Applications for New Awards; Promise Neighborhoods (PN) Program, 5154-5163 [2021-00907]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 86, Number 11 (Tuesday, January 19, 2021)]
[Notices]
[Pages 5154-5163]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-00907]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Promise Neighborhoods (PN) Program

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

ACTION: Notice.

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SUMMARY: The Department of Education is issuing a notice inviting 
applications for fiscal year (FY) 2021 for the PN Program, Assistance 
Listing Number 84.215N. This notice relates to the approved information 
collection under OMB control number 1894-0006.

DATES: Applications Available: January 19, 2021.
    Deadline for Notice of Intent to Apply: February 3, 2021.
    Date of Pre-Application Meetings: The Department will hold a pre-
application meeting on January 29, 2021 via webinar for prospective 
applicants. Detailed information regarding pre-application webinar(s) 
will be provided on the PN website at https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/promise-neighborhoods-pn/.
    Deadline for Transmittal of Applications: March 5, 2021.
    Deadline for Intergovernmental Review: May 4, 2021.

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

FOR FURTHER INFORMATION CONTACT: Adrienne Hawkins, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 4W220, Washington, DC 20202. 
Telephone: (202) 453-5638. 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: The PN program is authorized under the 
Elementary and Secondary Education Act of 1965, as amended (ESEA). The 
purpose of the PN program is to significantly improve the academic and 
developmental outcomes of children living in the most distressed 
communities of the United States, including ensuring school readiness, 
high school graduation, and access to a community-based continuum of 
high-quality services. The program serves neighborhoods with high 
concentrations of low-income individuals; multiple signs of distress, 
which may include high rates of poverty, childhood obesity, academic 
failure, and juvenile delinquency, adjudication, or incarceration; and 
schools implementing comprehensive support and improvement activities 
or targeted support and improvement activities under section 1111(d) of 
the ESEA. All strategies in the continuum of solutions must be 
accessible to children with disabilities and English learners.
    Priorities: This competition includes three absolute priorities, 
four competitive preference priorities, and one invitational priority.
    Absolute Priorities 1 and 3 and Competitive Preference Priorities 1 
and 4 are from the notice of final priorities, requirements, 
definitions, and selection criteria for this program published 
elsewhere in this issue of the Federal Register (NFP). Absolute 
Priority 2 and Competitive Preference Priority 3 are from the notice of 
final priorities published in the Federal Register on March 9, 2020 (85 
FR 13640) (Administrative Priorities). Competitive Preference Priority 
2 is from the notice of final priority published in the Federal 
Register on November 27, 2019 (84 FR 65300) (Opportunity Zones NFP).
    Absolute Priorities: For FY 2021 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3), we consider

[[Page 5155]]

only applications that meet one or more of these priorities.
    These priorities are:
    Absolute Priority 1--Non-Rural and Non-Tribal Communities.
    To meet this priority, an applicant must propose to implement a PN 
strategy that serves one or more non-rural or non-Tribal communities.
    Absolute Priority 2--Rural Applicants.
    Under this priority, an applicant must demonstrate one or more of 
the following:
    (a) The applicant proposes to serve 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 V, Part B of the ESEA.
    (b) The applicant proposes to serve a community that is served by 
one or more LEAs with a locale code of 32, 33, 41, 42, or 43.
    (c) The applicant proposes a project in which a majority of the 
schools served have a locale code of 32, 33, 41, 42, or 43.
    (d) The applicant is an institution of higher education (IHE) with 
a rural campus setting, or the applicant proposes to serve a campus 
with a rural setting. Rural settings include any of the following: 
Town-Fringe, Town-Distant, Town-Remote, Rural Fringe, Rural-Distant, 
Rural-Remote, as defined by the National Center for Education 
Statistics (NCES) College Navigator search tool.

    Note: To determine whether a particular LEA is eligible for SRSA 
or RLIS, refer to the Department's website at https://oese.ed.gov/offices/office-of-formula-grants/rural-insular-native-achievement-programs/rural-education-achievement-program/. Applicants are 
encouraged to retrieve locale codes from the NCES School District 
search tool (https://nces.ed.gov/ccd/districtsearch/), where LEAs 
can be looked up individually to retrieve locale codes, and Public 
School search tool (https://nces.ed.gov/ccd/schoolsearch/), where 
individual schools can be looked up to retrieve locale codes. 
Applicants are encouraged to retrieve campus settings from the NCES 
College Navigator search tool (https://nces.ed.gov/collegenavigator/
) where IHEs can be looked up individually to determine the campus 
setting.

