[Federal Register Volume 63, Number 245 (Tuesday, December 22, 1998)]
[Notices]
[Pages 70972-70975]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 98-33793]



[[Page 70971]]

_______________________________________________________________________

Part III





Department of Education





_______________________________________________________________________



Women's Educational Equity Act Program (WEEA); Inviting Applications 
for New Awards for Fiscal Year (FY) 1999; Notice

  Federal Register / Vol. 63, No. 245 / Tuesday, December 22, 1998 / 
Notices  

[[Page 70972]]


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

DEPARTMENT OF EDUCATION

[CFDA No.: 84.083 A and B]


Women's Educational Equity Act Program (WEEA); Notice Inviting 
Applications for New Awards for Fiscal Year (FY) 1999

    Purpose of Program: To promote gender equity in education; to 
promote equity in education for women and girls who suffer from 
multiple forms of discrimination based on sex and race, ethnic origin, 
limited English proficiency, disability or age; and to provide 
financial assistance to enable educational agencies to meet the 
requirements of title IX of the Education Amendments of 1972.
    Eligbile Applicants: Public agencies, private nonprofit agencies, 
organizations, institutions, student groups, community groups, and 
individuals.
    Deadline for Transmittal of Applications: February 19, 1999.
    Deadline for Intergovernmental Review: April 19, 1999.
    Applications Available: December 22, 1999.
    Available Funds: $600,000.
    Estimated Range of Awards: Implementation Grants: $90,000-$200,000; 
Research and Development Grants: $15,000-$38,000.
    Estimated Average Size of Awards: Implementation Grants: $178,000; 
Research and Development Grants: $26,000.
    Estimated Number of Awards: Implementation Grants: 4-6; Research 
and Development Grants: 1.

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

    Project Period: Up to 48 months. Funds available under this 
competition would be used for the first 12 months of a project.
    Applicable Regulations: The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 85, and 86.

    Supplementary Information: The Department will award two types of 
grants: (1) grants for the implementation of gender equity programs in 
schools; and (2) research and development grants to develop model 
equity programs. Examples of authorized activities under the program 
include--

Implementation Grants

    (a) Assisting educational agencies and institutions to implement 
policies and practices to comply with title IX of the Education 
Amendments of 1972;
    (b) Training for teachers, counselors, administrators, and other 
school personnel, especially preschool and elementary school personnel, 
in gender-equitable teaching and learning practices;
    (c) Leadership training for women and girls to develop professional 
and marketable skills to compete in the global marketplace, improve 
self-esteem, and benefit from exposure to positive role models;
    (d) School-to-work transition programs, guidance and counseling 
activities, and other programs to increase opportunities for women and 
girls to enter a technologically demanding workplace and, in 
particular, to enter highly skilled, high-paying careers in which women 
and girls have been underrepresented;
    (e) Enhancing educational and career opportunities for those women 
and girls who suffer multiple forms of discrimination, based on sex and 
on race, ethnic origin, limited-English proficiency, disability, 
socioeconomic status, or age;
    (f) Assisting pregnant students and students rearing children to 
remain in or to return to secondary school, graduate, and prepare their 
preschool children to start school;
    (g) Evaluating exemplary model programs to assess the ability of 
such programs to advance educational equity for women and girls;
    (h) Introduction into the classroom of textbooks, curricula, and 
other materials designed to achieve equity for women and girls;
    (i) Programs and policies to address sexual harassment and violence 
against women and girls and to ensure that educational institutions are 
free from threats to the safety of students and personnel;
    (j) Nondiscriminatory tests of aptitude and achievement and of 
alternative assessments that eliminate biased assessment instruments 
from use;
    (k) Programs to increase educational opportunities, including 
higher education, vocational training, and other educational programs 
for low-income women, including underemployed and unemployed women, and 
women receiving Aid to Families with Dependent Children benefits;
    (l) Programs to improve representation of women in educational 
administration at all levels; and
    (m) Planning, development, and initial implementation of--
    (i) Comprehensive institution- or districtwide evaluation to assess 
the presence or absence of gender equity in educational settings;
    (ii) Comprehensive plans for implementation of equity programs in 
State and local educational agencies and institutions of higher 
education, including community colleges; and
    (iii) Innovative approaches to school-community partnerships for 
educational equity.

