Department of Education

SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Fiscal Year 2021 Budget Request

CONTENTS

Page

Summary of request: 

Appropriations Language ........................................................................................................ E-1

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

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

Summary of Changes ............................................................................................................. E-4

Authorizing Legislation............................................................................................................ E-5

Appropriations History............................................................................................................. E-6

Significant Items in FY 2020 Appropriations Reports............................................................... E-7

Summary of Request ............................................................................................................ E-10

Activities: 

School safety national activities ........................................................................................ E-12

Promise neighborhoods.................................................................................................... E-24

Full-service community schools ........................................................................................ E-33

SAFE SCHOOLS AND CITIZENSHIP EDUCATION

E-1 

Appropriations Language

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

$210,000,000: Provided, That $105,000,000 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 $25,000,000 shall be 

available for section 4625: 3 Provided further, That $80,000,000 shall be available through 

December 31, 2020, for section 4624, of which $6,000,000 shall be for additional two-year 

extension awards to grantees that received such awards in fiscal year 2018 4.] (Department of 

Education Appropriations Act, 2020.)

NOTES 

The appropriations language for the Safe Schools and Citizenship Education account is deleted because the fiscal 

year 2021 President’s Budget Request would consolidate most formula and competitive grant programs authorized 

by the Elementary and Secondary Education Act, as amended, and related programs, into an Elementary and 

Secondary Education for the Disadvantaged Block Grant in a new Improving Elementary and Secondary Education 

account.

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.
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Analysis of Language Provisions and Changes

Language Provision Explanation

1[For carrying out activities authorized by 

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

ESEA, $210,000,000: Provided, That 

$105,000,000 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 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 $25,000,000 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 $80,000,000 shall 

be available through December 31, 2020, for 

section 4624, of which $6,000,000 shall be 

for additional two-year extension awards to 

grantees that received such awards in fiscal 

year 2018.]

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); gives the 

Department an additional 3 months beyond 

the end of fiscal year 2020 to obligate these 

funds; and requires that $6,000,000 of this 

amount be used for 2-year extension awards 

for 2011 and 2012 grantees that received 

extension awards in 2018. 
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Appropriation, Adjustments, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2019 2020 2021 

Discretionary:

Discretionary Appropriation.................................................... $190,754 $210,000 0

Discretionary Total, discretionary appropriation................. 190,754 210,000 0
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Summary of Changes

(dollars in thousands)

2020............................................................................................. $210,000

2021............................................................................................. 0

Net change............................................................ -210,000

Decreases: 2020 base

Change 

from base

Program:

Program Eliminate separate funding for the programs in this account 

because the fiscal year 2021 President’ Budget Request 

would consolidate most elementary and secondary formula 

and competitive grant programs into an Elementary and 

Secondary Education for the Disadvantaged Block Grant 

(ESED Block Grant) in a new Improving Elementary and 

Secondary Education account. The ESED Block Grant 

would provide States with more flexible resources to allow 

them to determine how best to serve their students. $210,000 -$210,000

Net change -210,000
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Authorizing Legislation

(dollars in thousands)

Activity

2020

Authorized

Footnote

2020 

Estimate

2021

Authorized

footnote

2021

Request

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

section 4631) $5,0001, 2 $105,000 $5,0001, 2 0

Promise neighborhoods (ESEA IV-F, Subpart 2, 

section 4624)) (2, 3) 80,000 (2, 3) 0

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

section 4625)) (2, 3) 25,000 (2, 3) 0

Total definite authorization 5,000 5,000

Total appropriation 210,000 0

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 applies through September 30, 2021.

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.
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Appropriations History

(dollars in thousands)

Year

Budget 

Estimate 

to Congress

House 

Allowance

Footnote Senate 

Allowance

Footnote

Appropriation

Footnote

2012 $1,781,132 $65,0001 $270,4631 $255,753

2013 1,447,539 108,4872 259,5892 242,375

2014 1,831,673 N/A3 330,4814 270,892

2015 1,463,370 N/A3 270,8925 223,315

2016 349,561 56,7546 120,3146 244,815

2017 228,000 63,2547 143,3547 151,2547

2018 134,857 138,0008 131,2548 185,754

2019 43,000 185,7549 190,7549 190,7549

2020 200,000 320,000 183,25410 201,00010

2021 0

1 The level for the House allowance reflects an introduced bill; the level for the Senate allowance reflects 

Senate Committee action only. 2 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. 

