Outcomes Acceleration Fund

Outcomes Acceleration Fund is a grant from College Spark Washington that funds organizations and schools working to accelerate academic outcomes for high school and college students in Washington state. Since 2005, College Spark has awarded over 100 grants totaling more than $20 million, focusing on reducing Early Warning Indicators, improving college readiness, and generating knowledge about effective student support strategies.

Funded projects must measure impact against established outcome baselines and generate insights useful to the broader field. Awards range from $20,000 to $150,000, or up to $300,000 for collaborative projects. Eligible applicants are 501(c)(3) nonprofits, universities, colleges, or schools serving students in Washington state.

Outcomes Acceleration Fund - College Spark Outcomes Acceleration Fund College Spark has awarded over 100 grants focused on accelerating outcomes for students, totaling over $20 million since 2005. All projects that receive Outcomes Acceleration funding must measure their impact with one or more of the outcome indicators.

All funded projects must be designed to both improve student outcomes over an established baseline and to generate knowledge about how to better serve students that will be useful to other organizations. Eligible grantees include organizations and schools that work with students in high school or college in Washington.

Reduce the percentage of low-income high school students who trigger Early Warning Indicators – attendance under 90%, course failure, and/or suspension/expulsion. Increase the percentage of low-income high school students who complete Algebra II with a grade of C or higher.

Increase the rate of high school graduates (particularly those with a stated intention by spring of 12th grade of attending a two-year college) who directly enroll in postsecondary education. Increase the rate of students at two-year colleges who are placed into initial English and math courses by measures that are alternatives to standardized tests.

Examples of alternative measures include placement based on high school GPA, Bridge Course completion, and directed self-placement tools. Increase the percentage of students who earn their first college-level credits in English or math within one year of college enrollment. Qualifying projects can work with high school or college students.

To learn more about the Outcomes Acceleration Fund, review this webinar about our giving guidelines, priorities, and application process. We are particularly interested in projects that allow us to learn more about some strategies that have been identified as promising practices for promoting growth in the Fund outcome indicators. Learn more about Promising Practices .

Applying for Outcomes Acceleration Funding We are not currently accepting applications for funding. New requests for applications will be issued in late summer 2021. Before you begin the process of applying, we encourage you to learn more about the Outcomes Acceleration Fund focus and giving guidelines by viewing this Introduction to Outcomes Acceleration Fund Webinar or downloading the Request for Proposals .

The Outcomes Acceleration Fund accepts letters-of-inquiry (LOIs) on a rolling basis. There are no deadlines for submission. LOIs will be considered and applicants will be notified within 30 days whether the request was declined or if a full grant proposal is invited.

To be eligible for College Spark funding, applicant organizations must be one of the following: Organized and operated for purposes described in IRC Section 501(c)(3) and a public charity under IRC Section 509(a); A university, college, school or other institution described in IRC Section 170(c)(1); or A public agency, unit of government, tribal government, or tribal program under IRC Section 7871.

LOIs may be submitted by eligible organizations with a staffed and physical presence in Washington that can demonstrate successful experience in reaching and serving low-income students.

Students are considered low-income if they are eligible for Pell Grants or Washington State Need Grants, or from families eligible for one of the following public assistance programs: SNAP (food stamps), Free and Reduced Price Lunch, or Temporary Assistance to Needy Families (TANF). A select number of LOI respondents are invited to submit a full application. However, a request for a full application does not guarantee funding.

Please contact Rachel Clements , Program Officer, with any questions.

Download the Request for Proposals (RFP) View a webinar about guidelines, priorities and process Tips for Competitive Grant Application City Year Seattle/King County (Puget Sound) — $150,000 In collaboration with teachers and administrators, City Year identifies students who would most benefit from targeted one-on-one and small group interventions in the areas of math, English language art, and social-emotional learning.

City Year Seattle/King County has been serving the feeder elementary and middle schools for Chief Sealth and Rainier Beach High Schools for over ten years, and has successfully contributed to Early Warning Indicator reductions in those schools. This project would support scaling these effective services to high school students in the region for the first time.

In addition to funding the expansion of direct services to reduce Early Warning Indicators into South Seattle high schools, City Year Seattle/King County plans to use grant funds to refine, formalize, and deepen its racial equity practices and framework.