Research and Development Activities

    (a) Research and development of innovative strategies and model 
training programs for teachers and other education personnel;
    (b) The development of high-quality and challenging assessment 
instruments that are nondiscriminatory;
    (c) The development and evaluation of model curricula, textbooks, 
software, and other educational materials to ensure the absence of 
gender stereotyping and bias;
    (d) The development of instruments and procedures that employ new 
and innovative strategies to assess whether diverse educational 
settings are gender equitable;
    (e) The development of instruments and strategies for evaluation, 
dissemination, and replication of promising or exemplary programs 
designed to assist local educational agencies in integrating gender 
equity in their educational policies and practices;
    (f) Updating high-quality educational materials previously 
developed through Women's Educational Equity Act (WEEA) grants;
    (g) The development of policies and programs to address and prevent 
sexual harassment and violence to ensure that educational institutions 
are free from threats to safety of students and personnel;
    (h) The development and improvement of programs and activities to 
increase opportunity for women, including continuing educational 
activities, vocational education, and programs for low-income women, 
including underemployed and unemployed women, and women receiving Aid 
to Families with Dependent Children; and
    (i) The development of guidance and counseling activities, 
including career education programs, designed to ensure gender equity.
    Priority for Implementation Grants: Under 34 CFR 75.105(b) and (c), 
the Secretary gives a competitive preference to applications that meet 
the following priority found in 20 U.S.C. 7235(b) by awarding bonus 
points depending on the extent to which the applicant meets the 
priority:
    Projects submitted by applicants that have not received assistance 
under the WEEA Program (5 points).
    Invitational Priority for Implementation Grants: Under 34 CFR

[[Page 70973]]

75.105(b) and (c), the Secretary invites and encourages applications 
that meet the following invitational priority for implementation 
grants: Projects that develop and implement welfare-to-work transition 
programs, including guidance and counseling activities, in higher 
education, vocational training, and other educational programs for low-
income and unemployed women and women receiving Aid to Families with 
Dependent Children benefits. The Secretary is particularly interested 
in applications that meet this priority. However, an application that 
meets this invitational priority does not receive competitive or 
absolute preference over other applications.
    Selection Criteria for Implementation Grants: The Secretary 
evaluates applications for implementation grants on the basis of the 
following criteria. The maximum possible score for each criterion is 
indicated in parentheses with the criterion. The Secretary awards up to 
100 points for all of the criteria. (1) Effectively achieving the 
purposes of WEEA (20 points)
    Under 34 CFR 75.209 and 20 U.S.C. 7235(a), the Secretary reviews 
each application to determine how well the project will effectively 
achieve the purposes of the WEEA Program.

    Note: Applicants should consider the following statutory 
provisions when responding to this criterion. Under 20 U.S.C. 7232, 
the purpose of the WEEA program is: (a) to promote gender equity in 
education in the United States; (b) to provide financial assistance 
to enable educational agencies and institutions to meet the 
requirements of title IX of the Educational Amendments of 1972; and 
(c) to promote equity in education for women and girls who suffer 
from multiple forms of discrimination based on sex, race, ethnic 
origin, limited-English proficiency, disability, or age.

