Department of Education

SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Fiscal Year 2024 Budget Request

CONTENTS

Page

Appropriations Language.............................................................................................................. 1

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

Amounts Available for Obligation.................................................................................................. 3

Summary of Changes ................................................................................................................... 4

Authorizing Legislation.................................................................................................................. 5

Appropriations History................................................................................................................... 6

Significant Items in FY 2023 Appropriations Reports ................................................................... 7

Summary of Request .................................................................................................................... 9

Activities:

School safety national activities..............................................................................................10

Promise neighborhoods..........................................................................................................30

Full-service community schools..............................................................................................38

Account Summary Table.............................................................................................................43
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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Appropriations Language

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

[$457,000,000]$1,075,000,000, to remain available through December 31, [2023]2024: 

Provided, That [$216,000,000]$601,000,000 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 [$150,000,000 shall be 

available for section 4625:]$368,000,000 shall be available for section 4625, and up to 

$10,000,000 of such funds may be used for planning grants:3 Provided further, That the 

Secretary may use up to $25,000,000 of the funds in the preceding proviso for grants to local 

educational agencies to provide integrated student supports designed to improve student social, 

emotional, physical, and mental health and academic outcomes:4 Provided further, That the 

Secretary may reserve up to 2 percent of the funds provided in the second proviso for technical 

assistance under section 4625 and to grantees funded under the preceding proviso:5 Provided 

further, That [$91,000,000]$106,000,000 shall be available for section 4624.6

(Department of Education Appropriations Act, 2023.)

NOTE

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

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

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Analysis of Language Provisions and Changes

Language Provision Explanation

1 ...Provided, That [$216,000,000]

$601,000,000 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 remain 

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 [$150,000,000 shall 

be available for section 4625:]$368,000,000 

shall be available for section 4625, and up to 

$10,000,000 of such funds may be used for 

planning grants:...

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), 

and allows up to $10 million to be awarded as 

planning grants. 

4...Provided further, That the Secretary may 

use up to $25,000,000 of the funds in the 

preceding proviso for grants to local 

educational agencies to provide integrated 

student supports designed to improve student 

social, emotional, physical, and mental health 

and academic outcomes:...

This language authorizes the use of 

$25 million of the amount available for FullService Community Schools to be used for 

grants to school districts to provide integrated 

student supports.

5...Provided further, That the Secretary may 

reserve up to 2 percent of the funds provided in 

the second preceding proviso for technical 

assistance under section 4625 and to grantees 

funded under the preceding proviso:...

This language allows the Secretary to reserve 

up to 2 percent of Full-Service Community 

Schools funds to provide technical assistance 

to grantees. 

6... That [$91,000,000]$106,000,000 shall be 

available 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).
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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Amounts Available for Obligation

(dollars in thousands)

Appropriation/Adjustments/Transfers 2022 2023 2024

Discretionary:

Discretionary Appropriation $361,000 $457,000 $1,075,000

Discretionary Total, discretionary appropriation $361,000 $457,000 $1,075,000
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Summary of Changes

(dollars in thousands)

2023 $457,000

2024 1,075,000

Net change +618,000

Increases: 2023 base

Change from 

base

Program:

Increase for School Safety National Activities to expand support 

for new grants under the mental health programs.

$216,000 +$385,000

Increase for Promise Neighborhoods to make new awards in 

fiscal year 2024 and incentivize applicants to incorporate 

community violence intervention (CVI) strategies into their 

proposed projects

91,000 +15,000

Increase for Full-Service Community Schools to provide 

students and families in low-income communities access to the 

comprehensive social, emotional, mental, and physical health, 

and academic services and supports they need to succeed. 

150,000 +218,000

Subtotal, increases +618,000
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Authorizing Legislation

(dollars in thousands)

Activity

2023

Authorized

2023

Appropriation

2024

Authorized

2024

Request

School safety national activities (ESEA IV-F, Subpart 

3, section 4631)

01, 2 $216,000 TBD2 $601,000

Promise neighborhoods (ESEA IV-F, Subpart 2, 

section 4624)

3 91,000 TBD2 106,000

Full-service community schools (ESEA IV-F, 

Subpart 2, section 4625)

3 150,000 TBD2 368,000

Total definite authorization 0 TBD

Total annual appropriation 457,000 1,075,000

Portion of request subject to reauthorization 1,075,000

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 expired September 30, 2021. Reauthorization for FY 2024 is expected through appropriations action. 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 AppropriationFootnote

20151 $1,463,370 N/A $270,892 $223,315

20162 349,561 $56,754 120,314 244,815

20173 228,000 63,254 143,354 151,254

20184 134,857 138,000 131,254 185,754

20195 43,000 185,754 190,754 190,754

20206 200,000 320,000 183,254 201,000

20217 0 219,000 210,000 217,000

20228 650,000 1,666,000 1,417,000 201,000

20239 693,000 1,708,000 442,000 457,000

2024 1,075,000

1 The House allowance is shown as N/A because there was no Subcommittee action. The level for the Senate 

allowance reflects Senate Subcommittee action only.

2 The levels for the 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.

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

bill; the Appropriation reflects the Consolidated Appropriations Act, 2017. 4 The level for the House allowance 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, 2018 (P.L. 115-141). 5 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). 6 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

Appropriation Act, 2020 (P.L. 116-94). 7 The level for the Senate Allowance reflects the Chairman’s mark; the Appropriation reflects Division H of the 

Consolidated Appropriations Act, 2021 (P.L. 116-260). 8 The House allowance reflects floor action; the Senate allowance reflects the Chair’s mark; and the Appropriation 

reflects Division H of the Consolidated Appropriations Act, 2022 (P.L. 117-103).