Clover Park Technical College (Lakewood) — $138,120 Clover Park Technical College will use grant funding to implement four evidence-based practices to improve the rate of students earning college-level English credit within one year of enrollment.

The four practices are 1) fully scaling corequisite English courses and eliminating stand-alone developmental English, 2) transitioning from a placement test to directed self-placement as the primary placement instrument for English, 3) contextualizing English 101 to Guided Pathways areas of concentration, and 4) redesigning the terminal transitional studies English course to align to corequisite English 101.

Community Center for Education Results (Puget Sound) — $150,000 Each year, thousands of students intending to go to college fail to actually enroll. College-going plans for as many as 40% of students dissolve in a typical summer.

To address this, the Community Center for Education Results (CCER) will lead a project with three strands of system-building work to reduce summer melt, increase direct enrollment rates, and to reduce equity gaps in those rates. CCER will focus on building a system to collect and track data about key steps towards postsecondary enrollment.

This data, including intent after high school, financial aid completion, applications submitted, and admissions and enrollment decisions made will be compiled into actionable reports that schools will use to inform a case-management approach to promoting direct enrollment. The second strand of work is to improve and formalize partnerships between high schools and the two-year colleges in the area.

To reduce summer melt, CCER will pilot strategies including follow-up phone calls, text “nudge” campaigns, virtual meetings and possible on-campus events to test how to most efficiently scale summer transition supports for students least likely to enroll without them.

Enlearn (Puget Sound) — $150,000 Enlearn will initiate a research and evaluation project to improve the effectiveness of corequisite math courses and their embedded support.

In states that have scaled corequisite math remediation, it is typical for about two-thirds of students to earn college-level math credit within one year of enrollment – a success rate four to five times higher compared to students who begin a developmental sequence. Corequisite courses are being implemented differently across the country and within Washington state.

Some separate developmental and college-level students while others comingle them. Some use only one instructor, some use a college-level instructor and a developmental instructor working in close partnership, and others use two instructors who not coordinate in any way.

All of these versions of corequisite courses are more effective for students than a developmental sequence, but there is a need for research on whether some of these choices have consequences for completion rates, closing equity gaps, and promoting additional success in future courses.

Franklin Pierce School District (Tacoma) — $150,000 Franklin Pierce School District will use grant funding to develop and implement a comprehensive equity plan for the district. The proposed work plan includes a process of policy audit and revision, universal professional development on culturally relevant teaching, implementing alternative discipline systems, enhanced family engagement, and improving human resources practices.

Teams will develop equity plans with school-specific improvement goals, tasks, and equity metrics. The district will refine its strategies for recruitment, retention, and advancement of staff of color. Innovia (Eastern Washington) — $150,000 Innovia Foundation will use grant funding to support research and analysis as well as community forums to inform the strategic and programmatic decision making of the Regional Leadership Councils.

The funded research and forums will allow the Councils to plan activities based on local data about the school conditions, practices, and supports that have the best evidence of promoting direct postsecondary enrollment for rural Washington students rather than relying only on national data or research that does not have a focus on rural communities.

Lower Columbia College (Longview) — $60,500 Lower Columbia College (LCC) will create a corequisite math course for students in its STEM math pathway. LCC currently has a three-course pre-college math sequence for STEM, business transfer, and online students. The new sequence will have two pre-college courses and replace the third with a corequisite version of Math 141 (Pre-Calculus).

The majority of STEM developmental math students would be placed in a corequisite, credit-bearing Pre-Calculus course. Project work will include planning the curriculum and assessments for the new corequisite course, sustained professional development for making the instructional shifts that best support corequisite instruction, and making the necessary changes to the placement process.

Pierce College (Puget Sound) — $150,000 Pierce College will use grant funding to make equity improvements to its Guided Self Placement (GSP) and corequisite supports for both math and English. Pierce College was an early adopter among Washington colleges in scaled implementation of both GSP and corequisite courses.

The results of its early corequisite implementation work have been impressive and have contributed to Pierce having among the highest rates of students earning college-level math and English credit in the state.

Pierce College continues to examine and dismantle the ways in which their current design is still “built upon traditions that perpetuate white supremacy and barriers impacting marginalized students” in order to eliminate remaining equity gaps. Puget Sound Educational Service District (Puget Sound) — $150,000 The direct college enrollment rate in South King County has remained flat at about 66% over the last ten years.

