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Archived

Innovative Approaches to Literacy 84.215G

Federal funding opportunity DOL-OESE-33831 from Office of Elementary and Secondary Education (Department of Labor).

Posted
April 8, 2026
Closed
June 9, 2026
Program funding
$16,800,000
Expected awards
25
Cost sharing
No
Instrument
Grant
Assistance listing
84.215
Category
Employment, Labor and Training
Archives
July 9, 2026

Program funding history

Awards made under Assistance Listing 84.215 across FY2024–FY2026, from public federal spending records.

FY2024 obligated
$296.8M
FY2025 obligated
$244.1M
FY2026 (to date) obligated
$273M
Awards in window
418

Top recipients: Partners for Rural Impact, Inc, Metropolitan Family Services, United Way of Treasure Valley, Inc., The University of Central Florida Board of Trustees, Florida Atlantic University

Source: USAspending.gov · refreshed September 2026 · Program page: awards, recipients and the opportunities under this listing →

This opportunity is archived. Applications are no longer accepted. Similar grants are listed below, and the free Tuesday digest carries the next ones like it.

Synopsis

The Employment and Training Administration at the U.S. Department of Labor (Labor), is soliciting applications in support of the administration of the Innovative Approaches to Literacy program on behalf of the U.S. Department of Education (ED). The Innovative Approaches to Literacy (IAL) program supports high-quality programs designed to develop and improve literacy skills for children and students from birth through 12th grade in high-need local educational agencies (LEAs) and schools. IAL promotes innovative literacy programs that support the development of literacy skills in low-income communities, including programs that (1) develop and enhance effective school library programs, which may include providing professional development for school librarians, books, and up-to-date materials to high-need schools; (2) provide early literacy services, including pediatric literacy programs through which, during well-child visits, medical providers trained in research-based methods of early language and literacy promotion provide developmentally appropriate books and recommendations to parents to encourage them to read aloud to their children starting in infancy; and (3) provide high-quality books on a regular basis to children and adolescents from low-income communities to increase reading motivation, performance, and frequency. By expanding access to high‐quality books, strengthening school library programs, and promoting early language and literacy development in low‐income communities, the IAL program directly advances the goal of increasing reading proficiency. These strategies build strong foundational skills from birth through adolescence, ensuring that children and students—particularly those in high‐need LEAs—receive the targeted supports necessary to improve their reading motivation, performance, and long‐term literacy outcomes.

Who can apply

To be considered for an award under this competition, an applicant must be one or more of the following: (a) An LEA in which 20 percent or more of the students served by the LEA are from families with an income below the poverty line (as defined in section 8101(41) of the Elementary and Secondary Education Act, as amended (ESEA)). (b) A consortium of such LEAs described in paragraph (1) above. (c) The Bureau of Indian Education. (d) An eligible national nonprofit organization that serves children and students within the attendance boundaries of one or more eligible LEAs.Note: Under the definition of "poverty line" in section 8101(41) of the ESEA, the determination of the percentage of students served by an LEA from families with an income below the poverty line is based on the U.S. Census Bureau's Small Area Income and Poverty Estimates (SAIPE) data. An entity that meets the definition of an LEA in section 8101(30) of the ESEA and that serves multiple LEAs, such as a county office of education, an education service agency, or regional service education agency, must provide the most recent SAIPE data for each of the individual LEAs it serves. To determine whether the entity meets the poverty threshold, ED will derive the entity's poverty rate by aggregating the number of students from families below the poverty line (as provided in SAIPE data) in each of the LEAs the entity serves and 4 dividing it by the total number of students (as provided in SAIPE data) in all of the LEAs the entity serves. An LEA for which SAIPE data are not available, such as a non-geographic charter school, must provide a determination by the SEA that 20 percent or more of the students aged 5-17 in the LEA are from families with incomes below the poverty line based on the same State[1]derived poverty data the State educational agency used to determine the LEA's allocation under part A of title I of the ESEA.Note: If you are a nonprofit organization, under 34 CFR 75.51, you may demonstrate…

The official record

Grants.gov published the official terms and dates of this opportunity; this page keeps them as they were listed.

View on Grants.gov   Full announcement

Agency contact: Office of Elementary and Secondary Education · [email protected] · 202-693-2606

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