Robert Noyce Teacher Scholarship Program

The Robert Noyce Teacher Scholarship Program seeks to encourage talented science, technology, engineering, and mathematics majors and professionals to become K-12 mathematics and science teachers. The Noyce Scholarship Track provides funds to institutions of higher education to support scholarships, stipends, and academic programs for undergraduate STEM majors and post-baccalaureate students holding STEM degrees who earn a teaching credential and commit to teaching in high-need K-12 school districts. The NSF Teaching Fellowship/Master Teaching Fellowship Track provides funding to support STEM professionals who enroll as NSF Teaching Fellows in master's degree programs leading to teacher certification by providing academic courses, professional development, and salary supplements while they are fulfilling a four-year teaching commitment in a high-need school district. This track also supports the development of NSF Master Teaching Fellows by providing professional development and salary supplements for exemplary mathematics and science teachers to become Master Teachers in high-need school districts. Each track supports Capacity Building Projects to develop the capacity for institutions to provide innovative teacher preparation programs to enable increasing numbers of STEM majors and STEM professionals to become effective K-12 mathematics and science teachers and to develop the capacity to prepare Master science and mathematics teachers. 

Link to Full Announcement

NSF Publication 12-525

Expected Number of Awards:	45
Estimated Total Program Funding:	$54,890,000
Award Ceiling:	$3,250,000
Award Floor:	$150,000
CFDA Number(s):	47.076  --  Education and Human Resources

Staples Foundation awards grants for at-risk youth

[from Philanthropy News Digest] The Staples Foundation has announced grants totaling over $2.5 million to more than a hundred nonprofit organizations working to assist at-risk youth nationwide.

This year, the Massachusetts-based foundation awarded grants in support of efforts to provide youth with the skills and resources they need to become responsible and caring citizens. While the funding will support a wide range of programs, 70 percent of the recipients will use it for education and literacy efforts. In addition, more than 20 percent of the grants will support mentoring and life skills initiatives, while roughly 10 percent will support environmental efforts and services for youth with disabilities. More than half the grantees were nominated by Staples associates.

Recipients include the D.C.-based National Environmental Education Foundation; the Boys & Girls Clubs of Metro Denver; Aid for Africain Chevy Chase, Maryland; Unified Theater in Hartford, Connecticut; theLakeside Educational Network in Ft. Washington, Pennsylvania;Literacy Volunteers of Coconino County in Arizona; the Kentucky-based School to Work Council; and Common Wealth Development in Madison, Wisconsin.

“Staples Foundation Awards $2.5 Million in Funding to Non-Profit Organizations Nationwide.” Staples Foundation Press Release 12/27/11.

Math and Science Partnership grants

The Math and Science Partnership (MSP) program is a major research and development effort that supports innovative partnerships to improve K-12 student achievement in mathematics and science. MSP projects are expected to raise the achievement levels of all students and significantly reduce achievement gaps in the STEM performance of diverse student populations. MSP projects contribute to what is known in K-12 STEM education. All STEM (Science, Technology, Engineering and Mathematics) fields supported by NSF may be involved in this work, with special encouragement to areas that are gaining increased traction at the K-12 level, such as computer science and engineering, in addition to mathematics and science. MSP projects also serve as models that have a sufficiently strong evidence/research base to improve STEM education outcomes for all students. 

Through this solicitation, NSF seeks to support two levels of Targeted Partnership awards, Implementation and Prototype. Implementation awards are intended to develop and put into practice innovative approaches and strategies in education. Prototype awards explore potentially innovative approaches and strategies in education. Both types of Partnerships incorporate significant new innovations to STEM education, linked to a strong educational research agenda, in one of four focal areas: Community Enterprise for STEM Learning; Current Issues Related to STEM Content; Identifying and Cultivating Exceptional Talent; and K-12 STEM Teacher Preparation. In addition, there are three types of Research, Evaluation and Technical Assistance (RETA) project opportunities in this solicitation: research related to sustainability, or policies, or state plans for STEM education; technical assistance for evaluators of MSP projects; and the STEM Education Resource Collaboratory.

Transforming Undergraduate Education Grant

The Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES) program seeks to improve the quality of science, technology, engineering, and mathematics (STEM) education for all undergraduate students. This solicitation especially encourages projects that have the potential to transform undergraduate STEM education, for example, by bringing about widespread adoption of classroom practices that embody understanding of how students learn most effectively. Thus transferability and dissemination are critical aspects for projects developing instructional materials and methods and should be considered throughout the project's lifetime.  More advanced projects should involve efforts to facilitate adaptation at other sites.

