Secretary's Final Supplemental Priorities and Definitions for Discretionary Grant Programs, 73425-73456 [2014-28911]
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Vol. 79
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December 10, 2014
Part III
Department of Education
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Secretary’s Final Supplemental Priorities and Definitions for Discretionary
Grant Programs; Notice
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priorities and relevant definitions. Each
major provision is discussed in the
Public Comment section of this
document.
DEPARTMENT OF EDUCATION
[Docket ID ED–2013–OII–0146]
RIN 1894–AA04
Program Authority: 20 U.S.C. 1221e–3,
3474.
Secretary’s Final Supplemental
Priorities and Definitions for
Discretionary Grant Programs
Department of Education.
Final priorities and definitions.
AGENCY:
ACTION:
To support a comprehensive
education agenda, the Secretary of
Education establishes 15 priorities and
related definitions for use in any
appropriate discretionary grant program
for fiscal year (FY) 2015 and future
years. These priorities and definitions
replace the supplemental priorities for
discretionary grant programs that were
published in 2010 and corrected in
2011. These priorities reflect the lessons
learned from implementing
discretionary grant programs, as well as
our current policy objectives and
emerging needs in education.
DATES: Effective Date: These
supplemental priorities and definitions
are effective January 9, 2015.
FOR FURTHER INFORMATION CONTACT:
Allison Moss, U.S. Department of
Education, 400 Maryland Avenue SW.,
Room 4W319, Washington, DC 20202.
Telephone: (202) 205–7726 or by email:
allison.moss@ed.gov.
If you use a telecommunications
device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay
Service (FRS), toll free, at 1–800–877–
8339.
SUPPLEMENTARY INFORMATION:
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SUMMARY:
Executive Summary
Purpose of This Regulatory Action:
The Secretary has outlined a
comprehensive education agenda that
includes support for early learning and
development programs that prepare
children to succeed in school;
elementary and secondary education
programs that prepare students to
succeed in college, career, and life; and
postsecondary programs that prepare
students to be competitive in the
workforce. These final priorities and
definitions may be used across the
Department of Education’s (the
Department) discretionary grant
programs to further the Department’s
mission to promote Student
Achievement 1 and global
competitiveness.
Summary of the Major Provisions of
This Regulatory Action: This regulatory
action announces 15 supplemental
1 Defined terms are used throughout this
document and are indicated by capitalization.
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We published a notice of proposed
priorities and definitions (NPP) in the
Federal Register on June 24, 2014 (79
FR 35736). That document contained
background information and our reasons
for proposing the particular priorities
and definitions.
Public Comment: In response to our
invitation in the NPP, more than 1,600
parties submitted comments on the
proposed priorities and definitions.
We group major issues according to
subject. Generally, we do not address
technical and other minor changes.
Analysis of Comments and Changes:
An analysis of the comments and any
changes in the priorities and definitions
since publication of the notice of
proposed priorities and definitions
follows.
General
Comment: Over 1,000 commenters
urged the Department to include in this
notice of final priorities (NFP) a priority
on a specific content area in education.
Many of these commenters expressed
support for a new priority focused on
history and civic learning, but several
commenters also wrote in support of the
arts, foreign languages, geography,
economics, and social studies. These
commenters, in general, stated that it is
inappropriate to include a priority that
promotes science, technology,
engineering, and mathematics (STEM)
education without focusing on other
educational areas such as history, civic
learning, and social studies. One
commenter suggested that if a new
priority focused on such subjects was
not possible, we amend all of the 15
proposed priorities to require that
applicants demonstrate knowledge of
peoples, cultures, and histories within
that applicant’s region.
Discussion: We appreciate the
commenters’ concern that these
priorities do not highlight content areas
equally. While we do include Priority 7,
which promotes STEM education and
access to rigorous coursework in those
subjects, but not priorities for other
content areas, we clearly discuss our
reasoning for focusing on STEM
learning in the background section for
Priority 7 in the NPP.
Most of the priorities, as written,
could be used to support any type of
content area or classroom. For example,
an applicant proposing a project
designed to address Priority 2—
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Influencing the Development of NonCognitive Factors could do so using a
strategy that includes creative arts
expression. In addition, under Priority
9—Improving Teacher Effectiveness and
Promoting Equitable Access to Effective
Teachers, projects that recruit, select,
develop, support, and retain effective
teachers could be designed with the
specific needs of a history, social
studies, foreign language, or civic
education teacher in mind. As such, we
do not think specific priorities in the
recommended content areas are
necessary.
We appreciate the commenter’s
suggestion that, if inclusion of a priority
on history and civic learning is not
possible, we change all of our priorities
to ensure that applicants approach their
proposed projects with the full context
of the communities they propose to
serve in mind. We agree that, to
implement projects successfully, grant
recipients should consider the history
and characteristics of the communities
they serve. However, applicants already
have adequate incentives to demonstrate
that they understand the community
they intend to serve through their
responses to the selection criteria used
by the Department in its discretionary
grant competitions to solicit information
from applicants, such as how the
proposed project would work, why the
proposed project is necessary, and if the
applicant has the necessary resources
and experience to successfully
implement the proposed project. In
addition to program-specific selection
criteria, general selection criteria are
available in 34 CFR 75.210 for the
Department to use, when appropriate,
and the Department can develop
selection criteria under 34 CFR 75.209
for use in any discretionary grant
program. Including such a focus in each
priority is therefore unnecessary.
Changes: None.
Comment: A few commenters asked
that the Department include priorities
on additional general topics. One
commenter asked the Department to
prioritize secondary and postsecondary
transitions. Another commenter
requested that we prioritize emerging
fields of study that are important to
national security and global
competitiveness, such as computer
science. A third commenter asked that
we include a priority that would
support school personnel who are not
teachers or principals, but who are still
critical to student success.
Discussion: We agree with the
commenters that transitions, national
security and global competitiveness,
and school support staff are important
issues that merit attention. However, we
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think that these topics are addressed in
the final priorities.
For example, we think that smooth
transitions from secondary to
postsecondary education could be part
of a project under Priority 8, which
focuses on implementation of
internationally benchmarked collegeand career-ready standards and
assessments. In addition, a program
using subpart (c) of Priority 5—
Improving Postsecondary Access,
Affordability, and Completion would
seek projects that are designed to
increase the number and proportion of
High-need Students who are prepared to
enroll in and complete college, other
postsecondary education, or other career
and technical education, thus improving
transitions to postsecondary education.
These final priorities reflect a
comprehensive education agenda that
supports projects that improve student
outcomes and prepare students for
success in their careers and in life.
Improving the education of the Nation’s
students would have the ancillary effect
of improved national security and global
competitiveness. Further, we expect that
use of Priority 7 to promote STEM
education and improve Student
Achievement in these areas will spur
technological innovation, creation, and
study across the Nation. The commenter
references computer science as a
particularly important field of study,
and we note that computer science falls
clearly within the scope of the STEM
fields addressed in Priority 7.
Finally, we agree with the commenter
that school support staff, in addition to
teachers and principals, can play
integral roles in improving student
academic outcomes. We think that
projects that are designed to support
such staff could be proposed under
several priorities, including Priority 2—
Influencing the Development of NonCognitive Factors, Priority 4—
Supporting High-Need Students, Priority
13—Improving School Climate,
Behavioral Supports, and Correctional
Education, and Priority 14—Improving
Parent, Family, and Community
Engagement
Changes: None.
Comment: Some commenters
requested a separate priority focusing on
partnerships, including school and
community partnerships, and support
for intermediaries. One commenter
proposed adding a priority on utilizing
the collective impact of such
partnerships, including subparts on
implementing a shared community
vision, integrating professional expertise
and data to make decisions, creating
networks of cross-sector practitioners,
and building civic infrastructure
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through committed resources. Another
commenter recommended a priority that
will support projects that leverage
national service initiatives.
Discussion: We agree that
partnerships, whether they are school
and community partnerships or
partnerships with other intermediaries,
provide opportunities to leverage
resources to either increase a project’s
effectiveness or its ability to reach more
students. However, we do not agree
with the recommendation of a priority
that focuses solely on the establishment
of such partnerships, and note that
applicants could form partnerships to
address any of the priorities proposed in
the NPP.
It is important to note that the
Department may use factors from the
general selection criteria in 34 CFR
75.210 and criteria developed under 34
CFR 75.209 to encourage the types of
efforts described by the commenters.
For example, 34 CFR 75.210(c) (Quality
of the project design) includes factors
that ask applicants to describe the
extent to which the proposed project is
supported by evidence and will
integrate with, or build on, similar or
related efforts, using existing funding
streams from other programs or policies
supported by community, State, and
Federal resources. The Department has
discretion in choosing whether to use
the selection criteria and, if so, which
selection criteria and factors are most
appropriate for a given competition.
Changes: None.
Comments: Several commenters
provided suggestions to strengthen the
background sections for each priority
included in the NPP.
Discussion: We appreciate the
feedback we received on the background
sections included in the NPP, which
explain our rationale for each proposed
priority. We do not include background
sections for priorities in the NFP.
Therefore, we are not making any
changes in response to these comments.
Changes: None.
Comment: One commenter urged the
Department to use the priorities and
selection criteria related to building
evidence of effectiveness in the
Education Department General
Administrative Regulations (EDGAR) in
combination with these priorities.
Discussion: We appreciate the
commenter’s suggestion and note that
this combination is already possible. For
a discretionary grant program, the
Department already may use the
evidence-related competitive preference
priorities in 34 CFR 75.266 (What
procedures does the Secretary use if the
Secretary decides to give special
consideration to applications supported
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by strong or moderate evidence of
effectiveness?) or selection criteria in 34
CFR 75.210 (General selection criteria)
or developed under 34 CFR 75.209 so
long as the priority or criteria are
consistent with the program’s
authorizing statute and purpose.
Changes: None.
Comment: A few commenters were
concerned that we are including too
many priorities, and that it would be
difficult to determine which of the
priorities are most important. One
commenter noted that it is confusing to
include so many supplemental priorities
in addition to the selection criteria and
factors available in 34 CFR 75.210, and
that so many emphases create unrest in
the education field. Another commenter
stated that all 15 priorities are not
suitable for some discretionary grant
programs, and may add unnecessary
burden for applicants. In the same vein,
another commenter strongly encouraged
us to consider funding those programs
using these priorities at levels
appropriate for successful
implementation of projects designed to
address them.
Some commenters also suggested
strategies to better organize the
priorities. For example, one commenter
suggested we group the priorities into
broader categories.
Discussion: We appreciate the
commenters’ concerns and suggestions,
and want to clarify the purpose of these
supplemental priorities. These priorities
are intended as options for the
Department to use when announcing a
discretionary grant program
competition. For each grant program the
Department may choose which, if any,
of the priorities (or subparts) and
definitions included in this NFP are
appropriate for the competition with
regard to feasibility and scope. The
Department has the discretion to choose
which priorities should be used in each
competition, and how the priority
would apply; for example, a priority
may be used as an absolute priority,
meaning that applicants that propose
projects under that priority would need
to address the priority to be eligible to
receive funds. A priority could also be
used as a competitive preference
priority, meaning that applicants that
propose projects addressing that priority
could receive additional points for their
applications, depending on how well
they do so. Although we publish 15
priorities in this NFP, we will use only
those priorities that are relevant to and
appropriate for the particular program.
Furthermore, the Department is not
required to use any of these priorities
for any particular program.
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In addition, we think it is important
to clarify how selection criteria are used
in discretionary grant competitions as
compared to absolute and competitive
preference priorities. Selection criteria
developed under 34 CFR 75.209 and
general selection criteria from 34 CFR
75.210 may be used to focus applicants
on how they would meet statutory or
regulatory requirements of a program,
and encourage applicants to describe
how well they are positioned to
implement their proposed projects. For
example, 34 CFR 75.210(c) (Quality of
the project design) asks applicants to
describe the project’s logic model, or
theory of action. These factors are
content neutral, and, if used, may help
the Department to fund well-designed
and thoughtful projects that are
proposed by capable applicants.
Conversely, absolute, competitive
preference, and invitational priorities
are used in discretionary grant
competitions to guide applicants to
propose projects that respond to a
specific need, such as increasing
completion rates for High-need Students
at the postsecondary level, or improving
family engagement efforts in schools.
Thus, the priorities used in
discretionary grant competitions
instruct applicants in what to propose
in their applications, while the
Department uses selection criteria to
assess how well the applicants could
implement their proposed projects
within the context of the priorities, in
addition to the underlying statute and
any applicable rules or regulations.
Finally, we do not think that grouping
priorities is necessary since they are
designed so that each discretionary
grant program may use one or a
combination of several priorities in its
competition, as appropriate; and further
grouping could limit flexibility in using
the priorities.
Changes: None.
Comment: One commenter suggested
that, in establishing the Supplemental
Priorities, the Department is
inappropriately bypassing the legislative
process, and providing itself with total
discretion over how each priority will
be used in discretionary grant programs.
Discussion: We appreciate the
commenter’s concerns; however, the
Department is not bypassing the
legislative process. Section 410 of the
General Education Provisions Act
(GEPA) authorizes the Secretary ‘‘to
make, promulgate, issue, rescind, and
amend rules and regulations governing
the manner of operation of, and
governing the applicable programs
administered by, the Department.’’ (20
U.S.C. 1221e–3.) When establishing
rules—such as these priorities—the
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Department is required to obtain and
consider public comment. (20 U.S.C.
1232(d); see also 5 U.S.C. 551, et seq.)
Establishing these priorities through
rulemaking at one time simply enables
the Department to avoid the expenditure
of resources otherwise needed to
conduct a separate rulemaking for each
grant competition for which it would
want to apply one or more of the
priorities. The statutory provisions cited
above authorize the establishment of
these priorities.
Second, the commenter is correct that
the Department will have discretion to
decide which of the priorities, if any,
are applicable to a particular
discretionary grant competition.
However, its decision to apply one or
more to a particular competition, and to
do so as absolute, competitive
preference, or invitational priorities,
must be consistent with the statute
authorizing the program for which the
Department has announced that
competition and the statutory
provisions identified in the preceding
paragraph. Furthermore, we note that
use of these priorities in any particular
grant competition is not mandatory.
Finally, to effectively carry out our
responsibilities to award discretionary
grant funds in a timely manner, our
administrative regulations clearly
delineate areas in which the Department
may exercise discretion. This discretion
includes, for example, selecting
priorities from those established by
Department regulations or statutory
language, program regulations, or
statutory provisions; deciding whether
priorities should be absolute or
competitive; and establishing selection
criteria by which applications will be
judged. (See, e.g., 34 CFR 75.105,
75.209, and 75.210.) Moreover,
supplemental priorities that the
Department may apply to its grant
competitions have been available since
October 11, 2006 (71 FR 60046).
Changes: None.
Comment: One commenter wrote that
Priority 2—Influencing the Development
of Non-Cognitive Factors and Priority
12—Promoting Diversity should be
eliminated because they do not focus
specifically on educational outcomes
and may conflict with family values.
Discussion: We appreciate the
commenter’s concern, but are unclear
on how Priorities 2 and 12 would affect
‘‘family values.’’ The commenter did not
define ‘‘family values,’’ so we cannot be
certain which particular values the
commenter considers at risk. We also
note that Priority 2 and Priority 12
include implicit references to academic
outcomes: Projects designed to meet
Priority 2 would need to improve some
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combination of student academic
behaviors, academic mindset,
perseverance, self-regulation, social and
emotional skills, and approaches toward
learning strategies, and projects
designed to meet Priority 12 would need
to prepare students for success in the
workforce.
Changes: None.
Comments: Two commenters
suggested several edits across each
priority to better reflect afterschool and
expanded learning programs.
Discussion: We thank the commenters
for the suggestions, and agree that highquality afterschool and expanded
learning programs may be effective
mechanisms for engaging students, and
their families, in their academic lives.
For this reason, we have modified some
of the priorities to include a focus on
programs such as these in addition to
schools, thereby broadening the scope of
those priorities to include afterschool,
expanded learning, and other
community-based programs.
Changes: In Priority 1—Improving
Early Learning and Development
Outcomes, Priority 14—Improving
Parent, Family, and Community
Engagement, and the definitions for
Community Engagement and Parent and
Family Engagement, we have included
an emphasis on ‘‘programs’’ and
‘‘program staff’’ so that communitybased programs could be supported
through these priorities.
Comment: One commenter urged us
to better support projects that are
designed to increase academic outcomes
for students in middle school.
Discussion: We agree that the middle
grades are important to a student’s
overall academic outcomes. We note
that projects designed to support
student success in middle school could
meet many of the priorities in this NFP;
for example, a project designed to
implement Personalized Learning
approaches to ensure appropriate
support and academic excellence could
be targeted at students in the middle
grades. We prioritize early learning and
development and postsecondary access,
affordability, and completion separately
because projects designed to address
these areas would largely fall outside
the kindergarten-through-12th grade (K–
12) sphere, or may seek to improve
different outcomes that would require a
different set of strategies.
Changes: None.
Comment: One commenter urged the
Department to include a priority
focused on school turnaround, similar
to the priority included in the current
Supplemental Priorities published in
2010 (75 FR 78485) and corrected and
republished in 2011 (76 FR 27637)
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(2010 Supplemental Priorities). The
commenter recognized that a few of the
proposed priorities referenced teachers
or principals who work in Lowestperforming Schools, but wished to see
specific support for Priority Schools in
our discretionary grant programs.
Discussion: In drafting the NPP, the
Department considered lessons learned
in implementing discretionary grant
programs. One lesson we learned from
our implementation of the 2010
Supplemental Priorities was that the
priority focused on turning around
Persistently-lowest Achieving Schools
was not broadly applicable across our
programs. We think that integrating
such efforts into other priorities may
allow us to use the discretionary grant
programs to encourage turnaround
initiatives in ways that better align with
the programs’ purposes. For that reason,
we decided to approach supporting
these schools differently by retaining a
focus on students in schools that are in
urgent need of support. As the
commenter noted, we included in
Priority 9—Improving Teacher
Effectiveness and Promoting Equitable
Access to Effective Teachers and Priority
10—Improving the Effectiveness of
Principals references to Lowestperforming Schools. Students in these
schools are also a focus of Priority 4—
Supporting High-Need Students. Our
definition of Lowest-performing Schools
is designed to include struggling schools
in all States, regardless of whether the
State has received a flexibility waiver
from the Department under the
Elementary and Secondary Education
Act of 1965, as amended (ESEA). We do
not think that including a special
priority for school turnaround is
necessary in this NFP because the
students and educators in these schools
would be a focus of these other
priorities.
Changes: None.
Comment: One commenter suggested
that we include in the NFP several
Federal coordination efforts, including
joint ventures between the Department
and the U.S. Department of Labor to
create a cooperative grant application
process, manage contracts, provide
team-based technical assistance, and
promote a particular mechanism for
workforce program performance
reporting.
Discussion: We appreciate the
commenter’s suggestions, but we cannot
make the administrative and procedural
changes the commenter suggested
because the purpose of this NFP is to
announce final priorities and
definitions, based on our current policy
agenda, for use in discretionary grant
programs.
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Changes: None.
Priority 1—Improving Early Learning
and Development Outcomes
Comment: One commenter expressed
general support for Priority 1 and
suggested that we incorporate the
concept of program leadership into the
priority, noting that it is a critical factor
in program success.
Discussion: We appreciate the
commenter’s support for this priority
and agree that leadership is important to
the success of any early learning and
development program. We have revised
subpart (b) of Priority 1 to emphasize
that it includes administrators, which
may include directors, supervisors, and
other early learning and development
program leaders.
Change: We have added ‘‘including
administrators’’ to subpart (b) so that it
now reads: ‘‘Improving the quality and
effectiveness of the early learning
workforce so that early childhood
educators, including administrators,
have the knowledge, skills, and abilities
necessary to improve young children’s
health, social-emotional, and cognitive
outcomes.’’
Comment: Several commenters
expressed support for mixed-delivery
models discussed in Priority 1. Two
commenters suggested we revise subpart
(d) to include a focus on communitywide mixed-delivery systems.
Discussion: We appreciate the
commenters’ support for communitywide mixed-delivery models and agree
that they are important. We have
therefore revised subpart (d) to include
a focus on community-based programs,
which will allow discretionary grant
programs to prioritize in competitions
community-wide mixed-delivery
models and other community-based
strategies.
Changes: We have added ‘‘whether
offered in schools or community-based
settings’’ to subpart (d) so that it now
reads: ‘‘Including preschool, whether
offered in schools or community-based
settings, as part of elementary education
programs and systems in order to
expand opportunities for preschool
students and teachers.’’
Comment: Several commenters stated
that they appreciated the inclusion of
the coordination and alignment between
early learning and development systems
and elementary education systems in
subpart (c) of Priority 1. One commenter
noted that, while vertical alignment
between early learning and
development and early elementary
programs is highlighted in Priority 1, we
should also focus on horizontal
alignment with existing early childhood
programs.
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One commenter suggested that we
clarify that early learning and
development systems include early
intervention. Three commenters
suggested that we emphasize
meaningful transition planning that
includes parents and families. Another
commenter asked that we emphasize
knowledge and skills as a way to
improve transitions from birth through
third grade.
Discussion: We appreciate the
commenters’ support for subpart (c).
While we do not define ‘‘early learning
and development systems’’ or ‘‘early
learning and development programs,’’
we mention early learning and
development programs in subpart (a) of
Priority 1, which supports projects that
increase access to high-quality
programs, particularly for Children with
High Needs. Early learning and
development programs may include
early intervention. We do not think that
it is necessary to include a specific
reference to ‘‘knowledge and skills as a
way to improve transitions from birth
through third grade’’ because the
priority does not list the specific
strategies that should be used to
improve the coordination and alignment
between early learning and
development systems and elementary
education systems, but rather allows
applicants the flexibility to propose how
they would improve this coordination
and alignment. We also note that
Priority 1 asks that all projects be
designed to improve one or more
outcomes across the Essential Domains
of School Readiness, which include
several examples of knowledge and
skills.
We agree with the commenter’s
suggestion that it would be helpful to
include in Priority 1 a focus on
transition planning, particularly for
parents and families as their children
transition into kindergarten. We also
appreciate the commenters’ suggestions
on improving coordination among early
learning and development programs and
engaging parents in the transition
process.
Changes: We have changed the
language in subpart (c) so that it now
reads: ‘‘Improving the coordination and
alignment among early learning and
development systems and between such
systems and elementary education
systems, including coordination and
alignment in engaging and supporting
families and improving transitions for
children along the birth-through-thirdgrade continuum, in accordance with
applicable privacy laws.’’
Comment: One commenter expressed
strong support for State flexibility to
establish multiple ways to improve the
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quality and effectiveness of the early
learning workforce.
Discussion: We appreciate the
commenter’s support for State
flexibility. We believe the priority
allows flexibility for applicants to focus
proposed projects on improving the
quality and effectiveness of their early
learning workforce in accordance with
their States’ laws and approaches.
Changes: None.
Comment: Several commenters
suggested that we define terms such as
‘‘preschool,’’ ‘‘early learning provider,’’
and ‘‘early learning programs.’’ One
commenter asked that ‘‘preschool’’ be
defined as early learning from birth to
age five. Other commenters requested
that ‘‘early learning provider’’ and
‘‘early learning programs’’ be defined
and used in a manner consistent with
the Preschool Development and
Expansion grants program. One
commenter requested that we clarify
that parent and family engagement and
cultural and linguistic sensitivity are
important elements of high-quality early
learning.
Discussion: We appreciate the
commenters’ suggestions. We do not
think it is appropriate to establish a
formal definition for ‘‘preschool’’
because, while the term is generally
understood to mean early education that
takes place before kindergarten, each
State may have different requirements.
We note that the term ‘‘early learning
provider’’ is not used in this NFP, nor
is the term ‘‘early learning program.’’
Changes: None.
Comment: One commenter asked that
we clarify how assessment results will
be used to determine if our efforts to
align preschool with early elementary
grades are working. The commenter also
asserted that the assessments should be
research-based.
Discussion: We appreciate the
commenter’s recommendations. While
the focus of Priority 1 is not primarily
on assessments, we think that there are
several ways in which grantees could
use assessments and their results to
enhance the quality of their projects. For
example, projects designed to address
Priority 1 should improve early learning
and development outcomes across one
or more of the Essential Domains of
School Readiness, which includes areas
of language and literacy development,
cognition, and general knowledge. We
also note that any project funded by the
Department must be evaluated in
accordance with 34 CFR 75.590
(Evaluation by the grantee). We think
that one way in which a grant recipient
proposing a project designed to address
Priority 1 could meet this evaluation
requirement is by assessing students on
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the Essential Domains of School
Readiness that are relevant to that
project. As such, we do not think it is
necessary to include a focus on
research-based assessments in this NFP.
Changes: None.
Comment: One commenter expressed
concerns regarding the examples
provided in the background section of
the NPP. Specifically, the commenter
was concerned that an early learning
provider that did not offer a full-day
program, but that had improved early
learning and development outcomes,
would not meet the description of
‘‘high-quality early learning’’ provided
in the background section.
Discussion: We note that the examples
in the background section of the NPP
were meant to clarify what we mean by
‘‘high-quality early learning’’ and are
not binding. We do not define ‘‘highquality’’ because early learning and
development programs may cover a
wide range of age groups from birth
through kindergarten entry. Group size,
ratios, and professional qualifications,
for example, will differ depending on
the age of the children served, and it is
therefore difficult to set a ‘‘high-quality’’
standard that would be appropriate for
all types of programs for children of
different ages.
Changes: None.
Comment: One commenter asked that
we emphasize the effects that stress and
trauma may have on the development of
the brain in Priority 1.
Discussion: We appreciate this
suggestion from the commenter. We
think that this concept could be
supported already through subpart (b) of
Priority 1, which references health,
socio-emotional, and cognitive
outcomes. In addition, we think that
projects designed to meet Priority 2—
Influencing the Development of NonCognitive Factors and Priority 13—
Improving School Climate, Behavioral
Supports, and Correctional Education
could include elements of this
suggestion.
Changes: None.
Comment: Two commenters suggested
that we include a new subpart in
Priority 1 focused on increasing the
percentage of children who are able to
read and perform mathematics at grade
level by the end of third grade.
Discussion: We appreciate the
commenters’ suggestion but note that a
change is unnecessary because, given
our definition of Essential Domains of
Schools Readiness, these types of
projects would currently be covered by
the introductory paragraph of the
priority: ‘‘Projects that are designed to
improve early learning and
development outcomes across one or
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more of the Essential Domains of
Schools Readiness.’’
Changes: None.
Comment: One commenter noted that
early learning should be an absolute
priority in all discretionary grant
competitions. The commenter also
requested that we refer to ‘‘early
learning and education’’ consistently
throughout the NFP to emphasize our
cradle-to-career focus.
Discussion: These priorities are
intended as a menu of options for our
discretionary grant programs. The
Department may choose which, if any,
of the priorities or subparts are
appropriate for a particular program
competition. If the Department chooses
to use the supplemental priorities, it
also has discretion to decide how the
priorities should be used in the grant
competitions. Furthermore, because
some discretionary grant programs that
may decide to use some of these
priorities are statutorily required to
serve only K–12 or postsecondary
students (in other words, not early
learning students or programs), it is not
appropriate to require all programs
using the Supplemental Priorities to
include an absolute priority or focus on
early learning.
In addition, we think that using the
phrase ‘‘education’’ throughout the
priorities is broad enough to include
early learning and development. Unless
explicitly stated otherwise, the priorities
could be used in competitions that focus
on early learning and development
programs.
Changes: None.
Priority 2—Influencing the
Development of Non-Cognitive Factors
Comment: Several commenters
expressed support for this priority, and
many of these commenters also
recommended expanding it. Four
commenters suggested including a focus
on tools that appropriately measure the
development of non-cognitive factors.
One commenter advocated for the
priority supporting the assessment,
measurement, and design of highquality instructional tools that provide
for students’ mastery of non-cognitive
skills. Three commenters recommended
that the priority include a focus on
professional development for teachers
or district and school personnel; and
two commenters made similar
recommendations about providing
training for parents. One commenter
noted the importance of teachers,
parents, and students learning a
‘‘growth mindset’’ to recognize one’s
own control of his or her growth and
achievement.
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A number of commenters suggested
that the Department use the priority to
encourage the use of specific
approaches, including arts education,
physical education, expanded learning
time, and afterschool or summer
programs. Another commenter noted the
importance of addressing non-cognitive
factors for middle school students.
Discussion: Although we appreciate
the commenters’ recommendations for
how this priority could be expanded, we
want to clarify that the priority does not
prohibit the projects described by the
commenters so long as the projects are
designed to improve students’ mastery
of non-cognitive skills and behaviors
and enhance student motivation and
engagement in learning. Applicants
have the discretion to determine what
approach or intervention will best
address the priority and meet the needs
of the targeted student population.
Finally, because any one of these
Supplemental Priorities may be used in
a variety of discretionary grant
programs, we do not think it is
appropriate to prescribe a specific
approach to addressing this priority. As
such, we decline to revise the priority
in a manner that might limit its use.
Changes: None.
Comment: One commenter suggested
adding the reduction of maladaptive
behaviors that interfere with learning as
an expected outcome of projects funded
under this priority.
Discussion: This priority requires
applicants to propose projects that
would improve students’ mastery of
non-cognitive skills and behaviors and
enhance student motivation and
engagement in learning. These stated
outcomes, which are specific to the
priority, provide applicants with the
discretion to develop performance
measures that are appropriate to their
specific contexts and relevant to their
proposed projects. A performance
measure for the reduction of
maladaptive behaviors may be
appropriate for a particular project or
discretionary grant program, but may
not be appropriate for all projects or
discretionary grant programs that may
use the priority. We do not think it is
necessary to prescribe a performance
measure that applicants may already use
under the expected outcomes that are
included in the priority.
Changes: None.
Comment: Two commenters
discussed the meaning of ‘‘noncognitive factors.’’ Specifically, one
commenter suggested that the
Department identify specific indicators
of success in school settings, such as
those indicators referenced in the
Division for Early Childhood’s recent
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publication on recommended practices
in early intervention. Another
commenter recommended the inclusion
of the four academic mindsets that are
discussed in the University of Chicago
Consortium of Chicago School Research
June 2012 publication (i.e., sense of
belonging, implicit theories of ability,
self-efficacy, and expectancy-value
theory). The commenter noted that these
mindsets help students identify their
educational and social needs as well as
intellectual and emotional development
needs, which provides a critical
connection between college readiness
and college fit.
Discussion: Research on non-cognitive
skills and behaviors is emerging. We
recognize that the education field does
not have a standard definition for noncognitive factors, and we have not
defined that term here. Rather, we
provided examples of non-cognitive
skills and behaviors in the priority. By
using examples that reflect current
research, we aim to provide a common
understanding of our intent for the
priority while also allowing applicants
the flexibility to adjust as new research
emerges.
Changes: None.
Comment: Five commenters
expressed support for the priority, but
requested that the Department change
its title. One commenter noted that the
behavior and processes that the
Department includes in ‘‘non-cognitive
factors’’ involve cognition and suggested
the Department use the term
‘‘metacognitive learning skills’’ instead.
Another commenter recommended
using ‘‘foundational skills’’ because
those skills are inherently embedded in
cognitive processes. Three commenters
offered ‘‘social and emotional skills,’’
‘‘social and emotional competency,’’ or
‘‘social and intellectual habits’’ as
alternative titles for the priority.
Discussion: We recognize and
appreciate the concerns of the
commenters and the potential risk of
using a term that suggests that cognition
is not involved in the process of
developing the skills and behaviors
covered under this priority. However,
we also realize that ‘‘non-cognitive’’ is
a term that is commonly used and
understood in the education field and
that broad consensus has not been
reached on a new term that would
replace it.
Changes: None.
Comment: One commenter applauded
this priority, and encouraged the
Department to consider the difference
between beliefs and skills, the need for
students to develop non-cognitive
factors at both the classroom and
cultural levels, and the importance of
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continuing funding for the practical
application of researched interventions.
Another commenter noted the
importance of using empirical research
on targeted non-cognitive interventions
to spread the use of effective programs.
Discussion: Priority 2 could support
projects that may address the issues
raised by the commenters. We do not
think that it is necessary to revise the
priority to require research, because the
Department has discretion to select
factors from 34 CFR 75.210(c) (Quality
of the project design) to encourage
applicants to provide evidence or a
reasonable hypothesis in support of
their proposed projects. Under 34 CFR
75.266 (What procedures does the
Secretary use if the Secretary decides to
give special consideration to
applications supported by strong or
moderate evidence of effectiveness?),
the Department has the discretion to
provide incentives to applicants that
propose projects based on rigorous
evidence through the use of competitive
preference or absolute priorities.
Finally, the Department has the
discretion to select factors from 34 CFR
75.210(h) (Quality of the project
evaluation) to encourage applicants to
design project evaluations that are
appropriate for the areas of study and
research goals for a particular program.
Changes: None.
Comment: One commenter urged the
Department to revise the priority to
clarify that projects must set high
expectations for all students, including
students with disabilities. Another
commenter noted that it is particularly
important for students with learning
and attention issues to develop noncognitive skills.
Discussion: We agree with the
commenters that it is important to set
high expectations for all students,
including students with disabilities.
This priority includes all students, and
does not include language limiting its
focus to a subset of students. As the
language of the priority does not limit
access for or, expectations of, a subset
of students, we do not think a revision
to the priority is necessary.
Changes: None.
Proposed Priority 3—Promoting
Personalized Learning
Comment: One commenter stated that
the Department’s emphasis on
Personalized Learning is misplaced and
that we should remove Priority 3 from
the NFP. Specifically, the commenter
cautioned that tools developed outside
of the classroom would be less effective
at informing instruction than tools
developed within the classroom through
face-to-face interactions.
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Discussion: We disagree with the
underlying assumption of the comment
that grant funding would result in
projects using tools that were developed
without consideration for the classroom
context. Depending on the discretionary
grant program, local educational
agencies (LEAs), State educational
agencies (SEAs), nonprofit
organizations, and institutions of higher
education (IHEs) may be applicants.
Applicants are primarily responsible for
deciding what tool or approach will be
used and we do not think that Federal
funding would cause applicants to
propose using tools that are not relevant
or useful for informing instruction.
Changes: None.
Comment: Several commenters
expressed support for the priority, and
some of these commenters also provided
suggestions for expanding it. One
commenter proposed adding a new
subpart focusing on professional
development. One commenter
recommended that the Department add
a focus that would support projects that
propose to design and implement
networks that support the technology
and dynamic learning environments
necessary for students to experience
‘‘anytime, anywhere’’ Personalized
Learning. Another commenter expressed
concern that the proposed priority did
not require applicants to intentionally
plan for scaling the use of technology to
deliver personalized resources to
students, and suggested that the
Department require applicants
addressing the priority to develop a
sustainable plan for leveraging
technology. Conversely, another
commenter suggested that we clarify
that applicants could propose projects
that use Personalized Learning
modalities other than technology.
A few commenters noted that the
Department’s 2010 National Educational
Technology Plan identified universal
design for learning (UDL) as a method
for supporting all students’ learning,
and suggested revising the proposed
priority to encourage projects that
support Personalized Learning based on
UDL principles. One commenter noted
that Personalized Learning can be
achieved through competency-based
learning, and another commenter
suggested that the priority support
projects that use competency-based
learning as a component of Personalized
Learning with a requirement that
students demonstrate a mastery of
college- and career-ready standards.
Discussion: We appreciate the
commenters’ support of the priority and
recommendations for how it might be
expanded. Regarding the suggestion that
we include a subpart on professional
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development for educators, we note that
subpart (a) of this priority supports the
provision of professional development
on Personalized Learning and the use of
data as part of a project implementing
Personalized Learning approaches. We
do not think it would be appropriate to
fund a project that provides professional
development only on Personalized
Learning, without implementing the
approaches for which the professional
development is being provided.
Regarding the recommendation that
this priority include a focus on
designing and implementing networks,
we point the commenter to subpart (a)
of Priority 11—Leveraging Technology
to Support Instructional Practice and
Professional Development, because it
supports the infrastructure that schools
and districts need to increase students’
and educators’ access to high-quality
digital tools. Although subpart (a) of
Priority 11 specifically references access
to high-speed Internet and devices, the
priority, as proposed, would not
preclude an applicant from also
supporting the development of networks
that support the technology and
dynamic learning environments that are
necessary for students to experience
‘‘anytime, anywhere’’ Personalized
Learning. Because the purpose of this
priority is to implement Personalized
Learning approaches that may or may
not require the use of technology, we
decline to revise this priority.
We agree with the commenter that
Personalized Learning can be achieved
through learning modalities other than
technology. For that reason, the
definition of Personalized Learning
requires tailoring the pace of learning
and instructional approaches to the
needs of individual learners, but does
not require that tailoring to be done
through the use of technology. Although
technology is commonly used to
implement Personalized Learning, other
approaches may also be used to address
subpart (a) of Priority 3.
We agree with the commenter that, if
an applicant is using technology to
implement or deliver Personalized
Learning services or resources, the
applicant should consider how it will
sustain its use of technology. However,
because an applicant may address the
priority in a manner that does not rely
on technology, it is not appropriate to
require applicants to develop a
sustainability plan for leveraging
technology. In a program using this
priority the Department could use
selection criteria from 34 CFR 75.210(c)
(Quality of the project design) to
encourage applicants to address their
sustainability needs as part of their
proposed projects or develop selection
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criteria under 34 CFR 75.209 to achieve
the same purpose.
The Department’s 2010 National
Educational Technology Plan 2
discusses the importance of making
learning experiences accessible and the
use of UDL principles. Although the
plan calls for the use of technology to
empower Personalized Learning and
provides examples of how to do it, we
do not think that it is appropriate to
prescribe a single approach or principle
that all applicants must use when
addressing this priority. We also note
that Personalized Learning can be
achieved through approaches other than
competency-based learning. This
priority does not prohibit an applicant
from using the approach or principle
that it determines to be most suitable for
its project. As such, we decline to revise
the priority to include explicit
references to UDL or competency-based
learning approaches.
Changes: None.
Comment: A few commenters
suggested additional expected outcomes
to be included in the priority. One
commenter recommended that the
Department emphasize that
Personalized Learning should be used
for developmental college reading and
mathematics to reduce the number of
students who need remedial coursework
when they enter postsecondary
programs. One commenter proposed
adding increasing academic recovery as
a required outcome for projects
addressing the priority. Another
commenter recommended including a
focus on promoting knowledge and
skills acquisition in subpart (a) of
Priority 3. Similarly, another commenter
requested that the adoption of social
and emotional skills be added to
subparts (a) and (b) of Priority 3.
Discussion: We do not want to limit
or prescribe specific outcomes or
performance measures that applicants
could propose to use in their projects.
The priority requires applicants to
improve student academic outcomes
and close academic opportunity or
attainment gaps. These outcomes are
broad and provide applicants the
discretion to select and propose
performance measures that are most
appropriate for the students who are
served by their projects. Priority 3 does
not prohibit applicants from proposing
performance measures for reducing the
number of students who are
participating in remedial coursework,
increasing academic recovery,
promoting skills and knowledge
acquisition, or adopting social and
2 Available at: https://www.ed.gov/sites/default/
files/netp2010.pdf.
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emotional skills, so long as the proposed
project is implementing Personalized
Learning and is designed to improve
student academic outcomes and close
academic opportunity and attainment
gaps.
Additionally, we do not want to
restrict the use of the priority. If we
were, for example, to revise the priority
to require a focus on reducing the
number of students who are
participating in remedial coursework
when they enter postsecondary
education, we could not use the priority
in discretionary grant programs that
focus on early grades because it may not
be possible to measure the success of
the outcome during the project period.
Changes: None.
Comment: One commenter noted that
more information and research is
needed on Personalized Learning and
stated that the priority should require
applicants to conduct a rigorous
evaluation and make the findings and
lessons learned from their evaluations
publicly available.
Discussion: The Department can
select factors from 34 CFR 75.210(h)
(Quality of the project evaluation) to
encourage applicants to design project
evaluations that are appropriate for the
areas of study and research goals for a
particular program. Because the
Department may promote rigorous
evaluations as part of a program’s
selection criteria, it is not necessary to
also include those requirements in the
Supplemental Priorities.
Changes: None.
Comment: One commenter agreed that
Digital Credentials support Personalized
Learning, but cautioned that they
should not be used as the only
approach.
Discussion: We agree that Digital
Credentials support, but are not the only
approach to, Personalized Learning. For
this reason, we included subpart (a),
which focuses broadly on implementing
Personalized Learning approaches
without identifying a specific approach.
However, with more students
participating in online courses, and
using digital learning resources to
achieve their academic goals, we think
that it is appropriate to include the
award of Digital Credentials that are
aligned with college- and career-ready
standards and based on Personalized
Learning.
Changes: None.
Priority 4—Supporting High-Need
Students
Comment: Several commenters
expressed support for this priority,
including the expanded focus that
allows applicants to propose projects
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that are designed to improve academic
outcomes or learning environments for
students. However, a few commenters
asked that the Department define
‘‘academic outcomes’’ and ‘‘learning
environments.’’
Many commenters also applauded the
broader list of student groups that may
be served under this priority. However,
some commenters recommended that
the Department include additional
groups of students, such as students
living in public housing, first-generation
college students, adjudicated youth in
residential sites, high-ability and gifted
students, Native American students,
Alaska native students, youth in
alternative schools, and students who
are served by schools that are highly
segregated by race or ethnicity. One
commenter suggested the Department
distinguish between the different types
of rural LEAs under the priority.
Another commenter requested that the
Department remove from Priority 4 the
focus on students served by rural LEAs,
or revise it to include students in both
rural and urban LEAs.
Discussion: We appreciate the
commenters’ support for Priority 4.
However, given the variety of programs
in which the priority may be used, we
do not think that it is appropriate to
prescribe what would constitute an
‘‘academic outcome’’ or ‘‘learning
environment.’’ Any definition would
risk restricting the use of the priority.