9 The House allowance reflects the regular annual FY 2023 appropriation, which was introduced on the floor; the 

Senate allowance reflects the Chair’s mark; and the Appropriation reflects the Consolidated Appropriations Act, 2023 

(P.L. 117-328).
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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Significant Items in FY 2023 Appropriations Reports

School Safety National Activities

House: The Committee notes that the School-Based Mental Health Services Grants 

program was created to award grants to SEAs, LEAs, or consortia of LEAs to 

increase the number of qualified, well-trained mental health professionals in 

schools. To achieve this critical goal, the Committee urges the Department to 

focus any new fiscal year 2023 competition on directly increasing the number of 

these vital mental health professionals, including school counselors, social 

workers, psychologists, or other mental health professionals qualified to provide 

school-based mental health services. In recognition of the role LEAs play in 

mental-health personnel decision making, the Committee directs the Department 

to guarantee no less than 75 percent of grants support LEA recipients. The 

Committee notes that the explanatory statement accompanying the Department 

of Education Appropriations Act, 2020 seeks to promote the sustainability of 

these services, by requiring that awards include a 25 percent match from 

grantees and by requiring that the awards do not supplant existing mental health 

funding.

Response: The Department is not planning to carry out a new competition for School-Based 

Mental Health Services Grants. However, note that over 80 percent of the fiscal 

year 2022 funds for new grants went to LEAs, and the competition did include a 

requirement for a 25 percent match.

House: The Committee notes that other mandatory appropriations provided in fiscal year 

2022 for School-Based Mental Health Services Grants are intended to 

supplement resources provided by the Committee through the Department of 

Education Appropriations Act, 2022 under a single competition that makes 

awards to school districts prior to December 31, 2022. The Committee looks 

forward to a briefing in the coming months on these transformative investments, 

which will assist school districts in their efforts to increase the number of qualified 

mental health professionals supporting students.

Response: The Department will provide the requested briefings. Please note that the 

Department had not finalized activities for mental health grants funded with 

BSCA fiscal year 2022 funds at the time this justification was in production. 

House: The Committee requests a briefing within 90 days of enactment of this Act on 

plans for carrying out any new fiscal year 2023 Mental Health Services 

Professional Demonstration Grants and the School-Based Mental Health 

Services Grants competitions. In addition, the Department shall provide notice 

and a briefing to the Committees at least seven days before grantees for any 

new competitions are announced.

Response: The Department is not planning to carry out a new competition for School-Based 

Mental Health Services Grant or Mental Health Services Professional 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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Demonstration Grants with fiscal year 2023 funds; rather, all funds for these 

programs will be used to make continuation awards.

Joint Explanatory 

Statement: The agreement includes $216,000,000 for national activities, an increase of 

$15,000,000, which shall be used by the Department for competitive grant 

competitions, technical assistance and capacity-building centers, or Project 

SERV. Not less than two weeks before the publication of a notice of proposed 

priorities or a notice inviting applications, the Department is directed to brief the 

Committees on plans for carrying out any new competition funded within School 

Safety National Activities. In addition, the Department shall provide a briefing and 

notice of grant awards to the Committees at least seven days before grantees 

are announced.

Response: The Department will provide the requested briefings and notices. 

Promise Neighborhoods

Joint Explanatory 

Statement: The agreement provides a portion of funds for the second year of two-year 

extension grants to high quality Promise Neighborhood programs that have 

demonstrated positive and promising results through their initial implementation 

grant to strengthen grantee community's abilities to scale city and regional 

reinvestment strategies and allow for direct pipeline services. Further, the 

Department is directed to brief the Committees, prior to the publication of 

proposed priorities or a notice inviting applications, on potential changes to future 

grant competitions that would provide expiring and recently expired extension 

grant recipients operating in a particular neighborhood or community the

opportunity to compete for a new grant to strengthen and further expand services 

in the same neighborhood or community, provided they can demonstrate 

successful outcomes and justify the need for new funding. Such briefing shall 

also cover how to maximize the planning time grantees have before 

implementation begins, and other actions to strengthen the long-term success of 

communities and neighborhoods assisted with grant funds. The Department shall 

provide a briefing on implementation plans for the Promise Neighborhoods 

program not later than 14 days prior to issuing a notice inviting applications for 

new awards or extension grants.

Response: The Department does not plan to make new awards through a grant competition 

in fiscal year 2023. 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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Summary of Request

Funds requested for the Safe Schools and Citizenship Education account support activities help

improve students’ safety and well-being, enhance 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 program areas—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. Specific increases include the following:

• The request for School Safety National Activities includes a $385 million increase, which 

would provide approximately $428 million for new grants under the School-Based Mental 

Services Grants and Mental Health Services Professional Demonstration Grants programs. 

The request also includes $25.8 million in continued support for school infrastructure grants 

and a national technical assistance center on school infrastructure and sustainability to 

provide technical assistance and training to SEAs and LEAs, on issues related to 

educational facility planning, design, financing, construction, improvement, operation, and 

maintenance.

• The request for Promise Neighborhoods includes a $15 million increase, for a total of 

106 million, of which $17.5 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 $368 million, a $218 million 

increase. Approximately $203 million would be for new grant awards, including $25 million 

for new integrated student supports grants; the remainder would fund current grants through 

to the completion of their projects.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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School safety national activities

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

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority:

Period of fund availability: 

2023 Appropriation 2024 Request Change

$216,000 $601,000 +$385,000

School safety national activities

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 a violent or traumatic incident. 

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; 

(2) social and emotional supports to help address the effects of community 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 

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2024 is expected through appropriations 

action.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

11

student social and emotional well-being. Nearly all currently funded projects include 

strategies to prevent and/or mitigate the effects of opioid abuse.

• 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. 

The Bipartisan Safer Communities Act provided $100 million annually from fiscal years 2022 

through 2026 for grants under this program. 

• School-Based Mental Health Services Grants to SEAs, LEAs, and consortia of LEAs to 

increase the number of qualified (i.e., licensed, certified, or credentialed, each as defined in 

this document) mental health services providers providing school-based mental health 

services to students in LEAs with demonstrated need. To promote the sustainability of these 

services, grantees 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. The Bipartisan Safer Communities Act provided $100 million annually from fiscal 

years 2022 through 2026 for grants under this program.