The program supports efforts to create, adapt, and disseminate new learning materials and teaching strategies to reflect advances both in STEM disciplines and in what is known about teaching and learning.  It funds projects that develop faculty expertise, implement educational innovations, assess learning and evaluate innovations, prepare K-12 teachers, or conduct research on STEM teaching and learning. It also supports projects that further the work of the program itself, for example, synthesis and dissemination of findings across the program. The program supports projects representing different stages of development, ranging from small, exploratory investigations to large, comprehensive projects.

EDUCATIONAL OPPORTUNITY

This program provides educational opportunities for  Undergraduate Students . This program provides indirect funding for undergraduate students or focuses on educational developments for this group such as curriculum development, training, or retention. To inquire about possible funding opportunities not directly from NSF, please look at the active awards for this program.

Full Proposal Deadline Date:  May 29, 2012

Scholarship program for youth volunteers

The Kohl’s Kids Who Care® Scholarship Program recognizes and rewards young volunteers (ages 6-18) whose efforts have made a positive impact on their communities. This year marks the 10th anniversary of the Kohl’s Kids Who Care Scholarship Program. This year, Kohl’s plans to recognize an additional 2,100 kids with prizes ranging from $50 Kohl’s Gift Cards to $1,000 or $10,000 scholarships.

Deadline: Mar. 15, 2012 (Nominations accepted).

The official announcement and description of this opportunity may be found on the funding agency's website:
http://www.kohlscorporation.com/CommunityRelations/scholarship/index.asp

Next Generation Learning Challenge Grants

Prior to applying, all applicants are strongly encouraged to read and review the Wave III Requests for Proposals:

Wave IIIa: Breakthrough School Models for College Readiness 
Our priority: Personalized, mastery-based, blended learning models
Our vision for Wave IIIa is to identify and scale fundamentally redesigned, whole school models that combine the best aspects of brick and mortar and online learning and result in more personalized, mastery based learning. Click here to read the Request for Proposals and access detailed application instructions.
 

Wave IIIb: Breakthrough Models for College Completion 
Our priority: Innovative delivery models that generate high student outcomes at affordable cost
Our vision for Wave IIIb is to spotlight innovative delivery models that generate high student outcomes at an affordable cost. Grants will stimulate the development of new, next generation online and blended programs that lead to associates or bachelor’s degrees. Click here to read theRequest for Proposals access detailed application instructions.

All applicants are also strongly encouraged to download and read the NGLC Intellectual Property Policy and Conflict of Interest Policyprior to applying.

Application Process

The Wave III selection process involves two steps: an initial application and a longer, more detailed full proposal from selected applicants. Initial applications will be accepted on a rolling basis untilJune 8, 2012.

Submission date	Second phase notifications	Winners Notified	Models should open in:
November 11, 2011	November 23, 2011	February 8, 2012	Fall 2012
February 9, 2012	March 9, 2012	May 31, 2012	Fall 2012 or Fall 2013
June 8, 2012	July 8, 2012	September 30, 2012	Fall 2013

Google.org supports STEM, technology initiatives

[From Philanthropy News Digest] Google.org, the charitable arm of Web search company Google, has announced $40 million in grants in support of education, technology, and the fight against modern-day slavery.

With this latest round of grants, the tech giant has awarded grants totaling more than $115 million in 2011 to nonprofit organizations and academic institutions around the world. In the area of science, technology, engineering, and math education (STEM), Google.org awarded a total of $14.7 million, including $3.25 million to Boston-based Citizen Schoolsand £25,000 (approximately $39,000) to Generating Genius in England to help expand the horizons of underprivileged youth and provide STEM education for more than three million students. 

Through its Empowerment Through Technology program, the company awarded fifteen grants totaling $9.8 million to organizations using the Web, open-source programming, and other technologies to connect communities and improve access to information. Recipients include Vittana, Code for America, and Switchboard. 

For more information on the grantees, visit Google Gives Back on the Google.com Web site.

ExpandEd Schools Initiative

[from Philanthropy News Digest] The After-School Corporation (TASC) has announced grants totaling $11.5 million, including $8.5 million from the Open Society Foundationsand the Wallace Foundation, to help expand its ExpandED Schools initiative. TASC also committed $3 million to the effort in anticipation that private investment will leverage a $30 million public-private national demonstration of expanded learning time over the next three years.

