Applications for New Awards; Augustus F. Hawkins Centers of Excellence Program, 23565-23573 [2024-07132]
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Federal Register / Vol. 89, No. 66 / Thursday, April 4, 2024 / Notices
South Atlantic shrimp industry. The
APs will review the Giant Manta Ray
Biological Opinion from NOAA
Fisheries and receive presentations from
the Southern Shrimp Collaborative and
the Shrimp Futures Project. The APs
will provide input to the Council on
other topics as needed.
Special Accommodations
These meetings are physically
accessible to people with disabilities.
Requests for auxiliary aid should be
directed to the Council office (see
ADDRESSES) 5 days prior to the meeting.
Note: The times and sequence specified in
this agenda are subject to change.
Authority: 16 U.S.C. 1801 et seq.
Dated: April 1, 2024.
Rey Israel Marquez,
Acting Deputy Director, Office of Sustainable
Fisheries, National Marine Fisheries Service.
[FR Doc. 2024–07185 Filed 4–3–24; 8:45 am]
BILLING CODE 3510–22–P
DEPARTMENT OF EDUCATION
[Docket No.: ED–2024–SCC–0054]
Agency Information Collection
Activities; Comment Request;
Reaffirmation Agreement
Federal Student Aid (FSA),
Department of Education (ED).
ACTION: Notice.
AGENCY:
In accordance with the
Paperwork Reduction Act (PRA) of
1995, the Department is proposing an
extension without change of a currently
approved information collection request
(ICR).
DATES: Interested persons are invited to
submit comments on or before June 3,
2024.
ADDRESSES: To access and review all the
documents related to the information
collection listed in this notice, please
use https://www.regulations.gov by
searching the Docket ID number ED–
2024–SCC–0054. Comments submitted
in response to this notice should be
submitted electronically through the
Federal eRulemaking Portal at https://
www.regulations.gov by selecting the
Docket ID number or via postal mail,
commercial delivery, or hand delivery.
If the regulations.gov site is not
available to the public for any reason,
the Department will temporarily accept
comments at ICDocketMgr@ed.gov.
Please include the docket ID number
and the title of the information
collection request when requesting
documents or submitting comments.
Please note that comments submitted
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SUMMARY:
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after the comment period will not be
accepted. Written requests for
information or comments submitted by
postal mail or delivery should be
addressed to the Manager of the
Strategic Collections and Clearance
Governance and Strategy Division, U.S.
Department of Education, 400 Maryland
Ave. SW, LBJ, Room 6W203,
Washington, DC 20202–8240.
FOR FURTHER INFORMATION CONTACT: For
specific questions related to collection
activities, please contact Beth
Grebeldinger, 202–377–4018.
SUPPLEMENTARY INFORMATION: The
Department, in accordance with the
Paperwork Reduction Act of 1995 (PRA)
(44 U.S.C. 3506(c)(2)(A)), provides the
general public and Federal agencies
with an opportunity to comment on
proposed, revised, and continuing
collections of information. This helps
the Department assess the impact of its
information collection requirements and
minimize the public’s reporting burden.
It also helps the public understand the
Department’s information collection
requirements and provide the requested
data in the desired format. The
Department is soliciting comments on
the proposed information collection
request (ICR) that is described below.
The Department is especially interested
in public comment addressing the
following issues: (1) is this collection
necessary to the proper functions of the
Department; (2) will this information be
processed and used in a timely manner;
(3) is the estimate of burden accurate;
(4) how might the Department enhance
the quality, utility, and clarity of the
information to be collected; and (5) how
might the Department minimize the
burden of this collection on the
respondents, including through the use
of information technology. Please note
that written comments received in
response to this notice will be
considered public records.
Title of Collection: Reaffirmation
Agreement.
OMB Control Number: 1845–0133.
Type of Review: An extension without
change of a currently approved ICR.
Respondents/Affected Public:
Individuals and Households; Private
Sector; State, Local, and Tribal
Governments.
Total Estimated Number of Annual
Responses: 8,594.
Total Estimated Number of Annual
Burden Hours: 1,032.
Abstract: The Higher Education Act of
1965, as amended (HEA), established
the Federal Family Education Loan
(FFEL) Program, and the William D.
Ford Federal Direct Loan (Direct Loan)
Program under Title IV, Parts B and D
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respectively. The HEA provides for a
maximum loan amount that a borrower
can receive per year and in total. If a
borrower receives more than the
maximum amount, the borrower
becomes ineligible for further Title IV
aid (including Federal Pell Grants,
Federal Supplemental Educational
Opportunity Grants, Federal WorkStudy, and Teacher Education
Assistance for Higher Education
(TEACH) Grants, Iraq and Afghanistan
Service Grants) unless the borrower
repays the excess amount or agrees to
repay the excess amount according to
the terms and conditions of the
promissory note that the borrower
signed. Agreeing to repay the excess
amount according to the terms and
conditions of the promissory note that
the borrower signed is called
reaffirmation, which is the subject of
this collection. This renewal without
change of the information collection is
necessary for the Department of
Education (the Department), as a holder
of some FFEL Program loans and all
Direct Loans, and all FFEL Program
lenders to capture the borrowers formal
agreement to repay any excess amount
of FFEL or Direct Loan program loans
that the borrower received according to
the terms and conditions of the
promissory note the borrower signed.
The form has not been changed since its
last update.
Dated: April 1, 2024.
Kun Mullan,
PRA Coordinator, Strategic Collections and
Clearance, Governance and Strategy Division,
Office of Chief Data Officer, Office of
Planning, Evaluation and Policy
Development.
[FR Doc. 2024–07151 Filed 4–3–24; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
Applications for New Awards;
Augustus F. Hawkins Centers of
Excellence Program
Office of Postsecondary
Education, Department of Education.
ACTION: Notice.
AGENCY:
The Department of Education
(Department) is issuing a notice inviting
applications for fiscal year (FY) 2024 for
the Augustus F. Hawkins Centers of
Excellence (Hawkins) Program,
Assistance Listing Number (ALN)
84.428A. This notice relates to the
approved information collection under
OMB control number 1894–0006.
DATES:
Applications Available: April 4, 2024.
SUMMARY:
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Federal Register / Vol. 89, No. 66 / Thursday, April 4, 2024 / Notices
Deadline for Transmittal of
Applications: June 18, 2024.
Deadline for Intergovernmental
Review: August 19, 2024.
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/commoninstructions-for-applicants-todepartment-of-education-discretionarygrant-programs.
FOR FURTHER INFORMATION CONTACT: Dr.
Vicki Robinson, U.S. Department of
Education, 400 Maryland Avenue SW,
5th Floor, Washington, DC 20202.
Telephone: (202) 453–7907. Email:
Vicki.Robinson@ed.gov. You may also
contact Ashley Hillary, U.S. Department
of Education, 400 Maryland Avenue
SW, 5th Floor, Washington, DC 20202.
Telephone: (202) 453–7880. Email:
Ashley.Hillary@ed.gov.
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:
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Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The Hawkins
Program, authorized under part B of title
II of the Higher Education Act of 1965,
as amended (HEA), is designed to
support comprehensive, high-quality
State-accredited teacher preparation
programs by creating centers of
excellence at Historically Black Colleges
and Universities (HBCUs); Tribal
Colleges or Universities (TCUs); or
Minority Serving Institutions (MSIs),
such as Hispanic-Serving Institutions
(HSIs). The Hawkins Program will help
increase the number of, and retain, wellprepared teachers from diverse
backgrounds, resulting in a more diverse
teacher workforce prepared to teach in
our Nation’s most underserved
elementary and secondary schools and
close student opportunity and
achievement gaps. This program focuses
on the various aspects of the teacher
preparation pipeline, including the
recruitment, preparation, support,
placement, retention, and retraining of
teachers for and in under-resourced
schools to support underserved
students. Through this program, the
Secretary seeks to fund applicants that
propose to incorporate evidence-based
practices into their teacher preparation
program.
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Background:
The Hawkins Program is critical in
enabling the Department to meet its goal
of supporting a diverse teacher
workforce to improve student
opportunities, achievement, and
outcomes, and address the educator
shortage, by providing expanded access
to comprehensive, high-quality, and
affordable educator preparation
programs.
There is significant inequity in
students’ access to well-prepared,
experienced, and effective teachers,1
particularly for students from lowincome backgrounds, students of color,
children or students with disabilities,
and English learners (ELs).2 Providing
all students with consistent access to
well-prepared, effective, and diverse
educators who provide high-quality
instruction and support is essential to
closing opportunity and achievement
gaps. Teachers who entered the
profession through the least
comprehensive teacher preparation
pathway are two to three times more
likely to leave their school or the
profession compared to those who
entered through a comprehensive
pathway.3 Research demonstrates that
high rates of turnover harm student
achievement,4 and that the quality of a
school’s leadership is among the most
important predictors of teacher
turnover, with more effective principals
being more likely to retain their best
teachers.5
Extensive, high-quality, and evidencebased clinical experience is one of three
‘‘aspects of preparation that have the
highest potential for effects on outcomes
for students.’’ 6 There are several ways
1 Isenberg, E., Max, J., Gleason, P., Johnson, M.,
Deutsch, J., and Hansen, M. (2016). Do Low-Income
Students Have Equal Access to Effective Teachers?
Evidence from 26 Districts (NCEE 2017–4007).
Washington, DC: National Center for Education
Evaluation and Regional Assistance, Institute of
Education Sciences, U.S. Department of Education.
2 www.ed.gov/raisethebar/Eliminating-EducatorShortages-through-Increasing-Educator-Diversity.
