Applications for New Awards; Native Hawaiian Career and Technical Education Program (NHCTEP), 5163-5172 [2021-00809]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 86, Number 11 (Tuesday, January 19, 2021)]
[Notices]
[Pages 5163-5172]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-00809]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Native Hawaiian Career and Technical 
Education Program (NHCTEP)

AGENCY: Office of Career, Technical, and Adult Education, Department of 
Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2021 for the 
Native Hawaiian Career and Technical Education Program (NHCTEP), 
Assistance Listing number 84.259A. This notice relates to the approved 
information collection under OMB control number 1830-0564.

DATES: 
    Applications Available: January 19, 2021.
    Deadline for Notice of Intent to Apply: Applicants are strongly 
encouraged, but not required, to submit a notice of intent to apply by 
February 18, 2021.
    Date of Pre-Application Meeting: February 2, 2021.
    Deadline for Transmittal of Applications: March 22, 2021.
    Deadline for Intergovernmental Review: May 19, 2021.
    Pre-Application Webinar Information: The Department will hold a 
pre-application meeting via webinar for prospective applicants on 
February 2, 2021. More information about the webinar can be found in 
the application package.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common

[[Page 5164]]

Instructions for Applicants to Department of Education Discretionary 
Grant Programs, published in the Federal Register on February 13, 2019 
(84 FR 3768), and available at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.

FOR FURTHER INFORMATION CONTACT: Jim Means, U.S. Department of 
Education, 400 Maryland Avenue SW, Potomac Center Plaza, Room 11-076, 
Washington, DC 20202. Telephone: (202) 245-8222. Email: 
[email protected]. 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:

Full Text of Announcement

I. Funding Opportunity Description

Purpose of Program

    NHCTEP provides grants to improve career and technical education 
(CTE) programs that are consistent with the purposes of the Carl D. 
Perkins Career and Technical Education Act of 2006, as amended by the 
Strengthening Career and Technical Education for the 21st Century Act 
(Perkins V) and that benefit Native Hawaiians. Section 116(e) of 
Perkins V provides that programs, services, and activities funded under 
NHCTEP must support and improve career and technical education 
programs. (20 U.S.C. 2326(e)

Background

    This notice invites applications for a competition for NHCTEP 
grants under Perkins V. Section 116(h) of Perkins V authorizes the 
Secretary of Education (Secretary) to award grants to community-based 
organizations primarily serving and representing Native Hawaiians to 
plan, conduct, and administer programs, or portions of programs, that 
are for the benefit of Native Hawaiians and authorized by and 
consistent with Perkins V.

Statutory Changes Affecting NHCTEP

    For the convenience of applicants, we summarize in this notice some 
of the major statutory changes made to the Carl D. Perkins Career and 
Technical Education Act of 2006 by Perkins V that are relevant to 
NHCTEP. This summary is not meant to be comprehensive of all Perkins V 
changes applicable to NHCTEP.
    (a) Purpose. Congress amended the statement of purpose of the law 
in Perkins V, most significantly by adding, as a new purpose, 
increasing employment opportunities for populations who are chronically 
unemployed or underemployed, including individuals with disabilities; 
individuals from economically disadvantaged families; out-of-workforce 
individuals; youth who are in or have aged out of the foster care 
system; and homeless individuals (20 U.S.C. 2301(8)). Other amendments 
to the purpose incorporate references to programs of study and the 
development of employability skills by students; delete the term 
``tech-prep education''; and change a reference to ``high-demand 
occupations'' to ``in-demand occupation,'' a new term defined by 
Perkins V (20 U.S.C. 2302(26)).
    (b) Definitions. Congress amended the definitions of certain terms 
that affect NHCTEP. Most significant among these are changes to the 
definition of ``career and technical education'' in section 3(5) of 
Perkins V (20 U.S.C. 2302(5)). The new definition of CTE now allows CTE 
programs to provide ``a recognized postsecondary credential,'' as 
defined in section 3 of the Workforce Innovation and Opportunity Act 
(WIOA),\1\ and allows CTE to include ``career exploration at the high 
school level or as early as the middle grades (as such term is defined 
in section 8101 of the Elementary and Secondary Education Act of 1965, 
as amended (ESEA).'' \2\ The amended definition of CTE also provides 
that, to the extent practicable, CTE should include coordination 
between secondary and postsecondary education programs through programs 
of study, which may include coordination through articulation 
agreements, early college high school programs, dual or concurrent 
enrollment program opportunities, or other credit transfer agreements 
that provide postsecondary credit or advanced standing.
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    \1\ Section 3(52) of WIOA defines the term ``recognized 
postsecondary credential'' to mean ``a credential consisting of an 
industry-recognized certificate or certification, a certificate of 
completion of an apprenticeship, a license recognized by the State 
involved or Federal Government, or an associate or baccalaureate 
degree.''
    \2\ Section 8101(32) of the ESEA defines the term ``middle 
grades'' to mean ``any of grades 5 through 8.''
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    Additionally, the definition of CTE now includes work-based 
learning (20 U.S.C. 2302(55)). For NHCTEP grantees, this means that 
students may be paid stipends not only for time they spend in class 
receiving instruction, but also for participating in unpaid work-based 
learning that is part of a CTE program that meets the Perkins V 
definition of CTE.
    Congress also made significant changes to the definition of 
``special populations'' (20 U.S.C. 2302(48)). Perkins V now includes 
three additional subpopulations within this definition: Homeless 
individuals described in section 725 of the McKinney-Vento Homeless 
Assistance Act (42 U.S.C. 11434a); youth who are in or have aged out of 
the foster care system; and youth with a parent who is a member of the 
armed forces (as defined in 10 U.S.C. 101(a)(4)) and who is on active 
duty (as defined in 10 U.S.C. 101(d)(1)). Also, the term ``displaced 
homemakers'' has been removed and replaced by the term ``out-of-
workforce individuals,'' which includes: Displaced homemakers, as 
defined in section 3 of WIOA (29 U.S.C. 3102); and unemployed or 
underemployed individuals who are experiencing difficulty in obtaining 
or upgrading employment who are either an individual who has worked 
primarily without remuneration to care for a home and family, and for 
that reason has diminished marketable skills, or is a parent whose 
youngest dependent child will become ineligible to receive assistance 
under the Temporary Assistance for Needy Families (TANF) program not 
later than two years after the date on which the parent applies for 
TANF assistance (20 U.S.C. 2302(36)). Additionally, the term 
``individuals with limited English proficiency'' has been changed to 
``English learners'' and the definition of this latter term has been 
aligned with the definition of this term in ESEA so that it now 
includes any secondary student who is an English learner as defined by 
section 8101 of ESEA (20 U.S.C. 2302(22)).
    (c) Authorized activities. A new allowable use of funds in Perkins 
V permits NHCTEP grant funds to be used to provide preparatory, 
refresher, and remedial education services that are designed to enable 
students to achieve success in CTE programs or programs of study (20 
U.S.C. 2326(c)(2)).
    Finally, section 134(c) of Perkins V requires subrecipients of 
funds under Perkins V to conduct a local comprehensive needs assessment 
that must include a description of how CTE programs are aligned to 
State, regional, Tribal, or local in-demand industry sectors or 
occupations and are designed to meet local education or economic needs. 
The assessments must be updated every two years. Eligible applicants 
for NHCTEP may wish to review the comprehensive local needs assessment 
and use its data to inform project design and to better prepare Native 
Hawaiian students for successful careers.

