Best Grants for Preschools in Massachusetts

The Extension Risk Management Education (ERME) Competitive Grants focus on underutilization of crop insurance projects to enhance agricultural producers' economic viability. This initiative, backed by the Northeast ERME Center and others, provides funding to deliver education in various risk management areas. Grants up to $100,000 are available for projects running from April 2026 to September 2027, with plans to support 7-10 new projects based on quality applications and funding availability.

MyCAP, Middle School Career Connected Learning, and High School Work-based Learning

The My Career and Academic Plan (MyCAP) Planning and Implementation, Middle School Career Connected Learning, and Work-based Learning Grants provide supplementary support to districts/schools who are working to improve the college, career, and civic readiness for all students.

Option 3: 0413 Work-based Learning

This competitive grant is available to schools focused on building systems and strategically aligning resources to expand work-based learning opportunities for their students. This grant is intended to support the implementation of Massachusetts Educational Financing Authority (MEFA) Pathway as the new statewide work-based learning database.

This group's work will lead the state in the development of:

models and resources for implementing MEFA Pathway as the statewide student portal for Work-based Learning Plans and statewide work-based learning data collection including for purposes of Perkins V, Connecting Activities, and Youthworks;

models and resources for Work-based learning plans as part of MyCAP implementation;

models and resources for strategic use of Connecting Activities, YouthWorks, and related resources to expand students access to work-based learning opportunities and bring work-based learning opportunities to all secondary students;

opportunities to integrate Youthworks and Connecting activities planning and reporting tools; and

Recommendations for alignment of Department of Elementary and Secondary Education (DESE) career development model and YouthWorks employment engagement standards.

MyCAP, Middle School Career Connected Learning, and High School Work-based Learning

The My Career and Academic Plan (MyCAP) Planning and Implementation, Middle School Career Connected Learning, and Work-based Learning Grants provide supplementary support to districts/schools who are working to improve the college, career, and civic readiness for all students.

Option 2: 0424 Middle School Career Connected Learning

The purpose of this competitive grant is to support middle schools as they design learning opportunities that integrate academic learning, personal, social, and emotional development and career development with real-world applications. 

Middle school career connected learning is a whole school effort focused on building self-awareness, exploring diverse career options, and developing essential skills. This includes understanding personal strengths, skills, and interests, learning about different jobs and careers to align strengths, skills, and interests and practicing foundational skills like teamwork and communication that will become key employability skills.

Academic, technical, and experiential learning happens across the school in classrooms and core content instruction, in advisory, through comprehensive school counseling, through intentional career development activities (i.e., career speakers), and/or during extracurricular experiences.

Career connected learning is foundational to the MyCAP process. The state highly recommends using these funds for the development of a MyCAP middle school scope and sequence . However, for this grant, schools may choose to begin with development of a career connected learning process that aligns with the state career development model.

MyCAP, Middle School Career Connected Learning, and High School Work-based Learning

The My Career and Academic Plan (MyCAP) Planning and Implementation, Middle School Career Connected Learning, and Work-based Learning Grants provide supplementary support to districts/schools who are working to improve the college, career, and civic readiness for all students.

Option 1: 0598 Planning and Implementation

The purpose of this competitive grant opportunity is to provide supplementary support to school districts with high schools interested in entering the planning phase of MyCAP or school districts that are currently engaged in the early stages of whole school implementation of MyCAP in high schools. The MyCAP process requires schools to convene a multi-role team to create a scope and sequence in the three domains identified as necessary for college, career, and civic readiness — personal/social/mental health, career development, and academic and future planning — for every grade to guide the implementation of MyCAP. This grant will provide planning team members the supplementary support necessary to attend professional development, to hold team meetings outside-of-school hours to create a scope and sequence for every grade, or to support the MyCAP team as they begin implementation of the scope and sequence and allow for continuation of team meetings outside of school hours, attend additional trainings, purchase curriculum that supports MyCAP.

