Opportunity Information: Apply for 10 619
Apply for 10 619
- The National Science Foundation in the science and technology and other research and development sector is offering a public funding opportunity titled "Computing Education for the 21st Century" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 47.070 Computer and Information Science and Engineering 47.076 Education and Human Resources 47.080 Office of Cyberinfrastructure.
- This funding opportunity was created on Dec 19, 2011 and posted on Sep 24, 2010.
- Applicants must submit their applications by Waiting for new publication. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- The funding agency has allocated a total of $25,000,000.00 to eligible and selected applicants.
- Each selected applicant is eligible to receive up to $10,000,000.00 in funding.
- The number of recipients for this funding is limited to 30 candidate(s).
- Eligible applicants include: Others (see text field entitled Additional Information on Eligibility for clarification).
- Organization Limit Proposals may only be submitted by the following The lead organization for all Type II CE21 projects (only) must be an eligible institution of higher education, that is, a university or two or four year college (including community colleges) accredited in, andhaving acampus located in the U.S. This organization limit applies to Type II CE21 proposals only. The categories of proposers eligible to submit Planning Grant and Type I proposalsare identified in the a hrefhttp://www.nsf.gov/publications/pubsumm.jspodskeygpgGrant Proposal Guide/a, Chapter I, Section E.
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Opportunity Summary:
Computing Education for the 21st Century (CE21) is a National Science Foundation grant program designed to strengthen the United States talent pipeline in computing by making far more students "computationally savvy" earlier in their education. The core motivation is a mismatch between strong and growing demand for information technology (IT) jobs and a sharp decline in student interest in computing over the prior decade. The opportunity cites evidence that intended computing majors among college freshmen fell dramatically overall, with an even steeper decline among women, and that student interest lagged projected job openings by a large multiple. CE21 frames this as both an economic competitiveness issue and a national interest issue, since computing and IT are described as central drivers of innovation across science and engineering and important to national security.
Programmatically, CE21 focuses on expanding both participation and preparedness in computing across the K-14 continuum (kindergarten through the first two years of undergraduate education). Although work in elementary grades is allowed, the strongest emphasis is on secondary education (middle and high school) and early undergraduate coursework, where the program expects interventions can meaningfully influence course-taking, confidence, and degree pathways. CE21 is explicit that the goal is not only to produce future computer science majors, but to build computational competencies broadly for all learners, regardless of gender, race, ethnicity, disability status, socioeconomic background, or eventual career choice. In other words, CE21 supports computing as foundational literacy that also enables success in other computationally intensive fields, while simultaneously working to increase interest in computing as a discipline in its own right.
A defining expectation across all CE21 projects is that they must add to a rigorous research base on what works in computing education, not just deliver programming. Projects are also expected to be partnership-driven, bringing together stakeholders from computing and education research communities, K-12 and postsecondary institutions, and other relevant organizations. Beyond those universal requirements, proposed work must contribute in at least one of three main ways: designing, developing, and studying the effectiveness of new instructional materials or interventions; designing, developing, and evaluating pre-service and in-service efforts that strengthen K-14 teacher expertise in computing; and/or implementing and testing promising computing education interventions at scale. The emphasis on research, evaluation, and evidence is central, with "effectiveness" and measurable impact treated as core deliverables rather than optional add-ons.
CE21 also strongly encourages proposals that align with and support the NSF-initiated CS 10K project, an initiative intended to transform high school computing through a new curriculum model (linked to a proposed new Advanced Placement course) and through preparing 10,000 teachers to teach that curriculum in 10,000 schools. While CE21 is broader than CS 10K, it signals that projects contributing to that national-scale vision, especially in high school contexts, are particularly welcome.
Funding is structured around three proposal types. Type I proposals are generally smaller-scale efforts focused on building the research base through the creation and study of new instructional materials, interventions, and/or teacher development strategies, often framed as efficacy studies (testing whether an approach works under more controlled or supported conditions). Type II proposals are intended for larger implementations at scale, where an intervention has already shown effectiveness in prior smaller studies (whether or not those studies were NSF-funded) and is ready to be expanded to reach broader populations and settings. Planning proposals are meant to help teams form the partnerships, collaborations, and groundwork needed to compete with stronger Type I or Type II submissions later, recognizing that cross-sector education projects often require upfront coordination before a full intervention study can be credibly proposed.