• 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 operate safely and meet the needs of students, teachers, and other school staff 

during the COVID-19 pandemic. The Clearinghouse addresses the following three major 

topics: (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, 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

12

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, mental health, and other needs of teachers, 

faculty, and staff.

o The Department’s Readiness and Emergency Management for Schools (REMS) 

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) 

2019 $95,000

2020 105,000

2021 106,000

2022 201,000

2022 BSCA 200,000

2023 216,000

2023 BSCA 200,000

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $601.0 million for School Safety National 

Activities, $385.0 million more than a fiscal year 2023 appropriation. The request would provide 

approximately $428 million for new awards under the School-Based Mental Services Grants and 

Mental Health Services Professional Demonstration Grants programs. The request also 

includes $25.8 million in continued support for school infrastructure grants and a national 

technical assistance center on school infrastructure and sustainability. 

Mental Health Services in Schools

The 2024 request would provide $428 million for new awards under the existing discretionary 

mental health services programs funded through SSNA in recognition of the trauma, stress, and 

mental health needs encountered by students in our public schools. This is particularly 

important for underserved students who are less likely to have access to the mental health 

supports they need to ensure their academic success. The COVID-19 pandemic caused 

nationwide disruption at all levels of our education system, familial loss, significant economic 

dislocation, and related stress that has taken an unprecedented toll on the mental health and 

well-being of students, families, and educators. 

A recent Center for Disease Control (CDC) and Prevention study found that more than 1 in 3 

high school students experienced poor mental health during the pandemic and nearly half of 

students felt persistently sad or hopeless. The increase in student stress and trauma has also 

been driven in part by the significant number of large-scale natural disasters over the past five 

years. A recent Government Accountability Office (GAO) report, found that the increase of 

student stress and trauma can be attributed to recent natural disasters and other learning 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

13

disruptions such as Hurricanes Harvey and Maria in 2017, Hurricane Ian and Fiona in 2022, the 

catastrophic wildfires in western States, as well as the regular community violence that 

disproportionately affects low-income communities and communities of color. In addition, the 

compounded daily effects of racial injustice can have a negative impact on the social, emotional, 

and mental health of many students. For example, students at Historically Black Colleges and 

Universities (HBCUs) experienced bomb threats in early 2022 that were racially motivated. 

Research shows that school-based access to health professionals can help identify and mitigate 

the impacts of these experiences. Yet, there continues to be a critical gap, between the number 

of school-based health service providers needed to provide daily supports (i.e. social and 

emotional learning, mental wellness, and positive and trusting relationships between students 

and adults), and the number of such providers currently in our schools – particularly in LEAs or 

schools with high concentrations of poverty.

Priorities for new awards would be determined following completion of the competitions for the 

School-Based Mental Services Grants and Mental Health Services Professional Demonstration 

Grants programs funded with fiscal year 2022 funds, including funds appropriated under the 

Bipartisan Safer Communities Act (BSCA). In addition, the Administration is requesting 

$150 million under the Fund for the Improvement of Postsecondary Education (FIPSE) in the 

Higher Education Account to create a complementary program to hire additional staff to 

implement best practices for addressing the mental health needs of college students on their 

campuses. There has been a high need for campus mental health services for many years, and 

the COVID-19 pandemic further exacerbated longstanding needs for student mental health 

supports at postsecondary institutions. 

Building State and Local Capacity to Improve School Infrastructure

The request includes funds to continue support for activities to address SEA and LEA needs to 

improve school infrastructure. Too many students attend schools that are decrepit, unsafe, and 

pose health risks. These conditions are dangerous for students and exist disproportionately in 

schools with high percentages of low-income students and students of color. The American 

Society of Civil Engineers gives our K-12 school infrastructure a “D+.” In 2024, School Safety 

National Activities funds would continue to support a national technical assistance center, which 

will be awarded this year with fiscal year 2023 funds. It will provide technical assistance and 

training to SEAs and LEAs on issues related to ensuring equitable access to healthy, 

educationally adequate, and environmentally and fiscally sustainable public-school facilities and 

grounds. The new center will also address how to ensure safe and healthy school facilities, and 

how school physical environments, both indoors and outdoors, can be used to support a variety 

of hands-on, real-world learning and whole-student health activities. These activities may 

include facilities that support science, art, music, cafeteria, and early learning activities; full 

access for students with disabilities; and school gardens and green schoolyards consistent with 

the Administration’s commitment to address the causes and consequences of climate change. 

The center will also support the school infrastructure capacity building grantees. 

Most other fiscal year 2024 funds would support continuation costs for grants awarded in prior 

years, including Project Prevent grants, Mental Health Service Professional Demonstration 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

14

Grants, and School-Based Mental Health Services Grants. Other funds would be used for 

technical assistance and outreach activities.

In addition, the Department would reserve $5 million for Project SERV to maintain a “ready 

reserve” of funding to provide immediate financial assistance to help schools, colleges, and 

universities restore the learning environment following a violent or traumatic event.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2022 2023 2024

Project Prevent

Grant award funds (new) $7,938 0 0

 Grant award funds (continuation) 11,587 $19,525 $19,525

 Peer review of new award applications 46 0 0

Project Prevent Total $19,571 $19,525 $19,525 Project Prevent: 

Number of awards (new) 11 0 0 Project Prevent: 

Number of awards (continuation) 15 26 26 Project Prevent : 

Range of awards $570-800 $570-800 $570-800 Project Prevent:

 Average award 751 751 751

School Climate Transformation Grants

School Climate Transformation Grants: 

SEA grant award funds (continuation) $9,687 0 0 School Climate Transformation Grants: 

LEA grant award funds (continuation) 42,704 $43,421 0

Technical assistance 3,750 2,500 2,500 School Climate Transformation Grants:

Total $56,141 $45,921 $2,500 School Climate Transformation Grants: 

Number of SEA awards (continuation) 14 0 0 School Climate Transformation Grants:

Range of SEA awards $491-750 0 0 School Climate Transformation Grants:

Average SEA award 692 0 0

 Number of LEA awards (continuation) 69 69 0 School Climate Transformation Grants:

