2025-26 California Educator Diversity Funding Guide

2025-26 California Educator Diversity Funding Guide is sponsored by University of California, Los Angeles (UCLA). Provides a comprehensive list of funding opportunities to support diverse educators and aspiring teachers in California for the 2025-2026 academic year.

California Educator Diversity Funding Guide 2025-26 - UCLA Center for the Transformation of Schools California Educator Diversity Funding Guide 2025-26 - UCLA Center for the Transformation of Schools Funding Guide /The California Educator Diversity Project California Educator Diversity Funding Guide 2025-26 The California Educator Diversity Project Stanley L. Johnson, Jr., Ph. D.

Funds for Prospective Teachers, Teacher Candidates, and Current Teachers Funds for School Districts, LEAs, COEs, IHEs, and NGOs The 2025–2026 California Educator Diversity Funding Guide is the third edition of our annual resource, featuring nearly $300 million in federal, state, local, and philanthropic opportunities to support the recruitment, preparation, and retention of diverse educators.

Released at a critical moment amid funding cuts to teacher education and DEI initiatives, this guide helps individuals, schools, and districts identify funding streams that can strengthen the educator pipeline, promote equity-driven initiatives, and cultivate inclusive learning environments that reflect and affirm all students.

The guide consists of two sections: Section I highlights allocations and grants for individual applicants (e.g., prospective teachers, teacher candidates, or current teachers). Section II outlines allocations and grants for organizational entities, including: school districts, Local Educational Agencies (LEAs), County Offices of Education (COEs), Institutes of Higher Education (IHEs), and Non-Governmental Organizations (NGOs).

Note: The guide includes some deadlines that have already passed for the current grant period. We encourage readers to regularly monitor each grant webpage for updates to application deadlines.

Funds for Prospective Teachers, Teacher Candidates, and Current Teachers NEA Foundation Envision Equity Grant The grant is available to educators, specialized instructional support personnel, and education support professionals who are also current members of the National Education Association. It is intended to advance equity in the classroom and beyond through project-based learning, partnerships, and resources.

How can these funds be used to support equity initiatives and humanize the K-12 space?

The funds can be used for various purposes, including but not limited to: School trainings to support culturally-sustaining teaching and learning Social and emotional learning curriculum materials Supplies to implement project-based learning Develop stronger education-focused family, school, and community partnerships Resources that can help to deepen students’ understanding of racial equity and anti-racist commitments and actions Implement projects elevating student voice and supporting students’ engagement in civic and community life Up to a maximum of $5,000 per applicant.

Applications are typically open from mid-June–mid-September. NEA Foundation Student Success Grants The grant is available to public school educators, specialized instructional support personnel, and education support professionals who are current members of the National Education Association. It is intended to improve student development through project-based learning experiences.

How can these funds be used to support equity initiatives and humanize the K-12 space? The funds can be used to support projects that set rigorous learning goals and engage students in critical thinking, real-world problem-solving, and collaboration. The projects should also promote equity and address opportunity gaps.

The NEA is looking for projects designed for collaboration that are sustainable and adaptable for future use by other educators. $1,500-$5,000 per applicant. Applications are typically open from mid-June–mid-September.

The National Board for Professional Teaching Standards Certification Incentive Program Subsidy grant : Teachers who are interested in pursuing National Board certification and are teaching at a high-priority school. Incentive grant : Current National Board-certified teachers who are assigned to teach at a high-priority school at least 50% of the time. How can these funds be used to support equity initiatives and humanize the K-12 space?

Awardees must commit to teaching for five years in a high-priority school. The funds can support teachers working in high-priority schools where there is often high turnover of teachers and staff. These additional funds for teachers also acknowledge the financial burden of the certification process and the professionalism of undergoing this additional certification.

Incentive grant: $5,000 annually Subsidy grant: Teachers need to initiate the process of applying for certification from the National Board for Professional Teaching Standards at a high-priority school in order to be eligible for a $2,500 award.

Incentive grant: Teachers need to be National Board-certified, currently teaching at a high-priority California public school, and agree to continue doing so for five years to be eligible for a $5,000 annual award and a total of up to $25,000. Application for the Subsidy program opens on September 1, 2025. Application for the Incentive program opens on November 3, 2025.

McCarthey Dressman Education Foundation Teacher Development Grant K-12 teachers with prior experience willing to “integrate fresh strategies that encourage critical inquiry”. How can these funds be used to support equity initiatives and humanize the K-12 space?

