Education Strategies FAQ

Frequently asked questions from the two information sessions on Closing the Middle School Achievement Gap in Middle School Mathematics through an In-School and Out-of-School Strategy.

What does the community foundation consider in-school versus out-of-school?

If the effort seeks to support teachers’ professional development and provide additional resources in the classroom it is considered in-school (even if it happens in the summer, e.g., teachers’ summer program).

If the effort seeks to support students with extended learning opportunities outside of school hours, it is considered out-of-school, unless the school/district actually extends the official school day.

Can an organization apply for both the in-school and out of school strategy?

Yes. The organization will be eligible in both if it has the capacity to implement the programs described in both RFPs.

Can organizations apply for funding to close the middle school achievement gap in mathematics by providing support for students who have completed fifth grade and are entering sixth grade?

Yes.

Can organizations apply for funding to close the middle school achievement gap in mathematics by providing summer support for students who have completed eighth grade and are entering ninth grade?

Yes.

Does the strategy apply to kindergarten through eighth grade or just middle school?

Our strategy to close the middle school achievement gap is specifically focused on middle school mathematics. A proposal for the summer before sixth grade and the summer after eighth grade will be eligible.

If an organization applies for an in-school strategy grant, does it need to provide specific mathematics instruction?

Yes. Our work is focused on closing the middle school achievement gap in mathematics, therefore we will specifically fund efforts that seek to improve the way teachers teach mathematics and the way students learn mathematics in middle school.

If an organization applies for an out-of-school strategy grant, does it need to provide specific mathematic instruction, even if it is providing other general academic support to middle school students?

Yes. This strategy is designed to improve extended learning opportunities for underperforming students in mathematics.

Will the community foundation fund programs that provide broader student support, such as programs that seek to increase parental involvement?

Grants will be given to organizations that are able to increase the mathematics proficiency of middle school students. There is an expectation that mathematics delivery is a core part of successful proposals.

Is there a limited number of students that should be served?

No, but this is a competitive process, and we will invest in organizations that have the highest impact in reducing the middle school mathematics achievement gap.

What is the definition of lower-performing students?

Those students who perform below their grade level.

Are the one-year grants based on school year, fiscal year or calendar year?

In general, these grants are set to coincide with a school year, but the program officer will work with awarded grantees to ensure success.

What measures of success should be used to determine algebra proficiency in the proposal?

Applicants should define in the proposal the measure(s) used routinely within their organization to determine success.

How should an organization target specific student populations?

The community foundation will look at organizations that are targeting lower performing students, not based on ethnicity or any other criteria.

Do you encourage collaboration between schools and school districts?

Yes.