Department of Education

D. SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Fiscal Year 2022 Budget Request

CONTENTS

Page

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 2021 Appropriations Reports ............................................................... D-7

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

Activities: 

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

Promise neighborhoods .................................................................................................... D-29

Full-service community schools ........................................................................................ D-37
D. SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-1

Appropriations Language

For carrying out activities authorized by subparts 2 and 3 of part F of title IV of the ESEA, 

[$217,000,000] $650,000,000: Provided, That [$106,000,000] $116,000,000 shall be available 

for section 46311, of which up to $5,000,000, to remain available until expended, shall be for the 

Project School Emergency Response to Violence (Project SERV) program: 2 Provided further, 

That [$30,000,000] $443,000,000 shall be available for section 4625: 3 Provided further, That 

[$81,000,000] $91,000,000 shall be available through December 31, [2021] 2022, for section 

46244. (Department of Education Appropriations Act, 2021.)

NOTE

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.
E. SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-2

Analysis of Language Provisions and Changes

Language Provision Explanation

1For carrying out activities authorized by 

subparts 2 and 3 of part F of title IV of the 

ESEA, [$217,000,000] $650,000,000: 

Provided, That [$106,000,000] $116,000,000

shall be available for section 4631...]

This language earmarks funds for School 

Safety National Activities (section 4631) in 

order to override the $5 million reservation 

for School Safety National Activities in 

section 4601(b)(1) of the Elementary and 

Secondary Education Act (ESEA).

2...of which up to $5,000,000, to be available 

until expended, shall be for the Project 

School Emergency Response to Violence 

(Project SERV) program:...]

This language earmarks funds for Project 

SERV (under School Safety National

Activities) and makes these funds available 

for obligation at the Federal level until they 

are expended.

3[...Provided further, That [$30,000,000] 

$443,000,000 shall be available for section 

4625:...]

This language earmarks funds for the FullService Community Schools program in 

order to override the authorized level for the 

program under ESEA section 4601(b)(2)(B).

4[...Provided further, That [$81,000,000] 

$91,000,000 shall be available through 

December 31, [2021] 2022, for section 4624.]

This language earmarks funds for the 

Promise Neighborhoods program in order to 

override the authorized level for the program 

under ESEA section 4601(b)(2)(B), and gives 

the Department an additional 3 months 

beyond the end of fiscal year 2022 to 

obligate them.
E. SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-3

Appropriation, Adjustments, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2020 2021 2022

Discretionary:

Discretionary Appropriation..................................................... $210,000 $217,000 $650,000

Discretionary Total, discretionary appropriation ................. 210,000 217,000 650,000
E. SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-4

Summary of Changes

(dollars in thousands)

2021............................................................................................... $217,000

2022............................................................................................... 650,000

Net change ............................................................. +433,000

Increases: 2021 base

Change 

from base

Program:

Program Increase for School Safety National Activities Project 

Prevent as part of the Administration’s broader initiative to 

expand infrastructure for community-school partnerships, 

including those that support violence intervention initiatives 

that incorporate strategies for reducing gun violence through 

tools other than incarceration. $106,000 +$10,000

Program Increase for Promise Neighborhoods as part of the 

Administration’s broader initiative to expand infrastructure 

for community-school partnerships, including those that 

support violence intervention initiatives that incorporate 

strategies for reducing gun violence through tools other than 

incarceration. 81,000 +10,000

Program Increase for Full-Service Community Schools as part of the 

Administration’s broader initiative to expand infrastructure 

for community-school partnerships, including those that 

support violence intervention initiatives that incorporate 

strategies for reducing gun violence through tools other than 

incarceration. 30,000 +413,000

Net change +433,000
E. SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-5

Authorizing Legislation

(dollars in thousands)

Activity

2021

Authorized

Footnote

2021 

Estimate

2022

Authorized

footnote

2022

Request

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

section 4631) $5,0001 $106,000 To be determined2 $116,000

Promise neighborhoods (ESEA IV-F, Subpart 2, section 4624) (3) 81,000 To be determined2 91,000

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

section 4625) (3) 30,000 To be determined2 443,000

Total definite authorization 5,000

Total appropriation 217,000 650,000

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). 2 The GEPA extension expires September 30, 2021; new authorizing legislation is sought for fiscal year 2022. 3 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.
F. 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

2013 $1,447,539 $108,4871 $259,5891 $242,375

2014 1,831,673 N/A2 330,4813 270,892

2015 1,463,370 N/A2 270,8923 223,315

2016 349,561 56,7544 120,3144 244,815

2017 228,000 63,2545 143,3545 151,2545

2018 134,857 138,0006 131,2546 185,754

2019 43,000 185,7547 190,7547 190,7547

2020 200,000 320,000 183,2548 201,0008

2021 0 219,000 210,0009 217,0009

2022 650,000

1 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. 

2 The House Allowance is shown as N/A because there was no Subcommittee action. 3 The level for the Senate allowance reflects Senate Subcommittee action only. 4 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. 5 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. 6 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 

Consolidated Appropriations Act of 2018 (P.L. 115-141). 7 The levels for the House and Senate allowance reflect Committee action on the regular annual 2019 

appropriations bill; the Appropriation reflects enactment of the Department of Defense and Labor, Health 

and Human Services, and Education Appropriations Act, 2019 (P.L. 115-245). 8 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

Appropriation Act, 2020 (P.L. 116-94). 9 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects Division H of the 

Consolidated Appropriation Act, 2021 (P.L. 116-260).
F. SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-7

Significant Items in FY 2021 Appropriations Reports

Project School Emergency Response to Violence (SERV) 

House: The Committee directs the Department to report to the Committees on 

Appropriations within 180 days of enactment of this Act on how fiscal years 2017, 

2018, 2019 and 2020 grant recipients used Project SERV funds; 

recommendations from grant recipients on how the program could be improved; 

and information on how these funds helped them recover from a violent or 

traumatic crisis. 

Response: While the Department has made a handful of new Project SERV grants over the 

past year, at the current time we do not have any new information or data to 

report on the topics identified in the House report language.

