Education for American Civic Life initiative

Overview:

Through this initiative, the Foundation seeks ambitious projects that confront gaps in undergraduates’ civic knowledge and prepares them for the intellectual demands of democratic participation. Successful proposals will seek to promote learning about the formation of the American republic, the crafting of its Constitution, the history of contention over the interpretation of the Constitution, the development of representative political structures, and the principles of democracy. Civic education is strongest when it is not treated as a subject in isolation but becomes part of the student experience across disciplines. For example, the study of history and literature can help students recognize recurring themes and problems in American life such as the tension between individual rights and national security, or the challenges and opportunities faced by immigrants. 

We give priority to proposals designed to reach a significant proportion, if not all, of the undergraduate student body and that infuse civic education across the curriculum. While innovative pedagogies that advance civic engagement are acknowledged and appreciated (e.g., service-learning, public sphere pedagogy), please note our chief interest is in content, i.e., what students will learn. There are a variety of curricular approaches to and considerations for addressing this objective. Some examples are offered below.

Specific Areas of Interest 
The Education for American Civic Life Initiative is focused on funding in three particular areas. While we continue to accept applications that cross or go beyond these areas, we also value proposals that help deepen, expand, and scale the work we are currently funding. 

• Knowledge for Freedom -- In 2018, the Foundation made a commitment to expand nationwide a uniquely rewarding program called Knowledge for Freedom. Knowledge for Freedom Programs invite underserved high school students to study humanity’s deepest questions about leading lives of purpose and civic responsibility. Between the junior and senior years of high school, students come into residence on a college campus, where they experience the intensity of a seminar-sized discussion taught by college professors focused on major works of philosophy and literature. Over the following year, while applying to college as high school seniors, the students engage in civic initiatives inspired by the recognition that their lives are interconnected with the lives of others. High school students who typically find themselves shut out from opportunities available to their more affluent peers are thus provided with an opportunity to undertake college-level work in the humanities, to build meaningful relationships with college faculty and college students, who serve them as mentors, and to develop, through practice, civic skills with their peers. Knowledge for Freedom programs, as demonstrated by the flagship “Freedom and Citizenship Program” at Columbia 3 University, dramatically improve college readiness, admission prospects, and college graduation persistence while building interest in humanistic writing and issues, as well as habits of civic engagement, that persist during and after college. 

• Big Questions & Coherent Answers -- In 2019, the Foundation began working with colleges and universities invested in creating comprehensive civic education for a significant portion of their student body. Some of our partner institutions are designing freshman core curricula, others are working inside divisions such as an honors college or a pre-professional program, to ask faculty to design a series of courses and extracurricular opportunities to ensure that their students prepare to be informed and engaged civic participants in their local and national communities. These programs explicitly help students grasp the lived experience—past and present-- of their neighbors outside the campus gates as a valuable aspect of a civic education that builds on their education in areas like governance, history, and law. Typically, these programs are anchored by a significant question concerning the past and present challenges of the community in which the college or university is located-- whether this is a metropolitan center such as Newark, New Jersey, with a long history of successive migrations into and out of the city, or rural Virginia, site of a major Civil War campaign and the struggle over segregation and civil rights. 

• Professional Development -- In 2019, the Foundation began partnering with colleges and universities that are working to deepen civic education and that recognize the need to provide faculty with their own learning opportunities to ensure that they are equipped to teach in the new civic curriculum. The Foundation is invested in building professional development opportunities for faculty focused on the knowledge and skills they need to give undergraduates a comprehensive civic education. Our partners have offered intensive summer seminars with leading scholars, created stipends for professors to learn to teach texts outside their area of expertise, and are investigating new ways to create faculty learning communities.

Requests from single institutions and multiple institutions partnering together will be considered, following our two-stage process.
1. First, we ask that prospective grantees share brief concept papers. 
2. After review of the concept papers, a limited number of applicants will then be invited to submit full proposals.

We consider concept papers on a rolling basis. The Teagle Board of Directors reviews all grant requests when it meets in February, May, and November. If a proposal is invited, program staff will confer with applicants to determine the appropriate timeline for submitting a full proposal in line for potential review by the board.
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Grants of varying amounts, ranging from $100,000-$400,000 over a 24-36-month period, will be made to each funded project participating in this initiative. Requests from both single institutions and multiple 2 institutions partnering together will be considered. The size of the grant will be based on the scope of the project. Planning grants in the range of $25,000 over 6-12 months will also be considered. 

We expect this grant program will remain open for approximately three to five years.

