Opportunity Information: Apply for NIJ 2013 3458
Apply for NIJ 2013 3458
- The National Institute of Justice in the other (see text field entitled explanation of other category of funding activity for clarification) sector is offering a public funding opportunity titled "Evaluation Research on Police and Technology in Schools" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 16.560 National Institute of Justice Research, Evaluation, and Development Project Grants.
- This funding opportunity was created on Jun 5, 2013 and posted on Mar 4, 2013.
- Applicants must submit their applications by Jun 6, 2013. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- The number of recipients for this funding is limited to 50 candidate(s).
- Eligible applicants include: Unrestricted (i.e., open to any type of entity above), subject to any clarification in text field entitled Additional Information on Eligibility.
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Opportunity Summary:
The National Institute of Justice (NIJ) offered a discretionary research and evaluation grant opportunity titled "Evaluation Research on Police and Technology in Schools" (Funding Opportunity Number NIJ 2013 3458; CFDA 16.560). The central purpose of the solicitation was to fund rigorous evaluation research that examines how police presence in schools and school based security technologies are used, implemented, and experienced, and what effects they have. NIJ emphasized that proposals needed to go well beyond simple outcome tracking and instead take a comprehensive view of the school setting, including the ways safety strategies interact with day to day school life.
A key theme in the solicitation is that NIJ wanted evaluations that capture the broader context and mechanisms surrounding police and technology in schools. Applicants were expected to assess elements such as school ecology, culture, climate, and social capital, not just whether a particular tool or policing approach correlates with changes in incidents. In practice, that means proposals should consider how relationships, trust, informal norms, staff and student perceptions, and the overall environment of the school shape implementation and outcomes. NIJ also made clear that evaluations should address multiple types of impacts, which can include intended outcomes (for example, improved safety or reduced disorder) as well as unintended consequences (for example, shifts in student behavior, changes in reporting, disciplinary patterns, or school community trust).
The solicitation required a clear, theory driven design, including logic models. These logic models were expected to map implementation processes and outputs as well as both proximal and distal outcomes. In other words, NIJ wanted applicants to spell out how a program is supposed to work, what activities occur on the ground (implementation), what immediate products result (outputs), what near term effects might be observed (proximal outcomes), and what longer term effects are expected (distal outcomes). This requirement signals that NIJ prioritized evaluations that can explain not only whether something "worked," but why it worked, for whom, under what conditions, and what parts of the approach actually drove the results.
Another major requirement was the inclusion of a cost benefit component in the research design. Applicants were expected to incorporate an economic analysis that weighs costs against benefits, rather than presenting impacts in isolation. That typically means accounting for direct costs (equipment purchases, maintenance, personnel time, training, administrative burden) and comparing them to measurable benefits (reduced incidents, avoided costs from victimization, time savings, improved attendance or learning related gains if measured) using a defensible analytic approach. The cost benefit expectation reinforces that NIJ was looking for evidence that is usable for decision makers who have to justify spending choices, not just academically interesting findings.
NIJ signaled clear preferences in how strong applications should be structured. Proposals using multi method designs, multiple measurement strategies, and multiple year time horizons were given priority. This points toward evaluations that combine quantitative and qualitative approaches (for example, administrative data analysis plus interviews, observations, surveys, or case studies), use more than one way to measure key constructs (for example, incidents plus perceptions of safety plus disciplinary actions), and follow schools over time to capture change, implementation maturation, and longer term outcomes. The overall emphasis suggests NIJ was trying to move the field away from one off, single metric studies and toward more robust, triangulated evidence.
On eligibility, the opportunity was listed as unrestricted, meaning it was open to a broad range of applicant organizations, subject to any clarifications in the full solicitation. There was no cost sharing or matching requirement. The opportunity was posted on March 4, 2013, with an original closing date of June 3, 2013, later extended to June 6, 2013, and archived July 31, 2013. The award ceiling and floor were both listed as 0 in the summary record, which typically indicates that specific funding limits were either not captured in that listing or were detailed in the full solicitation document rather than the metadata summary. The solicitation anticipated up to 50 awards.
A non negotiable administrative requirement was that applicants must secure administrative agreements with participating school districts, and those agreements needed to be included in the application package. This is important because it indicates NIJ expected real access to sites and data, and wanted assurance up front that districts were committed to participation. It also implies that proposals would likely need to address data sharing, human subjects protections, student privacy considerations, and operational coordination with school and law enforcement stakeholders.
For submission support, the listing directed applicants to Grants.gov customer support for technical submission issues, and it provided an NIJ program contact (Patrick Clark) for solicitation specific questions. Overall, the opportunity was designed to generate high quality, practically useful evaluation evidence about school policing and school security technology, with a strong emphasis on context, implementation, multiple forms of measurement over time, and clear cost benefit analysis, backed by formal district participation commitments.
Frequently Asked Questions (FAQs)
What is the title of this NIJ grant opportunity?
The solicitation is titled "Evaluation Research on Police and Technology in Schools."
Which agency offered this opportunity?
