Department of Education

SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Fiscal Year 2025 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 2024 Appropriations Reports.................................................................. 7

Summary of Request ................................................................................................................. 8

Activities: 

School safety national activities.............................................................................................9

Promise neighborhoods ......................................................................................................31

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

Account Summary Table...........................................................................................................44
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

1 

Appropriations Language

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

$507,000,000, to remain available through December 31, 2025: Provided, That $216,000,000 

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 $200,000,000 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 

$91,000,000 shall be available for section 4624.

4 

NOTES 

A full-year 2024 appropriation for this account was not enacted at the time the Budget was prepared; therefore, 

the Budget assumes this account is operating under the Continuing Appropriations Act, 2024 and Other Extensions 

Act (Division A of Public Law 118-15, as amended). The amounts included for 2024 reflect the annualized level 

provided by the continuing resolution.

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

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

2 

Analysis of Language Provisions and Changes

Language Provision Explanation

1 ...Provided, That $216,000,000 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 $200,000,000 

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 

Full-Service 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 $91,000,000 

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

3 

Amounts Available for Obligation

(dollars in thousands)

Appropriation/Adjustments/Transfers 2023 2024 2025 

Discretionary:

Discretionary Appropriation $457,000 $457,000 $507,000

Discretionary Total, discretionary appropriation 457,000 457,000 507,000
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

4 

Summary of Changes

(dollars in thousands)

2024 $457,000

2025 507,000

Net change +50,000

Increases: 2024 base

Change 

from base

Program:

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 +200,000

Subtotal, increases +50,000
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

5 

Authorizing Legislation

(dollars in thousands)

Activity

2024

Authorized

2024 

Annualized CR

2025 

Authorized

2025

Request

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

section 4631)1,2

0 $216,000 To be determined $216,000

Promise neighborhoods (ESEA IV-F, Subpart 2, 

section 4624)

2,3

0 91,000 To be determined 91,000

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

section 4625)

2,3

0 150,000 To be determined 200,000

Total definite authorization 0 To be determined To be determined

Total annual appropriation 457,000 507,000

Portion of request subject to reauthorization 507,000

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 2025 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.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

6 

Appropriations History

(dollars in thousands) 

Year

Budget 

Estimate 

to Congress

House 

Allowance Footnote

Senate 

Allowance Footnote AppropriationFootnote

20161 349,561 $56,754 120,314 244,815

20172 228,000 63,254 143,354 151,254

20183 134,857 138,000 131,254 185,754

20194 43,000 185,754 190,754 190,754

20205 200,000 320,000 183,254 201,000

20216 0 219,000 210,000 217,000

20227 650,000 1,666,000 1,417,000 201,000

20238 693,000 1,708,000 442,000 457,000

20249 1,075,000 316,000 437,000 457,000

2025 507,000

1 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.

2 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.

3 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). 4 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). 5 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

Appropriation Act, 2020 (P.L. 116-94). 6 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). 7 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). 

8 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). 9 The House allowance reflects Subcommittee action and the Senate allowance reflects Committee action on the 

regular annual 2024 appropriations bill; the Appropriation reflects the annualized continuing resolution level.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

7 

Significant Items in FY 2024 Appropriations Reports

School Safety National Activities

Senate: The Committee requests a briefing not later than 14 days prior to the issuance of 

any notice inviting applications or notice of proposed priorities. 

Response: The Department will provide the requested briefings. 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

8 

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. The Administration is 

requesting a total of $507 million in fiscal year 2025 for the programs in this account.

The request for $216.0 million for School Safety National Activities would provide 

approximately $39.8 million for new grants under the School-Based Mental Health Services 

Grants and Mental Health Services Professional Demonstration Grants programs. The request 

also includes $8 million for new awards under Project Prevent, which provides grants to LEAs to 

help break the cycle of violence in communities with pervasive violence. 

The request for $91.0 million for Promise Neighborhoods includes $87 million to fund the 

current grants through to the completion of their projects; and to support a small number of 

national activities.