National Center on Historically Black Colleges and Universities (HBCUs), Tribally Controlled Colleges and Universities (TCCUs), and Other Minority Serving Institutions (MSIs) to Diversify the Workforce Serving Children with Disabilities

Overview:

Overview

The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants, toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary knowledge, skills, and competencies derived from practices that have been determined through scientifically based research, to be successful in serving those children.

Supporting HBCUs, TCCUs, and other MSIs to improve or develop high-quality degree or certification programs of study, and to receive and successfully implement Federal personnel preparation grants, would increase the number of multilingual and racially and ethnically diverse personnel with the necessary knowledge, skills, and competencies to serve children with disabilities in early intervention, early childhood special education, special education, and related services. This priority is consistent with the Secretary’s Supplemental Priority, which is related to supporting a diverse educator workforce and professional growth to strengthen student learning. See Secretary’s Final Supplemental Priorities and Definitions for Discretionary Grants

Priority

The purpose of this priority is to fund a cooperative agreement to establish and operate a National Technical Assistance Center to Diversify the Workforce Serving Children with Disabilities (Center) by supporting HBCUs,2 TCCUs,3 and other MSIs 4 that offer high-quality degree 5 or certification programs in early intervention, early childhood special education, special education, or related services. This priority is:

National Center on Historically Black Colleges and Universities, Tribally Controlled Colleges and Universities, and Other Minority Serving Institutions to Diversify the Workforce Serving Children with Disabilities.

The Center must achieve, at a minimum, the following expected outcomes:

(a) Improve the capacity of HBCUs, TCCUs, and MSIs to improve or develop high-quality degree programs that integrate effective, equitable, evidence-based, and culturally and linguistically responsive instruction, interventions, and services in inclusive settings to prepare early intervention, early childhood special education, special education, and related services personnel with the competencies necessary to provide services to children with disabilities, including those who are multilingual and those from racially and ethnically diverse backgrounds; 

(b) Increase the numbers of HBCUs, TCCUs, and other MSIs that are aware of, apply for, and successfully receive and implement Federal grants to prepare early intervention, early childhood special education, special education, and related services personnel to serve children with disabilities, including those who are multilingual and from racially and ethnically diverse backgrounds; and

(c) Increase collaboration, networking, and mentorship among faculty at HBCUs, TCCUs, and other MSIs to increase their capacity to improve or develop high-quality degree programs, and receive and implement Federal grants to prepare early intervention, special education, and related services personnel to serve children with disabilities, including those who are multilingual and from racially and ethnically diverse backgrounds. 

Applicants for, and recipients of, funding must, with respect to the aspects of their proposed project relating to the absolute priority, involve individuals with disabilities, or parents of individuals with disabilities ages birth through 26, in planning, implementing, and evaluating the project

Estimated Available Funds: The Administration has requested $250,000,000 for the Personnel Development to Improve Services and Results for Children with Disabilities program for FY 2024, of which we intend to use an estimated $1,500,000 for this competition. 

Maximum Award: We will not make an award exceeding $1,500,000 for a single budget period of 12 months. 
Estimated Number of Awards: 1.
Project Period: Up to 60 months.

U.S. Mission to Pakistan Annual Program Statement (APS)

Overview:

The Public Diplomacy Section (PDS) of the U.S. Mission to Pakistan of the U.S. Department of State is pleased to announce an open competition for awards available through the Mission Pakistan Public Diplomacy Grants Program. This Annual Program Statement (APS) outlines our broad funding priorities, strategic themes, and the procedure for submitting requests for funding. Applications for funding will be accepted until June 30, 2024. Applicants may apply for funding for small grants (between $10,000 and $40,000) or large grants (between $50,000 and $150,000). Preference will be given to applications that make clear their careful consideration of effective use of resources. Please follow carefully all instructions below and use the grant application document and budget template found on our website.

This APS was developed to support projects proposed by U.S. and Pakistani not-for-profit organizations, think tanks, and educational institutions that fulfill the U.S. Mission to Pakistan’s foreign policy goals and objectives.

PDS invites proposals for projects that strengthen people-to-people ties between the United States and Pakistan and increase understanding of the United States’ foreign policy, values, and culture through direct or virtual engagement. Competitive proposals should support a priority program area (see below). While not required, especially competitive proposals will include content or connections with American expert(s), organization(s), or institution(s) that will promote increased cooperation between the people of the United States, the U.S. Mission in Pakistan, and the people of Pakistan after the program concludes.

