Best Massachusetts Grants for Nonprofits

FY2027: Safe and Supportive Schools Continuation Grant

Purpose:

The goals of this state funded safe and supportive schools continuation grant program are to:

• help support implementation of school-wide action plans created by Fiscal Year (FY) 2026 Fund Code (FC) 0335 Option 1 — Action Planning grantees in the prior year; and
• continue, expand, or extend the implementation and support efforts of FY26 FC 0335 Option 2 — Implementation and Support grantees.

Priorities:

The main priorities for this grant are to help ensure that each participating school creates an equitable, safe, positive, healthy, culturally-competent, and inclusive whole-school learning environment for all students, and makes effective use of a system for integrating services and aligning initiatives that promote students’ behavioral health and wellness.

These efforts are supported through school-based implementation of action plans that were created after completing the Safe and Supportive Schools Self-Reflection Tool (SaSS Tool) .

An additional priority for Option 2 — Implementation and Support grantees is to provide support for Option 1 grantees, other new Safe and Supportive Schools Self-Reflection ToolSaSS Tool users, schools and districts that are new to implementation, the Department, Safe and Supportive Schools Commission, and others as needed and appropriate.

The Ludcke Foundation

Guidelines

To identify and support charitable endeavors that provide needed resources and services to children and families, with an emphasis on emotional and physical health, education, and social development.

The Foundation devotes its grants to the fields of education, health, and human services. The trustees have a special interest in programs that focus across two or three of the foundation’s areas of interest and in partnering with other donors with similar objectives to enable more ambitious projects.

Current Grantmaking Preferences

Job training for systems involved young people, job training for adults facing significant barriers, and limited support for innovative approaches to helping children in underserved New England communities overcome significant and often overlapping barriers to educational success.

Access to health programs for all ages, and behavioral health services for children and teens in underserved communities or otherwise facing significant barriers.

Homelessness prevention, housing assistance, food security, legal assistance, holistic family support, support for young people at risk, and support for victims of domestic violence.

John Estrella Foundation: Helping Hand GrantThe John Estrella Foundation for Cancer Research was founded in memory of John Estrella.

Our funding supports a clinical protocol to acquire tumor samples from kidney cancer patients who have a kidney removed. These important samples are being used to identify factors that help predict which patients are likely to require additional therapy for their disease. With our continued funding, this protocol has been expanded to other major hospitals in the area, including Brigham and Women’s Hospital, Dana-Farber Cancer Institute, and Beth-Israel Deaconess Medical Center. Purpose of the Grant: In addition to the ever-mounting cost of medicines and treatment, people with Kidney Cancer often need assistance with expenses like transportation, living expenses, home care, and childcare. The purpose of our grant is to provide support to individuals and their families experiencing financial burdens associated with a diagnosis of and treatment for Kidney Cancer.

The Wolf Kahn Foundation Grant supports nonprofit organizations focused on visual arts, enhancing education and artist careers through exhibitions and residencies. Grants range from $5,000 to $15,000, prioritizing projects that promote social justice and environmental awareness. Eligible applicants must be 501(c)(3) organizations located in specific regions, while school-based programs and certain other entities are excluded. This initiative honors Wolf Kahn's legacy by fostering artistic collaboration and public engagement.

The Frank W. & Carl S. Adams Memorial Fund Grant supports educational, human services, and health care initiatives for underserved populations. Established in 1925, it encourages applications for general operating support from organizations with budgets of $5 million or less. Multi-year requests are also considered. Annual gifts are awarded to Harvard Medical School and MIT for student scholarships, promoting continued educational excellence.

The Point32Health Foundation Grant focuses on advancing equity in aging by providing multi-year, general operating grants to nonprofits in Connecticut, Maine, Massachusetts, New Hampshire, and Rhode Island. The foundation emphasizes collaboration with community organizations to address systemic inequities and improve health outcomes for older adults. Grant applications are accepted at various times, with specific deadlines for advocacy and social justice projects. The foundation seeks to honor the voices of those most affected by inequities.

The Public Art for Spatial Justice Grants support Massachusetts artists in creating public art that embodies spatial justice and fosters community engagement. These grants prioritize projects led by BIPOC artists, focusing on disrupting harmful narratives and cultivating expressions of justice in public spaces. By encouraging artistic collaborations and community-rooted initiatives, the program aims to reimagine public culture and contribute to more equitable futures. Projects must take place in Massachusetts and engage the public realm.

The Massachusetts Elks Scholarship provides financial assistance to deserving students pursuing a bachelor's degree at accredited colleges. Sponsored by the Massachusetts Elks Association, this program focuses on supporting candidates demonstrating financial need, academic merit, and strong citizenship. Eligible students must be graduates of accredited high schools and endorsed by a local Elks lodge. This scholarship aims to empower youth through education, ensuring no discrimination based on race or gender.

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 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 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 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.

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.

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.

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

DESE partners with districts, schools, and programs to:

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

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

Title 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

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.

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

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

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

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

Early Literacy Consortium Grant

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

Priorities

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

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

Competitive priority will be given to:

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

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

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

Early 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.

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.

Creating Health Access for Next Generation Equity (CHANGE) Grant Program

Launched in 2023, the AstraZeneca Foundation’s signature Creating Health Access for Next Generation Equity (CHANGE) program works to improve access to quality healthcare.

Beginning April 1, 2026, the AstraZeneca Foundation will accept grant requests of $200,000 - $220,000 for review and consideration for its next cohort of CHANGE grant awardees. Organizations receiving funding in 2026 may be considered for renewed funding on an annual basis for two additional years, contingent upon meeting objectives, funding availability and approval by the Foundation’s Board of Trustees.

The intent of the grants is to provide general operating support for organizations working in innovative, collaborative ways at the community level to help improve access to quality healthcare in their community during the grant year and beyond. Our aim is for funded organizations to maximize the benefit to community members and community-based organizations and to work toward continuing their services beyond potential AstraZeneca Foundation funding.

Please see FAQs for additional guidelines.

The Massachusetts Bar Foundation (MBF) offers Special Projects Grants to support initiatives that enhance access to civil legal aid and improve the administration of justice. These grants are available for projects that may not meet the traditional eligibility criteria of the IOLTA Grants Program, but align with the MBF’s mission to ensure equal access to legal resources for all, especially vulnerable populations. Interested applicants should contact the MBF Grants Office for eligibility discussions.

The Preschool Development Grant Birth Through Five (PDG B-5) SMART Grant aims to enhance early care and education systems in the U.S. by supporting targeted investments in technology and data analytics. This initiative, led by the Administration for Children and Families, encourages states to improve program quality, family choice, and data-driven decision-making for children from birth to five years old. The funding is designed to create measurable outcomes and strengthen coordination within the mixed-delivery system.