Department of Education

SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Fiscal Year 2020 Budget Request

CONTENTS

Page

Summary of request:

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

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

Appropriation, Adjustments, and Transfers .............................................................................D-5

Summary of Changes .............................................................................................................D-6

Authorizing Legislation............................................................................................................D-7

Appropriations History.............................................................................................................D-8

Significant Items in FY 2019 Appropriations Reports...............................................................D-9

Summary of Request ............................................................................................................D-10

Activities:

School safety national activities ........................................................................................D-12

Promise neighborhoods....................................................................................................D-25

Full-service community schools ........................................................................................D-34

State Table*

State tables reflecting final 2018 allocations and 2019 and 2020 estimates are posted on the 

Department’s webpage at: https://www2.ed.gov/about/overview/budget/statetables/index.html
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-1

Appropriations Language

For carrying out activities authorized by [subparts 2 and 3 of part F of title IV] section 4631

of the ESEA, [$190,754,000] $200,000,000 [: Provided, That $95,000,000 shall be available for 

section 4631]

1

, of which up to [$5,000,000] $10,000,000, to remain available until expended, 

shall be for the Project School Emergency Response to Violence (Project SERV) program:

2

Provided, That $100,000,000 shall be for school safety grants to States, of which the Secretary 

shall (1) reserve $500,000 for the outlying areas, to be distributed among those outlying areas 

on the basis of their relative shares of the number of individuals aged 5 through 17, as 

determined by the Secretary on the basis of the most recent satisfactory data; (2) reserve 

$500,000 for the Secretary of the Interior for programs in schools operated or funded by the 

Bureau of Indian Education; and (3) award the remaining $99,000,000 among the 50 States, the 

District of Columbia, and Puerto Rico based on their relative shares of the number of individuals 

aged 5 through 17 as determined by the Secretary on the basis of the most recent satisfactory 

data: Provided further, That the minimum grant size awarded to the 50 States, the District of 

Columbia, and Puerto Rico shall be $500,000: Provided further, That funds awarded under the 

first proviso shall be used for activities authorized under section 4104(b) and consistent with the 

purposes of section 4108 of the ESEA, in accordance with a plan that shall be submitted to the 

Secretary at such time and in such manner as the Secretary may require3[: Provided further, 

That $17,500,000 shall be available for section 4625: 4 Provided further, That $78,254,000 shall 

be available through December 31, 2019, for section 4624]

5

. (Department of Education 

Appropriations Act, 2019.)

NOTE

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

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

D-2

Analysis of Language Provisions and Changes

Language Provision Explanation

1 For carrying out activities authorized by 

[subparts 2 and 3 of part F of title IV]

section 4631 of the ESEA, [$190,754,000]

$200,000,000 [: Provided, That $95,000,000 

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] $10,000,000, 

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.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Analysis of Language Provisions and Changes

D-3

Language Provision Explanation

3...Provided, That $100,000,000 shall be for 

school safety grants to States, of which the 

Secretary shall (1) reserve $500,000 for the 

outlying areas, to be distributed among those 

outlying areas on the basis of their relative 

shares of the number of individuals aged 5 

through 17, as determined by the Secretary 

on the basis of the most recent satisfactory 

data; (2) reserve $500,000 for the Secretary 

of the Interior for programs in schools 

operated or funded by the Bureau of Indian 

Education; and (3) award the remaining 

$99,000,000 among the 50 States, the 

District of Columbia, and Puerto Rico based 

on their relative shares of the number of 

individuals aged 5 through 17 as determined 

by the Secretary on the basis of the most 

recent satisfactory data: Provided further, 

That the minimum grant size awarded to the 

50 States, the District of Columbia, and 

Puerto Rico shall be $500,000: Provided 

further, That funds awarded under the first 

proviso shall be used for activities authorized 

under section 4104(b) and consistent with 

the purposes of section 4108 of the ESEA, in 

accordance with a plan that shall be 

submitted to the Secretary at such time and 

in such manner as the Secretary may 

require...

This language would permit the Secretary to 

award $100 million of the 2020 appropriation 

for School Safety National Activities as 

formula grants to States and authorize States 

to use those funds for a wide range of Statelevel school safety activities consistent with 

the purposes of ESEA section 4018. Of the 

$100 million the Secretary would: (1) reserve 

$500,000 for the outlying areas, to be 

distributed based on their relative shares of 

population aged 5 through 17; (2) reserve 

$500,000 for programs in schools operated 

or funded by the Bureau of Indian Education; 

and (3) award the remaining $99 million

among the 50 States, the District of 

Columbia, and Puerto Rico based on their 

relative shares of population aged 

5 through 17, with a minimum grant size of 

$500,000.

4...[: Provided further, That $17,500,000 shall 

be available for section 4625:...]

This language earmarks funds for the FullService Community Schools program in 

order to override the authorized level for the 

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

It is deleted because the budget request 

does not include funds for this program.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Analysis of Language Provisions and Changes

D-4

Language Provision Explanation

5

[...Provided further, That $78,254,000 shall 

be available through December 31, 2019, for 

section 4624].

