AEMDD funds go to school districts and non-profit arts organizations working in partnership with school districts in grades K-8. They should be used in public schools to improve the connection between arts integration and the other core academic subjects, to strengthen arts instruction, and to improve student achievement. This must be done by using approaches that have proven successful in doing this and enhancing, expanding, documenting, evaluating and disseminating them. Recipients are required to compare the academic results of students benefiting from this program to students who are not.
This program supports national level high-quality arts education projects and programs for children and youth, with special emphasis on serving students from low-income families and students with disabilities.
Types of Projects
A project must serve low-income students and students with disabilities; and (b) conduct the following activities on a national level:
Please check out a recipient of our funds and their voluntary national standards www.councilforeconed.org/eee
EEE Program funds are used to improve understanding of finances among K-12 students to help them develop the skills they need to become knowledgeable consumers, savers, and investors. Funds must be awarded to a national nonprofit educational organization, whose primary purpose is to improve the student understanding of personal finance and economics. Also, subgrants are awarded to state and local educational agencies and non-profit educational organizations to establish teacher training programs, provide resources to schools, conduct research and evaluations on the impact of economic and financial literacy education programs, and innovative school-based student activities.
PDAE funds go to school districts for grades K-12 in high poverty schools. They are to be used for the professional development of educators teaching music, dance, drama, media arts, or visual arts. The professional development should be about improving arts instruction or integrating the arts into other core subjects. Professional development models used are expected to be of high quality and are required to be implemented in schools that have a poverty rate of at least 50%.