    (2) Project as a component of a comprehensive plan (5 points).
    Under 34 CFR 75.209 and 20 U.S.C. 7235(a)(2)(C), the Secretary 
reviews each application to determine the extent to which the project 
is a significant component of a comprehensive plan for educational 
equity and compliance with title IX of the Educational Amendments of 
1972 in the particular school district, institution of higher 
education, vocational-technical institution, or other educational 
agency or institution.
    (3) Implementing an institutional change strategy (5 points).
    Under 34 CFR 75.209 and 20 U.S.C. 7235(a)(2)(D), the Secretary 
reviews each application to determine the extent to which the project 
implements an institutional change strategy with long-term impact that 
will continue as a central activity of the applicant after the WEEA 
grant has been terminated.
    (4) Need for project (10 points).
    The Secretary considers the need for the proposed project. In 
determining the need for the proposed project, the Secretary considers 
the following factors:
    a. The magnitude of the need for the services to be provided or the 
activities to be carried out by the proposed project.
    b. The extent to which the proposed project will enhance 
educational and career opportunities for those women and girls who 
suffer multiple forms of discrimination based on sex and race, ethnic 
origin, limited English-proficiency, disability, socioeconomic status, 
or age.
    (5) Significance (5 points).
    The Secretary considers the significance of the proposed project. 
In determining the significance of the proposed project, the Secretary 
considers the following factors:
    a. 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.
    b. The likely utility of the products (such as information, 
materials, processes, or techniques) that will result from the proposed 
project, including the potential for their being used effectively in a 
variety of other settings.
    c. The importance or magnitude of the results or outcomes likely to 
be attained by the proposed project, especially improvements in 
employment, independent living, or both, as appropriate.
    (6) Quality of the project design (15 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:
    a. The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    b. 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.
    c. The extent to which the design of the proposed project reflects 
up-to-date knowledge from research and effective practice.
    (7) Quality of project services (10 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, 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. In addition, the Secretary 
considers the following factors:
    a. The likely impact of the services to be provided by the proposed 
project on the intended recipients of those services.
    b. The extent to which the services to be provided by the proposed 
project are appropriate to the needs of the intended recipients or 
beneficiaries of those services.
    (8) Quality of Project Personnel (5 points).
    The Secretary considers the quality of the personnel who will carry 
out the proposed project. In determining the quality of project 
personnel, the Secretary considers the extent to which the applicant 
encourages applications for employment from persons who are members of 
groups that have traditionally been underrepresented based on race, 
color, national origin, gender, age, or disability. In addition, the 
Secretary considers the following factors:
    a. The qualifications, including relevant training and experience, 
of the project director or principal investigator.
    b. The qualifications, including relevant training and experience, 
of key project personnel.
    c. The qualifications, including relevant training and experience, 
of project consultants or subcontractors.
    (9) Adequacy of resources (5 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 the following factors:
    a. The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization.
    b. The extent to which the budget is adequate to support the 
proposed project.
    (10) Quality of the management plan (10 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 following factors:
    a. The adequacy of the management plan to achieve the objectives of 
the proposed project on time and within budget, including clearly 
defined responsibilities, time lines, and

[[Page 70974]]

milestones for accomplishing project tasks.
    b. The extent to which the time commitments of the project director 
and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    c. How the applicant will ensure that a diversity of perspectives 
are brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.
    (11) Quality of the project evaluation (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:
    a. The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    b. The extent to which the methods of evaluation include the use of 
objective performance measures that are clearly related to the intended 
outcomes of the project and will produce quantitative and qualitative 
data to the extent possible.
    c. The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.

    Note: Applicants should consider the following statutory 
provision when responding to this criterion. Under 20 U.S.C. 7234 
(1), applicants for WEEA funds are required to set forth policies 
and procedures that will ensure a comprehensive evaluation of the 
grant activities, including an evaluation of the practices, 
policies, and materials used by the applicant and an evaluation or 
estimate of the continued significance of the work of the project 
following completion of the award period.

Priority for Research and Development Grants

    Under 34 CFR 75.105(b) and (c), the Secretary gives a competitive 
preference to applications that meet the following priority found in 20 
U.S.C. Sec. 7235(b) by awarding bonus points depending on the extent to 
which the applicant meets the priority:
    Projects submitted by applicants that have not received assistance 
under the WEEA Program (5 points).
    Selection Criteria for Research and Development Grants: The 
Secretary evaluates applications for research and development grants on 
the basis of the following criteria. The maximum possible score for 
each criterion is indicated in parentheses with the criterion. The 
Secretary awards up to 100 points for all of the criteria.
    (1) Effectively achieving the purposes of WEEA (20 points).
    Under 34 CFR 75.209 and 20 U.S.C. 7235(a), the Secretary reviews 
each application to determine how well the project will effectively 
achieve the purposes of the WEEA Program.

    Note: Applicants should consider the following statutory 
provisions when responding to this criterion. Under 20 U.S.C. 7232, 
the purpose of the WEEA program is: (a) to promote gender equity in 
education in the United States; (b) to provide financial assistance 
to enable educational agencies and institutions to meet the 
requirements of title IX of the Educational Amendments of 1972; and 
(c) to promote equity in education for women and girls who suffer 
from multiple forms of discrimination based on sex, race, ethnic 
origin, limited-English proficiency, disability, or age.