The opportunity was offered by the National Institute of Justice (NIJ).
What type of funding opportunity is this?
It is a discretionary research and evaluation grant opportunity.
What is the Funding Opportunity Number (FON) and CFDA number?
Funding Opportunity Number: NIJ 2013 3458. CFDA: 16.560.
What is the main purpose of the solicitation?
The central purpose was to fund rigorous evaluation research examining how police presence in schools and school-based security technologies are used, implemented, and experienced, and what effects they have.
Does NIJ want simple outcome tracking studies?
No. NIJ emphasized that proposals needed to go well beyond simple outcome tracking and instead take a comprehensive view of the school setting and how safety strategies interact with day-to-day school life.
What kinds of school context factors were applicants expected to assess?
Applicants were expected to assess broader contextual and mechanistic factors such as school ecology, culture, climate, and social capital, along with elements like relationships, trust, informal norms, staff and student perceptions, and the overall school environment that can shape implementation and outcomes.
What types of impacts should evaluations address?
Evaluations were expected to address multiple types of impacts, including intended outcomes (such as improved safety or reduced disorder) and unintended consequences (such as shifts in student behavior, changes in reporting, disciplinary patterns, or school community trust).
What does NIJ mean by a "theory-driven design"?
NIJ required a clear, theory-driven design that explains how and why the approach is expected to produce results, including attention to mechanisms, for whom the approach works, and under what conditions.
Are logic models required?
Yes. The solicitation required logic models that map implementation processes and outputs, as well as both proximal (near-term) and distal (longer-term) outcomes.
What should the required logic model include?
The logic model was expected to spell out: how a program is supposed to work; what activities occur on the ground (implementation); what immediate products result (outputs); what near-term effects might be observed (proximal outcomes); and what longer-term effects are expected (distal outcomes).
Why did NIJ emphasize logic models and theory?
The requirement signals that NIJ prioritized evaluations that can explain not only whether something worked, but why it worked, for whom, under what conditions, and what parts of the approach drove results.
Is a cost-benefit component required?
Yes. Another major requirement was the inclusion of a cost-benefit component in the research design, weighing costs against benefits rather than presenting impacts in isolation.
What kinds of costs were applicants expected to consider in cost-benefit analysis?
The solicitation indicated that cost-benefit work would typically account for direct costs such as equipment purchases, maintenance, personnel time, training, and administrative burden.
What kinds of benefits were applicants expected to compare against costs?
Examples described in the opportunity include measurable benefits such as reduced incidents, avoided costs from victimization, time savings, and improved attendance or learning-related gains (if measured), using a defensible analytic approach.
Did NIJ express preferences about evaluation design strength?
Yes. NIJ indicated that proposals using multi-method designs, multiple measurement strategies, and multiple-year time horizons were given priority.
What does "multi-method design" imply for this solicitation?
It points toward combining quantitative and qualitative approaches, such as administrative data analysis alongside interviews, observations, surveys, or case studies.
What are "multiple measurement strategies" in this context?
It means using more than one way to measure key constructs, for example pairing incident counts with perceptions of safety and disciplinary actions, rather than relying on a single metric.
Why did NIJ prefer multiple-year time horizons?
A longer time horizon can capture change over time, implementation maturation, and longer-term outcomes rather than one-off snapshots.
Who was eligible to apply?
Eligibility was listed as unrestricted, meaning it was open to a broad range of applicant organizations (subject to any clarifications in the full solicitation).
Was cost sharing or a match required?
No. There was no cost sharing or matching requirement.
When was the opportunity posted and when did it close?
It was posted on March 4, 2013. The original closing date was June 3, 2013, and it was later extended to June 6, 2013.
When was the opportunity archived?
The opportunity was archived on July 31, 2013.
How many awards did the solicitation anticipate?
The solicitation anticipated up to 50 awards.
What were the award floor and ceiling amounts?
In the summary record, the award ceiling and floor were both listed as 0. This typically indicates that specific funding limits were not captured in that listing or were detailed in the full solicitation document rather than in the metadata summary.
What was the non-negotiable administrative requirement related to school districts?
Applicants had to secure administrative agreements with participating school districts, and those agreements needed to be included in the application package.
Why were school district administrative agreements required?
This requirement indicates NIJ expected real access to sites and data and wanted assurance up front that districts were committed to participation.
What operational or compliance issues are implied by the district agreement requirement?
It implies proposals would likely need to address data sharing, human subjects protections, student privacy considerations, and operational coordination with school and law enforcement stakeholders.
Where were applicants directed for technical submission help?
For technical submission issues, applicants were directed to Grants.gov customer support.
Who was the NIJ program contact for solicitation-specific questions?
The listing provided an NIJ program contact: Patrick Clark.
What overall kind of evidence was NIJ trying to generate through this opportunity?
The opportunity was designed to produce high-quality, practically useful evaluation evidence about school policing and school security technology, emphasizing context, implementation, multiple forms of measurement over time, and clear cost-benefit analysis, supported by formal district participation commitments.
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