The Osa Foundation supports organizations that empower human potential in underserved communities by creating Opportunities, offering targeted Support and improving Access to resources.                 

The Osa Foundation’s work is grounded in the following values:

  • Self-reliance: We value the dignity of hard work and consider self-reliance and sustainability to be the ultimate goal of our philanthropy.

  • Equity: We believe that every person should have access to the resources needed to pursue and achieve their goals.

  • Tolerance: We value and respect the diversity in our society.

  • Innovation: We value critical, original thinking and creative problem solving.

  • Integrity: We value honesty and transparency: accordingly we endeavor to conduct our work in a manner consistent with the highest ethical standards.

We seek to support grantee organizations that embody these beliefs and values.

To learn more about our story and investment philosophy, please click here.

Application Process

The Osa Foundation currently accepts grant proposals on an invitation only basis. Through a rigorous assessment process, we identify and select results-oriented organizations whose programs and infrastructure bring innovation, excellence and sustainability to bear in executing their mission. The Osa Foundation makes grant decisions on a rolling basis pursuant to its grantees’ preferred timeframes.

Upon invitation, please submit the following proposal materials electronically to Amy Sauer, Strategic Advisor, The Osa Foundation at amy@theosafoundation.org

Narrative: (suggested length is 3 pages)

  • The purpose of your request, including description of the program, population served, and results to date
  • A specific description of the results that you intend to achieve with this grant and description of measurements or indicators you will use to gauge your impact, including targets.  If awarded a grant, you will be asked to report on these results at the end of the grant cycle.
  • Organization overview
    • Your mission, history of accomplishments and growth, strategic goals, and vision 
    • Summary of programs, population served, and track-record of impact

See Required Attachments here.

To learn more about when you will hear from us regarding your grant request submission, please click here.

Grant Reporting

All grantees are asked to submit a grant report at the end of the grant period.  Your grant award letter will indicate the suggested timeframe for submitting your report. The grant report shall include a discussion of your accomplishments for the grant period compared to the stated goals and targets that you previously laid out in your proposal.  Please also share lessons learned and an identification of where you fell short of your goals or identified areas for improvement or opportunity.  The suggested length is two pages.

Our Current Grantees:

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Education Innovation:

Cather Elementary (ThinkCERCA Implementation)

Educators 4 Excellence Chicago

Intrinsic Schools

John Palmer Elementary School (ThinkCERCA Implementation)

LEAP Innovations

Surge Institute

Teachers Supporting Teachers

Teach Plus Illinois

The Chicago Public Education Fund

UChicago Consortium on School Research

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Grantee Blogs

We are honored to highlight blogs written by our grantees. We invite you to read how they are making an impact. We look forward to showcasing recent blogs from other grantees each month. 

Featured Blog

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The Chicago Public Education Fund | January 2019

Prosser Career Academy proves it: Vocational education isn’t a thing of the past

When Prosser Career Academy opened its doors in Belmont Cragin in 1959, it was not uncommon for high schools to feature active woodshops, auto shops, metal shops and other spaces for students to train for vocations. Today, Prosser is one of the few institutions within Chicago Public Schools to focus on providing such programming to its students. Principal Mark Schall, who has spent over 30 years as an educator and administrator, is very cognizant of this fact.

As Schall explained, the focus at Prosser has shifted from vocational training to producing students who are career ready. This is exemplified the school’s one-of-a-kind Career and Technical Education(CTE) program. At the end of their freshman year, students tour the school’s “shops” and choose the one that interests them most. These classrooms fill their own wing of the building and include options such as auto body, digital media, culinary arts, machine technology and gaming. During the 2018-19 school year, students had a special first-time opportunity: a “renewable” shop for solar energy technology.

The Partnership for College Completion    December 2o18

The Partnership for College Completion

December 2o18

Illinois’ Higher Education Budget Requests $25 Million for Nonpublic Institutions: Here’s How to Make It Equitable

In a proposal unveiled as part of its FY2020 budget recommendations, the Illinois Board of Higher Education (IBHE) is requesting a $25 million taxpayer subsidy to private institutions. If enacted, these funds have the potential to be either a carve out for higher income students, or a tool for improving equity in Illinois higher education; it all depends on the implementation details.

Educators for Excellence, Chicago    February 2019

Educators for Excellence, Chicago

February 2019

Exploring the power of diversity in the teacher workforce.

Black students who have just one black teacher in elementary school are significantly more likely to graduate high school and attend college. Yet, the chance of a black student — or any student of color — having a teacher that looks like them are unacceptably slim.

A whopping 40 percent of public schools in our country do not have a single teacher of color on staff and in 17 states, more than 95 percent of teachers are white, according to a recent study.

LEAP Innovations    December 2018

LEAP Innovations

December 2018

More Used, More Useful: Researching Toward Real-World Results

Education research has a problem: there is a disconnect between schools and the research that is conducted to help them improve. We have exponentially expanded our knowledge, in recent years, of how people learn best, and of how school can be rethought to empower and engage learners, but the findings are not making the impact in classrooms that some—myself included—believe they could.

Braven    December 2018

Braven

December 2018

CONFESSIONS OF A LEADERSHIP COACH

My name is Liz, and I have a confession to make.

I’m a Leadership Coach, I’m 30 years old, I graduated from Rutgers – Newark with a degree in English and have the most AWESOME COMPANY where I’m mentored by two brilliant women. But here’s my confession: I gain my most valuable skills from volunteering with Braven.

Healthy Schools Campaign    January 2019

Healthy Schools Campaign

January 2019

Raising Awareness of Chronic Absenteeism

Nationwide, a staggering number of children are chronically absent. While the causes are multifold, one stands out as especially significant: student health. Taking action to address health-related chronic absenteeism can have a powerful impact on students’ academic success and well-being for a lifetime.

ThinkCERCA    December 2018

ThinkCERCA

December 2018

6 Things Every Education Leader Should Know About Equity

Despite decades of analysis and initiatives, opportunity gaps persist for many students — from low-income students and students from various racial backgrounds to students with disabilities and those learning English as a second language.

With conversations about equity on the rise, many instructional leaders are looking for tangible ways to expand learning opportunities for today’s underrepresented populations.

Contact Us

Please direct all correspondence and communication to: 

The Osa Foundation
351 W. Hubbard St.
Suite 600
Chicago, IL 60654
info@theosafoundation.org

Robin Lavin
President
robin@theosafoundation.org

Amy Sauer
Strategic Advisor
amy@theosafoundation.org