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Fiscal Year 2021 Competition

    For this competition, through the absolute priority, we require 
applicants to incorporate evidence into their project design. Evidence-
based interventions are practices or programs that have evidence to 
show that they are supported by research or an evaluation. Applicants 
for this competition must submit evidence that demonstrates a 
rationale, as defined in this notice.

Requirements and Selection Criteria

    This notice includes program requirements and selection criteria 
that are from statutory requirements or from the Notice of Final 
Requirements, Definitions, and Selection Criteria published in the 
Federal Register on March 24, 2009 (Notice of Final Requirements) (74 
FR 12341). In addition, some requirements are based on those in the 
Notice of Final Requirements but established in accordance with section 
437(d)(1) of the General Education Provisions Act (GEPA) in order to 
make some modifications to those requirements and selection criteria 
due primarily to changes in the program's authorizing statute.
    Priorities: This competition includes one absolute priority and one 
competitive preference priority. The absolute priority is from the 
notice of final priorities for discretionary grant programs, published 
in the Federal Register on March 9, 2020 (85 FR 13640) (Administrative 
Priorities). The competitive preference priority is from the 
Secretary's notice of final supplemental priorities and definitions, 
published in the Federal Register on March 2, 2018 (83 FR 9096) 
(Supplemental Priorities).
    Absolute Priority: For FY 2021, and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet the absolute 
priority.
    This priority is:
    Demonstrates a Rationale.
    Under this priority, an applicant proposes a project that 
demonstrates a rationale (as defined in this notice).

    Note: Applicants may wish to review the following technical 
assistance resources on evaluation and logic models:
    (1) The Logic Model Workshop Toolkit developed by the Institute 
of Education Sciences: https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf;
    (2) The Ideas that Work website hosted by the Office of Special 
Education Programs: https://osepideasthatwork.org/evaluation. This 
page includes additional resources on planning and conducting 
evaluation activities and developing logic models and high-quality 
objectives and performance measures.