The request includes $200 million or Full-Service Community Schools, a $50 million increase. 

Approximately $52 million would be for new grant awards, including $7 million for new planning 

grants; the remainder would fund current grants through to the completion of their projects, 

national activities, and evaluation.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

9 

School safety national activities 

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

(dollars in thousands)

FY 2025 Authorization: To be determined1

Budget Authority:

Period of fund availability: 

2024 Annualized CR 2025 Request Change

$216,000 $216,000 0

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:

• 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 

1 The GEPA extension expired September 30, 2021. Reauthorization for fiscal year 2025 is expected through 

appropriations action.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

10

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.

• 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.

• Supporting America's School Infrastructure (SASI) to increase the capacity of States to 

support high-need LEAs and schools in leveraging other available Federal, State, and local 

resources to improve school facilities and environments through public school infrastructure 

improvements to ensure that their public-school facilities are safe, healthy, sustainable, and 

equitable learning environments for all students.

• National Center on School Infrastructure, which serves as a clearinghouse of resources for 

States and local educational agencies (LEAs) related to improving and developing safe, 

healthy, sustainable, and equitable public school infrastructure through public school 

infrastructure improvements, and provide technical assistance (TA) to Supporting America's 

School Infrastructure (SASI) grantees and high-need LEAs seeking to leverage available 

resources to improve public school facilities for all students.

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

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

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

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

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

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

• Other technical assistance activities 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 kindergarten through grade 12 (K-12) 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

11

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, 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.

• Additional efforts (under development) to help high-need States and LEAs to support the 

academic, social, and emotional needs of all children.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2020 $105,000

2021 106,000

2022 201,000

2022 BSCA 200,000

2023 216,000

2023 BSCA 200,000

2024 Annualized CR 216,000

2024 BSCA 200,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $216.0 million for School Safety National 

Activities, level with a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation. The request would provide approximately $39.8 million for new awards under the 

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

Grants programs, along with $8 million for new awards under Project Prevent, which provides 

grants to LEAs to help break the cycle of violence in communities with pervasive violence. The 

request would support the Administration’s efforts to boldly improve learning conditions by 

investing in every student’s mental health and well-being as part of the “Raise the Bar: Lead the 

World” initiative to transform prekindergarten through grade 12 (P-12) education.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

12

Mental Health Services in Schools

The 2025 request would provide $39.8 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 well-being and 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. 

According to the National Center for Education Statistics’ Report on the Condition of Education 

2023, as recently as April of 2022, 69 percent of public schools reported that the percentage of 

students who had sought mental health services from school had increased since the start of 

the COVID-19 pandemic, but only 13 percent strongly agreed and 43 percent moderately 

agreed that their school was able to effectively provide mental health services to all students in 

need.1 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.2 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 

disruptions3 such as Hurricanes Harvey and Maria in 2017, Hurricanes 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 other environmental factors, including racial injustice, can have a 

negative impact on the social, emotional, and mental health of many students. 

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 (e.g., social and 

emotional development, 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.

1 Irwin, V., Wang, K., Tezil, T., Zhang, J., Filbey, A., Jung, J., Bullock Mann, F., Dilig, R., and Parker, S. (2023). 

Report on the Condition of Education 2023 (NCES 2023-144rev). U.S. Department of Education. Washington, DC: 

National Center for Education Statistics. Retrieved January 4, 2024 from 

https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2023144rev. 2 https://www.cdc.gov/media/releases/2022/p0331-youth-mental-health-covid-19.html

3 Government Accountability Office. (2022). Disaster Recovery: School Districts in Socially Vulnerable Communities 

Faced Heightened Challenges after Recent Natural Disasters. (GAO Publication No. 22-104606).
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

13

Preventing and Responding to Violence

The 2025 request would provide $8.0 million for new awards under Project Prevent to enable 

schools, which are often the center of the community for students and their families, to provide 

students with community-supported resources to address longstanding or generational trauma 

of community violence. Children and youth’s exposure to community violence, whether as 

victims, witnesses, or justice-involved youth, is often associated with long-term physical, 

psychological, and emotional harms. Project activities may include mental health services for 

students affected by community violence; mentorship programming, conflict management 

programs; and implementation of community- and school-based strategies to help prevent 

community violence and to mitigate the impacts of exposure to community violence. This activity 

is aligned with the Administration’s Governmentwide Community Violence Interventions (CVI) 

initiative to promote strategies for reducing gun violence through solutions other than 

incarceration.