To address this, the Puget Sound Educational Service District will support a planning process for improving the direct college enrollment rates of students from high-poverty high schools in South King County and for reducing equity gaps in direct college enrollment.

Project work will include cross-sector work groups collaborating on the design of supports offered in high schools and colleges as well as improved coordination between high schools and colleges. The aim of this work is to establish effective programming and practices that will facilitate systems change and advance racial equity.

Puget Sound Educational Service District (Puget Sound) — $150,000 Puget Sound Educational Service District (PSESD) will use grant funding for a research project to identify and evaluate measures of student attendance and engagement that are meaningful, actionable, and relevant in the context of widespread school closure and remote learning.

Attendance and engagement strategies will be evaluated through quantitative data, such as grades, course completion, and grade to grade progression, and through qualitative interview and focus groups with students and families, prioritizing voices from communities of colors.

This information will be shared with the Attendance and Engagement Network school teams to provide feedback on strategies that appear promising and on strategies that may need adapted to be more relevant to the students and families. The second year of funding will be used to continue partnering with network schools to conduct Plan/Do/Study/Act improvement cycles to improve engagement.

These cycles will also incorporate qualitative and quantitative data from school and district participants, students, families, and participants on the design team. Funding in both years will be used to disseminate lessons learned from the participating schools to the broader PSESD region of King and Pierce counties.

Spokane Public Schools (Spokane) — $150,000 On Track Academy (OTA) is an alternative high school in Spokane that has been serving credit-deficient high school students for 10 years. OTA has been successful at getting students to high school graduation who start out behind, and at 95%, the graduation rate exceeds that of the district as a whole. OTA administrators are now working to improve direct postsecondary enrollment rates.

The school will use grant funds to create an embedded series of career exploration and college application activities for all students, delivered during the school day through a required course.

Grant funds will also be used to develop and refine curriculum and teacher-led activities to embed in a leadership course that includes career inventories, exploration of best-fit colleges and majors/programs, college and financial aid applications, campus visits that include college program exploration, and growth mindset activities.

State Board for Community and Technical Colleges (statewide) — $300,000 While progress has been made on college-level English completion at two-year colleges in Washington, equity gaps persist at the same levels. Historically underrepresented students of color pass English 101 at rates about 10% lower than white students.

The State Board for Community and Technical Colleges (SBCTC) will use grant funding to develop and pilot a system for using antiracist assessment practices in English 101. Additionally, connecting classroom practices to Guided Pathways work is critical for faculty engagement.

Recent surveys conducted by SBCTC document that while faculty are generally supportive of Guided Pathways, they struggle to see the connection between the broader redesign work and what they do in the classroom.

SBCTC hopes to address this in part by promoting practices that are both critical to achieving Guided Pathways essential practices – in this case, earning college-level English credit in the first year – and to concretely promoting equity improvements.

Walla Walla Community College (Walla Walla) — $150,000 Walla Walla Community College (WWCC) plans to fully scale corequisite math courses for all students with developmental placements in each of the current math pathways. WWCC will develop a corequisite version of Statistics, Math in Society, Math for Elementary Education, and Pre-Calculus. Currently, WWCC has a three-course developmental math sequence both STEM and non-STEM students.

After one year, WWCC will eliminate the entire developmental sequence and replace it with the new corequisite model. Grant funds will be used to develop curricula for each of the planned corequisite courses, to ensure learning outcomes meet the needs of each program within Guided Pathways, and to do the necessary systems changes to student services including scheduling, placement, and financial aid.

The Center for Strengthening the Teaching Profession (Tacoma) — $150,000 Meeting math standards is a significant barrier to college readiness and degree completion for low-income students.

With support from College Spark, The Center for Strengthening the Teaching Profession will provide professional development for middle school math teachers focused on improving instructional practices and addressing the growth mindset of teachers, supporting Professional Learning Communities (PLC) and teacher leadership development, and family engagement strategies to encourage increased understanding and support of student math work at home.

Clover Park Technical College (Lakewood) — $141,529 Clover Park Technical College (CPTC) will develop and implement a corequisite version of each of its entry college-level math courses and eliminate all stand-alone developmental education courses at CPTC for students above adult basic skills. Funding will also be used to develop the new system CPTC plans to use for these new corequisite courses.