Trauma-Informed Care 

Senate The Committee directs the Department to ensure activities within this account 

support the implementation of trauma-informed practices and other mental health 

supports in schools. Fostering trauma-informed cultures in schools helps both 

students and staff succeed by addressing the impacts of trauma; improves 

school capacity to identify, refer, and provide services to students; can improve 

staff retention and help keep kids in school; and support learning environments 

where students feel safe, supported, and ready to learn.

Response: The Department has promoted trauma-informed practices and other mental 

health supports in recent competitions in this account, including, for example, the 

Project Prevent program that helps school districts meet the needs of students in 

communities with pervasive violence. The Department currently is reviewing and 

revising grant priorities following the transition to the new Administration, and 

anticipates a continuing emphasis on trauma-informed practices as part of the 

new Administration’s overall effort to meet the social, emotional, mental health, 

and academic health needs of all students, but particularly students from low 

income backgrounds and students of color in schools with high-poverty schools.

Social and Emotional Learning 

Senate The Committee directs the Department to prioritize School Safety National 

Activities grant applications from SEAs and LEAs that describe how they will 

develop, adopt, and teach social and emotional skills. 

Response: The fiscal year 2021 appropriation of $106 million for School Safety National 

Activities did not include funds for any new grant competitions under the 

program. Consequently, the Department will not be inviting applications for new 

awards.
D-8

D-8

Summary of Request

DEPARTMENT OF EDUCATION FISCAL YEAR 2022 PRESIDENT'S BUDGET

(in thousands of dollars)

Cat

Code

2020

Appropriation

2021

Appropriation

2022

Request

2022 Request Compared to

2021 Appropriation

Amount Percent

1.

2.

3.

Total D 210,000 217,000 650,000 433,000 199.54%

NOTES: D = discretionary program; M = mandatory program

Detail may not add to totals due to rounding.

School safety national activities (ESEA IV-F-3, section 4631) D 105,000 106,000 116,000 10,000 9.43%

Promise neighborhoods (ESEA IV-F-2, section 4624) D 80,000 81,000 91,000 10,000 12.35%

Full-service community schools (ESEA IV-F-2, section 4625) D 25,000 30,000 443,000 413,000 1376.67%

Safe Schools and Citizenship Education

Click here for accessible version
G. SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-9

Summary of Request

Funds requested for the programs in the Safe Schools and Citizenship Education account 

support activities to improve students’ safety and well-being, improve the educational and 

developmental outcomes of children in distressed communities, and provide comprehensive 

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

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

supports.

Increased funding is requested for all three programs—School Safety National Activities, 

Promise Neighborhoods, and Full-Service Community Schools—as part of the 

Administration’s broader initiative to expand infrastructure for community-school partnerships, 

including those that incorporate strategies for reducing gun violence through approaches other 

than incarceration. Along those lines:

• The request for School Safety National Activities includes a $10 million increase for 

Project Prevent grants that would be funded under a newly designed competition. The 

request also includes $106 million for continuation awards for all current activities.

• The request for Promise Neighborhoods includes a $10 million increase for a total of 

$91 million, of which $33 million would be for new grant awards and the remainder would 

(1) fund the current grants through to the completion of their projects; and (2) support a 

small number of national activities.

• The request for Full-Service Community Schools includes $443 million, a $413 million 

increase. Almost $400 million would be for new grant awards; the remainder would fund

current grants through to the completion of their projects.
H. 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 2022 Authorization: 1

Budget Authority: 

2021

Appropriation

2022

Request

Change from

2021 to 2022

$106,000 $116,000 +$10,000

1 The GEPA extension expires September 30, 2021; authorizing legislation is being sought for FY 2022.

PROGRAM DESCRIPTION

School Safety National Activities (SSNA) is a broad discretionary authority under section 4631 

of the Elementary and Secondary Education Act of 1965 (ESEA) for activities to improve 

students’ safety and well-being. 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 violence or other traumatic crises such as natural 

disasters. 

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

• 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 mental health 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.

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

develop and adopt, or expand to more schools, multi-tiered systems of support, such as 

Positive Behavioral Interventions and Supports, that guide the selection, integration, and 

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

student social and emotional well-being. Nearly all current projects include strategies to 

prevent and/or mitigate the effects of opioid abuse.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-11

• Grants to States for Emergency Management to increase the capacity of SEAs to help their 

LEAs (through training and technical assistance) to develop, implement, and improve highquality emergency operations plans that make schools safer by supporting efforts to 

prevent, protect against, mitigate, respond to, and recover from all threats and hazards.

• Mental Health Services Professional Demonstration Grants to support innovative 

partnerships that address the shortage of school-based mental health providers by training

such providers for employment in high-need schools and LEAs. The partnerships must 

include (1) one or more high-need LEAs or an SEA on behalf of one or more high-need 

LEAs; and (2) one or more eligible IHEs, and provide opportunities to place graduate 

students of IHEs in school-based mental health fields into schools served by the 

participating high-need LEAs to complete required field work, credit hours, internships, or 

related training as applicable for the degree, license, or credential program of each student.

• School-Based Mental Health Services Grants to SEAs to increase the number of (by hiring 

or contracting for) qualified, well-trained counselors, social workers, psychologists, or other 

mental health professionals who provide school-based mental health services to students in 

high-need LEAs. To promote the sustainability of these services, SEAs are required to 

provide matching funds of at least 25 percent of their grant amounts and may not use their 

awards to supplant existing mental health services funding.