The initiative aims to reinvent public schools by forging partnerships between schools and community organizations focused on expanding students' learning time and options. The learning day in ExpandED Schools facilities is about three hours longer than in typical schools, giving students more time for quality instruction, adult mentoring, and the chance to explore learning opportunities. The ExpandED Schools model seeks to close opportunity and educational achievement gaps in schools in disadvantaged communities.

To that end, Wallace awarded a three-year, $5 million grant to help TASC create additional ExpandED Schools and evaluate their impact on student learning, while OSF committed $3.5 million. In addition, Rona and Randolph Nelson and the Charles Stewart Mott, New York Life, andRobert Sterling Clark foundations have provided support for the expansion.

“New Approach to Expanding the School Day Launches Nationally, Provides Students With Full Range of Learning Opportunities.” The After-School Corporation Press Release 12/15/11.

NSF Math Science Partnerships

The Math and Science Partnership (MSP) program is a major research and development effort that supports innovative partnerships to improve K-12 student achievement in mathematics and science. MSP projects are expected to raise the achievement levels of all students and significantly reduce achievement gaps in the STEM performance of diverse student populations. MSP projects contribute to what is known in K-12 STEM education. All STEM (Science, Technology, Engineering and Mathematics) fields supported by NSF may be involved in this work, with special encouragement to areas that are gaining increased traction at the K-12 level, such as computer science and engineering, in addition to mathematics and science. MSP projects also serve as models that have a sufficiently strong evidence/research base to improve STEM education outcomes for all students. Through this solicitation, NSF seeks to support two levels of Targeted Partnership awards, Implementation and Prototype. Implementation awards are intended to develop and put into practice innovative approaches and strategies in education. Prototype awards explore potentially innovative approaches and strategies in education. Both types of Partnerships incorporate significant new innovations to STEM education, linked to a strong educational research agenda, in one of four focal areas: Community Enterprise for STEM Learning; Current Issues Related to STEM Content; Identifying and Cultivating Exceptional Talent; and K-12 STEM Teacher Preparation. In addition, there are three types of Research, Evaluation and Technical Assistance (RETA) project opportunities in this solicitation: research related to sustainability, or policies, or state plans for STEM education; technical assistance for evaluators of MSP projects; and the STEM Education Resource Collaboratory. 

Link to Full Announcement

NSF Publication 12-518

DEADLINE: March 5, 2012

Expected Number of Awards:	22
Estimated Total Program Funding:	$55,000,000
Award Ceiling:	$8,000,000
Award Floor:	$1,200,000
CFDA Number(s):	47.076  --  Education and Human Resources

Gates Foundation College Readiness Compacts

[from Philanthropy News Digest] The Bill & Melinda Gates Foundation has announced $40 million in funding for cities that have signed Charter-District Collaboration Compacts.


The funding, which includes both grants and program-related investments, will be awarded to cities where district and charter school leaders have pledged to share best practices, innovations, and resources, with the goal of scaling up existing programs designed to prepare students for college and career success.

Launched last December, the compacts program aims to encourage district and charter partners to work together in a range of areas, including teacher effectiveness, college-ready tools and programs, innovative instructional delivery systems and models, and improved use of student-level data. As a condition of the funding, cities also commit to replicating high-performing traditional and public charter school models and to improving or closing schools that are not serving students well.

To date, fourteen cities — Chicago, Illinois; Spring Branch, Texas; Baltimore, Maryland; Boston, Massachusetts; Central Falls, Rhode Island; Denver, Colorado; Hartford, Connecticut; Los Angeles, California; Minneapolis, Minnesota; Nashville, Tennessee; New Orleans, Louisiana; New York City; Rochester, New York; and Sacramento, California — have signed compact agreements. Additional cities will be announced in the coming weeks.

"These communities are setting examples for mayors, districts, and charter school leaders across the country to work collaboratively, learn from each another, and build upon successful practices," said Vicki L. Phillips, director of education for the College Ready program at the Gates Foundation.

“Gates Foundation Announces Significant Investments Available for Cities Supporting Collaboration, Bold Reform and High-Performing Schools.” Bill & Melinda Gates Foundation Press Release 12/06/11.

William T. Grant Foundation Youth Grants

[from Philanthropy News Digest] The William T. Grant Foundation, which supports research to understand and improve the everyday settings of youth between the ages of 8 and 25 in the United States, is accepting Letters of Inquiry for its Investigator Initiated Grants program.