Similarly, because one of the options
for students who could be served under
Priority 4 is High-need Students,
defined broadly as students at risk of
educational failure or otherwise in need
of special assistance and support, it is
not necessary to add most of the
suggested groups to the list. However,
upon review we think that it is
appropriate to include a focus on
students who are members of federally
recognized Indian tribes in the list, as
these tribes constitute distinct
governmental entities with unique
needs. We note that federally recognized
Indian tribes include many Alaska
native entities. We have made this
change.
Regarding the recommendation that
we remove the option to focus on
students in Rural LEAs, or retain that
focus but also include a focus on
students in urban LEAs, we note that we
include a specific focus on students
who are served by rural LEAs because
we acknowledge that the solutions to
educational challenges may be different
in rural communities than in urban and
suburban communities and that there is
a need for solutions that are unique to
rural communities. For these reasons,
we decline to remove the option or
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revise it to require a focus on students
served by rural and urban LEAs.
Changes: We have revised Priority 4
so that it now includes ‘‘Students who
are members of federally recognized
Indian tribes’’ in the list of student
subgroups that may be supported by
projects addressing the priority.
Comment: One commenter requested
that the Department define
‘‘disconnected youth’’ as used in
Priority 4.
Discussion: We agree with the
commenter and have added a definition
of Disconnected Youth that is consistent
with the Department’s Performance
Partnerships for Disconnected Youth
Fact Sheet.3 We note that this definition
will apply to each priority in which the
term Disconnected Youth is used.
Changes: We have defined
Disconnected Youth to mean lowincome individuals, ages 14–24, who
are homeless, are in foster care, are
involved in the justice system, or are not
working or not enrolled in (or at risk of
dropping out of) an educational
institution.
Comment: One commenter expressed
support for Priority 4, but noted that an
effective method for improving
outcomes for High-need Students is to
increase salaries for teachers who work
in urban LEAs where many students
may live in poverty.
Discussion: We agree with the
commenter that such methods may be
effective, and include a subpart in
Priority 9—Improving Teacher
Effectiveness and Promoting Equitable
Access to Effective Teachers that
promotes equitable access to effective
teachers for students from low-income
families and minority students. An
applicant could propose a project that
provides incentives, through salary
increases or other means, effective
teachers to work in schools with high
concentrations of such students.
Changes: None.
Priority 5—Increasing Postsecondary
Access, Affordability, and Completion
Comment: Two commenters
expressed concerns regarding the
financial burden of the Supplemental
Priorities on students. One commenter
noted that we do not include a focus on
reducing the cost burden for
postsecondary students and another
commenter indicated that the priorities
would further burden individuals with
student loan debt.
Discussion: We appreciate the
commenters’ concerns, but think that
3 Available at: https://www.ed.gov/blog/wpcontent/uploads/2014/03/2014-PPPs-FactSheet.pdf.
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there are several references in the
priorities that address reducing the cost
burden for postsecondary students. For
example, subpart (a) of Priority 5
focuses on projects that will reduce the
net cost and median student loan debt
for High-need Students who enroll in
college, other postsecondary education,
or other career and technical education.
In addition, we also include a priority
focused on increasing academic
outcomes for High-need Students, as
well as a priority that focuses on
developing and implementing collegeready standards and assessments, which
help to reduce the number of students
who arrive at college unprepared and in
need of additional time to complete
their degrees, and thereby reduce such
students’ postsecondary costs.
Changes: None.
Comment: One commenter suggested
that we add a priority that would focus
on four-year IHE applicants, stating that
the Federal government invests large
amounts in IHEs annually, but does not
ask for reported outcomes in return. In
addition, the commenter suggested that
we give low-performing IHEs three to
six years to improve and proposed
definitions for ‘‘low-performing college’’
and ‘‘low graduation rate college.’’ The
commenter also recommended that we
recognize high-performing IHEs and
award competitive preference priority
points to those high-performing
applicants that wish to implement
projects that support colleges and
universities with low graduation rates in
improving their first-time, full-time
student graduation rates.
Discussion: We do not specify who
may be eligible to apply for grants under
this, or any, priority. The focus of this
priority is intentionally not limited to
projects proposed by IHEs, as we are
focused on the outcomes for students,
irrespective of the type of applicant. The
type of applicant will be specified by
the eligibility requirements for the
discretionary grant programs in which
this priority is used and, therefore, we
do not think that it is necessary to revise
the priority in a manner that would
limit its use.
Changes: None.
Comment: One commenter suggested
that we further prioritize affordability
by adding an additional subpart that
would support projects that provide
meaningful information about college to
students and their families.
Discussion: We appreciate the
commenters’ suggestion and agree that it
is important to support projects that
provide meaningful information about
college to students and their families.
Subpart (c) of Priority 5, which supports
projects that increase postsecondary
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enrollment or completion through
college preparation, awareness,
recruitment, application, and selection
activities, would support this type of
project.
Changes: None.
Comment: One commenter suggested
that we include a subpart to support the
development and implementation of an
ongoing feedback process between IHEs
and LEAs, and suggested a definition for
‘‘ongoing feedback process.’’ The
commenter also recommended creating
a new priority that focused on key
secondary and postsecondary transition
points. Another commenter also noted
the importance of coordination between
secondary and postsecondary leaders to
ensure that coursework at the high
school level adequately prepares
students for college.
Discussion: We appreciate the
commenters’ suggestions and think that
projects designed to improve those
transitions or coordination fall within
the scope of Priority 5.
Changes: None.
Comment: One commenter urged the
Department to include the early
childhood workforce in its initiatives
related to student loans and teacher
preparation program involvement.
Discussion: We appreciate the
commenter’s support for the
Department’s initiatives on the early
childhood workforce and agree that this
continued focus is important. We have
included Priority 1—Improving Early
Learning and Development Outcomes,
which includes in subpart (b) a focus on
the early childhood workforce.
Changes: None.
Comment: One commenter asked the
Department to include a focus on K–12
in-school and out-of-school programs
that provide students with appropriate
support to enter college prepared.
Discussion: We appreciate the
commenter’s suggestions and think that
these types of programs fall within the
scope of Priority 5.
Changes: None.
Comment: One commenter asked the
Department to prioritize underserved
college students who are obtaining
STEM degrees.
Discussion: We agree that it is
important to prioritize underserved
college students who are obtaining
STEM degrees. Under Priority 7—
Promoting Science, Technology,
Engineering, and Mathematics
Education, we include subpart (d),
which addresses the commenter’s
request.
Changes: None.
Comment: Several commenters made
suggestions to improve subpart (b) of
Priority 5. Specifically, one commenter
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suggested we remove the reference to
‘‘on time’’ completion in subpart (b),
noting that students with disabilities
often need additional time to complete
college. Another commenter asked that
we prioritize projects that focus on
preparing middle school students to be
on a college path. A third commenter
asked that we emphasize the role that
IHEs can play in developing secondary
programs designed to improve degree
and certificate completion, noting that
the goal must be to increase completion
in programs that represent high-quality
academic knowledge and
understanding.
Discussion: We recognize that some
groups of students struggle
disproportionately to complete college
on time. It is for this reason that we
want to prioritize projects that could
help these students to complete their
degrees more quickly through better
academic preparation.
Regarding the suggestion for
preparation of middle school students,
the priority does not preclude
applicants who address subpart (b) of
Priority 5 from proposing middle school
interventions.
Finally, regarding the suggestion that
we emphasize the role that IHEs can
play in developing secondary programs
designed to improve degree and
certificate completion, this priority
intentionally focuses on student
outcomes. We think that projects
designed to improve coordination
between IHEs and high schools already
fall within the scope of Priority 5.
Changes: None.
Comment: Several commenters made
suggestions to the language in Priority 5
so that specific strategies could be
included in the subparts. Specifically,
one commenter suggested the inclusion
of early college high schools in subpart
(c). Two commenters suggested that we
include dual enrollment and early
college high school programs as
strategies in subpart (f), while another
commenter suggested that we include
dual enrollment and early college high
school programs as a separate subpart.
In addition, one commenter asked that
we revise the priority so that applicants
could propose strategies that do not
involve online or hybrid approaches.
Another commenter suggested that we
define ‘‘hybrid learning opportunities.’’
Discussion: We appreciate the
commenters’ suggestions and think that
many of the suggestions made are
within the scope of subparts (b) or (c) of
Priority 5. We decline to revise Priority
5 in a manner that might limit its use.
We think that hybrid learning
opportunities consist of a combination
of online and in-person techniques. We
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think that this term is commonly used
and understood in the field and,
therefore, do not think it is necessary to
define it.
Changes: None.
Comment: One commenter suggested
that we clarify that our use of the phrase
‘‘regular high school diploma’’ in
subpart (d) of Priority 5 is aligned with
the definition of that phrase in 34 CFR
200.19(b)(iv).
Discussion: We agree that our
definition of the term Regular High
School Diploma should be aligned with
34 CFR 200.19(b)(1)(iv). We have
included the definition of Regular High
School Diploma in this NFP.
Changes: We have indicated that
applicants should refer to the definition
for Regular High School Diploma
included in this NFP. We have also
added the definition of Regular High
School Diploma in 34 CFR
200.19(b)(1)(iv) to the definitions
section.
Comment: None.
Discussion: After review, we decided
that subpart (a) of Priority 5 may be
challenging for applicants to address,
because it would be very difficult to
obtain information about the student
loan default rate for High-need
Students.
Changes: We have revised subpart (a)
so that it now reads: ‘‘Reducing the net
cost, median student loan debt, and
likelihood of student loan default for
High-need Students . . .’’
Priority 6—Improving Job-Driven
Training and Employment Outcomes
Comment: One commenter supported
this priority and asked that we ensure
that it is aligned with the U.S.
Department of Labor’s efforts and with
the Workforce Innovation and
Opportunity Act (WIOA), enacted on
July 22, 2014. Another commenter noted
that, while subpart (d) of Priority 6
includes a focus on providing Labor
Market Information, we do not provide
an incentive to applicants to use Labor
Market Information to continuously
improve training programs.
Discussion: We support the
Department of Labor’s efforts in this
area and note that Priority 6 is fully
aligned with WIOA. For example, WIOA
promotes engagement with employers
so that education and training programs
supported by the Department can equip
individuals with the education and
skills sought by employers.
We agree that thoughtfully using
Labor Market Information should be
included in this priority, and note that
such a change would further align
Priority 6 with Vice President Biden’s
July 22, 2014 report to the President
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entitled Ready to Work: Job-Driven
Training and American Opportunity.4
We also agree that using Labor Market
Information effectively is important and
have added a subpart to Priority 6 to
encourage applicants to use it to inform
their projects. We also define the term
Labor Market Information in this NFP,
and note that our definition aligns with
the definition in the July 22, 2014 Office
of Management and Budget
memorandum entitled ‘‘Ensuring that
Employment and Training Programs are
Job-Driven.’’ 5
Changes: We have added a subpart to
Priority 6 so that it now reads: ‘‘Using
Labor Market Information to inform the
focus of programs and to guide
jobseekers in choosing the types of
employment or fields of study, training,
or credentials to pursue.’’ This subpart
is subpart (e), and the proposed subpart
(e) is now subpart (f). We have also
included a definition of Labor Market
Information, and note that applicants
should refer to that definition when
proposing a project that addresses
subpart (d) of Priority 6, in addition to
subpart (e).
Comment: One commenter noted that
the goals of Priority 6 could be achieved
through community partnerships,
internships, and career and technical
courses in high school. Another
commenter suggested that we include
an additional subpart focused on careerbased classroom learning, real-world
workplace experiences, and wraparound
supports for high school students.
A third commenter urged the
Department to provide a clear focus on
academic skill-building in Priority 6.
Discussion: We agree that the
strategies listed by the first commenter
could be used to address Priority 6. In
general, we do not prescribe specific
strategies because we think that
applicants are best suited to propose
appropriate strategies given the needs of
their target populations. We do not want
to limit the potential use of this priority.
We therefore do not think that it is
appropriate to incorporate into Priority
6 the strategies suggested by the first
commenter or the subpart suggested by
the second commenter.
We think that a project designed to
improve academic skill-building would
be well-aligned with subpart (c) of this
priority, which seeks projects designed
to improve job-driven training and
employment outcomes by integrating
education and training into a career
pathways program through a variety of
4 Available at: https://www.whitehouse.gov/sites/
default/files/docs/skills_report.pdf.
5 Available at: https://www.whitehouse.gov/sites/
default/files/omb/memoranda/2014/m-14-15.pdf.
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means. We also think that applicants
proposing such a project would be wellpositioned to address subpart (d) of
Priority 5—Increasing Postsecondary
Access, Affordability, and Completion,
which includes an explicit focus on
obtaining basic and academic skills.
Changes: None.
Comment: One commenter asked that
we remove the focus in Priority 6 on
Low-skilled Adults and High-need
Students, because, by limiting the scope
to projects that serve only these
individuals, it would impede systemic
organizational change.
Discussion: We appreciate the
commenter’s concern and agree that all
students deserve appropriate support.
While subparts (b) and (c) of Priority 6
do reference these groups specifically, a
project could serve any other type of
student so long as the project also serves
Low-skilled Adults or other High-need
Students. We think that it is important
to focus on these groups because they
may need more targeted assistance;
however, applicants addressing Priority
6 have flexibility in choosing the
populations they will serve.
Changes: None.
Comment: One commenter expressed
support for ‘‘ability to benefit.’’ The
commenter also suggested we focus on
expanding research in the adult
education and literacy field, and
conduct a review of the historically low
funding levels for adult education.
Discussion: In the Administration’s
FY 2015 budget request, we proposed to
restore the ‘‘ability to benefit’’ provision
for students who are enrolled in eligible
career pathway programs to qualify for
financial assistance. We note, however,
that the ‘‘ability to benefit’’ requirement
was eliminated by Congress in 2011.
To better understand the best
strategies to improve reading skills for
struggling adult learners, the
Department has invested in research on
adult education through the Center for
the Study of Adult Literacy, funded by
the Institute of Education Sciences
(IES). In addition, the Department of
Labor has recently launched the
Clearinghouse for Labor Evaluation and
Research 6 to make data on labor topics
more readily accessible.
Changes: None.
Comment: One commenter supported
Priority 6, but was concerned that rural
applicants would struggle to implement
projects addressing this priority due to
a dearth of employment opportunities in
their communities.
Discussion: We do not think that rural
applicants would be disadvantaged by
Priority 6, because its purpose is to
6 Available
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support projects that narrow the gap
between employment opportunities and
workforce skills in every community,
including rural communities.
To address such gaps in high-need
communities, we note that in January
2014, President Obama announced the
first five Promise Zones: The Choctaw
Nation of Oklahoma, Los Angeles,
Philadelphia, San Antonio, and
Kentucky Highlands. On March 27,
2014, the Department published an NFP
for the Promise Zones Initiative (79 FR
17035), which focuses Federal financial
assistance on expanding the number of
Department programs and projects that
support activities in the abovementioned Promise Zones. We may now
include in our discretionary grant
competitions an absolute or competitive
preference priority for areas designated
as Promise Zones, meaning that
applicants would have the incentive to
design projects that support these areas.
While the designated Promise Zones
include a mix of rural and urban
communities, we think that use of the
Promise Zones priority will provide an
incentive to applicants to support rural
communities such as those described by
the commenter.
Changes: None.
Comment: One commenter asked that
we emphasize collaboration with labor
unions in subpart (b) of Priority 6
because they may already be providing
work-based learning opportunities.
Discussion: We agree that
collaboration with labor unions and
other workers’ organizations is
important, and while we do not include
an explicit focus on such collaboration
in subpart (b), that collaboration is
reflected in subpart (a) through the
definition of Employer Engagement. We
also note that the parenthetical list in
subpart (b) is illustrative, and that
applicants have flexibility in the types
of opportunities they propose to
provide. The strategies by which they
propose to provide work-based learning
opportunities are also at the applicant’s
discretion, so an applicant could
deliberately include collaboration with
labor unions as part of its proposed
approach. We think that the
commenter’s suggestion is already
within the scope of Priority 6.
Changes: None.
Comment: One commenter felt that
the phrase ‘‘stackable credentials’’ in
subpart (c) of Priority 6 was unclear,
and suggested that we define the term.
Two commenters recommended that we
replace the term ‘‘industry-relevant
certification’’ with ‘‘industry-recognized
credentials,’’ as that term is more
commonly used, and thus more
commonly recognized, in the field.
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Another commenter asked that we
explicitly include engagement with
colleges, particularly community
colleges, in subpart (c).
Discussion: We value clarity and the
use of common terms, and agree with
the first commenter that Stackable
Credentials should be defined. We have
included a definition in this notice, and
also indicate in subpart (c) that this term
has been defined. Our definition is
aligned with a December 15, 2010
Department of Labor guidance
document entitled ‘‘Increasing
Credential, Degree, and Certificate
Attainment by Participants of the Public
Workforce System.’’ 7 We also agree
with the commenters that ‘‘industryrecognized credentials’’ is a commonly
used term, and have edited the subpart
to reflect that.
In response to the commenter who
suggested that we include a focus on
engaging colleges, we agree that such
engagement would be important to the
success of projects addressing this
priority. Therefore, we include in
subpart (c) a parenthetical phrase to
indicate that applicants may consider
including engagement of community
colleges or other IHEs in their proposed
projects.
Changes: We have included a
definition of Stackable Credentials, and
note in subpart (c) of Priority 6 that
applicants should refer to that
definition. We also have replaced
‘‘industry-relevant certification’’ with
‘‘industry-recognized credentials’’ in
subpart (c). Finally, we have included
the following parenthetical phrase in
subpart (c) to indicate that applicants
may consider including engagement of
community colleges or other IHEs in
their proposed projects: ‘‘(Such as
education and training programs offered
by community colleges or other
institutions of higher education . . .’’
Comment: One commenter identified
a flaw in subpart (d) of proposed
Priority 6. Specifically, the commenter
noted that, as proposed, subpart (d)
implies that all items listed after
‘‘including’’ would be mandatory for
applicants to incorporate into their
proposed projects, but that an applicant
could also disregard the list and propose
to provide a different support, because
the list concluded with ‘‘. . . or others
as deemed appropriate.’’
The commenter noted a similar flaw
in subpart (e) of proposed Priority 6,
where we reference both personnel and
service providers, but do not clearly
explain whether we consider the two
groups to be fundamentally different.
7 Available at: https://wdr.doleta.gov/directives/
attach/TEGL15-10.pdf.
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Discussion: We appreciate the
commenter’s thoughtful review and note
that, in both cases, the lack of clarity
was not intended. In subpart (d), it is
not our intent to require applicants to
propose projects that would provide
support in all the areas noted, and on
review of the proposed subpart (e),
which is now subpart (f), we think it is
unnecessary to include both personnel
and service providers. We have
modified subparts (d) and (f) to clarify
Priority 6.
Changes: In subpart (d), we have
replaced ‘‘including’’ with ‘‘such as.’’ In
subpart (f), we have removed
‘‘personnel.’’
Comment: One commenter asked that
we include in proposed subpart (e),
which is now subpart (f), instructors
and students, in addition to service
providers and customers, so that
professional development could also be
provided to teachers of career and
technical education.
Discussion: This subpart is intended
for vocational rehabilitation agencies
and other providers who serve adults
who may not be enrolled in an
educational institution or program. As
such, we do not think that it is
appropriate to include instructors and
students.
Changes: None.
Comment: One commenter
recommended a number of changes to
Priority 6. They include defining the
terms ‘‘employment outcomes,’’ ‘‘jobdriven training,’’ ‘‘non-degree
postsecondary credentials,’’ and
‘‘workforce and labor market
information;’’ establishing new subparts
focused on Labor Market Information,
counseling, training for counselors, and
increasing the capacity of education and
training institutions to use Labor Market
Information; specifying that the career
pathways programs referenced in
subpart (c) should lead to ‘‘a non-degree
postsecondary credential;’’ and
specifying that the purpose of providing
the support services outlined in subpart
(d) of Priority 6 is to ‘‘facilitate
credential attainment, employability,
and job tenure.’’
Discussion: We decline to add the
new definitions recommended by the
commenter because we do not think that
they are necessary to implement Priority
6. Most of the topics that the commenter
recommended we include as subparts
are already addressed adequately by the
other subparts in Priority 6. We also do
not agree with the commenter’s
recommendation that career pathway
programs be limited to pathways that
lead to non-degree postsecondary
credentials; instead, we think that
pathways should lead to the full range
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of postsecondary credentials, including
associate’s and baccalaureate degrees.
Finally, we agree with the commenter’s
proposed clarification of the purpose of
providing the support services
described in subpart (d) and have
modified the subpart accordingly.
Changes: We have added the phrase
‘‘that facilitate credential attainment,
employability, and job tenure’’ to the
end of subpart (d).
Priority 7—Promoting Science,
Technology, Engineering, and
Mathematics (STEM) Education
Comment: One commenter suggested
that STEM education is supported by
philanthropy and business, rendering
Federal support unnecessary, and
recommended that we remove Priority
7.
Discussion: Efforts to improve STEM
education are often supported by a
diverse group of funders. However, the
Supplemental Priorities reflect our
policy agenda, which includes, among
other things, a focus on preparing
students to meet the current demands of
the labor market and on preparing
teachers to effectively teach STEM
subjects. We think that projects
designed to address the distinct
subparts listed in Priority 7 will help to
achieve these goals.
Changes: None.
Comment: One commenter suggested
that we enhance Priority 7 by asking
applicants to provide internships as part
of their proposed projects. Another
commenter requested that we highlight
in Priority 7 the importance of
partnerships with industry
organizations.
Discussion: We agree with both
commenters and think that strategies
similar to those described are already
reflected in Priority 7. For example, an
applicant could propose a project that
included a focus on internships to
address subparts (b), (c), (d), and (e) of
Priority 7. We also note that an
internship could be considered an
Authentic STEM Experience. In
addition, we note that local or regional
partnerships are supported through
subpart (e) of Priority 7.
Changes: None.
Comment: A few commenters asked
that we include in Priority 7 a focus on
early indicators of STEM success. One
commenter suggested we use Priority 7
to focus on building research about
early mathematics and science learning.
Discussion: We agree that it is
important to identify indicators of
STEM success for children and
students. In Priority 1—Improving Early
Learning and Development Outcomes,
projects designed to address any of the
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subparts must improve outcomes across
at least one of the Essential Domains of
School Readiness, which include early
mathematics and early scientific
development. Early childhood educators
may also benefit from projects that
address Priority 7, and to clarify that,
we remove the reference in subpart (a)
to teachers of career and technical
education, which may have been
viewed as limiting the scope of the
priority.
We appreciate the commenter’s
request that we use Priority 7 as a
mechanism to build the evidence base
supporting early mathematics and
science learning. As discussed
elsewhere in this notice, the Department
currently supports evidence-based
funding through several provisions in
EDGAR, most notably 34 CFR 75.590
(Evaluation by the grantee). In addition,
discretionary grant programs may use
selection factors included in 34 CFR
75.210(h) (Quality of the project
evaluation), as appropriate, to encourage
applicants to design evaluations of their
projects that accurately reflect the
research questions most relevant to the
field. Because the Department has
discretion in choosing the types of
evidence-building activities that are
most appropriate for particular
discretionary grant programs, we do not
think that it is necessary to include a
requirement that applicants addressing
Priority 7 build the research base in a
specific policy area.
Changes: We have revised subpart (a)
of Priority 7 so that it now reads:
‘‘Increasing the preparation of teachers
or other educators in STEM subjects
through activities that may include
building content knowledge and
pedagogical content knowledge, and
increasing the number and quality of
Authentic STEM Experiences.’’
Comment: One commenter asked that
the term ‘‘teachers’’ be replaced with
‘‘educators’’ in subpart (c) of Priority 7.
Discussion: We appreciate the
commenter’s suggestion, and note that,
while teachers are not mentioned in
subpart (c) of Priority 7, both teachers
and educators are included in subpart
(a).
Changes: None.
Comment: One commenter suggested
the addition of several subparts to
highlight the role that afterschool and
summer programs can play in
promoting STEM education,
encouraging joint professional
development for community educators
and teachers, and increasing
partnerships between LEAs and
afterschool and expanded learning
programs. Another commenter
suggested that we include a focus on
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public-private partnerships that would
align STEM labor market demands with
a supply of well-prepared STEM
workers.
Discussion: We agree with the first
commenter and think that the areas of
focus suggested are important; however,
we do not think that it is appropriate to
prescribe the specific types of programs,
such as afterschool or summer
programs, that should be supported
through the Supplemental Priorities. We
think that applicants are best-suited to
propose projects that will meet the
needs of the target populations they
propose to serve, and those projects may
include support for afterschool or
summer programs. The main goal of the
priority is to prepare students to meet
the demands of the STEM labor market.
Finally, we note that our reference in
subpart (a) of Priority 7 to ‘‘other
educators,’’ as well as our reference to
Authentic STEM Experiences, allows
applicants to propose projects that
include a focus on joint professional
development. To further bolster this
concept, we revise subpart (b) of Priority
7 to clarify that projects designed to
provide students with increased access
to STEM opportunities may be
integrated across multiple settings.
Changes: We have revised subpart (b)
of Priority 7 so that it ends with the
phrase: ‘‘. . . that may be integrated
across multiple settings.’’
Comment: One commenter urged the
Department to include in Priority 7 a
focus on arts education to improve
students’ creative thinking skills.
Discussion: We appreciate the
commenter’s suggestion, and note that
Priority 7 includes ways for projects to
address creative thinking skills. For
example, subpart (b) of Priority 7 could
be used to support projects that provide
students with increased access to
Authentic STEM Experiences, which
could be laboratory, research-based, or
experiential learning opportunities in
informal or formal settings.
We also note that applicants could
include a focus on arts education in a
project designed to promote STEM
education; and that elements of arts
education can be particularly relevant to
technology and engineering programs.
In fact, we view arts education as a
strategy that can touch several of the
Supplemental Priorities.
Changes: None.
Comment: One commenter asked that
we include a new subpart in Priority 7
that would support projects that engage
parents and families in their children’s
STEM education.
Discussion: We agree that family
engagement is important for student
success in all subjects and reflect our
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interest in supporting family
engagement in Priority 14—Improving
Parent, Family, and Community
Engagement. As appropriate, we may
combine elements of Priority 7 and
Priority 14 to solicit applications that
include both a focus on STEM and on
family engagement.
Changes: None.
Comment: One commenter expressed
concern that subpart (d) of Priority 7,
which would support projects that are
intended to increase the number of
individuals from groups that have been
historically under-represented in STEM
who are provided with rigorous STEM
coursework and prepared for
postsecondary study and careers in
STEM, is unconstitutional. The
commenter asserts that the Federal
government cannot use classifications
based on race, ethnicity, or gender in its
efforts to support the improvement of
student outcomes.
Discussion: Subpart (d) of Priority 7 is
designed to support investments in
strategies that are most likely to increase
access to rigorous STEM coursework,
and preparation for postsecondary study
and careers in STEM, for individuals
from groups that have been historically
under-represented in STEM fields.
These individuals may include, but are
not limited to, minorities, individuals
with disabilities, and women. This
priority does not encourage or require
classifications based on race, ethnicity,
or gender. Applicants may propose
approaches that seek to increase
participation by individuals from
groups that have been historically
under-represented and that serve all
individuals. We further note that
recipients of Department funding must
comply with the nondiscrimination
requirements of Title VI of the Civil
Rights Act of 1964, Section 504 of the
Rehabilitation Act of 1973, Title IX of
the Education Amendments of 1972,
and the Age Discrimination Act of 1975.
For more information on these
requirements, and other guidance
related to diversity, please visit the
Department’s Office for Civil Rights
(OCR) Web site at https://www2.ed.gov/
about/offices/list/ocr/.
Changes: None.
Priority 8—Implementing
Internationally Benchmarked Collegeand Career-Ready Standards and
Assessments
Comment: One commenter supported
internationally benchmarked collegeand career-ready standards, but noted
that many States are already of
developing and implementing those
standards. Thus, the commenter argued
that it was not necessary for the Federal
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government to support this type of
work.
Discussion: Priority 8 is not focused
on developing the standards themselves.
Rather, this priority supports strategies
for implementing college- and careerready standards effectively, and projects
designed to address Priority 8 would not
be conducted at the Federal level.
Rather, the Department would use this
priority to support State, local, or
regional entities carrying out this work
and those entities would propose
strategies that are best-suited to the
populations they propose to serve and
the particular college- and career-ready
standards and assessments that are
being implemented.
Changes: None.
Comment: One commenter expressed
concern that the term ‘‘performancebased tool,’’ found in subpart (a) of
Priority 8, is not a commonly
understood term.
Discussion: We appreciate the
commenter’s concern. We think,
however, that the text of subpart (a)
provides the necessary context for the
term ‘‘performance-based tool.’’ Our
intent in this subpart is to broadly refer
to performance-based tools, allowing
applicants flexibility in developing and
implementing the materials they need in
order to effectively assess student
progress.
Changes: None.
Comment: One commenter asked that
we provide further incentives to States
to broaden their accountability
definitions and requirements to include
a more comprehensive definition of
student success. The commenter noted
the importance of using multiple
measures, formative assessments, nontest-based evidence of learning, and
progress toward personal growth
objectives.
Discussion: We agree that the
elements listed by the commenter can
be important and useful measures of
student success, and we include
formative assessments in subpart (a) of
Priority 8. While we do not mention the
commenter’s other examples
specifically in the subpart, we think that
the phrase ‘‘performance-based tools’’ is
broad and could encompass several
types of measures.
Changes: None.
Comment: One commenter suggested
that we revise subpart (a) so that it is
clear that the focus of student
assessments should be to improve and
inform instruction and learning.
Discussion: We agree with the
commenter that student assessments
should be used to improve and inform
instruction and learning, but we do not
think that it is necessary to revise
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subpart (a) to require applicants to focus
on those goals.
Changes: None.
Comment: Two commenters asked
that we include in subpart (b) of Priority
8 a focus on professional development
for principals, as well as teachers.
Discussion: We agree that supporting
principals with professional
development and training opportunities
that are aligned with college- and
career-ready standards is important, and
have edited subpart (b) to reflect this
goal.
Changes: We have revised subpart (b)
to read: ‘‘Developing and implementing
teacher or principal professional
development or preparation programs
that are aligned with those standards.’’
Comment: One commenter suggested
several revisions to subparts (b) and (c)
of Priority 8. The commenter suggested
that we should encourage applicants to
provide opportunities for deeper
learning, improving content knowledge,
communicating effectively,
collaborating with peers, and
participating in professional
development that is self-directed. The
commenter also asked that Priority 8 be
revised to specifically support efforts to
improve literacy instruction, and be
tailored to meet the needs of middle and
high school teachers.
Discussion: We appreciate the
commenter’s suggestions and agree that
the elements outlined by the commenter
are important. However we do not think
that it is appropriate in these priorities
to prescribe specific strategies, content
areas, or grades on which projects
should focus, because we think that
applicants are best-suited to propose
projects that meet the needs of the target
populations they propose to serve.
Changes: None.
Comment: One commenter requested
that we require that new assessments
developed by applicants or grant
recipients be licensed with an
intellectual property license that allows
for unrestricted reuse and modification.
Discussion: We appreciate the
commenter’s suggestion, but we do not
believe that it is appropriate to impose
this license requirement unilaterally,
because making some types of
assessments so broadly available could
have implications for academic
integrity. The Department’s existing
regulations relating to products
produced with grant funds already
provide that grantees may copyright
intellectual property produced with
Department grant funds per 34 CFR
75.261 (Copyright policy for grantees).
However, under 34 CFR 74.36
(Intangible property) and 80.34
(Copyrights), the Department retains a
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non-exclusive and irrevocable license to
reproduce, publish, or otherwise use
those project materials for government
purposes.8 This license gives the
Department the authority we need to
ensure that materials produced as part
of Department-supported grant projects
can be made available to the public.
Changes: None.
Comment: One commenter asked that
we include a new subpart in Priority 8
focused on developing equitable
conditions and resources to support the
implementation of standards and
improve students’ academic skills and
opportunities in a broad range of
subjects and competencies, in order to
prepare students for success in the
globally interdependent world.
Conversely, one commenter objected
to our reference to internationally
benchmarked standards and
assessments, explaining that students
should not be focused on comparing
themselves to their peers in other
nations, but rather on their own
academic achievement.
Discussion: We agree that students
must be prepared for success in college,
career, and life. We think that the
proposed subparts could support a
project designed to do what the
commenter described, and also note that
any project proposed to address Priority
8 would need to be relevant to
internationally benchmarked standards
and assessments. We also note that
Priority 12—Promoting Diversity already
provides an opportunity for a focus on
preparing students to be successful in
the increasingly diverse workforce.
Finally, we disagree with the
commenter that students should not be
prepared to be globally competitive and
note that the Department’s mission is to
promote Student Achievement and
preparation for global competitiveness
by fostering educational excellence and
ensuring equal access. We think that
projects designed to assess students
against internationally benchmarked
college- and career-ready standards will
help to ensure those students are on
track for future success in any context.
Changes: None.
Priority 9—Improving Teacher
Effectiveness and Promoting Equitable
Access to Effective Teachers
Comment: One commenter expressed
support for proposed Priority 9 and
proposed Priority 10—Improving the
Effectiveness of Principals, and
8 For grants awarded on or after the date on which
the Department adopts and makes effective the
Uniform Guidance in 2 CFR part 200 (expected on
December 26, 2014), 2 CFR 200.315(b) would
preserve the Federal government’s license that
exists under current §§ 74.36 and 80.34.
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suggested several instances where we
could better differentiate supports for
teachers and principals in other
priorities and definitions proposed in
the NPP.
Discussion: We appreciate the
commenter’s suggestion, and note
resulting changes to Priority 1—
Improving Early Learning and
Development Outcomes. We thought
clearer differentiation was appropriate
in subpart (b) of Priority 1, which
focuses on improving the knowledge,
skills, and abilities of the early learning
workforce because, we think that it is
crucial for administrators to be wellversed in methods of improving young
children’s health, social-emotional, and
cognitive outcomes. However, we did
not edit all the priorities suggested by
the commenter, because we do not think
that each priority identified by the
commenter focused on a professional
development or training need that is as
meaningful for principals as it is for
teachers. We also note that, in priorities
in which we use the term ‘‘educator,’’ a
project could be designed to support
individuals, such as principals, who are
not teachers.
Changes: We have revised Priority 1
to better reflect the needs of
administrators and leaders. Further
explanation of this change is included
in relevant sections of this notice.
Comment: One commenter expressed
general concern that the Department
does not focus its efforts on encouraging
teachers to be innovative, creative, and
effective in the classroom. Another
commenter stressed that we explicitly
focus on balancing direct instruction
with project-oriented methods,
enhancing problem-solving through
deep understanding of subject matter,
improving critical thinking skills, and
cultivating teachers’ recognition of
student learning styles.
Discussion: We agree that innovative,
creative, and effective teachers are
important to students’ academic
success. For this reason, we have
included Priority 9, which focuses in
part on supporting teachers to be
effective in the classroom. Particularly,
we note that subpart (a)(i) of Priority 9
focuses on preparing, recruiting,
selecting, and developing teachers to be
effective. We think that, to be effective,
teachers also need to be innovative and
creative. As such, a project designed to
increase the number and percentage of
effective teachers through the strategies
outlined in subparts (a)(i) or (ii) of
Priority 9 would likely support teachers
to be innovative and creative.
In addition, we thank the commenter
who suggested several specific foci for
this priority. We agree that the skills
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suggested by the commenter are
relevant, but also think that these skills
are captured in Priority 9. Priority 3—
Promoting Personalized Learning, can
support projects that help teachers
customize their instructional
approaches to meet the needs of
individual students.
Changes: None.
Comment: One commenter expressed
general support for the proposed
priorities, but suggested that we also
support projects that reduce class sizes,
particularly in secondary schools, and
that we support paid teacher internships
for new teachers that mirror the training
that medical doctors receive.
Discussion: We think that there are
several ways that our discretionary grant
programs could use this priority to
solicit projects that are designed to
better prepare and support teachers, and
to ensure that teachers have manageable
workloads. In general, we do not wish
to require applicants proposing projects
under Priority 9 to support teachers
through specific strategies. Rather, we
think that applicants are generally best
suited to propose specific strategies to
support the target populations they
propose to serve.
Changes: None.
Comment: One commenter asked that
we expand proposed Priority 9 so that
early learning providers could also
benefit from the activities described in
subparts (a) and (b).
Discussion: We agree that early
learning providers should receive
support so that they can be effective in
their careers. Priority 9 does not
preclude early learning and
development teachers from benefiting
from projects supported under Priority
9.
Changes: None.
Comments: A few commenters
expressed support for Priority 9, but
suggested that we include specific
methods to support effective teachers.
One commenter suggested that peer
evaluations are helpful, and another
stressed the importance of including
strategies to support teachers to be
effective in diverse classroom settings.
In particular, the commenter asked that
we encourage rural districts to
implement ‘‘grow your own’’ strategies
to improve teacher recruitment and
retention.
Another commenter suggested that we
revise the language in subpart (a) of
Priority 9 to stress the importance and
difficulty of staffing Lowest-performing
Schools.
Discussion: We thank the commenters
for suggesting specific strategies to
support the preparation, recruitment,
development, and retention of effective
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teachers, and agree that several
strategies may be used to do this work
successfully. We also agree that some
strategies are better suited than others to
effect positive change, depending on the
needs of the community to be served by
the proposed project. For these reasons,
we do not want to limit the scope of
Priority 9 by including or requiring the
use of specific strategies. Rather, we
expect applicants to propose
appropriate strategies to increase the
number and percentage of effective
teachers in their schools and to promote
equitable access to effective teachers.
We also agree with the commenter
that rural schools, in addition to schools
with high concentrations of students
from low-income families and minority
students, should be staffed by effective
teachers. For this reason, we have
revised Priority 9 to explicitly include
‘‘schools in Rural Local Educational
Agencies.’’
Finally, we agree that teachers
working in Lowest-performing Schools,
schools in Rural LEAs, and schools with
high concentrations of students from
low-income families and minority
students may face unique challenges.
We therefore have added language to
subpart (a) of Priority 9 to better support
projects that will increase the number
and percentage of effective teachers in
schools where they are most needed.
Changes: We have revised subpart (a) of
Priority 9 so that it now reads:
‘‘Increasing the number and percentage
of effective teachers in Lowestperforming Schools, schools in Rural
Local Educational Agencies, or schools
with high concentrations of students
from low-income families and minority
students . . .’’ We have made a
corresponding change to subpart (a) of
Priority 10—Improving the Effectiveness
of Principals.
Comment: One commenter suggested
that we separate the concept of
improving workplace conditions from
subpart (a)(ii) because that strategy
could not only improve the retention of
effective teachers, but also increase
successful teaching and learning. The
commenter also noted the importance of
tailoring professional development to
meet the needs of new teachers, because
they are typically assigned to
classrooms and schools with greater
needs, and suggested that we emphasize
comprehensive teacher induction as an
effective strategy for supporting those
teachers. Another commenter suggested
including, in subpart (a)(ii), a focus on
relevant, effective, and outcomeoriented professional development to
support teachers who work in
challenging environments.
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Discussion: We agree with the
commenter that improving workplace
conditions would not only improve
retention of effective teachers, but also
would support environments in which
teachers and students can be successful.
We note that subpart (a)(ii) of Priority 9
includes a focus on both retention and
on creating opportunities for successful
teaching and learning. For this priority,
our focus is to support projects that are
designed to retain effective teachers,
and through such strategies as
improving workplace conditions,
improve outcomes for teachers and
students.
We also agree with the commenter
that teachers need differentiated support
depending on the amount of time they
have spent in the classroom. We think
that, in order to implement the
strategies outlined in subpart (a)(ii)
well, an applicant would need to
customize its approach to meet the
needs of teachers in different stages of
their careers. We also note that, in
subpart (a)(i), we include a focus on
early career teacher development. We
therefore do not think it is necessary to
edit Priority 9 to meet the needs of early
career teachers.
We think that teachers working in
Lowest-performing Schools, schools in
Rural LEAs, and schools with high
concentrations of students from lowincome families and minority students
may need differentiated support in
order to be effective. We have changed
subpart (a)(ii) of Priority 9 to more
clearly communicate the expectations of
the professional development to be
delivered to teachers in these schools.
Changes: We have revised subpart
(a)(ii) of Priority 9 so that it now reads:
‘‘Improving the retention of effective
teachers through such activities as
creating or enhancing opportunities for
teachers’ professional growth; delivering
professional development to teachers
that is relevant, effective, and outcomeoriented; reforming compensation and
advancement systems; and improving
workplace conditions to create
opportunities for successful teaching
and learning.’’
Comment: One commenter asked that
we revise subpart (b) of proposed
Priority 9 so that children with
disabilities, in addition to students from
low-income families and minority
students, could benefit from projects
designed to encourage equitable access
to effective teachers.
Discussion: We appreciate the
commenter’s concern, and note that this
subpart is intended to help SEAs and
LEAs comply with requirements in 34
CFR 200.57(a)(2)(iii)(A) and (b)(2) that
are designed to ensure that students
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from low-income families and minority
students are not taught at higher rates
than other students by inexperienced,
out-of-field, or unqualified teachers.
Changes: None.
Comment: One commenter asked that
we revise proposed Priority 9 to include
a preference for nonprofit organizations
that provide afterschool and extended
learning programs, as well as nonprofit
organizations that provide alternative
routes to teacher certification.
Discussion: We agree that nonprofit
organizations can play key roles in
supporting and retaining effective
teachers, and in providing students
equitable access to effective teachers.
Many, but not all, of our discretionary
grant programs consider nonprofit
organizations to be eligible to apply for
funding. Because Priority 9 does not
preclude nonprofit organizations and
we do not want to revise the priority in
a manner that would restrict the use of
the priority by discretionary grant
programs, we do not think that Priority
9 should be revised to specify their
participation in projects to support
effective teachers or to promote
equitable access to effective teachers.
Changes: None.