    Absolute Priority 3--Tribal Communities.
    To meet this priority, an applicant must propose to implement a PN 
strategy that serves one or more Indian Tribes (as defined in this 
notice).
    Competitive Preference Priorities: For FY 2021 and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, these priorities are competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an additional 
10 points to an application, depending on how well the application 
meets one or more of these priorities; the total possible points for 
each priority are noted in parentheses.
    These priorities are:
    Competitive Preference Priority 1--Community-Level Opioid Abuse 
Prevention Efforts (0 to 3 points).
    To meet this priority, an applicant must: (1) Demonstrate how it 
will partner with an organization that conducts high-quality, 
community-level activities to prevent opioid abuse, such as an 
organization supported by an Office of National Drug Control Policy, 
Drug-Free Communities Support Program grant, in PN communities; (2) 
describe the partner organization's record of success in approaching 
opioid abuse prevention at the community level; and (3) provide, in its 
application, a memorandum of understanding between it and the partner 
organization responsible for managing the effort. The memorandum of 
understanding must indicate a commitment on the part of the applicant 
to coordinate implementation and align resources to the greatest extent 
practicable.
    Competitive Preference Priority 2--Spurring Investment in Qualified 
Opportunity Zones (0 to 3 points).
    Under this priority, an applicant must demonstrate that the area in 
which the applicant proposes to provide services overlaps with a 
Qualified Opportunity Zone (QOZ), as designated by the Secretary of the 
Treasury under section 1400Z-1 of the Internal Revenue Code.
    An applicant must--
    (1) Provide the census tract number of the QOZ(s) in which it 
proposes to provide services (1 point); and
    (2) Describe how the applicant will provide services in the QOZ(s) 
(Up to 2 points).
    Competitive Preference Priority 3--Applications from New Potential 
Grantees (0 or 1 point).
    Under this priority, an applicant must demonstrate that it has 
never received a grant, including through membership in a group 
application submitted in accordance with 34 CFR 75.127-75.129, under 
the program from which it seeks funds.

    Note: For new potential grantees unfamiliar with grantmaking at 
the Department, please consult our funding basics resource at 
www2.ed.gov/documents/funding-101/funding-101-basics.pdf or a more 
detailed resource at www2.ed.gov/documents/funding-101/funding-101.pdf.

    Competitive Preference Priority 4--Evidence-Based Activities to 
Support Academic Achievement (0 to 3 points).
    Projects that propose to use evidence-based (as defined in 34 CFR 
77.1(c)) activities, strategies, or interventions that support teaching 
practices that will lead to increasing student achievement (as defined 
in this notice), graduation rates, and career readiness.
    Invitational 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 invitational priority. Under 34 CFR 
75.105(c)(1), we do not give an application that meets this 
invitational priority a competitive or absolute preference over other 
applications.
    This priority is:
    Community-Based Crime Reduction Efforts.
    To meet this priority, an applicant must: (1) Demonstrate how it 
will partner with an organization that conducts high-quality activities 
focused on the re-entry of formerly incarcerated individuals or on 
community-based crime reduction activities, such as an organization 
supported by a U.S. Department of Justice (DOJ) Innovations in 
Community-Based Crime Reduction Program grant, a grant authorized under 
the Second Chance Act, as reauthorized under the Formerly Incarcerated 
Reenter Society Transformed Safely Transitioning Every Person (FIRST 
STEP) Act, or DOJ Office of Justice Programs competitive grants related 
to juvenile justice and delinquency prevention; (2) describe the 
partner organization's record of success with supporting the re-entry 
of formerly incarcerated individuals or community-based crime reduction 
and how their efforts will be coordinated with the PN activities of 
this grant; and (3) provide, in its application, a memorandum of 
understanding between it and a partner organization managing the 
effort. The memorandum of understanding must indicate a commitment on 
the part of the applicant to coordinate implementation and align 
resources to the greatest extent practicable.
    Requirements: For FY 2021 and any subsequent year in which we make 
awards from the list of unfunded applications from this competition, 
applicants must meet the following application and program requirements 
from section 4624 of the ESEA and the NFP.
    Application Requirements:
    (1) A plan to significantly improve the academic outcomes of 
children living in the geographically defined area (neighborhood) that 
is served by the eligible entity by providing pipeline services that 
address the needs of children in the neighborhood, as

[[Page 5156]]

identified by the needs analysis; and that is supported by effective 
practices.
    (2) A description of the neighborhood the eligible entity will 
serve.

    Note: Applicants may propose to serve multiple, non-contiguous 
geographically defined areas, that is to say geographic areas that 
are not adjacent to one another. In cases where target areas are 
non-contiguous, the applicant should explain its rationale for 
including non-contiguous areas.

