems change. Our proposed activities are designed to help Puerto Rico and USVI address regional priorities: increasing academic outcomes, improving social and emotional well-being, and authentically engaging families and communities. We will also support Puerto Rico's substantial and urgent efforts to decentralize. By providing high-quality, culturally responsive services, FHI 360 aims to significantly improve educational opportunities and outcomes, build local capacity, close achievement gaps, and improve the quality of instruction for students who need it most.
Region 3 (Mid-Atlantic) Comprehensive Center
PR Award #: S283B240056
Organization: ICF Incorporated, L.L.C.
FY24 Funding: $1,931,431
The ICF Team is pleased to operate the Region 3 Comprehensive Center (R3CC) serving state, regional, tribal, and local education agencies and schools in Delaware, the District of Columbia, Maryland, New Jersey, and Pennsylvania. Partners include long-time collaborators ICF and AEM, and the Johns Hopkins School of Education’s Center for Education Technology. ICF is also joined by EurekaFacts as the external evaluation partner. Together, the team offers a proven, evidence-based approach to delivering state-of-the-art technical assistance (TA) that promotes educational agency capacity to carry out Consolidated State Plans; select, implement, and sustain evidence-based programs, practices, and interventions that will result in improved educator practice and student outcomes, particularly among students living in poverty and underserved communities, and in schools undertaking comprehensive support and improvement activities or targeted support and improvement or additional targeted support and improvement activities; and strengthen education opportunities and outcomes for underserved student populations encountering obstacles to their academic success. Through the R3CC, the Center proposes to help education agencies address high-leverage problems by facilitating coherent bodies of work in each Region 3 state, in the District of Columbia, and across the region, focusing particularly on efforts to improve student academic performance, support English learners, and recruit and retain a high-quality educator workforce.
Region 4 (Appalachia) Comprehensive Center
PR Award #: S283B240016
Organization: Westat, Inc.
FY24 Funding: $1,804,312
Westat’s Appalachia Comprehensive Center (R4CC) will be significant to Kentucky, Tennessee, Virginia, and West Virginia to help them build their capacity to solve high-leverage issues. Our proposed project plans detail our human-centered design and growth-mindset approach, which are customizable to individually support the needs of the states to result in organizational or system change and long-term, sustainable improvement. Our long-term goal for our work is to increase educational opportunities, improve academic outcomes, and reduce achievement gaps for all students. The team, comprising partners AEM, Informatics Studios, Applied Learning Insights, Education Northwest, national experts, and recent state level administrators, is ready to navigate growth with these four states. Further, we will continue to deliver effective capacity building across the content areas and federal Title programs, resulting in system improvements that make a difference in the lives of educators and students. The Project Director and co-deputy directors have extensive experience and knowledge in the region, as well as knowledge of federal and local statutes, including Elementary and Secondary Education Act (ESEA) and provide ongoing capacity services to states in the region. Inherent in the CC’s capacity-building approach is anchoring the work in each state’s Consolidated State Plans approved under the ESEA. The team will focus on assisting states as they implement, scale up, and sustain evidence-based programs, practices, and interventions (EBPPIs) that focus on specific areas of interest (e.g., math and literacy, educator shortages, agency systems), as well as on unique educational obstacles faced by underserved populations. The team has proposed six Annual Service Plans (ASPs) across the region—two in Kentucky (Strengthening the Impact of Virtual Learning for Kentucky Schools and Their Students, and Improving Early Learning Literacy Through an MTSS Approach), one in Tennessee (Recruiting and Retaining a Diverse Teacher Workforce), one in Virginia (Building Virginia’s Capacity to Sustain Continuous Improvement to Address School Quality), one in West Virginia (Strengthening West Virginia’s Structures and Practices to Support the Educator Workforce), and one regional (Addressing Chronic Absenteeism Regionally). At the forefront of the ASPs, the team provides services to support students and communities with the highest needs, including communities with high percentages or numbers of students from low-income families; implements comprehensive support and improvement activities or targeted or additional targeted support and improvement activities rural areas; and serves student populations with demonstrated needs unmet or under-met through other federal, state, or local interventions.