3 Ingersoll, R., & May, H. (2011). Recruitment,
retention and the minority teacher shortage. CPRE
Research Report #RR–69. Philadelphia, PA:
Consortium for Policy Research in Education,
University of Pennsylvania.
4 Carver-Thomas, D., and Darling-Hammond, L.
(2017). Teacher Turnover: Why It Matters and What
We Can Do About It, Learning Policy Institute,
https://learningpolicyinstitute.org/product/teacherturnover-report.
5 Grissom, J. (2018). Strong principals retain
effective teachers—and don’t retain ineffective
ones, The Brookings Institution, https://
www.brookings.edu/articles/strong-principalsretain-effective-teachers-and-dont-retainineffective-ones/.
6 National Research Council. (2010). Preparing
teachers: Building evidence for sound policy.
Report by the Committee on the study of teacher
preparation programs in the United States.
Washington, DC: National Academies Press.
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educator preparation programs can
partner with school districts and
schools to provide these kinds of
clinical experiences. For example, a
number of school districts are
partnering with teacher preparation
programs to provide clinical
experiences that are mutually beneficial
for teacher candidates and teachers of
record, and their students. Teacher
candidates, in addition to completing
the required elements of an evidencebased clinical experience, may serve in
schools in roles that support students
and teachers as their academic
schedules allow and as they complete
their other requirements for teacher
certification. Teacher residencies and
Grow Your Own 7 programs, which may
be supported through registered teacher
apprenticeship programs, can support
teacher candidates serving in these roles
and cover the costs associated with
extensive clinical experience. Other
examples of educator preparation
programs supporting high need schools
in this way can be found here:
www.ed.gov/coronavirus/factsheets/
teacher-shortage.
While the majority of U.S public
school students are children of color,8
only 20 percent of teachers are people
of color. Further, 40 percent of the
Nation’s public schools do not employ
a single teacher of color on record.9
Research shows that teachers of color
benefit all students and can have a
significant positive impact on students
of color.10 These benefits can include
higher levels of achievement,11 greater
encouragement, increased students’
aspirations (e.g., through role modeling),
more recommendations from teachers
(e.g., to gifted and talented programs),
and increased access to rigorous coursetaking.12 Research also demonstrates
7 Motamedi, J., Leong, M., and Yoon, S. (2017).
Strategies for Designing, Implementing, and
Evaluating Grow-Your-Own Teacher Programs for
Educators, REL Northwest, https://ies.ed.gov/ncee/
edlabs/regions/northwest/pdf/strategies-foreducators.pdf.
8 https://nces.ed.gov/programs/coe/indicator/cge/
racial-ethnic-enrollment.
9 Education Trust (2022). Educators of Color Make
the Case for Teacher Diversity. https://edtrust.org/
wp-content/uploads/2014/09/Educators-of-ColorMake-the-Case-for-Teacher-Diversity-November2022.pdf.
10 Dee, T. (2004). Teachers, race and student
achievement in a randomized experiment. The
Review of Economics and Statistics, 86(1), 195–210;
and Gershenson, S., Hart, C.M.D., Lindsay, C.A., &
Papageorge, N.W. (2017). The long-run impacts of
same race teachers. Bonn, Germany: IZA Institute
of Labor Economics. Discussion Paper Series.
11 Egalite, A., Kisida, B., & Winters, M.A.
Representation in the classroom: The effect of ownrace teachers on student achievement, Economics of
Education Review, 45 (April 2015), 44–52.
12 Grissom, J., Kabourek, S., & Kramer, J. Exposure
to same-race or same-ethnicity teachers and
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that teachers of color can be positive
role models for all students in breaking
down negative stereotypes and
preparing students to live and work in
a multiracial society.13 A more diverse
teacher workforce also increases the
likelihood that students of color will
have access to culturally and
linguistically relevant teaching and
learning and positive relationships.14
Thus, supporting teachers of color can
be a critical strategy for advancing
educational equity for students of color
and addressing one of the root causes of
institutional barriers to equity in the
academic environment.15
In addition to the need for more
teachers of color, a parallel challenge in
the Nation’s public schools lies in the
shortage of multilingual teachers
prepared to teach a growing population
of English Learners (ELs). ELs are the
fastest growing student demographic,
with more than 10 percent of students
identified as ELs currently.16
Additionally, about one-quarter of all
students speak a language other than
English at home, whereas only 1 in 8
teachers do.17 Despite that, more than
half of the States nationwide are
experiencing bilingual and multilingual
teacher shortages and a quarter of the
States do not require certification or
endorsements for teachers who teach
ELs.18
Research demonstrates that ELs who
are taught in bilingual settings, such as
dual-language immersion programs, by
well-prepared bilingual teachers have
stronger academic outcomes and better
English-language acquisition trajectories
than ELs who are taught in English only
settings, which underscores the need to
close the multilingual teacher shortage
gap.19 Additionally, ELs who learn in
advanced math course-taking in high school:
Evidence from a diverse urban district, Teachers
College Record, 122 (2020), 1–42.
13 www2.ed.gov/rschstat/eval/highered/racialdiversity/state-racial-diversity-workforce.pdf.
14 Blazar, D. (2021). Teachers of Color, Culturally
Responsive Teaching, and Student Outcomes:
Experimental Evidence from the Random
Assignment of Teachers to Classes.
(EdWorkingPaper: 21–501). Retrieved from
Annenberg Institute at Brown University: https://
doi.org/10.26300/jym0-wz02.
15 www2.ed.gov/rschstat/eval/highered/racialdiversity/state-racial-diversity-workforce.pdf.
16 https://nces.ed.gov/programs/digest/d20/
tables/dt20_204.20.asp.
17 https://datacenter.kidscount.org/data/tables/
81-children-who-speak-a-language-other-thanenglish-at-home?loc=1&loct=1#detailed/1/any/
false/1729,37,871,870,573,869,36,868,867,133/any/
396,397.
18 Torre Gibney, D., Kelly, H., Rutherford-Quach,
S., Ballen Riccards, J. & Parker, C. (2021).
Addressing the bilingual teacher shortage.
CCNetwork.
19 Steele, J., Slater, R., Zamarro, G., Miller, T., Li,
J., Burkhauser, S., Bacon, M. (2017). Effects of Dual-
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bilingual settings in which they can
maintain their native languages while
learning English have stronger social
and emotional development, crosscultural skills, and problem-solving
skills.20 Bilingual and multilingual
learning environments can also mitigate
linguistic barriers that limit family
engagement, as bilingual and
multilingual teachers are more likely to
communicate with linguistically diverse
families and ensure they have equitable
access to information about their
students’ education.21 Bilingual and
multilingual teachers’ assets are critical
to creating inclusive school and family
partnerships where linguistically
diverse families can meaningfully
participate in their child’s education.22
Through the priorities in this
competition, the Department seeks to
encourage HBCUs, TCUs, and MSIs to
propose projects that are designed to
increase and retain the number of wellprepared teachers from diverse
backgrounds; increase evidence-based,
comprehensive pre-service clinical
experiences through teacher preparation
programs; and increase the number of
bilingual and/or multilingual teachers
with full certification.
Priorities: This notice contains two
absolute priorities and two competitive
preference priorities. The absolute
priorities and Competitive Preference
Priority 1 are from the Notice of Final
Priorities, Requirements, and
Definitions for this program published
elsewhere in this issue of the Federal
Register (2024 NFP), and Competitive
Preference Priority 2 is from the
Secretary’s Final Administrative
Priorities for Discretionary Grant
Programs published in the Federal
Register on March 9, 2020 (85 FR
13640) (Administrative Priorities).
Absolute Priorities: For the FY 2024
grant competition and any subsequent
year in which we make awards from the
list of unfunded applications from this
Language Immersion Programs on Student
Achievement: Evidence From Lottery Data,
American Educational Research Journal, 54, no. 1S,:
282S–306S, https://journals.sagepub.com/doi/abs/
10.3102/0002831216634463.
20 Williams, C., Soto-Boykin, X., Zabala, J., &
Meek, S. (2023). Why We Need To Cultivate
America’s Multilingual, Multicultural Assets. The
Century Foundation. https://tcf.org/content/report/
why-we-need-to-cultivate-americas-multilingualmulticultural-assets/#easy-footnote-bottom-9.
21 Hopkins, M., & Schutz, K.M. (2019). Bilingual
teacher leadership: Supporting linguistically
responsive practices and parent engagement in
schools. NABE Journal of Research and Practice,
9(2), 96–109.
22 Newcomer, S.N., & Puzio, K. (2016).
‘‘Cultivando confianza’’: A bilingual community of
practice negotiates restrictive language policies.
International Journal of Bilingual Education and
Bilingualism, 19(4), 347–369.
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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 Increase and Retain the
Number of Well-Prepared Teachers from
Diverse Backgrounds.
To meet this priority, an eligible
applicant must propose projects that are
designed to increase the number of wellprepared teachers and the diversity of
the teacher workforce with a focus on
increasing and retaining a diverse
teacher workforce, and improving the
preparation, recruitment, retention, and
placement of such teachers.