Comment: One commenter noted that
we refer to ‘‘low-income students’’ in
Priority 9, but to ‘‘students from lowincome families’’ in other priorities and
definitions in the NPP.
Discussion: The use of two different
phrases was unintentional and we thank
the commenter for pointing out the
discrepancy. We have revised this
priority to ensure that we refer only to
‘‘students from low-income families.’’
Changes: In Priority 9, we have
changed ‘‘low-income students’’ to
‘‘students from low-income families.’’
Comment: One commenter stressed
the importance of understanding social
and emotional competencies, and asked
that we include in Priority 9 and Priority
10—Improving the Effectiveness of
Principals projects that would support
teacher and principal understanding of
these competencies.
Discussion: While we agree that
teachers and principals should fully
understand the social and emotional
needs of students at all grade levels, we
do not think that changes to Priorities 9
or 10 are necessary to reflect this
concept.
First, we include Priority 2—
Influencing the Development of NonCognitive Factors. The inclusion of this
priority represents a focus of the
Department on improving students’
mastery of skills and behaviors, such as
perseverance, self-regulation, and social
and emotional skills. Second, Priority
1—Improving Early Learning and
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Development Outcomes supports
projects that improve outcomes for early
learners across one or more of the
Essential Domains of School Readiness,
which include, among other things,
social and emotional development. For
these reasons, we do not think that edits
to Priorities 9 or 10 are necessary in
response to this comment.
Changes: None.
Priority 10—Improving the
Effectiveness of Principals
Comment: One commenter asked that
we highlight the importance of
preparing principals to be effective in
leading rural schools.
Discussion: We agree that principals
face unique challenges in rural schools,
much like teachers in those schools. We
think it is important to include an
explicit focus on schools in Rural LEAs
and to augment the priority to reflect
this.
Changes: We have revised subpart (a)
of Priority 10 to support principals in
schools in Rural LEAs.
Comment: One commenter suggested
that we use Priority 10 to support
projects that would retain talented
individuals to lead schools, in addition
to recruiting, selecting, preparing, and
supporting those individuals.
Discussion: We agree that retaining
effective principals in schools where
they are needed most is an important
way to significantly improve
instruction.
Changes: We have revised subpart (e)
of Priority 10 so that it now reads:
‘‘Implementing practices or strategies
that support districts in hiring,
evaluating, supporting, and retaining
principals who effectively lead
schools.’’
Comment: One commenter suggested
that we include a focus on district
conditions, in addition to school
conditions, in subpart (b) of proposed
Priority 10, which seeks projects that
identify, implement, and support
policies and conditions to turn around
Lowest-performing Schools.
Discussion: We agree with the
commenter, and now include a focus on
district conditions in subpart (b) of
Priority 10.
Changes: We have revised subpart (b)
of Priority 10 so that it now reads:
‘‘Identifying, implementing, and
supporting policies and school and
district conditions that facilitate efforts
by principals to turn around Lowestperforming Schools.’’
Comment: One commenter asked that
we include foci on boards of education
and superintendents, in addition to
principals, in proposed Priority 10.
Another commenter expressed concern
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that early learning education leaders
would not be included in projects
designed under this priority; and a third
commenter asked us to extend our focus
on aligning principal preparation
programs to college- and career-ready
standards so that the coursework begins
with subject matter for children at birth,
rather than at pre-kindergarten. A fourth
commenter suggested that we revise
subpart (e) of Priority 10 to promote the
creation of leadership pipelines and to
include teacher leaders, assistant
principals, and principal supervisors in
the subpart.
Discussion: We think that support of
superintendents, boards of education,
principal supervisors, and other district
leaders is an integral component of
strategies to effectively prepare and
support principals to lead schools. For
this reason, we include subpart (e) of
Priority 10, which incentivizes projects
designed to support districts in hiring,
evaluating, and supporting principals.
We agree with the commenter that
early learning leaders should also be
prepared and supported so they can be
effective in the schools or programs they
lead. We include in subpart (c) of
Priority 10 an emphasis on aligning
principal preparation programs with
pre-K through grade 12 college- andcareer ready standards. We do not think
that it is appropriate to extend this focus
to encompass college- and career-ready
standards for children who are not yet
three years old, because those standards
are not in place in most States. We note,
however, that we have made some
changes to Priority 1—Improving Early
Learning and Development Outcomes to
more explicitly reference early learning
and development program
administrators. We think that the
changes in Priority 1 will allow for more
flexibility in terms of the supports
available to program administrators.
Finally, we also agree that creating
pathways for teachers to move into
leadership roles can be an effective way
to encourage continued professional
learning and growth for teachers. In
general, we think that projects designed
to meet subparts (a), (c), and (e) of
Priority 10, as well as subpart (a)(ii) of
Priority 9—Improving Teacher
Effectiveness and Promoting Equitable
Access to Effective Teachers, could
focus on leadership pipelines or career
pathways for teacher leaders and
assistant principals.
Changes: None.
Comment: One commenter suggested
that we encourage improvement in
principal preparation and licensure
through subpart (c) of Priority 10, which
supports the creation and expansion of
principal preparation programs.
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Discussion: We thank the commenter
for the suggestion, but note that
principal licensure is handled largely by
State agencies. Although some of the
Department’s discretionary grant
programs include SEAs as eligible
applicants, many do not. As such,
licensure is not an activity that could be
conducted by most applicants. We do
not want to revise the priority in a
manner that might limit its use.
Changes: None.
Comment: One commenter stressed
the importance of ensuring that
principals are well-versed in early
learning curricula so that they are able
to effectively lead instruction in that
area, and so that they are able to
appropriately evaluate teachers at
various grade levels.
Discussion: We agree that principals
must fully understand the curricula
being taught by the teachers they lead,
and that many principals oversee early
learning and development programs in
addition to elementary or secondary
education programs. We note that
Priority 10 includes a focus in subpart
(c) on aligning principal preparation
programs with pre-kindergarten through
grade 12 college- and career-ready
standards. We also think that projects
that are designed to meet subpart (d) of
Priority 10, which focuses on
supporting principals in their mastery of
instructional and organizational
leadership skills, could include
strategies to ensure that principals
understand the unique needs of
preschool teachers and other early
learning and development providers.
Further, we include mechanisms in
Priority 1—Improving Early Learning
and Development Outcomes to support
educators and administrators to improve
young children’s health, socialemotional, and cognitive outcomes.
Because these priorities provide
multiple options for bolstering
principals’ understanding of early
learning curricula, we do not think
revisions are necessary to address the
commenter’s concern.
Changes: None.
Comment: One commenter expressed
support for proposed Priority 10, but
encouraged us to further strengthen
subpart (d) by including specific
leadership skills, such as developing
and managing talent and creating a
strong organizational culture focused on
high expectations for student and
teacher performance. Another
commenter suggested several edits
throughout Priority 10 to highlight
additional important skills that
principals must master, including
accessing and using data to make
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decisions and improving the learning
environment in addition to instruction.
Discussion: We thank the commenters
for suggesting specific skills to
prioritize. In general, we do not think
that it is appropriate, through this NFP,
to dictate specific strategies, methods, or
activities beyond the broad areas of
focus outlined in each priority. We
think that applicants are generally bestsuited to choose approaches that are
most appropriate in their particular
contexts.
Changes: None.
Priority 11—Leveraging Technology To
Support Instructional Practice and
Professional Development
Comment: Several commenters noted
the benefits of education technology and
expressed support for proposed Priority
11. Several of these commenters also
provided suggestions for expanding the
reach of the proposed priority. Two
commenters suggested that the
Department expand subpart (c) to
support projects that offer a broader
range of activities by including school
leaders and technology leaders in
addition to educators as staff that could
earn professional development credit,
certification, or continuing education
and supporting online networks for peer
collaboration or mentorship. One
commenter also suggested adding a
focus on teacher preparation
coursework to build new teachers’
capacity to engage in learning
environments and use digital tools.
Similarly, another commenter
recommended adding professional
development for educators on how to
effectively use digital resources and
student data. One commenter
encouraged the Department to consider
content and pedagogy as necessary
elements to inform the development of
high-quality digital materials, and
another commenter suggested adding a
subpart for projects that use technology
to restructure the traditional
pedagogical model to overcome
traditional time, space, and fiscal
constraints.
One commenter requested that the
Department include a focus on schooland district-level activities, including
the development and implementation of
comprehensive plans for technology
integration and data privacy policies.
Another commenter suggested that
research and evaluation be included as
a required activity under the proposed
priority.
Discussion: We appreciate the
commenter’s recommendations and note
that many of the suggestions are covered
under subpart (c) of Priority 11. For
example, we think that ‘‘educators’’, as
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it appears in subpart (c), is a broad
enough term to encompass school
leaders, in addition to teachers. We also
think that professional development on
the use of digital resources, the use of
student data, and privacy policies
would be appropriate elements of a
project that addresses subpart (c) of
Priority 11. In general, we do not think
that it is appropriate to prescribe the
specific topic of the professional
development, because applicants are
best suited to identify the needs of the
teachers and leaders they propose to
serve. The purpose of this priority is for
applicants to leverage the use of
technology in supporting instructional
practices and professional development;
we do not intend to restrict the topics
of the instructional practice or
professional development. Further, we
do not think that it is necessary to revise
the priority to include a subpart for
projects that use technology to
restructure the traditional pedagogical
model to overcome traditional time,
space, and fiscal constraints because
those projects may be supported under
Priority 3—Promoting Personalized
Learning.
We decline to list or prescribe specific
types of learning communities. As
proposed, we think that learning
communities would allow for online
networks for peer collaboration.
However, we change ‘‘including’’ to
‘‘such as’’ in subpart (c) to clarify that
projects addressing the priority may
include online learning communities
that do not result in awarding
professional development or continuous
learning units.
We agree with the commenter that
applicants addressing this priority will
benefit from the development and
implementation of comprehensive plans
for technology integration and data
privacy policies. However, given the
variety of programs and entities that
may use or address this priority, we do
not think that it is appropriate to
include those requirements in Priority
11. We also note that recipients of
Department funding are required to
protect the privacy of student data.
Additionally, a program using this
priority could use factors from 34 CFR
75.210(c) (Quality of the project design)
or 34 CFR 75.210(h) (Quality of the
project evaluation) to encourage
applicants to address their planning and
sustainability needs, as well as their
proposed project evaluations, as part of
their proposed projects.
Changes: None.
Comment: One commenter
recommended that proposed Priority 11
include language highlighting the value
of technology in supporting improved
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outcomes for young children and their
families.
Discussion: We agree with the
commenter that technology can enhance
the implementation of early learning
projects and efforts to more effectively
engage parents. In fact, we discussed the
opportunities to leverage this priority
with Priority 1—Improving Early
Learning and Development Outcomes
and Priority 14—Improving Parent,
Family, and Community Engagement in
the background provided in the NPP.
We include the priority on leveraging
technology as a separate priority so that
discretionary grant programs have the
flexibility to use the priority alone or in
combination with other priorities.
We decline to revise the priority in a
manner that would limit the types of
students that could be served by
projects that address the priority. As
proposed, Priority 11 does not preclude
projects with a focus on early learning
or early grades. However, we have
revised subpart (a) of Priority 14—
Improving Parent, Family, and
Community Engagement to include an
explicit reference to technological tools
as a means to expand and enhance the
skill, strategies, and knowledge of
parents and families.
Changes: In subpart (a) of Priority 14,
we have revised the parenthetical list so
that it now begins with: ‘‘including
techniques or use of technological tools
. . .’’
Comment: Several commenters
suggested that the proposed priority be
revised to require projects supported
under it to be based on the principles of
UDL.
Discussion: Although UDL is not
explicitly discussed in Priority 11, an
applicant could propose to develop and
implement high-quality accessible
digital tools, materials, and assessments
that are based on UDL principles in
response to subpart (b). Moreover, the
priority, as proposed, does not preclude
an applicant from using the approach or
principle it determines to be most
suitable for its project. We therefore
decline to revise the priority.
Changes: None.
Comment: One commenter noted that
the use of ‘‘particularly’’ in subpart (a),
with respect to open educational
resources, and ‘‘including’’ in subpart
(c), with respect to certain types of
online courses, learning communities,
and simulations, may be too restrictive.
Discussion: The Department strongly
encourages the use of Open Educational
Resources (OER) and online courses,
learning communities, or simulations
that award professional development
credit or continuing education units, but
did not intend to restrict subparts (a)
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and (c) so that only those projects could
apply. We agree with the commenter
that the use of ‘‘including’’ in subpart
(c) may be too restrictive and we have
revised the subpart to better reflect our
intent. However, we do not think that
the use of ‘‘particularly’’ in subpart (a)
is too restrictive, because it
appropriately reflects the Department’s
interest in promoting the development
and use of OER.
Further, in our review of Priority 11,
we concluded that subpart (a) could be
better organized to ensure the clarity of
our intent regarding OER. We have also
revised subpart (c) to clarify that we
intend the courses, learning
communities, and simulations that are
supported by projects under this
priority to be high-quality, accessible,
and online.
In addition, on reconsideration of
Priority 11, we noticed that the phrasing
of subparts (b) and (c) was
unintentionally restrictive and would
require applicants to both develop and
implement the elements described in
each subpart. We think that there are
cases in which an applicant that may
want to implement an alreadydeveloped product, but would be
precluded from doing so by the
proposed subpart language. As such, we
have revised subparts (b) and (c) of
Priority 11 to require that applicants
only implement, with the clear
understanding that some applicants may
also develop, the products they propose
to implement, as appropriate.
Changes: We have revised subparts
(a), (b), and (c) of Priority 11 so that they
now read:
(a) Using high-speed Internet access
and devices to increase students’ and
educators’ access to high-quality
accessible digital tools, assessments,
and materials, particularly Open
Educational Resources.
(b) Implementing high-quality
accessible digital tools, assessments,
and materials that are aligned to
rigorous college- and career-ready
standards.
(c) Implementing high-quality,
accessible online courses, online
learning communities, or online
simulations, such as those for which
educators could earn professional
development credit or continuing
education units through Digital
Credentials based on demonstrated
mastery of competencies and
performance-based outcomes, instead of
traditional time-based metrics.
Comment: One commenter requested
the Department to clarify in subpart (d)
that data platforms can also be used to
inform and improve learning outcomes.
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Discussion: We agree that producing
evidence on teaching and learning is not
the sole purpose of data platforms, and
also agree that the focus of subpart (d)
should be to inform and improve
learning outcomes.
Changes: We have revised subpart (d)
so that it now reads: ‘‘Using data
platforms that enable the development,
visualization, and rapid analysis of data
to inform and improve learning
outcomes, while also protecting privacy
in accordance with applicable laws.’’
Comment: One commenter expressed
strong support for Priority 11, but stated
that an applicant addressing subpart (a)
alone should not be recognized as
meeting the goal of the priority.
Conversely, another commenter said
that most schools are behind the
technology curve and lack resources for
the infrastructure, hardware, software,
and professional development that are
necessary for educators to incorporate
technology into the classroom.
Discussion: We appreciate the
commenters’ concern. However, we note
that, for some schools, projects designed
to meet subpart (a) of Priority 11 could
represent the first step in leveraging
technology. Data provided to the
Federal Communications Commission
through the ConnectED initiative show
a significant need for the types of
projects that would be funded under
subpart (a). Without access to highspeed Internet and devices, students
and educators also do not have access
to digital tools and materials in the
classroom.
We also note that the Department
considers a program’s authorizing
statute and the types of entities that are
eligible to apply when determining
whether it is appropriate to select and
use a given priority. The Department
will not use a priority for a program if
it determined that the use of that
priority is inconsistent with the
program’s purpose or would not result
in meaningful projects.
Changes: None.
Comment: Multiple commenters
expressed support for the Department’s
reference to, and definition of, OER.
Two commenters stated that open
licensing of publicly funded educational
resources should be made a requirement
in all Department programs. One
commenter noted that OER can be used
to effectively address many of the other
proposed priorities, including proposed
Priorities 3, 4, 5, and 7.
On the other hand, one commenter
expressed concern about the
Department giving preference to entities
that provide OER, stating that one size
does not fit all and that those entities
may not understand the teaching and
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learning experience. The commenter
requested that the Department let the
market decide which tools are
successful.
Discussion: We thank the commenters
for their support of the OER definition.
Although we encourage OER, its
inclusion in these priorities does not
require grant recipients to produce or
use OER. Therefore, we do not agree
with the commenter who suggested that
our inclusion of OER would impede the
market or result in entities selecting and
using tools that are not appropriate for
their particular teaching and learning
experiences.
It should be noted that the
Department has regulations related to
products produced with grant funds.
Specifically, under 34 CFR 75.621
(Copyright policy for grantees), grantees
may copyright intellectual property that
they produce with Department grant
funds. However, under 34 CFR 74.36
(Intangible property) and 80.34
(Copyrights), the Department retains a
non-exclusive and irrevocable license to
reproduce, publish, or otherwise use
those project materials for government
purposes.9 This license gives the
Department the authority needed to
ensure that materials produced as part
of Department grant projects can be
made available to the public.
Changes: None.
Comment: One commenter noted the
importance of live-online proctoring
and recommended that the Department
require authentication procedures that
ensure the integrity of online education.
Discussion: We agree that it is
important to have methods in place to
support the integrity and credibility of
online education programs. However,
given the variety of applicants and
discretionary grant programs that may
use this priority, we do not think that
it is appropriate to prescribe those
methods as part of Priority 11.
Changes: None.
Comment: One commenter stated that
technology does not, in and of itself,
improve instruction or learning, as it is
only a tool used by educators and
students. The commenter questioned
whether this priority should be
included.
Discussion: Although we agree that
technology access alone may not
improve instruction or learning, when
used effectively, technology has the
potential to engage students, empower
teachers, and connect them to each
9 For grants awarded on or after the date on which
the Department adopts and makes effective the
Uniform Guidance in 2 CFR part 200 (expected on
December 26, 2014), 2 CFR 200.315(b) would
preserve the Federal government’s license that
exists under current §§ 74.36 and 80.34.
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other and to some of the best resources
the world has to offer. These results do
have the power to improve instruction
and learning and, for that reason, we
include this priority to support projects
that would leverage technology.
Changes: None.
Priority 12—Promoting Diversity
Comment: One commenter expressed
general support for Priority 12 and
suggested that we integrate the priority
into the other 14 priorities.
Discussion: We thank the commenter
and agree that increasing diversity is an
important strategy to prepare students to
be successful in an increasingly diverse
workforce. We note that programs have
the flexibility to use several of these
priorities in a single competition, as
appropriate. The Department has
discretion in choosing which priorities
they use in a competition in any given
year, and those decisions must be made
with the program’s statutory
requirements in mind.
Changes: None.
Comment: One commenter was
concerned that we are encouraging the
selection and assignment of students
based on race and ethnicity in proposed
Priority 12. The commenter also
indicated that the focus of the
Department’s 2011 and 2013 guidance
on diversity (which was created in
cooperation with the Department of
Justice (DOJ)) is misplaced, and that we
should not encourage schools to adopt
diversity policies.
Discussion: We appreciate the
commenter’s concern, and note that we
do not intend for this priority to be used
to support projects that select and assign
students based solely on race; nor are
we requiring schools to adopt particular
diversity policies. Rather, our intent for
this priority is to promote strategies that
prepare students to be successful in the
increasingly diverse workforce. We
currently support projects that would
increase racial, ethnic, and
socioeconomic diversity in schools and
postsecondary programs; as well as
projects that would decrease racial,
ethnic, and socioeconomic isolation of
students in preschool, elementary, or
secondary programs, as appropriate. We
intend to use this priority only in
discretionary grant programs for which
it is useful, relevant, and allowable
under the program’s authorizing statute.
We also note that the Department’s
2011 and 2013 guidance 10 on diversity
was reaffirmed by guidance issued in
10 Available at: https://www2.ed.gov/about/offices/
list/ocr/letters/colleague-201111.html and
www.ed.gov/news/press-releases/new-guidancesupports-voluntary-use-race-achieve-diversityhigher-education.
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2014 11 by both the Department and DOJ
and is consistent with Supreme Court
decisions.
Changes: None.
Comment: One commenter expressed
concern that the changes made to
Priority 12 from the 2010 Supplemental
Priorities, namely the inclusion of
socioeconomic diversity, may lead
applicants to avoid increasing racial and
ethnic diversity. The commenter was
also concerned that proposed Priority 12
is no longer aligned with the 2011 and
2013 joint guidance issued by the
Department and DOJ. The commenter
also noted that the 2010 version of the
priority was rarely used in discretionary
grant competitions, and asked that we
ensure greater use of the proposed
priority in the future.
Another commenter asked that we
revise proposed Priority 12 so that
applicants have greater flexibility to
interpret ‘‘diversity’’ in terms of the
specific needs of their communities; and
a third commenter asked that we
include in Priority 12 a focus on
disability diversity.
Discussion: We agree that increasing
racial and ethnic diversity is important
for preparing students for success in an
increasingly diverse workforce, and also
acknowledge that the 2010 version of
this priority was not widely used in the
Department’s discretionary grant
programs. We therefore sought input
from stakeholders on how to better
frame the priority so that it could be
used more broadly. We learned that
including a focus on socioeconomic
diversity, in addition to racial and
ethnic diversity, may facilitate the use
of the priority in more discretionary
grant programs, and may have the
corollary effect of also increasing racial
and ethnic diversity in schools and
postsecondary programs. Thus, we think
that including socioeconomic diversity
in Priority 12 may encourage broader
use of the priority across our
discretionary grant programs while
maintaining the original focus on
increasing racial and ethnic diversity.
We note, however, that we have
discretion in choosing which priorities
to use in a competition in any given
year, and that those decisions must be
made in accordance with the program’s
authorizing statute.
We do not think that revising the
priority so that ‘‘diversity’’ could be
interpreted with the flexibility proposed
by the commenter is appropriate. We
think that the focus of the priority
should be on increasing racial, ethnic,
11 Available at: https://www2.ed.gov/about/offices/
list/ocr/letters/colleague-201405-schuetteguidance.pdf.
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and socioeconomic diversity. Moreover,
we do not think it is appropriate to add
disability diversity to Priority 12, and
note that we do include a mechanism to
otherwise support students with
disabilities through Priority 4—
Supporting High-Need Students.
Priority 12 is fully consistent with the
guidance on diversity issued by the
Department and DOJ in 2011 and 2013.
We also note that all recipients of
Department funds must comply with the
nondiscrimination requirements of Title
VI of the Civil Rights Act of 1964,
Section 504 of the Rehabilitation Act of
1973, Title IX of the Education
Amendments of 1972, and the Age
Discrimination Act of 1975.
Changes: None.
Comment: One commenter supported
Priority 12, and suggested additional
edits to further strengthen the priority.
For example, the commenter thought
that the priority should be structured so
that applicants would need to decrease
racial, ethnic, and socioeconomic
isolation of students in preschool,
elementary, or secondary programs,
rather than choose one area of focus
among the three. The commenter also
suggested that we revise the priority so
that increasing diversity and decreasing
racial isolation would need to be a focus
of any project under the priority,
regardless of that project’s focus on
preschool, elementary, secondary, or
postsecondary institutions. Finally, the
commenter asked that we expand the
priority to support projects that would
maintain diversity in already diverse
districts that may be experiencing
demographic shifts.
Discussion: While we agree that
increasing socioeconomic diversity may
also be an effective strategy for
increasing racial and ethnic diversity,
we do not think that it is appropriate to
require that applicants proposing
projects under this priority include
strategies for increasing all three types
of diversity. We intend for Priority 12 to
facilitate its broader use in our
discretionary grant programs, so we do
not wish to impose further requirements
on applicants.
Similarly, we think that preschool
and elementary and secondary schools
face particular issues of racial, ethnic,
and socioeconomic isolation. In an
effort to focus the Department’s
investments in this respect on the areas
in most need, we have not edited the
priority to include a focus on decreasing
racial, ethnic, and socioeconomic
isolation in postsecondary programs.
We agree with the commenter that
school districts that are already diverse
may need support to maintain their
diversity in the midst of shifting
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demographics. However, we do not
think that Priority 12 would preclude
such a project. We think that an
applicant proposing a project of this
nature could do so in the context of
decreasing racial, ethnic, or
socioeconomic isolation.
Changes: None.
Comment: One commenter expressed
general support for proposed Priority
12, and suggested that we extend the
reach of the priority so that increasing
racial, ethnic, and socioeconomic
diversity could be a mechanism for
increasing secondary and postsecondary
completion rates, in addition to
increasing enrollment.
Discussion: While we agree with the
commenter that completion of
secondary and postsecondary programs
is an important area, we do not think
that Priority 12 is the appropriate place
for such a focus. Our intent for Priority
12 is to facilitate a broader focus on
diversity in our discretionary grant
programs, so we do not wish to impose
further limitations on applicants. In
addition, we note that Priority 5—
Increasing Postsecondary Access,
Affordability, and Completion includes
two subparts focused on completion of
college, other postsecondary programs,
or other career and technical education.
Changes: None.
Comment: One commenter requested
that we include a focus on supporting
the diversity of the teaching workforce.
Discussion: We agree with the
commenter that exposing students to
teachers from a variety of backgrounds
may be an effective way to prepare
students for a diverse world of work.
However, we do not think that it is
appropriate to expand the areas of focus
in Priority 12.
Changes: None.
Comment: None.
Discussion: Upon review, we
recognized that the language of Priority
12 did not clearly reflect our intention
that the increase in diversity needs to
occur at the school or program level in
order to address the priority. We have
made that clarification.
Changes: We have revised Priority 12
so that it now refers to ‘‘individual
schools or postsecondary programs.’’
Priority 13—Improving School Climate,
Behavioral Supports, and Correctional
Education
Comment: One commenter expressed
support for Priority 13, but suggested
that we expand it to recognize the
causal connection that links poor
instruction to inappropriate student
behavior.
Discussion: The commenter’s
hypothesis is reasonable and a project
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focused on improving instruction to
improve student behavior could fall
under subpart (a) of Priority 13, which
supports projects that improve school
climate through strategies that may
include Tiered Behavioral Supports.
Moreover, we note that the definition of
Tiered Behavioral Supports refers to
evidence-based supports and data-based
strategies. Thus, a strategy that is based
on a causal connection to student
behavior could be appropriate under
this priority.
Changes: None.
Comment: One commenter asked that
we include in Priority 13 a focus on
youth mentoring as an effective strategy
for improving school climate. Two
commenters suggested that we focus
specifically on increasing student
engagement and connectedness.
Another commenter asked that we
highlight arts programs, citing examples
of how they have been shown to
improve school climate.
In addition, a few commenters
suggested that we include subparts with
a wider range of strategies under
Priority 13. One commenter suggested
that we include a subpart for projects
that are designed to improve student
outcomes through school-based health
clinics and social services, and another
asked that we include support for
school-based addiction treatment. A
third commenter urged the Department
to incentivize learning environments
that provide real-world experience
through project-based or other applied
work.
Discussion: We agree that each of the
strategies suggested by commenters may
be effective in improving school
climate. In general, we do not think that
it is appropriate to include specific
strategies in this priority because we do
not want to limit those that applicants
could propose to use in their projects.
As noted elsewhere, we think that
applicants are best-suited to propose
appropriate strategies for improving
school climate, behavioral supports, and
correctional education, with their target
populations in mind.
We also note that our definition of
Tiered Behavioral Supports now
includes a reference to external
partners, which may provide some
flexibility under subpart (a) of Priority
13 for applicants that propose the
strategies described by the commenters.
We make this change in order to
recognize the unique supports that these
partners can offer and note that the
rationale for this change to the
definition of Tiered Behavioral Supports
is set out later in the Analysis of
Comments and Changes section of this
document.
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73445
Finally, regarding the suggestion we
address learning environments under
this priority, we note that Priority 7—
Promoting Science, Technology,
Engineering, and Mathematics (STEM)
Education includes a focus on
Authentic STEM Experiences, which
can be laboratory, research-based, or
experiential learning opportunities in
informal or formal settings. We think
that this provision in Priority 7 would
allow for project-based and other
applied work strategies. Because those
learning environments are supported in
Priority 7, we do not think it is
necessary to revise this priority.
Changes: None.
Comment: A few commenters noted
the important role external partners,
particularly organizations that provide
afterschool and extended learning
programs, can play in improving school
climate.
Discussion: We agree that
coordination between LEAs and
external partners can be an effective
strategy for improving school climate.
We note, however, that these
partnerships are often eligible
applicants, in their own right, under our
discretionary grant programs. It is not
necessary to include language that
specifically allows for partnerships with
community organizations that provide
afterschool, extended learning, or other
relevant programs, because the priority
does not preclude those partnerships
from participating in this work.
Changes: None.
Comment: One commenter suggested
that we include language in Priority 13
to allow for children in early learning
and development programs to benefit
from projects addressing this priority.
Discussion: We think that applicants
proposing to serve young children could
address Priority 13. We also note that
we include in Priority 1—Improving
Early Learning and Development
Outcomes a clear focus on improving
outcomes across the Essential Domains
of School Readiness, which includes
social and emotional development.
Projects that are designed to improve
such development in young children
could likely do so through strategies
that are similar to those described in
Priority 13. We decline to revise Priority
13 in a manner that would set clear agegroup parameters because we think that
it could limit the use of the priority.
Changes: None.
Comment: One commenter stressed
that we should include in Priority 13
strategies that use family engagement as
a mechanism for improving student
behavior and strengthening student
social, emotional, and behavioral skills.
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Discussion: We agree that engaging
parents and families in their students’
education is important, which is why
we include Priority 14—Improving
Parent, Family, and Community
Engagement. As noted elsewhere, these
priorities are intended as a menu of
options from which we may choose in
administering our discretionary grant
programs. We may choose which, if any,
of the priorities or subparts are
appropriate for competitions under
those programs. Thus, we may combine
elements of Priority 14 with elements of
Priority 13 in one competition, if
appropriate and relevant to that
program’s goals.
Changes: None.
Comment: One commenter expressed
support for subpart (b) of Priority 13,
which supports projects that reduce or
eliminate school discipline disparities
between student subgroups, reduce or
eliminate the use of exclusionary
discipline, and address the causes of
those disparities. The commenter
suggested that we add to subpart (b) an
additional activity that would require
applicants to also promote disciplinary
practices that are alternatives to
exclusionary discipline. Another
commenter suggested that we
emphasize in subpart (b) the importance
of training school personnel to address
underlying causes of disparities in
school discipline.
Discussion: We agree that it is
important for applicants to promote
alternative disciplinary practices in
addition to reducing or eliminating
exclusionary practices. We have
therefore edited subpart (b) to include
this additional focus.
While we agree with the other
commenter that school personnel must
have the appropriate knowledge and
skills to address disparities in school
discipline practices, we think that
projects that are designed to address
subpart (b) of Priority 13, as proposed,
could include a focus on training school
personnel in these matters.
Changes: We have revised subpart (b)
of Priority 13 to conclude with: ‘‘. . .
and promoting alternative disciplinary
practices that address the disparities.’’
Comment: One commenter expressed
concern with subpart (b) of Priority 13,
which supports projects that reduce or
eliminate disparities in school
discipline practices for particular
groups of students by identifying and
addressing the root causes of those
disparities. The commenter asserted that
disparities exist because some groups of
students commit more violations than
others.
Discussion: We disagree with the
commenter, and note that the Civil
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Rights Data Collection Issue Brief No.
1 12 reported extensively on these
disparities. Research suggests that the
substantial racial disparities of the kind
reflected in the CRDC data are not
explained by more frequent or more
serious misbehavior by students of
color. 13 We also want to clarify the
purpose of this subpart, which is to
better understand the root causes of
disparate disciplinary practices and,
through that improved understanding,
reduce or eliminate disparities in
disciplinary practices among student
subgroups.
Changes: None.
Comment: One commenter felt that
our focus in subpart (c) of Priority 13
was misplaced, and suggested that we
restructure the subpart so that projects
designed to address it would more
clearly support the re-entry process after
release from juvenile justice facilities or
adult correctional facilities.
Discussion: We thank the commenter
for this suggestion and agree that reentry should be a more prominent focus
of subpart (c).
Changes: We have revised subpart (c)
of Priority 13 so that it now reads:
‘‘Improving the quality of educational
programs in juvenile justice facilities
(such as detention facilities and secure
and non-secure placements) or adult
correctional facilities, or supporting reentry after release, by linking the youth
or adults to education or job-training
programs.’’
Comment: None.
Discussion: Upon review, we
determined that subpart (b) should be
clarified to acknowledge that efforts to
either reduce or eliminate disparities in
school disciplinary practices or to
reduce or eliminate the use of
exclusionary discipline may be
alternative goals for projects designed to
address Priority 13, and that an
individual project need not be designed
to achieve both of those goals in order
to address the priority. We have made
that clarification.
Changes: We have revised subpart (b)
so that it now reads: ‘‘Reducing or
eliminating disparities in school
disciplinary practices for particular
groups of students, including minority
students and students with disabilities,
or reducing or eliminating the use of
exclusionary discipline (such as
suspensions, expulsions, and
unnecessary placements in alternative
education programs) by identifying and
12 Available at: https://ocrdata.ed.gov/Downloads/
CRDC-School-Discipline-Snapshot.pdf.
13 Available at: https://www2.ed.gov/about/offices/
list/ocr/letters/colleague-201401-title-vi-sp.pdf. (See
Footnote 7)
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addressing the root causes of those
disparities or uses and promoting
alternative disciplinary practices that
address the disparities or uses.’’
Priority 14—Improving Parent, Family,
and Community Engagement
Comment: One commenter supported
proposed Priority 14, noting that family
engagement is important in fostering
language and literacy development in
young children. A second commenter
echoed this idea by asking that we
include in subpart (c) of Priority 14 a
focus on reducing language barriers
between parents or families and school
staff. Another commenter also expressed
support for this priority and asked that
we further strengthen the priority to pay
particular attention to the needs of
students from low-income families,
English learners, and other High-need
Students. One commenter noted that
Community Engagement and Parent and
Family Engagement are very important
for student success, and said that it
should be ranked higher in the final list
of priorities.
Discussion: We thank the commenters
for their support for Priority 14. We
think that language and literacy
outcomes for children and students may
be improved through strategies that also
improve Parent and Family Engagement
in schools. We also agree that language
barriers between parents or families and
school staff can be difficult to overcome
when attempting to engage parents or
families in their students’ education.
However, we do not think that changes
to the priority are necessary to allow
support for projects that are designed to
address these needs. Applicants are best
suited to propose projects to address the
specific needs of their communities, and
we therefore decline to revise the
priority in a manner that might limit its
use to those applicants that identify
language barriers as a prevalent issue.
We also agree that High-need
Students may need additional support,
and that their parents may be
uncomfortable entering their children’s
schools. Because several of our
discretionary grant programs are already
targeted on High-need Students, and
because we include Priority 4—
Supporting High-Need Students, we do
not think that adding an additional
focus to Priority 14 on High-need
Students, is necessary.
Finally, we note that the priorities are
not ranked in any particular order. None
of the priorities will be used more
frequently than others in our
discretionary grant programs as a result
of where they fall in this list; the
Department has discretion in choosing
which priorities to use in competitions.
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Changes: None.
Comment: A few commenters
suggested that we include a more
explicit focus in proposed Priority 14 on
linking learning in school to learning at
home. One commenter noted that
including the concept of Systemic
Initiatives in subpart (b) of Priority 14
would further emphasize the need to
develop and implement systems for
promoting family engagement in
schools. In addition, two commenters
expressed support for proposed Priority
14 and suggested several places—in
Priority 14, in the other priorities, and
in some definitions—where the Dual
Capacity-Building Framework for
Family and Community Engagement
could be better represented.
Discussion: We agree that an
important outcome of improving parent,
family, and community engagement is
to connect what students learn at school
to the resources and support that are
available for them at home. We also
agree that, in order to do this work well,
it is helpful for schools to have systems
in place to effectively engage parents
and families. For these reasons, we
amend subpart (b) of Priority 14.
Changes: We have revised subpart (b)
of Priority 14 so that it reads: ‘‘. . . to
build meaningful relationships with
students’ parents or families through
Systemic Initiatives that may also
support students’ learning at home.’’
Comments: One commenter urged us
to restructure Priority 14 to better reflect
the Community Engagement or Parent
and Family Engagement needs of
children beginning at birth. A few other
commenters suggested edits to the
priority to be more inclusive of early
childhood programs.
Discussion: We agree that young
children, in addition to students in
kindergarten and above, benefit from
improved Community Engagement and
Parent and Family Engagement, and
note that we have made some changes
to Priority 1—Improving Early Learning
and Development Outcomes, to improve
coordination between parents, families,
and early childhood educators. We have
revised subparts (b) and (c) to allow for
support for community-based early
learning and development programs.
Changes: In subpart (b), we have
included references to ‘‘program
leaders’’ in addition to school leaders,
and also have included ‘‘practitioners’’
in addition to teachers. In subpart (c),
we have included ‘‘program staff’’ in
addition to school staff. We have made
similar changes to the definitions of
Community Engagement and Parent and
Family Engagement to include both
school and program staff.
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Comment: One commenter suggested
that we add an additional subpart to
Priority 14 that would support
opportunities for parents, families, and
communities to, among other things,
build meaningful relationships with
professionals, understand fiscal
processes, and understand how to use
data to drive decision-making. Another
commenter suggested specific edits to
subpart (a) of Priority 14 to encourage
parents’ use of technological tools to
improve communication.
Discussion: We think that the
elements suggested by the first
commenter are important, and note that
any of these elements could be
supported by projects that are designed
under subpart (a) of Priority 14. We also
note that subpart (c) of Priority 14
allows for broad improvement of
Community Engagement. In general, we
do not think that it is appropriate to list
specific areas of focus beyond what is
already discussed in Priority 14,
because applicants for discretionary
grant programs may wish to propose
projects that are designed to support the
particular needs of their target
populations. We decline to revise the
priority in a manner that might limit its
use.
We appreciate the second
commenter’s suggestion to include a
focus on technological tools, and have
edited subpart (a) to reflect the
suggestion.
Changes: In subpart (a) of Priority 14,
we have revised the parenthetical list so
that it now begins with ‘‘including
techniques or use of technological
tools . . .’’
Comments: One commenter expressed
support for proposed Priority 14, and
noted the important role that afterschool
programs can play in improving
engagement. Another commenter asked
that use of technology be explicitly
included as an innovative tool to
improve communication with parents
and families.
Discussion: We thank the commenters
for offering approaches to this work that
may be effective. In general, we do not
think that it is appropriate to list
specific strategies or approaches beyond
what is already discussed in Priority 14,
because applicants for discretionary
grant programs may wish to propose
projects designed to support the
particular needs of their target
populations. We decline to revise the
priority in a manner that might limit its
potential use.
We note that both afterschool
programs and the use of technology
could be central elements to a project
designed to meet Priority 14, and we
think our inclusion of ‘‘program,’’ in
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addition to ‘‘school,’’ in some subparts
and definitions, as discussed above,
may facilitate the inclusion of
afterschool programs.
Changes: None.
Comment: None.
Discussion: After reviewing Priority
14, we conclude that projects that are
designed to address this priority can
focus on student outcomes in general,
rather than purely academic outcomes.
We think that this is appropriate given
the types of projects we seek to support
under Priority 14, and note that any
project that is designed to address this
priority could focus on improving
student academic outcomes.
Changes: We have removed
‘‘academic’’ from the introductory
language of Priority 14.
Priority 15—Supporting Military
Families and Veterans
Comment: A few commenters
expressed support for proposed Priority
15.
Response: We appreciate the
commenters’ support.
Changes: None.
Definitions. We discuss and respond
to comments received on the proposed
definitions in alphabetical order.
Comment: One commenter suggested
that we define the term ‘‘adult learners’’
and noted that they make up almost 40
percent of the college-going population.
Discussion: We agree that adult
learners are an important group, and
note that Priority 5—Increasing
Postsecondary Access, Affordability,
and Completion includes several
mechanisms for supporting adult
learners. For example, subpart (d) of
Priority 5 focuses on increasing the
number of individuals who return to the
educational system to obtain a Regular
High School Diploma, enroll in and
complete postsecondary education, or
obtain basic and academic skills. We do
not define ‘‘adult learners’’ because we
do not include the term in the NFP, but
we note that our definitions of both
High-need Students and Low-skilled
Adult would include the subgroup
about which the commenter is
concerned.
Changes: None.
Comment: One commenter suggested
that we revise the proposed definition of
Authentic STEM Experiences to include
teacher-led integration of STEM fields
within the K–12 setting. Another
commenter suggested that we include
out-of-school time programs and
summer camp programs in the
definition.
Discussion: While we think that each
commenter’s suggestion is important
and could be useful for some applicants,
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we do not think that the definition of
Authentic STEM Experiences precludes
an applicant from using any of the
strategies or programs discussed above.
Changes: None.
Comment: A few commenters
expressed support for the proposed
definition of Community Engagement
and asked that we include specific types
of organizations in the definition. One
commenter noted the important role
that public media can play in fostering
engagement, and another asked that
museums, cultural organizations, and
other art venues be highlighted in the
definitions of Community Engagement
and Sustained Partnerships.
Another commenter suggested that we
revise the proposed definition of
Community Engagement to include
examples of systematic inclusion.
Discussion: We agree that several
types of organizations, in addition to
those listed in the definitions of
Community Engagement and Sustained
Partnerships, may play integral roles in
projects to improve Community
Engagement or Parent and Family
Engagement. We note that our definition
of Community Engagement includes an
illustrative list of organizations that may
partner with SEAs, LEAs, or other
educational institutions, and that other
organizations not specifically listed in
the definition could also be appropriate
partners, depending on the scope of a
proposed project. Our definition of
Sustained Partnerships includes a
similar list, but is not structured in a
way that provides for flexible
interpretation. We therefore restructure
that definition to reflect the structure of
the Community Engagement definition,
so that applicants may include other
organizations in addition to those listed
as examples in the definition.