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

learning environments and develop, implement, and improve their emergency management 

plans, including through:

o The National Center on Safe Supportive Learning Environments (NCSSLE), which 

provides technical assistance to SEAs, LEAs, and IHEs to help improve conditions for 

learning in schools and classrooms and to provide safe and healthy environments that 

prevent substance abuse, support student academic success, and prevent violence at 

the elementary, secondary, and postsecondary levels.

o The Safer Schools and Campuses Best Practices Clearinghouse, which highlights 

lessons learned and best practices that can help K-12 schools and districts, and 

institutions of higher education, identify opportunities to utilize American Rescue Plan 

funds to meet their unique needs. The Clearinghouse addresses the following three 

major topics related to operating safely during the COVID-19 pandemic : (1) Safe and 

Healthy Environments – approaches to implementing the Centers for Disease Control 

and Prevention's (CDC) recommended prevention strategies and preparing for and 

sustaining in-person operations safely; (2) Providing Supports to Students - strategies to 

meet student social, emotional, mental health, academic, financial, and other needs, 

including access to food and other basic needs; and (3) Teacher, Faculty, and Staff 

Well-Being, Professional Development, and Supports - strategies to address the social, 

emotional, health, and other needs of teachers, faculty, and staff.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-12

o The Department’s Readiness and Emergency Management for Schools Technical 

Assistance Center, which provides nationwide training and technical assistance 

designed to support emergency management efforts for schools, LEAs, and IHEs.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

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

2018.............................................................. 90,000

2019.............................................................. 95,000

2020............................................................ 105,000

2021............................................................ 106,000

FY 2022 BUDGET REQUEST

For fiscal year 2022 the Administration requests $116 million for School Safety National 

Activities, a $10 million increase over the fiscal year 2021 appropriation that would fund a new 

round of Project Prevent grants in support of the Administration’s Community Violence 

Interventions (CVI) initiative to promote strategies for reducing gun violence through tools other 

than incarceration.

The remaining funds would support (1) continuation awards (totaling $103.1 million) for ongoing 

activities; and (2) a reservation of funds (currently estimated at $2.9 million) for Project SERV to 

help ensure that the Secretary has sufficient funds available to provide immediate assistance to 

LEAs or IHEs that may experience a disruption to teaching and learning due to violence or 

another traumatic crisis, such as a natural disaster, during fiscal year 2022.

The total request for Project Prevent would be $21.6 million. Of that amount, $11.6 million would 

be for the last round of continuation awards for the cohort of 5-year grants first funded in 2018. 

(Note: that $11.6 million is included in the overall $103.1 million continuation cost estimate 

above.) The other $10 million would be for new cohort of Project Prevent CVI grant awards. The 

Department would redesign the fiscal year 2022 competition for that purpose (inclusive of 

strategies for preventing gun violence), but it would generally align with the description of 

Project Prevent on the first page of this justification. These funds are in addition to changes the 

Administration is planning to 25 other existing Federal funding streams across several agencies 

to direct vital support to CVI programs and efforts; and in addition to the $5 billion requested 

over 8 years in the American Jobs Plan to support evidence-based CVI programs that train 

underserved individuals for jobs and provide other wraparound services to prevent violence and 

assist victims.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-13

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2020 2021 2022

Project Prevent

Grant award funds (new) 0 0 $9,900

Grant award funds (continuation) $11,517 $11,566 $11,587

 Peer review of new award applications 0 0 100

Project Prevent Total 11,517 11,566 21,587 Project Prevent: 

Number of LEA awards (new) 0 0 13 Project Prevent: 

Number of LEA awards (continuation) 15 15 15 Project Prevent : 

Range of awards $384-$993 $381-$1,000 $381-$1,000 Project Prevent:

 Average award $768 $771 $767

School Climate Transformation Grants

School Climate Transformation Grants: 

SEA grant award funds (continuation) $9,250 $9,672 $9,688 School Climate Transformation Grants: 

LEA grant award funds (continuation) 43,719 43,747 43,421

Technical assistance 3,750 3,750 3,750 School Climate Transformation Grants:

Total 56,719 57,169 56,859 School Climate Transformation Grants: 

Number of SEA awards (continuation) 14 14 14 School Climate Transformation Grants:

Range of SEA awards $465-$750 $491-$750 $491-$750 School Climate Transformation Grants:

Average SEA award $661 $691 $692

 Number of LEA awards (continuation) 69 69 69 School Climate Transformation Grants:

Range of LEA awards $207-$750 $216-$750 $223-750 School Climate Transformation Grants: 

Average LEA award $634 $634 $629

Grants to States for Emergency 

Management (GSEM) 

Grant award funds (continuation) $3,953 $5,965 $5,891

Number of SEA awards (continuation) 10 10 10

 Range of awards $66-$750 $136-$750 $141-$750

Average award $395 $596 $589

Mental Health Service Professional 

Demonstration Grants (MHDG)

 Grant award funds (continuation) $11,993 $12,291 $12,220

Number of awards (continuation) 27 27 27

Range of awards $143-$500 $181-$502 $146-$507

Average award $444 $455 $453
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-14

Output Measures 2020 2021 2022

School-Based Mental Health Services 

Grants (SBMHSG)

Grant award funds (new)1 $11,070 0 0

Grant award funds (continuations)1 0 $7,970 $9,836

Peer review of new award applications 24 0 0

SBMHSG Total 11,094 7,970 9,836

G Number of awards (new) 6 0 0

G Number of awards (continuations) 0 6 6

SG Average award1 $1,845 $1,328 $1,639

National Center on Safe Supportive

Learning Environments $1,500 $2,784 $2,784

Safer Schools and Campuses Best

Practices Clearinghouse 0 $701 $701

Readiness and Emergency 

Management for Schools 

Technical Assistance Center $3,100 $3,100 $3,100

Other data collection, dissemination,

outreach, and assistance $125 $125 $125

School Emergency Response to 

Violence (Project SERV) $5,000 $4,329 $2,897

1 The Department frontloaded $1,939 thousand of the second year (corresponding to fiscal year 2021) of the SchoolBased Mental Health Services grants with fiscal year 2020 funds. That explains the significant variation in funding 

and average award size across 2020, 2021, and 2022. On a comparable basis, excluding the frontloading, in total the 

12-month budget periods for these six grants ranged from $9.1 million to $9.9 million each of these years; and across 

these three years, the average grant award size was $1.6 million, and individual grant award sizes (for a single 12-

month budget period) ranged from $314 thousand to $2,000 thousand.

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 2020, but may do so in fiscal years 2021 

and 2022. 

