Department of Education

SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Fiscal Year 2019 Budget Request

CONTENTS

Page

Summary of request:

Appropriations Language ........................................................................................................D-1

Analysis of Language Provisions and Changes.......................................................................D-2

Appropriation, Adjustments, and Transfers .............................................................................D-3

Summary of Changes .............................................................................................................D-4

Authorizing Legislation............................................................................................................D-5

Appropriations History.............................................................................................................D-6

Significant Items in FY 2018 Appropriations Reports...............................................................D-7

Summary of Request ..............................................................................................................D-8

Activities:

School safety national activities ........................................................................................D-10

Promise neighborhoods....................................................................................................D-20

Full-service community schools ........................................................................................D-25
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-1

Appropriations Language

For carrying out activities authorized by section 4631(a)(1)(B) of the ESEA, $43,000,0001

.

NOTES

A full-year 2018 appropriation for this account was not enacted at the time the budget was prepared; therefore, 

the budget assumes this account is operating under the Continuing Appropriations Act, 2018 (P.L. 11–56, as 

amended). The amounts included for 2018 reflect the annualized level provided by the continuing resolution.

Each language provision that is followed by a footnote reference is explained in the Analysis of Language 

Provisions and Changes document that follows the appropriations language.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-2

Analysis of Language Provisions and Changes

Language Provision Explanation

1

... For carrying out activities authorized by 

section 4631(a)(1)(B) of the ESEA, 

$43,000,000.

This language earmarks funds for School

Safety National Activities other than Project 

SERV (section 4631(a)(1)(B)) to override: 

(1) the $5 million reservation for School 

Safety National Activities in ESEA section 

4601(b); and (2) the language in ESEA

section 4601(b)(1) that requires the 

Department to “use a portion of such funds 

for Project SERV,” because the budget 

request does not include funds for Project 

SERV.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-3

Appropriation, Adjustments, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2017

2018

Annualized CR 2019

Discretionary:

Discretionar y Appropriation...................................................... $151,254 0 $43,000

Discretionar y Annualized CR (P.L. 115-56, as amended) ........ 0 $150,227 0

Discretionar y Total, discretionary appropriation................... 151,254 150,227 43,000
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-4

Summary of Changes

(dollars in thousands)

2018 Annualized CR ........................................................................ $150,227

2019................................................................................................. 43,000

Net change ............................................................... -107,227

2018

Annualized CR

Change 

from base

Decreases:

Program

Program Reduce funding for School Safety National Activities 

primarily because funds are requested only for School 

Climate Transformation Grants and technical 

assistance to address the opioid epidemic, and are 

not requested for Project Prevent Grants or the 

Readiness and Emergency Management for Schools 

technical assistance center. $67,538 -$24,538

Program Eliminate funding for the Promise Neighborhoods

program because it has limited impact on a national 

scale and authorized activities may be more 

appropriately supported with other Federal, State, 

local, and private funding streams. 72,757 -72,757

Program Eliminate funding for the Full-Service Community 

Schools program because it has limited impact on a 

national scale and authorized activities may be more 

appropriately supported with other Federal, State, 

local, and private funding streams. 9,932 -9,932

Subtotal, decreases -107,227

Net change -107,227
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-5

Authorizing Legislation

(dollars in thousands)

Activity

2018

Authorized

Footnote

2018

Annualized CR

2019

Authorized

footnote

2019

Request

School safety national activities (ESEA IV-F, Subpart 3, 

Section 4631) $5,0001 $67,538 $5,0002 $43,000

Promise neighborhoods (ESEA IV-F, Subpart 2, 

section 4624)) (3) 72,757 (4) 0

Full-service community schools (ESEA IV-F, Subpart 2, 

section 4625)) (3) 9,932 (4) 0

Total definite authorization 5,000 5,000

Total appropriation 150,227 43,000

1 A total of $200,741 thousand is authorized for Part F of Title IV. Of the funds appropriated for Part F, $5,000 thousand is reserved under 

section 4601(b)(1) to carry out the School Safety National Activities under Subpart 3 (section 4631). 2 A total of $220,741 thousand is authorized for Part F of Title IV. Of the funds appropriated for Part F, $5,000 thousand is reserved under 

section 4601(b)(1) to carry out the School Safety National Activities under Subpart 3 (section 4631). The budget request includes appropriations 

language to override the authorization level.

3 A total of $200,741 thousand is authorized for Part F of Title IV. Of the amount appropriated for Part F, $5,000 thousand is reserved for Subpart 3

and of the remainder, 36 percent is for the Promise Neighborhoods and Full-Service Community Schools programs under Subpart 2. 4 A total of $220,741 thousand is authorized for Part F of Title IV. Of the amount appropriated for Part F, $5,000 thousand is reserved for Subpart 3 

and of the remainder, 32 percent is for the Promise Neighborhoods and Full-Service Community Schools programs under Subpart 2.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-6

Appropriations History

(dollars in thousands)

