Applications for New Awards-American History and Civics Education National Activities Program, 26281-26287 [2023-08915]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 88, Number 82 (Friday, April 28, 2023)]
[Notices]
[Pages 26281-26287]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-08915]



[[Page 26281]]

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DEPARTMENT OF EDUCATION


Applications for New Awards--American History and Civics 
Education National Activities Program

AGENCY: Office of Elementary and Secondary 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) 2023 for the American 
History and Civics Education National Activities (AHC-NA) program, 
Assistance Listing Number 84.422B. This notice relates to the approved 
information collection under OMB 1894-0006.

DATES: 
    Applications Available: April 28, 2023.
    Pre-Application Webinars: The Office of Elementary and Secondary 
Education intends to conduct informational webinars designed to provide 
technical assistance to interested applicants for grants under the AHC-
NA program. These informational webinars will occur approximately 2 
weeks after this notice is published in the Federal Register, with 
information available at https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/effective-educator-development-programs/national-activities-grant/.
    Note: For potential grantees new or unfamiliar with grantmaking at 
the Department, please consult the resources on the Department's Grants 
web page: www2.ed.gov/fund/grant/about/discretionary/.
    Deadline for Notice of Intent to Apply: May 30, 2023.
    Deadline for Transmittal of Applications: July 12, 2023.
    Deadline for Intergovernmental Review: September 11, 2023.

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 7, 2022 (87 FR 75045), and available at 
https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs. Please note that these Common Instructions supersede 
the version published on December 27, 2021.

FOR FURTHER INFORMATION CONTACT: Orman Feres, U.S. Department of 
Education, 400 Maryland Avenue SW, Washington, DC 20202-5960. 
Telephone: 202-453-6921. 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 purpose of the AHC-NA program is to promote 
new and existing evidence-based strategies to encourage innovative 
American history, civics and government, and geography instruction, 
learning strategies, and professional development activities and 
programs for teachers, principals, or other school leaders, 
particularly such instruction, strategies, activities, and programs 
that benefit students from low-income backgrounds and other underserved 
populations.
    Background: The AHC-NA program seeks to promote evidence-based 
approaches that encourage innovative American history and civics 
education. In particular, the program seeks to promote strategies, 
activities, and programs that benefit students from low-income 
backgrounds and other underserved populations. This program is 
authorized under section 2233 of the Elementary and Secondary Act of 
1965, as amended (ESEA). The Department encourages applications to 
include strong partnerships and active collaboration between eligible 
entities, local educational agencies and State educational agencies 
(SEAs) in their design and proposed implementation. Project activities 
should reflect the best available research and practice in teaching and 
learning.
    This competition includes one absolute priority, two competitive 
preference priorities, and one invitational priority. Consistent with 
section 2233 of the ESEA, the absolute priority addresses innovative 
instruction or professional development in American history, civics and 
government, and geography, and Competitive Preference Priority 1 
encourages applicants to propose projects that incorporate the use of 
hands-on civic engagement activities for teachers and students or 
programs that educate students about the history and principles of the 
U.S. Constitution, including the Bill of Rights. Competitive Preference 
Priority 2, drawn from Supplemental Priorities and Definitions for 
Discretionary Programs (Supplemental Priorities), published in the 
Federal Register on December 10, 2021, 86 FR 70612, encourages 
applicants to develop programs that promote equity in student access to 
educational resources and opportunities. This work may be accomplished 
by carefully examining and implementing responses to the sources of 
inequity or by establishing, expanding, or improving efforts intended 
to engage members of underserved communities in policy and practice.
    The Department recognizes the negative impact that inadequate 
access to and the inequitable distribution of, resources have on the 
educational experience of students who represent traditionally 
underserved communities. Access to educational resources and 
opportunities such as rigorous coursework, and dual enrollment can have 
positive impacts on underserved students. A December 2020 brief from 
the National Center for Education Statistics at the Department's 
Institute of Education Sciences \1\ revealed that a correlation exists 
between the percentage of students who qualify for free or reduced-
price lunch in a school and the likelihood that those students will 
have access to dual enrollment opportunities. Specifically, the study 
showed that schools with a higher percentage of students who qualified 
for free or reduced-price lunch were less likely to offer dual 
enrollment than schools with a lower rate of participation in free or 
reduced-price lunch programs. Such examples of inadequate or 
inequitable access to educational resources can lead to the students 
from higher poverty schools having fewer opportunities for educational 
enrichment and a lower likelihood that they will have access to well-
rounded coursework and high-quality college and career pathway 
programs. This could ultimately limit civic engagement in our 
democracy.
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    \1\ nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020125.
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    Effective civics education is a key component in the preservation 
of the Nation's democracy. Providing students with a strong foundation 
in information literacy skills is especially important in an age of 
digital media consumption. A 2019 survey conducted by Common Sense 
Media and Survey Monkey \2\ revealed that teens are substantially more 
likely to obtain their news from information posted on social media 
platforms or shared by celebrities and influencers than from 
traditional media outlets. As a result, misinformation can

