Department of Education

SAFE SCHOOLS AND CITIZENSHIP EDUCATION

Fiscal Year 2023 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 2022 Appropriations Reports ...................................................................7

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

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

Promise neighborhoods..........................................................................................................26

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

Account Summary Table.............................................................................................................40
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, 

$693,000,000: Provided, That $129,000,000 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 $468,000,000 shall be 

available for section 4625, and up to $10,000,000 of such funds may be used for planning 

grants:3 Provided further, That the Secretary may use up to $25,000,000 of the funds in the 

preceding proviso for grants to local educational agencies to provide integrated student 

supports designed to improve student social, emotional, physical, and mental health and 

academic outcomes:4 Provided further, That the Secretary may reserve up to 2 percent of the 

funds provided in the second preceding proviso for technical assistance under section 4625 and 

to grantees funded under the preceding proviso:5 Provided further, That $96,000,000 shall be 

available through December 31, 2023, for section 4624.6

NOTE

A full-year 2022 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, 2022 (Division A of Public 

Law 117-43, as amended). The amounts included for 2022 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

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Analysis of Language Provisions and Changes

Language Provision Explanation

1 For carrying out activities authorized by 

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

ESEA, $693,000,000: Provided, That 

$129,000,000 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 $468,000,000 shall 

be available for section 4625, and up to 

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

planning grants:...

This language earmarks funds for the FullService Community Schools program in order 

to override the authorized level for the 

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

and allows up to $10 million to be awarded as 

planning grants.

4...Provided further, That the Secretary may 

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

preceding proviso for grants to local 

educational agencies to provide integrated 

student supports designed to improve student 

social, emotional, physical, and mental health 

and academic outcomes:...

This language authorizes the use of 

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

grants to school districts to provide integrated 

student supports.

5...Provided further, That the Secretary may 

reserve up to 2 percent of the funds provided in 

the second preceding proviso for technical 

assistance under section 4625 and to grantees 

funded under the preceding proviso:...

This language allows the Secretary to reserve 

up to 2 percent of Full-Service Community 

Schools funds to provide technical assistance 

for grantees under both FSCS and the 

proposed integrated student supports

program.

6...Provided further, That $96,000,000 shall be 

available through December 31, 2023, 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 2023 to obligate them.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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Amounts Available for Obligation

(dollars in thousands)

Appropriation and Adjustments 2021 2022 2023

Discretionary appropriation $217,000 $217,000 $693,000

Unobligated balance expiring 0 0 0

Total, direct obligations 217,000 217,000 693,000
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Summary of Changes

(dollars in thousands)

2022 $217,000

2023 693,000

Net change +476,000

Increases: 2022 base

Change from 

base

Program:

Increase for School Safety National Activities Project Prevent 

grants and a proposed National Clearinghouse on School 

Infrastructure and Sustainability.

$106,000 +$23,000

Increase for Promise Neighborhoods. 81,000 +15,000

Increase for Full-Service Community. 30,000 +438,000

Subtotal, increases +476,000
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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Authorizing Legislation

(dollars in thousands)

Activity

2022

Authorized

2022

Estimate

2023

Authorized

2023

Request

School safety national activities (ESEA IV-F, Subpart 

3, section 4631)

01, 2 $106,000 TBD2 $129,000

Promise neighborhoods (ESEA IV-F, Subpart 2, 

section 4624)

3 81,000 TBD2 96,000

Full-service community schools (ESEA IV-F, 

Subpart 2, section 4625)

3 30,000 TBD2 468,000

Total definite authorization 0 TBD

Total annual appropriation 217,000 693,000

Portion of request subject to reauthorization 693,000

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 2023 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

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Appropriations History

(dollars in thousands)

Year

Budget 

Estimate 

to Congress

House 

Allowance Footnote

Senate 

Allowance Footnote AppropriationFootnote

20141 $1,831,673 N/A $330,481 $270,892

20152 1,463,370 N/A 270,892 223,315

20163 349,561 $56,754 120,314 244,815

20174 228,000 63,254 143,354 151,254

20185 134,857 138,000 131,254 185,754

20196 43,000 185,754 190,754 190,754

20207 200,000 320,000 183,254 201,000

20218 0 219,000 210,000 217,000

20229 650,000 1,666,000 1,417,000 201,000

2023 693,000

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

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

allowance reflects Senate Subcommittee action only.

3 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.

4 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.