3 The House Allowance is shown as N/A because there was no Subcommittee action. 4 The level for the House allowance reflects the House-passed full-year continuing resolution. 5 The level for the Senate allowance reflects Senate Subcommittee action only.

6 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. 7 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. 8 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). 9 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). 10 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further 

Consolidated Appropriation Act, 2020 (P.L. 116-94).
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Significant Items in FY 2020 Appropriations Reports

School Safety Clearinghouse and Mental Health Services for Students 

Managers’

Statement: The Department is directed to brief the Committees within 90 days of enactment 

of this Act on: (1) the progress made by the Department in identifying, assessing, 

and disseminating evidence-based approaches to maintaining safe schools and 

positive learning environments for all students, including establishing a 

clearinghouse for such approaches; and (2) improving and expanding access to 

mental health services for students.

Senate: The Committee requests a briefing for the Committees on Appropriations of the 

House of Representatives and the Senate within 90 days of enactment on: 

(1) the progress made by the Federal government in identifying, assessing, and 

disseminating evidence-based approaches to maintaining safe schools and 

positive learning environments for all students, including establishing a 

clearinghouse for such approaches; and (2) improving and expanding access to 

mental health services for students.

Response: The Department plans to brief the Committees consistent with the request and 

within the 90-day deadline.

School-Based Mental Health Services Grants 

Managers’

Statement: For fiscal year 2020, $10,000,000 is provided for awards to State educational 

agencies SEAs), local educational agencies (LEAs), or consortia of LEAs to 

increase the number of qualified, well-trained counselors, social workers, 

psychologists, or other mental health professionals that provide school-based 

mental health services to students. To promote the sustainability of these 

services, the Secretary shall require that awards include a 25 percent match from 

grantees and require that the awards do not supplant existing mental health 

funding. Within 90 days of enactment of this Act, the Department is directed to 

brief the Committees on plans for carrying out the competition. In addition, the 

Department shall provide notice to the Committees at least seven days before 

grantees are announced.

House: The Committee directs the Secretary to provide no less than $25,000,000 in 

awards to SEAs, LEAs, or consortia of LEAs to increase the number of welltrained school counselors, social workers, psychologists, or other mental health 

professionals qualified to provide school-based mental health services, and to 

require that the awards include a 25 percent match from grantees and not 

supplant existing mental health funding.

Response: The Department will conduct a 2020 discretionary grant competition consistent 

with the requirements of the report language. 
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Significant Items in FY 2020 Appropriations Reports – continued

Mental Health Services Professional Development Grants 

Managers’

Statement: The Department is directed to continue a demonstration project initiated in fiscal 

year 2019 to test and evaluate innovative partnerships to train school-based 

mental health professionals.

Response: The Department awarded 5-year demonstration grants in fiscal year 2019 and 

expects to make continuation awards for fiscal years 2020-2023, subject to the 

availability of funds. 

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, and 2019 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. The 

Department shall brief the Committees within 30 days of enactment of this Act on 

how it plans to carry out this directive.

Response: The Department is developing options for obtaining the information requested by 

the Committees and will schedule a briefing with the Committees to discuss 

those options in the near future.

Federal Commission on School Safety

House: The Committee directs the Department, within 30 days of enactment of this Act, 

to remove references to the report entitled: ‘‘Prior problem behavior accounts for 

the racial gap in school suspensions’’ from all materials on the Department’s 

website, guidance, or reports. Furthermore, the Committee directs the 

Department to reconsider the rescission of the 2014 ‘‘Rethink School Discipline’’ 

guidance.

Response: The Department stands by the Final Report of the Federal Commission on 

School Safety.
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Significant Items in FY 2020 Appropriations Reports – continued

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 not yet determined the number or size of competitions 

funded through programs in this account that will be carried out in fiscal year 

2020, but will explore options for incorporating the principles of trauma-informed 

care into the priorities and requirements used for any such competitions, as 

appropriate. 

Social and Emotional Learning 

Senate The Committee directs the Department to describe in the fiscal year 2021 

Congressional Justification plans for disseminating the Center to Improve Social 

and Emotional Learning and School Safety’s clearinghouse of evidence-based 

strategies to internal and external stakeholders, including SEAs and LEAs, and 

the Department’s plans for leveraging the Center’s knowledge of evidencedbased social and emotional learning strategies for supporting implementation of 

the Student Support and Academic Enrichment program and informing fiscal year 

2020 grant competitions.