Region 5 (Southeast) Comprehensive Center
PR Award #: S283B240068
Organization: The University of North Carolina at Greensboro
FY24 Funding: $2,262,945
The SERVE Center at UNC Greensboro proposes to operate the Regional Center for Region 5 (R5CC) and provide intensive, capacity building services to Georgia, North Carolina, and South Carolina. We propose five goals representing customized strategies that address nine educational challenges. The first three goals describe support to the SEAs on their key improvement initiatives. Goal 1: Support the three SEAs in improving their effectiveness in carrying out Consolidated State Plans. Goal 2: Support the three SEAs in continuously improving their literacy, math, and MTSS initiatives. Goal 3: Build the capacity of SEAs to address emerging needs. Our Goal 4: Scale up promising practices/ evidence-based practices (EBPs) through engaging cohorts of LEA and school leaders. Goal 5 focuses on support to the National Center, Content Centers, RELs and other federal assistance providers in disseminating their products and services. The expected outcomes are that we will build the human, organizational, policy, and resource capacities of the SEAs and LEAs we serve as they address nine educational challenges (e.g., improving low-performing schools, improving literacy and math outcomes, improving the implementation of MTSS, addressing emerging issues such as the educator shortage and non-academic barriers to learning). Our annual set of project plans will outline the activities to be accomplished each year based on our stakeholder engagement process. In terms of the primary activities to be accomplished, we describe ten capacity-building strategies (e.g., training/coaching in the application of Implementation Science, supporting the use of EBPs, facilitating peer-to-peer learning, supporting LEA cohorts through sustained professional development/Communities of Practice).
Region 6 (Gulf) Comprehensive Center
PR Award #: S283B240029
Organization: RMC Research Corporation
FY24 Funding: $2,450,688
The goal of the Region 6 Comprehensive Center (Gulf CC) proposed by RMC Research Corporation is to build capacity of State, regional, Tribal, and local educational agencies (SEAs, REAs, TEAs, LEAs) and schools to improve educational opportunities. The expected outcomes of the Gulf CC are: Short-term: (1) Center’s products and services are deemed of high quality, relevance, and usefulness by clients and recipients (PM1); (2) Center establishes relationships/trust with clients/recipients; (3) Long-term service plans co-created based on client needs/baseline data. Mid-term: (1) Services and products provided to a wide range of recipients (PM2); (2) Improvements in SEA/LEA human, organizational, policy, and resource capacity to implement evidence-based practices and use data to adjust/improve implementation; (3) Capacity-building services are implemented as intended (PM3); (4) Mid-term SEA/LEA/school-level outcomes are met. Long-term: (1) Increase in positive indicators of educator and student performance in high-leverage settings; (2) Increase in positive indicators of equity; (3) Codified changes in systems, policies, programs, and practices; (4) Clients/recipient outcomes are met (PM4). These outcomes will be met through the proposed service plan, which includes ten five-year intensive capacity-building projects, including one regional and nine State-specific technical assistance projects focused on critical high-leverage needs identified through needs sensing conducted with SEA, REA, TEA, LEA, school, community, and family stakeholders in the region.
