Applications for New Awards; Centers of Excellence for Veteran Student Success Program, 46098-46103 [2024-11658]

Agencies

• DEPARTMENT OF EDUCATION

[Federal Register Volume 89, Number 103 (Tuesday, May 28, 2024)]
[Notices]
[Pages 46098-46103]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-11658]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Centers of Excellence for Veteran 
Student Success Program

AGENCY: Office of Postsecondary Education, Department of Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2024 for the 
Centers of Excellence for Veteran Student Success (CEVSS) Program, 
Assistance Listing Number 84.116G. This notice relates to the approved 
information collection under OMB control number 1894-0006.

DATES: 
    Applications Available: May 28, 2024.
    Deadline for Transmittal of Applications: July 29, 2024.
    Deadline for Intergovernmental Review: September 25, 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 
www.federalregister.gov/d/2022-26554.

FOR FURTHER INFORMATION CONTACT: Kelly Harris, U.S. Department of 
Education, 400 Maryland Avenue SW, 5th floor, Washington, DC 20202. 
Telephone: (202) 453-7346. Email: [email protected].
    If you are deaf, hard of hearing, or have a speech disability and 
wish to access telecommunications relay services, please dial 7-1-1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of this program is to encourage 
institutions of higher education (IHEs) to develop model programs to 
support veteran student success in postsecondary education by 
coordinating services to address the academic, financial, physical, and 
social needs of veteran students.
    Background: In 2019-2020, 3.7 percent of undergraduate students 
were veterans, with 28 percent of veterans attending public four-year 
colleges, 12 percent attending private four-year colleges, 34 percent 
attending public two-year colleges, and 13 percent attending for-profit 
institutions.\1\ Unfortunately, and for various reasons, veterans are 
less likely to complete their postsecondary education than non-
veterans. In 2019-20, 48 percent of veterans earned a postsecondary 
credential after six years, as compared to 56 percent of non-veterans. 
Those attending four-year institutions are much less likely to earn 
bachelor's degrees than non-veterans, with 33 percent of veterans doing 
so as compared to 59 percent of non-veterans, and those attending two-
year institutions are less likely than non-veterans to earn associate 
degrees--13 percent as compared to 17 percent.\2\
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    \1\ U.S. Department of Education analysis of National Center for 
Education Statistics, National Postsecondary Student Aid Study: 2020 
Undergraduate Students.
    \2\ U.S. Department of Education analysis of National Center for 
Education Statistics, Beginning Postsecondary Students: 2012/2017.
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    According to a 2019 research report, student veterans are 
significantly underrepresented at colleges and universities with the 
highest graduation rates, despite receiving significant Federal 
financial assistance for postsecondary education through the GI Bill, 
indicating barriers in college degree attainment. The report found that 
only 10 percent of GI Bill recipients attended institutions with six-
year graduation rates above 70 percent, compared to 21 percent of the 
overall student population, and 65 percent of GI Bill recipients 
enrolled in institutions with six-year graduation rates below 50 
percent.\3\
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    \3\ Bond Hill, Catharine, Elizabeth Davidson Pisacreta, Emily 
Schwartz, and Martin Kurzweil. 2019. ``Enrolling More Veterans at 
High-Graduation-Rate Colleges and Universities.'' Ithaka S+R. 
https://doi.org/10.18665/sr.310816.
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    Student veterans often face unique challenges that can affect their 
academic success, including transitioning back to civilian life after a 
deployment, addressing service- connected disabilities, and returning 
to school at an older age. Veterans may also be juggling school and 
off-campus employment or experiencing financial

