Tag Archives: Technology

Spanish Language Fact Sheet — Carrera a la Cima

Financiamiento mediante la Ley Estadounidense de Recuperación y Reinversión (American Recovery and Reinvestment Act):
$4.35 mil millones

Los Estados, el Distrito de Columbia y Puerto Rico.

Tipo de subvención:
Por concurso

Para mayores informes:


El Fondo Carrera a la Cima de $4.35 mil millones constituye la mayor inversión federal por concurso de la historia de la reforma educativa. Premiará a los estados por sus logros en el pasado y creará incentivos para mejoras en el futuro, y retará a los estados a crear estrategias integrales para abordar los cuatro aspectos centrales de la reforma que impulsarán mejoras en las escuelas:

  • Adopción de la normativa y las evaluaciones internacionales que preparan a los estudiantes para triunfar en la universidad y el ámbito laboral;
  • Captación, actualización, retención y premiación de maestros y directores efectivos, especialmente, donde se necesitan más;
  • Elaboración de sistemas de datos que miden la eficacia de los estudiantes e indican a los maestros y directores cómo pueden mejorar la instrucción; y
  • Reversión de la situación de las escuelas de rendimiento más bajo.

Las adjudicaciones en la Carrera a la Cima se destinarán a los Estados que lideran con planes ambiciosos y, al mismo tiempo alcanzables, para implantar una reforma educativa coherente, contundente y completa en estos aspectos. Estos Estados ayudarán a innovar con reformas efectivas y darán el ejemplo para los Estados y los distritos escolares locales de todo el país.

Calendario de solicitudes y adjudicaciones:

El Departamento realizará dos vueltas del concurso. El plazo para las solicitudes de la primera vuelta vencerá el 19 de enero de 2010. Los revisores evaluarán las solicitudes y el Departamento dará a conocer los adjudicatarios de la primera vuelta de financiamiento para abril de 2010. El plazo para las solicitudes de la segunda vuelta vencerá el 1 de junio de 2010, y se darán a conocer todos los adjudicatarios para septiembre de 2010. Los Estados que presentan solicitud para la primera vuelta pero que no resultan adjudicatarios podrán volver a presentar solicitud en la segunda vuelta (junto con los Estados que presentan solicitud por primera vez en la segunda vuelta). Los adjudicatarios de la primera vuelta reciben subvenciones completas por lo cual no podrán solicitar financiamiento adicional en la segunda vuelta.

El Departamento planea realizar otro concurso de $350 millones en la Carrera a la Cima que convocará posteriormente.

Programs and Grants – SST

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Technical Assistance

School Facilities Renovation and Financing

Other Programs

Flexibility and Waivers

Archived Technical Assistance and Technology Programs – Programs that are no longer authorized. Funds support only the continuation of multi-year projects.

School Support and Rural Programs

School Support and Rural Programs (SSRP) provide funds for education technology, school facilities, parent information assistance centers, and comprehensive education assistance centers. Our office also administers the implementation of flexibility provisions in the Elementary and Secondary Education Act of 1965, as reauthorized by the No Child Left Behind Act of 2001.

Evaluation Guide

NewEvaluation Matters is a free guide to help educators and administrators with little or no formal training in evaluation become active partners with their evaluators to ensure that evaluations are tailored to the needs of states, school districts, and schools.

Evaluation Matters: Getting the Information You Need from Your Evaluation (Draft)

Evaluation Matters explains how to build evaluation into program planning and decision-making step by step. A draft version is provided so that grantees, educators, technical assistance providers, and others can start using the guide and send us suggestions on ways to improve it. The guide provides electronic hyperlinks to additional resources, including observation protocols, surveys, rubrics, and other evaluation instruments, as well as publications on evaluation design, logic models, data collection and analysis, ethical issues, pitfalls to avoid, and using findings for program improvement. Though examples show how educators could use evaluation in everyday practice for technology programs, the principles and steps in the guide can be used to evaluate all kinds of education programs.