    (3) An applicant must demonstrate that its proposed project--
    (a) Is representative of the geographic area proposed to be served 
(as defined in this notice); and
    (b) Would provide a majority of the solutions from the applicant's 
proposed pipeline services in the geographic area proposed to be 
served.
    (4) An analysis of the needs and assets of the neighborhood, 
including:
    (a) The size and scope of the population affected;
    (b) A description of the process through which the needs analysis 
was produced, including a description of how parents, families, and 
community members were engaged in such analysis;
    (c) An analysis of community assets and collaborative efforts 
(including programs already provided from Federal and non-Federal 
sources) within, or accessible to, the neighborhood, including, at a 
minimum, early learning opportunities, family and student supports, 
local businesses, local educational agencies, and institutions of 
higher education;
    (d) The steps that the eligible entity is taking at the time of the 
application to address the needs identified in the needs analysis; and
    (e) Any barriers the eligible entity, public agencies, and other 
community-based organizations have faced in meeting such needs.
    (5) A description of (i) all information the entity used to 
identify the pipeline services to be provided, which shall not include 
information that is more than 3 years old; and (ii) how the eligible 
entity will collect data on children served by each pipeline service 
and increase the percentage of children served over time.
    (6) A description of how the pipeline services will facilitate the 
coordination of the following activities:
    (a) Providing early learning opportunities for children, including 
by:
    (i) Providing opportunities for families to acquire the skills to 
promote early learning and child development; and
    (ii) Ensuring appropriate diagnostic assessments and referrals for 
children with disabilities and children aged 3 through 9 experiencing 
developmental delays, consistent with the Individuals with Disabilities 
Education Act (20 U.S.C. 1400 et seq.), where applicable.
    (b) Supporting, enhancing, operating, or expanding rigorous, 
comprehensive, effective educational improvements, which may include 
high-quality academic programs, expanded learning time, and programs 
and activities to prepare students for postsecondary education 
admissions and success.
    (c) Supporting partnerships between schools and other community 
resources with an integrated focus on academics and other social, 
health, and familial supports.
    (d) Providing social, health, nutrition, and mental health services 
and supports, for children, family members, and community members, 
which may include services provided within the school building.
    (e) Supporting evidence-based programs that assist students through 
school transitions, which may include expanding access to postsecondary 
education courses and postsecondary education enrollment aid or 
guidance, and other supports for at-risk youth.
    (7) Each applicant must submit, as part of its application, a 
preliminary memorandum of understanding, signed by each organization or 
agency with which it would partner in implementing the proposed PN 
program. Within the preliminary memorandum of understanding, all 
applicants must detail each partner's financial, programmatic, and 
long-term commitment with respect to the strategies described in the 
application. Under section 4624(c) of the ESEA, applicants that are 
non-profit entities must submit a preliminary memorandum of 
understanding signed by each partner entity or agency, which must 
include at least one of the following: A high-need LEA; an institution 
of higher education, as defined in section 102 of the HEA (20 U.S.C. 
1002); the office of a chief elected official of a unit of local 
government; or an Indian Tribe or Tribal organization as defined in 
section 4 of the Indian Self-Determination and Education Assistance Act 
(25 U.S.C. 5304).
    (8) A description of the process used to develop the application, 
including the involvement of family and community members. In 
addressing this paragraph, an applicant must provide a description of 
the process used to develop the application, which must include the 
involvement of an LEA(s) (including but not limited to the LEA's or 
LEAs' involvement in the creation and planning of the application and a 
signed Memorandum of Understanding) and at least one public elementary 
or secondary school that is located within the identified geographic 
area that the grant will serve.
    (9) A description of the strategies that will be used to provide 
pipeline services (including a description of which programs and 
services will be provided to children, family members, community 
members, and children within the neighborhood) to support the purpose 
of the Promise Neighborhoods program.
    (10) An explanation of the process the eligible entity will use to 
establish and maintain family and community engagement, including:
    (a) Involving representative participation by the members of such 
neighborhood in the planning and implementation of the activities of 
each grant awarded;
    (b) The provision of strategies and practices to assist family and 
community members in actively supporting student achievement and child 
development;
    (c) Providing services for students, families, and communities 
within the school building; and
    (d) Collaboration with institutions of higher education, workforce 
development centers, and employers to align expectations and 
programming with postsecondary education and workforce readiness.
    (e) In addressing this paragraph, an applicant must describe the 
process it will use to establish and maintain a family navigation 
system (as defined in this notice), including an explanation of the 
process the applicant will use to establish and maintain family and 
community engagement.
    (11) An explanation of how the eligible entity will continuously 
evaluate and improve the continuum of high-quality pipeline services to 
provide for continuous program improvement and potential expansion.
    (12) In addressing the application requirements in paragraphs (4), 
(5), and (6), an applicant must clearly demonstrate needs, including a 
segmentation analysis, gaps in services, and any available data from 
within the last 3 years to demonstrate needs. The applicant must also 
describe proposed activities that address these needs and the extent to 
which these activities are evidence-based. The applicant must also 
describe its, or its partner organization's, if applicable, experience 
providing these activities, including any data demonstrating 
effectiveness.
    Program Requirements:
    (1) Each grantee under the PN competition must use the grant funds 
to implement the pipeline services and continuously evaluate the 
success of the program and improve the program based