Applicants addressing this priority
must describe—
(a) How their project will integrate
multiple services or initiatives across
academic and student affairs, such as
academic advising, counseling,
stipends, child-care, structured/guided
pathways from teacher candidates’ first
year in the preparation program through
successful employment placement,
career services, or student financial aid,
such as scholarships, with the goal of
increasing program completion and
credential attainment;
(b) Their plan for identifying and
supporting teacher candidates from
backgrounds that are underrepresented
in the profession, including teacher
candidates of color. This plan must span
the beginning of the preparation
program through graduation, and
include a plan to improve program entry
rates, as applicable, graduation rates,
passage rates for certification and
licensure exams, and rates of successful
employment placement between teacher
candidate subgroups and an
institution’s overall teacher candidate
population; and
(c) Their proposed initiatives to
promote the retention of teachers from
backgrounds that are underrepresented
in the profession, including teachers of
color, prepared through the program,
which may include induction programs,
such as teacher or school leader
induction programs, or mentorship
programs that provide school and
district leaders with the support they
need to persist in their professions.
Absolute Priority 2: Increase
Evidence-Based, Comprehensive Preservice Clinical Experiences Through
Teacher Preparation Programs.
To meet this priority, an eligible
applicant must propose projects that are
evidence-based (as defined in 34 CFR
77.1) comprehensive teacher
preparation programs that provide
extensive clinical experience.
Applicants with existing programs must
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describe their record in graduating
highly skilled, well-prepared, and
diverse teachers and describe how the
proposed project will refine or enhance
existing programs. Applicants proposing
new programs must describe how their
new program is evidence-based and
designed to achieve the intended
outcomes of the Hawkins Program.
Applicants must also address how they
will—
(a) Examine the sources of inequity
and inadequacy in resources and
opportunity and implement pedagogical
practices in teacher preparation
programs that are inclusive with regard
to race, ethnicity, culture, language,
gender, and disability status and that
prepare teachers to create inclusive,
supportive, equitable, unbiased, and
identity-safe learning environments for
their students;
(b) Prepare teacher candidates to
integrate rigorous academic content,
including through the effective use of
technology, and instructional
techniques and strategies consistent
with universal design for learning
principles;
(c) Prepare teacher candidates to
design and deliver instruction in ways
that are engaging and provide their
students with opportunities to think
critically and solve complex problems,
apply learning in authentic and realworld settings, communicate and
collaborate effectively, and develop
growth mindsets. Teacher candidate
pedagogy should include how to
incorporate project-based, work-based,
or other experiential learning
opportunities in curriculum
development;
(d) Prepare teacher candidates to
build meaningful and trusting
relationships with students and their
families to support in-home,
community-based, and in-school
learning; and
(e) Provide sustained and high-quality
pre-service clinical experiences,
including teaching assistant initiatives,
that facilitate the pathway to the
teaching credential for those with
paraprofessional experience or highquality school leader pre-service
training, induction, and support in the
first three years of school leadership for
principals and other school leaders. In
designing such experiences, applicants
must consider opportunities to provide
pre-service clinical experience earlier in
the teacher preparation program, as is
practicable, and in ways that benefit
students and teachers. These clinical
experiences must be designed to—
(1) Integrate pedagogy and classroom
practice and promote effective teaching
skills in academic content areas;
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(2) Be tightly aligned with course
work with clear, relevant, and strong
links between theory and practice;
(3) Group teacher candidates in
cohorts to facilitate reflection of practice
and professional collaboration;
(4) Closely supervise interaction
between teacher candidates and faculty,
experienced teachers, principals, and
other administrators in high-need
schools or hard-to-staff schools; and
(5) Provide high-quality-teacher
mentoring.
Competitive Preference Priorities: For
the FY 2024 grant competition 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 5 points to an application,
depending on how well the application
meets Competitive Preference Priority 1;
and we award an additional 5 points to
an application that meets Competitive
Preference Priority 2.
These priorities are:
Competitive Preference Priority 1:
Increasing the Number of Bilingual and/
or Multilingual Teachers with Full
Certification. (up to 5 points)
To meet this priority, an eligible
applicant must propose projects that are
designed to prepare effective and
experienced bilingual and/or
multilingual teachers for high-need
schools by increasing the number of
teachers across elementary and
secondary schools who are fully
certified to provide academic language
instruction in a language other than
English, including for English Learners
(ELs). These projects must prepare
teacher candidates to lead students
toward linguistic fluency and academic
achievement in more than one language.
Applicants must describe—
(a) How their project will integrate
multiple services or initiatives across
academic and student affairs, such as
academic advising, counseling,
stipends, child-care, structured/guided
pathways from teacher candidates’ first
year in the preparation program through
successful employment placement,
career services, or student financial aid,
such as scholarships, and provide the
necessary knowledge and skills so that
teacher candidates can serve students
from many different language
backgrounds; and
(b) Their plan for recruiting,
supporting, and retaining bilingual and/
or multilingual teacher candidates,
including those who may have a
teaching credential but have not been
teaching in bilingual and/or
multilingual education settings; aspiring
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teachers; and teaching assistants who
are interested in becoming bilingual
and/or multilingual teachers.
Competitive Preference Priority 2:
Applications From New Potential
Grantees (5 points)
(a) To meet this priority, an applicant
must demonstrate that it does not, as of
the deadline date for submission of
applications, have an active grant,
including through membership in a
group application submitted in
accordance with 34 CFR 75.127–75.129,
under the Hawkins Program.
(b) For the purpose of this priority, a
grant or contract is active until the end
of the grant’s or contract’s project or
funding period, including any
extensions of those periods that extend
the grantee’s or contractor’s authority to
obligate funds.
Definitions: The definitions below
apply to this competition and are from
34 CFR part 77.1, 20 U.S.C. 1033, and
the 2024 NFP.
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.
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:
(1) 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).
(2) 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.
(3) 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
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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.
Note: In developing logic models,
applicants may want to use resources
such as the Regional Educational
Laboratory Program’s (REL Pacific)
Education Logic Model Application,
available at https://ies.ed.gov/ncee/
edlabs/regions/pacific/elm.asp. Other
sources include: https://ies.ed.gov/ncee/
edlabs/regions/pacific/pdf/REL_
2014025.pdf, https://ies.ed.gov/ncee/
edlabs/regions/pacific/pdf/REL_
2014007.pdf, and https://ies.ed.gov/
ncee/edlabs/regions/northeast/pdf/REL_
2015057.pdf.
Pre-service means the period of
training for a person who does not have
a prior teaching certification or license
and who is enrolled in a State-approved
teacher education program at an
institution of higher education, prior to
becoming the teacher of record.
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).
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:
(1) A practice guide prepared by
WWC reporting a ‘‘strong evidence
base’’ or ‘‘moderate evidence base’’ for
the corresponding practice guide
recommendation;
(2) 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
(3) A single study assessed by the
Department, as appropriate, that—
(i) Is an experimental study, a quasiexperimental design study, or a welldesigned and well-implemented
correlational study with statistical
controls for selection bias (e.g., a study
using regression methods to account for
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differences between a treatment group
and a comparison group); and
(ii) 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.
Scientifically based reading
research—
(1) Means research that applies
rigorous, systemic, and objective
procedures to obtain valid knowledge
relevant to reading development,
reading instruction, and reading
difficulties; and
(2) Includes research that(i) Employs systemic, empirical
methods that draw on observation or
experiment;
(ii) Involves rigorous data analyses
that are adequate to test the stated
hypotheses and justify the general
conclusions drawn;
(iii) Relies on measurements or
observational methods that provide
valid data across evaluators and
observers and across multiple
measurements and observations; and
(iv) Has been accepted by a peerreviewed journal or approved by a panel
of independent experts through a
comparably rigorous, objective, and
scientific review.
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 § 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 and intervention reports include
findings from systematic reviews of
evidence as described in the WWC
Handbooks documentation.
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Note: The WWC Procedures and
Standards Handbook (Version 4.1), as
well as the more recent WWC Handbook
released in August 2022 (Version 5.0),
are available at https://ies.ed.gov/ncee/
wwc/Handbooks.
Application Requirements: The
following application requirements for
FY 2024 are from section 242(b) of the
HEA (20 U.S.C. 1033a(b)).
Grants provided by the Secretary must
be used to ensure that current and
future teachers meet the applicable State
certification and licensure requirements,
including any requirements for
certification obtained through
alternative routes to certification, or,
with regard to special education
teachers, the qualifications described in
section 612(a)(14)(C) of the Individuals
with Disabilities Education Act (IDEA),
by carrying out one or more of the
following activities:
(1) Implementing reforms within
teacher preparation programs to ensure
that such programs are preparing
teachers who meet the applicable State
certification and licensure requirements,
including any requirements for
certification obtained through
alternative routes to certification, or,
with regard to special education
teachers, the qualifications described in
section 612(a)(14)(C) of the IDEA, are
able to understand scientifically valid
research, and are able to use advanced
technology effectively in the classroom,
including use of instructional
techniques to improve student academic
achievement, by—
(i) Retraining or recruiting faculty;
and
(ii) Designing (or redesigning) teacher
preparation programs that—
(A) Prepare teachers to serve in lowperforming schools and close student
achievement gaps, and that are based on
rigorous academic content, scientifically
valid research (including scientifically
based reading research and mathematics
research, as it becomes available), and
challenging State academic content
standards and student academic
achievement standards; and
(B) Promote strong teaching skills.
(2) Providing sustained and highquality preservice clinical experience,
including the mentoring of prospective
teachers by exemplary teachers,
substantially increasing interaction
between faculty at IHEs and new and
experienced teachers, principals, and
other administrators at elementary
schools or secondary schools, and
providing support, including
preparation time, for such interaction.
(3) Developing and implementing
initiatives to promote retention of
teachers who meet the applicable State
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certification and licensure requirements,
including any requirements for
certification obtained through
alternative routes to certification, or,
with regard to special education
teachers, the qualifications described in
section 612(a)(14)(C) of the IDEA, and
highly qualified principals, including
minority teachers and principals,
including programs that provide—
(i) Teacher or principal mentoring
from exemplary teachers or principals,
respectively; or
(ii) Induction and support for teachers
and principals during their first 3 years
of employment as teachers or principals,
respectively.