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

goals, objectives, measures, and performance targets and data. Achievement of program 

results is based on the cumulative effect of the resources provided in previous years, and those 

requested in fiscal year 2022 and future years, as well as the resources and efforts invested by 

those served by this program. Unless stated otherwise the source of these GPRA data is 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-15

grantee annual and final performance reports. Targets are set on a cohort by cohort basis. The 

Department will be reviewing GPRA program performance goals, objectives, and measures for 

School Safety National Activities for possible revision in future years to ensure alignment with 

Administration policy.

Due to loss of operational capacity and impacts from the COVID-19 pandemic, only partial data 

are available for some cohorts for the FY 2020 performance period (or, in the case of the two 

2014 cohorts, for the final performance period of the grants). More complete data should be 

available later this year.

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.

2014 Cohort of 5-Year Project Prevent Grants

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 77

2019 82 100

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

required for this measure and 2015 was the first project year. 2019 actuals reflect preliminary 

performance data based on 15 of 22 grantees (only two-thirds) that have so far submitted final 

performance reports for a final performance period that extended into 2020. 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-16

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 82

2019 91 85

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

required for this measure and 2015 was the first project year. 2019 actuals reflect preliminary 

performance data based on 15 of 22 grantees that have so far submitted final performance 

reports for a final performance period that extended into 2020. 

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 38

2019 48 64

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

required for this measure and 2015 was the first project year. The decline in 2017 and 

2018 performance on this measure may be due to the number of grantees changing their 

evaluation methods across years for implementing this measure, combined with response rates 

varying across those years. 2019 actuals reflect preliminary performance data based on 15 of 

22 grantees that have so far submitted final performance reports for a final performance period 

that extended into 2020.

2019 Cohort of Project Prevent Grants

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

2020 100% 

2021 100%

2022 60
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-17

Additional Information: 2020 actuals for this measure reflect performance based on data 

submitted by all 15 grantees. The actual percent for this year is presumed to be an anomaly 

heavily impacted by conditions of the COVID-19 pandemic and may not continue in future 

years.

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

2020 100% 

2021 100%

2022 75

Additional information: 2020 actuals reflect preliminary performance based on 10 of 

15 grantees that have so far submitted data for this measure. The actual percent for this year is 

presumed to be an anomaly heavily impacted by conditions of the COVID-19 pandemic and 

may not continue in future years.

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

school engagement of students served by the grants.

Year Target Actual

2020 Not Available

2021

2022

Additional information: School closures due to the COVID-19 pandemic significantly 

limited the extent to which grantees were able to administer the school climate surveys that 

would have collected the 2020 data for this measure. The impact was so significant that no 

2020 performance data for this measure were submitted by any of the 15 Project Prevent 

grantees. The Department anticipates that at least partial data for 2021 will be available at 

the end of calendar year 2021. Targets for subsequent years will be established at that 

time.

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

family engagement and grantee engagement with community-based organization(s), as 

defined and measured by the grantee.

Year Target Actual

2020 Not Available

2021

2022
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-18

Additional information: School closures due to the COVID-19 pandemic significantly limited 

the extent to which grantees were able to administer the school climate surveys that would have 

collected the 2020 data for this measure. The impact was so significant that no 

2020 performance data for this measure were submitted by any of the 15 Project Prevent 

grantees. The Department anticipates that least partial data for 2021 will be available at the end 

of calendar year 2021. Targets for subsequent years will be established at that time.

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.

2014 Cohort of 5-Year LEA School Climate Transformation Grants

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 936 920 69 64

2019 1,077 572 79 68

Additional information: 2019 actuals reflect preliminary performance data based on 50 of 

70 grantees that have so far submitted final performance reports for the final performance 

period that extended into 2020. Declining performance is likely due to the COVID-19 crisis.

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 662 671 55 47

2019 682 458 57 42
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D-19

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

required for this measure and 2015 was the first project year. 2019 actuals reflect preliminary 

performance data based on 47 of 70 grantees that have so far submitted final performance 

reports for a final performance period that extended into 2020. Declining performance likely is 

due to the COVID-19 crisis. 

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 495 515 50 40

2019 520 353 53 51

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

required for this measure and 2015 was the first project year. 2019 actuals reflect preliminary 

performance data based on 48 of 70 grantees that have so far submitted final performance 

reports for a final performance period that extended into 2020. Declining performance likely is 

due to the COVID-19 crisis.

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 719 781 61 53

2019 804 516 63 44

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

required for this measure and 2015 was the first project year. 2019 actuals reflect preliminary 

performance data based on 50 of 70 grantees that have so far submitted final performance 

reports for a final performance period that extended into 2020. Declining performance is likely

due to the COVID-19 crisis.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-20

2019 Cohort of 5-Year LEA School Climate Transformation Grants

Measure: The number and percentage of schools annually that are implementing a multi-tiered 

system of support framework with fidelity.

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2020 305 45%

2021 314 48%

2022 323 51

Additional information: 2020 actuals reflect preliminary performance data based on 56 of 

69 grantees that have so far submitted data for this measure.

Measure: The number and percentage of schools annually that are implementing opioid abuse 

prevention and mitigation strategies.

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2020 196 42%

2021 202 45%

2022 208 48

Additional information: 2020 actuals reflect preliminary performance data based on 48 of 

69 grantees that have so far submitted data on this measure.

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

suspensions and expulsions related to possession or use of alcohol. 

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2020 281 61%

2021 289 64%

2022 298 67 

Additional information: 2020 actuals reflect preliminary performance data based on 49 of 

69 grantees that have so far submitted data on this measure.
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Measure: The number and percentage of schools that report an annual decrease in 

suspensions and expulsions related to possession or use of other drugs.

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2020 288 57%

2021 297 60%

2022 306 63

Additional information: 2020 actuals reflect preliminary performance data based on 66 of 

69 grantees that have so far submitted data on this measure.

Measure: The number of training and/or technical assistance events to support implementing 

with fidelity provided annually by LEAs to schools implementing a multi-tiered system of support.

Year Target Actual

2020 2,173

2021 2,178

2022 2,183

Additional information: 2020 actuals reflect preliminary performance data based on 66 of 

69 grantees that have so far submitted data for this measure.

Measure: The number and percentage of schools annually that report an improved school 

climate based on the results of the ED School Climate Surveys or similar tool.