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on data and outcomes. Section 4624(d) of the ESEA.
    (2) Grantees may use not less than 50 percent of grant funds in 
year one, and not less than 25 percent of grant funds in year two for 
planning activities to develop and implement pipeline services.
    (3) Grantees that operate a school in a neighborhood served by a 
grant program must provide such school with the operational 
flexibility, including autonomy over staff, time, and budget, needed to 
effectively carry out the activities described in this notice.
    (4) Grantees cannot, in carrying out activities to improve early 
childhood education programs, use PN funds to carry out the following 
activities: (1) Assessments that provide rewards or sanctions for 
individual children or teachers. (2) A single assessment that is used 
as the primary or sole method for assessing program effectiveness. (3) 
Evaluation of children, other than for the purposes of improving 
instruction, classroom environment, professional development, or parent 
and family engagement, or program improvement.
    Definitions: The definitions for ``eligible entity'' and ``pipeline 
services'' are from section 4622 of the ESEA. The definitions of 
``family navigation system,'' ``graduation rate,'' ``Indian Tribe,'' 
``indicators of need,'' ``regular high-school diploma,'' 
``representative of the geographic area to be served,'' ``segmentation 
analysis,'' ``student achievement,'' and ``student mobility rate'' are 
from the NFP. The remaining definitions are from 34 CFR 77.1.
    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.
    Evidence-based means the proposed project component is supported by 
one or more of strong evidence, moderate evidence, promising evidence, 
or evidence that demonstrates a rationale.
    Experimental study means a study that is designed to compare 
outcomes between two groups of individuals (such as students) that are 
otherwise equivalent except for their assignment to either a treatment 
group receiving a project component or a control group that does not. 
Randomized controlled trials, regression discontinuity design studies, 
and single-case design studies are the specific types of experimental 
studies that, depending on their design and implementation (e.g., 
sample attrition in randomized controlled trials and regression 
discontinuity design studies), can meet What Works Clearinghouse (WWC) 
standards without reservations as described in the WWC Handbooks:
    (i) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
project component being evaluated (the treatment group) or not to 
receive the project component (the control group).
    (ii) A regression discontinuity design study assigns the project 
component being evaluated using a measured variable (e.g., assigning 
students reading below a cutoff score to tutoring or developmental 
education classes) and controls for that variable in the analysis of 
outcomes.
    (iii) A single-case design study uses observations of a single case 
(e.g., a student eligible for a behavioral intervention) over time in 
the absence and presence of a controlled treatment manipulation to 
determine whether the outcome is systematically related to the 
treatment.
    Family navigation system means a service delivery model that 
includes coordinators who teach, mentor, and collaborate with students 
and their families, as well as community members, to choose 
interventions, treatments, or solutions provided by the grantee and 
that best meet the needs of students and their families. Students and 
their families can select services and supports based on available 
services and individual needs, as well as advocate for additional 
services.
    Graduation rate means the four-year adjusted cohort graduation rate 
or extended-year adjusted cohort graduation rate as defined in section 
8101(25) and (23) of the ESEA.
    Indian Tribe means an Indian Tribe or Tribal organization as 
defined in section 4 of the Indian Self-determination Act (25 U.S.C. 
5304(e)).
    Indicators of need means currently available data that describe--
    (a) Education need, which means--
    (1) All or a portion of the neighborhood includes or is within the 
attendance zone of a low-performing school that is a high school, 
especially one in which the graduation rate (as defined in this notice) 
is less than 60 percent or a school that can be characterized as low-
performing based on another proxy indicator, such as students' on-time 
progression from grade to grade; and
    (2) Other indicators, such as significant achievement gaps between 
subgroups of students (as identified in section 1111(b)(2)(B)(xi) of 
the ESEA), within a school or LEA, high teacher and principal turnover, 
or high student absenteeism; and
    (b) Family and community support need, which means--
    (1) Percentages of children with preventable chronic health 
conditions (e.g., asthma, poor nutrition, dental problems, obesity) or 
avoidable developmental delays;
    (2) Immunization rates;
    (3) Rates of crime, including violent crime;
    (4) Student mobility rates;
    (5) Teenage birth rates;
    (6) Percentage of children in single parent or no-parent families;
    (7) Rates of vacant or substandard homes, including distressed 
public and assisted housing; or
    (8) Percentage of the residents living at or below the Federal 
poverty threshold.
    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.
    Moderate evidence means that there is evidence of effectiveness of 
a key project component in improving a relevant outcome for a sample 
that overlaps with the populations or settings proposed to receive that 
component, based on a relevant finding from one of the following:
    (i) A practice guide prepared by the WWC using version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base'' 
or ``moderate evidence base'' for the corresponding practice guide 
recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1, 
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ``positive effect'' 
or ``potentially positive effect'' on a relevant outcome based on a 
``medium to large'' extent of evidence, with no reporting of a 
``negative effect'' or ``potentially negative effect'' on a relevant 
outcome; or
    (iii) A single experimental study or quasi-experimental design 
study reviewed and reported by the WWC using version 2.1, 3.0, 4.0, or 
4.1 of the WWC Handbooks, or otherwise assessed by the Department using 
version 4.1 of the WWC Handbooks, as appropriate, and that--
    (A) Meets WWC standards with or without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on