(4) Awarding scholarships based on
financial need to help students pay the
costs of tuition, room, board, and other
expenses of completing a teacher
preparation program, not to exceed the
cost of attendance.
(5) Disseminating information on
effective practices for teacher
preparation and successful teacher
certification and licensure assessment
preparation strategies.
(6) Activities authorized under
section 202 of the HEA (20 U.S.C.
1022a).
Program Authority: 20 U.S.C. 1033–
1033a.
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 2024 NFP. (e) The Administrative
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:
$15,000,000.
Contingent upon the availability of
funds and the quality of applications,
we may make additional awards in
subsequent years from the list of
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unfunded applications from this
competition.
Estimated Range of Awards: $450,000
to $650,000.
Estimated Average Size of Awards:
$550,000.
Estimated Number of Awards: Up to
27.
Note: The Department is not bound by
any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: Eligible
institutions (as articulated under section
241(1) of the HEA) under the Hawkins
Program include—
(i) An IHE that has a qualified teacher
preparation program that is—
(A) A part B institution (as defined in
section 322 of the HEA);
(B) A Hispanic-serving institution (as
defined in section 502 of the HEA);
(C) A Tribal College or University (as
defined in section 316 of the HEA);
(D) An Alaska Native-serving
institution (as defined in section 317(b)
of the HEA);
(E) A Native Hawaiian-serving
institution (as defined in section 317(b)
of the HEA);
(F) A Predominantly Black Institution
(as defined in section 318 of the HEA);
(G) An Asian American and Native
American Pacific Islander-serving
institution (as defined in section 320(b)
of the HEA); or
(H) A Native American-serving,
nontribal institution (as defined in
section 319 of the HEA);
(ii) A consortium of institutions
described in paragraph (i); or
(iii) An institution described in
paragraph (i), or a consortium described
in paragraph (ii), in partnership with
any other IHE, but only if the center of
excellence established is located at an
institution described in paragraph (i).
Note: A consortium of institutions
under this competition must follow the
procedures under 34 CFR 75.127–75.129
in developing a group application. This
includes developing an agreement that
details the activities that each member
of the group plans to perform and binds
each member of the group to every
statement and assurance made by the
applicant in the application. This
agreement must be submitted with the
application.
2. a. Cost Sharing or Matching: This
competition does not require cost
sharing or matching.
b. Supplement-Not-Supplant: Grant
funds must be used so that they
supplement and, to the extent practical,
increase the funds that would otherwise
be available for the activities to be
carried out under this grant. (2024 NFP)
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c. Indirect Cost Rate Information: A
grantee’s indirect cost reimbursement is
limited to 8 percent of a modified total
direct cost base. For more information
regarding indirect costs, or to obtain a
negotiated indirect cost rate, please see
www.ed.gov/about/offices/list/ocfo/
intro.html. (2024 NFP)
d. Administrative Cost Limitation: In
accordance with section 242(e) of the
HEA, an eligible institution that receives
a grant under this program may use not
more than 2 percent of the funds
provided to administer the grant. All
administrative expenses must be
reasonable and necessary and conform
to Cost Principles described in 2 CFR
part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: A grantee under this
competition may not award subgrants to
entities to directly carry out project
activities described in its application.
4. Draft Written Agreement with
Clinical Practice Partner(s): An
applicant must provide a Draft Written
Agreement (DWA) that identifies the
partnership between: (1) at least one
eligible IHE with a State accredited
teacher preparation program, and (2) a
high-need local educational agency
(LEA) or consortium of high-need LEAs,
or with a high-need school or
consortium of high-need schools. The
agreement with partners is intended to
ensure that the parties joining the
project are committed to fulfilling the
purpose of the clinical practice by either
creating new partnerships or expanding
existing partnerships, and that teacher
candidates will not become the teacher
of record prior to completing the
certification program, including preservice clinical experience, and, for any
candidates who entered the program
without a bachelor’s degree, obtaining a
bachelor’s. Grantees will finalize the
DWA into a Final Written Agreement
(FWA) within 120 days of grant award
notification. (2024 NFP)
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
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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.
3. Funding Restrictions: We reference
regulations outlining funding
restrictions in the Applicable
Regulations section of this notice.
4. Recommended Page Limit: The
application narrative is where you, the
applicant, address the selection criteria
that reviewers use to evaluate your
application. We recommend that you (1)
limit the application narrative to no
more than 50 pages and (2) use the
following standards:
• A ‘‘page’’ is 8.5″ x 11″, on one side
only, with 1″ margins at the top, bottom,
and both sides.
• Double space (no more than three
lines per vertical inch) all text in the
application narrative, except titles,
headings, footnotes, quotations,
references, and captions.
• Use a font that is either 12 point or
larger or no smaller than 10 pitch
(characters per inch).
• Use one of the following fonts:
Times New Roman, Courier, Courier
New, or Arial.
The recommended page limit does not
apply to the cover sheet; the budget
section, including the narrative budget
justification; the assurances and
certifications; or the one-page abstract.
However, the recommended page limit
does apply to all the application
narrative.
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V. Application Review Information
1. Selection Criteria: The selection
criteria for this competition are from 34
CFR 75.210. The points assigned to each
criterion are indicated in the
parentheses next to the criterion. An
applicant may earn up to a total of 100
points based on the selection criteria
and up to 10 additional points under the
competitive preference priorities, for a
total score of up to 110 points. All
applications will be evaluated based on
the selection criteria as follows:
(a) Quality of the Project Design.
(Maximum 50 points)
The Secretary considers the quality of
the design of the proposed project. In
determining the quality of the design of
the proposed project, the Secretary
considers the following factors:
(1) The extent to which the proposed
project is part of a comprehensive effort
to improve teaching and learning and
support rigorous academic standards for
students. (up to 10 points)
(2) The extent to which the design of
the proposed project reflects up-to-date
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knowledge from research and effective
practice. (up to 5 points)
(3) The extent to which the goals,
objectives, and outcomes to be achieved
by the proposed project are clearly
specified and measurable. (up to 5
points)
(4) The extent to which the design of
the proposed project is appropriate to,
and will successfully address, the needs
of the target population or other
identified needs. (up to 10 points)
(5) The extent to which the proposed
project demonstrates a rationale (as
defined in this notice). (up to 10 points)
(6) The extent to which the design for
implementing and evaluating the
proposed project will result in
information to guide possible
replication of project activities or
strategies, including information about
the effectiveness of the approach or
strategies employed by the project. (up
to 10 points)
(b) Significance. (Maximum 20 points)
The Secretary considers the
significance of the proposed project. In
determining the significance of the
proposed project, the Secretary
considers the following factors:
(1) The likelihood that the proposed
project will result in system change or
improvement. (up to 10 points)
(2) The extent to which the results of
the proposed project are to be
disseminated in ways that will enable
others to use the information or
strategies. (up to 10 points)
(c) Quality of the Project Services.
(Maximum 15 points)
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:
(1) 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 likely impact of the services to
be provided by the proposed project on
the intended recipients of those
services. (up to 5 points)
(ii) The extent to which the services
to be provided by the proposed project
involve the collaboration of appropriate
partners for maximizing the
effectiveness of project services. (up to
5 points)
(d) Quality of the Management Plan.
(Maximum 5 points)
The Secretary considers the quality of
the management plan for the proposed
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project. In determining the quality of the
management plan for the proposed
project, the Secretary considers the
adequacy of the management plan to
achieve the objectives of the proposed
project on time and within budget,
including clearly defined
responsibilities, timelines, and
milestones for accomplishing project
tasks.
(e) Quality of the Project Evaluation.
(Maximum 10 points)
The Secretary considers the quality of
the evaluation to be conducted of the
proposed project. In determining the
quality of the evaluation, the Secretary
considers the following factors:
(1) The extent to which the evaluation
will provide guidance about effective
strategies suitable for replication or
testing in other settings. (up to 3 points)
(2) The extent to which the methods
of evaluation will provide performance
feedback and permit periodic
assessment of progress toward achieving
intended outcomes. (up to 3 points)
(3) The extent to which the methods
of evaluation will, if well implemented,
produce promising evidence (as defined
in this notice) about the project’s
effectiveness. (up to 4 points)
2. Review and Selection Process: We
remind potential applicants that in
reviewing applications in any
discretionary grant competition, the
Secretary may consider, under 34 CFR
75.217(d)(3), the past performance of the
applicant in carrying out a previous
award, such as the applicant’s use of
funds, achievement of project
objectives, and compliance with grant
conditions. The Secretary may also
consider whether the applicant failed to
submit a timely performance report or
submitted a report of unacceptable
quality.
In addition, in making a competitive
grant award, the Secretary requires
various assurances, including those
applicable to Federal civil rights laws
that prohibit discrimination in programs
or activities receiving Federal financial
assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
The Secretary will select applications
for funding in rank order, according to
the average score received from the peer
review and from the competitive
preference priorities addressed by the
applicant. If the Secretary has
insufficient funding to award multiple
applications with the same score,
consistent with section 873(d)(2)(A) and
(B) of the HEA, in making a selection,
the first tiebreaker will be to prioritize
applicants from categories of eligible
institutions that have been underfunded
in this program. If a tie still exists after
applying the first tiebreaker, the
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Secretary will prioritize underresourced institutions, such as selecting
the applications from institutions with
the lowest endowment per FTE. If a
third tiebreaker is required, the
Secretary will select the applicant with
the highest score in the quality of
project services selection criterion.