Range of LEA awards $223-750 $223-750 0 School Climate Transformation Grants: 

Average LEA award 619 629 0
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

15

Output Measures 2022 2023 2024

Grants to States for Emergency 

Management (GSEM) 

 Grant award funds (continuation) $3,760 0 0

Number of SEA awards (continuation) 10 0 0

 Range of awards $141-750 0 0

Average award 376 0 0

Mental Health Service Professional 

Demonstration Grants (MHDG)

Grant award funds (new) $43,261 0 $214,186

 Grant award funds (continuation) 12,220 $56,481 56,481

Peer review of new grant applications $125 0 $250

SMHSPDGTotal $55,606 $56,481 $270,917

SG Number of awards (new) 62 0 150-300

Number of awards (continuation) 27 89 89

Range of awards (new) $67-1,660 0 $400-1,200

Range of awards (continuation) 181-502 $181-1,660 181-1,660

Average award (new) 698 0 800

Average award (continuation) 453 635 635

Mental Health Service Professional 

Demonstration Grants-BSCA(MHDG-BSCA)

Grant award funds (new) $99,437 0 0

MHDG Grant award funds (continuation) 0 $100,000 $100,000

Peer review of new grant applications 563 0 0

SMHSPDGTotal $100,000 $100,000 $100,000

SBMHSG Number of awards (new) 124 0 0

MHDG Number of awards (continuation) 0 124 124

MHDG Range of awards $400-1,200 $400-1,200 $400-1,200

MHDG Average award 802 806 806

School-Based Mental Health Services 

Grants (SBMHSG)

Grant award funds (new) $43,886 0 $214,186

Grant award funds (continuations) 11,024 $55,910 55,910

Peer review of new grant applications 125 0 250

SBMHSG Total $55,035 $55,910 $270,346

G Number of awards (new) 22 0 20-75

G Number of awards (continuations) 7 29 29

Range of awards (new) $173-3,000 0 $500-3,000

SG Range of awards (continuations) 440-2,500 $173-3,000 173-3,000

SG Average award (new) 1,995 0 2,856
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

16

Output Measures 2022 2023 2024

SG Average award (continuations) $1,575 $1,928 $1,928

School-Based Mental Health Services 

Grants-BSCA (SBMHSG)

Grant award funds (new) $99,682 0 0

Grant award funds (continuations) 0 $100,000 $100,000

Peer review of new grant applications 318 0 0

BMHSG Total $100,000 $100,000 $100,000

BMHSG Number of awards (new) 81 0 0

BMHSG Number of awards (continuations) 0 56 56

houldn’t SBMHSG Range of awards $173-3,000 $173-3,000 $500-3,000

BMHSG Average award 1,231 1,786 1,786

School Infrastructure and 

Sustainability(SIS)

Grant award funds (new) 0 $25,783 0

Grant award funds (continuations) 0 0 $25,783

Peer review of new grant applications 0 260 0

SISTotal 0 26,043 25,783

SISNumber of awards (new) 0 25 0

SIS Number of awards (continuations) 0 0 25

SIS Range of awards 0 $250-$500 $250-$500

BMHSG Average award 0 1,031 1,031

Other data collection, dissemination,

outreach, and assistance $5,979 $7,120 $6,929

School Emergency Response to 

Violence (Project SERV) $3,753 $5,000 $5,000

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 2022, but may do so in fiscal years 2023 

and 2024.

The Department had not finalized activities funded with BSCA fiscal year 2022 funds at the time the budget was 

prepared; thus amounts for 2022 do not reflect final information, including any funding used for program 

administration, technical assistance, data collection, or dissemination. 

The Department frontloaded $9,602 thousand ($4,486 thousand from the regular appropriation and 

$5,116 thousand from BSCA appropriation) for School Based Mental Health Services grants.
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PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

program 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. 

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.

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 Baseline 100%

2021 100% 86

2022 60 47

2023 70

2024 75

Additional Information: Data for 2020 and 2021 reflect performance based on reports 

submitted by all 15 grantees; data for 2020 are presumed to be an anomaly due to the impact of 

the COVID-19 pandemic The decrease in 2021 may also be due to the continued impact of the 

COVID-19 pandemic on in-person learning. Data for 2022 reflect performance based on reports 

from 13 out of 15 grantees. The missing data for the two grantees will be reported in 2023. 

Continued impacts of school closures caused by the COVID-19 pandemic and shifts from virtual 

to in-person and/or hybrid learning environments resulted in a decline for this measure.
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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

2020 Baseline 100%

2021 100% 47

2022 75 47

2023 80

2024 85

Additional information: Data for 2020 reflect preliminary performance based on 10 of 

15 grantees that submitted data for this measure. Data for 2020 are presumed to be an anomaly 

due to the impact of the COVID-19 pandemic and such performance may not continue in future 

years. Data for 2021 are based on all grantees reporting valid and complete data. Data for 2022 

are based on 14 out of 15 grantees that reported valid and complete data. Performance in 2021 

and 2022 likely reflects the continued impact of school closures caused by the COVID-19 

pandemic and shifts from virtual to in-person and/or hybrid learning environments.

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 Baseline Not Available

2021 N/A 20%

2022 60% 20

2023 25

2024 30

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. Data for 2021 are based on 6 of 15 grantees that reported valid and complete 

data. Nine of the 15 grantees experienced delays with releasing and validating the survey 

instruments. Performance in 2021 may be due to the shift from in-person to virtual 

instruction due to the pandemic. Results for 2022 are based on 5 of 15 grantees. The 

missing data for the ten grantees will be reported in 2023.

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 20%

2022 53

2023 60%

2024 65
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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 

none of the 15 Project Prevent grantees submitted 2020 performance data for this 

measure. Data for 2021 are based on 6 of 15 grantees that reported valid and complete 

data. Nine of the 15 grantees experienced delays releasing and validating the survey 

instruments. Performance in 2021 may be due to the shift from in-person to virtual 

instruction due to the pandemic. Results for 2022 are based on 11 of 15 grantees. The 

missing data for the four grantees will be reported in 2023.

