Jacob K. Javits Gifted and Talented Students Education Program, 2228-2230 [E8-450]

Download as PDF 2228 Federal Register / Vol. 73, No. 9 / Monday, January 14, 2008 / Notices 10 U.S.C. 5013, Secretary of the Navy and OPNAVINST 1750.1 Series, Navy Family Ombudsmen Program. in this system of records should address written inquiries to the Director, Family Readiness Programs, Navy Installations Command, 2713 Mitscher Road SW., Ste. 300, Anacostia Annex, DC 20373– 5802. The request should include full name and should be signed. PURPOSE(S): CONTESTING RECORD PROCEDURES: To identify Navy family ombudsmen; provide them with program information; collect program statistics and workload data; and maintain record of program training received. The Navy’s rules for accessing records, and for contesting contents and appealing initial agency determinations are published in Secretary of the Navy Instruction 5211.5; 32 CFR part 701; or may be obtained from the system manager. cell, and fax), command name and address, command unit identification code (UIC), gender, and training dates. AUTHORITY FOR MAINTENANCE OF THE SYSTEM: ROUTINE USES OF RECORDS MAINTAINED IN THE SYSTEM, INCLUDING CATEGORIES OF USERS AND THE PURPOSES OF SUCH USES: In addition to those disclosures generally permitted under 5 U.S.C. 552a(b) of the Privacy Act, these records or information contained therein may specifically be disclosed outside the DoD as a routine use pursuant to 5 U.S.C. 552a(b)(3) as follows: The DoD ‘Blanket Routine Uses’ that appear at the beginning of the Navy’s compilation of systems of records notices apply to this system. POLICIES AND PRACTICES FOR STORING, RETRIEVING, ACCESSING, RETAINING, AND DISPOSING OF RECORDS IN THE SYSTEM: Networked databases. None. [FR Doc. E8–420 Filed 1–11–08; 8:45 am] BILLING CODE 5001–06–P DELAWARE RIVER BASIN COMMISSION Delaware River Basin Commission. ACTION: Notice. Name and organization. SAFEGUARDS: Password controlled system. Access limited to program coordinators, commanding officers and/or their appointed representatives. RETENTION AND DISPOSAL: Destroy when ombudsman resigns from position or is replaced. SYSTEM MANAGER(S) AND ADDRESS: Director, Family Readiness Programs, Navy Installations Command, 2713 Mitscher Road SW., Ste. 300, Anacostia Annex, DC 20373–5802. NOTIFICATION PROCEDURE: rmajette on PROD1PC64 with NOTICES EXEMPTIONS CLAIMED FOR THE SYSTEM: AGENCY: RETRIEVABILITY: Individuals seeking to determine whether information about themselves is contained in this system of records should address written inquiries to the Director, Family Readiness Programs, Navy Installations Command, 2713 Mitscher Road SW., Ste. 300, Anacostia Annex, DC 20373–5802. The request should include full name and should be signed. RECORD ACCESS PROCEDURES: Individuals seeking access to information about themselves contained 15:22 Jan 11, 2008 Individual and commanding officer and/or their appointed representative. Notice of Methodology for the Delaware River and Bay Integrated List Water Quality Assessment STORAGE: VerDate Aug<31>2005 RECORD SOURCE CATEGORIES: Jkt 214001 SUMMARY: Notice is hereby given that the methodology, including data sets, to be used in developing the 2008 Delaware River and Bay Integrated List Water Quality Assessment is available for review and comment. DATES: Comments must be received by close of business on January 28, 2008. ADDRESSES: Comments will be accepted via e-mail to john.yagecic@drbc.state.nj.us; via fax to 609–883–9522; by U.S. Mail to DRBC, Attn: Integrated Assessment 2008, P.O. Box 7360, West Trenton, NJ 08628– 0360; via private carrier to DRBC, Attn: Integrated Assessment 2008, 25 State Police Drive, West Trenton, NJ 08628– 0360; or by hand. All submissions should have the phrase ‘‘Integrated Assessment 2008’’ in the subject line and should include the name, address (street address optional) and affiliation, if any, of the commenter. FOR FURTHER INFORMATION CONTACT: Mr. John Yagecic, Supervisor, Standards and Assessment Section, DRBC Modeling, Monitoring and Assessment Branch, via e-mail to john.yagecic@drbc.state.nj.us or by telephone to 609–883–9500, ext. 271. PO 00000 Frm 00017 Fmt 4703 Sfmt 4703 The Delaware River Basin Commission (‘‘DRBC’’ or ‘‘Commission’’) is an interstate and federal compact agency that was created in 1961 by concurrent legislation of the States of Delaware, New Jersey, and New York, the Commonwealth of Pennsylvania and the United States Government for purpose of jointly managing the water resources of the Delaware River Basin. DRBC currently is compiling data for the 2008 Delaware River and Bay Integrated List Water Quality Assessment (‘‘2008 Assessment’’) required by the federal Clean Water Act (CWA). The 2008 Assessment will report the extent to which waters of the Delaware River and Bay are attaining designated uses in accordance with Section 305(b) of the CWA and will identify impaired waters, which consist of waters that do not meet surface water quality standards. The assessment methodology to be used to develop the 2008 Assessment will closely track the methodology used for the most recent assessment, completed in 2006. The 2006 assessment is available for review at http://www.state.nj.us/drbc/ 06IntegratedList/index.htm. In the 2008 Assessment DRBC proposes to reduce the number of assessment units from the number used in 2006 by consolidating the units into DRBC’s Water Quality Management Zones 1A, 1B, 1C, 1D, 1E, 2, 3, 4, and 5, the boundaries of which are defined in DRBC’s Water Quality Regulations (18 CFR Part 410), available on the Web at http://www.state.nj.us/drbc/regs/ WQRegs_092607.pdf. The 2008 Assessment will continue, however, to include subunits within Zone 6 that are defined in part by shellfish management directives issued by the states of Delaware and New Jersey. SUPPLEMENTARY INFORMATION: Dated: January 8, 2008. Pamela M. Bush, Commission Secretary. [FR Doc. E8–453 Filed 1–11–08; 8:45 am] BILLING CODE 6360–01–P DEPARTMENT OF EDUCATION Jacob K. Javits Gifted and Talented Students Education Program Office of Elementary and Secondary Education, Department of Education. ACTION: Notice of proposed priority. AGENCY: SUMMARY: The Assistant Secretary for Elementary and Secondary Education proposes a priority under the Jacob K. E:\FR\FM\14JAN1.SGM 14JAN1 Federal Register / Vol. 73, No. 9 / Monday, January 14, 2008 / Notices Javits Gifted and Talented Students Education Program. The Assistant Secretary may use this priority for competitions in fiscal year (FY) 2008 and later years. We take this action to support the implementation of models with demonstrated effectiveness in identifying and serving gifted and talented students who are economically disadvantaged or limited English proficient, or who have disabilities, and who may not be identified and served through typical strategies for identifying gifted children. We intend the priority to increase the availability of proven approaches for increasing the number of students from underrepresented groups performing at high levels of academic achievement. We must receive your comments on or before February 13, 2008. ADDRESSES: Address all comments about this proposed priority to Teresa Cahalan, U.S. Department of Education, 400 Maryland Avenue, SW., Room 5W218, Washington, DC 20202–6200. If you prefer to send your comments through the Internet, use the following address: jacobk.javits@ed.gov. You must include the term ‘‘Comments on FY 2008 Javits Priority’’ in the subject line of your electronic message. DATES: FOR FURTHER INFORMATION CONTACT: Teresa Cahalan. Telephone: (202) 401– 3947. 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 can 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: rmajette on PROD1PC64 with NOTICES Invitation to Comment We invite you to submit comments regarding this proposed priority. We invite you to assist us in complying with the specific requirements of Executive Order 12866 and its overall requirement of reducing regulatory burden that might result from this proposed priority. Please let us know of any further opportunities we should take to reduce potential costs or increase potential benefits while preserving the effective and efficient administration of the program. During and after the comment period, you may inspect all public comments about this proposed priority in Room 5W218, 400 Maryland Avenue, SW., VerDate Aug<31>2005 15:22 Jan 11, 2008 Jkt 214001 Washington, DC, between the hours of 8:30 a.m. and 4 p.m., Eastern time, Monday through Friday of each week except Federal holidays. Assistance to Individuals With Disabilities in Reviewing the Rulemaking Record On request, we will supply an appropriate aid, such as a reader or print magnifier, to an individual with a disability who needs assistance to review the comments or other documents in the public rulemaking record for this proposed priority. If you want to schedule an appointment for this type of aid, please contact the person listed under FOR FURTHER INFORMATION CONTACT. General The purpose of the Jacob K. Javits Gifted and Talented Students Education Program is to carry out a coordinated program of scientifically based research, demonstration projects, innovative strategies, and similar activities designed to build and enhance the ability of elementary schools and secondary schools nationwide to meet the special educational needs of gifted and talented students. Background of the