Applications for New Awards; Child Care Access Means Parents in School Program, 34835-34840 [2023-11469]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 88, Number 104 (Wednesday, May 31, 2023)]
[Notices]
[Pages 34835-34840]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-11469]



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DEPARTMENT OF EDUCATION


Applications for New Awards; Child Care Access Means Parents in 
School Program

AGENCY: Office of Postsecondary Education, Department of Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2023 for the 
Child Care Access Means Parents in School (CCAMPIS) Program, Assistance 
Listing Number 84.335A. This notice relates to the approved information 
collection under OMB control number 1840-0737.

DATES: 
    Applications Available: May 31, 2023.
    Deadline for Transmittal of Applications: July 31, 2023.
    Deadline for Intergovernmental Review: August 29, 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: Harold Wells, U.S. Department of 
Education, 400 Maryland Avenue SW, 5th Floor, Washington, DC 20202-
4260. Telephone: (202) 453-6131. 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 CCAMPIS Program supports the participation 
of low-income parents in postsecondary education by providing campus-
based child care services.
    Priorities: This notice contains two absolute priorities, one 
competitive preference priority, and three invitational priorities. In 
accordance with 34 CFR 75.105(b)(2)(iv), the absolute priorities are 
from section 419N(d) of the Higher Education Act of 1965, as amended 
(HEA), 20 U.S.C. 1070e(d). The competitive preference priority is from 
the Secretary's Supplemental Priorities and Definitions for 
Discretionary Grants Programs, published in the Federal Register on 
December 10, 2021 (86 FR 70612) (Supplemental Priorities).
    Note: Applicants must include in the one-page abstract submitted 
with the application a statement indicating whether the competitive 
preference priority is addressed. If the applicant has addressed the 
competitive preference priority, this information must also be listed 
on the CCAMPIS Program Profile form.
    Absolute 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 absolute priorities. Under 34 CFR 
75.105(c)(3), we consider only applications that meet both priorities.
    These priorities are:
    Absolute Priority 1: Projects that are designed to leverage 
significant local or institutional resources, including in-kind 
contributions, to support the activities assisted under section 419N of 
the HEA.
    Absolute Priority 2: Projects that are designed to utilize a 
sliding fee scale for child care services provided under section 419N 
of the HEA in order to support a high number of low-income parents 
pursuing postsecondary education at the institution.
    Competitive Preference Priority: For FY 2023, and any subsequent 
year in which we make awards from the list of unfunded applicants from 
this competition, this priority is a competitive preference priority. 
Under 34 CFR 75.105(c)(2)(i), we award up to an additional 5 points to 
an application, depending on how well the application meets this 
priority.
    This priority is:
    Strengthening Cross-Agency Coordination and Community Engagement to 
Advance Systemic Change (up to 5 points).
    Projects that are designed to take a systemic evidence-based 
approach to improving outcomes for underserved students in coordinating 
efforts with Federal, State, or local agencies, or community-based 
organizations that support students, to address child care.
    Background: The Department encourages applicants to coordinate with 
agencies and organizations to leverage funding available through 
Federal, State, or local governments, or community-based organizations, 
to support student parents in meeting early learning needs. Applicants 
could also propose to establish partnerships with other publicly funded 
child care centers, including Head Start providers, to help student 
parents on waiting lists access other child care centers with available 
space. For example, in recent months, partnerships have developed to 
encourage the establishment of Head Start Centers on community college 
campuses. Through these partnerships, community colleges will provide 
free on-campus space and the Head Start centers will provide free 
childcare to college students.\1\
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    \1\ Inside Higher Ed, ``Community Colleges to Get More Head 
Start Centers.''https://www.insidehighered.com/quicktakes/2023/03/16/community-colleges-get-more-head-start-centers.
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    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: Supporting Students Who Are Single 
Parents.
    Projects that propose to serve children of student-parents who are 
single parents. An applicant should describe in its application how it 
will use institutional funds, in addition to child care assistance 
provided by CCAMPIS funds, to provide resources that will enhance the 
educational, personal, and financial growth of students who are single 
parents.
    Background: According to the Institute for Women's Policy Research 
(IWPR), there are nearly 2.1 million single mothers in college today, 
many of whom are women of color.\2\ These mothers face nearly 
insurmountable odds against finishing their degrees, even as many of 
them are pursuing higher education in order to lift their families out 
of poverty. IWPR further notes that only 8 percent of single mothers 
who start college earn an associate or bachelor's degree within 6 
years, compared with about half of women who are not mothers.
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    \2\ Institute for Women's Policy Research (IWPR) analysis of 
data from the U.S. Department of Education (September 2017), 
National Center for Education Statistics. National Postsecondary 
Student Aid Study and the Integrated Postsecondary Aid Survey 
(IPEDS). Retrieved from https://iwpr.org/iwpr-issues/student-parent-success-initiative/single-mothers-in-college-growing-enrollment-financial-challenges-and-the-benefits-of-attainment/.
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    IWPR research also finds that supports such as free child care, 
financial assistance, and social skills training would allow more 
student parents to graduate. According to the IWPR, offering free child 
care to a single mother pursuing a bachelor's degree improves success 
rates for community college students. Free child care may