Year

Budget 

Estimate 

to Congress

House 

Allowance

Footnote Senate 

Allowance

Footnote

Appropriation

Footnote

2010 $413,608 $395,753 $438,0611 $393,053

2011 1,786,166 384,8412 426,0531 288,4653

2012 1,781,132 65,0004 270,4634 255,753

2013 1,447,539 108,4875 259,5895 242,375

2014 1,831,673 N/A6 330,4811 270,892

2015 1,463,370 N/A6 270,8927 223,315

2016 349,561 56,7548 120,3148 244,815

2017 228,000 63,2549 143,3549 151,2549

2018 134,857 138,00010 131,25410 150,22710

2019 43,000

1 The level for the Senate allowance reflects Committee action only.

2 The level for the House allowance reflects the House-passed full-year continuing resolution. 3 The level for appropriation reflects the Department of Defense and Full-Year Continuing Appropriations 

Act, 2011 (P.L. 112-10). 4 The level for the House allowance reflects an introduced bill; the level for the Senate allowance reflects 

Senate Committee action only. 5 The level for the House and Senate allowances reflect action on the regular annual 2013 appropriations 

bill, which proceeded in the 112th Congress only through the House Subcommittee and the Senate 

Committee. 

6 The House Allowance is shown as N/A because there was no Subcommittee action. 7 The level for the Senate allowance reflects Senate Subcommittee action only. 8 The levels for House and Senate allowances reflect action on the regular annual 2016 appropriations 

bill, which proceeded in the 114th Congress only through the House Committee and Senate Committee.

9 The levels for House and Senate allowances reflect Committee action on the regular annual 2017 

appropriations bill; the Appropriation reflects the Consolidated Appropriations Act, 2017. 10 The level for the House reflects floor action on the Omnibus appropriations bill; the Senate allowance 

reflects Committee action on the regular annual 2018 appropriations bill; the Appropriation reflects the 

annualized Continuing Resolution level.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-7

Significant Items in FY 2018 Appropriations Reports

Promise Neighborhoods

Senate: The Committee recommendation modifies bill language included last year 

regarding Promise Neighborhood extension grants and directs the Department to 

award two-year extension grants on a competitive basis no later than March 31, 

2018 to high quality Promise Neighborhood programs that have demonstrated 

positive and promising results through their initial implementation grant and that

propose to continue pursuing ambitious goals through an extension of that grant. 

The Committee expects that grantees would be eligible for extension grants in an 

amount to allow them to continue to pursue ambitious goals while also supporting 

sustainability planning. Further, the Committee expects that a funding opportunity

announcement will be published promptly with funding awarded as soon as 

possible, no later than March 31, 2018, to limit disruption and uncertainties for 

grantees. Finally, the Committee encourages the Department to prioritize funding 

for programs operating in particularly underserved areas.

Response: The Department intends to award extension grants to those grantees that have 

demonstrated positive and promising results through their initial implementation 

grants by March 31, 2018, or as close as possible to that date pending final fiscal 

year 2018 appropriations action.
D-8

D-8

Summary of R equ est

Click here for accessible version

DEPARTMENT OF EDUCATION FISCAL YEAR 2019 PRESIDENT'S BUDGET 

(in thousands of dollars)

Amount Percent

Safe Schools and Citizenship Education

1. School safety national activities (ESEA IV-F-3, section 4631) D 68,000 67,538 43,000 (24,538) -36.33%

2. Promise neighborhoods (ESEA IV-F-2, section 4624) D 73,254 72,757 0 (72,757) -100.00%

3. Full-service community schools (ESEA IV-F-2, section 4625) D 10,000 9,932 0 (9,932) -100.00%

 Total D 151,254 150,227 43,000 (107,227) -71.38%

NOTES: D = discretionary program; M = mandatory program

Detail may not add to totals due to rounding. 

2019 President's Budget 

Category Compared to 2018 Annualized CR 

Code

2017 

Appropriation 

2018 

Annualized CR

2019 

President's 

Budget
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-9

Summary of Request

A full-year fiscal year 2018 appropriation was not enacted at the time the fiscal year 2019

Budget was prepared; therefore, the Budget assumes the Department is operating under the 

Continuing Appropriations Act, 2018 (Division D of P.L. 115–56, as amended). The amounts 

included for fiscal year 2018 reflect the annualized level provided by the continuing resolution.

Funding in the amount of $43 million is requested in this account for School Safety National 

Activities primarily to support new, competitively awarded School Climate Transformation 

Grants to help State and local educational agencies to implement evidence-based opioid-use 

prevention strategies for schools in communities impacted by the opioid crisis. Funds would also 

support related technical assistance. In carrying out these projects grantees would use multitiered decision-making frameworks to select and implement evidence-based behavioral 

practices for improving school climate and behavioral outcomes for all students. Projects may 

also address the mental health needs of students affected by opioid abuse within their families 

or communities.

No funds are requested for the Promise Neighborhoods or Full-Service Community Schools 

programs because they have limited impact and largely duplicate activities that are more 

appropriately supported through other Federal, State, local, and private funds.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-10

Activities:

School safety national activities

(Elementary and Secondary Education Act of 1965, Title IV, Part F, Subpart 3, Section 4631)

(dollars in thousands)

FY 2019 Authorization: $5,0001

Budget Authority: 

2018

Annualized CR 2019

Change from

Annualized CR

$67,538 $43,000 -$24,538

1 A total of $220,741 thousand is authorized for Part F of Title IV. Of the funds appropriated for Part F, 

$5,000 thousand is reserved under section 4601(b)(1) to carry out the School Safety National Activities under 

Subpart 3 (section 4631). 

