Analyzing and Answering Two Questions by Use of Scholarly or Empirical Articles

¶ … grants work increase one's chances of receiving grants? No definite answer can be given on that. Funding services linked to school is one complicated issue everyone has been avoiding to talk about (Chavkin, 1997). There are no definite methods. Multiple streams of both new and existing funding have been used by different experiments. A number of initiatives are funded by states such as New Jersey, California, Missouri, Florida, and Kentucky, initiatives funded by organizations and foundations such as Annie E.

Casey Foundation and the Hogg Foundation and some federal grants like Service Integration Facilitation and the National Center for Service Integration grants. One major problem faced by new grant seekers is how best to separate the solution from the need. For instance, a school (a social working organization) might be in need of a van with which they can transport students to school and from school after school activities. The usefulness of the van to the school social workers will be quite known.

However, by using the van as a basis for their proposal, they end up focusing on the solution instead of focusing on the need to be met by the van. Documenting the academic needs of these students whom the van will transport and the level of improvement the van is expected to bring to learning is very important. The excessive focus on the need for additional personnel is perhaps the most prevalent mistake the providers of these schools- linked to social work, make in their proposals.

For instance, the response of a school principal to the question on needs assessment is, "I'm in need of extra nurses, aides and workers (Chavkin, 1997). With more workers, there will be an easy solution to the problem. A more effective assessment of need would pay more attention to the number of sick children and the number without immunizations, the proportion of children who lack proper supervision, the inadequate level of parental involvement in the activities in the schools, or poor reading grades.

These grant seekers are required to indicate the link between the needs and the solution at the first part of the proposal. Grant seekers whose proposals begin with the solution won't be able to get the reviewer convinced on why their request for fund should be granted.

2) For School Improvement Grants to be awarded to LEAs, in line with ESEA section 1003(g)(6), a licensed SEA is required to name schools' three tiers, in line with the prerequisite in the first paragraph, to help the SEA choose only the LEAs that have the most severe need for funding.

From the chosen LEAs who have the most needs, the SEA is required to choose, in line with the second paragraph, the LEAs whose commitment seems strong enough for the right use of the funds to make adequate resources available, making sure the schools with the least achievements meet all the requirements for accountability in this context (White and Murphy, 2010).

A first tier school is graded as a Title One school in terms of improvement, restructuring, or correction action as the SWEA described under paragraph (a)(1) of "persistently least-achieving schools" definition. The second Tier school is an eligible secondary school that fails to receive the Title 1, Part A funding, despite its eligibility, and SEA-identified under paragraph (a)(2) of persistently least-achieving school. The third Tier school is a Title 1 school with regards to improvement, restructuring and corrective action that is neither a first Tier or a second Tier school.

More study time implies the use of a longer school year, month, week, or day schedule to increase the overall number of hours spent in school significantly to incorporate more time for (1) teaching in major school subject such as English, Language, arts or reading, science, mathematics, civics and.