This language earmarks funds for the 

Promise Neighborhoods program in order to 

override the authorized level for the program 

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

the Department an additional 3 months 

beyond the end of fiscal year 2019 to 

obligate them. It is deleted because the 

budget request does not include funds for 

this program.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-5

Appropriation, Adjustments, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2018 2019 2020

Discretionary:

Discretionar y Appropriation...........................................................$185,754 $190,754 $200,000

Discretionar y Total, discretionary appropriation........................ 185,754 190,754 200,000
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-6

Summary of Changes

(dollars in thousands)

2019.................................................................................................. $190,754

2020................................................................................................. 200,000

Net change ................................................................ +9,246

Increases: 2019 base

Change 

from base

Program:

Program Increase for School Safety National Activities to support 

proposed State formula grants that would allow States to 

develop and implement their own school safety strategies 

based on State and local needs and priorities, while also 

drawing on the recommendations included in the Final 

Report of the Federal Commission on School Safety 

released in December 2018. $95,000 +$105,000

Decreases:

Program

Program Eliminate funding for the Promise Neighborhoods

program because it has limited impact on a national 

scale and authorized activities may be more 

appropriately supported with other Federal, State, 

local, and private funding streams. 78,254 -78,254

Program Eliminate funding for the Full-Service Community 

Schools program because it has limited impact on a 

national scale and authorized activities may be more 

appropriately supported with other Federal, State, 

local, and private funding streams. 17,500 -17,500

Subtotal, decreases -95,754

Net change +9,246
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-7

Authorizing Legislation

(dollars in thousands)

Activity

2019

Authorized

Footnote

2019

2020

Authorized

footnote

2020

Request

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

section 4631) $5,000

1 $95,000 $5,0001 $200,000

Promise neighborhoods (ESEA IV-F, Subpart 2, 

section 4624)) 

(2) 78,254 (2) 0

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

section 4625)) 

(2)

 17,500 

(2)

 0

Total definite authorization 5,000 5,000

Total appropriation 190,754 200,000

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). The budget request includes appropriations 

language to override the authorization level.

2

A total of $220,741 thousand is authorized for Part F of Title IV. Of the amount appropriated for Part F, $5,000 thousand is reserved for Subpart 3 

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

D-8

Appropriations History

(dollars in thousands)

Year

Budget 

Estimate 

to Congress

House 

Allowance

Footnote Senate 

Allowance

Footnote

Appropriation

Footnote

2011 $1,786,166 $384,8411 $426,0532 $288,4653

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

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

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

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

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

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

2018 134,857 138,00010 131,25410 185,754

2019 43,000 185,75411 190,75411 190,75411

2020 200,000

1 The level for the House allowance reflects the House-passed full-year continuing resolution.

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

3 The level for appropriation reflects the Department of Defense and Full-Year Continuing Appropriations 

Act, 2011 (P.L. 112-10).

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

Senate Committee action only.

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

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

Committee. 

6 The House Allowance is shown as N/A because there was no Subcommittee action.

7 The level for the Senate allowance reflects Senate Subcommittee action only.

8 The levels for House and Senate allowances reflect action on the regular annual 2016 appropriations 

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

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

appropriations bill; the Appropriation reflects the Consolidated Appropriations Act, 2017.

10 The level for the House reflects floor action on the Omnibus appropriations bill; the Senate allowance 

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

Consolidated Appropriations Act of 2018 (P.L. 115-141).

11 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).
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-9

Significant Items in FY 2019 Appropriations Reports

Project SERV (School Emergency Response to Violence) 

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

Appropriations of the House of Representatives and the Senate within 180 days 

of enactment of the Department’s fiscal year 2019 appropriations act on how 

fiscal years 2017 and 2018 grant recipients used Project SERV funds; 

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

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

traumatic crisis.

Response: The Department plans to consult with the Committees on how best to respond to 

this directive without imposing undue reporting burdens on grantees that may still 

be engaged in recovering from a violent or traumatic crisis.
D-10

D-10

Summary of R equest

Click here for accessible version

DEPARTMENT OF EDUCATION FISCAL YEAR 2020 PRESIDENT'S BUDGET

(in thousands of dollars)

Amount Percent

 1. School safety national activities (ESEA IV-F-3, section 4631) D 90,000 95,000 200,000 105,000 110.53%

 2. Promise neighborhoods (ESEA IV-F-2, section 4624) D 78,254 78,254 0 (78,254) -100.00%

 3. Full-service community schools (ESEA IV-F-2, section 4625) D 17,500 17,500 0 (17,500) -100.00%

D 185,754 190,754 200,000 9,246 4.85%

NOTES: D = discretionary program; M = mandatory program

Detail may not add to totals due to rounding. 

Safe Schools and Citizenship Education

 Total

Cat 

Code

2018 

Appropriation 

2019 

Appropriation

2020 

President's 

Budget

2020 President's Budget Compared 

to 2019 Appropriation
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

D-11

Summary of Request

The Administration is committed to ensuring students are able to learn in a safe and secure 

school environment. After the tragedy in Parkland, Florida, the President established the 

Federal Commission on School Safety (FCSS) to develop recommendations to improve school 

safety, which were published in December 2018. While States and local communities have lead 

responsibility for developing and implementing the best strategies for continuing to ensure that 

schools are safe places, the President’s 2020 Budget provides significant resources across 

several agencies to support those efforts, which may include implementation of the 

Commission’s recommendations. 

