Applications for New Awards; Transitioning Gang-Involved Youth to Higher Education Program, 60011-60016 [2021-23788]
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Federal Register / Vol. 86, No. 207 / Friday, October 29, 2021 / Notices
projects by Federal Departments that
evaluate public benefit programs.
Dated: October 25, 2021.
Aaron T. Siegel,
Alternate OSD Federal Register Liaison
Officer, Department of Defense.
[FR Doc. 2021–23583 Filed 10–28–21; 8:45 am]
BILLING CODE 5001–06–P
DEPARTMENT OF EDUCATION
[Docket No.: ED–2021–SCC–0096]
Agency Information Collection
Activities; Submission to the Office of
Management and Budget for Review
and Approval; Comment Request;
Education Stabilization Fund—
Elementary and Secondary School
Emergency Relief Fund (ESSER I/
ESSER II/ARP ESSER Fund) Recipient
Data Collection Form
Office of Elementary and
Secondary Education (OESE),
Department of Education (ED).
ACTION: Notice.
AGENCY:
In accordance with the
Paperwork Reduction Act of 1995, ED is
proposing a revision of a currently
approved collection.
DATES: Interested persons are invited to
submit comments on or before
November 29, 2021.
ADDRESSES: Written comments and
recommendations for proposed
information collection requests should
be sent within 30 days of publication of
this notice to www.reginfo.gov/public/
do/PRAMain. Find this information
collection request by selecting
‘‘Department of Education’’ under
‘‘Currently Under Review,’’ then check
‘‘Only Show ICR for Public Comment’’
checkbox. Comments may also be sent
to ICDocketmgr@ed.gov.
FOR FURTHER INFORMATION CONTACT: For
specific questions related to collection
activities, please contact Gloria Tanner,
202–453–5596.
SUPPLEMENTARY INFORMATION: The
Department of Education (ED), in
accordance with the Paperwork
Reduction Act of 1995 (PRA) (44 U.S.C.
3506(c)(2)(A)), provides the general
public and Federal agencies with an
opportunity to comment on proposed,
revised, and continuing collections of
information. This helps the Department
assess the impact of its information
collection requirements and minimize
the public’s reporting burden. It also
helps the public understand the
Department’s information collection
requirements and provide the requested
data in the desired format. ED is
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SUMMARY:
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soliciting comments on the proposed
information collection request (ICR) that
is described below. The Department of
Education is especially interested in
public comment addressing the
following issues: (1) Is this collection
necessary to the proper functions of the
Department; (2) will this information be
processed and used in a timely manner;
(3) is the estimate of burden accurate;
(4) how might the Department enhance
the quality, utility, and clarity of the
information to be collected; and (5) how
might the Department minimize the
burden of this collection on the
respondents, including through the use
of information technology. Please note
that written comments received in
response to this notice will be
considered public records.
Title of Collection: Education
Stabilization Fund—Elementary and
Secondary School Emergency Relief
Fund (ESSER I/ESSER II/ARP ESSER
Fund) Recipient Data Collection Form.
OMB Control Number: 1810–0749.
Type of Review: A revision of a
currently approved collection.
Respondents/Affected Public: State,
Local, and Tribal Governments.
Total Estimated Number of Annual
Responses: 14,652.
Total Estimated Number of Annual
Burden Hours: 2,051,280.
Abstract: Under the current
unprecedented national health
emergency, the legislative and executive
branches of government have come
together to offer relief to those
individuals and industries affected by
the COVID–19 virus under the
Coronavirus Aid, Relief, and Economic
Security (CARES) Act (Pub. L. 116–136)
authorized on March 27, 2020, and
expanded through the Coronavirus
Response and Relief Supplemental
Appropriations (CRRSA) Act, and the
American Rescue Plan (ARP) Act. The
ESSER Fund awards grants to SEAs and
for the purpose of providing local
educational agencies (LEAs), including
charter schools that are LEAs, as well as
Outlying Areas, with emergency relief
funds to address the impact that Novel
Coronavirus Disease 2019 (COVID–19)
has had, and continues to have, on
elementary and secondary schools
across the Nation.
This information collection requests
approval for a revision to a previously
approved collection that includes
annual reporting requirements to
comply with the requirements of the
ESSER program and obtain information
on how the funds were used by State
and Local Education Agencies. In
accordance with the Recipient’s
Funding Certification and Agreements
executed by ESSER grantees, the
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Secretary may specify additional forms
of reporting. This collection has 4 fewer
grantee respondents than the originally
approved version, as information
reported from Outlying Areas will be
obtained through a separate collection.
The information collection also includes
directed questions, in Attachment A, on
which the Department is requesting
public input.
Dated: October 26, 2021.
Juliana Pearson,
PRA Coordinator, Strategic Collections and
Clearance, Governance and Strategy Division,
Office of Chief Data Officer, Office of
Planning, Evaluation and Policy
Development.
[FR Doc. 2021–23640 Filed 10–28–21; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
Applications for New Awards;
Transitioning Gang-Involved Youth to
Higher Education Program
Office of Postsecondary
Education, Department of Education.