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2020 186 36%

2021 205 46%

2022 226 56

Additional information: 2020 actuals reflect preliminary performance data based on 47 of 

69 grantees that have so far submitted data for this measure.

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.
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2014 Cohort of 5-Year SEA School Climate Transformation Grants

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 3,369

2019 3,537 3,187

Additional information: Numbers in the chart reflect trainings only. 2019 actuals reflect 

preliminary performance data based on 9 of 12 grantees that have so far submitted final 

performance reports for a final performance period that extended into 2020.

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 704 802 100 98

2019 818 648 100 96

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

required for this measure and 2015 was the first project year. 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. 2019 actuals reflect preliminary performance data 

based on 9 of 12 grantees that have so far submitted final performance reports for a final 

performance period that extended into 2020. Worsening performance (both when 2019 actual 

data are compared to 2018 actual data and to falling short of 2019 targets) is almost certainly 

due to the COVID-19 crisis.
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School safety national activities

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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 1,064 67 57

2019 1,170 841 63 40

Additional information: There are no 2015 data for this measure because most grantees 

waited until after the 2015-2016 school year to report initial results concurrently for all these 

measures. 2019 actuals reflect preliminary performance data based on 9 of 12 grantees that 

have so far submitted final performance reports for a final performance period that extended into 

2020. Worsening performance (both when 2019 actual data are compared to 2018 actual data 

and to falling short of 2019 targets) is almost certainly due to the COVID-19 crisis.

2018 Cohort of SEA School Climate Transformation Grants

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

Climate Transformation Grant Program to assist LEAs in implementing a multitiered behavioral 

framework.

Year Target Actual

2019 1,273

2020 1,350 2,877

2021 2,963

2022 3,052

Additional Information: Actuals for 2019 are based on data from 12 of 14 grantees; 

2020 actuals are based on data from all 14 grantees. By the end of the 2020 (year 2) 

performance period, the grantees were much further along than year 1 in the implementation of 

their projects. Coincidentally that second year was when the COVID-19 pandemic resulted in a 

significant pivot from in-person to virtual training and technical assistance events. The change 

allowed for a significant increase in the number of those events. Finally, for year 1, some 

grantees unfortunately reported data that could not be aggregated and used for this measure. 

For example, reporting the number of hours of training and technical assistance provided, rather 

than a comparable unit of measure of the number of events. These factors explain why the 

actual data from 2019 to 2020 more than doubled.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-24

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

2019 374 23%

2020 468 2,925 25% 52

2021 3,071 57

2022 3,224 62

Additional Information: Actuals for 2019 are based on data from 10 of 14 grantees; 

2020 actuals are based on data from all 14 grantees. As for the previous measure, by the end of 

the 2020 performance period the grantees were much further along than year 1 in the 

implementation of their projects and hiring project staff. Additionally, due to COVID-19, the shift 

to virtual training and technical assistance allowed for more schools to receive training and 

technical assistance, and leverage the number and percentage of schools that implemented a 

multitiered behavioral framework.

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 with fidelity.

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2019 981 25%

2020 55 1,412 20% 35

2021 1,454 40

2022 1,498 45

Additional information: 2019 actuals reflect performance data from 14 of 14 grantees, 

including data reported too late to have been included in the Department’s 2021 Congressional 

Budget Justification and presented here for the first time. Note: 2020 targets were established 

on the basis of the original, lower 2019 actuals. Targets have been reset starting with 2021, 

based on 2020 actuals. 2020 actuals reflect preliminary data based on 12 of 14 grantees. Due 

to COVID-19 disruptions, two grantees were approved for additional time to submit data for this 

measure. Based on the experience of the 2014 cohort of LEA School Climate Transformation 

Grants, the ability to implement with fidelity generally increases over time and as more schools 

are trained. This helps explain the significant increase in 2020 performance over 2019 on this 

measure.
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School safety national activities

D-25

Grants to States for Emergency Management (GSEM)

Goal: To improve the quality of school emergency operations plans (EOPs).

Objective: Increase the capacity of SEAs to provide training and technical assistance to LEAs 

for the development and implementation of high-quality school EOPs.

Measure: The number of training events provided by the GSEM program to assist LEAs in the 

development and implementation of high-quality school emergency operations plans (EOPs).

Year Target Actual

2019 229

2020 260 1,051

2021 290

2022 320

Additional information: Actuals for 2019 and 2020 are based on data from all 10 GSEM 

grantees. However, three grantees experienced significant hiring delays in 2019 and provided 

no trainings at all that year; consequently, the strong increase shown in 2020, when all grantees 

were conducting trainings, may not continue, even with the shift to virtual trainings during the 

pandemic. Moreover, in years 3, 4 and 5, it is anticipated that more grantees will be investing 

significantly more resources into developing their long-term, internal capacity to provide training 

and technical assistance beyond the period of funding (see next measure). Therefore, in future 

years, the total number of trainings provided annually is not likely to be as high as the total 

provided in Year 2. Accordingly, the targets for future years reflect the desired outcome of a 

minimum annual increase of 30 training events based on the original 2020 target of 260.

Measure: The extent to which the GSEM program expands the capacity of the SEAs to provide 

training and technical assistance to LEAs for the development and implementation of highquality school EOPs.

Year Target Actual

2019 7

2020 10 9

2021 10

2022 10

Additional information: Actuals for 2019 and 2020 are based on data from all 10 GSEM 

grantees.
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School safety national activities

D-26

Mental Health Services Professional Demonstration Grants 

Goal: To demonstrate innovative partnerships to train school-based mental health 

services providers for employment in schools in high-need LEAs including by providing 

opportunities to place graduate students of IHEs in school-based mental health fields 

into these schools to complete required field work, credit hours, internships, or related 

training as applicable for the degree, license, or credential program of each student. 

Objective: Expand the pipeline of high-quality, trained providers to address the shortages of 

mental health service professionals in schools served by high-need LEAs.

Measure: The unduplicated number of school-based mental health services providers 

employed by schools and LEAs as of the date for each annual reporting period of the 

grant who have been trained and placed by the grant to provide school-based mental 

health services.