Priority Consistent with section 5465(a)(2) of the Elementary and Secondary Education Act of 1965, as amended (20 U.S.C. 7253), this proposed priority focuses on the implementation and evaluation of projects that expand interventions that identify and serve gifted and talented students who are economically disadvantaged or limited English proficient, or who have disabilities, and who may not be identified and served through typical strategies for identifying gifted children. Specifically, the priority focuses on the expansion of these projects to multiple settings and for different student populations. In 2007, 32 percent of all 4th grade public school students scored at or above the proficient level in reading on the National Assessment of Educational Progress, compared to only 17 percent of students who are eligible for free or reduced price lunch under the National School Lunch program (i.e., students who are economically disadvantaged), 13 percent of students with disabilities, and 7 percent of students with limited English proficiency. Students from these three groups are significantly underrepresented at or above proficient levels on the 8th grade reading and 4th and 8th grade mathematics assessments. Since its creation in 1989, the Jacob K. Javits Gifted and Talented Students PO 00000 Frm 00018 Fmt 4703 Sfmt 4703 2229 Education Program has supported over 125 small-scale model projects and intervention strategies, some of which have produced statistically significant increases in student academic achievement on standardized tests. In order to have a national impact with the limited funds available for new awards under this program, the goal of this priority is to expand upon, field-test, and evaluate research-based interventions that have shown evidence of success in increasing the number of economically disadvantaged, limited English proficient, or disabled students performing at high levels of academic achievement. Based on our experience with previous grants, we have found that successful projects require demonstrated expertise in the following areas: Education research and program evaluation, one or more of the core academic subject areas (English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography), the needs of disadvantaged or other underrepresented students, and gifted and talented education. We will announce the final priority in a notice in the Federal Register. We will determine the final priority after considering responses to this notice and other information available to the Department. This notice does not preclude us from proposing or funding additional priorities, subject to meeting applicable rulemaking requirements. Note: This notice does not solicit applications. In any year in which we choose to use this proposed priority, we invite applications through a notice in the Federal Register. When inviting applications we designate the priority as absolute, competitive preference, or invitational. The effect of each type of priority follows: Absolute priority: Under an absolute priority we consider only applications that meet the priority (34 CFR 75.105(c)(3)). Competitive preference priority: Under a competitive preference priority we give competitive preference to an application by either (1) awarding additional points, depending on how well or the extent to which the application meets the competitive preference priority (34 CFR 75.105(c)(2)(i)); or (2) selecting an application that meets the competitive preference priority over an application of comparable merit that does not meet the priority (34 CFR 75.105(c)(2)(ii)). Invitational priority: Under an invitational priority we are particularly interested in applications that meet the invitational priority. However, we do not give an application that meets the invitational priority a competitive or absolute preference over other applications (34 CFR 75.105(c)(1)). E:\FR\FM\14JAN1.SGM 14JAN1 2230 Federal Register / Vol. 73, No. 9 / Monday, January 14, 2008 / Notices rmajette on PROD1PC64 with NOTICES Priority Proposed Priority Under this proposed priority, grantees must ‘‘scale up’’ and evaluate models designed to increase the number of students from underrepresented groups who, through gifted and talented education programs, perform at high levels of academic achievement. For this priority, ‘‘scaling up’’ means to expand a program with demonstrated effectiveness at one level (such as a school or other educational setting, student population, grade level, or academic subject area) for use in broader settings or with different populations. With regard to this priority, underrepresented groups refer to the following three groups of students: Economically disadvantaged