Applications for New Awards; Transitioning Gang-Involved Youth to Higher Education Program, 31741-31746 [2023-10625]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 88, Number 96 (Thursday, May 18, 2023)]
[Notices]
[Pages 31741-31746]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-10625]



[[Page 31741]]

=======================================================================
-----------------------------------------------------------------------

DEPARTMENT OF EDUCATION


Applications for New Awards; Transitioning Gang-Involved Youth to 
Higher Education Program

AGENCY: Office of Postsecondary Education, Department of Education.

ACTION: Notice.

-----------------------------------------------------------------------

SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications (NIA) for fiscal year (FY) 2023 for the 
Transitioning Gang-Involved Youth to Higher Education Program, 
Assistance Listing Number 84.116Y. This notice relates to the approved 
information collection under OMB control number 1894-0006.

DATES: 
    Applications Available: May 18, 2023.
    Deadline for Transmittal of Applications: July 17, 2023.
    Deadline for Intergovernmental Review: September 15, 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 
www.federalregister.gov/d/2022-26554. Please note that these Common 
Instructions supersede the version published on December 27, 2021.

FOR FURTHER INFORMATION CONTACT: Jymece Seward, U.S. Department of 
Education, 400 Maryland Avenue SW, 5th floor, Washington, DC 20202-
4260. Telephone: 202-453-6138. 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 Transitioning Gang-Involved 
Youth to Higher Education Program (TGIY) is to provide a funding 
opportunity for organizations that work directly with gang-involved 
youth to help such youth pursue higher education opportunities that 
will lead to certification or credentials. Such programs can include 
apprenticeships or other workforce preparation programs that promote 
job readiness upon completion of the program, while simultaneously 
providing essential wraparound services that include culturally 
competent social and emotional support.
    Background: Recent research indicates that more than 1 million 
youth are estimated to be involved in some type of gang, crew, or other 
group.\1\ Youth gang involvement can negatively impact behavioral and 
mental health. Evidence suggests that exposure to adverse childhood 
experiences (ACEs), which are described as potentially traumatic events 
that can have negative lasting effects on health and well-being, can 
have a cumulative effect on later behavior, including potential future 
criminal justice system involvement. The greater the number of ACEs 
experienced in adolescence, the greater the impact on mental health 
into adulthood.\2\ Furthermore, Frisby-Osman and Wood found that a 
range of ACEs, such as familial experiences, exposure to delinquency 
and violent victimization, and mental health difficulties, have been 
linked to a risk of gang involvement.
---------------------------------------------------------------------------

    \1\ Pyrooz, D. and Sweeten, G. (2015). Gang Membership Between 
Ages 5 and 17 Years in the United States. Journal of Adolescent 
Health, 1-6.
    \2\ Frisby-Osman, S. and Wood, J. (2020). Rethinking How We View 
Gang Members: An Examination into Affective, Behavioral, and Mental 
Health Predictors of UK Gang-Involved Youth. Youth Justice (20) 1, 
93-112.
---------------------------------------------------------------------------

    Gang involvement has almost immediate negative effects on 
educational achievement. According to the research, gang-involved youth 
are 30 percent less likely to complete high school compared with their 
gang-avoiding peers. However, regarding postsecondary matriculation, 
gang-affiliated youth who earn a GED went to college at twice the rate 
of their gang-avoiding peers with a GED.\3\ In interviews, gang-
involved youth enrolled in community colleges reported that low 
expectations and negative stereotypes were part of their schooling 
experience.\4\ Accordingly, through this grant opportunity, the 
Department seeks to improve access to postsecondary education and 
outcomes for gang-involved youth.
---------------------------------------------------------------------------