PROGRAM DESCRIPTION

School Safety National Activities is a broad discretionary authority for activities to improve 

students’ safety and well-being both during and after the school day. Activities under the 

program may be carried out through grants, contracts, or cooperative agreements with public 

and private organizations or individuals, or through agreements with other Federal agencies. 

The School Safety National Activities program statute also authorizes the longstanding Project 

School Emergency Response to Violence (Project SERV) program, which provides educationrelated services—including counseling and referral to mental health services as needed—to 

local educational agencies (LEAs) and institutions of higher education (IHEs) in which the 

learning environment has been disrupted by a violent or traumatic crisis. 

In recent years School Safety National Activities, in addition to Project SERV, have included:

• Schools Climate Transformation Grants to State educational agencies (SEAs) and LEAs to 

develop and adopt, or expand to more schools, a multi-tiered decision-making framework 

that guides the selection, integration, and implementation of evidence-based behavioral 

practices for improving school climate and behavioral outcomes for all students.

• Project Prevent Grants to LEAs to help schools in communities with pervasive violence 

break the cycle of violence by offering students: (1) access to school-based counseling 

services or referrals to community-based counseling services to address trauma or anxiety; 

(2) social and emotional supports to help address the effects of violence; (3) conflict 

resolution and other school-based strategies to prevent future violence; and (4) a safer and 

improved school environment, which may include activities to decrease the incidence of 

harassment, bullying, violence, and gang involvement.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-11

• Promoting Student Resilience Grants to LEAs to build and increase their capacity to address 

the comprehensive behavioral and mental health needs of students in communities that 

have experienced significant civil unrest. 

• Technical assistance to help schools, LEAs, and IHEs to (1) promote safe and supportive 

learning environments, and (2) develop, implement, and improve their emergency 

management plans.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2014...........................................................$90,000

2015.............................................................70,000

2016.............................................................75,000

2017.............................................................68,000

2018.............................................................67,538

FY 2019 BUDGET REQUEST

For fiscal year 2019 the Administration requests $43 million for School Safety National 

Activities, a reduction of $24.5 million from the fiscal year 2018 annualized CR level. The 

request includes appropriations language that overrides the authorization level provided for this 

program in the Elementary and Secondary Education Act, as amended. The request would 

support School Climate Transformation Grants and technical assistance to help address the 

opioid crisis, which was responsible for more than 50,000 deaths in 2016 and has caused pain 

and suffering in countless families and communities across America. 

The request includes $42 million to support a new cohort of School Climate Transformation 

Grants (SCTGs) to enable SEAs and LEAs to develop and adopt, or expand to more schools, a 

multi-tiered decision-making framework that guides the selection, integration, and 

implementation of evidence-based behavioral practices for improving school climate and 

behavioral outcomes for all students.

The new grants would build on the success of the first cohort of SCTGs awarded in 2014, which 

helped expand the use of evidence-based, multi-tiered decision-making frameworks, such as 

Positive Behavioral Interventions and Supports, to improve school climates. These 5-year 

grants have helped schools train their teachers and other school staff to implement frameworks

that provide differing levels of support and interventions to students based on their needs. For 

example, certain supports involve the whole school, with more targeted supports for groups of 

students exhibiting at-risk behaviors, and intensive individualized services for students who 

continue to exhibit troubling behaviors.

As a result of the 2014 cohort of SCTGs over 1,280 schools are engaged in active 

implementation of these frameworks as a part of the LEA grants, and over 1,500 schools are 

engaged in active implementation as a part of the SEA grants. Consequently, roughly 1.8 million 

students, along with parents and teachers, benefit from school climates that are increasingly 

more predictable, consistent, positive, and safe. For example, participating schools are reporting 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-12

reductions in office discipline referrals and in suspensions and expulsions related to drugs and 

alcohol, as well as increases in attendance. To date, more than 2,600 training and technical 

assistance events have been provided by SEAs to support LEA multi-tiered behavioral 

framework implementation. 

Within that framework, projects can address a variety of issues; for example, prevention of drug 

abuse, bullying, and violence (including gang-related violence). Grantees also have discretion to 

select the interventions that best meet the needs of their students and schools; for example, 

grantees may use trauma-informed care—an approach to engaging people with histories of 

trauma that recognizes the presence of trauma symptoms and acknowledges the role that 

trauma has played in their lives.

In the 2019 competition, the Department would give priority to applicants that describe how they 

would use funds to address the opioid epidemic, which would include, at a minimum, activities 

to prevent opioid abuse by students. Funding may be used to implement evidence-based 

strategies for preventing opioid abuse and could also address the mental health needs of 

students who are negatively impacted by family or community members who are (or have been) 

abusers. The Department may also include a priority for Bureau of Indian Education- and 

tribally-operated schools in communities that have experienced high levels of trauma due to the 

opioid crisis. Native Americans suffer the highest per capita rate of opioid overdoses and the 

highest death rate from overdoses of any racial demographic, and have been profoundly 

impacted by the epidemic.

Of the $42 million requested, $40 million would be used for new grant awards and $2 million 

would be used for technical assistance (provided by the Department’s Positive Behavioral 

Interventions and Supports Technical Assistance Center) to the grantees on implementing their 

multi-tiered behavioral frameworks with fidelity. 

