Applications for Selection as a Performance Partnership Pilot; Performance Partnership Pilots for Disconnected Youth, 48168-48174 [2022-16966]
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Federal Register / Vol. 87, No. 151 / Monday, August 8, 2022 / Notices
DEPARTMENT OF EDUCATION
Applications for Selection as a
Performance Partnership Pilot;
Performance Partnership Pilots for
Disconnected Youth
Office of Career, Technical, and
Adult Education, Department of
Education.
ACTION: Notice.
AGENCY:
The Department of Education
(ED or Department) is issuing a notice
inviting applications for selection as a
performance partnership pilot for fiscal
year (FY) 2022 under the Performance
Partnership Pilots for Disconnected
Youth (P3) authority. This notice relates
to the approved information collection
under OMB control number 1830–0575.
DATES: Deadline for Transmittal of
Applications: October 7, 2022.
Deadline for Intergovernmental
Review: December 6, 2022.
Deadline for Requests for Technical
Assistance (optional): September 7,
2022.
FOR FURTHER INFORMATION CONTACT:
Braden Goetz, U.S. Department of
Education, 400 Maryland Avenue SW,
Room 10401, Potomac Center Plaza,
Washington, DC 20202. Telephone:
(202) 245–7405. Email:
DisconnectedYouth@ed.gov. Or Corinne
Sauri, U.S. Department of Education,
400 Maryland Avenue SW, Room 10362,
Potomac Center Plaza, Washington, DC
20202. Telephone: (202) 245–6412.
If you are deaf, hard of hearing, or
have a speech disability and wish to
access telecommunications relay
services, please dial 7–1–1.
SUPPLEMENTARY INFORMATION:
SUMMARY:
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Full Text of Announcement
I. Pilot Opportunity Description
Purpose of Program: P3 was first
authorized by Congress in FY 2014 by
the Consolidated Appropriations Act,
2014 (2014 Act), and the authority has
been included by Congress in
appropriations acts each year since FY
2014, most recently in the Consolidated
Appropriations Act, 2022 (Pub. L. 117–
103) (2022 Act). The FY 2022 P3
authority enables pilot sites to blend FY
2022 Federal funds and obtain waivers
of program requirements, including
statutory, regulatory, and administrative
requirements that are barriers to
achieving improved outcomes for youthserving programs included in the
authority. Under P3, pilots can test
innovative strategies to achieve
significant improvements in
educational, employment, and other key
outcomes for disconnected youth using
the flexibility provided by P3.
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Background:
The economic, educational, and social
disruption caused by the coronavirus
disease 2019 (COVID–19) pandemic has
erased a decade of progress in reducing
the percentage of young people ages 16
to 24 in the United States who are
neither employed nor enrolled in
school, also known as disconnected
youth. Between 2010 and 2019, the
percentage of youth who were
disconnected dropped 27 percent,
falling from 14.7 percent to 10.7
percent. In 2020, however, the youth
disconnection rate jumped to 12.6
percent; more than 4.8 million young
people were neither in school nor
working, and this population remains a
critical area of focus as the recovery
from the pandemic continues.
There are large gaps in the percentage
of young people ages 16 to 24 who are
disconnected among different racial and
ethnic groups. In 2020, the
disconnection rate for white youth was
10.6 percent, while the disconnection
rates for Black, Hispanic, and Native
American youth were 19.6 percent, 14.0
percent, and 23.4 percent, respectively.
While the overall disconnection rate
was lowest for Asian youth at 7.3
percent, there were high rates of
disconnection among some Asian
subgroups, with 17.1 percent of
Cambodian youth and 12.9 percent of
Hmong youth disconnected in 2020.1
Preventing and swiftly addressing
youth disconnection when it occurs is a
priority because youth who drop out
and never earn a high school credential
have higher rates of unemployment,
lower earnings, poorer health and
higher rates of mortality, and are more
likely to be dependent on public
assistance than those who earn a high
school credential.2 Interrupted or
delayed schooling and employment also
can have long-lasting consequences.
Youth whose completion of high school
is delayed are significantly less likely to
enroll in postsecondary education after
they do earn their high school
credential.3 Youth whose enrollment in
1 Lewis, Kristen (2022), A Disrupted Year: How
the Arrival of COVID–19 Affected Youth
Disconnection. New York: Measure of America,
Social Science Research Council. Retrieved from:
https://measureofamerica.org/youth-disconnection2022/.
2 Belfield, C. and Levin, H.M. Eds. (2007). The
price we pay: Economic and social consequences of
inadequate education. Washington, DC: Brookings
Institution Press. Retrieved from: https://
www.brookings.edu/book/the-price-we-pay/.
3 Fogg, N.P. and Harrington, P.E. (2015). From
Diplomas to Degrees: A Longitudinal Study of the
College Enrollment and Graduation Outcomes of
High School Graduates from the School District of
Philadelphia. Philadelphia, PA: Drexel University
Center for Labor Markets and Policy. Retrieved
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postsecondary education is delayed
after high school graduation are
considerably more likely to drop out
than peers who enter college
immediately following high school.4
They also earn less as young adults,
with one study estimating that those
who delay entry into postsecondary
institutions earn $41,000 less during the
first 13 years after high school
graduation than young adults who
enrolled in college the semester after
high school graduation.5 A prolonged
spell of unemployment experienced by
a young adult can have an enduring
negative consequence on his or her
earnings that lasts as long as nine years
after he or she finds work.6
P3 may be a useful tool for advancing
policy objectives in two Executive
Orders. President Biden committed the
full resources of the Federal government
to reversing the economic crisis that was
caused by the COVID–19 pandemic and
that continues to persist in some
communities of color. In Executive
Order 14002, Economic Relief Related to
the COVID–19 Pandemic, he directed
Federal agencies to consider actions that
improve access to, reduce unnecessary
barriers to, and improve coordination
among programs funded in whole or in
part by the Federal Government.7
In Executive Order 13985, Advancing
Racial Equity and Support for
Underserved Communities Through the
Federal Government, the President
committed the Administration to a
whole-of-government equity agenda to
address inequities and systemic racism.
Federal agencies were challenged to
take a comprehensive approach to
advancing equity for all, including
people of color and others who have
been underserved, marginalized, and
adversely affected by persistent poverty
from: https://drexel.edu/∼/media/Files/clmp/
diplomas_to_degrees_full_report_2015.pdf.
4 Ibid., and Scott, M.A. and Kennedy, B.B. (2005),
‘‘Pitfalls in Pathways: Some Perspectives on
Competing Risks Event History Analysis in
Education Research,’’ Journal of Educational and
Behavioral Statistics, Winter, 2005, Vol. 30, No. 4
(Winter, 2005), pp. 413–442. Retrieved from:
https://www.jstor.org/stable/3701297.
5 Yuxin Lin, Y. and Ting Liu, V.Y. (2019), Timing
Matters: How Delaying College Enrollment Affects
Earnings Trajectories, CCRC Working Paper No.
105. New York, NY: Community College Research
Center. Retrieved from: https://ccrc.tc.
columbia.edu/publications/delaying-collegeenrollment-earnings-trajectories.html.
6 Mroz, T.A. and Savage, T.H. (2006). The LongTerm Effects of Youth Unemployment. The Journal
of Human Resources, Spring, 2006, Vol. 41, No. 2
(Spring, 2006), pp. 259–293. Retrieved from:
https://www.jstor.org/stable/40057276.
7 https://www.federalregister.gov/documents/
2021/01/27/2021-01923/economic-relief-related-tothe-covid-19-pandemic.
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and inequality.8 Pursuant to Executive
Order 13985, ED published its inaugural
equity action plan earlier this year. That
plan makes expanding access to and
completion of an education beyond high
school an ED priority.9
P3 gives ED, the Departments of Labor
(DOL), Health and Human Services
(HHS), and Justice (DOJ),10 the
Corporation for National and
Community Service (CNCS), and the
Institute of Museum and Library
Services (collectively, the Agencies)
authority, provided certain conditions
and requirements are met, to waive
Federal statutory and regulatory
requirements that inhibit access to
assistance and effective service delivery
for disconnected youth.
P3 authorizes the Agencies to enter
into Performance Partnership
Agreements (performance agreements)
with State, local, or Tribal governments.
The performance agreements provide
pilots with additional flexibility in the
use of certain of the Agencies’
discretionary funds,11 including
competitive and formula grant funds.
Pilots must include two or more Federal
programs (at least one of which is
administered in whole or in part by a
State, local, or Tribal government) that
are targeted on disconnected youth, or
designed to prevent youth from
disconnecting from school or work, and
that provide education, training,
employment, and other related social
services. Entities that seek to participate
in these pilots must commit to
achieving significant improvements in
outcomes for disconnected youth in
exchange for flexibility permitted under
P3. The authorizing statute states that
improving outcomes for disconnected
youth means increasing the rate at
which those individuals between the
ages of 14 and 24 who are low-income
8 https://www.federalregister.gov/documents/
2021/01/25/2021-01753/advancing-racial-equityand-support-for-underserved-communities-throughthe-federal-government.
9 U.S. Department of Education (2022), 2022
Agency Equity Plan related to Executive Order
13985. Retrieved from: https://www2.ed.gov/
documents/equity/2022-equity-plan.pdf.
10 DOJ’s Office of Justice Programs was first
authorized to enter into performance agreements by
the Consolidated and Further Continuing
Appropriations Act, 2015.
11 For the purposes of P3, discretionary funds are
funds that Congress appropriates on an annual
basis, rather than through a standing authorization.
They exclude ‘‘entitlement’’ (or mandatory)
programs, such as Social Security, Medicare,
Medicaid, most Foster Care IV–E programs,
Vocational Rehabilitation State Grants, and
Temporary Assistance to Needy Families.
Discretionary programs administered by the
Agencies support a broad set of public services,
including education, workforce development,
health and mental health, and other low-income
assistance programs.