This grant supports individual teachers or a group of educators to design and implement innovative, student-centered instruction that addresses diverse learning needs and fosters inclusive, inquirybased environments. Up to $10,000 per year for a maximum of $20,000 over two years. Licensed K-12 teachers employed in public or private schools who: 1.

have the background and experience to complete the project successfully 2. are willing to work in collaboration with the Foundation Applications are typically open annually from January 15-April 15. Undergraduate and graduate students pursuing teaching in highneed fields at low-income schools.

How can these funds be used to support equity initiatives and humanize the K-12 space? The TEACH Grant offers unique opportunities to teacher candidates of all backgrounds, mitigating the socio-economic strain that teacher candidates experience in teacher preparation programs. This grant also supports the preparation and retention of educators who are committed to serving low-income students in high-need fields.

• US citizens or eligible non-citizens • Must complete the Free Application for Federal Student Aid (FAFSA) • Enrolled at a TEACH-Grant-eligible school and program (undergraduate, graduate, or post-baccalaureate) • Maintain a cumulative GPA of at least 3.

25 OR score above the 75th percentile on standardized exams like the SAT, ACT, GRE, GMAT, etc. • Complete annual TEACH Grant Entrance and Exit Counseling, and sign the “Agreement to Serve or Repay” each year • Must teach full-time for four academic years in a high-need field (e.g. STEM, special ed, bilingual education, reading specialist, etc.), at a low-income public or nonprofit K–12 school • Service must be completed within eight years of leaving a qualifying program Recipients are selected in early- to mid-career for what they have achieved and for the promise of what they will accomplish to strengthen the K-12 profession long-term.

How can these funds be used to support equity initiatives and humanize the K-12 space? The Milken Educator Awards empower educators who demonstrate exceptional commitment to inclusivity, strong relationships with the community, and student-centered teaching. Most recipients exhibit at least one or all of these attributes.

• Exceptional educational talent as evidenced by effective instructional practices and student learning results in the classroom and school; • Exemplary educational accomplishments beyond the classroom that provide models of excellence for the profession; • Individuals whose contributions to education are largely unheralded yet worthy of the spotlight; • Early to mid-career educators who offer strong long-range potential for professional and policy leadership; and • Engaging and inspiring presence that motivates and impacts students, colleagues and the community.

Recipients are selected and are usually announced completely to their surprise at school-wide assemblies.

Classified School Employee Teacher Credentialing Program Eligible applicants are Local Education Agencies (LEAs)—school districts, county offices of education, or charter schools—interested in securing grant funding to recruit and support classified staff who already hold an associate or higher degree to complete a bachelor’s degree and earn a California teaching credential.

How can these funds be used to support equity initiatives and humanize the K-12 space? This grant addresses California’s teacher shortage in STEM, special education, and transitional kindergarten by giving LEA an opportunity to recruit classified school employees who are often from diverse backgrounds and support them to further their education in becoming teachers.

Eligible applicants are Local Education Agencies (LEAs)—school districts, county offices of education, or charter schools— interested in securing grant funding to recruit and support classified staff who already hold an associate or higher degree to complete a bachelor’s degree and earn a California teaching credential.

California Credit Union Foundation Grant Los Angeles County teachers who have an innovative class project for the spring quarter. How can these funds be used to support equity initiatives and humanize the K-12 space? This grant equips teachers with extra funding to implement creative projects that enhance learning and benefit as many students as possible.

• Teachers applying for this grant must be affiliated with a school that is partnered with either California Credit Union or North Island Credit Union. • The classroom project should have clearly defined learning objectives tied to students’ academic needs, display creativity, and benefit a significant number of students. Typically at the end of March.

Voya Unsung Heroes Awards Program K–12 educators with innovative classroom projects. How can these funds be used to support equity initiatives and humanize the K-12 space? This award funds innovative projects that address diverse student needs, promote inclusive learning, and enhance engagement through creative and meaningful instruction.

$2,000 per person for 50 finalists. Of the 50 finalists, three will be selected for additional financial awards: First place will receive $25,000; second place will receive $10,000; and third place will receive $5,000. • Employed by an accredited K-12 public or private school located in the United States.

