Jacob K. Javits Gifted and Talented Students Education Program, 2228-2230 [E8-450]
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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.
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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
https://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 https://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
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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: https://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
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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/
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:
https://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: https://www.gpoaccess.gov/
nara/.
(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