The request also includes $1 million for the National Center on Safe Supportive Learning 

Environments. The Center provides technical assistance to SEAs and LEAs, as well as to IHEs, 

to help improve conditions for learning in schools and classrooms and to provide safe and 

healthy environments to prevent substance abuse, support student academic success, and 

prevent violence at the elementary, secondary, and postsecondary levels. The Center also

supports the collection and dissemination of information and the identification and use of best 

practices on improving school climate, including through the use of the model school climate 

survey that was released in 2016 by the National Center for Education Statistics. The 

Department believes the Center is well-positioned to help SEAs, LEAs, schools, and IHEs 

respond effectively to the Nation’s opioid epidemic. For example it will develop and provide 

opioid abuse prevention resources, such as publications and webinars, that would be available 

to all schools and postsecondary institutions.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-13

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2017 2018 2019

School Climate Transformation Grants

SEA grant award funds (new) 0 0 $7,625 School Climate Tr ansformati on Gr ants: 

SEA grant award funds (continuation) $7,580 $7,578 0 chool Climate Tr ansformati on Gr ants: 

LEA grant award funds (new) 0 0 32,000 School Climate Tr ansformati on Gr ants: 

LEA grant award funds (continuation) 35,881 35,679 0 School Climate Tr ansformati on Gr ants:

Peer review of new award applications 0 0 375 School Climate Tr ansformati on Gr ants:

Technical assistance 3,000 3,000 2,000 School Climate Tr ansformati on Gr ants:

Total 46,461 46,257 42,000 School Climate Tr ansformati on Gr ants: 

Number of SEA awards (new) 0 0 12 School Climate Tr ansformati on Gr ants: 

Number of SEA awards (continuation) 12 12 0 School Climate Tr ansformati on Gr ants:

Range of SEA awards $256-$750 $259-$750 $250-$750 School Climate Tr ansformati on Gr ants:

Average SEA award $632 $632 $635 School Climate Tr ansformati on Gr ants:

Number of LEA awards (new) 0 0 64

 Number of LEA awards (continuation) 70 70 0 School Climate Tr ansformati on Gr ants:

Range of LEA awards $186-$750 $178-$750 $175-$750 School Climate Tr ansformati on Gr ants: 

Average LEA award $513 $510 $500

National Center on Safe Supportive

Learning Environments $2,300 $2,300 $1,000

School Emergency Response to

Violence (Project SERV) $1,048 $2,127 0

Project Prevent

Grant award funds (continuation) $14,522 $14,486 0 Project Prevent: 

Number of LEA awards (continuation) 22 22 0 Project Prevent:

Range of awards $291-$1,000 $291-$1,000 0 Project Prevent:

Average award $660 $659 0

Promoting Student Resilience Grants

 Partial (supplemental) award to fully fund

all fiscal year 2016 grantees

$1,100 0 0

 Technical assistance 200 0 0 Promoting Student R esilience:

Total 1,300 0 0
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-14

Output Measures 2017 2018 2019

Readiness and Emergency 

Management for Schools 

Technical Assistance Center $2,244 $2,244 0

Other data collection, dissemination,

outreach, and assistance $125 $125 0

NOTE: The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, 

including this one, and to pool such funds for use in evaluating any ESEA program. The Department did not reserve 

funds for this purpose from School Safety National Activities in fiscal year 2017, but may do so in fiscal years 2018 

and 2019. 

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information and results based on GPRA 

goals, objectives, measures, and performance targets. Achievement of program results is based 

on the cumulative effect of the resources provided in previous years and those requested in 

fiscal year 2019 and future years, and the resources and efforts invested by those served by 

this program. Unless stated otherwise the source of these GPRA data is grantee annual and 

final performance reports.

LEA School Climate Transformation Grants

Goal: To help ensure that schools are safe, disciplined, and drug free by increasing the 

capacity of LEAs to improve behavioral and learning outcomes of students through the 

implementation of multi-tiered behavioral frameworks.

Objective: LEA School Climate Transformation grantees will demonstrate substantial progress 

in decreasing disciplinary actions and increasing attendance through the use of multi-tiered 

behavioral frameworks.

Measure: The number and percentage of schools annually that are implementing the multitiered behavioral framework (MTBF) with fidelity.

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2015 512 45%

2016 589 584 52% 55

2017 677 814 60 65

2018 936 69

2019 1,077 79
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-15

Additional information: Data for 2016 are inclusive of all 70 grantees and based on a total of 

1,069 schools implementing the MTBF. Data for 2017 are inclusive of 67 grantees and based on 

1,250 schools implementing the MTBF. Targets represent an annual increase of 15 percent.

Measure: The number and percentage of schools that report an annual decrease in office 

disciplinary referrals.

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2015

2016 479 48%

2017 493 643 49% 53

2018 662 55

2019 682 57

Additional information: There are no 2015 data for this measure because two data points 

(2015 and 2016) are required for this metric. Results for 2016 are based on 61 of 70 grantees 

with 1,005 schools implementing the MTBF that reported valid and complete data. Results for 

2017 are based on 64 grantees with 1,209 schools implementing the MTBF that reported valid 

and complete data. Targets represent an annual increase of 3 percent.

Measure: The number and percentage of schools that report an annual improvement in the 

attendance rate.

