Best Grants for Charter Schools in Iowa

The NEA Federal Rescue Implementation Network Grant provides up to $100,000 per year for two years to state affiliates for hiring a coordinator to implement the American Rescue Plan in support of public education. This funding is specifically for backfilling a position that must remain filled for at least ninety days, ensuring effective oversight of federal recovery initiatives within the affiliate.

The Knowles Teaching Fellowship supports emerging high school science and mathematics teachers in the U.S. Ideal candidates possess a strong academic background, leadership skills, and a commitment to teaching. The fellowship emphasizes comprehensive development through mentoring and financial support, including grants for classroom materials and stipends to alleviate financial burdens. By fostering a community of over 500 educators, the program aims to enhance teaching quality and sustainability in the profession over a five-year trajectory.

The C4O Organizing Grant, offered by the National Education Association Staff Organization, supports collaborative strategic organizing projects. It provides resources for training, coaching, and workshops aimed at enhancing member engagement and addressing equity in education. Eligible projects include those that align with NEA Strategic Goals, fostering leadership among members on critical issues affecting their practice. This grant aims to empower educators and improve opportunities for all students.

The NEA Professional Excellence Grants aim to empower state and local affiliates by providing funding for innovative practices and resources that enhance the education profession. These grants support initiatives focused on student success, professional development, and the establishment of a quality educator workforce. Typical funding ranges from $3,000 to $25,000, enabling affiliates to implement programs that address specific learning needs and foster community partnerships.

The Local President Release Grant, offered by the National Education Association, aims to support local associations by providing financial assistance for the release of local presidents. This program facilitates critical leadership work, professional development, and member engagement within the community. Eligible local associations, including those offering part-time release, can apply to enhance their capacity without compromising existing programs. The initiative ultimately strengthens the effectiveness of local associations in achieving NEA's strategic priorities.

The Howard County Community Foundation Grants support projects that enhance the quality of life in Howard County, Iowa. With a minimum grant request of $1,000 and awards ranging from $1,000 to $15,000, the foundation prioritizes community needs and broad-based support. Eligible applicants include 501(c)(3) nonprofits and government entities that demonstrate feasibility and sustainability. The foundation seeks projects that foster collaboration, address community needs, and show long-term impact to create lasting legacies in the area.

The NCUEA-NEA Urban Grants, funded by the National Education Association Staff Organization, aim to enhance membership growth through focused organizing proposals. These grants specifically support initiatives that promote density growth, bargaining readiness, and the development of new units. By prioritizing these areas, the program seeks to strengthen collective action and empower educators in their bargaining efforts.

The Aspiring Educators CREATE Grants, funded by the National Education Association Staff Organization, offer up to $2000 to strengthen the AE Program and foster impactful partnerships. Grants focus on areas such as Educator Quality, Community Engagement, Political Action, and Social Justice. Eligible organizations include state AE chapters, and submissions are accepted three times a year. This initiative encourages aspiring educators to develop their skills and contribute meaningfully to their communities.

The NEA Community Advocacy & Partnership Engagement (CAPE) Grant aims to support local affiliates in mobilizing community organizations to enhance student achievement, particularly for students of color. Key priorities include fostering initiatives for racial justice in education, engaging NEA members trained in leadership, and creating union roles for community engagement. This grant encourages collaboration between educators and community leaders to build capacity and drive positive change.

The Jaspers Family Foundation Fund of Worth County, established by the Jaspers Family with the Community Foundation of Northeast Iowa, aims to enhance life in Worth County, Iowa. Grants are available to 501(c)(3) nonprofits and government entities, focusing on areas such as arts, education, community betterment, health, and environmental welfare. The fund prioritizes projects that demonstrate community need and sustainability, with a minimum request of $1,000 and approximately $45,000 available for funding.

The CRSJ Racial Justice in Education Grant, administered by the National Education Association, aims to enhance racial equity within education by funding initiatives that promote awareness, leadership development, and solidarity among diverse racial groups. Grants typically range from $10,000 to $75,000, supporting projects that address racism and foster equitable policies in educational settings, thereby accelerating efforts towards social justice.

The SPFFA Educational Scholarship provides financial support of $5000 for university candidates aiming to teach French in primary and secondary schools. To be eligible, applicants must be American citizens or resident aliens, preferably enrolled in a School of Education and pursuing a Master in Teaching with a focus on French. Additionally, applicants need to maintain a GPA above 3.00, ensuring commitment to their educational goals.

The Spotlight Fund: Arts Grants support K-12 educators by providing funding for essential tools and materials to enhance art education. With grants ranging from $500 to $1,000 per educator, the program prioritizes educators in high-needs schools, fostering creativity and reducing dropout rates among at-risk youth. By engaging children in various art forms, the initiative enriches their educational experience and opens up future possibilities. This targeted support is vital for cultivating a new generation of artists and creative thinkers.

