1,000+ Opportunities
Find the right grant
Search federal, foundation, and corporate grants with AI — or browse by agency, topic, and state.
This listing may be outdated. Verify details at the official source before applying.
Find similar grantsPell Grants for Prison Education Programs (PEP) is sponsored by U.S. Department of Education. Pell Grants provide financial aid to incarcerated individuals enrolled in eligible Prison Education Programs (PEPs). This directly supports educational opportunities, including potentially writing-focused curricula, within correctional facilities.
Get a weekly digest of new grants like this
A free weekly digest of new foundation and federal funding opportunities as they're added to Granted. Unsubscribe anytime.
Or search similar grants →Extracted from the official opportunity page/RFP to help you evaluate fit faster.
Prison Education Programs - NWCCU The Northwest Commission on Colleges and Universities (NWCCU) recognizes the transformative potential of providing postsecondary educational opportunities for incarcerated students.
A number of NWCCU member institutions are offering such opportunities and in this guidance document, we have compiled important updates to the final regulations pertaining to Prison Education Programs (PEPs) published by the U.S. Department of Education (USDE).
The Free Application for Federal Student Aid (FAFSA) Simplification Act of 2020 reinstated Pell Grant eligibility for confined or incarcerated individuals enrolled in eligible PEPs, beginning July 1, 2023. A PEP is defined as an eligible educational program approved by the process described below and offered by an educational institution as defined in 34 CFR 600. 2 to students who are confined or incarcerated in correctional facilities.
Students in carceral facilities must be enrolled in an approved PEP to receive Federal Pell Grants. For educational institutions that are in the Second Chance Pell (SCP or revised SCP), additional information is provided in the Second Chance Pell Experimental Sites section below.
Educational institutions interested in establishing and implementing PEPs must follow these steps: Agreement with Oversight Entity : Institutions must first apply and be approved by the Oversight Entity – generally their State’s Department of Corrections (DOC), although it could also be a Federal entity – and obtain a Memorandum of Understanding or other written agreement.
The PEP process also requires the institution and the Oversight Entity to set up formal data sharing agreements. NWCCU provides nonbinding feedback as a relevant stakeholder when invited by the Oversight Entities on the PEP application process.
NWCCU Substantive Change Approval : This process is required regardless of the number of additional locations for which the institution is already approved, and even if the institution has been offering NWCCU approved academic programs at prison locations. NWCCU has updated its Substantive Change Policy and Manual to incorporate the process for PEPs.
The first program at the first two PEP locations constitutes a Major Substantive Change, and the process for approval could take up to 6 months. Institutions must obtain NWCCU substantive change approval prior to implementing the following: New Location (REQUIRED): Must submit Major Substantive Change when offering a program at the first two prison locations.
New Program or New Degree Level (if applicable): Offering programs at a new degree level or programs that constitute a significant departure (25% or more aggregate change) at any prison location. Must submit additional substantive change proposal as may be required by NWCCU Substantive Change Policy .
The Major Substantive Change proposal(s) to establish the first two PEP locations must include the following documentation: A fully completed substantive change form that includes details of the proposed educational program(s) to be offered at the PEP location, including courses, teaching modality, and learning outcomes. The institutional response to the relevant DOC’s Request for Information (RFI) or application.
The approval document from the DOC, which may include a Memorandum of Understanding between the institution and DOC and related documents. Any other institutional or State approvals for the proposed PEP. Institutions must submit a separate request for each of their first two PEP Prison Locations.
Institutions that have at least one PEP program approved at the first two prison locations need NWCCU approval for additional PEP locations via a Portal Notification Submission. Approval by USDE : Once approved by NWCCU, institutions must submit a Prison Education Program Application to the USDE.
Institutions must include the documentation (Letter of Action) that confirms NWCCU has evaluated the PEP and has included the program in the institution’s scope of accreditation. Submit USDE Approval to NWCCU : Institutions must submit the USDE Eligibility Certification and Approval Report (E-CAR) to the Commission within 10 business days of receipt.
NWCCU will then report the prison locations to the Database of Accredited Postsecondary Institutions and Programs (DAPIP) Implementation : The institution may then implement the program(s) at the approved facility(ies) and access Pell grants to support students who are confined or incarcerated while the Oversight Entity conducts the Best Interest Determination.
NWCCU Site Visit: NWCCU shall conduct a site visit to the location(s) within one year of implementation. Best-Interest Determination by the Oversight Entity: The Oversight Entity will determine whether PEP programs are “operating in the best interest” of students in carceral facilities (34 CFR 668. 241(a)).
