Best Park County Grants for Nonprofits in Colorado

Stark Community FoundationStark Community Foundation is one of the area’s major sources of college scholarship support— thanks to the generosity of caring individuals, families and businesses that have created scholarship funds.The Foundation currently manages more than 100 scholarship funds that support hundreds of deserving students each year from Stark and Carroll counties. In 2025, more than $1,000,000 was awarded to local students to help them achieve their educational dreams.The Wayne D. Ackerman Scholarship FundThe Wayne D. Ackerman Scholarship Fund assists seniors from Stark County high schools who will graduate in May/June. Applicants must be accepted as full-time students at a four-year college or university, have a GPA of at least 3.0, and have demonstrated outstanding involvement in academics and extracurriculars.Renewable Scholarship: No

Alger Regional Community FoundationThe Alger Regional Community Foundation (ARCF) is a locally based 501(C)(3) nonprofit corporation dedicated to enhancing the quality of life in Alger County through grants and scholarships.ARCF is a unique institution. It is a permanent, yet flexible, collection of endowment funds contributed by people from all walks of life who want to make a difference in our community.Thelma N. Cotey ScholarshipApplicants must be planning to pursue further education in the areas of medicine, business, or forestry. 

Alger Regional Community FoundationThe Alger Regional Community Foundation (ARCF) is a locally based 501(C)(3) nonprofit corporation dedicated to enhancing the quality of life in Alger County through grants and scholarships.

ARCF is a unique institution. It is a permanent, yet flexible, collection of endowment funds contributed by people from all walks of life who want to make a difference in our community.Simonen ScholarshipThe Paul & Alice Simonen Scholarship is offered to any Alger County resident planning to pursue post-secondary education at a college, university, vocational, or technical institute.

Preference will be given to an individual with future potential as evidenced by an exceptional record of achievement in school, community, and/or employment. Examples of achievement may include, but are not limited to, areas such as academics, fine arts, athletics, technology, volunteerism, service clubs, work/military experience.

Alger Regional Community FoundationThe Alger Regional Community Foundation (ARCF) is a locally based 501(C)(3) nonprofit corporation dedicated to enhancing the quality of life in Alger County through grants and scholarships.

ARCF is a unique institution. It is a permanent, yet flexible, collection of endowment funds contributed by people from all walks of life who want to make a difference in our community.Native American Education AwardGiven to a Native American graduate, applicants must have participated in Native Cultural/Academic activities, projects, or programs while attending MHS, be a participant in community service activities, and must have a minimum 2.0 overall GPA.

Alger Regional Community FoundationThe Alger Regional Community Foundation (ARCF) is a locally based 501(C)(3) nonprofit corporation dedicated to enhancing the quality of life in Alger County through grants and scholarships.

ARCF is a unique institution. It is a permanent, yet flexible, collection of endowment funds contributed by people from all walks of life who want to make a difference in our community.

Munising Memorial Hospital Auxiliary Scholarship Unendowed FundGiven to an Alger County graduate who has completed one full year (2 semesters) in the medical field. Students may receive scholarships twice, providing college transcripts.

The James & Ursula Williams Teacher Grants Program : Field Trip Grants

As a born native of Vallejo, James was generationally admired for his enduring work ethic and was lovingly embraced for his dedication and support to family, friends, and community. Ursula’s self-motivation, persistence, and quest for excellence brought her professional recognition. As a community activist, she shared her leadership organizational skills as a member of community and political organizations who made positive contributions to the community.

In life, they created and took advantage of all opportunities presented to them. Both recognized the important role that education made in creating healthy, happy, and productive lives for themselves, their children, and their grandchildren. The Williams Family hopes to continue their legacy through The James & Ursula Williams Family Fund.

Field Trip Grants:

Grants of up to $1,000 are available to fund 1-day excursions; field trips should have an academic component that supplements your classroom curriculum. Funds can cover the cost of transportation, and admission fees. Examples: Vallejo Flood and Water District, the Exploratorium, etc. The purpose of this program is to bring learning outside of the classroom and provide hands-on experiences to students.