AGENCY:
ACTION:
Notice.
The Department of Education
(Department) is issuing a notice inviting
applications (NIA) for fiscal year (FY)
2021 for the Transitioning GangInvolved Youth to Higher Education
Program, Assistance Listing Number
84.116Y. This notice relates to the
approved information collection under
OMB control number 1894–0006.
SUMMARY:
Applications available: October
29, 2021.
Deadline for transmittal of
applications: November 29, 2021.
DATES:
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-201902-13/pdf/2019-02206.pdf.
ADDRESSES:
FOR FURTHER INFORMATION CONTACT:
Jymece Seward, U.S. Department of
Education, 400 Maryland Avenue SW,
Room 2B159, Washington, DC 20202–
4260. Telephone: (202) 453–6138.
Email: Jymece.Seward@ed.gov.
If you use a telecommunications
device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay
Service (FRS), toll free, at 1–800–877–
8339.
SUPPLEMENTARY INFORMATION:
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Full Text of Announcement
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I. Funding Opportunity Description
Purpose of Program: The purpose of
this program is to provide gang-involved
youth with postsecondary education
opportunities that will lead to
certification or credentials. Such
programs can include apprenticeships
or other workforce preparation programs
that promote job readiness upon
completion of the program, while
simultaneously providing essential
wrap-around services that include
culturally competent social and
emotional support.
Background: Recent research
indicates that more than one million
youth are estimated to be involved in
some type of gang, crew, or other
group.1 Interviews with gang-involved
youth who had ultimately enrolled in
community colleges reported that low
expectations and negative stereotypes
were part of their schooling experience.2
According to the research, gangassociated youth are 30 percent less
likely to complete high school
compared with their non-gang peers.3
Accordingly, through this grant
opportunity, the Department seeks to
improve access to postsecondary
education and outcomes for ganginvolved youth.
The intent of this program is to
support community colleges, in
partnership with other organizations
that are best prepared to provide the
supports and services necessary, that
will enable these youth, including youth
with disabilities, to transition into
postsecondary programs that will allow
them to pursue a certificate, degree, or
other credential. Community colleges
serve as affordable, learning- and skillsbased higher education providers,
especially for non-traditional students.4
In addition, community colleges have
been innovative in partnering with
community-based organizations that
support the success of low-income
students and students with family
responsibilities, including improving
access, persistence, and academic
1 Pyrooz, D. and Sweeten, G. (2015). Gang
Membership Between Ages 5 and 17 Years in the
United States. Journal of Adolescent Health, 1–6.
2 Gardenhire-Crooks, A., Collado, H., Martin, K.,
& Castro, A. (2010). Terms of engagement: Men of
color discuss their experiences in community
college. Oakland, CA: MDRC. Retrieved from:
https://files.eric.ed.gov/fulltext/ED508982.pdf.
3 Pyrooz, D.C. (2014). From Colors and Guns to
Caps and Gowns? The effect of gang membership
on educational attainment. Journal of Research in
Crime and Delinquency 51(1), 56–87.
4 Mintz, S. (March 2019). Community Colleges
and the Future of Higher Education. Inside Higher
Ed. www.insidehighered.com/blogs/higher-edgamma/community-colleges-and-future-highereducation.
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progress and employing strategies that
more effectively link training to work
opportunities and employment.5
Youth who are gang-involved may
benefit from holistic support systems
through which their schools provide
culturally competent social and
emotional support, their families are
included in their educational efforts,
and they receive employment and
resources and support for accessing
financial assistance.6 Because prior
research has suggested that stable
employment can reduce criminal
conduct, this program encourages
applicants to collaborate with other
organizations to build and support
pathways to education and careers for
gang-involved youth.7
Priorities: This notice contains one
absolute priority and one competitive
preference priority.
We are establishing these priorities for
the FY 2021 grant competition and any
subsequent year in which we make
awards from the list of unfunded
applications from this competition, in
accordance with section 437(d)(1) of the
General Education Provisions Act
(GEPA), 20 U.S.C. 1232(d)(1).
Absolute Priority: This priority is an
absolute priority. Under 34 CFR
75.105(c)(3), we consider only
applications that meet this priority.
This priority is:
Projects that propose partnerships
between community colleges and public
or private nonprofit organizations,
community-based organizations (CBOs),
industry partners, or other entities with
a demonstrated record of working
successfully with youth who are ganginvolved to leverage services to support
students in acquiring the knowledge,
skills, and abilities to transition into an
education beyond high school.
To be eligible for this program,
community colleges must include the
participation of their workforce or
career services offices to assist with
career placement services and
developmental academic coursework for
program participants. This may include
working through their Workforce
Development and Continuing Education
divisions or other offices, as
appropriate.
5 The Aspen Institute. 2021. Role of Community
Colleges. www.aspeninstitute.org/programs/
workforce-strategies-initiative/role-communitycollege/.
6 Sharkey, J. (2015). How to Help Me Get Out of
a Gang: Youth Recommendations to Family, School,
Community, and Law Enforcement Systems.
Research Gate, 64–100.