• Full-time educators, teachers, principals, paraprofessionals, or classified staff. Typically at the end of April. Funds for School Districts, LEAs, COEs, IHEs, and NGOs U.S. Department of Education Office of Special Education and Rehabilitative Services (OSERS): Preparation of Special Education and Early Intervention Administrators Grant (84.

325D) Institutions of Higher Education and nonprofit organizations that are seeking to promote more effective training for special education. How can these funds be used to support equity initiatives and humanize the K-12 space?

These funds can be used to advance equity initiatives and humanize the K-12 environment by addressing state-identified gaps in the preparation of personnel who serve children with disabilities, including infants and toddlers.

By investing in training and development grounded in evidence-based practices and real-world experience, educators and service providers can be better equipped with the skills and knowledge needed to support all learners effectively. $1. 5 million for up to 6 individual organizations.

Institutions of Higher Education must offer a doctoral degree program that prepares scholars in special education. Nonprofit organizations must have cooperative agreements with institutions that offer the above program. Typically at the end of June.

Personnel Development to Improve Services and Results for Children with Disabilities at Minority-Serving Institutions (84. 325M) Institutions of Higher Education and nonprofit organizations that are seeking to promote more effective training for special education. How can these funds be used to support equity initiatives and humanize the K-12 space?

Help address state-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants, toddlers, and youth with disabilities Ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children. $4.

5 million for up to 18 individual organizations.

• Institutions of Higher Education must offer a bachelor’s degree, certification, master’s degree, educational specialist degree, or clinical doctoral degree program that prepares scholars in special education, early intervention, and related services at a Historically Black College or University (HBCU), Tribally Controlled College or University (TCCU), or other Minority-Serving Institution (MSI).

• Nonprofit organizations must have cooperative agreements with institutions that have the above programs. Typically at the end of June. California Teachers Association Institute for Teaching (CTA IFT) Community Organizing Grant Base building community organizations and CTA local unions looking to build powerful and sustainable partnerships to fight for educational equity.

How can these funds be used to support equity initiatives and humanize the K-12 space? The funds could be used to support cultural centers to bring community knowledge into schools, amplify student and family voices, and build culturally sustaining partnerships.

Similarly, the funds could be used to host multilingual forums and advocacy training for families from underserved communities to build trust, center parent expertise, and challenge exclusionary school cultures. The funds could also be used to support student-led equity councils, peer mentoring, or youth participatory action research.

Such initiatives would empower marginalized students to drive change, improve sense of belonging, and humanize student experiences. • CTA locals can demonstrate a commitment from leadership to working in partnership with a community organization. • CTA locals have established internal organizing structures and strong member engagement.

• The local chapter’s assigned CTA Primary Contact Staff must also sign off on the grant application. • Community organizing partners must demonstrate a commitment to working in partnership with the local union. • Community organizing partners must have a base-building organizing model, an active membership, organizing capacity in impacted communities, and successful organizing experience.

• The partners have previously engaged in work together joint actions or other organizing activities. • There is an outline of a joint strategic campaign that the partners plan to organize together to meet shared goals.

• Grant funds may not be used to participate in any political campaign on behalf of or in opposition to any candidate for public office, or to otherwise influence the outcome of any specific public election, including ballot initiatives. Typically in mid-September.

Local Control Funding Formula (LCFF) Equity Multiplier (Prop 98) Schools that have prior year non-stability rates greater than 25 percent and prior year socioeconomically disadvantaged pupil rates greater than 70 percent, as reported in the California Department of Education’s Stability Rate Data file. How can these funds be used to support equity initiatives and humanize the K-12 space?

LEAs must use these funds on evidence-based services and support for student groups that have the lowest performance level on one or more state indicators on the Dashboard. The funds can also be used to address any underlying issues in the credentialing, subject matter preparation, and retention of the school’s educators, if applicable.

This could include investment in supports shown to foster and sustain more diverse educator workforces. LEA and school leaders can utilize Equity Multiplier funds to prioritize teacher retention, including practices that humanize teachers and the teaching profession: for example, a focus on mental health, teacher identity development, and work-life balance.

Funds could be used to bolster community engagement to address chronic absenteeism, including but not limited to: home visits, hiring a parent/community liaison, and establishing stipends for workgroups to design and implement creative ways to improve student engagement, feelings of belonging, and a sense of community.

Funding will be automatically calculated for each eligible school site and will be allocated to Local Education Agencies through the Principal Apportionment based on the statutory formula.

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