Region 7 (Midwest) Comprehensive Center
PR Award #: S283B240055
Organization: American Institutes for Research in the Behavioral Sciences
FY24 Funding: $4,608,724
The American Institutes for Research® (AIR®) and its partner Manhattan Strategy Group (MSG) propose to operate the Midwest Comprehensive Center (Midwest CC) serving Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin. AIR has one office located in the region, and over 250 AIR and MSG staff members are in states within or immediately bordering the region. This enables us to provide on-site services at the intensity, duration, and modality appropriate to meet the requirements detailed in the notice inviting applications. AIR’s technical assistance approach for the Midwest CC presents a 5-year project plan, as well as region- and state specific proposed service plans, and by establishing project milestones, outputs, outcomes, and measures that align with the U.S. Department of Education’s logic model. Our approach to education systems change involves working shoulder to shoulder with our partner states, districts, and school clients to make research relevant by connecting evidence-based programs, practices, and interventions (EBPPIs) to real world, practical experiences. These efforts have resulted in demonstrated, measurable improvements in enhancing the capacity of state education agencies (SEAs) to develop, implement, support, and monitor the sustained implementation of EBPPIs. Our capacity-building services are purposefully designed to strengthen and increase state efficiency by focusing on the human, organizational, policy, and resource capacity of educators at all levels of the education system to improve outcomes for all students. We stand ready to assist SEAs in the Midwest region to carry out their approved Consolidated State Plans, implement and scale EBPPIs with a specific emphasis on improving outcomes for underserved students, and assist schools identified for Comprehensive or Targeted Support and Improvement. We understand and are committed to the value of complementing our expertise by pursuing strategic partnerships with local, regional, and national organizations; the National Center; and strategically selected subject matter experts.
Region 8 (Central) Comprehensive Center
PR Award #: S283B240050
Organization: McREL International
FY24 Funding: $2,379,571
The Region 8 Comprehensive Center (R8CC), proposed by McREL International, will provide high-quality, intensive capacity-building and technical assistance (TA) services to seven states (CO, KS, MO, NE, ND, SD, and WY) and their respective regional, Tribal, and local education agencies to address their identified high-leverage problems (HLPs). The R8CC will guide clients through use of a six-phase continuous improvement process (CIP) to select, implement, scale, and sustain evidence-based programs, practices, and interventions to improve student outcomes. In all R8CC states, long-term outcomes include increased opportunities and significant increases in achievement—especially for students with the greatest needs. CO will decrease the number of dropouts and increase on-time graduation rates among all student groups through career-connected learning and pathways to postsecondary success. Early literacy efforts in MO and NE will ensure that all students are proficient readers by the end of Grade 3. Intensive TA in KS, ND, and WY will increase teacher and leader retention at state, district, and school levels. In SD, the R8CC’s support to improve math outcomes and Native American students’ well-being will result in increased academic proficiencies and on-time graduation rates. Primary Activities: The R8CC will apply a six-phase CIP that leverages implementation science, adult learning principles, and systems change to address the identified HLPs. The CIP reflects R8CC’s approach to capacity-building services that is designed to achieve increases in human, organizational, policy, and resource capacity at all education system levels and significantly advance state, regional, and local efforts to improve outcomes and opportunities for all students.
Region 9 (Southwest) Comprehensive Center
PR Award#: S283B240017
Organization: Westat, Inc.
FY24 Funding: $5,039,769
Westat, along with our partners at WestEd, Education Elements, Mighty Citizen, EdBetter, and the University of Houston, is pleased provide high-quality intensive capacity-building services to state, regional, and local educational agencies in Arkansas, Louisiana, New Mexico, and Texas, as the Region 9 Comprehensive Center (R9CC) with the goals of (a) improving educational opportunities and outcomes; (b) closing opportunity and achievement gaps; and (c) improving the quality of instruction for all students. R9CC will provide high-quality intensive capacity-building services to state educational agencies (SEAs) and their partners that address specific high-leverage problems and assist clients and recipients in (a) carrying out Consolidated ESSA plans and scaling up evidence-based programs, practices, and interventions; (b) implementing and scaling-up evidence-based