    Competitive Preference Priority: For FY 2021, and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, this priority is a competitive preference 
priority. Under 34 CFR 75.105(c)(2)(i), we award up to an additional 
five points to an application, depending on how well the application 
meets this competitive preference priority. If an applicant chooses to 
address this competitive preference priority, the project narrative 
section of its application must identify its response to the 
competitive preference priority.
    This priority is:
    Promoting Science, Technology, Engineering, or Math (STEM) 
Education, With a Particular Focus on Computer Science (up to 5 
points).
    Projects designed to improve student achievement or other 
educational outcomes in one or more of the following areas: Science, 
technology, engineering, math, or computer science (as defined in this 
notice). These projects must address increasing access to STEM 
coursework, including computer science, and hands-on learning 
opportunities, such as through expanded course offerings, dual-
enrollment, high-quality online coursework, or other innovative 
delivery mechanisms.
    Requirements: These program requirements are established in 
accordance with section 437(d)(1) of GEPA unless a specific statutory 
or regulatory citation for the requirement is provided.
    The program requirements are:
    Requirement 1--Authorized Programs:
    (a) Section 116 of Perkins V requires the Secretary to ensure that 
activities funded under NHCTEP ``will improve career and technical 
education programs'' (20 U.S.C. 2326(e)), as the term ``career and 
technical education'' is defined by Perkins V (20 U.S.C. 2302(5)). 
Therefore, under NHCTEP, the Assistant Secretary will award grants to 
carry out projects that--
    (1) Propose organized educational activities offering a sequence of 
courses that--
    (A) Provide individuals with rigorous academic content and relevant 
technical knowledge and skills needed to prepare for further education 
and careers in current or emerging professions, which may include high-
skill, high-wage, or in-demand industry sectors or occupations, which 
shall be, at the secondary level, aligned with the challenging State 
academic standards adopted by a State under section 1111(b)(1) of the 
ESEA;
    (B) Provide technical skill proficiency or a recognized 
postsecondary credential, which may include an industry-recognized 
credential, a certificate, or an associate degree; and
    (C) May include prerequisite courses that meet the requirements of 
this subparagraph;
    (2) Include competency-based, work-based, or other applied learning 
that supports the development of academic knowledge, higher-order 
reasoning and problem-solving skills, work attitudes, employability 
skills, technical skills, and occupation-specific skills, and knowledge 
of all aspects of an industry, including entrepreneurship, of an 
individual;
    (3) To the extent practicable, coordinate between secondary and 
postsecondary education programs through programs of study, which may 
include coordination through articulation agreements, early college 
high school programs, dual or concurrent enrollment program 
opportunities, or other credit transfer agreements that provide 
postsecondary credit or advanced standing; and
    (4) May include career exploration at the high school level or as 
early as the middle grades (as such term is defined in section 8101 of 
ESEA).
    (b) Special rule. Notwithstanding section 3(5)(A)(iii) of the Act, 
which excludes remedial courses from the definition of ``career and 
technical education,'' funds made available under NHCTEP for CTE may be 
used to provide preparatory, refresher, and remedial education services 
that are designed to enable students to achieve success in CTE programs 
or programs of study.
    Requirement 2--Evaluation:
    To help ensure the high quality of NHCTEP projects and the 
achievement of the goals and purposes of section 116 of the Act, each 
grantee must budget for and conduct an ongoing evaluation of its NHCTEP 
project. An independent evaluator must conduct the evaluation. The 
evaluation must be appropriate for the project and be both formative 
and summative in nature.
    Requirement 3--Student Stipends:
    (1) A portion of an award under this program may be used to provide 
stipends (as defined in this notice) to help students meet the costs of 
participation in a NHCTEP project.
    (2) To be eligible for a stipend a student must--
    (i) Be enrolled in a CTE project funded under this program;

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    (ii) Be in regular attendance in a NHCTEP project and meet the 
training institution's attendance requirement;
    (iii) Maintain satisfactory progress in his or her program of study 
according to the training institution's published standards for 
satisfactory progress; and
    (iv) Have an acute economic need that--
    (A) Prevents participation in a project funded under this program 
without a stipend; and
    (B) Cannot be met through a work-study program.
    (3) The amount of a stipend is the greater of either the minimum 
hourly wage prescribed by State or local law, or the minimum hourly 
wage established under the Fair Labor Standards Act.
    (4) A grantee may only award a stipend if the stipend combined with 
other resources the student receives does not exceed the student's 
financial need. A student's financial need is the difference between 
the student's cost of attendance and the financial aid or other 
resources available to defray the student's cost of participating in a 
NHCTEP project.
    (5) To calculate the amount of a student's stipend, a grantee must 
multiply the number of hours a student actually attends CTE instruction 
by the amount of the minimum hourly wage that is prescribed by State or 
local law, or by the minimum hourly wage that is established under the 
Fair Labor Standards Act. The grantee must reduce the amount of a 
stipend if necessary to ensure that it does not exceed the student's 
financial need.
    Example: If a grantee uses the Fair Labor Standards Act minimum 
hourly wage of $7.25 and a student attends classes for 20 hours a week, 
the student's stipend would be $145 for the week during which the 
student attends classes ($7.25 x 20 = $145.00). If the program lasts 16 
weeks and the student's total financial need is $2,000, the grantee 
must reduce the weekly stipend to $125, because the total stipend for 
the course would otherwise exceed the student's financial need by $320 
(or $20 a week).

    Note: Grantees must maintain records that fully support their 
decisions to award stipends to students, as well as the amounts that 
are paid, such as proof of a student's enrollment in the NHCTEP 
project, stipend applications, timesheets showing the number of 
hours of student attendance that are confirmed in writing by an 
instructor, student financial status information, and evidence that 
a student would not be able to participate in the NHCTEP funds 
without a stipend. (See generally 20 U.S.C. 1232f; 34 CFR 75.700-
75.702; 75.730; and 75.731.)

    (6) An eligible student may receive a stipend when taking a course 
for the first time, although a stipend may not be provided to a student 
for a particular course if the student has already taken, completed, 
and had the opportunity to benefit from a course and is merely 
repeating the course.
    (7) An applicant must include, in its application, the procedure it 
intends to use to determine student eligibility for stipends and 
stipend amounts, and its oversight procedures for the awarding and 
payment of stipends. (Notice of Final Requirements).
    Requirement 4--Direct Assistance to Students:
    A grantee may provide direct assistance (as defined in this notice) 
to a student only if the following conditions are met:
    (1) The recipient of the direct assistance is an individual who is 
a member of a special population (as defined in section 3(48) of 
Perkins V) and who is participating in a NHCTEP project.
    (2) The direct assistance is needed to address barriers to the 
individual's successful participation in a NHCTEP project.
    (3) The direct assistance is part of a broader, more generally 
focused program or activity for addressing the needs of an individual 
who is a member of a special population.