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allow many student parents to finish school more quickly, meaning they 
would require fewer years of support and likely spend more years 
earning higher wages. One recent study shows that students who utilized 
a campus child care center had triple the on-time graduation rate of 
student parents who did not use a center.\3\
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    \3\ Stewart, P. ``Campus Child Care Critical in Raising Single 
Mothers' Graduation Rates.'' Diverse Issues in Higher Education 
(June 6, 2018). https://diverseeducation.com/article/117704/.
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    Invitational Priority 2: Increasing the quality of campus-based 
child care for low-income student parents.
    Applications from institutions that are working to improve the 
quality of campus-based child care provided to the children of low-
income student parents, which include increases in compensation and 
providing support services for early childhood teachers, using Federal 
and non-Federal funding as appropriate.
    Background: High-quality child care provides benefits to children, 
their parents, and the economy at large. Research indicates that 
children who attend high-quality early childhood education programs 
perform better in school, have higher educational attainment, have 
better health, and have higher individual and household 
earnings.4 5 These findings indicate that high-quality child 
care may produce positive intergenerational impacts by affording low-
income parents the ability to participate in postsecondary education 
while setting up their children for future success.
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    \4\ U.S. Department of the Treasury. 2021. ``The economics of 
child care supply in the United States.'' https://home.treasury.gov/system/files/136/TheEconomics-of-Childcare-Supply-09-14-final.pdf.
    \5\ Barr, A., & Gibbs, C. R. (2022). Breaking the Cycle? 
Intergenerational Effects of an Antipoverty Program in Early 
Childhood. Journal of Political Economy, 130(12), 3253-3285.
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    Beyond the core safety and security requirements, systematic 
efforts to boost quality in early childhood education include the Head 
Start Program Performance Standards \6\ and States' quality rating and 
improvement systems.\7\ An important, measurable dimension of quality 
in early childhood settings is the nature of relationships and 
interactions between early childhood staff and children in the care 
setting. Evidence suggests that stable, attached child-caregiver 
relationships in the children's earliest years provide a critical 
foundation for their subsequent healthy development.\8\ Research 
suggests that staff turnover in early childhood settings is associated 
with children's weaker language and social skill development,\9\ and 
workers experiencing economic stress have a more difficult time fully 
engaging with children and offering a high-quality learning 
experience.\10\ Evidence also indicates that improvements in 
compensation and working conditions can significantly reduce turnover 
and are associated with better care and improved child outcomes.\11\ 
This priority is in keeping with President Biden's Executive Order on 
Increasing Access to High-Quality Care and Supporting Caregivers, 
signed April 18, 2023.\12\
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    \6\ https://eclkc.ohs.acf.hhs.gov/policy/45-cfr-chap-xiii.
    \7\ https://childcareta.acf.hhs.gov/sites/default/files/public/a_foundation_for_quality.pdf.
    \8\ Thresholds in the association between quality of teacher-
child interactions and preschool children's school readiness 
skills--ScienceDirect.
    \9\ Center- and Program-Level Factors Associated with Turnover 
in the Early Childhood Education Workforce.
    \10\ Chapter 20 Pre-School, Day Care, and After-School Care: 
Who's Minding the Kids?--ScienceDirect.
    \11\ https://files.elfsightcdn.com/022b8cb9-839c-4bc2-992e-cefccb8e877e/6de6fd54-e921-4c88-a452-ad7cabccc362.pdf.