5 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). 6 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). 7 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

Appropriation Act, 2020 (P.L. 116-94). 8 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). 9 Content of footnote here.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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Significant Items in FY 2022 Appropriations Reports

School Safety National Activities

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

Appropriations within 180 days of enactment of this Act on how fiscal years 2018, 

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

from grant recipients on how the program could be improved; and, information on 

how these funds helped them recover from a violent or traumatic crisis.

Response: The Department will provide the requested report.

Senate Explanatory 

Statement The Committee requests a briefing on the Department’s plans for this [Project 

Prevent] grant competition not later than 14 days prior to publication of a notice 

inviting applications.

Response: The Department will provide the requested briefing.

Full Service Community Schools

Senate: The Committee strongly encourages the Department to prioritize applications 

from eligible entities in states that have a statewide community schools strategy. 

The Committee requests a briefing not later than 14 days prior to the publication 

of a notice inviting applications for fiscal year 2022 grants under this program.

Response: The Department published a Notice of Proposed Priorities for the Full-Service 

Community Schools program on January 12, 2022 and public comments were 

due February 11, 2022. The Department will provide a briefing not later than 14 

days prior to issuing a notice inviting applications for Full-Service Community 

Schools.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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Summary of Request

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

improve students’ safety and well-being, enhance the educational and developmental outcomes 

of children in distressed communities, and provide comprehensive social, emotional, health, and 

academic services for students, students’ family members, and community members in school 

settings by integrating existing school- and community-based supports.

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

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

broader initiative to expand infrastructure for community-school partnerships, including those 

that incorporate strategies for reducing gun violence through approaches other than 

incarceration. Specific increases include the following:

• The request for School Safety National Activities includes a $23 million increase, which 

would provide approximately $24.7 million for new grants under Project Prevent, which 

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

violence, and $2 million for a proposed National Clearinghouse on School Infrastructure and 

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

related to educational facility planning, design, financing, construction, improvement, 

operation, and maintenance.

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

$91 million, of which $33 million would be for new grant awards and the remainder would (1) 

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

number of national activities.

• The request for Full-Service Community Schools includes $463 million, a $433 million 

increase. Approximately $415 million would be for new grant awards, including $25 million 

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

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

School safety national activities

9

School safety national activities

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

(dollars in thousands)

FY 2023 Authorization: To be determined1

Budget Authority:

School safety national activities

2022 Estimate 2023 Request Change

$106,000 $129,000 +$23,000

PROGRAM DESCRIPTION

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

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

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

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

through agreements with other Federal agencies. 

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

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

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

learning environment has been disrupted by a violent or traumatic incident. 

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

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

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

services or referrals to community-based mental health services to address trauma; 

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

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

safer and improved school environment, which may include activities to decrease the 

incidence of harassment, bullying, violence, and gang involvement.

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

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

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

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

1 The GEPA extension applied through September 30, 2021. Reauthorization for FY 2023 is expected through 

appropriations action.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

10

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

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

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

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

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

• Mental Health Services Professional Demonstration Grants to support innovative 

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

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

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

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

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

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

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

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

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

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

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

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

awards to supplant existing mental health services funding.

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

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

plans, including through:

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

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

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

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

the elementary, secondary, and postsecondary levels.

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

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

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

funds to 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—
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

11

strategies to address the social, emotional, health, and other needs of teachers, faculty, 

and staff.

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

Technical Assistance Center, which provides nationwide training and technical 

assistance designed to support emergency management efforts for schools, LEAs, and 

IHEs.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2018 $90,000

2019 95,000

2020 105,000

2021 106,000

2022 Estimate 106,000

FY 2023 BUDGET REQUEST

For fiscal year 2023, the Administration requests $129 million for School Safety National 

Activities, $23 million more than a fiscal year 2022 annualized CR based on the fiscal year 2021 

appropriation. The request would provide approximately $24.7 million for new awards under 

Project Prevent, which provides grants to LEAs to help break the cycle of violence in 

communities with pervasive violence, and $2 million for a new National Clearinghouse on 

School Infrastructure and Sustainability.

Children and youth's exposure to community violence, whether as victims, witnesses, or justiceinvolved youth, is often associated with long-term physical, psychological, and emotional harms. 

The investment in Project Prevent projects would 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. Project 

activities may include mental health services for students affected by community violence; 

mentorship programming, conflict management programs; and implementation of communityand 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. 

