The education strategy has a two-pronged approach, supporting in-school strategies which seek to increase the effectiveness of instruction during school hours, and out-of school strategies which seek to increase the number and effectiveness of extended learning time opportunities. The anticipated outcome of the education strategy is that more students will be prepared to take and successfully complete college-track high school mathematics courses after the intervention. This request for proposals, or RFP, targets closing the middle school achievement gap in mathematics through in-school strategies. By using an RFP approach, the community foundation aims to solicit the best thinking of public school districts and other public sector agencies, nonprofit service providers, professional and research institutions and other entities serving San Mateo and Santa Clara counties.

Problem Statement
Silicon Valley is a global hub of technological innovation and discovery. However, a majority of students, especially those who are English Learners, or ELs, students of color and low-income students, will not be adequately prepared to contribute to our region's work force. Achievement in mathematics and reading is fundamental as it is a predictor of later success, including students' pursuit and completion of post-secondary education and higher earnings.

Competence in mathematics is essential for functioning in everyday life as well as for success in our increasingly knowledge-based economy. Success in Algebra I, in particular, is commonly recognized as a gatekeeper to the college-preparatory track. Students who take Algebra I by eighth or ninth grade are far more likely to take calculus in high school and pursue higher education than those who do not. Despite the many signs that point to the importance of algebra, an alarming number of students in the region are not taught or prepared to study, nor do they successfully complete, this course. The numbers are particularly high for ELs, low-income students and students of color.

Disparities in the quality of education contribute to gaps in student achievement. English learners, low-income students and students of color disproportionately attend schools that receive fewer quality education resources. Teachers are central to improving student outcomes, yet in schools with high percentages of these students, teachers tend to be less experienced, are more likely to lack full credentials and have less access to professional development and opportunities to learn from other teachers. Research also supports the importance of rigorous curricula and high expectations as a means to improving students' academic achievement. However, schools serving a high percentage of ELs, low-income students and students of color are less likely to offer appropriate, high-quality math curriculum and staff are more likely to have lower expectations around student performance.

It is critical to invest in programs that strengthen our community's capacity to improve the way teachers teach and the way students learn mathematics. Community foundation funding will target building the capacity of public schools and supporting organizations so all students are prepared to take and successfully complete Algebra I during eighth or ninth grade. Grants will support teacher professional development, specifically programs that:

• Invest in increasing middle school teachers' mathematics content expertise and the implementation of effective, research-based teaching strategies. The instruction should improve problem-solving and thinking skills; specifically, a higher order of questioning, analyzing and reasoning.

• Create and support professional learning communities by allocating time so peer teacher learning becomes an established part of the school day and a regular part of school life (for example, this may include articulation between sixth, seventh, eighth and/or ninth grade).

• Assess students effectively so teachers know where students begin the school year in terms of achievement and then use data to monitor progress, appropriately design, and provide individualized instruction that recognizes the diverse levels of proficiency, learning styles and interests of students.

• Document and incorporate best practices and feedback.

• Promote a culture of high academic achievement for all students.

The intent of the community foundation's in-school education strategy is to improve mathematics proficiency in middle school students and, through sharing best practices and results, build teaching and learning capacity that can produce systemic improvement in the way teachers teach, what they teach and how students learn mathematics in middle school.

The community foundation will gauge success according to one or more of these indicators: enrollment in Algebra I in the eighth or ninth grade, successful completion of Algebra I in the eighth or ninth grade and increases in student mathematics proficiencies in pre-algebra or algebra courses.

• San Mateo and/or Santa Clara County-serving organizations. Organizations headquartered outside the two-county region must demonstrate significant service to the area.

• Organizations with a 501(c)(3) designation (such as teacher education/curriculum support/school reform organizations), those that have a fiscal sponsor with a 501(c)(3) designation, public institutions (such as schools or school districts) or other entities that have a designated charitable purpose.

• Organizations that do not discriminate based on race, color, national origin, citizenship status, creed, religion, religious affiliation, age, gender, marital status, sexual orientation, gender identity, disability, veteran status or any other protected status under applicable law. If an organization only serves a specific population, e.g., women, the community foundation will consider the proposal on a case-by-case basis.

• Organizations with religious affiliations will be considered for funding only if the project for which they seek support attempts to address the needs of the wider community without regard to religious beliefs.

Deadline: December 9, 2009. For more information and details please visit their web site.

To view other available grants please click here.

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