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 MEASURES1 

(dollars in thousands)

Output Measures 2023 2024 2025

Project Prevent

Grant award funds (new) $6,400 0 $8,000

Project Prevent Grant award funds (continuation) 17,689 $13,497 13,497

 Pr oject Pr event Peer review of new award applications 0 0 50

Project Prevent Subtotal 24,089 13,497 21,547

School Climate Transformation Grants School Climate Tr ansformati on Gr ants: 

LEA grant award funds (continuation) 39,137 0 0

Technical assistance 2,500 0 0 School Climate Tr ansformati on Gr ants:

Subtotal 41,637 0 0

1 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 2023, but may do so in fiscal years 2024 

and 2025. 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

14

Output Measures 2023 2024 2025

Mental Health Service Professional 

Demonstration Grants (MHDG)

Grant award funds (new) 0 19,000 19,874

MHDG Grant award funds (continuation) 56,911 44,000 63,000

Peer review of new grant applications 0 125 125

Subtotal 56,911 63,125 82,999

Mental Health Service Professional 

Demonstration Grants-BSCA(MHDG-BSC A)

MHDG Grant award funds (continuation) $98,000 $97,500 $97,500

MHDG Technical assistance and 

administration

2,000 2,000 2,000

MHDG Evaluation 0 500 500

Subtotal 100,000 100,000 100,000

School-Based Mental Health Services 

Grants (SBMHSG)

Grant award funds (new) 0 19,000 19,874

Grant award funds (continuations) 55,535 55,520 74,520

Peer review of new grant applications 0 125 125

SBMH SG Subtotal 55,535 74,645 94,519

School-Based Mental Health Services 

Grants-BSCA (SBMHSG)

Grant award funds (continuations) 98,000 97,500 97,500

Technical assistance and 

administration

2,000 2,000 2,000

Evaluation 0 500 500

SBMH SG Subtotal 100,000 100,000 100,000

Supporting America’s School 

Infrastructure(SIS)

Grant award funds (new) 23,056 0 0

Grant award funds (continuations) 0 14,104 0

Peer review of new grant applications 81 0 0

National Center on School 

Infrastructure 2,000 2,000 2,000

SSISubtotal 25,137 16,104 2,000
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

15

Output Measures 2023 2024 2025

Other data collection, dissemination,

outreach, and assistance 7,691 43,6291 9,935

School Emergency Response to 

Violence (Project SERV) 5,000 5,000 5,000

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. The Department expects to 

report Year 1 data for the fiscal year 2022 and fiscal year 2023 School-Based Mental Health 

Services Grant Program (SBMH), Mental Health Services Professional Demonstration Grants 

(MHSPD), and Project Prevent cohorts in the fiscal year 2026 Congressional Justification.

2019 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

2020 Baseline 100%

2021 100% 86

2022 60 47

2023 70 66

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. Data for 2023 reflect performance based on reports from 14 out of 

15 grantees. Data for 2024 and any missing data from previous years that become available will 

be reported in the fiscal year 2026 Congressional Justification.

1 Includes $30,000 thousand for activities under development at the time of publication.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

16

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

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

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

Year Target Actual

2020 Baseline 100%

2021 100% 47

2022 75 47

2023 80 60

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. Data for 2023 

reflect performance based on reports from 14 out of 15 grantees. Data for 2024 and any missing 

data from previous years that become available will be reported in the fiscal year 2026 

Congressional Justification.