The Department of Education Request includes $200 million for School Safety National 

Activities in this account, to provide grants for States and school districts and related technical 

assistance to develop school emergency operation plans, offer counseling and emotional 

support in schools with pervasive violence, and implement evidence-based practices for 

improving behavioral outcomes. Within this total, a new $100 million School Safety State Grant 

program would help build State and local capacity to develop and implement interventions that 

enhance school safety, including recommendations from the Final Report of the FCSS related to 

prevention, protection, mitigation, response, and recovery.

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

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

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

D-12

Activities:

School safety national activities

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

(dollars in thousands)

FY 2020 Authorization: $5,0001

Budget Authority: 

2019 2020 Change

$95,000 $200,000 +$105,000

1

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

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

Subpart 3 (section 4631). 

PROGRAM DESCRIPTION

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

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

students’ safety and well-being. Activities under the program may be carried out through grants, 

contracts, or cooperative agreements with public and private organizations or individuals, or 

through agreements with other Federal agencies. 

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

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

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

learning environment has been disrupted by violence or other traumatic crises such as natural 

disasters. 

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

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

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

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

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

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

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

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

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

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

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

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

School safety national activities

D-13

 Grants to States for Emergency Management to increase their capacity to assist LEAs by 

providing training and technical assistance in the development and implementation of highquality school emergency operations plans that encompass the five mission areas—

(1) prevention, (2) protection, (3) mitigation, (4) response, and (5) recovery—and that are

(a) adequate, (b) feasible, (c) acceptable, (d) complete, and (e) compliant with applicable 

State and local requirements.

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

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

management plans.

In addition, report language accompanying the Department of Education Appropriations Act, 

2019, recommended that the Department implement a new program of Mental Health 

Demonstration Grants that would fund partnerships between IHEs and States or high-need 

LEAs to train school counselors, social workers, psychologists, or other mental health 

professionals in order to address the shortages of mental health service professionals in such 

schools. The Department currently anticipates carrying out a competition in fiscal year 2019 for 

this purpose, as well as to address related recommendations included in the Final Report of the 

Federal Commission on School Safety.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

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

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

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

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

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

FY 2020 BUDGET REQUEST

For fiscal year 2020, the Administration requests $200 million for School Safety National 

Activities, an increase of $105 million over the fiscal year 2019 appropriation, to expand support

for building State and local capacity to develop and implement interventions that enhance 

school safety. The proposed increase would provide flexible resources that States can use to 

carry out school safety-related activities that draw on the recommendations of the Federal 

Commission on School Safety (FCSS) in areas of prevention, protection and mitigation, as well 

as response and recovery. A full copy of the Final Report of the FCSS, released in December 

2018, can be found here: https://www2.ed.gov/documents/school-safety/school-safetyreport.pdf. The request for School Safety National Activities is part of a significant investment in 

the President’s 2020 Budget that would provide approximately $700 million for school safety 

related activities at the Departments of Education, Justice, and Health and Human Services.

As stated in the Commission’s transmittal letter to the President, “Our Nation’s schools must be 

safe places to learn. Sadly, incidents of school violence are too common in the United States, 

and far too many families and communities have suffered.” The Commission further states that 

“there is no universal school safety plan that will work for every school across the country.”
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-14

Indeed, States and communities must have flexibility to use Federal resources to identify and 

implement those strategies that best respond to State and local needs.

Accordingly, the request includes $100 million for a new program of School Safety State Grants, 

to provide States with grants that support the school safety activities authorized under Title IV-A 

of the ESEA. (The Administration is not requesting funds specifically under Title IV-A, as 

described in the School Improvement Programs account, because those formula grants are 

often too small for LEAs to develop strong programs, can be used for a wide variety of goals 

and strategies, and cover activities that are more effectively funded through local, State, private 

and other Federal sources of funding.) The Department would award School Safety State 

Grants to all States by the formula specified below. These grants would empower States to 

develop and implement their own school safety strategies based on State and local needs and 

priorities, while also drawing on the recommendations included in the Final Report of the 

Federal Commission on School Safety. The Administration believes that proposed School 

Safety State Grants would: (1) empower States to determine how best to address their school 

safety needs; (2) provide sufficient resources to substantially increase State and local capacity 

to implement meaningful measures to improve school safety; and (3) allow for effective targeting 

of limited Federal education resources to priority needs. 

School Safety State Grants would be used by States in accordance with plans they submit to 

the Department outlining how they would use the funds to build State capacity, and would 

supplement other Federal, State, and local resources available to address school safety issues 

and concerns. While States would select their own strategies in response to State and local 

needs, the work of the FCSS suggests that funded activities could include: character education 

programs; creating positive school climates where students feel connected to each other, their 

teachers, and their school leaders; combatting cyberbullying; improving access to school-based 

mental health services and counseling; conducting threat assessments; training students and 

school personnel in school safety (including active shooter preparedness training); and 

enhancing building and campus security.

The budget request includes appropriations language that would: (1) override the $5 million 

authorization for ESEA section 4631; (2) permit the Department to award $100 million of the 

2020 appropriation for SSNA as formula grants to States; and (3) authorize States to use those 

funds for a wide range of State-level school safety activities consistent with the purposes of 

ESEA section 4018, which provides wide latitude and discretion to States to carry out programs 

to support safe and healthy students.