Year Target Actual

2020 27

2021 34

2022 43

Additional information: 2020 actuals reflect preliminary performance data based on 6 of 

27 grantees that have so far submitted data for this measure.

Measure: The number of school-based mental health services providers employed by schools 

and LEAs retained on an annual basis by a high-need local educational agency to provide 

school-based mental health services.

Year Target Actual

2020 6

2021 8

2022 10

Additional information: 2020 actuals reflect preliminary performance data based on 6 of 

27 grantees that have so far submitted data for this measure.

School-Based Mental Health Services Grant Program (SBMH)

Goal: To increase the number of counselors, social workers, psychologists, or other 

service providers who provide school-based mental health services to students.

Objective: To increase the number of qualified school-based mental health service 

providers in LEAs with demonstrated need.

The Department will have baseline data later in 2021 on the following measures for the 

2020 cohort of School-Based Mental Health Services Grants:
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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D-27

• The number of school-based mental health service providers recruited as a result of the 

grant.

• The number of school-based mental health service providers retained as a result of the 

grant.

• The reduction in the ratio of students to mental health service providers for each LEA 

with demonstrated need served by the grant.

• The increase in the number of school-based mental health service providers hired 

annually for each LEA with a demonstrated need served by the grant compared with the 

average number of such providers hired in each LEA in the 5 years prior to receiving the 

grant.

• The reduction in the annual attrition rate of school-based mental health service 

providers for each LEA with a demonstrated need served by the grant compared with 

the average attrition rate of such providers in each LEA in the 5 years prior to receiving 

the grant.

Other Performance Information

In June 2018, the Department released the report, “Collaboration for Safe and Healthy Schools: 

Study of Coordination Between School Climate Transformation Grants and Project AWARE,” 

which examined how States and districts that participated in both School Climate 

Transformation Grants (Department of Education, 2014 cohorts) and Project AWARE 

(Department of Health and Human Services) reported coordinating services and supports. 

Key findings, based on telephone interviews with 36 State and local grantees, include:

• Grantee coordination involved joint training, coordinated planning, communication, and the 

development of shared organizational structures. Most grantees (69 percent) reported at 

least a moderate level of coordination.

• The most commonly reported (75 percent) coordination improvement was better integration 

of efforts to improve school climate with mental health services (e.g., by training staff in 

student identification and referral practices).

• Districts most often described limited resources (including time, staff, or funds) as an 

obstacle to coordination, whereas States more often reported lacking common goals or 

understanding and having different philosophies.

• Planning activities that grantees stated they wished they had done differently included 

establishing a team as soon as feasible, leveraging existing teams, clarifying goals early on, 

and mapping resources to determine which services and strategies were already in place to 

avoid redundancies.
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D-28

• Lessons learned about communication included the importance of messaging, helping 

stakeholders understand the need for and goals of the grant, and connecting these goals to 

the district’s mission and other initiatives and strategies.
H. SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-29

Promise neighborhoods

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

(dollars in thousands)

FY 2022 Authorization: To be determined 1

Budget Authority: 

2021

Appropriation

2022

Request

Change from

2021 to 2022

$81,000 $91,000 +$10,000

1 The GEPA extension expires September 30, 2021; reauthorizing legislation is sought for FY 2022.

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.

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 

challenges, 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 under Title I, Part A of the Elementary and 

Secondary Education Act, as amended (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 

in-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 pipeline services; and (3) continuously evaluating and 

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

their first-year awards and at least 25 percent of their second-year awards for planning activities
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Promise neighborhoods

D-30

related to developing and implementing pipeline services. In addition, grantees must secure 

matching funds from other Federal, State, local, and private sources in an amount of at least 

100 percent of their grant awards.

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 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)

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

2018.............................................................. 78,254

2019.............................................................. 78,254

2020.............................................................. 80,000

2021.............................................................. 81,000

FY 2022 BUDGET REQUEST

The Administration requests $91 million for Promise Neighborhoods, a $10 million increase over 

the 2021 appropriation, as part of its broader initiative to expand infrastructure for communityschool partnerships. The request would support continuation awards for the 2018 and 2021 

cohorts and a $33 million competition for new grants. This new investment is fully aligned with 

President Biden’s Executive Order on Advancing Racial Equity and Support for Underserved 

Communities Through the Federal Government, which calls for “a comprehensive approach to 

advancing equity for all, including people of color and others who have been historically 

underserved, marginalized, and adversely affected by persistent poverty and inequality.” 

Promise Neighborhoods, which typically provides grants of $6 million annually for up to 5 years, 

is unique in supporting the full scope and scale of activities needed, in the words of the 

Executive Order, to “address the historic failure to invest sufficiently, justly, and equally in 

underserved communities, as well as individuals from those communities.”
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Promise neighborhoods

D-31

The new investment will also support the Administration’s efforts to support community violence 

intervention strategies to reduce gun violence that disproportionately impacts underserved 

communities of color. Community violence is a risk factor for experiencing an adverse childhood 

experience (ACE) such as abuse, neglect, or witnessing violence, or having an incarcerated 

family member, and can lead youth to disconnect from school, further perpetuating a cycle of 

community violence. Promise Neighborhood pipeline services such as those that help youth 

make transitions, prepare them for the workforce, and provide mental health support help keep 

youth strongly connected to school and contribute to a reduction in community violence. 

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2020 2021 2022

Grants

Number of new awards 0 5-6 5-6

Funding for new awards 0 $37,250 $32,952

Number of continuation awards 13 7 12-13

Funding for continuation awards $70,570 $40,525 $54,823

 Funding for extensions (section 4623(b) of ESEA) $6,000 0 0 Grants 

Number of extensions 3 0 0

National Activities

National Activities 

Technical assistance/Data assistance $2,022 $3,079 $3,079 National Activities 

Peer review of new award applications 0 $146 $146 National Activities 

National evaluation $1,408 0 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. While the Department did not 

reserve funds for this purpose from Promise Neighborhoods in fiscal year 2020, it may do so in fiscal years 2021 and 

2022.