The primary placement method will be high school transcript analysis and the secondary placement method will be directed self-placement. Highline College (Des Moines) — $150,000 Highline College will use grant funding to develop and scale corequisite versions of Statistics, PreCalculus, and College Algebra. About 85% of new students will be placed in a credit-bearing course.

In this model, students enroll in a five-credit college-level mathematics course with mandatory five-credit intermediate-algebra level corequisite support course that will comingled with the college math course. Highline College plans to contextualize these math courses with examples and methods relevant to different programs of study.

Grant funds will also be used for professional development for corequisite instructors, project coordination, evaluation, and dissemination. Lake Washington Institute of Technology (Kirkland) — $150,000 Over three years, Lake Washington Institute of Technology (LWTech) will transition all of its non-STEM math courses to a flipped classroom learning model.

In flipped classrooms, students view lecture videos as homework and class time is instead devoted to interactive, hands-on, collaborative learning. LWTech has non-STEM math courses in seven of ten meta-majors, which serve about 75% of students.

This project is part of LWTech’s broader math reform efforts, which also include condensing its developmental sequence from four courses to two and implementing successful directed self-placement system that has resulted in more students placing into and being successful in college-level courses.

Puget Sound Educational Service District (Puget Sound) — $150,000 The Puget Sound Education Service District (PSESD) will work to establish a regional Early Warning Indicator (EWI) Network for School Improvement focused on improving middle school EWI implementation at the building level.

This project seeks to build stronger building-level practice on the existing foundation of district EWI support by creating school networks that work together and learn from each other. PSESD will serve as the convener and facilitator, conduct quarterly workshops, and provide technical assistance to network schools.

Puget Sound Educational Service District (Puget Sound) — $150,000 Puget Sound Educational Service District (PSESD) will use grant funding to support a three-tiered research project to inform improvements to the use of multiple measures for placement at two-year colleges.

First, PSESD will partner with Highline College to assess short and mid-term outcome changes after its comprehensive placement overhaul in 2015, including changes in persistence, course pass rates, earning 30 credits, and completion. Second, PSESD will use transcript-level data from the Road Map regions to examine the rate of underplacement of recent high school graduates.

Lastly, the project will include interviews and focus groups of students to better understand their experience with the placement process. Shoreline Community College (Shoreline) — $148,516 Shoreline Community College will work to create two new non-STEM corequisite courses for Math 107 (Math in Society) and Math 146 (Statistics).

The college sees corequisite math implementation as the next necessary step to meeting its goal of at least 50% of students earning college-level math credit in the first year. The additional mandatory support class will provide students with just-in-time supports and fill student knowledge-gaps so that they can pass their math classes and meet their educational goals.

Grant funds will be used to develop course curriculum, train faculty, revise courses in response to evaluation and student feedback, and research steps to expand the corequisite model to online and professional-technical programs in the near future. Skagit Valley College (Mount Vernon) — $149,712 Skagit Valley College will use grant funding to create three new corequisite math courses, one for each of its three math pathways.

Based on its own experience in developmental English reform, Skagit Valley College recognizes that building math faculty commitment to this model is critical. Grant funding will be used to train faculty in equity mindedness, to examine the research supporting contextualized corequisite remediation, and to understand how pedagogical approaches will need to shift in order for this new model to become effective.

Sound Discipline (Puget Sound) — $150,000 Sound Discipline provides training and coaching to schools working to implement trauma-informed practices and shift away from punitive discipline and towards skill-building, restorative models. This project will enhance their current work by developing a Social Emotional Learning (SEL) curriculum informed by student voice and focusing on the needs of students in middle school and high school.

SEL includes essential skills for academic and professional success such as goal setting, collaboration, conflict management, planning and problem solving. These skills are important for reducing EWI rates. South Seattle College (Seattle) — $150,000 Over three years, South Seattle College will develop and implement corequisite math courses with mandatory additional support.

Their first project year will focus on research and development, learning more directly from colleges with existing successful corequisite courses. Work in subsequent years will include determining content for support courses and revising placement and advising systems to address the new corequisite courses. Determining the final course sequencing and corequisite credit structure will also be part of the grant-funded project work.

Educational Service District 112 (Vancouver) — $105,000 ESD 112 will tackle a professional development project with the goal of improving math success and Smarter Balanced Assessment (SBA) scores of students with learning disabilities in southwest Washington. This project will include 20 middle school math teachers and ten paraeducators who will engage in two weeks of summer learning and three webinars each school year.

