Best K–12 Education Grants

Mission

The mission of Yolo Community Foundation is to inspire and support giving and to provide philanthropic leadership in our community. Yolo Community Foundation (YCF) promotes philanthropy by serving as a public foundation through which:

• community members pursue their own charitable goals;
• local nonprofits benefit from YCF programs and events; and
• youth learn the meaning of community involvement and service. As a community foundation, we lead the campaign to create a county-wide culture of service and giving.

Wide Wide World Fund

The Wide Wide World Fund was established by Maggie Burns and Roy Bellhorn to support nonprofits in advancing their missions and to help students pursue higher education. Upon their passing in 2024, Maggie and Roy ensured that their legacy would continue by creating a fund dedicated to supporting youth in Winters, CA.

The Sacramento Region Community Foundation (the Foundation), in partnership with Yolo Community Foundation, is proud to announce the Wide Wide World Grant. The purpose of the Wide Wide World is to promote educational and cultural enrichment for students in Winters schools that will open a wider world to them.

We will consider proposals in two categories (though we may choose to fund proposals in only one category, depending on the strength of the proposals): Programmatic Applications and Capacity Building Applications.

• The committee would entertain proposals with amounts above the caps for these two categories for truly transformational initiatives.
• Organizations may submit more than one application, but we do not expect to fund more than one application per organization.

Capacity Building Funding

Organizations applying for capacity building funding must be based in Winters and must focus specifically on educational and cultural enrichment for students in Winters schools.

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.

Beckley Area Foundation

Beckley Area Foundation was established in January 1985 by ten community-minded citizens. It began with a gift of $1.1 million from the Dr. Thomas Walker Memorial Health Foundation as “seed” money for this Raleigh County project. BAF assets have grown to over $70 million with over 500 different funds managed by our three trustee banks. Today, Beckley Area Foundation is one of West Virginia’s largest community foundations.

Since its inception, BAF has distributed over $23 million to charities and other worthy projects in the fields of education, public recreation, health & human services, the arts, animal services and beautification.

Scholarships

The Beckley Area Foundation proudly manages scholarship funds established by individuals, businesses, and organizations dedicated to helping students pursue higher education. Many of these scholarships are tailored for specific schools, fields of study, or graduates from local high schools, while others offer broader opportunities. No matter the path, our scholarships aim to support students from our region as they work toward achieving their educational goals.

Most of these scholarships must be awarded to students from our geographic area or at least preference given to such students. While the majority of scholarships benefit Raleigh County applicants there are others designated for Fayette, Summers, Webster, and Wyoming students. 

Chloe E. O’Neal Education Scholarship Fund For People With Disabilites

A need-based scholarship for residents of Raleigh County, WV.

This scholarship is renewable.

Mission Statement

To manage, conserve and protect Illinois' natural, recreational and cultural resources, further the public's understanding and appreciation of those resources, and promote the education, science and public safety of Illinois' natural resources for present and future generations.

IDNR Historic Sites Field Trip Grant

Grants are only available to teachers of grades prekindergarten through 12 in Illinois schools and are awarded for students to study some aspect of Illinois’ history. 

Funds are awarded on a reimbursement basis to the school. Reimbursement will only occur for transportation costs approved by the judging committee. No reimbursement is made to individuals.

Grants are not transferrable. They may not be transferred to another person, school or grade.

The Tupo Pamoja Fund

The Tupo Pamoja Fund supports initiatives and organizations that benefit Black/African American communities in Stanislaus County. Grounded in resident-led decision making, the program is guided by a committee of Black/African American representatives who understand what investments will be most impactful in addressing the needs of their community.

Funding priorities for the 2026 grant cycle focus on:

• Programming dedicated to Black community building
• Education, including but not limited to:
  • K-12
  • Financial Literacy
  • Senior Education
  • Workforce Development
  • Health & Wellness

Up to $75,000 in grant funding will be awarded in the grant cycle. Funding requests may not exceed $10,000. If awarded, the award amount may vary. 