Grant applicants must identify a team that at a minimum includes four members representing a cross-section of professional roles e.g., administrator, school counselor, general education teacher, special education teacher, shop teacher, coach. Student representation is also encouraged. The team will create a scope and sequence that will address the three domains of college, career and civic readiness in each year of middle and/or high school and includes the identification of learning objectives, lessons, activities and resources available to meet those objectives, and the artifacts that will be captured in the individual student MyCAP. The focus of the work should be on creating a scope and sequence that demonstrates a whole school commitment to engage and empower students in planning for postsecondary success based on their individual interests, strengths, and skills, implementing the scope and sequence, and providing professional development opportunities for whole school buy-in.

Funding will support the team’s work by:

• allowing a team made up of diverse roles to meet outside of school hours for the creation of a middle or secondary school scope and sequence;
• paying for substitutes while team members attend in-person trainings;
• designing and/or begin the implementation plan for the rollout of MyCAP;
• identifying 2 metrics for assessment of student success.

Funds may be used for:

Stipends;

Substitute teachers for team members attending Professional Development opportunities;

Consultant fees; and

Coaching Fees.

Washington Trust Charitable Foundation offers community event sponsorships to support local initiatives such as road races, concerts, and festivals. However, requests must be made in writing at least 90 days prior to the event. It is important to note that the foundation does not contribute to organizations outside its defined market area, individuals, religious organizations, political campaigns, and certain other categories. This ensures focused support for community-driven activities.

Early Literacy Consortium Grant

The purpose of this competitive grant program is to fund the development, launch, and continuation of partnerships between eligible sponsoring organizations and PK–12 districts to promote improved teacher preparation and development in evidence-based early literacy instruction and improved early literacy outcomes for PK–3 students. All students deserve access to high quality instruction, and it will take collaborative and innovative efforts on the part of both districts and educator preparation programs to ensure that PK–3 educators have the pre-service training as well as the ongoing professional development needed to well-serve Massachusetts students. The goal of this grant program is for both districts and sponsoring organizations to benefit from collaboration through multi-year consortia developed to impact early literacy teaching and learning through preparation of candidates and ultimately hiring and employment of effective Elementary, Early Childhood, and Moderate Disabilities PK–2/PK–8 teachers.

Department of Elementary and Secondary Education (DESE) seeks to award Early Literacy Consortium grants to entities that:

Are committed to prioritizing literacy equity and excellence, and want to collaborate with districts and sponsoring organizations in their region to make this a reality

Demonstrate favorable conditions and the resources, including time and commitment, necessary to make and sustain meaningful partnerships that have the potential to improve student outcomes in early literacy

Bring together a diverse coalition of stakeholders committed to the activities articulated in the grant proposal, including but not limited to classroom educators, PK–12 administrators, higher education faculty and leadership, program supervisors, teacher candidates, and students where appropriate

Are actively investing in equity, inclusion, and culturally and linguistically sustaining literacy practices for all learners

Category 3 — Established Consortia Implementing Early Literacy Programming

Applicants in this category represent an established partnership with multiple sponsoring organizations and school districts with a clear, strategic plan for the consortium’s work.

Early Literacy Consortium Grant

The purpose of this competitive grant program is to fund the development, launch, and continuation of partnerships between eligible sponsoring organizations and PK–12 districts to promote improved teacher preparation and development in evidence-based early literacy instruction and improved early literacy outcomes for PK–3 students. All students deserve access to high quality instruction, and it will take collaborative and innovative efforts on the part of both districts and educator preparation programs to ensure that PK–3 educators have the pre-service training as well as the ongoing professional development needed to well-serve Massachusetts students. The goal of this grant program is for both districts and sponsoring organizations to benefit from collaboration through multi-year consortia developed to impact early literacy teaching and learning through preparation of candidates and ultimately hiring and employment of effective Elementary, Early Childhood, and Moderate Disabilities PK–2/PK–8 teachers.