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 using multi-tiered behavioral 

frameworks.

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 Baseline 305 Baseline 45%

2021 314 468 48% 64

2022 323 460 51 62

2023 333 54

2024 480 59

Additional information: Data for 2020 reflect performance based on 56 of 69 grantees. By the 

end of 2021, grantees were much further along with implementing a multi-tiered system of 

support than in the previous year. Additionally, shifts from virtual to in-person learning positively 

impacted the grantees’ ability to service more schools. Data for 2022 reflect performance from 

63 of 69 grantees that reported for this measure. Data for six grantees with missing information 

will be reported in 2023. Grantees experienced general and technical issues collecting and 

reporting the data. 
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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 Baseline 196 Baseline 42%

2021 202 377 45% 67

2022 208 468 48 79

2023 214 52

2024 500 57

Additional information: Data for 2020 reflect performance based on 48 of 69 grantees. Data 

for 2021 reflect performance based on 60 of 69 grantees. In 2021, grantees were much further 

along with implementing opioid abuse prevention and mitigation strategies than in the previous 

year. Additionally, shifts from virtual to in-person learning positively impacted the grantees’ 

ability to service more schools. Data for 2022 reflect performance from 62 out of 69 grantees. 

The missing data for seven grantees will be reported in 2023.

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 Baseline 281 Baseline 61%

2021 289 607 64% 84

2022 298 450 67 67

2023 470 70

2024 480 80

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

69 grantees. Data for 2021 reflect performance based on 63 of 69 grantees. Data for 2022 

reflects 60 of 69 grantees. The missing data for nine grantees will be reported in 2023.

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 Baseline 288 Baseline 57%

2021 297 590 60% 80

2022 306 406 63 59

2023 315 66

2024 425

Additional information: Data for 2020 reflect performance based on 66 of 69 grantees. Data 

for 2021 reflect performance based on 62 of 69 grantees. Data for 2022 reflects performance of 

61 out of 69 grantees. Missing information for eight grantees will be reported in 2023. The 
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decline in 2022 is likely due to lingering impacts of the COVID-19 pandemic, staffing shortages 

and grantees’ inability to collect complete and reliable data.

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 Baseline 2,173

2021 2,178 4,495

2022 2,183 5,502

2023 6,000

2024 6,500

Additional information: Data for 2020 reflect performance based on 66 of 69 grantees. Data 

for 2021 reflect performance based on 67 of 69 grantees. In 2021, grantees were much further 

along in their ability to provide training as many schools returned to in-person learning as 

opposed to virtual learning. Additionally, trainings that had been previously planned, then 

cancelled due to the COVID-19 pandemic, were rescheduled for 2021. Data for 2022 reflect 

performance based on 64 of 69 grantees. The missing data for five grantees will be reported in 

2023.

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 Baseline 186 Baseline 36%

2021 205 286 46% 71

2022 226 200 56 32

2023 249 40

2024 255 45

Additional information: Data for 2020 reflect performance based on 47 of 69 grantees. Due to 

COVID-19 pandemic related interruptions and other conflicts, the 2021 data reflect performance 

based on 47 of 69 grantees. Of the 22 grantees that did not report data for this measure, nine 

reported not completing the school climate surveys; nine reported a need to reschedule the 

school climate survey; and four claimed their data was incorrectly reported and expect to 

resubmit their data to the Department. Data for 2022 are based on performance from 58 out of 

69 grantees. Data for the missing 11 grantees will be reported in 2023. Although there was an 

increase in the number of schools reporting data for this measure, the percentage declined 

because more schools reported data than in the previous two years.
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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.

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 Baseline 1,273

2020 1,350 2,877

2021 2,963 6,028

2022 3,052 4,920

2023 3,144

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

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

period, the grantees were much further along 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. Data for 2022 are based on reports from 

14 of 14 grantees.

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 Baseline 374 Baseline 23%

2020 468 2,925 25% 52

2021 3,071 3,573 57 78

2022 3,224 5,296 62 80

2023 3,385 67

Additional Information: Data for 2019 are based on reports from 10 of 14 grantees. Data 

for 2020 and 2021 are based on reports from all 14 grantees. As for the previous measure, by 

the end of the 2020 performance period grantees were much further along in the 

implementation of their projects and hiring project staff than in their first year of their projects. 

Due to the COVID-19 pandemic, the shift to virtual training and technical assistance allowed for 

more schools to receive training and technical support, which leveraged the number and 
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percentage of schools that implemented a multitiered behavioral framework. Data for 2022 are 

based on reports from 14 of 14 grantees. 

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 Baseline 981 Baseline 25%

2020 55 1,412 20% 35

2021 1,454 1,840 40 51

2022 1,498 738 45 17

2023 1,543 50

Additional information: Data for 2019 reflect performance from 14 of 14 grantees, including 

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

Justification. Targets for 2020 were established based on the original, lower performance for 

2019, and were reset for 2021 based on performance for 2020. Data for 2020 reflect 

performance based on 12 of 14 grantees (two grantees were granted additional time to submit 

data for this measure due to COVID-19 disruptions). Data for 2021 are based on reports from all 

14 grantees. 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 may help explain the significant increase in 2021 performance over 2020 on 

this measure. Data for 2022 are based on reports from 14 of 14 grantees. Continued impacts 

from the COVID-19 pandemic, staff shortages and high turnover rates may have negatively 

impacted the results for this measure.

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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2018 Cohort Grants to States for Emergency Management (GSEM)

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 Baseline 229

2020 260 1,051

2021 290 1,841

2022 320 903

2023 500

Additional information: Data for 2019 and 2020 are based on reports from all 10 GSEM 

grantees (note that three grantees experienced significant hiring delays in 2019 and provided no 

training at all that year). All 10 grantees provided training in 2021 (year 3); some grantees only 

conducted virtual training, while other grantees conducted both virtual and in-person training. 