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and are either homeless, in foster care,
involved in the juvenile justice system,
unemployed, or not enrolled in or at
risk of dropping out of an educational
institution achieve success in meeting
educational, employment, or other key
goals (2014 Act, section 526(a)(2)).
This notice invites applications for
selection as FY 2022 pilots and offers
opportunities for prospective applicants
to obtain optional technical assistance
from the Agencies prior to applying.
The purpose of the pre-application
technical assistance is to help
prospective applicants identify and
propose to address—through waivers,
blending of funds, or other
flexibilities—Federal barriers to
effective and integrated service delivery
that will improve the educational and
employment outcomes of disconnected
youth.
If interest in technical assistance
exceeds the Agencies’ capacity to
provide it, the Agencies will give first
priority to assisting eligible entities that
intend to serve communities that have
experienced civil unrest because the
statutory authority for FY 2022 directs
the Agencies to include such
communities among the designated
pilots. Second priority will be given to
requests for technical assistance from
applicants that propose to serve the
highest numbers of disconnected youth.
Flexibilities Available Under P3
P3 provides important opportunities
to improve access to Federal programs
and their effectiveness in addressing the
needs of disconnected youth. The
Agencies have published on Youth.gov
a list of the waivers previously granted
to pilots under the first three rounds of
P3 in which pilots were designated.12
These waivers were helpful to the pilots
that received them, and, in this latest
round, the Agencies hope that
applicants propose even more ambitious
and bold efforts to remove Federal
constraints on effective, innovative, and
promising service delivery for
disconnected youth. We provide several
examples below.
These examples are provided for
illustrative purposes only, and the
allowability of specific proposals will
depend on the unique circumstances of
individual applicants. Any waivers
must be consistent with the statutory
safeguards that apply to P3, discussed
below, and the Agencies will consider
whether the inclusion of a program in
a specific pilot is consistent with, or
conflicts with, other significant legal or
12 The list of previously granted waivers is
available at https://youth.gov/sites/default/files/P3Waiver-List-FINAL_2018-12-10.pdf.
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policy considerations. Also, the
Agencies will review the blending of
competitive grants on a case-by-case
basis to consider how the scope,
objectives, and target populations of the
existing awards align with the proposed
pilot. Any changes in terms and
conditions of the existing competitive
grant awards required for pilot purposes
must be justified by the applicant and
consistent with the scope and objectives
of the grantee’s application. In addition,
the Agencies can only waive Federal
statutory or regulatory requirements and
cannot waive State or local
requirements. The Agencies encourage
applicants to analyze whether
implementation of their request also
requires State or local statutory or
regulatory flexibilities or waivers, as
those rules are not under the
jurisdiction of the Agencies to waive for
P3.
Example A: P3 can be used to provide
stronger support to young people as
they transition from high school to
postsecondary education and to careers.
Our secondary and postsecondary
education systems remain fragmented
and are often poorly aligned, which
limits postsecondary education access
and success. The road to and through
postsecondary education is particularly
difficult to navigate for young people
from families with low incomes:
• Twenty percent of students from
low-income backgrounds do not
graduate high school on time with their
peers.13
• Forty percent of students from lowincome backgrounds who do graduate
from high school do not enroll in
postsecondary education immediately
following graduation.14
• Twenty-five percent of students
from low-income backgrounds who do
enter postsecondary education
immediately following high school
graduation leave without earning a
credential during their first two years.15
These outcomes in high school and
postsecondary education have prompted
calls to reimagine and restructure how
we educate young people, creating new
opportunities and approaches that will
13 National Center for Education Statistics (2021),
Digest of Education Statistics, Table 219.46: Public
high school 4-year adjusted cohort graduation rate
(ACGR), by selected student characteristics and
state: 2010–11 through 2018–19.
14 Pell Institute for the Study of Opportunity in
Higher Education (2021), Indicators of Higher
Education Equity in the United States (2021).
15 Oseguera, L. (2012). Postsecondary Educational
Pathways of Low- and Middle/High-Income Youth:
Using the Education Longitudinal Study (ELS) to
Examine Tenth Graders’ Transitions from High
School. Los Angeles, CA: UC/ACCORD. Retrieved
from: https://pathways.gseis.ucla.edu/publications/
201205_osegueraWP.pdf.
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better meet their needs.16 P3 can help
communities that are ready to respond
to the challenge.
For example, a local educational
agency (LEA) and a community college
could partner to combine the last two
years of high school with the first two
years of postsecondary education and
obtain waivers under P3 to use Federal
funds to support this seamless
educational experience for youth. The
partnership could request waivers under
P3 to blend and consolidate with state
and local funds a portion of the LEA’s
allocation under Title I, Part A of the
Elementary and Secondary Education
Act of 1965 (ESEA); some of its subgrant
from ESEA Title IV, Part A, Subpart 1,
Student Support and Academic
Enrichment Grants; the community
college’s grants from the Developing
Hispanic-serving Institutions program
authorized under Title V of the Higher
Education Act of 1965 (HEA), TRIO
Student Support Services, and TRIO
Upward Bound. P3 waivers also could
enable the partners to blend their
subgrants under the Carl D. Perkins
Career and Technical Education Act of
2006, as amended by the Strengthening
Career and Technical Education for the
21st Century Act (Perkins V), with
Workforce Innovation and Opportunity
Act (WIOA) Title I Youth funds
contributed by the local workforce
development board to provide all
students with paid, part-time
internships. The community college
could request P3 waivers that permit it
to use funds from its Federal
Supplemental Educational Opportunity
Grant,17 along with state and local
funds, to pay the costs of the dual
enrollment and postsecondary
educational courses taken by students
during their participation. Another
waiver could enable the LEA to use
funds from its subgrant from ESEA Title
II, Part A Supporting Effective
Instruction State Grants for joint
professional development for the LEA’s
teachers and faculty from the
community college.
Example B: P3 enables State, local,
and Tribal governments to blend dollars
from multiple Federal funding streams
to provide more comprehensive, holistic
services for youth without having to
allocate costs among the contributing
programs and separately track and
report on each source of funding. For
16 Hoffman, Nancy, Vargas, Joel, et al. (2021), The
Big Blur: An Argument for Erasing the Boundaries
Between High School, College, and Careers—and
Creating One New System That Works for Everyone.
Boston, MA: Jobs for the Future.
17 The Federal Supplemental Educational
Opportunity Grant program is authorized by section
413A of the HEA.
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example, a State could propose to use
P3 to support a comprehensive
education, training, and reentry services
program for youthful offenders before,
during, and after their incarceration.
Funding for the project could be
contributed from the Governor’s reserve
of the State’s WIOA Title I Youth
program grant, the State’s Juvenile
Justice and Delinquency Prevention Act
Title II State grant, and the State
educational agency’s ESEA Title I, Part
D grant for Prevention and Intervention
Programs for Children and Youth Who
are Neglected, Delinquent, or At-Risk of
Dropping Out. The State also could
propose to use P3 to waive the statutory
performance indicators and reporting
requirements under the three programs,
replacing them with one set of
indicators tailored to match the
objectives of the project that the State
reports on annually. Funds available to
the State for evaluation under section
116(e)(1) of WIOA could be used to
evaluate the program.
Example C: Responding to the BidenHarris Administration’s Talent Pipeline
Challenge,18 a State could propose a
pilot that blends Adult Education and
Family Literacy Act (AEFLA) State
leadership funds available under section
223 of WIOA with funds available for
statewide youth activities under Title I
of WIOA to provide integrated
education and training to disconnected
youth to prepare them to build public
electric vehicle charging stations.
Example D: Some Federal programs
contain statutory or regulatory
requirements that limit the duration of
an individual’s participation in a
program. Due to service interruptions
and disruptions caused by the
pandemic, participants may not have
been able to take full advantage of the
opportunities provided by a program
over the last year. A P3 applicant could
seek flexibility to waive eligibility
requirements to extend the duration of
an individual’s participation in the
program as part of a larger strategy to
compensate for the time and learning
that youth lost to the pandemic. For
example, a State, local, or Tribal
governmental unit administering a
YouthBuild grant 19 could seek to
18 Office of the President (2022), Fact Sheet: The
Biden-Harris Administration Launches the Talent
Pipeline Challenge: Supporting Employer
Investments in Equitable Workforce Development
for Infrastructure Jobs. Retrieved from: https://
www.whitehouse.gov/briefing-room/statementsreleases/2022/06/17/fact-sheet-the-biden-harrisadministration-launches-the-talent-pipelinechallenge-supporting-employer-investments-inequitable-workforce-development-for-infrastructurejobs/.
19 The YouthBuild grant program is authorized by
section 171 of WIOA (29 U.S.C. 3226).
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extend program services to individuals
beyond 24 months; a State recipient of
a 7-year Gaining Early Awareness and
Readiness for Undergraduate Programs
grant 20 could seek to extend services
through a participant’s second year of
enrollment in an institution of higher
education; and a private nonprofit
organization managing a Transitional
Living program grant 21 for homeless
youth could apply in partnership with
a State, local, or Tribal government to
extend the duration of its services
beyond 540 days or to serve youth older
than age 21.
Example E: P3 authority can also be
used by applicants to propose changes
to projects funded under multiple
Federal grants that are each, separately,
intended to support programs designed
to help disconnected youth achieve
greater success in meeting their
educational and employment goals. A
public college or university that is
considered a unit of State or local
government could request waivers to
blend discretionary, non-entitlement
student aid funds under Title IV of the
HEA, dollars received through various
Federal formula programs, and
competitive grant funds in ways that
would achieve better outcomes for
disconnected youth. For example, a
public college or university might
propose to increase the share of the
Federal Work Study (FWS) program
funds available for Job Location and
Development programs and waive the
25 percent cap on the amount of the
school’s allocation that may be used to
pay wages to students employed with
private, for-profit organizations so that it
could use more than 25 percent of its
FWS funds to provide students who are
at risk of dropping out with subsidized
career internships in the private sector
that are aligned with students’
educational and career goals. To help
students identify their career goals, the
college or university could partner with
a local American Job Center, which uses
funds from the WIOA Title I Adult
program, to provide students with
intensive career counseling and
information relating to local
occupations in demand and the earnings
and skill requirements of those
occupations. Similarly, a community
20 The Gaining Early Awareness and Readiness
for Undergraduate Programs grant program is
authorized by section 404A of the HEA (20 U.S.C.