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 33

2024 30 —

Additional information: School closures due to the COVID-19 pandemic 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. Data for 2023 reflect performance based on reports from 

14 out of 15 grantees. Data for 2024 and any missing data from previous years that become 

available will be reported in the fiscal year 2026 Congressional Justification.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

17

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 N/A Not Available

2021 N/A 20%

2022 N/A 53

2023 60% 68

2024 65 —

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. Data for 2023 reflect performance based on reports from 14 out of 

15 grantees. Data for 2023 reflect performance based on reports from 14 out of 15 grantees. 

Data for 2024 and any missing data from previous years that become available will be reported 

in the fiscal year 2026 Congressional Justification.

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 333 505 54 75

2024 480 — 59 —
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

18

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 2023 reflect performance from 60 out 

of 68 grantees. Grantees continued to experience challenges in collecting and reporting 

complete and reliable data in 2023, mostly attributed to lingering effects of the pandemic, 

including poor student attendance, staff shortages, lack of qualified educators to fill vacancies, 

and an increase in emotional stress and mental health challenges, sometimes leading to 

cancellation of program activities. Data for 2024 and any missing data from previous years that 

become available will be reported in the fiscal year 2026 Congressional Justification.

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 214 501 52 88

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. 

Data for 2023 reflect performance from 60 out of 68 grantees. Grantees continued to experience 

challenges in collecting and reporting complete and reliable data in 2023, mostly attributed to 

lingering effects of the pandemic, including poor student attendance, staff shortages, lack of 

qualified educators to fill vacancies, and an increase in emotional stress and mental health 

challenges, sometimes leading to cancellation of program activities. Data for 2024 and any 

missing data from previous years that become available will be reported in the fiscal year 2026 

Congressional Justification.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

19

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 470 559 70 76

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. Data for 2023 reflect performance from 60 out of 68 grantees. 

Grantees continued to experience challenges in collecting and reporting complete and reliable 

data in 2023, mostly attributed to lingering effects of the pandemic, including poor student 

attendance, staff shortages, lack of qualified educators to fill vacancies, and an increase in 

emotional stress and mental health challenges, sometimes leading to cancellation of program 

activities. Data for 2024 and any missing data from previous years that become available will be 

reported in the fiscal year 2026 Congressional Justification.

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 315 456 66 64

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. The 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. Data 

for 2023 reflect performance from 60 out of 68 grantees. Grantees continued to experience 

challenges in collecting and reporting complete and reliable data in 2023, mostly attributed to 

lingering effects of the pandemic, including poor student attendance, staff shortages, lack of 

qualified educators to fill vacancies, and an increase in emotional stress and mental health 

challenges, sometimes leading to cancellation of program activities.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

20

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 7,183

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. Data for 2023 reflect performance from 60 out of 

68 grantees. Grantees continued to experience challenges in collecting and reporting complete 

and reliable data in 2023, mostly attributed to lingering effect of the pandemic, including poor 

student attendance, staff shortages, lack of qualified educators to fill vacancies, and an increase 

in emotional stress and mental health challenges, sometimes leading to cancellation of program 

activities. Data for 2024 and any missing data from previous years that become available will be 

reported in the fiscal year 2026 Congressional Justification.

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 249 288 40 48

2024 255 — 45 —
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

21

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. Data for 2022 are based on performance from 58 out of 

69 grantees. Although there was an increase in the number of schools reporting data for 2022 

for this measure, the percentage for that year declined because more schools reported data 

than in the previous two years. Data for 2023 reflect performance from 60 out of 68 grantees. 

Grantees continued to experience challenges in collecting and reporting complete and reliable 

data in 2023, mostly attributed to lingering effects of the pandemic, including poor student 

attendance, staff shortages, lack of qualified educators to fill vacancies, and an increase in 

emotional stress and mental health challenges, sometimes leading to cancellation of program 

activities. Data for 2024 and any missing data from previous years that become available will be 

reported in the fiscal year 2026 Congressional Justification.