    (2) Addressing multiple discrimination (5 points)
    Under 34 CFR 75.209 and 20 U.S.C. 7235(a)(2)(A), the Secretary 
reviews each application to determine the quality of the applicant's 
plan for addressing the needs of women and girls of color and women and 
girls with disabilities.
    (3) Need for project (10 points).
    The Secretary considers the need for the proposed project. In 
determining the need for the proposed project, the Secretary considers 
the following factors:
    a. The magnitude or severity of the problem to be addressed by the 
proposed project.
    b. 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.
    (4) Significance (10 points)
    The Secretary considers the significance of the proposed project. 
In determining the significance of the proposed project, the Secretary 
considers the following factors:
    a. The national significance of the proposed project.
    b. The potential contribution of the proposed project to increased 
knowledge or understanding of educational problems, issues, or 
effective strategies.
    c. The importance or magnitude of the results or outcomes likely to 
be attained by the proposed project, especially improvements in 
teaching and student achievement.
    (5) Quality of the project design (20 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:
    a. The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    b. 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.
    c. The extent to which the design of the proposed project reflects 
up-to-date knowledge from research and effective practice.
    d. The quality of methodology to be employed in the proposed 
project.
    (6) Quality of Project Personnel (10 points).
    The Secretary considers the quality of the personnel who will carry 
out the proposed project. In determining the quality of project 
personnel, the Secretary considers the extent to which the applicant 
encourages applications for employment from persons who are members of 
groups that have traditionally been underrepresented based on race, 
color, national origin, gender, age, or disability. In addition, the 
Secretary considers the following factors:
    a. The qualifications, including relevant training and experience, 
of the project director or principal investigator.
    b. The qualifications, including relevant training and experience, 
of key project personnel.
    c. The qualifications, including relevant training and experience, 
of project consultants or subcontractors.
    (7) Adequacy of resources (5 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 the following factors:
    a. The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization.
    b. The extent to which the budget is adequate to support the 
proposed project.
    (8) Quality of the management plan (10 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 following factors:
    a. The adequacy of the management plan to achieve the objectives of 
the

[[Page 70975]]

proposed project on time and within budget, including clearly defined 
responsibilities, time lines, and milestones for accomplishing project 
tasks.
    b. The extent to which the time commitments of the project director 
and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    c. How the applicant will ensure that a diversity of perspectives 
are brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate.
    (9) Quality of the project evaluation (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:
    a. The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    b. The extent to which the methods of evaluation include the use of 
objective performance measures that are clearly related to the intended 
outcomes of the project and will produce quantitative and qualitative 
data to the extent possible.
    c. The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes.

    Note: Applicants should consider the following statutory 
provision when responding to this criterion. Under 20 U.S.C. 7234 
(1), applicants for WEEA funds are required to set forth policies 
and procedures that will ensure a comprehensive evaluation of the 
grant activities, including an evaluation of the practices, 
policies, and materials used by the applicant and an evaluation or 
estimate of the continued significance of the work of the project 
following completion of the award period.

    FOR APPLICATIONS OR INFORMATION CONTACT: Madeline Baggett, U.S. 
Department of Education, 400 Maryland Avenue S.W., Room 3E228, 
Washington, D.C. 20202-6140. Telephone (202) 260-2502. Individuals who 
use a telecommunications 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.
    Individuals with disabilities may obtain this document in an 
alternate format (e.g., Braille, large print, audiotape, or computer 
diskette) on request to the contact person listed in the preceding 
paragraph.
    Individuals with disabilities may obtain a copy of the application 
package in an alternate format, also, by contacting that person. 
However, the Department is not able to reproduce in an alternate format 
the standard forms included in the application package.

    Note: The official application notice for a discretionary grant 
competition is the notice published in the Federal Register.

Electronic Access to This Document

    Anyone may view this document, as well as all other Department of 
Education documents published in the Federal Register, in text or 
portable document format (pdf) on the World Wide Web at either of the 
following sites: http://ocfo.ed.gov/fedreg.htm or http://www.ed.gov/
news.html. To use the pdf you must have the Adobe Acrobat Reader 
Program with Search, which is available free at either of the previous 
sites. If you have questions about using the pdf, call the U.S. 
Government Printing office toll free at 1-888-293-6498.

    Program Authority: 20 U.S.C. 7231-7238.

    Dated: December 15, 1998.
Gerald N. Tirozzi,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 98-33793 Filed 12-21-98; 8:45 am]
BILLING CODE 4000-01-P