Download the Complete Evaluation Guide

Evaluation Matters

PDF (3.5MB)





School Support and Rural Programs (SSRP)
Room 3W205
400 Maryland Avenue, SW
Washington, DC 20202-6400
Phone: 202-401-0039
Fax: 202-205-5870





Funding Status

Note: This program is funded as part of a set-aside from the appropriation for Title I grants. Under the set-aside, up to $5 million is reserved for a program of discretionary grants to local educational agencies (LEAs) in the Outlying Areas and the Republic of Palau. Under ESSA, beginning in FY 2017, the Republic of Palau will receive $1,000,000 from the Title I appropriation. Palau does not receive funds under the Consolidated Grant authority.

Each Year the department makes 5 awards for a total of $5,000,000.



Who May Apply: (specifically) These grants are limited to local education agencies (LEAs) in the outlying areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, the U.S. Virgin Islands) and the Republic of Palau.



Note: This program is funded as part of a set-aside from the appropriation for Title I grants. Under the set-aside, up to $5 million is reserved for a program of discretionary grants to local educational agencies (LEAs) in the Outlying Areas and the Republic of Palau. Under ESSA, beginning in FY 2017, the Republic of Palau will receive $1,000,000 from the Title I appropriation. Palau does not receive funds under the Consolidated Grant authority.

Each Year the department makes 5 awards for a total of $5,000,000

Applicant Information

Extension Notice

In July 2015, the Department published a notice in the Federal Register informing the public that the Secretary of Education would grant a possible extension period – up to 24 months – for successful T&FASEG projects. This extension period was set to take place during FY 2016 and FY 2017.

The Department is not accepting new T&FASEG applications.

Federal Register Notices

    • Federal Register Notice (April 30, 2012)
      PDF (211K)
    • Federal Register Notice, Final Waiver and Extension of the Project Period: Territories and Freely Associated States Education Grant Program. (July 27th, 2015)
      PDF (182K)

Migrant Education Coordination Support Center


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.



FY 2009 Grant Award Recipients for the Technical Assistance for Student Assignment Plan

Grantee: Boston Public Schools
Name of Project: Equity and Diversity: Developing a Student Assignment Plan for Boston
Project Director: Michael Goar
Contact Information: (617) 635-9643
Obligated Amount: $241,680.00

The Boston Public Schools will implement this project to redesign their existing student assignment plan and to ensure that all families have equitable access to a high quality education.The district will work with both student assignment and civil rights experts to review comparable school districts with relevant and successful student assignment plans that meet current legal requirements. The project objectives will be met through a three phase process of planning, community consultation, and developing implementation plans. The outcomes of this project will be the preparation, modification and adoption of a student assignment plan that can be approved by the Boston Public Schools Committee (school board) which (1) ensures equitable access to high quality educational services for all students in the district, (2) ensures diversity within and across classrooms and schools across the district, and (3) conforms to the relevant laws at the federal and state level.

Grantee: Champaign Community Unit School, District #4 (IL)
Name of Project: Achieving Educational Equity through a Multi-faceted Socio-economic Student Assignment Plan
Project Director: Sandra Duckworth
Contact Information: (217)351-3701
Obligated Amount: $250,000.00

The Champaign Community Unit School plans to modify and implement a model “multi-faceted, socio-economic, controlled choice Student Assignment Plan” (SES-SAP) within a two-year project period. This project will create a fully implemented and school-board-approved SES-SAP by building the capacity of the district to provide equitable access to high-quality and high-performing schools regardless of a student’s race, income, or residential neighborhood; accommodating a high degree of parent-guardian rank order elementary school choice; and providing comprehensive third-party quantitative and qualitative project evaluation. A consultant will assess and recommend modifications of the current student assignment plan and advise on creating system interoperability between the student assignment software and the district’s student information system.