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2015

2016 495 50%

2017 520 468 53% 38

2018 495 50

2019 520 53

Additional information: There are no 2015 data for this measure because two data points are 

required for this metric. Results for 2016 are based on 61 of 70 grantees with 984 schools 

implementing the MTBF that reported valid and complete data. Results for 2017 are based on 

64 grantees with 1,229 schools implementing the MTBF that reported valid and complete data. 

Targets represent an annual increase of 5 percent.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-16

Measure: The number and percentage of schools that report an annual decrease in 

suspensions and expulsions, including those related to possession or use of drugs or alcohol.

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2015

2016 524 51%

2017 540 698 53% 59

2018 719 61

2019 741 63

Additional information: There are no 2015 data for this measure because two data points are 

required for this metric. Results for 2016 are based on 64 of 70 grantees with 1,033 schools 

implementing the MTBF that reported valid and complete data. Results for 2017 are based on 

64 grantees with 1,191 schools implementing the MTBF that reported valid and complete data. 

Targets represent an annual increase of 3 percent.

SEA School Climate Transformation Grants

Goal: To help ensure that schools are safe, disciplined, and drug free by increasing the 

capacity of SEAs to support LEAs to improve behavioral and learning outcomes of 

students through the implementation of multi-tiered behavioral frameworks.

Objective: SEA School Climate Transformation grantees will demonstrate substantial progress 

in increasing the capacity of LEAs in implementing a multi-tiered behavioral framework.

Measure: The number of training and technical assistance events provided by the SEA School 

Climate Transformation Grant Program to assist LEAs in implementing a multi-tiered behavioral 

framework.

Year Target Actual

2015 374

2016 449 1,782

2017 1,871 2,369

2018 2,488

2019 2,612

Additional information: Results for 2016 are based on 9 of 12 grantees that reported valid 

and complete data. Results for 2017 are based on 12 grantees that reported valid and complete 

data. The 2016 target represents a 20 percent increase. Later targets represent an annual 

increase of 5 percent. Numbers in the chart reflect trainings only. The five-fold increase in 

trainings from 2015 to 2016 is largely attributable to two grantees that each had more than 

425 trainings in 2016, although many States increased their training activity in 2016 and 

continued to do so in 2017.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-17

Measure: The number and percentage of LEAs provided training or technical assistance by the 

SEA School Climate Transformation Grant Program that report an improvement in knowledge 

and understanding of the implementation of a multi-tiered behavioral framework.

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2015

2016 704 98%

2017 718 512 100% 97

2018 704 100

2019 718 100

Additional information: There are no 2015 data for this measure because two data points are 

required for this metric. Results for 2016 are based on 10 of 12 grantees that reported valid and 

complete data. Results for 2017 are based on 12 grantees that reported valid and complete 

data. The reduction in the “number” actual for 2017 is largely attributable to three grantees that 

provided training and technical assistance to significantly fewer LEAs in 2017 than they did in 

2016. However, nearly all of those LEAs reported an improvement in knowledge and 

understanding of the implementation of a multi-tiered behavioral framework in 2017. This 

explains why the 2017 “percentage” actual performance on this measure was level with 2016. 

Number targets for 2017 and 2019 represent an increase of 2 percent from the prior year.

Measure: The number and percentage of schools in LEAs provided training or technical 

assistance by the SEA School Climate Transformation Grant Program that implement a multitiered behavioral framework.

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2015

2016 783 49%

2017 861 1,122 54% 61

2018 1,234 67

2019 1,357 74

Additional information: There are no 2015 data for this measure because most grantees didn’t 

report 2015 data for it, but instead waited until after the 2015-16 school year to report their first 

data results concurrently for all these measures. Results for 2016 are based on 8 of 12 grantees 

that reported valid and complete data. Results for 2017 are based on 11 grantees that reported 

valid and complete data. Targets generally represent an annual increase of 10 percent.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-18

Project Prevent Grants

Goal: To help ensure that schools are safe, disciplined, and drug free by increasing the 

capacity of LEAs in communities with pervasive violence to better address the needs of 

affected students and to break the cycle of violence.

Objective: Project Prevent grantees will demonstrate substantial progress in decreasing 

student violent and related behavior, increasing student access to mental health services, and 

increasing student engagement.

Measure: The percentage of Project Prevent grantees that report a measurable decrease in 

violent, aggressive, and disruptive behavior in schools served by the grant.

Year Target Actual

2015

2016 88%

2017 90% 77

2018 88

2019 90

Additional information: There are no 2015 data for this measure because two data points are 

required for this metric. Results for 2016 are based on 16 of 22 grantees that reported valid and 

complete data. Results for 2017 are based on 22 grantees that reported valid and complete 

data. Targets for 2017 and 2019 represent an increase of 2 percentage points from the prior 

year. 

Measure: The percentage of Project Prevent grantees that report a measurable increase in the 

number of students in schools served by the grant receiving school-based and community 

mental health services to address student needs resulting from exposure to violence.

Year Target Actual

2015 

2016 100%

2017 100% 86

2018 100

2019 100

Additional information: There are no 2015 data for this measure because two data points are 

required for this metric. Results for 2016 are based on 12 of 22 grantees that reported valid and 

complete data. (The other 10 reported invalid or missing data because they did not have access 

to community health services data and school-based mental health personnel were not yet 

hired.) Results for 2017 are based on 22 grantees that reported valid and complete data.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-19

Measure: The percentage of Project Prevent grantees that report a measurable increase in the 

school engagement of students served by the grant.