individuals, individuals with limited English proficiency, and individuals with disabilities. To meet this priority, applicants must include all of the following in their applications: (1) Evidence from one or more scientifically based research and evaluation studies indicating that the proposed intervention has raised the achievement of students from one or more underrepresented groups in one or more core subject areas. (2) Evidence from one or more scientifically based research and evaluation studies that the proposed intervention has resulted in increased numbers of students from underrepresented groups who are prepared to participate in gifted and talented education programs. (3) Evidence that the applicant has significant expertise on its leadership team in each of the following areas: Research and program evaluation, content knowledge in one or more core academic subject areas, working with underrepresented groups, and gifted and talented education. (4) A sound plan for implementing the model in multiple settings or with multiple populations. (5) A research and evaluation plan that employs an experimental or quasiexperimental design to measure the impact of the intervention on the achievement of students who are economically disadvantaged or limited English proficient, or who have disabilities, and on the number of these students who are prepared to participate in gifted and talented education programs. Note: Evaluation methods using an experimental design are best for determining the effectiveness of interventions. Thus, when feasible, the project must use an experimental design under which VerDate Aug<31>2005 15:22 Jan 11, 2008 Jkt 214001 participants (e.g., students, teachers, classrooms, or schools) are randomly assigned to participate in the project activities being evaluated or to a control group that does not participate in the project activities being evaluated. If random assignment is not feasible, the project may use a quasi-experimental design with carefully matched comparison conditions. This alternative design attempts to approximate a randomly assigned control group by matching participants with nonparticipants having similar pre-intervention characteristics. Executive Order 12866 This notice of proposed priority 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 proposed priority 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 proposed priority, we have determined that the benefits of the proposed priority 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. 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: http://www.ed.gov/ news/fedregister. To use PDF you must have Adobe Acrobat Reader, which is available free at this site. If you have questions about using PDF, call the U.S. Government Printing Office (GPO), toll free, at 1– 888–293–6498; or in the Washington, DC, area at (202) 512–1530. PO 00000 Frm 00019 Fmt 4703 Sfmt 4703 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: http://www.gpoaccess.gov/nara/ index.html. (Catalog of Federal Domestic Assistance Number 84.206A Jacob K. Javits Gifted and Talented Students Education Program) Program Authority: 20 U.S.C. 7253. Dated: January 9, 2008. Kerri L. Briggs, Assistant Secretary for Elementary and Secondary Education. [FR Doc. E8–450 Filed 1–11–08; 8:45 am] BILLING CODE 4000–01–P DEPARTMENT OF EDUCATION Office of Special Education and Rehabilitative Services; List of Correspondence Department of Education. List of Correspondence from July 1, 2007 through September 30, 2007. AGENCY: ACTION: SUMMARY: The Secretary is publishing the following list pursuant to section 607(f) of the Individuals with Disabilities Education Act, as amended by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). Under section 607(f) of IDEA, the Secretary is required, on a quarterly basis, to publish in the Federal Register a list of correspondence from the U.S. Department of Education (Department) received by individuals during the previous quarter that describes the interpretations of the Department of IDEA or the regulations that implement IDEA. FOR FURTHER INFORMATION CONTACT: Melisande Lee or JoLeta Reynolds. Telephone: (202) 245–7468. 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 a copy of this notice in an alternative format (e.g., Braille, large print, audiotape, or computer diskette) on request to the contact persons listed under FOR FURTHER INFORMATION CONTACT. The following list identifies correspondence from the Department issued from July 1, 2007 through September 30, 2007. Included on the list are those letters that contain interpretations of the requirements of IDEA and its implementing regulations, as well as SUPPLEMENTARY INFORMATION: E:\FR\FM\14JAN1.SGM 14JAN1