7 Laub, J.H., and R.J. Sampson. 2001.
Understanding desistance from crime. Crime and
Justice 28: 1–69. Retrieved from https://
dash.harvard.edu/handle/1/3226958.
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Competitive Preference Priority: This
priority is a competitive preference
priority. Under 34 CFR 75.105(c)(2)(i),
we award up to an additional 15 points
to an application, depending on how
well the application meets the priority.
Applicants are not required to respond
to the priority.
This priority is:
Creating a Positive, Inclusive, and
Identity-safe Climate (up to 15 points).
Projects that are designed to improve
the social, emotional, academic, and
career development of youth who are
gang-involved, by creating a positive,
inclusive, and identity-safe climate
through one or more of the following
activities:
(1) Fostering a sense of belonging and
inclusion for students who are ganginvolved. (up to 5 points)
(2) Implementing evidence-based
practices for advancing student success
for students who are gang-involved. (up
to 5 points)
(3) Providing high-quality
professional development opportunities
designed to reduce bias and build assetbased mindsets for faculty and staff on
campus, to include programing for
students, faculty, and staff that
addresses actionable inclusion efforts
with respect to racial, ethnic, cultural,
linguistic, disability, age, and gender
characteristics. (up to 5 points)
Definitions: We are establishing
definitions for ‘‘community-based
organization’’ and ‘‘community college’’
for the FY 2021 grant competition and
any subsequent year in which we make
awards from the list of unfunded
applications from this competition, in
accordance with section 437(d)(1) of
GEPA. The Fund for the Improvement of
Postsecondary Education (FIPSE) does
not have specific programmatic
definitions; we believe the definitions
established here for ‘‘community-based
organization’’ and ‘‘community college’’
best capture the intended purpose of
this program. The definition of
‘‘institution of higher education’’ is from
the Higher Education Act of 1965, as
amended (HEA) (20 U.S.C. 1001). All
other definitions are from 34 CFR 77.1.
Community-based organization
means a private nonprofit organization
(which may include a faith-based
organization), that is representative of a
community or a significant segment of
a community.
Community college means an
institution that meets the definition in
section 312(f) of the HEA (20 U.S.C.
1058(f)) or an institution of higher
education that awards degrees and
certificates, more than 50 percent of
which are not bachelor’s degrees (or an
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equivalent) or master’s, professional, or
other advanced degrees.
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
evidence that demonstrates a rationale.
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 the
HEA;
(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 2-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 preaccreditation status by such an agency
or association that has been recognized
by the Secretary for the granting of preaccreditation 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 ‘‘institution of higher
education’’ also includes—
(1) Any school that provides not less
than a 1-year program of training to
prepare students for gainful
employment in a recognized occupation
and that meets the provision of
paragraphs (a)(1), (2), (4), and (5); and
(2) A public or nonprofit private
educational institution in any State that,
in lieu of the requirement in paragraph
(a)(1), 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.
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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.
Note: In developing logic models,
applicants may want to use resources
such as the Regional Educational
Laboratory Program’s (REL Pacific)
Education Logic Model Application,
available at https://ies.ed.gov/ncee/
edlabs/regions/pacific/elm.asp. Other
sources include: https://ies.ed.gov/ncee/
edlabs/regions/pacific/pdf/REL_
2014025.pdf, https://ies.ed.gov/ncee/
edlabs/regions/pacific/pdf/REL_
2014007.pdf, and https://ies.ed.gov/
ncee/edlabs/regions/northeast/pdf/REL_
2015057.pdf.
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).
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.
Waiver of Proposed Rulemaking:
Under the Administrative Procedure Act
(5 U.S.C. 553), the Department generally
offers interested parties the opportunity
to comment on proposed priorities,
selection criteria, definitions, 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 program, and therefore qualifies for
this exemption. In order to ensure
timely grant awards, the Secretary has
decided to forgo public comment on the
priorities, requirements, and definitions,
under section 437(d)(1) of GEPA.
Program Authority: 20 U.S.C. 1138–
1138d; Departments of Labor, Health
and Human Services, and Education
and Related Agencies Appropriations
Act, 2021, H.R. 7614, 116th Congress
(2020); the explanatory statement
accompanying H.R. 133 (Pub. L. 116–
260).
Note: Projects will be awarded and
must be operated in a manner consistent
with the nondiscrimination
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requirements contained in the Federal
civil rights laws.
Applicable Regulations: (a) The
Education Department General
Administrative Regulations in 34 CFR
parts 75, 77, 79, 82, 84, 86, 97, 98, and
99. (b) The Office of Management and
Budget 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 in 2 CFR part
3474.
II. Award Information
Type of Award: Discretionary grant.
Estimated Available Funds: $990,000.
Contingent upon the availability of
funds and the quality of applications,
we may make additional awards in
subsequent years from the list of
unfunded applications from this
competition.
Maximum Award: $990,000 for a
single budget period of 36 months.
Estimated Number of Awards: 1.
Note: The Department is not bound by
any estimates in this notice.
Project Period: Up to 36 months.