1070a–21).
21 The Transitional Living grant program is
authorized by section 321 of the Juvenile Justice
and Delinquency Prevention Act (34 U.S.C. 11221).
For this program, the term ‘‘homeless youth’’ is
defined in 45 CFR 1351.1(f) as ‘‘a person under 18
years of age who is in need of services and without
a place of shelter where he or she receives
supervision and care.’’
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college could request waivers to blend
and use a portion of a TRIO Educational
Opportunity Center grant and its WIOA
Title II AEFLA program subgrant to
implement an intensive integrated
education and training (IET) program for
young adults who lack a high school
credential or a state government could
request authority to blend AEFLA funds
with funds from a Second Chance Act
grant from the Department of Justice to
implement an IET program or
wraparound academic support services
for incarcerated individuals to prepare
them for the reinstatement of Pell Grant
eligibility in 2023.
Example F: P3 waivers can help
programs reach currently unserved
disconnected youth. Current ED
regulations for the TRIO programs limit
participation in these programs to
citizens or permanent residents of the
United States, or individuals who are in
the United States for other than a
temporary purpose who provide
evidence from the Immigration and
Naturalization Service of their intent to
become a permanent resident.22
Applying in partnership with affiliated
local public institutions of higher
education that administer TRIO grants,
a multi-State consortium of public
college or university systems that are
considered units of State government
could seek a waiver of this requirement
so that their affiliated schools could use
TRIO funds to serve disconnected youth
who qualify for the Deferred Action for
Childhood Arrivals (DACA) program 23
or who have Temporary Protected
Status.24
22 See 34 CFR 643.3 (Talent Search), 34 CFR 644.3
(Educational Opportunity Centers), 34 CFR 645.3
(Upward Bound), 34 CFR 646.3 (Student Support
Services), and 34 CFR 647.3 (Ronald E. McNair
Postbaccalaureate Achievement Program).
23 In 2012, the Department of Homeland Security
(DHS) began implementing the DACA policy, which
allows youth who were brought to the United States
as children and who meet certain criteria to request
consideration for deferred action, involving a caseby-case determination by DHS not to pursue an
individual’s removal from the United States for an
initial two-year period as a matter of prosecutorial
discretion. DACA recipients can live and go to
school in the United States and may be eligible to
obtain work authorization while their deferred
action remains in effect. For more information, see
https://www.uscis.gov/humanitarian/considerationof-deferred-action-for-childhood-arrivals-daca.
24 The Secretary of Homeland Security may
designate a foreign country for Temporary Protected
Status (TPS) due to conditions in the country that
temporarily prevent the country’s nationals from
returning safely, or in certain circumstances, where
the country is unable to handle the return of its
nationals adequately. United States Citizenship and
Immigration Services may grant TPS to eligible
nationals of certain countries (or parts of countries),
who are already in the United States. During a
designated period, individuals who are TPS
beneficiaries are not removable from the United
States and can obtain work authorization. For more
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Example G: P3 waivers can make
childcare more accessible for youth who
are parents and pursuing a
postsecondary degree or credential but
at risk of leaving without a degree or
credential or employment due to the
lack of affordable, high-quality
childcare. A public college or university
that receives funds under the
Strengthening Institutions program
authorized by Title III, Part A of the
HEA could obtain a waiver of the
regulatory prohibition against using a
portion of these funds for childcare
services in order to augment the
childcare services it provides with its
Child Care Access Means Parents in
School Program grant.
Example H: An LEA could use the P3
authority to create a comprehensive
educational program to provide support
to English learners (ELs) to support the
successful transition from secondary
school to postsecondary education and
a career in a high-demand field,
focusing on students who continue to be
identified as ELs for more than five
years, students who enroll with prior
educational experiences other than
formalized learning experiences, or who
have special needs. Students who are
proficient in both their home language
and English are an asset, including in
the labor market. For example, funds
available under ESEA Title I, Part A and
Title III could be used to support dual
language programs for ELs to support
language acquisition, including
providing high-quality tutoring to
support academic achievement. The
LEA could also use ESEA Title IV, Part
A funds to provide targeted support for
ELs, including ELs with special needs.
The LEA could use Perkins V funds to
support career advising and navigation
services and cover the costs associated
with a CTE dual enrollment pathway or
an apprenticeship where students can
apply multilingual skill sets. The local
workforce development board could
also contribute funds to provide paid
internships during the summer months.
Although P3 provides the Agencies
broad waiver authority to increase
flexibility and relieve burden in order to
improve the effectiveness of Federal
funding for disconnected youth, it is
important to note that there are some
limitations on the waivers. In particular,
as stated in the original statutory
authority for P3, the P3 waivers—
• May not involve any requirement
related to nondiscrimination, wage and
labor standards, or the allocation of
funds to State and sub-State levels;
information, see https://www.uscis.gov/
humanitarian/temporary-protected-status.
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• Must be consistent with the
statutory purposes of the Federal
program for which such discretionary
funds were appropriated;
• May not result in denying or
restricting the eligibility of any
individual for any of the services that
(in whole or in part) are funded by the
agency’s programs and Federal
discretionary funds that are involved in
the pilot;
• Based on the best available
information, may not otherwise
adversely affect vulnerable populations
that are the recipients of such services;
• Must be necessary to achieve the
outcomes of the pilot as specified in the
performance agreement, and no broader
in scope than is necessary to achieve
such outcomes; and
• Must result in either: (a) realizing
efficiencies by simplifying reporting
burdens or reducing administrative
barriers with respect to such
discretionary funds; or (b) increasing the
ability of individuals to obtain access to
services that are provided by the
discretionary funds.
FY 2022
P3 was reauthorized for FY 2022 for
programs administered by all of the six
Agencies, and the Agencies may select
up to 10 pilots.
An applicant must propose to include
FY 2022 funds from at least one of the
six Agencies.
If Congress extends the P3 authority
in future years, pilots may propose to
amend the number of Federal programs
supporting pilot activities using future
funding appropriated. However,
authority for pilots to expand in future
years is subject to congressional action
as well as agency discretion.
Application Requirements
The application requirements for this
opportunity are from the notice of final
priorities, requirements, definitions, and
selection criteria for this program
published on April 28, 2016, in the
Federal Register (81 FR 25339) (P3 NFP)
and are as follows:
(a) Executive summary. The applicant
must provide an executive summary
that briefly describes the proposed pilot,
the flexibilities being sought, and the
interventions or systems changes that
would be implemented by the applicant
and its partners to improve outcomes for
disconnected youth.
(b) Flexibility, including waivers:
Federal requests for flexibility,
including waivers. For each program to
be included in a pilot, the applicant
must complete Table 1, Requested
Flexibility. The applicant must identify
two or more discretionary Federal
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programs that will be included in the
pilot,25 at least one of which must be
administered (in whole or in part) by a
State, local, or Tribal government.26 In
Table 1, the applicant must identify one
or more program requirements that
would inhibit implementation of the
pilot and request that the requirement(s)
be waived in whole or in part. Examples
of potential waiver requests and other
requests for flexibility include, but are
not limited to, blending of funds and
changes to align eligibility
requirements, allowable uses of funds,
and performance reporting.
TABLE 1—REQUESTED FLEXIBILITY
Program name
Program requirements
to be waived in whole
or in part
Federal agency
Statutory or regulatory
citation
Name of program
grantee
Blending
funds?
(yes/no)
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Note: Please note in ‘‘Name of Program Grantee’’ if the grantee is a State, local, or Tribal government, or nongovernmental entity.
Program Requirements:
The program requirement for this
opportunity is from the P3 NFP.
Performance Agreement. Each P3
pilot, along with other non-Federal
government entities involved in the
partnership, must enter into a
performance agreement that will
include, at a minimum, the following
(as required by section 526(c)(2) of
Division H of the 2014 Act):
(a) The length of the agreement;
(b) The Federal programs and
federally funded services that are
involved in the pilot;
(c) The Federal discretionary funds
that are being used in the pilot;
(d) The non-Federal funds that are
involved in the pilot, by source (which
may include private funds as well as
governmental funds) and by amount;
(e) The State, local, or Tribal programs
that are involved in the pilot;
(f) The populations to be served by
the pilot;
(g) The cost-effective Federal
oversight procedures that will be used
for the purpose of maintaining the
necessary level of accountability for the
use of the Federal discretionary funds;
(h) The cost-effective State, local, or
Tribal oversight procedures that will be
used for the purpose of maintaining the
necessary level of accountability for the
use of the Federal discretionary funds;
(i) The outcome (or outcomes) that the
pilot is designed to achieve;
(j) The appropriate, reliable, and
objective outcome measurement
methodology that will be used to
determine whether the pilot is
achieving, and has achieved, specified
outcomes;
(k) The statutory, regulatory, or
administrative requirements related to
Federal mandatory programs that are
barriers to achieving improved
outcomes of the pilot; and
(l) Criteria for determining when a
pilot is not achieving the specified
outcomes that it is designed to achieve
and subsequent steps, including:
(1) The consequences that will result;
and
(2) The corrective actions that will be
taken in order to increase the likelihood
that the pilot will achieve such
specified outcomes.
Definitions: The following definitions
are from the P3 NFP.
Blended funding is a funding and
resource allocation strategy that uses
multiple existing funding streams to
support a single initiative or strategy.
Blended funding merges two or more
funding streams, or portions of multiple
funding streams, to produce greater
efficiency and/or effectiveness. Funds
from each individual stream lose their
award-specific identity, and the blended
funds together become subject to a
single set of reporting and other
requirements, consistent with the
underlying purposes of the programs for
which the funds were appropriated.