Department of Elementary and Secondary Education (DESE) seeks to award Early Literacy Consortium grants to entities that:

Are committed to prioritizing literacy equity and excellence, and want to collaborate with districts and sponsoring organizations in their region to make this a reality

Demonstrate favorable conditions and the resources, including time and commitment, necessary to make and sustain meaningful partnerships that have the potential to improve student outcomes in early literacy

Bring together a diverse coalition of stakeholders committed to the activities articulated in the grant proposal, including but not limited to classroom educators, PK–12 administrators, higher education faculty and leadership, program supervisors, teacher candidates, and students where appropriate

Are actively investing in equity, inclusion, and culturally and linguistically sustaining literacy practices for all learners

Category 2 — Newly Established Consortia in the Planning Stage of Launching Early Literacy Programming

Applicants in this category have an established partnership with multiple sponsoring organizations and public school districts (four or more organizations in total) in their region and are designing and planning to implement programming that will advance effective early literacy instruction.

Early Literacy Consortium Grant

The purpose of this competitive grant program is to fund the development, launch, and continuation of partnerships between eligible sponsoring organizations and PK–12 districts to promote improved teacher preparation and development in evidence-based early literacy instruction and improved early literacy outcomes for PK–3 students. All students deserve access to high quality instruction, and it will take collaborative and innovative efforts on the part of both districts and educator preparation programs to ensure that PK–3 educators have the pre-service training as well as the ongoing professional development needed to well-serve Massachusetts students. The goal of this grant program is for both districts and sponsoring organizations to benefit from collaboration through multi-year consortia developed to impact early literacy teaching and learning through preparation of candidates and ultimately hiring and employment of effective Elementary, Early Childhood, and Moderate Disabilities PK–2/PK–8 teachers.

Priorities

DESE seeks to award Early Literacy Consortium grants to entities that:

• Are committed to prioritizing literacy equity and excellence, and want to collaborate with districts and sponsoring organizations in their region to make this a reality
• Demonstrate favorable conditions and the resources, including time and commitment, necessary to make and sustain meaningful partnerships that have the potential to improve student outcomes in early literacy
• Bring together a diverse coalition of stakeholders committed to the activities articulated in the grant proposal, including but not limited to classroom educators, PK–12 administrators, higher education faculty and leadership, program supervisors, teacher candidates, and students where appropriate
• Are actively investing in equity, inclusion, and culturally and linguistically sustaining literacy practices for all learners

Competitive priority will be given to:

• Partnerships established in FY23, FY24, FY25, or FY26 that have a proven track record with Department of Elementary and Secondary Education DESE of working towards the grant’s priorities and goals and can provide positive evidence of impact
• Partnerships that include districts that have implemented or will be implementing high quality instructional materials for early literacy instruction
• Limited to early literacy curricular materials that meet the Department’s definition of high quality as defined by Curriculum Ratings by Teachers CURATE at the time of application.
  • Additionally, if the district’s core instructional materials do not include a foundational skills component but does meet the criterion listed above, evidence-based foundational skills curricular materials must be in use as well.
• Partnerships that include districts with systems and structures in place to run a Multi-tiered System of Support (MTSS) for early literacy in grades PK-3.
• Partnerships that include districts and schools in chronically underperforming status and the Strategic Transformation Region
• Partnerships whose mission and strategic plan includes intentional, targeted actions to diversify the teacher workforce
• Partnerships that leverage the Professional Standards for Teaching and 2024 Model Teacher Evaluation Rubric to promote culturally and linguistically sustaining instructional practices
• Partnerships whose action plan explicitly addresses training and support for program supervisors and/or supervising practitioners responsible for overseeing Elementary, Early Childhood, or Moderate Disabilities teacher candidate’s field-based experiences

Category 1 — Districts or Sponsoring Organizations in the Visioning Stage of Launching a Consortium

Applicants in this category are at the very beginning stages of planning and have not firmly established multiple partnerships.

Early College Support Grant - Programs in Year 3 and Beyond of Designation

The purpose of this targeted grant is to provide resources that support Designated Early College programs in their ongoing efforts to reimagine the high school experience, ensuring that all students are meaningfully engaged and prepared for post-secondary success. The funds allocated through this grant are intended to assist both the Designated Secondary School and its partnering Institution(s) of Higher Education (IHEs) in the continued development, implementation, and sustainment of their Early College initiatives.