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 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

2019 Baseline 1,273

2020 1,350 2,877

2021 2,963 6,028

2022 3,052 4,920

2023 3,144 4,265

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. Data for 2023 reflect reports from 13 out of 14 grantees. Missing data for one 

grantee will be reported in Spring of 2024.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

22

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 5,868 67 75

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 

percentage of schools that implemented a multi-tiered behavioral framework. Data for 2022 are 

based on reports from 14 of 14 grantees. Data for 2023 reflect reports from 13 out of 14 

grantees. Any missing data from previous years that become available will be reported in the 

fiscal year 2026 Congressional Justification.

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 3,736 50 20
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

23

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. Data for 2023 reflect reports from 13 out of 14 grantees. 

Any missing data from previous years that become available will be reported in the fiscal year 

2026 Congressional Justification.

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.

2018 Cohort of 5-Year 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 1,845

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

grantees implementing grants (note that three grantees experienced significant hiring delays in 

2019 and provided no training at all that year, and one (11th) grantee was not able to implement 

their project due to a natural disaster). All 10 grantees provided training in 2021 (year 3); some 

grantees only conducted virtual training, while other grantees conducted both virtual and inperson 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 and 2023 are based on reports from all 11 GSEM 

grantees (the 11th grantee had started implementing their project by then). 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

24

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 11

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

grantees implementing grants (Note that an 11th grantee was not able to implement their project 

due to a natural disaster). 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 (the 11th grantee had started implementing their project by then) 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. Data for 2023 are based 

on reports from all 11 GSEM grantees. On average, grantees’ overall capacity to provide 

training and technical assistance to LEAs for the development and implementation of highquality school EOPs increased by 2% from Year 4 (2022) to Year 5 (2023), and by 53% from 

the baseline to Year 5.

Mental Health Services Professional Demonstration Grants 

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

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

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

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

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

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

mental health service professionals in schools served by high-need LEAs.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

25

2019 Cohort of 5-Year 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 54 424

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. 

Data for 2022 reflect 26 out of 27 grantees. Data from 2023 reflect data for 21 out of 27 

grantees. Data for 2024 and any missing data from previous years that become available will be 

reported in the fiscal year 2026 Congressional Justification.

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 13 229

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

measure. Data from 2023 reflect data for 21 out of 27 grantees. Data for 2024 and any missing 

data from previous years that become available will be reported in the fiscal year 2026 

Congressional Justification.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

26

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.

2020 Cohort of 5-Year 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 100 350

2024 110 —

2025 120 —

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 and had no data to report that year. 

Data for 2022 and 2023 are based on six out of six grantees reporting for this measure. Data for 

2024 will be reported in the fiscal year 2026 Congressional Justification.

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 2,430

2024 650 —

2025 700 —

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 and had no data to report that year. Data for 2022 

and 2023 are based on six out of six grantees reporting for this measure. Data for 2024 will be 

reported in the fiscal year 2026 Congressional Justification.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

27

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 N/A 153

2022 168 1,031

2023 180 250

2024 200 —

2025 220 —

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 anticipated 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 Year 2 probably represents an anomaly in 

reporting and is not expected to increase at the same rate for Years 3 to 5. Data for 2023 are 

based on six out of six grantees reporting for this measure. In Year 3, grantees reduced ratio of 

students to mental health providers from the baseline of 1:900 to 1:250 students. Data for 2024 

will be reported in the fiscal year 2026 Congressional Justification.

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 130 412

2024 150 —

2025 170 —

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 and 2023 are based on six out of six grantees 

reporting for this measure. Data for 2024 will be reported in the fiscal year 2026 Congressional 

Justification.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

28

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 44 60 18

2024 80 — 55 —

2025 75 — — —

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

of the six grantees. Two grantees experienced a late start with their LEAs and only reported 

once the participating LEAs were finalized, providing data in Year 2. 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 was 

likely due in part to the COVID-19 pandemic and the lack of 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. Data for 2023 are based on 

six out of six grantees. That data show a reduction, with 44 fewer providers leaving their 

positions in 2023. Data for 2024 will be reported in the fiscal year 2026 Congressional 

Justification.