Ohio Department of Health

The Ohio Department of Health’s mission is advancing the health and well-being of all Ohioans by transforming the state’s public health system through unique partnerships and funding streams; addressing the community conditions and inequities that lead to disparities in health outcomes; and implementing data-driven, evidence-based solutions.

Ohio Rural Health Workforce Pipeline; Pathways, Upskilling, and Retention

Summary

Ohio recognizes the need to develop long-lasting pipelines that engage students at the earliest stages of career planning to educate them about the numerous opportunities that exist in healthcare. This is vitally important in rural areas where the need for workforce is great and we have the opportunity to create pathways for Ohio’s students in K-12 education settings to explore rural health careers, initiate learning in high school, continue training close to home (in technical/trade schools, community colleges, or universities with significant rural engagement), and secure careers in health provider settings within the rural communities that are most familiar to them. Our activities in this initiative will place high priority on integrating pipelines, recruitment and retention activities for 5-year work commitments, and upskilling and workforce development in RHTP sites. Projects will be implemented in partnership with academic institutions, other training facilities, and professional and paraprofessional associations to:

• In conjunction with the ODH and other state agencies, identify and prioritize rural healthcare workforce needs in Ohio’s 73 identified rural counties.
• Coordinate workforce pipeline activities between high schools, universities, community colleges, career technical schools, and healthcare employers. Activities include career awareness/exploration, pathways education awareness, and career awareness programs in K-12 education, secondary education programs, rural work-based learning/apprenticeships, career placement agreements with employers, and coordinating all Federal and State workforce development and financial resources. This could also include a multi-state approach for educational and healthcare systems that transcend state lines. A focus is placed on placements in RHTP facilities and partner programs funded through Ohio’s RHTP
• Provide rural recruitment and retention incentives and 6-month housing stipends for those who relocate to serve in rural communities for a minimum of 5-year commitments. This project will support filling workforce needs for various healthcare capacities, e.g., MD/DO, nurses, pharmacists, therapy providers, dietitians, behavioral health, oral health, optometry, audiology, Community Healthcare Workers (CHW)/navigators, etc. This could also include a multi-state approach for educational and healthcare systems that transcend state lines.
• Identify and promote continuing education opportunities for Ohio’s healthcare workforce.
• Collaborate with ODH, other state agencies, and vendors who are operationalizing RHT initiatives to support the workforce needs of those projects.

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?

About the Department

The Nevada Department of Education (NDE or Department) leads and collaborates with Nevada's 17 school districts and the State Public Charter School Authority to advance educational equity Statewide. With offices in Nevada's capital, Carson City, and Las Vegas, NDE oversees all pre-K-12 education in the State with mission of improving student achievement and educator effectiveness by ensuring opportunities, facilitating learning, and promoting excellence. Under the leadership of the State Board of Education and the Executive Team, NDE impacts the achievement of nearly half a million children and 30,000 educators.

School Garden Grant

Overview of the School Garden Grant Program

Senate Bill (SB) 104, passed during the 83rd Nevada Legislative Session (2025), appropriates funds to the Nevada Department of Education (NDE) for allocation to nonprofit organizations to implement school garden programs in public schools. The purpose of this funding is to support the creation and maintenance of school gardens, including hydroponic systems, as part of a comprehensive K-12 science, technology, engineering, and mathematics (STEM) curriculum. These gardens are intended to promote project-based learning, healthy eating, and community involvement in Nevada’s unique desert environment.

Programs funded through this grant must meet the specific criteria outlined in SB 104 and align with Nevada’s academic standards in science, with curriculum tailored to grade levels and the desert climate.

Massachusetts Department of Elementary and Secondary Education

The Massachusetts Department of Elementary and Secondary Education provides leadership, oversight, funding, support, and accountability for the Commonwealth's approximately 400 school districts that educate close to 1 million public school children each year. We also oversees programs that serve 20,000 adult learners each year.

MA Farming Reinforces Education and Student Health (FRESH)

Purpose

The purpose of this state funded competitive grant program is to encourage National School Lunch Program (NSLP) and Child Adult Food Care Program (CACFP) sponsors to start or expand their capacity to grow or procure local food and educate students, teachers, school nutrition professionals and staff about the local food system. Furthermore, this grant seeks to connect food system education to the availability of local foods served in school or early education meal programs through strategic planning and investment in internal staff positions and/or external partnerships.