    Note: Direct assistance to individuals who are members of 
special populations is not, by itself, a ``program or activity for 
special populations.''

    (4) The grant funds used for direct assistance must be expended to 
supplement, and not supplant, assistance that is otherwise available 
from non-Federal sources. For example, generally, a community-based 
organization could not use NHCTEP funds to provide child care for 
single parents if non-Federal funds previously were made available for 
this purpose, or if non-Federal funds are used to provide child care 
services for single parents participating in non-career and technical 
education programs and these services otherwise (in the absence of 
NHCTEP funds) would have been available to CTE students.
    (5) In determining how much of the NHCTEP grant funds it will use 
for direct assistance to an eligible student, a grantee--
    (i) May only provide assistance to the extent that it is needed to 
address barriers to the individual's successful participation in CTE; 
and
    (ii) Considers whether the specific services to be provided are a 
reasonable and necessary cost of providing CTE programs for special 
populations. However, the Secretary does not envision a circumstance in 
which it would be a reasonable and necessary expenditure of NHCTEP 
project funds for a grantee to utilize a majority of a project's budget 
to pay direct assistance to students, in lieu of providing the students 
served by the project with CTE. (Notice of Final Requirements.)
    Requirement 5--Career and Technical Education Memorandum of 
Understanding:
    Any applicant that is not proposing to provide CTE directly to 
Native Hawaiian students and proposes instead to pay one or more 
qualified educational entities to provide such CTE to Native Hawaiian 
students must include with its application a signed memorandum of 
understanding (MOU) between the applicant and the educational entity. 
The MOU must describe the commitment between the applicant and the 
educational entity and must include, at a minimum, a statement of the 
responsibilities of the applicant and the entity. The MOU must be 
signed by the appropriate individuals on behalf of each party, such as 
the authorizing official or administrative head of the applicant Native 
Hawaiian community-based organization.
    Definitions: These definitions are from Perkins V, the Supplemental 
Priorities, the Notice of Final Requirements, or 34 CFR 77.1. The 
source of each definition is noted after the definition.
    Acute economic need means an income that is at or below the 
national poverty level according to the latest available data from the 
U.S. Department of Commerce or the U.S. Department of Health and Human 
Services Poverty Guidelines. (Notice of Final Requirements).
    Career and technical education (CTE) means organized educational 
activities that--
    (a) Offer a sequence of courses that--
    (1) Provides individuals with rigorous academic content and 
relevant technical knowledge and skills needed to prepare for further 
education and careers in current or emerging professions, which may 
include high-skill, high-wage, or in-demand industry sectors or 
occupations, which shall be, at the secondary level, aligned with the 
challenging State academic standards adopted by a State under section 
1111(b)(1) of the ESEA;
    (2) Provides technical skill proficiency or a recognized 
postsecondary credential, which may include an industry-recognized 
credential, a certificate, or an associate degree; and