An interim indicator is a marker of
achievement that demonstrates progress
toward an outcome and is measured at
least annually.
Outcomes are the intended results of
a program or intervention. They are
what applicants expect their projects to
achieve. An outcome can be measured
at the participant level (for example,
changes in employment retention or
earnings of disconnected youth) or at
the system level (for example, improved
efficiency in program operations or
administration).
A waiver provides flexibility in the
form of relief, in whole or in part, from
specific statutory, regulatory, or
administrative requirements that have
hindered the ability of a State, locality,
or Tribe to organize its programs and
systems or provide services in ways that
best meet the needs of its target
populations. Under P3, waivers provide
flexibility in exchange for a pilot’s
commitment to improve programmatic
outcomes for disconnected youth
consistent with underlying statutory
authorities and purposes.
Program Authority: Section 523 of
Title III, Division H of the Consolidated
Appropriations Act, 2022 (Pub. L. 117–
103).
Note: Projects will be awarded and
must be operated in a manner consistent
with the nondiscrimination
requirements contained in Federal civil
rights laws.
Applicable Regulations: (a) The
Education Department General
Administrative Regulations in 34 CFR
parts 75, 77, 79, 81, 82, 86, 97, 98, and
99, and such other regulations as the
Agencies may apply based on the
programs included in a particular pilot.
(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 as regulations of
the Department in 2 CFR part 3474. (d)
The P3 NFP.
Note: The regulations in 34 CFR part
86 apply to institutions of higher
education only.
25 Applicants are encouraged to consult the list of
examples of programs that are potentially eligible
for inclusion in pilots at https://youth.gov/youth-
topics/reconnecting-youth/performancepartnership-pilots.
26 Local governments that are requesting waivers
of requirements in State-administered programs are
strongly encouraged to consult with the State
agencies that administer the programs in preparing
their applications.
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II. Performance Pilot Designation
Information
Type of Award: Flexibility.
Estimated Available Funds: None.
Estimated Number of Designations: 10
pilots.
Project Period: FY 2022 pilots may
operate for as long as FY 2022
appropriated funds remain available to
pilots to obligate to support project
activities, but not past September 30,
2026.
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III. Eligibility Information
1. Eligible Applicants: The lead
applicant must be a State, local, or
Tribal government entity, represented
by a chief executive, such as a governor,
mayor, or other elected leader, or the
head of a State, local, or Tribal agency.
2. Cost Sharing or Matching: This
program does not require cost sharing or
matching.
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IV. Application and Submission
Information
1. Application Submission
Instructions: Applicants must submit
completed applications to
DisconnectedYouth@ed.gov unless
electronic submission is not possible.
Where electronic submission is not
possible (e.g., you do not have access to
the internet), you must provide a
written statement that you intend to
submit a paper application. Send this
written statement no later than two
weeks before the application deadline
date (14 calendar days or, if the 14th
calendar day before the application
deadline date falls on a Federal holiday,
the next business day following the
Federal holiday). If you mail your
written statement to the Department, it
must be postmarked no later than two
weeks before the application deadline
date. Please send this statement to the
person listed in the FOR FURTHER
INFORMATION CONTACT section of this
notice. If you submit a paper
application, you must mail the original
and two copies of your application, on
or before the application deadline date,
to the Department at the following
address: U.S. Department of Education,
Application Control Center, LBJ
Basement Level 1, 400 Maryland
Avenue SW, Washington, DC 20202–
4260. You must show proof of mailing
consisting of one of the following: (1) A
legibly dated U.S. Postal Service
postmark. (2) A legible mail receipt with
the date of mailing stamped by the U.S.
Postal Service. (3) A dated shipping
label, invoice, or receipt from a
commercial carrier. (4) Any other proof
of mailing acceptable to the Secretary of
the U.S. Department of Education. If you
mail your application through the U.S.
Postal Service, we do not accept either
of the following as proof of mailing: (1)
A private metered postmark. (2) A mail
receipt that is not dated by the U.S.
Postal Service.
Note: The U.S. Postal Service does not
uniformly provide a dated postmark.
Before relying on this method, you
should check with your local post
office.
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We will not consider applications
postmarked after the application
deadline date.
2. Submission of Proprietary
Information: Given the types of projects
that may be proposed in applications for
the P3 opportunity, 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,
including performance agreements, and
may make all applications available,
you may wish to request confidentiality
of business information.
Consistent with Executive Order
12600, please designate in your
application any information that you
believe is exempt from disclosure under
Exemption 4. In the appropriate
appendix section of your application,
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.
4. Recommended Page Limit: The
application narrative is where you, the
applicant, provide the information
specified in the application
requirements and address the selection
criteria that reviewers use to evaluate
your application. We recommend that
you (1) limit the application narrative to
no more than five 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.
• Use a font that is either 12 point or
larger.
• Use one of the following fonts:
Times New Roman, Courier, Courier
New, or Arial.
5. Requests for Technical Assistance:
For interested eligible entities, the
Agencies are offering technical
assistance over the next several months
that will help prospective applicants to
identify Federal impediments to
effective and integrated service delivery
for disconnected youth and flexibilities
that can be removed under P3 and to
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48173
develop an application submission for a
P3 pilot. The Agencies want to engage
with as many eligible entities as
possible and will accept technical
assistance requests on a rolling basis
until September 7, 2022. If interest in
technical assistance exceeds the
Agencies’ capacity to provide it, the
Agencies will give first priority to
assisting eligible entities that intend to
serve communities that have
experienced civil unrest, because the
statutory authority for FY 2022 directs
the Agencies to include such
communities among the designated
pilots.27 Second priority will be given to
requests for technical assistance from
applicants that propose to serve the
highest numbers of disconnected youth.
To request technical assistance, please
email DisconnectedYouth@ed.gov with
the subject line ‘‘Request for Technical
Assistance,’’ and include the
prospective applicant’s name, a contact
person’s name and email address, and
the names of the Federal programs that
the prospective applicant is interested
in including in a P3 pilot. Applicants
that do not request technical assistance
may still apply for designation as a
pilot; applicants that do request
technical assistance are not bound to
apply or bound by the information
provided in their initial request for
technical assistance.
6. Other Submission Requirements:
Applications under this opportunity
must be submitted electronically unless
electronic submission is not possible.
Please note the following:
• The Department is not publishing
an application package for this program.
To submit an application, provide all of
the information specified in the
application requirements. Additionally,
complete and submit Standard Form
424B, Assurances for Non-Construction
Programs (available at www2.ed.gov/
fund/grant/apply/appforms/
appforms.html) with your application.
• The Department must receive your
application by 11:59 p.m. Eastern
Standard Time on October 7, 2022. We
will notify you if we are rejecting your
application because it was received after
the application deadline date.
• We may request that you provide us
original signatures on forms at a later
date.
V. Application Review Information
1. Review and Selection Process: The
Department will screen applications
that are submitted in accordance with
the requirements in this notice and will
27 Section 523(a), Title III, Division H,
Consolidated Appropriations Act, 2022, Public Law
117–103.
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determine which applications are
eligible to be read based on whether
they have met the eligibility and
application requirements.
The Secretary of Education (Secretary)
will also consider compliance with
assurances, including those applicable
to Federal civil rights laws that prohibit
discrimination in programs or activities
receiving Federal financial assistance
(such as, for ED programs, 34 CFR 100.4,
104.5, 106.4, 108.8, and 110.23).
2. Review of Requests for Flexibility,
Including Blending of Funds and Other
Waivers: Representatives of the
Agencies that administer programs
under which flexibility in Federal
requirements is sought will evaluate
whether the flexibility, including
blending of funds and other waivers,
requested by applicants meets the
statutory requirements for P3 and is
otherwise appropriate. For example, if
an applicant is seeking flexibility under
programs administered by HHS and
DOL, its requests for flexibility will be
reviewed by HHS and DOL officials.
Applicants may be asked to participate
in telephone calls at this point in the
process in order to clarify requests for
flexibility and other aspects of their
proposals.
3. Selecting Finalists: Agency officials
may recommend projects for selection
by the Secretary. In consultation with
the other Agencies, the Secretary will
select up to 10 finalists after considering
the recommendations of the Agencies
that administer the programs for which
the applicants are seeking flexibility,
and other information, including an
applicant’s performance and use of
funds and compliance history under a
previous award under any agency
program. In selecting pilots, the
Secretary will first give priority to
applicants that will serve communities
that have experienced civil unrest, to
address the statutory requirement that
designated pilots include communities
that have experienced civil unrest, and
will then select those applications that
will serve the highest numbers of
disconnected youth.
For each finalist, ED and any other
Agencies implicated in the pilot will
negotiate the performance agreement. If
a performance agreement cannot be
finalized for an applicant, an alternative
applicant may be selected as a finalist
instead. The recommended projects will
be considered finalists until
performance agreements are signed by
all parties, and pilot designation will be
awarded only after finalization and
approval of each finalist’s performance
agreement.
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VI. Designation Administration
Information
1. Designation Notices: If your
application is successful, we notify your
U.S. Representative(s) and U.S. Senators
and send you a letter notification of
your selection as a pilot. We may notify
you informally, also.
If your application is not evaluated or
not selected as a pilot, we will notify
you.
2. Performance Measures: The
performance agreement for each pilot
will include outcome measures, interim
indicators, and targets.
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 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.
Amy Loyd,
Assistant Secretary for Career, Technical, and
Adult Education.