NWCCU will participate on the advisory committee upon invitation by the Oversight Entities. More guidance is anticipated from the USDE on this and subsequent steps. Second Chance Pell Experimental Sites In 2015, the USDE launched the Second Chance Pell Experimental Sites Initiative (SCP) inviting Institutions of Higher Education to apply to become SCP sites.
In April 2023, a Federal Register notice invited SCP institutions to apply to participate in a new program under the Experimental Sites Initiative (ESI). Eleven NWCCU institutions were approved as revised SCP (ESI) sites. The participating institutions must meet specific milestones by the end of each award year.
These milestones parallel the first three steps described in the PEP process above. Institutions that were SCP sites but did not apply or secure revised SCP (ESI) approval must start the PEP process similar to non-SCP institutions. Institutions should contact their NWCCU Staff Liaison, Senior Vice President Gita Bangera ( gbangera@nwccu.
org ) or Vice President Heather Bennett ( hbennett@nwccu. org ) with questions regarding PEP programs and additional locations. USDE Federal Student Aid (FSA) Knowledge Center | Prison Education Programs USDE Dear Colleague Letter USDE PEP Questions and Answers USDE 34CFR Subpart P Prison Education Programs USDE PEP Email: pep@ed.
gov Vera Institute for Justice Vera Institute for Justice Postsecondary Education in Prison Programs and Accreditation—General Considerations for Peer Reviewers and Accreditors Prison Education Programs Budgets: Identifying Best Practices for Higher Education Programs in Prisons Budgeting Vera Institute – Best Interest Determination Toolkit From Buzzword to Blueprints: Building AI Literacy for Teaching, Learning, and Assessment Dr. C.
Edward Watson, Vice President for Digital Innovation, American Association of Colleges and Universities AI literacies are rapidly emerging as essential skills for college graduates, and this highly interactive, hands-on workshop will provide participants with a comprehensive curricular and course redesign approach that will help them ensure their institution, faculty, and students are ready for the future–because the future is here.
This session will offer a clear definition of AI literacy, its dimensions, and provide AI literacy rubrics. These tools will serve as the foundation upon which institutional policy, faculty professional development, course redesign, and assessment practices can be built. Those who attend will leave with the tools they need to meet higher education’s latest grand challenge.
Making the Case: Evidence-Based Storytelling for Higher Education Dr. Natasha Jankowski, Director, the Center for Excellence in Teaching and Learning, University of Wisconsin-Milwaukee In an era of increasing accountability and calls for transparency, higher education professionals are often asked to demonstrate impact – but data alone rarely inspires action or accurately tells the story of an institution.
Evidence-based storytelling bridges the gap between information and influence by combining evidence with narrative strategies to communicate meaning, motivate stakeholders, and better tell our stories.
This interactive per-conference workshop introduces the foundations of evidence-based storytelling, guiding participants through a practical framework for identifying audiences, selecting appropriate evidence, and crafting compelling arguments or narratives that resonate with targeted key constituent groups.
Participants will examine and refine their own narratives or reports, discuss the role of generative AI, reflect on their different evidence needs of their audiences, and leave with tools to structure stories that connect head and heart-balancing credibility with authenticity. Whether you are reporting outcomes, advocating for a program, or sharing student success stories, this session will help you elevate your message.
Ideal for faculty, staff, assessment professionals, and institutional leaders, this workshop equips higher education practitioners with actionable strategies to turn evidence into insight, and insight into impact. Come ready to rethink how you share your work and make your data matter.
Leading Through Turbulence: Building Agile and Ethical Institutions in a Political World In today’s increasingly complex and politically charged landscape, leaders face unprecedented challenges in steering their institutions effectively, ethically, and with integrity.
Navigating shifting political tides requires more than just strategic acumen; it demands agility, a steadfast ethical compass, and the ability to foster genuine dialogue amidst pressure. This immersive workshop is designed to equip senior leaders with the critical insights and practical tools needed to thrive in politically sensitive environments, ensuring institutional resilience and sustained positive impact.
This highly interactive workshop combines expert-led presentations with engaging group discussions and a dedicated segment will feature a dynamic Panel for Q&A, where experienced leaders will share their insights and answer participant questions, offering diverse perspectives on the challenges and successes of leading in a political context.
The ability to lead with agility and ethics amidst political pressures is no longer a desired trait – it’s a necessity. Ideal for presidents and CEOs, this workshop provides a timely and essential forum for leaders to connect, learn, and strategize on these critical issues, offering a unique blend of theoretical frameworks and practical application.