Of the $100 million for School Safety State Grants the Department would: (1) reserve $500,000 

for the outlying areas, to be distributed based on their relative shares of population aged 

5 through 17; (2) reserve $500,000 for programs in schools operated or funded by the Bureau of 

Indian Education; and (3) award the remaining $99 million among the 50 States, the District of 

Columbia, and Puerto Rico based on their relative shares of population aged 5 through 17, with 

a minimum grant size of $500,000.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-15

Of the $200 million request for SSNA, the other $100 million would support: (1) continuation 

awards for multi-year projects begun in 2019 or prior years, and (2) Project SERV, as follows:

 $53.4 million for School Climate Transformation Grant (SCTG) continuation awards, and 

related technical assistance, to fund the third year of 5-year grants to SEAs and second year 

of 5-year grants to LEAs, to enable them to develop and adopt, or expand to more schools, 

multi-tiered behavioral frameworks such as Positive Behavioral Interventions and Supports 

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

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

year 2019 LEA SCTG competition, like the 2018 SEA SCTG competition, will include a 

competitive preference priority for applicants that propose to include opioid abuse 

prevention and mitigation strategies as part of their projects.

 $15 million in continuation award funding for Mental Health Demonstration Grants to be 

awarded under a 2019 planned competition that is expected to address a priority in 

Congressional report language on addressing shortages of mental health professionals in 

schools as well as other mental health-related recommendations included in the Final 

Report of the Federal Commission on School Safety.

 $10 million for Project Prevent continuation grant awards to LEAs to fund the second year of 

5-year grants to LEAs under a planned 2019 competition to reduce the incidence of violent, 

aggressive, and disruptive behaviors and increase the number of students receiving schoolbased and community mental health services for exposure to violence.

 $5.8 million in Grants to States for Emergency Management continuation awards to increase 

the capacity of SEAs to help their LEAs develop, implement, and improve high-quality 

emergency operations plans that make schools safer by supporting efforts to prevent, 

protect against, mitigate, respond to, and recover from all threats and hazards, both natural 

and man-made. Fiscal year 2020 funds would support the third year of 5-year projects 

begun in 2018.

 $3.1 million for the Department’s Readiness and Emergency Management for Schools 

Technical Assistance Center, which provides nationwide training and technical assistance 

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

 $2 million for the National Center on Safe Supportive Learning Environments (NCSSLE). 

The NCSSLE 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. In 2020, a portion 

of NCSSLE’s efforts would be directed to assisting SEAs in building their capacity under the 

new School Safety State Grants program proposed above.

 $0.7 million for other activities that promote safe and healthy students, such as data 

collection, dissemination, outreach, and other technical assistance activities, including 

ongoing support for Federal websites with information on bullying prevention and other 

programs that support positive youth development.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-16

 $10 million for Project SERV (School Emergency Response to Violence), an increase of 

$5 million over the amount reserved in recent years, to replenish the Department’s

longstanding reserve fund that supports the provision of education-related services—

including counseling and referral to mental health services as needed—to LEAs and IHEs in 

which the learning environment has been disrupted due to a violent or traumatic crisis. 

Project SERV has been utilized extensively in the past 2 years to respond to natural 

disasters as well as to violent or traumatic incidents in schools and IHEs. The requested 

increase is needed to ensure that the program has sufficient resources to continue to play 

this essential role in the early stages of disaster response and recovery. Under the request, 

funds would continue to be appropriated on a no-year basis and would remain available for 

obligation at the Federal level until expended.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2018 2019 2020

School Safety State Grants (SSSG)

50 States, DC, and Puerto Rico 0 0 $99,000

SSSG Outlying Areas and BIE Schools 0 0 1,000

SSSG Total 0 0 100,000

School Climate Transformation Grants

SEA grant award funds (new) $9,005 0 0 School Climate Tr ansformati on Gr ants: 

SEA grant award funds (continuation) 7,578 $9,572 $9,679 School Climate Tr ansformati on Gr ants: 

LEA grant award funds (new) 0 40,000 0 School Climate Tr ansformati on Gr ants: 

LEA grant award funds (continuation) 35,679 0 40,000 School Climate Tr ansformati on Gr ants:

Peer review of new award applications 14 370 0

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

Total 56,026 53,692 53,429

School Climate Tr ansformati on Gr ants: 

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

Number of SEA awards (continuation) 12 14 14 School Climate Tr ansformati on Gr ants:

Range of SEA awards $250-$750 $490-$750 $491-$750 School Climate Tr ansformati on Gr ants:

Average SEA award $638 $684 $691 School Climate Tr ansformati on Gr ants:

Number of LEA awards (new) 0 80 0

School Climate Tr ansformati on Gr ants: Number of LEA awards (continuation) 70 0 80 School Climate Tr ansformati on Gr ants:

Range of LEA awards $178-$750 $200-$750 $200-$750 School Climate Tr ansformati on Gr ants: 

Average LEA award $510 $500 $500

Mental Health Demonstration Grants (MHDG)