Due to the continued strong increase in virtual training sessions from 2020 to 2021, many 

grantees surpassed their own training goals by increasing the number of anticipated 

participants. Data for 2022 are based on reports from all 11 GSEM grantees.

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 Baseline 7 

2020 10 9

2021 10 10 

2022 10 11

2023 11

Additional information: Data for 2019, 2020 and 2021 are based on reports from all 10 GSEM 

grantees. Data represent the number of SEA grantees that provided training and technical 

assistance to LEAs. On average, grantees’ overall capacity to provide training and technical 

assistance to LEAs for the development and implementation of high-quality school EOPs 

increased by 43 percent from 2020 to 2021. In 2022, 11 out of 11 grantees reporting for this 

measure showed an increase in their training capacity. The number of grantees reporting data 

for this measure increased because the Commonwealth of the Northern Mariana Islands (CNMI) 

provided 26 trainings in year 4, compared to zero trainings in years 1 through 3.

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. 
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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.

2019 Cohort Mental Health Services Professional Demonstration Grants

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 Baseline 27

2021 34 84

2022 43 159

2023 54

2024 150

Additional information: Data for 2020 reflect performance based on 6 of 27 grantees that 

submitted data for this measure. Data for 2021 reflect performance based on 18 of 27 grantees 

that have increased the number of mental health providers trained, and hired by an eligible LEA. 

Nine grantees did not report change in performance primarily due to graduate students or 

interns still completing their training who were not yet eligible to be hired. Data for 2022 reflect 

26 out of 27 grantees. The data for the one grantee was delayed and will be reported in 2023.

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 Baseline 6

2021 8 19

2022 10 96

2023 13

2024 100

Additional information: Data for 2020 reflect performance based on 6 of 27 grantees. Data for 

2021 reflect performance based on 8 of 27 grantees that have increased the number of mental 

health providers that were trained, hired by an eligible LEA, and retained for at least nine 

months. Eighteen grantees reported no change in this measure and one grantee reported a 

decrease. Data for 2022 reflect performance from 25 of 27 grantees that reported for this 

measure. Unavailable data for the two grantees will be reported in 2023. 

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.
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2020 Cohort School-Based Mental Health Services Grant Program

Measure: The number of school-based mental health service providers recruited as a result 

of the grant.

Year Target Actuals

2021 Baseline 66

2022 73 294

2023 100

2024 110

Additional Information: Data for 2021 reflect performance based on data submitted by 

four of the six grantees. Two grantees encountered significant delays and experienced 

additional obstacles due to restrictions from the COVID-19 pandemic. Data for 2022 are 

based on six out of six grantees reporting for this measure.

Measure: The number of school-based mental health service providers retained as a result 

of the grant.

Year Target Actuals

2021 Baseline 454

2022 499 2,031

2023 600

2024 650

Additional Information: Data for 2021 reflect performance based on data submitted by 

four of the six grantees. Two grantees encountered significant delays and experienced 

additional obstacles due to the impact of the COVID-19. Data for 2022 are based on six out 

of six grantees reporting for this measure.

Measure: The reduction in the ratio of students to mental health service providers for each 

LEA with demonstrated need served by the grant.

Year Target Actuals

2021 153

2022 168 1,031

2023 180

2024 200

Additional Information: Data represent the reduction of the number of students to mental 

health providers. For example, for 2021, the ratio went from 1:900 to 1:747, representing a 

reduction of 153 students or 17 percent in the ratio. The Department anticipates a 

10 percent reduction in the ratio in years two through five of the projects. Data for 2021 

reflect performance based on reports submitted by three of the six grantees. Three 

grantees did not report on this measure due to delays in the SEA selecting LEAs for 

participation. Data for 2022 are based on six out of six grantees reporting for this measure. 

In Year 2, all grantees reported data (in contrast with Year 1) and one grantee drastically 

increased the hiring and retention of mental health providers. As a result, the actual data for 
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Year 2 probably represents an anomaly in reporting and is not expected to increase at the 

same rate for Years 3 to 5.

Measure: 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.

Year Target Actuals

2021 Baseline 107

2022 118 174

2023 130

2024 150

Additional Information: Data for 2021 reflect performance based on reports submitted by 

four of the six grantees. The baseline average was 112 mental health service providers 

hired annually in the 5 years prior to the grant. The number for 2021 represents a 

4.5 percent decrease from the baseline. Data for 2022 are based on six out of six grantees 

reporting for this measure.

Measure: 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.

Year Number

Target

Number

Actuals

Percentage

Target

Percentage

Actuals

2021 Baseline 55 Baseline 59%

2022 61 87 65% 51

2023 85 60

2024 80 55

Additional Information: Data for 2021 reflect performance based on reports submitted by 

four of the six grantees. The baseline average is an annual attrition rate of 35 providers 

leaving annually over the previous 5 years. The number for 2021 represents 59 percent of 

providers who left their positions. This increase in attrition is likely due in part to the COVID19 pandemic and the missing data from two of the six grantees. Data for 2022 are based 

on six out of six grantees reporting for this measure. Although the number of actual mental 

health providers increased, the percentage decreased because the number of newly hired 

mental health providers increased in 2022.
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2021 Cohort School-Based Mental Health Services Grant Program

Measure: The number of school-based mental health service providers recruited as a result 

of the grant.

Year Target Actuals

2022 Baseline N/A

2023 5

2024 7

Additional Information: In FY 2022, data collection for the one grantee in this cohort was 

not reported due to delays in recruitment efforts.

Measure: The number of school-based mental health service providers retained as a result 

of the grant.

Year Target Actuals

2022 Baseline N/A

2023 100

2024 110

Additional Information: In FY 2022, data for the one grantee in this cohort was 

unavailable due to delays in the collection of retention activities.

Measure: The reduction in the ratio of students to mental health service providers for each 

LEA with demonstrated need served by the grant.

Year Target Actuals

2022 Baseline NA

2023 10

2024 15

Additional Information: Data for FY 2022 is unavailable for this measure. There was no 

projected reporting for this measure. Targets are based on anticipated reporting of 

grantee’s projections.

Measure: 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.