Programs in Year 3 and Beyond of Designation is for high schools in their third year of their first Designation or beyond.

Targeted state funds are intended to support Designated Early College programs in building and sustaining capacity in an equitable and effective manner.

Early College Support Grant

The purpose of this targeted grant is to provide resources that support Designated Early College programs in their ongoing efforts to reimagine the high school experience, ensuring that all students are meaningfully engaged and prepared for post-secondary success. The funds allocated through this grant are intended to assist both the Designated Secondary School and its partnering Institution(s) of Higher Education (IHEs) in the continued development, implementation, and sustainment of their Early College initiatives.

Programs in Years 1 and 2 of Designation

Programs in Years 1 and 2 of Designation is for high schools in their first or second year of Designation.

Targeted state funds are intended to support Designated Early College programs in building and sustaining capacity in an equitable and effective manner.

Title III of the federal Elementary and Secondary Education Act (ESEA) provides supplemental resources to local school districts to help ensure that English learners (ELs) and immigrant children and youth attain English proficiency and develop high levels of academic achievement in English, assist teachers and administrators to enhance their capacity to provide effective instructional programs designed to prepare ELs and immigrant children and youth to enter all-English instructional settings, and promote parental, family, and community participation in language instruction programs for parents, families, and communities.Strategic Objectives: 

DESE partners with districts, schools, and programs to:

• Strategic Objective 1 — "Whole Student" : Cultivate systems to support the whole student and foster joyful, healthy, and supportive learning environments so that all students feel valued, connected, nourished, and ready to learn. 
• Strategic Objective 2 — "Deeper Learning" : Promote deeper learning so that all students engage in grade-level work that is real-world, relevant, and interactive. 
• Strategic Objective 3 — "Diverse and Effective Workforce" : Develop and sustain a workforce that is diverse, culturally responsive, well-prepared, and committed to continuous improvement, so that all students have equitable access to effective educators. 

Priorities: 

• Increase the English language proficiency of ELs by providing effective language instruction programs that meet the needs of ELs and increase student academic achievement
• Provide effective professional development designed to improve the instruction and assessment of ELs, to enhance the ability of teachers and school leaders to understand and implement curricula and assessment practices and measures, and to increase children's English language proficiency or substantially increase the subject matter knowledge, teaching knowledge, and teaching skills of teachers
• Provide and implement other effective activities and strategies that enhance or supplement language instruction programs for ELs which shall include parent, family, and community engagement activities

Title II, Part A of the federal Elementary and Secondary Education Act (ESEA) provides supplemental resources to school districts to improve high quality systems of support for excellent teaching and leading.Strategic Objectives: 

DESE partners with districts, schools, and programs to:

• Strategic Objective 1 — "Whole Student" : Cultivate systems to support the whole student and foster joyful, healthy, and supportive learning environments so that all students feel valued, connected, nourished, and ready to learn. 
• Strategic Objective 2 — "Deeper Learning" : Promote deeper learning so that all students engage in grade-level work that is real-world, relevant, and interactive. 
• Strategic Objective 3 — "Diverse and Effective Workforce" : Develop and sustain a workforce that is diverse, culturally responsive, well-prepared, and committed to continuous improvement, so that all students have equitable access to effective educators. 

• Increase student achievement consistent with challenging State academic standards;
• Improve the quality and effectiveness of teachers, principals, and other school leaders;
• Increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and
• Provide low-income and minority students equitable access to effective teachers, principals, and other school leaders.

Title I, Part A of the federal Elementary and Secondary Education Act (ESEA) provides supplemental resources to local school districts to help provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps.

Strategic Objectives: DESE partners with districts, schools, and programs to:

• Strategic Objective 1 — "Whole Student" : Cultivate systems to support the whole student and foster joyful, healthy, and supportive learning environments so that all students feel valued, connected, nourished, and ready to learn. 
• Strategic Objective 2 — "Deeper Learning" : Promote deeper learning so that all students engage in grade-level work that is real-world, relevant, and interactive. 
• Strategic Objective 3 — "Diverse and Effective Workforce" : Develop and sustain a workforce that is diverse, culturally responsive, well-prepared, and committed to continuous improvement, so that all students have equitable access to effective educators. 