Response: The Department will provide a briefing in early 2020 for the Appropriations 

Committees in response to a related directive in the House Appropriations 

Committee Report (under the Supporting Effective Instruction State Grants 

program in the School Improvement Programs account) that will include this 

information.
E-10

E-10

Click here for accessible version Summary of R equ est
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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Summary of Request

No funds are requested for the programs in the Safe Schools and Citizenship Education 

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

educational and developmental outcomes of children in distressed communities, and 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.

The 2021 Request would, instead, consolidate authority and funding for these activities into the 

Elementary and Secondary Education for the Disadvantaged (ESED) Block Grant. During initial 

implementation of the ESED Block Grant the Department would reserve sufficient funds to pay 

continuation awards to existing School Safety National Activities, Promise Neighborhoods, and 

Full-Service Community Schools grantees through the end of their approved project periods. In 

addition, the Department would have authority to reserve a portion of ESED Block Grant funds 

annually to meet the needs of Project SERV.
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Activities:

School safety national activities 

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

(dollars in thousands)

FY 2021 Authorization: $5,0001, 2

Budget Authority: 

2020

Appropriation

2021

Request

Change from

2020 to 2021

$105,000 0 -$105,000

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 applies through September 30, 2021.

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: 

• Schools 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 behavioral practices for improving school climate and 

behavioral outcomes for all students. Nearly all current projects include strategies to prevent 

and/or mitigate the effects of opioid abuse. 

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

break the cycle of violence, and reduce the incidence of aggressive and disruptive 

behaviors, 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 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

E-13

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.

• 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 Development 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, 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; and 

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)

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

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

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

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

2020...........................................................105,000
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

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FY 2021 BUDGET REQUEST

For fiscal year 2021, the request would consolidate the School Safety National Activities 

program into the proposed Elementary and Secondary Education for the Disadvantaged Block 

Grant (ESED Block Grant), which would combine nearly all currently funded formula and 

competitive grant programs authorized by the ESEA, as well as several related programs, into a 

single State formula grant program.

ESED Block Grant funds would be allocated by formula to SEAs and LEAs, which would have 

discretion to use their allocations for any authorized purpose of the consolidated programs, 

including all activities currently supported by SSNA. For more information on the ESED Block 

Grant, see the Improving Elementary and Secondary Education account.

During initial implementation of the ESED Block Grant the Department would reserve sufficient 

funds to pay continuation awards to existing SSNA grantees through the end of their approved 

project periods. In addition, the Department would have authority to reserve a portion of ESED 

Block Grant funds annually to meet the needs of Project SERV.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2019 2020 2021

School Climate Transformation Grants

School Climate Tr ansformati on Gr ants: 

SEA grant award funds (continuation) $9,573 $9,679 0 chool Climate Tr ansformati on Gr ants: 

LEA grant award funds (new) 42,385 0 0 School Climate Tr ansformati on Gr ants: 

LEA grant award funds (continuation) 0 43,755 0 School Climate Tr ansformati on Gr ants:

Peer review of new award applications 264 0 0

Technical assistance 3,750 3,750 0 School Climate Tr ansformati on Gr ants:

Total 55,972 57,184 0 School Climate Tr ansformati on Gr ants: 

Number of SEA awards (continuation) 14 14 0 School Climate Tr ansformati on Gr ants:

Range of SEA awards $490-$750 $491-$750 0 School Climate Tr ansformati on Gr ants:

Average SEA award $684 $691 0 School Climate Tr ansformati on Gr ants:

Number of LEA awards (new) 69 0 0

 Number of LEA awards (continuation) 0 69 0 School Climate Tr ansformati on Gr ants:

Range of LEA awards $204-$750 $207-$750 0 School Climate Tr ansformati on Gr ants: 

Average LEA award $614 $634 0
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

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Output Measures 2019 2020 2021

Project Prevent

Grant award funds (new) $11,369 0 0

Grant award funds (continuation) 0 $11,517 0

 Peer review of new award applications 85 0 0

Project Prevent Total 11,454 11,517 0 Project Prevent: 

Number of LEA awards (new) 15 0 0 Project Prevent: 

Number of LEA awards (continuation) 0 15 0 Project Prevent : 

Range of awards $310-$1,000 $384-$1,000 0 Project Prevent:

 Average award $758 $768 0

Grants to States for Emergency 

Management (GSEM) 

Grant award funds (continuation) $5,675 $5,825 0

Number of SEA awards (continuation) 10 10 0

 Range of awards $127-$750 $132-$750 0

Average award $568 $583 0

Mental Health Service Professional 

Development Grants (MHDG)

Grant award funds (new) $11,147 0 0

 Grant award funds (continuation) 0 $11,993 0

Peer review of new award applications 85 0 0

MHDG Total 11,232 11,993 0

Number of awards (new) 27 0 0

Number of awards (continuation) 0 27 0

Range of awards $193-$500 $143-$500 0

Average award $413 $444 0

School-Based Mental Health Services 

Grants (SBMHSG)

Grant award funds (new) 0 $9,975 0

Peer review of new award applications 0 25 0

SBMH SG Total 0 10,000 0

G Number of awards (new) 0 5 0

SG Average award 0 $1,995 0

National Center on Safe Supportive

Learning Environments $1,500 $1,500 0

Readiness and Emergency 

Management for Schools 

Technical Assistance Center $3,092 $3,100 0
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School safety national activities

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Output Measures 2019 2020 2021

Other data collection, dissemination,

outreach, and assistance $1,075 $125 0

School Emergency Response to 

Violence (Project SERV) $5,000 $3,756 0

NOTES: 

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 2019, but may do so in fiscal year 2020. 

In fiscal year 2021, grant continuation costs of approximately $96,966 thousand would be paid for from a reservation 

of funds under the ESED Block Grant for the following School Safety National Activities: SEA School Climate 

Transformation Grants ($9,672 thousand); LEA School Climate Transformation Grants ($43,747 thousand); National 

Technical Assistance Center on Positive Behavioral Interventions and Supports ($3,750 thousand); Project Prevent 

Grants ($11,566 thousand); Grants to States for Emergency Management $5,965 thousand); Mental Health Services 

Professional Development Grants ($12,291 thousand); and School-Based Mental Health Services Grants 

($9,975 thousand).

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 results is based on the 

cumulative effect of the Federal resources provided for the program as well as 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. Targets are set on a cohort 

by cohort basis.

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.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

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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 79

Additional information: The final year of data and should be available by the end of 2020.

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 57

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 final year of data (2019) 

should be available by the end of 2020.

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 53

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 final year of data (2019) 

should be available by the end of 2020.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

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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 63

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 final year of data (2019) 

should be available by the end of 2020.

2019 Cohort of 5-Year LEA School Climate Transformation Grants

The Department established similar performance measures for the 2019 cohort of LEA School 

Climate Transformation Grants and will have baseline data by the end of 2020.

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.

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

Additional information: Numbers in the chart reflect trainings only. The final year of data 

(2019) should be available by the end of 2020.
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School safety national activities

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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 818 100

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. 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. The final year of data (2019) should be available by 

the end of 2020.

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 63

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

waited until after the 2015-16 school year to report initial results concurrently for all these 

measures. The final year of data (2019) and should be available by the end of 2020.

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

2021 1,375
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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

2019 374 23%

2020 468 25%

2021 486 30

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 46 12%

2020 55 20%

2021 60 30

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

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 final year of data (2019) 

should be available by the end of 2020.
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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

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 final year of data (2019) 

should be available by the end of 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

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 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. 

The final year of data (2019) and should be available by the end of 2020.

2019 Cohort of Project Prevent Grants

The Department established similar performance measures for the 2019 cohort of Project 

Prevent Grants and expects to have baseline data in 2021.

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.
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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

2021 290

Additional information: Three grantees encountered significant hiring delays and provided no 

trainings at all during the 2019 project year; all grantees are expected to provide trainings in 

2020 and subsequent years. The 229 training events in 2019 assisted 1,614 LEAs.

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

2021 10

Additional information: During the first year of implementation (2019), and based on a 

common Capacity Assessment Tool, 7 of the 10 grantees demonstrated an increase in their 

capacity to provide technical assistance and training to school districts on developing highquality EOPs. None demonstrated a decrease; three scored identically to their baseline. 

Mental Health Services Professional Demonstration Grants 

The Department will have baseline data later in 2020 on the following measures for the

2019 cohort of Mental Health Services Professional Development Grants:

• The unduplicated number of school-based mental health services providers serving 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.