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relevant outcomes reported in the study or in a corresponding WWC 
intervention report prepared under version 2.1, 3.0, 4.0, or 4.1 of the 
WWC Handbooks; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy this 
requirement.
    Pipeline services means a continuum of coordinated supports, 
services, and opportunities for children from birth through entry into 
and success in postsecondary education, and career attainment. Such 
services shall include, at a minimum, strategies to address through 
services or programs (including integrated student supports) the 
following:
    (a) High-quality early childhood education programs.
    (b) High-quality school and out-of-school-time programs and 
strategies.
    (c) Support for a child's transition to elementary school, from 
elementary school to middle school, from middle school to high school, 
and from high school into and through postsecondary education and into 
the workforce, including any comprehensive readiness assessment 
determined necessary.
    (d) Family and community engagement and supports, which may include 
engaging or supporting families at school or at home.
    (e) Activities that support postsecondary and work-force readiness, 
which may include job training, internship opportunities, and career 
counseling.
    (f) Community-based support for students who have attended the 
schools in the area served by the pipeline, or students who are members 
of the community, facilitating their continued connection to the 
community and success in postsecondary education and the workforce.
    (g) Social, health, nutrition, and mental health services and 
supports.
    (h) Juvenile crime prevention and rehabilitation programs.
    Promising evidence means that there is evidence of the 
effectiveness of a key project component in improving a relevant 
outcome, based on a relevant finding from one of the following:
    (i) A practice guide prepared by WWC reporting a ``strong evidence 
base'' or ``moderate evidence base'' for the corresponding practice 
guide recommendation;
    (ii) An intervention report prepared by the WWC reporting a 
``positive effect'' or ``potentially positive effect'' on a relevant 
outcome with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (iii) A single study assessed by the Department, as appropriate, 
that--
    (A) Is an experimental study, a quasi-experimental design study, or 
a well-designed and well-implemented correlational study with 
statistical controls for selection bias (e.g., a study using regression 
methods to account for differences between a treatment group and a 
comparison group); and
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome.
    Quasi-experimental design study means a study using a design that 
attempts to approximate an experimental study by identifying a 
comparison group that is similar to the treatment group in important 
respects. This type of study, depending on design and implementation 
(e.g., establishment of baseline equivalence of the groups being 
compared), can meet WWC standards with reservations, but cannot meet 
WWC standards without reservations, as described in the WWC Handbooks.
    Regular high school diploma has the meaning set out in section 
8101(43) of the ESEA.
    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.
    Representative of the geographic area proposed to be served means 
that residents of the geographic area proposed to be served have an 
active role in decision-making and that at least one-third of the 
applicant's governing board or advisory board is made up of--
    (a) Residents who live in the geographic area proposed to be 
served, which may include residents who are representative of the 
ethnic and racial composition of the neighborhood's residents and the 
languages they speak;
    (b) Residents of the city or county in which the neighborhood is 
located but who live outside the geographic area proposed to be served, 
and who earn less than 80 percent of the area's median income as 
published by the U.S. Department of Housing and Urban Development;
    (c) Public officials who serve the geographic area proposed to be 
served (although not more than one-half of the governing board or 
advisory board may be made up of public officials); or
    (d) Some combination of individuals from the three groups listed in 
paragraphs (a), (b), and (c) of this definition.
    Segmentation analysis means the process of grouping and analyzing 
data from children and families in the geographic area proposed to be 
served according to indicators of need or other relevant indicators to 
allow grantees to differentiate and more effectively target 
interventions based on the needs of different populations in the 
geographic area.
    Strong evidence means that there is evidence of the effectiveness 
of a key project component in improving a relevant outcome for a sample 
that overlaps with the populations and settings proposed to receive 
that component, based on a relevant finding from one of the following:
    (i) A practice guide prepared by the WWC using version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base'' 
for the corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1, 
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ``positive effect'' 
on a relevant outcome based on a ``medium to large'' extent of 
evidence, with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (iii) A single experimental study reviewed and reported by the WWC 
using version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbooks, or otherwise 
assessed by the Department using version 4.1 of the WWC Handbooks, as 
appropriate, and that--
    (A) Meets WWC standards without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy this 
requirement.
    Student achievement means--
    (a) For tested grades and subjects--