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    (3) May include prerequisite courses (other than a remedial course) 
\3\ that meet the requirements of this paragraph (a);
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    \3\ Section 116(c)(2) of Perkins V provides that, 
notwithstanding the exclusion of remedial courses from Perkins V's 
definition of CTE, funds made available under NHCTEP ``may be used 
to provide preparatory, refresher, and remedial education services 
that are designed to enable students to achieve success in career 
and technical education programs or programs of study.''
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    (b) Include competency-based, work-based, or other applied learning 
that supports the development of academic knowledge, higher-order 
reasoning and problem-solving skills, work attitudes, employability 
skills, technical skills, and occupation-specific skills, and knowledge 
of all aspects of an industry, including entrepreneurship, of an 
individual;
    (c) To the extent practicable, coordinate between secondary and 
postsecondary education programs through programs of study, which may 
include coordination through articulation agreements, early college 
high school programs, dual or concurrent enrollment program 
opportunities, or other credit transfer agreements that provide 
postsecondary credit or advanced standing; and
    (d) May include career exploration at the high school level or as 
early as the middle grades (as such term is defined in section 8101 of 
the ESEA). (20 U.S.C. 2302(5)).
    Computer science means the study of computers and algorithmic 
processes and includes the study of computing principles and theories, 
computational thinking, computer hardware, software design, coding, 
analytics, and computer applications.
    Computer science often includes computer programming or coding as a 
tool to create software, including applications, games, websites, and 
tools to manage or manipulate data; or development and management of 
computer hardware and the other electronics related to sharing, 
securing, and using digital information.
    In addition to coding, the expanding field of computer science 
emphasizes computational thinking and interdisciplinary problem-solving 
to equip students with the skills and abilities necessary to apply 
computation in our digital world.
    Computer science does not include using a computer for everyday 
activities, such as browsing the internet; use of tools like word 
processing, spreadsheets, or presentation software; or using computers 
in the study and exploration of unrelated subjects. (Supplemental 
Priorities).
    CTE concentrator means--
    (a) At the secondary school level, a student served by an eligible 
recipient who has completed at least two courses in a single career and 
technical education program or program of study; and
    (b) At the postsecondary level, a student enrolled in an eligible 
recipient who has--
    (1) Earned at least 12 credits within a career and technical 
education program or program of study; or
    (2) Completed such a program if the program encompasses fewer than 
12 credits or the equivalent in total. (20 U.S.C. 2302(12))
    Demonstrates a rationale means a key project component included in 
the project's logic model is informed by research or evaluation 
findings that suggest the project component is likely to improve 
relevant outcomes. (34 CFR 77.1).
    Direct assistance to students means tuition, dependent care, 
transportation, books, and supplies that are necessary for a student to 
participate in a project funded under this program. (Notice of Final 
Requirements).
    In-demand industry sector or occupation means--
    (a) An industry sector that has a substantial current or potential 
impact (including through jobs that lead to economic self-sufficiency 
and opportunities for advancement) on the State, regional, or local 
economy, as appropriate, and that contributes to the growth or 
stability of other supporting businesses, or the growth of other 
industry sectors; or
    (b) An occupation that currently has or is projected to have a 
number of positions (including positions that lead to economic self-
sufficiency and opportunities for advancement) in an industry sector so 
as to have a significant impact on the State, regional, or local 
economy, as appropriate. (29 U.S.C. 3102(23)).
    Institution of higher education means--
    (a) An educational institution in any State that--
    (1) Admits as regular students only persons having a certificate of 
graduation from a school providing secondary education, or the 
recognized equivalent of such a certificate or persons who meet the 
requirements of section 1091(d) of this title;
    (2) Is legally authorized within such State to provide a program of 
education beyond secondary education;
    (3) Provides an educational program for which the institution 
awards a bachelor's degree or provides not less than a two-year program 
that is acceptable for full credit toward such a degree, or awards a 
degree that is acceptable for admission to a graduate or professional 
degree program, subject to review and approval by the Secretary;
    (4) Is a public or other nonprofit institution; and
    (5) Is accredited by a nationally recognized accrediting agency or 
association or, if not so accredited, is an institution that has been 
granted pre-accreditation status by such an agency or association that 
has been recognized by the Secretary for the granting of pre-
accreditation status, and the Secretary has determined that there is 
satisfactory assurance that the institution will meet the accreditation 
standards of such an agency or association within a reasonable time.
    (b) The term also includes--
    (1) Any school that provides not less than a one-year program of 
training to prepare students for gainful employment in a recognized 
occupation and that meets the provisions of paragraphs (1), (2), (4), 
and (5) of paragraph (a); and
    (2) A public or nonprofit private educational institution in any 
State that, in lieu of the requirement in paragraph (a)(1) of this 
definition, admits as regular students individuals--
    (A) Who are beyond the age of compulsory school attendance in the 
State in which the institution is located; or
    (B) Who will be dually or concurrently enrolled in the institution 
and a secondary school. (20 U.S.C. 1001(a) and (b)).
    Logic model (also referred to as a theory of action) means a 
framework that identifies key project components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to be 
critical to achieving the relevant outcomes) and describes the 
theoretical and operational relationships among the key project 
components and relevant outcomes. (34 CFR 77.1).
    Native Hawaiian means any individual any of whose ancestors were 
natives, prior to 1778, of the area which now comprises the State of 
Hawaii. (20 U.S.C. 2326(a)(3))
    Project component means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers). (34 
CFR 77.1).
    Professional development means activities that--
    (a) Are an integral part of eligible agency, eligible recipient, 
institution, or