• The number of school-based mental health services providers employed by schools and 

LEAs retained on an annual basis by a high-need LEA to provide school-based mental 

health services.

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. 
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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.

• 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.
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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 2021 Authorization: (1) (2)

Budget Authority: 

2020

Appropriation

2021

Request

Change from

2020 to 2021

$80,000 0 -$80,000

1A 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. 2 The GEPA extension applies through September 30, 2021.

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

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)

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

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

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

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

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

FY 2021 BUDGET REQUEST

For fiscal year 2021, the Request would consolidate the Promise Neighborhoods program into 

the proposed Elementary and Secondary Education for the Disadvantaged Block Grant (ESED 

Block Grant), which would combine nearly all currently funded formula and competitive grant 

programs authorized by the ESEA, as well as several related programs, into a single State 

formula grant program. 

ESED Block Grant funds would be allocated by formula to State educational agencies and local 

educational agencies (LEAs), which would have discretion to use those funds for any authorized

purpose of the consolidated programs, including the provision of pipeline services that support 

educational success and career attainment from birth through entry into the workforce. For more 

information on the ESED Block Grant, see the Improving Elementary and Secondary

Education account.
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During initial implementation of the ESED Block Grant, the Department would reserve sufficient 

funds to pay continuation awards to existing Promise Neighborhoods grantees through the end 

of their approved project periods.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2019 2020 2021

Grants

Number of new awards 0 3-4 0

Funding for new awards 0 $16,523 0

Number of continuation awards 13 13 0

Funding for continuation awards $74,648 $53,847 0

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

Number of extensions 0 3 0

National Activities

National Activiti es 

Technical assistance/Data assistance $2,106 $2,022 0 National Activiti es 

Peer review of new award applications 0 $200 0 National Activiti es 

National evaluation $1,500 $1,408 0

NOTES:

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 2019, but may do so in fiscal year 2020.

Continuation costs of approximately $56,224 thousand would be provided under the fiscal year 2021 request for the 

ESED Block Grant.

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 

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

efforts invested by those served by this program.

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. In particular, such technical assistance has resulted in improved 

consistency in reporting among the 2016 cohort of grantees; as a result, the Department is able 

to report aggregate performance data for this program on virtually all performance measures.
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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.

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

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. Grantees set their own annual targets in their original 

applications; the program does not set aggregate performance targets. Since publishing the 

fiscal year 2020 Congressional Justification for this program, the Department received updated 

information from the 2016 cohort; therefore, the data reported for 2017 varies from what was 

reported in fiscal year 2020. 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

2020

Additional information: Three 2016 grantees reported data for this measure in 2018; of the 

three, one grantee improved performance in comparison to Year 1. Since publishing the fiscal 

year 2020 Congressional Justification for this program, the Department received updated 

information from the 2016 cohort; therefore, the data reported for 2017 varies from what was 

reported in fiscal year 2020. Two 2017 grantees reported data for this measure; they reported 

rates of kindergarten readiness of 51 and 43 percent. The remaining two grantees expect to 

report baseline data for this measure in 2020.
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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

2017 29%

2018 31 42%

2019

2020

Additional information: All grantees were able to report complete data on academic 

achievement. Proficiency in English language arts ranged from 19 to 56 percent in Year 2 for the 

2016 cohort. Three 2016 grantees showed an increase since Year 1. For the 2017 cohort, 

proficiency ranged from 30 to 59 percent.

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

2017 21%

2018 23 33%

2019

2020

Additional information: All grantees were able to report complete data on academic 

achievement. Proficiency in mathematics ranged from 13 to 46 percent in Year 2 for the 

2016 cohort. Four 2016 grantees showed an increase since Year 1. For the 2017 cohort, 

proficiency ranged from 20 to 45 percent.

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

Year 2016 Cohort Actual 2017 Cohort Actual

2017 31%

2018 27 22%

2019

2020

Additional information: Five 2016 grantees reported data for this measure; rates of chronic 

absenteeism in 2018 for this cohort ranged from 11 to 57 percent. Since publishing the fiscal 

year 2020 Congressional Justification for this program, the Department received updated 

information from the 2016 cohort; therefore, the data reported for 2017 varies from what was 

reported in fiscal year 2020. All 2017 grantees collected academic data to report on this 

measure. Rates of chronic absenteeism ranged from 19 percent to 24 percent for the 

2017 cohort. Grantees reported various challenges in addressing chronic absenteeism,

including difficulty working with students outside of school where many of the solutions were 

provided in afterschool programming. Two grantees included a discussion of factors related to 

progress on this measure. One used data to show racial disparities in chronic absenteeism are 
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widest in early middle schools and plans to focus solutions on this segment of the 

target population.