III. Eligibility Information
1. Eligible Applicants: Community
colleges (as defined in this notice).
2. a. Cost Sharing or Matching: This
competition does not require cost
sharing or matching.
b. Supplement-Not-Supplant: This
competition involves supplement-notsupplant funding requirements. This
program uses the waiver authority of
section 437(d)(1) of GEPA to establish
this as a supplement-not-supplant
program. Grant funds must be used so
that they supplement and, to the extent
practical, increase the funds that would
otherwise be available for the activities
to be carried out under the grant and in
no case supplant those funds.
c. Indirect Cost Rate Information: This
program uses the waiver authority of
section 437(d)(1) of GEPA to limit a
grantee’s indirect cost reimbursement to
eight percent (8%) of a modified total
direct cost base. 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
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to Cost Principles described in 2 CFR
part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: A grantee under this
competition may award subgrants to
entities to directly carry out project
activities described in its application.
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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 contains requirements and
information on how to submit an
application.
2. Intergovernmental Review: This
program is subject to Executive Order
12372 and the regulations in 34 CFR
part 79. However, under 34 CFR 79(a),
we waived Intergovernmental Review in
order to make awards by December 31,
2021.
3. Funding Restrictions: We reference
regulations outlining funding
restrictions in the Applicable
Regulations section of this notice.
4. 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, 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; or the one-page abstract.
However, the recommended page limit
does apply to all of the application
narrative.
Note: The Budget Information-NonConstruction Programs Form (ED 524)
Sections A–C are not the same as the
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narrative response to the Budget section
of the selection criteria.
V. Application Review Information
1. Selection Criteria: The following
selection criteria for this program are
from 34 CFR 75.210.
The points assigned to each criterion
are indicated in the parentheses next to
the criterion. An applicant may earn up
to a total of 100 points based on the
selection criteria and up to 15
additional points under the competitive
preference priority, for a total score of
up to 115 points. All applications will
be evaluated based on the selection
criteria as follows:
(a) Quality of the project design.
(Maximum 30 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:
(i) The extent to which the proposed
project demonstrates a rationale (up to
10 points).
(ii) 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 (up to 10 points).
(iii) The extent to which the proposed
project will establish linkages with
other appropriate agencies and
organizations providing services to the
target population (up to 10 points).
(b) Quality of project services.
(Maximum 30 points) The Secretary
considers the quality of the services to
be provided by the proposed project.
(i) In determining the quality of the
services to be provided by the proposed
project, the Secretary considers 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 (up to 5
points).
(ii) In addition, the Secretary
considers the following factors:
(A) The extent to which the services
to be provided by the proposed project
are appropriate to the needs of the
intended recipients or beneficiaries of
those services (up to 10 points).
(B) The likely impact of the services
to be provided by the proposed project
on the intended recipients of those
services (up to 10 points).
(C) The extent to which the services
to be provided by the proposed project
involve the collaboration of appropriate
partners for maximizing the
effectiveness of project services (up to 5
points).
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(c) Quality of project personnel.
(Maximum 20 points) The Secretary
considers the quality of the personnel
who will carry out the proposed project.
(i) In determining the quality of
project personnel, the Secretary
considers 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 (up to 7
points).
(ii) In addition, the Secretary
considers the following factors:
(A) The qualifications, including
relevant training and experience, of the
project director or principal investigator
(up to 7 points).
(B) The qualifications, including
relevant training and experience, of key
project personnel (up to 6 points).
(d) Quality of the management plan.
(Maximum 10 points) The Secretary
considers the quality of the management
plan for the proposed project. In
determining the quality of the
management plan, the Secretary
considers the following factors:
(i) 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 (up to 5 points).
(ii) How the applicant will ensure that
a diversity of perspectives is brought to
bear in the operation of the proposed
project, including those of parents,
teachers, the business community, a
variety of disciplinary and professional
fields, recipients or beneficiaries of
services, or others, as appropriate (up to
5 points).
(e) Quality of the project evaluation.
(Maximum 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:
(i) The extent to which the goals,
objectives, and outcomes to be achieved
by the proposed project are clearly
specified and measurable (up to 5
points).
(ii) The extent to which the methods
of evaluation are thorough, feasible, and
appropriate to the goals, objectives, and
outcomes of the proposed project (up to
5 points).
2. Review and Selection Process:
Potential applicants are reminded 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
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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 of
Education (34 CFR 100.4, 104.5, 106.4,
108.8, and 110.23).
A panel of up to three non-Federal
reviewers will review and score each
application in accordance with the
selection criteria and the competitive
preference priorities. A rank order
funding slate will be made from this
review. Awards will be made in rank
order according to the average score
received from the peer review.
Tie-breaker: If there is more than one
application with the same score and
insufficient funds to fund all the
applications with the same ranking, the
applicant with the highest percentage of
students who are Pell grant recipients
will be funded.
3. Risk Assessment and Specific
Conditions: Consistent with 2 CFR
200.206, before awarding grants under
this competition the Department
conducts a review of the risks posed by
applicants. Under 2 CFR 200.208, the
Secretary may impose specific
conditions and, under 2 CFR 3474.10, 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
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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
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) 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
(d) 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
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60015
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.