Year Target Actual

2015

2016 58%

2017 67% 45

2018 58

2019 67

Additional information: There are no 2015 data for this measure because two data points are 

required for this metric. Results for 2016 are based on 12 of 22 grantees that reported valid and 

complete data. (The other 10 either reported no data due to various reasons, such as an 

unexpected delay in the testing, validation, and release of the survey instrument they used to 

measure school engagement, or submitted incomplete or invalid data.) Results for 2017 are

based on 20 grantees that reported valid and complete data. Reasons for the decline in 

performance on this measure are to be determined, but are likely due to the number of grantees 

changing their evaluation methods between 2016 and 2017 for implementing this measure, 

combined with response rates varying over time. Targets for 2017 and 2019 represent an 

increase of 15 percent from the prior year.

Promoting Student Resilience Grants

The Department will have data in 2019 on the following measures for the Promoting Student 

Resilience grants:

• The number of students served by the grants receiving school-based and community mental 

health services to address student needs resulting from exposure to trauma; and

• The number of community-based organizations that are coordinating and sharing resources 

with each other as a result of the grants.

Other Performance Information

In fiscal year 2015, the Department initiated a study to examine how States and school districts 

that participate in the School Climate Transformation Grant programs are coordinating services 

and supports with grantees funded through the Department of Health and Human Services’ 

Project Advancing Wellness and Resilience in Education (Project AWARE) and the Department 

of Justice’s Keeping Kids in School and Out of Court programs. The study is informed by 

telephone interviews with State and local grantees, and will report on ways in which grantees 

coordinate services, the benefits they experience from coordination, and challenges and 

lessons learned. A final report is scheduled for completion in spring 2018.
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Promise neighborhoods

(Elementary and Secondary Education Act of 1965, Title IV, Part F, Subpart 2, Section 4624)

(dollars in thousands)

FY 2019 Authorization: (1)

Budget Authority: 

2018 

Annualized CR 2019

Change from

Annualized CR

$72,757 0 -$72,757

1

A total of $220,741 thousand is authorized for Part F of Title IV. Of the amount appropriated for Part F, 

$5,000 thousand is reserved for Subpart 3 and of the remainder, 32 percent is for the Promise Neighborhoods and 

Full-Service Community Schools Grants programs under Subpart 2.

PROGRAM DESCRIPTION

The Promise Neighborhoods program provides competitive grants to support distressed 

communities in improving the academic and developmental outcomes for children, youth, and 

their families from birth through college. Initially authorized through appropriations language, the 

program was added to the Elementary and Secondary Education Act (ESEA) by the Every 

Student Succeeds Act (ESSA), which reauthorized the ESEA in December 2015.

The program makes 5-year awards that enable grantees to provide a continuum of services and 

supports designed to address the needs of children and youth within the target neighborhood, 

specifically in neighborhoods with high rates of poverty, childhood obesity, academic failure, and 

involvement of community members in the justice system. The program also gives priority to 

neighborhoods with schools identified for comprehensive support and improvement or targeted 

support and improvement activities under Title I, Part A of the ESEA.

Program activities are focused on “pipeline services,” which must be provided by all grantees 

and are defined as a continuum of coordinated supports, services, and opportunities for children 

from birth through entry into and success in postsecondary education and career attainment. 

Pipeline services include, at a minimum: high-quality early childhood programs; high-quality 

school and out-of-school programs and strategies; transition support for children between 

elementary and middle school, middle and high school, and high school and postsecondary 

education and the workforce; family and community engagement support; activities that prepare 

students for postsecondary education and the workforce, such as job training, internships, and 

career counseling; support for students that encourages continued connection to their 

communities; social, health, nutrition, and mental health services and supports; and juvenile 

crime prevention and rehabilitation programs. 

Required activities for grantees include: (1) planning activities to develop and implement 

pipeline services; (2) implementing those pipeline services; and (3) continuously evaluating and 

improving their programs based on outcome data. Grantees must use at least 50 percent of 
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Promise neighborhoods

D-21

their first-year awards and at least 25 percent of their second-year awards for planning activities 

related to developing and implementing pipeline services.

Eligible organizations for Promise Neighborhoods grants are institutions of higher education 

(IHEs), Indian tribes or tribal organizations, or one or more non-profit organizations in 

partnership with a high-need local educational agency, IHE, local government, or an Indian tribe 

or tribal organization.

In awarding Promise Neighborhoods grants, the Department may prioritize applicants that 

incorporate evidence-based activities into their proposals. To ensure that grantees under this 

program continue to use and build evidence, the Department may reserve up to 5 percent of the 

Promise Neighborhoods appropriation for technical assistance and to evaluate the 

implementation and impact of program activities.