The Spotlight Funds: Inclusive Classroom Grants support K-12 educators by providing financial assistance to acquire essential tools and materials for diverse classrooms. These grants address inequities based on race, gender identity, and ability, ensuring that all students have the resources they need to succeed. With awards ranging from $500 to $1,000 per educator, the program prioritizes high-needs schools, empowering teachers to create inclusive learning environments that reflect their students' unique backgrounds.

K–12 educators at public, private, and charter schools in Iowa can seek funding for classroom tools, materials, and resources that advance racial equity in schools. Adopt-A-Classroom’s Spotlight Fund Grants provide US $500 - US $5,000, prioritizing BIPOC educators and high-needs schools, and may benefit charter schools working on K–12 educational equity initiatives.

K–12 educators at public, private, and charter schools in Iowa can apply for STEM-focused grants to purchase classroom tools and materials, with awards of US $500 - US $5,000. Grants from Adopt-A-Classroom help charter schools enhance experiential STEM curriculum, with priority consideration for educators in high-needs schools.

The National Girls and Women in Sports (NAGWS) Legacy Award, established by SHAPE America, honors exemplary contributions to increasing opportunities for women in sports. This annual award recognizes current SHAPE America members who submit impactful proposals related to women's sports, with a monetary prize of $1000. The award will be presented at the National Convention & Exposition, with a special deadline of November 1st. Nominations can include various initiatives aimed at empowering women in sports.

Adaptive Sports in Schools Mobility Grants

Request for Proposals

More than 7 million students in the U.S. receive special education services for disabilities in public schools. A 2010 study by the U.S. General Accountability Office found that students with disabilities participated in athletics at significantly lower rates than their peers. Currently, 2,490 k-12 public schools in the U.S. are members of the American Association of Adaptive Sports Programs schools and have adaptive sports programs for students.

The Bridgestone Americas Trust Fund seeks public schools pursuing funding to start adaptive sports programs or increase access to adaptive sports and equipment for children and youth. Bridgestone is offering eight $25,000 “mobility” grants to organizations that can establish new athletic programming for students with disabilities. Organizations must articulate a clear plan to provide access to new athletic programs for students with disabilities in one or more public schools for students grades K-12.

About the Esther Katz Rosen Fund

The Esther Katz Rosen Fund derives from a bequest to support “…activities related to the advancement and application of knowledge about gifted children.” 

About the Pre College Psychology Grant Program

The Esther Katz Rosen Pre College Psychology Grant Program provides financial support for efforts aimed at improving the quality of education in psychological science and its application in the secondary schools for high ability students. Proposals must focus on supplying education for gifted and talented high school students. 

Program Goals:

• improves the quality of high school education in psychology
• encourages high ability high school students to pursue careers in psychology

Amount:

• 1 grant of $13,000

Dr. John and Mary Martin Scholarship Fund

This fund was established to honor Dr. Martin and Mrs. Martin’s service as educators. The fund shall provide scholarship assistance to support the college-going ambitions of graduating seniors of Grandview High School who aspire to teaching careers in the field of pre-K through grade 12 education. Preference shall be given to students who are underrepresented in their area of focus within the education field; for example, males of color in pre-school or elementary school.

Award

• $1,000

Arnold Ventures

Arnold Ventures (AV) is a philanthropy dedicated to improving the lives of Americans through evidence-based policy solutions that maximize opportunity and minimize injustice. We focus on improving systems where outcomes are falling short, incentives are misaligned, and the time is right for change.

To advance this mission, we invest in rigorous research to better understand the root causes of problems and strengthen the evidence base on what works to solve them. Using this evidence, we advocate for policy reforms at all levels of government and help build durable, bipartisan coalitions for lasting change.

Causal Research on the Impacts of Cell Phone Policies in K-12 Schools

The Opportunity

Smartphones are nearly universal among children and adolescents in the United States: 95% of teens reported having access to a smartphone, giving them regular exposure to social media, gaming, and video streaming platforms. While smartphones can support learning and social connection, emerging evidence suggests that using phones during school may also interfere with important educational goals, including student engagement, attendance, and academic performance.

In response, more than 30 states have passed laws restricting cell phone use in K-12 schools in recent years. These policies vary widely, ranging from “bell-to-bell” policies to classroom-level bans on phones only during instructional time. Despite the rapid adoption of these policies, rigorous evidence on academic, behavioral, and mental health impacts remains limited. In the absence of strong research, federal and state policymakers, as well as school and district leaders, lack the information needed to make informed decisions that effectively support student success. Building a robust evidence base is critical for shaping policies and practices that improve learning and well-being in both the short- and long-term.