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more easily spread, and effective civics education can help students 
distinguish fact from misinformation by providing them with the 
knowledge and skills to critically evaluate information and news and 
develop the skills necessary to meaningfully participate in our 
democracy.
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    \2\ https://www.commonsensemedia.org/about-us/news/press-releases/new-survey-reveals-teens-get-their-news-from-social-media-and-youtube.
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    Therefore, the invitational priority encourages applicants to 
foster critical thinking and promote student engagement in civics 
education through professional development and/or student-facing 
projects using media literacy, digital citizenship, or other activities 
designed to and promote student engagement in civics. The inclusion of 
this invitational priority reflects the congressional intent outlined 
in the 2023 Appropriations Committee Report directing the Department to 
provide grants that emphasize student engagement, promote civic 
participation, and cultivate media literacy. Consistent with the use of 
invitational priorities across grant competitions, applicants are not 
required to respond to the invitational priority, and applications that 
meet the invitational priority do not receive a preference or 
competitive advantage over other applications.
    The Department fully recognizes and respects that curriculum 
decisions are made at the State and local levels, not by the Federal 
Government, and does not mandate, direct, or control curricula through 
this competition. Rather, the Department, through this competition, 
seeks to encourage efforts to implement more effective, student-
centered teaching practices and professional development activities 
while promoting learning practices among students that reflect the 
diversity of identities, histories, contributions, and experiences to 
support enriched educational opportunity, equity, and success for all 
students.
    Priorities: This notice contains one absolute priority, two 
competitive preference priorities, and one invitational priority. In 
accordance with 34 CFR 75.105(b)(2)(iv), the absolute priority is from 
section 2233(b)(1) of the ESEA, 20 U.S.C. 6663. Competitive Preference 
Priority 1 is from section 2233(b)(2) of the ESEA, and Competitive 
Preference Priority 2 is from the Supplemental Priorities.
    Absolute Priority: For FY 2023 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:
    Innovative Instruction or Professional Development in American 
History, Civics and Government, and Geography.
    Under this priority, we provide funding to projects that are 
designed to develop, implement, expand, evaluate, and disseminate for 
voluntary use, innovative, evidence-based approaches or professional 
development programs in American history, civics and government, and 
geography. To meet this priority, a project must--
    (a) Show potential to improve the quality of teaching of and 
student achievement in American history, civics and government, or 
geography, in elementary schools and secondary schools; and
    (b) Demonstrate innovation, scalability, accountability, and a 
focus on underserved populations.
    Competitive Preference Priorities: For FY 2023 and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, these priorities are competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i) we award up to an additional 
12 points to an application, depending on how well the application 
meets these priorities.
    These priorities are:
    Competitive Preference Priority 1--Innovative Activities for Civic 
Engagement. (up to 5 points)
    Under this priority, we provide funding to promote new and existing 
evidence-based strategies to encourage innovative civics and government 
learning strategies and professional development activities and 
programs for teachers, principals, or other school leaders, 
particularly such instruction, strategies, activities, and programs 
that benefit low-income students and underserved populations. To meet 
this priority, a project must include one or both of the following--
    (a) Hands-on civic engagement activities for teachers and students; 
or
    (b) Programs that educate students about the history and principles 
of the Constitution of the United States, including the Bill of Rights.
    Competitive Preference Priority 2--Promoting Equity in Student 
Access to Educational Resources and Opportunities. (up to 7 points)
    Under this priority, an applicant must demonstrate that the 
applicant proposes a project designed to promote educational equity and 
adequacy in resources and opportunity for underserved students in one 
or more of the following educational settings:
    (i) Early learning programs.
    (ii) Elementary school
    (iii) Middle school.
    (iv) High school.
    (v) Career and technical education programs.
    (vi) Out-of-school-time settings.
    (vii) Alternative schools and programs.
    (viii) Juvenile justice system or correctional facilities.
    The project also must examine the sources of inequity and 
inadequacy and implement responses, and may include one or both of the 
following:
    (i) Rigorous, engaging, and well-rounded (e.g., that include music 
and the arts) approaches to learning that are inclusive with regard to 
race, ethnicity, culture, language, and disability status and prepare 
students for college, career, and civic life, including civics programs 
that support students in understanding and engaging in American 
democratic practices (up to 3 points).
    (ii) Establishing, expanding, or improving the engagement of 
underserved community members (including underserved students and 
families) in informing and making decisions that influence policy and 
practice at the school, district, or State level by elevating their 
voices, through their participation and their perspectives and 
providing them with access to opportunities for leadership (e.g., 
establishing partnerships between civic student government programs and 
parent and caregiver leadership initiatives) (up to 4 points).
    Invitational Priority: For FY 2023 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, this priority is invitational priority. Under 34 CFR 
75.105(c)(1) we do not give an application that meets these 
invitational priorities a competitive or absolute preference over other 
applications.
    This priority is:
    Projects that describe how they will foster critical thinking and 
promote student engagement in civics education through professional 
development and/or student-facing projects using media literacy, 
digital citizenship, or other activities designed to support students 
in--
    (a) Evaluating sources and evidence using standards of proof;
    (b) Understanding their own biases when reviewing information, as 
well as uncovering and recognizing bias in primary and secondary 
sources;
    (c) Synthesizing information into cogent communications; and
    (d) Understanding how inaccurate information may be used to 
influence individuals and developing strategies to recognize accurate 
and inaccurate information.
    Note: The National Association for Media Literacy Education defines 
media