The program is designed to support high-quality research projects that address the foundation's current research interests — enhancing the understanding of how youth social settings work, how they affect youth development, and how they can be improved; and when, how, and under what conditions research evidence is used in policy and practice that affect youth, and how its use can be improved.

Social settings are defined as the social environments in which youth experience daily life. These include environments with clear boundaries such as classrooms, schools, and youth-serving organizations; and those with less prescribed boundaries such as neighborhoods or other settings in which youth interact with peers, family members, and other adults.

To be eligible for consideration, applicants must be employed at a nonprofit institution, either in the United States or abroad. Proposed projects must be consistent with the foundation's current research interests; address issues that have compelling relevance for theory, policy, and/or practice affecting the settings of youth ages 8 to 25 in the U.S.; and reflect high standards of evidence and rigorous methods.

Investigator-initiated grants usually range from $100,000 to $600,000 for projects of two to three years. Newly initiated experiments in which settings are randomly assigned to condition often have higher awards ranging up to $1.5 million.

Visit the Grant Foundation Web site for complete program guidelines, application procedures, information on previously funded projects, and an FAQ.

Contact:
Link to Complete RFP

Experimental Sites Initiative

The Department of Education has invited postsecondary education institutions to participate in experiments under the Experimental Sites Initiative.

The Department is interested in gathering data under circumstances that will allow for a reliable evaluation of the experiments. Participating institutions will be expected to gather and report data needed by the Department for this purpose. To support recommendations for change, evidence must be provided that was obtained from both a treatment group of students who participated in the experiment and a control or comparison group of students who received their student aid under existing rules. As for any evaluation design, it is important that the control or comparison group be as similar as possible to the treatment group.

Experiment 1--Federal Pell Grant Program--Eligibility of students with bachelor's degrees who enroll in vocational or career programs.

Experiment 2--Federal Pell Grant Program--Eligibility of students enrolled in certain short-term training programs.

Experiment 3--Direct Loan Program--Single disbursement of a one-term loan for study abroad students.

Experiment 4--Direct Loan Program--Early disbursement for study abroad students and for students enrolled in foreign institutions.

Experiment 5--Direct Loan Program--Unequal disbursements.

Experiment 6--Direct Loan Program--Limiting unsubsidized loan amounts.

Experiment 7--PLUS Loans for parents of students with intellectual disabilities.

Experiment 8--Student Eligibility--Eligibility of students with intellectual disabilities who are also enrolled in high school.

The Department intends to support experiments where the Department can draw causal inferences about the effects of the alternative approach based on a rigorous evaluation design. Examples of the kinds of evaluation and research designs that allow conclusions to be drawn about the effects of an intervention (program, policy, or practice) can be found at ED's What Works Clearinghousehttp://ies.ed.gov/ncee/wwc/.

Click here for full background and a description of the application and evaluation process.

Excerpts for Experiment 1

Eligibility would be restricted to students with a bachelor's degree who have demonstrated to the participating institution that they are unemployed or underemployed and who will be entering the vocational program for the first time.

The experiment will require that the program be one that provides training needed to meet local or regional workforce needs, as determined by the institution in consultation with employers or state or local workforce agencies.

The objective of the experiment is to determine if providing Pell Grants to low-income students who have earned a bachelor's degree but who are unemployed or underemployed improves the students' employment status. The experiment should also minimize the use of student loan funds to finance vocational/career education for such students.

Excerpts for Experiment 2

Representatives from some state institutions that offer short-term vocational programs have suggested that if the training is directly related to state or local workforce needs, allowing shorter term vocational training programs to be Pell Grant eligible would enable unemployed and underemployed persons to obtain the short-term training required for employment by local or regional employers. While some institutions have developed innovative programs to embed a short-term program within a longer eligible degree or certificate program, such programs may not meet the needs of all potential students.

This is especially true for students from low income backgrounds or those who have work or family responsibilities that prevent them from enrolling in longer term programs. In addition, it is hoped that, under this experiment, institutions that currently offer longer term programs may develop ways that shorten the student's time to completion--such as asynchronous learning, competency based instruction, or other innovative approaches. Such changes to the structure of training programs may allow the program to be shorter than 15 weeks and still maintain Pell Grant eligibility.

The experiment will require that the short-term vocational program at the community college or postsecondary vocational institution must provide training needed to meet local or regional workforce needs, as determined by the institution in consultation with employers or state or local workforce agencies.

The objective of this experiment is to determine if providing Pell Grant funding to support unemployed or underemployed persons enrolled in short-term vocational training programs offered by community colleges and postsecondary vocational institutions increases employment rates or wages of those persons.