[[Page 46099]]

challenges.\4\ Veteran college students, compared with traditional 
undergraduate students, are older, with only 15 percent the age of 
traditional college students; more likely to be married and have 
children (47.3 percent of student veterans are married and 47 percent 
have children); and twice as likely to have a job off-campus. Sixty-two 
percent are first-generation college students.\5\ Student service 
members and veterans on campus often report difficulty connecting 
socially with non-veteran students, who may be less likely to have 
firmly established vocational, social, and family roles. Student 
service members and veterans may have psychological disorders that can 
manifest in a unique way; and frequently report experiencing 
difficulties in the transition from a military style of technical 
learning and hierarchical organizational structure to a university 
learning environment.\6\
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    \4\ Terry, Anthony D. 2018. ``Barriers to Academic Success 
Experienced by Student Veterans,'' McNair Scholars Research Journal: 
Vol. 11, Article 12.
    \5\ U.S. Department of Veterans Affairs, 
www.mentalhealth.va.gov/student-veteran/learn-about-student-veterans.asp.
    \6\ Borsari, B., Yurasek, A., Miller, M., Murphy, J., McDevitt-
Murphy, M., Martens, M., Darcy, M., and Carey, K. 2017. ``Student 
Service Members/Veterans on Campus: Challenges for Reintegration,'' 
American Journal of Orthopsychiatry.
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    Postsecondary education completion is critical for veterans' long-
term success. Veterans with a college degree have a lower unemployment 
rate compared to those without one.\7\ Furthermore, according to the 
2019 Student Veterans of America Census Survey, nearly two of three 
student veterans' major or field of study is not at all similar to 
their military specialization.\8\
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    \7\ Institute for Veterans and Military Families, Syracuse 
University (2019) ``Student Veterans: A Valuable Asset to Higher 
Education.''
    \8\ Student Veterans of America. 2019, SVA Census.
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    Veteran-specific resource centers are beneficial for veterans 
because they can serve as a first-stop shop, support students with 
orienting on campus and with career transitions, and provide a safe 
place for students with similar backgrounds to connect with each 
other.\9\
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    \9\ Kirchner, M. August 2015. ``Supporting Student Veteran 
Transition to College and Academic Success,'' Adult Learning Volume 
26, Issue 3, Pages 116-123.
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    To this end, this competition includes an absolute priority for 
institutions to establish Centers of Excellence for Veteran Student 
Success on their campuses to coordinate services to address the 
academic, financial, physical, and social needs of veteran students. It 
also includes three competitive preference priorities to improve 
students' social, emotional, academic, and career development; support 
the establishment of a Center on a community college, Historically 
Black college and university (HBCU), Minority-serving institution 
(MSI), or Tribal College or University (TCU) campus; and support the 
development of career pathways for students through the development and 
implementation of student success programs that integrate multiple 
comprehensive and evidence-based services or initiatives.
    Priorities: This notice contains one absolute priority and three 
competitive preference priorities. In accordance with 34 CFR 
75.105(b)(2)(v), the absolute priority is from the activities specified 
in section 873 of the Higher Education Act of 1965, as amended (HEA), 
and the competitive preference priorities are from the Secretary's 
Notice of Final Supplemental Priorities and Definitions for 
Discretionary Grant Programs, published in the Federal Register on 
December 10, 2021 (86 FR 70612) (Supplemental Priorities).
    Absolute Priority: For the FY 2024 grant competition and any 
subsequent year in which we make awards from the list of unfunded 
applications from this competition, this priority is an absolute 
priority. Under 34 CFR 75.105(c)(3), we consider only applications that 
meet this priority.
    This priority is:
    Projects that include the following required activities:
    (a) Establishing a Center of Excellence for Veteran Student Success 
on the campus of the institution to provide a single point of contact 
to coordinate comprehensive support services for veteran students;
    (b) Establishing a veteran student support team, including 
representatives from the offices of the institution responsible for 
admissions, registration, financial aid, veterans' benefits, academic 
advising, student health, personal or mental health counseling, career 
advising, disabilities services, and any other office of the 
institution that provides support to veteran students on campus;
    (c) Providing a coordinator whose primary responsibility is to 
coordinate the model program;
    (d) Monitoring the rates of veteran student enrollment, 
persistence, and completion; and
    (e) Developing a plan to sustain the Center of Excellence for 
Veteran Student Success after the grant period.
    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; 2 points 
to an application that meets Competitive Preference Priority 2; and up 
to an additional 5 points to an application, depending on how well the 
application meets Competitive Preference Priority 3. Applicants may 
address one, all, or none of the competitive priorities.
    These priorities are:
    Competitive Preference Priority 1: Meeting Student Social, 
Emotional, and Academic Needs (up to 5 points).
    Projects that are designed to improve students' social, emotional, 
academic, and career development, with a focus on underserved students, 
through developing and supporting educator and school capacity to 
support social and emotional learning and development that is trauma-
informed, such as addressing exposure to community-based violence and 
trauma specific to military- or veteran-connected students (as defined 
in this notice).
    Competitive Preference Priority 2: Promoting Equity in Student 
Access to Educational Resources and Opportunities (2 points).
    Under this priority, an applicant must demonstrate that the project 
will be implemented by one of the following entities:
    (1) Community colleges (as defined in this notice);
    (2) Historically Black colleges and universities (as defined in 
this notice);
    (3) Tribal Colleges and Universities (as defined in this notice); 
or
    (4) Minority-serving institutions (as defined in this notice).
    Competitive Preference Priority 3: Increasing Postsecondary 
Education Access, Affordability, Completion, and Post-Enrollment 
Success (up to 5 points).
    Projects that are designed to increase postsecondary access, 
affordability, completion, and success for underserved students by 
supporting the development and implementation of student success 
programs that integrate multiple comprehensive and evidence-based 
services or initiatives, such as academic advising, structured/guided 
pathways, career services, credit-bearing academic undergraduate 
courses focused on career, and programs to meet basic needs, such as 
housing, childcare and transportation, student financial aid, and 
access to technological devices.
    Definitions: The definitions of ``demonstrates a rationale,'' 
``evidence-