[FR Doc. 2022–16966 Filed 8–5–22; 8:45 am]
BILLING CODE 4000–01–P
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DEPARTMENT OF ENERGY
Federal Energy Regulatory
Commission
[Docket Nos. CP17–20–000, CP17–21–000,
CP18–7–000]
Port Arthur LNG, LLC, Port Arthur
Pipeline, LLC; Notice of Request for
Extension of Time
Take notice that on July 28, 2022, Port
Arthur LNG, LLC (PALNG) and Port
Arthur Pipeline, LLC (PAPL), (together
Port Arthur or the Applicants),
requested that the Federal Energy
Regulatory Commission (Commission)
grant an extension of time until June 18,
2028, to complete construction and
make the Liquefaction Project, the
Louisiana Connector Project, and the
Texas Connector Project available for
service, as authorized in the April 18,
2019 Order Granting Authorizations
Under Sections 3 and 7 of the Natural
Gas Act (Authorization Order) 1 and as
amended in the October 15, 2020 (Order
Amending Certificate) 2
The Applicants state that since the
Authorization Order was issued in 2019,
Port Arthur has worked diligently to
develop the Liquefaction Project, Texas
Connector Project, and Louisiana
Connector Project. PALNG has obtained
all federal, state, and local
authorizations necessary for
construction of the Liquefaction Project
facilities, and has taken concrete steps
toward construction of the Liquefaction
Project. The applicants assert that PAPL
is fully subscribed and entered into 20year precedent agreements with PALNG
for 100 percent of the capacity on both
the Louisiana Connector and Texas
Connector Projects.
Mostly due to the unforeseeable
impacts of the COVID–19 pandemic, the
Applicants have encountered
unanticipated circumstances that have
prevented them from meeting the
construction and in-service deadlines
established in the Authorization Order.
Port Arthur requests to extend the
deadline to construct and place the
project facilities in service and affirms
1 Port Arthur LNG, LLC, et. al. 167 FERC ¶ 61,052
(2019) (Authorization Order). The Authorization
Order describes the various locations in Texas and
Louisiana where the approved facilities are to be
located.
2 Port Arthur Pipeline, LLC, 173 FERC ¶ 61,073
(2020). The Order Amending Certificate amended
the certificate for the Louisiana Connector Project
in 2020 to allow PAPL to add three new
interconnections and relocate the site of the
approved compressor station and interconnection.
Ordering Para. (H) provides that ‘‘[PAPL] shall
complete construction of the proposed facilities and
make them available for service within the
timeframe conditioned in the [Authorization
Order].’’
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Agencies
[Federal Register Volume 87, Number 151 (Monday, August 8, 2022)]
[Notices]
[Pages 48168-48174]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-16966]
[[Page 48168]]
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DEPARTMENT OF EDUCATION
Applications for Selection as a Performance Partnership Pilot;
Performance Partnership Pilots for Disconnected Youth
AGENCY: Office of Career, Technical, and Adult Education, Department of
Education.
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: The Department of Education (ED or Department) is issuing a
notice inviting applications for selection as a performance partnership
pilot for fiscal year (FY) 2022 under the Performance Partnership
Pilots for Disconnected Youth (P3) authority. This notice relates to
the approved information collection under OMB control number 1830-0575.
DATES: Deadline for Transmittal of Applications: October 7, 2022.
Deadline for Intergovernmental Review: December 6, 2022.
Deadline for Requests for Technical Assistance (optional):
September 7, 2022.
FOR FURTHER INFORMATION CONTACT: Braden Goetz, U.S. Department of
Education, 400 Maryland Avenue SW, Room 10401, Potomac Center Plaza,
Washington, DC 20202. Telephone: (202) 245-7405. Email:
[email protected]. Or Corinne Sauri, U.S. Department of
Education, 400 Maryland Avenue SW, Room 10362, Potomac Center Plaza,
Washington, DC 20202. Telephone: (202) 245-6412.
If you are deaf, hard of hearing, or have a speech disability and
wish to access telecommunications relay services, please dial 7-1-1.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Pilot Opportunity Description
Purpose of Program: P3 was first authorized by Congress in FY 2014
by the Consolidated Appropriations Act, 2014 (2014 Act), and the
authority has been included by Congress in appropriations acts each
year since FY 2014, most recently in the Consolidated Appropriations
Act, 2022 (Pub. L. 117-103) (2022 Act). The FY 2022 P3 authority
enables pilot sites to blend FY 2022 Federal funds and obtain waivers
of program requirements, including statutory, regulatory, and
administrative requirements that are barriers to achieving improved
outcomes for youth-serving programs included in the authority. Under
P3, pilots can test innovative strategies to achieve significant
improvements in educational, employment, and other key outcomes for
disconnected youth using the flexibility provided by P3.
Background:
The economic, educational, and social disruption caused by the
coronavirus disease 2019 (COVID-19) pandemic has erased a decade of
progress in reducing the percentage of young people ages 16 to 24 in
the United States who are neither employed nor enrolled in school, also
known as disconnected youth. Between 2010 and 2019, the percentage of
youth who were disconnected dropped 27 percent, falling from 14.7
percent to 10.7 percent. In 2020, however, the youth disconnection rate
jumped to 12.6 percent; more than 4.8 million young people were neither
in school nor working, and this population remains a critical area of
focus as the recovery from the pandemic continues.
There are large gaps in the percentage of young people ages 16 to
24 who are disconnected among different racial and ethnic groups. In
2020, the disconnection rate for white youth was 10.6 percent, while
the disconnection rates for Black, Hispanic, and Native American youth
were 19.6 percent, 14.0 percent, and 23.4 percent, respectively. While
the overall disconnection rate was lowest for Asian youth at 7.3
percent, there were high rates of disconnection among some Asian
subgroups, with 17.1 percent of Cambodian youth and 12.9 percent of
Hmong youth disconnected in 2020.\1\
---------------------------------------------------------------------------
\1\ Lewis, Kristen (2022), A Disrupted Year: How the Arrival of
COVID-19 Affected Youth Disconnection. New York: Measure of America,
Social Science Research Council. Retrieved from: https://measureofamerica.org/youth-disconnection-2022/.
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Preventing and swiftly addressing youth disconnection when it
occurs is a priority because youth who drop out and never earn a high
school credential have higher rates of unemployment, lower earnings,
poorer health and higher rates of mortality, and are more likely to be
dependent on public assistance than those who earn a high school
credential.\2\ Interrupted or delayed schooling and employment also can
have long-lasting consequences. Youth whose completion of high school
is delayed are significantly less likely to enroll in postsecondary
education after they do earn their high school credential.\3\ Youth
whose enrollment in postsecondary education is delayed after high
school graduation are considerably more likely to drop out than peers
who enter college immediately following high school.\4\ They also earn
less as young adults, with one study estimating that those who delay
entry into postsecondary institutions earn $41,000 less during the
first 13 years after high school graduation than young adults who
enrolled in college the semester after high school graduation.\5\ A
prolonged spell of unemployment experienced by a young adult can have
an enduring negative consequence on his or her earnings that lasts as
long as nine years after he or she finds work.\6\
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\2\ Belfield, C. and Levin, H.M. Eds. (2007). The price we pay:
Economic and social consequences of inadequate education.
Washington, DC: Brookings Institution Press. Retrieved from: https://www.brookings.edu/book/the-price-we-pay/.
\3\ Fogg, N.P. and Harrington, P.E. (2015). From Diplomas to
Degrees: A Longitudinal Study of the College Enrollment and
Graduation Outcomes of High School Graduates from the School
District of Philadelphia. Philadelphia, PA: Drexel University Center
for Labor Markets and Policy. Retrieved from: https://drexel.edu/~/
media/Files/clmp/diplomas_to_degrees_full_report_2015.pdf.
\4\ Ibid., and Scott, M.A. and Kennedy, B.B. (2005), ``Pitfalls
in Pathways: Some Perspectives on Competing Risks Event History
Analysis in Education Research,'' Journal of Educational and
Behavioral Statistics, Winter, 2005, Vol. 30, No. 4 (Winter, 2005),
pp. 413-442. Retrieved from: https://www.jstor.org/stable/3701297.
\5\ Yuxin Lin, Y. and Ting Liu, V.Y. (2019), Timing Matters: How
Delaying College Enrollment Affects Earnings Trajectories, CCRC
Working Paper No. 105. New York, NY: Community College Research
Center. Retrieved from: https://ccrc.tc.columbia.edu/publications/delaying-college-enrollment-earnings-trajectories.html.
\6\ Mroz, T.A. and Savage, T.H. (2006). The Long-Term Effects of
Youth Unemployment. The Journal of Human Resources, Spring, 2006,
Vol. 41, No. 2 (Spring, 2006), pp. 259-293. Retrieved from: https://www.jstor.org/stable/40057276.
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P3 may be a useful tool for advancing policy objectives in two
Executive Orders. President Biden committed the full resources of the
Federal government to reversing the economic crisis that was caused by
the COVID-19 pandemic and that continues to persist in some communities
of color. In Executive Order 14002, Economic Relief Related to the
COVID-19 Pandemic, he directed Federal agencies to consider actions
that improve access to, reduce unnecessary barriers to, and improve
coordination among programs funded in whole or in part by the Federal
Government.\7\
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\7\ https://www.federalregister.gov/documents/2021/01/27/2021-01923/economic-relief-related-to-the-covid-19-pandemic.
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In Executive Order 13985, Advancing Racial Equity and Support for
Underserved Communities Through the Federal Government, the President
committed the Administration to a whole-of-government equity agenda to
address inequities and systemic racism. Federal agencies were
challenged to take a comprehensive approach to advancing equity for
all, including people of color and others who have been underserved,
marginalized, and adversely affected by persistent poverty
[[Page 48169]]
and inequality.\8\ Pursuant to Executive Order 13985, ED published its
inaugural equity action plan earlier this year. That plan makes
expanding access to and completion of an education beyond high school
an ED priority.\9\
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\8\ https://www.federalregister.gov/documents/2021/01/25/2021-01753/advancing-racial-equity-and-support-for-underserved-communities-through-the-federal-government.
\9\ U.S. Department of Education (2022), 2022 Agency Equity Plan
related to Executive Order 13985. Retrieved from: https://www2.ed.gov/documents/equity/2022-equity-plan.pdf.