Grant award funds (new) 0 $15,000 0

MHDG Grant award funds (continuation) 0 0 $15,000

(MHDG Peer review of new award applications 0 100 0

MHDG Total 0 15,100 15,000
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

D-17

Output Measures 2018 2019 2020

MHDG Number of awards (new) 0 20 0

MHDG Number of awards (continuation) 0 0 20

MHDG Range of awards 0 $500-$1,000 $500-$1,000

MHDG Average award 0 $750 $750

Project Prevent

Grant award funds (new) 0 $10,000 0

Project Prevent Grant award funds (continuation) $14,485 0 $10,000

 Pr oject Pr event Peer review of new award applications 0 150 0

Project Prevent Total 14,485 10,150 10,000

Project Prevent: 

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

Number of LEA awards (continuation) 22 0 15 Project Prevent : 

Range of awards $291-$1,000 $250-$1,000 $250-$1,000 Project Prevent:

 Average award $658 $667 $667

Grants to States for Emergency 

Management (GSEM) 

Grant award funds (new) $6,429 0 0

GSEM Grant award funds (continuation) 0 $5,678 $5,820

GSEM Peer review of new award applications 11 0 0

GSEM Total 6,440 5,678 5,820

GSEM Number of SEA awards (new) 11 0 0

GSEM Number of SEA awards (continuation) 0 11 11

GSEM Range of awards $123-$750 $127-$750 $132-$750

GSEM Average award $584 $516 $529

Readiness and Emergency 

Management for Schools 

Technical Assistance Center $2,969 $3,100 $3,100

National Center on Safe Supportive

Learning Environments $2,671 $1,000 $2,000

Other data collection, dissemination,

outreach, and assistance $2,409 $1,280 $651

School Emergency Response to 

Violence (Project SERV) $5,000 $5,000 $10,000

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

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

funds for this purpose from School Safety National Activities in fiscal year 2018, but may do so in fiscal years 2019

and 2020. 
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PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

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

progress made toward achieving program results. Achievement of results is based on the 

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

year 2020 and future years, as well as the resources and efforts invested by those served by 

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

final performance reports.

LEA School Climate Transformation Grants

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

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

implementation of multi-tiered behavioral frameworks.

Objective: LEA School Climate Transformation grantees will demonstrate substantial progress 

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

behavioral frameworks.

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

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2015 512 45%

2016 589 584 52% 55

2017 677 814 60 65

2018 936 920 69 64

2019 1,077 79

Additional information: Data for 2015 are inclusive of 64 of 70 grantees and based on 

1,132 schools implementing a MTBF. Data for 2016 are inclusive of 65 grantees and based on a 

total of 1,069 schools implementing a MTBF. Data for 2017 are inclusive of 67 grantees and 

based on 1,250 schools implementing a MTBF. Data for 2018 are inclusive of 69 grantees and 

based on 1,446 schools implementing a MTBF.
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Measure: The number and percentage of schools that report an annual decrease in office 

disciplinary referrals.

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2015

2016 479 48%

2017 493 643 49% 53

2018 662 671 55 47

2019 682 57

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

(e.g., 2015 and 2016) are required for this metric, and 2015 was only the first data point for 

these projects. Results for 2016 are based on 61 of 70 grantees with 1,005 schools 

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

64 grantees with 1,209 schools implementing a MTBF that reported valid and complete data. 

Results for 2018 are based on 69 grantees with 1,419 schools implementing a MTBF that 

reported valid and complete data.

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

attendance rate.

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2015

2016 495 50%

2017 520 468 53% 38

2018 495 515 50 40

2019 520 53

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

(e.g., 2015 and 2016) are required for this metric, and 2015 was only the first data point for 

these projects. Results for 2016 are based on 61 of 70 grantees with 984 schools implementing 

a MTBF that reported valid and complete data. Results for 2017 are based on 64 grantees with 

1,229 schools implementing a MTBF that reported valid and complete data. Results for 2018 

are based on 69 grantees with 1,283 schools implementing a MTBF that reported valid and 

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

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

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2015

2016 524 51%

2017 540 698 53% 59

2018 719 781 61 53

2019 804 63

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

(e.g., 2015 and 2016) are required for this metric, and 2015 was only the first data point for 

these projects. Results for 2016 are based on 64 of 70 grantees with 1,033 schools 

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

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

Results for 2018 are based on 69 grantees with 1,483 schools implementing a MTBF that 

reported valid and complete data.

SEA School Climate Transformation Grants

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

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

students through the implementation of multi-tiered behavioral frameworks.

Objective: SEA School Climate Transformation grantees will demonstrate substantial progress 

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

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

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

framework.

Year Target Actual

2015 374

2016 449 1,782

2017 1,871 2,369

2018 2,488 3,369

2019 3,537

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

and complete data. Results for 2017 and 2018 are based on 12 grantees that reported valid and 

complete data. Numbers in the chart reflect trainings only. The five-fold increase in trainings 

from 2015 to 2016 is largely attributable to two grantees that each had more than 425 trainings 

in 2016, although many States increased their training activity in 2016 and continued to do so in 

2017. There was another substantial jump in technical assistance activity in several States in 

2018.
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Measure: The number and percentage of LEAs provided training or technical assistance by the 

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

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

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2015

2016 704 98%

2017 718 512 100% 97

2018 704 802 100 98

2019 818 100

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

(e.g., 2015 and 2016) are required for this metric, and 2015 was only the first data point for 

these projects. Results for 2016 are based on 10 of 12 grantees that reported valid and 

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

data. Results for 2018 are based on 11 grantees that reported valid and complete data. The 

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

training and technical assistance to significantly fewer LEAs in 2017 than they did in 2016. 