Year Target Actuals

2022 Baseline N/A

2023 4

2024 6

Additional Information: In FY 2022, data for the one grantee in this cohort was 

unavailable due to a delay in hiring activities and a shortage of qualified providers.
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Measure: 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.

Year Number

Target

Number

Actuals

Percentage

Target

Percentage

Actuals

2022 12 14 NA 10%

2023 12 20%

2024 10 18

Additional Information: FY 2022 reflect performance based on data submitted by one 

grantee. Number targets were set by the grantee based on average attrition rates in the 

past five years. 
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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 2024 Authorization: To be determined1

Budget Authority: 

Period of fund availability: 2023

Appropriation

2024

Request Change

$91,000 $106,000 +$15,000

PROGRAM DESCRIPTION

The Promise Neighborhoods program provides competitive grants to support distressed 

communities in improving the educational opportunities and 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 (ESEA), as amended.

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 (e.g., summer bridge programs and early warning indicator systems); parent, 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 and strong 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 

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2024 is expected through appropriations 

action.
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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 and youth 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) 

2019 $78,254

2020 80,000

2021 81,000

2022 85,000

2023 91,000

FY 2024 BUDGET 

For fiscal year 2024, the Administration requests $106.0 million for Promise Neighborhoods, 

$15.0 million more than a fiscal year 2023 appropriation, as part of its broader initiative to 

expand infrastructure for community-school partnerships. The request would support 

continuation awards for the 2021, 2022 and 2023 cohorts and a $17.5 million competition for 

new grants. Consistent with the 2022 competition, the 2024 competition would incentivize 

applicants (e.g., through a competitive preference priority) to incorporate community violence 

intervention (CVI) strategies into their proposed projects.

This program investment is also 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 
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32

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.”

A new competition in 2024 will include a priority on CVI strategies that would help 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, witnessing violence, or having a family member who is incarcerated—and can lead 

youth to disengage and disconnect from school and contribute to 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 can help 

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

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2022 2023 2024

Grants

 Number of new awards 6 4 3

 Funding for new awards $24,695 $19,117 $17,500

 Number of continuation awards 11 14 18

 Funding for continuation awards $55,891 $67,483 $84,100

National Activities

National Activities 

Technical assistance/Data assistance $4,308 $4,250 $4,250 National Activities 

Peer review of new award applications 106 150 150

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 2022, it may do so in fiscal years 2023 

and 2024. 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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33

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

2019 76%

2020 83

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. 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 2018 Cohort Actual

2019 48% 32% 33%

2020 47 14 22

2021 44 64 79

2022

2023

2024

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. Grantees continue to face assessment

limitations resulting from the COVID-19 pandemic. In 2021, only one 2018 grantee reported 

data for this measure. 

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

2019 19% 33% 18%

2020 Not available Not available Not available

2021 12 28 Not available

2022

2023

2024
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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34

Additional Information: The Department waived assessment requirements for the 2019-2020 

school year due to widespread closures related to the COVID-19 pandemic; therefore, the 

Department did not report actual data for these measures for 2020. No data was reported by a 

2018 grantee.

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

2019 29% 42% 26%

2020 Not available Not available Not available

2021 22 42 Not available

2022

2023

2024

Additional Information: The Department waived assessment requirements for the 2019-2020 

school year due to widespread closures related to the COVID-19 pandemic; therefore, the 

Department did not report data for these measures for 2020. No data was reported by a 2018 

grantee.

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

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2019 23% 24% 42%

2020 20 26 53

2021 41 20 66

2022

2023

2024

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

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2019 92% 91% 83%

2020 92 85 83

2021 90 90 73

2022

2023

2024
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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Measure: Graduation rate.

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2019 78% 81% 67%

2020 79 81 63

2021 82 83 56

2022

2023

2024

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 2018 Cohort Actual

2019 53% 56% 64%

2020 49 63 Not available

2021 45 68 Not available

2022

2023

2024

Additional information: All 2016 and 2017 grantees reported data for this measure in the 2021

reporting year. No data was reported for 2021 by a 2018 grantee. 

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

vegetables daily.

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2019 30% 31%

2020 21 52 24%

2021 27 29 11

2022

2023

2024

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

reporting year. Two 2018 grantees reported data for this measure in the 2020 reporting year.

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

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2019 66 63% N/A

2020 80 68 68%

2021 75 63 43

2022

2023

2024
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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

2021 reporting year. One 2018 grantee reported data for this measure in the 2021 reporting year.

Measure: Student mobility rate.

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2019 15% 16% 36%

2020 17 20 22

2021 13 16 9

2022

2023

2024

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. Three 2016 grantees, four 2017 grantees, and two 2018 grantees 

reported data for this measure in the 2021 reporting year.

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 Cohort Actual

2019 56%

2021 Not available

2022 54 54%

2023

2024

Additional information: All 2017 and two 2018 grantees reported data for this measure in the 

2021 reporting year. In 2020, none of the grantees successfully fielded a neighborhood survey 

due to the COVID-19 pandemic. 

Measure: For children in the 9th through 12th 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 2018 Cohort Actual

2019 76% 73%

2020 84 70

2021 78 67 74%

2022

2023

2024

Additional information: Three 2016 grantees, all 2017, and two 2018 grantees reported data 

for this measure in the 2021 reporting year. Data for this measure are collected through a 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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37

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. 

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 2018 Cohort Actual

2019 91% 97%

2020 98 94 91%

2021 87 92 99

2022

2023

2024

Additional information: Three 2016, three 2017, and two 2018 grantees reported data for this 

measure in the 2021 reporting year. 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. 
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 2024 Authorization: To be determined 1

Budget Authority: 

Period of fund availability: 2023 Appropriation 2024 Request Change

$150,000 $368,000 +$218,000

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 social, health, and academic 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 with high rates of poverty 

that provide such supports to children and families. 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.

