Best Massachusetts Grants for Nonprofits

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.

The Kiwanis Foundation of New England End Hunger Grant supports Kiwanis Divisions and SLP Administrators in their efforts to combat hunger in New England. By contributing $1,500 towards a $4,000 meal packing project, participants can access $2,500 in funding for projects aimed at providing 10,000 meals. This initiative not only fosters community involvement but also ensures that vital resources are allocated to fight hunger effectively.

Kiwanis Foundation of New England

The Kiwanis Foundation of New England (KFNE) was established in 1953 to be the fundraising arm of the New England District of Kiwanis. Since its inception, KFNE has raised and distributed millions of dollars.The Kiwanis Foundation of New England (KFNE) has as its essential mission “Improving the world one child and one community at a time”. KFNE has a long history of providing a variety of programs and community service projects that benefit the youth of New England.

Kiwanis Foundation of New England Grant Program

• The Kiwanis Foundation of New England (KFNE) Club Grant Program is open to any Kiwanis Club of the New England and Bermuda District in good standing. Requesting clubs should submit a written proposal no more than three pages in length.

• The greatest consideration/weight will be given to those proposals that benefit the largest number of children.

• Additional weight will be assigned to those requests that are original or innovative in nature (i.e. a dream or something the writer/submitter has always wanted to do but was restricted due to financial constraints) vs. those that are for supplies or basic materials.

• Extra weight will be also be assigned to those projects/programs where matching funds would be used to leverage the grant that would be received.

• Awards will be limited to no more than $1,000, although the Committee reserves the right to recommend higher amounts in extraordinary circumstances. No Kiwanis Club may receive more than $1,000 in grants within a three-year period.

• The committee will bring its recommendations to the KFNE Board meeting three times a year.

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.

The Robert J. Mullen Charitable Trust, established in 1998, supports nonprofits in Massachusetts that aid disabled children, older adults, and protect animals. With an application deadline of June 1, grants typically range from $20,000 to $50,000, focusing on operating support or program needs. Organizations are encouraged to apply, especially those dedicated solely to the Trust's mission, with grant decisions communicated by the end of September.

The Fields Pond Foundation Grant aims to support community-based nature and land conservation initiatives that enhance public access and awareness. Grants typically range from $500 to $25,000, with a focus on projects that involve local residents in conservation efforts. The foundation prioritizes trailmaking, land acquisition, and educational programs, encouraging collaboration among organizations. It seeks to empower communities to connect with their environment while ensuring ecological integrity.

The Humane Society of the Commonwealth of Massachusetts Grant supports 501(c)(3) public charities focused on preventing accidents and injuries on the water. Eligible organizations can apply for grants ranging from $5,000 to $50,000 for projects related to public education, community services, and health sciences research. The foundation particularly values initiatives that enhance safety and survivability in maritime environments, making a significant impact on coastal communities.

Heat Pump and HVAC Training Network Grant

The Challenge: Increase the Supply of Heat Pump and HVAC Technicians

A growing supply gap in heat pump and HVAC technicians is increasing the risk of a bottleneck in statewide building retrofit and decarbonization efforts that are critical to meeting the Commonwealth's climate goals.

About Heat Pump & HVAC Training Network

The Heat Pump and HVAC Technician Training Network Program provides HVAC technician workforce training implementation and equipment grants to community colleges. These grants provide direct funding and technical assistance to community colleges to establish or upgrade HVAC training centers. By increasing access to modern, relevant training equipment and infrastructure, the colleges can build and scale career pathways that help Massachusetts residents access and advance in HVAC mechanic and technician occupations.

This program implements the commitment to launch additional HVAC training programs at community colleges statewide that Governor Maura Healey announced during her 2024 State of the Commonwealth address.

Award Potential

• Up to $1,200,000

Strand A: Implementation Grants

It is anticipated that Planning Grantees applying for Strand A: Implementation Grants will include and address all components detailed below. If funding is not needed for a particular component, applicants should detail and explain the existing capacity or alternative braiding funding in their application narrative.

Strand B: Additional Training Seats

Implementation Grantees that demonstrate strong completion and placement outcomes are eligible to request additional funding under Strand B: Additional Training Seats. Implementation Grantees may apply for funding to cover all components except Component A: Equipment, Installation, and Program Design Costs to Establish or Upgrade HVAC and Heat Pump Training Centers. There are no specific component allocations for Strand B applicants; however, applicants must follow the per participant allocation guidelines included in Section 6: Eligible Funding Uses.

The Expand Massachusetts Stories-Open Track grant offers up to $20,000 for projects that collect, interpret, and share narratives about Massachusetts, focusing on voices often overlooked. Eligible projects range from oral histories to community exhibitions and documentary films. The program prioritizes underrepresented experiences and aims to engage local communities in meaningful dialogue. Applicants must be compliant with regulations ensuring accessibility and equity, while funding cannot support individuals or profit-driven projects.

The NE-AIPG Angelo Tagliacozzo Memorial Geological Scholarship (ATMGS) supports junior and senior undergraduate geology students in the NE Section, honoring Angelo Tagliacozzo's legacy. Established in 1986, the scholarship aims to encourage young geologists to pursue careers in geological sciences. Eligible candidates must be enrolled in accredited programs, on track for required credit hours, and can only receive the scholarship once. This initiative fosters early engagement with AIPG, emphasizing professional affiliation and support for the next generation of geologists.

The Pittsburgh Foundation

Established in 1945, The Pittsburgh Foundation is one of the nation’s oldest community foundations and as of 2022 is the 18th largest of more than 750 similar foundations across the United States.