Finally, we agree with the commenter
that including examples of systematic
inclusion may be helpful, and have
revised the definition of Community
Engagement to include an illustrative
list of possible ways to systematically
include community organizations as
partners with SEAs, LEAs, or other
educational institutions, or their school
or program staff.
Changes: We have included in the
definition of Community Engagement
the following strategies as possible ways
to achieve systemic inclusion:
‘‘Developing a shared community
vision, establishing a shared
accountability agreement, participating
in shared data collection and analysis,
or establishing community networks
that are focused on shared communitylevel outcomes.’’ We have also revised
the definition of Sustained Partnerships
to make the list of possible partner
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organizations illustrative rather than
complete.
Comment: One commenter identified
technical errors in the proposed
definitions of Community Engagement
and Sustained Partnerships. First, the
commenter asserted that Title III of the
Higher Education Act of 1965 (HEA)
does not authorize grants to IHEs
generally; rather, it authorizes Federal
assistance to certain types of
institutions. Second, the commenter
noted that Hispanic-serving institutions
are eligible for assistance under Title V,
not Title III, of the HEA and that,
without specific mention of Title V in
our definitions of Community
Engagement and Sustained
Partnerships, those institutions would
not be included. Finally, the commenter
stated that historically black colleges
and universities (HBCUs) are a type of
minority-serving institution (MSI), and
are eligible for assistance under Title III
of the HEA. Because HBCUs are a type
of MSI that is authorized to receive
assistance under Title III, it is not
necessary to mention them in addition
to MSIs.
Discussion: We thank the commenter
for pointing out these errors. We have
revised the definitions of Community
Engagement and Sustained Partnerships
to ensure that the HEA is cited properly,
that Hispanic-serving institutions are
included, and that we do not include
redundant references to specific types of
MSIs.
Changes: In the definitions of
Community Engagement and Sustained
Partnerships, we have amended our
reference to the HEA so that it includes
Title III and Title V. We have also
deleted specific reference to HBCUs.
Comment: One commenter suggested
that we add language to the proposed
definitions of Community Engagement
and Parent and Family Engagement to
indicate that the goal of such
engagement must be to improve student
academic and other related outcomes.
Another commenter asked that our
definitions of Community Engagement
and Parent and Family Engagement
require that inclusion of community
organizations be not only systematic,
but sustained over time.
Discussion: We think that it is
important that projects supported by the
Department generally be designed to
support students. As proposed, any
project addressing Priority 14 must be
designed to improve student academic
outcomes through strategies supporting
Community Engagement or Parent and
Family Engagement. Therefore, we do
not think that it is necessary to include
an additional focus on improving
student academic outcomes in the
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definitions of Community Engagement
and Parent and Family Engagement.
We think that the issue of sustaining
strong partnerships is an important one.
However, we think that by requiring
grantees to systematically include
community organizations in their work,
through the definitions, sustainable
partnerships could happen organically.
We also think that requiring a focus on
sustained inclusion may disadvantage
an applicant that is implementing those
strategies for the first time.
Changes: None.
Comment: One commenter suggested
that we include ‘‘validating credentials’’
in the definition of Employer
Engagement to signal the importance of
ensuring that credentials provided by
training programs are those needed for
in-demand jobs. Another commenter
suggested that we include, in the
definition of Employer Engagement, a
focus on encouraging employers to
actively recruit Low-skilled Adults and
High-need Students. A third commenter
thought that it was important to include
potential employers in the definition to
more fully reflect the economic
challenges that rural communities face.
Discussion: We agree that validating
credentials is an important part of
Employer Engagement and we have
edited the definition to reflect that. We
decline to make the change
recommended by the second commenter
because the definition of Employer
Engagement is focused on ways in
which employers can be involved in the
design and delivery of education and
training programs, rather than activities
that seek to influence how and who
employers hire. One intended result of
greater Employer Engagement, however,
is that education and training programs
will be more successful in preparing
and placing Low-skilled Adults and
High-need Students in employment.
With regard to the third commenter’s
suggestion, we decline to make the
change because the goal of subpart (a) of
Priority 6, which is increasing Employer
Engagement, is to encourage education
and training programs to engage with
entities that hire workers so that these
programs can prepare individuals for indemand jobs. Engaging with an entity
that merely has the ‘‘potential’’ to hire
workers sometime in the future would
not advance this goal.
Changes: We have included in the
definition of Employer Engagement the
phrase ‘‘validating credentials’’ as a way
in which employers may demonstrate
active involvement.
Comment: One commenter asked that
creative arts expression be included in
the definition of Essential Domains of
School Readiness, so that the definition
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would align with the Strong Start for
America’s Children Act of 2013.
Discussion: We appreciate the
commenter’s suggestion and have edited
the definition of Essential Domains of
School Readiness to align with the
Strong Start for America’s Children Act
of 2013 and with the Department’s
Preschool Development Grants program.
Changes: We have edited the
definition of Essential Domains of
School Readiness so that it is aligned
with the Strong Start for America’s
Children Act of 2013 and with the
Department’s Preschool Development
Grants program.
Comment: One commenter asked that
we include a definition of ‘‘graduation
rate,’’ and suggested that it be consistent
with the definition in 34 CFR
200.19(b)(1).
Discussion: The term ‘‘graduation
rate’’ is not included in the
Supplemental Priorities so we think it is
unnecessary to define it.
Changes: None.
Comment: Several commenters
requested that the Department add more
student groups to the illustrative list
that is included in the definition of
High-need Students. Specifically,
commenters asked that vulnerable
students, students with multiple
disciplinary incidents, chronically
absent students, students with low-level
literacy achievement, and new
immigrants be explicitly listed as
examples in the definition of High-need
Students. One commenter suggested
that the Department change ‘‘such as’’ to
‘‘and’’ so that, in order to meet the
definition of High-need Students, the
students would need to be among one
of the listed groups.
Discussion: So long as the students
are at risk of educational failure or
otherwise in need of special assistance,
the definition of High-need Students
could include the groups of students
suggested by the commenters.
Applicants are not limited by the
examples provided in the definition. We
think that it is important that an
applicant have the discretion to
determine which students are at risk of
educational failure, and to discuss how
the proposed project will meet the
needs of those students.
Also, it should be noted that this
definition is consistent with the existing
definition of this term that is used by
Department programs, such as the
Investing in Innovation Fund. Although
we agree with the commenters that
additional groups of students may be
considered High-need Students, we
think that it is important for the
Department to be consistent in defining
this term.
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Changes: None.
Comment: Two commenters
questioned the differences between the
definitions of Children with High Needs
and High-need Students. One
commenter suggested defining ‘‘low
income’’ in the definition of Children
with High-needs and suggested using
‘‘children from low-income families’’ in
both definitions.
Discussion: Because Children with
High Needs, as we define that term, are
not yet in school, an exact alignment
between these two terms is not
appropriate (for example, Children with
High Needs do not attend school and,
thus, cannot attend High-minority
Schools). Further, we note that the
terms Children with High Needs and
High-need Students are currently used
in other Department programs (such as
Race to the Top—Early Learning
Challenge and the Investing in
Innovation Fund); and we think that it
is important for the Department to be
consistent in defining these terms.
Changes: None.
Comment: Several commenters
expressed concerns with the definitions
of High-quality Teacher Evaluation and
Support System and High-quality
Principal Evaluation and Support
system.
Specifically, one commenter was
concerned that the definition of Highquality Teacher Evaluation and Support
System would not allow for fair and
appropriate assessment of early career
teachers, for whom there may not be
sufficient Student Growth data
available. One commenter thought that
we did not include a formative
assessment component, teacher buy-in
and collective bargaining rights were
not adequately reflected, our use of the
phrase ‘‘significant factor’’ with respect
to using Student Growth to inform
assessments of teacher performance was
unclear, and that States may
unfavorably interpret the term
‘‘significant’’ when measuring Student
Growth. Another commenter asked that
we clarify that, under the proposed
definition, teachers would be evaluated
only for subjects they teach.
Commenters expressed similar
concerns about the definition of Highquality Principal Evaluation and
Support System. In particular, one
commenter was concerned with using
Student Growth as a significant factor in
evaluating principal performance,
because teachers have a larger impact on
student performance than principals.
Discussion: We thank the commenters
for their thoughtful consideration of
both definitions. These definitions are
aligned with Department guidance to
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States on ESEA flexibility waivers,
which we think is appropriate.
To address some of the specific
concerns of the commenters, we note
that both definitions refer to regularly
scheduled evaluations and clear and
timely feedback. We think that these
provisions speak clearly to the need for
formative assessments. We also note
that both high-quality teacher and
principal evaluation and support
systems must, as defined, be developed
with teacher and principal involvement.
We think that teacher buy-in is an
integral piece in developing and
implementing high-quality evaluation
and support systems, and the
definitions do not affect collective
bargaining rights or agreements.
Changes: None.
Comment: Two commenters suggested
that we expand the definition of Lowskilled Adult. One commenter asked
that we include adults who are not
fluent in English and who may also be
illiterate in their native language.
Another commenter suggested that we
include adults who do not have a high
school diploma (or its recognized
equivalent) or the postsecondary
credential or degree necessary to obtain
employment.
Discussion: We agree that the groups
of individuals described by the
commenters may need targeted support
to succeed in the workforce. We note,
however, that these groups would be
included in our definition of High-need
Students, and that Low-skilled Adults
and High-need Students are referenced
specifically in subparts (b) and (c) of
Priority 6—Improving Job-Driven
Training and Employment Outcomes.
The Department does not need to amend
the definition of Low-skilled Adult in
order for those groups identified by the
commenters to be incorporated under
the priorities because those groups
would be appropriately categorized as
High-need Students and could be
supported by projects designed to
address those subparts.
Changes: None.
Comment: Two commenters suggested
edits to the definition of Military- or
Veteran-connected Student. One
commenter suggested that we revise the
definition to include children of
military families who do not reside on
military bases and children of veterans.
Another commenter asked that we
include a focus on children with high
needs, including children with
disabilities.
Discussion: The definition of Militaryor Veteran-connected Student
encompasses all of the groups described
by the commenters. The definition does
not prescribe where students must live
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in order to be categorized as military- or
veteran-connected. A High-need
Student could be included in the
definition as long as that student has a
parent or guardian who is a member of
the uniformed services, the student is a
member of the uniformed services, or
the student has a parent or guardian
who is a veteran. Children of veterans
are clearly included in subpart (c) of the
definition.
Changes: None.
Comment: One commenter suggested
revisions to the definition of Parent and
Family Engagement so that it would
include activities that take place prior to
school entry, beginning at the prenatal
period. Another commenter suggested
that we include in the definition a focus
on engaging parents and families as
their children transition from early
learning and development programs to
kindergarten, and connecting those
parents and families to appropriate
social services.
Discussion: We appreciate the
commenter’s suggestions, and edit the
definition to include a focus on program
staff, in addition to school staff, which
significantly broadens the scope of the
definition. We do not think it is
appropriate to further broaden the
definition.
We appreciate the commenter’s
suggestion to include supports for
parents and families as their children
transition from early learning and
development programs to kindergarten.
We note that we have revised subpart (c)
of Priority 1—Improving Early Learning
and Development Outcomes so that
applicants addressing this subpart must
weave Parent and Family Engagement
into a project designed to improve
transitions for children across the birththrough-third-grade continuum.
Therefore, we do not think that the
changes suggested by the commenter are
necessary.
Changes: We have revised the
definition of Parent and Family
Engagement to include program staff, in
addition to school staff.
Comment: One commenter suggested
edits to the definition of Persistentlylowest Achieving School.
Discussion: This definition is widely
used across the Department, and
amendments to the definition would
have implications for any discretionary
grant program that wishes to use the
priorities that include this definition.
Changes: None.
Comment: A few commenters
suggested revisions to the proposed
definition of Personalized Learning. One
commenter suggested clarifying the term
so that both scope and sequence of
instruction can be tailored to individual
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learners. One commenter stated that the
second sentence in the proposed
definition be deleted, because the
objectives and content of the instruction
should not vary from college- and
career-ready standards.
One commenter stated that the
definition is too broad, and requested
the Department to identify the specific
interventions that would be included or
excluded. Another commenter
recommended that the definition be
strengthened through the specific
inclusion of supports for student
engagement in Personalized Learning
environments.
One commenter suggested that we
amend the definition to clarify that the
role of digital tools and technology is to
use data and student engagement as the
driving forces in Personalized Learning.
One commenter recommended
explaining in the definition that data
from Personalized Learning should be
used to create a feedback loop between
students, their parents, and their
teachers. Another commenter stated that
data should always be used to improve
learning and instruction in Personalized
Learning.
Discussion: Many of the commenters’
suggestions are captured in the
definition of Personalized Learning. For
example, ‘‘scope’’ and ‘‘sequence’’ are
consistent with the definition’s
reference to learning objectives, content,
learning activities, and pace varying
depending on a learner’s needs.
Regarding the comment that learning
objectives and content should not vary
by learner, we note that learning
objectives differ from standards. A
learning objective is aligned with
college- and career-ready standards, but
the specific learning objective or content
in which a learner focuses in a given
lesson may vary based on that learner’s
needs and mastery at a given point in
time. Thus, we decline to remove the
references to learning objectives and
content.
We do not want to revise the
definition in a manner that would
prescribe specific approaches to
Personalized Learning. For that reason,
we decline to list specific interventions
or supports that may or may not be used
to implement Personalized Learning
approaches. Also, although we agree
that digital tools and technology are
valuable tools, we do not want to
prescribe or limit the types of tools that
may be used under the definition of
Personalized Learning.
We agree with commenters that
available data should be used in
Personalized Learning approaches and
that data are most helpful when
supporting a feedback loop between
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students, their parents, and their
teachers. We think that the definition of
Personalized Learning is consistent with
these activities and that a revision is not
necessary.
Changes: None.
Comment: One commenter suggested
that we include ‘‘relevant external
partners’’ as part of the definition of
Tiered Behavioral Supports, noting that
external partners can play an important
role in matching intensive supports to
student needs.
Discussion: We agree with the
commenter and have included the
suggested phrase in the definition.
Changes: We have revised the
definition of Tiered Behavioral Supports
so that it now reads: ‘‘. . . a continuum
of increasingly intensive and evidencebased social, emotional, and behavioral
supports, including a framework of
universal strategies for students, school
staff, and relevant external partners to
promote positive behavior and databased strategies for matching more
intensive supports to individual student
needs.’’
Comment: None.
Discussion: After review, we
determined that the definition of
Student Achievement was not fully
aligned with the definition of that term
included in the Race to the Top (RTT)
program. Specifically, the definition in
the NPP would require applicants to
measure student achievement for grades
and subjects that require assessment
under the ESEA through both student
scores and other measures of student
learning. The RTT program, however,
requires only that student scores be
used to inform student achievement.
Other measures may be used as
appropriate.
Changes: We have revised the
definition of Student Achievement to
clarify that other measures of student
learning may be used, as appropriate, to
determine student achievement in
grades and subjects for which
assessments are required under the
ESEA.
Final Priorities
The Secretary establishes the
following priorities and related
definitions for use in any appropriate
discretionary grant competitions in FY
2015 and future years. These priorities
and definitions replace the
supplemental priorities and definitions
that were published in 2010.
Priority 1—Improving Early Learning
and Development Outcomes
Projects that are designed to improve
early learning and development
outcomes across one or more of the
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Essential Domains of School Readiness
for children from birth through third
grade (or for any age group within this
range) through a focus on one or more
of the following:
(a) Increasing access to high-quality
early learning and development
programs and comprehensive services,
particularly for Children with High
Needs.
(b) Improving the quality and
effectiveness of the early learning
workforce so that early childhood
educators, including administrators,
have the knowledge, skills, and abilities
necessary to improve young children’s
health, social-emotional, and cognitive
outcomes.
(c) Improving the coordination and
alignment among early learning and
development systems and between such
systems and elementary education
systems, including coordination and
alignment in engaging and supporting
families and improving transitions for
children along the birth-through-thirdgrade continuum, in accordance with
applicable privacy laws.
(d) Including preschool, whether
offered in school or community-based
settings, as part of elementary education
programs and systems in order to
expand opportunities for preschool
students and teachers.
(e) Sustaining improved early learning
and development outcomes throughout
the early elementary school years.
Priority 2—Influencing the
Development of Non-Cognitive Factors
Projects that are designed to improve
students’ mastery of non-cognitive skills
and behaviors (such as academic
behaviors, academic mindset,
perseverance, self-regulation, social and
emotional skills, and approaches toward
learning strategies) and enhance student
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Priority 3—Promoting Personalized
Learning
Projects that are designed to improve
student academic outcomes and close
academic opportunity or attainment
gaps through one or both of the
following:
(a) Implementing Personalized
Learning approaches that will ensure
appropriate support and produce
academic excellence for all students.
(b) Awarding credit or Digital
Credentials based on Personalized
Learning or adaptive assessments of
academic performance, cognitive
growth, or behavioral improvements
and aligned with college- and careerready standards.
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Priority 4—Supporting High-Need
Students
(a) Projects that are designed to
improve:
(i) Academic outcomes;
(ii) Learning environments; or
(iii) Both,
(b) For one or more of the following
groups of students:
(i) High-need Students.
(ii) Students served by Rural Local
Educational Agencies.
(iii) Students with disabilities.
(iv) English learners.
(v) Students in Lowest-performing
Schools.
(vi) Students who are living in
poverty and are served by schools with
high concentrations of students living in
poverty.
(vii) Disconnected Youth or migrant
youth.
(viii) Low-skilled Adults.
(ix) Students who are members of
federally recognized Indian tribes.
Priority 5—Increasing Postsecondary
Access, Affordability, and Completion
Projects that are designed to address
one or more of the following:
(a) Reducing the net cost, median
student loan debt, and likelihood of
student loan default for High-need
Students who enroll in college, other
postsecondary education, or other career
and technical education.
(b) Increasing the number and
proportion of High-need Students who
are academically prepared for, enroll in,
or complete on time college, other
postsecondary education, or other career
and technical education.
(c) Increasing the number and
proportion of High-need Students who,
through college preparation, awareness,
recruitment, application, selection, and
other activities and strategies, enroll in
or complete college, other
postsecondary education, or other career
and technical education.
(d) Increasing the number of
individuals who return to the
educational system to obtain a Regular
High School Diploma or its recognized
equivalent; enroll in and complete
college, other postsecondary education,
or career and technical training; or
obtain basic and academic skills that
they need to succeed in college, other
postsecondary education, other career
and technical education, or the
workforce.
(e) Increasing the number and
proportion of High-need Students,
particularly Low-skilled Adults,
individuals with disabilities, and
Disconnected Youth or youth who are at
risk of becoming disconnected, who
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enroll in and complete postsecondary
programs.
(f) Supporting the development and
implementation of high-quality online
or hybrid credit-bearing and accessible
learning opportunities that reduce the
cost of higher education, reduce time to
degree completion, or allow students to
progress at their own pace.
Priority 6—Improving Job-Driven
Training and Employment Outcomes
Projects that are designed to improve
job-driven training and employment
outcomes through a focus on one or
more of the following:
(a) Increasing Employer Engagement.
(b) Providing work-based learning
opportunities (such as Registered
Apprenticeships, other apprenticeships,
internships, externships, on-the-job
training, co-operative learning, practica,
and work experience) for Low-skilled
Adults or other High-need Students.
(c) Integrating education and training
into a career pathways program or
system that offers connected education
and training (such as education and
training programs offered by community
colleges or other institutions of higher
education), related Stackable
Credentials, and support services that
enable Low-skilled Adults or other
High-need Students to obtain industryrecognized credentials and obtain
employment within an occupational
area with the potential to advance to
higher levels of education and
employment in that area.14
(d) Providing Labor Market
Information, career information,
advising, counseling, job search
assistance, and other supports, such as
performance-based or other income
supports or stipends, transportation and
child care assistance and information,
that facilitate credential attainment,
employability, and job tenure.
(e) Using Labor Market Information to
inform the focus of programs and to
guide jobseekers in choosing the types
of employment or fields of study,
training, or credentials to pursue.
(f) Improving the knowledge and
skills of service providers that will
enable the providers to better assist their
customers to obtain the competencies
and job skills that are needed in the
competitive labor market.
14 Examples of such integration include
partnering or coordinating with other programs that
provide job training and employment services,
including American Job Centers and other programs
authorized by the Workforce Investment Act or the
Workforce Innovation and Opportunity Act.
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Priority 7—Promoting Science,
Technology, Engineering, and
Mathematics (STEM) Education
Projects that are designed to improve
Student Achievement or other related
outcomes by addressing one or more of
the following:
(a) Increasing the preparation of
teachers or other educators in STEM
subjects through activities that may
include building content knowledge and
pedagogical content knowledge, and
increasing the number and quality of
Authentic STEM Experiences.
(b) Providing students with increased
access to rigorous and engaging STEM
coursework and Authentic STEM
Experiences that may be integrated
across multiple settings.
(c) Identifying and implementing
instructional strategies, systems, and
structures that improve postsecondary
learning and retention, resulting in
completion of a degree in a STEM field.
(d) Increasing the number of
individuals from groups that have been
historically under-represented in STEM,
including minorities, individuals with
disabilities, and women, who are
provided with access to rigorous and
engaging coursework in STEM or who
are prepared for postsecondary study
and careers in STEM.
(e) Supporting local or regional
partnerships to give students access to
real-world STEM experiences and to
give educators access to high-quality
STEM-related professional learning.
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Priority 8—Implementing
Internationally Benchmarked Collegeand Career-Ready Standards and
Assessments
Projects that are designed to support
the implementation of, and transition to,
internationally benchmarked collegeand career-ready standards and
assessments, including projects in one
or more of the following:
(a) Developing and implementing
student assessments (such as formative
assessments, interim assessments, and
summative assessments) or
performance-based tools that are aligned
with those standards, that are accessible
to all students.
(b) Developing and implementing
teacher or principal professional
development or preparation programs
that are aligned with those standards.
(c) Developing and implementing
strategies that use the standards and
information from assessments to inform
classroom practices that meet the needs
of all students.
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Priority 9—Improving Teacher
Effectiveness and Promoting Equitable
Access to Effective Teachers
Projects that are designed to address
one or more of the following:
(a) Increasing the number and
percentage of effective teachers in
Lowest-performing Schools, schools in
Rural Local Educational Agencies, or
schools with high concentrations of
students from low-income families and
minority students, through such
activities as:
(i) Improving the preparation,
recruitment, selection, and early career
development of teachers; implementing
performance-based certification
systems; reforming compensation and
advancement systems; and reforming
hiring timelines and systems.
(ii) Improving the retention of
effective teachers through such
activities as creating or enhancing
opportunities for teachers’ professional
growth; delivering professional
development to teachers that is relevant,
effective, and outcome-oriented;
reforming compensation and
advancement systems; and improving
workplace conditions to create
opportunities for successful teaching
and learning.
(b) Promoting equitable access to
effective teachers for students from lowincome families and minority students
across and within schools and districts.
For the purposes of this priority,
teacher effectiveness must be measured
using a High-quality Teacher Evaluation
and Support System.
Priority 10—Improving the
Effectiveness of Principals 15
Projects that are designed to increase
the number and percentage of highly
effective principals by addressing one or
more of the following:
(a) Creating or expanding practices
and strategies to recruit, select, prepare,
and support talented individuals to lead
and significantly improve instruction in
Lowest-performing Schools, schools in
Rural Local Educational Agencies, or
schools with high concentrations of
High-need Students.
(b) Identifying, implementing, and
supporting policies and school and
district conditions that facilitate efforts
by principals to turn around Lowestperforming Schools.
(c) Creating or expanding principal
preparation programs that include
clinical experiences, induction and
other supports for program participants,
strategies for tracking the effect that
program graduates have on teaching and
15 For the purpose of this priority, the term
‘‘principal’’ also refers to an assistant principal.
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learning, and coursework that is aligned
with pre-kindergarten through grade 12
college- and career-ready standards.
(d) Implementing professional
development for current principals,
especially in Lowest-performing
Schools, that is designed to improve
teacher and student learning by
supporting principals in their mastery of
essential instructional and
organizational leadership skills.
(e) Implementing practices or
strategies that support districts in
hiring, evaluating, supporting, and
retaining effective principals.
For the purposes of this priority,
principal effectiveness must be
measured using a High-quality Principal
Evaluation and Support System.
Priority 11—Leveraging Technology To
Support Instructional Practice and
Professional Development
Projects that are designed to leverage
technology through one or more of the
following:
(a) Using high-speed Internet access
and devices to increase students’ and
educators’ access to high-quality
accessible digital tools, assessments,
and materials, particularly Open
Educational Resources.
(b) Implementing high-quality
accessible digital tools, assessments,
and materials that are aligned with
rigorous college- and career-ready
standards.
(c) Implementing high-quality,
accessible online courses, online
learning communities, or online
simulations, such as those for which
educators could earn professional
development credit or continuing
education units through Digital
Credentials based on demonstrated
mastery of competencies and
performance-based outcomes, instead of
traditional time-based metrics.
(d) Using data platforms that enable
the development, visualization, and
rapid analysis of data to inform and
improve learning outcomes, while also
protecting privacy in accordance with
applicable laws.
Priority 12—Promoting Diversity
Projects that are designed to prepare
students for success in an increasingly
diverse workforce and society by
increasing the diversity, including
racial, ethnic, and socioeconomic
diversity, of students enrolled in
individual schools or postsecondary
programs; or, in the case of preschool,
elementary, or secondary programs,
decreasing the racial, ethnic, or
socioeconomic isolation of students
who are served by the project.
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Priority 13—Improving School Climate,
Behavioral Supports, and Correctional
Education
Projects that are designed to improve
student outcomes through one or more
of the following:
(a) Improving school climate through
strategies that may include establishing
Tiered Behavioral Supports or
strengthening student social, emotional,
and behavioral skills.
(b) Reducing or eliminating
disparities in school disciplinary
practices for particular groups of
students, including minority students
and students with disabilities, or
reducing or eliminating the use of
exclusionary discipline (such as
suspensions, expulsions, and
unnecessary placements in alternative
education programs) by identifying and
addressing the root causes of those
disparities or uses and promoting
alternative disciplinary practices that
address the disparities or uses.
(c) Improving the quality of
educational programs in juvenile justice
facilities (such as detention facilities
and secure and non-secure placements)
or adult correctional facilities, or
supporting re-entry after release, by
linking the youth or adults to education
or job training programs.
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Priority 14—Improving Parent, Family,
and Community Engagement
Projects that are designed to improve
student outcomes through one or more
of the following:
(a) Developing and implementing
Systemic Initiatives to improve Parent
and Family Engagement by expanding
and enhancing the skills, strategies, and
knowledge (including techniques or use
of technological tools needed to
effectively communicate, advocate,
support, and make informed decisions
about the student’s education) of
parents and families.
(b) Providing professional
development that enhances the skills
and competencies of school or program
leaders, principals, teachers,
practitioners, or other administrative
and support staff to build meaningful
relationships with students’ parents or
families through Systemic Initiatives
that may also support students’ learning
at home.
(c) Implementing initiatives that
improve Community Engagement, the
relationships between parents or
families and school or program staff by
cultivating Sustained Partnerships.
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Priority 15—Supporting Military
Families and Veterans
Projects that are designed to address
the needs of Military- or Veteranconnected Students.
Types of Priorities
When inviting applications for a
competition using one or more
priorities, we designate the type of each
priority as absolute, competitive
preference, or invitational through a
notice in the Federal Register. 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 (1) awarding additional
points, depending on the extent to
which the application meets the priority
(34 CFR 75.105(c)(2)(i)); or (2) selecting
an application that meets the 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
priority. However, we do not give an
application that meets the priority a
preference over other applications (34
CFR 75.105(c)(1)).
Final Definitions
Authentic STEM experiences means
laboratory, research-based, or
experiential learning opportunities in a
STEM (science, technology, engineering,
and mathematics) subject in informal or
formal settings.
Children with high needs means
children from birth through
kindergarten entry who are from lowincome families or otherwise in need of
special assistance and support,
including children who have disabilities
or developmental delays; who are
English learners; who reside on ‘‘Indian
lands’’ as that term is defined by section
8013(7) of the Elementary and
Secondary Education Act of 1965, as
amended (ESEA); who are migrant,
homeless, or in foster care; and who are
other children as identified by the State.
Community engagement means the
systematic inclusion of community
organizations as partners with State
educational agencies, local educational
agencies, or other educational
institutions, or their school or program
staff to accomplish activities that may
include developing a shared community
vision, establishing a shared
accountability agreement, participating
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in shared data-collection and analysis,
or establishing community networks
that are focused on shared communitylevel outcomes. These organizations
may include faith- and communitybased organizations, institutions of
higher education (including minorityserving institutions eligible to receive
aid under Title III or Title V of the
Higher Education Act of 1965),
businesses and industries, labor
organizations, State and local
government entities, or Federal entities
other than the Department.
Digital credentials means evidence of
mastery of specific competencies or
performance-based abilities, provided in
digital rather than physical medium
(such as through digital badges). These
digital credentials may then be used to
supplement or satisfy continuing
education or professional development
requirements.
Disconnected youth means lowincome individuals, ages 14–24, who
are homeless, are in foster care, are
involved in the justice system, or are not
working or not enrolled in (or at risk of
dropping out of) an educational
institution.
Employer engagement means the
active involvement of employers,
employer associations, and labor
organizations in identifying skills and
competencies, validating credentials,
designing programs, offering real
workplace problem sets, facilitating
access to leading-edge equipment and
facilities, providing ‘‘return to work’’type professional development
opportunities for faculty, and providing
work-based learning and mentoring
opportunities for participants.
Essential domains of school readiness
means the domains of language and
literacy development, cognition and
general knowledge (including early
mathematics and early scientific
development), approaches toward
learning (including the utilization of the
arts), physical well-being and motor
development (including adaptive skills),
and social and emotional development.
High-minority school means a school
as that term is defined by a local
educational agency (LEA), which must
define the term in a manner consistent
with its State’s Teacher Equity Plan, as
required by section 1111(b)(8)(C) of the
Elementary and Secondary Education
Act of 1965, as amended (ESEA). The
applicant must provide the definition(s)
of High-minority Schools used in its
application.
High-need students means students
who are at risk of educational failure or
otherwise in need of special assistance
and support, such as students who are
living in poverty, who attend High-
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minority Schools, who are far below
grade level, who have left school before
receiving a Regular High School
Diploma, who are at risk of not
graduating with a diploma on time, who
are homeless, who are in foster care,
who have been incarcerated, who have
disabilities, or who are English learners.
High-quality teacher evaluation and
support system means a system that
provides for continuous improvement of
instruction; differentiates performance
using at least three performance levels;
uses multiple valid measures to
determine performance levels, including
data on Student Growth as a significant
factor and other measures of
professional practice; evaluates teachers
on a regular basis; provides clear and
timely feedback that identifies needs
and guides professional development; is
developed with teacher and principal
involvement; and is used to inform
personnel decisions.
High-quality principal evaluation and
support system means a system that
provides for continuous improvement of
instruction; differentiates performance
using at least three performance levels;
uses multiple valid measures to
determine performance levels, including
data on Student Growth as a significant
factor and other measures of
professional practice; evaluates
principals on a regular basis; provides
clear and timely feedback that identifies
needs and guides professional
development; is developed with teacher
and principal involvement; and is used
to inform personnel decisions.
Labor market information means data
on current and projected local, regional,
State, and national labor markets, such
as the number and type of available
jobs, future demand, job characteristics,
training and skills requirements, and the
composition, characteristics, and skills
of the labor force.
Low-skilled adult means an adult with
low literacy and numeracy skills.
Lowest-performing schools means—
For a State with an approved request
for flexibility under the Elementary and
Secondary Education Act of 1965, as
amended (ESEA, Priority Schools or
Tier I and Tier II Schools that have been
identified under the School
Improvement Grants program.
For any other State, Tier I and Tier II
Schools that have been identified under
the School Improvement Grants
program.
Military- or veteran-connected student
means—
(a) A child participating in an early
learning and development program, a
student enrolled in preschool through
grade 12, or a student enrolled in
postsecondary education or career and
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technical training who has a parent or
guardian who is a member of the
uniformed services (as defined by 37
U.S.C. 101, in the Army, Navy, Air
Force, Marine Corps, Coast Guard,
National Guard, National Oceanic and
Atmospheric Administration, or Public
Health Service);
(b) A student who is a member of the
uniformed services, a veteran of the
uniformed services, or the spouse of a
service member or veteran; or
(c) A child participating in an early
learning and development program or a
student enrolled in preschool through
grade 12 who has a parent or guardian
who is a veteran of the uniformed
services (as defined by 37 U.S.C. 101).
Open educational resources means
teaching, learning, and research
resources that reside in the public
domain or have been released under an
intellectual property license that
permits their free use and repurposing
by others.
Parent and family engagement means
the systematic inclusion of parents and
families, working in partnership with
State educational agencies (SEAs), State
lead agencies (under Part C of the
Individuals with Disabilities Education
Act (IDEA) or the State’s Race to the
Top-Early Learning Challenge grant),
local educational agencies (LEAs), or
other educational institutions, or their
staff, in their child’s education, which
may include strengthening the ability of
(a) parents and families to support their
child’s education; and (b) school or
program staff to work with parents and
families.
Persistently-lowest achieving school
means, as determined by the State—
(a)(1) Any Title I school that has been
identified for improvement, corrective
action, or restructuring under section
1116 of the Elementary and Secondary
Education Act of 1965, as amended
(ESEA) and that—
(i) Is among the lowest-achieving five
percent of Title I schools in
improvement, corrective action, or
restructuring or the lowest-achieving
five Title I schools in improvement,
corrective action, or restructuring in the
State, whichever number of schools is
greater; or
(ii) Is a high school that has had a
graduation rate, as defined in 34 CFR
200.19(b), that is less than 60 percent
over a number of years; and
(2) Any secondary school that is
eligible for, but does not receive, Title
I funds that—
(i) Is among the lowest-achieving five
percent of secondary schools or the
lowest-achieving five secondary schools
in the State that are eligible for, but do
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not receive, Title I funds, whichever
number of schools is greater; or
(ii) Is a high school that has had a
graduation rate, as defined in 34 CFR
200.19(b), that is less than 60 percent
over a number of years.
(b) To identify the lowest-achieving
schools, a State must take into account
both—
(i) The academic achievement of the
‘‘all students’’ group in a school in
terms of proficiency on the State’s
assessments under section 1111(b)(3) of
the Elementary and Secondary
Education Act of 1965, as amended
(ESEA), in reading/language arts and
mathematics combined; and
(ii) The school’s lack of progress on
those assessments over a number of
years in the ‘‘all students’’ group.
Personalized learning means
instruction that is aligned with rigorous
college- and career-ready standards so
that the pace of learning and the
instructional approach are tailored to
the needs of individual learners.
Learning objectives and content, as well
as the pace, may all vary depending on
a learner’s needs. In addition, learning
activities are aligned with specific
interests of each learner. Data from a
variety of sources (including formative
assessments, student feedback, and
progress in digital learning activities),
along with teacher recommendations,
are often used to personalize learning.
Priority schools means schools that,
based on the most recent data available,
have been identified as among the
lowest-performing schools in the State.
The total number of Priority Schools in
a State must be at least five percent of
the Title I schools in the State. A
priority school is—
(a) A school among the lowest five
percent of Title I schools in the State
based on the achievement of the ‘‘all
students’’ group in terms of proficiency
on the statewide assessments that are
part of the SEA’s differentiated
recognition, accountability, and support
system, combined, and has
demonstrated a lack of progress on those
assessments over a number of years in
the ‘‘all students’’ group;
(b) A Title I-participating or Title Ieligible high school with a graduation
rate that is less than 60 percent over a
number of years; or
(c) A Tier I or Tier II school under the
School Improvement Grant (SIG)
program that is using SIG funds to
implement a school intervention model.
Regular high school diploma means
the standard high school diploma that is
awarded to students in the State and
that is fully aligned with the State’s
academic content standards or a higher
diploma and does not include a General
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Education Development (GED)
credential, certificate of attendance, or
any alternative award.
Rural local educational agency means
a local educational agency (LEA) that is
eligible under the Small Rural School
Achievement (SRSA) program or the
Rural and Low-Income School (RLIS)
program authorized under Title VI, Part
B of the Elementary and Secondary
Education Act of 1965, as amended
(ESEA). Eligible applicants may
determine whether a particular LEA is
eligible for these programs by referring
to information on the Department’s Web
site at www2.ed.gov/nclb/freedom/local/
reap.html.
Stackable credentials means
credentials that are part of a sequence of
credentials that can be accumulated
over time to increase an individual’s
qualifications and help him or her to
advance along a career pathway to
different and potentially higher-paying
jobs.
Student achievement means—
For grades and subjects in which
assessments are required under section
1111(b)(3) of the Elementary and
Secondary Act of 1965, as amended
(ESEA): (1) A student’s score on such
assessments; and, as appropriate (2)
other measures of student learning, such
as those described in the subsequent
paragraph, provided that they are
rigorous and comparable across schools
within a local educational agency (LEA).
For grades and subjects in which
assessments are not required under
section 1111(b)(3) of the ESEA: (1)
Alternative measures of student learning
and performance, such as student
results on pre-tests, end-of-course tests,
and objective performance-based
assessments; (2) student learning
objectives; (3) student performance on
English language proficiency
assessments; and (4) other measures of
student achievement that are rigorous
and comparable across schools within
an LEA.
Student growth means the change in
Student Achievement for an individual
student between two or more points in
time.
Sustained partnership means a
relationship that has demonstrably
adequate resources and other support to
continue beyond the funding period and
that consist of community organizations
as partners with a local educational
agency and one or more of its schools.
These organizations may include faithand community-based organizations,
institutions of higher education
(including minority-serving institutions
eligible to receive aid under Title III or
Title V of the Higher Education Act of
1965 (HEA)), businesses and industries,
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labor organizations, State and local
government entities, or Federal entities
other than the Department.
Systemic initiative means a policy,
program, or activity that includes Parent
and Family Engagement as a core
component and is designed to meet
critical educational goals, such as
school readiness, Student Achievement,
and school turnaround.
Tier I schools means—
(a) A Title I school that has been
identified as in improvement, corrective
action, or restructuring under section
1116 of the Elementary and Secondary
Education Act of 1965, as amended
(ESEA) and that is identified by the SEA
under paragraph (a)(1) of the definition
of Persistently-lowest Achieving School.
(b) An elementary school that is
eligible for Title I, Part A funds that—
(1)(i) Has not made adequate yearly
progress for at least two consecutive
years; or
(ii) Is in the State’s lowest quintile of
performance based on proficiency rates
on the State’s assessments under section
1111(b)(3) of the Elementary and
Secondary Education Act of 1965, as
amended (ESEA) in reading/language
arts and mathematics combined; and
(2) Is no higher achieving than the
highest-achieving school identified by
the SEA under paragraph (a)(1)(i) of the
definition of Persistently-lowest
Achieving School.
Tier II schools means—
(a) A secondary school that is eligible
for, but does not receive, Title I, Part A
funds and is identified by the State
educational agency (SEA) under
paragraph (a)(2) of the definition of
Persistently-lowest Achieving Schools.
(b) A secondary school that is eligible
for Title I, Part A funds that—
(1)(i) Has not made adequate yearly
progress for at least two consecutive
years; or
(ii) Is in the State’s lowest quintile of
performance based on proficiency rates
on the State’s assessments under section
1111(b)(3) of the Elementary and
Secondary Education Act of 1965, as
amended (ESEA), in reading/language
arts and mathematics combined; and
(2)(i) Is no higher achieving than the
highest-achieving school identified by
the SEA under paragraph (a)(2)(i) of the
definition of Persistently-lowest
Achieving School; or
(ii) Is a high school that has had a
graduation rate, as defined in 34 CFR
200.19(b), that is less than 60 percent
over a number of years.
Tiered behavioral supports means a
continuum of increasingly intensive and
evidence-based social, emotional, and
behavioral supports, including a
framework of universal strategies for
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students, school staff, and relevant
external partners to promote positive
behavior and data-based strategies to
match more intensive supports to
individual student needs.
This notice does not preclude us from
proposing additional priorities,
requirements, definitions, or selection
criteria, subject to meeting applicable
rulemaking requirements.
Note: This notice does not solicit
applications. In any year in which we choose
to use one or more of these priorities and
definitions, we invite applications through a
notice in the Federal Register.
Executive Orders 12866 and 13563
Regulatory Impact Analysis
Under Executive Order 12866, the
Secretary must determine whether this
regulatory action is ‘‘significant’’ and,
therefore, subject to the requirements of
the Executive order and subject to
review by the Office of Management and
Budget (OMB). Section 3(f) of Executive
Order 12866 defines a ‘‘significant
regulatory action’’ as an action likely to
result in a rule that may—
(1) Have an annual effect on the
economy of $100 million or more, or
adversely affect a sector of the economy,
productivity, competition, jobs, the
environment, public health or safety, or
State, local, or tribal governments or
communities in a material way (also
referred to as an ‘‘economically
significant’’ rule);
(2) Create serious inconsistency or
otherwise interfere with an action taken
or planned by another agency;
(3) Materially alter the budgetary
impacts of entitlement grants, user fees,
or loan programs or the rights and
obligations of recipients thereof; or
(4) Raise novel legal or policy issues
arising out of legal mandates, the
President’s priorities, or the principles
stated in the Executive order.
This final regulatory action is a
significant regulatory action subject to
review by OMB under section 3(f) of
Executive Order 12866.
We have also reviewed this final
regulatory action under Executive Order
13563, which supplements and
explicitly reaffirms the principles,
structures, and definitions governing
regulatory review established in
Executive Order 12866. To the extent
permitted by law, Executive Order
13563 requires that an agency—
(1) Propose or adopt regulations only
upon a reasoned determination that
their benefits justify their costs
(recognizing that some benefits and
costs are difficult to quantify);
(2) Tailor its regulations to impose the
least burden on society, consistent with
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obtaining regulatory objectives and
taking into account—among other things
and to the extent practicable—the costs
of cumulative regulations;
(3) In choosing among alternative
regulatory approaches, select those
approaches that maximize net benefits
(including potential economic,
environmental, public health and safety,
and other advantages; distributive
impacts; and equity);
(4) To the extent feasible, specify
performance objectives, rather than the
behavior or manner of compliance a
regulated entity must adopt; and
(5) Identify and assess available
alternatives to direct regulation,
including economic incentives—such as
user fees or marketable permits—to
encourage the desired behavior, or
provide information that enables the
public to make choices.
