Past Grants

Food Studies Institute

For a study on sustainability and issues related to replication and expansion of the “Food Is Elementary” curriculum. The hands-on model introduces and creates awareness about nutritious meals for Baltimore City public school students.

University of Baltimore/ Center for Community Technology Services

For the purchase of computers, training, and support of the LATCH (Let’s All Take Computers Home) technology program in five Baltimore City public schools: Baltimore Freedom Academy, Collington Square, Southwest Baltimore Charter, City Springs, and General Wolfe. Each school will identify 25 families to receive a computer, printer, software, Internet access, and computer maintenance service. Parents attend workshops to learn basic skills and how to help students with computer-based homework.

Baltimore City Public School System/ National Academic League .

For support of the 2008-2009 National Academic League in 26 Baltimore City public middle schools. The league, engaging more than 600 students, provides extracurricular, interscholastic programming in an atmosphere traditionally associated with athletic events.

Greater Homewood Community Corporation, Inc.

Two grants for expansion of the Experience Corps tutoring and mentoring programs in Baltimore City public elementary schools identified as “low performing.” Currently, 325 Senior Corps members, paired with classroom teachers, work in 19 Baltimore City elementary schools, providing one-on-one remediation, assistance with classroom logistics, and classroom- management support 15 hours per week.

University of Maryland Baltimore County

In continuing support of an evaluation of the Core Knowledge Preschool Program at St. Vincent de Paul Southeast Head Start centers. The evaluation measures the effectiveness of the Core Knowledge Preschool Sequence in the areas of language development and early literacy, math reasoning and number sense, social skills, visual arts, music, and readiness to learn. The sample of Southeast Head Start Center children, 70 percent of whom are Spanish speaking, will be compared with a control group, half of whom are Hispanic. Once the children enter kindergarten, follow-up studies will track the academic progress of the two groups.