Funding

Applicant proposals must be submitted in one of the following categories. Only one application will be accepted per Child Nutrition Program sponsor. Sponsors of both the NSLP and CACFP may only submit one application for consideration.

Applicants may apply for funding in one of the five following categories:

• New K–12 Farm to School Initiative Grants
• New Farm to Early Education Initiative Grants

["New" farm to school/early education initiatives engage in none or only one of the farm to school three "C's": Classroom (such as curriculum and school garden engagement), Cafeteria (such as local menu offerings) and Community (such as farm field trips or non-profit food system partnerships). Applicants that have been dormant in all farm to school activities for the last three years also qualify as "new."]

• Expanding K–12 Farm to School Initiative Grants
• Expanding Farm to Early Education Initiative Grants
• MA FRESH CORP Planning Grant

Fund Use

The program is designed to support K–12 and early education programs in food literacy initiatives that connect local food system education to the availability of local foods served in school or early education meal programs. Applicants will be asked to indicate all activities their MA FRESH application seeks to fund. Project activities may include, but are not limited to:

• Building a new garden for children
• Building a new indoor growing operation for children
• Developing classroom curriculums or lesson plans that support food literacy efforts
• Expanding in-school or child care programming to promote food literacy for children through gardening, cooking, taste tests and more
• Field trip(s) to local farm/food producers
• Expanding before/after school/child care programming that supports food literacy, and exposure to local foods for children and families
• Completing farm to school strategic planning, including the development of an action plan, job description(s) for food literacy coordination, or a scope of work for a contractor to cultivating program structures that elevate internal staff capacity in food literacy
• Professional development and training for educators to bring food literacy activities or curriculum to their classrooms
• Professional development and training for school nutrition professionals to integrate local, unprocessed or minimally processed ingredients into program meals
• Funds can only be used to fund new staff time or salaries because of new or expanded initiatives.

Massachusetts Department of Elementary and Secondary Education

The Massachusetts Department of Elementary and Secondary Education provides leadership, oversight, funding, support, and accountability for the Commonwealth's approximately 400 school districts that educate close to 1 million public school children each year. We also oversees programs that serve 20,000 adult learners each year.

MA Farming Reinforces Education and Student Health with Coordination and Optimization of Resources and Partnerships (MA FRESH CORP)

Purpose

The purpose of this state-funded targeted grant program is to support MA FRESH CORP affiliates to ensure local food system activities - including local food system education and local procurement in Child Nutrition Programs - are strategically integrated into the classroom, cafeteria and community through investment in internal personnel or contracted partnerships that support institutionalized programs that promote food literacy. Grant funds will support further off-boarding technical assistance and guidance to support the retention of internal personnel and food system education workplans past the grant period.

Fund Use

MA FRESH CORP is designed to ensure local food system activities — including local food system education and local procurement in Child Nutrition Programs — are strategically integrated into the classroom, cafeteria and community through investment in internal personnel or contracted partnerships that support institutionalized programs. This funding seeks to support the retention of internal personnel and food system education workplans as awardees work to transition their programming model to other sustainable funding models.

Funding will be prioritized for the budget areas described below. Applicants may apply for up to 50% of the total funding expended for FY26 Massachusetts Farming Reinforces Education and Student Health Coordination and Optimization of Resources and PartnershipsMA FRESH CORP in the following budget categories. Total funding requests may not exceed $50,000.

• Professional Salaries: For the coordination and implementation of local food system education and/or local procurement by full-time, salaried and benefited positions, part-time positions, or for the expansion of hours/stipending of internal personnel - such as nutrition professionals, educators, or community/family stakeholders.
• Contracted Services: To provide technical assistance, coaching, professional development, the development of resources such as program protocols or curriculum and/or strategic planning consultation. The hiring of a contracted partner should be in service of cultivating program structures that elevate internal staff capacity and should not be used primarily to support the direct execution of direct farm to school programming by the contracted partner.
• Professional Development Expenses (Other Expenses): To attend farm to school, food literacy, agricultural or culinary oriented workshops, trainings, or conferences. Associated costs may include registration fees, travel fees, mileage, compensation/stipends for out-of-work time, or the cost of substitutes required to provide coverage for personnel attending professional development opportunities.