This RFP seeks to address these gaps by supporting rigorous, causal research on the academic, behavioral, and mental health impacts of cell phone policies in K-12 schools in the United States. We seek studies that generate actionable insights for policymakers, as well as school and district leaders, who are deciding whether and how to implement or refine such policies. This RFP will support both Randomized Controlled Trials (RCTs) and Quasi-Experimental Designs (QEDs) that can credibly estimate causal effects. While we are open to a range of research questions, we highlight 2 areas of particular interest below.

What are the overall impacts of policies restricting cell phone use in K-12 schools?

• What are the short- and long-term impacts of cell phone policies on student-level outcomes, including academic achievement and attainment (e.g., standardized test scores, graduation rates), behaviors (e.g., engagement, attendance, disciplinary actions), and/or mental health (e.g., depression, anxiety, loneliness)?

• What are the short- and long-term impacts of cell phone policies on school-level outcomes, including school safety (e.g., reported incidents), school climate (e.g., bullying, social connections), and administrative factors (e.g., costs, logistics, communications with parents)?

• Do initial impacts persist, fade, or grow as schools refine their practices over time?

What factors explain variation in the impacts of cell phone policies?

• Which students, schools, and districts are most impacted by cell phone policies?

• Which policy design features (e.g., what devices are banned, when devices are banned, how devices are stored/locked) make cell phone policies more — or less — effective?

• Which implementation strategies (e.g., training and supports for school staff, consistent approaches for enforcement) make cell phone policies more — or less — effective?

• How do the resource and operational implications of different policy approaches (e.g., costs, staff time, infrastructure needs) influence their effectiveness? How do these factors affect the scalability and sustainability of effective approaches?

Hungry for Music

The Hungry for Music story began in 1992, when Founder and Director Jeff Campbell (in photo) organized a street musician concert to benefit the homeless. Within three years, he formed a 501(c)(3) nonprofit organization, dedicated to expanding opportunities in music for children.

Since then, Hungry for Music has placed more than 27,000 instruments into the hands of aspiring musicians. Children whose trajectory has been altered by the uplifting and life-changing gift of music.

We've delivered everything from guitars and trombones to violins and xylophones to kids in 50 states and 35 countries.

We collect and redistribute more than 2,000 instruments annually and, in our 31-year journey, we've become a full-time force for good in the musical community.

Request an Instrument

Hungry for Music collects and distributes instruments including brass, woodwinds, strings, electric keyboards, drums and other percussion, as well as amps and accessories.

Who Hungry for Music Helps

• Music teachers at Title One schools who identify children who cannot participate because of lack of funding.
• Music directors at innovative after-school music programs.
• Social workers who have young clients who would benefit from music therapy.

We only accept requests from public school music teachers, administrators, after-school/summer music program directors, and social workers. 

In our history, we have supported music programs in 40 different countries through stateside sponsors (i.e. business, school, church). We do not accept requests directly from international programs.

Title One School Music Teachers

Our music instrument donation program for Title One public schools is designed to support teachers who have a few students who cannot participate in class because of financial need. We do not outfit entire music programs. 

Hungry for Music

The Hungry for Music story began in 1992, when Founder and Director Jeff Campbell (in photo) organized a street musician concert to benefit the homeless. Within three years, he formed a 501(c)(3) nonprofit organization, dedicated to expanding opportunities in music for children.

Since then, Hungry for Music has placed more than 27,000 instruments into the hands of aspiring musicians. Children whose trajectory has been altered by the uplifting and life-changing gift of music.

We've delivered everything from guitars and trombones to violins and xylophones to kids in 50 states and 35 countries.

We collect and redistribute more than 2,000 instruments annually and, in our 31-year journey, we've become a full-time force for good in the musical community.

Request an Instrument

Hungry for Music collects and distributes instruments including brass, woodwinds, strings, electric keyboards, drums and other percussion, as well as amps and accessories.

Who Hungry for Music Helps

• Music teachers at Title One schools who identify children who cannot participate because of lack of funding.
• Music directors at innovative after-school music programs.
• Social workers who have young clients who would benefit from music therapy.

We only accept requests from public school music teachers, administrators, after-school/summer music program directors, and social workers. 

In our history, we have supported music programs in 40 different countries through stateside sponsors (i.e. business, school, church). We do not accept requests directly from international programs.

After-School & Summer Programs

Hungry for Music supports more than three dozen after-school/summer music programs annually across the United States. To be added to our distribution, a site visit is required.