    \12\ Executive Order on Increasing Access to High-Quality Care 
and Supporting Caregivers [bond] The White House.
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    Invitational Priority 3: Providing Wraparound Services for Low-
Income Parents in Postsecondary Education.
    Projects that propose to develop high-impact community engagement 
strategies and partner with community organizations in order to 
leverage institutional and community resources to provide wraparound 
services that address the comprehensive needs of low-income parents in 
postsecondary education, such as public benefits and additional 
financial aid to cover textbook costs, transportation costs, mental 
health services, faculty mentoring, tutoring, peer support groups, and 
emergency grants.
    Background: Poverty reduces a student's opportunity to enter, 
persist, and complete higher education. Students from low-income 
backgrounds are more likely to delay enrollment, enroll in college 
part-time, or drop out.\13\
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    \13\ ``Low-income students are dropping out of college this fall 
in alarming numbers,'' The Washington Post (Sept. 16, 2020), https://www.washingtonpost.com/business/2020/09/16/college-enrollment-down/.
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    The novel coronavirus disease 2019 (COVID-19) pandemic caused many 
students to delay enrollment in college,\14\ and colleges and 
universities struggle to address the financial needs of enrolled 
students. Financial aid supports such as Pell Grants provide important 
resources for under-resourced students to access college, but 
additional supports are needed to ensure students persist and complete 
their education. Studies in New York and Ohio, for example, show that 
comprehensive supports such as leadership opportunities, career 
development, and removal of key financial barriers designed to help 
community college students stay enrolled and graduate have doubled 3-
year graduation rates for those students.\15\
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    \14\ https://www.cnbc.com/2021/04/16/college-enrollment-sank-due-to-thecovid-pandemic.html.
    \15\ Manpower Demonstration Research Corporation, ``CUNY ASAP 
Doubles Graduation Rates in New York and Ohio.'' (Feb. 2021). 
Retrieved February 23, 2021. https://www.mdrc.org/publication/cuny-asap-doubles-graduation-rates-new-york-city-and-ohio.
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    Application Requirements: For FY 2023, and any subsequent year in 
which we make awards from the list of unfunded applications from this 
competition, applicants must meet the following application 
requirements from section 419N(c) of the HEA:
    (a) An institution of higher education desiring a grant under this 
competition must submit an application that--
    (1) Demonstrates that the institution is an eligible institution;
    (2) Specifies the amount of funds requested;
    (3) Demonstrates the need of low-income students (as defined in 
this notice) at the institution for campus-based child care services by 
including in the application--
    (i) Information regarding student demographics;
    (ii) An assessment of child care capacity on or near campus;
    (iii) Information regarding the existence of waiting lists for 
existing child care;
    (iv) Information regarding additional needs created by 
concentrations of poverty or by geographic isolation; and
    (v) Other relevant data;
    (4) Contains a description of the activities to be assisted, 
including whether the grant funds will support an existing child care 
program or a new child care program;
    (5) Identifies the resources, including technical expertise and 
financial support, the institution will draw upon to support the child 
care program and the participation of low-income students in the 
program, such as accessing social services funding, using student 
activity fees to help pay the costs of child care, using resources 
obtained by meeting the needs of parents who are not low-income 
students, and accessing foundation, corporate, or other institutional 
support,