Specifically, the U.S. Mission in Pakistan is interested in proposals in the following priority program areas:
     •Expanding Connections in Cultural Exchange: This may include projects that encourage increased understanding of U.S. society, culture, and values through sports, music, drama, folklore, and other forms of art.
    •Environmental Sustainability and Climate Resilience programs: Projects that increase public awareness of and engagement in environmental protection and climate change issues, and that promote policy development and innovation to combat climate change. This may include areas such as sustainable development, sustainable finance, renewable energy, eco-tourism, and other related fields.
    •Supporting Civic Engagement through the Empowerment of Marginalized Communities: Projects that promote expanding diversity, equity, inclusion, and accessibility for marginalized groups, such as persons with disabilities, women, ethnic and religious minorities, and LGBTQIA+ persons.
    •Advancement of Human Rights programs
    •Promotion of media freedom and journalism capacity building programs
    •Civil Society: Fostering an Engaged Citizenry

Project Audience(s): The audience will vary per proposal. All programs should consider strategies for expanding the pool of individuals/organizations/beneficiaries to afford opportunities for as diverse and inclusive population as is feasible to bring diverse perspectives based on race, ethnicity, religion, income, geography, gender identity, sexual orientation, and/or disability.

Project Goal: This open competition is for organizations to submit applications to implement new programs that promote shared values, strengthen bilateral cooperation, expand economic partnerships, increase education opportunities, support inclusive cohesive communities, combat climate change and other environmental challenges, and promote inclusivity and sustainability in Pakistan. All programs must include a U.S. element or connection with U.S. expert/s, organization/s, or institution/s in a specific field that will promote increased understanding of U.S. policy and perspectives. This competition is not intended to provide funding for projects identical to any of the applicant’s previous programs, nor for projects receiving funds from another donor, or to fund the routine operations of an organization.

Program Performance Period: Proposed programs should be completed in 16 months or less.

Length of performance period: 16 months or less 
Award amounts: Awards may range from a minimum of $20,000 to a maximum of $150,000 
Total available funding: $500,000 

Anticipated program start date: October 1, 2024 
Applications for funding will be accepted until June 30, 2024. 

Applicants may apply for funding for small grants (between $10,000 and $40,000) or large grants (between $50,000 and $150,000).

Promoting Postbaccalaureate Opportunities for Hispanic Americans Program (PPOHA)

Overview:

Purpose of Program: The purposes of the PPOHA Program are to:

(1) expand postbaccalaureate educational opportunities for, and improve the academic attainment of, Hispanic students; and

(2) expand the postbaccalaureate academic offerings, as well as enhance the program quality, at the institutions of higher education (IHEs) that educate the majority of Hispanic college students and help large numbers of Hispanic and low-income students complete postsecondary degrees.

According to labor market data from the Federal Reserve Bank of New York, students who graduate with degrees in the STEM disciplines generally are paid more than students who graduate with non-STEM degrees. The growth in STEM jobs is expected to outpace that of non-STEM jobs in the future. To this end, this competition includes an absolute priority focused on expanding the number of Hispanic and other underrepresented graduate and professional students served by the applicant institution, or the institutions that are part of the cooperative agreement application, through expanded courses and institutional resources. In responding to this absolute priority, applicants should demonstrate how they will expand academic offerings that prepare postbaccalaureate students for the workforce by developing or enhancing current course offerings in existing postgraduate degree, certificate, or credentialing programs or by establishing new postgraduate degree, certificate, or credentialing programs.

Additionally, applicants are encouraged to form partnerships with other Hispanic-Serving Institutions (HSIs) and non-HSI IHEs that may assist the applicant IHE in leveraging resources and opportunities for apprenticeships, internships, workplace learning, or similar experiences for students.

Priorities: This notice contains one absolute priority, two competitive preference priorities, and three invitational priorities.

Absolute Priority: Expanding the number of Hispanic and other underrepresented graduate and professional students that can be served by the institution by expanding courses and institutional resources.

Competitive Preference Priorities:

Competitive Preference Priority 1: Meeting Student Social, Emotional, and Academic Needs. Projects that are designed to improve students’ social, emotional, academic, and career development, with a focus on underserved students, through one or both of the following areas: (a) Creating education or work-based settings that are supportive, positive, identity-safe and inclusive with regard to race, ethnicity, culture, language, and disability status, through supporting students to engage in real-world hands on learning that is aligned with classroom instruction and takes place in community-based settings, such as apprenticeships, pre-apprenticeships, work-based learning, and service learning, and in civic activities, that allow students to apply their knowledge and skills, strengthen their employability skills, and access career exploration opportunities.

(b) Creating a positive, inclusive, and identity-safe climate at IHEs through one or both of the following activities:

(1) Implementing evidence-based practices for advancing student success for underserved students.

(2) Providing evidence-based professional development opportunities designed to build asset-based mindsets for faculty and staff on campus and that are inclusive with regard to race, ethnicity, culture, language, and disability status.