2021 Cohort of 5-Year 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 2

2024 7 —

2025 9 —

Additional information: The sole grantee in this cohort was unable to report data for Year 1 

due to delays in recruitment efforts following an unexpected program shift. Data for 2023 are for 

the sole grantee in this cohort. Data for 2024 will be reported in the fiscal year 2026 

Congressional Justification.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

29

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 100 127

2024 110 —

2025 115 —

Additional information: The sole grantee in this cohort was unable to report data for Year 1 

due to delays in the collection of retention activities. Data for 2023 are for the sole grantee in 

this cohort. Data for 2024 will be reported in the fiscal year 2026 Congressional Justification.

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 52

2024 35 —

2025 40 —

Additional information: The sole grantee in this cohort was unable to report data for 

Year 1 due to implementation delays. Data for 2023 are for the sole grantee in this cohort. 

The target for 2024 was re-set based on actual performance reported for 2023. Data for 

2024 will be reported in the fiscal year 2026 Congressional Justification.

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 6

2024 6 —

2025 8 —

Additional information: The sole grantee in this cohort was unable to report data for Year 

1 due to a delay in hiring activities and a shortage of qualified providers. Data for 2023 are 

for the sole grantee in this cohort. Data for 2024 will be reported in the fiscal year 2026 

Congressional Justification.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

30

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 N/A 10%

2023 12 4 20% 31

2024 10 — 18 —

2025 8 — 16 —

Additional information: Fiscal year 2022 reflect for the sole grantee in this cohort. Number 

targets were set by the grantee based on average attrition rates in the past five years. Data for 

2023 are for the sole grantee in this cohort. Data for 2024 will be reported in the fiscal year 2026 

Congressional Justification.

Note that the Department expects to report Year 1 data for the 2022 and 2023 SchoolBased Mental Health Services Grant Program cohorts, the 2022 and 2023 Mental Health 

Services Professional Demonstration Grants cohorts, and the 2022 and 2023 Project 

Prevent cohorts, in the fiscal year 2026 Congressional Justification. 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

31

Promise neighborhoods 

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

(dollars in thousands)

FY 2025 Authorization:To be determined1

Budget Authority: 

Period of fund availability: 

2024 Annualized CR 2025 Request Change

$91,000 $91,000 0

PROGRAM DESCRIPTION 

The Promise Neighborhoods program provides competitive grants to support 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 in the statute 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., access to summer bridge programs and

use of 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 2025 is expected through appropriations 

action.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Promise neighborhoods

32

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)

2020 $80,000

2021 81,000

2022 85,000

2023 91,000

2024 Annualized CR 91,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $91.0 million for Promise Neighborhoods, level 

with a fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation. The request 

would support continuation of awards made in 2021, 2022, and 2023.

This program investment is fully aligned with President Biden’s Executive Order on Advancing 

Racial Equity and Support for Underserved Communities Through the Federal Government, 

which calls for “a comprehensive approach to advancing equity for all, including people of color 

and others who have been historically underserved, marginalized, and adversely affected by 

persistent poverty and inequality.” Promise Neighborhoods, which typically provides grants of 

$6 million annually for up to 5 years, is unique in supporting the full scope and scale of activities 

needed, in the words of the Executive Order, to “address the historic failure to invest sufficiently, 

justly, and equally in underserved communities, as well as individuals from those communities.”
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Promise neighborhoods

33

In addition to supporting the President’s Executive Order on Racial Equity, Promise 

Neighborhoods aligns with the Administration’s Executive Order to mitigate community violence 

and make our communities safer. The program prioritizes grantees that work with their local 

communities to provide services that prevent gun violence and address the trauma associated 

with it that plague too many communities across the country. 

The Department recognizes that, often, entities serving disconnected youth struggle to 

effectively leverage Federal resources because of limitations on the use of those funds. As a 

result, the Department will provide technical assistance to grantees under the Promise 

Neighborhoods program on how to take advantage of the flexibilities provided under the 

Performance Partnership Pilots for Disconnected Youth (P3). P3 provides ED, the Departments 

of Labor, Health and Human Services and Justice, the Corporation for National and Community 

Service, and the Institute of Museum and Library Services (collectively, the Agencies) broad 

waiver authority to increase flexibility and relieve burden in order to improve the effectiveness of 

Federal funding in providing more comprehensive, holistic services for disconnected youth. 