5. Performance Measures: Under the
Government Performance and Results
Act of 1993 and 34 CFR 75.110, the
following three performance measures
will be used in assessing the
performance of the Transitioning GangInvolved Youth to Higher Education
program:
1. Number of project participants
enrolled in the postsecondary education
program.
2. Number of project participants
earning a certificate, degree, or other
credential.
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Federal Register / Vol. 86, No. 207 / Friday, October 29, 2021 / Notices
3. Number of project participants
active in paid internships,
apprenticeships, or other work
experiences.
These measures constitute the
Department’s indicators of success for
this program. Consequently, we advise
an applicant for an award under this
program to give careful consideration to
the operationalization of the measures
in conceptualizing the approach and
evaluation for its proposed project.
If funded, you will be required to
collect and report data in your project’s
annual performance report (34 CFR
75.590).
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.
Michelle Asha Cooper,
Acting Assistant Secretary for Postsecondary
Education.
[FR Doc. 2021–23788 Filed 10–28–21; 8:45 am]
BILLING CODE 4000–01–P
khammond on DSKJM1Z7X2PROD with NOTICES
DEPARTMENT OF EDUCATION
Applications for New Awards: Center
of Educational Excellence for Black
Teachers (CEEBT) Program at
Historically Black Colleges and
Universities (HBCU)
Office of Postsecondary
Education, Department of Education.
AGENCY:
VerDate Sep<11>2014
18:17 Oct 28, 2021
Jkt 256001
ACTION:
Notice inviting applications
(NIA).
The Department of Education
(Department) is issuing a notice inviting
applications for fiscal year (FY) 2021 for
the Center of Educational Excellence for
Black Teachers Program at Historically
Black Colleges and Universities (CEEBT
program), Assistance Listing Number
(ALN) 84.116V. This notice relates to
the approved information collection
under OMB control number 1894–0006.
DATES:
Applications available: October 29,
2021.
Deadline for transmittal of
applications: November 29, 2021.
ADDRESSES: For the addresses for
obtaining and submitting 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-201902-13/pdf/2019-02206.pdf.
FOR FURTHER INFORMATION CONTACT: Ms.
Wendy Lawrence, U.S. Department of
Education, 400 Maryland Avenue SW,
Room 2C201, Washington, DC 20202–
4260. Telephone: (202) 453–7821.
Email: Wendy.Lawrence@ed.gov.
If you use a telecommunications
device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay
Service (FRS), toll-free, at 1–800–877–
8339.
SUPPLEMENTARY INFORMATION:
SUMMARY:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The CEEBT
program is designed to support a model
center of educational excellence at one
or more HBCUs with a demonstrable
record in graduating highly skilled and
well-prepared Black teachers.
Background: In alignment with the
Department’s strategic goal for a more
diverse educator workforce, the CEEBT
program is designed to support one or
more model centers of educational
excellence at HBCUs to help increase
the number of well-prepared Black
teachers who teach in our Nation’s
elementary and secondary schools. This
program focuses on the various aspects
of the teacher preparation pipeline,
including the recruitment, preparation,
support, and placement of Black
teachers.
Increasing educator diversity is
critical to our agency’s mission of
promoting educational excellence and
ensuring equal access for all students to
a diverse and well-qualified educator
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workforce. Unfortunately, the current
teacher workforce does not reflect the
demographics of the Nation’s students.
In 2017–18, the most recent year for
which data were available, 79 percent of
public-school educators were White,
while 21 percent were teachers of
color.1 Prior research has estimated
Black male teachers represent only 2
percent of the teaching workforce.2
These figures stand in marked contrast
with the student population, which in
fall 2018 was 47 percent White, 15
percent Black, and 27 percent
Hispanic.3 Research has demonstrated
that teachers of color, which includes
Black teachers, can be positive role
models for all students in breaking
down negative stereotypes and
preparing students to live and work in
a multiracial society.4 Thus, supporting
Black and other teachers of color is a
critical strategy for schools to support
educational equity for students,
particularly Black students and other
students of color.
While a diverse educator workforce
benefits all students, some research has
suggested that it may be particularly
important for Black students to share
the classroom with Black educators.
When they do, higher levels of student
achievement,5 more rigorous coursetaking,6 increased referrals to gifted and
talented programs,7 and reductions in
exclusionary discipline,8 have all been
noted. Similarly, research has shown
that Black students who are taught by
Black teachers are more likely to
graduate from high school and to enroll
in college compared to their peers who
1 nces.ed.gov/programs/digest/d19/tables/dt19_
209.10.asp?current=yes.
2 www2.ed.gov/rschstat/eval/highered/racialdiversity/state-racial-diversity-workforce.pdf.
3 nces.ed.gov/programs/digest/d20/tables/dt20_
203.70.asp?current=yes.
4 www2.ed.gov/rschstat/eval/highered/racialdiversity/state-racial-diversity-workforce.pdf.