Competitive Preference Priority 2: Increasing Postsecondary Education Access, Affordability, Completion, and Post-Enrollment Success. Projects that are designed to increase postsecondary access, affordability, completion, and success for underserved students by supporting the development and implementation of high-quality and accessible learning opportunities, including learning opportunities that are accelerated or hybrid online; credit-bearing; work based; and flexible for working students.

Invitational Priorities:

Invitational Priority 1: Improving the Hispanic Ph.D. Pipeline through Collaboration.

Invitational Priority 2: Supporting the Hispanic Educator Pipeline.

Invitational Priority 3: Increasing Hispanics in Science, Technology, Engineering, and Mathematics (STEM).

Individual Development Grants: Estimated Range of Awards: $500,000–$600,000 per year.

Estimated Average Size of Awards: $550,000 per year. Maximum Awards: We will not make an award exceeding $600,000 for a single 12-month budget period.

Estimated Number of Awards: 11. Cooperative Arrangement Development Grants: Estimated Range of Awards: $600,000–$1,500,000.

Estimated Average Size of Awards: $1,000,000. Maximum Award: We will not make an award exceeding $1,500,000 for a single 12-month budget period.

Estimated Number of Awards: 5.

Deadline for Transmittal of Applications: May 13, 2024.

Deadline for Optional Notice of Intent to Apply: May 3, 2024.

Solicitation limitations:

An eligible IHE may not submit more than one Individual Development Grant application, be the lead applicant for more than one Cooperative Arrangement Development Grant, or submit an

Individual Development Grant application and be the lead applicant for a Cooperative Arrangement Development Grant application in this competition.

A grantee with an Individual Development Grant or a Cooperative Arrangement Development Grant may be a partner in one or more Cooperative Arrangement Development Grants. The lead institution in a Cooperative Arrangement Development Grant must be an eligible institution.

2024 APS Community Impact Grant

Overview:

All applications are required to be a onetime all-inclusive annual request for an organization and we respectfully ask that requests seeking event sponsorship be submitted at least 90 days prior to the event date. We are committed to reviewing all grant requests within 60 days of submission. Please note all notifications about your grant will come from mail@grantapplication.com. Please add this email address to your safe sender list to receive communications.

Solicitation limitations:

ASU may submit only one (1) application to the sponsoring organization.

U.S. Mission to Brazil Small Grants Program

Overview:

Purpose of PAS Public Diplomacy Grants:  The Public Affairs Sections of the U.S. Embassy and Consulates in Brazil invites proposals for programs that strengthen ties between the United States and Brazil through cultural, arts, educational, media, information, and exchange programming that highlights shared values and promotes bilateral cooperation.  The bilateral nature of proposals is especially important during calendar year 2024, the 200th anniversary of the establishment of diplomatic relations between Brazil and the United States.  All programs must include an American cultural element, or connection with American expert(s), organization(s), or institutions in a specific field that will promote increased understanding of U.S. policies, values, and perspectives as well as incorporate a cross-cutting approach to diversity, equity, inclusion, and accessibility (DEIA).

Examples of PAS public diplomacy grants include, but are not limited to:
- Academic and professional lectures, seminars, and speaker programs that include U.S. speakers
- Artistic and cultural workshops, joint performances, and exhibitions
- Cultural heritage conservation and preservation programs
- Programs that strengthen U.S. college and university relationships with local higher education institutions, businesses, and/or regional organizations
- Media trainings

PAS encourages applications from eligible civil society organizations, community representatives, think tanks, non-governmental organizations, academic institutions, government institutions, and international organizations.  Please keep in mind that while an applicant may submit multiple proposals, each proposal must address only one of the initiative areas listed in the NOFO.

Program Initiatives
The following are the primary programming objectives for public affairs:

1. Initiative: Promote public awareness of the deep and broad cultural connections between Brazil and the United States during the celebration of the bicentennial of diplomatic relations in 2024.
Covered Areas: Acre, Amapá, Amazonas, Goiás, Mato Grosso, Pará, Rondônia, Roraima, Tocantins, and Federal District
The goal of this initiative is to provide opportunities for free events to increase the Brazilian public’s engagement with American culture. Projects could focus on music, cinema, art, literature, or sports but must involve American culture and must be free to attendees.
Projects that reach audiences with limited access to American cultural events will be given priority.

2. Initiative: Expand Brazilians’ Access to Fact-Based Reporting to Counter Misinformation 
Covered Areas: Acre, Amapá, Amazonas, Goiás, Mato Grosso, Pará, Rondônia, Roraima, Tocantins, and Federal District.
The goal of this initiative is for the U.S. Embassy in Brazil to collaborate with local organizations to provide training opportunities or capacity building programs for local Brazilian media and journalists, with particular emphasis on news desert – a community, either rural or urban, with limited access to the sort of credible and comprehensive news and information that feeds democracy at the grassroots level.

