[Federal Register Volume 59, Number 28 (Thursday, February 10, 1994)]
[Unknown Section]
[Page 0]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 94-3171]


[[Page Unknown]]

[Federal Register: February 10, 1994]


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DEPARTMENT OF EDUCATION
 

Training in Early Childhood Education and Violence Counseling

AGENCY: Department of Education.

ACTION: Notice of proposed priorities for fiscal year 1994.

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SUMMARY: The Secretary proposes absolute priorities and a competitive 
preference for fiscal year 1994 under the Training in Early Childhood 
Education and Violence Counseling Program. The absolute priorities 
would target Federal financial resources on several categories of 
disadvantaged students who are seeking careers in early childhood 
development or violence counseling, increase the likelihood that the 
disadvantaged students would be retained in the training program, and 
ensure that trainees would be prepared for work in economically 
disadvantaged areas. The competitive preference would increase the 
likelihood that applicants address the critical need for
trained individuals to provide counseling to young children who have 
been affected by violence and to adults who work with these young 
children.

DATES: Comments must be received on or before February 10, 1994.

ADDRESSES: All comments concerning the proposed absolute priorities and 
competitive preference should be addressed to Mary Jean LeTendre, U.S. 
Department of Education, 400 Maryland Avenue SW., room 2043, FOB-6, 
Washington, DC 20202-6132.

FOR FURTHER INFORMATION CONTACT:
Mr. Robert Alexander, U.S. Department of Education, 400 Maryland Avenue 
SW., room 2025, FOB-6, Washington DC 20202-2641. Telephone: (202) 401-
1692. Individuals who use a telecommunication device for the deaf (TDD) 
may call the Federal Information Relay Service (FIRS) at 1-800-877-8339 
between 8 a.m. and 8 p.m. eastern time, Monday through Friday.

SUPPLEMENTARY INFORMATION: This notice contains three proposed absolute 
priorities and one competitive preference under the Training in Early 
Childhood Education and Violence Counseling Program. The purpose of 
this program is to provide financial assistance to institutions of 
higher education (IHEs) to enable them to establish innovative programs 
to recruit and train students for careers in (1) early childhood 
development and care, or preschool programs, or (2) providing 
counseling to young children from birth to 6 years of age who have been 
affected by violence and to adults who work with these children. The 
authorizing legislation (Section 596 of the Higher Education Amendments 
of 1992) limits grants to IHEs that (1) prepare students for work in 
economically disadvantaged areas; (2) plan to focus their recruitment, 
retention, and training efforts on disadvantaged students; and (3) have 
demonstrated effectiveness in providing the type of training for which 
the institution seeks assistance. In addition, the Secretary proposes 
that grants be limited to projects that meet each of the three absolute 
priorities in this notice, and that competitive preference be given to 
applicants whose proposed project meets the proposed competitive 
priority.
    The purpose of the proposed priorities would advance Goal 1 of the 
National Education Goals by improving early childhood education and 
child care services in disadvantaged areas, and by enhancing the 
ability of educators and others to help young children and their 
families cope with violence.
    The Secretary will announce the final priorities in a notice in the 
Federal Register. The final priorities will be determined by responses 
to this notice and other considerations of the Department. Funding of 
particular projects will depend on the nature of the final priorities 
and the quality of the applications received.

    Note: This notice of proposed priorities does not solicit 
applications. A notice inviting applications under these 
competitions will be published in the Federal Register concurrent 
with or following publication of the notice of final priorities.

Proposed Absolute Priorities

    Under 34 CFR 75.105(c)(3) the Secretary proposes to give an 
absolute preference to applications that meet each of the following 
three priorities. The Secretary proposes to fund under this competition 
only applications that meet these three absolute priorities.