Participants will leave with a clearer roadmap for building more resilient, ethical, and communicative institutions. Designing Learning That Matters: Innovative and Accelerated Baccalaureate Degrees This interactive workshop is designed for institutional leaders – academic, assessment, and faculty – interested in exploring the potential of innovative and accelerated baccalaureate degrees.
Drawing on real-world experience, leaders from Ensign College and BYU-Idaho will share their journeys in implementing these accelerated programs. They’ll provide invaluable insights into their successes, challenges, and lessons learned during the ongoing evaluation of their initiatives. You are encouraged to bring your own sample programs with defined program outcomes and assessment plans for collaborative discussion and feedback.
This workshop will equip you with the knowledge and tools to determine if accelerated baccalaureate degrees are right for your institution and, if so, how to design and implement them effectively to create learning experiences that truly matter. Making Meaning from Qualitative Data: Analysis for Student Success Dr. Beth M.
Duckles, Research Consultant, Social Scientist Qualitative data offers rich insights into student experience, achievement gaps, and institutional challenges. While quantitative data describes what is happening at an institution, qualitative data is needed to better understand why and develop appropriate interventions for improvement.
This workshop focuses on how to gather and use qualitative data from surveys, interviews, and focus groups to find useful and actionable insights for your campus. We will focus on how to design and conduct effective surveys, what to do with qualitative survey data when you have it, and ways you can use it to support continuous improvement at your institution.
We will touch on emerging issues such as AI-assisted analysis, ways to navigate silos, and strategies for using this data for assessment. Ideal for faculty, assessment and effectiveness professionals, and institutional leaders. You Are Here: Understanding Artificial Intelligence (AI) in Education, Navigating the New Landscape, and Finding Success Dr. Alin Vrancila, CEO, Jessop Global Dr. Mark Naufel, Founder and CEO, AXIO.
AI In this pivotal workshop, institutional leaders will gain a comprehensive understanding of the transformative power of Artificial Intelligence (AI) in the educational landscape. With over 2,000 free AI tools and resources rapidly emerging, this session is designed to help leaders discern their true value and strategic application within their institutions.
Participants will engage in practical discussions to openly address their current challenges and concerns regarding the ethical, practical, and pedagogical integration of AI.
We will delve into real-world case studies, featuring insights from a pioneering institution and a leading vendor, showcasing successful collaborative efforts to leverage AI across critical systems such as Customer Relationship Management (CRM), Student Information Systems (SIS), and Learning Management Systems (LMS).
This interactive session will not only illuminate the vast potential of AI to enhance operational efficiency, student success, and faculty support, but also provide actionable strategies for navigating the complexities of AI adoption. Join us to equip yourself with the knowledge and tools necessary to strategically implement AI, overcome barriers, and unlock new avenues for success in the evolving world of education.
According to the current listing, eligibility includes: Incarcerated students enrolled in eligible Prison Education Programs (PEPs) offered by public or nonprofit educational institutions. Institutions must obtain accreditor approval and state/federal corrections department approval. Confirm the full requirements in the official notice before applying.
The current listing shows up to $6,895 (maximum for 2023-2024 academic year). Verify award ceilings, matching requirements, and allowable costs in the official notice.
Pell Grants for Prison Education Programs (PEP) is funded by U.S. Department of Education. Verify program details on the funder's official page before applying.
Yes — this listing is flagged as national in scope, so applicants across the U.S. may apply, subject to the sponsor's other eligibility criteria.
Applications go through the funder's official portal — the Apply Now link on this page goes there directly.
Past winners and funding trends for this program
The Gates Foundation committed at least $1 billion over two years to equitable AI alongside its 10th Goalkeepers Report — 40% education, 40% health, 10% agriculture, 10% digital infrastructure. Five days later, 60 organizations signed a five-year goal to reach 3.4 billion speakers of underrepresented languages. Here is how implementing nonprofits should read both.
Read articleNIFA's Hispanic-Serving Institutions Education Grants Program (USDA-NIFA-HSI-011903) posted September 10, 2026 with $30.6 million, 40 anticipated awards, and a December 3 deadline. It uses the same 25 percent enrollment definition the Justice Department has declined to defend at the Department of Education. Here is the structure, the three grant types, and the caps that decide who wins.
Read articleBetween September 2025 and June 2026, ED published five Federal Register notices establishing seven Secretary's Supplemental Priorities — literacy, education choice, returning education to the states, meaningful learning, career pathways, AI in education, and patriotic education. They are not press releases. They are a scoring architecture, and FY2026 competitions are already using two and three at a time.
Read article