Too many students attend schools that are run-down, unsafe, and pose health risks. These 

conditions are dangerous for students and exist disproportionately in schools with high 

percentages of low-income students and students of color. The American Society of Civil 

Engineers gives our K-12 school infrastructure a “D+.” In order to support school systems to 

address longstanding school facilities needs the Administration is proposing to establish an 

office of school infrastructure and sustainability (funded with program administration funds) that 

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

educational facility planning, design, financing, construction, improvement, operation, and 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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12

maintenance, including green building design and operation practices consistent with the 

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

leveraging federal funding to support this work. In addition, the Administration would support a 

new clearinghouse under School Safety National Activities to support the work of the new office 

and develop resources and assemble best practices on issues related to ensuring equitable 

access to healthy, educationally adequate and environmentally and fiscally sustainable publicschool facilities and grounds. The clearinghouse would address how to ensure safe and health 

school facilities and how school physical environments, both indoors and outdoors, can be used 

to support a variety of hands-on, real-world learning and whole-student health activities, 

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

Americans with Disabilities Act compliance; and school gardens and green schoolyards. 

The proposal for a new office and clearinghouse recognizes the increasing need for assistance 

and technical support to SEAs and LEAs in school infrastructure, with a proposed Office to carry 

out such duties and this request. This investment would also support President Biden’s 

Executive Order 14008 which directed a government-wide approach to the climate crisis. The 

COVID-19 pandemic has highlighted the need to improve ventilation and air filtration in schools, 

given that aerosol transmission is the main mode of infection for the virus. A 2020 Government 

Accountability Office (GAO) report demonstrates a preexisting and urgent need for a quarter of 

school districts to update or replace heating, ventilation, and air conditioning systems. 

Most other fiscal year 2023 funds would support continuation costs for grants awarded in prior 

years, including those for Project Prevent grants newly funded in 2021 and 2022, LEA School 

Climate Transformation Grants, Mental Health Service Professional Demonstration Grants, and 

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

assistance and outreach activities.

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

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

universities restore the learning environment following a violent or traumatic event.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

13

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2021 2022 2023

Project Prevent

Grant award funds (new) 0 $2,950 $24,694

 Grant award funds (continuation) $11,565 11,587 21,424

 Peer review of new award applications 0 50 300

Project Prevent Total 11,565 14,587 46,418 Project Prevent: 

Number of awards (new) 0 3-5 28-32 Project Prevent: 

Number of awards (continuation) 15 15 30 Project Prevent : 

Range of awards $381-1,000 $381-1,000 $400-1,000 Project Prevent:

 Average award $771 $767 $800

Project SAFE

Grant award funds (new) $569 0 0

Number of awards 2 0 0

Range of awards $148-421 0 0

Average award $284 0 0

School Climate Transformation Grants

School Climate Transformation Grants: 

SEA grant award funds (continuation) $9,163 $9,687 0 School Climate Transformation Grants: 

LEA grant award funds (continuation) 41,124 43,421 $42,034

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

Total 54,037 56,858 45,784 School Climate Transformation Grants: 

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

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

Average SEA award $655 $692 0

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

Range of LEA awards $216-750 $223-750 $224-750 School Climate Transformation Grants: 

Average LEA award $634 $629 $609
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

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Output Measures 2021 2022 2023

Grants to States for Emergency 

Management (GSEM) 

 Grant award funds (continuation) $5,057 $4,817 0

Number of SEA awards (continuation) 10 10 0

 Range of awards $136-750 $141-750 0

Average award $596 $589 0

Mental Health Service Professional 

Demonstration Grants (MHDG)

 Grant award funds (continuation) $12,192 $12,220 $11,602

Number of awards (continuation) 27 27 27

Range of awards $181-502 $46-507 $159-515

Average award $455 $453 $443

School-Based Mental Health Services 

Grants (SBMHSG)

Grant award funds (new) $2,500 0 0

Grant award funds (continuations)1 9,283 $11,024 $11,535

SBMHSG Total 11,783 11,024 11,535

G Number of awards (new) 1 0 0

G Number of awards (continuations) 6 7 7

SG Average award1 $1,328 $1,639 $1,506

National Clearinghouse on School 

Facilities 0 0 $2,000

National Center on Safe Supportive

Learning Environments $1,921 $2,785 $2,785

Safer Schools and Campuses Best

Practices Clearinghouse $701 $484 $701

Readiness and Emergency 

Management for Schools 

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

Other data collection, dissemination,

outreach, and assistance $75 $125 $75

School Emergency Response to 

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

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

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 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

School safety national activities

15

funds for this purpose from School Safety National Activities in fiscal year 2021, but may do so in fiscal years 2022 

and 2023.

