Applications for New Awards: Augustus F. Hawkins Centers of Excellence Program, 51656-51662 [2022-18273]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 87, Number 162 (Tuesday, August 23, 2022)]
[Notices]
[Pages 51656-51662]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-18273]


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DEPARTMENT OF EDUCATION


Applications for New Awards: Augustus F. Hawkins Centers of 
Excellence Program

AGENCY: Office of Postsecondary Education, Department of Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for fiscal year (FY) 2022 for the Augustus F. 
Hawkins Centers of Excellence (Hawkins) Program, Assistance Listing 
Number (ALN) 84.116K. This notice relates to the approved information 
collection under OMB control number 1894-0006.

DATES: 
    Applications Available: August 23, 2022.
    Deadline for Transmittal of Applications: October 7, 2022.
    Deadline for Intergovernmental Review: December 6, 2022.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to 
Department of Education Discretionary Grant Programs, published in the 
Federal Register on December 27, 2021 (86 FR 73264) and available at 
www.federalregister.gov/d/2021-27979. Please note that these Common 
Instructions supersede the version published on February 13, 2019, and, 
in part, describe the transition from the requirement to register in 
SAM.gov a Data Universal Numbering System (DUNS) number to the 
implementation of the Unique Entity Identifier (UEI). More information 
on the phase-out of DUNS numbers is available at https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.

FOR FURTHER INFORMATION CONTACT: Dr. Vicki Robinson, U.S. Department of 
Education, 400 Maryland Avenue SW, room 2B136, Washington, DC 20202. 
Telephone: (202) 453-7907. Email: [email protected]. You may also 
contact Ashley Hillary, U.S. Department of Education, 400 Maryland 
Avenue SW, Room 2C143, Washington, DC 20202. Telephone: (202) 453-7880. 
Email: [email protected].
    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. Funding Opportunity Description

    Purpose of Program: The Hawkins Program, authorized under Part B of 
Title II of the Higher Education Act of 1965, as amended (HEA) is 
designed to support centers of excellence at institutions of higher 
education (IHEs). The selected centers of excellence must be 
established at Historically Black Colleges and Universities (HBCUs); 
Tribal Colleges or Universities (TCUs); or Minority Serving 
Institutions (MSIs), such as Hispanic-Serving Institutions (HSIs), with 
a State-accredited teacher preparation program, to help increase and 
retain the number of well-prepared teachers from diverse backgrounds, 
resulting in a more diverse teacher workforce prepared to teach in our 
Nation's low performing elementary and secondary schools and close 
achievement gaps.\1\ This program focuses on the various aspects of the 
teacher preparation pipeline, including the recruitment, preparation, 
support, placement, and retention of teachers for and in high-need 
local education agencies (LEAs) to support underserved students. 
Through this program, the Secretary seeks to fund applicants that 
propose to incorporate evidence-based components and practices into 
their teacher preparation program.
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    \1\ Anderson, Meredith, B.L., Brian K. Bridges, Brittany A. 
Harris and Sekou Biddle. (2020). Imparting Wisdom: HBCU Lessons for 
K-12 Education. Washington, DC: Frederick D. Patterson Research 
Institute, UNCF.
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    Background: The FY 2022 Consolidated Appropriations Act provides $8 
million in first-time funding for the Hawkins Program to diversify the 
teacher workforce, including supporting teaching assistant initiatives 
at HBCUs, TCUs, and MSIs that have partnerships with high-need LEAs.
    The Hawkins Program is particularly well-positioned to advance 
equity in our education system by increasing the access of teacher 
candidates, including teacher candidates of color, to comprehensive 
programs that will support them in developing the knowledge and skills 
they need to positively impact student achievement and outcomes. There 
is significant inequity in students' access to well-qualified, 
experienced, and effective teachers,\2\ particularly for students from 
low-income backgrounds, students of color, children or students with 
disabilities, and English learners (ELs).
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    \2\ Isenberg, E., Max, J., Gleason, P., Johnson, M., Deutsch, 
J., and Hansen, M. (2016). Do Low-Income Students Have Equal Access 
to Effective Teachers? Evidence from 26 Districts (NCEE 2017-4007). 
Washington, DC: National Center for Education Evaluation and 
Regional Assistance, Institute of Education Sciences, U.S. 
Department of Education.
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    Although HBCUs, TCUs, and MSIs confer just over 12 percent of all 
bachelor's degrees in education, these institutions account for over 40 
percent