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    (1) A student's score on the State's assessments under the ESEA; 
and
    (2) As appropriate, other measures of student learning, such as 
those described in paragraph (b) of this definition, provided they are 
rigorous and comparable across classrooms and programs; and
    (b) For non-tested grades and subjects, alternative measures of 
student learning and performance, such as student scores on pre-tests 
and end-of-course tests; student performance on English language 
proficiency assessments; and other measures of student achievement that 
are rigorous and comparable across classrooms.
    Student mobility rate is calculated by dividing the total number of 
new student entries and withdrawals at a school, from the day after the 
first official enrollment number is collected through the end of the 
academic year, by the first official enrollment number of the academic 
year.
    What Works Clearinghouse (WWC) Handbooks (WWC Handbooks) means the 
standards and procedures set forth in the WWC Standards Handbook, 
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1, 
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version 
2.1 (all incorporated by reference, see Sec.  77.2). Study findings 
eligible for review under WWC standards can meet WWC standards without 
reservations, meet WWC standards with reservations, or not meet WWC 
standards. WWC practice guides and intervention reports include 
findings from systematic reviews of evidence as described in the WWC 
Handbooks documentation.

    Authority: Program Authority: 20 U.S.C. 7273-7274.

    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 NFP. (e) The 
notice of final priorities, requirements, definitions, and selection 
criteria published in the Federal Register on July 6, 2011 (76 FR 
39589) (2011 Promise Neighborhoods NFP). (f) The Administrative 
Priorities. (g) The Opportunity Zones NFP.

    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian Tribes.


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

II. Award Information

    Type of Award: Discretionary grant.
    Estimated Available Funds: $36,993,970.
    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: $4,000,000 to $6,000,000.
    Estimated Average Size of Awards: $5,000,000.
    Maximum Award: We will not make an award exceeding $6,000,000 for a 
single budget period of 12 months.
    Estimated Number of Awards: 5-7.

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

    Project Period: Up to 60 months.
    Under section 4623 of the ESEA, a grant awarded under this 
competition will be for a period of not more than five years, and may 
be extended for an additional period of not more than two years.

III. Eligibility Information

    1. Eligible Applicants: Under section 4622 of the ESEA, an eligible 
entity must be one of the following:
    (a) An institution of higher education, as defined in section 102 
of the HEA (20 U.S.C. 1002);
    (b) An Indian Tribe or Tribal organization, as defined in section 4 
of the Indian Self-Determination and Education Assistance Act (25 
U.S.C. 5304); or
    (c) One or more nonprofit entities working in formal partnership 
with not less than one of the following entities:
    (i) A high-need LEA.
    (ii) An institution of higher education, as defined in section 102 
of the HEA (20 U.S.C. 1002).
    (iii) The office of a chief elected official of a unit of local 
government.
    (iv) An Indian Tribe or Tribal organization, as defined under 
section 4 of the Indian Self-Determination and Education Assistance Act 
(25 U.S.C. 5304).

    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: Under section 4623(d)(1)(A) of the 
ESEA, to be eligible for a grant under this competition, an applicant 
must demonstrate a commitment from one or more entities in the public 
or private sector, which may include Federal, State, and local public 
agencies, philanthropic organizations, and private sources, to provide 
matching funds.
    An applicant proposing a project that meets Absolute Priority 1--
Non-rural and Non-Tribal Communities must obtain matching funds or in-
kind donations equal to at least 100 percent of its grant award.
    Under section 4623(d)(1)(C) of the ESEA, an applicant proposing a 
project that meets Absolute Priority 2--Rural Applicants or Absolute 
Priority 3--Tribal Communities must obtain matching funds or in-kind 
donations equal to at least 50 percent of its grant award.
    Eligible sources of matching funds include sources of funds used to 
pay for solutions within the pipeline services, initiatives supported 
by the LEA, or public health services for children in the neighborhood. 
Under section 4623(d)(1)(B) of the ESEA, at least 10 percent of an 
applicant's total match must be cash or in-kind contributions from the 
private sector, which may include philanthropic organizations or 
private sources.
    Applicants must demonstrate a commitment of matching funds in the 
application. Applicants must specify the source of the funds or 
contributions and in the case of a third-party in-kind contribution, a 
description of how the value was determined for the donated or 
contributed goods or service. Applicants must demonstrate the match 
commitment by including letters in their applications explaining the 
type and quantity of the match commitment