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

Year 2016 Cohort Actual 2017 Cohort Actual

2017 89%

2018 89 90%

2019

2020

Additional information: All grantees collected academic data to report on average daily 

attendance. Average daily attendance ranged from 79 percent to 96 percent for the 2016 cohort 

and 86 to 94 percent for the 2017 cohort. Two 2016 grantees showed a small improvement 

since Year 1, two grantees reported a small decline, and two reported no change. Grantees 

from the 2017 cohort reported various challenges related to attendance, including difficulty 

working with students outside of school where many of the solutions were provided in 

afterschool programming. Two grantees included a discussion of factors related to progress on 

this measure. One grantee identified safe transportation to school as a key factor for attendance 

and highlighted a partner working to improve safe passage and other conditions surrounding 

student arrival and dismissal times.

Measure: Graduation rate.

Year 2016 Cohort Actual 2017 Cohort Actual

2017 73%

2018 80 77%

2019

2020

Additional information: All 2016 grantees reported data for this measure in 2018, and five of 

the six had trending data to compare against Year 1. Four 2016 grantees demonstrated an 

increase in the graduation rate from Year 1 to Year 2. All 2017 grantees reported data for this 

measure. Graduation rates ranged from 68 percent to 94 percent. One grantee cautioned that 

the graduation rates reported may be misleading, given local tendency to graduate students 

who may not actually be prepared for college and career. Along the same lines, another grantee 

is focusing mainly on graduation rates disaggregated by major racial and ethnic groups, 

particularly groups who are traditionally underrepresented at colleges. 

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

2020
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Additional information: Four of the six 2016 grantees reported data on this indicator for Year 2. 

Enrollment in a 2- or 4-year college or university ranged from 28 to 61 percent of high school 

graduates in Year 2. Of the two grantees who reported trending data for this measure, one had 

improvement since Year 1. As with high school graduation, grantees expect increases in 

postsecondary success to emerge more slowly over time and to be largely a product of 

improvements made through earlier stages of the pipeline. As challenges, grantees mentioned 

barriers to getting students to take college testing preparatory courses. Three of four 

2017 grantees reported on enrollment in postsecondary institutions; the fourth is on track to 

begin reporting on this measure with the class of 2019.

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

2020

Additional information: Five 2016 grantees reported date in Year 2; percentages of students 

who consumed at least five servings of fruits and vegetables daily ranged from 17 to 46 percent. 

Two 2017 grantees fielded strong school climate surveys in Year 1 capable of producing reliable 

baseline data. While the other two grantees fielded surveys, challenges around response rates 

and recommended questions prevented reporting of reliable baseline data for this measure. 

Both grantees with baseline data in Year 1 reported 23 percent of students consume five or 

more servings of fruits and vegetables daily. Grantees see this result as a larger effort than just 

increased consumption of fruits and vegetables; they are working on more holistic health 

solutions that incorporate physical fitness and well-being and see education and awareness, 

including peer education, as a key strategy for improving health and nutrition in communities.

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

2020

Additional information: Five 2016 grantees reported Year 2 data for this measure; the 

percentage of students who report feeling safe at and traveling to school ranged from 39 to 

82 percent. Two grantees noted that recent shootings in their communities contributed to a drop 

in the percentage of students reporting that they feel safe at and traveling to school. Since 

publishing the fiscal year 2020 Congressional Justification for this program, the Department 

received updated information from the 2016 cohort; therefore, the data reported for 2017 varies 

from what was reported in fiscal year 2020. Two 2017 grantees fielded strong school climate 

surveys in Year 1 capable of producing reliable baseline data. While the other two grantees 

fielded surveys, challenges around response rates and recommended questions prevented 
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reporting of reliable baseline data for this measure. At baseline, the grantees reported that 

60 and 80 percent of students feel safe at and traveling to and from school. Grantees see the 

presence of caring adults as an important factor in improving student safety and are 

implementing solutions focused on mentoring, safe passage to school, and school 

resource officers.

Measure: Student mobility rate.