[[Page 51657]]

of all education degrees awarded to teachers of color,\3\ and thus are 
a critical part of the solution to recruit, prepare, train, support, 
and place teachers who will provide culturally and linguistically 
relevant teaching in high-need and hard-to-staff schools. This is 
critical to advancing the Department's mission to promote student 
achievement and preparation for global competitiveness by fostering 
educational excellence and ensuring equal access for all students.
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    \3\ Gasman, M., Castro Samayoa, A., & Ginsberg, A. (2016). A 
Rich Source for Teachers of Color and Learning: Minority Serving 
Institutions. Philadelphia, PA: Penn Center for Minority Serving 
Institutions.
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    Unfortunately, the current teacher workforce does not reflect the 
demographics of the Nation's public school students, the majority of 
whom are students of color.\4\ In 2017-18, the most recent year for 
which data were available, 79 percent of public school educators were 
white, while 21 percent were teachers of color.\5\ Increasing 
opportunities for comprehensive teacher preparation programs at HBCUs, 
TCUs, and MSIs will help diversify the teacher workforce.
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    \4\ https://nces.ed.gov/programs/coe/indicator/cge.
    \5\ nces.ed.gov/programs/digest/d19/tables/dt19_209.10.asp?current=yes.
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    Research shows that teachers of color benefit all students and can 
have a significant positive impact on students of color.\6\ When 
students of color are instructed by teachers of color, higher levels of 
student achievement,\7\ student encouragement, students forming 
aspirations (e.g., through role modeling), teacher recommendations (for 
example, to gifted and talented programs), and rigorous course-taking 
\8\ have all been noted. A more diverse teacher workforce also 
increases the likelihood that students of color will have access to 
culturally and linguistically relevant teaching and learning and 
positive relationships.\9\ Research also demonstrates that teachers of 
color can be positive role models for all students in breaking down 
negative stereotypes and preparing students to live and work in a 
multiracial society.\10\ Thus, supporting teachers of color can be a 
critical strategy for advancing educational equity for students of 
color and addressing one of the root causes of institutional barriers 
to equity in the academic environment.\11\
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    \6\ Dee, T. (2004). Teachers, race and student achievement in a 
randomized experiment. The Review of Economics and Statistics, 
86(1), 195-210; and Gershenson, S., Hart, C. M. D., Lindsay, C. A., 
& Papageorge, N. W. (2017). The long-run impacts of same race 
teachers. Bonn, Germany: IZA Institute of Labor Economics. 
Discussion Paper Series.
    \7\ Egalite, Anna, Brian Kisida, and Marcus A. Winters. 
``Representation in the Classroom: The Effect of Own-race Teachers 
on Student Achievement,'' Economics of Education Review, 45 (April 
2015), 44-52.
    \8\ Grissom, Jason, Sarah Kabourek, and Jenna Kramer. ``Exposure 
to Same-race or Same-ethnicity Teachers and Advanced Math Course-
taking in High School: Evidence from a Diverse Urban District,'' 
Teachers College Record, 122 (2020), 1-42.
    \9\ Blazar, David. (2021). Teachers of Color, Culturally 
Responsive Teaching, and Student Outcomes: Experimental Evidence 
from the Random Assignment of Teachers to Classes. (EdWorkingPaper: 
21-501). Retrieved from Annenberg Institute at Brown University: 
https://doi.org/10.26300/jym0-wz02.
    \10\ www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf.
    \11\ www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf.
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    In light of the teacher shortages that existed prior to the 
pandemic and that have worsened since, the Department encourages 
applicants to consider how their program design can provide clinical 
experience for teaching candidates in high-need schools facing teacher 
shortages. A number of school districts are partnering with teacher 
preparation programs, in particular those with teacher residencies, to 
provide clinical experiences that are mutually beneficial for teacher 