programs, practices, and interventions that lead to local educational agencies and schools improving student outcomes; (c) addressing the unique education obstacles faced by underserved populations; and (d) identifying and carrying out capacity-building services to clients that help states address corrective actions or results from audit findings and monitoring. To accomplish this, we propose a minimum of 14 intensive projects over the next 5 years to build each state’s capacity across human, organization, resource, and policy dimensions in three key areas: (a) increasing implementation of evidence-based instructional strategies and materials; (b) improving school performance; and (c) increasing operational excellence of educational agencies at all levels to offer outstanding, high-quality educational opportunities to all students in Region 9. All proposed projects were defined with clients, informed by underrepresented perspectives, and are directly aligned to each state’s strategic education priorities and Consolidated ESSA plans. Because these projects build upon SEA priorities and plans, they leverage existing resources, initiatives, and programs whenever possible. Each year, leveraging a well-designed stakeholder engagement system, R9CC will develop a state service plan that fully describes the problem to be addressed and the theory of action to address it, and a detailed capacity building plan that includes the phase of implementation, capacities to be built, evidence-based interventions to be used, capacity services to be provided, expert personnel assigned, and key federal and local partners, as well as a logic model for implementation and sustainability. Westat will apply internal personnel and performance management processes to implement our service plans with a high degree of fidelity in collaboration with our clients. We will use data to intentionally change course to respond to changing contexts and needs. Finally, we will design and implement a comprehensive communications and dissemination strategy to expand the Center’s reach to the largest number of recipients possible. To manage the Center, Westat has assembled a team of leading firms that specialize in building the capacity of educators and their partners to implement evidence-based reforms to improve student outcomes. This Center will be led by an experienced leadership team prepared to engage with all clients to finalize these proposed projects and maximize the Center’s impact for students in Region 9.
Region 10 (West) Comprehensive Center
PR Award#: S283B240018
Organization: American Institutes for Research in the Behavioral Sciences
FY24 Funding: $4,487,452
The American Institutes for Research (AIR) and its partners, the Arizona Rural Schools Association, the Brigham Young University Center for the Improvement of Teacher Education and Schooling, the University of California Los Angeles Center for the Transformation of Schools, and the University of Nevada, Reno, propose to operate the Region 10 Comprehensive Center (West CC) serving Arizona, California, Nevada, and Utah. AIR has an office located in the region, each of our partners are established organizations in their respective states, and over 50 percent of the proposed West CC key personnel are located within the region. This enables us to provide relevant capacity building services at the intensity, duration, and modality appropriate to meet the requirements detailed in the notice inviting applications. AIR and our partners’ approach for the West CC addresses Absolute Priority 2 and all the program and application requirements by presenting a five-year project plan, region- and state-specific proposed service plans, and by establishing project milestones, outputs, outcomes, and measures that align with the U.S. Department of Education’s (ED’s) logic model. Our approach to education systems change involves working shoulder-to-shoulder with our partner states, districts, and schools to make research relevant by connecting evidence-based programs, practices, and interventions (EBPPIs) to real-world, practical experiences. These efforts have resulted in demonstrated, measurable improvements in enhancing the capacity of partners to develop, implement, and monitor the sustained implementation of EBPPIs. Our capacity-building services are purposefully designed to strengthen and increase state and local efficiency by focusing on human, organizational, policy, and resource capacity across levels of the education system to improve outcomes for all students. We stand ready to assist the state, regional, tribal, and local education agencies in the West to carry out their approved Consolidated State Plans, implement and scale EBPPIs with a specific emphasis on improving outcomes for underserved students, and assist schools identified for comprehensive or targeted support and improvement. We understand and are committed to the value of complementing our expertise by pursuing strategic partnerships with local, regional, and national organizations, the National Center, and strategically selected subject matter experts.