    \3\ Pyrooz, D.C. (2014). From colors and guns to caps and gowns? 
The effect of gang membership on educational attainment. Journal of 
Research in Crime and Delinquency, 51(1), 56-87.
    \4\ Gardenhire-Crooks, A., Collado, H., Martin, K., & Castro, A. 
(2010). Terms of engagement: Men of color discuss their experiences 
in community college. Oakland, CA: MDRC. Retrieved from: https://files.eric.ed.gov/fulltext/ED508982.pdf.
---------------------------------------------------------------------------

    College access is a multistep process for all students, but is 
especially difficult for students from low-income, non-college-educated 
families. These families typically do not possess the valued forms of 
social or cultural capital needed to access the networks that help 
students prepare for college.\5\ Most schools that serve primarily low-
income students are unable to provide adequate college advising or 
information about financial aid or to place students in the appropriate 
courses to increase their college readiness level.\6\ When college 
information is not available or frequently shared with high school 
students, their ability to build the necessary college knowledge and 
form a college-going identity is significantly weakened.
---------------------------------------------------------------------------

    \5\ Tierney, W.G. (2009). Applying to college. Qualitative 
Inquiry, 15(1), 79-95.
    \6\ Corwin, Z.B, Venegas, K.M., Oliverez, P.M., and Colyar, J.E. 
(2004). School counsel: How appropriate guidance affects college 
going. Urban Education, 39(4), 442-457.
---------------------------------------------------------------------------

    Youth who are gang-involved may benefit from holistic support 
systems through which their schools provide culturally competent social 
and emotional support, their families are included in their educational 
efforts, and they receive employment and resources and support for 
accessing financial assistance.\7\ Because prior research has suggested 
that stable employment can reduce the potential for future criminal 
justice system involvement, this program encourages applicants to 
collaborate with other organizations to build and support pathways to 
education and careers for gang-involved youth.
---------------------------------------------------------------------------

    \7\ Sharkey, J. (2015). How to Help Me Get Out of a Gang: Youth 
Recommendations to Family, School, Community, and Law Enforcement 
Systems. Research Gate, 64-100.
---------------------------------------------------------------------------

    Community-based organizations are increasingly looking for 
institutional partners with which to collaborate.\8\ Community-academic 
partnerships are formed to work together toward shared goals to better 
reach and serve traditionally underserved populations. Partnerships can 
be expanded to include not only service delivery but also research and 
education. There can be many benefits to cross-sector partnerships 
relating to the shared work, including diverse perspectives and the 
combined expertise of academic partners and community knowledge.
---------------------------------------------------------------------------

    \8\ Liederman, S., Furco, A., Zapf, J., and Gross, M. (2003). 
Building partnerships with college campuses: Community perspectives. 
Washington, DC: Council for Independent Colleges/The Consortium for 
the Advancement of Private Higher Education's Engaging Communities 
and Campuses Grant Program.
---------------------------------------------------------------------------

    The intent of this program is to support partnerships of 
institutions of higher education and other organizations that are best 
prepared to provide the supports and services necessary, to enable 
underserved youth, including youth with disabilities, to transition 
into postsecondary programs that will allow them to pursue a 
certificate, degree, or other credential, and, in doing so, reduce the 
risk of future criminal justice system involvement.

[[Page 31742]]

