2018 ED PLUS! GRANT CYCLE
The 2018 Education Plus! Grant cycle is open! SCF will now accept applications on a shortened calendar year cycle - from February 1st thru November 30th annually. Requests from both school teachers in Solano County public schools (teaching grades K-12) and 501(c)(3) nonprofit organizations (serving Solano County residents) will be considered for funding. Grants will be awarded to support projects that exhibit the “Plus! Factor,” i.e., those that enhance learning, improve student achievement, and augment participants’ educational experience in unique and successful ways. Nonprofit organizations may use award monies to support or implement their remedial, after-school, mentoring, and summer programs. Our funding objective is to award grant monies to support those projects expected to change the lives of children involved for the better, and make the greatest positive community impact.
THE EDUCATION "PLUS!" FACTOR
The Education "Plus!" factor must be clearly evident and defined by the applicant in their request. Projects that encourage creativity, increase participant involvement and motivation to learn, supplement and enrich the standard curriculum, and enhance school and educational activities in ways that directly and positively affect students’ learning will receive the strongest consideration for funding.
Teachers or qualified 501(c)(3) nonprofit organizations that are interested in applying for a grant should first read the grant eligibility and application instructions, then choose and complete the appropriate application form. Return the application to SCF, via email to Valerie Rogers, our Grants & Programs Manager at email@example.com or by regular mail sent to the SCF office.
2018 Ed Plus! Grant Eligibility & Application Instructions
2018 Ed Plus! School Teacher Grant Application Form
2018 Ed Plus! Nonprofit LOI & Grant Application Form
RISE TOGETHER & REDUCING POVERTY
Solano Community Foundation is participating with Rise Together in a five-year effort (2015 thru 2019) to help cut the poverty rate in the nine San Francisco Bay Area counties by 50%.
Research shows that children who do not read at grade level by the end of the third grade lag behind their classmates while still in school, and most likely do not complete high school. Research also shows that students who have not achieved grade-level math skills by the seventh grade, might not be placed at the appropriate grade level of math in the ninth grade, and therefore not be able to take courses that are required for college entrance. Consequently, many of these students will not continue their education past high school, and many drop out prior to graduation.
Solano County is the least-advantaged county in the nine-county San Francisco Bay Area. Our unemployment rate and our poverty level are higher than the other surrounding counties, but especially in Fairfield, Vallejo, and Dixon. Many of our students are from very low-income families, and many face a multitude of difficult and poverty-related challenges. The California Board of Education has classified about 53% of students in Solano County as socio-economically disadvantaged.
SCF is committed to addressing poverty and unemployment at the root of the disparity – education. By emphasizing programs that address the deficiency issues of grade-level reading skills, and appropriate grade-level math placement through funding from our Education Plus! Grant Program, SCF is working to help lift the overall economic picture of Solano County and help raise families out of poverty.
Visit the Education Plus! Program Fund page to make an online donation in support of this program, or send your gift by check to the Foundation. Your generosity will make a positive difference in the lives of Solano County children and their families!
Research shows that children who do not read at grade level by the end of the third grade have a higher high-school drop-out rate, generally remain behind academically, get in trouble at school and with the law at a greater rate, and tend to remain in poverty all their lives. An increase in achievement of reading skills is directly linked to breaking the cycle of poverty, and is one of the three key drivers of economic success.
There is also evidence to show that many students are misplaced in math classes in ninth grade, whether through perceived or unperceived bias in testing and placement, or the student’s true level of math skills. A disproportionate number of these students are young males of color. If students do not enter the appropriate level of math in the ninth grade, many of these students will not be able to enter college. They will be unable to take the required levels of math in the rest of their high school years to qualify for entry either to the University of California system or to the California State University system.
These two issues have a cascade effect. They both relate directly to a person’s ability to attain the skills necessary for high-paying jobs. Positions in the STEM areas are particularly well-paid, and therefore highly sought after. All require a college education, and both grade-level reading ability and math placement directly affect the decision or ability to attend college and graduate. Not attending college can limit one’s earning ability all through life, and one’s earning ability has a direct effect on lifting people and families out of poverty. Not all students can or want to attend college, but reading at grade-level will improve the chances that a student will graduate from high-school.