The Arizona Department of Education (ADE) collaborates with reservation-based public school districts; tribal leaders, you and community members; colleges and state and tribal social service and behavioral health agencies to develop and implement a culturally appropriate dropout prevention model program for two school districts with among the highest dropout rates in the State.
Key strategies include: (a) Native American community involvement in program development; (b) establishment of a Native American Dropout Prevention Workgroup within ADE; (c) Native American youth leadership development with a Popular Opinion Leader model; (d) establishment of teams to encourage school attendance; (e) intensive tutoring to increase AIMS test scores; (f) mentoring of re-entered students by Tribal employees; (g) culturally competent training for teachers in engaging Native American youth; (h) social marketing promoting education through tribal media and tribal sporting events; and (i) behavioral health, substance abuse prevention, teen parent support groups, and other supports for staying in school.
The Texas School Dropout Prevention and Reentry Program has four major objectives: (1) to expand current personal graduation plans by replicating comprehensive modes; (2) to increase partnerships between high schools and other organizations to leverage dropout prevention and reentry resources; (3) to develop statwide capacity for implementing specific intervention strategies; and (4) to evaluate the effectiveness of State's school dropout prevention program and inform state dropout prevention policy.
Offering a comprehensive set of support services through partnerships with government and community-based organizations may allow schools to address more effectively the academic and social pressures shown to influence dropping out.
The Department of Education ensures equal access to education and promotes educational excellence through coordination, management and accountability in Federal education programs. The Department works to supplement and complement educational efforts on all levels, encouraging increased involvement by the public, parents and students.
|Recipient||Amount||Start Date||End Date|
|Board Of Education Of City Of Chicago||$ 10,640,497||   ||2010-10-01||2016-09-30|
|Sunnyside School District||$ 4,968,217||   ||2010-10-01||2016-09-30|
|Washoe County School District||$ 11,615,326||   ||2010-10-01||2016-09-30|
|Seattle Public Schools||$ 9,417,643||   ||2010-10-01||2016-08-31|
|Lincoln Public Schools Inc||$ 4,151,152||   ||2010-10-01||2016-08-31|
|Colorado State Board Of Education||$ 13,007,119||   ||2010-10-01||2016-08-31|
|Davenport Community School District||$ 1,942,267||   ||2010-10-01||2016-07-31|
|School District No.1j Multnomah County, Or||$ 7,241,599||   ||2010-10-01||2016-06-30|
|Clark County School District||$ 3,878,830||   ||2010-10-01||2016-06-30|
|Elementary And Secondary Education, Massachusetts Department Of||$ 13,903,753||   ||2010-10-01||2016-06-30|
Approximately 2 grants were made with fiscal year 2006 funds.
Uses and Use Restrictions
Grant recipients must implement proven strategies for reducing the number of students who drop out before completing secondary school and for assisting youth to reenter school after they have dropped out.
These strategies may include: (1) identify students at risk of dropping out; (2) providing at-risk students with services designed to prevent them from dropping out; (3) identifying and encouraging youth who already have dropped out to reenter school; and (4)implementing other comprehensive approach.
Specifically authorized activities include: professional development; reduction in pupil-teacher ratios; counseling and mentoring for at-risk students; and implementing comprehensive school reform models.
State educational agencies (SEAs) and local educational agencies (LEAs) serving communities with dropout rates above the State's average annual dropout rate are eligible to apply for funding.
School administrators, teachers, students, and parents are beneficiaries.
Information to support annual dropout rate calculations.
Aplication and Award Process
This program is eligible for coverage under E.O.
"Intergovernmental Review of Federal Programs." An applicant should consult the office or official designated as the single point of contact in his or her State for more information on the process the State requires to be followed in applying for assistance, if the State has selected the program for review.
Applications must be prepared and submitted in accordance with the notice published in the Federal Register. By the due date, eligible applicants must submit to the Department of Education, Application Control Center, a complete application that addresses the purposes of the program, the selection criteria, and includes all required assurances and signatures. Required assurances and certifications include: Group Application Certification (if applicable); Assurances for Non-Construction Programs (SF 422B); Certification regarding Lobbying, Debarment; Suspension and Other Responsibility Matter, and Drug-Free Workplace Requirements (ED Form 80- 0013); Disclosure of Lobbying Activities (SF LLL) (if applicable); Response to Notice to All Applicants (Section 427, GEPA). Applications should also include a Cover Page (SF424); the required Budget Form (ED Form 524); an itemized budget and other budget information; proof of eligibility; a project abstract; and a program narrative that includes responses to the selection criteria. Applicants are encouraged to submit (1) one original and (2) copies of their application.
The Department of Education notifies successful applicants of awards. Actual negotiations and awarding of grants is done by the Department's Grants and Contracts Service, in cooperation with the program staff. Contact the program office for more information.
Deadlines are published in the Federal Register.
Elementary and Secondary Education Act of 1965, as amended; Title I, Part H.
Range of Approval/Disapproval Time
Approximately 8-12 weeks.
Continuation funding is dependent upon future program appropriations, and demonstrated substantial progress toward meeting their goals and objectives.
Formula and Matching Requirements
Length and Time Phasing of Assistance
Grants are awarded for a period of not more than three years. Continuation awards are dependent on the availability of funding.
Post Assistance Requirements
Grantees must submit performance reports annually.
The program office will establish a due date.
Final performance reports must be submitted within 90 days after the end of the grant award period.
In accordance with the provisions of OMB Circular No. A-133 (Revised June 27, 2003), "Audits of States, Local Governments, and Nonprofit Organizations," nonfederal entities that receive financial assistance of $500,000 or more in Federal awards will have a single or program-specific audit conducted for that year. Nonfederal entities that expend less than $500,000 a year in Federal awards are exempt from Federal audit requirements for that year, except as noted in Circular No. A-133.
Records must be maintained for three years after the fiscal year in which the expenditure was made by the grantee, or until the grantee is notified of the completion of the Federal fiscal audit. In all cases of audit questions, records must be maintained until resolution has occurred.
(Grants) FY 07 $0; FY 08 est. $0; and FY 09 est. $0.
Range and Average of Financial Assistance
In 2006, the average award was $2,400,000.
Regulations, Guidelines, and Literature
Education Department General Administrative Regulations (EDGAR), Parts 74, 75, 77, 79, 80, 81, 82, 85, 86, 97, 98, and 99. For further guidance and other information, contact the program office.
Regional or Local Office
Department of Education, OESE, 400 Maryland Ave., S.W., Washington, DC 20202-6200. Contact: Theda Zawaiza; E-mail: email@example.com. Telephone: (202)205-3783.
Criteria for Selecting Proposals
Selection criteria are contained in the program guidelines. Contact the program office for more information.
Young at 24, Juan David Aristizabal Ospina is a social entrepreneur who founded Buena Nota, a platform that accentuates social entrepreneurs and citizens in Colombia making positive changes and raising awareness about social problems that need to be addressed.