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

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

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

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

resources and efforts invested by those served by the program. 

Project Prevent Grants

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

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

affected students and to break the cycle of violence.

Objective: Project Prevent grantees will demonstrate substantial progress in decreasing 

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

increasing student engagement.

2019 Cohort of Project Prevent Grants

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

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

Year Target Actual

2020 Baseline 100%

2021 100% 86

2022 60

2023 70

Additional Information: Data for 2020 reflect performance based on reports submitted by all 

15 grantees and are presumed to be an anomaly due to the impact of the COVID-19 pandemic; 

such performance may not continue in future years. Data for 2021 are based on all 15 grantees 

reporting valid and complete data. The decrease in 2021 may also be due to the continued 

impact of the COVID-19 pandemic on in-person learning.

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
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2022 75

2023 80

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. The decrease 

in 2021 may also be due to the continued impact of the COVID-19 pandemic on in-person 

learning.

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 20%

2022

2023 60%

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

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

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

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

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

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

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

instruction due to the pandemic.

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

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

defined and measured by the grantee.

Year Target Actual

2020 Not Available

2021 20%

2022

2023 60%

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. 

LEA School Climate Transformation Grants
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School safety national activities

17

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 51

2023 333 54

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

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 48

2023 214 52

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

suspensions and expulsions related to possession or use of alcohol. 

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2020 Baseline 281 Baseline 61%

2021 289 607 64% 84

2022 298 67

2023

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.

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 63

2023 315 66

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

for 2021 reflect performance based on 62 of 69 grantees.

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

2023

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.
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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 56

2023 249 66

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

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

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

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

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

resubmit their data to the Department.

SEA School Climate Transformation Grants 

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

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

students through the implementation of multi-tiered behavioral frameworks.

Objective: SEA School Climate Transformation grantees will demonstrate substantial progress 

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

2018 Cohort of SEA School Climate Transformation Grants

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

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

framework.

Year Target Actual

2019 Baseline 1,273

2020 1,350 2,877

2021 2,963 6,028

2022 3,052

2023 3,144

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

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

period, the grantees were much further along in the implementation of their projects. 

Coincidentally that second year was when the COVID-19 pandemic resulted in a significant 

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

a significant increase in the number of those events. 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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

assistance by the SEA School Climate Transformation Grant Program that implement a 

multitiered behavioral framework. 

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2019 Baseline 374 Baseline 23%

2020 468 2,925 25% 52

2021 3,071 3,573 57 78

2022 3,224 62

2023 3,385 67

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

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

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

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

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

more schools to receive training and technical support, which leveraged the number and 

percentage of schools that implemented a multitiered behavioral framework. 

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

assistance by the SEA School Climate Transformation Grant Program that implement a 

multitiered behavioral framework with fidelity.

Year Number

Target

Number

Actual

Percentage

Target

Percentage

Actual

2019 Baseline 981 Baseline 25%

2020 55 1,412 20% 35

2021 1,454 1,840 40 51

2022 1,498 45

2023 1,543 50

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

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

Justification. Targets for 2020 were established on the basis of 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.

Grants to States for Emergency Management (GSEM)

Goal: To improve the quality of school emergency operations plans (EOPs).
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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21

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 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

2023 500

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

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

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

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

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

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

participants. 

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

2023 10

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

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

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

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

increased by 43 percent from 2020 to 2021.

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 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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22

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

2019 Cohort Mental Health Services Professional Demonstration Grants

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

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

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

health services.

Year Target Actual

2020 Baseline 27

2021 34 84

2022 43

2023 54

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

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

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

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

interns still completing their training who were not yet eligible to be hired. 

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

2023 13

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

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

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

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

decrease. Overall, a total of 19 providers have been hired and retained for at least nine months. 

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 School-Based Mental Health Services Grant Program

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

of the grant.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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23

Year Target Actuals

2021 Baseline 66

2022 73

2023 80

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. The Department 

anticipates that all grantees will report data by the end of 2022.

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

2023 549

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 COVID-19. The Department anticipates that all 

grantees will report data by the end of 2022.

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

LEA with demonstrated need served by the grant.