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and demonstrate that the use of the resources will not result in 
increases in student tuition;
    (6) Contains an assurance that the institution will meet the child 
care needs of low-income students through the provision of services, or 
through a contract for the provision of services;
    (7) Describes the extent to which the child care program will 
coordinate with the institution's early childhood education curriculum, 
to the extent the curriculum is available, to meet the needs of the 
students in the early childhood education program at the institution 
and the needs of the parents and children participating in the child 
care program assisted under the applicant's project;
    (8) In the case of an institution seeking assistance for a new 
child care program--
    (i) Provides a timeline, covering the period from receipt of the 
grant through the provision of the child care services, delineating the 
specific steps the institution will take to achieve the goal of 
providing low-income students with child care services;
    (ii) Specifies any measures the institution will take to assist 
low-income students with child care during the period before the 
institution provides child care services; and
    (iii) Includes a plan for identifying resources needed for the 
child care services, including space in which to provide child care 
services, and technical assistance, if necessary;
    (9) Contains an assurance that any child care facility assisted 
under this section will meet the applicable State or local government 
licensing, certification, approval, or registration requirements; and
    (10) Contains a plan for any child care facility assisted under 
this program to become accredited within 3 years of the date the 
institution first receives assistance under this program.
    Definitions: The definitions of ``low-income student'' and ``early 
childhood education program'' are from sections 419N and 103 (20 U.S.C. 
1003) of the HEA, respectively.
    Early childhood education program means--
    (1) A Head Start program or an Early Head Start program carried out 
under the Head Start Act (42 U.S.C. 9831 et seq.), including a migrant 
or seasonal Head Start program, an Indian Head Start program, or a Head 
Start program or an Early Head Start program that also receives State 
funding;
    (2) A State licensed or regulated child care program; or
    (3) A program that--
    (i) Serves children from birth through age six that addresses the 
children's cognitive (including language, early literacy, and early 
mathematics), social, emotional, and physical development; and
    (ii) Is--
    (I) A State prekindergarten program;
    (II) A program authorized under section 619 (20 U.S.C. 1419) or 
part C of the Individuals with Disabilities Education Act (20 U.S.C. 
1431 et seq.); or
    (III) A program operated by a local educational agency.
    Low-income student means a student--
    (1) Who is eligible to receive a Federal Pell Grant for the award 
year for which the determination is made; or
    (2) Who would otherwise be eligible to receive a Federal Pell Grant 
for the award year for which the determination is made, except that the 
student fails to meet the requirements of--
    (i) 20 U.S.C. 1070a(c)(1) because the student is enrolled in a 
graduate or first professional course of study; or
    (ii) 20 U.S.C. 1091(a)(5) because the student is in the United 
States for a temporary purpose.
    Program Authority: 20 U.S.C. 1070e.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in the 
Federal civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 82, 84, 86, 97, 
98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474. (d) the Supplemental Priorities.
    Note: Because there are no program-specific regulations for the 
CCAMPIS Program, applicants are encouraged to carefully read the 
authorizing statute: title IV, part A, subpart 7, section 419N of the 
HEA (20 U.S.C. 1070e).