[[Page 5160]]

with original signatures from the executives of organizations or 
agencies providing the match.
    Under section 4623(d)(1)(C) of the ESEA, the Secretary may consider 
decreasing the matching requirement in the most exceptional 
circumstances, on a case-by-basis.
    An applicant that is unable to meet the matching requirement must 
include in its application a request to the Secretary to reduce the 
matching requirement, including the amount of the requested reduction, 
the total remaining match contribution, and a statement of the basis 
for the request. The Secretary will grant this request only if an 
applicant demonstrates a significant financial hardship.
    An applicant should review the Department's cost-sharing and cost 
matching regulations, which include specific limitations, in 2 CFR 
200.306 and the cost principles regarding donations, capital assets, 
depreciations, and allowable costs, set out in subpart E of 2 CFR part 
200.
    The Secretary does not, as a general matter, anticipate waiving the 
matching requirement. Furthermore, given the importance of matching 
funds to the long-term success of the project, eligible entities must 
identify appropriate matching funds in the proposed budget.
    b. Indirect Cost Rate Information: This program uses an 
unrestricted 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.
    c. 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.
    3. Subgrantees: 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.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the PN competition, 
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, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you feel 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 program 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 program.
    4. Funding Restrictions: We reference additional 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 no more than 50 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 or 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; or 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 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 ``Need for project'' 
and ``Project design'' are from the NFP. The remaining selection 
criteria are from 34 CFR 75.210 and the 2011 Promise Neighborhoods NFP. 
The maximum score for each criterion is indicated in parenthesis; the 
maximum score that an application may receive under the selection 
criteria, and the competitive preference priorities, is 110 points.
    The selection criteria are as follows:
    (a) Need for project (up to 20 points).
    In determining the need for the proposed project, the Secretary 
considers the following factors:
    (1) The magnitude or severity of the problems to be addressed by 
the proposed project as described by indicators of need and other 
relevant indicators identified in part by the needs assessment and 
segmentation analysis (up to 5 points);
    (2) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including--
    (i) The nature and magnitude of those gaps or weaknesses (up to 5 
points); and
    (ii) A pipeline of solutions addressing the identified gaps and 
weaknesses, including solutions targeted to early childhood, K-12, 
family and community supports, and college and career (up to 10 
points).
    (b) Quality of project services (up to 30 points).
    The Secretary considers the quality of the services to be provided 
by the proposed project. In determining the

[[Page 5161]]

quality of the project services, the Secretary considers:
    (1) The quality and sufficiency of strategies for ensuring equal 
access and treatment for eligible project participants 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 10 points); and
    (2) The likelihood that the services to be provided by the proposed 
project will lead to improvement in the achievement of students as 
measured against rigorous academic standards (34 CFR 75.210) (up to 20 
points).
    (c) Quality of project design (up to 20 points).
    In determining the quality of project design for the proposed 
project, the Secretary considers the following factors:
    (1) The extent to which the applicant describes a plan to create a 
complete pipeline of services, without time and resource gaps, that is 
designed to prepare all children in the neighborhood to attain a high-
quality education and successfully transition to college and a career 
(up to 5 points);
    (2) The extent to which the project will significantly increase the 
proportion of students in the neighborhood that are served by the 
complete continuum of high-quality services (up to 5 points); and
    (3) The extent to which the proposed family navigation system is 
high-quality and provides students and their families sufficient 
services and supports based on available services and individual needs 
(up to 10 points).
    (d) Quality of the management plan (up to 15 points).
    The Secretary considers the quality of the management plan for the 
proposed project. In determining the quality of the management plan 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 5 points); and
    (2) The experience, lessons learned, and proposal to build capacity 
of the applicant's management team and project director in collecting, 
analyzing, and using data for decision-making, learning, continuous 
improvement, and accountability, including whether the applicant has a 
plan to build, adapt, or expand a longitudinal data system that 
integrates student-level data from multiple sources in order to measure 
progress while abiding by privacy laws and requirements (2011 Promise 
Neighborhoods NFP) (up to 10 points).
    (e) Adequacy of resources (up to 15 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:
    (1) The extent to which the costs are reasonable in relation to the 
number of persons to be served and to the anticipated results and 
benefits (34 CFR 75.210) (up to 5 points);
    (2) The extent to which the applicant demonstrates that it has the 
resources to operate the project beyond the length of the grant, 
including a multi-year financial and operating model and accompanying 
plan; the demonstrated commitment of any partners; evidence of broad 
support from stakeholders (e.g., State educational agencies, teachers' 
unions) critical to the project's long term success; or more than one 
of these types of evidence (34 CFR 75.210) (up to 5 points); and
    (3) The extent to which the applicant identifies existing 
neighborhood assets and programs supported by Federal, State, local, 
and private funds that will be used to implement a continuum of 
solutions (2011 Promise Neighborhoods NFP) (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 Specific Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this program the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose specific 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 200.205(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. 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 of Education will 
review and consider applications for funding pursuant to this notice 
inviting applications in accordance with the following:
     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);
     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);
     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) (34 CFR 200.300, 200.303, 
200.339, and 200.341);

[[Page 5162]]