Year Target Actuals

2021 153

2022 168

2023 185

Additional Information: 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. Performance for 2021 represents a reduction from the 

baseline, which was one provider to 900 students or 1:900. The ratio in 2021 was 1:747, 

representing a 17 percent reduction in the ratio. The Department anticipates a 10 percent 

reduction in the ratio in years two through five of the projects, and that all grantees will 

report data by the end of 2022.

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.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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Year Target Actuals

2021 Baseline 107

2022 118

2023 130

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. The Department anticipates that all grantees will 

report data by the end of 2022.

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 65%

2023 67 71%

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

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

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

increase from the baseline in the number of providers who left their positions. This increase 

in attrition is likely due in part to the COVID-19 pandemic and the missing data from two of 

the six grantees. The Department anticipates that all grantees will report data by the end of 

2022.

2021 Cohort School-Based Mental Health Services Grant Program

The Department will have baseline data later in 2022 on the following measures for the 2021 

cohort of School-Based Mental Health Services Grants:

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

grant.

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

grant.

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

with demonstrated need served by the grant.

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

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

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

grant.
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• 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.
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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 2023 Authorization: To be determined1

Budget Authority: 

Period of fund availability: 2022 Estimate 2023 Request Change

$81,000 $96,000 +$15,000

PROGRAM DESCRIPTION

The Promise Neighborhoods program provides competitive grants to support distressed 

communities in improving the educational opportunities and academic and developmental 

outcomes for children, youth, and their families from birth through college.

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

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

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

challenges, and involvement of community members in the justice system. The program also 

gives priority to neighborhoods with schools identified for comprehensive support and 

improvement or targeted support and improvement under Title I, Part A of the Elementary and 

Secondary Education Act, as amended (ESEA).

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

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

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

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

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

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

education and the workforce (e.g., summer bridge programs and early warning indicator 

systems); family and community engagement support; activities that prepare students for 

postsecondary education and the workforce, such as job training, internships, and career 

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

social, health, nutrition, and mental health services and supports; and juvenile crime prevention 

and rehabilitation programs. 

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

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

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

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

1 The GEPA extension expired September 30, 2021; authorization for FY 2023 is expected through appropriations 

language.
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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

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

100 percent of their grant awards.

Eligible organizations for Promise Neighborhoods grants are institutions of higher education 

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

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

or tribal organization.

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

incorporate evidence-based activities into their proposals. To ensure that grantees continue to 

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

Neighborhoods appropriation for technical assistance and to evaluate the implementation and 

impact of program activities.

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

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

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

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

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

grantee performance.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2018 $78,254

2019 78,254

2020 80,000

2021 81,000

2022 Estimate 81,000

FY 2023 BUDGET REQUEST

For fiscal year 2023, the Administration requests $96 million for Promise Neighborhoods, 

$15 million more than a fiscal year 2022 annualized CR based on the fiscal year 2021 

appropriation, as part of its broader initiative to expand infrastructure for community-school 

partnerships. The request would support continuation awards for the 2021 and 2022 cohorts 

and a $24 million competition for new grants. Consistent with the 2022 competition, the 2023 

competition would incentivize applicants (e.g., through a competitive preference priority) to 

incorporate community violence intervention (CVI) strategies into their proposed projects.

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

Advancing Racial Equity and Support for Underserved Communities Through the Federal 

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

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

affected by persistent poverty and inequality.” Promise Neighborhoods, which typically provides 
SAFE SCHOOLS AND CITIZENSHIP EDUCATION

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28

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

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

sufficiently, justly, and equally in underserved communities, as well as individuals from those 

communities.”

A new competition will include a priority on CVI strategies that would help reduce gun violence 

that disproportionately impacts underserved communities of color. Community violence is a risk 

factor for experiencing an adverse childhood experience (ACE)—such as abuse, neglect, 

witnessing violence, or having a family member who is incarcerated—and can lead youth to 

disengage and disconnect from school and contribute to perpetuating a cycle of community 

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

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

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

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2021 2022 2023

Grants

 Number of new awards 8 1 4

 Funding for new awards $46,383 $7,363 $24,117

 Number of continuation awards 4 11 9

 Funding for continuation awards $31,922 $69,223 $67,483

National Activities

National Activities 

Technical assistance/Data assistance $2,523 $4,308 $4,250 National Activities 

Peer review of new award applications 172 106 150

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

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

reserve funds for this purpose from Promise Neighborhoods in fiscal year 2021, it may do so in fiscal years 2022 

and 2023.
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29

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

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

their health.