Grantees must report information publicly about their projects, including the number and 

percentage of children participating in their programs and progress on program performance 

metrics. Continued funding after the first 3 years of a grant project is contingent on grantee 

performance against program- and project-level performance objectives. In addition, grants may 

be extended an additional 2 years beyond the 5-year project period contingent on 

grantee performance.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2014...........................................................$56,754

2015.............................................................56,754

2016.............................................................73,254

2017.............................................................73,254

2018.............................................................72,757

FY 2019 BUDGET REQUEST

The Administration’s fiscal year 2019 request does not include funding for Promise 

Neighborhoods, reflecting an effort to refocus Federal education investments on formula 

programs, streamline Federal program administration, minimize regulations and requirements 

from Washington, and put decision-making power back in the hands of States and local 

communities. From 2010 to 2016 almost $350 million was provided in grants and technical 

assistance to support 65 individual projects aimed at testing the potential effectiveness of 

comprehensive, place-based reforms as a strategy for improving educational outcomes across 

entire communities—a concept first demonstrated through the Harlem Children’s Zone in New 

York City. While the Administration is still collecting performance data from these projects, the 

program has shown mixed results to date. Moreover, the experience of past grantees suggests 

strongly that the complexity of program requirements and the broad range of program goals 

(e.g., providing education, social, and health-related supports to children and families from birth 

through career and beyond) strain the ability of grantees to design and implement projects 

effectively and meaningfully measure and use performance data to improve outcomes. In 

addition, there is little evidence that grantees have successfully used funds to build sufficient 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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D-22

capacity to maintain program supports beyond the standard 5-year grant period, raising 

questions about the long-term impact of the program. Consequently, the Administration believes 

that limited Federal education resources should be focused on programs like Title I Grants to 

Local Educational Agencies, which makes available $15.5 billion annually to help school 

districts and the communities they serve target specific educational challenges, while also 

providing significant flexibility to use funds to address out-of-school factors—including many of 

those targeted by the Promise Neighborhoods program—affecting student educational 

performance.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2017 2018 2019

Grants

Number of new awards 4 0 0

Funding for new awards $22,037 0 0

Number of continuation awards 6 10 0

Funding for continuation awards $47,877 $55,209 0

 Funding for extensions (section 4623(b) 

of ESEA) 0 $14,022 0 Grants 

Number of extensions 0 3-4 0

National Activities

National Acti viti es 

Technical assistance/Data assistance $2,303 $2,742 0 National Acti viti es 

Peer review of new award applications $615 0 0 National Acti viti es 

Feasibility study for national evaluation $422 $500 0 National Acti viti es 

Pooled Evaluation 0 $284 0

NOTE: The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, 

including this one, and to pool such funds for use in evaluating any ESEA program. The Department did not reserve 

funds for this purpose from Promise Neighborhoods in fiscal year 2017, but expects to do so in fiscal year 2018.

PROGRAM PERFORMANCE INFORMATION

Performance Measures

Fifteen performance measures for implementation grantees were established. Data from the 

first cohort of implementation grantees became available in May 2013, but inconsistent data 

collection practices among the grantees limited the validity and reliability of these data. Since 

then, the Department has provided technical assistance to ensure that grantees collect data in a 

consistent manner; this assistance has led to data that are comparable across reporting years 

for some indicators. For example, the program can now report trends from 2013 to 2015 in 

academic achievement for students residing within a Promise Neighborhood: these data show 

that achievement in mathematics and reading/language arts remained somewhat steady from 

2013 to 2014, with a drop in achievement in 2015 which grantees attribute largely to changing 
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D-23

State assessments in these content areas. In addition, grantees reported reduced rates of 

chronic absenteeism from 2013 to 2014, with a slight uptick in 2015.

Grantees from the second cohort of implementation grants, awarded in 2012, reported that high 

school graduation rates rose from 66 percent in 2014 to 81 percent in 2015. The 2012 cohort 

also reported an 8 percentage point drop in the student mobility rate from 2013 to 2015. 

Increased stability at home and in a child’s community, fostered in part by the kinds of services 

the Promise Neighborhoods program provides to distressed communities, can create a more 

positive environment for students to focus on school.

Through its data and evaluation assistance contract, the Department has continued to provide

assistance to grantees on data collection and reporting. This assistance includes refining and 

improving grantee performance measures, data collection strategies, data analyses, and 

meeting reporting requirements. As a result, grantees have learned the importance of a strong 

data collection infrastructure and have largely increased their knowledge of and comfort level 

with data analysis and reporting as well as executing secure data sharing agreements with 

school districts.

In 2017, the Department worked with its technical assistance contractor to develop 14 new 

performance measures for the 2017 cohort of grantees, and data from the first year of 

implementation will be available in spring 2019. The measures are designed to determine 

whether grantees are making progress toward shared goals such as children entering 

kindergarten ready to learn; students successfully transitioning from middle to high school;

students feeling supported, safe, and healthy in and outside of school; and students having the 

tools they need to thrive academically. The new performance measures are:

• Number and percentage of children in kindergarten who demonstrate at the beginning of the 

program or school year age-appropriate functioning across multiple domains of early 

learning as determined using developmentally appropriate early learning measures.

• Number and percentage of students at or above grade level according to State mathematics 

assessments in at least the grades required by the ESEA (3rd through 8th grades and once in 

high school).

• Number and percentage of students at or above grade level according to State English 

language arts assessments in at least the grades required by the ESEA.

• Attendance rates of students in 6th, 7th, 8th, and 9th grades as defined by average 

daily attendance.

• Chronic absenteeism rate of students in 6th, 7th, 8th, and 9th grades.

• Four-year adjusted cohort graduation rate.

• Number and percentage of Promise Neighborhood students who enroll in a 2-year or 4-year 

college or university after graduation.
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• Number and percentage of Promise Neighborhood students who graduate from a 2-year or 

4-year college or university or vocational certification program.