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2024 is expected through 

appropriations action.
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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2019 $17,500

2020 25,000

2021 30,000

2022 75,000

2023 150,000

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $368.0 million for FSCS, $218 million more 

than the fiscal year 2023 appropriation. This significant increase in funding reflects the growing 

recognition that students and families from low-income backgrounds have historically had less 

access to the comprehensive social, emotional, mental, and physical health, and academic 

services and supports they need to succeed. Community schools played a critical role in 

providing comprehensive wrap-around services and supports to students and families during the 

COVID-19 pandemic and they continue to be instrumental in providing the supports needed for 

academic recovery. The FSCS program provides a well-established, community-based, and

scalable approach for enabling schools to provide the full range of supports and services to 

meet the unique needs of students and their families. 

The request also includes $25 million to support competitive grants that would help school 

districts design and implement integrated student supports (ISS) focused on addressing a range 

of student and family needs, including meeting student social, emotional, mental and physical 

health, and academic needs. These activities could be supported through cross-agency efforts, 

partnerships with community-based organizations, and other family support providers external 

to the school site, and to support school-based personnel tasked with initiating and coordinating 

these efforts. Partnerships and collaboration with these entities would be particularly helpful to 

LEAs that have supported these partnerships with the help of the American Rescue Plan (ARP) 

funds and need resources to sustain these investments after their ARP funds are used. For 

example, applicants could show how they will use grant funds to establish or sustain their 

partnerships with health-care agencies or community-based organizations (CBOs) to provide 

students access to credentialed mental-health professionals that promote positive family mental 

health and well-being. Funding would be targeted to districts with the greatest need, based on 

their concentration of poverty, that do not yet have the capacity to implement the broader 

community schools model supported by FSCS. 

This substantial investment in community-based “whole child” activities supports 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.” It also demonstrates

the Administration’s commitment to increase the number of community schools across the 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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40

country. Federal agencies have also worked together to develop a critical resource to help 

communities identify federal funding sources to establish or expand community schools.1

There is growing evidence that the pillars 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 student outcomes 

and school performance. For example, a 2017 report 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.2 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, 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.3

The request would help take these evidence-based practices to scale by dramatically expanding

the Full-Service Community Schools program to create an estimated 365 new community 

schools serving up to 1.1 million additional students, family members, and community members.

The Department also would use approximately $17.5 million in fiscal year 2024 funds for the 

following activities to strengthen program implementation and ensure fidelity to the community 

schools approach:

• 1-year planning grants to help increase the number of eligible partnerships prepared to 

apply for and implement successful FSCS projects in future years.

• Technical assistance activities to support effective implementation of FSCS including by ISS 

through an emphasis on proven, evidence-based strategies for each component of FSCS, 

provide high-quality guidance and other resources for community schools coordinators, and 

improve the sustainability of projects following the end of Federal funding.

The request includes appropriations language authorizing the use of FSCS funds for planning 

grants, ISS grants, and providing technical assistance. 

1 2023-01-13-WHITE-HOUSE-TOOLKIT_Federal-Resources-to-Support-Community-Schools.pdf (whitehouse.gov) 2 https://learningpolicyinstitute.org/sites/default/files/product-files/Community_Schools_Effective_REPORT.pdf. 3 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 OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 2023 2024 

Number of new awards 42 45 105

Funding for new awards $67,645 $69,929 $178,368

Range of new awards $275 - 10,000 $275 - 10,000 $275 - 10,000

Number of continuation awards 15 48 93

Funding for continuation awards $7,004 $78,675 $145,672

Planning grants 0 0 10,150

Technical assistance 0 0 7,360

Evaluation $750 750

Integrated Student Support Grants 0 0 25,000

Peer review of new award applications $351 $646 $700

 

NOTE: 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 2022, it may do so in fiscal years 2023 and 2024.

PROGRAM PERFORMANCE INFORMATION 

Performance Measures

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

program 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

2019 100% 99%

2020 100 100

2021 100 107

2022 100 118

2023 100

2024
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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. In 2021 and 2022, grantees served more individuals than they had targeted.

The Department developed new indicators for new awards made in fiscal year 2022. Those 

indicators are: 

• Student chronic absenteeism rates; 

• Student discipline rates, including suspensions and expulsions; 

• School climate information, which may come from student, parent, or teacher surveys; 

• Provision of integrated student supports and stakeholder services; 

• Expanded and enriched learning time and opportunities; 

• Family and community engagement efforts and impact;

• Information on the number, qualifications, and retention of school staff, including the number 

and percentage of fully certified teachers, disaggregated by race and ethnicity, and rates of 

teacher turnover; 

• Graduation rates; 

• Changes in school spending information;

• Collaborative leadership and practice strategies, which may include building the capacity of 

educators, principals, other school leaders, and other staff to lead collaborative school 

improvement structures, such as professional learning communities; 

• Regularly convening or engaging all initiative-level partners, such as LEA representatives, 

city or county officials, children's cabinets, nonprofit service providers, public housing 

agencies, and advocates; 

• Regularly assessing program quality and progress through individual student data, 

participant feedback, and aggregate outcomes to develop strategies for improvement; 

Organizing school personnel and community partners into working teams focused on specific 

issues identified in the needs and assets assessment.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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Account Summary Table

Click here for the online version

DEPARTMENT OF EDUCATION FISCAL YEAR 2024 PRESIDENT'S BUDGET

(in thousands of dollars)

Cat 

Code 2022 Appropriation 2023 Appropriation

2024 President's 

Budget Request

FY 2024 President's Budget Request

Compared to FY 2023 Appropriation

Amount Percent

Safe Schools and Citizenship Education

1. Schoolsafety national activities(ESEA IV-F-3,section 4631) D 201,000 216,000 601,000 385,000 178.24%

2. Promise neighborhoods(ESEA IV-F-2,section 4624) D 85,000 91,000 106,000 15,000 16.48%

3. Full-service community schools (ESEA IV-F-2,section 4625) D 75,000 150,000 368,000 218,000 145.33%

Total D 361,000 457,000 1,075,000 618,000 135.23%

NOTES:

1) D = discretionary program; M = mandatory programs

2) Detail may not add to totals due to rounding.