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

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

“percentage” actual performance on this measure was level with 2016. 

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

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

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2015

2016 783 49%

2017 861 1,122 54% 61

2018 1,234 1,064 67 57

2019 1,170 63

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

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

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

that reported valid and complete data. Results for 2017 and 2018 are based on 11 grantees that 

reported valid and complete data.
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Project Prevent Grants

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

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

affected students and to break the cycle of violence.

Objective: Project Prevent grantees will demonstrate substantial progress in decreasing 

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

increasing student engagement.

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

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

Year Target Actual

2015

2016 88%

2017 90% 77

2018 88 77

2019 82

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

(e.g., 2015 and 2016) are required for this metric, and 2015 was only the first data point for 

these projects. Results for 2016 are based on 16 of 22 grantees that reported valid and 

complete data. Results for 2017 and 2018 are based on 22 grantees that reported valid and 

complete data.

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

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

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

Year Target Actual

2015 

2016 100%

2017 100% 86

2018 100 82

2019 91

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

(e.g., 2015 and 2016) are required for this metric, and 2015 was only the first data point for 

these projects. Results for 2016 are based on 12 of 22 grantees that reported valid and 

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

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

hired.) Results for 2017 and 2018 are based on 22 grantees that reported valid and complete 

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

school engagement of students served by the grant.

Year Target Actual

2015

2016 58%

2017 67% 45

2018 58 38

2019 48

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

(e.g., 2015 and 2016) are required for this metric, and 2015 was only the first data point for 

these projects. Results for 2016 are based on 12 of 22 grantees that reported valid and 

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

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

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

based on 20 grantees that reported valid and complete data. Results for 2018 are based on 

21 grantees that reported valid and complete data. Reasons for the decline in performance on 

this measure may be due to the number of grantees changing their evaluation methods across 

years for implementing this measure, combined with response rates varying across those years. 

Other Performance Information

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

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

along with the associated Results in Brief. The purpose of this study was to examine how States 

and districts that participate in both School Climate Transformation Grants (Department of 

Education) and Project AWARE (Department of Health and Human Services) reported 

coordinating services and supports. This included the mechanisms and practices used in 

coordination; grantee perceptions regarding the value of coordinating; and the challenges and 

lessons learned from a collaborative effort. This study measured coordination based on a 

continuum of activities, with simple communication and information sharing at the low end 

toward mutual responsibility and accountability at the high end.

Officials from 36 grantees, including 27 local agencies and 9 State agencies, that received both 

grants participated in 136 semi-structured telephone interviews. Key findings include:

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

development of shared organizational structures. Most grantees (69 percent) were rated as 

being involved in at least a moderate level of coordination.

 Better integration of efforts to improve school climate with mental health services (e.g., by 

training staff in student identification and referral practices) was the most commonly reported 

accomplishment of coordination for grantees (75 percent).
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D-24

 Regarding factors that inhibited coordination, districts most often described limited 

resources (including time, staff, or funds), whereas States more often reported lacking 

common goals or understanding and having different philosophies.

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

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

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

avoid redundancies.

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

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

the district’s mission and other initiatives and strategies.
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Promise neighborhoods

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

(dollars in thousands)

FY 2020 Authorization: (1)

Budget Authority: 

2019 2020 Change

$78,254 0 -$78,254

1

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

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

Full-Service Community Schools Grants programs under Subpart 2.

PROGRAM DESCRIPTION

The Promise Neighborhoods program provides competitive grants to support distressed 

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

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

program was included in the reauthorization of the Elementary and Secondary Education Act 

(ESEA) enacted in December 2015.

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

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

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

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

neighborhoods with schools identified for comprehensive support and improvement or targeted 

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

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

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

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

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

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

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

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

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

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

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

crime prevention and rehabilitation programs. 

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

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

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

their first-year awards and at least 25 percent of their second-year awards for planning activities 
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D-26

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 award. The Department requires that a portion of these matching 

funds come from private sources.

Eligible organizations for Promise Neighborhoods grants are institutions of higher education 

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

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

or tribal organization.

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

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

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

Promise Neighborhoods appropriation for technical assistance and to evaluate the 

implementation and impact of program activities.

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

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

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

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

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

grantee performance.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

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

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

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

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

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

FY 2020 BUDGET REQUEST

The Administration’s fiscal year 2020 request does not include funding for Promise 

Neighborhoods, reflecting an effort to refocus Federal education investments on larger, more 

flexible formula grant programs, streamline Federal program administration, minimize 

regulations and requirements from Washington, eliminate duplicative programs, and put 

decision-making power back in the hands of States and local communities.