[[Page 46100]]

based,'' ``experimental study,'' ``logic model,'' ``project 
component,'' ``promising evidence,'' ``quasi-experimental design 
study,'' ``relevant outcomes'' and ``What Works Clearinghouse (WWC) 
Handbooks (WWC Handbooks)'' are from 34 CFR 77.1 and the definitions of 
``community college,'' ``Historically Black colleges and 
universities,'' ``military- or veteran-connected student,'' ``minority-
serving institution,'' ``Tribal College or University,'' and 
``underserved students'' are from the Supplemental Priorities.
    Community college means ``junior or community college'' as defined 
in section 312(f) of the HEA.
    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:
    (i) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
project component being evaluated (the treatment group) or not to 
receive the project component (the control group).
    (ii) A regression discontinuity design study assigns the project 
component being evaluated using a measured variable (e.g., assigning 
students reading below a cutoff score to tutoring or developmental 
education classes) and controls for that variable in the analysis of 
outcomes.
    (iii) A single-case design study uses observations of a single case 
(e.g., a student eligible for a behavioral intervention) over time in 
the absence and presence of a controlled treatment manipulation to 
determine whether the outcome is systematically related to the 
treatment.
    Evidence-based means the proposed project component is supported by 
evidence that demonstrates a rationale.
    Logic model (also referred to as theory of action) means a 
framework that identifies key 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.

    Historically Black colleges and universities means colleges and 
universities that meet the criteria set out in 34 CFR 608.2.
    Military- or veteran-connected student means a student who is a 
member of the uniformed services, a veteran of the uniformed services, 
or the spouse of a service member or veteran.
    Minority-serving institution means an institution that is eligible 
to receive assistance under sections 316 through 320 of part A of title 
III, under part B of title III, or under title V of the HEA.
    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 What Works Clearinghouse (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, 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.
    Tribal College or University has the meaning ascribed it in section 
316(b)(3) of the HEA.
    Underserved student means a military- or veteran-connected student.
    What Works Clearinghouse (WWC) Handbooks (WWC Handbooks) means the 
standards and procedures set forth in The WWC Standards Handbook, 
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1, 
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version 
2.1 (all incorporated by reference, see Sec.  77.2). Study findings 
eligible for review under WWC standards can meet WWC standards without 
reservations, meet WWC standards with Reservations, or not meet WWC 
standards. WWC practiceGuides and intervention reports include findings 
fromSystematic 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 inAugust 2022 
(Version 5.0), are available at https://ies.ed.gov/ncee/wwc/Handbooks.

    Program Authority: 20 U.S.C. 1161t; 20 U.S.C. 1138-1138d; and the 
explanatory statement accompanying Division D of the Further 
Consolidated Appropriations Act, 2024 (Pub. L. 118-47).