As a community foundation, its resources comprise endowment funds established by individuals, businesses and organizations with a passion for charitable giving and fulfilling the Foundation’s mission of improving quality of life for all in the region. The Foundation currently manages about 2,500 individual donor funds and, together with its supporting organizations and its affiliate, The Community Foundation of Westmoreland County, has assets of $1.386 billion (2022). Grantmaking benefits a broad spectrum of basic needs and development opportunities within Pittsburgh and beyond.

Scholarships

The Pittsburgh Foundation and The Community Foundation of Westmoreland County provide scholarship opportunities for local students to pursue their educational goals. Scholarships are available for graduating high school seniors, undergraduates, graduate, medical and professional school students who are attending community colleges, four-year universities and career/technical schools.

Dr. Allan George Rewbridge Scholarship Fund

The Dr. Allan George Rewbridge Scholarship Fund was established at The Pittsburgh Foundation to provide scholarships to students attending Harvard Medical School.

Award Type: Single Year Award. Previous recipients are encouraged to re-apply in consecutive years.

The National Coastal Resilience Fund (NCRF) aims to protect coastal communities through nature-based solutions, enhancing habitats while addressing the growing threats of climate change. Established in 2018, the fund focuses on restoring vital ecosystems like marshes and reefs to mitigate flooding impacts. With rising sea levels and increasing storm intensity, NCRF invests in community-led projects that foster resilience, ensuring both people and wildlife can adapt to changing environmental conditions.

The Bernard and Carolyn Torraco Memorial Nursing Scholarships, funded by the UNICO Foundation, offer $2,500 scholarships to students pursuing accredited nursing programs in the United States. These scholarships support nursing students of all ethnicities who demonstrate financial need and maintain a minimum GPA of 3.0. Eligible candidates must be U.S. citizens and enrolled in a campus-based program, with a focus on continuing their studies within the academic year 2025-2026.

The Ella T. Grasso Literary Scholarship, provided by the UNICO Foundation, offers two $1,000 awards to college students of Italian descent. Candidates must submit an original essay or short story celebrating their heritage while being enrolled in a full-time, accredited U.S. college for the 2026-2027 academic year. This initiative highlights UNICO's commitment to supporting educational endeavors and preserving Italian culture within America.

The UNICO Foundation offers the Louise Torraco Memorial Scholarship for Science, providing two scholarships worth $2,500 each to U.S. citizens pursuing degrees in physical or life sciences. Eligible candidates must maintain a minimum GPA of 3.0 and be enrolled full-time in accredited programs. This initiative reflects UNICO's commitment to supporting educational pursuits in scientific fields while fostering Italian American heritage and community service.

The UNICO Foundation's Ralph J. Torraco Scholarship provides two scholarships of $2,500 each to students pursuing a degree. Open to all ethnicities, applicants must be U.S. citizens, attend an accredited college full-time, and maintain a minimum GPA of 3.0. They should continue their studies in the 2026-2027 academic year and may apply if sponsored by a UNICO chapter from specific states. This initiative underscores UNICO's commitment to supporting educational opportunities for deserving students.

Assistive Technology Grant -  Allison Keller Education Technology Program

Realizing the gains that many people with autism have achieved using the iPad, the Allison Keller Education Technology Program was created in honor of Flutie Foundation Board Member Kevin Lane Keller's daughter Allison. The goal of the program is to help fill the financial and technological gap for schools and 501(c)3 organizations that assist individuals with autism.Applications will be considered for any technology tools and/or training that improve learning outcomes or performance. Examples include but are not limited to:

• Tablets & Accessories
• Apps
• Smartboards
• Laptops
• Technology Training
• Science, Technology, Engineering, and Mathematics (STEM) educational activities & access to STEM studies

The Flutie Foundation is seeking innovative partners who are using technology to address real needs facing the autism community. One program per public school district is eligible to be awarded an Allison Keller Education Technology grant annually.

The Katharine C. Pierce Trust Grant aims to enhance the lives of women in Massachusetts facing challenging circumstances. Focusing on health and human services, it supports nonprofit organizations providing essential services, including homecare and emergency assistance. The grant prioritizes program or capital requests, with a typical award of $10,000 for one year. Applications for direct service grants are due by May 1. Special consideration is given to initiatives benefiting elderly women.

The Davis Family Foundation, established in Maine, focuses on granting support to educational, medical, and cultural/arts organizations. With over $63.5 million awarded since 1986, the foundation emphasizes innovative projects that make a significant impact on Maine communities. Eligible organizations must be tax-exempt and align with the foundation's priorities, ensuring projects enhance educational outcomes or address medical issues effectively. The foundation seeks unique projects that engage the community and preserve Maine's cultural heritage.

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.

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.

FY27 Registered Teacher Apprenticeship Program: Targeted Implementation Grant

The Massachusetts Department of Elementary and Secondary Education (DESE) is offering a targeted grant to continue implementation support for a cohort of districts in Year 2 of Registered Teacher Apprenticeship Program implementation. Registered Teacher Apprenticeship Programs (RTAPs) in Massachusetts are innovative pathways into teaching designed to build a diverse and effective teaching workforce that reflects the rich cultural backgrounds of our students. At the heart of RTAP is a commitment to providing equitable opportunities for aspiring educators, particularly those from underrepresented communities, to enter the teaching profession for little to no cost.

RTAP offers a new pathway to earning an Initial license in Massachusetts. RTAP integrates on-the-job training with academic coursework, allowing participants to earn while they learn. This hands-on approach ensures that apprentices gain practical classroom experience under the supervision of experienced educators while simultaneously completing the requirements for Initial licensure.

Funding:

Approximately $1,750,000 is available for this grant.

Funding is contingent upon availability. All dollar amounts listed are estimated/approximate and are subject to change. If more funding becomes available, it will be distributed under the same guidelines that appear in this RFP document.