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Cohort IV – SIG Competition

The following links provide information regarding Cohort IV grant awardees and applicants not awarded the School Improvement Grant (SIG) 1003(g):

U.S. Department of Education Guidance on School Improvement Grants under Section 1003(g) of the Elementary and Secondary Education Act (ESEA) of 1965, federal fiscal years 2011 and 2012


Elementary and Secondary Education Act of 1965, as amended, Title I, Part A, Section 1003(g)

Priority Schools-School Improvement Grants Information Center 1003(g)

The School Improvement Grants (SIG) program is authorized by section 1003(g) of the Elementary and Secondary Education Act of 1965 (ESEA). SIG funds provide an unprecedented opportunity for educators to implement innovative strategies to improve education for academically at-risk students and to close the achievement gap in Title I schools. With the unprecedented funding for school improvement initiatives, comes additional responsibility for schools to demonstrate transparency and accountability to the public while investing wisely in research-based strategies that will strengthen education, drive reforms, and improve results for students.

States are to provide subgrants to local educational agencies for the purpose of improving the quality of instruction and raise the academic achievement of students in the state’s persistently lowest-achieving schools. A SEA must ―give priority to the local educational agencies with the lowest-achieving schools that demonstrate:

(A) the greatest need for such funds; and

(B) the strongest commitment to ensuring that funds are used to substantially raise student achievement and meet the goals under school improvement, corrective action, and restructuring.

Under the final requirements published in the Federal Register on October 28, 2010, School Improvement Grant (SIG) funds are to be focused on Tier I, Tier II, and Tier III schools that commit to implement one of the four intervention models – turnaround, transformation, restart, closure. Funding for the full three years is contingent upon the schools meeting established performance indicators or on a trajectory to do so, as they implement rigorous interventions.