Tech-Prep Demonstration Program, 19739-19741 [05-7526]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 70, Number 71 (Thursday, April 14, 2005)]
[Notices]
[Pages 19739-19741]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 05-7526]



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DEPARTMENT OF EDUCATION


Tech-Prep Demonstration Program

AGENCY: Office of Vocational and Adult Education, Department of 
Education.

ACTION: Notice of final requirements and selection criteria.

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SUMMARY: The Assistant Secretary for Vocational and Adult Education 
announces requirements and selection criteria under the Tech-Prep 
Demonstration Program (TPDP). The Assistant Secretary may use these 
requirements and selection criteria for competitions in fiscal year 
(FY) 2005 and later years. We take this action to clarify the 
Department's expectations regarding this program, so that TPDP-funded 
projects will help students, schools, and teachers in their efforts to 
improve student achievement, meet high standards for high school 
graduation, and increase enrollment and persistence rates in 
postsecondary education.

DATES: These requirements and selection criteria are effective May 16, 
2005.

FOR FURTHER INFORMATION CONTACT: Laura Karl Messenger, U.S. Department 
of Education, 400 Maryland Avenue, SW., room 11028, Potomac Center 
Plaza, Washington DC 20202-7241. Telephone: (202) 245-7840 or via 
Internet: Laura.messenger@ed.gov.
    If you use a telecommunications device for the deaf (TDD), you may 
call the Federal Relay Service (FRS) at 1-800-877-8339.
    Individuals with disabilities may obtain this document in an 
alternative format (e.g., Braille, large print, audiotape, or computer 
diskette) on request to the contact person listed under FOR FURTHER 
INFORMATION CONTACT.

SUPPLEMENTARY INFORMATION: This final notice establishes program 
requirements and selection criteria for the TPDP, which is authorized 
by section 207 of the Carl D. Perkins Vocational and Technical 
Education Act of 1998 (Perkins III). TPDP provides grants to consortia 
to carry out tech-prep education projects that involve the location of 
a secondary school on the site of a community college, a business as a 
member of the consortium, and the voluntary participation of secondary 
school students. We intend to fund projects that, following an initial 
recruitment period, will enroll a new student cohort in each year of 
the project, in addition to continuing support for each previous TPDP 
student cohort.
    We published a notice of proposed requirements and selection 
criteria in the Federal Register on February 10, 2005 (70 FR 7085). In 
that notice, we discussed (on pages 7085 though 7088) the proposed 
requirements and selection criteria for the TPDP competition to be 
conducted in FY 2005 and TPDP competitions in subsequent years.

Analysis of Comments and Changes

    In response to our invitation in the notice of proposed 
requirements and selection criteria, two parties submitted comments. An 
analysis of those comments and our responses follows. Specifically, we 
have made a change to requirement 3 to clarify our intent regarding 
virtual school participation in eligible TPDP projects. In addition, 
based on our internal review of the requirements and selection criteria 
since publication of the notice of proposed requirements and selection 
criteria, we have made a change to the performance indicators 
requirement regarding mathematics course taking. A description of that 
change also follows.
    We discuss substantive issues under the title of the requirement or 
selection criteria to which they pertain. Generally, we do not address 
technical and other minor changes--and suggested changes the law does 
not authorize us to make under the applicable statutory authority.

Eligibility Requirements

    Comment: One commenter recommended that older, established schools 
be allowed to apply for TPDP funding.
    Discussion: Section 207 of Perkins III requires that a TPDP project 
``involve the location of a secondary school on the site of a community 
college.'' This statutory requirement does not preclude older, 
established schools from applying for TPDP funding, as long as any such 
school is a member of an eligible consortium, is located on the campus 
of a community college, and would carry out a tech-prep education 
project.
    Changes: None.
    Comment: One commenter stated that virtual schools should be 
allowed to apply for funding under the TPDP as long as they collaborate 
with secondary and postsecondary schools.
    Discussion: The requirements for membership in a TPDP consortium 
are taken from the statutory language in section 204(a) and section 
207(b) of Perkins III. While section 207 does not identify a virtual 
school as a required member of an eligible consortium, it does not 
preclude participation by a virtual school. Thus, a virtual school is 
eligible for consortium membership if an applicant chooses to include 
it, or may serve some function in a TPDP project, as long as the 
project satisfies the statutory requirement that a TPDP project 
``involve the location of a secondary school on the site of a community 
college.'' As it was not the Department's intent to exclude a virtual 
school from participation in an eligible TPDP project, the wording of 
requirement 3 has been revised.
    Changes: A change has been made. Under requirement 3 as revised, 
the reference to the ``virtual location'' of a secondary school has 
been deleted, and a statement has been added regarding allowable modes 
of instruction.