    Priorities: This notice contains one absolute priority, two 
competitive preference priorities, and two invitational priorities. The 
absolute priority and competitive preference priorities are from the 
Secretary's Supplemental Priorities and Definitions for Discretionary 
Grant Programs, published in the Federal Register on December 10, 2021 
(86 FR 70612) (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.
    The priority is:
    Increasing Postsecondary Education Access, Affordability, 
Completion, and Post-Enrollment Success.
    Projects that are designed to increase postsecondary access, 
affordability, completion, and success for underserved students by 
addressing one or more of the following priority areas:
    (a) Increasing the number and proportion of underserved students 
who enroll in and complete postsecondary education programs, which may 
include strategies related to college preparation, awareness, 
application, selection, advising, counseling, and enrollment.
    (b) Supporting the development and implementation of student 
success programs that integrate multiple comprehensive and evidence-
based services or initiatives, such as academic advising, structured/
guided pathways, career services, credit-bearing academic undergraduate 
courses focused on career, and programs to meet basic needs, such as 
housing, childcare and transportation, student financial aid, and 
access to technological devices.
    (c) Increasing the number of individuals who return to the 
educational system and obtain a regular high school diploma, or its 
recognized equivalent for adult learners; enroll in and complete 
community college, college, or career and technical training; or obtain 
basic and academic skills, including English language learning, that 
they need to succeed in college--including community college--as well 
as career and technical education and/or the workforce.
    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 
10 points to an application for each competitive preference priority, 
depending on how well the application meets these priorities. 
Applicants may respond to one or both competitive preference 
priorities, for a total of up to 20 additional points.
    These priorities are:
    Competitive Preference Priority 1--Meeting Student Social, 
Emotional, and Academic Needs (Up to 10 points).
    Projects that are designed to improve students' social, emotional, 
academic, and career development, with a focus on underserved students, 
through one or more of the following priority areas:
    (a) Creating a positive, inclusive, and identity-safe climate at 
institutions of higher education through one or more of the following 
activities:
    (1) Fostering a sense of belonging and inclusion for underserved 
students. (Up to 2 points)
    (2) Implementing evidence-based practices for advancing student 
success for underserved students. (Up to 2 points)
    (3) Providing evidence-based professional development opportunities 
designed to build asset-based mindsets for faculty and staff on campus 
and that are inclusive with regard to race, ethnicity, culture, 
language, and disability status. (Up to 2 points)
    (b) Fostering partnerships, including across government agencies 
(e.g., housing, human services, employment agencies), local educational 
agencies, community-based organizations, adult learning providers, and 
postsecondary education institutions, to provide comprehensive services 
to students and families that support students' social, emotional, 
mental health, and academic needs, and that are inclusive with regard 
to race, ethnicity, culture, language, and disability status. (Up to 4 
points)
    Competitive Preference Priority 2--Strengthening Cross-Agency 
Coordination and Community Engagement To Advance Systemic Change (Up to 
10 points).
    Projects that are designed to take a systemic evidence-based 
approach to improving outcomes for underserved students by coordinating 
efforts with Federal, State, or local agencies, or community-based 
organizations, that support students, to address one or both of the 
following:
    (a) Justice policy. (Up to 5 points)
    (b) College readiness. (Up to 5 points)
    Invitational 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 invitational priorities. 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.
    These priorities are:
    Invitational Priority 1--Organizations With a Demonstrated Record 
of Helping Gang-involved Youth Access Postsecondary Education.
    Projects proposed by entities with prior experience working 
directly with gang-involved youth to help such youth pursue higher 
education opportunities. For the purpose of the invitational 
priorities, gang-involved youth means an individual, between the ages 
14 and 24, who may participate in activities of a violent gang or who 
may face an increased risk of gang exposure due to proximity to 
communities with gang activity and/or gang-related conditions (e.g., 
community violence, vandalism, assault, gun violence, illegal drug 
trade, homicide) or other risk factors (e.g., domestic violence, child 
physical and sexual abuse, academic failure, low educational 
aspirations).
    Invitational Priority 2--Promoting Equity in Student Access to 
Educational Resources and Opportunities.
    Projects that are designed to promote educational equity and 
adequacy in resources and opportunity for gang-involved youth--
    (a) In one or more of the following educational settings:
    (1) High school.
    (2) Career and technical education programs.
    (3) Alternative schools and programs.
    (4) Juvenile justice system or correctional facilities.
    (b) That examines the sources of inequity and inadequacy and 
implement responses, and that may include one or more of the following:
    (1) Improving the quality of educational and other evidence-based 
rehabilitative programs in juvenile justice facilities (such as 
detention facilities and secure and non-secure placements) or adult 
correctional facilities.
    (2) Supporting re-entry of, and improving long-term outcomes for, 
youth and adults after release from juvenile justice system or 
correctional facilities by linking youth and adults to appropriate 
support, education, vocational rehabilitation, or workforce training 
programs.
    Definitions: These definitions apply to the priorities and the 
selection criteria for this competition. The definitions of 
``demonstrates a rationale,'' ``evidence-based,'' ``logic model,'' 
``project component,'' and ``relevant outcome'' are from 34 CFR 77.1. 
The definition of ``underserved student'' is from the Supplemental 
Priorities.