• Number and percentage of children who consume five or more servings of fruits and 

vegetables daily.

• Number and percentage of children who feel safe at school and traveling to and from school 

as measured by a school climate survey.

• Student mobility rate.

• Number and percentage of parents or family members that read to or encourage their 

children to read three or more times a week or reported their child read to themselves three 

or more times a week (birth-8th grade).

• Number and percentage of parents or family members who report talking about the 

importance of college and career (9th-12th grade).

• Number and percentage of students who have school and home access to broadband 

internet and a connected computing device.

• N
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D-25

Full-service community schools

(Elementary and Secondary Education Act of 1965, Title IV, Part F, Subpart 2, Section 4625)

(dollars in thousands)

FY 2019 Authorization: (1)

Budget Authority: 

2018 

Annualized CR 2019

Change from

Annualized CR

$9,932 0 -$9,932

1 A total of $220,741 thousand is authorized for Part F of Title IV. Of the amount appropriated for Part F, 

$5,000 thousand is reserved for Subpart 3 and of the remainder, 32 percent is for the Full-Service Community 

Schools and Promise Neighborhoods programs under Subpart 2.

PROGRAM DESCRIPTION

The Full-Service Community Schools program (FSCS) provides grants to (1) local educational 

agencies (LEAs) or (2) the Bureau of Indian Education, in partnership with community-based 

organizations, nonprofit organizations, or other public or private entities. Grantees provide 

comprehensive academic, social, and health services for students, students’ family members, 

and community members in school settings by integrating existing school and community 

programs and implementing coordinated strategies that can improve academic and life 

outcomes in neighborhoods with high rates of poverty, childhood obesity, academic failure, and 

involvement of community members in the justice system. The program targets public 

elementary or secondary schools that provide such supports to children and families in highpoverty schools. By statute, at least 15 percent of funds awarded under Title IV, Part F, 

Subpart 2 (which authorizes both FSCS and Promise Neighborhoods) must support projects in 

rural areas, assuming that these programs receive applications of sufficient number and quality 

from applicants in rural areas.

To ensure meaningful partnership with community-based organizations, nonprofit organizations, 

and other public or private entities, grantees must secure matching funds from non-Federal 

sources to amplify and sustain project activities. The Department may not require that an 

applicant secure matching funds in an amount that exceeds the amount of the grant award, and 

the Department cannot consider an applicant’s ability to secure matching funds when making 

funding decisions. To increase the probability of positive effects on target populations, grantees 

must implement evidence-based activities, evaluate the effectiveness of their projects, and 

comply with any evaluations of FSCS conducted by the Institute of Education Sciences.

FSCS awards grants for 5-year project periods; the program currently supports 21 grantees

funded under the program as it existed prior to reauthorization by the Every Student Succeeds 

Act (ESSA) in 2015, 9 that received initial funding in fiscal year 2014 and 12 that began their 

projects with fiscal year 2015 funds.
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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2014...........................................................$10,649

2015...............................................................9,710

2016.............................................................10,000

2017.............................................................10,000

2018...............................................................9,932

NOTE: Prior to 2017, funds were provided under the Fund for the Improvement of Education Programs of 

National Significance in the Innovation and Improvement account.

FY 2019 BUDGET REQUEST

The Administration’s fiscal year 2019 request does not include funding for FSCS. This program 

has limited impact on a national scale and authorized activities may be more appropriately 

supported with other Federal, State, local, and private funding streams. Awards for this program 

are relatively small—usually about $500,000—and reach only a handful of communities in a 

school system composed of more than 16,000 LEAs nationwide. By contrast, nearly all LEAs 

receive ESEA Title I, Part A funds that may be used to provide comprehensive, integrated 

academic and social services as part of their Title I schoolwide programs (through a new State 

waiver authority, the ESEA potentially allows LEAs to operate schoolwide programs in any 

participating Title I school, regardless of its poverty rate; the previous authorization generally 

limited schoolwide programs to schools with at least a 40 percent poverty rate). In addition, 

there is little evidence that the program improves student educational outcomes; the program’s 

performance indicators merely measure the extent to which services are provided, and not the 

impact of those services. The 2014 cohort will complete its projects in fiscal year 2018, and the 

Administration anticipates that grantees in the 2015 cohort would be able to use Title I funds or 

other Federal, State, or local resources to finance their final year of activities.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2017 2018 2019

Average continuation award $476 $473 0

Number of continuation awards 21 21 0

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, GPRA 

goals, objectives, measures, and performance targets and data; and an assessment of the 

progress made toward achieving program results. Achievement of program results is based on 
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D-27

the cumulative effect of the resources provided in previous years, as well as the resources and 

efforts invested by those served by this program.

The Administration established the following performance measure for grantees:

Measure: The percentage of individuals targeted for services who receive services during each 

year of the project period.

Year Actual

2014 104%

2015 111

2016 123

2017

2018

Additional information: All grantees must submit an annual performance report that includes 

program performance data, including project-specific indicators. The term “individuals targeted 

for services” is specific to each project; FSCS grantees may provide a wide range of services 

and may target different combinations of students, parents, or community members. In 2016, 

123 percent of targeted individuals for the 2014 and 2015 cohorts, combined, received services, 

meaning that grantees served more targeted individuals than planned.