Executive Order 13563 also requires
an agency ‘‘to use the best available
techniques to quantify anticipated
present and future benefits and costs as
accurately as possible.’’ The Office of
Information and Regulatory Affairs of
OMB has emphasized that these
techniques may include ‘‘identifying
changing future compliance costs that
might result from technological
innovation or anticipated behavioral
changes.’’
We are issuing these final priorities
and definitions only on a reasoned
determination that their benefits justify
their costs. In choosing among
alternative regulatory approaches, we
selected those approaches that
maximize net benefits. Based on the
analysis that follows, the Department
believes that this regulatory action is
consistent with the principles in
Executive Order 13563.
We also have determined that this
regulatory action would not unduly
interfere with State, local, and tribal
governments in the exercise of their
governmental functions.
VerDate Sep<11>2014
19:24 Dec 09, 2014
Jkt 235001
In accordance with both Executive
orders, the Department has assessed the
potential costs and benefits, both
quantitative and qualitative, of this
regulatory action. The potential costs
associated with this regulatory action
are those resulting from regulatory
requirements and those we have
determined as necessary for
administering the Department’s
programs and activities.
Discussion of Costs and Benefits
The final priorities and definitions do
not impose significant costs on entities
that receive assistance through the
Department’s discretionary grant
programs. Additionally, the benefits of
implementing the priorities contained
in this document outweigh any
associated costs because they result in
the Department’s discretionary grant
programs selecting high-quality
applications to implement activities that
are most likely to have a significant
national effect on educational reform
and improvement.
Application submission and
participation in a discretionary grant
program are voluntary. The Secretary
believes that the costs imposed on
applicants by the final priorities and
definitions are to be limited to
paperwork burden related to preparing
an application for a discretionary grant
program that is using one or more of the
final priorities and definitions in its
competition. Because the costs of
carrying out activities will be paid for
with program funds, the costs of
implementation will not be a burden for
any eligible applicants, including small
entities.
Regulatory Flexibility Act Certification
For these reasons as well, the
Secretary certifies that these final
priorities and definitions do not have a
significant economic impact on a
substantial number of small entities.
PO 00000
Frm 00032
Fmt 4701
Sfmt 9990
Intergovernmental Review: Some of
the programs affected by these final
priorities and definitions are 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.
Accessible Format: Individuals with
disabilities can obtain this document in
an accessible format (such as braille,
large print, audiotape, or compact disc)
on request to the program contact
person listed under FOR FURTHER
INFORMATION CONTACT.
Electronic Access to This Document:
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 through the Federal Digital
System at: www.gpo.gov/fdsys. At this
site you can view this document, as well
as all other documents of this
Department published in the Federal
Register, in text or Adobe Portable
Document Format (PDF). To use PDF
you must have Adobe Acrobat Reader,
which is available free at the site.
You may also access documents of the
Department published in the Federal
Register by using the article search
feature at: www.federalregister.gov.
Specifically, through the advanced
search feature at this site, you can limit
your search to documents published by
the Department.
Dated: December 4, 2014.
Arne Duncan,
Secretary of Education.
[FR Doc. 2014–28911 Filed 12–9–14; 8:45 am]
BILLING CODE 4000–01–P
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Agencies
[Federal Register Volume 79, Number 237 (Wednesday, December 10, 2014)]
[Notices]
[Pages 73425-73456]
From the Federal Register Online via the Government Printing Office [www.gpo.gov]
[FR Doc No: 2014-28911]
[[Page 73425]]
Vol. 79
Wednesday,
No. 237
December 10, 2014
Part III
Department of Education
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Secretary's Final Supplemental Priorities and Definitions for
Discretionary Grant Programs; Notice
Federal Register / Vol. 79 , No. 237 / Wednesday, December 10, 2014 /
Notices
[[Page 73426]]
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DEPARTMENT OF EDUCATION
[Docket ID ED-2013-OII-0146]
RIN 1894-AA04
Secretary's Final Supplemental Priorities and Definitions for
Discretionary Grant Programs
AGENCY: Department of Education.
ACTION: Final priorities and definitions.
-----------------------------------------------------------------------
SUMMARY: To support a comprehensive education agenda, the Secretary of
Education establishes 15 priorities and related definitions for use in
any appropriate discretionary grant program for fiscal year (FY) 2015
and future years. These priorities and definitions replace the
supplemental priorities for discretionary grant programs that were
published in 2010 and corrected in 2011. These priorities reflect the
lessons learned from implementing discretionary grant programs, as well
as our current policy objectives and emerging needs in education.
DATES: Effective Date: These supplemental priorities and definitions
are effective January 9, 2015.
FOR FURTHER INFORMATION CONTACT: Allison Moss, U.S. Department of
Education, 400 Maryland Avenue SW., Room 4W319, Washington, DC 20202.
Telephone: (202) 205-7726 or by email: allison.moss@ed.gov.
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Executive Summary
Purpose of This Regulatory Action: The Secretary has outlined a
comprehensive education agenda that includes support for early learning
and development programs that prepare children to succeed in school;
elementary and secondary education programs that prepare students to
succeed in college, career, and life; and postsecondary programs that
prepare students to be competitive in the workforce. These final
priorities and definitions may be used across the Department of
Education's (the Department) discretionary grant programs to further
the Department's mission to promote Student Achievement \1\ and global
competitiveness.
---------------------------------------------------------------------------
\1\ Defined terms are used throughout this document and are
indicated by capitalization.
---------------------------------------------------------------------------
Summary of the Major Provisions of This Regulatory Action: This
regulatory action announces 15 supplemental priorities and relevant
definitions. Each major provision is discussed in the Public Comment
section of this document.
Program Authority: 20 U.S.C. 1221e-3, 3474.
We published a notice of proposed priorities and definitions (NPP)
in the Federal Register on June 24, 2014 (79 FR 35736). That document
contained background information and our reasons for proposing the
particular priorities and definitions.
Public Comment: In response to our invitation in the NPP, more than
1,600 parties submitted comments on the proposed priorities and
definitions.
We group major issues according to subject. Generally, we do not
address technical and other minor changes.
Analysis of Comments and Changes: An analysis of the comments and
any changes in the priorities and definitions since publication of the
notice of proposed priorities and definitions follows.
General
Comment: Over 1,000 commenters urged the Department to include in
this notice of final priorities (NFP) a priority on a specific content
area in education. Many of these commenters expressed support for a new
priority focused on history and civic learning, but several commenters
also wrote in support of the arts, foreign languages, geography,
economics, and social studies. These commenters, in general, stated
that it is inappropriate to include a priority that promotes science,
technology, engineering, and mathematics (STEM) education without
focusing on other educational areas such as history, civic learning,
and social studies. One commenter suggested that if a new priority
focused on such subjects was not possible, we amend all of the 15
proposed priorities to require that applicants demonstrate knowledge of
peoples, cultures, and histories within that applicant's region.
Discussion: We appreciate the commenters' concern that these
priorities do not highlight content areas equally. While we do include
Priority 7, which promotes STEM education and access to rigorous
coursework in those subjects, but not priorities for other content
areas, we clearly discuss our reasoning for focusing on STEM learning
in the background section for Priority 7 in the NPP.
Most of the priorities, as written, could be used to support any
type of content area or classroom. For example, an applicant proposing
a project designed to address Priority 2--Influencing the Development
of Non-Cognitive Factors could do so using a strategy that includes
creative arts expression. In addition, under Priority 9--Improving
Teacher Effectiveness and Promoting Equitable Access to Effective
Teachers, projects that recruit, select, develop, support, and retain
effective teachers could be designed with the specific needs of a
history, social studies, foreign language, or civic education teacher
in mind. As such, we do not think specific priorities in the
recommended content areas are necessary.
We appreciate the commenter's suggestion that, if inclusion of a
priority on history and civic learning is not possible, we change all
of our priorities to ensure that applicants approach their proposed
projects with the full context of the communities they propose to serve
in mind. We agree that, to implement projects successfully, grant
recipients should consider the history and characteristics of the
communities they serve. However, applicants already have adequate
incentives to demonstrate that they understand the community they
intend to serve through their responses to the selection criteria used
by the Department in its discretionary grant competitions to solicit
information from applicants, such as how the proposed project would
work, why the proposed project is necessary, and if the applicant has
the necessary resources and experience to successfully implement the
proposed project. In addition to program-specific selection criteria,
general selection criteria are available in 34 CFR 75.210 for the
Department to use, when appropriate, and the Department can develop
selection criteria under 34 CFR 75.209 for use in any discretionary
grant program. Including such a focus in each priority is therefore
unnecessary.
Changes: None.
Comment: A few commenters asked that the Department include
priorities on additional general topics. One commenter asked the
Department to prioritize secondary and postsecondary transitions.
Another commenter requested that we prioritize emerging fields of study
that are important to national security and global competitiveness,
such as computer science. A third commenter asked that we include a
priority that would support school personnel who are not teachers or
principals, but who are still critical to student success.
Discussion: We agree with the commenters that transitions, national
security and global competitiveness, and school support staff are
important issues that merit attention. However, we
[[Page 73427]]
think that these topics are addressed in the final priorities.
For example, we think that smooth transitions from secondary to
postsecondary education could be part of a project under Priority 8,
which focuses on implementation of internationally benchmarked college-
and career-ready standards and assessments. In addition, a program
using subpart (c) of Priority 5--Improving Postsecondary Access,
Affordability, and Completion would seek projects that are designed to
increase the number and proportion of High-need Students who are
prepared to enroll in and complete college, other postsecondary
education, or other career and technical education, thus improving
transitions to postsecondary education.
These final priorities reflect a comprehensive education agenda
that supports projects that improve student outcomes and prepare
students for success in their careers and in life. Improving the
education of the Nation's students would have the ancillary effect of
improved national security and global competitiveness. Further, we
expect that use of Priority 7 to promote STEM education and improve
Student Achievement in these areas will spur technological innovation,
creation, and study across the Nation. The commenter references
computer science as a particularly important field of study, and we
note that computer science falls clearly within the scope of the STEM
fields addressed in Priority 7.
Finally, we agree with the commenter that school support staff, in
addition to teachers and principals, can play integral roles in
improving student academic outcomes. We think that projects that are
designed to support such staff could be proposed under several
priorities, including Priority 2--Influencing the Development of Non-
Cognitive Factors, Priority 4--Supporting High-Need Students, Priority
13--Improving School Climate, Behavioral Supports, and Correctional
Education, and Priority 14--Improving Parent, Family, and Community
Engagement
Changes: None.
Comment: Some commenters requested a separate priority focusing on
partnerships, including school and community partnerships, and support
for intermediaries. One commenter proposed adding a priority on
utilizing the collective impact of such partnerships, including
subparts on implementing a shared community vision, integrating
professional expertise and data to make decisions, creating networks of
cross-sector practitioners, and building civic infrastructure through
committed resources. Another commenter recommended a priority that will
support projects that leverage national service initiatives.
Discussion: We agree that partnerships, whether they are school and
community partnerships or partnerships with other intermediaries,
provide opportunities to leverage resources to either increase a
project's effectiveness or its ability to reach more students. However,
we do not agree with the recommendation of a priority that focuses
solely on the establishment of such partnerships, and note that
applicants could form partnerships to address any of the priorities
proposed in the NPP.
It is important to note that the Department may use factors from
the general selection criteria in 34 CFR 75.210 and criteria developed
under 34 CFR 75.209 to encourage the types of efforts described by the
commenters. For example, 34 CFR 75.210(c) (Quality of the project
design) includes factors that ask applicants to describe the extent to
which the proposed project is supported by evidence and will integrate
with, or build on, similar or related efforts, using existing funding
streams from other programs or policies supported by community, State,
and Federal resources. The Department has discretion in choosing
whether to use the selection criteria and, if so, which selection
criteria and factors are most appropriate for a given competition.
Changes: None.
Comments: Several commenters provided suggestions to strengthen the
background sections for each priority included in the NPP.
Discussion: We appreciate the feedback we received on the
background sections included in the NPP, which explain our rationale
for each proposed priority. We do not include background sections for
priorities in the NFP. Therefore, we are not making any changes in
response to these comments.
Changes: None.
Comment: One commenter urged the Department to use the priorities
and selection criteria related to building evidence of effectiveness in
the Education Department General Administrative Regulations (EDGAR) in
combination with these priorities.
Discussion: We appreciate the commenter's suggestion and note that
this combination is already possible. For a discretionary grant
program, the Department already may use the evidence-related
competitive preference priorities in 34 CFR 75.266 (What procedures
does the Secretary use if the Secretary decides to give special
consideration to applications supported by strong or moderate evidence
of effectiveness?) or selection criteria in 34 CFR 75.210 (General
selection criteria) or developed under 34 CFR 75.209 so long as the
priority or criteria are consistent with the program's authorizing
statute and purpose.
Changes: None.
Comment: A few commenters were concerned that we are including too
many priorities, and that it would be difficult to determine which of
the priorities are most important. One commenter noted that it is
confusing to include so many supplemental priorities in addition to the
selection criteria and factors available in 34 CFR 75.210, and that so
many emphases create unrest in the education field. Another commenter
stated that all 15 priorities are not suitable for some discretionary
grant programs, and may add unnecessary burden for applicants. In the
same vein, another commenter strongly encouraged us to consider funding
those programs using these priorities at levels appropriate for
successful implementation of projects designed to address them.
Some commenters also suggested strategies to better organize the
priorities. For example, one commenter suggested we group the
priorities into broader categories.
Discussion: We appreciate the commenters' concerns and suggestions,
and want to clarify the purpose of these supplemental priorities. These
priorities are intended as options for the Department to use when
announcing a discretionary grant program competition. For each grant
program the Department may choose which, if any, of the priorities (or
subparts) and definitions included in this NFP are appropriate for the
competition with regard to feasibility and scope. The Department has
the discretion to choose which priorities should be used in each
competition, and how the priority would apply; for example, a priority
may be used as an absolute priority, meaning that applicants that
propose projects under that priority would need to address the priority
to be eligible to receive funds. A priority could also be used as a
competitive preference priority, meaning that applicants that propose
projects addressing that priority could receive additional points for
their applications, depending on how well they do so. Although we
publish 15 priorities in this NFP, we will use only those priorities
that are relevant to and appropriate for the particular program.
Furthermore, the Department is not required to use any of these
priorities for any particular program.
[[Page 73428]]
In addition, we think it is important to clarify how selection
criteria are used in discretionary grant competitions as compared to
absolute and competitive preference priorities. Selection criteria
developed under 34 CFR 75.209 and general selection criteria from 34
CFR 75.210 may be used to focus applicants on how they would meet
statutory or regulatory requirements of a program, and encourage
applicants to describe how well they are positioned to implement their
proposed projects. For example, 34 CFR 75.210(c) (Quality of the
project design) asks applicants to describe the project's logic model,
or theory of action. These factors are content neutral, and, if used,
may help the Department to fund well-designed and thoughtful projects
that are proposed by capable applicants.
Conversely, absolute, competitive preference, and invitational
priorities are used in discretionary grant competitions to guide
applicants to propose projects that respond to a specific need, such as
increasing completion rates for High-need Students at the postsecondary
level, or improving family engagement efforts in schools. Thus, the
priorities used in discretionary grant competitions instruct applicants
in what to propose in their applications, while the Department uses
selection criteria to assess how well the applicants could implement
their proposed projects within the context of the priorities, in
addition to the underlying statute and any applicable rules or
regulations. Finally, we do not think that grouping priorities is
necessary since they are designed so that each discretionary grant
program may use one or a combination of several priorities in its
competition, as appropriate; and further grouping could limit
flexibility in using the priorities.
Changes: None.
Comment: One commenter suggested that, in establishing the
Supplemental Priorities, the Department is inappropriately bypassing
the legislative process, and providing itself with total discretion
over how each priority will be used in discretionary grant programs.
Discussion: We appreciate the commenter's concerns; however, the
Department is not bypassing the legislative process. Section 410 of the
General Education Provisions Act (GEPA) authorizes the Secretary ``to
make, promulgate, issue, rescind, and amend rules and regulations
governing the manner of operation of, and governing the applicable
programs administered by, the Department.'' (20 U.S.C. 1221e-3.) When
establishing rules--such as these priorities--the Department is
required to obtain and consider public comment. (20 U.S.C. 1232(d); see
also 5 U.S.C. 551, et seq.) Establishing these priorities through
rulemaking at one time simply enables the Department to avoid the
expenditure of resources otherwise needed to conduct a separate
rulemaking for each grant competition for which it would want to apply
one or more of the priorities. The statutory provisions cited above
authorize the establishment of these priorities.
Second, the commenter is correct that the Department will have
discretion to decide which of the priorities, if any, are applicable to
a particular discretionary grant competition. However, its decision to
apply one or more to a particular competition, and to do so as
absolute, competitive preference, or invitational priorities, must be
consistent with the statute authorizing the program for which the
Department has announced that competition and the statutory provisions
identified in the preceding paragraph. Furthermore, we note that use of
these priorities in any particular grant competition is not mandatory.
Finally, to effectively carry out our responsibilities to award
discretionary grant funds in a timely manner, our administrative
regulations clearly delineate areas in which the Department may
exercise discretion. This discretion includes, for example, selecting
priorities from those established by Department regulations or
statutory language, program regulations, or statutory provisions;
deciding whether priorities should be absolute or competitive; and
establishing selection criteria by which applications will be judged.
(See, e.g., 34 CFR 75.105, 75.209, and 75.210.) Moreover, supplemental
priorities that the Department may apply to its grant competitions have
been available since October 11, 2006 (71 FR 60046).
Changes: None.
Comment: One commenter wrote that Priority 2--Influencing the
Development of Non-Cognitive Factors and Priority 12--Promoting
Diversity should be eliminated because they do not focus specifically
on educational outcomes and may conflict with family values.
Discussion: We appreciate the commenter's concern, but are unclear
on how Priorities 2 and 12 would affect ``family values.'' The
commenter did not define ``family values,'' so we cannot be certain
which particular values the commenter considers at risk. We also note
that Priority 2 and Priority 12 include implicit references to academic
outcomes: Projects designed to meet Priority 2 would need to improve
some combination of student academic behaviors, academic mindset,
perseverance, self-regulation, social and emotional skills, and
approaches toward learning strategies, and projects designed to meet
Priority 12 would need to prepare students for success in the
workforce.
Changes: None.
Comments: Two commenters suggested several edits across each
priority to better reflect afterschool and expanded learning programs.
Discussion: We thank the commenters for the suggestions, and agree
that high-quality afterschool and expanded learning programs may be
effective mechanisms for engaging students, and their families, in
their academic lives. For this reason, we have modified some of the
priorities to include a focus on programs such as these in addition to
schools, thereby broadening the scope of those priorities to include
afterschool, expanded learning, and other community-based programs.
Changes: In Priority 1--Improving Early Learning and Development
Outcomes, Priority 14--Improving Parent, Family, and Community
Engagement, and the definitions for Community Engagement and Parent and
Family Engagement, we have included an emphasis on ``programs'' and
``program staff'' so that community-based programs could be supported
through these priorities.
Comment: One commenter urged us to better support projects that are
designed to increase academic outcomes for students in middle school.
Discussion: We agree that the middle grades are important to a
student's overall academic outcomes. We note that projects designed to
support student success in middle school could meet many of the
priorities in this NFP; for example, a project designed to implement
Personalized Learning approaches to ensure appropriate support and
academic excellence could be targeted at students in the middle grades.
We prioritize early learning and development and postsecondary access,
affordability, and completion separately because projects designed to
address these areas would largely fall outside the kindergarten-
through-12th grade (K-12) sphere, or may seek to improve different
outcomes that would require a different set of strategies.
Changes: None.
Comment: One commenter urged the Department to include a priority
focused on school turnaround, similar to the priority included in the
current Supplemental Priorities published in 2010 (75 FR 78485) and
corrected and republished in 2011 (76 FR 27637)
[[Page 73429]]
(2010 Supplemental Priorities). The commenter recognized that a few of
the proposed priorities referenced teachers or principals who work in
Lowest-performing Schools, but wished to see specific support for
Priority Schools in our discretionary grant programs.
Discussion: In drafting the NPP, the Department considered lessons
learned in implementing discretionary grant programs. One lesson we
learned from our implementation of the 2010 Supplemental Priorities was
that the priority focused on turning around Persistently-lowest
Achieving Schools was not broadly applicable across our programs. We
think that integrating such efforts into other priorities may allow us
to use the discretionary grant programs to encourage turnaround
initiatives in ways that better align with the programs' purposes. For
that reason, we decided to approach supporting these schools
differently by retaining a focus on students in schools that are in
urgent need of support. As the commenter noted, we included in Priority
9--Improving Teacher Effectiveness and Promoting Equitable Access to
Effective Teachers and Priority 10--Improving the Effectiveness of
Principals references to Lowest-performing Schools. Students in these
schools are also a focus of Priority 4--Supporting High-Need Students.
Our definition of Lowest-performing Schools is designed to include
struggling schools in all States, regardless of whether the State has
received a flexibility waiver from the Department under the Elementary
and Secondary Education Act of 1965, as amended (ESEA). We do not think
that including a special priority for school turnaround is necessary in
this NFP because the students and educators in these schools would be a
focus of these other priorities.
Changes: None.
Comment: One commenter suggested that we include in the NFP several
Federal coordination efforts, including joint ventures between the
Department and the U.S. Department of Labor to create a cooperative
grant application process, manage contracts, provide team-based
technical assistance, and promote a particular mechanism for workforce
program performance reporting.
Discussion: We appreciate the commenter's suggestions, but we
cannot make the administrative and procedural changes the commenter
suggested because the purpose of this NFP is to announce final
priorities and definitions, based on our current policy agenda, for use
in discretionary grant programs.
Changes: None.
Priority 1--Improving Early Learning and Development Outcomes
Comment: One commenter expressed general support for Priority 1 and
suggested that we incorporate the concept of program leadership into
the priority, noting that it is a critical factor in program success.
Discussion: We appreciate the commenter's support for this priority
and agree that leadership is important to the success of any early
learning and development program. We have revised subpart (b) of
Priority 1 to emphasize that it includes administrators, which may
include directors, supervisors, and other early learning and
development program leaders.
Change: We have added ``including administrators'' to subpart (b)
so that it now reads: ``Improving the quality and effectiveness of the
early learning workforce so that early childhood educators, including
administrators, have the knowledge, skills, and abilities necessary to
improve young children's health, social-emotional, and cognitive
outcomes.''
Comment: Several commenters expressed support for mixed-delivery
models discussed in Priority 1. Two commenters suggested we revise
subpart (d) to include a focus on community-wide mixed-delivery
systems.
Discussion: We appreciate the commenters' support for community-
wide mixed-delivery models and agree that they are important. We have
therefore revised subpart (d) to include a focus on community-based
programs, which will allow discretionary grant programs to prioritize
in competitions community-wide mixed-delivery models and other
community-based strategies.
Changes: We have added ``whether offered in schools or community-
based settings'' to subpart (d) so that it now reads: ``Including
preschool, whether offered in schools or community-based settings, as
part of elementary education programs and systems in order to expand
opportunities for preschool students and teachers.''
Comment: Several commenters stated that they appreciated the
inclusion of the coordination and alignment between early learning and
development systems and elementary education systems in subpart (c) of
Priority 1. One commenter noted that, while vertical alignment between
early learning and development and early elementary programs is
highlighted in Priority 1, we should also focus on horizontal alignment
with existing early childhood programs.
One commenter suggested that we clarify that early learning and
development systems include early intervention. Three commenters
suggested that we emphasize meaningful transition planning that
includes parents and families. Another commenter asked that we
emphasize knowledge and skills as a way to improve transitions from
birth through third grade.
Discussion: We appreciate the commenters' support for subpart (c).
While we do not define ``early learning and development systems'' or
``early learning and development programs,'' we mention early learning
and development programs in subpart (a) of Priority 1, which supports
projects that increase access to high-quality programs, particularly
for Children with High Needs. Early learning and development programs
may include early intervention. We do not think that it is necessary to
include a specific reference to ``knowledge and skills as a way to
improve transitions from birth through third grade'' because the
priority does not list the specific strategies that should be used to
improve the coordination and alignment between early learning and
development systems and elementary education systems, but rather allows
applicants the flexibility to propose how they would improve this
coordination and alignment. We also note that Priority 1 asks that all
projects be designed to improve one or more outcomes across the
Essential Domains of School Readiness, which include several examples
of knowledge and skills.
We agree with the commenter's suggestion that it would be helpful
to include in Priority 1 a focus on transition planning, particularly
for parents and families as their children transition into
kindergarten. We also appreciate the commenters' suggestions on
improving coordination among early learning and development programs
and engaging parents in the transition process.
Changes: We have changed the language in subpart (c) so that it now
reads: ``Improving the coordination and alignment among early learning
and development systems and between such systems and elementary
education systems, including coordination and alignment in engaging and
supporting families and improving transitions for children along the
birth-through-third-grade continuum, in accordance with applicable
privacy laws.''
Comment: One commenter expressed strong support for State
flexibility to establish multiple ways to improve the
[[Page 73430]]
quality and effectiveness of the early learning workforce.
Discussion: We appreciate the commenter's support for State
flexibility. We believe the priority allows flexibility for applicants
to focus proposed projects on improving the quality and effectiveness
of their early learning workforce in accordance with their States' laws
and approaches.
Changes: None.
Comment: Several commenters suggested that we define terms such as
``preschool,'' ``early learning provider,'' and ``early learning
programs.'' One commenter asked that ``preschool'' be defined as early
learning from birth to age five. Other commenters requested that
``early learning provider'' and ``early learning programs'' be defined
and used in a manner consistent with the Preschool Development and
Expansion grants program. One commenter requested that we clarify that
parent and family engagement and cultural and linguistic sensitivity
are important elements of high-quality early learning.
Discussion: We appreciate the commenters' suggestions. We do not
think it is appropriate to establish a formal definition for
``preschool'' because, while the term is generally understood to mean
early education that takes place before kindergarten, each State may
have different requirements. We note that the term ``early learning
provider'' is not used in this NFP, nor is the term ``early learning
program.''
Changes: None.
Comment: One commenter asked that we clarify how assessment results
will be used to determine if our efforts to align preschool with early
elementary grades are working. The commenter also asserted that the
assessments should be research-based.
Discussion: We appreciate the commenter's recommendations. While
the focus of Priority 1 is not primarily on assessments, we think that
there are several ways in which grantees could use assessments and
their results to enhance the quality of their projects. For example,
projects designed to address Priority 1 should improve early learning
and development outcomes across one or more of the Essential Domains of
School Readiness, which includes areas of language and literacy
development, cognition, and general knowledge. We also note that any
project funded by the Department must be evaluated in accordance with
34 CFR 75.590 (Evaluation by the grantee). We think that one way in
which a grant recipient proposing a project designed to address
Priority 1 could meet this evaluation requirement is by assessing
students on the Essential Domains of School Readiness that are relevant
to that project. As such, we do not think it is necessary to include a
focus on research-based assessments in this NFP.
Changes: None.
Comment: One commenter expressed concerns regarding the examples
provided in the background section of the NPP. Specifically, the
commenter was concerned that an early learning provider that did not
offer a full-day program, but that had improved early learning and
development outcomes, would not meet the description of ``high-quality
early learning'' provided in the background section.
Discussion: We note that the examples in the background section of
the NPP were meant to clarify what we mean by ``high-quality early
learning'' and are not binding. We do not define ``high-quality''
because early learning and development programs may cover a wide range
of age groups from birth through kindergarten entry. Group size,
ratios, and professional qualifications, for example, will differ
depending on the age of the children served, and it is therefore
difficult to set a ``high-quality'' standard that would be appropriate
for all types of programs for children of different ages.
Changes: None.
Comment: One commenter asked that we emphasize the effects that
stress and trauma may have on the development of the brain in Priority
1.
Discussion: We appreciate this suggestion from the commenter. We
think that this concept could be supported already through subpart (b)
of Priority 1, which references health, socio-emotional, and cognitive
outcomes. In addition, we think that projects designed to meet Priority
2--Influencing the Development of Non-Cognitive Factors and Priority
13--Improving School Climate, Behavioral Supports, and Correctional
Education could include elements of this suggestion.
Changes: None.
Comment: Two commenters suggested that we include a new subpart in
Priority 1 focused on increasing the percentage of children who are
able to read and perform mathematics at grade level by the end of third
grade.
Discussion: We appreciate the commenters' suggestion but note that
a change is unnecessary because, given our definition of Essential
Domains of Schools Readiness, these types of projects would currently
be covered by the introductory paragraph of the priority: ``Projects
that are designed to improve early learning and development outcomes
across one or more of the Essential Domains of Schools Readiness.''
Changes: None.
Comment: One commenter noted that early learning should be an
absolute priority in all discretionary grant competitions. The
commenter also requested that we refer to ``early learning and
education'' consistently throughout the NFP to emphasize our cradle-to-
career focus.
Discussion: These priorities are intended as a menu of options for
our discretionary grant programs. The Department may choose which, if
any, of the priorities or subparts are appropriate for a particular
program competition. If the Department chooses to use the supplemental
priorities, it also has discretion to decide how the priorities should
be used in the grant competitions. Furthermore, because some
discretionary grant programs that may decide to use some of these
priorities are statutorily required to serve only K-12 or postsecondary
students (in other words, not early learning students or programs), it
is not appropriate to require all programs using the Supplemental
Priorities to include an absolute priority or focus on early learning.
In addition, we think that using the phrase ``education''
throughout the priorities is broad enough to include early learning and
development. Unless explicitly stated otherwise, the priorities could
be used in competitions that focus on early learning and development
programs.
Changes: None.
Priority 2--Influencing the Development of Non-Cognitive Factors
Comment: Several commenters expressed support for this priority,
and many of these commenters also recommended expanding it. Four
commenters suggested including a focus on tools that appropriately
measure the development of non-cognitive factors. One commenter
advocated for the priority supporting the assessment, measurement, and
design of high-quality instructional tools that provide for students'
mastery of non-cognitive skills. Three commenters recommended that the
priority include a focus on professional development for teachers or
district and school personnel; and two commenters made similar
recommendations about providing training for parents. One commenter
noted the importance of teachers, parents, and students learning a
``growth mindset'' to recognize one's own control of his or her growth
and achievement.
[[Page 73431]]
A number of commenters suggested that the Department use the
priority to encourage the use of specific approaches, including arts
education, physical education, expanded learning time, and afterschool
or summer programs. Another commenter noted the importance of
addressing non-cognitive factors for middle school students.
Discussion: Although we appreciate the commenters' recommendations
for how this priority could be expanded, we want to clarify that the
priority does not prohibit the projects described by the commenters so
long as the projects are designed to improve students' mastery of non-
cognitive skills and behaviors and enhance student motivation and
engagement in learning. Applicants have the discretion to determine
what approach or intervention will best address the priority and meet
the needs of the targeted student population.
Finally, because any one of these Supplemental Priorities may be
used in a variety of discretionary grant programs, we do not think it
is appropriate to prescribe a specific approach to addressing this
priority. As such, we decline to revise the priority in a manner that
might limit its use.
Changes: None.
Comment: One commenter suggested adding the reduction of
maladaptive behaviors that interfere with learning as an expected
outcome of projects funded under this priority.
Discussion: This priority requires applicants to propose projects
that would improve students' mastery of non-cognitive skills and
behaviors and enhance student motivation and engagement in learning.
These stated outcomes, which are specific to the priority, provide
applicants with the discretion to develop performance measures that are
appropriate to their specific contexts and relevant to their proposed
projects. A performance measure for the reduction of maladaptive
behaviors may be appropriate for a particular project or discretionary
grant program, but may not be appropriate for all projects or
discretionary grant programs that may use the priority. We do not think
it is necessary to prescribe a performance measure that applicants may
already use under the expected outcomes that are included in the
priority.
Changes: None.
Comment: Two commenters discussed the meaning of ``non-cognitive
factors.'' Specifically, one commenter suggested that the Department
identify specific indicators of success in school settings, such as
those indicators referenced in the Division for Early Childhood's
recent publication on recommended practices in early intervention.
Another commenter recommended the inclusion of the four academic
mindsets that are discussed in the University of Chicago Consortium of
Chicago School Research June 2012 publication (i.e., sense of
belonging, implicit theories of ability, self-efficacy, and expectancy-
value theory). The commenter noted that these mindsets help students
identify their educational and social needs as well as intellectual and
emotional development needs, which provides a critical connection
between college readiness and college fit.
Discussion: Research on non-cognitive skills and behaviors is
emerging. We recognize that the education field does not have a
standard definition for non-cognitive factors, and we have not defined
that term here. Rather, we provided examples of non-cognitive skills
and behaviors in the priority. By using examples that reflect current
research, we aim to provide a common understanding of our intent for
the priority while also allowing applicants the flexibility to adjust
as new research emerges.
Changes: None.
Comment: Five commenters expressed support for the priority, but
requested that the Department change its title. One commenter noted
that the behavior and processes that the Department includes in ``non-
cognitive factors'' involve cognition and suggested the Department use
the term ``metacognitive learning skills'' instead. Another commenter
recommended using ``foundational skills'' because those skills are
inherently embedded in cognitive processes. Three commenters offered
``social and emotional skills,'' ``social and emotional competency,''
or ``social and intellectual habits'' as alternative titles for the
priority.
Discussion: We recognize and appreciate the concerns of the
commenters and the potential risk of using a term that suggests that
cognition is not involved in the process of developing the skills and
behaviors covered under this priority. However, we also realize that
``non-cognitive'' is a term that is commonly used and understood in the
education field and that broad consensus has not been reached on a new
term that would replace it.
Changes: None.
Comment: One commenter applauded this priority, and encouraged the
Department to consider the difference between beliefs and skills, the
need for students to develop non-cognitive factors at both the
classroom and cultural levels, and the importance of continuing funding
for the practical application of researched interventions. Another
commenter noted the importance of using empirical research on targeted
non-cognitive interventions to spread the use of effective programs.
Discussion: Priority 2 could support projects that may address the
issues raised by the commenters. We do not think that it is necessary
to revise the priority to require research, because the Department has
discretion to select factors from 34 CFR 75.210(c) (Quality of the
project design) to encourage applicants to provide evidence or a
reasonable hypothesis in support of their proposed projects. Under 34
CFR 75.266 (What procedures does the Secretary use if the Secretary
decides to give special consideration to applications supported by
strong or moderate evidence of effectiveness?), the Department has the
discretion to provide incentives to applicants that propose projects
based on rigorous evidence through the use of competitive preference or
absolute priorities. Finally, the Department has the discretion to
select factors from 34 CFR 75.210(h) (Quality of the project
evaluation) to encourage applicants to design project evaluations that
are appropriate for the areas of study and research goals for a
particular program.
Changes: None.
Comment: One commenter urged the Department to revise the priority
to clarify that projects must set high expectations for all students,
including students with disabilities. Another commenter noted that it
is particularly important for students with learning and attention
issues to develop non-cognitive skills.
Discussion: We agree with the commenters that it is important to
set high expectations for all students, including students with
disabilities. This priority includes all students, and does not include
language limiting its focus to a subset of students. As the language of
the priority does not limit access for or, expectations of, a subset of
students, we do not think a revision to the priority is necessary.
Changes: None.
Proposed Priority 3--Promoting Personalized Learning
Comment: One commenter stated that the Department's emphasis on
Personalized Learning is misplaced and that we should remove Priority 3
from the NFP. Specifically, the commenter cautioned that tools
developed outside of the classroom would be less effective at informing
instruction than tools developed within the classroom through face-to-
face interactions.
[[Page 73432]]
Discussion: We disagree with the underlying assumption of the
comment that grant funding would result in projects using tools that
were developed without consideration for the classroom context.
Depending on the discretionary grant program, local educational
agencies (LEAs), State educational agencies (SEAs), nonprofit
organizations, and institutions of higher education (IHEs) may be
applicants. Applicants are primarily responsible for deciding what tool
or approach will be used and we do not think that Federal funding would
cause applicants to propose using tools that are not relevant or useful
for informing instruction.
Changes: None.
Comment: Several commenters expressed support for the priority, and
some of these commenters also provided suggestions for expanding it.
One commenter proposed adding a new subpart focusing on professional
development. One commenter recommended that the Department add a focus
that would support projects that propose to design and implement
networks that support the technology and dynamic learning environments
necessary for students to experience ``anytime, anywhere'' Personalized
Learning. Another commenter expressed concern that the proposed
priority did not require applicants to intentionally plan for scaling
the use of technology to deliver personalized resources to students,
and suggested that the Department require applicants addressing the
priority to develop a sustainable plan for leveraging technology.
Conversely, another commenter suggested that we clarify that applicants
could propose projects that use Personalized Learning modalities other
than technology.
A few commenters noted that the Department's 2010 National
Educational Technology Plan identified universal design for learning
(UDL) as a method for supporting all students' learning, and suggested
revising the proposed priority to encourage projects that support
Personalized Learning based on UDL principles. One commenter noted that
Personalized Learning can be achieved through competency-based
learning, and another commenter suggested that the priority support
projects that use competency-based learning as a component of
Personalized Learning with a requirement that students demonstrate a
mastery of college- and career-ready standards.
Discussion: We appreciate the commenters' support of the priority
and recommendations for how it might be expanded. Regarding the
suggestion that we include a subpart on professional development for
educators, we note that subpart (a) of this priority supports the
provision of professional development on Personalized Learning and the
use of data as part of a project implementing Personalized Learning
approaches. We do not think it would be appropriate to fund a project
that provides professional development only on Personalized Learning,
without implementing the approaches for which the professional
development is being provided.
Regarding the recommendation that this priority include a focus on
designing and implementing networks, we point the commenter to subpart
(a) of Priority 11--Leveraging Technology to Support Instructional
Practice and Professional Development, because it supports the
infrastructure that schools and districts need to increase students'
and educators' access to high-quality digital tools. Although subpart
(a) of Priority 11 specifically references access to high-speed
Internet and devices, the priority, as proposed, would not preclude an
applicant from also supporting the development of networks that support
the technology and dynamic learning environments that are necessary for
students to experience ``anytime, anywhere'' Personalized Learning.
Because the purpose of this priority is to implement Personalized
Learning approaches that may or may not require the use of technology,
we decline to revise this priority.
We agree with the commenter that Personalized Learning can be
achieved through learning modalities other than technology. For that
reason, the definition of Personalized Learning requires tailoring the
pace of learning and instructional approaches to the needs of
individual learners, but does not require that tailoring to be done
through the use of technology. Although technology is commonly used to
implement Personalized Learning, other approaches may also be used to
address subpart (a) of Priority 3.
We agree with the commenter that, if an applicant is using
technology to implement or deliver Personalized Learning services or
resources, the applicant should consider how it will sustain its use of
technology. However, because an applicant may address the priority in a
manner that does not rely on technology, it is not appropriate to
require applicants to develop a sustainability plan for leveraging
technology. In a program using this priority the Department could use
selection criteria from 34 CFR 75.210(c) (Quality of the project
design) to encourage applicants to address their sustainability needs
as part of their proposed projects or develop selection criteria under
34 CFR 75.209 to achieve the same purpose.
The Department's 2010 National Educational Technology Plan \2\
discusses the importance of making learning experiences accessible and
the use of UDL principles. Although the plan calls for the use of
technology to empower Personalized Learning and provides examples of
how to do it, we do not think that it is appropriate to prescribe a
single approach or principle that all applicants must use when
addressing this priority. We also note that Personalized Learning can
be achieved through approaches other than competency-based learning.
This priority does not prohibit an applicant from using the approach or
principle that it determines to be most suitable for its project. As
such, we decline to revise the priority to include explicit references
to UDL or competency-based learning approaches.
---------------------------------------------------------------------------
\2\ Available at: https://www.ed.gov/sites/default/files/netp2010.pdf.
---------------------------------------------------------------------------
Changes: None.
Comment: A few commenters suggested additional expected outcomes to
be included in the priority. One commenter recommended that the
Department emphasize that Personalized Learning should be used for
developmental college reading and mathematics to reduce the number of
students who need remedial coursework when they enter postsecondary
programs. One commenter proposed adding increasing academic recovery as
a required outcome for projects addressing the priority. Another
commenter recommended including a focus on promoting knowledge and
skills acquisition in subpart (a) of Priority 3. Similarly, another
commenter requested that the adoption of social and emotional skills be
added to subparts (a) and (b) of Priority 3.
Discussion: We do not want to limit or prescribe specific outcomes
or performance measures that applicants could propose to use in their
projects. The priority requires applicants to improve student academic
outcomes and close academic opportunity or attainment gaps. These
outcomes are broad and provide applicants the discretion to select and
propose performance measures that are most appropriate for the students
who are served by their projects. Priority 3 does not prohibit
applicants from proposing performance measures for reducing the number
of students who are participating in remedial coursework, increasing
academic recovery, promoting skills and knowledge acquisition, or
adopting social and
[[Page 73433]]
emotional skills, so long as the proposed project is implementing
Personalized Learning and is designed to improve student academic
outcomes and close academic opportunity and attainment gaps.
Additionally, we do not want to restrict the use of the priority.
If we were, for example, to revise the priority to require a focus on
reducing the number of students who are participating in remedial
coursework when they enter postsecondary education, we could not use
the priority in discretionary grant programs that focus on early grades
because it may not be possible to measure the success of the outcome
during the project period.
Changes: None.
Comment: One commenter noted that more information and research is
needed on Personalized Learning and stated that the priority should
require applicants to conduct a rigorous evaluation and make the
findings and lessons learned from their evaluations publicly available.