Proposed Absolute Priority 1--Focusing Training and Recruitment on 
Certain Categories of Disadvantaged Students

    Background: There is a growing need for well-qualified early 
childhood educators and child care providers, especially by parents who 
are on public assistance and seeking employment. Studies demonstrate 
that more than 11 million children are involved in early care and 
education outside their homes, including approximately 60 percent of 
children in families with incomes of $10,000 or less. The quality of 
the services these children receive will depend on the knowledge and 
skills of the people who care for and teach them.
    The statute requires grantees to focus their recruitment, 
retention, and training efforts on disadvantaged individuals. This 
proposed priority would require each IHE to include in its application 
a plan demonstrating that its recruitment, retention, and training 
efforts will be targeted primarily toward one or more of the following 
categories (1) individuals who are recipients of public assistance 
under programs such as Aid to Families with Dependent Children (AFDC); 
Special Supplemental Food Program for Women, Infants, and Children 
(WIC); or the food stamp program; or who have been recipients of public 
assistance within 12 months prior to recruitment in the program; (2) 
graduating high school seniors whose parents are recipients of public 
assistance under programs such as AFDC, WIC, or the food stamp program, 
or whose parents have been recipients of public assistance within 12 
months prior to recruitment in the program; (3) individuals who lack a 
postsecondary degree and are currently working in a Chapter 1, Head 
Start, or Even Start program or other Federal, State, or local program 
primarily serving disadvantaged young children; or (4) individuals who 
lack a postsecondary degree and are parents of children participating 
in Head Start, Even Start, or eligible Chapter 1 schoolwide programs or 
other Federal, State, or local program primarily serving disadvantaged 
young children. This proposed priority would contribute to higher 
employment rates for low-income individuals, and better paying jobs for 
the working poor, while increasing the supply of quality child care 
providers and violence counselors.

Priority

    Each IHE must include in its application a plan demonstrating that 
its recruitment, retention and training efforts will be targeted 
primarily toward one or more of the following categories:
    (1) Individuals who are recipients of public assistance under 
programs such as Aid to Families with Dependent Children (AFDC); 
Special Supplemental Food Program for Women, Infants, and Children 
(WIC); or the food stamp program; or who have been recipients of public 
assistance within 12 months prior to recruitment in the program.
    (2) Graduating high school seniors whose parents are recipients of 
public assistance under programs such as AFDC, WIC, or the food stamp 
program, or whose parents have been recipients of public assistance 
within 12 months prior to recruitment in the program.
    (3) Individuals who lack a postsecondary degree and are currently 
working in a Chapter 1, Head Start, or Even Start program or other 
Federal, State, or local program primarily serving disadvantaged young 
children.
    (4) Individuals who lack a postsecondary degree and are parents of 
children participating in Head Start, Even Start, or eligible Chapter 1 
schoolwide programs or other Federal, State, or local program primarily 
serving disadvantaged young children.

Proposed Absolute Priority 2--Training Programs Resulting in a Two-Year 
Certificate or Degree

    Background: The typical lead teacher in non-school sponsored early 
childhood classrooms has completed high school and has had some 
postsecondary education. In Head Start, for example, one study found 
that 56.5 percent of lead teachers had a high school diploma, or 
equivalent, or a Child Development Associate (CDA) certificate 
(Observational Study of Early Childhood Programs), but had not 
completed a formal education program at the postsecondary level. The 
same study showed that while 100 percent of lead teachers in school-
sponsored early childhood programs had at least a BA or BS degree, 63.2 
percent of the teaching assistants or aides had not completed any 
formal education beyond high school and most lacked specific training 
in early childhood education.
    Child care workers have one of the highest turnover rates of all 
occupations. During the past decade, staff turnover in child care 
centers nearly tripled. Some of the reasons often cited for this high 
turnover rate are low pay, lack of benefits, stressful working 
conditions, and lack of training in critical job safety, skill 
competencies, and child development knowledge. This proposed priority 
would require each IHE to demonstrate in its application that a primary 
component of the proposed project would be a course of study leading to 
a two-year certificate or degree in early childhood development and 
care, preschool education, or violence counseling. This priority would 
allow projects to include shorter term training opportunities such as 
those leading to a CDA certificate, as well as longer term 
opportunities such as a four-year degree in early childhood 
development, so long as a primary component of the project is a course 
of study leading to a two-year certificate or degree.
    Earning a two-year degree would enhance the career opportunities 
and improve the retention of individuals working in programs serving 
low-income children. At the same time, encouraging institutions to 
provide a two-year degree would serve to attract and retain low-income 
individuals for whom a four-year degree may initially seem out of 
reach, and provide a credential likely to result in a living wage job 
and meaningful career advancement for individuals in low-paying 
positions.

Priority

    Each IHE must demonstrate in its application that a primary 
component of the proposed project would be a course of study leading to 
a two-year certificate or degree in early childhood development and 
care, preschool education, or violence counseling.