While the Department is still collecting performance data, the program has shown mixed results 

to date. The experience of past grantees suggests strongly that the complexity of program 

requirements and the broad range of program goals (e.g., providing education, social, and 

health-related supports to children and families from birth through career and beyond) make it 

exceptionally challenging for grantees to develop, implement, and sustain the wide range of 

interventions needed to improve individual and community outcomes. For example, the need to 

award extensions to grantees in previous cohorts, most of which already have received 
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D-27

$30 million over 5 years, suggests the difficulty of implementing the program absent continuous, 

substantial Federal grant support. Consequently, the Department believes that programs like 

Title I Grants to Local Educational Agencies, which makes available $15.9 billion annually to 

school districts, provide a more appropriate and sustainable vehicle for designing and 

implementing comprehensive strategies for improving educational and life outcomes, including 

strategies that address many of the out-of-school factors targeted by the Promise 

Neighborhoods program.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2018 2019 2020

Grants

Grants Number of new awards 3

1

0 0

Grants Funding for new awards $17,437 0 0

Grants Number of continuation awards 10 13 0

Grants Funding for continuation awards $40,346 $74,810 0

Grants Funding for extensions (section 4623(b) of ESEA) $18,000 0 0 Grants 

Number of extensions 3 0 0

National Activities

National Acti viti es 

Technical assistance/Data assistance $2,459 $1,660 0 National Acti viti es 

Peer review of new award applications $12 0 0 National Acti viti es 

National evaluation 0 $1,500 0 National Acti viti es 

Pooled evaluation 0 $284 0

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

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

funds for this purpose from Promise Neighborhoods in fiscal year 2018, but expects to do so in fiscal year 2019.

1

In 2018, the Department made three new awards from the 2017 competition after discovering an error in the 

2017 peer review process.

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

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

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

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

efforts invested by those served by this program. 

The Department established 15 performance measures for implementation grantees in 2011. 

Data from the first cohort of implementation grantees became available in May 2013, but 
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D-28

inconsistent data collection practices among the grantees limited the validity and reliability of 

these data. Since then, the Department has provided technical assistance to ensure that 

grantees collect data in a consistent manner; this assistance has led to data that are 

comparable across reporting years for some indicators. For example, the program can now 

report trends from 2013 to 2015 in academic achievement for students residing within a Promise 

Neighborhood: these data show that achievement in mathematics and reading/language arts 

remained somewhat steady from 2013 to 2014, with a drop in achievement in 2015 which 

grantees attribute largely to changing State assessments in these content areas. In addition, 

grantees reported reduced rates of chronic absenteeism from 2013 to 2014, with a slight uptick 

in 2015.

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

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

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

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

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

positive environment for students to focus on school.

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

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

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

meeting reporting requirements. As a result, grantees have largely increased their knowledge of 

and comfort level with data analysis and reporting as well as executing secure data sharing 

agreements with school districts. Importantly, technical assistance provided by the contractor 

and Department staff has resulted in improved consistency in reporting among the 2016 cohort 

of grantees.

The performance data presented below illustrate the first year of implementation for the 

2016 cohort. Each grantee sets its own performance targets for each measure, in cooperation 

with the Department, based on the specific neighborhoods they serve.

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 Actual

2017 67%

2018

2019

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

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

via in-person interviews by trained staff. Grantees set their own annual targets in their original 

applications; the program does not set aggregate performance targets.
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Measure: Percentage of three-year-olds 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 Actual

2017 66%

2018

2019

Additional information: Grantees use administrative data from partnering LEAs or early 

childhood providers to report performance against this measure. While all 2016 grantees have 

established data sharing agreements with their LEA partners, reporting against this measure 

proved challenging due, in part, to inconsistent assessments across early childhood providers. 

Grantees set their own annual targets in their original applications; the program does not set 

aggregate performance targets.

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 Actual

2017 49%

2018

2019

Additional information: Grantees use administrative data from partnering LEAs or early 

childhood providers to report performance against this measure. All 2016 grantees have 

established data sharing agreements with their LEA partners. Grantees set their own annual 

targets in their original applications; the program does not set aggregate performance targets.

Measure: Percentage of children, from birth to kindergarten entry, participating in center-based 

early learning settings or programs.

Year Actual

2017 31%

2018

2019

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

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

via in-person interviews by trained staff. Grantees set their own annual targets in their original 

applications; the program does not set aggregate performance targets.
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Measure: Percentage of children, from birth to kindergarten entry, participating in formal 

home-based early learning settings or programs.

Year Actual

2017 20%

2018

2019

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

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

via in-person interviews by trained staff. Grantees set their own annual targets in their original 

applications; the program does not set aggregate performance targets.

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 Actual

2017 29%

2018

2019

Additional information: Grantees use administrative data from partnering LEAs or early 

childhood providers to report performance against this measure. All 2016 grantees have 

established data sharing agreements with their LEA partners. Grantees set their own annual 

targets in their original applications; the program does not set aggregate performance targets.

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 Actual

2017 21%

2018

2019

Additional information: Grantees use administrative data from partnering LEAs or early 

childhood providers to report performance against this measure. All 2016 grantees have 

established data sharing agreements with their LEA partners. Grantees set their own annual 

targets in their original applications; the program does not set aggregate performance targets.
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D-31

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

Year Actual

2017 20%

2018

2019

Additional information: Grantees use administrative data from partnering LEAs or early 

childhood providers to report performance against this measure. All 2016 grantees have 

established data sharing agreements with their LEA partners. Grantees set their own annual 

targets in their original applications; the program does not set aggregate performance targets.

Measure: Graduation rate.