Discussion: The Department can select factors from 34 CFR 75.210(h)
(Quality of the project evaluation) to encourage applicants to design
project evaluations that are appropriate for the areas of study and
research goals for a particular program. Because the Department may
promote rigorous evaluations as part of a program's selection criteria,
it is not necessary to also include those requirements in the
Supplemental Priorities.
Changes: None.
Comment: One commenter agreed that Digital Credentials support
Personalized Learning, but cautioned that they should not be used as
the only approach.
Discussion: We agree that Digital Credentials support, but are not
the only approach to, Personalized Learning. For this reason, we
included subpart (a), which focuses broadly on implementing
Personalized Learning approaches without identifying a specific
approach. However, with more students participating in online courses,
and using digital learning resources to achieve their academic goals,
we think that it is appropriate to include the award of Digital
Credentials that are aligned with college- and career-ready standards
and based on Personalized Learning.
Changes: None.
Priority 4--Supporting High-Need Students
Comment: Several commenters expressed support for this priority,
including the expanded focus that allows applicants to propose projects
that are designed to improve academic outcomes or learning environments
for students. However, a few commenters asked that the Department
define ``academic outcomes'' and ``learning environments.''
Many commenters also applauded the broader list of student groups
that may be served under this priority. However, some commenters
recommended that the Department include additional groups of students,
such as students living in public housing, first-generation college
students, adjudicated youth in residential sites, high-ability and
gifted students, Native American students, Alaska native students,
youth in alternative schools, and students who are served by schools
that are highly segregated by race or ethnicity. One commenter
suggested the Department distinguish between the different types of
rural LEAs under the priority. Another commenter requested that the
Department remove from Priority 4 the focus on students served by rural
LEAs, or revise it to include students in both rural and urban LEAs.
Discussion: We appreciate the commenters' support for Priority 4.
However, given the variety of programs in which the priority may be
used, we do not think that it is appropriate to prescribe what would
constitute an ``academic outcome'' or ``learning environment.'' Any
definition would risk restricting the use of the priority.
Similarly, because one of the options for students who could be
served under Priority 4 is High-need Students, defined broadly as
students at risk of educational failure or otherwise in need of special
assistance and support, it is not necessary to add most of the
suggested groups to the list. However, upon review we think that it is
appropriate to include a focus on students who are members of federally
recognized Indian tribes in the list, as these tribes constitute
distinct governmental entities with unique needs. We note that
federally recognized Indian tribes include many Alaska native entities.
We have made this change.
Regarding the recommendation that we remove the option to focus on
students in Rural LEAs, or retain that focus but also include a focus
on students in urban LEAs, we note that we include a specific focus on
students who are served by rural LEAs because we acknowledge that the
solutions to educational challenges may be different in rural
communities than in urban and suburban communities and that there is a
need for solutions that are unique to rural communities. For these
reasons, we decline to remove the option or revise it to require a
focus on students served by rural and urban LEAs.
Changes: We have revised Priority 4 so that it now includes
``Students who are members of federally recognized Indian tribes'' in
the list of student subgroups that may be supported by projects
addressing the priority.
Comment: One commenter requested that the Department define
``disconnected youth'' as used in Priority 4.
Discussion: We agree with the commenter and have added a definition
of Disconnected Youth that is consistent with the Department's
Performance Partnerships for Disconnected Youth Fact Sheet.\3\ We note
that this definition will apply to each priority in which the term
Disconnected Youth is used.
---------------------------------------------------------------------------
\3\ Available at: https://www.ed.gov/blog/wp-content/uploads/2014/03/2014-PPPs-Fact-Sheet.pdf.
---------------------------------------------------------------------------
Changes: We have defined Disconnected Youth to mean low-income
individuals, ages 14-24, who are homeless, are in foster care, are
involved in the justice system, or are not working or not enrolled in
(or at risk of dropping out of) an educational institution.
Comment: One commenter expressed support for Priority 4, but noted
that an effective method for improving outcomes for High-need Students
is to increase salaries for teachers who work in urban LEAs where many
students may live in poverty.
Discussion: We agree with the commenter that such methods may be
effective, and include a subpart in Priority 9--Improving Teacher
Effectiveness and Promoting Equitable Access to Effective Teachers that
promotes equitable access to effective teachers for students from low-
income families and minority students. An applicant could propose a
project that provides incentives, through salary increases or other
means, effective teachers to work in schools with high concentrations
of such students.
Changes: None.
Priority 5--Increasing Postsecondary Access, Affordability, and
Completion
Comment: Two commenters expressed concerns regarding the financial
burden of the Supplemental Priorities on students. One commenter noted
that we do not include a focus on reducing the cost burden for
postsecondary students and another commenter indicated that the
priorities would further burden individuals with student loan debt.
Discussion: We appreciate the commenters' concerns, but think that
[[Page 73434]]
there are several references in the priorities that address reducing
the cost burden for postsecondary students. For example, subpart (a) of
Priority 5 focuses on projects that will reduce the net cost and median
student loan debt for High-need Students who enroll in college, other
postsecondary education, or other career and technical education. In
addition, we also include a priority focused on increasing academic
outcomes for High-need Students, as well as a priority that focuses on
developing and implementing college-ready standards and assessments,
which help to reduce the number of students who arrive at college
unprepared and in need of additional time to complete their degrees,
and thereby reduce such students' postsecondary costs.
Changes: None.
Comment: One commenter suggested that we add a priority that would
focus on four-year IHE applicants, stating that the Federal government
invests large amounts in IHEs annually, but does not ask for reported
outcomes in return. In addition, the commenter suggested that we give
low-performing IHEs three to six years to improve and proposed
definitions for ``low-performing college'' and ``low graduation rate
college.'' The commenter also recommended that we recognize high-
performing IHEs and award competitive preference priority points to
those high-performing applicants that wish to implement projects that
support colleges and universities with low graduation rates in
improving their first-time, full-time student graduation rates.
Discussion: We do not specify who may be eligible to apply for
grants under this, or any, priority. The focus of this priority is
intentionally not limited to projects proposed by IHEs, as we are
focused on the outcomes for students, irrespective of the type of
applicant. The type of applicant will be specified by the eligibility
requirements for the discretionary grant programs in which this
priority is used and, therefore, we do not think that it is necessary
to revise the priority in a manner that would limit its use.
Changes: None.
Comment: One commenter suggested that we further prioritize
affordability by adding an additional subpart that would support
projects that provide meaningful information about college to students
and their families.
Discussion: We appreciate the commenters' suggestion and agree that
it is important to support projects that provide meaningful information
about college to students and their families. Subpart (c) of Priority
5, which supports projects that increase postsecondary enrollment or
completion through college preparation, awareness, recruitment,
application, and selection activities, would support this type of
project.
Changes: None.
Comment: One commenter suggested that we include a subpart to
support the development and implementation of an ongoing feedback
process between IHEs and LEAs, and suggested a definition for ``ongoing
feedback process.'' The commenter also recommended creating a new
priority that focused on key secondary and postsecondary transition
points. Another commenter also noted the importance of coordination
between secondary and postsecondary leaders to ensure that coursework
at the high school level adequately prepares students for college.
Discussion: We appreciate the commenters' suggestions and think
that projects designed to improve those transitions or coordination
fall within the scope of Priority 5.
Changes: None.
Comment: One commenter urged the Department to include the early
childhood workforce in its initiatives related to student loans and
teacher preparation program involvement.
Discussion: We appreciate the commenter's support for the
Department's initiatives on the early childhood workforce and agree
that this continued focus is important. We have included Priority 1--
Improving Early Learning and Development Outcomes, which includes in
subpart (b) a focus on the early childhood workforce.
Changes: None.
Comment: One commenter asked the Department to include a focus on
K-12 in-school and out-of-school programs that provide students with
appropriate support to enter college prepared.
Discussion: We appreciate the commenter's suggestions and think
that these types of programs fall within the scope of Priority 5.
Changes: None.
Comment: One commenter asked the Department to prioritize
underserved college students who are obtaining STEM degrees.
Discussion: We agree that it is important to prioritize underserved
college students who are obtaining STEM degrees. Under Priority 7--
Promoting Science, Technology, Engineering, and Mathematics Education,
we include subpart (d), which addresses the commenter's request.
Changes: None.
Comment: Several commenters made suggestions to improve subpart (b)
of Priority 5. Specifically, one commenter suggested we remove the
reference to ``on time'' completion in subpart (b), noting that
students with disabilities often need additional time to complete
college. Another commenter asked that we prioritize projects that focus
on preparing middle school students to be on a college path. A third
commenter asked that we emphasize the role that IHEs can play in
developing secondary programs designed to improve degree and
certificate completion, noting that the goal must be to increase
completion in programs that represent high-quality academic knowledge
and understanding.
Discussion: We recognize that some groups of students struggle
disproportionately to complete college on time. It is for this reason
that we want to prioritize projects that could help these students to
complete their degrees more quickly through better academic
preparation.
Regarding the suggestion for preparation of middle school students,
the priority does not preclude applicants who address subpart (b) of
Priority 5 from proposing middle school interventions.
Finally, regarding the suggestion that we emphasize the role that
IHEs can play in developing secondary programs designed to improve
degree and certificate completion, this priority intentionally focuses
on student outcomes. We think that projects designed to improve
coordination between IHEs and high schools already fall within the
scope of Priority 5.
Changes: None.
Comment: Several commenters made suggestions to the language in
Priority 5 so that specific strategies could be included in the
subparts. Specifically, one commenter suggested the inclusion of early
college high schools in subpart (c). Two commenters suggested that we
include dual enrollment and early college high school programs as
strategies in subpart (f), while another commenter suggested that we
include dual enrollment and early college high school programs as a
separate subpart. In addition, one commenter asked that we revise the
priority so that applicants could propose strategies that do not
involve online or hybrid approaches. Another commenter suggested that
we define ``hybrid learning opportunities.''
Discussion: We appreciate the commenters' suggestions and think
that many of the suggestions made are within the scope of subparts (b)
or (c) of Priority 5. We decline to revise Priority 5 in a manner that
might limit its use.
We think that hybrid learning opportunities consist of a
combination of online and in-person techniques. We
[[Page 73435]]
think that this term is commonly used and understood in the field and,
therefore, do not think it is necessary to define it.
Changes: None.
Comment: One commenter suggested that we clarify that our use of
the phrase ``regular high school diploma'' in subpart (d) of Priority 5
is aligned with the definition of that phrase in 34 CFR 200.19(b)(iv).
Discussion: We agree that our definition of the term Regular High
School Diploma should be aligned with 34 CFR 200.19(b)(1)(iv). We have
included the definition of Regular High School Diploma in this NFP.
Changes: We have indicated that applicants should refer to the
definition for Regular High School Diploma included in this NFP. We
have also added the definition of Regular High School Diploma in 34 CFR
200.19(b)(1)(iv) to the definitions section.
Comment: None.
Discussion: After review, we decided that subpart (a) of Priority 5
may be challenging for applicants to address, because it would be very
difficult to obtain information about the student loan default rate for
High-need Students.
Changes: We have revised subpart (a) so that it now reads:
``Reducing the net cost, median student loan debt, and likelihood of
student loan default for High-need Students . . .''
Priority 6--Improving Job-Driven Training and Employment Outcomes
Comment: One commenter supported this priority and asked that we
ensure that it is aligned with the U.S. Department of Labor's efforts
and with the Workforce Innovation and Opportunity Act (WIOA), enacted
on July 22, 2014. Another commenter noted that, while subpart (d) of
Priority 6 includes a focus on providing Labor Market Information, we
do not provide an incentive to applicants to use Labor Market
Information to continuously improve training programs.
Discussion: We support the Department of Labor's efforts in this
area and note that Priority 6 is fully aligned with WIOA. For example,
WIOA promotes engagement with employers so that education and training
programs supported by the Department can equip individuals with the
education and skills sought by employers.
We agree that thoughtfully using Labor Market Information should be
included in this priority, and note that such a change would further
align Priority 6 with Vice President Biden's July 22, 2014 report to
the President entitled Ready to Work: Job-Driven Training and American
Opportunity.\4\
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\4\ Available at: https://www.whitehouse.gov/sites/default/files/docs/skills_report.pdf.
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We also agree that using Labor Market Information effectively is
important and have added a subpart to Priority 6 to encourage
applicants to use it to inform their projects. We also define the term
Labor Market Information in this NFP, and note that our definition
aligns with the definition in the July 22, 2014 Office of Management
and Budget memorandum entitled ``Ensuring that Employment and Training
Programs are Job-Driven.'' \5\
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\5\ Available at: https://www.whitehouse.gov/sites/default/files/omb/memoranda/2014/m-14-15.pdf.
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Changes: We have added a subpart to Priority 6 so that it now
reads: ``Using Labor Market Information to inform the focus of programs
and to guide jobseekers in choosing the types of employment or fields
of study, training, or credentials to pursue.'' This subpart is subpart
(e), and the proposed subpart (e) is now subpart (f). We have also
included a definition of Labor Market Information, and note that
applicants should refer to that definition when proposing a project
that addresses subpart (d) of Priority 6, in addition to subpart (e).
Comment: One commenter noted that the goals of Priority 6 could be
achieved through community partnerships, internships, and career and
technical courses in high school. Another commenter suggested that we
include an additional subpart focused on career-based classroom
learning, real-world workplace experiences, and wraparound supports for
high school students.
A third commenter urged the Department to provide a clear focus on
academic skill-building in Priority 6.
Discussion: We agree that the strategies listed by the first
commenter could be used to address Priority 6. In general, we do not
prescribe specific strategies because we think that applicants are best
suited to propose appropriate strategies given the needs of their
target populations. We do not want to limit the potential use of this
priority. We therefore do not think that it is appropriate to
incorporate into Priority 6 the strategies suggested by the first
commenter or the subpart suggested by the second commenter.
We think that a project designed to improve academic skill-building
would be well-aligned with subpart (c) of this priority, which seeks
projects designed to improve job-driven training and employment
outcomes by integrating education and training into a career pathways
program through a variety of means. We also think that applicants
proposing such a project would be well-positioned to address subpart
(d) of Priority 5--Increasing Postsecondary Access, Affordability, and
Completion, which includes an explicit focus on obtaining basic and
academic skills.
Changes: None.
Comment: One commenter asked that we remove the focus in Priority 6
on Low-skilled Adults and High-need Students, because, by limiting the
scope to projects that serve only these individuals, it would impede
systemic organizational change.
Discussion: We appreciate the commenter's concern and agree that
all students deserve appropriate support. While subparts (b) and (c) of
Priority 6 do reference these groups specifically, a project could
serve any other type of student so long as the project also serves Low-
skilled Adults or other High-need Students. We think that it is
important to focus on these groups because they may need more targeted
assistance; however, applicants addressing Priority 6 have flexibility
in choosing the populations they will serve.
Changes: None.
Comment: One commenter expressed support for ``ability to
benefit.'' The commenter also suggested we focus on expanding research
in the adult education and literacy field, and conduct a review of the
historically low funding levels for adult education.
Discussion: In the Administration's FY 2015 budget request, we
proposed to restore the ``ability to benefit'' provision for students
who are enrolled in eligible career pathway programs to qualify for
financial assistance. We note, however, that the ``ability to benefit''
requirement was eliminated by Congress in 2011.
To better understand the best strategies to improve reading skills
for struggling adult learners, the Department has invested in research
on adult education through the Center for the Study of Adult Literacy,
funded by the Institute of Education Sciences (IES). In addition, the
Department of Labor has recently launched the Clearinghouse for Labor
Evaluation and Research \6\ to make data on labor topics more readily
accessible.
---------------------------------------------------------------------------
\6\ Available at: https://clear.dol.gov/.
---------------------------------------------------------------------------
Changes: None.
Comment: One commenter supported Priority 6, but was concerned that
rural applicants would struggle to implement projects addressing this
priority due to a dearth of employment opportunities in their
communities.
Discussion: We do not think that rural applicants would be
disadvantaged by Priority 6, because its purpose is to
[[Page 73436]]
support projects that narrow the gap between employment opportunities
and workforce skills in every community, including rural communities.
To address such gaps in high-need communities, we note that in
January 2014, President Obama announced the first five Promise Zones:
The Choctaw Nation of Oklahoma, Los Angeles, Philadelphia, San Antonio,
and Kentucky Highlands. On March 27, 2014, the Department published an
NFP for the Promise Zones Initiative (79 FR 17035), which focuses
Federal financial assistance on expanding the number of Department
programs and projects that support activities in the above-mentioned
Promise Zones. We may now include in our discretionary grant
competitions an absolute or competitive preference priority for areas
designated as Promise Zones, meaning that applicants would have the
incentive to design projects that support these areas. While the
designated Promise Zones include a mix of rural and urban communities,
we think that use of the Promise Zones priority will provide an
incentive to applicants to support rural communities such as those
described by the commenter.
Changes: None.
Comment: One commenter asked that we emphasize collaboration with
labor unions in subpart (b) of Priority 6 because they may already be
providing work-based learning opportunities.
Discussion: We agree that collaboration with labor unions and other
workers' organizations is important, and while we do not include an
explicit focus on such collaboration in subpart (b), that collaboration
is reflected in subpart (a) through the definition of Employer
Engagement. We also note that the parenthetical list in subpart (b) is
illustrative, and that applicants have flexibility in the types of
opportunities they propose to provide. The strategies by which they
propose to provide work-based learning opportunities are also at the
applicant's discretion, so an applicant could deliberately include
collaboration with labor unions as part of its proposed approach. We
think that the commenter's suggestion is already within the scope of
Priority 6.
Changes: None.
Comment: One commenter felt that the phrase ``stackable
credentials'' in subpart (c) of Priority 6 was unclear, and suggested
that we define the term. Two commenters recommended that we replace the
term ``industry-relevant certification'' with ``industry-recognized
credentials,'' as that term is more commonly used, and thus more
commonly recognized, in the field. Another commenter asked that we
explicitly include engagement with colleges, particularly community
colleges, in subpart (c).
Discussion: We value clarity and the use of common terms, and agree
with the first commenter that Stackable Credentials should be defined.
We have included a definition in this notice, and also indicate in
subpart (c) that this term has been defined. Our definition is aligned
with a December 15, 2010 Department of Labor guidance document entitled
``Increasing Credential, Degree, and Certificate Attainment by
Participants of the Public Workforce System.'' \7\ We also agree with
the commenters that ``industry-recognized credentials'' is a commonly
used term, and have edited the subpart to reflect that.
---------------------------------------------------------------------------
\7\ Available at: https://wdr.doleta.gov/directives/attach/TEGL15-10.pdf.
---------------------------------------------------------------------------
In response to the commenter who suggested that we include a focus
on engaging colleges, we agree that such engagement would be important
to the success of projects addressing this priority. Therefore, we
include in subpart (c) a parenthetical phrase to indicate that
applicants may consider including engagement of community colleges or
other IHEs in their proposed projects.
Changes: We have included a definition of Stackable Credentials,
and note in subpart (c) of Priority 6 that applicants should refer to
that definition. We also have replaced ``industry-relevant
certification'' with ``industry-recognized credentials'' in subpart
(c). Finally, we have included the following parenthetical phrase in
subpart (c) to indicate that applicants may consider including
engagement of community colleges or other IHEs in their proposed
projects: ``(Such as education and training programs offered by
community colleges or other institutions of higher education . . .''
Comment: One commenter identified a flaw in subpart (d) of proposed
Priority 6. Specifically, the commenter noted that, as proposed,
subpart (d) implies that all items listed after ``including'' would be
mandatory for applicants to incorporate into their proposed projects,
but that an applicant could also disregard the list and propose to
provide a different support, because the list concluded with ``. . . or
others as deemed appropriate.''
The commenter noted a similar flaw in subpart (e) of proposed
Priority 6, where we reference both personnel and service providers,
but do not clearly explain whether we consider the two groups to be
fundamentally different.
Discussion: We appreciate the commenter's thoughtful review and
note that, in both cases, the lack of clarity was not intended. In
subpart (d), it is not our intent to require applicants to propose
projects that would provide support in all the areas noted, and on
review of the proposed subpart (e), which is now subpart (f), we think
it is unnecessary to include both personnel and service providers. We
have modified subparts (d) and (f) to clarify Priority 6.
Changes: In subpart (d), we have replaced ``including'' with ``such
as.'' In subpart (f), we have removed ``personnel.''
Comment: One commenter asked that we include in proposed subpart
(e), which is now subpart (f), instructors and students, in addition to
service providers and customers, so that professional development could
also be provided to teachers of career and technical education.
Discussion: This subpart is intended for vocational rehabilitation
agencies and other providers who serve adults who may not be enrolled
in an educational institution or program. As such, we do not think that
it is appropriate to include instructors and students.
Changes: None.
Comment: One commenter recommended a number of changes to Priority
6. They include defining the terms ``employment outcomes,'' ``job-
driven training,'' ``non-degree postsecondary credentials,'' and
``workforce and labor market information;'' establishing new subparts
focused on Labor Market Information, counseling, training for
counselors, and increasing the capacity of education and training
institutions to use Labor Market Information; specifying that the
career pathways programs referenced in subpart (c) should lead to ``a
non-degree postsecondary credential;'' and specifying that the purpose
of providing the support services outlined in subpart (d) of Priority 6
is to ``facilitate credential attainment, employability, and job
tenure.''
Discussion: We decline to add the new definitions recommended by
the commenter because we do not think that they are necessary to
implement Priority 6. Most of the topics that the commenter recommended
we include as subparts are already addressed adequately by the other
subparts in Priority 6. We also do not agree with the commenter's
recommendation that career pathway programs be limited to pathways that
lead to non-degree postsecondary credentials; instead, we think that
pathways should lead to the full range
[[Page 73437]]
of postsecondary credentials, including associate's and baccalaureate
degrees. Finally, we agree with the commenter's proposed clarification
of the purpose of providing the support services described in subpart
(d) and have modified the subpart accordingly.
Changes: We have added the phrase ``that facilitate credential
attainment, employability, and job tenure'' to the end of subpart (d).
Priority 7--Promoting Science, Technology, Engineering, and Mathematics
(STEM) Education
Comment: One commenter suggested that STEM education is supported
by philanthropy and business, rendering Federal support unnecessary,
and recommended that we remove Priority 7.
Discussion: Efforts to improve STEM education are often supported
by a diverse group of funders. However, the Supplemental Priorities
reflect our policy agenda, which includes, among other things, a focus
on preparing students to meet the current demands of the labor market
and on preparing teachers to effectively teach STEM subjects. We think
that projects designed to address the distinct subparts listed in
Priority 7 will help to achieve these goals.
Changes: None.
Comment: One commenter suggested that we enhance Priority 7 by
asking applicants to provide internships as part of their proposed
projects. Another commenter requested that we highlight in Priority 7
the importance of partnerships with industry organizations.
Discussion: We agree with both commenters and think that strategies
similar to those described are already reflected in Priority 7. For
example, an applicant could propose a project that included a focus on
internships to address subparts (b), (c), (d), and (e) of Priority 7.
We also note that an internship could be considered an Authentic STEM
Experience. In addition, we note that local or regional partnerships
are supported through subpart (e) of Priority 7.
Changes: None.
Comment: A few commenters asked that we include in Priority 7 a
focus on early indicators of STEM success. One commenter suggested we
use Priority 7 to focus on building research about early mathematics
and science learning.
Discussion: We agree that it is important to identify indicators of
STEM success for children and students. In Priority 1--Improving Early
Learning and Development Outcomes, projects designed to address any of
the subparts must improve outcomes across at least one of the Essential
Domains of School Readiness, which include early mathematics and early
scientific development. Early childhood educators may also benefit from
projects that address Priority 7, and to clarify that, we remove the
reference in subpart (a) to teachers of career and technical education,
which may have been viewed as limiting the scope of the priority.
We appreciate the commenter's request that we use Priority 7 as a
mechanism to build the evidence base supporting early mathematics and
science learning. As discussed elsewhere in this notice, the Department
currently supports evidence-based funding through several provisions in
EDGAR, most notably 34 CFR 75.590 (Evaluation by the grantee). In
addition, discretionary grant programs may use selection factors
included in 34 CFR 75.210(h) (Quality of the project evaluation), as
appropriate, to encourage applicants to design evaluations of their
projects that accurately reflect the research questions most relevant
to the field. Because the Department has discretion in choosing the
types of evidence-building activities that are most appropriate for
particular discretionary grant programs, we do not think that it is
necessary to include a requirement that applicants addressing Priority
7 build the research base in a specific policy area.
Changes: We have revised subpart (a) of Priority 7 so that it now
reads: ``Increasing the preparation of teachers or other educators in
STEM subjects through activities that may include building content
knowledge and pedagogical content knowledge, and increasing the number
and quality of Authentic STEM Experiences.''
Comment: One commenter asked that the term ``teachers'' be replaced
with ``educators'' in subpart (c) of Priority 7.
Discussion: We appreciate the commenter's suggestion, and note
that, while teachers are not mentioned in subpart (c) of Priority 7,
both teachers and educators are included in subpart (a).
Changes: None.
Comment: One commenter suggested the addition of several subparts
to highlight the role that afterschool and summer programs can play in
promoting STEM education, encouraging joint professional development
for community educators and teachers, and increasing partnerships
between LEAs and afterschool and expanded learning programs. Another
commenter suggested that we include a focus on public-private
partnerships that would align STEM labor market demands with a supply
of well-prepared STEM workers.
Discussion: We agree with the first commenter and think that the
areas of focus suggested are important; however, we do not think that
it is appropriate to prescribe the specific types of programs, such as
afterschool or summer programs, that should be supported through the
Supplemental Priorities. We think that applicants are best-suited to
propose projects that will meet the needs of the target populations
they propose to serve, and those projects may include support for
afterschool or summer programs. The main goal of the priority is to
prepare students to meet the demands of the STEM labor market.
Finally, we note that our reference in subpart (a) of Priority 7 to
``other educators,'' as well as our reference to Authentic STEM
Experiences, allows applicants to propose projects that include a focus
on joint professional development. To further bolster this concept, we
revise subpart (b) of Priority 7 to clarify that projects designed to
provide students with increased access to STEM opportunities may be
integrated across multiple settings.
Changes: We have revised subpart (b) of Priority 7 so that it ends
with the phrase: ``. . . that may be integrated across multiple
settings.''
Comment: One commenter urged the Department to include in Priority
7 a focus on arts education to improve students' creative thinking
skills.
Discussion: We appreciate the commenter's suggestion, and note that
Priority 7 includes ways for projects to address creative thinking
skills. For example, subpart (b) of Priority 7 could be used to support
projects that provide students with increased access to Authentic STEM
Experiences, which could be laboratory, research-based, or experiential
learning opportunities in informal or formal settings.
We also note that applicants could include a focus on arts
education in a project designed to promote STEM education; and that
elements of arts education can be particularly relevant to technology
and engineering programs. In fact, we view arts education as a strategy
that can touch several of the Supplemental Priorities.
Changes: None.
Comment: One commenter asked that we include a new subpart in
Priority 7 that would support projects that engage parents and families
in their children's STEM education.
Discussion: We agree that family engagement is important for
student success in all subjects and reflect our
[[Page 73438]]
interest in supporting family engagement in Priority 14--Improving
Parent, Family, and Community Engagement. As appropriate, we may
combine elements of Priority 7 and Priority 14 to solicit applications
that include both a focus on STEM and on family engagement.
Changes: None.
Comment: One commenter expressed concern that subpart (d) of
Priority 7, which would support projects that are intended to increase
the number of individuals from groups that have been historically
under-represented in STEM who are provided with rigorous STEM
coursework and prepared for postsecondary study and careers in STEM, is
unconstitutional. The commenter asserts that the Federal government
cannot use classifications based on race, ethnicity, or gender in its
efforts to support the improvement of student outcomes.
Discussion: Subpart (d) of Priority 7 is designed to support
investments in strategies that are most likely to increase access to
rigorous STEM coursework, and preparation for postsecondary study and
careers in STEM, for individuals from groups that have been
historically under-represented in STEM fields. These individuals may
include, but are not limited to, minorities, individuals with
disabilities, and women. This priority does not encourage or require
classifications based on race, ethnicity, or gender. Applicants may
propose approaches that seek to increase participation by individuals
from groups that have been historically under-represented and that
serve all individuals. We further note that recipients of Department
funding must comply with the nondiscrimination requirements of Title VI
of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act
of 1973, Title IX of the Education Amendments of 1972, and the Age
Discrimination Act of 1975. For more information on these requirements,
and other guidance related to diversity, please visit the Department's
Office for Civil Rights (OCR) Web site at https://www2.ed.gov/about/offices/list/ocr/.
Changes: None.
Priority 8--Implementing Internationally Benchmarked College- and
Career-Ready Standards and Assessments
Comment: One commenter supported internationally benchmarked
college- and career-ready standards, but noted that many States are
already of developing and implementing those standards. Thus, the
commenter argued that it was not necessary for the Federal government
to support this type of work.
Discussion: Priority 8 is not focused on developing the standards
themselves. Rather, this priority supports strategies for implementing
college- and career-ready standards effectively, and projects designed
to address Priority 8 would not be conducted at the Federal level.
Rather, the Department would use this priority to support State, local,
or regional entities carrying out this work and those entities would
propose strategies that are best-suited to the populations they propose
to serve and the particular college- and career-ready standards and
assessments that are being implemented.
Changes: None.
Comment: One commenter expressed concern that the term
``performance-based tool,'' found in subpart (a) of Priority 8, is not
a commonly understood term.
Discussion: We appreciate the commenter's concern. We think,
however, that the text of subpart (a) provides the necessary context
for the term ``performance-based tool.'' Our intent in this subpart is
to broadly refer to performance-based tools, allowing applicants
flexibility in developing and implementing the materials they need in
order to effectively assess student progress.
Changes: None.
Comment: One commenter asked that we provide further incentives to
States to broaden their accountability definitions and requirements to
include a more comprehensive definition of student success. The
commenter noted the importance of using multiple measures, formative
assessments, non-test-based evidence of learning, and progress toward
personal growth objectives.
Discussion: We agree that the elements listed by the commenter can
be important and useful measures of student success, and we include
formative assessments in subpart (a) of Priority 8. While we do not
mention the commenter's other examples specifically in the subpart, we
think that the phrase ``performance-based tools'' is broad and could
encompass several types of measures.
Changes: None.
Comment: One commenter suggested that we revise subpart (a) so that
it is clear that the focus of student assessments should be to improve
and inform instruction and learning.
Discussion: We agree with the commenter that student assessments
should be used to improve and inform instruction and learning, but we
do not think that it is necessary to revise subpart (a) to require
applicants to focus on those goals.
Changes: None.
Comment: Two commenters asked that we include in subpart (b) of
Priority 8 a focus on professional development for principals, as well
as teachers.
Discussion: We agree that supporting principals with professional
development and training opportunities that are aligned with college-
and career-ready standards is important, and have edited subpart (b) to
reflect this goal.
Changes: We have revised subpart (b) to read: ``Developing and
implementing teacher or principal professional development or
preparation programs that are aligned with those standards.''
Comment: One commenter suggested several revisions to subparts (b)
and (c) of Priority 8. The commenter suggested that we should encourage
applicants to provide opportunities for deeper learning, improving
content knowledge, communicating effectively, collaborating with peers,
and participating in professional development that is self-directed.
The commenter also asked that Priority 8 be revised to specifically
support efforts to improve literacy instruction, and be tailored to
meet the needs of middle and high school teachers.
Discussion: We appreciate the commenter's suggestions and agree
that the elements outlined by the commenter are important. However we
do not think that it is appropriate in these priorities to prescribe
specific strategies, content areas, or grades on which projects should
focus, because we think that applicants are best-suited to propose
projects that meet the needs of the target populations they propose to
serve.
Changes: None.
Comment: One commenter requested that we require that new
assessments developed by applicants or grant recipients be licensed
with an intellectual property license that allows for unrestricted
reuse and modification.
Discussion: We appreciate the commenter's suggestion, but we do not
believe that it is appropriate to impose this license requirement
unilaterally, because making some types of assessments so broadly
available could have implications for academic integrity. The
Department's existing regulations relating to products produced with
grant funds already provide that grantees may copyright intellectual
property produced with Department grant funds per 34 CFR 75.261
(Copyright policy for grantees). However, under 34 CFR 74.36
(Intangible property) and 80.34 (Copyrights), the Department retains a
[[Page 73439]]
non-exclusive and irrevocable license to reproduce, publish, or
otherwise use those project materials for government purposes.\8\ This
license gives the Department the authority we need to ensure that
materials produced as part of Department-supported grant projects can
be made available to the public.
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\8\ For grants awarded on or after the date on which the
Department adopts and makes effective the Uniform Guidance in 2 CFR
part 200 (expected on December 26, 2014), 2 CFR 200.315(b) would
preserve the Federal government's license that exists under current
Sec. Sec. 74.36 and 80.34.
---------------------------------------------------------------------------
Changes: None.
Comment: One commenter asked that we include a new subpart in
Priority 8 focused on developing equitable conditions and resources to
support the implementation of standards and improve students' academic
skills and opportunities in a broad range of subjects and competencies,
in order to prepare students for success in the globally interdependent
world.
Conversely, one commenter objected to our reference to
internationally benchmarked standards and assessments, explaining that
students should not be focused on comparing themselves to their peers
in other nations, but rather on their own academic achievement.
Discussion: We agree that students must be prepared for success in
college, career, and life. We think that the proposed subparts could
support a project designed to do what the commenter described, and also
note that any project proposed to address Priority 8 would need to be
relevant to internationally benchmarked standards and assessments. We
also note that Priority 12--Promoting Diversity already provides an
opportunity for a focus on preparing students to be successful in the
increasingly diverse workforce.
Finally, we disagree with the commenter that students should not be
prepared to be globally competitive and note that the Department's
mission is to promote Student Achievement and preparation for global
competitiveness by fostering educational excellence and ensuring equal
access. We think that projects designed to assess students against
internationally benchmarked college- and career-ready standards will
help to ensure those students are on track for future success in any
context.
Changes: None.
Priority 9--Improving Teacher Effectiveness and Promoting Equitable
Access to Effective Teachers
Comment: One commenter expressed support for proposed Priority 9
and proposed Priority 10--Improving the Effectiveness of Principals,
and suggested several instances where we could better differentiate
supports for teachers and principals in other priorities and
definitions proposed in the NPP.
Discussion: We appreciate the commenter's suggestion, and note
resulting changes to Priority 1--Improving Early Learning and
Development Outcomes. We thought clearer differentiation was
appropriate in subpart (b) of Priority 1, which focuses on improving
the knowledge, skills, and abilities of the early learning workforce
because, we think that it is crucial for administrators to be well-
versed in methods of improving young children's health, social-
emotional, and cognitive outcomes. However, we did not edit all the
priorities suggested by the commenter, because we do not think that
each priority identified by the commenter focused on a professional
development or training need that is as meaningful for principals as it
is for teachers. We also note that, in priorities in which we use the
term ``educator,'' a project could be designed to support individuals,
such as principals, who are not teachers.
Changes: We have revised Priority 1 to better reflect the needs of
administrators and leaders. Further explanation of this change is
included in relevant sections of this notice.
Comment: One commenter expressed general concern that the
Department does not focus its efforts on encouraging teachers to be
innovative, creative, and effective in the classroom. Another commenter
stressed that we explicitly focus on balancing direct instruction with
project-oriented methods, enhancing problem-solving through deep
understanding of subject matter, improving critical thinking skills,
and cultivating teachers' recognition of student learning styles.
Discussion: We agree that innovative, creative, and effective
teachers are important to students' academic success. For this reason,
we have included Priority 9, which focuses in part on supporting
teachers to be effective in the classroom. Particularly, we note that
subpart (a)(i) of Priority 9 focuses on preparing, recruiting,
selecting, and developing teachers to be effective. We think that, to
be effective, teachers also need to be innovative and creative. As
such, a project designed to increase the number and percentage of
effective teachers through the strategies outlined in subparts (a)(i)
or (ii) of Priority 9 would likely support teachers to be innovative
and creative.
In addition, we thank the commenter who suggested several specific
foci for this priority. We agree that the skills suggested by the
commenter are relevant, but also think that these skills are captured
in Priority 9. Priority 3--Promoting Personalized Learning, can support
projects that help teachers customize their instructional approaches to
meet the needs of individual students.
Changes: None.
Comment: One commenter expressed general support for the proposed
priorities, but suggested that we also support projects that reduce
class sizes, particularly in secondary schools, and that we support
paid teacher internships for new teachers that mirror the training that
medical doctors receive.
Discussion: We think that there are several ways that our
discretionary grant programs could use this priority to solicit
projects that are designed to better prepare and support teachers, and
to ensure that teachers have manageable workloads. In general, we do
not wish to require applicants proposing projects under Priority 9 to
support teachers through specific strategies. Rather, we think that
applicants are generally best suited to propose specific strategies to
support the target populations they propose to serve.
Changes: None.
Comment: One commenter asked that we expand proposed Priority 9 so
that early learning providers could also benefit from the activities
described in subparts (a) and (b).
Discussion: We agree that early learning providers should receive
support so that they can be effective in their careers. Priority 9 does
not preclude early learning and development teachers from benefiting
from projects supported under Priority 9.
Changes: None.
Comments: A few commenters expressed support for Priority 9, but
suggested that we include specific methods to support effective
teachers. One commenter suggested that peer evaluations are helpful,
and another stressed the importance of including strategies to support
teachers to be effective in diverse classroom settings. In particular,
the commenter asked that we encourage rural districts to implement
``grow your own'' strategies to improve teacher recruitment and
retention.
Another commenter suggested that we revise the language in subpart
(a) of Priority 9 to stress the importance and difficulty of staffing
Lowest-performing Schools.
Discussion: We thank the commenters for suggesting specific
strategies to support the preparation, recruitment, development, and
retention of effective
[[Page 73440]]
teachers, and agree that several strategies may be used to do this work
successfully. We also agree that some strategies are better suited than
others to effect positive change, depending on the needs of the
community to be served by the proposed project. For these reasons, we
do not want to limit the scope of Priority 9 by including or requiring
the use of specific strategies. Rather, we expect applicants to propose
appropriate strategies to increase the number and percentage of
effective teachers in their schools and to promote equitable access to
effective teachers.
We also agree with the commenter that rural schools, in addition to
schools with high concentrations of students from low-income families
and minority students, should be staffed by effective teachers. For
this reason, we have revised Priority 9 to explicitly include ``schools
in Rural Local Educational Agencies.''
Finally, we agree that teachers working in Lowest-performing
Schools, schools in Rural LEAs, and schools with high concentrations of
students from low-income families and minority students may face unique
challenges. We therefore have added language to subpart (a) of Priority
9 to better support projects that will increase the number and
percentage of effective teachers in schools where they are most needed.
Changes: We have revised subpart (a) of Priority 9 so that it now
reads: ``Increasing the number and percentage of effective teachers in
Lowest-performing Schools, schools in Rural Local Educational Agencies,
or schools with high concentrations of students from low-income
families and minority students . . .'' We have made a corresponding
change to subpart (a) of Priority 10--Improving the Effectiveness of
Principals.
Comment: One commenter suggested that we separate the concept of
improving workplace conditions from subpart (a)(ii) because that
strategy could not only improve the retention of effective teachers,
but also increase successful teaching and learning. The commenter also
noted the importance of tailoring professional development to meet the
needs of new teachers, because they are typically assigned to
classrooms and schools with greater needs, and suggested that we
emphasize comprehensive teacher induction as an effective strategy for
supporting those teachers. Another commenter suggested including, in
subpart (a)(ii), a focus on relevant, effective, and outcome-oriented
professional development to support teachers who work in challenging
environments.
Discussion: We agree with the commenter that improving workplace
conditions would not only improve retention of effective teachers, but
also would support environments in which teachers and students can be
successful. We note that subpart (a)(ii) of Priority 9 includes a focus
on both retention and on creating opportunities for successful teaching
and learning. For this priority, our focus is to support projects that
are designed to retain effective teachers, and through such strategies
as improving workplace conditions, improve outcomes for teachers and
students.
We also agree with the commenter that teachers need differentiated
support depending on the amount of time they have spent in the
classroom. We think that, in order to implement the strategies outlined
in subpart (a)(ii) well, an applicant would need to customize its
approach to meet the needs of teachers in different stages of their
careers. We also note that, in subpart (a)(i), we include a focus on
early career teacher development. We therefore do not think it is
necessary to edit Priority 9 to meet the needs of early career
teachers.
We think that teachers working in Lowest-performing Schools,
schools in Rural LEAs, and schools with high concentrations of students
from low-income families and minority students may need differentiated
support in order to be effective. We have changed subpart (a)(ii) of
Priority 9 to more clearly communicate the expectations of the
professional development to be delivered to teachers in these schools.
Changes: We have revised subpart (a)(ii) of Priority 9 so that it
now reads: ``Improving the retention of effective teachers through such
activities as creating or enhancing opportunities for teachers'
professional growth; delivering professional development to teachers
that is relevant, effective, and outcome-oriented; reforming
compensation and advancement systems; and improving workplace
conditions to create opportunities for successful teaching and
learning.''
Comment: One commenter asked that we revise subpart (b) of proposed
Priority 9 so that children with disabilities, in addition to students
from low-income families and minority students, could benefit from
projects designed to encourage equitable access to effective teachers.
Discussion: We appreciate the commenter's concern, and note that
this subpart is intended to help SEAs and LEAs comply with requirements
in 34 CFR 200.57(a)(2)(iii)(A) and (b)(2) that are designed to ensure
that students from low-income families and minority students are not
taught at higher rates than other students by inexperienced, out-of-
field, or unqualified teachers.
Changes: None.
Comment: One commenter asked that we revise proposed Priority 9 to
include a preference for nonprofit organizations that provide
afterschool and extended learning programs, as well as nonprofit
organizations that provide alternative routes to teacher certification.
Discussion: We agree that nonprofit organizations can play key
roles in supporting and retaining effective teachers, and in providing
students equitable access to effective teachers. Many, but not all, of
our discretionary grant programs consider nonprofit organizations to be
eligible to apply for funding. Because Priority 9 does not preclude
nonprofit organizations and we do not want to revise the priority in a
manner that would restrict the use of the priority by discretionary
grant programs, we do not think that Priority 9 should be revised to
specify their participation in projects to support effective teachers
or to promote equitable access to effective teachers.