     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
     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 Requirements: 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. 
This 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 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 Secretary has established performance 
indicators (i.e., performance measures) for PN as required under 
section 4624(h) of the ESEA. Performance indicators established by the 
Secretary include improved academic and development outcomes for 
children, including indicators of school readiness, high school 
graduation, postsecondary education and career readiness, and other 
academic and developmental outcomes. These outcomes promote data-driven 
decision-making and access to a community-based continuum of high-
quality services for children living in the most distressed communities 
of the United States, beginning at birth. All grantees will be required 
to submit data annually against these performance measures as part of 
their annual performance report.
    The Secretary establishes, in Table 1, the following performance 
indicators under section 4624(h) of the ESEA and 34 CFR 75.110:

                              Table 1--Promise Neighborhoods Performance Indicators
----------------------------------------------------------------------------------------------------------------
                  Result                                   Indicator                      Recommended source
----------------------------------------------------------------------------------------------------------------
1. Children enter kindergarten ready to    1. Number and percentage of children in   Administrative data from
 succeed in school.                         kindergarten who demonstrate at the       LEA.
                                            beginning of the program or school year
                                            age-appropriate functioning across
                                            multiple domains of early learning as
                                            determined using developmentally
                                            appropriate early learning measures.
2. Students are proficient in core         2.1 Number and percentage of students at  ...........................
 academic subjects.                         or above grade level according to State
                                            mathematics assessments in at least the
                                            grades required by the ESEA (3rd
                                            through 8th grades and once in high
                                            school).
                                           2.2 Number and percentage of students at
                                            or above grade level according to State
                                            English language arts assessments in at
                                            least the grades required by the ESEA.
3. Students successfully transition from   3.1 Attendance rate of students in 6th,
 middle school grades to high school.       7th, 8th, and 9th grade as defined by
                                            average daily attendance.
                                           3.2 Chronic absenteeism rate of students
                                            in 6th, 7th, 8th, and 9th grades.
4. Youth graduate from high school.......  4. Four-year adjusted cohort graduation
                                            rate.
5. High school graduates obtain a          5.1 Number and percentage of Promise      Third party data such as
 postsecondary degree, certification or     Neighborhood students who enroll in a     the National Student
 credential.                                two-year or four-year college or          Clearinghouse.
                                            university after graduation.
                                           5.2 Number and percent of Promise
                                            Neighborhood students who graduate from
                                            a two-year or four-year college or
                                            university or vocational certification
                                            completion.
6. Students are healthy..................  6. Number and percentage of children who  Neighborhood survey, school
                                            consume five or more servings of fruits   climate survey or other
                                            and vegetables daily.                     reliable data source for
                                                                                      population level data
                                                                                      collection.

[[Page 5163]]

 
7. Students feel safe at school and in     7. Number and percentage of children who
 their community.                           feel safe at school and traveling to
                                            and from school as measured by a school
                                            climate survey.
8. Students live in stable communities...  8. Student mobility rate (as defined in
                                            the notice).
9. Families and community members support  9.1 Number and percentage of parents or
 learning in promise Neighborhood Schools.  family members that read to or
                                            encourage their children to read three
                                            or more times a week or reported their
                                            child read to themselves three or more
                                            times a week (birth-8th grade).
                                           9.2 Number and percentage of parents/
                                            family members who report talking about
                                            the importance of college and career
                                            (9th-12th grade).
10. Students have access to 21st century   10. Number and percentage of students
 learning tools.                            who have school and home access to
                                            broadband internet and a connected
                                            computing device.
----------------------------------------------------------------------------------------------------------------

    Note: The indicators in Table 1 are not intended to limit an 
applicant from collecting and using data from additional Family and 
Community Support indicators proposed to the Department. Applicants are 
strongly encouraged, but not required, to propose additional 
performance indicators aligned to the specific pipeline services 
proposed in their application.
    Each eligible entity that receives a grant under this program is 
required to prepare and submit an annual report to the Secretary that 
must include the following: (1) Information about the number and 
percentage of children in the neighborhood who are served by the grant 
program, including a description of the number and percentage of 
children accessing each support service offered as part of the pipeline 
of services; and (2) information relating to the metrics established 
under the PN Performance Indicators.
    In addition, grantees are required to make these data publicly 
available, including through electronic means. To the extent 
practicable, and as required by law, such information must be provided 
in an accessible form and a language accessible to parents and families 
in the neighborhood served under the PN grant. In addition, data on 
academic indicators pertinent to the PN program will be, in most cases, 
part of statewide longitudinal data systems already.
    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).
    Also, in making continuation awards for years four and five, the 
Department will consider whether the grantee is achieving the intended 
goals and outcomes of the grant and shows substantial improvement 
against baseline data on performance indicators and performance 
measures.

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.

Frank T. Brogan,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 2021-00907 Filed 1-15-21; 8:45 am]
BILLING CODE 4000-01-P