Year Actual

2017 76%

2018

2019

Additional information: Grantees use administrative data from partnering LEAs or early 

childhood providers to report performance against this measure. All 2016 grantees have 

established data sharing agreements with their LEA partners. Grantees set their own annual 

targets in their original applications; the program does not set aggregate performance targets.

Measure: Percentage of children who participate in at least 60 minutes of moderate to vigorous 

physical activity daily.

Year Actual

2017 23%

2018

2019

Additional information: Data for this measure are collected through a school climate survey of 

students that includes self-reported information on how they perceive their school environment, 

their experience traveling to and from school, and other issues related to their 

educational experience. Grantees set their own annual targets in their original applications; the 

program does not set aggregate performance targets.

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

vegetables daily.

Year Actual

2017 19%

2018

2019

Additional information: Data for this measure are collected through a school climate survey of 

students that includes self-reported information on how they perceive their school environment, 
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their experience traveling to and from school, and other issues related to their 

educational experience. Grantees set their own annual targets in their original applications; the 

program does not set aggregate performance targets.

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

Year Actual

2017 81%

2018

2019

Additional information: Data for this measure are collected through a school climate survey of 

students that includes self-reported information on how they perceive their school environment, 

their experience traveling to and from school, and other issues related to their 

educational experience. 

Measure: Student mobility rate.

Year Actual

2017 23%

2018

2019

Additional information: Grantees use administrative data from partnering LEAs or early 

childhood providers to report performance against this measure. All 2016 grantees have 

established data sharing agreements with their LEA partners. Grantees set their own annual 

targets in their original applications; the program does not set aggregate performance targets.

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

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

Year Actual

2017 60%

2018

2019

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

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

via in-person interviews by trained staff. Grantees set their own annual targets in their original 

applications; the program does not set aggregate performance targets.
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Measure: For children in the kindergarten through eighth grades, the percentage of parents or 

family members who report encouraging their child to read books outside of school.

Year Actual

2017 64%

2018

2019

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

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

via in-person interviews by trained staff. Grantees set their own annual targets in their original 

applications; the program does not set aggregate performance targets.

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

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

Year Actual

2017 77%

2018

2019

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

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

via in-person interviews by trained staff. Grantees set their own annual targets in their original 

applications; the program does not set aggregate performance targets.

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

day they have access) to broadband internet (as defined in this notice) and a connected 

computing device.

Year Actual

2017 82%

2018

2019

Additional information: Data for this measure are collected through a school climate survey of 

students that includes self-reported information on how they perceive their school environment, 

their experience traveling to and from school, and other issues related to their 

educational experience. Grantees set their own annual targets in their original applications; the 

program does not set aggregate performance targets.
D-34

Full-service community schools

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

(dollars in thousands)

FY 2020 Authorization: (1)

Budget Authority: 

2019 2020 Change

$17,500 0 -$17,500

1

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

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

Schools and Promise Neighborhoods programs under Subpart 2.

PROGRAM DESCRIPTION

The Full-Service Community Schools program (FSCS) provides 5-year grants to (1) local 

educational agencies (LEAs) or (2) the Bureau of Indian Education, in partnership with 

community-based organizations, nonprofit organizations, or other public or private entities. 

Grantees provide comprehensive academic, social, and health services for students, students’ 

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

community programs and implementing coordinated strategies that can impact neighborhoods 

with high rates of poverty, childhood obesity, academic failure, and involvement of community 

members in the justice system. The program targets public elementary or secondary schools 

that provide such supports to children and families in high-poverty schools. By statute, at least 

15 percent of funds awarded under Title IV, Part F, Subpart 2 (which authorizes both FSCS and 

Promise Neighborhoods) must support projects in rural areas, assuming that these programs 

receive applications of sufficient number and quality from applicants in rural areas.

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

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

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

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

the Department is not permitted to consider an applicant’s ability to secure matching funds when 

making funding decisions. To increase the probability of positive impacts on target populations, 

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

and comply with any evaluations of FSCS conducted by the Institute of Education Sciences.
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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

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

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

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

2018............................................................. ............................ 17,500

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

NOTE: Until 2017, funds were provided under the Fund for the Improvement of Education Programs of National 

Significance in the Innovation and Improvement account.

FY 2020 BUDGET REQUEST

The Administration’s fiscal year 2020 request does not include funding for FSCS. This program 

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

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

relatively small—approximately $500,000—and reach only a handful of communities in a school 

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

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

and social services as part of their Title I schoolwide programs (which are operated in more than 

80 percent of Title I schools, or more than 45,000 high-poverty schools nationwide). In addition, 

there is little evidence that the FSCS program improves student educational outcomes. The 

2014 cohort completed its projects in fiscal year 2018 and the 2015 cohort will complete its 

projects in fiscal year 2019.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2018 2019 2020

Number of new awards 15 5-8 0

Funding for new awards $7,074 $4,146 0

Number of continuation awards 21 27 0

Funding for continuation awards $10,274 $13,179 0

Peer review of new award applications $152 $175 0

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 2018, it may do so in fiscal year 2019.
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PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

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

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

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

efforts invested by those served by this program.

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

year of the project period.

Year Actual

2015 111%

2016 123

2017 107

2018

2019

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

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

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

and may target different combinations of students, parents, or community members. In 2017, 

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

meaning that grantees, overall, served more targeted individuals than planned.