Performance Indicators Requirement

    Comment: None.
    Discussion: We have reviewed the requirements and selection 
criteria since publication of the notice of proposed requirements and 
selection criteria and have made a change to the performance indicators 
requirement regarding mathematics course taking. In the notice of 
proposed requirements and selection criteria, we proposed the following 
performance indicator: completion of one or more mathematics courses in 
addition to Algebra I, Algebra II, and Geometry by the time of high 
school graduation. In order to comply with the Department's Principles 
for Regulating, which includes ensuring consistency among performance 
indicators used across Federally-funded education programs, we have 
elected to change this performance indicator so that it is consistent 
with the performance indicator concerning mathematics course taking 
used in other Federally-funded education programs.
    Changes: As revised, the performance indicator in paragraph (6)(b) 
provides for completion of Algebra I, Geometry, and Algebra II by the 
time of high school graduation.


    Note: This notice does not solicit applications. In any year in 
which we choose to use one or more of these requirements and 
selection criteria, we invite applications through a notice in the 
Federal Register.


Requirements

    To achieve the purposes of section 207 of Perkins III, we establish 
the following requirements. We may apply these requirements to any TPDP 
competition and to any projects funded in the future.
    (1) Each applicant must submit a signed consortium agreement 
(Agreement), providing evidence that each of the categories of 
membership required under section 207 of Perkins III

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has been satisfied and that each of the required members is eligible 
for membership under the provisions of Perkins III. The Agreement must 
contain a signature of commitment from each participating secondary 
school, community college, and business member, affirming that those 
entities have formed a consortium to develop, implement, and sustain a 
TPDP project as described under section 207 of Perkins III. The 
Agreement also must describe the roles and responsibilities of each 
consortium member within the proposed TPDP project. The format for the 
Agreement will be included in the application package.
    (2) Each applicant must submit a complete proposed project course 
sequence plan (Plan), for each program of study within the proposed 
TPDP project, to demonstrate how the proposed instructional program 
represents a sequential, four-year program of study that meets the 
specific criteria set forth in sections 202(a)(3) and 204(c) of Perkins 
III. The Plan must list the course sequence for each program of study 
within the proposed TPDP project, describing the specific academic and 
technical coursework required for all four years of the program. The 
Plan also must summarize program entrance requirements and specify the 
associate degree or postsecondary certificate to be earned upon 
completion of the program. The format for the Plan will be included in 
the application package.
    (3) Each applicant must provide evidence that a secondary school 
will be located on the site of a community college and will provide a 
complete program of academic and technical coursework at the community 
college that, at a minimum, meets State requirements for high school 
graduation. Students must be enrolled full-time in the high school on 
the community college campus; however, this requirement allows for the 
delivery of instruction through distance education programs. Enrolled 
students may participate in extracurricular activities at their 
original high school. Proposed projects that involve only satellite 
community college sites located on the premises of secondary schools 
are not eligible for support under this program.
    (4) Each applicant must provide an assurance that it will enroll 
its first student cohort and begin classes by September of the calendar 
year following the calendar year in which the grant award is made, and 
enroll its second, third, and fourth student cohorts by September of 
each subsequent year of the proposed TPDP project.
    (5) Each applicant must submit enrollment goals for the number of 
students in each student cohort to be enrolled in each year of the 
proposed TPDP project.
    (6) Each applicant must submit annual performance goals for each of 
the performance indicators discussed below. Successful applicants must 
reach agreement with us on their annual performance goals for each 
performance indicator. TPDP-funded projects will be required to use the 
following performance indicators to measure the progress of students in 
the TPDP-funded project--
    (a) Retention of high school juniors for their senior year in the 
TPDP-funded program of study;
    (b) Completion of Algebra I, Geometry, and Algebra II by the time 
of high school graduation;
    (c) Completion of one or more science courses in addition to high 
school biology and chemistry by the time of high school graduation;
    (d) High school graduation;
    (e) Attainment of nine or more postsecondary credits by the time of 
high school graduation;
    (f) Enrollment in postsecondary education following high school 
graduation;
    (g) Reduction in the need for remediation in postsecondary 
education following high school; and
    (h) Attainment of a postsecondary degree or certificate.
    (7) Each applicant must submit a plan for annual project 
evaluations. Each evaluation must be conducted by an independent 
evaluator and must provide information to the members of the consortium 
and project staff that will be useful in gauging progress and 
identifying areas for improvement, particularly with regard to the 
required performance indicators.
    (8) Each applicant must provide an assurance that it will submit 
annual reports of anticipated enrollment that include the number of 
students in each cohort who will be enrolled for the subsequent year 
and, if that number differs from the enrollment goals for that year 
stated in the approved application, the reasons for such a difference. 
Each annual report of anticipated enrollment will be due at the end of 
April of each project year.
    (9) Each applicant must provide an assurance that it will submit 
annual project performance reports and a final project performance 
report, that: Summarize the TPDP project's progress and significant 
accomplishments and provide data on the agreed-upon performance 
indicators and goals; identify barriers to continued progress and 
outline solutions; include the annual evaluation report that was 
prepared by the independent evaluator; and review plans for or progress 
towards sustained operations after the cessation of Federal support. 
Each annual performance report will be due within 90 days of the end of 
each project year and the final performance report will be due 90 days 
after the end of the project.
    Funded projects will be required to comply with all requirements 
adopted in this notice. Failure to comply with any applicable program 
requirement may subject a grantee to special conditions, withholding, 
or termination.