Equipment, supply, and infrastructure costs capped at 10% of the total budget request are allowable but will be contingent on budget availability once priority budget areas described above are funded for eligible applicants.

MA FRESH CORP awardees will be required to:

• participate in periodic grant meetings, professional development opportunities and technical assistance
• track local spending (dollar value) within Child Nutrition Programs during the grant period
• complete a funding succession plan

Priority will be given to MA FRESH CORP affiliates that:

• Have created a job description and/or consultant scope of work that ensures local food system activities are strategically integrated into the classroom, cafeteria and community
• Have current programming in all three core areas of farm to school: Classroom (such as food system curriculum and school garden activities), Cafeteria (such as local menu offerings) and Community (such as farm field trips, family engagement or food system partnerships).
• Have successfully onboarded farm to school personnel or contracted partners through MA FRESH CORP funding and are seeking to retain these personnel and contracted partnerships through the duration of the 2026-2027 school year
• Have effectively stewarded use of MA FRESH CORP funding awarded to date
• Are committed to identifying strategies for retaining farm to school personnel or contracted partners through alternative funding strategies outside of the MA FRESH CORP grant program
• Are willing to participate in program evaluation and off-boarding technical assistance activities, including the completion of a funding succession plan.

The DC Health Community Health Administration is seeking qualified applicants for the Equitable Food Access Initiatives: School Based Nutrition Market. This initiative aims to enhance food access in communities facing food insecurity by implementing evidence-based interventions. Targeting over 10,000 vulnerable residents throughout the year, the program will support families with children by promoting healthier food environments and reducing chronic disease burdens. Applications are encouraged from those ready to improve nutrition and food security for all.

The California Mini-Corps Program aims to enhance the educational experience of migratory students by establishing a statewide network of college tutors who provide essential support in classrooms. Funded by the California Department of Education, this program recruits bilingual college students interested in teaching to assist academically at-risk migratory students. It addresses educational barriers and promotes academic success aligned with the Every Student Succeeds Act, ensuring all migratory children meet challenging state academic standards.

About Us

Mission

The mission of CKCF is Building Stronger Communities Through Charitable Giving. Located in Newton, CKCF is a host foundation to 18 affiliates in the central Kansas region, supporting rural philanthropy.

History

The CKCF based in Newton, Kansas is thriving as a viable community foundation serving Newton while also being host to numerous affiliate community foundations throughout central Kansas. The Central Kansas Community Foundation was originally founded in 1994. Following a stable history serving a tri-county area the foundation merged in 2009 with the well-established Greater Newton Community Foundation. Today, the CKCF continues to demonstrate a commitment to strengthening communities across the entire Central Kansas region.

USD 484 Fredonia Schools Grant

As the Fredonia Community Foundation, an affiliate of Central Kansas Community Foundation, works to increase awareness in the community of our mission, we hope to continue our partnership with the staff of USD 484. We know that in a time of conservative spending, teachers may have classroom needs and/or opportunities that are outside of your annual classroom budget. We are dedicating $5,000 to these grants.

Proposals may be written for classroom materials, special project/programs, or field trips. Think creatively and consider working collaboratively with your team.

The Fredonia Area Community Foundation is here to support educators, and we appreciate the continued good work they are doing for the students of USD 484.

FUNDING REQUESTS SHOULD NOT EXCEED $1,000

The Newton USD 373 Academic Enhancement Fund, managed by the Central Kansas Community Foundation, provides essential financial support for classroom resources and projects aimed at benefiting USD 373 Newton students. Opening on March 1, 2026, the fund encourages innovative instructional practices and allows grants ranging from $500 to $4,000. Eligible applicants include all staff members of USD 373, ensuring collaborative and impactful educational projects are funded to enhance student learning in the district.