candidates and teachers of record, and their students. For example, 
teacher residents, as part of their clinical experience, can serve in 
schools as substitutes, paraprofessionals, or tutors as their academic 
schedules allow and as they complete requirements for teacher 
certification. Applicants can see this Department of Education fact 
sheet for examples of educator preparation programs supporting high 
need schools in this way: https://www.ed.gov/coronavirus/factsheets/teacher-shortage.
    A particular teacher shortage area in the Nation's public schools 
lies in the shortage of bilingual and multilingual teachers prepared to 
teach a growing population of ELs. ELs are the fastest growing student 
demographic, with over 10 percent of students identified as ELs 
currently.\12\ Additionally, about one-quarter of all students speak a 
language other than English at home, whereas only 1 in 8 teachers 
do.\13\
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    \12\ https://nces.ed.gov/programs/digest/d20/tables/dt20_204.20.asp.
    \13\ https://datacenter.kidscount.org/data/tables/81-children-who-speak-a-language-other-than-english-at-home?loc=1&loct=1#detailed/1/any/false/1729,37,871,870,573,869,36,868,867,133/any/396,397.
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    The bilingual and multilingual teacher shortage has the potential 
to have a negative impact on all students, but especially ELs. These 
shortages may be among the reasons why ELs are among students with some 
of the lowest achievement levels and graduation rates.\14\ During the 
pandemic, ELs were also likely to lose instructional time, thus 
experiencing setbacks in their language acquisition goals.\15\ Research 
suggests that, for ELs, being taught by bilingual and multilingual 
teachers who are better prepared to meet their needs helps improve 
academic outcomes.\16\ Despite this, about a quarter of States do not 
require certification or endorsements for teachers who teach ELs.\17\
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    \14\ https://nces.ed.gov/programs/digest/d17/tables/dt17_219.46.asp?refer=dropout.
    \15\ www.gao.gov/products/gao-21-43.
    \16\ Benjamin Master, Susanna Loeb, Camille Whitney, and James 
Wyckoff. ``Different Skills? Identifying Differentially Effective 
Teachers of English Language Learners,'' The Elementary School 
Journal, 117 (2016), 261-284.
    \17\ https://reports.ecs.org/comparisons/50-state-comparison-english-learner-policies-11.
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    Beyond the necessity to provide qualified bilingual and 
multilingual teachers to advance EL achievement, research also suggests 
that diverse classroom settings, such as in bilingual and multilingual 
education, may be positively associated with students' ability to 
empathize and relate to others, have long-term career benefits, and 
result in a higher degree of literacy and a stronger foundation for 
learning additional languages in the future.\18\ Learning another 
language from a young age is an asset that prepares all students for an 
increasingly globalized economy. Fostering a culture of language-
learning for all students also communicates to linguistically 
marginalized students that their heritage languages and home identities 
are valuable and welcomed in school.
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    \18\ https://soeonline.american.edu/blog/benefits-of-bilingual-education.
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    Accordingly, this program encourages HBCUs, TCUs, and MSIs to 
develop centers of excellence that will implement effective 
recruitment, preparation, and support for teachers, in particular those 
interested in serving in high-need LEAs and hard-to-staff schools in 
underserved communities. HBCUs, TCUs, and MSIs are positioned to help 
remedy long-standing disparities that underserved students and 
communities face in receiving equal education opportunities.
    Priorities: This notice contains one absolute priority and two 
competitive preference priorities (up to five points each). We are 
establishing these priorities for the FY 2022 grant competition and any 
subsequent year in which we make awards from the list of unfunded 
applications from this competition, in accordance with section 
437(d)(1) of the General Education Provisions Act (GEPA), 20 U.S.C. 
1232(d)(1).