During the summer sessions, teachers will complete a classroom planning tool for implementing the framework they will study, Routines for Reasoning, using grade-level mathematics in their classrooms for students with learning disabilities. Clark College (Vancouver) — $149,644 In an effort to increase access to college-level English, Clark College is planning a scaled implementation of corequisite English and placement reform.

Placement changes include a transition to using high school GPA – regardless of graduation year – as well as introducing Directed Self-Placement for English to increase the percentage of students who place directly into college-level courses. Clark plans to develop two new corequisite courses as part of this project.

The highest level of developmental English will be replaced by a corequisite course with required additional support that allows students to earn college-level credit in one quarter. Columbia Basin College (Pasco) — $148,952 Over three years, Columbia Basin College will create a single corequisite Math for Technical Applications I-BEST course for its three largest technical programs – welding, automotive, and precision machining.

Extra support will be provided in a required, two-credit supplemental instruction section taught by Adult Basic Education instructors. Math faculty will work with program faculty to develop course curriculum and materials that have the content students need to be successful in their industries and also meets Washington’s I-BEST requirements.

Bethel School District (Bethel) — $150,000 Meeting math standards is a significant barrier to college readiness and degree completion for low-income students.

With support from College Spark, the Bethel School District will provide professional development for middle school math teachers to help them transition from primarily procedural instruction to more comprehensive, conceptual instruction methods that allow students to better understand how they arrived at a solution.

Pierce College Foundation (Tacoma) — $110,171 Corequisite remediation has the potential to dramatically increase both the rate of students earning college-level math credit and overall degree completion rates. Pierce College will use grant funding to create a corequisite math class with a supplemental instruction model for each of its existing introductory college-level math courses.

Supplemental instruction is an academic support model that uses collaborative group study for students in traditionally difficult courses. These weekly hour-long sessions are mandatory and are facilitated by tutors.

Renton Technical College (Renton) — $49,964 Many Washington colleges are interested in encouraging more students who begin in Transitional Studies and more workforce students to complete two-year degrees instead of stopping after completing short-term certificates. One of the primary barriers for students who might consider completing a degree is getting through the pre-college math sequence and completing college-level math.

Renton Technical College will use grant funding to plan for two new math courses (MATH 175 and 190) that align learning outcomes in Transitional Studies courses and better serve as a bridge to college-level courses. Depending on where a student begins, the proposed math sequence will allow students to complete their math requirements in one to two quarters faster than is currently possible.

Tacoma Community College (Tacoma) — $28,600 In reviewing the college enrollment data from the Washington Student Achievement Council, Tacoma Community College found that a significant percentage of the College Bound Students they expected never actually enrolled.

Tacoma Community College will work on a planning project to improve the transition to college for graduates of Tacoma Public Schools with College Bound Scholarships and to decrease the rate of College Bound Scholars who are required to take developmental education courses upon entering college.

Tacoma Housing Authority (Tacoma) — $135,000 Tacoma Housing Authority will use grant funding to research the effectiveness of the Children’s Savings Account – Scholar Incentive Program. The evaluation will examine, among other variables, whether a savings incentive program that invests in an education fund when students meet academic milestones promotes lower Early Warning Indicator rates in low-income students.

Community Colleges of Spokane (Spokane) — $149,997 In an effort to improve the transition from high school to college, Community Colleges of Spokane will revise its placement strategy at both Spokane and Spokane Falls Community Colleges by collaborating with Spokane Public Schools and regional school districts.

The goal of this project is to increase the rate of students who place directly into college-level math by developing transcript-based placement instrument and revising placement practices at both colleges to ensure that the newly development instrument is used at scale.

Community Colleges of Spokane (Spokane) — $103,686 Community Colleges of Spokane (CCS) will develop, pilot, and expand an Academic I-BEST version of corequisite math remediation. Academic I-BEST links two centextualized courses using team-teaching and required wrap-around supports. Students can potentially earn either developmental or college-level credit in English or math depending on their progress and performance in the class.

CCS will begin scaling small pilots of Academic I-BEST for math students placed one level below college-level and grow the program to serve 300 students in three years. Eastern Washington University (Cheney) — $149,573 Over three years, Eastern Washington University plans to develop, pilot, and scale corequisite remediation courses.