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school strategies for providing educators (including teachers, 
principals, other school leaders, administrators, specialized 
instructional support personnel, career guidance and academic 
counselors, and paraprofessionals) with the knowledge and skills 
necessary to enable students to succeed in career and technical 
education, to meet challenging State academic standards under section 
1111(b)(1) of ESEA, or to achieve academic skills at the postsecondary 
level; and
    (b) Are sustained (not stand-alone, one-day, or short-term 
workshops), intensive, collaborative, job-embedded, data-driven, and 
classroom-focused, to the extent practicable evidence-based, and may 
include activities that--
    (1) Improve and increase educators'--
    (A) Knowledge of the academic and technical subjects;
    (B) Understanding of how students learn; and
    (C) Ability to analyze student work and achievement from multiple 
sources, including how to adjust instructional strategies, assessments, 
and materials based on such analysis;
    (2) Are an integral part of eligible recipients' improvement plans;
    (3) Allow personalized plans for each educator to address the 
educator's specific needs identified in observation or other feedback;
    (4) Support the recruitment, hiring, and training of effective 
educators, including educators who became certified through State and 
local alternative routes to certification;
    (5) Advance educator understanding of--
    (A) Effective instructional strategies that are evidence-based; and
    (B) Strategies for improving student academic and technical 
achievement or substantially increasing the knowledge and teaching 
skills of educators;
    (6) Are developed with extensive participation of educators, 
parents, students, and representatives of Indian Tribes (as 
applicable), of schools and institutions served under the Act;
    (7) Are designed to give educators of students who are English 
learners in career and technical education programs or programs of 
study the knowledge and skills to provide instruction and appropriate 
language and academic support services to those students, including the 
appropriate use of curricula and assessments;
    (8) As a whole, are regularly evaluated for their impact on 
increased educator effectiveness and improved student academic and 
technical achievement, with the findings of the evaluations used to 
improve the quality of professional development;
    (9) Are designed to give educators of individuals with disabilities 
in career and technical education programs or programs of study the 
knowledge and skills to provide instruction and academic support 
services to those individuals, including positive behavioral 
interventions and supports, multi-tier system of supports, and use of 
accommodations;
    (10) Include instruction in the use of data and assessments to 
inform and instruct classroom practice;
    (11) Include instruction in ways that educators may work more 
effectively with parents and families;
    (12) Provide follow-up training to educators who have participated 
in activities described in this definition that are designed to ensure 
that the knowledge and skills learned by the educators are implemented 
in the classroom;
    (13) Promote the integration of academic knowledge and skills and 
relevant technical knowledge and skills, including programming jointly 
delivered to academic and career and technical education teachers; or
    (14) Increase the ability of educators providing career and 
technical education instruction to stay current with industry 
standards. (20 U.S.C. 2302(40)).
    Program of study means a coordinated, nonduplicative sequence of 
academic and technical content at the secondary and postsecondary level 
that--
    (A) Incorporates challenging State academic standards, including 
those adopted by a State under section 1111(b)(1) of ESEA;
    (B) Addresses both academic and technical knowledge and skills, 
including employability skills;
    (C) Is aligned with the needs of industries in the economy of the 
State, region, Tribal community, or local area;
    (D) Progresses in specificity (beginning with all aspects of an 
industry or career cluster and leading to more occupation-specific 
instruction);
    (E) Has multiple entry and exit points that incorporate 
credentialing; and
    (F) Culminates in the attainment of a recognized postsecondary 
credential. (20 U.S.C. 2302(41)).
    Recognized postsecondary credential means a credential consisting 
of an industry-recognized certificate or certification, a certificate 
of completion of an apprenticeship, a license recognized by the State 
involved or Federal Government, or an associate or baccalaureate 
degree. (29 U.S.C. 3102(52)).
    Relevant outcome means the student outcome(s) or other outcome(s) 
the key project component is designed to improve, consistent with the 
specific goals of the program. (34 CFR 77.1).
    Secondary school means a nonprofit institutional day or residential 
school, including a public secondary charter school, that provides 
secondary education, as determined under State law, except that the 
term does not include any education beyond grade 12. (20 U.S.C. 
7801(45)).
    Special populations means--
    (a) Individuals with disabilities;
    (b) Individuals from economically disadvantaged families, including 
low-income youth and adults;
    (c) Individuals preparing for non-traditional fields;
    (d) Single parents, including single pregnant women;
    (e) Out-of-workforce individuals;
    (f) English learners;
    (g) Homeless individuals described in section 725 of the McKinney-
Vento Homeless Assistance Act (42 U.S.C. 11434a);
    (h) Youth who are in, or have aged out of, the foster care system; 
and
    (i) Youth with a parent who--
    (i) Is a member of the armed forces (as such term is defined in 
section 101(a)(4) of title 10, United States Code); and
    (ii) Is on active duty (as such term is defined in section 
101(d)(1) of such title). (20 U.S.C. 2302(48)).
    Stipend means a subsistence allowance--
    (a) For a student who is enrolled in a career and technical 
education program funded under the NHCTEP;
    (b) For a student who has an acute economic need that cannot be met 
through work-study programs; and
    (c) That is necessary for the student to participate in a project 
funded under this program. (Notice of Final Requirements).
    Support services means services related to curriculum modification, 
equipment modification, classroom modification, supportive personnel 
(including paraprofessionals and specialized instructional support 
personnel), and instructional aids and devices. (20 U.S.C. 2302(50)).
    Work-based learning means sustained interactions with industry or 
community professionals in real workplace settings, to the extent 
practicable, or simulated environments at an educational institution 
that foster in-depth, firsthand engagement with the tasks required of a 
given career field, that are aligned to curriculum and instruction. (20 
U.S.C. 2302(55)).
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act

[[Page 5169]]

(5 U.S.C. 553), the Department generally offers interested parties the 
opportunity to comment on proposed selection criteria and other 
requirements. Section 437(d)(1) of GEPA, however, allows the Secretary 
to exempt from rulemaking requirements regulations governing the first 
grant competition under a new or substantially revised program 
authority. This is the first grant competition for this substantially 
revised program under section 116 of the Carl D. Perkins Career and 
Technical Education Act of 2006, as amended by the Strengthening Career 
and Technical Education for the 21st Century Act, 20 U.S.C. 2326, and 
therefore qualifies for this exemption. In order to ensure timely grant 
awards, the Secretary has decided to forgo public comment on certain 
requirements and selection criteria under section 437(d)(1) of GEPA. 
These requirements and selection criteria will apply to the FY 2021 
grant competition and any subsequent year in which we make awards from 
the list of unfunded applications from this competition.
    Program Authority: 20 U.S.C. 2301, et seq., particularly 2326(a)-
(h).

    Note: Projects must be awarded and operated in a manner 
consistent with the nondiscrimination requirements contained in the 
U.S. Constitution and the Federal civil rights laws.

    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 81, 82, 
84, 86, 97, 98, and 99. (b) The Office of Management and Budget (OMB) 
Guidelines to Agencies on Governmentwide Debarment and Suspension 
(Nonprocurement) in 2 CFR part 180, as adopted and amended as 
regulations of the Department in 2 CFR part 3485. (c) The Uniform 
Administrative Requirements, Cost Principles, and Audit Requirements 
for Federal Awards in 2 CFR part 200, as adopted and amended as 
regulations of the Department in 2 CFR part 3474. (d) The Notice of 
Final Requirements. (e) The Supplemental Priorities. (f) The 
Administrative Priorities.

    Note: The regulations in 34 CFR 86 apply to institutions of 
higher education only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $3,176,000 for the first 12 months of 
the project period. Funding for years two, three, four, and five is 
subject to the availability of funds and to a grantee meeting the 
requirements of 34 CFR 75.253.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards later in FY 2021 or in 
subsequent years from the list of unfunded applications from this 
competition.
    Estimated Range of Awards: $250,000 to $500,000.
    Estimated Average Size of Awards: $350,000.
    Estimated Number of Awards: 9-10.