[[Page 31743]]

    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.
    Evidence-based means the proposed project component is supported by 
evidence that demonstrates a rationale.
    Logic model (also referred to as 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 User Guide, available at 
https://ies.ed.gov/ncee/rel/regions/pacific/pdf/ELMUserGuideJune2014.pdf.
    Other sources include: https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL2014025.pdf, https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL2014007.pdf, and https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf.
    Project component means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers).
    Relevant outcome means the student outcome(s) or other outcome(s) 
the key project component is designed to improve, consistent with the 
specific goals of the program.
    Underserved student means a student (which may include students in 
postsecondary education or career and technical education, and adult 
learners, as appropriate) in one or both of the following subgroups:
    (a) A disconnected youth.
    (b) A student impacted by the justice system, including a formerly 
incarcerated student.
    Program Authority: 20 U.S.C. 1138-1138d; the Explanatory Statement 
accompanying Division H of the Consolidated Appropriations Act, 2023 
(Pub. L. 117-328).
    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. (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 grant.
    Estimated Available Funds: $4,950,000.
    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: $900,000 to $990,000.
    Estimated Average Size of Awards: $990,000.
    Maximum Award: We will not make an award exceeding $990,000 for a 
single budget period of 36 months.
    Note: The maximum award is based on a 3-year budget period. 
Applicants will need to prepare a multiyear budget request for up to 3 
years.
    Estimated Number of Awards: 5.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 36 months.

III. Eligibility Information

    1. Eligible Applicants: Eligible applicants are IHEs (as defined in 
section 101 of the Higher Education Act of 1965, as amended (20 U.S.C. 
1001)) that are public or private nonprofit IHEs, and public and 
private nonprofit organizations and agencies that partner with 
institutions of higher education.
    Note: If you are a nonprofit organization, under 34 CFR 75.51, you 
may demonstrate your nonprofit status by providing: (1) proof that the 
Internal Revenue Service currently recognizes the applicant as an 
organization to which contributions are tax deductible under section 
501(c)(3) of the Internal Revenue Code; (2) a statement from a State 
taxing body or the State attorney general certifying that the 
organization is a nonprofit organization operating within the State and 
that no part of its net earnings may lawfully benefit any private 
shareholder or individual; (3) a certified copy of the applicant's 
certificate of incorporation or similar document if it clearly 
establishes the nonprofit status of the applicant; or (4) any item 
described above if that item applies to a State or national parent 
organization, together with a statement by the State or parent 
organization that the applicant is a local nonprofit affiliate.
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Supplement-Not-Supplant: This program does not involve 
supplement-not-supplant funding requirements.
    c. Indirect Cost Rate Information: This program uses an 
unrestricted indirect cost rate. For more information regarding 
indirect costs, or to obtain a negotiated indirect cost rate, please 
see www2.ed.gov/about/offices/list/ocfo/intro.html.
    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: Under 34 CFR 75.708(b) and (c) a grantee under this 
competition may award subgrants--to directly carry out project 
activities described in its application--to entities listed in the 
grant 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 (87 FR 75045), and available at 
www.federalregister.gov/d/2022-26554, 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. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal

[[Page 31744]]

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 60 pages and (2) use the 
following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double-space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger, and no 
smaller than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended 60-page limit applies only to the application 
narrative and does not apply to Part I, the cover sheet; Part II, the 
budget section, including the narrative budget justification; Part IV, 
the assurances and certifications; or the one-page abstract. We 
recommend that any application addressing the priorities include no 
more than three additional pages for each priority addressed.
    Note: The Budget Information-Non-Construction Programs Form (ED 
524) Sections A-C are not the same as the narrative response to the 
Budget section of the selection criteria.

