Opportunity Information: Apply for ED GRANTS 061109 001
Apply for ED GRANTS 061109 001
- The Department of Education in the education sector is offering a public funding opportunity titled "Striving Readers CFDA 84.371" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 84.371 Striving Readers.
- This funding opportunity was created on Jun 11, 2009 and posted on Jun 11, 2009.
- Applicants must submit their applications by Aug 10, 2009 Applications Available June 11, 2009. Deadline for Notice of Intent To Apply July 1, 2009. Deadline for Notice of Intent To Apply We will be able to develop a more efficient process for reviewing grant applications if we have a better understanding of the number of applications we will receive. Therefore, we strongly encourage each potential applicant to send an e mail notice of its intent to apply for funding by July 1, 2009. The notice of intent to apply is optional you may still submit an application if you have not notified us of your intention to apply. Send the e mail to StrivingReaders@ed.gov. Date of Pre Application Meeting The application package on the Striving Readers Web site at http://www.ed.gov/programs/ strivingreaders/index.html includes specific dates and times for technical assistance workshops that will instruct applicants in completing the application package. Date of Pre Application Meeting The application package on the Striving Readers Web site at http://www.ed.gov/programs/ strivingreaders/index.html includes specific dates and times for technical assistance workshops that will instruct applicants in completing the application package. Instructions in the form of a PowerPoint and Frequently Asked Questions will also be available on the Striving Readers Web site. Deadline for Transmittal of Applications August 10, 2009.. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- The funding agency has allocated a total of $7,200,000.00 to eligible and selected applicants.
- The number of recipients for this funding is limited to 7 candidate(s).
- Eligible applicants include: Others (see text field entitled Additional Information on Eligibility for clarification).
- Eligibility Information 1. Eligible Applicant A State educational agency (SEA) that applies on behalf of itself and one or more LEAs, including charter schools considered to be LEAs in accordance with State law, that have governing authority over the eligible schools (as defined elsewhere in this notice) that the applicant proposes to include in the project. To be considered for an award under this competition, an eligible applicant must include in the application the following with respect to each school it proposes to include in the project (a) The schools name, location, and enrollment disaggregated by grade level for the 2008 09 school year. (b) State or other assessment data that demonstrate that, during each of the 2007 08 and 2008 09 school years (or the most recent two years for which data are available), a minimum of 75 students in the grades to be served by the supplemental literacy intervention were struggling readers (as defined elsewhere in this notice). (c) Evidence that the school is eligible to receive funds under part A of title I of the ESEA, pursuant to section 1113 of the ESEA. (d) A letter from the superintendent of the LEA that has governing authority over the school and the principal of the school that they (1) Agree to implement the proposed supplemental literacy intervention during the 2010 11, 2011 12, and 2012 13 school years, adhering strictly to the design of the intervention (2) Agree to allow eligible struggling readers to be randomly assigned (by lottery) to either the supplemental literacy intervention curriculum or to other activities in which they would otherwise participate, such as a study hall, electives, or other activity that does not involve supplemental reading instruction and (3) Agree to participate in the evaluation, including in the evaluators collection of data on student outcomes and program implementation.
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Opportunity Summary:
The Striving Readers grant opportunity (CFDA 84.371A) is a discretionary grant program run by the U.S. Department of Education aimed at improving adolescent literacy in high-need schools. Its core purpose is twofold: first, to raise reading and overall literacy levels for middle and high school students who are behind grade level in schools that qualify for Title I, Part A funding; and second, to strengthen the national evidence base by testing, validating, and helping replicate literacy strategies that demonstrably improve instruction and outcomes for older struggling readers. In other words, the program is not only trying to help participating students in the short term, but also to produce credible, scientific findings that can guide broader literacy practice and policy.
This particular competition (posted June 11, 2009, with an application deadline of August 10, 2009) anticipated making about 7 awards with an estimated total funding level of $7.2 million. There is no cost-sharing or matching requirement noted in the synopsis, which generally means applicants are not required to contribute non-federal funds as a condition of receiving an award. The funding instrument is a standard grant, and the activity category is education.
