2021 Grant Recipients

The following organizations received grants:

Northern Arizona University


To fund Northern Arizona University to co-design and pilot a new robotics curriculum in partnership with a Navajo Nation (Diné) school community. The project will increase interest in STEM teaching and learning by creating greater teacher self-efficacy and job satisfaction, ultimately resulting in teacher retention for rural and diverse communities of northern Arizona.

KVC Behavioral Healthcare


To fund KVC Behavioral Healthcare West Virginia (KVC) and First Star to provide immersive, specialized academic, college prep and opioid and drug education programming and mentorship to high school youth in foster care, with the goal to offer these at-risk students a pathway to higher education and better opportunities to contribute to the success of their communities.

Change is Simple


To fund Change is Simple (CiS) to build capacity for the creation of a professional development program, allowing teachers across the country to implement our innovative framework for climate and sustainability education.

Shorewood School District


To fund Shorewood School District to build authentic learning experiences for high school students through a Design Thinking Fellows Program for Shorewood teachers in partnership with the University of Wisconsin, Milwaukee (UWM). The program helps teachers redesign curricula and change their approaches to instruction.

CSU Fullerton Auxiliary


To fund CSU Fullerton for their Titan Future Teachers program designed to engage students as early as their first year at CSUF. Once identified and connected to resources for future teachers, these undergraduates share the urgent need for 1) more direct access to pertinent information about teaching pathways and requirements to becoming a teacher in California and 2) robust engagement with a community of future teacher peers in order to be successful and persist through a teacher preparation program and subsequently into the teaching profession.

2020 Grant Recipients

While the Braitmayer Foundation does not typically make general operating grants, due to challenges faced by the non-profit community related to COVID the following organizations received general operating funds:

ImmSchools  – $35,000

North Carolina Museum – $35,000

DC Language Immersion Project  – $33,959

Eastern Michigan University – $17,500


2019 Grant Recipients

The following organizations received grants:

Garden State Equality

Support for a program called Teach and Affirm.  The program will help establish a repository of good practices and will result in a more robust school leadership program to be conducted in elementary, middle, and high schools throughout NJ. Specifically, GSE plans to develop a more comprehensive suite of passable materials, online modules, trainings, and workshops that positively represent LGBT individuals across academic content areas and that promote diversity and inclusion.

Gulf of Maine Research Institute

Support for Maine teachers as they engage students in science writing. Findings from the Field is a first-of-its-kind online, open-source journal that publishes science articles that are written and peer-reviewed by middle school students. Support will allow GMRI to surround this unique journal with rich teacher professional development and curriculum materials to maximize student learning. Findings offers a rare and motivating opportunity for students to communicate authentic, relevant, compelling information to a variety of readers who have genuine interest, supported by a publication vehicle that represents the height of scientific achievement.

University of Iowa

Support for The University of Iowa (UI) Center for Assistive Technology Education and Research (ICATER) in collaboration with the UI Education Technology Center (ETC) to develop and pilot a new online course, Designing and Applying Accessible Digital Content. The aim of the course is to teach educators and preservice educators how to design and create inclusive/accessible educational materials and experiences for learners with disabilities. The proposed course will be piloted with preservice educators as an elective course in the College of Education. Participants in the first year will be surveyed, and their feedback used to update the course. Following the pilot year, the course will be shared across the University, with K-12 schools and other agencies so that accessibility can be taught to broad audiences. The course is needed so that P-16 instructors know how to plan for the diversity of learners in their classrooms, create materials that allow all students (including those with disabilities) access to the curriculum, integrate inclusive methods, and utilize accessible assessments. The proposed course will model Universal Design for Learning principles.