Changes: None.
Comment: One commenter noted that we refer to ``low-income
students'' in Priority 9, but to ``students from low-income families''
in other priorities and definitions in the NPP.
Discussion: The use of two different phrases was unintentional and
we thank the commenter for pointing out the discrepancy. We have
revised this priority to ensure that we refer only to ``students from
low-income families.''
Changes: In Priority 9, we have changed ``low-income students'' to
``students from low-income families.''
Comment: One commenter stressed the importance of understanding
social and emotional competencies, and asked that we include in
Priority 9 and Priority 10--Improving the Effectiveness of Principals
projects that would support teacher and principal understanding of
these competencies.
Discussion: While we agree that teachers and principals should
fully understand the social and emotional needs of students at all
grade levels, we do not think that changes to Priorities 9 or 10 are
necessary to reflect this concept.
First, we include Priority 2--Influencing the Development of Non-
Cognitive Factors. The inclusion of this priority represents a focus of
the Department on improving students' mastery of skills and behaviors,
such as perseverance, self-regulation, and social and emotional skills.
Second, Priority 1--Improving Early Learning and
[[Page 73441]]
Development Outcomes supports projects that improve outcomes for early
learners across one or more of the Essential Domains of School
Readiness, which include, among other things, social and emotional
development. For these reasons, we do not think that edits to
Priorities 9 or 10 are necessary in response to this comment.
Changes: None.
Priority 10--Improving the Effectiveness of Principals
Comment: One commenter asked that we highlight the importance of
preparing principals to be effective in leading rural schools.
Discussion: We agree that principals face unique challenges in
rural schools, much like teachers in those schools. We think it is
important to include an explicit focus on schools in Rural LEAs and to
augment the priority to reflect this.
Changes: We have revised subpart (a) of Priority 10 to support
principals in schools in Rural LEAs.
Comment: One commenter suggested that we use Priority 10 to support
projects that would retain talented individuals to lead schools, in
addition to recruiting, selecting, preparing, and supporting those
individuals.
Discussion: We agree that retaining effective principals in schools
where they are needed most is an important way to significantly improve
instruction.
Changes: We have revised subpart (e) of Priority 10 so that it now
reads: ``Implementing practices or strategies that support districts in
hiring, evaluating, supporting, and retaining principals who
effectively lead schools.''
Comment: One commenter suggested that we include a focus on
district conditions, in addition to school conditions, in subpart (b)
of proposed Priority 10, which seeks projects that identify, implement,
and support policies and conditions to turn around Lowest-performing
Schools.
Discussion: We agree with the commenter, and now include a focus on
district conditions in subpart (b) of Priority 10.
Changes: We have revised subpart (b) of Priority 10 so that it now
reads: ``Identifying, implementing, and supporting policies and school
and district conditions that facilitate efforts by principals to turn
around Lowest-performing Schools.''
Comment: One commenter asked that we include foci on boards of
education and superintendents, in addition to principals, in proposed
Priority 10. Another commenter expressed concern that early learning
education leaders would not be included in projects designed under this
priority; and a third commenter asked us to extend our focus on
aligning principal preparation programs to college- and career-ready
standards so that the coursework begins with subject matter for
children at birth, rather than at pre-kindergarten. A fourth commenter
suggested that we revise subpart (e) of Priority 10 to promote the
creation of leadership pipelines and to include teacher leaders,
assistant principals, and principal supervisors in the subpart.
Discussion: We think that support of superintendents, boards of
education, principal supervisors, and other district leaders is an
integral component of strategies to effectively prepare and support
principals to lead schools. For this reason, we include subpart (e) of
Priority 10, which incentivizes projects designed to support districts
in hiring, evaluating, and supporting principals.
We agree with the commenter that early learning leaders should also
be prepared and supported so they can be effective in the schools or
programs they lead. We include in subpart (c) of Priority 10 an
emphasis on aligning principal preparation programs with pre-K through
grade 12 college- and-career ready standards. We do not think that it
is appropriate to extend this focus to encompass college- and career-
ready standards for children who are not yet three years old, because
those standards are not in place in most States. We note, however, that
we have made some changes to Priority 1--Improving Early Learning and
Development Outcomes to more explicitly reference early learning and
development program administrators. We think that the changes in
Priority 1 will allow for more flexibility in terms of the supports
available to program administrators.
Finally, we also agree that creating pathways for teachers to move
into leadership roles can be an effective way to encourage continued
professional learning and growth for teachers. In general, we think
that projects designed to meet subparts (a), (c), and (e) of Priority
10, as well as subpart (a)(ii) of Priority 9--Improving Teacher
Effectiveness and Promoting Equitable Access to Effective Teachers,
could focus on leadership pipelines or career pathways for teacher
leaders and assistant principals.
Changes: None.
Comment: One commenter suggested that we encourage improvement in
principal preparation and licensure through subpart (c) of Priority 10,
which supports the creation and expansion of principal preparation
programs.
Discussion: We thank the commenter for the suggestion, but note
that principal licensure is handled largely by State agencies. Although
some of the Department's discretionary grant programs include SEAs as
eligible applicants, many do not. As such, licensure is not an activity
that could be conducted by most applicants. We do not want to revise
the priority in a manner that might limit its use.
Changes: None.
Comment: One commenter stressed the importance of ensuring that
principals are well-versed in early learning curricula so that they are
able to effectively lead instruction in that area, and so that they are
able to appropriately evaluate teachers at various grade levels.
Discussion: We agree that principals must fully understand the
curricula being taught by the teachers they lead, and that many
principals oversee early learning and development programs in addition
to elementary or secondary education programs. We note that Priority 10
includes a focus in subpart (c) on aligning principal preparation
programs with pre-kindergarten through grade 12 college- and career-
ready standards. We also think that projects that are designed to meet
subpart (d) of Priority 10, which focuses on supporting principals in
their mastery of instructional and organizational leadership skills,
could include strategies to ensure that principals understand the
unique needs of preschool teachers and other early learning and
development providers. Further, we include mechanisms in Priority 1--
Improving Early Learning and Development Outcomes to support educators
and administrators to improve young children's health, social-
emotional, and cognitive outcomes. Because these priorities provide
multiple options for bolstering principals' understanding of early
learning curricula, we do not think revisions are necessary to address
the commenter's concern.
Changes: None.
Comment: One commenter expressed support for proposed Priority 10,
but encouraged us to further strengthen subpart (d) by including
specific leadership skills, such as developing and managing talent and
creating a strong organizational culture focused on high expectations
for student and teacher performance. Another commenter suggested
several edits throughout Priority 10 to highlight additional important
skills that principals must master, including accessing and using data
to make
[[Page 73442]]
decisions and improving the learning environment in addition to
instruction.
Discussion: We thank the commenters for suggesting specific skills
to prioritize. In general, we do not think that it is appropriate,
through this NFP, to dictate specific strategies, methods, or
activities beyond the broad areas of focus outlined in each priority.
We think that applicants are generally best-suited to choose approaches
that are most appropriate in their particular contexts.
Changes: None.
Priority 11--Leveraging Technology To Support Instructional Practice
and Professional Development
Comment: Several commenters noted the benefits of education
technology and expressed support for proposed Priority 11. Several of
these commenters also provided suggestions for expanding the reach of
the proposed priority. Two commenters suggested that the Department
expand subpart (c) to support projects that offer a broader range of
activities by including school leaders and technology leaders in
addition to educators as staff that could earn professional development
credit, certification, or continuing education and supporting online
networks for peer collaboration or mentorship. One commenter also
suggested adding a focus on teacher preparation coursework to build new
teachers' capacity to engage in learning environments and use digital
tools. Similarly, another commenter recommended adding professional
development for educators on how to effectively use digital resources
and student data. One commenter encouraged the Department to consider
content and pedagogy as necessary elements to inform the development of
high-quality digital materials, and another commenter suggested adding
a subpart for projects that use technology to restructure the
traditional pedagogical model to overcome traditional time, space, and
fiscal constraints.
One commenter requested that the Department include a focus on
school- and district-level activities, including the development and
implementation of comprehensive plans for technology integration and
data privacy policies. Another commenter suggested that research and
evaluation be included as a required activity under the proposed
priority.
Discussion: We appreciate the commenter's recommendations and note
that many of the suggestions are covered under subpart (c) of Priority
11. For example, we think that ``educators'', as it appears in subpart
(c), is a broad enough term to encompass school leaders, in addition to
teachers. We also think that professional development on the use of
digital resources, the use of student data, and privacy policies would
be appropriate elements of a project that addresses subpart (c) of
Priority 11. In general, we do not think that it is appropriate to
prescribe the specific topic of the professional development, because
applicants are best suited to identify the needs of the teachers and
leaders they propose to serve. The purpose of this priority is for
applicants to leverage the use of technology in supporting
instructional practices and professional development; we do not intend
to restrict the topics of the instructional practice or professional
development. Further, we do not think that it is necessary to revise
the priority to include a subpart for projects that use technology to
restructure the traditional pedagogical model to overcome traditional
time, space, and fiscal constraints because those projects may be
supported under Priority 3--Promoting Personalized Learning.
We decline to list or prescribe specific types of learning
communities. As proposed, we think that learning communities would
allow for online networks for peer collaboration. However, we change
``including'' to ``such as'' in subpart (c) to clarify that projects
addressing the priority may include online learning communities that do
not result in awarding professional development or continuous learning
units.
We agree with the commenter that applicants addressing this
priority will benefit from the development and implementation of
comprehensive plans for technology integration and data privacy
policies. However, given the variety of programs and entities that may
use or address this priority, we do not think that it is appropriate to
include those requirements in Priority 11. We also note that recipients
of Department funding are required to protect the privacy of student
data. Additionally, a program using this priority could use factors
from 34 CFR 75.210(c) (Quality of the project design) or 34 CFR
75.210(h) (Quality of the project evaluation) to encourage applicants
to address their planning and sustainability needs, as well as their
proposed project evaluations, as part of their proposed projects.
Changes: None.
Comment: One commenter recommended that proposed Priority 11
include language highlighting the value of technology in supporting
improved outcomes for young children and their families.
Discussion: We agree with the commenter that technology can enhance
the implementation of early learning projects and efforts to more
effectively engage parents. In fact, we discussed the opportunities to
leverage this priority with Priority 1--Improving Early Learning and
Development Outcomes and Priority 14--Improving Parent, Family, and
Community Engagement in the background provided in the NPP. We include
the priority on leveraging technology as a separate priority so that
discretionary grant programs have the flexibility to use the priority
alone or in combination with other priorities.
We decline to revise the priority in a manner that would limit the
types of students that could be served by projects that address the
priority. As proposed, Priority 11 does not preclude projects with a
focus on early learning or early grades. However, we have revised
subpart (a) of Priority 14--Improving Parent, Family, and Community
Engagement to include an explicit reference to technological tools as a
means to expand and enhance the skill, strategies, and knowledge of
parents and families.
Changes: In subpart (a) of Priority 14, we have revised the
parenthetical list so that it now begins with: ``including techniques
or use of technological tools . . .''
Comment: Several commenters suggested that the proposed priority be
revised to require projects supported under it to be based on the
principles of UDL.
Discussion: Although UDL is not explicitly discussed in Priority
11, an applicant could propose to develop and implement high-quality
accessible digital tools, materials, and assessments that are based on
UDL principles in response to subpart (b). Moreover, the priority, as
proposed, does not preclude an applicant from using the approach or
principle it determines to be most suitable for its project. We
therefore decline to revise the priority.
Changes: None.
Comment: One commenter noted that the use of ``particularly'' in
subpart (a), with respect to open educational resources, and
``including'' in subpart (c), with respect to certain types of online
courses, learning communities, and simulations, may be too restrictive.
Discussion: The Department strongly encourages the use of Open
Educational Resources (OER) and online courses, learning communities,
or simulations that award professional development credit or continuing
education units, but did not intend to restrict subparts (a)
[[Page 73443]]
and (c) so that only those projects could apply. We agree with the
commenter that the use of ``including'' in subpart (c) may be too
restrictive and we have revised the subpart to better reflect our
intent. However, we do not think that the use of ``particularly'' in
subpart (a) is too restrictive, because it appropriately reflects the
Department's interest in promoting the development and use of OER.
Further, in our review of Priority 11, we concluded that subpart
(a) could be better organized to ensure the clarity of our intent
regarding OER. We have also revised subpart (c) to clarify that we
intend the courses, learning communities, and simulations that are
supported by projects under this priority to be high-quality,
accessible, and online.
In addition, on reconsideration of Priority 11, we noticed that the
phrasing of subparts (b) and (c) was unintentionally restrictive and
would require applicants to both develop and implement the elements
described in each subpart. We think that there are cases in which an
applicant that may want to implement an already-developed product, but
would be precluded from doing so by the proposed subpart language. As
such, we have revised subparts (b) and (c) of Priority 11 to require
that applicants only implement, with the clear understanding that some
applicants may also develop, the products they propose to implement, as
appropriate.
Changes: We have revised subparts (a), (b), and (c) of Priority 11
so that they now read:
(a) Using high-speed Internet access and devices to increase
students' and educators' access to high-quality accessible digital
tools, assessments, and materials, particularly Open Educational
Resources.
(b) Implementing high-quality accessible digital tools,
assessments, and materials that are aligned to rigorous college- and
career-ready standards.
(c) Implementing high-quality, accessible online courses, online
learning communities, or online simulations, such as those for which
educators could earn professional development credit or continuing
education units through Digital Credentials based on demonstrated
mastery of competencies and performance-based outcomes, instead of
traditional time-based metrics.
Comment: One commenter requested the Department to clarify in
subpart (d) that data platforms can also be used to inform and improve
learning outcomes.
Discussion: We agree that producing evidence on teaching and
learning is not the sole purpose of data platforms, and also agree that
the focus of subpart (d) should be to inform and improve learning
outcomes.
Changes: We have revised subpart (d) so that it now reads: ``Using
data platforms that enable the development, visualization, and rapid
analysis of data to inform and improve learning outcomes, while also
protecting privacy in accordance with applicable laws.''
Comment: One commenter expressed strong support for Priority 11,
but stated that an applicant addressing subpart (a) alone should not be
recognized as meeting the goal of the priority. Conversely, another
commenter said that most schools are behind the technology curve and
lack resources for the infrastructure, hardware, software, and
professional development that are necessary for educators to
incorporate technology into the classroom.
Discussion: We appreciate the commenters' concern. However, we note
that, for some schools, projects designed to meet subpart (a) of
Priority 11 could represent the first step in leveraging technology.
Data provided to the Federal Communications Commission through the
ConnectED initiative show a significant need for the types of projects
that would be funded under subpart (a). Without access to high-speed
Internet and devices, students and educators also do not have access to
digital tools and materials in the classroom.
We also note that the Department considers a program's authorizing
statute and the types of entities that are eligible to apply when
determining whether it is appropriate to select and use a given
priority. The Department will not use a priority for a program if it
determined that the use of that priority is inconsistent with the
program's purpose or would not result in meaningful projects.
Changes: None.
Comment: Multiple commenters expressed support for the Department's
reference to, and definition of, OER. Two commenters stated that open
licensing of publicly funded educational resources should be made a
requirement in all Department programs. One commenter noted that OER
can be used to effectively address many of the other proposed
priorities, including proposed Priorities 3, 4, 5, and 7.
On the other hand, one commenter expressed concern about the
Department giving preference to entities that provide OER, stating that
one size does not fit all and that those entities may not understand
the teaching and learning experience. The commenter requested that the
Department let the market decide which tools are successful.
Discussion: We thank the commenters for their support of the OER
definition. Although we encourage OER, its inclusion in these
priorities does not require grant recipients to produce or use OER.
Therefore, we do not agree with the commenter who suggested that our
inclusion of OER would impede the market or result in entities
selecting and using tools that are not appropriate for their particular
teaching and learning experiences.
It should be noted that the Department has regulations related to
products produced with grant funds. Specifically, under 34 CFR 75.621
(Copyright policy for grantees), grantees may copyright intellectual
property that they produce with Department grant funds. However, under
34 CFR 74.36 (Intangible property) and 80.34 (Copyrights), the
Department retains a non-exclusive and irrevocable license to
reproduce, publish, or otherwise use those project materials for
government purposes.\9\ This license gives the Department the authority
needed to ensure that materials produced as part of Department grant
projects can be made available to the public.
---------------------------------------------------------------------------
\9\ For grants awarded on or after the date on which the
Department adopts and makes effective the Uniform Guidance in 2 CFR
part 200 (expected on December 26, 2014), 2 CFR 200.315(b) would
preserve the Federal government's license that exists under current
Sec. Sec. 74.36 and 80.34.
---------------------------------------------------------------------------
Changes: None.
Comment: One commenter noted the importance of live-online
proctoring and recommended that the Department require authentication
procedures that ensure the integrity of online education.
Discussion: We agree that it is important to have methods in place
to support the integrity and credibility of online education programs.
However, given the variety of applicants and discretionary grant
programs that may use this priority, we do not think that it is
appropriate to prescribe those methods as part of Priority 11.
Changes: None.
Comment: One commenter stated that technology does not, in and of
itself, improve instruction or learning, as it is only a tool used by
educators and students. The commenter questioned whether this priority
should be included.
Discussion: Although we agree that technology access alone may not
improve instruction or learning, when used effectively, technology has
the potential to engage students, empower teachers, and connect them to
each
[[Page 73444]]
other and to some of the best resources the world has to offer. These
results do have the power to improve instruction and learning and, for
that reason, we include this priority to support projects that would
leverage technology.
Changes: None.
Priority 12--Promoting Diversity
Comment: One commenter expressed general support for Priority 12
and suggested that we integrate the priority into the other 14
priorities.
Discussion: We thank the commenter and agree that increasing
diversity is an important strategy to prepare students to be successful
in an increasingly diverse workforce. We note that programs have the
flexibility to use several of these priorities in a single competition,
as appropriate. The Department has discretion in choosing which
priorities they use in a competition in any given year, and those
decisions must be made with the program's statutory requirements in
mind.
Changes: None.
Comment: One commenter was concerned that we are encouraging the
selection and assignment of students based on race and ethnicity in
proposed Priority 12. The commenter also indicated that the focus of
the Department's 2011 and 2013 guidance on diversity (which was created
in cooperation with the Department of Justice (DOJ)) is misplaced, and
that we should not encourage schools to adopt diversity policies.
Discussion: We appreciate the commenter's concern, and note that we
do not intend for this priority to be used to support projects that
select and assign students based solely on race; nor are we requiring
schools to adopt particular diversity policies. Rather, our intent for
this priority is to promote strategies that prepare students to be
successful in the increasingly diverse workforce. We currently support
projects that would increase racial, ethnic, and socioeconomic
diversity in schools and postsecondary programs; as well as projects
that would decrease racial, ethnic, and socioeconomic isolation of
students in preschool, elementary, or secondary programs, as
appropriate. We intend to use this priority only in discretionary grant
programs for which it is useful, relevant, and allowable under the
program's authorizing statute.
We also note that the Department's 2011 and 2013 guidance \10\ on
diversity was reaffirmed by guidance issued in 2014 \11\ by both the
Department and DOJ and is consistent with Supreme Court decisions.
---------------------------------------------------------------------------
\10\ Available at: https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201111.html and www.ed.gov/news/press-releases/new-guidance-supports-voluntary-use-race-achieve-diversity-higher-education.
\11\ Available at: https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201405-schuette-guidance.pdf.
---------------------------------------------------------------------------
Changes: None.
Comment: One commenter expressed concern that the changes made to
Priority 12 from the 2010 Supplemental Priorities, namely the inclusion
of socioeconomic diversity, may lead applicants to avoid increasing
racial and ethnic diversity. The commenter was also concerned that
proposed Priority 12 is no longer aligned with the 2011 and 2013 joint
guidance issued by the Department and DOJ. The commenter also noted
that the 2010 version of the priority was rarely used in discretionary
grant competitions, and asked that we ensure greater use of the
proposed priority in the future.
Another commenter asked that we revise proposed Priority 12 so that
applicants have greater flexibility to interpret ``diversity'' in terms
of the specific needs of their communities; and a third commenter asked
that we include in Priority 12 a focus on disability diversity.
Discussion: We agree that increasing racial and ethnic diversity is
important for preparing students for success in an increasingly diverse
workforce, and also acknowledge that the 2010 version of this priority
was not widely used in the Department's discretionary grant programs.
We therefore sought input from stakeholders on how to better frame the
priority so that it could be used more broadly. We learned that
including a focus on socioeconomic diversity, in addition to racial and
ethnic diversity, may facilitate the use of the priority in more
discretionary grant programs, and may have the corollary effect of also
increasing racial and ethnic diversity in schools and postsecondary
programs. Thus, we think that including socioeconomic diversity in
Priority 12 may encourage broader use of the priority across our
discretionary grant programs while maintaining the original focus on
increasing racial and ethnic diversity. We note, however, that we have
discretion in choosing which priorities to use in a competition in any
given year, and that those decisions must be made in accordance with
the program's authorizing statute.
We do not think that revising the priority so that ``diversity''
could be interpreted with the flexibility proposed by the commenter is
appropriate. We think that the focus of the priority should be on
increasing racial, ethnic, and socioeconomic diversity. Moreover, we do
not think it is appropriate to add disability diversity to Priority 12,
and note that we do include a mechanism to otherwise support students
with disabilities through Priority 4--Supporting High-Need Students.
Priority 12 is fully consistent with the guidance on diversity
issued by the Department and DOJ in 2011 and 2013. We also note that
all recipients of Department funds must comply with the
nondiscrimination requirements of Title VI of the Civil Rights Act of
1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the
Education Amendments of 1972, and the Age Discrimination Act of 1975.
Changes: None.
Comment: One commenter supported Priority 12, and suggested
additional edits to further strengthen the priority. For example, the
commenter thought that the priority should be structured so that
applicants would need to decrease racial, ethnic, and socioeconomic
isolation of students in preschool, elementary, or secondary programs,
rather than choose one area of focus among the three. The commenter
also suggested that we revise the priority so that increasing diversity
and decreasing racial isolation would need to be a focus of any project
under the priority, regardless of that project's focus on preschool,
elementary, secondary, or postsecondary institutions. Finally, the
commenter asked that we expand the priority to support projects that
would maintain diversity in already diverse districts that may be
experiencing demographic shifts.
Discussion: While we agree that increasing socioeconomic diversity
may also be an effective strategy for increasing racial and ethnic
diversity, we do not think that it is appropriate to require that
applicants proposing projects under this priority include strategies
for increasing all three types of diversity. We intend for Priority 12
to facilitate its broader use in our discretionary grant programs, so
we do not wish to impose further requirements on applicants.
Similarly, we think that preschool and elementary and secondary
schools face particular issues of racial, ethnic, and socioeconomic
isolation. In an effort to focus the Department's investments in this
respect on the areas in most need, we have not edited the priority to
include a focus on decreasing racial, ethnic, and socioeconomic
isolation in postsecondary programs.
We agree with the commenter that school districts that are already
diverse may need support to maintain their diversity in the midst of
shifting
[[Page 73445]]
demographics. However, we do not think that Priority 12 would preclude
such a project. We think that an applicant proposing a project of this
nature could do so in the context of decreasing racial, ethnic, or
socioeconomic isolation.
Changes: None.
Comment: One commenter expressed general support for proposed
Priority 12, and suggested that we extend the reach of the priority so
that increasing racial, ethnic, and socioeconomic diversity could be a
mechanism for increasing secondary and postsecondary completion rates,
in addition to increasing enrollment.
Discussion: While we agree with the commenter that completion of
secondary and postsecondary programs is an important area, we do not
think that Priority 12 is the appropriate place for such a focus. Our
intent for Priority 12 is to facilitate a broader focus on diversity in
our discretionary grant programs, so we do not wish to impose further
limitations on applicants. In addition, we note that Priority 5--
Increasing Postsecondary Access, Affordability, and Completion includes
two subparts focused on completion of college, other postsecondary
programs, or other career and technical education.
Changes: None.
Comment: One commenter requested that we include a focus on
supporting the diversity of the teaching workforce.
Discussion: We agree with the commenter that exposing students to
teachers from a variety of backgrounds may be an effective way to
prepare students for a diverse world of work. However, we do not think
that it is appropriate to expand the areas of focus in Priority 12.
Changes: None.
Comment: None.
Discussion: Upon review, we recognized that the language of
Priority 12 did not clearly reflect our intention that the increase in
diversity needs to occur at the school or program level in order to
address the priority. We have made that clarification.
Changes: We have revised Priority 12 so that it now refers to
``individual schools or postsecondary programs.''
Priority 13--Improving School Climate, Behavioral Supports, and
Correctional Education
Comment: One commenter expressed support for Priority 13, but
suggested that we expand it to recognize the causal connection that
links poor instruction to inappropriate student behavior.
Discussion: The commenter's hypothesis is reasonable and a project
focused on improving instruction to improve student behavior could fall
under subpart (a) of Priority 13, which supports projects that improve
school climate through strategies that may include Tiered Behavioral
Supports. Moreover, we note that the definition of Tiered Behavioral
Supports refers to evidence-based supports and data-based strategies.
Thus, a strategy that is based on a causal connection to student
behavior could be appropriate under this priority.
Changes: None.
Comment: One commenter asked that we include in Priority 13 a focus
on youth mentoring as an effective strategy for improving school
climate. Two commenters suggested that we focus specifically on
increasing student engagement and connectedness. Another commenter
asked that we highlight arts programs, citing examples of how they have
been shown to improve school climate.
In addition, a few commenters suggested that we include subparts
with a wider range of strategies under Priority 13. One commenter
suggested that we include a subpart for projects that are designed to
improve student outcomes through school-based health clinics and social
services, and another asked that we include support for school-based
addiction treatment. A third commenter urged the Department to
incentivize learning environments that provide real-world experience
through project-based or other applied work.
Discussion: We agree that each of the strategies suggested by
commenters may be effective in improving school climate. In general, we
do not think that it is appropriate to include specific strategies in
this priority because we do not want to limit those that applicants
could propose to use in their projects. As noted elsewhere, we think
that applicants are best-suited to propose appropriate strategies for
improving school climate, behavioral supports, and correctional
education, with their target populations in mind.
We also note that our definition of Tiered Behavioral Supports now
includes a reference to external partners, which may provide some
flexibility under subpart (a) of Priority 13 for applicants that
propose the strategies described by the commenters. We make this change
in order to recognize the unique supports that these partners can offer
and note that the rationale for this change to the definition of Tiered
Behavioral Supports is set out later in the Analysis of Comments and
Changes section of this document.
Finally, regarding the suggestion we address learning environments
under this priority, we note that Priority 7--Promoting Science,
Technology, Engineering, and Mathematics (STEM) Education includes a
focus on Authentic STEM Experiences, which can be laboratory, research-
based, or experiential learning opportunities in informal or formal
settings. We think that this provision in Priority 7 would allow for
project-based and other applied work strategies. Because those learning
environments are supported in Priority 7, we do not think it is
necessary to revise this priority.
Changes: None.
Comment: A few commenters noted the important role external
partners, particularly organizations that provide afterschool and
extended learning programs, can play in improving school climate.
Discussion: We agree that coordination between LEAs and external
partners can be an effective strategy for improving school climate. We
note, however, that these partnerships are often eligible applicants,
in their own right, under our discretionary grant programs. It is not
necessary to include language that specifically allows for partnerships
with community organizations that provide afterschool, extended
learning, or other relevant programs, because the priority does not
preclude those partnerships from participating in this work.
Changes: None.
Comment: One commenter suggested that we include language in
Priority 13 to allow for children in early learning and development
programs to benefit from projects addressing this priority.
Discussion: We think that applicants proposing to serve young
children could address Priority 13. We also note that we include in
Priority 1--Improving Early Learning and Development Outcomes a clear
focus on improving outcomes across the Essential Domains of School
Readiness, which includes social and emotional development. Projects
that are designed to improve such development in young children could
likely do so through strategies that are similar to those described in
Priority 13. We decline to revise Priority 13 in a manner that would
set clear age-group parameters because we think that it could limit the
use of the priority.
Changes: None.
Comment: One commenter stressed that we should include in Priority
13 strategies that use family engagement as a mechanism for improving
student behavior and strengthening student social, emotional, and
behavioral skills.
[[Page 73446]]
Discussion: We agree that engaging parents and families in their
students' education is important, which is why we include Priority 14--
Improving Parent, Family, and Community Engagement. As noted elsewhere,
these priorities are intended as a menu of options from which we may
choose in administering our discretionary grant programs. We may choose
which, if any, of the priorities or subparts are appropriate for
competitions under those programs. Thus, we may combine elements of
Priority 14 with elements of Priority 13 in one competition, if
appropriate and relevant to that program's goals.
Changes: None.
Comment: One commenter expressed support for subpart (b) of
Priority 13, which supports projects that reduce or eliminate school
discipline disparities between student subgroups, reduce or eliminate
the use of exclusionary discipline, and address the causes of those
disparities. The commenter suggested that we add to subpart (b) an
additional activity that would require applicants to also promote
disciplinary practices that are alternatives to exclusionary
discipline. Another commenter suggested that we emphasize in subpart
(b) the importance of training school personnel to address underlying
causes of disparities in school discipline.
Discussion: We agree that it is important for applicants to promote
alternative disciplinary practices in addition to reducing or
eliminating exclusionary practices. We have therefore edited subpart
(b) to include this additional focus.
While we agree with the other commenter that school personnel must
have the appropriate knowledge and skills to address disparities in
school discipline practices, we think that projects that are designed
to address subpart (b) of Priority 13, as proposed, could include a
focus on training school personnel in these matters.
Changes: We have revised subpart (b) of Priority 13 to conclude
with: ``. . . and promoting alternative disciplinary practices that
address the disparities.''
Comment: One commenter expressed concern with subpart (b) of
Priority 13, which supports projects that reduce or eliminate
disparities in school discipline practices for particular groups of
students by identifying and addressing the root causes of those
disparities. The commenter asserted that disparities exist because some
groups of students commit more violations than others.
Discussion: We disagree with the commenter, and note that the Civil
Rights Data Collection Issue Brief No. 1 \12\ reported extensively on
these disparities. Research suggests that the substantial racial
disparities of the kind reflected in the CRDC data are not explained by
more frequent or more serious misbehavior by students of color. \13\ We
also want to clarify the purpose of this subpart, which is to better
understand the root causes of disparate disciplinary practices and,
through that improved understanding, reduce or eliminate disparities in
disciplinary practices among student subgroups.
---------------------------------------------------------------------------
\12\ Available at: https://ocrdata.ed.gov/Downloads/CRDC-School-Discipline-Snapshot.pdf.
\13\ Available at: https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201401-title-vi-sp.pdf. (See Footnote 7)
---------------------------------------------------------------------------
Changes: None.
Comment: One commenter felt that our focus in subpart (c) of
Priority 13 was misplaced, and suggested that we restructure the
subpart so that projects designed to address it would more clearly
support the re-entry process after release from juvenile justice
facilities or adult correctional facilities.
Discussion: We thank the commenter for this suggestion and agree
that re-entry should be a more prominent focus of subpart (c).
Changes: We have revised subpart (c) of Priority 13 so that it now
reads: ``Improving the quality of educational programs in juvenile
justice facilities (such as detention facilities and secure and non-
secure placements) or adult correctional facilities, or supporting re-
entry after release, by linking the youth or adults to education or
job-training programs.''
Comment: None.
Discussion: Upon review, we determined that subpart (b) should be
clarified to acknowledge that efforts to either reduce or eliminate
disparities in school disciplinary practices or to reduce or eliminate
the use of exclusionary discipline may be alternative goals for
projects designed to address Priority 13, and that an individual
project need not be designed to achieve both of those goals in order to
address the priority. We have made that clarification.
Changes: We have revised subpart (b) so that it now reads:
``Reducing or eliminating disparities in school disciplinary practices
for particular groups of students, including minority students and
students with disabilities, or reducing or eliminating the use of
exclusionary discipline (such as suspensions, expulsions, and
unnecessary placements in alternative education programs) by
identifying and addressing the root causes of those disparities or uses
and promoting alternative disciplinary practices that address the
disparities or uses.''
Priority 14--Improving Parent, Family, and Community Engagement
Comment: One commenter supported proposed Priority 14, noting that
family engagement is important in fostering language and literacy
development in young children. A second commenter echoed this idea by
asking that we include in subpart (c) of Priority 14 a focus on
reducing language barriers between parents or families and school
staff. Another commenter also expressed support for this priority and
asked that we further strengthen the priority to pay particular
attention to the needs of students from low-income families, English
learners, and other High-need Students. One commenter noted that
Community Engagement and Parent and Family Engagement are very
important for student success, and said that it should be ranked higher
in the final list of priorities.
Discussion: We thank the commenters for their support for Priority
14. We think that language and literacy outcomes for children and
students may be improved through strategies that also improve Parent
and Family Engagement in schools. We also agree that language barriers
between parents or families and school staff can be difficult to
overcome when attempting to engage parents or families in their
students' education. However, we do not think that changes to the
priority are necessary to allow support for projects that are designed
to address these needs. Applicants are best suited to propose projects
to address the specific needs of their communities, and we therefore
decline to revise the priority in a manner that might limit its use to
those applicants that identify language barriers as a prevalent issue.
We also agree that High-need Students may need additional support,
and that their parents may be uncomfortable entering their children's
schools. Because several of our discretionary grant programs are
already targeted on High-need Students, and because we include Priority
4--Supporting High-Need Students, we do not think that adding an
additional focus to Priority 14 on High-need Students, is necessary.
Finally, we note that the priorities are not ranked in any
particular order. None of the priorities will be used more frequently
than others in our discretionary grant programs as a result of where
they fall in this list; the Department has discretion in choosing which
priorities to use in competitions.
[[Page 73447]]
Changes: None.
Comment: A few commenters suggested that we include a more explicit
focus in proposed Priority 14 on linking learning in school to learning
at home. One commenter noted that including the concept of Systemic
Initiatives in subpart (b) of Priority 14 would further emphasize the
need to develop and implement systems for promoting family engagement
in schools. In addition, two commenters expressed support for proposed
Priority 14 and suggested several places--in Priority 14, in the other
priorities, and in some definitions--where the Dual Capacity-Building
Framework for Family and Community Engagement could be better
represented.
Discussion: We agree that an important outcome of improving parent,
family, and community engagement is to connect what students learn at
school to the resources and support that are available for them at
home. We also agree that, in order to do this work well, it is helpful
for schools to have systems in place to effectively engage parents and
families. For these reasons, we amend subpart (b) of Priority 14.
Changes: We have revised subpart (b) of Priority 14 so that it
reads: ``. . . to build meaningful relationships with students' parents
or families through Systemic Initiatives that may also support
students' learning at home.''
Comments: One commenter urged us to restructure Priority 14 to
better reflect the Community Engagement or Parent and Family Engagement
needs of children beginning at birth. A few other commenters suggested
edits to the priority to be more inclusive of early childhood programs.
Discussion: We agree that young children, in addition to students
in kindergarten and above, benefit from improved Community Engagement
and Parent and Family Engagement, and note that we have made some
changes to Priority 1--Improving Early Learning and Development
Outcomes, to improve coordination between parents, families, and early
childhood educators. We have revised subparts (b) and (c) to allow for
support for community-based early learning and development programs.
Changes: In subpart (b), we have included references to ``program
leaders'' in addition to school leaders, and also have included
``practitioners'' in addition to teachers. In subpart (c), we have
included ``program staff'' in addition to school staff. We have made
similar changes to the definitions of Community Engagement and Parent
and Family Engagement to include both school and program staff.
Comment: One commenter suggested that we add an additional subpart
to Priority 14 that would support opportunities for parents, families,
and communities to, among other things, build meaningful relationships
with professionals, understand fiscal processes, and understand how to
use data to drive decision-making. Another commenter suggested specific
edits to subpart (a) of Priority 14 to encourage parents' use of
technological tools to improve communication.
Discussion: We think that the elements suggested by the first
commenter are important, and note that any of these elements could be
supported by projects that are designed under subpart (a) of Priority
14. We also note that subpart (c) of Priority 14 allows for broad
improvement of Community Engagement. In general, we do not think that
it is appropriate to list specific areas of focus beyond what is
already discussed in Priority 14, because applicants for discretionary
grant programs may wish to propose projects that are designed to
support the particular needs of their target populations. We decline to
revise the priority in a manner that might limit its use.
We appreciate the second commenter's suggestion to include a focus
on technological tools, and have edited subpart (a) to reflect the
suggestion.
Changes: In subpart (a) of Priority 14, we have revised the
parenthetical list so that it now begins with ``including techniques or
use of technological tools . . .''
Comments: One commenter expressed support for proposed Priority 14,
and noted the important role that afterschool programs can play in
improving engagement. Another commenter asked that use of technology be
explicitly included as an innovative tool to improve communication with
parents and families.
Discussion: We thank the commenters for offering approaches to this
work that may be effective. In general, we do not think that it is
appropriate to list specific strategies or approaches beyond what is
already discussed in Priority 14, because applicants for discretionary
grant programs may wish to propose projects designed to support the
particular needs of their target populations. We decline to revise the
priority in a manner that might limit its potential use.
We note that both afterschool programs and the use of technology
could be central elements to a project designed to meet Priority 14,
and we think our inclusion of ``program,'' in addition to ``school,''
in some subparts and definitions, as discussed above, may facilitate
the inclusion of afterschool programs.
Changes: None.
Comment: None.
Discussion: After reviewing Priority 14, we conclude that projects
that are designed to address this priority can focus on student
outcomes in general, rather than purely academic outcomes. We think
that this is appropriate given the types of projects we seek to support
under Priority 14, and note that any project that is designed to
address this priority could focus on improving student academic
outcomes.
Changes: We have removed ``academic'' from the introductory
language of Priority 14.
Priority 15--Supporting Military Families and Veterans
Comment: A few commenters expressed support for proposed Priority
15.
Response: We appreciate the commenters' support.
Changes: None.
Definitions. We discuss and respond to comments received on the
proposed definitions in alphabetical order.
Comment: One commenter suggested that we define the term ``adult
learners'' and noted that they make up almost 40 percent of the
college-going population.
Discussion: We agree that adult learners are an important group,
and note that Priority 5--Increasing Postsecondary Access,
Affordability, and Completion includes several mechanisms for
supporting adult learners. For example, subpart (d) of Priority 5
focuses on increasing the number of individuals who return to the
educational system to obtain a Regular High School Diploma, enroll in
and complete postsecondary education, or obtain basic and academic
skills. We do not define ``adult learners'' because we do not include
the term in the NFP, but we note that our definitions of both High-need
Students and Low-skilled Adult would include the subgroup about which
the commenter is concerned.
Changes: None.
Comment: One commenter suggested that we revise the proposed
definition of Authentic STEM Experiences to include teacher-led
integration of STEM fields within the K-12 setting. Another commenter
suggested that we include out-of-school time programs and summer camp
programs in the definition.
Discussion: While we think that each commenter's suggestion is
important and could be useful for some applicants,
[[Page 73448]]
we do not think that the definition of Authentic STEM Experiences
precludes an applicant from using any of the strategies or programs
discussed above.
Changes: None.
Comment: A few commenters expressed support for the proposed
definition of Community Engagement and asked that we include specific
types of organizations in the definition. One commenter noted the
important role that public media can play in fostering engagement, and
another asked that museums, cultural organizations, and other art
venues be highlighted in the definitions of Community Engagement and
Sustained Partnerships.
Another commenter suggested that we revise the proposed definition
of Community Engagement to include examples of systematic inclusion.
Discussion: We agree that several types of organizations, in
addition to those listed in the definitions of Community Engagement and
Sustained Partnerships, may play integral roles in projects to improve
Community Engagement or Parent and Family Engagement. We note that our
definition of Community Engagement includes an illustrative list of
organizations that may partner with SEAs, LEAs, or other educational
institutions, and that other organizations not specifically listed in
the definition could also be appropriate partners, depending on the
scope of a proposed project. Our definition of Sustained Partnerships
includes a similar list, but is not structured in a way that provides
for flexible interpretation. We therefore restructure that definition
to reflect the structure of the Community Engagement definition, so
that applicants may include other organizations in addition to those
listed as examples in the definition.
Finally, we agree with the commenter that including examples of
systematic inclusion may be helpful, and have revised the definition of
Community Engagement to include an illustrative list of possible ways
to systematically include community organizations as partners with
SEAs, LEAs, or other educational institutions, or their school or
program staff.
Changes: We have included in the definition of Community Engagement
the following strategies as possible ways to achieve systemic
inclusion: ``Developing a shared community vision, establishing a
shared accountability agreement, participating in shared data
collection and analysis, or establishing community networks that are
focused on shared community-level outcomes.'' We have also revised the
definition of Sustained Partnerships to make the list of possible
partner organizations illustrative rather than complete.
Comment: One commenter identified technical errors in the proposed
definitions of Community Engagement and Sustained Partnerships. First,
the commenter asserted that Title III of the Higher Education Act of
1965 (HEA) does not authorize grants to IHEs generally; rather, it
authorizes Federal assistance to certain types of institutions. Second,
the commenter noted that Hispanic-serving institutions are eligible for
assistance under Title V, not Title III, of the HEA and that, without
specific mention of Title V in our definitions of Community Engagement
and Sustained Partnerships, those institutions would not be included.
Finally, the commenter stated that historically black colleges and
universities (HBCUs) are a type of minority-serving institution (MSI),
and are eligible for assistance under Title III of the HEA. Because
HBCUs are a type of MSI that is authorized to receive assistance under
Title III, it is not necessary to mention them in addition to MSIs.
Discussion: We thank the commenter for pointing out these errors.
We have revised the definitions of Community Engagement and Sustained
Partnerships to ensure that the HEA is cited properly, that Hispanic-
serving institutions are included, and that we do not include redundant
references to specific types of MSIs.