    Note: The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: The following entities are eligible to 
apply under this competition:
    (a) Community-based organizations primarily serving and 
representing Native Hawaiians. For purposes of the NHCTEP, a community-
based organization means a public or private organization that provides 
career and technical education, or related services, to individuals in 
the Native Hawaiian community.
    (b) Any community-based organization may apply individually or as 
part of a consortium with one or more eligible community-based 
organizations. (Eligible applicants seeking to apply for funds as a 
consortium must meet the requirements in 34 CFR 75.127-75.129.).

    Note:  If you are a nonprofit organization, under 34 CFR 75.51, 
you may demonstrate your nonprofit status by providing: (1) Proof 
that the Internal Revenue Service currently recognizes the applicant 
as an organization to which contributions are tax deductible under 
section 501(c)(3) of the Internal Revenue Code; (2) a statement from 
a State taxing body or the State attorney general certifying that 
the organization is a nonprofit organization operating within the 
State and that no part of its net earnings may lawfully benefit any 
private shareholder or individual; (3) a certified copy of the 
applicant's certificate of incorporation or similar document if it 
clearly establishes the nonprofit status of the applicant; or (4) 
any item described above if that item applies to a State or national 
parent organization, together with a statement by the State or 
parent organization that the applicant is a local nonprofit 
affiliate.

    2. a. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    b. Supplement-Not-Supplant: This competition involves supplement-
not-supplant funding requirements. In accordance with section 211(a) of 
Perkins V (20 U.S.C. 2391(a)), funds under this program may not be used 
to supplant non-Federal funds used to carry out CTE activities.
    We caution applicants not to plan to use funds under NHCTEP to 
replace otherwise available non-Federal funding for direct assistance 
to students and family assistance programs. For example, NHCTEP funds 
must not be used to supplant other non-Federal funds with Federal funds 
in order to pay the costs of students' tuition, dependent care, 
transportation, books, supplies, and other costs associated with 
participation in a CTE program.
    Funds under NHCTEP should not be used to replace Federal student 
financial aid. Perkins V does not authorize the Secretary to fund 
projects that serve primarily as entities through which students may 
apply for and receive tuition and other financial assistance.
    c. Indirect Cost Rate Information: This program uses a restricted 
indirect cost rate. For more information regarding indirect costs, or 
to obtain a negotiated indirect cost rate, please see: www2.ed.gov/about/offices/list/ocfo/intro.html.
    d. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    e. Limitation on Services: Section 215 of Perkins V (20 U.S.C. 
2395) forbids the use of Perkins funds for the education of students 
prior to the middle grades. The term ``middle grades'' refers to grades 
5 through 8, as defined in section 8101 of ESEA.
    3. Subgrantees: Under 34 CFR 75.708(b) and (c) a grantee under this 
competition may award subgrants--to directly carry out project 
activities described in its application--to the following types of 
entities: Institutions of higher education, nonprofit organizations, 
local educational agencies. The grantee may award subgrants to entities 
it has identified in an approved application or that it selects through 
a competition under procedures established by the grantee.

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on February 13, 2019 (84 FR 3768) and available at 
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which 
contain requirements and information on how to submit an application.

[[Page 5170]]

    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the NHCTEP program, 
your application may include business information that you consider 
proprietary. In 34 CFR 5.11 we define ``business information'' and 
describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
amended).
    Because we plan to make successful applications available to the 
public on the Department's website, you may wish to request 
confidentiality of business information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you believe is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information. For additional 
information please see 34 CFR 5.11(c).
    3. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    4. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    5. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to 35 pages and (2) use the following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger, and no 
smaller than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; the one-page abstract; the resumes; the 
bibliography; or the letters of support. However, the recommended page 
limit does apply to all of the application narrative.
    6. Notice of Intent to Apply: The Department will be able to review 
grant applications more efficiently if we know the approximate number 
of applicants that intend to apply. Therefore, we strongly encourage 
each potential applicant to notify us of their intent to submit an 
application. To do so, please email the program contact person listed 
under FOR FURTHER INFORMATION CONTACT with the subject line ``Intent to 
Apply,'' and include the applicant's name and a contact person's name 
and email address. Applicants that do not submit a notice of intent to 
apply may still apply for funding; applicants that do not submit a 
notice of intent to apply are not bound to apply or bound by the 
information provided.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this program are 
from 34 CFR 75.210 or are established in accordance with section 
437(d)(1) of GEPA. The source and maximum score for each criterion are 
indicated in parentheses.
    (a) Quality of the project design (Up to 50 points). The Secretary 
considers the quality of the design of the proposed project. In 
determining the quality of the design of the proposed project, the 
Secretary considers the following factors:
    (1) The extent to which the services to be provided by the proposed 
project will create and offer activities that focus on enabling 
participants to obtain the skills necessary to gain employment in high-
skill, high-wage, and in-demand occupations in emerging fields or in a 
specific career field. (Section 437(d)(1) of GEPA). (Up to 20 points).
    (2) The extent to which the services to be provided by the proposed 
project reflect up-to-date knowledge from research and effective 
practice. (34 CFR 75.210). (Up to 15 points).
    (3) The extent to which the design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs. (34 CFR 75.210). (Up to 5 
points).
    (4) The extent to which the proposed project will integrate with or 
build on similar or related efforts to improve relevant outcomes (as 
defined in 34 CFR 77.1(c)), using existing funding streams from other 
programs or policies supported by community, State, and Federal 
resources. (34 CFR 75.210). (Up to 5 points).
    (5) The extent to which the training or professional development 
services to be provided by the proposed project are of sufficient 
quality, intensity, and duration to lead to improvements in practice 
among the recipients of those services. (34 CFR 75.210). (Up to 5 
points).
    (b) Quality of the management plan and project personnel (Up to 25 
points). The Secretary considers the quality of the management plan 
for, and the quality of the personnel who will carry out, the proposed 
project. In determining the quality of the management plan and the 
project personnel for the proposed project, the Secretary considers the 
following factors:
    (1) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks. (34 CFR 75.210). (Up to 10 points).
    (2) The extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability. (34 CFR 75.210). (Up to 5 points).
    (3) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project. (34 CFR 75.210). (Up to 5 points).
    (4) The qualifications, including relevant training and experience, 
of the project director or principal investigator, key project 
personnel, and project consultants or subcontractors. (34 CFR 75.210). 
(Up to 5 points).
    (c) Adequacy of resources (Up to 10 points). The Secretary 
considers the adequacy of resources for the proposed project. In 
determining the adequacy of resources for the proposed project, the 
Secretary considers the following factors:
    (1) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization. (34 CFR 75.210). (Up to 2 points).
    (2) The extent to which the budget is adequate to support the 
proposed project and the costs are reasonable in relation to the 
objectives, design, and potential significance of the proposed project. 
(34 CFR 75.210). (Up to 5 points).