V. Application Review Information

    1. Selection Criteria: The following selection criteria for this 
program are from 34 CFR 75.210. The points assigned to each criterion 
are indicated in the parentheses next to the criterion. An applicant 
may earn up to a total of 100 points based on the selection criteria 
and up to 20 additional points under the competitive preference 
priorities, for a total score of up to 120 points. All applications 
will be evaluated based on the selection criteria as follows:
    (a) Quality of the project design. (Maximum 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 (as defined in this notice). (Up to 5 points)
    (ii) The extent to which the design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs. (Up to 10 points)
    (iii) The extent to which the proposed project will establish 
linkages with other appropriate agencies and organizations providing 
services to the target population. (Up to 5 points)
    (b) Quality of project services. (Maximum 20 points)
    (1) The Secretary considers the quality of the services to be 
provided by the proposed project. In determining the quality of the 
services to be provided by the proposed project, the Secretary 
considers the quality and sufficiency of strategies for ensuring equal 
access and treatment for eligible project participants who are members 
of groups that have traditionally been underrepresented based on race, 
color, national origin, gender, age, or disability. (Up to 5 points)
    (2) In addition, the Secretary considers the following factors:
    (i) The extent to which the services to be provided by the proposed 
project are appropriate to the needs of the intended recipients or 
beneficiaries of those services. (Up to 5 points)
    (ii) The likely impact of the services to be provided by the 
proposed project on the intended recipients of those services. (Up to 5 
points)
    (iii) The extent to which the services to be provided by the 
proposed project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services. (Up to 5 points)
    (c) Significance. (Maximum 20 points)
    (1) The Secretary considers the significance of the proposed 
project. In determining the significance of the proposed project, the 
Secretary considers the following factors:
    (i) The potential contribution of the proposed project to increased 
knowledge or understanding of educational problems, issues, or 
effective strategies. (Up to 10 points)
    (ii) The likelihood that the proposed project will result in system 
change or improvement. (Up to 10 points)
    (d) Quality of project personnel. (Maximum 20 points)
    (1) The Secretary considers the quality of the personnel who will 
carry out the proposed project. In determining the quality of project 
personnel, the Secretary considers the extent to which the applicant 
encourages applications for employment from persons who are members of 
groups that have traditionally been underrepresented based on race, 
color, national origin, gender, age, or disability. (Up to 8 points)
    (2) In addition, the Secretary considers the following factors:
    (i) The qualifications, including relevant training and experience, 
of the project director or principal investigator. (Up to 6 points)
    (ii) The qualifications, including relevant training and 
experience, of key project personnel. (Up to 6 points)
    (e) Quality of the management plan. (Maximum 10 points)
    (1) The Secretary considers the quality of the management plan for 
the proposed project. In determining the quality of the management 
plan, the Secretary considers the following factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks. (Up to 5 points)
    (ii) How the applicant will ensure that a diversity of perspectives 
are brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate. (Up to 5 points)
    (f) Quality of the project evaluation. (Maximum 10 points)
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project. In determining the quality of the 
evaluation, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable. 
(Up to 5 points)
    (ii) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project. (Up to 5 points)
    2. Review and Selection Process: 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

[[Page 31745]]