Grantee: Evangeline Parish School Board (LA)
Name of Project: Evangeline Parish School Board Magnet Schools Program
Project Director: Darwan T. Lazard
Contact Information: (337) 363-6653
Obligated Amount: $205,212.00

The project aims to increase the participation and desegregation effectiveness of the magnet school component of the Evangeline Parish School Board’s (EPSB) current voluntary student assignment plan that encompasses magnet school designs at two EPSB high schools. EPSB will work with a coordinator who will survey stakeholders and use the data to design program changes that will address current weaknesses and program offerings. The EPSB has identified the following program objectives in order to determine program success: (1) strengthening the magnet program by identifying programs that attract students and meet the needs of the student, community-at-large, and the business community; (2) developing and establishing a fair and enforceable magnet selection policy; and (3) building community and student support that increase student retention.

Grantee: Hillsborough County Public Schools (FL)
Name of Project: Model of Assignment Planning for Students
Project Director: Steven Ayers
Contact Information: (813) 272-4086
Obligated Amount: $250,000.00

The Hillsborough County Public schools will use the Model of Assignment Planning for Students (MAPS) project to target the district’s 46 middle schools in order to improve student assignment planning. Teachers, parents, and community leaders will all share a role in each step of the process, in order to ensure a variety of perspectives in the decision making process. Project MAPS has four objectives that will result in the development of baseline analytics and metrics to serve as benchmarks to track progress, a middle school pilot model, and an approved model available for district-wide student assignment planning.

Grantee: Jefferson County Board of Education (KY)
Name of Project: No Retreat: Jefferson County Public Schools Commitment to Desegregation
Project Director: Pat Todd
Contact Information: (502) 485-6250
Obligated Amount: $249,997.00

The Jefferson County Board of Education approved a new student assignment plan in May 2008 that is being implemented in elementary schools during the 2009-2010 school year and will be implemented in county middle and high schools the following year. The district will implement this plan for lasting integration by pursuing the following objectives: (1) filling all elementary magnet school programs to capacity with a balance of students; (2) reducing the number of kindergarten and first grade transfer requests; (3) reducing the number of magnet/cluster applications submitted after the enrollment deadline and the number of applications completed incorrectly; and (4) developing a tracking and reporting system for student transfer requests at all levels that will assist staff in identifying trends, strengths, and areas for improvement in the student assignment process. The Board of Education will hire a Parent Assistance Specialist to provide information and strategies to parents and families regarding the review and selection of magnet programs. A web-based data system will also be developed in order to improve the accuracy and efficiency of implementing the student assignment plan.

Grantee: The School Board of Orange County (FL)
Name of Project: District-wide Rezoning Project
Project Director: Andrew DeCandis
Contact Information: (407) 317-3974
Obligated Amount: $205,259.00

This project aims to provide the school board and district staff with technical assistance to negotiate a unitary status agreement with the plaintiffs in the school district’s 30 year old court ordered desegregation plan and develop a district-wide student assignment plan and student assignment policies needed to implement unitary status. The plan will address identified needs and legal requirements for the district to achieve unitary status and develop appropriate feeder patterns for students within the PreK-12 system. The project will focus on four objectives: (1) negotiate with plaintiffs in the desegregation actions to develop an acceptable pupil plan that permits the District to achieve unitary status; (2) provide assistance to the Board in the consideration of issues and actions needed to achieve unitary status; (3) work with organizations that represent the interests of stakeholders, to garner input and recommendations for the final acceptable plan; (4) assist the Pupil Assignment office in the development of rezoning scenarios that support the achievement of unitary status; and (5) develop and implement a community information campaign ensuring that the goals, process and outcomes are reported accurately in the media.

Grantee: Rockford Public Schools District #205 (IL)
Name of Project: Rockford Public Schools #205 Student Assignment Plan
Project Director: Todd Schmidt
Contact Information: (815) 966-3066
Obligated Amount: $214,872.00

The goal of this project is to seek and obtain school board approval to implement a modified student assignment plan developed by several stakeholders in order to correct inadequacies in the current plan. The new plan will address student diversity, be easily understood, clearly communicated, and will coordinate student assignment at levels PreK through grade 12. The project objectives include: (1) researching, identifying and evaluating inadequacies in the current assignment plan that may affect, or produce high-risk (truant, drop-out, non-graduate) students; (2) hiring an external evaluator and an expert in student assignment planning to support efforts to modify the existing plan, and (3) developing a coordinated PreK-12 student assignment plan that corrects existing inadequacies. The district will form a Student Assignment Workgroup, consisting of educational and community stakeholders, in order to gain input and decision making throughout the project.