[[Page 5171]]

    (3) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project. 
(34 CFR 75.210). (Up to 3 points).
    (d) Quality of the project evaluation (Up to 10 points). The 
Secretary considers the quality of the evaluation to be conducted of 
the proposed project. In determining the quality of the evaluation, the 
Secretary considers the following factors:
    (1) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce quantitative and 
qualitative data to the extent possible. (34 CFR 75.210). (Up to 5 
points).
    (2) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes. (34 CFR 75.210). (Up to 5 points).
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Risk Assessment and Special Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this competition, the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose special conditions and, in 
appropriate circumstances, high-risk conditions on a grant if the 
applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    4. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management (SAM). 
You may review and comment on any information about yourself that a 
Federal agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.
    5. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with--
    a. Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    b. Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR 
200.216);
    c. Promoting the freedom of speech and religious liberty in 
alignment with Promoting Free Speech and Religious Liberty (E.O. 13798) 
and Improving Free Inquiry, Transparency, and Accountability at 
Colleges and Universities (E.O. 13864) (2 CFR 200.300, 200.303, 
200.339, and 200.341);
    d. Providing a preference, to the extent permitted by law, to 
maximize use of goods, products, and materials produced in the United 
States (2 CFR 200.322); and
    e. Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer effectuates the program 
goals or agency priorities (2 CFR 200.340).

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN), or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirement: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
The dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements, please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report

[[Page 5172]]

that provides the most current performance and financial expenditure 
information as directed by the Secretary under 34 CFR 75.118. The 
Secretary may also require more frequent performance reports under 34 
CFR 75.720(c). For specific requirements on reporting, please go to 
www.ed.gov/fund/grant/apply/appforms/appforms.html.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    5. Performance Measures: The Department has established the 
following performance measures for purposes of GPRA and for Department 
reporting under 34 CFR 75.110, which it will use to evaluate the 
overall performance of the grantee's project, as well as NHCTEP as a 
whole:
    (a) At the secondary level: An increase in--
    (1) The percentage of CTE concentrators who graduate high school, 
as measured by--
    (A) The four-year adjusted cohort graduation rate (defined in 
section 8101 of ESEA); and
    (B) At the grantee's discretion, the extended-year adjusted cohort 
graduation rate (defined in section 8101 of ESEA);
    (2) The percentage of CTE concentrators graduating from high school 
having attained postsecondary credits in the relevant CTE program 
earned through a dual or concurrent enrollment program or another 
credit transfer agreement;
    (3) The percentage of CTE concentrators graduating from high school 
having participated in work-based learning;
    (4) The percentage of CTE concentrators graduating from high school 
having attained a recognized postsecondary credential; and
    (5) The percentage of CTE concentrators who, after exiting from 
secondary education, are in postsecondary education or advanced 
training, military service, or a service program, or are employed.
    (b) At the postsecondary level: An increase in--
    (1) The percentage of CTE concentrators who remain enrolled in 
postsecondary education, are in advanced training, military service, or 
a service program, or are employed; and
    (2) The percentage of CTE concentrators who receive a recognized 
postsecondary credential.
    Project-Specific Performance Measures:
    In addition to these measures, applicants may propose project-
specific performance measures and performance targets consistent with 
the objectives of the proposed project. Examples of such project-
specific performance measures could include student recruitment, 
student participation in work-based learning at the postsecondary 
level, and teacher and faculty participation in professional 
development.

    Note: All grantees will be expected to submit a semi-annual and 
an annual performance report addressing these performance measures, 
to the extent that these performance measures apply to each 
grantee's NHCTEP project.

    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; Whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, or compact disc, or other accessible format.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at www.govinfo.gov. 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 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.

Scott Stump,
Assistant Secretary for Career, Technical, and Adult Education.
[FR Doc. 2021-00809 Filed 1-15-21; 8:45 am]
BILLING CODE 4000-01-P