Finally, if a fourth tiebreaker is
required, the Secretary will select the
applicant with the highest score in the
quality of project design selection
criterion.
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
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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
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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, the Department will use
the following performance measures to
evaluate the success of the Hawkins
Program grants:
(a) The number and percentage of
teacher candidates, served by the
funded program, who complete the
teacher preparation program,
disaggregated by race.
(b) The number and percentage of
teacher candidates, served by the
funded program, disaggregated by race,
who become fully certified and are
placed as teachers of record in highneed schools or hard-to-staff schools.
(c) The number and percentage of
bilingual and/or multilingual teacher
candidates, served by the funded
program, who complete the teacher
preparation program.
(d) The number and percentage of
bilingual and/or multilingual teacher
candidates, served by the funded
program, who become fully certified
and are placed as teachers of record in
high-need schools or hard-to-staff
schools.
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Federal Register / Vol. 89, No. 66 / Thursday, April 4, 2024 / Notices
(e) The number and percentage of
program completers who were
employed for the first time as teachers
of record in the preceding year by the
partner high-need schools or hard-tostaff schools and were retained for the
current school year.
(f) The number and percentage of
program completers who were
employed by the partner high-need
school or hard-to-staff school for three
consecutive years after initial
employment.
(g) The number and percentage of
program completers who are employed
by the partner high-need school or hardto-staff school teaching in mathematics,
science, bilingual education, special
education, career and technical
education, or any other field of expertise
where the State education agency
determines that there is a shortage of
qualified teachers.
ddrumheller on DSK120RN23PROD with NOTICES1
VII. Other Information
Nasser Paydar,
Assistant Secretary for Postsecondary
Education.
[FR Doc. 2024–07132 Filed 4–3–24; 8:45 am]
BILLING CODE 4000–01–P
17:01 Apr 03, 2024
[Docket No.: ED–2024–SCC–0053]
Agency Information Collection
Activities; Comment Request;
Evaluation of Transition Supports for
Youth With Disabilities
Correction
In notice document 2024–06753,
appearing on pages 22133–22134 in the
issue of Friday, March 29, 2024, make
the following correction:
On page 22133, in the third column,
in the DATES: section, the entry ‘‘June
28, 2024’’ should read ‘‘May 28, 2024’’.
[FR Doc. C1–2024–06753 Filed 4–2–24; 4:15 pm]
BILLING CODE 0099–10–D
DEPARTMENT OF EDUCATION
Applications for New Awards; Teacher
Quality Partnership Grant Program
Office of Elementary and
Secondary Education, Department of
Education.
ACTION: Notice.
AGENCY:
Accessible Format: On request to the
program contact person listed under FOR
FURTHER INFORMATION CONTACT,
individuals with disabilities can obtain
this document and a copy of the
application package in an accessible
format.
The Department will provide the
requestor with an accessible format that
may include Rich Text Format (RTF) or
text format (txt), a thumb drive, an MP3
file, braille, large print, audiotape,
compact disc, or other accessible format.
Electronic Access to This Document:
The official version of this document is
the document published in the Federal
Register. You may access the official
edition of the Federal Register and the
Code of Federal Regulations at
www.govinfo.gov. At this site you can
view this document, as well as all other
documents of this Department
published in the Federal Register, in
text or Portable Document Format
(PDF). To use PDF, you must have
Adobe Acrobat Reader, which is
available free at the site.
You may also access documents of the
Department published in the Federal
Register by using the article search
feature at www.federalregister.gov.
Specifically, through the advanced
search feature at this site, you can limit
your search to documents published by
the Department.
VerDate Sep<11>2014
DEPARTMENT OF EDUCATION
Jkt 262001
The Department of Education
(Department) is issuing a notice inviting
applications for fiscal year (FY) 2024 for
the Teacher Quality Partnership Grant
(TQP) program, Assistance Listing
Number 84.336S. This notice relates to
the approved information collection
under OMB control number 1894–0006.
DATES:
Applications Available: April 4, 2024.
Deadline for notice of intent to apply:
Applicants are strongly encouraged, but
not required, to submit a notice of intent
to apply by May 6, 2024.
Deadline for transmittal of
applications: June 3, 2024.
Deadline for intergovernmental
review: August 2, 2024.
Pre-application webinars: The Office
of Elementary and Secondary Education
intends to post pre-recorded
informational webinars designed to
provide technical assistance to
interested applicants for grants under
the TQP program. These informational
webinars will be available on the TQP
web page shortly after this notice is
published in the Federal Register at
https://oese.ed.gov/offices/officeofdiscretionary-grants-support-services/
effective-educator-developmentprograms/teacher-quality-partnership/
applicant-info-and-eligibility.
ADDRESSES: For the addresses for
obtaining and submitting an
application, please refer to our Common
Instructions for Applicants to
Department of Education Discretionary
SUMMARY:
PO 00000
Frm 00037
Fmt 4703
Sfmt 4703
23573
Grant Programs, published in the
Federal Register on December 7, 2022
(87 FR 75045) and available at
www.federalregister.gov/documents/
2022/12/07/2022-26554/commoninstructions-for-applicants-todepartment-of-education-discretionarygrant-programs.
FOR FURTHER INFORMATION CONTACT: Mia
Howerton, U.S. Department of
Education, 400 Maryland Avenue SW,
Washington, DC 20202–5960. Email:
Mia.Howerton@ed.gov or
TQPartnership@ed.gov.
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 purposes of
the TQP program are to improve student
achievement; improve the quality of
prospective and new teachers by
improving the preparation of
prospective teachers and enhancing
professional development activities for
new teachers; hold teacher preparation
programs at institutions of higher
education (IHEs) accountable for
preparing teachers who meet applicable
State certification and licensure
requirements; and recruit highly
qualified individuals, including
individuals of color and individuals
from other occupations, into the
teaching force.
Background: The Department is
committed to recruiting, preparing, and
retaining racially, culturally, and
linguistically diverse educators to the
teaching workforce. This commitment
includes promoting educator diversity
and ensuring that education is a
profession that people from all
backgrounds can pursue by supporting
comprehensive, high-quality and
affordable pathways into the profession.
The Department thinks preparing,
developing and supporting a diverse
educator workforce is critical to
strengthening student success.
Additionally, addressing high-need
shortage areas helps to ensure all
students have access to a high-quality,
well-rounded education. Through Raise
the Bar: Lead the World,1 the
Department is working in partnership
with States, Tribes, local educational
agencies (LEAs), and educator
preparation programs, including
Historically Black Colleges and
1 https://www.ed.gov/raisethebar/eliminatingeducator-shortages-compensation-preparationleadership.
E:\FR\FM\04APN1.SGM
04APN1
Agencies
[Federal Register Volume 89, Number 66 (Thursday, April 4, 2024)]
[Notices]
[Pages 23565-23573]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-07132]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Augustus F. Hawkins Centers of
Excellence Program
AGENCY: Office of Postsecondary Education, Department of Education.
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for fiscal year (FY) 2024 for the Augustus F.
Hawkins Centers of Excellence (Hawkins) Program, Assistance Listing
Number (ALN) 84.428A. This notice relates to the approved information
collection under OMB control number 1894-0006.
DATES:
Applications Available: April 4, 2024.
[[Page 23566]]
Deadline for Transmittal of Applications: June 18, 2024.
Deadline for Intergovernmental Review: August 19, 2024.
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.
FOR FURTHER INFORMATION CONTACT: Dr. Vicki Robinson, U.S. Department of
Education, 400 Maryland Avenue SW, 5th Floor, Washington, DC 20202.
Telephone: (202) 453-7907. Email: [email protected]. You may also
contact Ashley Hillary, U.S. Department of Education, 400 Maryland
Avenue SW, 5th Floor, Washington, DC 20202. Telephone: (202) 453-7880.
Email: [email protected].
If you are deaf, hard of hearing, or have a speech disability and
wish to access telecommunications relay services, please dial 7-1-1.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The Hawkins Program, authorized under part B of
title II of the Higher Education Act of 1965, as amended (HEA), is
designed to support comprehensive, high-quality State-accredited
teacher preparation programs by creating centers of excellence at
Historically Black Colleges and Universities (HBCUs); Tribal Colleges
or Universities (TCUs); or Minority Serving Institutions (MSIs), such
as Hispanic-Serving Institutions (HSIs). The Hawkins Program will help
increase the number of, and retain, well-prepared teachers from diverse
backgrounds, resulting in a more diverse teacher workforce prepared to
teach in our Nation's most underserved elementary and secondary schools
and close student opportunity and achievement gaps. This program
focuses on the various aspects of the teacher preparation pipeline,
including the recruitment, preparation, support, placement, retention,
and retraining of teachers for and in under-resourced schools to
support underserved students. Through this program, the Secretary seeks
to fund applicants that propose to incorporate evidence-based practices
into their teacher preparation program.
Background:
The Hawkins Program is critical in enabling the Department to meet
its goal of supporting a diverse teacher workforce to improve student
opportunities, achievement, and outcomes, and address the educator
shortage, by providing expanded access to comprehensive, high-quality,
and affordable educator preparation programs.