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P3 gives ED, the Departments of Labor (DOL), Health and Human
Services (HHS), and Justice (DOJ),\10\ the Corporation for National and
Community Service (CNCS), and the Institute of Museum and Library
Services (collectively, the Agencies) authority, provided certain
conditions and requirements are met, to waive Federal statutory and
regulatory requirements that inhibit access to assistance and effective
service delivery for disconnected youth.
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\10\ DOJ's Office of Justice Programs was first authorized to
enter into performance agreements by the Consolidated and Further
Continuing Appropriations Act, 2015.
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P3 authorizes the Agencies to enter into Performance Partnership
Agreements (performance agreements) with State, local, or Tribal
governments. The performance agreements provide pilots with additional
flexibility in the use of certain of the Agencies' discretionary
funds,\11\ including competitive and formula grant funds. Pilots must
include two or more Federal programs (at least one of which is
administered in whole or in part by a State, local, or Tribal
government) that are targeted on disconnected youth, or designed to
prevent youth from disconnecting from school or work, and that provide
education, training, employment, and other related social services.
Entities that seek to participate in these pilots must commit to
achieving significant improvements in outcomes for disconnected youth
in exchange for flexibility permitted under P3. The authorizing statute
states that improving outcomes for disconnected youth means increasing
the rate at which those individuals between the ages of 14 and 24 who
are low-income and are either homeless, in foster care, involved in the
juvenile justice system, unemployed, or not enrolled in or at risk of
dropping out of an educational institution achieve success in meeting
educational, employment, or other key goals (2014 Act, section
526(a)(2)).
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\11\ For the purposes of P3, discretionary funds are funds that
Congress appropriates on an annual basis, rather than through a
standing authorization. They exclude ``entitlement'' (or mandatory)
programs, such as Social Security, Medicare, Medicaid, most Foster
Care IV-E programs, Vocational Rehabilitation State Grants, and
Temporary Assistance to Needy Families. Discretionary programs
administered by the Agencies support a broad set of public services,
including education, workforce development, health and mental
health, and other low-income assistance programs.
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This notice invites applications for selection as FY 2022 pilots
and offers opportunities for prospective applicants to obtain optional
technical assistance from the Agencies prior to applying. The purpose
of the pre-application technical assistance is to help prospective
applicants identify and propose to address--through waivers, blending
of funds, or other flexibilities--Federal barriers to effective and
integrated service delivery that will improve the educational and
employment outcomes of disconnected youth.
If interest in technical assistance exceeds the Agencies' capacity
to provide it, the Agencies will give first priority to assisting
eligible entities that intend to serve communities that have
experienced civil unrest because the statutory authority for FY 2022
directs the Agencies to include such communities among the designated
pilots. Second priority will be given to requests for technical
assistance from applicants that propose to serve the highest numbers of
disconnected youth.
Flexibilities Available Under P3
P3 provides important opportunities to improve access to Federal
programs and their effectiveness in addressing the needs of
disconnected youth. The Agencies have published on Youth.gov a list of
the waivers previously granted to pilots under the first three rounds
of P3 in which pilots were designated.\12\ These waivers were helpful
to the pilots that received them, and, in this latest round, the
Agencies hope that applicants propose even more ambitious and bold
efforts to remove Federal constraints on effective, innovative, and
promising service delivery for disconnected youth. We provide several
examples below.
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\12\ The list of previously granted waivers is available at
https://youth.gov/sites/default/files/P3-Waiver-List-FINAL_2018-12-10.pdf.
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These examples are provided for illustrative purposes only, and the
allowability of specific proposals will depend on the unique
circumstances of individual applicants. Any waivers must be consistent
with the statutory safeguards that apply to P3, discussed below, and
the Agencies will consider whether the inclusion of a program in a
specific pilot is consistent with, or conflicts with, other significant
legal or policy considerations. Also, the Agencies will review the
blending of competitive grants on a case-by-case basis to consider how
the scope, objectives, and target populations of the existing awards
align with the proposed pilot. Any changes in terms and conditions of
the existing competitive grant awards required for pilot purposes must
be justified by the applicant and consistent with the scope and
objectives of the grantee's application. In addition, the Agencies can
only waive Federal statutory or regulatory requirements and cannot
waive State or local requirements. The Agencies encourage applicants to
analyze whether implementation of their request also requires State or
local statutory or regulatory flexibilities or waivers, as those rules
are not under the jurisdiction of the Agencies to waive for P3.
Example A: P3 can be used to provide stronger support to young
people as they transition from high school to postsecondary education
and to careers. Our secondary and postsecondary education systems
remain fragmented and are often poorly aligned, which limits
postsecondary education access and success. The road to and through
postsecondary education is particularly difficult to navigate for young
people from families with low incomes:
Twenty percent of students from low-income backgrounds do
not graduate high school on time with their peers.\13\
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\13\ National Center for Education Statistics (2021), Digest of
Education Statistics, Table 219.46: Public high school 4-year
adjusted cohort graduation rate (ACGR), by selected student
characteristics and state: 2010-11 through 2018-19.
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Forty percent of students from low-income backgrounds who
do graduate from high school do not enroll in postsecondary education
immediately following graduation.\14\
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\14\ Pell Institute for the Study of Opportunity in Higher
Education (2021), Indicators of Higher Education Equity in the
United States (2021).
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Twenty-five percent of students from low-income
backgrounds who do enter postsecondary education immediately following
high school graduation leave without earning a credential during their
first two years.\15\
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\15\ Oseguera, L. (2012). Postsecondary Educational Pathways of
Low- and Middle/High-Income Youth: Using the Education Longitudinal
Study (ELS) to Examine Tenth Graders' Transitions from High School.
Los Angeles, CA: UC/ACCORD. Retrieved from: https://pathways.gseis.ucla.edu/publications/201205_osegueraWP.pdf.
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These outcomes in high school and postsecondary education have
prompted calls to reimagine and restructure how we educate young
people, creating new opportunities and approaches that will
[[Page 48170]]
better meet their needs.\16\ P3 can help communities that are ready to
respond to the challenge.
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\16\ Hoffman, Nancy, Vargas, Joel, et al. (2021), The Big Blur:
An Argument for Erasing the Boundaries Between High School, College,
and Careers--and Creating One New System That Works for Everyone.
Boston, MA: Jobs for the Future.
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For example, a local educational agency (LEA) and a community
college could partner to combine the last two years of high school with
the first two years of postsecondary education and obtain waivers under
P3 to use Federal funds to support this seamless educational experience
for youth. The partnership could request waivers under P3 to blend and
consolidate with state and local funds a portion of the LEA's
allocation under Title I, Part A of the Elementary and Secondary
Education Act of 1965 (ESEA); some of its subgrant from ESEA Title IV,
Part A, Subpart 1, Student Support and Academic Enrichment Grants; the
community college's grants from the Developing Hispanic-serving
Institutions program authorized under Title V of the Higher Education
Act of 1965 (HEA), TRIO Student Support Services, and TRIO Upward
Bound. P3 waivers also could enable the partners to blend their
subgrants under the Carl D. Perkins Career and Technical Education Act
of 2006, as amended by the Strengthening Career and Technical Education
for the 21st Century Act (Perkins V), with Workforce Innovation and
Opportunity Act (WIOA) Title I Youth funds contributed by the local
workforce development board to provide all students with paid, part-
time internships. The community college could request P3 waivers that
permit it to use funds from its Federal Supplemental Educational
Opportunity Grant,\17\ along with state and local funds, to pay the
costs of the dual enrollment and postsecondary educational courses
taken by students during their participation. Another waiver could
enable the LEA to use funds from its subgrant from ESEA Title II, Part
A Supporting Effective Instruction State Grants for joint professional
development for the LEA's teachers and faculty from the community
college.
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\17\ The Federal Supplemental Educational Opportunity Grant
program is authorized by section 413A of the HEA.
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Example B: P3 enables State, local, and Tribal governments to blend
dollars from multiple Federal funding streams to provide more
comprehensive, holistic services for youth without having to allocate
costs among the contributing programs and separately track and report
on each source of funding. For example, a State could propose to use P3
to support a comprehensive education, training, and reentry services
program for youthful offenders before, during, and after their
incarceration. Funding for the project could be contributed from the
Governor's reserve of the State's WIOA Title I Youth program grant, the
State's Juvenile Justice and Delinquency Prevention Act Title II State
grant, and the State educational agency's ESEA Title I, Part D grant
for Prevention and Intervention Programs for Children and Youth Who are
Neglected, Delinquent, or At-Risk of Dropping Out. The State also could
propose to use P3 to waive the statutory performance indicators and
reporting requirements under the three programs, replacing them with
one set of indicators tailored to match the objectives of the project
that the State reports on annually. Funds available to the State for
evaluation under section 116(e)(1) of WIOA could be used to evaluate
the program.
Example C: Responding to the Biden-Harris Administration's Talent
Pipeline Challenge,\18\ a State could propose a pilot that blends Adult
Education and Family Literacy Act (AEFLA) State leadership funds
available under section 223 of WIOA with funds available for statewide
youth activities under Title I of WIOA to provide integrated education
and training to disconnected youth to prepare them to build public
electric vehicle charging stations.
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\18\ Office of the President (2022), Fact Sheet: The Biden-
Harris Administration Launches the Talent Pipeline Challenge:
Supporting Employer Investments in Equitable Workforce Development
for Infrastructure Jobs. Retrieved from: https://www.whitehouse.gov/briefing-room/statements-releases/2022/06/17/fact-sheet-the-biden-harris-administration-launches-the-talent-pipeline-challenge-supporting-employer-investments-in-equitable-workforce-development-for-infrastructure-jobs/.