Simmons First Foundation: Mini Grant

Amount:

• $1,000 up to $2,500 
•  Projects must pertain to youth (K-12) in the fields of education or health care. Mini Grants are for immediate (long-term) needs for programs and entities must be a 501c3 organization.

Simmons First Foundation: Make a Difference Grant

Amount:

• $2,500 up to $50,000

For the upcoming grant cycle, funding will be limited to programs focused on:Special Education:  K-12 Youth with disabilities, including physical disabilities, developmental and cognitive disabilities, and sensory impairments.   (examples including):

• Inclusive theater and performing arts programs
• Adapted, hands-on STEM learning
• Accessible coding, robotics, and maker-space activities
• Science-based learning adapted for diverse abilities
• Assistive technology and adaptive learning tools
• Adaptive physical education and recreation programs

Substance Abuse and Violence Prevention:  K-12 Youth (examples including):

• Evidence-based prevention programs targeting alcohol, opioids, vaping, and other substance use
• Skill-building programs that focus on refusal skills, decision making, coping strategies, and peer pressure resistanc
• Early intervention programs for at-risk youth
• Recovery support services for youth in early recovery (including peer support groups, mentoring, and relapse prevention planning)
• Youth-focused programs that teach emotional regulation, anger management, and non-violent communication
• Intervention programs for youth exposed to or at risk of violence
• Peer mediation and restorative justice programs that reduce disciplinary incidents and promote accountability

Simmons First Foundation: Environmental Grant

Amount:

• $2,500 up to $25,000

These funds are to be used for conservation and/or environmental purposes. We prefer the projects support the overall theme of youth (K-12) in the fields of education or health care, however, we do have flexibility on projects that will have an indirect impact on youth. Categories for this grant include, but not limited to: water, air, hunting/fishing, forestry, outdoor education, energy, etc.

Texas Education Agency

The Texas Education Agency is the state agency that oversees primary and secondary public education. It is headed by the commissioner of education. The Texas Education Agency improves outcomes for all public school students in the state by providing leadership, guidance, and support to school systems.

The Texas Education Agency (TEA) administers federal and state grant awards to its subgrantees to carry out a program. Such entities include primarily school systems (referred to as local educational agencies [LEAs] in statutes), including independent school districts and charter schools; education service centers (ESCs); and, to a lesser degree, institutions of higher education (IHEs), nonprofit organizations (NPOs), and other statutorily allowable organizations.

Innovative Services for Students with Autism, Cycle 3, Year 1

Program Description

This initiative will provide funding for Texas school systems to implement innovative services that improve functional and/or academic outcomes for students with autism. The project will result in effective, scalable models that can be replicated in other areas of the state.

Strengthening Jewish Life Through Strategic Investment

The St. Paul Jewish Federation provides grants that empower organizations to create, expand, and sustain programs aligned with our mission: building a vibrant, inclusive, and connected Jewish community across our 12-county region.

Our Community Impact Funding supports innovative initiatives, essential operations, and rapid-response needs—advancing Jewish education, engagement, equity, and continuity.

Regional Grantmaking for a Connected Jewish Community

The St. Paul Jewish Federation serves Jewish individuals and families across a 12-county region, from Pine County to Steele County and from Wabasha to Kanabec. Jewish life in our region is geographically dispersed, with people connected through colleges and universities, schools, congregations, social service organizations, and community institutions spread across urban, suburban, and rural communities.

Regional grantmaking ensures that distance does not limit access, visibility, or belonging. Through Community Impact Funding, the Federation invests strategically in organizations and initiatives that meet people where they are, strengthen essential operations, support innovation, and respond quickly to emerging needs — advancing Jewish education, engagement, equity, and continuity so that no Jew ever feels alone, no matter where they live or learn.

Ignite Grants

Ignite Grants offer one-year funding for new or expanded programs that spark innovation, inclusion, and connection. Open to new and existing partners.

Fueling Ideas. Igniting Impact.

Ignite grants are designed to support programs, projects, and events that align with Federation priorities. Programs, projects, and events funded by Ignite Grants will offer the Jewish community both immediate benefits and the potential for long-term value. Ignite Grants are open to Jewish organizations serving the St. Paul Jewish Federation service area.