[[Page 51658]]

    Absolute Priority: This priority is an absolute priority. Under 34 
CFR 75.105(c)(3), we consider only applications that meet this 
priority.
    This priority is:
    Projects that are evidence-based, comprehensive teacher preparation 
programs that provide extensive clinical experience. To meet this 
priority, the applicant must describe its record in graduating highly 
skilled, well-prepared and diverse teachers. The applicant must also 
address how it will--
    (a) Examine the sources of inequity and inadequacy in resources and 
opportunity and implement pedagogical practices in teacher preparation 
programs that are inclusive with regard to race, ethnicity, culture, 
language, and disability status and that prepare teachers to create 
inclusive, supportive, equitable, unbiased, and identity-safe learning 
environments for their students;
    (b) Prepare teacher candidates to integrate rigorous academic 
content, including through the effective use of technology, 
instructional techniques, and strategies consistent with universal 
design for learning principles in pedagogical practices and classroom 
features to improve student achievement;
    (c) Prepare teacher candidates to design and deliver instruction in 
ways that are engaging and provide their students with opportunities to 
think critically and solve complex problems, apply learning in 
authentic and real-world settings, communicate and collaborate 
effectively, and develop academic mindsets, including through project-
based, work-based, or other experiential learning opportunities;
    (d) Prepare teacher candidates to build meaningful and trusting 
relationships with their students' families to support in-home, 
community-based, and in-school learning; and
    (e) Provide sustained and high-quality preservice clinical 
experiences, including teaching assistant initiatives that facilitate 
the pathway to the teaching credential for those with paraprofessional 
experience; and provide mentoring of teacher candidates by exemplary 
teachers, which substantially increases interaction between the 
institution's faculty and new teachers and school site and district 
administrators in high-need LEAs or hard-to-staff schools to support 
and retain teachers. In providing such experiences, the Department 
encourages applicants to consider opportunities to provide preservice 
clinical experience earlier in the teacher preparation program, as is 
practicable, and in ways that benefit students and teachers.
    Competitive Preference Priorities: For FY 2022, the Department 
strongly encourages the use of Competitive Preference Priority 1 as 
part of a comprehensive effort to respond to and address the teacher 
shortage present in the nation's high need-need public schools. For FY 
2022 and any subsequent year in which we make awards from the list of 
unfunded applications from this competition, these priorities are 
competitive preference priorities. The Department establishes these 
priorities on the basis of section 242(b)(1) and (3) of the HEA and 
under the authority in section 437(d)(1) of GEPA. Under 34 CFR 
75.105(c)(2)(i), we award up to an additional 10 points to an 
application, depending on how well the application meets these 
priorities. An applicant may address one or both of the competitive 
preference priorities. The point value for each competitive preference 
priority is in parenthesis.
    These priorities are:
    Competitive Preference Priority 1--Projects that are Designed to 
Increase and Retain the Number of Well-Prepared Teachers from Diverse 
Backgrounds (up to 5 points).
    Projects that are designed to increase the number of well-prepared 
teachers and the diversity of the teacher workforce with a focus on 
increasing and retaining a diverse teacher workforce, and improving the 
preparation, recruitment, retention and placement of such teachers.
    Applicants must describe how their project will integrate multiple 
services or initiatives across academic and student affairs, such as 
academic advising, counseling, stipends, child-care, structured/guided 
pathways, career services, or student financial aid, such as 
scholarships, with the goal of increasing program completion and 
credential attainment.
    Applicants addressing this priority must include a plan for 
supporting teacher candidates underrepresented in the profession, 
including teacher candidates of color, from the beginning of the 
preparation program through graduation, including program entry rates, 
graduation rates, passage rates for certification and licensure exams, 
and successful employment placement between teacher candidate subgroups 
and an institution's overall teacher candidate population.
    Competitive Preference Priority 2--Increasing the Number of 
Bilingual and/or Multilingual Teachers with Full Certification (up to 5 
points).
    Projects that are designed to prepare a new generation of effective 
and experienced bilingual and/or multilingual teachers for high-need 
schools by increasing the number of teachers across elementary and 
secondary schools who are fully certified to provide academic language 
instruction in a language other than English, including for ELs. These 
projects must prepare teacher candidates to lead students toward 
linguistic fluency and academic achievement in more than one language.
    Applicants must describe how their project will integrate multiple 
services or initiatives across academic and student affairs, such as 
academic advising, counseling, stipends, child-care, structured/guided 
pathways, career services, or student financial aid, such as 
scholarships, and provide the necessary knowledge and skills so that 
teacher candidates can serve students from many different language 
backgrounds.
    Applicants addressing this priority must include a plan for 
recruiting, supporting, and retaining bilingual and/or multilingual 
teacher candidates including those who may have a teaching credential 
but have not been teaching in bilingual and/or multilingual education 
settings; aspiring teachers; and for teaching assistants who are 
interested in becoming bilingual and/or multilingual teachers.
    Definitions: The following definitions are from 34 CFR part 77.1 
and 20 U.S.C. 1033.
    Demonstrates a rationale means a key project component included in 
the project's logic model is informed by research or evaluation 
findings that suggest the project component is likely to improve 
relevant outcomes.
    Logic model (also referred to as a theory of action) means a 
framework that identifies key project components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to be 
critical to achieving the relevant outcomes) and describes the 
theoretical and operational relationships among the key project 
components and relevant outcomes.
    Note: In developing logic models, applicants may want to use 
resources such as the Regional Educational Laboratory Program's (REL 
Pacific) Education Logic Model Application, available at https://ies.ed.gov/ncee/edlabs/regions/pacific/elm.asp. Other sources include: 
https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.pdf, 
https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.pdf, and 
https://ies.ed.gov/