Project ideas under this initiative include, but are not limited to:
- Projects that strengthen institutional capacity of traditional and emerging media outlets to counter dis and misinformation.
- Projects that increase fact checking skills among journalists, influencers, and other key stakeholders.
- Projects that promote innovative solutions to combat dis and misinformation.

3. Initiative: Support technical and vocational networks with innovation and STEM education involving best practices from the United States
Covered Areas: Acre, Amapá, Amazonas, Goiás, Mato Grosso, Pará, Rondônia, Roraima, Tocantins, and Federal District.
The goal of this initiative is for the U.S. Embassy in Brazil to collaborate with local organizations to support innovative educational practices and techniques to strengthen Science, Technology, Education, and Mathematics (STEM) education for Brazilians.

Project ideas under this initiative include, but are not limited to:
- STEM education programs for youth, involving a U.S. component such as an education methodology, a U.S. expert, or a U.S. curriculum.
- Projects that support increased linkages between technical and vocational networks in Brazil and the United States, such as sharing of best practices.

4. Initiative: Environmental Education 
Covered Areas:  Minas Gerais
Projects that promote U.S.-Brazil educational partnerships related to the climate crisis, sustainable economic development, and/or support the role of indigenous and marginalized populations in preserving biodiversity.

5. Initiative: Gender Equality in Politics
Covered Areas:  Minas Gerais
Nonpartisan projects that address the underrepresentation of women in political activity and/or specific challenges to women’s political participation, in partnership with a U.S. institution and/or using a U.S. concept or material.

6. Initiative:  Sports Diplomacy and Youth Engagement
Covered Areas: Rio Grande do Sul and Santa Catarina
The objective of this initiative is to connect American experts and young Brazilians from underrepresented communities to enhance mutual understanding and develop leadership skills through sports activities. Projects under this initiative could include joint sports activities where Americans have a robust presence.

7. Initiative:  Combating the Climate Crisis   
Covered Areas: Rio Grande do Sul and Santa Catarina
The goal of this initiative is to build capacity for Brazilian civil society groups protecting the environment.  Projects under this initiative could include promoting awareness among young Brazilians about the climate crisis and effective strategies to adopt to mitigate climate change.

Projects must include an element that links with similar initiatives or experts from the United States to demonstrate the shared concerns about climate that connect Brazilians and Americans.

8. Initiative: Promoting Technology, Innovation, and Equity in STEM Education for Brazilian Youth.
Covered Areas: Alagoas, Ceará, Maranhão, Paraíba, Piauí, Rio Grande do Norte, Pernambuco, and Sergipe.
The goal of this initiative is to develop and strengthen ties between U.S. and Brazilian organizations regarding the promotion of technology, space diplomacy, and STEM education for Brazilians.

Proposals should demonstrate clear links to United States educational institutions (universities, etc.), American scientists, researchers, American Spaces in Brazil, Education USA centers, or United States governmental organizations (NASA, etc.) to be given priority consideration.

Programs that highlight international space exploration, the Artemis Accords, the Department of State’s Strategic Framework for Space Diplomacy, the Consulate’s Space for Diplomacy Initiative in Northeast Brazil, or Space Week Nordeste will be most competitive. Innovative programs in Artificial Intelligence (AI) and quantum computing will also be considered.

9. Initiative: Celebrate and highlight 200 years of bilateral relations between the United States and Brazil.  The objective of this initiative is to provide funding for the administration of well-conceived projects that celebrate 200 years of bilateral relations between the United States and Brazil and support Mission Brazil‘s strategic priorities.
Covered Areas: Rio de Janeiro, Espírito Santo, and Bahia

Project ideas under this initiative include, but are not limited to:
- Reducing inequality/advancing social development in Brazil, featuring best practices between Brazil and the United States or U.S. subject-matter experts and/or content.
- Environmental sustainability/climate action in Brazil, promoting partnerships or shared best practices between Brazil and the United States;
- Strong civil society via respect for human rights, equity in Brazil, featuring participation by U.S. stakeholders and/or subject-matter experts.
- Competitive proposals will have a strong exchange component with the United States and overarching connection to the bicentennial celebrations between the United States and Brazil.

10. Initiative: Strengthening Democracy, Human Rights, and Empowered Citizenship
Covered Areas: São Paulo, Paraná, and Mato Grosso do Sul
The objective of this initiative is to collaborate with local partners to celebrate U.S.-Brazil democratic values and strengthen democratic institutions that deliver for all citizens.