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literacy as ``the ability to access, analyze, evaluate, create, and act 
using all forms of communication.'' \3\ For the purpose of this 
priority, digital citizenship means the safe, ethical, responsible, and 
informed use of technology. This concept encompasses a range of skills 
and literacies that can include internet safety, privacy and security, 
cyberbullying, online reputation management, communication skills, 
information literacy, and creative credit and copyright.
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    Definitions: The following definitions apply to this competition. 
The definition of ``evidence-based'' is from section 8101 of the ESEA. 
The definitions of ``demonstrates a rationale,'' ``experimental 
study,'' ``logic model,'' ``moderate evidence,'' ``project component,'' 
``promising evidence,'' ``quasi-experimental design study,'' ``relevant 
outcome,'' ``strong evidence,'' and ``What Works Clearinghouse 
Handbooks'' are from 34 CFR 77.1. The definitions of ``children or 
students with disabilities,'' ``disconnected youth,'' ``early 
learning,'' ``English learner,'' ``military- or veteran-connected 
student,'' and ``underserved student'' are from the Supplemental 
Priorities.
    Children or students with disabilities means children with 
disabilities as defined in section 602(3) of the Individuals with 
Disabilities Education Act (IDEA) (20 U.S.C. 1401(3)) and 34 CFR 300.8, 
or students with disabilities, as defined in the Rehabilitation Act of 
1973 (29 U.S.C. 705(37), 705(202)(B)).
    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.
    Disconnected youth means an individual, between the ages 14 and 24, 
who may be from a low-income background, experiences homelessness, is 
in foster care, is involved in the justice system, or is not working or 
not enrolled in (or at risk of dropping out of) an educational 
institution.
    Early learning means any (a) State-licensed or State-regulated 
program or provider, regardless of setting or funding source, that 
provides early care and education for children from birth to 
kindergarten entry, including, but not limited to, any program operated 
by a child care center or in a family child care home; (b) program 
funded by the Federal Government or State or local educational agencies 
(including any Individuals with Disabilities Education Act (IDEA)-
funded program); (c) Early Head Start and Head Start program; (d) non-
relative child care provider who is not otherwise regulated by the 
State and who regularly cares for two or more unrelated children for a 
fee in a provider setting; and (e) other program that may deliver early 
learning and development services in a child's home, such as the 
Maternal, Infant, and Early Childhood Home Visiting Program; Early Head 
Start; and Part C of IDEA.
    English learner means an individual who is an English learner as 
defined in section 8101(20) of the Elementary and Secondary Education 
Act of 1965, as amended, or an individual who is an English language 
learner as defined in section 203(7) of the Workforce Innovation and 
Opportunity Act.
    Evidence-based means an activity, strategy, or intervention that--
    (i) Demonstrates a statistically significant effect on improving 
student outcomes or other relevant outcomes based on--
    (A) Strong evidence from at least 1 well-designed and well-
implemented experimental study;
    (B) Moderate evidence from at least 1 well-designed and well-