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

goals, objectives, measures, and performance targets and data. Achievement of program 

results is based on the cumulative effect of the resources provided in previous years, and those 

requested in fiscal year 2022 and future years, as well as the resources and efforts invested by 

those served by this program. The Department will be reviewing GPRA program performance 

goals, objectives, and measures for Promise Neighborhoods for possible revision in future years 

to ensure alignment with Administration policy.
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D-32

Through its data and evaluation assistance contract, the Department continues to assist

grantees in refining grantee performance measures, collecting and analyzing data, and meeting 

reporting requirements. Such technical assistance has resulted in improved consistency in 

reporting among grantees; as a result, the Department is able to report aggregate performance 

data for this program on virtually all performance measures.

Each grantee sets its own performance targets for each measure, in cooperation with the 

Department, based on the specific neighborhoods they serve; the program does not set 

aggregate performance targets because of the varying contexts in which each grantee is 

carrying out its project. The Department expects to have 2020 data in fall 2021.

Measure: Percentage of children from birth to kindergarten entry who have a place where they 

usually go, other than an emergency room, when they are sick or in need of advice about 

their health.

Year 2016 Cohort Actual

2017 72%

2018 82

2019 73

2020

Additional information: Data for this measure are collected through a neighborhood survey 

conducted by the grantee or a contractor on behalf of the grantee. All surveys were conducted 

via in-person interviews by trained staff; however, staff conduct surveys in different years for 

different grantees. Therefore, the trend from 2017 to 2019 should be interpreted with caution. 

The Department discontinued this measure for the 2017 cohort.

Measure: 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.

Year 2016 Cohort Actual 2017 Cohort Actual

2017 45%

2018 35 43%

2019 51 43

2020

2021

2022

Additional information: In general, data collection for this measure is difficult for grantees 

because assessments are inconsistent across multiple service providers, and some service 

providers do not use multi-domain assessments. In the 2019 reporting year, all 2016 and 2017 

grantees reported data for this measure. Only one 2018 grantee reported data for this measure, 

so the Department has not included that cohort in this table.
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Measure: Percentage of students at or above grade level according to State reading or 

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

once in high school).

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2017 29%

2018 31 42%

2019 35 42 26%

2020

2021

2022

Measure: 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 and once in 

high school).

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2017 21%

2018 23 33%

2019 25 32 18%

2020

2021

2022

Measure: Chronic Absenteeism rate of students in 6th, 7th, 8th, and 9th grade.

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2017 31%

2018 27 22%

2019 30 24 42%

2020

2021

2022

Measure: Average daily attendance rate of students in 6th, 7th, 8th, and 9th grade.

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2017 89%

2018 89 90%

2019 92 91 83%

2020

2021

2022
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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D-34

Measure: Graduation rate.

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2017 73%

2018 80 77%

2019 78 81 67%

2020

2021

2022

Measure: Percentage of students who enroll in a 2-year or 4-year college or university after 

graduation.

Year 2016 Cohort Actual 2017 Cohort Actual

2017 42%

2018 44 54%

2019 53 56

2020

2021

2022

Additional information: All 2016 grantees and three out of four 2017 grantees reported data for 

this measure in the 2019 reporting year. 

Measure: Percentage of children who consume five or more servings of fruits and 

vegetables daily.

Year 2016 Cohort Actual 2017 Cohort Actual

2017 21%

2018 29 23%

2019 30 28

2020

2021

2022

Additional information: All 2016 and 2017 grantees reported data for this measure in the 2019 

reporting year. Data from the 2018 cohort are not yet available. 

Measure: Percentage of students who feel safe at school and traveling to and from school.

Year 2016 Cohort Actual 2017 Cohort Actual

2017 78%

2018 70 70%

2019 66 54

2020

2021

2022
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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D-35

Additional information: All 2016 and 2017 grantees reported data for this measure in the 2019 

reporting year. Data from the 2018 cohort are not yet available. 

Measure: Student mobility rate.

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2017 23%

2018 22 14%

2019 16 12 36%

2020

2021

2022

Additional information: The student mobility rate is calculated by dividing the total number of 

new student entries and withdrawals at a school, from the day after the first official enrollment 

number is collected through the end of the academic year, by the first official enrollment number 

of the academic year. Four 2016 grantees, all 2017 grantees, and two 2018 grantees reported 

data for this measure in the 2019 reporting year.

Measure: The percentage of family members who report that they read to their child three or 

more times a week.

Year 2016 Cohort Actual

2017 60%

2018 71

2019 57

2020

2021

2022

Additional information: Data for this measure are collected through a neighborhood survey 

conducted by the grantee or a contractor on behalf of the grantee. All surveys were conducted 

via in-person interviews by trained staff; however, staff conduct surveys in different years for 

different grantees. Therefore, the trend from 2017 to 2019 should be interpreted with caution. 

For the 2017 cohort and beyond, this measure was revised to include the percentage of parents 

who encourage their children to read to themselves (see below).

Measure: The percentage of parents or family members that read to their children or encourage 

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

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

Year 2017 Cohort Actual

2018 60%

2019 69

2020

2021

2022
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D-36

Additional information: Three 2017 grantees reported data for this measure in the 2019 

reporting year. Data for the 2018 cohort are not yet available. 

Measure: For children in the ninth through twelfth grades, the percentage of parents or family 

members who report talking with their child about the importance of college and career.

Year 2016 Cohort Actual 2017 Cohort Actual

2017 82%

2018 86 84%

2019 75 91

2020

2021

2022

Additional information: Four 2016 grantees and three 2017 grantees reported data for this 

measure. Data for the 2018 cohort are not yet available. Data for this measure are collected 

through a neighborhood survey conducted by the grantee or a contractor on behalf of the 

grantee. All surveys were conducted via in-person interviews by trained staff; however, staff 

conduct surveys in different years for different grantees. Therefore, the trend from 2017 to 2019 

should be interpreted with caution. 

Measure: Percentage of students who have school and home access (and percentage of the 

day they have access) to broadband internet and a connected computing device.