In corequisite remediation, students are placed directly into college-level courses with required extra support sessions instead of being enrolled in pre-college, non-credit bearing development courses. Corequisite courses will be designed and piloted in the first year, refined based on classroom observation and data analysis and expanded in the second year, and fully scaled in the third year.

Kennewick School District (Kennewick) — $150,000 A $150,000 grant will help Kennewick School District provide professional development for middle school math teachers at Park Middle School. Professional development will include teacher training on grade-level math standards in addition to technical assistance writing units of study and tiered academic interventions for middle school math.

Once units have been written, Park Middle School plans to implement a continuous improvement cycle of lesson planning, classroom observations, and facilitated reflection to refine their work.

Spokane Public Schools (Spokane) — $150,000 With a $150,000 grant, Shadle Park High School will work to reduce Early Warning Indicators in 9th and 10th grade so that students complete their early high school years with full credits, are prepared and eligible to take of advantage of dual credit opportunities in 11th and 12th grade, and can earn their first college-level English and math credits before leaving high school.

Project work will include the development of a Freshman team and Sophomore team of teachers, administrators, counselors, and achievement gap intervention specialists to develop four practices that support early high school success: 1) common instructional practices, 2) behavioral expectations and discipline practices, 3) grading practices, and 4) assessments.

Coordinated work to align practices school-wide to create common behavior policies and instructional practices is a strategy for improving quality and equity. Olympic Educational Service District 114 (Bremerton) — $146,738 Olympic ESD 114 will provide professional development to a cohort of 20 primarily rural middle school math teachers in its region over three years.

Research-based professional learning will focus on equipping teachers to promote student progress in growth mindset and the Common Core State Standards in Mathematical Practices. This project aims to build a middle school teacher cohort through a summer residence program as well as school-year gatherings, and to provide participants with both professional and peer feedback and support.

Through classroom implementation of new strategies and continual gathering and analysis of student-produced evidence, Olympic ESD hopes to increase the rate of 8th grade students scoring 3 or higher on the math section of the Smarter Balanced Assessment.

Peninsula College (Port Angeles) — $149,700 Peninsula College will work to contextualize its first college-level math and English courses to each meta-major and create corequisite courses. Contextualized courses are more relevant to students, and can promote retention and completion.

By using examples, readings, assignments, and projects that integrate applications from a broad career pathway that a student chooses, students are more likely to complete college when there is a clear understanding of how course work connects to their career aspirations. The corequisite model will include required additional support sessions for students who are placed directly into credit-bearing math and English courses.

Bellingham Technical College (Bellingham) — $150,000 With support from College Spark, Bellingham Technical College will redesign the structure of its development math courses so more students can make it through a college-level math course within two years.

Bellingham Technical College plans to convert all of its developmental math classes to flipped classrooms, which deliver lecture content online outside of class time and use the classroom for practicing skills, small group work focused on interaction, problem-solving, and one-on-one instruction.

City Year Seattle/King County (Seattle) — $47,000 City Year Seattle will refine its existing work by using an assessment of social and emotional skills to inform a more targeted approach to providing social emotional learning supports.

By using this assessment with students at Denny and Aki Kurose Middle Schools, City Year will support students identified through Early Warning Indicator data with improved interventions to directly address specific deficits rather than working with students on more broad social and emotional goals.

Everett Community College (Everett) — $122,858 Everett Community College will work to increase the percentage of students completing their first college-level math course within one year by: (1) replacing its current six-course pre-college sequence with a new 3-course sequence designed to support the Guided Pathways model; (2) improving the alignment of pre-college math learning outcomes to those in each first college-level math course; (3) increasing use of contextualization in pre-college math that focuses on real-world applications and conceptual understanding; and (4) aligning first college-level math courses to career pathways for both STEM and non-STEM meta-majors.

Highline Public Schools (Highline) — $50,000 Highline Public Schools will develop a plan to improve outcomes for non-traditional Advanced Placement (AP) students. Over the past five years, Highline has made a concerted effort to ensure that students have more equitable access to AP and other dual credit opportunities.

A $50,000 grant will help Highline refine its current AP program to help students who are new to AP courses be successful, pass their AP tests, and earn their first college credits in English and/or Mathematics. Renton Technical College (Renton) — $49,994 Renton Technical College (RTC) will use grant funds for planning the process