Proposed Absolute Priority 3--Field Experience

    Background: Research in adult learning emphasizes the need for 
linking training to practical issues in participants' lives-- often 
through the use of concurrent hands-on practice. This is especially 
important for trainees who will be working in disadvantaged areas. 
Coursework alone is insufficient to prepare trainees for work in the 
child care field; the curriculum should relate closely to real-world 
issues and include practical experience. Students need experience 
working with children in appropriate high-quality settings where they 
can observe other teachers and practice what they have learned through 
coursework.
    This proposed absolute priority would require that all individuals 
served by the proposed project receive substantial field experience in 
early childhood development and care, preschool education, or violence 
counseling.
    Training programs in early childhood education and violence 
counseling that include concurrent classroom training and field 
experience components are not only more likely to retain students, but 
may result in higher employability following the training and increase 
the likelihood that students will return to disadvantaged areas for 
employment.

Priority

    All individuals served by the proposed project will receive 
substantial field experience in early childhood development and care, 
preschool, education, or violence counseling. The field experience must 
be in communities where there is highly concentrated poverty, a high 
incidence of violence, or both.

Proposed Competitive Preference

    Under 34 CFR 75.105(c)(2)(i) the Secretary proposes to give 
preference to applications that meet the following competitive 
priority. The Secretary proposes to award 10 additional points to an 
application that meets this priority in a particularly effective way. 
These points would be in addition to any points the applicant earns 
under the selection criteria for the program:

Proposed Competitive Preference--Emphasis on Training for Violence 
Counseling

    Background: Each day in American communities, children are 
witnesses to violent acts or are victims of abuse or personal assault. 
Recent studies report high percentages of young children witnessing 
shootings and stabbings at home and on the street. Other studies show 
an alarming increase in the numbers of pediatric firearms deaths and 
injuries.
    Some experts describe the impact of violence on many children as 
``post-traumatic stress disorder.'' Research has found that chronic 
exposure to violence can have serious developmental consequences for 
children, including psychological disorders, grief and loss reactions, 
impaired intellectual development and school problems, truncated moral 
development, pathological adaptation to violence, and identification 
with the aggressor. Furthermore, research demonstrates that the younger 
the child, the greater the threat of exposure to violence to healthy 
development.
    Most teachers and child care providers have not been trained to 
help children cope with the effects of violence. Given the national 
epidemic of violence, there is a responsibility to enhance the ability 
of educators to help young children and their families cope with 
violence and promote their resilience. There is also a need to train 
additional service providers to address the developmental impact of 
exposure to violence on young children and to support families in their 
efforts to protect their children's physical and emotional well-being. 
The purpose of this competitive preference is to provide a strong 
incentive for applicants to include a course of study in violence 
counseling in their proposed projects.

Priority

    Competitive preference will be given to applicants whose proposed 
project includes training and field experience leading to a degree or 
certificate in violence counseling for some or all of the participants.

Executive Order 12866

    This notice of proposed priorities has been reviewed in accordance 
with Executive Order 12866. Under the terms of the order the Secretary 
has assessed the potential costs and benefits of this regulatory 
action.
    The potential costs associated with the notice of proposed 
priorities are those resulting from statutory requirements and those 
determined by the Secretary as necessary for administering this program 
effectively and efficiently.

Intergovernmental Review

    This program is subject to the requirements of Executive Order 
12372 and the regulations in 34 CFR part 79. The objective of the 
Executive order is to foster an intergovernmental partnership and a 
strengthened federalism by relying on processes developed by State and 
local governments for coordination and review of proposed Federal 
financial assistance.
    In accordance with the order, this document is intended to provide 
early notification of the Department's specific plans and actions for 
this program.

Invitation to Comment

    Interested persons are invited to submit comments and 
recommendations regarding these proposed priorities. All comments 
submitted in response to this notice will be available for public 
inspection, during and after the comment period, in Room 2017, 400 
Maryland Avenue, SW., Washington, DC, between the hours of 8:30 a.m. 
and 4 p.m., Monday through Friday of each week except Federal holidays.

    Program Authority: Section 596 of the Higher Education 
Amendments of 1992.

(Catalog of Federal Domestic Assistance Number 84.266, Early 
Childhood Education and Violence Counseling Program)

    Dated: February 4, 1994.
Thomas W. Payzant,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 94-3171 Filed 2-9-94; 8:45 am]
BILLING CODE 4000-01-P-M