implemented quasi-experimental study; or
    (C) Promising evidence from at least 1 well-designed and well-
implemented correlational study with statistical controls for selection 
bias; or
    (ii)(A) Demonstrates a rationale based on high quality research 
findings or positive evaluation that such activity, strategy, or 
intervention is likely to improve student outcomes or other relevant 
outcomes; and
    (B) Includes ongoing efforts to examine the effects of such 
activity, strategy, or intervention.
    Experimental study means a study that is designed to compare 
outcomes between two groups of individuals (such as students) that are 
otherwise equivalent except for their assignment to either a treatment 
group receiving a project component or a control group that does not. 
Randomized controlled trials, regression discontinuity design studies, 
and single-case design studies are the specific types of experimental 
studies that, depending on their design and implementation (e.g., 
sample attrition in randomized controlled trials and regression 
discontinuity design studies), can meet What Works Clearinghouse (WWC) 
standards without reservations as described in the WWC Handbooks:
    (i) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
project component being evaluated (the treatment group) or not to 
receive the project component (the control group).
    (ii) A regression discontinuity design study assigns the project 
component being evaluated using a measured variable (e.g., assigning 
students reading below a cutoff score to tutoring or developmental 
education classes) and controls for that variable in the analysis of 
outcomes.
    (iii) A single-case design study uses observations of a single case 
(e.g., a student eligible for a behavioral intervention) over time in 
the absence and presence of a controlled treatment manipulation to 
determine whether the outcome is systematically related to the 
treatment.
    Logic model (also referred to as a theory of action) means a 
framework that identifies key project components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to be 
critical to achieving the relevant outcomes) and describes the 
theoretical and operational relationships among the key project 
components and relevant outcomes.
    Moderate evidence means that there is evidence of effectiveness of 
a key project component in improving a relevant outcome for a sample 
that overlaps with the populations or settings proposed to receive that 
component, based on a relevant finding from one of the following:
    (i) A practice guide prepared by the WWC using version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base'' 
or ``moderate evidence base'' for the corresponding practice guide 
recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1, 
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ``positive effect'' 
or ``potentially positive effect'' on a relevant outcome based on a 
``medium to large'' extent of evidence, with no reporting of a 
``negative effect'' or ``potentially negative effect'' on a relevant 
outcome; or
    (iii) A single experimental study or quasi-experimental design 
study reviewed and reported by the WWC using version 2.1, 3.0, 4.0, or 
4.1 of the WWC Handbooks, or otherwise assessed by the Department using 
version 4.1 of the WWC Handbooks, as appropriate, and that--
    (A) Meets WWC standards with or without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC

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intervention report prepared under version 2.1, 3.0, 4.0, or 4.1 of the 
WWC Handbooks; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy the 
requirement in this paragraph (iii)(D).
    Military- or veteran-connected student means one or more of the 
following:
    (a) A child participating in an early learning program, a student 
enrolled in preschool through grade 12, or a student enrolled in career 
and technical education or postsecondary education who has a parent or 
guardian who is a member of the uniformed services (as defined by 37 
U.S.C. 101), in the Army, Navy, Air Force, Marine Corps, Coast Guard, 
Space Force, National Guard, Reserves, National Oceanic and Atmospheric 
Administration, or Public Health Service or is a veteran of the 
uniformed services with an honorable discharge (as defined by 38 U.S.C. 
3311).
    (b) A student who is a member of the uniformed services, a veteran 
of the uniformed services, or the spouse of a service member or 
veteran.
    (c) A child participating in an early learning program, a student 
enrolled in preschool through grade 12, or a student enrolled in career 
and technical education or postsecondary education who has a parent or 
guardian who is a veteran of the uniformed services (as defined by 37 
U.S.C. 101).
    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 sustained coaching for these teachers).
    Promising evidence means that there is evidence of the 
effectiveness of a key project component in improving a relevant 
outcome, based on a relevant finding from one of the following:
    (i) A practice guide prepared by WWC reporting a ``strong evidence 
base'' or ``moderate evidence base'' for the corresponding practice 
guide recommendation;
    (ii) An intervention report prepared by the WWC reporting a 
``positive effect'' or ``potentially positive effect'' on a relevant 
outcome with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (iii) A single study assessed by the Department, as appropriate, 
that--
    (A) Is an experimental study, a quasi-experimental design study, or 
a well-designed and well-implemented correlational study with 
statistical controls for selection bias (e.g., a study using regression 
methods to account for differences between a treatment group and a 
comparison group); and
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome.
    Quasi-experimental design study means a study using a design that 
attempts to approximate an experimental study by identifying a 
comparison group that is similar to the treatment group in important 
respects. This type of study, depending on design and implementation 
(e.g., establishment of baseline equivalence of the groups being 
compared), can meet WWC standards with reservations, but cannot meet 
WWC standards without reservations, as described in the WWC Handbooks.
    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.
    Strong evidence means that there is evidence of the effectiveness 
of a key project component in improving a relevant outcome for a sample 
that overlaps with the populations and settings proposed to receive 
that component, based on a relevant finding from one of the following:
    (i) A practice guide prepared by the WWC using version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base'' 
for the corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1, 
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ``positive effect'' 
on a relevant outcome based on a ``medium to large'' extent of 
evidence, with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (iii) A single experimental study reviewed and reported by the WWC 
using version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbooks, or otherwise 
assessed by the Department using version 4.1 of the WWC Handbooks, as 
appropriate, and that--
    (A) Meets WWC standards without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy the 
requirement in this paragraph (iii)(D).
    Underserved student means a student (which may include children in 
early learning environments, students in K-12 programs, students in 
postsecondary education or career and technical education, and adult 
learners, as appropriate) in one or more of the following subgroups:
    (a) A student who is living in poverty or is served by schools with 
high concentrations of students living in poverty.
    (b) A student of color.
    (c) A student who is a member of a federally recognized Indian 
Tribe.
    (d) An English learner.
    (e) A child or student with a disability.
    (f) A disconnected youth.
    (g) A technologically unconnected youth.
    (h) A migrant student.
    (i) A student experiencing homelessness or housing insecurity.
    (j) A lesbian, gay, bisexual, transgender, queer or questioning, or 
intersex (LGBTQI+) student.
    (k) A student who is in foster care.
    (l) A student without documentation of immigration status.
    (m) A pregnant, parenting, or caregiving student.
    (n) A student performing significantly below grade level.
    (o) A military- or veteran- connected student.
    What Works Clearinghouse (WWC) Handbooks (WWC Handbooks) means the 
standards and procedures set forth in the WWC Standards Handbook, 
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1, 
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version 
2.1 (all incorporated by reference, see Sec.  77.2). Study findings 
eligible for review under WWC standards can meet WWC standards without 
reservations, meet WWC standards with reservations, or not meet WWC 
standards. WWC practice guides