Project ideas under this initiative include, but are not limited to:
- Projects that promote the exchange of best practices and/or partnerships between Brazilian and American organizations to advance democratic values and human rights, and empower citizens;
- Projects that encourage and/or facilitate multi-stakeholder partnerships and/or networks to advance democracy and human rights, featuring participation by U.S. stakeholders and/or subject-matter experts;
- Projects that promote citizen empowerment and engage local audiences in the democratic process, highlighting relevant U.S. perspectives, practitioners and/or programs;
- Projects that strengthen institutional capacity of civil society organizations working to advance democratic values, human rights, and empowered citizenship, and establish or expand cooperation with U.S. counterpart organizations.

NOTE: Deadlines vary for the Initiatives as follows:
Deadline of April 30, 2024 for Initiatives: 4, 5, & 8
Deadline of June 30, 2024 for Initiatives: 1, 2, 3, 6, 7, 9, & 10

Solicitation limitations:

Applicants are only permitted to submit one proposal per initiative. Re-submissions of proposals submitted in the previous 12 months to another notice of funding opportunity will not be considered.
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Please keep in mind that while an applicant may submit multiple proposals, each proposal must address only one of the initiative areas listed in the NOFO.

National Professional Development Program

Overview:

The NPD program is a Federal grant program that offers professional development specifically for educators of ELs. The purpose of these grants is to provide professional development activities that will improve classroom instruction for English learners (ELs) and assist educational personnel working with such children to meet high professional standards, including standards for certification and licensure as teachers who work in language instruction educational programs or serve ELs.

Purpose of Program: 
Under the NPD program, Grants awarded under this program may be used for effective pre-service professional development programs that will increase the number and diversity of fully licensed or certified bilingual or multilingual teachers. The purpose of the grants to be awarded under this competition is to increase the number of bilingual and multilingual teachers supporting ELs.

Absolute Priority: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, The priority is: Increase the Number of Bilingual or Multilingual Teachers Through a Grow- Your-Own (GYO) Pre-Service Program that Recruits Teacher Candidates who are Bilingual or Multilingual. Projects that propose to increase the number of fully licensed or certified bilingual or multilingual teachers working in language instruction educational programs or serving ELs, and improve their qualifications and skills, through evidence-based (as defined in 34 CFR 77.1(c)) pre-service programs. We consider only applications that meet this priority.

Applicants must describe their plan for recruiting, supporting, and retaining teacher candidates who are bilingual or multilingual. Applicants must include in their proposed plan for a pre-service program, one or more of the following GYO strategies that are designed to address shortages of bilingual or multilingual teachers and increase the diversity of qualified individuals  entering the educator workforce: 
   (a) Implementing evidence-based GYO strategies for bilingual or multilingual individuals (e.g., creating dual enrollment, early college, and Career and Technical Education programs in teaching for middle and high school students paired with offering seals of biliteracy or supporting bilingual or multilingual paraprofessionals actively working in P– 12 schools in becoming teachers).
   (b) Recruiting bilingual or multilingual individuals who may have a teaching credential, but who are not certified to teach bilingual or multilingual education, and supporting them in earning the additional certification.
   c) Implementing evidence-based teacher residencies in bilingual or multilingual  education, including scaling these evidence-based pathways through a registered teacher apprenticeship program.

Competitive Preference Priority: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, this priority is a competitive preference priority. Under 34 CFR 75.105(c)(2), we award up to an additional five points to an application that meets the competitive preference priority. An applicant must clearly identify in the project abstract and the project narrative section of its application that it is addressing the competitive preference priority for purposes of earning competitive preference priority points.

Type of Award: Discretionary grants.
Estimated Available Funds: $8,400,000.

The actual level of funding, if any, depends on final congressional action. However, we are inviting applications to allow enough time to complete the grant process if Congress appropriates funds for this program. Contingent upon the availability of funds and the quality of applications, we may make additional awards in subsequent years from the list of unfunded applications from this competition.

Estimated Range of Awards: $600,000-$700,000.
Maximum Award: $700,000 per year.
Estimated Number of Awards: 12.
Note: The Department is not bound by any estimates in this notice.
Project Period: 60 months.

Deadline for Notice of Intent to Apply: April 11, 2024.

The Department will be able to review grant applications more efficiently if we know the approximate number of applicants that intend to apply. Therefore, we strongly encourage each potential applicant to notify us of their intent to submit an application. To do so, please email the program contact person listed under FOR FURTHER INFORMATION CONTACT with the subject line ‘‘Intent to Apply,’’ and include the applicant’s name and a contact person’s name and email address. Applicants that do not submit a notice of intent to apply may still apply for funding; applicants that do submit a notice of intent to apply are not bound to apply or bound by the information provided.