[[Page 51659]]

ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf.
    Project component means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers).
    Relevant outcome means the student outcome(s) or other outcome(s) 
the key project component is designed to improve, consistent with the 
specific goals of the program.
    Scientifically based reading research
    (1) Means research that applies rigorous, systemic, and objective 
procedures to obtain valid knowledge relevant to reading development, 
reading instruction, and reading difficulties; and
    (2) Includes research that--
    (i) Employs systemic, empirical methods that draw on observation or 
experiment;
    (ii) Involves rigorous data analyses that are adequate to test the 
stated hypotheses and justify the general conclusions drawn;
    (iii) Relies on measurements or observational methods that provide 
valid data across evaluators and observers and across multiple 
measurements and observations; and
    (iv) Has been accepted by a peer-reviewed journal or approved by a 
panel of independent experts through a comparably rigorous, objective, 
and scientific review. (20 U.S.C. 1033)
    Application Requirements: The following application requirements 
for FY 2022 are from section 242(b) of the HEA (20 U.S.C. 1033a(b)).
    Grants provided by the Secretary must be used to ensure that 
current and future teachers meet the applicable State certification and 
licensure requirements, including any requirements for certification 
obtained through alternative routes to certification, or, with regard 
to special education teachers, the qualifications described in section 
612(a)(14)(C) of the Individuals with Disabilities Education Act 
(IDEA), by carrying out one or more of the following activities:
    (1) Implementing reforms within teacher preparation programs to 
ensure that such programs are preparing teachers who meet the 
applicable State certification and licensure requirements, including 
any requirements for certification obtained through alternative routes 
to certification, or, with regard to special education teachers, the 
qualifications described in section 612(a)(14)(C) of the IDEA, are able 
to understand scientifically valid research, and are able to use 
advanced technology effectively in the classroom, including use of 
instructional techniques to improve student academic achievement, by--
    (i) Retraining or recruiting faculty; and
    (ii) Designing (or redesigning) teacher preparation programs that--
    (A) Prepare teachers to serve in low-performing schools and close 
student achievement gaps, and that are based on rigorous academic 
content, scientifically valid research (including scientifically based 
reading research and mathematics research, as it becomes available), 
and challenging State academic content standards and student academic 
achievement standards; and
    (B) Promote strong teaching skills.
    (2) Providing sustained and high-quality preservice clinical 
experience, including the mentoring of prospective teachers by 
exemplary teachers, substantially increasing interaction between 
faculty at IHEs and new and experienced teachers, principals, and other 
administrators at elementary schools or secondary schools, and 
providing support, including preparation time, for such interaction.
    (3) Developing and implementing initiatives to promote retention of 
teachers who meet the applicable State certification and licensure 
requirements, including any requirements for certification obtained 
through alternative routes to certification, or, with regard to special 
education teachers, the qualifications described in section 
612(a)(14)(C) of the IDEA, and highly qualified principals, including 
minority teachers and principals, including programs that provide--
    (i) Teacher or principal mentoring from exemplary teachers or 
principals, respectively; or
    (ii) Induction and support for teachers and principals during their 
first 3 years of employment as teachers or principals, respectively.
    (4) Awarding scholarships based on financial need to help students 
pay the costs of tuition, room, board, and other expenses of completing 
a teacher preparation program, not to exceed the cost of attendance.
    (5) Disseminating information on effective practices for teacher 
preparation and successful teacher certification and licensure 
assessment preparation strategies.
    (6) Activities authorized under section 202 of the HEA (20 U.S.C. 
1022a).
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (5 U.S.C. 553), the Department generally offers interested parties 
the opportunity to comment on proposed priorities, selection criteria, 
definitions, and other requirements. Section 437(d)(1) of GEPA, 
however, allows the Secretary to exempt from rulemaking requirements 
regulations governing the first grant competition under a new or 
substantially revised program authority. This is the first grant 
competition for this program under 20 U.S.C. 1033a of the HEA, and 
therefore qualifies for this exemption. In order to ensure timely grant 
awards, the Secretary has decided to forgo public comment on the 
priorities and funding requirements under section 437(d)(1) of GEPA.
    Program Authority: 20 U.S.C. 1033-1033a; 20 U.S.C. 1138-1138d; the 
Explanatory Statement accompanying 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, 82, 84, 86, 97, 
98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