Selection Criteria

    We establish the following selection criteria to evaluate 
applications for new grants under this program. We may apply these 
selection criteria in any year in which this program is in effect.


    Note: The maximum score for all of these criteria will be 100 
points. We inform applicants of the points or weights assigned to 
each criterion and sub-criterion in the application package and in a 
notice published in the Federal Register. In addition to the points 
to be awarded to applicants based on the selection criteria adopted 
in this notice, we will award additional points to applications that 
satisfy the criteria for special consideration under section 
207(d)(3) of Perkins III and will inform applicants of the points 
assigned to the special consideration under section 207(d)(3) of 
Perkins III in a notice published in the Federal Register.

    (1) Quality of the project design.
    In determining the quality of the design of the proposed project, 
we consider the following factors:
    (a) The extent to which the applicant demonstrates its readiness to 
implement a complete, career-oriented, four-year program of study, as 
evidenced by a formal articulation agreement concerning the structure, 
content, and sequence of all academic and technical courses to be 
offered in the proposed tech-prep program and, if applicable, the 
conditions under which dual credit will be awarded.
    (b) The extent to which the applicant's proposed secondary academic 
and technical course offerings and graduation requirements prepare 
students to enter postsecondary education without the need for 
remediation and are aligned with the entrance requirements for 
postsecondary degree and certificate programs.
    (c) The extent to which the proposed instructional program 
incorporates high