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Example D: Some Federal programs contain statutory or regulatory
requirements that limit the duration of an individual's participation
in a program. Due to service interruptions and disruptions caused by
the pandemic, participants may not have been able to take full
advantage of the opportunities provided by a program over the last
year. A P3 applicant could seek flexibility to waive eligibility
requirements to extend the duration of an individual's participation in
the program as part of a larger strategy to compensate for the time and
learning that youth lost to the pandemic. For example, a State, local,
or Tribal governmental unit administering a YouthBuild grant \19\ could
seek to extend program services to individuals beyond 24 months; a
State recipient of a 7-year Gaining Early Awareness and Readiness for
Undergraduate Programs grant \20\ could seek to extend services through
a participant's second year of enrollment in an institution of higher
education; and a private nonprofit organization managing a Transitional
Living program grant \21\ for homeless youth could apply in partnership
with a State, local, or Tribal government to extend the duration of its
services beyond 540 days or to serve youth older than age 21.
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\19\ The YouthBuild grant program is authorized by section 171
of WIOA (29 U.S.C. 3226).
\20\ The Gaining Early Awareness and Readiness for Undergraduate
Programs grant program is authorized by section 404A of the HEA (20
U.S.C. 1070a-21).
\21\ The Transitional Living grant program is authorized by
section 321 of the Juvenile Justice and Delinquency Prevention Act
(34 U.S.C. 11221). For this program, the term ``homeless youth'' is
defined in 45 CFR 1351.1(f) as ``a person under 18 years of age who
is in need of services and without a place of shelter where he or
she receives supervision and care.''
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Example E: P3 authority can also be used by applicants to propose
changes to projects funded under multiple Federal grants that are each,
separately, intended to support programs designed to help disconnected
youth achieve greater success in meeting their educational and
employment goals. A public college or university that is considered a
unit of State or local government could request waivers to blend
discretionary, non-entitlement student aid funds under Title IV of the
HEA, dollars received through various Federal formula programs, and
competitive grant funds in ways that would achieve better outcomes for
disconnected youth. For example, a public college or university might
propose to increase the share of the Federal Work Study (FWS) program
funds available for Job Location and Development programs and waive the
25 percent cap on the amount of the school's allocation that may be
used to pay wages to students employed with private, for-profit
organizations so that it could use more than 25 percent of its FWS
funds to provide students who are at risk of dropping out with
subsidized career internships in the private sector that are aligned
with students' educational and career goals. To help students identify
their career goals, the college or university could partner with a
local American Job Center, which uses funds from the WIOA Title I Adult
program, to provide students with intensive career counseling and
information relating to local occupations in demand and the earnings
and skill requirements of those occupations. Similarly, a community
[[Page 48171]]
college could request waivers to blend and use a portion of a TRIO
Educational Opportunity Center grant and its WIOA Title II AEFLA
program subgrant to implement an intensive integrated education and
training (IET) program for young adults who lack a high school
credential or a state government could request authority to blend AEFLA
funds with funds from a Second Chance Act grant from the Department of
Justice to implement an IET program or wraparound academic support
services for incarcerated individuals to prepare them for the
reinstatement of Pell Grant eligibility in 2023.
Example F: P3 waivers can help programs reach currently unserved
disconnected youth. Current ED regulations for the TRIO programs limit
participation in these programs to citizens or permanent residents of
the United States, or individuals who are in the United States for
other than a temporary purpose who provide evidence from the
Immigration and Naturalization Service of their intent to become a
permanent resident.\22\ Applying in partnership with affiliated local
public institutions of higher education that administer TRIO grants, a
multi-State consortium of public college or university systems that are
considered units of State government could seek a waiver of this
requirement so that their affiliated schools could use TRIO funds to
serve disconnected youth who qualify for the Deferred Action for
Childhood Arrivals (DACA) program \23\ or who have Temporary Protected
Status.\24\
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\22\ See 34 CFR 643.3 (Talent Search), 34 CFR 644.3 (Educational
Opportunity Centers), 34 CFR 645.3 (Upward Bound), 34 CFR 646.3
(Student Support Services), and 34 CFR 647.3 (Ronald E. McNair
Postbaccalaureate Achievement Program).
\23\ In 2012, the Department of Homeland Security (DHS) began
implementing the DACA policy, which allows youth who were brought to
the United States as children and who meet certain criteria to
request consideration for deferred action, involving a case-by-case
determination by DHS not to pursue an individual's removal from the
United States for an initial two-year period as a matter of
prosecutorial discretion. DACA recipients can live and go to school
in the United States and may be eligible to obtain work
authorization while their deferred action remains in effect. For
more information, see https://www.uscis.gov/humanitarian/consideration-of-deferred-action-for-childhood-arrivals-daca.
\24\ The Secretary of Homeland Security may designate a foreign
country for Temporary Protected Status (TPS) due to conditions in
the country that temporarily prevent the country's nationals from
returning safely, or in certain circumstances, where the country is
unable to handle the return of its nationals adequately. United
States Citizenship and Immigration Services may grant TPS to
eligible nationals of certain countries (or parts of countries), who
are already in the United States. During a designated period,
individuals who are TPS beneficiaries are not removable from the
United States and can obtain work authorization. For more
information, see https://www.uscis.gov/humanitarian/temporary-protected-status.
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Example G: P3 waivers can make childcare more accessible for youth
who are parents and pursuing a postsecondary degree or credential but
at risk of leaving without a degree or credential or employment due to
the lack of affordable, high-quality childcare. A public college or
university that receives funds under the Strengthening Institutions
program authorized by Title III, Part A of the HEA could obtain a
waiver of the regulatory prohibition against using a portion of these
funds for childcare services in order to augment the childcare services
it provides with its Child Care Access Means Parents in School Program
grant.
Example H: An LEA could use the P3 authority to create a
comprehensive educational program to provide support to English
learners (ELs) to support the successful transition from secondary
school to postsecondary education and a career in a high-demand field,
focusing on students who continue to be identified as ELs for more than
five years, students who enroll with prior educational experiences
other than formalized learning experiences, or who have special needs.
Students who are proficient in both their home language and English are
an asset, including in the labor market. For example, funds available
under ESEA Title I, Part A and Title III could be used to support dual
language programs for ELs to support language acquisition, including
providing high-quality tutoring to support academic achievement. The
LEA could also use ESEA Title IV, Part A funds to provide targeted
support for ELs, including ELs with special needs. The LEA could use
Perkins V funds to support career advising and navigation services and
cover the costs associated with a CTE dual enrollment pathway or an
apprenticeship where students can apply multilingual skill sets. The
local workforce development board could also contribute funds to
provide paid internships during the summer months.
Although P3 provides the Agencies broad waiver authority to
increase flexibility and relieve burden in order to improve the
effectiveness of Federal funding for disconnected youth, it is
important to note that there are some limitations on the waivers. In
particular, as stated in the original statutory authority for P3, the
P3 waivers--
May not involve any requirement related to
nondiscrimination, wage and labor standards, or the allocation of funds
to State and sub-State levels;
Must be consistent with the statutory purposes of the
Federal program for which such discretionary funds were appropriated;
May not result in denying or restricting the eligibility
of any individual for any of the services that (in whole or in part)
are funded by the agency's programs and Federal discretionary funds
that are involved in the pilot;
Based on the best available information, may not otherwise
adversely affect vulnerable populations that are the recipients of such
services;
Must be necessary to achieve the outcomes of the pilot as
specified in the performance agreement, and no broader in scope than is
necessary to achieve such outcomes; and
Must result in either: (a) realizing efficiencies by
simplifying reporting burdens or reducing administrative barriers with
respect to such discretionary funds; or (b) increasing the ability of
individuals to obtain access to services that are provided by the
discretionary funds.
FY 2022
P3 was reauthorized for FY 2022 for programs administered by all of
the six Agencies, and the Agencies may select up to 10 pilots.
An applicant must propose to include FY 2022 funds from at least
one of the six Agencies.
If Congress extends the P3 authority in future years, pilots may
propose to amend the number of Federal programs supporting pilot
activities using future funding appropriated. However, authority for
pilots to expand in future years is subject to congressional action as
well as agency discretion.
Application Requirements
The application requirements for this opportunity are from the
notice of final priorities, requirements, definitions, and selection
criteria for this program published on April 28, 2016, in the Federal
Register (81 FR 25339) (P3 NFP) and are as follows:
(a) Executive summary. The applicant must provide an executive
summary that briefly describes the proposed pilot, the flexibilities
being sought, and the interventions or systems changes that would be
implemented by the applicant and its partners to improve outcomes for
disconnected youth.
(b) Flexibility, including waivers:
Federal requests for flexibility, including waivers. For each
program to be included in a pilot, the applicant must complete Table 1,
Requested Flexibility. The applicant must identify two or more
discretionary Federal
[[Page 48172]]
programs that will be included in the pilot,\25\ at least one of which
must be administered (in whole or in part) by a State, local, or Tribal
government.\26\ In Table 1, the applicant must identify one or more
program requirements that would inhibit implementation of the pilot and
request that the requirement(s) be waived in whole or in part. Examples
of potential waiver requests and other requests for flexibility
include, but are not limited to, blending of funds and changes to align
eligibility requirements, allowable uses of funds, and performance
reporting.
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\25\ Applicants are encouraged to consult the list of examples
of programs that are potentially eligible for inclusion in pilots at
https://youth.gov/youth-topics/reconnecting-youth/performance-partnership-pilots.
\26\ Local governments that are requesting waivers of
requirements in State-administered programs are strongly encouraged
to consult with the State agencies that administer the programs in
preparing their applications.
Table 1--Requested Flexibility
--------------------------------------------------------------------------------------------------------------------------------------------------------
Program requirements
Program name Federal agency to be waived in whole Statutory or Name of program Blending funds? (yes/
or in part regulatory citation grantee no)
--------------------------------------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------------------------------------
Note: Please note in ``Name of Program Grantee'' if the grantee is a State, local, or Tribal government, or nongovernmental entity.
Program Requirements:
The program requirement for this opportunity is from the P3 NFP.