FOR FURTHER INFORMATION CONTACT:
Francisco J. Lopez, Jr.
U.S. Department of Education,
400 Maryland Ave. SW,
Washington, DC 20202. 
Telephone:(202) 558–4880. 
Email: NPD2024@ed.gov.

Solicitation limitations:

To maximize student population needs and geographic diversity, the number of awards per single entity will be limited to one per DUNS or UEI number.

U.S Mission to China Public Diplomacy Grants Annual Program Statement

Overview:

The U.S. Mission to China invites proposals for projects that strengthen people-to-people ties between the United States and the People’s Republic of China (PRC), and increase local PRC audiences’ understanding of the United States’ foreign policy, values, and culture through direct or virtual engagement. Competitive proposals should support a priority program area (see below). All programs must include content or connections with American expert(s), organization(s), or institution(s) that will promote increased cooperation between the people of the United States, the U.S. Mission in China, and the people of China.

Examples of Public Diplomacy Grants Program projects include, but are not limited to:
• Academic and professional lectures, seminars, and speaker programs;
• Artistic and cultural workshops, joint performances, and exhibitions;
• Cultural heritage protection programs, and
• Programs that encourage and expand connections between students and scholars in both countries.

Priority Program Areas:
• People-to-People Connections: Projects that support the enhancement of U.S.-China people-to-people engagement, particularly those that increase understanding of the United States among the people of China.
• Expanding Connections in Education and Cultural Exchange: These may include projects that encourage sharing of new approaches, methods, and content in education, and projects that encourage increased understanding of U.S. society and culture through music, drama, and the arts.
• Confronting the Climate Crisis: Projects that increase public awareness of and engagement in environmental protection and climate change issues, and that promote cooperation in research, policy development, and innovation to combat climate change. This may include areas such as sustainable development, sustainable finance, energy issues, eco-tourism, and other related fields.
• Diversity, Equity, Inclusion, and Accessibility: Projects that promote expanding access for persons with disabilities, women’s empowerment, LGBTQI+ rights, and the preservation of minority cultures, especially including projects to ensure sustainable incomes and prosperity for minority communities and those with otherwise limited access to networks of support.
• Health: Projects that promote a greater understanding of the value of health cooperation between China and U.S. to improve the health of both countries and the world, including increasing understanding of U.S.-China cooperation on health research, supporting policy development, and enhancing program implementation.
• English Language Teaching and Learning: Projects that support innovative, interactive teaching and learning of the English language. Projects that directly support ongoing efforts of the Mission China English Language Office will be especially welcome.

Participants and Audiences:
The U.S. Mission to China seeks to fund creative projects that build upon existing partnerships between U.S. organizations and Chinese counterparts, as well as those that create new partnerships and expand operational capabilities of existing organizations. The U.S. Embassy and Consulates in China also welcomes proposals that engage audiences outside of the PRC’s largest cities. Of particular interest are programs that establish sustainable relationships with communities who for reasons such as language or geography cannot easily engage with our Mission.

Length of performance period: Six to 12 months Number of awards anticipated

Award amounts: Maximum of $30,000 (Public Diplomacy Small Grants) or $150,000 (Public Diplomacy Large Grants) per award

Applicants may submit proposals for funding for small grants (total funding of up to $30,000) or large grants (total funding between $50,000 and $150,000).

Funding Anticipated program start date: July 31, 2024

Community Level Innovations for Improving Health Outcomes

Overview:

At the U.S. Department of Health and Human Services (HHS), Office of Minority Health (OMH), we are dedicated to improving the health of racial and ethnic minority, American Indian, and Alaska Native populations through the development of health policies and programs that will help eliminate health disparities. Through our demonstration project grants, we support the advancement of effective and sustainable approaches for improving health outcomes. We do this by funding innovations in social and supportive services that address social determinants of health (SDOH) to reduce health disparities for populations of focus.

We encourage collaborative community networks as part of these innovations. We fund projects that include community networks prepared to strengthen community support services, provide health resources, and help connect individuals to preventive health services. Collaborative networks are also a key component of project development, implementation, and evaluation.

Under this notice of funding opportunity (NOFO), we intend to fund projects to demonstrate that community level innovations that reduce barriers related to SDOH can increase use of preventive health services and make progress toward Leading Health Indicator (LHI) targets. LHIs are a subset of high priority Healthy People 2030 (HP2030) objectives to drive action toward improving health and well-being. SDOH impact people's health and are reflected in HP2030 objectives, including LHIs.