Improving outcomes for disconnected youth means increasing the rate at which those 

individuals between the ages of 14 and 24 who are from low-income backgrounds and are 

either homeless, in foster care, involved in the juvenile justice system, unemployed, or not 

enrolled in or at risk of dropping out of an educational institution achieve success in meeting 

educational, employment, or other key goals that support their overall well-being and outcomes 

(2014 Act, section 526(a)(2)).

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 2024 2025

Project Funding:1

New awards $15,088 0 0

Continuation awards $72,356 $86,750 $86,750

Peer review of award applications $23 0 0 

Technical Assistance $3,533 $4,250 $4,250

Total $91,000 $91,000 $91,000

Grant Awards:

Number of new awards 3 0 0

Number of continuation awards 13 16 16

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

Supporting Effective Educator Development, and to pool such funds for use in evaluating any ESEA program. The 

Department did not pool evaluation funds from this program in fiscal year 2023 but may do so in fiscal year 2024 or 

2025.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Promise neighborhoods

34

PROGRAM PERFORMANCE INFORMATION

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. The program has not 

established aggregated program level targets. Targets are set at the individual grantee level for 

these measures. FY 2022 data is expected to be available in late March 2024 and will be

included in the FY 2026 Congressional Justification but was not available at the time of 

publication for this budget. 

Performance Measures

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

2020 Not available Not available Not available

2021 22% 42% Not available

2022 — — —

2023 — — —

2024 — — —

2025 — — —

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 one 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

2020 20% 26% 53%

2021 41 20 66

2022 — — —

2023 — — —

2024 — — —

2025 — — —
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Promise neighborhoods

35

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

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2020 92% 85% 83%

2021 90 90 73

2022 — — —

2023 — — —

2024 — — —

2025 — — —

Measure: Graduation rate.

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2020 79% 81% 63%

2021 82 83 56

2022 — — —

2023 — — —

2024 — — —

2025 — — —

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

2020 49% 63% Not available

2021 45 68 Not available

2022 — — —

2023 — — —

2024 — — —

2025 — — —

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

2020 21% 52% 24%

2021 27 29 11%

2022 — — —

2023 — — —

2024 — — —

2025 — — —

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.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Promise neighborhoods

36

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

2020 80% 68% 68%

2021 75 63 43

2022 — — —

2023 — — —

2024 — — —

2025 — — —

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

2020 17% 20% 22%

2021 13 16 9

2022 —— —— —

2023 — — —

2024 — — —

2025 — — —

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

2020 Not available Not available

2021 54% 54%

2022 — —

2023 — —

2024 — —

2025 — —

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. 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Promise neighborhoods

37

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

2020 84% 70% Not available

2021 78 67 74%

2022 — — —

2023 — — —

2024 — — —

2025 — — —

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 

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

2020 98% 94% 91%

2021 87 92 99

2022 — — —

2023 — — —

2024 — — —

2025 — — —

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

38

Full-service community schools 

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

(dollars in thousands)

FY 2025 Authorization: To be determined1

Budget Authority: 

Period of fund availability: 

2024 Annualized CR 2025 Request Change

$150,000 $200,000 +$50,000

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 2025 is expected through appropriations 

action.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Full-service community schools

39

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2020 $25,000

2021 30,000

2022 75,000

2023 150,000

2024 Annualized CR 150,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $200.0 million for FSCS, $50.0 million more 

than a fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation. This 

significant increase in funding reflects the growing demand for this program and the 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, evidence-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 and have been demonstrated to improve 

academic achievement and other student outcomes. The request would support the 

Administration’s efforts to assist States, districts, and their partners in achieving academic 

recovery and excellence by supporting the conditions engage students and to accelerate 

learning and offer a comprehensive and rigorous education for every student as part of the 

“Raise the Bar: Lead the World” initiative to transform prekindergarten through grade 12 (P-12) 

education.