II. Award Information

    Type of Award: Discretionary grant.
    Estimated Available Funds: $7,920,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in subsequent years from 
the list of unfunded applications from this competition.
    Estimated Range of Awards: $1,500,000 to $1,600,000.
    Estimated Average Size of Awards: $1,584,000
    Maximum Award: Up to $1,600,000 for 4 years.
    Minimum Award: The minimum amount of each grant shall be $500,000.
    Note: The maximum award is based on a 4-year budget period. 
Applicants

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will need to prepare a multiyear budget request for up to 4 years.
    Estimated Number of Awards: Up to 5.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 4 years.

III. Eligibility Information

    1. Eligible Applicants: Eligible institutions (as articulated under 
section 241(1) of the HEA) under the Hawkins program include--
    (i) An IHE that has a qualified teacher preparation program that 
is--
    (A) A part B institution (as defined in section 322 of the HEA);
    (B) A Hispanic-serving institution (as defined in section 502 of 
the HEA);
    (C) A Tribal College or University (as defined in section 316 of 
the HEA);
    (D) An Alaska Native-serving institution (as defined in section 
317(b) of the HEA);
    (E) A Native Hawaiian-serving institution (as defined in section 
317(b) of the HEA);
    (F) A Predominantly Black Institution (as defined in section 318 of 
the HEA);
    (G) An Asian American and Native American Pacific Islander-serving 
institution (as defined in section 320(b) of the HEA); or
    (H) A Native American-serving, nontribal institution (as defined in 
section 319 of the HEA);
    (ii) A consortium of institutions described in paragraph (i); or
    (iii) An institution described in paragraph (i), or a consortium 
described in paragraph (ii), in partnership with any other IHE, but 
only if the center of excellence established is located at an 
institution described in paragraph (i).
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Supplement-Not-Supplant: This competition involves supplement-
not-supplant funding requirements, which are being established under 
the waiver authority of section 437(d)(1) of GEPA. Grant funds must be 
used so that they supplement and, to the extent practical, increase the 
funds that would otherwise be available for the activities to be 
carried out under this grant.
    c. Indirect Cost Rate Information: This program uses the waiver 
authority of section 437(d)(1) of GEPA to limit a grantee's indirect 
cost reimbursement to eight percent (8 percent) of a modified total 
direct cost base. For more information regarding indirect costs, or to 
obtain a negotiated indirect cost rate, please see www.ed.gov/about/offices/list/ocfo/intro.html.
    d. Administrative Cost Limitation: In accordance with section 
242(e) of the HEA, an eligible institution that receives a grant under 
this program may use not more than 2 percent of the funds provided to 
administer the grant. All administrative expenses must be reasonable 
and necessary and conform to Cost Principles described in 2 CFR part 
200 subpart E of the Uniform Guidance.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application.

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on December 27, 2021 (86 FR 73264) and available at 
www.federalregister.gov/d/2021-27979, which contain requirements and 
information on how to submit an application. Please note that these 
Common Instructions supersede the version published on February 13, 
2019, and, in part, describe the transition from the requirement to 
register in SAM.gov a DUNS number to the implementation of the UEI. 
More information on the phase-out of DUNS numbers is available at 
https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.2.
    Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal Programs under Executive Order 
12372 is in the application package for this program.
    3. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    4. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to no more than 50 pages and (2) use the 
following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, except titles, headings, 
footnotes, quotations, references, and captions.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the one-page abstract. However, the 
recommended page limit does apply to all the application narrative.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210. The points assigned to each criterion are 
indicated in the parentheses next to the criterion. An applicant may 
earn up to a total of 100 points based on the selection criteria and up 
to 10 additional points under the competitive preference priorities, 
for a total score of up to 110 points. All applications will be 
evaluated based on the selection criteria as follows:
    (a) Quality of the Project Design. (Maximum 30 points)
    The Secretary considers the quality of the design of the proposed 
project. In determining the quality of the design of the proposed 
project, the Secretary considers the following factors:
    (1) The extent to which the proposed project is part of a 
comprehensive effort to improve teaching and learning and support 
rigorous academic standards for students. (Up to 10 points)
    (2) The extent to which the design of the proposed project reflects 
up-to-date knowledge from research and effective practice. (Up to 5 
points)
    (3) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable. 
(Up to 5 points)
    (4) The extent to which the design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs. (Up to 5 points)
    (5) The extent to which the proposed project demonstrates a 
rationale (as defined in this notice). (Up to 5 points)
    (b) Significance. (Maximum 20 points)
    The Secretary considers the significance of the proposed project. 
In determining the significance of the proposed project, the Secretary 
considers the following factors:
    (1) The likelihood that the proposed project will result in system 
change or improvement. (Up to 10 points)
    (2) The extent to which the results of the proposed project are to 
be disseminated in ways that will enable others to use the information 
or strategies. (Up to 10 points)