Donors Choose Opens

[from The Erie Community Foundation website] Oct 21, 2011

If you are interested in helping teachers who want to improve reading and math in their classrooms, then Donors Choose might be of great interest to you.

The Erie Community Foundation just partnered with DonorsChoose.org for a “Double Your Impact” program in order to help teachers raise money for exciting classroom projects. Over the past few weeks, teachers have been preparing and posting their projects online.

Beginning TODAY, you can see the school projects on the website www.DonorsChoose.org and make a donation. Just click here.

Through the “Double Your Impact” program, your donation will be matched. The Erie Community Foundation will fund 50% of a project with a total cost of $1000 or less. In fact, anyone across the country can make a donation to Erie County school projects.

The Foundation partnered with Donors Choose because funding has been cut dramatically, and some of our children are not proficient in math and reading, which are two subjects essential to success. By supporting school projects, we can move the needle of one of the key indicators of our community which can be seen at www.ErieVitalSigns.org.

"Our desired impact is to invest in our children by funding projects that create better readers and produce skilled math students who can lead Erie forward," said Anne Sekula, vice president of Programs. "Together, we can make a difference."

Please log on to www.DonorsChoose.org make your donation today! Our children really are our future.

Big Read grants

[from Philanthropy News Digest] The Big Read, a program of the National Endowment for the Arts in partnership with Arts Midwest designed to revitalize the role of literature in American culture and to encourage reading for pleasure and enlightenment, is accepting applications from nonprofit organizations to develop community-wide reading programs between September 2012 and June 2013.

Organizations selected to participate in the Big Read receive a grant, access to online training resources and opportunities, and educational and promotional materials designed to support widespread community involvement and participation. Approximately seventy-five organizations from throughout the United States will be selected.

Applicant organizations must be a 501(c)(3) nonprofit; a division of state, local, or tribal government; or a tax-exempt public library. Eligible applicants include such organizations as literary centers, libraries, museums, colleges and universities, art centers, historical societies, arts councils, tribal governments, humanities councils, literary festivals, and arts organizations.

Community organizations participating in the Big Read are expected to develop and produce a well-planned, well-attended, community-wide read with innovative, diverse programming, and widespread community involvement and participation. Activities should last approximately one month and focus on one book or poet from the Big Read Library.

Organizations may apply for grants ranging from $2,500 to $20,000 each, depending on community size and number of activities planned. Grants must be matched at least 1 to 1 with nonfederal funds. Grant funds may be used for such expenses as book purchases, speaker fees and travel, salaries, advertising, and venue rental.

Visit the Big Read Web site for complete program guidelines, project development resources, and application materials.

Contact:
Link to Complete RFP

Blended Learning Funded

[from Philanthropy News Digest] The NewSchools Venture Fund has announced that it helped close a $2.1 million seed round of funding for blended learning start-up Education Elements to expand its online learning and educational technology services.


The funds will enable Education Elements, which also received investments from Tugboat Ventures, venture capitalist Wally Hawley, and education investors Imagine K12, to continue building out its team, software, and services. The company's products are designed to make it easy and cost-effective for schools to implement "blended learning," an approach involving online resources and traditional classroom instruction, as a way to personalize learning and enable teachers to focus on small-group instruction.

In addition to helping schools design customized blended learning solutions and embed online content and data into daily instruction, Education Elements has developed a streamlined technology platform that eases the introduction of online learning into a school's curriculum and operations. Clients include KIPP LA Schools, Mission Dolores Academy, IDEA Public Schools, and Alliance College-Ready Public Schools.

“Blended Learning Startup Education Elements Raises $2.1 Million to Expand Upon Early Success.” NewSchools Venture Fund Press Release 10/05/11.

Youth Technology Grants

[From Philanthropy News Digest] The ESA Foundation, a philanthropic vehicle of the Entertainment Software Association, is dedicated to supporting programs that make a difference in the lives of America's youth.
The foundation is accepting grant applications from nonprofit organizations that provide programs and services utilizing technology and/or computer and video games to educate America's youth and young adults (ages 7 to 18).
Applicants must be nonprofit 501(c)(3) organizations or governmental units exempt under Section 115 and described in Section 170(c)(1) of the Internal Revenue Code. Funding must be sought for a specific project or program that is or will be implemented or available nationwide or in a minimum of two states in the United States.
In general, the ESA Foundation does not accept applications for endowments, operating support, benefit and event fundraisers, annual fund appeals, youth sports teams, religious organizations for religious purposes, political organizations or campaigns, labor groups, indirect costs, research, or from fiscal agents. Grants are not made to individuals or for projects outside the United States of America.