Year 2016 Cohort Actual

2017 72%

2018 82

2019 73

2020 83

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

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

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

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

The Department discontinued this measure for the 2017 cohort.

Measure: Percentage of children in kindergarten who demonstrate at the beginning of the 

program or school year age-appropriate functioning across multiple domains of early learning as 

determined using developmentally appropriate early learning measures.

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2018 35% 43%

2019 51 43 33%

2020 47 14 51

2021

2022

2023

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

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

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

grantees reported data for this measure. In the 2020 reporting year, only one 2017 grantee 

reported data for this measure. Grantees faced assessment limitations resulting from the 

COVID-19 pandemic. In 2019, only one 2018 grantee reported data for this measure. In 2020, 

two 2018 grantees reported data for this measure.
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Measure: Percentage of students at or above grade level according to State reading or 

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

once in high school).

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2018 31% 42%

2019 35 42 26%

2020 Not available Not available Not available

2021

2022

2023

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 does not expect to report actual data for these measures for 2020. Data for 2021 

will be available in 2022.

Measure: Percentage of students at or above grade level according to State mathematics 

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

high school).

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2018 23% 33%

2019 25 32 18%

2020 Not available Not available Not available

2021

2022

2023

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 does not expect to report actual data for these measures for 2020. Data for 2021 

will be available in 2022.

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

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2018 27% 22%

2019 30 24 42%

2020 25 26 53

2021

2022

2023
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Measure: Average daily attendance rate of students in 6th, 7th, 8th, and 9th grades.

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2018 89% 90%

2019 92 91 83%

2020 92 85 83

2021

2022

2023

Measure: Graduation rate.

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2018 80% 77%

2019 78 81 67%

2020 79 81 63

2021

2022

2023

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

2018 44% 54%

2019 53 56 64%

2020 45 69 Not available

2021

2022

2023

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

this measure in the 2019 reporting year. In 2020, 2018 grantees were not able to collect this data due 

to the COVID-19 pandemic.

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

2018 29% 23%

2019 30 28

2020 21 52 24%

2021

2022

2023

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

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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

2018 70% 70%

2019 66 54

2020 80 71 61%

2021

2022

2023

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

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

Measure: Student mobility rate.

Year 2016 Cohort Actual 2017 Cohort Actual 2018 Cohort Actual

2018 22% 14%

2019 16 12 36%

2020 17 17 22

2021

2022

2023

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

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

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

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

data for this measure in the 2019 reporting year.

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

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

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

Year 2017 Cohort Actual

2018 60%

2019 69

2020 Not available

2021

2022

2023

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

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

the COVID-19 pandemic. Data for the 2018 cohort are not yet available. 
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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 86% 84%

2019 75 91

2020 84 Not available

2021

2022

2023

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

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

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

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

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

should be interpreted with caution. In 2020, none of the grantees successfully fielded a 

neighborhood survey due to the COVID-19 pandemic. Data for the 2018 cohort are not 

yet available.

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

2018 95% 95%

2019 91 97

2020 98 94 91%

2021

2022

2023

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

measure. 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

34

Full-service community schools

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

(dollars in thousands)

FY 2023 Authorization: To be determined 1

Budget Authority: 

Period of fund availability: 2022

Estimate

2023

Request Change

$30,000 $468,000 $438,000

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; authorization for FY 2023 is expected through 

appropriations language.
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35

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2018 $17,500

2019 17,500

2020 25,000

2021 30,000

2022 Estimate 30,000

FY 2023 BUDGET REQUEST

For fiscal year 2023, the Administration requests $468 million for FSCS, $438 million more than 

a fiscal year 2022 annualized CR level based on the fiscal year 2021 appropriation. This 

significant increase in funding reflects the growing recognition that students and families in 

communities with high rates of poverty historically have had less access to the comprehensive 

social, emotional, mental health, and academic services and supports they need to succeed. 

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

wrap-around services during and after the COVID-19 pandemic. The FSCS program provides a 

well-established, scalable approach for enabling schools in underserved communities to provide 

the full range of supports and services to meet the needs of students from low-income 

backgrounds who suffered disproportionately from the impact of the pandemic, as well as 

supporting their families. 