5 Egalite, Anna, Brian Kisida, and Marcus A.
Winters. ‘‘Representation in the Classroom: The
Effect of Own-race Teachers on Student
Achievement,’’ Economics of Education Review, 45
(April 2015), 44–52.
6 Grissom, Jason, Sarah Kabourek, and Jenna
Kramer. ‘‘Exposure to Same-race or Same-ethnicity
Teachers and Advanced Math Course-taking in
High School: Evidence from a Diverse Urban
District,’’ Teachers College Record, 122 (2020), 1–
42.
7 Egalite, Anna, Brian Kisida, and Marcus A.
Winters. ‘‘Representation in the Classroom: The
Effect of Own-race Teachers on Student
Achievement,’’ Economics of Education Review, 45
(April 2015), 44–52.
8 Grissom, Kabourek, and Kramer, 1–42;
Constance, Lindsay, and Cassandra M. D. Hart.
‘‘Exposure to Same-race Teachers and Student
Disciplinary Outcomes for Black Students in North
Carolina,’’ Educational Evaluation and Policy
Analysis, 39 (2017), 485–510.
E:\FR\FM\29OCN1.SGM
29OCN1
Agencies
[Federal Register Volume 86, Number 207 (Friday, October 29, 2021)]
[Notices]
[Pages 60011-60016]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-23788]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Applications for New Awards; Transitioning Gang-Involved Youth to
Higher Education Program
AGENCY: Office of Postsecondary Education, Department of Education.
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications (NIA) for fiscal year (FY) 2021 for the
Transitioning Gang-Involved Youth to Higher Education Program,
Assistance Listing Number 84.116Y. This notice relates to the approved
information collection under OMB control number 1894-0006.
DATES: Applications available: October 29, 2021.
Deadline for transmittal of applications: November 29, 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: Jymece Seward, U.S. Department of
Education, 400 Maryland Avenue SW, Room 2B159, Washington, DC 20202-
4260. Telephone: (202) 453-6138. 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:
[[Page 60012]]
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of this program is to provide gang-
involved youth with postsecondary education opportunities that will
lead to certification or credentials. Such programs can include
apprenticeships or other workforce preparation programs that promote
job readiness upon completion of the program, while simultaneously
providing essential wrap-around services that include culturally
competent social and emotional support.
Background: Recent research indicates that more than one million
youth are estimated to be involved in some type of gang, crew, or other
group.\1\ Interviews with gang-involved youth who had ultimately
enrolled in community colleges reported that low expectations and
negative stereotypes were part of their schooling experience.\2\
According to the research, gang-associated youth are 30 percent less
likely to complete high school compared with their non-gang peers.\3\
Accordingly, through this grant opportunity, the Department seeks to
improve access to postsecondary education and outcomes for gang-
involved youth.
---------------------------------------------------------------------------
\1\ Pyrooz, D. and Sweeten, G. (2015). Gang Membership Between
Ages 5 and 17 Years in the United States. Journal of Adolescent
Health, 1-6.
\2\ Gardenhire-Crooks, A., Collado, H., Martin, K., & Castro, A.
(2010). Terms of engagement: Men of color discuss their experiences
in community college. Oakland, CA: MDRC. Retrieved from: https://files.eric.ed.gov/fulltext/ED508982.pdf.
\3\ Pyrooz, D.C. (2014). From Colors and Guns to Caps and Gowns?
The effect of gang membership on educational attainment. Journal of
Research in Crime and Delinquency 51(1), 56-87.
---------------------------------------------------------------------------
The intent of this program is to support community colleges, in
partnership with other organizations that are best prepared to provide
the supports and services necessary, that will enable these youth,
including youth with disabilities, to transition into postsecondary
programs that will allow them to pursue a certificate, degree, or other
credential. Community colleges serve as affordable, learning- and
skills-based higher education providers, especially for non-traditional
students.\4\ In addition, community colleges have been innovative in
partnering with community-based organizations that support the success
of low-income students and students with family responsibilities,
including improving access, persistence, and academic progress and
employing strategies that more effectively link training to work
opportunities and employment.\5\
---------------------------------------------------------------------------
\4\ Mintz, S. (March 2019). Community Colleges and the Future of
Higher Education. Inside Higher Ed. www.insidehighered.com/blogs/higher-ed-gamma/community-colleges-and-future-higher-education.
\5\ The Aspen Institute. 2021. Role of Community Colleges.
www.aspeninstitute.org/programs/workforce-strategies-initiative/role-community-college/.
---------------------------------------------------------------------------
Youth who are gang-involved may benefit from holistic support
systems through which their schools provide culturally competent social
and emotional support, their families are included in their educational
efforts, and they receive employment and resources and support for
accessing financial assistance.\6\ Because prior research has suggested
that stable employment can reduce criminal conduct, this program
encourages applicants to collaborate with other organizations to build
and support pathways to education and careers for gang-involved
youth.\7\
---------------------------------------------------------------------------
\6\ Sharkey, J. (2015). How to Help Me Get Out of a Gang: Youth
Recommendations to Family, School, Community, and Law Enforcement
Systems. Research Gate, 64-100.