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academic standards that equal or exceed those established by the State 
and reflects industry-recognized skills and knowledge.
    (d) The extent to which the applicant demonstrates that consortium 
efforts will align the ninth-grade and tenth-grade curricula with 
proposed TPDP program entrance requirements, to ensure a sizable, 
qualified applicant pool for the proposed TPDP program.
    (e) The extent to which the applicant presents a detailed student 
recruitment plan that is likely to be effective in fulfilling the 
project's enrollment goals for each year of the project.
    (f) The extent to which the applicant demonstrates that it has 
designed a comprehensive academic and career counseling program for 
participating students at both the secondary and postsecondary levels 
and will provide specific support services to ensure students' 
persistence in the program to the attainment of a postsecondary degree 
or certificate.
    (g) The extent to which the applicant demonstrates that the 
business member(s) of the consortium and other area employers have 
agreed to provide structured work-based learning opportunities to TPDP 
students that are directly related to the proposed technical program(s) 
of study.
    (h) The extent to which the proposed project will provide intensive 
professional development, specifically designed to help achieve the 
goals of the program, for secondary and postsecondary instructors, 
counselors, and administrators involved in the program.
    (2) Quality of the management plan.
    In determining the quality of the management plan for the proposed 
project, we consider the following factors:
    (a) The extent to which the management plan outlines specific, 
measurable goals, objectives, and outcomes to be achieved by the 
proposed project.
    (b) The extent to which the management plan assigns responsibility 
for the accomplishment of project tasks to specific project personnel 
and provides timelines for the accomplishment of project tasks.
    (c) The extent to which the time commitments of the project 
director and other key personnel are appropriate and adequate to 
achieve the objectives of the proposed project.
    (3) Quality of project personnel.
    In determining the quality of project personnel, we consider the 
following factors:
    (a) The extent to which the applicant encourages applications for 
employment from members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability.
    (b) The qualifications, including relevant training and experience, 
of the project director.
    (c) The qualifications, including relevant training and experience, 
of key project personnel, including teachers, counselors, 
administrators, and project consultants.
    (4) Adequacy of resources.
    In determining the adequacy of resources for the proposed project, 
we consider the following factors:
    (a) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the participating institutions.
    (b) The extent to which the budget is adequate and costs are 
reasonable in relation to the objectives and design of the proposed 
project.
    (5) Quality of the project evaluation.
    In determining the quality of the evaluation, we consider the 
following factors:
    (a) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate, will solicit input from all consortium 
members regarding program effectiveness, and will yield accurate and 
reliable data for each of the required performance indicators.
    (b) The extent to which the evaluation will produce reports or 
other documents at appropriate intervals to enable consortium members 
to use the data for planning and decision making for continuous program 
improvement.
    (c) The extent to which the independent evaluator possesses the 
necessary background and expertise to carry out the evaluation.

Executive Order 12866

    This notice of final requirements and selection criteria has been 
reviewed in accordance with Executive Order 12866. Under the terms of 
the order, we have assessed the potential costs and benefits of this 
regulatory action.
    The potential costs associated with the notice of final 
requirements and selection criteria are those resulting from statutory 
requirements and those we have determined as necessary for 
administering this program effectively and efficiently.
    In assessing the potential costs and benefits--both quantitative 
and qualitative--of this notice of final requirements and selection 
criteria, we have determined that the benefits of the final 
requirements and selection criteria justify the costs.
    We have also determined that this regulatory action does not unduly 
interfere with State, local, and tribal governments in the exercise of 
their governmental functions.
    We summarized the costs and benefits in the notice of proposed 
requirements and selection criteria.

Intergovernmental Review

    This program is subject to Executive Order 12372 and the 
regulations in 34 CFR part 79. One of the objectives of the Executive 
Order is to foster an intergovernmental partnership and a strengthened 
federalism. The Executive order relies on processes developed by State 
and local governments for coordination and review of proposed Federal 
financial assistance.
    This document provides early notification of our specific plans and 
actions for this program.

Electronic Access to This Document

    You may view this document, as well as all other Department of 
Education documents published in the Federal Register, in text or Adobe 
Portable Document Format (PDF) on the Internet at the following site: 
https://www.ed.gov/news/fedregister.
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free at this site. If you have questions about using PDF, call the U.S. 
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    Note: The official version of this document is the document 
published in the Federal Register. Free Internet access to the 
official edition of the Federal Register and the Code of Federal 
Regulations is available on GPO Access at: https://www.gpoaccess.gov/
nara/.

(Catalog of Federal Domestic Assistance Number 84.353 Tech-Prep 
Demonstration Program)

    Program Authority: 20 U.S.C. 2376.

    Dated: April 11, 2005.
Susan Sclafani,
Assistant Secretary for Vocational and Adult Education.
[FR Doc. 05-7526 Filed 4-13-05; 8:45 am]
BILLING CODE 4000-01-P