How do we support educators who are discovering innovative new ways to help all students grow and learn? That question is at the core of our Investing in Innovation (i3) grant program. Through i3, we support teachers, school leaders and their partners to identify effective strategies that encourage student success.
- This week, the U.S. Department of Education’s Charter Schools Program (CSP) announced a $116 million grant competition focused on starting up new, high-quality charter schools via a State Education Agency (SEA) competition for the first time since 2011. We anticipate awarding these SEA grants in September 2015.
- In the coming weeks, we will announce another grant competition to support the start-up of new charter schools via the “non-SEA” competition. These funds are for charter schools in states that don’t have existing—or do not win new—SEA grants. We anticipate awarding these non-SEA grants in fall 2015—after September 2015.
- This timeline allows charter school operators that intend to open new schools in the 2016–17 school year to apply for federal start-up funding sufficiently in advance of those school openings—either via the SEA or the non-SEA grant competition. Even if a charter school operator’s SEA plans to submit an SEA grant application this year, interested charter school operators in those states may wish to apply for a non-SEA grant in order to maximize their odds of receiving funding in advance of the 2016–17 school year.
- Please visit http://www2.ed.gov/about/offices/list/oii/csp/index.html to learn more.
In this video, former middle school teacher and current Senior Program Advisory Brad Jupp discusses why he thinks the Skills for Success grant competition addresses some of the most important challenges that our schools and students face.
In this video, former middle school teacher and current Policy Advisor Kelly Fitzpatrick discusses why she believes the Skills for Success grant competition can have a major impact on the lives of students like the ones she taught in her middle school.
Recent research shows that students who graduate ready to succeed in college and careers have more than just academic skills. The most successful students pair cognitive skills with additional skills such as persisting through adversity, collaborating effectively and exercising self-discipline.
The Office of Innovation and Improvement is seeking peer reviewers for the FY 2015 Charter Schools Program (CSP) State Educational Agency (SEA) grant competition. This is a competitive grant program that enables SEAs to provide financial assistance, through subgrants to eligible applicants, for the planning, program design, and initial implementation of charter schools and for the dissemination of information about successful charter schools.
This week, the President recognized some of the best and brightest science and engineering students from across the country during the 2015 White House Science Fair. At the Department of Education (the Department), we share the President’s commitment to supporting science education that is student-centered and grounded in real-world settings. We have made great strides in improving and broadening science, technology, engineering, and math (STEM) education for all students by including STEM priorities in dozens of competitive grant programs in recent years. Most recently, the Department announced that the 2015 Ready-to-Learn Television grant competition will, for the first time, include a priority to support the development of television and digital media focused on science.
For the current fiscal year, which ends on September 30, 2015, the Office of Innovation and Improvement (OII) will conduct 11 grant competitions in six program areas: Arts in Education, Charter Schools, Investing in Innovation, Opportunity Scholarship, Ready to Learn Television, and Supporting Effective Educator Development. Announcements of these competitions began this month and will continue through this spring and summer.
On January 13, 2015, more than 200 teachers, family members, arts education leaders, PTA members, policymakers, and local-area students came together to honor student artists from 21 states at the U.S. Department of Education (ED) auditorium and art gallery. The young artists — winners of the 2014 National PTA Reflections program — came to celebrate their works of visual art, film, dance, music, and creative writing based on the theme Dream, Believe, Inspire.
Every organization can benefit from an internal group that focuses on promoting and creating game-changing innovations.1 To avoid falling behind, organizations must look to the future while also improving performance and practices in the present. Here at the U.S. Department of Education (ED), we’re working hard to build the foundation for an advanced research infrastructure that can uncover breakthrough innovations so that our schools, educators, and students once again lead the world.
Before joining the team at ED, I spent 22 years in different Department of Defense (DoD) research settings, working closely with a variety of civilian research agencies. What I learned leading projects at the Defense Advanced Research Projects Agency (DARPA) and the Office of Naval Research (ONR) is that most research (both public and private) is stove-piped into two categories: basic and applied. Basic research seeks new knowledge and understanding, while applied research — as the name suggests — takes existing knowledge (i.e., the results of basic research) and creates new applications for it. Applied research can improve performance incrementally by leveraging the results of already-established basic research. This is an important and essential function. But by definition, the impact of applied research is limited by the horizon of current knowledge, which means it is not well-suited to producing dramatic breakthroughs.
Baltimore, Md., is a community on the rise. According to the latest Maryland State Department of Education Report Card, between 2010 and 2013, Baltimore City Public Schools (BCPS) raised its four-year graduation rate from 61.5 to 68.5 percent. In the same period, its four-year cohort dropout rates were cut nearly in half, down to 12.1 percent in 2013. While many factors, individuals, and efforts have led to these upward trends, one in particular that stands out is the Baltimore City Community Schools Initiative (BCCSI), led with BCPS partner the Family League of Baltimore. Last month, a group of more than 30 staff from congressional offices and the federal departments of Education (ED), Health and Human Services, Housing and Urban Development, and Justice traveled to Baltimore to learn about their work firsthand.