The grant application deadline is May 15, 2011 for projects to be implemented in 2012. First-time awardees will be considered for grants of up to $50,000 each.  Visit the ESA Web site for complete program guidelines and application procedures.

Link to Complete RFP

Lowe's awards education grants

[from Philanthropy News Digest] In conjunction with the start of the 2011-12 school year, Lowe's has announced grants totaling more than $4 million to support education programs across the country.


Through the Lowe's Toolbox for Education initiative, Lowe's Charitable and Education Foundation awarded grants totaling $1.35 million to eighteen schools for school improvement projects, including rebuilding, repair and renovation efforts, and the installation of SMART Board technology. And as part of a larger $1 million commitment to help rebuild schools damaged by natural disasters, the foundation awarded $250,000 to schools affected by severe weather and natural disasters this spring.

Grant recipients include Teach for America, which will receive $750,000 in support of its programs; the United Negro College Fund ($500,000); the Hispanic Scholarship Fund ($250,000); and the Thurgood Marshall College Fund ($100,000). In addition, the foundation awarded $500,000 over five years to Project L.I.F.T. (Leadership and Investment for Transformation) to help support Charlotte's public school system; 140 scholarships totaling $350,000 to high school seniors planning to attend an accredited two- or four-year college or university in the United States; and fifty Carl Buchan scholarships totaling $250,000 to full- and part-time Lowe's employees, their spouses, domestic partners, and dependents.

“Lowe's Charitable and Educational Foundation Kicks off 2011 School Year With More Than $4 Million in Educational Grants.”Lowe's Press Release 9/26/11.

Computer Science Education Act

WASHINGTON, D.C. - U.S. Senator Bob Casey (D-PA) and Congressman Jared Polis (D-CO) have introduced the Computer Science Education Act, which will help prepare Americans for the more than 1.5 million high-wage computing jobs that are expected to be created in the U.S. by 2018. The bill will help states to increase and strengthen their computer science offerings in K-12 education.

"With significant job creation over the next decade in industries fueled by computer science, better K-12 instruction in this STEM field is critical to our economic competitiveness,” said Senator Casey. “To help our schools improve computer science instruction, I am proud to introduce the Computer Science Education Act in the Senate.  This legislation will give more students the opportunity to study computer science and position themselves for the jobs of the future."

“Computer science careers will provide good paying jobs for Americans and prepare our economy to compete and win the global market,” said Congressman Polis. “America can only succeed economically if our workforce is prepared for the best paying jobs, such as those in computer science. If America’s is to remain an economic superpower—and if we’re to support jobs for the middle class—we must be the world’s leader in computer science education.”

“The Computer Science Education Act encourages states to examine what is going on in local computer science classrooms and consider how to give students educational opportunities that support lucrative, rewarding careers and contribute to the most dynamic, innovative industry in the United States,” according to Maggie Johnson, Google’s Director of Education and University Relations. “Computer science must be accommodated in our nation’s classrooms if we want to be successful in the 21st Century.”

Between 2004 and 2008, the number of computer-related bachelor's degrees granted in the U.S. fell from roughly 60,000 to 38,000. The availability of introductory secondary school computer science courses has also decreased—by 17 percent since 2005—and the number of Advanced Placement (AP) computer science courses has decreased by 33 percent.

While some states allow computer science courses to count toward a secondary school core graduation requirements, most states that have specific course requirements for graduation count computer science courses only as electives. Many states also do not have a certification process for computer science teachers, and where certification processes do exist, such processes often have no connection to computer science content.

To reverse these troubling trends and prepare Americans for jobs in this high-wage, high-growth field, the Computer Science Education Act will:

• Ensure computer science offerings are an integral part of the curriculum;
• Develop state computer science standards, curriculum, and assessments;
• Improve access to underserved populations;
• Create professional development and teacher certification initiatives, including computer science teacher preparation programs in higher education;
• Form a commission on computer science education to bring states together to address the computer science teacher certification crisis; and,
• Establish an independent, rigorous evaluation of state efforts with reporting back to Congress and the administration.

The bill would provide two-year competitive planning grants to states, as well as five-year competitive implementation grants to states to support their plans to increase and strengthen schools’ capacity to offer effective computer science education.