    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

[[Page 46101]]

Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 
180, as adopted and amended as regulations of the Department in 2 CFR 
part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474. (d) The Supplemental Priorities.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $8,910,000.
    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: $650,000 to $750,000 for up to 36 
months.
    Estimated Average Size of Awards: $700,000 for up to 36 months.
    Maximum Award: We will not make an award exceeding $750,000 for a 
36-month period.
    Estimated Number of Awards: 12.

    Note:  The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 36 months.

III. Eligibility Information

    1. Eligible Applicants: IHEs (as defined in section 101 of the HEA 
(20 U.S.C. 1001)).
    2. a. Cost Sharing or Matching: This program does not require cost 
sharing or matching.
    b. Indirect Cost Rate Information: This program uses an 
unrestricted indirect cost rate. For more information regarding 
indirect costs, or to obtain a negotiated indirect cost rate, please 
see www2.ed.gov/about/offices/list/ocfo/intro.html.
    c. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application.
    4. Use of Funds: In addition to the required activities under 
section 873(c)(1) of the HEA, which are included in the absolute 
priority, an IHE receiving a grant may also carry out one or more of 
the following activities with respect to veteran students, under 
section 873(c)(2) of the HEA: (A) Outreach and recruitment of such 
students; (B) Supportive instructional services for such students, 
which may include (i) personal, academic, and career counseling, as an 
ongoing part of the program; (ii) tutoring and academic skill-building 
instruction assistance, as needed; and (iii) assistance with special 
admissions and transfer of credit from previous postsecondary education 
or experience; (C) Assistance in obtaining student financial aid; (D) 
Housing support for veteran students living in institutional facilities 
and commuting veteran students; (E) Cultural events, academic programs, 
orientation programs, and other activities designed to ease the 
transition to campus life for veteran students; (F) Support for veteran 
student organizations and veteran student support groups on campus; (G) 
Coordination of academic advising and admissions counseling with 
military bases and national guard units in the area; or (H) Other 
support services the institution determines to be necessary to ensure 
the success of veterans in achieving educational and career goals.

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on December 7, 2022 (87 FR 75045), and available at 
www.federalregister.gov/d/2022-26554, which contain requirements and 
information on how to submit an application.
    2. Intergovernmental Review: This program is subject to Executive 
Order 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, including titles, headings, 
footnotes, quotations, references, and captions as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger, and no 
smaller than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended 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 and the 
bibliography. However, the recommended page limit does apply to all of 
the application narrative.

    Note:  The Budget Information-Non-Construction Programs Form (ED 
524) Sections A-C are not the same as the narrative response to the 
Budget section of the selection criteria.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210. Applicants should address each of the following 
selection criteria separately for each proposed activity. The selection 
criteria are worth a total of 100 points, and applications may receive 
up to 12 additional points under the competitive preference priorities, 
for a total score of up to 112 points. The maximum score for each 
criterion is noted in parentheses.
    (a) Need for project. (up to 10 points) The Secretary considers the 
need for the proposed project. In determining the need for the proposed 
project, the Secretary considers:
    (1) The magnitude of the need for the services to be provided or 
the activities to be carried out by the proposed project. (up to 3 
points)
    (2) The extent to which the proposed project will provide services 
or otherwise address the needs of students at risk of educational 
failure. (up to 4 points)
    (3) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses. (up to 3 points)
    (b) Significance. (up to 10 points) The Secretary considers the 
significance of the proposed project. In determining the significance 
of the proposed project, the Secretary considers:
    (1) The extent to which the proposed project is likely to build 
local capacity to provide, improve, or expand services that address the 
needs of the target population. (up to 5 points)

[[Page 46102]]