Hungry for Music

The Hungry for Music story began in 1992, when Founder and Director Jeff Campbell (in photo) organized a street musician concert to benefit the homeless. Within three years, he formed a 501(c)(3) nonprofit organization, dedicated to expanding opportunities in music for children.

Since then, Hungry for Music has placed more than 27,000 instruments into the hands of aspiring musicians. Children whose trajectory has been altered by the uplifting and life-changing gift of music.

We've delivered everything from guitars and trombones to violins and xylophones to kids in 50 states and 35 countries.

We collect and redistribute more than 2,000 instruments annually and, in our 31-year journey, we've become a full-time force for good in the musical community.

Request an Instrument

Hungry for Music collects and distributes instruments including brass, woodwinds, strings, electric keyboards, drums and other percussion, as well as amps and accessories.

Who Hungry for Music Helps

• Music teachers at Title One schools who identify children who cannot participate because of lack of funding.
• Music directors at innovative after-school music programs.
• Social workers who have young clients who would benefit from music therapy.

We only accept requests from public school music teachers, administrators, after-school/summer music program directors, and social workers. 

In our history, we have supported music programs in 40 different countries through stateside sponsors (i.e. business, school, church). We do not accept requests directly from international programs.

Social Workers & School Counselors

Social workers and school counselors can submit a request application for a student if they have access to instruction through a music program. 

Mr. Holland’s Opus Foundation

Who knew that a movie made 30 years ago would become the catalyst for the creation of a namesake non-profit, changing the lives of hundreds of thousands of kids by giving them access to learn and play music in school – keeping music education alive and strong across the country?

Mr. Holland’s Opus Foundation was inspired by the acclaimed motion picture Mr. Holland’s Opus, the story of the profound effect a dedicated music teacher had on generations of students. Michael Kamen, who wrote the score for the film, started the foundation in 1996 as his commitment to the future of music education.

The Foundation donates high-quality musical instruments to deserving, under-funded music programs, and provides an array of support services to school districts. By increasing the school’s inventory of quality, playable instruments, music teachers are given the tools they need to deliver a quality music education to students who want to learn. In collaboration with committed school districts, the Foundation’s investments are strategically placed as part of a K–12 district-wide plan to achieve positive and lasting results. Generations of students will benefit.

Instrument Grants

Mr. Holland’s Opus Foundation donates musical instruments to schools nationwide with a focus on increasing student access to music education programs in low-income communities.

Mr. Holland’s Opus Foundation grants consist of musical instruments and equipment only; no cash grants are provided. Our team handles sourcing, ordering, and delivering the instruments. As part of the application process, we work with the teacher to assess the program’s needs to determine the appropriate instruments and equipment. Note that only student model instruments are provided, and the brand is at the Foundation’s discretion.

Fuel Up

We’re Fuel Up – an initiative created by America’s Dairy Farmers to help meet the needs of schools across the country when it comes to fueling healthy bodies and healthy minds.

Fuel Up is all about educators, students and partners working together to make a difference in their schools and their communities.

Fuel Up is an initiative focused on helping educators and students fuel wellness in the areas that matter most, like being mindful and staying healthy. Our educational resources, partnerships and grant/funding opportunities aim to broaden access to good nutrition and overall wellness.

School Nutrition Equipment Grants

Nutrition equipment grants are now available through GENYOUth's End Student Hunger initiative, with applications now open in the new School Wellness Portal.

K-12 schools can apply for an equipment grant to help increase students' access to, and participation in, nutritious school meals.

Overview of Fuel Up Equipment Grant

• One of two nutrition equipment kits—each valued at $2,000—is available to qualified K-12 schools to improve access to nutritious foods.

• Your application must demonstrate how the funding will increase your students’ access to and their consumption of dairy products (milk, yogurt, cheese). Your local Dairy Council can help you with ideas for how to increase dairy.

• Applications will be evaluated based on a variety of factors, including school enrollment, student reach, in-school support, school location, and the sustainability of the proposed program. Consideration will be given to schools in underserved communities whose students are most at risk for poor nutrition and childhood obesity.

• You are encouraged to contact your local Dairy Council with questions about the application process. They can be especially helpful in suggesting ways to increase dairy consumption at your school.

Schools can visit the GENYOUth School Wellness Portal to review eligibility requirements, explore equipment options, and begin an application.  

The Grant for Grassroots Exchange: Japan Festivals and Events supports cultural projects promoting understanding of Japan through local festivals and events. Aimed at community-driven initiatives, the grant encourages cross-cultural exchange and global perspectives while providing up to $7,000 in funding. Priority is given to projects reaching underserved communities in the Midwest, Mountain, and South regions, involving new participants in K-12 education, and demonstrating potential for replication in other areas.