Year 2016 Cohort Actual 2017 Cohort Actual

2017 82%

2018 95 95%

2019 91 97

2020

2021

2022

Additional information: Four 2016 grantees and all 2017 grantees reported data for this 

measure. Data for the 2018 cohort are not yet available. Despite relatively high rates of 

students with school and home access to broadband internet, grantees in rural areas in 

particular reported challenges such as students who could only access the internet at home 

using a cellular phone. 
H. SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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Full-service community schools

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

(dollars in thousands)

FY 2022 Authorization: To be determined 1

Budget Authority: 

2021

Appropriation

2022

Request

Change from

2021 to 2022

$30,000 $443,000 +$413,000

1 The GEPA extension expires September 30, 2021; reauthorizing legislation is sought for FY 2022.

PROGRAM DESCRIPTION

The Full-Service Community Schools program (FSCS) provides 5-year 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 make available 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 support and 

positively impact communities experiencing the effects of concentrated poverty on students and 

families. The program targets public elementary or secondary schools that provide such 

supports to children and families in high-poverty 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 is not permitted to consider an applicant’s ability to secure matching funds when 

making funding decisions. To increase the probability of positive impacts 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.
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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

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

2018.............................................................. 10,000

2019.............................................................. 17,500

2020.............................................................. 25,000

2021.............................................................. 30,000

FY 2022 BUDGET REQUEST

The Administration requests $443 million for FSCS, a $413 million increase over the fiscal year 

2021 appropriation. This significant increase in funding reflects the growing recognition that 

students and families in high-poverty communities historically have had less access to the 

comprehensive social, emotional, and mental health services and supports they need to 

succeed. Community schools have and will continue to play a critical role in providing 

comprehensive wrap-around services during and after the COVID-19 pandemic. The FSCS 

program provides a well-established, scalable model for enabling schools in underserved 

communities to provide the full range of supports and services to meet the needs of students 

from low-income backgrounds who suffered disproportionately from the impact of the pandemic. 

This substantial increase in funds also fully aligns with President Biden’s Executive Order on 

Advancing Racial Equity and Support for Underserved Communities Through the Federal 

Government, which calls for “a comprehensive approach to advancing equity for all, including 

people of color and others who have been historically underserved, marginalized, and adversely 

affected by persistent poverty and inequality.” The Partnership for the Future of Learning, which 

has developed a Community Schools Playbook as a guide to selecting an implementing 

community schools strategies, describes community schools as a “core element of an equity 

strategy:”

All children and families benefit from access to resources, opportunities, and 

supports to advance learning and healthy development. Community schools can 

address systemic barriers that limit opportunities for students and families—often 

based on race and class—ensuring fair access to the supports that will prepare 

students for future success. By tapping into a community’s assets and culture—

from nonprofits to museums to businesses—community schools bring powerful 

learning opportunities to schools that are under-resourced, and which may have 

narrowed the curriculum in response to fiscal constraints and testing pressures.

In doing so, they help reduce the achievement gap—the inequalities in students’ 

performance on test scores, grades, and other observable school outcomes that 

result in part from a lack of access.1

There is growing evidence that the components of evidence-based community schools—

integrated student supports, expanded learning time opportunities, family and community 

engagement, and collaborative leadership— in concert contribute meaningfully to improved 

1 https://communityschools.futureforlearning.org/assets/downloads/community-schools-playbook.pdf.
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student outcomes and school performance. For example, a 2017 study from the Learning Policy 

Institute, Community Schools as an Effective School Improvement Strategy: A Review of the 

Evidence, concluded that “Ample evidence is available to inform and guide policymakers, 

educators, and advocates interested in advancing community schools, and sufficient research 

exists to meet the ESSA standard for an evidence-based intervention.1 Additionally, a 

2020 study from the Rand Corporation, Illustrating the Promise of Community Schools: An 

Assessment of the Impact of the New York City Community Schools Initiative, concluded that 

community schools in New York City had a positive impact on student attendance, on-time 

grade progression, high school graduation rates, a reduction in disciplinary incidents for 

elementary and middle school students, math achievement, credit accumulation for high school 

students, shared responsibility for student success at elementary and middle schools, and 

students' sense of connectedness to adults and peers for elementary and middle school 

students.2

The request would build on this success through a dramatic expansion of the Full-Service 

Community Schools program that would provide nearly $400 million in new awards in fiscal year 

2022. These new 5-year grants would support the creation of an estimated 800 new community 

schools serving up to 2.4 million additional students, family members, and community members.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2020 2021 2022

Number of new awards 19 0 99 - 399

Funding for new awards $8,989 0 $398,833

Range of awards $268 - $500 0 $1,000 - $4,000

Number of continuation awards 23 42 42

Funding for continuation awards $16,011 $30,000 $43,167

Peer review of new award applications 0 0 $1,000

NOTES: 

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

FSCS, and to pool such funds for use in evaluating any ESEA program. While the Department did not reserve funds 

from the FSCS program for this purpose in fiscal year 2020, it may do so in fiscal years 2021 and 2022.

New awards in fiscal year 2020 were funded from the fiscal year 2019 slate.

1 https://learningpolicyinstitute.org/sites/default/files/productfiles/Community_Schools_Effective_REPORT.pdf.

2 Johnston, William R., John Engberg, Isaac M. Opper, Lisa Sontag-Padilla, and Lea Xenakis, Illustrating 

the Promise of Community Schools: An Assessment of the Impact of the New York City Community 

Schools Initiative. City of New York, 2020. https://www.rand.org/pubs/research_reports/RR3245.html.
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PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

goals, objectives, measures, and performance targets and data. Achievement of program 

results is based on the cumulative effect of the resources provided in previous years, and those 

requested in fiscal year 2022 and future years, as well as the resources and efforts invested by 

those served by this program. The Department will be reviewing GPRA program performance 

goals, objectives, and measures for Full-Service Community Schools for possible revision in 

future years to ensure alignment with Administration policy. In particular, the Department 

anticipates developing a more comprehensive set of measures for the fiscal year 2022 cohort of 

grantees that includes such elements as the types of services provided and the impact on 

outcomes for students and families.

The following performance measure is the only measure in use for current grantees.

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

year of the project period.

Year Target Actual

2017 100% 107%

2018 100 101

2019 100 99

2020 100

2021 100

2022 100

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 and families, or community 

members.