Eligibility is specific and somewhat structured. The eligible applicant is a State educational agency (SEA) applying on behalf of itself and one or more local educational agencies (LEAs), including charter schools that qualify as LEAs under state law, as long as they have governing authority over the schools to be served. The focus is on “eligible schools” that meet the Title I, Part A eligibility criteria and that have substantial numbers of students who are reading below grade level. To be considered, the SEA must provide detailed school-level documentation for every school included in the proposed project, rather than making a general statewide claim.
The application requirements emphasize both need and readiness to participate in a rigorous evaluation. For each participating school, the SEA must include the school’s name and location and provide enrollment counts broken out by grade level (for the 2008-09 school year). The SEA must also submit assessment data showing that in each of the prior two school years (2007-08 and 2008-09, or the most recent two years available), at least 75 students in the grades the project will serve meet the definition of “struggling readers” used in the notice. In addition, the application must document that each school is eligible for Title I, Part A funds under ESEA section 1113, reinforcing that the program is targeted to schools serving higher concentrations of low-income students.
A distinctive feature of this opportunity is the requirement for random assignment as part of the program’s research design. The SEA must include letters of commitment from both the LEA superintendent and each school principal confirming three key agreements. First, they must commit to implementing the proposed supplemental literacy intervention during the 2010-11, 2011-12, and 2012-13 school years, and to follow the intervention design closely (often described as implementing with fidelity). Second, they must agree to allow eligible struggling readers to be randomly assigned by lottery either to the supplemental literacy intervention or to a comparison condition consisting of the activities students would otherwise have (for example, study hall, electives, or other non-reading supplemental activities). Third, they must agree to participate fully in the evaluation, including allowing the evaluator to collect student outcome data and implementation data. These requirements signal that the Department’s goal is to fund interventions that can be evaluated credibly, producing results that are more likely to be considered scientifically valid and replicable.
From an applicant’s perspective, the process included several planning supports and administrative steps. The Department strongly encouraged (but did not require) applicants to submit an emailed notice of intent to apply by July 1, 2009, to help the agency plan for the volume of submissions. Technical assistance workshops were referenced in the application package posted on the program website, along with guidance materials such as a PowerPoint and an FAQ document. Applications were to be submitted electronically through the Department’s e-Application system available via the e-Grants website, and the notice makes clear that applicants could not simply email an application package to the Department.
The synopsis also provides contact points for administrative and programmatic questions. For help accessing the full announcement, an ED Grants/Systems contact is listed, and a program manager at the U.S. Department of Education is provided for substantive program questions. For the authoritative rules, definitions (including the formal definition of “struggling reader”), required performance measures, selection priorities, and complete submission instructions, applicants are directed to rely on the official Federal Register notice rather than the synopsis.
Striving Readers Grant (CFDA 84.371A) - Frequently Asked Questions
What is the Striving Readers grant (CFDA 84.371A)?
The Striving Readers grant (CFDA 84.371A) is a discretionary grant program run by the U.S. Department of Education focused on improving adolescent literacy in high-need schools, particularly for middle and high school students who are reading below grade level.
What are the main goals of this grant program?
The program has two core goals: (1) increase reading and overall literacy achievement for older students who are behind grade level in Title I, Part A-eligible schools, and (2) strengthen the national evidence base by rigorously testing and validating literacy strategies that can be replicated more broadly.
Who is eligible to apply?
An eligible applicant is a State educational agency (SEA) applying on behalf of itself and one or more local educational agencies (LEAs). The LEAs may include charter schools that qualify as LEAs under state law, as long as they have governing authority over the schools to be served.
Can an LEA apply directly without the SEA?
Based on the synopsis, eligibility is structured so that the SEA is the applicant and applies on behalf of itself and one or more LEAs. The synopsis does not describe direct LEA-only applications for this competition.
What types of schools are the focus of this competition?
The competition targets "eligible schools" that meet Title I, Part A eligibility criteria and have substantial numbers of students reading below grade level. The intent is to serve high-need schools and older struggling readers.
What makes a school "eligible" for this grant?
The application must document, for each school included in the project, that the school is eligible for Title I, Part A funds under ESEA section 1113. The synopsis also emphasizes that schools should have substantial numbers of students reading below grade level.
Does the SEA need to provide school-by-school documentation?
Yes. The synopsis states the SEA must provide detailed school-level documentation for every school included in the proposed project rather than making a general statewide claim.
What school information must be included in the application?