There is significant inequity in students' access to well-prepared,
experienced, and effective teachers,\1\ particularly for students from
low-income backgrounds, students of color, children or students with
disabilities, and English learners (ELs).\2\ Providing all students
with consistent access to well-prepared, effective, and diverse
educators who provide high-quality instruction and support is essential
to closing opportunity and achievement gaps. Teachers who entered the
profession through the least comprehensive teacher preparation pathway
are two to three times more likely to leave their school or the
profession compared to those who entered through a comprehensive
pathway.\3\ Research demonstrates that high rates of turnover harm
student achievement,\4\ and that the quality of a school's leadership
is among the most important predictors of teacher turnover, with more
effective principals being more likely to retain their best
teachers.\5\
---------------------------------------------------------------------------
\1\ Isenberg, E., Max, J., Gleason, P., Johnson, M., Deutsch,
J., and Hansen, M. (2016). Do Low-Income Students Have Equal Access
to Effective Teachers? Evidence from 26 Districts (NCEE 2017-4007).
Washington, DC: National Center for Education Evaluation and
Regional Assistance, Institute of Education Sciences, U.S.
Department of Education.
\2\ www.ed.gov/raisethebar/Eliminating-Educator-Shortages-through-Increasing-Educator-Diversity.
\3\ Ingersoll, R., & May, H. (2011). Recruitment, retention and
the minority teacher shortage. CPRE Research Report #RR-69.
Philadelphia, PA: Consortium for Policy Research in Education,
University of Pennsylvania.
\4\ Carver-Thomas, D., and Darling-Hammond, L. (2017). Teacher
Turnover: Why It Matters and What We Can Do About It, Learning
Policy Institute, https://learningpolicyinstitute.org/product/teacher-turnover-report.
\5\ Grissom, J. (2018). Strong principals retain effective
teachers--and don't retain ineffective ones, The Brookings
Institution, https://www.brookings.edu/articles/strong-principals-retain-effective-teachers-and-dont-retain-ineffective-ones/.
---------------------------------------------------------------------------
Extensive, high-quality, and evidence-based clinical experience is
one of three ``aspects of preparation that have the highest potential
for effects on outcomes for students.'' \6\ There are several ways
educator preparation programs can partner with school districts and
schools to provide these kinds of clinical experiences. For example, a
number of school districts are partnering with teacher preparation
programs to provide clinical experiences that are mutually beneficial
for teacher candidates and teachers of record, and their students.
Teacher candidates, in addition to completing the required elements of
an evidence-based clinical experience, may serve in schools in roles
that support students and teachers as their academic schedules allow
and as they complete their other requirements for teacher
certification. Teacher residencies and Grow Your Own \7\ programs,
which may be supported through registered teacher apprenticeship
programs, can support teacher candidates serving in these roles and
cover the costs associated with extensive clinical experience. Other
examples of educator preparation programs supporting high need schools
in this way can be found here: www.ed.gov/coronavirus/factsheets/teacher-shortage.
---------------------------------------------------------------------------
\6\ National Research Council. (2010). Preparing teachers:
Building evidence for sound policy. Report by the Committee on the
study of teacher preparation programs in the United States.
Washington, DC: National Academies Press.
\7\ Motamedi, J., Leong, M., and Yoon, S. (2017). Strategies for
Designing, Implementing, and Evaluating Grow-Your-Own Teacher
Programs for Educators, REL Northwest, https://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/strategies-for-educators.pdf.
---------------------------------------------------------------------------
While the majority of U.S public school students are children of
color,\8\ only 20 percent of teachers are people of color. Further, 40
percent of the Nation's public schools do not employ a single teacher
of color on record.\9\ Research shows that teachers of color benefit
all students and can have a significant positive impact on students of
color.\10\ These benefits can include higher levels of achievement,\11\
greater encouragement, increased students' aspirations (e.g., through
role modeling), more recommendations from teachers (e.g., to gifted and
talented programs), and increased access to rigorous course-taking.\12\
Research also demonstrates
[[Page 23567]]
that teachers of color can be positive role models for all students in
breaking down negative stereotypes and preparing students to live and
work in a multiracial society.\13\ A more diverse teacher workforce
also increases the likelihood that students of color will have access
to culturally and linguistically relevant teaching and learning and
positive relationships.\14\ Thus, supporting teachers of color can be a
critical strategy for advancing educational equity for students of
color and addressing one of the root causes of institutional barriers
to equity in the academic environment.\15\
---------------------------------------------------------------------------
\8\ https://nces.ed.gov/programs/coe/indicator/cge/racial-ethnic-enrollment.
\9\ Education Trust (2022). Educators of Color Make the Case for
Teacher Diversity. https://edtrust.org/wp-content/uploads/2014/09/Educators-of-Color-Make-the-Case-for-Teacher-Diversity-November-2022.pdf.
\10\ Dee, T. (2004). Teachers, race and student achievement in a
randomized experiment. The Review of Economics and Statistics,
86(1), 195-210; and Gershenson, S., Hart, C.M.D., Lindsay, C.A., &
Papageorge, N.W. (2017). The long-run impacts of same race teachers.
Bonn, Germany: IZA Institute of Labor Economics. Discussion Paper
Series.
\11\ Egalite, A., Kisida, B., & Winters, M.A. Representation in
the classroom: The effect of own-race teachers on student
achievement, Economics of Education Review, 45 (April 2015), 44-52.
\12\ Grissom, J., Kabourek, S., & Kramer, J. Exposure to same-
race or same-ethnicity teachers and advanced math course-taking in
high school: Evidence from a diverse urban district, Teachers
College Record, 122 (2020), 1-42.
\13\ www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf.
\14\ Blazar, D. (2021). Teachers of Color, Culturally Responsive
Teaching, and Student Outcomes: Experimental Evidence from the
Random Assignment of Teachers to Classes. (EdWorkingPaper: 21-501).
Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/jym0-wz02.
\15\ www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf.
---------------------------------------------------------------------------
In addition to the need for more teachers of color, a parallel
challenge in the Nation's public schools lies in the shortage of
multilingual teachers prepared to teach a growing population of English
Learners (ELs). ELs are the fastest growing student demographic, with
more than 10 percent of students identified as ELs currently.\16\
Additionally, about one-quarter of all students speak a language other
than English at home, whereas only 1 in 8 teachers do.\17\ Despite
that, more than half of the States nationwide are experiencing
bilingual and multilingual teacher shortages and a quarter of the
States do not require certification or endorsements for teachers who
teach ELs.\18\
---------------------------------------------------------------------------
\16\ https://nces.ed.gov/programs/digest/d20/tables/dt20_204.20.asp.
\17\ https://datacenter.kidscount.org/data/tables/81-children-who-speak-a-language-other-than-english-at-home?loc=1&loct=1#detailed/1/any/false/1729,37,871,870,573,869,36,868,867,133/any/396,397.
\18\ Torre Gibney, D., Kelly, H., Rutherford-Quach, S., Ballen
Riccards, J. & Parker, C. (2021). Addressing the bilingual teacher
shortage. CCNetwork.
---------------------------------------------------------------------------
Research demonstrates that ELs who are taught in bilingual
settings, such as dual-language immersion programs, by well-prepared
bilingual teachers have stronger academic outcomes and better English-
language acquisition trajectories than ELs who are taught in English
only settings, which underscores the need to close the multilingual
teacher shortage gap.\19\ Additionally, ELs who learn in bilingual
settings in which they can maintain their native languages while
learning English have stronger social and emotional development, cross-
cultural skills, and problem-solving skills.\20\ Bilingual and
multilingual learning environments can also mitigate linguistic
barriers that limit family engagement, as bilingual and multilingual
teachers are more likely to communicate with linguistically diverse
families and ensure they have equitable access to information about
their students' education.\21\ Bilingual and multilingual teachers'
assets are critical to creating inclusive school and family
partnerships where linguistically diverse families can meaningfully
participate in their child's education.\22\
---------------------------------------------------------------------------
\19\ Steele, J., Slater, R., Zamarro, G., Miller, T., Li, J.,
Burkhauser, S., Bacon, M. (2017). Effects of Dual-Language Immersion
Programs on Student Achievement: Evidence From Lottery Data,
American Educational Research Journal, 54, no. 1S,: 282S-306S,
https://journals.sagepub.com/doi/abs/10.3102/0002831216634463.
\20\ Williams, C., Soto-Boykin, X., Zabala, J., & Meek, S.
(2023). Why We Need To Cultivate America's Multilingual,
Multicultural Assets. The Century Foundation. https://tcf.org/content/report/why-we-need-to-cultivate-americas-multilingual-multicultural-assets/#easy-footnote-bottom-9.
\21\ Hopkins, M., & Schutz, K.M. (2019). Bilingual teacher
leadership: Supporting linguistically responsive practices and
parent engagement in schools. NABE Journal of Research and Practice,
9(2), 96-109.
\22\ Newcomer, S.N., & Puzio, K. (2016). ``Cultivando
confianza'': A bilingual community of practice negotiates
restrictive language policies. International Journal of Bilingual
Education and Bilingualism, 19(4), 347-369.
---------------------------------------------------------------------------
Through the priorities in this competition, the Department seeks to
encourage HBCUs, TCUs, and MSIs to propose projects that are designed
to increase and retain the number of well-prepared teachers from
diverse backgrounds; increase evidence-based, comprehensive pre-service
clinical experiences through teacher preparation programs; and increase
the number of bilingual and/or multilingual teachers with full
certification.
Priorities: This notice contains two absolute priorities and two
competitive preference priorities. The absolute priorities and
Competitive Preference Priority 1 are from the Notice of Final
Priorities, Requirements, and Definitions for this program published
elsewhere in this issue of the Federal Register (2024 NFP), and
Competitive Preference Priority 2 is from the Secretary's Final
Administrative Priorities for Discretionary Grant Programs published in
the Federal Register on March 9, 2020 (85 FR 13640) (Administrative
Priorities).