Region 11 (Northwest) Comprehensive Center
PR Award #: S283B240076
Organization: Education Northwest
FY24 Funding: $3,057,651
Education Northwest (EDNW), in collaboration with Child Trends, FHI 360, and Concord Evaluation Group, proposes to operate the Region 11 Comprehensive Center (R11CC). The R11CC will provide intensive capacity-building support to improve academic opportunities and outcomes for students in Alaska, Idaho, Montana, Oregon, and Washington, with particular focus on underserved populations. Technical assistance will focus on carrying out consolidated state plans, implementing and sustaining evidence-based programs and practices, addressing unique obstacles of underserved populations, and improving the implementation of ESSA. Short-term outcomes include established structures, systems, policies, evidence-based practices, and high-quality tools and products. Longer-term outcomes include changes in educational services, instruction, and student outcomes. To achieve these goals, EDNW applies an equity lens and evidence-based TA approach—built and tested through our history of work in the region—to co-develop projects focused on the areas identified. Our approach begins with needs sensing, relationship building and co-planning, and progresses through collaborative implementation and continuous improvement and feedback cycles, sustaining and scaling the work. Six foundational principles—equity-centered, evidence-based, collaborative and responsive, priority focused, aligned, and adaptable—undergird the work. Proposed projects respond to the needs of the region including a cross-state Native education network, projects in literacy, educator shortages, intensive interventions with low performing schools, early kindergarten, and other priority topics. The Center is led by a team with work experience, expertise and lived experiences as students, parents, and educators in the region, which enhances the relevance of the work.
Region 12 (Pacific 1) Comprehensive Center
PR Award #: S283B240036
Organization: Child Trends, Incorporated
FY24 Funding: $1,250,000
Child Trends, the Pacific American Foundation, and Education Northwest, propose to serve Hawai’i (HI), American Samoa (AS), and the Republic of Marshall Islands (RMI) as the Region 12 Comprehensive Center (R12CC). Region 12’s unique geographical and cultural diversity significantly impacts its educational landscape and PK-12 education systems. Our team’s extensive needs sensing and ongoing conversations with system leaders across Region 12 revealed that there is need for a more coordinated, collaborative, and responsive approach to initiate and sustain systemic education change. We propose a comprehensive, high-quality, and context specific capacity-building approach that uses implementation science, improvement science, and adult learning principles to support Region 12 states—including the SEAs and other recipients therein—to solve their most significant, complex, and vexing high-leverage problems (HLPs). Engaging stakeholders from SEAs, schools, and classrooms in networked improvement communities, we will support Region 12 education systems in building their human, organizational, policy, and resource capacity for implementing evidence-based programs and practices (EBPs) that improve student outcomes. We propose to support the following HLPs across the region: HI: Support Comprehensive Support and Improvement (CSI) schools in identifying, implementing, evaluating, and sustaining EBPs to increase students’ math outcomes. AS: Support ASDOE staff in developing the knowledge, tools, and resources necessary to implement, monitor, and scale up early literacy EBPs across their schools, particularly in targeted support and improvement and CSI schools. RMI: Support RMI MOE in identifying, implementing, refining, and sustaining EBPs to strengthen their college preparedness education track with a particular focus on improving literacy and math outcomes for secondary students. Regional: Support HIDOE, ASDOE, and RMI MOE in collectively identifying and implementing EBPs to Increase Literacy & Math Outcomes for Multilingual Learners in the Pacific Region.
Region 13 (Pacific 2) Comprehensive Center
PR Award #: S283B240051
Organization: McREL International
FY24 Funding: $1,250,000
The Region 13 Comprehensive Center (R13CC), proposed by McREL International, will provide high quality, relevant, and useful intensive technical assistance (TA) and capacity-building services to help education agencies and educators in the Commonwealth of the Northern Mariana Islands (CNMI), the Federated States of Micronesia (FSM), Guam, and the Republic of Palau (Palau) solve their most significant high-leverage problems (HLPs). In all Region 13 jurisdictions, we will build capacity to engage in continuous improvement resulting in increased human, organizational, policy, and resource capacity (short-term outcomes), and support the application of capacity increases to address their HLPs (mid-term outcomes), leading to improved outcomes for all educators and students, especially for students from groups with the greatest need (long-term outcomes). Long-term outcomes resulting from R13CC’s TA services in CNMI, FSM, and Guam include improved literacy instruction and student outcomes on standardized assessments. In Palau, R13CC support is expected to result in increased graduation rates and postsecondary enrollment rates. In collaboration with our clients and HLP teams, we will collaboratively plan and implement activities aligned to our six-phase continuous improvement process: assess needs; develop logic models; select evidence-based programs, practices, and interventions (EBPPIs); plan for the implementation of EBPPIs; implement EBPPIs; and evaluate EBPPIs.