For each participating school, the SEA must include the school's name and location and provide enrollment counts broken out by grade level for the 2008-09 school year.
What student assessment data are required for participating schools?
The SEA must submit assessment data showing that, in each of the prior two school years (2007-08 and 2008-09, or the most recent two years available), at least 75 students in the grades the project will serve meet the definition of "struggling readers" used in the notice.
What is the minimum number of struggling readers required per school?
The synopsis indicates that for each of the prior two school years, at least 75 students in the grades the project will serve must meet the notice's definition of "struggling readers" (or in the most recent two years available).
Where can applicants find the formal definition of "struggling reader"?
The synopsis directs applicants to rely on the official Federal Register notice for authoritative definitions, including the formal definition of "struggling reader."
How many awards were expected to be made under this competition?
This competition anticipated making about 7 awards.
What was the estimated total funding level for this competition?
The synopsis estimated a total funding level of $7.2 million for the competition.
Is there a cost-sharing or matching requirement?
No cost-sharing or matching requirement is noted in the synopsis, which generally means applicants are not required to contribute non-federal funds as a condition of receiving an award.
What type of funding instrument is used?
The funding instrument is a standard grant.
What is the activity category for this opportunity?
The activity category is education.
When was this competition posted and when was the application deadline?
The competition was posted June 11, 2009, and the application deadline was August 10, 2009.
What is a distinctive requirement of this opportunity related to evaluation?
A distinctive requirement is that the project must use random assignment as part of the research design, with eligible struggling readers randomly assigned by lottery either to the supplemental literacy intervention or to a comparison condition.
What does "random assignment" mean in the context of this grant?
The synopsis describes random assignment as using a lottery to place eligible struggling readers either into the supplemental literacy intervention group or into a comparison condition consisting of what students would otherwise do (for example, study hall, electives, or other non-reading supplemental activities).
What is the "comparison condition" for students not receiving the intervention?
The comparison condition consists of the activities students would otherwise have, such as study hall, electives, or other non-reading supplemental activities, as described in the synopsis.
How long must participating schools agree to implement the supplemental literacy intervention?
Letters of commitment must confirm implementation during the 2010-11, 2011-12, and 2012-13 school years.
What does it mean to implement the intervention "with fidelity"?
The synopsis explains this as committing to follow the intervention design closely during implementation.
What letters of commitment are required?
The SEA must include letters of commitment from both the LEA superintendent and each school principal.
What must the letters of commitment specifically agree to?
The letters must confirm three agreements: (1) implement the proposed supplemental literacy intervention during 2010-11 through 2012-13 and follow the design closely, (2) allow eligible struggling readers to be randomly assigned by lottery to the intervention or comparison condition, and (3) participate fully in the evaluation, including allowing collection of student outcome and implementation data.
What data collection must schools and LEAs allow as part of the evaluation?
The synopsis states they must allow the evaluator to collect student outcome data and implementation data as part of full participation in the evaluation.
Was a notice of intent to apply required?
No. The Department strongly encouraged, but did not require, applicants to submit an emailed notice of intent to apply.
When was the notice of intent to apply suggested to be submitted?
The suggested date for the emailed notice of intent to apply was July 1, 2009.
How were applications required to be submitted?
Applications were to be submitted electronically through the Department's e-Application system available via the e-Grants website.
Could applicants submit the application by email?
No. The notice indicates applicants could not simply email an application package to the Department.
Were any technical assistance resources mentioned for applicants?
Yes. The synopsis references technical assistance workshops in the application package posted on the program website, along with guidance materials such as a PowerPoint and an FAQ document.
Who should applicants contact for help finding or accessing the full announcement?
The synopsis lists an ED Grants/Systems contact for help accessing the full announcement.
Who should applicants contact for substantive program questions?
The synopsis provides a program manager at the U.S. Department of Education for substantive program questions.
Which document should applicants rely on for the official rules and requirements?
Applicants are directed to rely on the official Federal Register notice for authoritative rules, definitions, required performance measures, selection priorities, and complete submission instructions.
What types of requirements are expected to be detailed in the Federal Register notice (beyond the synopsis)?
The synopsis specifically points to the Federal Register notice for the authoritative definition of "struggling reader," required performance measures, selection priorities, and complete submission instructions.
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