Performance Agreement. Each P3 pilot, along with other non-Federal
government entities involved in the partnership, must enter into a
performance agreement that will include, at a minimum, the following
(as required by section 526(c)(2) of Division H of the 2014 Act):
(a) The length of the agreement;
(b) The Federal programs and federally funded services that are
involved in the pilot;
(c) The Federal discretionary funds that are being used in the
pilot;
(d) The non-Federal funds that are involved in the pilot, by source
(which may include private funds as well as governmental funds) and by
amount;
(e) The State, local, or Tribal programs that are involved in the
pilot;
(f) The populations to be served by the pilot;
(g) The cost-effective Federal oversight procedures that will be
used for the purpose of maintaining the necessary level of
accountability for the use of the Federal discretionary funds;
(h) The cost-effective State, local, or Tribal oversight procedures
that will be used for the purpose of maintaining the necessary level of
accountability for the use of the Federal discretionary funds;
(i) The outcome (or outcomes) that the pilot is designed to
achieve;
(j) The appropriate, reliable, and objective outcome measurement
methodology that will be used to determine whether the pilot is
achieving, and has achieved, specified outcomes;
(k) The statutory, regulatory, or administrative requirements
related to Federal mandatory programs that are barriers to achieving
improved outcomes of the pilot; and
(l) Criteria for determining when a pilot is not achieving the
specified outcomes that it is designed to achieve and subsequent steps,
including:
(1) The consequences that will result; and
(2) The corrective actions that will be taken in order to increase
the likelihood that the pilot will achieve such specified outcomes.
Definitions: The following definitions are from the P3 NFP.
Blended funding is a funding and resource allocation strategy that
uses multiple existing funding streams to support a single initiative
or strategy. Blended funding merges two or more funding streams, or
portions of multiple funding streams, to produce greater efficiency
and/or effectiveness. Funds from each individual stream lose their
award-specific identity, and the blended funds together become subject
to a single set of reporting and other requirements, consistent with
the underlying purposes of the programs for which the funds were
appropriated.
An interim indicator is a marker of achievement that demonstrates
progress toward an outcome and is measured at least annually.
Outcomes are the intended results of a program or intervention.
They are what applicants expect their projects to achieve. An outcome
can be measured at the participant level (for example, changes in
employment retention or earnings of disconnected youth) or at the
system level (for example, improved efficiency in program operations or
administration).
A waiver provides flexibility in the form of relief, in whole or in
part, from specific statutory, regulatory, or administrative
requirements that have hindered the ability of a State, locality, or
Tribe to organize its programs and systems or provide services in ways
that best meet the needs of its target populations. Under P3, waivers
provide flexibility in exchange for a pilot's commitment to improve
programmatic outcomes for disconnected youth consistent with underlying
statutory authorities and purposes.
Program Authority: Section 523 of Title III, Division H of the
Consolidated Appropriations Act, 2022 (Pub. L. 117-103).
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained in Federal
civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 86, 97,
98, and 99, and such other regulations as the Agencies may apply based
on the programs included in a particular pilot. (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 as regulations of the Department in 2 CFR part 3474. (d) The P3
NFP.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
II. Performance Pilot Designation Information
Type of Award: Flexibility.
Estimated Available Funds: None.
Estimated Number of Designations: 10 pilots.
Project Period: FY 2022 pilots may operate for as long as FY 2022
appropriated funds remain available to pilots to obligate to support
project activities, but not past September 30, 2026.
[[Page 48173]]
III. Eligibility Information
1. Eligible Applicants: The lead applicant must be a State, local,
or Tribal government entity, represented by a chief executive, such as
a governor, mayor, or other elected leader, or the head of a State,
local, or Tribal agency.
2. Cost Sharing or Matching: This program does not require cost
sharing or matching.
IV. Application and Submission Information
1. Application Submission Instructions: Applicants must submit
completed applications to [email protected] unless electronic
submission is not possible. Where electronic submission is not possible
(e.g., you do not have access to the internet), you must provide a
written statement that you intend to submit a paper application. Send
this written statement no later than two weeks before the application
deadline date (14 calendar days or, if the 14th calendar day before the
application deadline date falls on a Federal holiday, the next business
day following the Federal holiday). If you mail your written statement
to the Department, it must be postmarked no later than two weeks before
the application deadline date. Please send this statement to the person
listed in the FOR FURTHER INFORMATION CONTACT section of this notice.
If you submit a paper application, you must mail the original and two
copies of your application, on or before the application deadline date,
to the Department at the following address: U.S. Department of
Education, Application Control Center, LBJ Basement Level 1, 400
Maryland Avenue SW, Washington, DC 20202-4260. You must show proof of
mailing consisting of one of the following: (1) A legibly dated U.S.
Postal Service postmark. (2) A legible mail receipt with the date of
mailing stamped by the U.S. Postal Service. (3) A dated shipping label,
invoice, or receipt from a commercial carrier. (4) Any other proof of
mailing acceptable to the Secretary of the U.S. Department of
Education. If you mail your application through the U.S. Postal
Service, we do not accept either of the following as proof of mailing:
(1) A private metered postmark. (2) A mail receipt that is not dated by
the U.S. Postal Service.
Note: The U.S. Postal Service does not uniformly provide a dated
postmark. Before relying on this method, you should check with your
local post office.
We will not consider applications postmarked after the application
deadline date.
2. Submission of Proprietary Information: Given the types of
projects that may be proposed in applications for the P3 opportunity,
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, including performance agreements, and may make all applications
available, you may wish to request confidentiality of business
information.
Consistent with Executive Order 12600, please designate in your
application any information that you believe is exempt from disclosure
under Exemption 4. In the appropriate appendix section of your
application, 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.
4. Recommended Page Limit: The application narrative is where you,
the applicant, provide the information specified in the application
requirements and address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than five 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.
Use a font that is either 12 point or larger.
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
5. Requests for Technical Assistance: For interested eligible
entities, the Agencies are offering technical assistance over the next
several months that will help prospective applicants to identify
Federal impediments to effective and integrated service delivery for
disconnected youth and flexibilities that can be removed under P3 and
to develop an application submission for a P3 pilot. The Agencies want
to engage with as many eligible entities as possible and will accept
technical assistance requests on a rolling basis until September 7,
2022. If interest in technical assistance exceeds the Agencies'
capacity to provide it, the Agencies will give first priority to
assisting eligible entities that intend to serve communities that have
experienced civil unrest, because the statutory authority for FY 2022
directs the Agencies to include such communities among the designated
pilots.\27\ Second priority will be given to requests for technical
assistance from applicants that propose to serve the highest numbers of
disconnected youth. To request technical assistance, please email
[email protected] with the subject line ``Request for Technical
Assistance,'' and include the prospective applicant's name, a contact
person's name and email address, and the names of the Federal programs
that the prospective applicant is interested in including in a P3
pilot. Applicants that do not request technical assistance may still
apply for designation as a pilot; applicants that do request technical
assistance are not bound to apply or bound by the information provided
in their initial request for technical assistance.
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\27\ Section 523(a), Title III, Division H, Consolidated
Appropriations Act, 2022, Public Law 117-103.
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6. Other Submission Requirements: Applications under this
opportunity must be submitted electronically unless electronic
submission is not possible.
Please note the following:
The Department is not publishing an application package
for this program. To submit an application, provide all of the
information specified in the application requirements. Additionally,
complete and submit Standard Form 424B, Assurances for Non-Construction
Programs (available at www2.ed.gov/fund/grant/apply/appforms/appforms.html) with your application.
The Department must receive your application by 11:59 p.m.
Eastern Standard Time on October 7, 2022. We will notify you if we are
rejecting your application because it was received after the
application deadline date.
We may request that you provide us original signatures on
forms at a later date.
V. Application Review Information
1. Review and Selection Process: The Department will screen
applications that are submitted in accordance with the requirements in
this notice and will
[[Page 48174]]
determine which applications are eligible to be read based on whether
they have met the eligibility and application requirements.
The Secretary of Education (Secretary) will also consider
compliance with assurances, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance (such as, for ED programs, 34
CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
2. Review of Requests for Flexibility, Including Blending of Funds
and Other Waivers: Representatives of the Agencies that administer
programs under which flexibility in Federal requirements is sought will
evaluate whether the flexibility, including blending of funds and other
waivers, requested by applicants meets the statutory requirements for
P3 and is otherwise appropriate. For example, if an applicant is
seeking flexibility under programs administered by HHS and DOL, its
requests for flexibility will be reviewed by HHS and DOL officials.
Applicants may be asked to participate in telephone calls at this point
in the process in order to clarify requests for flexibility and other
aspects of their proposals.
3. Selecting Finalists: Agency officials may recommend projects for
selection by the Secretary. In consultation with the other Agencies,
the Secretary will select up to 10 finalists after considering the
recommendations of the Agencies that administer the programs for which
the applicants are seeking flexibility, and other information,
including an applicant's performance and use of funds and compliance
history under a previous award under any agency program. In selecting
pilots, the Secretary will first give priority to applicants that will
serve communities that have experienced civil unrest, to address the
statutory requirement that designated pilots include communities that
have experienced civil unrest, and will then select those applications
that will serve the highest numbers of disconnected youth.
For each finalist, ED and any other Agencies implicated in the
pilot will negotiate the performance agreement. If a performance
agreement cannot be finalized for an applicant, an alternative
applicant may be selected as a finalist instead. The recommended
projects will be considered finalists until performance agreements are
signed by all parties, and pilot designation will be awarded only after
finalization and approval of each finalist's performance agreement.
VI. Designation Administration Information
1. Designation Notices: If your application is successful, we
notify your U.S. Representative(s) and U.S. Senators and send you a
letter notification of your selection as a pilot. We may notify you
informally, also.
If your application is not evaluated or not selected as a pilot, we
will notify you.
2. Performance Measures: The performance agreement for each pilot
will include outcome measures, interim indicators, and targets.
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 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.
Amy Loyd,
Assistant Secretary for Career, Technical, and Adult Education.
[FR Doc. 2022-16966 Filed 8-5-22; 8:45 am]
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