FOR IMMEDIATE RELEASE
January 16, 2025
Providence, RI
CLEE AWARDED A FEDERAL GRANT TO BUILD EDUCATION LEADERSHIP CAPACITY IN CONNECTICUT, MASSACHUSETTS, AND RHODE ISLAND
Partners with the American Institutes for Research (AIR) to implement a model that can be replicated nationally
The Center for Leadership in Educational Equity (CLEE) announced today that it has been awarded a five-year grant from the U.S. Department of Education. The Department’s Educational Innovation and Research (EIR) program provides funding to scale and evaluate evidence-based innovations to improve student achievement. The EIR program was highly competitive this year. Out of 463 applications, only 33 EIR grants were awarded; CLEE’s award is one of only 10 Mid-Phase grants. The grant enables CLEE to continue and scale work with school districts in New England to improve (a) ELA and math learning outcomes for all, especially high-need students, (b) collegial and instructional practices for educators and leaders, and (c) retention of school leaders.
Based on the success CLEE has already had in Rhode Island, Massachusetts, and across the country, CLEE will implement the Plan, Lead, Act, Network, and Sustain (PLANS) for Equitable Student Outcomes. PLANS utilizes individualized coaching, high-engagement learning sessions, anytime learning and resources, and data monitoring for impact to increase widespread leadership practices among stakeholders, school staff, school leaders/principals, and principal supervisors.
Donna Braun, Executive Director of CLEE, said, “A key reason leaders leave the profession is due to inadequate professional development and support for their challenging positions. Supporting school leaders to engage the widespread leadership potential in their school communities reduces the heavy burden carried by school leaders, increasing school leader retention while fostering collaboration, innovation, and resilience of a broader range of stakeholders. These capacities are what PLANS will provide to participating schools while serving as a replicable model nationally.”
To ensure the objective integrity of the program and enable the success of PLANS to be replicated, CLEE will partner with AIR. AIR will conduct an independent, rigorous evaluation of PLANS implementation and impact that aligns with the program theory of action, includes both formative and summative components, and meets What Works Clearinghouse 5.0 Evidence Standards Without Reservations.
CLEE’s five-year grant from the U.S. Department of Education totals $9,969,540, representing up to 90% of the project’s cost. The remaining 10% will be contributed through in-kind sources by CLEE and Local Education Agencies.
ABOUT CLEE
CLEE has been at the forefront of supporting educational equity through school leadership since it was founded in 2010. A 501(c)(3) non-profit, it offers a variety of services that scale the work of key student-focused leadership development programs. While the work has been concentrated in southern New England, in recent years CLEE has expanded to support the needs of school districts across the country.
ABOUT AIR
AIR is a nonpartisan, not-for-profit organization that conducts behavioral and social science research and delivers technical assistance to solve some of the most urgent challenges in the United States and around the world. Our experts in education, health, workforce, human services, and international development follow the evidence to find and apply solutions that will work. Our work helps policymakers make important decisions based on evidence, and we work with leaders, organizations, and communities to create more effective programs. For more than 75 years, we have been working to evolve systems, policies, practices, and interventions to create a better, more equitable world.
###
FOR PRESS INQUIRIES CONTACT: Chris Jones at chrisjones@clee.org.
Disclaimer EDGAR 65.620: The contents within were developed under a grant from the U.S. Department of Education, Education Innovation and Research (EIR) Program. The Department does not mandate or prescribe practices, models, or other activities described or discussed in this document. The contents may contain examples of, adaptations of, and links to resources created and maintained by another public or private organization. The Department does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. The content does not necessarily represent the policy of the Department. This publication is not intended to represent the views or policy of, or be an endorsement of any views expressed or materials provided by, any Federal agency.