Changes: In the definitions of Community Engagement and Sustained
Partnerships, we have amended our reference to the HEA so that it
includes Title III and Title V. We have also deleted specific reference
to HBCUs.
Comment: One commenter suggested that we add language to the
proposed definitions of Community Engagement and Parent and Family
Engagement to indicate that the goal of such engagement must be to
improve student academic and other related outcomes. Another commenter
asked that our definitions of Community Engagement and Parent and
Family Engagement require that inclusion of community organizations be
not only systematic, but sustained over time.
Discussion: We think that it is important that projects supported
by the Department generally be designed to support students. As
proposed, any project addressing Priority 14 must be designed to
improve student academic outcomes through strategies supporting
Community Engagement or Parent and Family Engagement. Therefore, we do
not think that it is necessary to include an additional focus on
improving student academic outcomes in the definitions of Community
Engagement and Parent and Family Engagement.
We think that the issue of sustaining strong partnerships is an
important one. However, we think that by requiring grantees to
systematically include community organizations in their work, through
the definitions, sustainable partnerships could happen organically. We
also think that requiring a focus on sustained inclusion may
disadvantage an applicant that is implementing those strategies for the
first time.
Changes: None.
Comment: One commenter suggested that we include ``validating
credentials'' in the definition of Employer Engagement to signal the
importance of ensuring that credentials provided by training programs
are those needed for in-demand jobs. Another commenter suggested that
we include, in the definition of Employer Engagement, a focus on
encouraging employers to actively recruit Low-skilled Adults and High-
need Students. A third commenter thought that it was important to
include potential employers in the definition to more fully reflect the
economic challenges that rural communities face.
Discussion: We agree that validating credentials is an important
part of Employer Engagement and we have edited the definition to
reflect that. We decline to make the change recommended by the second
commenter because the definition of Employer Engagement is focused on
ways in which employers can be involved in the design and delivery of
education and training programs, rather than activities that seek to
influence how and who employers hire. One intended result of greater
Employer Engagement, however, is that education and training programs
will be more successful in preparing and placing Low-skilled Adults and
High-need Students in employment.
With regard to the third commenter's suggestion, we decline to make
the change because the goal of subpart (a) of Priority 6, which is
increasing Employer Engagement, is to encourage education and training
programs to engage with entities that hire workers so that these
programs can prepare individuals for in-demand jobs. Engaging with an
entity that merely has the ``potential'' to hire workers sometime in
the future would not advance this goal.
Changes: We have included in the definition of Employer Engagement
the phrase ``validating credentials'' as a way in which employers may
demonstrate active involvement.
Comment: One commenter asked that creative arts expression be
included in the definition of Essential Domains of School Readiness, so
that the definition
[[Page 73449]]
would align with the Strong Start for America's Children Act of 2013.
Discussion: We appreciate the commenter's suggestion and have
edited the definition of Essential Domains of School Readiness to align
with the Strong Start for America's Children Act of 2013 and with the
Department's Preschool Development Grants program.
Changes: We have edited the definition of Essential Domains of
School Readiness so that it is aligned with the Strong Start for
America's Children Act of 2013 and with the Department's Preschool
Development Grants program.
Comment: One commenter asked that we include a definition of
``graduation rate,'' and suggested that it be consistent with the
definition in 34 CFR 200.19(b)(1).
Discussion: The term ``graduation rate'' is not included in the
Supplemental Priorities so we think it is unnecessary to define it.
Changes: None.
Comment: Several commenters requested that the Department add more
student groups to the illustrative list that is included in the
definition of High-need Students. Specifically, commenters asked that
vulnerable students, students with multiple disciplinary incidents,
chronically absent students, students with low-level literacy
achievement, and new immigrants be explicitly listed as examples in the
definition of High-need Students. One commenter suggested that the
Department change ``such as'' to ``and'' so that, in order to meet the
definition of High-need Students, the students would need to be among
one of the listed groups.
Discussion: So long as the students are at risk of educational
failure or otherwise in need of special assistance, the definition of
High-need Students could include the groups of students suggested by
the commenters. Applicants are not limited by the examples provided in
the definition. We think that it is important that an applicant have
the discretion to determine which students are at risk of educational
failure, and to discuss how the proposed project will meet the needs of
those students.
Also, it should be noted that this definition is consistent with
the existing definition of this term that is used by Department
programs, such as the Investing in Innovation Fund. Although we agree
with the commenters that additional groups of students may be
considered High-need Students, we think that it is important for the
Department to be consistent in defining this term.
Changes: None.
Comment: Two commenters questioned the differences between the
definitions of Children with High Needs and High-need Students. One
commenter suggested defining ``low income'' in the definition of
Children with High-needs and suggested using ``children from low-income
families'' in both definitions.
Discussion: Because Children with High Needs, as we define that
term, are not yet in school, an exact alignment between these two terms
is not appropriate (for example, Children with High Needs do not attend
school and, thus, cannot attend High-minority Schools). Further, we
note that the terms Children with High Needs and High-need Students are
currently used in other Department programs (such as Race to the Top--
Early Learning Challenge and the Investing in Innovation Fund); and we
think that it is important for the Department to be consistent in
defining these terms.
Changes: None.
Comment: Several commenters expressed concerns with the definitions
of High-quality Teacher Evaluation and Support System and High-quality
Principal Evaluation and Support system.
Specifically, one commenter was concerned that the definition of
High-quality Teacher Evaluation and Support System would not allow for
fair and appropriate assessment of early career teachers, for whom
there may not be sufficient Student Growth data available. One
commenter thought that we did not include a formative assessment
component, teacher buy-in and collective bargaining rights were not
adequately reflected, our use of the phrase ``significant factor'' with
respect to using Student Growth to inform assessments of teacher
performance was unclear, and that States may unfavorably interpret the
term ``significant'' when measuring Student Growth. Another commenter
asked that we clarify that, under the proposed definition, teachers
would be evaluated only for subjects they teach.
Commenters expressed similar concerns about the definition of High-
quality Principal Evaluation and Support System. In particular, one
commenter was concerned with using Student Growth as a significant
factor in evaluating principal performance, because teachers have a
larger impact on student performance than principals.
Discussion: We thank the commenters for their thoughtful
consideration of both definitions. These definitions are aligned with
Department guidance to States on ESEA flexibility waivers, which we
think is appropriate.
To address some of the specific concerns of the commenters, we note
that both definitions refer to regularly scheduled evaluations and
clear and timely feedback. We think that these provisions speak clearly
to the need for formative assessments. We also note that both high-
quality teacher and principal evaluation and support systems must, as
defined, be developed with teacher and principal involvement. We think
that teacher buy-in is an integral piece in developing and implementing
high-quality evaluation and support systems, and the definitions do not
affect collective bargaining rights or agreements.
Changes: None.
Comment: Two commenters suggested that we expand the definition of
Low-skilled Adult. One commenter asked that we include adults who are
not fluent in English and who may also be illiterate in their native
language. Another commenter suggested that we include adults who do not
have a high school diploma (or its recognized equivalent) or the
postsecondary credential or degree necessary to obtain employment.
Discussion: We agree that the groups of individuals described by
the commenters may need targeted support to succeed in the workforce.
We note, however, that these groups would be included in our definition
of High-need Students, and that Low-skilled Adults and High-need
Students are referenced specifically in subparts (b) and (c) of
Priority 6--Improving Job-Driven Training and Employment Outcomes. The
Department does not need to amend the definition of Low-skilled Adult
in order for those groups identified by the commenters to be
incorporated under the priorities because those groups would be
appropriately categorized as High-need Students and could be supported
by projects designed to address those subparts.
Changes: None.
Comment: Two commenters suggested edits to the definition of
Military- or Veteran-connected Student. One commenter suggested that we
revise the definition to include children of military families who do
not reside on military bases and children of veterans. Another
commenter asked that we include a focus on children with high needs,
including children with disabilities.
Discussion: The definition of Military- or Veteran-connected
Student encompasses all of the groups described by the commenters. The
definition does not prescribe where students must live
[[Page 73450]]
in order to be categorized as military- or veteran-connected. A High-
need Student could be included in the definition as long as that
student has a parent or guardian who is a member of the uniformed
services, the student is a member of the uniformed services, or the
student has a parent or guardian who is a veteran. Children of veterans
are clearly included in subpart (c) of the definition.
Changes: None.
Comment: One commenter suggested revisions to the definition of
Parent and Family Engagement so that it would include activities that
take place prior to school entry, beginning at the prenatal period.
Another commenter suggested that we include in the definition a focus
on engaging parents and families as their children transition from
early learning and development programs to kindergarten, and connecting
those parents and families to appropriate social services.
Discussion: We appreciate the commenter's suggestions, and edit the
definition to include a focus on program staff, in addition to school
staff, which significantly broadens the scope of the definition. We do
not think it is appropriate to further broaden the definition.
We appreciate the commenter's suggestion to include supports for
parents and families as their children transition from early learning
and development programs to kindergarten. We note that we have revised
subpart (c) of Priority 1--Improving Early Learning and Development
Outcomes so that applicants addressing this subpart must weave Parent
and Family Engagement into a project designed to improve transitions
for children across the birth-through-third-grade continuum. Therefore,
we do not think that the changes suggested by the commenter are
necessary.
Changes: We have revised the definition of Parent and Family
Engagement to include program staff, in addition to school staff.
Comment: One commenter suggested edits to the definition of
Persistently-lowest Achieving School.
Discussion: This definition is widely used across the Department,
and amendments to the definition would have implications for any
discretionary grant program that wishes to use the priorities that
include this definition.
Changes: None.
Comment: A few commenters suggested revisions to the proposed
definition of Personalized Learning. One commenter suggested clarifying
the term so that both scope and sequence of instruction can be tailored
to individual learners. One commenter stated that the second sentence
in the proposed definition be deleted, because the objectives and
content of the instruction should not vary from college- and career-
ready standards.
One commenter stated that the definition is too broad, and
requested the Department to identify the specific interventions that
would be included or excluded. Another commenter recommended that the
definition be strengthened through the specific inclusion of supports
for student engagement in Personalized Learning environments.
One commenter suggested that we amend the definition to clarify
that the role of digital tools and technology is to use data and
student engagement as the driving forces in Personalized Learning. One
commenter recommended explaining in the definition that data from
Personalized Learning should be used to create a feedback loop between
students, their parents, and their teachers. Another commenter stated
that data should always be used to improve learning and instruction in
Personalized Learning.
Discussion: Many of the commenters' suggestions are captured in the
definition of Personalized Learning. For example, ``scope'' and
``sequence'' are consistent with the definition's reference to learning
objectives, content, learning activities, and pace varying depending on
a learner's needs. Regarding the comment that learning objectives and
content should not vary by learner, we note that learning objectives
differ from standards. A learning objective is aligned with college-
and career-ready standards, but the specific learning objective or
content in which a learner focuses in a given lesson may vary based on
that learner's needs and mastery at a given point in time. Thus, we
decline to remove the references to learning objectives and content.
We do not want to revise the definition in a manner that would
prescribe specific approaches to Personalized Learning. For that
reason, we decline to list specific interventions or supports that may
or may not be used to implement Personalized Learning approaches. Also,
although we agree that digital tools and technology are valuable tools,
we do not want to prescribe or limit the types of tools that may be
used under the definition of Personalized Learning.
We agree with commenters that available data should be used in
Personalized Learning approaches and that data are most helpful when
supporting a feedback loop between students, their parents, and their
teachers. We think that the definition of Personalized Learning is
consistent with these activities and that a revision is not necessary.
Changes: None.
Comment: One commenter suggested that we include ``relevant
external partners'' as part of the definition of Tiered Behavioral
Supports, noting that external partners can play an important role in
matching intensive supports to student needs.
Discussion: We agree with the commenter and have included the
suggested phrase in the definition.
Changes: We have revised the definition of Tiered Behavioral
Supports so that it now reads: ``. . . a continuum of increasingly
intensive and evidence-based social, emotional, and behavioral
supports, including a framework of universal strategies for students,
school staff, and relevant external partners to promote positive
behavior and data-based strategies for matching more intensive supports
to individual student needs.''
Comment: None.
Discussion: After review, we determined that the definition of
Student Achievement was not fully aligned with the definition of that
term included in the Race to the Top (RTT) program. Specifically, the
definition in the NPP would require applicants to measure student
achievement for grades and subjects that require assessment under the
ESEA through both student scores and other measures of student
learning. The RTT program, however, requires only that student scores
be used to inform student achievement. Other measures may be used as
appropriate.
Changes: We have revised the definition of Student Achievement to
clarify that other measures of student learning may be used, as
appropriate, to determine student achievement in grades and subjects
for which assessments are required under the ESEA.
Final Priorities
The Secretary establishes the following priorities and related
definitions for use in any appropriate discretionary grant competitions
in FY 2015 and future years. These priorities and definitions replace
the supplemental priorities and definitions that were published in
2010.
Priority 1--Improving Early Learning and Development Outcomes
Projects that are designed to improve early learning and
development outcomes across one or more of the
[[Page 73451]]
Essential Domains of School Readiness for children from birth through
third grade (or for any age group within this range) through a focus on
one or more of the following:
(a) Increasing access to high-quality early learning and
development programs and comprehensive services, particularly for
Children with High Needs.
(b) Improving the quality and effectiveness of the early learning
workforce so that early childhood educators, including administrators,
have the knowledge, skills, and abilities necessary to improve young
children's health, social-emotional, and cognitive outcomes.
(c) Improving the coordination and alignment among early learning
and development systems and between such systems and elementary
education systems, including coordination and alignment in engaging and
supporting families and improving transitions for children along the
birth-through-third-grade continuum, in accordance with applicable
privacy laws.
(d) Including preschool, whether offered in school or community-
based settings, as part of elementary education programs and systems in
order to expand opportunities for preschool students and teachers.
(e) Sustaining improved early learning and development outcomes
throughout the early elementary school years.
Priority 2--Influencing the Development of Non-Cognitive Factors
Projects that are designed to improve students' mastery of non-
cognitive skills and behaviors (such as academic behaviors, academic
mindset, perseverance, self-regulation, social and emotional skills,
and approaches toward learning strategies) and enhance student
motivation and engagement in learning.
Priority 3--Promoting Personalized Learning
Projects that are designed to improve student academic outcomes and
close academic opportunity or attainment gaps through one or both of
the following:
(a) Implementing Personalized Learning approaches that will ensure
appropriate support and produce academic excellence for all students.
(b) Awarding credit or Digital Credentials based on Personalized
Learning or adaptive assessments of academic performance, cognitive
growth, or behavioral improvements and aligned with college- and
career-ready standards.
Priority 4--Supporting High-Need Students
(a) Projects that are designed to improve:
(i) Academic outcomes;
(ii) Learning environments; or
(iii) Both,
(b) For one or more of the following groups of students:
(i) High-need Students.
(ii) Students served by Rural Local Educational Agencies.
(iii) Students with disabilities.
(iv) English learners.
(v) Students in Lowest-performing Schools.
(vi) Students who are living in poverty and are served by schools
with high concentrations of students living in poverty.
(vii) Disconnected Youth or migrant youth.
(viii) Low-skilled Adults.
(ix) Students who are members of federally recognized Indian
tribes.
Priority 5--Increasing Postsecondary Access, Affordability, and
Completion
Projects that are designed to address one or more of the following:
(a) Reducing the net cost, median student loan debt, and likelihood
of student loan default for High-need Students who enroll in college,
other postsecondary education, or other career and technical education.
(b) Increasing the number and proportion of High-need Students who
are academically prepared for, enroll in, or complete on time college,
other postsecondary education, or other career and technical education.
(c) Increasing the number and proportion of High-need Students who,
through college preparation, awareness, recruitment, application,
selection, and other activities and strategies, enroll in or complete
college, other postsecondary education, or other career and technical
education.
(d) Increasing the number of individuals who return to the
educational system to obtain a Regular High School Diploma or its
recognized equivalent; enroll in and complete college, other
postsecondary education, or career and technical training; or obtain
basic and academic skills that they need to succeed in college, other
postsecondary education, other career and technical education, or the
workforce.
(e) Increasing the number and proportion of High-need Students,
particularly Low-skilled Adults, individuals with disabilities, and
Disconnected Youth or youth who are at risk of becoming disconnected,
who enroll in and complete postsecondary programs.
(f) Supporting the development and implementation of high-quality
online or hybrid credit-bearing and accessible learning opportunities
that reduce the cost of higher education, reduce time to degree
completion, or allow students to progress at their own pace.
Priority 6--Improving Job-Driven Training and Employment Outcomes
Projects that are designed to improve job-driven training and
employment outcomes through a focus on one or more of the following:
(a) Increasing Employer Engagement.
(b) Providing work-based learning opportunities (such as Registered
Apprenticeships, other apprenticeships, internships, externships, on-
the-job training, co-operative learning, practica, and work experience)
for Low-skilled Adults or other High-need Students.
(c) Integrating education and training into a career pathways
program or system that offers connected education and training (such as
education and training programs offered by community colleges or other
institutions of higher education), related Stackable Credentials, and
support services that enable Low-skilled Adults or other High-need
Students to obtain industry-recognized credentials and obtain
employment within an occupational area with the potential to advance to
higher levels of education and employment in that area.\14\
---------------------------------------------------------------------------
\14\ Examples of such integration include partnering or
coordinating with other programs that provide job training and
employment services, including American Job Centers and other
programs authorized by the Workforce Investment Act or the Workforce
Innovation and Opportunity Act.
---------------------------------------------------------------------------
(d) Providing Labor Market Information, career information,
advising, counseling, job search assistance, and other supports, such
as performance-based or other income supports or stipends,
transportation and child care assistance and information, that
facilitate credential attainment, employability, and job tenure.
(e) Using Labor Market Information to inform the focus of programs
and to guide jobseekers in choosing the types of employment or fields
of study, training, or credentials to pursue.
(f) Improving the knowledge and skills of service providers that
will enable the providers to better assist their customers to obtain
the competencies and job skills that are needed in the competitive
labor market.
[[Page 73452]]
Priority 7--Promoting Science, Technology, Engineering, and Mathematics
(STEM) Education
Projects that are designed to improve Student Achievement or other
related outcomes by addressing one or more of the following:
(a) Increasing the preparation of teachers or other educators in
STEM subjects through activities that may include building content
knowledge and pedagogical content knowledge, and increasing the number
and quality of Authentic STEM Experiences.
(b) Providing students with increased access to rigorous and
engaging STEM coursework and Authentic STEM Experiences that may be
integrated across multiple settings.
(c) Identifying and implementing instructional strategies, systems,
and structures that improve postsecondary learning and retention,
resulting in completion of a degree in a STEM field.
(d) Increasing the number of individuals from groups that have been
historically under-represented in STEM, including minorities,
individuals with disabilities, and women, who are provided with access
to rigorous and engaging coursework in STEM or who are prepared for
postsecondary study and careers in STEM.
(e) Supporting local or regional partnerships to give students
access to real-world STEM experiences and to give educators access to
high-quality STEM-related professional learning.
Priority 8--Implementing Internationally Benchmarked College- and
Career-Ready Standards and Assessments
Projects that are designed to support the implementation of, and
transition to, internationally benchmarked college- and career-ready
standards and assessments, including projects in one or more of the
following:
(a) Developing and implementing student assessments (such as
formative assessments, interim assessments, and summative assessments)
or performance-based tools that are aligned with those standards, that
are accessible to all students.
(b) Developing and implementing teacher or principal professional
development or preparation programs that are aligned with those
standards.
(c) Developing and implementing strategies that use the standards
and information from assessments to inform classroom practices that
meet the needs of all students.
Priority 9--Improving Teacher Effectiveness and Promoting Equitable
Access to Effective Teachers
Projects that are designed to address one or more of the following:
(a) Increasing the number and percentage of effective teachers in
Lowest-performing Schools, schools in Rural Local Educational Agencies,
or schools with high concentrations of students from low-income
families and minority students, through such activities as:
(i) Improving the preparation, recruitment, selection, and early
career development of teachers; implementing performance-based
certification systems; reforming compensation and advancement systems;
and reforming hiring timelines and systems.
(ii) Improving the retention of effective teachers through such
activities as creating or enhancing opportunities for teachers'
professional growth; delivering professional development to teachers
that is relevant, effective, and outcome-oriented; reforming
compensation and advancement systems; and improving workplace
conditions to create opportunities for successful teaching and
learning.
(b) Promoting equitable access to effective teachers for students
from low-income families and minority students across and within
schools and districts.
For the purposes of this priority, teacher effectiveness must be
measured using a High-quality Teacher Evaluation and Support System.
Priority 10--Improving the Effectiveness of Principals \15\
---------------------------------------------------------------------------
\15\ For the purpose of this priority, the term ``principal''
also refers to an assistant principal.
---------------------------------------------------------------------------
Projects that are designed to increase the number and percentage of
highly effective principals by addressing one or more of the following:
(a) Creating or expanding practices and strategies to recruit,
select, prepare, and support talented individuals to lead and
significantly improve instruction in Lowest-performing Schools, schools
in Rural Local Educational Agencies, or schools with high
concentrations of High-need Students.
(b) Identifying, implementing, and supporting policies and school
and district conditions that facilitate efforts by principals to turn
around Lowest-performing Schools.
(c) Creating or expanding principal preparation programs that
include clinical experiences, induction and other supports for program
participants, strategies for tracking the effect that program graduates
have on teaching and learning, and coursework that is aligned with pre-
kindergarten through grade 12 college- and career-ready standards.
(d) Implementing professional development for current principals,
especially in Lowest-performing Schools, that is designed to improve
teacher and student learning by supporting principals in their mastery
of essential instructional and organizational leadership skills.
(e) Implementing practices or strategies that support districts in
hiring, evaluating, supporting, and retaining effective principals.
For the purposes of this priority, principal effectiveness must be
measured using a High-quality Principal Evaluation and Support System.
Priority 11--Leveraging Technology To Support Instructional Practice
and Professional Development
Projects that are designed to leverage technology through one or
more of the following:
(a) Using high-speed Internet access and devices to increase
students' and educators' access to high-quality accessible digital
tools, assessments, and materials, particularly Open Educational
Resources.
(b) Implementing high-quality accessible digital tools,
assessments, and materials that are aligned with rigorous college- and
career-ready standards.
(c) Implementing high-quality, accessible online courses, online
learning communities, or online simulations, such as those for which
educators could earn professional development credit or continuing
education units through Digital Credentials based on demonstrated
mastery of competencies and performance-based outcomes, instead of
traditional time-based metrics.
(d) Using data platforms that enable the development,
visualization, and rapid analysis of data to inform and improve
learning outcomes, while also protecting privacy in accordance with
applicable laws.
Priority 12--Promoting Diversity
Projects that are designed to prepare students for success in an
increasingly diverse workforce and society by increasing the diversity,
including racial, ethnic, and socioeconomic diversity, of students
enrolled in individual schools or postsecondary programs; or, in the
case of preschool, elementary, or secondary programs, decreasing the
racial, ethnic, or socioeconomic isolation of students who are served
by the project.
[[Page 73453]]
Priority 13--Improving School Climate, Behavioral Supports, and
Correctional Education
Projects that are designed to improve student outcomes through one
or more of the following:
(a) Improving school climate through strategies that may include
establishing Tiered Behavioral Supports or strengthening student
social, emotional, and behavioral skills.
(b) Reducing or eliminating disparities in school disciplinary
practices for particular groups of students, including minority
students and students with disabilities, or reducing or eliminating the
use of exclusionary discipline (such as suspensions, expulsions, and
unnecessary placements in alternative education programs) by
identifying and addressing the root causes of those disparities or uses
and promoting alternative disciplinary practices that address the
disparities or uses.
(c) Improving the quality of educational programs in juvenile
justice facilities (such as detention facilities and secure and non-
secure placements) or adult correctional facilities, or supporting re-
entry after release, by linking the youth or adults to education or job
training programs.
Priority 14--Improving Parent, Family, and Community Engagement
Projects that are designed to improve student outcomes through one
or more of the following:
(a) Developing and implementing Systemic Initiatives to improve
Parent and Family Engagement by expanding and enhancing the skills,
strategies, and knowledge (including techniques or use of technological
tools needed to effectively communicate, advocate, support, and make
informed decisions about the student's education) of parents and
families.
(b) Providing professional development that enhances the skills and
competencies of school or program leaders, principals, teachers,
practitioners, or other administrative and support staff to build
meaningful relationships with students' parents or families through
Systemic Initiatives that may also support students' learning at home.
(c) Implementing initiatives that improve Community Engagement, the
relationships between parents or families and school or program staff
by cultivating Sustained Partnerships.
Priority 15--Supporting Military Families and Veterans
Projects that are designed to address the needs of Military- or
Veteran-connected Students.
Types of Priorities
When inviting applications for a competition using one or more
priorities, we designate the type of each priority as absolute,
competitive preference, or invitational through a notice in the Federal
Register. 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 (1)
awarding additional points, depending on the extent to which the
application meets the priority (34 CFR 75.105(c)(2)(i)); or (2)
selecting an application that meets the 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 priority.
However, we do not give an application that meets the priority a
preference over other applications (34 CFR 75.105(c)(1)).
Final Definitions
Authentic STEM experiences means laboratory, research-based, or
experiential learning opportunities in a STEM (science, technology,
engineering, and mathematics) subject in informal or formal settings.
Children with high needs means children from birth through
kindergarten entry who are from low-income families or otherwise in
need of special assistance and support, including children who have
disabilities or developmental delays; who are English learners; who
reside on ``Indian lands'' as that term is defined by section 8013(7)
of the Elementary and Secondary Education Act of 1965, as amended
(ESEA); who are migrant, homeless, or in foster care; and who are other
children as identified by the State.
Community engagement means the systematic inclusion of community
organizations as partners with State educational agencies, local
educational agencies, or other educational institutions, or their
school or program staff to accomplish activities that may include
developing a shared community vision, establishing a shared
accountability agreement, participating in shared data-collection and
analysis, or establishing community networks that are focused on shared
community-level outcomes. These organizations may include faith- and
community-based organizations, institutions of higher education
(including minority-serving institutions eligible to receive aid under
Title III or Title V of the Higher Education Act of 1965), businesses
and industries, labor organizations, State and local government
entities, or Federal entities other than the Department.
Digital credentials means evidence of mastery of specific
competencies or performance-based abilities, provided in digital rather
than physical medium (such as through digital badges). These digital
credentials may then be used to supplement or satisfy continuing
education or professional development requirements.
Disconnected youth means low-income individuals, ages 14-24, who
are homeless, are in foster care, are involved in the justice system,
or are not working or not enrolled in (or at risk of dropping out of)
an educational institution.
Employer engagement means the active involvement of employers,
employer associations, and labor organizations in identifying skills
and competencies, validating credentials, designing programs, offering
real workplace problem sets, facilitating access to leading-edge
equipment and facilities, providing ``return to work''-type
professional development opportunities for faculty, and providing work-
based learning and mentoring opportunities for participants.
Essential domains of school readiness means the domains of language
and literacy development, cognition and general knowledge (including
early mathematics and early scientific development), approaches toward
learning (including the utilization of the arts), physical well-being
and motor development (including adaptive skills), and social and
emotional development.
High-minority school means a school as that term is defined by a
local educational agency (LEA), which must define the term in a manner
consistent with its State's Teacher Equity Plan, as required by section
1111(b)(8)(C) of the Elementary and Secondary Education Act of 1965, as
amended (ESEA). The applicant must provide the definition(s) of High-
minority Schools used in its application.
High-need students means students who are at risk of educational
failure or otherwise in need of special assistance and support, such as
students who are living in poverty, who attend High-
[[Page 73454]]
minority Schools, who are far below grade level, who have left school
before receiving a Regular High School Diploma, who are at risk of not
graduating with a diploma on time, who are homeless, who are in foster
care, who have been incarcerated, who have disabilities, or who are
English learners.
High-quality teacher evaluation and support system means a system
that provides for continuous improvement of instruction; differentiates
performance using at least three performance levels; uses multiple
valid measures to determine performance levels, including data on
Student Growth as a significant factor and other measures of
professional practice; evaluates teachers on a regular basis; provides
clear and timely feedback that identifies needs and guides professional
development; is developed with teacher and principal involvement; and
is used to inform personnel decisions.
High-quality principal evaluation and support system means a system
that provides for continuous improvement of instruction; differentiates
performance using at least three performance levels; uses multiple
valid measures to determine performance levels, including data on
Student Growth as a significant factor and other measures of
professional practice; evaluates principals on a regular basis;
provides clear and timely feedback that identifies needs and guides
professional development; is developed with teacher and principal
involvement; and is used to inform personnel decisions.
Labor market information means data on current and projected local,
regional, State, and national labor markets, such as the number and
type of available jobs, future demand, job characteristics, training
and skills requirements, and the composition, characteristics, and
skills of the labor force.
Low-skilled adult means an adult with low literacy and numeracy
skills.
Lowest-performing schools means--
For a State with an approved request for flexibility under the
Elementary and Secondary Education Act of 1965, as amended (ESEA,
Priority Schools or Tier I and Tier II Schools that have been
identified under the School Improvement Grants program.
For any other State, Tier I and Tier II Schools that have been
identified under the School Improvement Grants program.
Military- or veteran-connected student means--
(a) A child participating in an early learning and development
program, a student enrolled in preschool through grade 12, or a student
enrolled in postsecondary education or career and technical training
who has a parent or guardian who is a member of the uniformed services
(as defined by 37 U.S.C. 101, in the Army, Navy, Air Force, Marine
Corps, Coast Guard, National Guard, National Oceanic and Atmospheric
Administration, or Public Health Service);
(b) A student who is a member of the uniformed services, a veteran
of the uniformed services, or the spouse of a service member or
veteran; or
(c) A child participating in an early learning and development
program or a student enrolled in preschool through grade 12 who has a
parent or guardian who is a veteran of the uniformed services (as
defined by 37 U.S.C. 101).
Open educational resources means teaching, learning, and research
resources that reside in the public domain or have been released under
an intellectual property license that permits their free use and
repurposing by others.
Parent and family engagement means the systematic inclusion of
parents and families, working in partnership with State educational
agencies (SEAs), State lead agencies (under Part C of the Individuals
with Disabilities Education Act (IDEA) or the State's Race to the Top-
Early Learning Challenge grant), local educational agencies (LEAs), or
other educational institutions, or their staff, in their child's
education, which may include strengthening the ability of (a) parents
and families to support their child's education; and (b) school or
program staff to work with parents and families.
Persistently-lowest achieving school means, as determined by the
State--
(a)(1) Any Title I school that has been identified for improvement,
corrective action, or restructuring under section 1116 of the
Elementary and Secondary Education Act of 1965, as amended (ESEA) and
that--
(i) Is among the lowest-achieving five percent of Title I schools
in improvement, corrective action, or restructuring or the lowest-
achieving five Title I schools in improvement, corrective action, or
restructuring in the State, whichever number of schools is greater; or
(ii) Is a high school that has had a graduation rate, as defined in
34 CFR 200.19(b), that is less than 60 percent over a number of years;
and
(2) Any secondary school that is eligible for, but does not
receive, Title I funds that--
(i) Is among the lowest-achieving five percent of secondary schools
or the lowest-achieving five secondary schools in the State that are
eligible for, but do not receive, Title I funds, whichever number of
schools is greater; or
(ii) Is a high school that has had a graduation rate, as defined in
34 CFR 200.19(b), that is less than 60 percent over a number of years.
(b) To identify the lowest-achieving schools, a State must take
into account both--
(i) The academic achievement of the ``all students'' group in a
school in terms of proficiency on the State's assessments under section
1111(b)(3) of the Elementary and Secondary Education Act of 1965, as
amended (ESEA), in reading/language arts and mathematics combined; and
(ii) The school's lack of progress on those assessments over a
number of years in the ``all students'' group.
Personalized learning means instruction that is aligned with
rigorous college- and career-ready standards so that the pace of
learning and the instructional approach are tailored to the needs of
individual learners. Learning objectives and content, as well as the
pace, may all vary depending on a learner's needs. In addition,
learning activities are aligned with specific interests of each
learner. Data from a variety of sources (including formative
assessments, student feedback, and progress in digital learning
activities), along with teacher recommendations, are often used to
personalize learning.
Priority schools means schools that, based on the most recent data
available, have been identified as among the lowest-performing schools
in the State. The total number of Priority Schools in a State must be
at least five percent of the Title I schools in the State. A priority
school is--
(a) A school among the lowest five percent of Title I schools in
the State based on the achievement of the ``all students'' group in
terms of proficiency on the statewide assessments that are part of the
SEA's differentiated recognition, accountability, and support system,
combined, and has demonstrated a lack of progress on those assessments
over a number of years in the ``all students'' group;
(b) A Title I-participating or Title I-eligible high school with a
graduation rate that is less than 60 percent over a number of years; or
(c) A Tier I or Tier II school under the School Improvement Grant
(SIG) program that is using SIG funds to implement a school
intervention model.
Regular high school diploma means the standard high school diploma
that is awarded to students in the State and that is fully aligned with
the State's academic content standards or a higher diploma and does not
include a General
[[Page 73455]]
Education Development (GED) credential, certificate of attendance, or
any alternative award.
Rural local educational agency means a local educational agency
(LEA) that is eligible under the Small Rural School Achievement (SRSA)
program or the Rural and Low-Income School (RLIS) program authorized
under Title VI, Part B of the Elementary and Secondary Education Act of
1965, as amended (ESEA). Eligible applicants may determine whether a
particular LEA is eligible for these programs by referring to
information on the Department's Web site at www2.ed.gov/nclb/freedom/local/reap.html.
Stackable credentials means credentials that are part of a sequence
of credentials that can be accumulated over time to increase an
individual's qualifications and help him or her to advance along a
career pathway to different and potentially higher-paying jobs.
Student achievement means--
For grades and subjects in which assessments are required under
section 1111(b)(3) of the Elementary and Secondary Act of 1965, as
amended (ESEA): (1) A student's score on such assessments; and, as
appropriate (2) other measures of student learning, such as those
described in the subsequent paragraph, provided that they are rigorous
and comparable across schools within a local educational agency (LEA).
For grades and subjects in which assessments are not required under
section 1111(b)(3) of the ESEA: (1) Alternative measures of student
learning and performance, such as student results on pre-tests, end-of-
course tests, and objective performance-based assessments; (2) student
learning objectives; (3) student performance on English language
proficiency assessments; and (4) other measures of student achievement
that are rigorous and comparable across schools within an LEA.
Student growth means the change in Student Achievement for an
individual student between two or more points in time.
Sustained partnership means a relationship that has demonstrably
adequate resources and other support to continue beyond the funding
period and that consist of community organizations as partners with a
local educational agency and one or more of its schools. These
organizations may include faith- and community-based organizations,
institutions of higher education (including minority-serving
institutions eligible to receive aid under Title III or Title V of the
Higher Education Act of 1965 (HEA)), businesses and industries, labor
organizations, State and local government entities, or Federal entities
other than the Department.
Systemic initiative means a policy, program, or activity that
includes Parent and Family Engagement as a core component and is
designed to meet critical educational goals, such as school readiness,
Student Achievement, and school turnaround.
Tier I schools means--
(a) A Title I school that has been identified as in improvement,
corrective action, or restructuring under section 1116 of the
Elementary and Secondary Education Act of 1965, as amended (ESEA) and
that is identified by the SEA under paragraph (a)(1) of the definition
of Persistently-lowest Achieving School.
(b) An elementary school that is eligible for Title I, Part A funds
that--
(1)(i) Has not made adequate yearly progress for at least two
consecutive years; or
(ii) Is in the State's lowest quintile of performance based on
proficiency rates on the State's assessments under section 1111(b)(3)
of the Elementary and Secondary Education Act of 1965, as amended
(ESEA) in reading/language arts and mathematics combined; and
(2) Is no higher achieving than the highest-achieving school
identified by the SEA under paragraph (a)(1)(i) of the definition of
Persistently-lowest Achieving School.
Tier II schools means--
(a) A secondary school that is eligible for, but does not receive,
Title I, Part A funds and is identified by the State educational agency
(SEA) under paragraph (a)(2) of the definition of Persistently-lowest
Achieving Schools.
(b) A secondary school that is eligible for Title I, Part A funds
that--
(1)(i) Has not made adequate yearly progress for at least two
consecutive years; or
(ii) Is in the State's lowest quintile of performance based on
proficiency rates on the State's assessments under section 1111(b)(3)
of the Elementary and Secondary Education Act of 1965, as amended
(ESEA), in reading/language arts and mathematics combined; and
(2)(i) Is no higher achieving than the highest-achieving school
identified by the SEA under paragraph (a)(2)(i) of the definition of
Persistently-lowest Achieving School; or
(ii) Is a high school that has had a graduation rate, as defined in
34 CFR 200.19(b), that is less than 60 percent over a number of years.
Tiered behavioral supports means a continuum of increasingly
intensive and evidence-based social, emotional, and behavioral
supports, including a framework of universal strategies for students,
school staff, and relevant external partners to promote positive
behavior and data-based strategies to match more intensive supports to
individual student needs.
This notice does not preclude us from proposing additional
priorities, requirements, definitions, or selection criteria, subject
to meeting applicable rulemaking requirements.
Note: This notice does not solicit applications. In any year in
which we choose to use one or more of these priorities and
definitions, we invite applications through a notice in the Federal
Register.
Executive Orders 12866 and 13563
Regulatory Impact Analysis
Under Executive Order 12866, the Secretary must determine whether
this regulatory action is ``significant'' and, therefore, subject to
the requirements of the Executive order and subject to review by the
Office of Management and Budget (OMB). Section 3(f) of Executive Order
12866 defines a ``significant regulatory action'' as an action likely
to result in a rule that may--
(1) Have an annual effect on the economy of $100 million or more,
or adversely affect a sector of the economy, productivity, competition,
jobs, the environment, public health or safety, or State, local, or
tribal governments or communities in a material way (also referred to
as an ``economically significant'' rule);
(2) Create serious inconsistency or otherwise interfere with an
action taken or planned by another agency;
(3) Materially alter the budgetary impacts of entitlement grants,
user fees, or loan programs or the rights and obligations of recipients
thereof; or
(4) Raise novel legal or policy issues arising out of legal
mandates, the President's priorities, or the principles stated in the
Executive order.
This final regulatory action is a significant regulatory action
subject to review by OMB under section 3(f) of Executive Order 12866.
We have also reviewed this final regulatory action under Executive
Order 13563, which supplements and explicitly reaffirms the principles,
structures, and definitions governing regulatory review established in
Executive Order 12866. To the extent permitted by law, Executive Order
13563 requires that an agency--
(1) Propose or adopt regulations only upon a reasoned determination
that their benefits justify their costs (recognizing that some benefits
and costs are difficult to quantify);
(2) Tailor its regulations to impose the least burden on society,
consistent with
[[Page 73456]]
obtaining regulatory objectives and taking into account--among other
things and to the extent practicable--the costs of cumulative
regulations;
(3) In choosing among alternative regulatory approaches, select
those approaches that maximize net benefits (including potential
economic, environmental, public health and safety, and other
advantages; distributive impacts; and equity);
(4) To the extent feasible, specify performance objectives, rather
than the behavior or manner of compliance a regulated entity must
adopt; and
(5) Identify and assess available alternatives to direct
regulation, including economic incentives--such as user fees or
marketable permits--to encourage the desired behavior, or provide
information that enables the public to make choices.
Executive Order 13563 also requires an agency ``to use the best
available techniques to quantify anticipated present and future
benefits and costs as accurately as possible.'' The Office of
Information and Regulatory Affairs of OMB has emphasized that these
techniques may include ``identifying changing future compliance costs
that might result from technological innovation or anticipated
behavioral changes.''
We are issuing these final priorities and definitions only on a
reasoned determination that their benefits justify their costs. In
choosing among alternative regulatory approaches, we selected those
approaches that maximize net benefits. Based on the analysis that
follows, the Department believes that this regulatory action is
consistent with the principles in Executive Order 13563.
We also have determined that this regulatory action would not
unduly interfere with State, local, and tribal governments in the
exercise of their governmental functions.
In accordance with both Executive orders, the Department has
assessed the potential costs and benefits, both quantitative and
qualitative, of this regulatory action. The potential costs associated
with this regulatory action are those resulting from regulatory
requirements and those we have determined as necessary for
administering the Department's programs and activities.
Discussion of Costs and Benefits
The final priorities and definitions do not impose significant
costs on entities that receive assistance through the Department's
discretionary grant programs. Additionally, the benefits of
implementing the priorities contained in this document outweigh any
associated costs because they result in the Department's discretionary
grant programs selecting high-quality applications to implement
activities that are most likely to have a significant national effect
on educational reform and improvement.
Application submission and participation in a discretionary grant
program are voluntary. The Secretary believes that the costs imposed on
applicants by the final priorities and definitions are to be limited to
paperwork burden related to preparing an application for a
discretionary grant program that is using one or more of the final
priorities and definitions in its competition. Because the costs of
carrying out activities will be paid for with program funds, the costs
of implementation will not be a burden for any eligible applicants,
including small entities.
Regulatory Flexibility Act Certification
For these reasons as well, the Secretary certifies that these final
priorities and definitions do not have a significant economic impact on
a substantial number of small entities.
Intergovernmental Review: Some of the programs affected by these
final priorities and definitions are 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.
Accessible Format: Individuals with disabilities can obtain this
document in an accessible format (such as braille, large print,
audiotape, or compact disc) on request to the program contact person
listed under FOR FURTHER INFORMATION CONTACT.
Electronic Access to This Document: 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 through the Federal Digital
System at: www.gpo.gov/fdsys. At this site you can view this document,
as well as all other documents of this Department published in the
Federal Register, in text or Adobe Portable Document Format (PDF). To
use PDF you must have Adobe Acrobat Reader, which is available free at
the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at:
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Dated: December 4, 2014.
Arne Duncan,
Secretary of Education.
[FR Doc. 2014-28911 Filed 12-9-14; 8:45 am]
BILLING CODE 4000-01-P