###

Erie Community Foundation "Double Your Impact" program

[from the Erie Community Foundation website] The Erie Community Foundation is pleased to announce our new partnership with DonorsChoose.org for a “Double Your Impact” Program. In lieu of the Erie Community Foundation's Link to Learning Mini-Grants, the Foundation is partnering with Donors Choose in order to leverage additional funding for school projects. Through Donors Choose, teachers from the public school system, can log on, post their project and encourage donations. Once half of the project has been funded, The Erie Community Foundation will match the funding for the project to be complete. Projects can cost up to $1,000, and the projects must focus on math and or literacy in the classrooms of Erie County Schools.

"Our desired impact is to invest in our children by funding projects that create better readers and produce skilled math students that can lead Erie forward," said Mike Batchelor, president of The Erie Community Foundation.

To learn more about Donors Choose, you can click here.

"As indicated by Erie Vital Signs, Family and community factors affect how well children learn, leaving our at-risk children behind. Research has shown that children affected by risk factors such as poverty, family status, or poor school systems, are more likely to enter school behind their peers, struggle in school, or drop out altogether," said Anne Sekula, vice president of Programs for The Erie Community Foundation. "Through Donors Choose, donors can become involved with projects and we are also able to track progress of projects in order to move the needle on math and literacy, which are part of our Vital Signs indicators."

DonorsChoose.org is a nonprofit organization that connects public school teachers in need of classroom materials and experiences with individual donors who want to help. AtDonorsChoose.org, public school teachers submit project requests for the specific materials their students need to learn. Donors from across the country browse the website and fund the projects they find most compelling.

Teachers can begin posting projects now and that will qualify for funding starting October 6, 2011

All full-time, front-line educators at public School (teachers, librarians, guidance counselors, and school nurse) who spend at least 75% of their time working with the students are eligible to request materials at www.DonorsChoose.org .

Debate programs to be supported

[from Philanthropy News Digest]

Open Society Foundations Award $20 Million to Strengthen Debate Programs

The Open Society Foundations have announced the launch of Global Debate, a $20 million initiative designed to strengthen debate programs on campuses around the world.

As part of the foundation's ongoing efforts to engage young people in important policy issues, the program will provide up to three years of funding to colleges, universities, and other educational institutions looking to integrate debate across multiple disciplines. In partnership with theInternational Debate Education Association, the program will be available to institutions that either have small debate programs or none at all, as well as institutions attempting to promote public debate within the broader communities they serve.

The funding will also support an online debate mentorship program, the creation of educational materials, international debate tournaments and competitions, a series of Open Society Debates on issues of global concern, and a Global Debate and Public Policy Challenge that will host a debate between the world's leading university debaters, policy makers, and academics.

"Debate helps students develop critical thinking and public speaking skills and challenges them to consider global issues from a perspective other than their own," said Open Society Foundations Youth Initiativedirector Noel Selegzi. "Debate is a key component to an open society and encourages new ideas, reasoned arguments, and open minds. Debate helps us recognize that public policy is best developed when the force of an argument, and not the argument of force, is most potent."

“Debate Programs Get $20 Million Boost on Campuses Worldwide.”Open Society Foundations Press Release 9/14/11.