Year 2016 Cohort Actual 2017 Cohort Actual

2017 23%

2018 22 14%

2019

2020

Additional information: All grantees reported data for this measure. The student mobility 

ranged from 19 to 25 percent in Year 2 for the 2016 cohort. Among the six 2016 grantees, three 

had improvement (a decrease) in the mobility rate since Year 1, while the rest had increases of 

only 1 percentage point. For the 2017 cohort, the student mobility rate ranged from 9 to 

17 percent. Grantees have few specific solutions focused on reducing student mobility, and 

often report that this issue is outside the realm of their control. While they may not curtail 

student mobility due to wider economic conditions driving families out of the neighborhood, they 

can make student transitions as seamless and supported as possible, through tools like 

case management.

Measure: For children from birth to kindergarten entry, the percentage of parents or family 

members who report that they read to their child three or more times a week.

Year 2016 Cohort Actual 2017 Cohort Actual

2017 60%

2018 71

2019

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. Two 2016 grantees reported on this measure in Year 2. 

For the 2017 cohort, data collection methods varied considerably among the grantees; of the 

three grantees that provided data for this measure, 55 percent, 47 percent, and 79 percent of 

parents and family members surveyed reported reading to their children or encouraging their 

children to read.
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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

2020

Additional information: In 2018, percentages of parents or family members who reported that 

they talk to their children about the importance of college and career ranged from 86 to 

91 percent for the 2016 cohort and 65 to 99 percent for the 2017 cohort. Since publishing the 

fiscal year 2020 Congressional Justification for this program, the Department received updated 

information from the 2016 cohort; therefore, the data reported for 2017 varies from what was 

reported in fiscal year 2020. Most grantees cited family engagement as a key strategy to turn 

the curve on support for learning, particularly when talking to children about the importance of 

college and care. Grantees reported on solutions such as family college nights, family college 

tours, and financial aid classes for parents. At school, grantees acknowledged the importance of 

developing a college-going culture so that all students could see themselves taking that 

next step.

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

2020

Additional information: While five of the six 2016 grantees conducted a school climate survey 

in 2018, one did not include questions about internet access in the Year 2 survey. That grantee 

collects these data from the school district’s student survey but was not able to obtain 

Year 2 data in time for the reporting deadline. Percentages of students with broadband access 

ranged from 92 to 97 percent in Year 2 for the 2016 cohort. 
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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 2021 Authorization: (1) (2)

Budget Authority: 

2020

Appropriation

2021

Request

Change from

2020 to 2021

$25,000 0 -$25,000

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. 2 The GEPA extension applies through September 30, 2021.

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 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 impact 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 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)

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

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

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

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

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

NOTE: In fiscal year 2016, funds were provided under the Fund for the Improvement of Education Programs of 

National Significance in the Innovation and Improvement account.

FY 2021 BUDGET REQUEST

For fiscal year 2021, the Request would consolidate the FSCS program into the proposed 

Elementary and Secondary Education for the Disadvantaged Block Grant (ESED Block Grant), 

which would combine nearly all currently funded formula and competitive grant programs 

authorized by the ESEA, as well as several related programs, into a single State formula 

grant program. 

ESED Block Grant funds would be allocated by formula to State educational agencies and 

LEAs, which would have discretion to use those funds for any authorized purpose of the 

consolidated programs, including the provision of comprehensive, school-based academic, 

social, and health services to students, families, and community members. For more information 

on the ESED Block Grant, see the Improving Elementary and Secondary Education account.

During initial implementation of the ESED Block Grant, the Department would reserve sufficient 

funds to pay continuation awards to existing FSCS grantees through the end of their approved 

project periods.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2019 2020 2021

Number of new awards 8 18-19 0

Funding for new awards $3,755 $9,336 0

Number of continuation awards 27 23 0

Funding for continuation awards $13,608 $15,527 0

Peer review of new award applications $137 $137 0

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 2019, it may do so in fiscal year 2020.

Continuation costs of approximately $16,677 thousand would be provided under the fiscal year 2021 request for the 

ESED Block Grant.

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 

the cumulative effect of the Federal resources provided for the program as well as the resources 

and efforts invested by those served by the program.

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

year of the project period.

Year Target Actual

2016 100% 123%

2017 100 107

2018 100 101

2019 100

2020 100

2021 100

Additional information: All grantees must submit annual performance reports 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 2018, 
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101 percent of targeted individuals received services, meaning that grantees, overall, served 

more targeted individuals than planned.