Agencies

[Federal Register Volume 73, Number 9 (Monday, January 14, 2008)]
[Notices]
[Pages 2228-2230]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: E8-450]


=======================================================================
-----------------------------------------------------------------------

DEPARTMENT OF EDUCATION


Jacob K. Javits Gifted and Talented Students Education Program

AGENCY: Office of Elementary and Secondary Education, Department of 
Education.

ACTION: Notice of proposed priority.

-----------------------------------------------------------------------

SUMMARY: The Assistant Secretary for Elementary and Secondary Education 
proposes a priority under the Jacob K.

[[Page 2229]]

Javits Gifted and Talented Students Education Program. The Assistant 
Secretary may use this priority for competitions in fiscal year (FY) 
2008 and later years. We take this action to support the implementation 
of models with demonstrated effectiveness in identifying and serving 
gifted and talented students who are economically disadvantaged or 
limited English proficient, or who have disabilities, and who may not 
be identified and served through typical strategies for identifying 
gifted children. We intend the priority to increase the availability of 
proven approaches for increasing the number of students from 
underrepresented groups performing at high levels of academic 
achievement.

DATES: We must receive your comments on or before February 13, 2008.

ADDRESSES: Address all comments about this proposed priority to Teresa 
Cahalan, U.S. Department of Education, 400 Maryland Avenue, SW., Room 
5W218, Washington, DC 20202-6200. If you prefer to send your comments 
through the Internet, use the following address: jacobk.javits@ed.gov.
    You must include the term ``Comments on FY 2008 Javits Priority'' 
in the subject line of your electronic message.

FOR FURTHER INFORMATION CONTACT: Teresa Cahalan. Telephone: (202) 401-
3947.
    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 can 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: 

Invitation to Comment

    We invite you to submit comments regarding this proposed priority.
    We invite you to assist us in complying with the specific 
requirements of Executive Order 12866 and its overall requirement of 
reducing regulatory burden that might result from this proposed 
priority. Please let us know of any further opportunities we should 
take to reduce potential costs or increase potential benefits while 
preserving the effective and efficient administration of the program.
    During and after the comment period, you may inspect all public 
comments about this proposed priority in Room 5W218, 400 Maryland 
Avenue, SW., Washington, DC, between the hours of 8:30 a.m. and 4 p.m., 
Eastern time, Monday through Friday of each week except Federal 
holidays.

Assistance to Individuals With Disabilities in Reviewing the Rulemaking 
Record

    On request, we will supply an appropriate aid, such as a reader or 
print magnifier, to an individual with a disability who needs 
assistance to review the comments or other documents in the public 
rulemaking record for this proposed priority. If you want to schedule 
an appointment for this type of aid, please contact the person listed 
under FOR FURTHER INFORMATION CONTACT.

General

    The purpose of the Jacob K. Javits Gifted and Talented Students 
Education Program is to carry out a coordinated program of 
scientifically based research, demonstration projects, innovative 
strategies, and similar activities designed to build and enhance the 
ability of elementary schools and secondary schools nationwide to meet 
the special educational needs of gifted and talented students.

Background of the Priority

    Consistent with section 5465(a)(2) of the Elementary and Secondary 
Education Act of 1965, as amended (20 U.S.C. 7253), this proposed 
priority focuses on the implementation and evaluation of projects that 
expand interventions that identify and serve gifted and talented 
students who are economically disadvantaged or limited English 
proficient, or who have disabilities, and who may not be identified and 
served through typical strategies for identifying gifted children. 
Specifically, the priority focuses on the expansion of these projects 
to multiple settings and for different student populations.
    In 2007, 32 percent of all 4th grade public school students scored 
at or above the proficient level in reading on the National Assessment 
of Educational Progress, compared to only 17 percent of students who 
are eligible for free or reduced price lunch under the National School 
Lunch program (i.e., students who are economically disadvantaged), 13 
percent of students with disabilities, and 7 percent of students with 
limited English proficiency. Students from these three groups are 
significantly underrepresented at or above proficient levels on the 8th 
grade reading and 4th and 8th grade mathematics assessments.
    Since its creation in 1989, the Jacob K. Javits Gifted and Talented 
Students Education Program has supported over 125 small-scale model 
projects and intervention strategies, some of which have produced 
statistically significant increases in student academic achievement on 
standardized tests. In order to have a national impact with the limited 
funds available for new awards under this program, the goal of this 
priority is to expand upon, field-test, and evaluate research-based 
interventions that have shown evidence of success in increasing the 
number of economically disadvantaged, limited English proficient, or 
disabled students performing at high levels of academic achievement.
    Based on our experience with previous grants, we have found that 
successful projects require demonstrated expertise in the following 
areas: Education research and program evaluation, one or more of the 
core academic subject areas (English, reading or language arts, 
mathematics, science, foreign languages, civics and government, 
economics, arts, history, and geography), the needs of disadvantaged or 
other underrepresented students, and gifted and talented education.
    We will announce the final priority in a notice in the Federal 
Register. We will determine the final priority after considering 
responses to this notice and other information available to the 
Department. This notice does not preclude us from proposing or funding 
additional priorities, subject to meeting applicable rulemaking 
requirements.