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $13,600,000.
    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: $150,000 to $1,000,000.
    Estimated Average Size of Awards: $500,000.
    Maximum Award: The maximum annual amount an applicant may receive 
under this program for a 12-month budget period is $500,000 or the 
amount equivalent to the product of $100 multiplied by the 
institution's total number of Pell Grant recipients in FY 2022, 
whichever amount is greater. The Department encourages all applicants 
to consult the Department of HHS' Provider Cost of Quality Calculator 
while developing award requests. This tool can be found at https://childcareta.acf.hhs.gov/pcqc.
    Estimated Number of Awards: 27.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 48 months.

III. Eligibility Information

    1. Eligible Applicants: Institutions of higher education that 
awarded a total of $250,000 or more of Federal Pell Grant funds during 
FY 2022 to students enrolled at the institution.
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. 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.
    c. 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 (87 FR 75045), and available at 
www.federalregister.gov/d/2022-26554, which contain requirements and 
information on how to submit an application.
    2. Intergovernmental Review: This program is subject to Executive 
Order

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12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal Programs under Executive Order 
12372 is in the application package for this program. Please note that, 
under 34 CFR 79.8(a), we have shortened the standard 60-day 
intergovernmental review period in order to make awards by the end of 
FY 2023.
    3. Funding Restrictions: Funding restrictions are outlined in 
section 419N(b)(2)(B) of the HEA. 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, which includes the budget 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.
     Double-space all text in the application narrative, and 
single-space titles, headings, footnotes, quotations, references, and 
captions, as well as all text in charts, tables, figures, and graphs.
     Use a 12-point font.
     Use an easily readable font such as Times New Roman, 
Courier, Courier New, or Arial.
    The recommended 50-page limit does not apply to the Application for 
Federal Assistance cover sheet (SF 424); the Budget Information Summary 
form (ED Form 524); the CCAMPIS Program Profile form and the 1-page 
Project Abstract form; or the assurances and certifications. The 
recommended page limit also does not apply to a table of contents, 
which you should include in the application narrative. You must include 
your complete response to the selection criteria in the application 
narrative.
    We recommend that any application addressing the invitational and 
competitive preference priorities include no more than three additional 
pages for each priority.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from section 419N of the HEA and 34 CFR 75.210 and are listed 
below.
    We will award up to 100 points to an application under the 
selection criteria. An applicant that also chooses to address the 
competitive preference priority can earn up to 105 total points. The 
maximum number of points available for each criterion is indicated in 
parentheses.
    (a) Need for the project. (up to 24 points)
    In determining the need for the proposed project, the Secretary 
considers the extent to which the applicant demonstrates, in its 
application, the need for campus-based child care services for low-
income students, by including the following (see section 419N(c)(3) of 
the HEA):
    (i) Information regarding student demographics.
    (ii) An assessment of child care capacity on or near campus, 
including information regarding the existence of waiting lists for 
existing child care.
    (iii) Information regarding additional needs created by 
concentrations of poverty or by geographic isolation.
    (iv) Other relevant data.
    (b) Quality of project design. (up to 36 points)
    In determining the quality of the design of the proposed project, 
the Secretary considers the following:
    (i) The extent to which the applicant describes in its application 
the activities to be assisted, including whether the grant funds will 
support an existing child care program or a new child care program (see 
section 419N(c)(4) of the HEA).
    (ii) The extent to which the services to be provided by the 
proposed project are focused on those with greatest needs (see 34 CFR 
75.210(d)(3)(xi)).
    Note: When describing how the project is focused on those with 
greatest needs, applicants are encouraged to include, in their 
assessment of focus on service of those with the greatest needs, the 
extent to which services are available during all hours that classes 
are in session, including evenings and weekends, to part-time students, 
and to students who need only emergency drop-in child care in the event 
that regularly scheduled child care is unexpectedly unavailable.
    (iii) The likely impact of the services to be provided by the 
proposed project on the intended recipients of those services (see 34 
CFR 75.210(d)(3)(iv)).
    (iv) The extent to which the application includes an assurance that 
the institution will meet the child care needs of low-income students 
through the provision of services, or through a contract for the 
provision of services (see section 419N(c)(6) of the HEA).
    (v) The extent to which the child care program will coordinate with 
the institution's early childhood education curriculum, to the extent 
the curriculum is available, to meet the needs of the students in the 
early childhood education program at the institution, and the needs of 
the parents and children participating in the child care program 
assisted under section 419N of the HEA (see section 419N(c)(7) of the 
HEA).
    (vi) The extent to which the proposed project encourages parental 
involvement (see 34 CFR 75.210(c)(2)(xix)).
    (vii) If the applicant is seeking assistance for a new child care 
program (see section 419N(c)(8) of the HEA)--
    (1) The extent to which the applicant's timeline, covering the 
period from receipt of the grant through the provision of the child 
care services, delineates the specific steps the institution will take 
to achieve the goal of providing low-income students with child care 
services;
    (2) The extent to which the applicant specifies any measures the 
institution will take to assist low-income students with child care 
during the period before the institution provides child care services; 
and
    (3) The extent to which the application includes a plan for 
identifying resources needed for the child care services, including 
space in which to provide child care services and technical assistance 
if necessary.
    Note: The maximum available points for this selection criterion 
will be divided equally, for applications that seek assistance to 
support existing programs, among factors (i)-(vi), and, for 
applications that seek assistance to support new programs, among 
factors (i)-(vii).
    (c) Quality of management plan. (up to 21 points)
    In determining the quality of the management plan for the proposed 
project, the Secretary considers the following:
    (i) The extent to which the application identifies the resources, 
including technical expertise and financial support, the institution 
will draw upon to support the child care program and the participation 
of low-income students in the program, such as accessing social 
services funding, using student activity fees to help pay the costs of 
child care, using resources obtained by meeting the needs of parents 
who are not low-income students, and accessing foundation, corporate or 
other institutional support, and demonstrates that the use of the 
resources will not result in increases in student tuition (see section 
419N(c)(5) of the HEA).
    (ii) The qualifications, including relevant training and 
experience, of key project personnel (see 34 CFR 75.210(e)(3)(ii)).
    (iii) The adequacy of the management plan to achieve the objectives 
of the