"Slipperman” Music Scholarship in Memory of Timothy J. Gilles

The “Slipperman” Music Scholarship in Memory of Timothy J. Gilles recognizes the hard-working graduates of Herkimer and Oneida counties pursuing their secondary education in a music-related field.

Candidates are identified by Utica Dollars for Scholars.

Judy Lutz Davidson Scholarship

A scholarship awarded to Marshall-area graduating seniors or previous graduates pursuing a degree in the legal support services, such as but not limited to legal secretary, paralegal, legal clerk, legal assistant, compliance specialist or title examiner. GPA is not a determining factor, however, transcripts are requested. Students who receive this scholarship are encouraged to apply for further support in subsequent years. 

Fred W. Homann Jr. Research and Education Scholarship

Scholarships awarded to Marshall area residents or former graduates pursuing higher education in the health sciences with preference given to applicants with a particular interest in research/preventative medicine. Applicants must maintain a 3.0 GPA average in their previous year of education, whether it be high school or college, or postgraduate. Students who receive this scholarship are encouraged to apply for further support in subsequent years. 

The National Cancer Institute (NCI) is set to release a Notice of Funding Opportunity (NOFO) aimed at advancing informatics technologies for cancer research. This initiative will support the development of tools that enhance data acquisition, management, and analysis throughout the cancer continuum. By focusing on technologies with proven impact, the NOFO seeks to optimize and sustain resources critical for cancer biology, diagnosis, treatment, and epidemiology.

The National Network of STI Clinical Prevention Training Centers (NNPTC) aims to enhance the education and training of clinicians and disease intervention professionals in STI patient care. This initiative focuses on improving the ability of healthcare providers and systems to effectively diagnose, manage, and counsel individuals at risk for STIs, ultimately reducing morbidity and enhancing public health outcomes on both local and national levels.

The Drug-Free Communities (DFC) Support Program, initiated by the Drug-Free Communities Act of 1997, aims to bolster community coalitions dedicated to preventing youth substance use. Funded by the US HHS's Substance Abuse and Mental Health Services Administration (SAMHSA), this program focuses on collaboration among various stakeholders, including government and non-profit entities, to effectively reduce substance abuse among youth and promote protective factors within communities.

The Drug-Free Communities (DFC) Support Program aims to foster collaboration among community coalitions to combat youth substance use. Established by the Drug-Free Communities Act of 1997, it encourages partnerships among various stakeholders, including governmental and non-profit agencies. The program focuses on reducing substance use among youth and promoting protective factors within communities. This funding opportunity is available for those who have completed the initial funding cycle or experienced funding interruptions, supporting their ongoing efforts to create a healthier environment for youth.

This grant focuses on implementing research to identify effective combinations of community-clinical linkage strategies aimed at diabetes prevention and management. It addresses the challenges faced by Federally Qualified Health Centers and safety-net clinics, emphasizing the need for coordinated approaches. The study will explore factors influencing the adoption and integration of these strategies, ultimately aiming to develop practical evidence and best practices that enhance diabetes care in primary settings.

The NIOSH Centers of Excellence for Total Worker Health® (U19) aims to enhance worker well-being by funding research and translation activities that address harmful exposures and improve working conditions. Priority areas include high-risk occupations, young workers, and chronic diseases. The initiative emphasizes strong project coordination, scientific rigor, and economic evaluations. Projects must utilize the NIOSH Worker Well-Being Questionnaire and share findings with the HERO Clearinghouse, fostering innovative solutions for employers and workers.

The US Acute Care Solutions Scholarship Fund, established by Stark Community Foundation, supports the dependent children of non-physician employees of US Acute Care Solutions and its affiliates. Eligible applicants must be accepted into or attending a college, university, nursing school, or vocational program, with a minimum GPA of 3.0. This initiative highlights the Foundation's commitment to empowering future generations through education and community service involvement.