• Strengthen the core program in schools and provide academic and/or support services to low-achieving students at the preschool, elementary, middle, and high school levels;
• Provide evidence-based1 programs that enable participating students to achieve the learning standards of the state curriculum frameworks;
• Elevate the quality of instruction by providing eligible staff with substantial opportunities for professional development; and,
• Involve parents/guardians of participating public and private school children as active partners in their children's education at school through open, meaningful communication, training, and, as appropriate, inclusion in decision-making processes.

Project Lead The Way is offering a rolling grant for schools to implement the PLTW Biomedical Science program for the 2026-2029 academic years. Eligible schools can receive up to $14,000 to cover participation fees and training costs. This grant encourages public, private, and charter schools across the U.S. to enhance their science curriculum, supporting students with engaging, hands-on learning experiences. Schools must commit to offering specific courses during the grant period to qualify for funding.

The Extension Risk Management Education (ERME) Competitive Grants: Exploratory Projects aim to enhance agricultural producers' economic viability through innovative risk management education. Funded by the University of Delaware, these grants offer up to $10,000 for projects that address emerging risk topics or support producer workshops. With an 18-month duration from April 2026 to September 2027, this initiative encourages the development of new educational approaches to better serve the needs of farmers and ranchers.

The Red Sox Foundation offers event sponsorship opportunities to support community initiatives in New England and Lee County, FL. Sponsorships range from $1,000 to $10,000, with a focus on health, education, and recreation. Organizations must have 501(c)(3) status and align with the Foundation's mission to enhance the lives of children, families, and veterans. Applications for sponsorships over $10,000 are by invitation only, fostering impactful community partnerships.

The Red Sox Foundation provides programmatic grants to support non-profits focused on health, education, and recreation in New England. Grants typically range from $1,000 to $10,000, with larger requests by invitation only. Organizations must have 501(c)(3) status and can only apply once per year. The foundation emphasizes its commitment to making a positive impact in the community, although it cannot support every request due to the volume of applications.

The Extension Risk Management Education (ERME) Competitive Grants program aims to enhance the economic viability of agricultural producers through targeted risk management education. Funded by the University of Delaware, this initiative offers grants of up to $75,000 for projects addressing production, marketing, financial, legal, or human risks. The grants are expected to support 12-15 new projects over an 18-month duration, from April 2026 to September 2027, subject to funding availability and application quality.

The Connecting Joy Grant, provided by the Joy in Childhood Foundation, aims to enhance the hospital experience for children battling illness through engaging gaming programs. This initiative supports children's hospitals and nonprofits by funding equipment, staffing, and connectivity, ensuring children can enjoy gaming at their bedside. With grants ranging from $25,000 to $150,000, the program focuses on offering joy and distraction, helping young patients cope with their hospital stays while facilitating connections with peers.

About Us

As a tax-exempt, public charity, the SouthCoast Community Foundation offers donors the guidance and flexibility to fulfill their philanthropic goals. We serve a range of charitable individuals, families, and corporations whose main concern is improving the quality of life in our community.

The SouthCoast Community Foundation allocates individual, family, and corporate funds to meet community needs. To date, the organization has distributed over $60 million from more than 200 funds to humanitarian, educational, and cultural organizations in the region.

Scholarship Resources

The SouthCoast Community Foundation is proud to offer scholarship opportunities to students in our community. We manage one of the largest scholarship programs in our area, with more than $800k awarded to local students each year.

Most SouthCoast Community Foundation scholarships are available through our online scholarship portal. Unless otherwise noted, scholarships are available through the Universal Application, which automatically pairs eligible students with all available scholarships.

Amy Edwards Second Wind Initiative Scholarship

The Amy Edwards Second Wind scholarship is available for women who are seeking a way to improve their ability to find meaningful employment and to create positive change within their communities, a “second wind.” This scholarship is for women enrolling in courses at Bristol Community College or the University of Massachusetts - Dartmouth.