In terms of funding logistics, the opportunity is a discretionary grant program with an estimated total funding level of about $25 million and an expectation of roughly 30 awards. Individual awards range from a floor of $200,000 up to a ceiling of $10,000,000, and the announcement indicates there is no cost sharing or matching requirement. The opportunity is associated with NSF program areas spanning Computer and Information Science and Engineering, Education and Human Resources, and the Office of Cyberinfrastructure, reflecting its dual identity as both computing-focused and education-research-focused. Historically, it used annual target dates for planning proposals (late February and late July) and an annual deadline/target date for Type I and Type II proposals (late April), though the listing notes it was awaiting a new publication at the time of archiving.
Eligibility rules vary by proposal type. A key constraint is that for Type II projects (the scaling category), the lead organization must be an eligible U.S. institution of higher education, including accredited two-year and four-year colleges and universities (community colleges included) with a U.S. campus. For Planning and Type I proposals, eligible proposer categories follow the NSF Grant Proposal Guide standards referenced in the announcement, and applicants are directed to the NSF guidance for the full list of eligible organization types. Overall, CE21 is positioned as a research-and-implementation program that aims to grow participation, broaden diversity, strengthen teacher capacity, and generate credible evidence about effective computing education practices that can be sustained and expanded across the education pipeline.
Frequently Asked Questions (FAQs) - Computing Education for the 21st Century (CE21)
1. What is the Computing Education for the 21st Century (CE21) program?
Computing Education for the 21st Century (CE21) is a National Science Foundation (NSF) grant program intended to strengthen the United States talent pipeline in computing. The program aims to make far more students "computationally savvy" earlier in their education by supporting research-based approaches to computing education across the K-14 continuum (kindergarten through the first two years of undergraduate education).
2. Why did NSF create CE21?
CE21 is motivated by a mismatch between strong and growing demand for information technology (IT) jobs and a sharp decline in student interest in computing over the prior decade. The opportunity cites evidence of a dramatic fall in intended computing majors among college freshmen, with an even steeper decline among women, and notes that student interest lagged projected job openings by a large multiple. CE21 frames this as an economic competitiveness issue and a national interest issue, since computing and IT are described as central drivers of innovation across science and engineering and important to national security.
3. What grades or education levels does CE21 support?
CE21 focuses on computing participation and preparedness across K-14 (kindergarten through the first two years of undergraduate education). While work in elementary grades is allowed, the strongest emphasis is on secondary education (middle and high school) and early undergraduate coursework, where interventions are expected to meaningfully influence course-taking, confidence, and degree pathways.
4. Is CE21 only for projects that create future computer science majors?
No. CE21 is explicit that the goal is not only to produce future computer science majors. The program also aims to build computational competencies broadly for all learners, regardless of gender, race, ethnicity, disability status, socioeconomic background, or eventual career choice. CE21 supports the idea of computing as foundational literacy that can enable success in other computationally intensive fields, while also increasing interest in computing as a discipline.
5. What are the main goals and priorities of CE21?
Based on the program description, CE21 prioritizes: expanding participation in computing, improving preparedness in computing across the K-14 pipeline, broadening diversity and inclusion, strengthening teacher expertise and capacity in computing, and building a rigorous research base on what works in computing education through evidence and measurable impacts.
6. What kinds of projects does CE21 fund?
CE21-funded projects must contribute in at least one of three main ways: (1) designing, developing, and studying the effectiveness of new instructional materials or interventions; (2) designing, developing, and evaluating pre-service and in-service efforts that strengthen K-14 teacher expertise in computing; and/or (3) implementing and testing promising computing education interventions at scale.
7. Does CE21 require research and evaluation, or can a project focus mainly on delivering programming?
CE21 requires more than delivering programming. A defining expectation is that projects must add to a rigorous research base on what works in computing education. The emphasis on research, evaluation, evidence, and measurable effectiveness is central, and "effectiveness" and impact are treated as core deliverables rather than optional add-ons.