[[Page 51661]]

    (c) Quality of the Project Services. (Maximum 25 points)
    The Secretary considers the quality of the services to be provided 
by the proposed project.
    (1) In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability. (Up to 10 points)
    (2) In addition, the Secretary considers the following factors:
    (i) The likely impact of the services to be provided by the 
proposed project on the intended recipients of those services. (Up to 
10 points)
    (ii) The extent to which the services to be provided by the 
proposed project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services. (Up to 5 points)
    (d) Quality of the Management Plan. (Maximum 5 points)
    The Secretary considers the quality of the management plan for the 
proposed project. In determining the quality of the management plan for 
the proposed project, the Secretary considers the adequacy of the 
management plan to achieve the objectives of the proposed project on 
time and within budget, including clearly defined responsibilities, 
timelines, and milestones for accomplishing project tasks.
    (e) Quality of the Project Evaluation. (Maximum 20 points)
    The Secretary considers the quality of the evaluation to be 
conducted of the proposed project. In determining the quality of the 
evaluation, the Secretary considers the following factors:
    (1) The extent to which the evaluation will provide guidance about 
effective strategies suitable for replication or testing in other 
settings. (Up to 10 points)
    (2) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes. (Up to 10 points)
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    The Secretary will select applications for funding in rank order, 
according to the average score received from the peer review and from 
the competitive preference priorities addressed by the applicant. If 
the Secretary has insufficient funding to award multiple applications 
with the same score, in making a selection, the first tiebreaker will 
be to select the applicant with the highest average score under 
Competitive Priority One. If a tie still exists after applying the 
first tiebreaker, the Secretary will select the applicant with the 
highest average score under Quality of the Project Design. If a third 
tiebreaker is required, the Secretary will select the applicant with 
the highest average score under Quality of the Project Services. 
Finally, if a fourth tiebreaker is required, the Secretary will select 
the applicant based on the number of fully certified teachers that the 
applicant's project is designed to produce.
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition, the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions and, under 2 CFR 
3474.10, in appropriate circumstances, high-risk conditions on a grant 
if the applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    4. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.
    5. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with--
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR 
200.216);
    (c) Providing a preference, to the extent permitted by law, to 
maximize use of goods, products, and materials produced in the United 
States (2 CFR 200.322); and
    (d) Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer effectuates the program 
goals or agency priorities (2 CFR 200.340).

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other

[[Page 51662]]

requirements in the Applicable Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: Under 34 CFR 75.110, the Department will 
use the following performance measures to evaluate the success of the 
Hawkins program grants:
    (a) The number and percentage of teacher candidates who complete 
the teacher preparation program, disaggregated by race.
    (b) The number and percentage of teacher candidates, disaggregated 
by race, served by the funded program who become fully certified and 
are placed as teachers of record in high-need LEAs or hard-to-staff 
schools.
    (c) The number and percentage of bilingual and/or multilingual 
teacher candidates who complete the teacher preparation program.
    (d) The number and percentage of bilingual and/or multilingual 
teacher candidates, served by the funded program who become fully 
certified and are placed as teachers of record in high-need LEAs or 
hard-to-staff schools.

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, compact disc, or other accessible format.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at www.govinfo.gov. At this site you can view this 
document, as well as all other documents of this Department published 
in the Federal Register, in text or Portable Document Format (PDF). To 
use PDF, you must have Adobe Acrobat Reader, which is available free at 
the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

Michelle Asha Cooper,
Acting Assistant Secretary for the Office of Postsecondary Education.
[FR Doc. 2022-18273 Filed 8-22-22; 8:45 am]
BILLING CODE 4000-01-P