    (2) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project. (up to 5 points)
    (c) Quality of the project design. (up to 30 points) The Secretary 
considers the quality of the design of the proposed project. In 
determining the quality of the design of the proposed project, the 
Secretary considers:
    (1) The extent to which the proposed project demonstrates a 
rationale (as defined in this notice). (up to 7 points)
    (2) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable. 
(up to 7 points)
    (3) 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 8 points)
    (4) The extent to which the proposed project is designed to build 
capacity and yield results that will extend beyond the period of 
Federal financial assistance. (up to 8 points)
    (d) Quality of project personnel. (up to 15 points) The Secretary 
considers the quality of the personnel who will carry out the proposed 
project.
    (1) In determining the quality of project personnel, the Secretary 
considers the extent to which the applicant encourages applications for 
employment from persons who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability. (up to 5 points)
    (2) In addition, the Secretary considers:
    (i) The qualifications, including relevant training and experience, 
of the project director or principal investigator. (up to 5 points)
    (ii) The qualifications, including relevant training and 
experience, of key project personnel. (up to 5 points)
    (e) Adequacy of resources. (up to 20 points) The Secretary 
considers the adequacy of resources for the proposed project. In 
determining the adequacy of resources for the proposed project, the 
Secretary considers:
    (1) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization. (up to 6 points)
    (2) The extent to which the costs are reasonable in relation to the 
number of persons to be served and to the anticipated results and 
benefits. (up to 7 points)
    (3) The potential for continued support of the project after 
Federal funding ends, including, as appropriate, the demonstrated 
commitment of appropriate entities to such support. (up to 7 points)
    (f) Quality of the project evaluation. (up to 15 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:
    (1) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project. (up to 4 points)
    (2) The extent to which the methods of evaluation provide for 
examining the effectiveness of the project implementation strategies. 
(up to 4 points)
    (3) The extent to which the methods of evaluation will provide 
timely guidance for quality assurance. (up to 3 points)
    (4) 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)

    Note:  For selection criterion (d), Quality of project 
personnel, as stated in the absolute priority for this competition, 
a proposed Center of Excellence for Veteran Student Success must 
have a coordinator whose primary responsibility is to coordinate the 
model program. In response to this selection criterion, the 
application should describe the qualifications of this individual, 
the members of the veteran student support team described in the 
absolute priority, and any other individuals who will help carry out 
the proposed project. The grant project director may or may not be 
the coordinator of the Center of Excellence for Veteran Student 
Success. Applicants should consider emphasizing how the training and 
experience of veteran employees staffing the project, if applicable, 
will support the goals of the project.


    Note:  For selection criterion (d), Quality of project 
personnel, applicants are encouraged to include in their application 
that they are committed to paying their staff a living wage for the 
local area and providing benefits.


    Note:  For selection criterion (e), Adequacy of resources, a 
budget summary and budget narrative attached to your proposal should 
itemize the support you are requesting through the CEVSS Program.

    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).
    A panel of three non-Federal reviewers will review and score each 
application in accordance with the selection criteria. A rank order 
funding slate will be made from this review. Awards will be made in 
rank order according to the average score received from the peer review 
and from the competitive preference priorities addressed by the 
applicant.
    If there are insufficient funds 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 Secretary will consider the number of 
veteran students enrolled at each IHE and award funding to the 
applicant(s) with the highest number of enrolled veteran students. If a 
tie still exists after applying the first tiebreaker, the Secretary 
will consider the need for model programs to address the needs of 
veteran students at a wide range of IHEs, including the need to provide 
(i) an equitable distribution of such grants to IHEs of various types 
and sizes; (ii) an equitable geographic distribution of such grants; 
and (iii) an equitable distribution of such grants among rural and 
urban areas.
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this program 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 
3473.10, 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

[[Page 46103]]

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 that is awarded competitive grant funds must 
have a plan to disseminate these public grant deliverables. This 
dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: Under 34 CFR 75.110, the Secretary has 
established the following performance measures for the CEVSS Program: 
(1) The extent to which the project is institutionalized at the end of 
the project period; and (2) The extent to which funded projects 
increase enrollment, persistence, and completion rates of veteran 
students at their institutions.
    These measures constitute the Department's indicators of success 
for this program. Consequently, we advise an applicant for a grant 
under this program to give careful consideration to these measures in 
conceptualizing the approach and evaluation for its proposed project.
    If funded, you will be required to collect and report data in your 
project's annual performance report (34 CFR 75.590).

VII. Other Information

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

Nasser H. Paydar,
Assistant Secretary for Postsecondary Education.
[FR Doc. 2024-11658 Filed 5-24-24; 8:45 am]
BILLING CODE 4000-01-P