8. Are partnerships required or encouraged for CE21 proposals?
Partnership-driven projects are an expectation across CE21. The program describes projects as bringing together stakeholders from computing and education research communities, K-12 and postsecondary institutions, and other relevant organizations.
9. What is the CS 10K project, and how does it relate to CE21?
CE21 strongly encourages proposals that align with and support the NSF-initiated CS 10K project. CS 10K is described as an initiative intended to transform high school computing through a new curriculum model (linked to a proposed new Advanced Placement course) and through preparing 10,000 teachers to teach that curriculum in 10,000 schools. CE21 is broader than CS 10K, but signals that projects contributing to that national-scale vision, especially in high school contexts, are particularly welcome.
10. What are the different CE21 proposal types?
CE21 funding is structured around three proposal types: Type I proposals, Type II proposals, and Planning proposals.
11. What is a Type I proposal under CE21?
Type I proposals are generally smaller-scale efforts focused on building the research base through the creation and study of new instructional materials, interventions, and/or teacher development strategies. These are often framed as efficacy studies, meaning they test whether an approach works under more controlled or supported conditions.
12. What is a Type II proposal under CE21?
Type II proposals are intended for larger implementations at scale. A Type II project is expected to scale an intervention that has already shown effectiveness in prior smaller studies (whether or not those studies were NSF-funded) and is ready to be expanded to reach broader populations and settings.
13. What is a Planning proposal under CE21?
Planning proposals are intended to support teams in forming partnerships, collaborations, and the groundwork needed to compete with stronger Type I or Type II submissions later. CE21 recognizes that cross-sector education projects often require upfront coordination before a full intervention study can be credibly proposed.
14. How much funding is available through CE21 overall?
The opportunity describes CE21 as a discretionary grant program with an estimated total funding level of about $25 million and an expectation of roughly 30 awards.
15. What is the award size range for CE21 grants?
Individual awards range from a minimum (floor) of $200,000 up to a maximum (ceiling) of $10,000,000.
16. Is cost sharing or matching required for CE21?
No. The announcement indicates there is no cost sharing or matching requirement.
17. Which NSF areas are associated with CE21?
CE21 is associated with NSF program areas spanning Computer and Information Science and Engineering, Education and Human Resources, and the Office of Cyberinfrastructure. This reflects the program's dual identity as both computing-focused and education-research-focused.
18. What were the historical submission timing patterns for CE21?
Historically, CE21 used annual target dates for Planning proposals (late February and late July) and an annual deadline/target date for Type I and Type II proposals (late April). The listing notes it was awaiting a new publication at the time of archiving.
19. Who is eligible to apply for a Type II CE21 proposal?
For Type II projects (the scaling category), the lead organization must be an eligible U.S. institution of higher education. This includes accredited two-year and four-year colleges and universities (including community colleges) with a U.S. campus.
20. Who is eligible to apply for Planning or Type I CE21 proposals?
For Planning and Type I proposals, eligible proposer categories follow the NSF Grant Proposal Guide standards referenced in the announcement. Applicants are directed to NSF guidance for the full list of eligible organization types.
21. Does CE21 allow projects focused on elementary grades?
Yes. The opportunity indicates that work in elementary grades is allowed. However, CE21 places the strongest emphasis on secondary education (middle and high school) and early undergraduate coursework.
22. What kinds of impacts does CE21 expect projects to measure?
The opportunity emphasizes effectiveness and measurable impact as core deliverables. In the description, examples of influence include changes in course-taking, confidence, and degree pathways, particularly in secondary education and early undergraduate contexts.
23. Is CE21 focused on diversity and broad participation in computing?
Yes. CE21 explicitly states that it aims to build computational competencies for all learners regardless of gender, race, ethnicity, disability status, socioeconomic background, or eventual career choice, while also working to increase interest in computing as a discipline.
24. Does CE21 support teacher preparation and professional development in computing?
Yes. One of the three main contribution areas includes designing, developing, and evaluating pre-service and in-service efforts that strengthen K-14 teacher expertise in computing.
25. Can Type II proposals be based on prior studies that were not NSF-funded?
Yes. The description notes that Type II proposals are appropriate when an intervention has already shown effectiveness in prior smaller studies, whether or not those studies were NSF-funded.
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