The Tim Triner Letter Carriers Scholarship Fund, established by Stark Community Foundation, supports graduating seniors, particularly children and grandchildren of National Association of Letter Carriers members. This scholarship emphasizes scholastic achievement and is aimed at students accepted into full-time post-secondary education. Since 1963, the Foundation has played a pivotal role in addressing community challenges through philanthropy.

The Thurman Munson Memorial Scholarship Fund, established by Stark Community Foundation, supports high school seniors from Stark or Summit County who have participated in varsity baseball or softball. This scholarship seeks to assist students demonstrating both academic potential and financial need, with verification of their sports involvement required. The fund alternates scholarship awards between male and female recipients each year, continuing the legacy of philanthropy since 1963.

The Steven Scott Quinn Scholarship Fund, established by the Stark Community Foundation, aims to support Stark County, Ohio residents pursuing higher education in fields such as culinary arts, hospitality, nursing, nutrition, physical therapy, and occupational therapy. This initiative reflects the Foundation's long-standing commitment to enhancing the community through philanthropy and addressing diverse educational needs since its inception in 1963.

The Stark County Medical Society Auxiliary Scholarship Fund, established in 1963, supports Stark County residents or graduates from local high schools who are pursuing accredited health care programs. This fund aims to assist students who have completed at least one year of their program, with a preference for those entering their final year of study. By investing in local students, the fund contributes to the development of future health care professionals in Ohio.

The Stark County Dairy Promoters Scholarship Fund, established by the Stark Community Foundation, provides financial assistance to students from Stark County, Ohio. Eligible applicants must be pursuing college-level studies in dairy science, large animal veterinary medicine, human nutrition, or food science, and maintain a minimum GPA of 2.5. This scholarship aims to support the next generation of leaders in these essential fields, fostering educational growth and community development.

The Stark County Bar Association Scholarship Fund, established by the Stark Community Foundation, aims to support law students pursuing a Juris Doctorate at accredited law schools. Since its inception in 1963, the Foundation has been instrumental in transforming lives through philanthropic efforts. The scholarship prioritizes applicants from the Stark County area who demonstrate financial need and intend to practice law in their home community, fostering local legal talent and serving community needs.

The Sheriff W. Bruce Umpleby Law Enforcement Memorial Scholarship Fund, established by the Stark Community Foundation, supports Stark County residents who are high school graduates, aiming to pursue a career in law enforcement. Applicants must maintain a minimum GPA of 3.0 and be enrolled in a post-secondary institution. This scholarship embodies the Foundation's commitment to empowering students and addressing community needs since its inception in 1963.

The Samuel Krugliak Legal Scholarship Fund, established by the Stark Community Foundation, supports law students who demonstrate academic excellence and community commitment. Eligible applicants must be enrolled in an ABA-accredited law school and have ties to the Stark County Region. This scholarship aims to empower future legal professionals dedicated to serving their communities while fostering a diverse legal landscape.

The Ruth M. Cogan Foundation Trust Fund, established by the Stark Community Foundation, supports students from Stark County, Ohio pursuing college education in music. This fund aims to help graduating seniors or current college students who demonstrate a passion for music and embody the spiritual qualities exemplified by Ruth. Since 1963, the Foundation has evolved from a grantmaker to a community leader, transforming lives through philanthropy.

Digital Promise

Digital Promise is a global nonprofit working to expand opportunity for every learner. Working with a wide range of partners and practitioners in the U.S. and around the world, our initiatives have impacted over 4.4 million students and 180,000 teachers across 173 districts and in 27 countries to date.

Digital Promise was authorized by Congress in 2008, signed into law by President George W. Bush, and formally launched by President Barack Obama in September 2011. Startup support came from the U.S. Department of Education, Carnegie Corporation of New York, William and Flora Hewlett Foundation, and Bill & Melinda Gates Foundation. Since then, Digital Promise has grown rapidly with support from both original and new funders.

AIMS EduData Initiative

The Advancing Innovative Math Solutions (AIMS) EduData Initiative, funded by the Gates Foundation, seeks to build sustainable and scalable research infrastructure to advance math learning. AIMS EduData especially encourages applications from graduate students and early career professionals, educators with research roles, such as those working in district research offices, and researchers located at minority serving institutions or Title I school districts. Successful applicants will conduct original research using datasets provided by leading digital learning platforms (DLPs) and participate in a growing community.

