Tag Archives: Pre-K

Who May Apply: (specifically) These consolidated grants are limited to the insular areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, the U.S. Virgin Islands).

Migrant Education Coordination Support Center

TYPES OF PROJECTS

Grants and contracts that will be funded in FY 2008 include:

(1) Consortium Incentive Grants, which support multistate consortia for improving coordination in eight areas of
need (i.e., improving the identification and recruitment of eligible migrant children; using scientifically based
research to improve school readiness; improving reading and math proficiency; decreasing the dropout rate;
improving high school completion rates; strengthening the involvement of parents; expanding access to innovative
technologies; and improving the education attainment of out-of-school migratory youths);
technologies; and improving the education attainment of out-of-school migratory youths);
(2) the Migrant Education Resource Center (MERC) known as RESULTS supports initiatives related to interstate and intrastate coordination of the MEP through enhanced communications between MEP stakeholders via a website and other media; presentations on topics relevant to the MEP; and production of a literature review of MEP and related resources;
(3) the Migrant Education Coordination Support Contract (now under our MERC contract as well), a logistical support contract to organize and implement
effective meetings and recommend and procure subject matter experts in support of national interstate
coordination initiatives;
(4) the MSIX, which links state migrant student record systems to electronically exchange academic and
health-related information on a national basis;
(5) the MSIX IV&V and Management Support Contract, which provides independent oversight of the MSIX
contractors’ performance and assistance with investment acquisition, management, and oversight activities; and
(6) the MSIX State Data Quality Grants, which additional resources to SEAs receiving MEP will provide Basic
State Formula Grant awards in order to assist them and their local operating agencies (LOAs) in implementing the
interstate exchange of migrant children’s records electronically through the MSIX.

Coordinator for the Outlying Areas

Program Description

The No Child Left Behind Act amended the Department of Education Act to require the Department to establish the ‘Coordinator for the Outlying Areas’ position. School Support and Rural Programs currently employs the Departments Coordinator for the Outlying Areas, who: (1) serves as the principal advisor to the Department on Federal matters affecting the outlying areas; (2) evaluates, on a periodic basis, the needs of education programs in the outlying areas; (3) assists with the coordination of programs that serve the outlying areas; and (4) provides guidance to programs within the Department that serve the outlying areas.

As used in this section, the term outlying areas includes Guam, the Virgin Islands, American Samoa, and the Commonwealth of the Northern Marianas Islands, but does not include the Freely Associated States of the Republic of the Marshall Islands, the Federated States of Micronesia, and the Republic of Palau.

Legislation, Regulations, and Guidance

Legislation

Elementary and Secondary Education Act of 1965, as amended, Title VII, Part A, Subpart 3, Sec. 7131; 20 U.S.C. 7451.

Funding Status

2008

Appropriation: $3,890,819

Fiscal Year 2008 Awards Information

Note: The Department is not bound by any estimates in this notice. Number of New Awards Anticipated:0

2007

Appropriation: $3,960,000

Fiscal Year 2007 Awards Information

Note: The Department is not bound by any estimates in this notice. Number of New Awards Anticipated:1

2006

Appropriation: $3,960,000

Fiscal Year 2006 Awards Information

Note: The Department is not bound by any estimates in this notice. Number of New Awards Anticipated:0

2005

Appropriation: $5,128,640

2004

Appropriation: $5,170,314

Eligibility

Who May Apply: (by category) Institutions of Higher Education, Local Education Agencies, Nonprofit Organizations, Other Organizations and/or Agencies, State Education Agencies (SEAs)

Who May Apply: (specifically) In addition to the entities above, Indian tribes, Indian organizations, Indian(IHEs), and other public and private agencies and institutions may apply.

Eligibility Information

The Department is not accepting applications for this program at this time. This page will be updated to with new information for future applicants when funding is made available.