Region 14 (Bureau of Indian Education) Comprehensive Center
PR Award #: S283B240030
Organization: WestEd
FY24 Funding: $1,000,000
The goal of the Region 14 Comprehensive Center (R14CC) is to improve opportunities and outcomes for students across the Bureau of Indian Education (BIE) by building the capacity of the BIE by providing high-quality, useful, and relevant intensive capacity-building services to BIE and its schools to assist them in selecting, implementing, and sustaining evidence-based programs, practices, and interventions that will result in improved educator practice and student outcomes. WestEd, in partnership with Abt Associates and the University of Virginia, will achieve the intended outcomes of the R14CC by providing capacity building and TA activities in collaboration with BIE to meet the most pressing educational challenges: (a) operational coherence; (b) executive leadership; (c) student data systems; (d) principal leadership; and (e) student-centered achievement. These challenges will be addressed through six R14CC initiatives that promote the use of evidence-based policies, practices, and interventions. The six R14CC initiatives include: (1) Strategic Plan Implementation; (2) Operational Excellence: Federal Programs Corrective Action; (3) Executive Leadership Development; (4) Principal Leadership Academy; (5) Data Infrastructure Development and Stewardship; and (6) Culture and Language Preservation and Promotion. WestEd’s approach to TA acknowledges the complexity of K–12 educational systems especially as it pertains to the unique nature of the BIE’s governance structure, its trust responsibilities to Tribes and fostering government-to-government relationships. The cultural attunement of the BIE, Tribes, the history of the peoples served by the BIE and other interest holders are key factors in our approach to provide capacity-building supports that address knowledge, skills, competencies, mindsets, beliefs, relationships, and power dynamics.
Center on English Learners and Multilingualism
PR Award #: S283B240090
Organization: Loyola Marymount University
FY24 Award: $1,150,000
The Center on English Learners and Multilingualism (‘the Center’), will provide high-quality targeted and universal capacity-building services to address the technical assistance needs of state (SEA), regional (REA), tribal (TEA), and local educational agencies (LEAs). Through the leadership of Loyola Marymount University’s Center for Equity for English Learners (CEEL) and Education First, the Center leverages CEEL's and Education First’s collective expertise in research, policy, practice, and systems change through coherence building to ensure equity and excellence for English Learners (ELs) and multilingualism. This powerful and intentional alliance will ultimately create transformational change by ensuring that SEAs, REAs, TEAs, LEAs and practitioners develop the skills, mindsets, and knowledge to create coherent systems of support, ensuring access to grade-level content, supporting high-quality educators, and developing effective family-community engagement opportunities. The Center’s Continuous Improvement for Equitable Capacity Building Framework will prioritize integrity, fidelity, and cohesiveness to accomplish three core functions: (1) Provide targeted and universal capacity-building services to promote and scale the use of evidence-based practices (EBPs); (2) Support Regional Centers to enhance their capacity-building services and subject matter expertise; and (3) Coordinate with the Comprehensive Centers and other federally funded providers to provide capacity-building services and select, identify, and disseminate tools on EPBs. Increasing human, organizational, policy, and resource capacities will result in improved EL’s long term opportunities and outcomes that support multilingualism to create enduring positive impacts.
Center for Early School Success
PR Award #: S283B240083
Organization: AZ Board of Regents on behalf of Arizona State University
FY24 Funding: $1,150,000
An interdisciplinary team of researchers, practitioners, and policy advisors from the Children’s Equity Project (CEP) at Arizona State University (ASU), the Buffett Early Childhood Institute at University of Nebraska (NU), the Center X Mathematics Project at the University of California, Los Angeles (UCLA), the California Reading & Literature Project (CRLP), and the Department of Special Education at the University of Oregon (UO) propose to establish and operate the Center for Early School Success. This collaboration leverages the strengths of these organizations, which operate at the intersections of research, policy, and practice to address inequities in early learning and K-12 education systems with the goal of ensuring equitable access, experiences and outcomes for children, families, and communities. Our collective work has impacted education policy and practice for early learning and K-12 students, leaders, practitioners and families, and policy at the local, state, and federal levels, improving the quality of early learning and K-12 service delivery.
