Writing an Abstract or Summary
Though an abstract or summary is one of the core components of all grant proposals, it's placed here because most grant writers find it easier to write the summary after the proposal is completed. Instructions for an abstract will be very succinct. The funder will want a brief description of the project, the need for the project, and the means of delivering the project (such as a collaboration or a qualifying statement about the applicant organization). In other words, they want a one-or two-sentence summary of each of the lengthy sections of your grant proposal.
The directions for the abstract will include a note regarding length either in number of words you are allowed or in terms of a page limit. You're rarely allowed more than one page, however, and often even less. Sometimes an abstract form is supplied by the granting agency. This will include a header with the name of the organization and its identifying number and sections for summarizing specific parts of your narrative.
Write the abstract last. You've already done the work, and you just have to go into the narrative of the proposal and find some succinct sentences or paragraphs and paste them into the abstract. Then write just a few sentences to “glue” it all together.
Following is a 250-word abstract introducing the applicant and need for the project, describing the project components, and summarizing the budget and request.
The school district is a public school system serving approximately 9,200 children and young adults in K–12, alternative education, preschool, and adulteducation programs. The secondary (post-middle) schools in the east-state district include High School A (grades 10–12), which has a total enrollment of 2,450. The alternative education programs, BB for ages eighteen to twenty who have missed their graduation dates, and CC for ages fourteen to eighteen who have not yet missed their graduation date, enroll approximately 200 students. Approximately 200 students enrolled in the high school program would qualify for alternative education, as indicated by failure rates, state Educational Assessment Program scores, language barriers, and other indicators of need, but current alternative programs are at capacity.
The district proposes a House School Program that would expand opportunities for failing students in the current grade 9–12 buildings (that is, increase enrollment slots from 200 to 250), focus on career pathways, nurture an effective learning environment, and provide additional specialized assistance required by at-risk adolescent students. The restructured program will include student assignments to “learning families” in the House School; focus on career development; a family-liaison worker; on-site security; enhanced opportunities (extended school day and block scheduling) for accumulating necessary credits; socialization opportunities such as anger management; improved teen-parenting curricula, the Teen Outreach Program (TOP) curricula; a focus on asset building with adult mentors, and a series of retreats, camping experiences, or other challenges designed to build friendships, individual confidence, teamwork, and leadership skills.
The district provides $_____in-kind and match, and requests a one-year grant of $_____to support the transition.