\7\ Laub, J.H., and R.J. Sampson. 2001. Understanding desistance
from crime. Crime and Justice 28: 1-69. Retrieved from https://dash.harvard.edu/handle/1/3226958.
---------------------------------------------------------------------------
Priorities: This notice contains one absolute priority and one
competitive preference priority.
We are establishing these priorities for the FY 2021 grant
competition and any subsequent year in which we make awards from the
list of unfunded applications from this competition, in accordance with
section 437(d)(1) of the General Education Provisions Act (GEPA), 20
U.S.C. 1232(d)(1).
Absolute Priority: This priority is an absolute priority. Under 34
CFR 75.105(c)(3), we consider only applications that meet this
priority.
This priority is:
Projects that propose partnerships between community colleges and
public or private nonprofit organizations, community-based
organizations (CBOs), industry partners, or other entities with a
demonstrated record of working successfully with youth who are gang-
involved to leverage services to support students in acquiring the
knowledge, skills, and abilities to transition into an education beyond
high school.
To be eligible for this program, community colleges must include
the participation of their workforce or career services offices to
assist with career placement services and developmental academic
coursework for program participants. This may include working through
their Workforce Development and Continuing Education divisions or other
offices, as appropriate.
Competitive Preference Priority: This priority is a competitive
preference priority. Under 34 CFR 75.105(c)(2)(i), we award up to an
additional 15 points to an application, depending on how well the
application meets the priority. Applicants are not required to respond
to the priority.
This priority is:
Creating a Positive, Inclusive, and Identity-safe Climate (up to 15
points).
Projects that are designed to improve the social, emotional,
academic, and career development of youth who are gang-involved, by
creating a positive, inclusive, and identity-safe climate through one
or more of the following activities:
(1) Fostering a sense of belonging and inclusion for students who
are gang-involved. (up to 5 points)
(2) Implementing evidence-based practices for advancing student
success for students who are gang-involved. (up to 5 points)
(3) Providing high-quality professional development opportunities
designed to reduce bias and build asset-based mindsets for faculty and
staff on campus, to include programing for students, faculty, and staff
that addresses actionable inclusion efforts with respect to racial,
ethnic, cultural, linguistic, disability, age, and gender
characteristics. (up to 5 points)
Definitions: We are establishing definitions for ``community-based
organization'' and ``community college'' for the FY 2021 grant
competition and any subsequent year in which we make awards from the
list of unfunded applications from this competition, in accordance with
section 437(d)(1) of GEPA. The Fund for the Improvement of
Postsecondary Education (FIPSE) does not have specific programmatic
definitions; we believe the definitions established here for
``community-based organization'' and ``community college'' best capture
the intended purpose of this program. The definition of ``institution
of higher education'' is from the Higher Education Act of 1965, as
amended (HEA) (20 U.S.C. 1001). All other definitions are from 34 CFR
77.1.
Community-based organization means a private nonprofit organization
(which may include a faith-based organization), that is representative
of a community or a significant segment of a community.
Community college means an institution that meets the definition in
section 312(f) of the HEA (20 U.S.C. 1058(f)) or an institution of
higher education that awards degrees and certificates, more than 50
percent of which are not bachelor's degrees (or an
[[Page 60013]]
equivalent) or master's, professional, or other advanced degrees.
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
evidence that demonstrates a rationale.
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
the HEA;
(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 2-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 ``institution of higher education'' also includes--
(1) Any school that provides not less than a 1-year program of
training to prepare students for gainful employment in a recognized
occupation and that meets the provision of paragraphs (a)(1), (2), (4),
and (5); and
(2) A public or nonprofit private educational institution in any
State that, in lieu of the requirement in paragraph (a)(1), 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.
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.
Note: In developing logic models, applicants may want to use
resources such as the Regional Educational Laboratory Program's (REL
Pacific) Education Logic Model Application, available at https://ies.ed.gov/ncee/edlabs/regions/pacific/elm.asp. Other sources include:
https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.pdf,
https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.pdf, and
https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf.
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).
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.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (5 U.S.C. 553), the Department generally offers interested parties
the opportunity to comment on proposed priorities, selection criteria,
definitions, 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 program, and therefore qualifies for this
exemption. In order to ensure timely grant awards, the Secretary has
decided to forgo public comment on the priorities, requirements, and
definitions, under section 437(d)(1) of GEPA.
Program Authority: 20 U.S.C. 1138-1138d; Departments of Labor,
Health and Human Services, and Education and Related Agencies
Appropriations Act, 2021, H.R. 7614, 116th Congress (2020); the
explanatory statement accompanying H.R. 133 (Pub. L. 116-260).
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained in the
Federal civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 82, 84, 86, 97,
98, and 99. (b) The Office of Management and Budget 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 in 2 CFR part 3474.
II. Award Information
Type of Award: Discretionary grant.
Estimated Available Funds: $990,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in subsequent years from
the list of unfunded applications from this competition.
Maximum Award: $990,000 for a single budget period of 36 months.
Estimated Number of Awards: 1.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 36 months.
III. Eligibility Information
1. Eligible Applicants: Community colleges (as defined in this
notice).