Absolute Priorities: For the FY 2024 grant competition 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 Increase and
Retain the Number of Well-Prepared Teachers from Diverse Backgrounds.
To meet this priority, an eligible applicant must propose projects
that are designed to increase the number of well-prepared teachers and
the diversity of the teacher workforce with a focus on increasing and
retaining a diverse teacher workforce, and improving the preparation,
recruitment, retention, and placement of such teachers.
Applicants addressing this priority must describe--
(a) How their project will integrate multiple services or
initiatives across academic and student affairs, such as academic
advising, counseling, stipends, child-care, structured/guided pathways
from teacher candidates' first year in the preparation program through
successful employment placement, career services, or student financial
aid, such as scholarships, with the goal of increasing program
completion and credential attainment;
(b) Their plan for identifying and supporting teacher candidates
from backgrounds that are underrepresented in the profession, including
teacher candidates of color. This plan must span the beginning of the
preparation program through graduation, and include a plan to improve
program entry rates, as applicable, graduation rates, passage rates for
certification and licensure exams, and rates of successful employment
placement between teacher candidate subgroups and an institution's
overall teacher candidate population; and
(c) Their proposed initiatives to promote the retention of teachers
from backgrounds that are underrepresented in the profession, including
teachers of color, prepared through the program, which may include
induction programs, such as teacher or school leader induction
programs, or mentorship programs that provide school and district
leaders with the support they need to persist in their professions.
Absolute Priority 2: Increase Evidence-Based, Comprehensive Pre-
service Clinical Experiences Through Teacher Preparation Programs.
To meet this priority, an eligible applicant must propose projects
that are evidence-based (as defined in 34 CFR 77.1) comprehensive
teacher preparation programs that provide extensive clinical
experience. Applicants with existing programs must
[[Page 23568]]
describe their record in graduating highly skilled, well-prepared, and
diverse teachers and describe how the proposed project will refine or
enhance existing programs. Applicants proposing new programs must
describe how their new program is evidence-based and designed to
achieve the intended outcomes of the Hawkins Program. Applicants must
also address how they will--
(a) Examine the sources of inequity and inadequacy in resources and
opportunity and implement pedagogical practices in teacher preparation
programs that are inclusive with regard to race, ethnicity, culture,
language, gender, and disability status and that prepare teachers to
create inclusive, supportive, equitable, unbiased, and identity-safe
learning environments for their students;
(b) Prepare teacher candidates to integrate rigorous academic
content, including through the effective use of technology, and
instructional techniques and strategies consistent with universal
design for learning principles;
(c) Prepare teacher candidates to design and deliver instruction in
ways that are engaging and provide their students with opportunities to
think critically and solve complex problems, apply learning in
authentic and real-world settings, communicate and collaborate
effectively, and develop growth mindsets. Teacher candidate pedagogy
should include how to incorporate project-based, work-based, or other
experiential learning opportunities in curriculum development;
(d) Prepare teacher candidates to build meaningful and trusting
relationships with students and their families to support in-home,
community-based, and in-school learning; and
(e) Provide sustained and high-quality pre-service clinical
experiences, including teaching assistant initiatives, that facilitate
the pathway to the teaching credential for those with paraprofessional
experience or high-quality school leader pre-service training,
induction, and support in the first three years of school leadership
for principals and other school leaders. In designing such experiences,
applicants must consider opportunities to provide pre-service clinical
experience earlier in the teacher preparation program, as is
practicable, and in ways that benefit students and teachers. These
clinical experiences must be designed to--
(1) Integrate pedagogy and classroom practice and promote effective
teaching skills in academic content areas;
(2) Be tightly aligned with course work with clear, relevant, and
strong links between theory and practice;
(3) Group teacher candidates in cohorts to facilitate reflection of
practice and professional collaboration;
(4) Closely supervise interaction between teacher candidates and
faculty, experienced teachers, principals, and other administrators in
high-need schools or hard-to-staff schools; and
(5) Provide high-quality-teacher mentoring.
Competitive Preference Priorities: For the FY 2024 grant
competition 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 5 points to an application, depending on
how well the application meets Competitive Preference Priority 1; and
we award an additional 5 points to an application that meets
Competitive Preference Priority 2.
These priorities are:
Competitive Preference Priority 1: Increasing the Number of
Bilingual and/or Multilingual Teachers with Full Certification. (up to
5 points)
To meet this priority, an eligible applicant must propose projects
that are designed to prepare effective and experienced bilingual and/or
multilingual teachers for high-need schools by increasing the number of
teachers across elementary and secondary schools who are fully
certified to provide academic language instruction in a language other
than English, including for English Learners (ELs). These projects must
prepare teacher candidates to lead students toward linguistic fluency
and academic achievement in more than one language. Applicants must
describe--
(a) How their project will integrate multiple services or
initiatives across academic and student affairs, such as academic
advising, counseling, stipends, child-care, structured/guided pathways
from teacher candidates' first year in the preparation program through
successful employment placement, career services, or student financial
aid, such as scholarships, and provide the necessary knowledge and
skills so that teacher candidates can serve students from many
different language backgrounds; and
(b) Their plan for recruiting, supporting, and retaining bilingual
and/or multilingual teacher candidates, including those who may have a
teaching credential but have not been teaching in bilingual and/or
multilingual education settings; aspiring teachers; and teaching
assistants who are interested in becoming bilingual and/or multilingual
teachers.
Competitive Preference Priority 2: Applications From New Potential
Grantees (5 points)
(a) To meet this priority, an applicant must demonstrate that it
does not, as of the deadline date for submission of applications, have
an active grant, including through membership in a group application
submitted in accordance with 34 CFR 75.127-75.129, under the Hawkins
Program.
(b) For the purpose of this priority, a grant or contract is active
until the end of the grant's or contract's project or funding period,
including any extensions of those periods that extend the grantee's or
contractor's authority to obligate funds.
Definitions: The definitions below apply to this competition and
are from 34 CFR part 77.1, 20 U.S.C. 1033, and the 2024 NFP.
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.
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:
(1) 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).
(2) 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.
(3) 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
[[Page 23569]]
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.
Note: In developing logic models, applicants may want to use
resources such as the Regional Educational Laboratory Program's (REL
Pacific) Education Logic Model Application, available at https://ies.ed.gov/ncee/edlabs/regions/pacific/elm.asp. Other sources include:
https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.pdf,
https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.pdf, and
https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf.
Pre-service means the period of training for a person who does not
have a prior teaching certification or license and who is enrolled in a
State-approved teacher education program at an institution of higher
education, prior to becoming the teacher of record.
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).
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:
(1) A practice guide prepared by WWC reporting a ``strong evidence
base'' or ``moderate evidence base'' for the corresponding practice
guide recommendation;
(2) 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
(3) A single study assessed by the Department, as appropriate,
that--
(i) 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
(ii) 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.
Scientifically based reading research--
(1) Means research that applies rigorous, systemic, and objective
procedures to obtain valid knowledge relevant to reading development,
reading instruction, and reading difficulties; and
(2) Includes research that-
(i) Employs systemic, empirical methods that draw on observation or
experiment;
(ii) Involves rigorous data analyses that are adequate to test the
stated hypotheses and justify the general conclusions drawn;
(iii) Relies on measurements or observational methods that provide
valid data across evaluators and observers and across multiple
measurements and observations; and
(iv) Has been accepted by a peer-reviewed journal or approved by a
panel of independent experts through a comparably rigorous, objective,
and scientific review.
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 and intervention reports include
findings from systematic reviews of evidence as described in the WWC
Handbooks documentation.
Note: The WWC Procedures and Standards Handbook (Version 4.1), as
well as the more recent WWC Handbook released in August 2022 (Version
5.0), are available at https://ies.ed.gov/ncee/wwc/Handbooks.
Application Requirements: The following application requirements
for FY 2024 are from section 242(b) of the HEA (20 U.S.C. 1033a(b)).
Grants provided by the Secretary must be used to ensure that
current and future teachers meet the applicable State certification and
licensure requirements, including any requirements for certification
obtained through alternative routes to certification, or, with regard
to special education teachers, the qualifications described in section
612(a)(14)(C) of the Individuals with Disabilities Education Act
(IDEA), by carrying out one or more of the following activities:
(1) Implementing reforms within teacher preparation programs to
ensure that such programs are preparing teachers who meet the
applicable State certification and licensure requirements, including
any requirements for certification obtained through alternative routes
to certification, or, with regard to special education teachers, the
qualifications described in section 612(a)(14)(C) of the IDEA, are able
to understand scientifically valid research, and are able to use
advanced technology effectively in the classroom, including use of
instructional techniques to improve student academic achievement, by--
(i) Retraining or recruiting faculty; and
(ii) Designing (or redesigning) teacher preparation programs that--
(A) Prepare teachers to serve in low-performing schools and close
student achievement gaps, and that are based on rigorous academic
content, scientifically valid research (including scientifically based
reading research and mathematics research, as it becomes available),
and challenging State academic content standards and student academic
achievement standards; and
(B) Promote strong teaching skills.
(2) Providing sustained and high-quality preservice clinical
experience, including the mentoring of prospective teachers by
exemplary teachers, substantially increasing interaction between
faculty at IHEs and new and experienced teachers, principals, and other
administrators at elementary schools or secondary schools, and
providing support, including preparation time, for such interaction.