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and intervention reports include findings from systematic reviews of 
evidence as described in the WWC Handbooks documentation.
    Note: The What Works Clearinghouse Procedures and Standards 
Handbook (Version 4.1), as well as the more recent What Works 
Clearinghouse Handbooks released in August 2022 (Version 5.0), are 
available at https://ies.ed.gov/ncee/wwc/Handbooks.
    Program Authority: Section 2233 of the ESEA, 20 U.S.C. 6663.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in the 
Federal civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 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. (d) The Supplemental Priorities.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $18,975,000.
    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: $500,000-$1,000,000 per year.
    Estimated Average Size of Awards: $650,000 per year.
    Maximum Award: We will not make an award exceeding $1,000,000 to 
any applicant per 12-month budget period. The Department plans to fully 
fund awards made under this notice with FY 2023 funds.
    Estimated Number of Awards: 25-30.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 36 months, with potential for renewal of up 
to an additional 24 months.

III. Eligibility Information

    1. Eligible Applicants: An institution of higher education or other 
nonprofit or for-profit organization with demonstrated expertise in the 
development of evidence-based approaches with the potential to improve 
the quality of American history, civics and government, or geography 
learning and teaching.
    Note: If multiple eligible entities wish to form a consortium and 
jointly submit a single application, they must follow the procedures 
for group applications described in 34 CFR 75.127 through 34 CFR 
75.129.
    2. a. Cost Sharing or Matching: This program does not require any 
cost sharing or matching.
    b. Supplement-Not-Supplant: This program involves supplement-not-
supplant funding requirements. In accordance with section 2301 of the 
ESEA, funds made available under this program must be used to 
supplement, and not supplant, other non-Federal funds that would 
otherwise be expended to carry out activities under this program.
    c. Indirect Cost Rate Information: This program uses a training 
indirect cost rate. This limits indirect cost reimbursement to an 
entity's actual indirect costs, as determined in its negotiated 
indirect cost rate agreement, or 8 percent of a modified total direct 
cost base, whichever amount is less. For more information regarding 
training indirect cost rates, see 34 CFR 75.562. For more information 
regarding indirect costs, or to obtain a negotiated indirect cost rate, 
please see www2.ed.gov/about/offices/list/ocfo/intro.html.
    d. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    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 7, 2022 (84 FR 3768), and available at https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application. Please note that these Common Instructions 
supersede the version published on December 27, 2021.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the AHC-NA program, 
your application may include business information that you consider 
proprietary. In 34 CFR 5.11, we define ``business information'' and 
describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
amended).
    Because we plan to make successful applications available to the 
public, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you believe is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information. For additional 
information please see 34 CFR 5.11(c).
    3. Intergovernmental Review: This 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 competition.
    4. Funding Restrictions: We specify unallowable costs in 2 CFR 200, 
subpart E. We reference additional regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    5. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to no more than 50 pages and (2) use the 
following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).