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 

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

communities identify federal funding sources to establish, sustain, 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 

1 https://www.whitehouse.gov/wp-content/uploads/2023/01/2023-01-13-WHITE-HOUSE-TOOLKIT_FederalResources-to-Support-Community-Schools.pdf
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Full-service community schools

40

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.1 Additionally, a 2020 study from the 

Rand Corporation, Illustrating the Promise of Community Schools: An Assessment of the Impact 

of the New York City Community Schools Initiative, concluded that community schools in New 

York City had a positive impact on student attendance, on-time grade progression, high school 

graduation rates, disciplinary incidents for elementary and middle school students, math 

achievement, credit accumulation for high school students, shared responsibility for student 

success at elementary and middle schools, and students' sense of connectedness to adults and 

peers for elementary and middle school students.2

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

Full-Service Community Schools program to create an estimated 84 new community schools 

serving up to 252,000 additional students, family members, and community members. 

The Department would dedicate a significant amount of funding in year 2025 to provide catalytic 

support for planning and capacity building of services – such as integrated student supports – 

for traditionally underserved students such as students of color, newly arrived students, and 

students from low-income backgrounds. Many young people are experiencing an acute need for 

services such as mental and physical health services, and research shows that integrated 

supports are one of the ways to meet those needs and provide a range of positive student 

outcomes such as improved attendance, wellbeing, and academic achievement. While the 

Department acknowledges each of the four pillars of community school plays a critical role in 

delivering the benefits of the model, efforts to increase investments in the planning stage will 

allow for new and less experienced grantees to develop community schools designed to meet 

the urgent needs of local communities. The planning and capacity building grants provide a 

critical on-ramp for local communities to eventually run full-service community schools.

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

grants. 

The FY2025 Budget aims to increase access to school-based health services, including mental 

health services, for students enrolled in Medicaid and the Children’s Health Insurance Program 

(CHIP). Community schools, which often offer mental and physical health care services to 

students, may be well positioned to leverage Medicaid and CHIP funding to expand the schoolbased services offered to students. The 2025 competition would complement efforts across the 

Department to encourage more schools – including Full-Service Community Schools – State 

educational agencies, and local educational agencies to provide students with school-based 

physical and mental health services with the support of Medicaid reimbursement. This request 

1 https://learningpolicyinstitute.org/sites/default/files/product-files/Community_Schools_Effective_REPORT.pdf 2 Johnston, William R., John Engberg, Isaac M. Opper, Lisa Sontag-Padilla, and Lea Xenakis, Illustrating the Promise 

of Community Schools: An Assessment of the Impact of the New York City Community Schools Initiative. City of New 

York, 2020. https://www.rand.org/pubs/research_reports/RR3245.html. 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Full-service community schools

41

complements additional investments to support the implementation or expansion of schoolbased services further detailed in the Program Administration account and Student Support and 

Academic Enrichment program. 

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 2024 2025

Number of new awards 30 0 20

Funding for new awards $73,661 0 $45,370

Range of new awards $275 - 10,000 0 $275 - 10,000

Number of continuation awards 69 91 72

Funding for continuation awards $74,754 $149,250 $141,180

Planning grants 0 0 $7,000

National Activities 0 0 $5,000

Evaluation1 $757 $750 $750

Peer review of new award applications $828 0 $700

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. 

1 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 2023, it may do so in fiscal years 2024 and 2025.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Full-service community schools

42

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

year of the project period. 

Year Target Actual

2020 100% 100%

2021 100 107

2022 100 118

2023 100 —

2024 100 —

2025 100 —

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

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

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

and may target different combinations of students, parents and families, or community 

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

Department expects to have data for 2023 in spring 2024.

The Department developed new indicators for new awards starting 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; 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Full-service community schools

43

• 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

44

Account Summary Table

Select here for the online version