(3) Developing and implementing initiatives to promote retention of
teachers who meet the applicable State
[[Page 23570]]
certification and licensure requirements, including any requirements
for certification obtained through alternative routes to certification,
or, with regard to special education teachers, the qualifications
described in section 612(a)(14)(C) of the IDEA, and highly qualified
principals, including minority teachers and principals, including
programs that provide--
(i) Teacher or principal mentoring from exemplary teachers or
principals, respectively; or
(ii) Induction and support for teachers and principals during their
first 3 years of employment as teachers or principals, respectively.
(4) Awarding scholarships based on financial need to help students
pay the costs of tuition, room, board, and other expenses of completing
a teacher preparation program, not to exceed the cost of attendance.
(5) Disseminating information on effective practices for teacher
preparation and successful teacher certification and licensure
assessment preparation strategies.
(6) Activities authorized under section 202 of the HEA (20 U.S.C.
1022a).
Program Authority: 20 U.S.C. 1033-1033a.
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 2024 NFP. (e) The Administrative 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: $15,000,000.
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: $450,000 to $650,000.
Estimated Average Size of Awards: $550,000.
Estimated Number of Awards: Up to 27.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: Eligible institutions (as articulated under
section 241(1) of the HEA) under the Hawkins Program include--
(i) An IHE that has a qualified teacher preparation program that
is--
(A) A part B institution (as defined in section 322 of the HEA);
(B) A Hispanic-serving institution (as defined in section 502 of
the HEA);
(C) A Tribal College or University (as defined in section 316 of
the HEA);
(D) An Alaska Native-serving institution (as defined in section
317(b) of the HEA);
(E) A Native Hawaiian-serving institution (as defined in section
317(b) of the HEA);
(F) A Predominantly Black Institution (as defined in section 318 of
the HEA);
(G) An Asian American and Native American Pacific Islander-serving
institution (as defined in section 320(b) of the HEA); or
(H) A Native American-serving, nontribal institution (as defined in
section 319 of the HEA);
(ii) A consortium of institutions described in paragraph (i); or
(iii) An institution described in paragraph (i), or a consortium
described in paragraph (ii), in partnership with any other IHE, but
only if the center of excellence established is located at an
institution described in paragraph (i).
Note: A consortium of institutions under this competition must
follow the procedures under 34 CFR 75.127-75.129 in developing a group
application. This includes developing an agreement that details the
activities that each member of the group plans to perform and binds
each member of the group to every statement and assurance made by the
applicant in the application. This agreement must be submitted with the
application.
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Supplement-Not-Supplant: Grant funds must be used so that they
supplement and, to the extent practical, increase the funds that would
otherwise be available for the activities to be carried out under this
grant. (2024 NFP)
c. Indirect Cost Rate Information: A grantee's indirect cost
reimbursement is limited to 8 percent of a modified total direct cost
base. For more information regarding indirect costs, or to obtain a
negotiated indirect cost rate, please see www.ed.gov/about/offices/list/ocfo/intro.html. (2024 NFP)
d. Administrative Cost Limitation: In accordance with section
242(e) of the HEA, an eligible institution that receives a grant under
this program may use not more than 2 percent of the funds provided to
administer the grant. All administrative expenses must be reasonable
and necessary and conform to Cost Principles described in 2 CFR part
200 subpart E of the Uniform Guidance.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application.
4. Draft Written Agreement with Clinical Practice Partner(s): An
applicant must provide a Draft Written Agreement (DWA) that identifies
the partnership between: (1) at least one eligible IHE with a State
accredited teacher preparation program, and (2) a high-need local
educational agency (LEA) or consortium of high-need LEAs, or with a
high-need school or consortium of high-need schools. The agreement with
partners is intended to ensure that the parties joining the project are
committed to fulfilling the purpose of the clinical practice by either
creating new partnerships or expanding existing partnerships, and that
teacher candidates will not become the teacher of record prior to
completing the certification program, including pre-service clinical
experience, and, for any candidates who entered the program without a
bachelor's degree, obtaining a bachelor's. Grantees will finalize the
DWA into a Final Written Agreement (FWA) within 120 days of grant award
notification. (2024 NFP)
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
[[Page 23571]]
12372 and the regulations in 34 CFR part 79. Information about
Intergovernmental Review of Federal Programs under Executive Order
12372 is in the application package for this program.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 50 pages and (2) use the
following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, except titles, headings,
footnotes, quotations, references, and captions.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the one-page abstract. However, the
recommended page limit does apply to all the application narrative.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210. The points assigned to each criterion are
indicated in the parentheses next to the criterion. An applicant may
earn up to a total of 100 points based on the selection criteria and up
to 10 additional points under the competitive preference priorities,
for a total score of up to 110 points. All applications will be
evaluated based on the selection criteria as follows:
(a) Quality of the Project Design. (Maximum 50 points)
The Secretary considers the quality of the design of the proposed
project. In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(1) The extent to which the proposed project is part of a
comprehensive effort to improve teaching and learning and support
rigorous academic standards for students. (up to 10 points)
(2) The extent to which the design of the proposed project reflects
up-to-date knowledge from research and effective practice. (up to 5
points)
(3) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(up to 5 points)
(4) The extent to which the design of the proposed project is
appropriate to, and will successfully address, the needs of the target
population or other identified needs. (up to 10 points)
(5) The extent to which the proposed project demonstrates a
rationale (as defined in this notice). (up to 10 points)
(6) The extent to which the design for implementing and evaluating
the proposed project will result in information to guide possible
replication of project activities or strategies, including information
about the effectiveness of the approach or strategies employed by the
project. (up to 10 points)
(b) Significance. (Maximum 20 points)
The Secretary considers the significance of the proposed project.
In determining the significance of the proposed project, the Secretary
considers the following factors:
(1) The likelihood that the proposed project will result in system
change or improvement. (up to 10 points)
(2) The extent to which the results of the proposed project are to
be disseminated in ways that will enable others to use the information
or strategies. (up to 10 points)
(c) Quality of the Project Services. (Maximum 15 points)
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:
(1) 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 likely impact of the services to be provided by the
proposed project on the intended recipients of those services. (up to 5
points)
(ii) The extent to which the services to be provided by the
proposed project involve the collaboration of appropriate partners for
maximizing the effectiveness of project services. (up to 5 points)
(d) Quality of the Management Plan. (Maximum 5 points)
The Secretary considers the quality of the management plan for the
proposed project. In determining the quality of the management plan for
the proposed project, the Secretary considers the adequacy of the
management plan to achieve the objectives of the proposed project on
time and within budget, including clearly defined responsibilities,
timelines, and milestones for accomplishing project tasks.
(e) Quality of the Project Evaluation. (Maximum 10 points)
The Secretary considers the quality of the evaluation to be
conducted of the proposed project. In determining the quality of the
evaluation, the Secretary considers the following factors:
(1) The extent to which the evaluation will provide guidance about
effective strategies suitable for replication or testing in other
settings. (up to 3 points)
(2) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes. (up to 3 points)
(3) The extent to which the methods of evaluation will, if well
implemented, produce promising evidence (as defined in this notice)
about the project's effectiveness. (up to 4 points)
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
The Secretary will select applications for funding in rank order,
according to the average score received from the peer review and from
the competitive preference priorities addressed by the applicant. If
the Secretary has insufficient funding to award multiple applications
with the same score, consistent with section 873(d)(2)(A) and (B) of
the HEA, in making a selection, the first tiebreaker will be to
prioritize applicants from categories of eligible institutions that
have been underfunded in this program. If a tie still exists after
applying the first tiebreaker, the
[[Page 23572]]
Secretary will prioritize under-resourced institutions, such as
selecting the applications from institutions with the lowest endowment
per FTE. If a third tiebreaker is required, the Secretary will select
the applicant with the highest score in the quality of project services
selection criterion. Finally, if a fourth tiebreaker is required, the
Secretary will select the applicant with the highest score in the
quality of project design selection criterion.
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.
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, the Department will use the following performance
measures to evaluate the success of the Hawkins Program grants:
(a) The number and percentage of teacher candidates, served by the
funded program, who complete the teacher preparation program,
disaggregated by race.
(b) The number and percentage of teacher candidates, served by the
funded program, disaggregated by race, who become fully certified and
are placed as teachers of record in high-need schools or hard-to-staff
schools.
(c) The number and percentage of bilingual and/or multilingual
teacher candidates, served by the funded program, who complete the
teacher preparation program.
(d) The number and percentage of bilingual and/or multilingual
teacher candidates, served by the funded program, who become fully
certified and are placed as teachers of record in high-need schools or
hard-to-staff schools.
[[Page 23573]]
(e) The number and percentage of program completers who were
employed for the first time as teachers of record in the preceding year
by the partner high-need schools or hard-to-staff schools and were
retained for the current school year.
(f) The number and percentage of program completers who were
employed by the partner high-need school or hard-to-staff school for
three consecutive years after initial employment.
(g) The number and percentage of program completers who are
employed by the partner high-need school or hard-to-staff school
teaching in mathematics, science, bilingual education, special
education, career and technical education, or any other field of
expertise where the State education agency determines that there is a
shortage of qualified teachers.
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format.
The Department will provide the requestor with an accessible format
that may include Rich Text Format (RTF) or text format (txt), a thumb
drive, an MP3 file, braille, large print, audiotape, compact disc, or
other accessible format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at www.govinfo.gov. At this site you can view this
document, as well as all other documents of this Department published
in the Federal Register, in text or Portable Document Format (PDF). To
use PDF, you must have Adobe Acrobat Reader, which is available free at
the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Nasser Paydar,
Assistant Secretary for Postsecondary Education.
[FR Doc. 2024-07132 Filed 4-3-24; 8:45 am]
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