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proposed project on time and within budget, including clearly defined 
responsibilities, timelines, and milestones for accomplishing project 
tasks (see 34 CFR 75.210(g)(2)(i)).
    (d) Quality of project evaluation. (up to 12 points)
    In determining the quality of the project evaluation, the Secretary 
considers the following:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project (see 34 CFR 75.210(h)(2)(i)).
    (ii) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce quantitative and 
qualitative data to the extent possible (see 34 CFR 75.210(h)(2)(iv)).
    (iii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes (see 34 CFR 75.210(h)(2)(vi)).
    (e) Adequacy of resources. (up to 7 points)
    In determining the adequacy of resources for the proposed project, 
the Secretary considers the following:
    (i) The extent to which the budget is adequate to support the 
proposed project (see 34 CFR 75.210(f)(2)(iii)).
    (ii) The extent to which the costs are reasonable in relation to 
the number of persons to be served and to the anticipated results and 
benefits (see 34 CFR 75.210(f)(2)(v)).
    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).
    For this competition, a panel of non-Federal reviewers will review 
each application in accordance with the selection criteria. The 
individual scores of the reviewers will be added and the sum divided by 
the number of reviewers to determine the peer review score received in 
the review process.
    If there are insufficient funds for all applications with the same 
total scores, the Secretary will choose among the tied applications by 
selecting the institution with the largest number of Pell Grant 
recipients.
    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 will 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

[[Page 34840]]

deliverables. This dissemination plan can be developed and submitted 
after your application has been reviewed and selected for funding. For 
additional information on the open licensing requirements please refer 
to 2 CFR 3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: The success of the CCAMPIS Program will be 
measured by the postsecondary persistence and degree completion rates 
of the CCAMPIS Program participants. All CCAMPIS Program grantees will 
be required to submit an annual performance report documenting the 
persistence and degree attainment of their participants. Although 
students may choose to use child care services at different points in 
their college enrollment, the goal is to measure the outcomes of 
student-parents based on their completion of their program within 150 
percent or 200 percent of the published program length. The cohort 
model of evaluation will track the level of utilization by a student-
parent throughout their enrollment at the institution and will provide 
results based on the long-term academic success of the student-parent. 
The Department will aggregate the data provided in the annual 
performance reports from all grantees to determine the accomplishment 
level. The CCAMPIS reporting data collection is moving toward a 
semester-to-semester cohort model. This will not increase public 
reporting burden as CCAMPIS grantees are gathering and maintaining the 
data needed in completing and reviewing the collection of information 
currently.
    6. Continuation Awards: In making a continuation grant 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 grant, 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. 2023-11469 Filed 5-30-23; 8:45 am]
BILLING CODE 4000-01-P