    Note: This notice does not solicit applications. In any year in 
which we choose to use this proposed priority, we invite 
applications through a notice in the Federal Register. When inviting 
applications we designate the priority as absolute, competitive 
preference, or invitational. The effect of each type of priority 
follows:
    Absolute priority: Under an absolute priority we consider only 
applications that meet the priority (34 CFR 75.105(c)(3)).
    Competitive preference priority: Under a competitive preference 
priority we give competitive preference to an application by either 
(1) awarding additional points, depending on how well or the extent 
to which the application meets the competitive preference priority 
(34 CFR 75.105(c)(2)(i)); or (2) selecting an application that meets 
the competitive preference priority over an application of 
comparable merit that does not meet the priority (34 CFR 
75.105(c)(2)(ii)).
    Invitational priority: Under an invitational priority we are 
particularly interested in applications that meet the invitational 
priority. However, we do not give an application that meets the 
invitational priority a competitive or absolute preference over 
other applications (34 CFR 75.105(c)(1)).


[[Page 2230]]



Priority

Proposed Priority

    Under this proposed priority, grantees must ``scale up'' and 
evaluate models designed to increase the number of students from 
underrepresented groups who, through gifted and talented education 
programs, perform at high levels of academic achievement.
    For this priority, ``scaling up'' means to expand a program with 
demonstrated effectiveness at one level (such as a school or other 
educational setting, student population, grade level, or academic 
subject area) for use in broader settings or with different 
populations. With regard to this priority, underrepresented groups 
refer to the following three groups of students: Economically 
disadvantaged individuals, individuals with limited English 
proficiency, and individuals with disabilities.
    To meet this priority, applicants must include all of the following 
in their applications:
    (1) Evidence from one or more scientifically based research and 
evaluation studies indicating that the proposed intervention has raised 
the achievement of students from one or more underrepresented groups in 
one or more core subject areas.
    (2) Evidence from one or more scientifically based research and 
evaluation studies that the proposed intervention has resulted in 
increased numbers of students from underrepresented groups who are 
prepared to participate in gifted and talented education programs.
    (3) Evidence that the applicant has significant expertise on its 
leadership team in each of the following areas: Research and program 
evaluation, content knowledge in one or more core academic subject 
areas, working with underrepresented groups, and gifted and talented 
education.
    (4) A sound plan for implementing the model in multiple settings or 
with multiple populations.
    (5) A research and evaluation plan that employs an experimental or 
quasi-experimental design to measure the impact of the intervention on 
the achievement of students who are economically disadvantaged or 
limited English proficient, or who have disabilities, and on the number 
of these students who are prepared to participate in gifted and 
talented education programs.

    Note: Evaluation methods using an experimental design are best 
for determining the effectiveness of interventions. Thus, when 
feasible, the project must use an experimental design under which 
participants (e.g., students, teachers, classrooms, or schools) are 
randomly assigned to participate in the project activities being 
evaluated or to a control group that does not participate in the 
project activities being evaluated.
    If random assignment is not feasible, the project may use a 
quasi-experimental design with carefully matched comparison 
conditions. This alternative design attempts to approximate a 
randomly assigned control group by matching participants with non-
participants having similar pre-intervention characteristics.

Executive Order 12866

    This notice of proposed priority 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 proposed priority 
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 proposed priority, we have 
determined that the benefits of the proposed priority 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.

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: 
http://www.ed.gov/news/fedregister.
    To use PDF you must have Adobe Acrobat Reader, which is available 
free at this site. If you have questions about using PDF, call the U.S. 
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in 
the Washington, DC, area at (202) 512-1530.

    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: http://www.gpoaccess.gov/
nara/index.html.


(Catalog of Federal Domestic Assistance Number 84.206A Jacob K. 
Javits Gifted and Talented Students Education Program)

    Program Authority: 20 U.S.C. 7253.

    Dated: January 9, 2008.
Kerri L. Briggs,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. E8-450 Filed 1-11-08; 8:45 am]
BILLING CODE 4000-01-P