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

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

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

health, and academic needs and providing resources and services to meet family needs, 

including through cross-agency efforts and partnerships with community-based organizations 

and other family support providers external to the school site. For example, applicants could 

show how they will establish partnerships with health-care agencies to provide students access 

to trained mental-health professionals or with community-based organizations (CBOs) for 

community programs that promote positive family mental health and well-being, with grant funds 

being used to support school-based personnel tasked with initiating and coordinating these 

efforts. Funding would be targeted to districts with the greatest concentration of poverty that do 

not yet have the capacity to implement the broader community schools model supported 

by FSCS.

This substantial investment in community-based “whole child” activities supports meaningful 

implementation of 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.” 

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

integrated student supports, expanded learning time opportunities, family and community 
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36

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

student outcomes and school performance. For example, a 2017 report from the Learning 

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

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

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

exists to meet the ESSA standard for an evidence-based intervention.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 build on this success by supporting the significant expansion of the FullService Community Schools program to create an estimated 800 new community schools 

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

The Department also would use approximately $20 million in FY 2023 for the following activities 

to strengthen program implementation and ensure fidelity to the community schools approach:

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

apply for and implement FSCS projects in future years. The planning grants will also 

increase the likelihood, if the grantees do later receive an implementation grant, that their 

FSCS project will be successful.

• Technical assistance activities to support effective implementation of FSCS and ISS 

approaches and partnerships through such activities as scaling up proven approaches, 

establishing and supporting the role of community schools coordinators, and improving the 

sustainability of projects following the end of Federal funding.

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

grants, ISS grants, and technical assistancea fiscal year 2022 annualized CR level based on the 

fiscal year 2021 appropriation. This significant increase in funding reflects the growing 

recognition that students and families in communities with high rates of poverty historically have 

had less access to the comprehensive social, emotional, mental health, and academic services 

and supports they need to succeed. Community schools have and will continue to play a critical 

role in providing comprehensive wrap-around services during and after the COVID-19 

pandemic. The FSCS program provides a well-established, scalable approach for enabling 

schools in underserved communities to provide the full range of supports and services to meet 

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.
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37

the needs of students from low-income backgrounds who suffered disproportionately from the 

impact of the pandemic, as well as supporting their families. 

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

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

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

health, and academic needs and providing resources and services to meet family needs, 

including through cross-agency efforts and partnerships with community-based organizations 

and other family support providers external to the school site. For example, applicants could 

show how they will establish partnerships with health-care agencies to provide students access 

to trained mental-health professionals or with community-based organizations (CBOs) for 

community programs that promote positive family mental health and well-being, with grant funds 

being used to support school-based personnel tasked with initiating and coordinating these 

efforts. Funding would be targeted to districts with the greatest concentration of poverty that do 

not yet have the capacity to implement the broader community schools model supported 

by FSCS.

This substantial investment in community-based “whole child” activities supports 

meaningful implementation of 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.” 

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

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

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

student outcomes and school performance. For example, a 2017 report from the Learning 

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

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

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

exists to meet the ESSA standard for an evidence-based intervention.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

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.
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The request would build on this success by supporting the significant expansion of the FullService Community Schools program to create an estimated 800 new community schools 

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

The Department also would use approximately $20 million in FY 2023 for the following activities 

to strengthen program implementation and ensure fidelity to the community schools approach:

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

apply for and implement FSCS projects in future years. The planning grants will also 

increase the likelihood, if the grantees do later receive an implementation grant, that their 

FSCS project will be successful.

• Technical assistance activities to support effective implementation of FSCS and ISS 

approaches and partnerships through such activities as scaling up proven approaches, 

establishing and supporting the role of community schools coordinators, and improving the 

sustainability of projects following the end of Federal funding.

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

grants, ISS grants, and technical assistance.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2021 2022 2023

Number of new awards 0 9 97-390

Funding for new awards 0 $22,869 $391,340

Range of new awards 0 $1,000 - 4,000 $1,000 - 4,000

Number of continuation awards 42 42 17

Funding for continuation awards $30,000 $6,831 $32,172

Planning grants 0 0 $10,150

Technical assistance 0 0 $9,360

Integrated Student Support Grants 0 0 $25,000

Peer review of new award applications 0 $300 $443

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 2021, it may do so in fiscal years 2022 and 2023
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PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

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

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

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

resources and efforts invested by those served by the program. The Department will develop 

new measures for new awards made in fiscal years 2022 and 2023.

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

year of the project period.

Year Target Actual

2018 100% 101%

2019 100 99

2020 100 100

2021 100

2022 100

2023 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.
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Account Summary Table

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