Discovery Research K-12 program - STEM

Description

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of Science, Technology, Engineering and Mathematics (STEM) by preK-12 students, teachers, administrators and parents. All DRK-12 projects should be framed around a research question or hypothesis that addresses an important need or topic in preK-12 STEM education. The emphasis in DRK-12 is on research projects that study the development, testing, deployment, effectiveness, and/or scale-up of innovative resources, models and tools. DRK-12 invites proposals that address immediate challenges that are facing preK-12 STEM education as well as those that anticipate a radically different structure and function of pre-K 12 teaching and learning. DRK-12 especially encourages proposals that challenge existing assumptions about learning and teaching within or across STEM fields, envision the future needs of learners, and consider new and innovative ways to support student and teacher learning. DRK-12 is particularly interested in projects that hold promise for identifying and developing the next generation of STEM innovators (NSB, 2010). There are four strands described in detail in the solicitation: 1) Assessment; 2) Learning; 3) Teaching; 4) Scale-up.DRK-12 projects are based on theories of learning, prior research and development. Projects reflect the needs of an increasingly diverse population as well as national, state, or discipline priorities. Outcomes include usable and scalable resources, models, tools, and contributions to the knowledge about STEM teaching and learning. In addition, teachers and students who participate in DRK-12 studies are expected to enhance their understanding and use of STEM content, practices and skills.The DRK-12 program is primarily concerned with the goals and effectiveness of formal education, but recognizes that learning is not limited to formal school environments and times. The program encourages projects to draw from knowledge and practice of learning in out-of-school and informal settings.Most young people and STEM professionals today use powerful technologies in the activities of their everyday lives. New knowledge, new ways of thinking, and new ways of finding and processing information drive our society and economy. Many of the resources, models and tools researched and developed by DRK-12 will provide innovative ways to use current and emerging technologies to transform STEM education.DRK-12 recognizes that outstanding teaching is a critical and integral component of this improvement process. While Strand 3 has a specific focus on resources, models and tools for teacher education and the impact of those models on student learning, projects submitted to the other strands may also include teacher support materials or professional development components in support of student learning. Projects submitted to the Learning strand might also include the development of assessments related to the specific goals of the project. Some DRK-12 projects focus on a specific STEM discipline or concept, while others have cross-disciplinary, cross-grade level content, but all projects must demonstrate that the content is important from both a disciplinary and learning perspective. Full Research and Development projects are expected to lead to successful dissemination and adoption of findings or products in the preK-12 enterprise at a scale beyond that directly supported by the grant. 

Link to Full Announcement

NSF Publication 11-588

Low-cost computers for kids

[from "Free Money Ate My Brain"] In an attempt at dealing with the digital divide in our country (which, two decades into the popularization of the internet, is still alive and well), Comcast, the cable communications company, has started a program within its high-speed internet service areas for kids who receive free school lunches called Internet Essentials.  It's a program that provides home internet access for $9.95 a month, and the opportunity to buy a lower-cost computer.  

To qualify, you must have a least one child in the household receiving free school lunches, not have had Comcast internet in the last 90 days, and no unreturned equipment or overdues with Comcast--and live in their high-speed service areas. To get more information and an application, call 1-800-846-8376.  Fill it out, send it back with your child's lunch documentation, and you will hear from them in 7 to 10 days.  They will also send you information about applying for a lower-cost($149.95, plus tax) computer, and free computer training. 

For other possible ways to get low-cost computers, try this blog entry, or this one from aidpage.

Race to the Top requirements posted

[from Philanthropy News Digest] The U.S. Department of Education has announced proposed requirements for the third phase of its Race to the Top (RTT) competition. RTT is the DOE's $4.35 billion effort to re-shape America's educational system so as to better engage and prepare students for success in a competitive twenty-first century economy. Nine second-round finalists — Arizona, California, Colorado, Illinois, Kentucky, Louisiana, New Jersey, Pennsylvania and South Carolina — have been invited to apply for $200 million in funding to support a portion of their previously established RTT plan.


States competing for funding in this round will be expected to submit an application that both demonstrates a commitment to education reform and contains a detailed budget and narrative explaining how their plan will have the greatest impact on the state's education system, including a description of their plan to support science, technology, engineering, and math (STEM) education. Final award sizes will be determined by each state's population and plan. Under current proposals, Colorado, Louisiana, South Carolina and Kentucky are eligible to apply for up to $12.25 million; Arizona can apply for up to $17.5 million; Illinois, Pennsylvania and New Jersey are eligible for up to $28 million; and California can apply for up to $49 million.

The Department of Education expects that proposals will express a commitment to the four reform areas that define Race to the Top: the adoption of standards and assessments that prepare students to succeed in college and the workplace; building data systems that measure student growth and success and inform teachers and principals how to improve instruction; recruiting, developing, rewarding, and retaining effective teachers and principals; and turning around consistently low-performing schools.

"Through Race to the Top, these nine states helped lead the way in laying the groundwork for key education reform around the country," said U.S. Secretary of Education Arne Duncan. "We look forward to working with them in round three as they continue their work and transform their plans into significant investments that improve education for more students."

“U.S. Department of Education Releases Proposed Requirements for Race to the Top Round Three.” U.S. Department of Education Press Release 9/07/11.

Invitation to join teacher evaluation program

PDE to launch Phase II of the teacher evaluation program

Building upon its Phase I pilot, the PA Department of Education will conduct a Phase II teacher evaluation pilot program during the 2011-12 school year and seeks participants for the initiative.

PDE invites school districts, charter schools, intermediate units and career and technical centers to join them in the development of a new teacher evaluation system, which is scheduled to be formally introduced during the 2012-13 school year.

(Reposted from TEAM PA Foundation newsletter)