The PLTW Launch program, supported by the Arthur Blanchard Charitable Trust, aims to enhance STEM education for K-12 students in Massachusetts. This initiative provides grants to under-resourced public and charter schools, enabling them to implement or expand PLTW Launch programs. By fostering interest in STEM disciplines, it helps prepare students for future careers. Eligible schools can apply for funding to offset costs related to program implementation, ensuring broader access to essential educational resources.

The PLTW Launch program, funded by the Arthur Blanchard Charitable Trust, aims to enhance access to STEM education for K-12 students in Massachusetts. Grants are available for under-resourced schools to implement or expand PLTW programs, covering expenses like training and necessary materials. This initiative not only supports educational growth but also empowers teachers and students, fostering a stronger foundation in science and technology. Schools can apply to benefit from this valuable resource for educational enhancement.

Nature's Path's Gardens for Good program empowers communities by funding organic gardens that address food insecurity. Since 2010, it has donated $930,000 CAD to support 120 gardens. In 2023, grants of $6,500 each will be awarded to 20 gardens across the U.S. and Canada. Eligible applicants must be registered non-profits with urban organic agriculture projects that serve low-income communities, promoting sustainable practices and inclusivity.

The VMIG Charitable Giving Fund aims to enhance community quality of life in regions served by Vermont Mutual Insurance Group. This fund supports non-profit organizations focusing on education, youth development, community building, and basic needs such as housing and hunger. Eligible organizations must operate within specific states and provide proof of 501(c)(3) status. The fund reflects a commitment to fostering healthy, vibrant communities through meaningful financial contributions.

The Arthur Blanchard Charitable Trust collaborates with PLTW to enhance the accessibility of PLTW Gateway programs for K-12 students in Massachusetts. Grants are intended for the implementation or expansion of these programs in under-resourced schools, covering costs related to launching or expanding PLTW initiatives. Eligible applicants include public and charter schools in Massachusetts, and the grants support various allowable expenses, ensuring equitable access to quality education.

The NRA Foundation offers grants in Massachusetts to support charitable purposes aligned with its mission. Eligible applicants include IRS-recognized nonprofits, government entities, and state-recognized organizations, while ineligible parties include labor organizations and individuals. The Foundation funds educational programs related to firearms safety and marksmanship, promoting responsible shooting sports and hunting safety. Grant requests must adhere to specific guidelines, ensuring support for activities that foster public well-being and community engagement.

The Challenge: Overcome Barriers Facing Underrepresented Businesses Entering and Growing in the Clean Energy Sector

By 2030, the clean energy workforce is projected to grow by 34%, or more than 34,000 workers, to meet the state’s climate goals. New and expanding underrepresented businesses focused on the design, manufacture, installation, and maintenance of clean energy and decarbonization projects are crucial to meeting the Commonwealth’s climate goals. These businesses put climate solutions into practice, foster environments that attract and support a diversified workforce, and pave the way to an equitable energy transition for environmental justice communities. Unfortunately, most underrepresented businesses face barriers to entry and growth. Regardless of sector, underrepresented businesses are denied access to capital at a much higher rate, face selection bias for projects, and often start with less personal wealth and social capital—all of which exacerbate the challenges that all businesses face during their start-up and early growth phases.​

About CUBS Grants

Climate-Critical Underrepresented Business Support (CUBS) Grants provide up to $800,000 in grant funds and technical support to applicants to support the expansion of services through a regional “Hub and Spoke” model.

This model provides accessible and uniform support through regional Hubs that will offer a suite of baseline core services designed to help underrepresented businesses become “business ready” to bid successfully on clean energy procurements. Spoke partners will offer complementary or additional services designed to enhance Hub services and further help underrepresented businesses pivot and grow in the clean energy sector.

This funding is not intended to benefit a single underrepresented business. Successful applicants propose projects that address barriers faced by underrepresented business, tackle both supply and demand needs, provide comprehensive wraparound services for individuals participating in the program, leverage existing support systems, and establish a robust cross-referral system between Hub and Spoke partnerships.