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).
    For this competition, a panel of up to three non-Federal reviewers 
will read, prepare a written evaluation of, and score all eligible 
applications using the selection criteria and the competitive 
preference priorities, if applicable, in this notice. The individual 
scores of the reviewers will be added and the sum divided by the number 
of reviewers to determine the peer review score. The Department may use 
more than one tier of reviews in evaluating grantees. The Department 
will prepare a rank order list of applications based solely on the 
evaluation of their quality according to the selection criteria and 
competitive preference priority points.
    Tiebreaker: In the event there are two or more applications with 
the same final score, and there are insufficient funds to fully support 
each of these applications, the Department will apply the following 
procedure to determine which application or applications will receive 
an award:
    First Tiebreaker: The first tiebreaker will be the highest average 
score for the selection criterion ``Quality of the Project Design.'' If 
a tie remains, the second tiebreaker will be utilized.
    Second Tiebreaker: The second tiebreaker will be the highest 
average score for the selection criterion ``Quality of Project 
Services.'' If a tie remains, the 3rd tiebreaker will be utilized.
    Third Tiebreaker: The third tiebreaker will be the highest average 
score for the selection criterion ``Significance.'' If a tie remains, 
the fourth tiebreaker will be utilized.
    Fourth Tiebreaker: The fourth tiebreaker will be the highest 
average score for the selection criterion ``Quality of the Project 
Evaluation.'' If a tie remains, the fifth tiebreaker will be utilized.
    Fifth Tiebreaker: The fifth tiebreaker will be the highest average 
score for the competitive preference priorities.
    Sixth Tiebreaker: The sixth tiebreaker will be to select the 
application(s) proposed by organizations that work directly with gang-
involved youth to help such youth pursue higher education 
opportunities.
    Seventh Tiebreaker: The seventh tiebreaker will be to select the 
application(s) that propose to serve geographic areas that have been 
previously underserved by this program.
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions and, under 2 CFR 
3474.10, in appropriate circumstances, high-risk conditions on a grant 
if the applicant or grantee is not financially stable; has a history of 
unsatisfactory performance; has a financial or other management system 
that does not meet the standards in 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    4. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your 
integrity, business ethics, and record of performance under Federal 
awards--that is, the risk posed by you as an applicant--before we make 
an award. In doing so, we must consider any information about you that 
is in the integrity and performance system (currently referred to as 
the Federal Awardee Performance and Integrity Information System 
(FAPIIS)), accessible through the System for Award Management. You may 
review and comment on any information about yourself that a Federal 
agency previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.
    5. In General: In accordance with the Office of Management and 
Budget's guidance located at 2 CFR part 200, all applicable Federal 
laws, and relevant Executive guidance, the Department will review and 
consider applications for funding pursuant to this notice inviting 
applications in accordance with--
    (a) Selecting recipients most likely to be successful in delivering 
results based on the program objectives through an objective process of 
evaluating Federal award applications (2 CFR 200.205);
    (b) Prohibiting the purchase of certain telecommunication and video 
surveillance services or equipment in alignment with section 889 of the 
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR 
200.216);
    (c) Providing a preference, to the extent permitted by law, to 
maximize use of goods, products, and materials produced in the United 
States (2 CFR 200.322); and
    (d) Terminating agreements in whole or in part to the greatest 
extent authorized by law if an award no longer effectuates the program 
goals or agency priorities (2 CFR 200.340).

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also.
    If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements, please refer to 2 CFR 
3474.20.

[[Page 31746]]

    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: For the purposes of the Department 
reporting under 34 CFR 75.110, the following performance measures will 
be used in assessing the effectiveness of the TGIY program:
    (a) Number of project participants enrolled in a postsecondary 
education program.
    (b) Number of project participants earning a certificate, degree, 
or other credential.
    (c) Number of project participants active in internships, 
apprenticeships, or other work experiences.
    These measures constitute the Department's indicators of success 
for this program. Consequently, we advise an applicant for an award 
under this program to give careful consideration to the 
operationalization of the measures in conceptualizing the approach and 
evaluation for its proposed project.
    If funded, you will be required to collect and report data in your 
project's annual performance report (34 CFR 75.590).
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, 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.

Nasser H. Paydar,
Assistant Secretary for Postsecondary Education.
[FR Doc. 2023-10625 Filed 5-17-23; 8:45 am]
BILLING CODE 4000-01-P