RightOn Education and Teachley Math RFP

For education researchers and practitioners

Benefits for successful applicants:

• Opportunity to investigate associations between features of a Digital Learning Platform and mechanisms supporting student learning, engagement, motivation, and instructional practice.
• Opportunity to contribute to the education R&D movement by expanding its capacity and skills, providing feedback to DLPs about the utility of their datasets and insights about their features, and demonstrating the affordances and value of conducting research through DLPs.
• Involvement in a dynamic, supportive community of digital learning providers and researchers
• Two proposals will be funded

This solicitation offers opportunities to run experiments in two DLPs. One enables research with Teachley Math, an intervention that includes interactive digital games and problem-solving modeling tools, lessons and formative assessment data for students in grades K-5. The second enables research with RightOn Education, an online digital learning platform for grades 7-10 that allows teachers to create or select math games, engage students in feedback and reflection on their thinking, and access real-time information about student misconceptions. 

Teachley Math

Teachley Math is particularly interested in research investigating:

• Through what mechanisms does feedback shape outcomes?
• What sequences of tool actions best predict eventual correctness?
• What are common error patterns and do they vary by grade level?
• Do process measures add predictive validity beyond final-answer accuracy?

Digital Promise

Digital Promise is a global nonprofit working to expand opportunity for every learner. Working with a wide range of partners and practitioners in the U.S. and around the world, our initiatives have impacted over 4.4 million students and 180,000 teachers across 173 districts and in 27 countries to date.

Digital Promise was authorized by Congress in 2008, signed into law by President George W. Bush, and formally launched by President Barack Obama in September 2011. Startup support came from the U.S. Department of Education, Carnegie Corporation of New York, William and Flora Hewlett Foundation, and Bill & Melinda Gates Foundation. Since then, Digital Promise has grown rapidly with support from both original and new funders.

AIMS EduData Initiative

The Advancing Innovative Math Solutions (AIMS) EduData Initiative, funded by the Gates Foundation, seeks to build sustainable and scalable research infrastructure to advance math learning. AIMS EduData especially encourages applications from graduate students and early career professionals, educators with research roles, such as those working in district research offices, and researchers located at minority serving institutions or Title I school districts. Successful applicants will conduct original research using datasets provided by leading digital learning platforms (DLPs) and participate in a growing community.

RightOn Education and Teachley Math RFP

For education researchers and practitioners

Benefits for successful applicants:

• Opportunity to investigate associations between features of a Digital Learning Platform and mechanisms supporting student learning, engagement, motivation, and instructional practice.
• Opportunity to contribute to the education R&D movement by expanding its capacity and skills, providing feedback to DLPs about the utility of their datasets and insights about their features, and demonstrating the affordances and value of conducting research through DLPs.
• Involvement in a dynamic, supportive community of digital learning providers and researchers
• Two proposals will be funded

This solicitation offers opportunities to run experiments in two DLPs. One enables research with Teachley Math, an intervention that includes interactive digital games and problem-solving modeling tools, lessons and formative assessment data for students in grades K-5. The second enables research with RightOn Education, an online digital learning platform for grades 7-10 that allows teachers to create or select math games, engage students in feedback and reflection on their thinking, and access real-time information about student misconceptions. 

RightOn Education

RightOn Education is particularly interested in research investigating questions related to the following areas (illustrative research questions are provided below):

• Student confidence and math self-efficacy: How do patterns of student confidence differ across correct and incorrect responses, and how do they vary by question or Common Core standard?
• Productive struggle, metacognition, and learning from misconceptions: How do different types of reflection prompts (e.g., self-directed vs. peer-directed explanations) affect the likelihood of optional hint submission and the length of student-generated hints?
• Student motivation and engagement: How do different incentive conditions influence student participation in optional activities, and how are they associated with student correctness and confidence?