Ignite grants fund new programs, projects, or events designed to address otherwise unmet needs in the Jewish community and existing programs, projects, or events that have shown past community impact.

Applicants must demonstrate organizational health, alignment with Federation priorities, and a measurable community benefit. Organizations that receive Ignite Grants are also eligible to apply for Pillar Grants or K-12 Education formula funding and Burst Micro Grants.

Strengthening Jewish Life Through Strategic Investment

The St. Paul Jewish Federation provides grants that empower organizations to create, expand, and sustain programs aligned with our mission: building a vibrant, inclusive, and connected Jewish community across our 12-county region.

Our Community Impact Funding supports innovative initiatives, essential operations, and rapid-response needs—advancing Jewish education, engagement, equity, and continuity.

Regional Grantmaking for a Connected Jewish Community

The St. Paul Jewish Federation serves Jewish individuals and families across a 12-county region, from Pine County to Steele County and from Wabasha to Kanabec. Jewish life in our region is geographically dispersed, with people connected through colleges and universities, schools, congregations, social service organizations, and community institutions spread across urban, suburban, and rural communities.

Regional grantmaking ensures that distance does not limit access, visibility, or belonging. Through Community Impact Funding, the Federation invests strategically in organizations and initiatives that meet people where they are, strengthen essential operations, support innovation, and respond quickly to emerging needs — advancing Jewish education, engagement, equity, and continuity so that no Jew ever feels alone, no matter where they live or learn.

St. Paul Jewish Federation: K-12 Education Grants

Our K–12 Education Grants support innovative programs that expand access to quality Jewish learning experiences for students across Greater St. Paul.

Expanding access to Jewish learning for K–12 students

K–12 Education Grants are awarded by the St. Paul Jewish Federation’s Education Committee to support innovative, impactful programs that meet the evolving educational needs of children and teens across our 12-county service area. With limited funding available annually, this grant helps fill critical gaps—especially in areas not addressed by other initiatives—by supporting new and creative approaches to Jewish education.

These grants are open to recipients of other Federation funding (including Pillar and Ignite Grants) and are evaluated based on program clarity, innovation, alignment with Federation priorities, evaluation plans, and community collaboration. Each application must represent a single program.

Nebraska Crime Commission

The Governor's Crime Control Commission was created in 1967 by Executive Order. The name was later changed to the Nebraska Commission on Law Enforcement and Criminal Justice with legislation enacted in 1969 to establish the Crime Commission as an agency of state government.

The Crime Commission was established to develop comprehensive plans and coordinate activities related to the improvement of criminal justice administration among state and local agencies. Since its inception, additional statutory responsibilities have been assigned to the Crime Commission, which now serves as an umbrella agency for many criminal and juvenile justice programs. The majority of the Crime Commission's responsibilities are set forth in Nebraska Revised Statutes 81-1415 to 81-1429.02.

Juvenile Services Commission Grant Program (JS): Truancy Prevention and Intervention Only

Pursuant to Nebraska Revised Statute §43-2406, the Nebraska Crime Commission shall award Juvenile Services Commission Grant Program (Juvenile Services) grants on a competitive basis to eligible applicants based upon criteria determined by the Commission. Grants provided under the Commission Grant Program may be used for developing programs under the Juvenile Services Act (Neb. Rev. Stat. § 43-2401 to 43-2412). At this time, Juvenile services grant funds under this opportunity will be targeted only to programs addressing truancy within their community.

All programs funded through Juvenile Services Commission Grant Program that serve youth shall report individual-level data through the Juvenile Case Management System (JCMS).

Funding Purpose

Funds received through the Juvenile Services Grant Program shall be used exclusively to assist the recipient in the implementation and operation of programs or the provision of for truancy prevention and intervention (Kindergarten – Twelfth Grade). These programs are defined as programs aimed at steering youth with excessive absences in an effort to prevent system involvement.

Programs or services not developed for the purpose of serving the above-described population of youth are not eligible for funding under this grant opportunity, regardless of if previously funded. Applications not clearly identifying the population of youth served by the proposed program and how they meet the funding requirement will not be awarded funding.

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.

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.

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.

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.