[[Page 26286]]

     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    Furthermore, applicants are strongly encouraged to include a table 
of contents that specifies where each required part of the application 
is located.
    6. Notice of Intent to Apply: The Department will be able to 
develop a more efficient process for reviewing grant applications if it 
has a better understanding of the number of entities that intend to 
apply for funding under this competition. Therefore, the Secretary 
strongly encourages each potential applicant to notify the Department 
of its intent to submit an application. To do so, please email the 
program contact person listed under FOR FURTHER INFORMATION CONTACT 
with the subject line ``Intent to Apply,'' and include the applicant's 
name and a contact person's name and email address.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this program are 
from 34 CFR 75.210. An applicant may earn up to a total of 100 points 
based on the selection criteria. The maximum score for addressing each 
criterion is indicated in parentheses.
    (a) Quality of the project design. (20 points)
    (1) The Secretary considers the quality of the design of the 
proposed project.
    In determining the quality of the design of the proposed project, 
the Secretary considers the following factors:
    (i) The extent to which the proposed project demonstrates a 
rationale. (10 points)
    (ii) The extent to which the proposed project represents an 
exceptional approach to the priority or priorities established for the 
competition. (10 points)
    (b) Need for project. (25 points)
    (1) The Secretary considers the need for the proposed project.
    (2) In determining the need for the proposed project, the Secretary 
considers the following factors:
    (i) The magnitude or severity of the problem to be addressed by the 
proposed project. (8 points)
    (ii) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses. (7 points)
    (iii) The extent to which the proposed project will focus on 
serving or otherwise addressing the needs of disadvantaged individuals. 
(10 points)
    (c) Quality of the management plan. (25 points)
    (1) The Secretary considers the quality of the management plan for 
the proposed project. In determining the quality of the management plan 
for the proposed project, the Secretary considers the following 
factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks. (13 points)
    (ii) The adequacy of procedures for ensuring feedback and 
continuous improvement in the operation of the proposed project. (12 
points)
    (d) Adequacy of resources. (30 points)
    (1) The Secretary considers the adequacy of resources for the 
proposed project. In determining the quality of the adequacy of 
resources, the Secretary considers the following factors:
    (i) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization. (6 points)
    (ii) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project. (8 points)
    (iii) The extent to which the applicant demonstrates that it has 
the resources to operate the project beyond the length of the grant, 
including a multiyear financial and operating model and accompanying 
plan; the demonstrated commitment of any partners; evidence of broad 
support from stakeholders (e.g., SEAs, teachers' unions) critical to 
the project's long-term success; or more than one of these types of 
evidence. (8 points)
    (iv) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project. 
(8 points)
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, 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 OMB'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

[[Page 26287]]

objective process of evaluating Federal award applications (2 CFR 
200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR 
200.216);
    (c) Providing a preference, to the extent permitted by law, to 
maximize use of goods, products, and materials produced in the United 
States (2 CFR 200.322); and
    (d) Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer effectuates the program 
goals or agency priorities (2 CFR 200.340).

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN), or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license must extend only to 
those modifications that can be separately identified and only to the 
extent that open licensing is permitted under the terms of any licenses 
or other legal restrictions on the use of pre-existing works. 
Additionally, a grantee or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    5. Performance Measures: For the purposes of Department reporting 
under 34 CFR 75.110, we have established the following performance 
objective for the AHC-NA Program: Participants will demonstrate through 
pre- and post-assessments an increased understanding of American 
history, civics and government, and geography.
    For purposes of Department reporting under 34 CFR 75.110, we will 
track performance on this objective through the following measure: The 
average percentage gain on an American History, Civics and Government, 
Geography and/or other related assessment after participation in the 
grant activities.
    We advise an applicant for a grant under this program to give 
careful consideration to this measure in conceptualizing the approach 
to, and evaluation of, its proposed project. Each grantee will be 
required to provide, in its annual and final performance reports, data 
about its performance with respect to this measure.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; whether the 
grantee has met the required non-Federal cost share or matching 
requirement; and, if the Secretary has established performance 
measurement requirements, whether the grantee has made substantial 
progress in achieving the performance targets in the grantee's approved 
application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

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

James F. Lane,
Senior Advisor, Office of the Secretary, Delegated the Authority to 
Perform the Functions and Duties of the Assistant Secretary, Office of 
Elementary and Secondary Education.
[FR Doc. 2023-08915 Filed 4-27-23; 8:45 am]
BILLING CODE 4000-01-P