HP2030 sets data-driven national objectives to improve health and well-being over the decade. SDOH are a central focus of HP2030, which organizes them in five domains:

1. Economic Stability – helping people earn steady incomes that allow them to meet theirhealth needs. This includes being able to afford healthy foods, health care, housing, andreliable transportation.
2. Education Access and Quality – increasing educational opportunities and helpingchildren and adolescents do well in school. This includes an individual’s ability tounderstand and apply health information.
3. Neighborhood and Built Environment – creating neighborhoods and environments thatpromote health and safety. This includes ensuring communities have safe air, and water,and are safe from violent crimes.
4. Social and Community Context – increasing social and community support. This includesbelonging to strong social networks that encourage healthy behaviors and help protectindividual and communities from discrimination or exclusion.
5. Health Care Access and Quality – increasing access to comprehensive, high-qualityhealth care. This includes having health insurance coverage, a primary care provider, andaccess to health screenings.

Funding Opportunity Goals
Projects awarded will contribute to the following programmatic goals for this funding opportunity:

• Increase use of preventive health services through community level innovations.
• Improve health outcomes as measured by progress toward LHIs.
• Reduce health disparities driven by SDOH.

Expected Performance Goals and Outcomes for Projects
We will fund projects that meet this NOFO's goals and provide objective measurements for success. We expect recipients to:
a. Build or maintain a sustainable collaborative network
b. Implement community level innovations that impact up to two LHIs
c. Evaluate project processes and outcomes
d. Share information about the project and its findings with the public

Estimated Period of Performance (months): 48

Estimated Project Start Date: 08/01/2024

NIJ FY24 Research and Evaluation on Youth Justice Topics

Overview:

With this solicitation, NIJ, in collaboration with the Office of Juvenile Justice and Delinquency Prevention (OJJDP), seeks proposals for rigorous research and evaluation projects that inform policy and practice in the field of juvenile justice and delinquency prevention. Specifically, this solicitation seeks proposals for studies that advance knowledge and understanding in the following two categories: 

1. Youth Justice Reinvestment Studies which evaluate the effectiveness, including costeffectiveness, of youth justice system reforms and subsequent reinvestments into programs that serve youth in their communities (prioritizing collaborative partnerships between community-based organizations and youth justice systems). 
2. Prevention and Intervention Program Effectiveness Studies which evaluate the effectiveness of school and community-based (a) delinquency prevention programs, (b) intervention programs for youth engaged in delinquent behavior, and (c) intervention programs for youth who have been victimized by abuse and/or experienced trauma. 

In fiscal year (FY) 2024, applications proposing research outside of these two specified categories will not be considered. Applicants may submit proposals to both of these categories, but each proposal must be in a separate application. Applicants are expected to identify the category to which a proposal is submitted on the title page of the Proposal Narrative. 

NIJ will give special consideration to proposals with methods that include meaningful engagement with the people closest to the subject of study, including practitioners as well as community members representing crime victims, people under criminal justice supervision, and members of high-crime communities. 

Applicants are encouraged to propose multidisciplinary research teams to build on the complementary strengths of different methods and areas of subject matter expertise. NIJ also seeks proposals that include consideration and measurement of issues of diversity, discrimination, and bias across age, gender, race, ethnicity, religion, and sexual orientation, as applicable.

NIJ seeks proposals that include robust, creative, and multi-pronged dissemination strategies that include strategic partnerships with organizations and associations that are best equipped to ensure that research findings lead to changes in policies and practices. Special consideration will be given to proposals that dedicate at least 15% of the requested project award funding toward implementing such strategies, as demonstrated in the “Budget Worksheet and Budget Narrative.”

Applications must be submitted to DOJ electronically through a two-step process that begins in
Grants.gov and is completed in JustGrants.
Step 1: Application Grants.gov Deadline: 11:59 p.m. Eastern Time on May 21, 2024
Step 2: Application JustGrants Deadline: 8:59 p.m. Eastern Time on June 04, 2024
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Awards, Amounts, and Durations
Anticipated Number of Awards: Up to 6 awards. Total number of awards NIJ expects to make to be determined by the number of applications received and their merit.

Anticipated Maximum Dollar Amount per Award: Maximum dollar amount for each award to be determined by the requirements of the research proposed in grants selected for award.

Applicants are encouraged to propose budgets that match the research activities proposed, up to the full dollar amount anticipated to be awarded under this solicitation.

Period of Performance Start Date: 01/01/2025.

Period of Performance Duration (Months): To be determined by the period of performance of awarded applications. Successful applicants will be expected to complete the work proposed within a five-year (60 Months) period of performance.

Anticipated Total Amount To Be Awarded Under This Solicitation: $4M ($2M per category).