The purpose of the program is to provide financial assistance to local educational agencies (LEAs) in any State, (including the District of Columbia, the Commonwealth of Puerto Rico, and each of the outlying areas) serving homeless children and youth displaced by Hurricanes Harvey, Irma, and Maria, or the 2017 California wildfires for which a major disaster or emergency has been declared under sections 401 or 501 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act (42 U.S.C. 5170 and 5190) (covered disaster or emergency) to address the educational and related needs of these students consistent with section 723 of the McKinney-Vento Homeless Assistance Act (McKinney-Vento Act) and section 106 of title IV of division B of Public Law 109–148 (the Hurricane Education Recovery Act).

Applicant Information

The Department is not accepting applications for this program at this time. This page will be updated to with new information for future applicants when funding is made available.

2018 Application for the Assistance for Homeless Children and Youth Program

Indian Education-National Activities

Overview

The National Activities authority funds research, evaluation, and data collection to provide information on the education status of the Indian population and on the effectiveness of Indian education programs. This authority enables the Department to improve the national knowledge base on the education status and needs of Indians and to identify and disseminate information on best practices for serving this population.

Types of Projects

The Department uses these funds, primarily through contracts, to support research, evaluation, and data collection on the status and effectiveness of Indian education programs, and for other activities to improve programs that serve American Indians and Alaska Natives, age preschool through adult.

National Indian Education Study (NIES)

The NIES 2019 Report is now available. Click here!

The goal of the study is to describe the condition of education of American Indian and Alaska Native (AI/AN) students by focusing on both their academic performance and educational experiences in grades 4 and 8. This activity is part of a collaborative effort among Indian tribes and organizations, the Bureau of Indian Education (BIE), and state and local education agencies toward meeting the challenging academic standards set forth in the Elementary and Secondary Education Act, reauthorized in 2015 as the Every Student Succeeds Act.

The NIES helps to provide a more complete picture of the status of education for American Indian and Alaska Native (AI/AN) students in the United States. The last two studies were conducted in 2019 and 2015.

Members of the NIES Technical Review Panel (TRP) also authored a companion document to the 2019 NIES Report Setting the Context which provides overarching recommendations and a perspective of how NIES fits in the larger sphere of education for AI/AN Students.

Click here to visit the NIES web page

Video: Introduction to the NIES

Who Participated in the NIES?

In 2019, 4,100 AI/AN fourth-graders and 3,700 AI/AN eight-graders participated in the NAEP reading assessment, and 4,000 AI/AN fourth-graders and 3,800 AI/AN eighth-graders participated in the NAEP mathematics assessment. About 7,000 AI/AN students from approximately 1,400 schools at grade 4 and about 6,300 AI/AN students from approximately 1,300 schools at grade 8 participated in the 2019 NIES survey. In 2019, Nebraska was added, raising the number of NIES states to 15.

2019 NIES

The 2019 NIES found that:

Between 20-29 percent of AI/AN students are very interested in reading about cultures;
The majority of AI/AN students have access to school resources such as books and other media about AI/AN people;
Most AI/AN students reported have at least “a little” cultural knowledge, with 17 percent of fourth-graders and 18 percent of eighth-graders reporting that they know “nothing”;
About one-quarter of all AI/AN fourth- and eighth-graders reported never being taught about an AI/AN language;
The majority of teachers reported integrating cultural materials into reading/language arts lessons at least once a year.

2015 NIES

Based on the 2015 NIES – A Closer Look publication (released in May 2019), composite results found that:

Between 25–30 percent of AI/AN students are very interested in reading about cultures;
AI/AN students are engaged in their schoolwork;
AI/AN eighth-graders expect their academic efforts to positively affect their future;
About one-half of AI/AN students reported never being exposed to their Native languages; and
Sixteen percent of AI/AN eighth-graders report having a lot of cultural knowledge.

Further analysis of these composites found that

AI/AN fourth-graders who indicated they were exposed to their Native languages “often” were more likely to express a high level of interest in reading about cultures compared to their peers who said they were exposed to their Native languages to a lesser degree.
Conversely, AI/AN fourth-graders who reported “never” being exposed to their Native languages were more likely to express a low level of interest in reading about cultures.

In conjunction with the release of the 2015 NIES – A Closer Look publication, the NIES TRP also authored a Setting the Context document.