Grantee: Saint Paul Public Schools, ISD #625 (MN)
Name of Project: Large Scale System Changes II
Project Director: Jill Cacy
Contact Information: (651) 632-3730
Obligated Amount: $249,730.00

The St. Paul Public School district has implemented a voluntary student assignment plan based on school choice for over 40 years. Since the current plan is in need of significant revisions, the district has proposed a goal of successfully preparing, reviewing and adopting a voluntary student assignment plan that reduces racial isolation, creates higher quality academic options in all schools, and develops greater parent and community satisfaction and confidence in the system, as well as financial sustainability. The process to undertake this goal will be called Large Scale System Changes II. This project will build on a pre-established community engagement process and secure additional services in order to involve diverse stakeholders in the process. The district plans to fill in the gaps in the District’s capacity to conduct a successful process and effectively navigate the complex and political issues related to the School Choice system.

Grantee: San Diego Unified School District
Name of Project: San Diego Technical Assistance for Student Assignment Plans Project
Project Director: Roy MacPhail
Project Contact Information: (619) 725-7370
Obligated Amount: $122,573.00

The San Diego Unified School District plans to eliminate student isolation based on race and ethnicity. The District will use grant funds to achieve the following goals: (1) analyze the potential of reducing possible re-segregation and minority student population isolation by redistricting neighborhood school attendance boundaries to achieve increased diversity; (2) maintain current student racial and ethnic diversity by developing new transportation schema to permit maintenance or specialized programs that provide voluntary attendance options within newly developed neighborhood attendance areas; (3) transferring, by the project’s end, the process, resources, and technology to the district’s instructional facilities planning department, magnet schools and enrollment options offices, and transportation departments to analyze voluntary student assignment plans and maintain significant levels of student population diversity at each of its schools. As a result of this project, the district plans to better meet the needs of the student population and build resources to eliminate or reduce racial and ethnic isolation within the district.

Grantee: San Francisco Unified School District
Name of Project: SFUSD Student Assignment Redesign
Project Director: Orla O’Keeffe
Contact Information: (415) 241-6121
Obligated Amount: $250,000.00

The San Francisco Unified School District plans to modify its current student assignment plan in order to achieve the district’s long time goal of reducing racial isolation. The district will seek technical assistance from demographers and student assignment specialists in order to achieve the following project objectives: (1) creating and implementing effective community engagement strategies for use throughout the development and approval of a new student assignment plan; (2) designing and analyzing different student assignment options; (3) gaining approval of a new student assignment plan; (4) building the infrastructure to support the new student assignment plan and (5) implementing, monitoring, and evaluating outcomes and developing recommendations to address any unintended consequences of the new plan.

Grantee: School District 1J Multnomah County (OR)
Name of Project: The Technical Assistance for Student Assignment Plans in Portland
Project Director: Sarah Singer
Contact Information: (503) 916-2000
Obligated Amount: $249, 977.00

This project will create a partnership between district staff, stakeholders, and technical assistance providers in order to develop legally sustainable, voluntary student assignment plans for the Portland (OR) Public Schools. The district will address key issues of racial segregation, isolation based on ethnicity, socio-economic status, and special program assignment such as Special Education and English as a Second Language (ESL). The following four project objectives will drive the work of the district in order to modify and implement student assignment plans: (1) reconfiguring feeder patterns to enhance diversity; (2) ensuring that district magnet schools embody the diversity of the district as a whole. (3) modifying the existing student assignment plan, and (4) building district capacity to engage community partners and maximize external supports to sustain responsive diversity planning policies and practice into the future by increasing the district’s internal capacity to conduct ongoing testing and calibration of program trends.