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Supplement-Not-Supplant: This competition involves supplement-
not-supplant funding requirements. This program uses the waiver
authority of section 437(d)(1) of GEPA to establish this as a
supplement-not-supplant program. Grant funds must be used so that they
supplement and, to the extent practical, increase the funds that would
otherwise be available for the activities to be carried out under the
grant and in no case supplant those funds.
c. Indirect Cost Rate Information: This program uses the waiver
authority of section 437(d)(1) of GEPA to limit a grantee's indirect
cost reimbursement to eight percent (8%) of a modified total direct
cost base. 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
[[Page 60014]]
to Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: A grantee under this competition may award
subgrants to entities to directly carry out project activities
described in its application.
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
contains requirements and information on how to submit an application.
2. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. However, under 34
CFR 79(a), we waived Intergovernmental Review in order to make awards
by December 31, 2021.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. 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, 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; or the one-page abstract. However, the
recommended page limit does apply to all of the application narrative.
Note: The Budget Information-Non-Construction Programs Form (ED
524) Sections A-C are not the same as the narrative response to the
Budget section of the selection criteria.
V. Application Review Information
1. Selection Criteria: The following selection criteria for this
program are from 34 CFR 75.210.
The points assigned to each criterion are indicated in the
parentheses next to the criterion. An applicant may earn up to a total
of 100 points based on the selection criteria and up to 15 additional
points under the competitive preference priority, for a total score of
up to 115 points. All applications will be evaluated based on the
selection criteria as follows:
(a) Quality of the project design. (Maximum 30 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:
(i) The extent to which the proposed project demonstrates a
rationale (up to 10 points).
(ii) 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 (up to 10 points).
(iii) The extent to which the proposed project will establish
linkages with other appropriate agencies and organizations providing
services to the target population (up to 10 points).
(b) Quality of project services. (Maximum 30 points) The Secretary
considers the quality of the services to be provided by the proposed
project.
(i) In determining the quality of the services to be provided by
the proposed project, the Secretary considers 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 (up to 5 points).
(ii) In addition, the Secretary considers the following factors:
(A) The extent to which the services to be provided by the proposed
project are appropriate to the needs of the intended recipients or
beneficiaries of those services (up to 10 points).
(B) The likely impact of the services to be provided by the
proposed project on the intended recipients of those services (up to 10
points).
(C) The extent to which the services to be provided by the proposed
project involve the collaboration of appropriate partners for
maximizing the effectiveness of project services (up to 5 points).
(c) Quality of project personnel. (Maximum 20 points) The Secretary
considers the quality of the personnel who will carry out the proposed
project.
(i) In determining the quality of project personnel, the Secretary
considers 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 (up to 7 points).
(ii) In addition, the Secretary considers the following factors:
(A) The qualifications, including relevant training and experience,
of the project director or principal investigator (up to 7 points).
(B) The qualifications, including relevant training and experience,
of key project personnel (up to 6 points).
(d) Quality of the management plan. (Maximum 10 points) The
Secretary considers the quality of the management plan for the proposed
project. In determining the quality of the management plan, the
Secretary considers the following factors:
(i) 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 (up to 5 points).
(ii) How the applicant will ensure that a diversity of perspectives
is brought to bear in the operation of the proposed project, including
those of parents, teachers, the business community, a variety of
disciplinary and professional fields, recipients or beneficiaries of
services, or others, as appropriate (up to 5 points).
(e) Quality of the project evaluation. (Maximum 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:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable
(up to 5 points).
(ii) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project (up to 5 points).
2. Review and Selection Process: Potential applicants are reminded
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
[[Page 60015]]
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 of Education
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
A panel of up to three non-Federal reviewers will review and score
each application in accordance with the selection criteria and the
competitive preference priorities. A rank order funding slate will be
made from this review. Awards will be made in rank order according to
the average score received from the peer review.
Tie-breaker: If there is more than one application with the same
score and insufficient funds to fund all the applications with the same
ranking, the applicant with the highest percentage of students who are
Pell grant recipients will be funded.
3. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions and, under 2 CFR
3474.10, 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. 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) 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
(d) 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.
5. Performance Measures: Under the Government Performance and
Results Act of 1993 and 34 CFR 75.110, the following three performance
measures will be used in assessing the performance of the Transitioning
Gang-Involved Youth to Higher Education program:
1. Number of project participants enrolled in the postsecondary
education program.
2. Number of project participants earning a certificate, degree, or
other credential.
[[Page 60016]]
3. Number of project participants active in paid internships,
apprenticeships, or other work experiences.
These measures constitute the Department's indicators of success
for this program. Consequently, we advise an applicant for an award
under this program to give careful consideration to the
operationalization of the measures in conceptualizing the approach and
evaluation for its proposed project.
If funded, you will be required to collect and report data in your
project's annual performance report (34 CFR 75.590).
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.
Michelle Asha Cooper,
Acting Assistant Secretary for Postsecondary Education.
[FR Doc. 2021-23788 Filed 10-28-21; 8:45 am]
BILLING CODE 4000-01-P