Center on Fiscal Equity
PR Award #: S283B240025
Organization: American Institutes for Research in the Behavioral Sciences
FY24 Funding: $1,150,000
The American Institutes for Research® (AIR®) and Afton Partners, with support from the Association of School Business Officials (ASBO), will establish and operate the Center on Fiscal Equity. To achieve fiscal equity, systemic change is needed in school systems to ensure fair allocation and utilization of financial and other tangible resources, including supplemental federal funds aimed at improving educational opportunities and outcomes, closing achievement gaps, and improving the quality of instruction for all students. Theory of Action: To create conditions for students to have optimal educational outcomes, and particularly for groups of students with the greatest need and students attending Comprehensive or Targeted Support and Improvement schools, states and districts need efficient and robust fiscal systems and processes (Lever 1), and education leaders need knowledge of fiscal flexibilities and strategic approaches (Lever 2) to allocate fiscal resources in ways that meet identified needs of individual students and groups of students (Lever 3). In collaboration with the Comprehensive Center Network (CCNetwork) and a national network of partners and experts, we will provide targeted and universal capacity-building technical assistance (TA) services and resources across the three change levers that empower leaders to make systemic changes for greater fiscal equity. AIR brings trusted technical assistance (TA) leaders and recognized national education finance experts with deep experience in education and we have extensive experience in supporting educators in designing and implementing evidence-based programs, practices, policies, and interventions (EBPPPIs) in an array of fiscal challenge areas. Afton brings expertise in collaborative planning, meaningful client engagement, deep data analysis, strategic thinking, and resource alignment. ASBO will support dissemination and outreach through its large affiliate network of education finance officials across more than 45 states. Proposed Year 1 projects are: State Fiscal Systems Community of Practice; State and District Blending and Braiding Webinar Series; Exploring Fiscal Flexibilities to Meet Student Needs District Professional Learning Community; State and District Fiscal Equity Assessment and Resource Allocation Resource Library; and State and District Fiscal Data Transparency Communications Toolkit. We also are poised to provide intensive TA based on regional center needs.
Center on Strengthening and Supporting the Educator Workforce
PR Award #: S283B240013
Organization: Research Triangle Institute
FY24 Funding: $1,550,000
RTI International and its partner team comprised of RMC, SERVE, Westat, ImaginED, and IDRA, proposes to operate the Center on Strengthening and Supporting the Educator Workforce. The Center on Strengthening and Supporting the Educator Workforce will solve high-leverage problems in attracting, preparing, retaining, and diversifying the educator workforce. Through universal and targeted technical assistance (TA), the Center on Strengthening and Supporting the Educator Workforce will increase the replication and scaling of evidence-based practices, increase the diversity of highly qualified and effective educators, and contribute to an overall improved public education system. We have proposed a series of 10 projects that build upon existing and emerging work, improve efficiencies in the use of resources, and address key educator workforce challenges (e.g., teacher compensation, affordable education preparation, and well-being). We will reach these outcomes and facilitate these projects through our primary activities of capacity-building, outreach and relationship management, and communication and dissemination. Our capacity-building approach is designed to build sustainable systems through an accelerated uptake of effective evidence-based practices and effective implementation within supportive environments. Collaborations and partnerships with Regional Centers, other members of the CCNetwork, and federal TA centers will drive collective impact in addressing needs and supporting steady implementation. We will leverage these collaborations with our practitioner experience and research expertise in our communications, including digital-first products in varied modalities for sharing through websites, social media, conferences, and publications.
The Comprehensive Centers program provides services to SEAs, REAs, LEAs and TEAs.