[Federal Register Volume 67, Number 101 (Friday, May 24, 2002)]
[Notices]
[Pages 36583-36586]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 02-13160]


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DEPARTMENT OF EDUCATION

[CFDA No. 84.206A]


Office of Elementary and Secondary Education; Jacob K. Javits 
Gifted and Talented Students Education Program; Notice Inviting 
Applications for New Awards for Fiscal Year (FY) 2002 and Establishing 
Two Absolute Priorities

    Purpose of Program: The purpose of the Javits program is to carry 
out a coordinated program of scientifically based research, 
demonstration projects, innovative strategies, and similar activities 
designed to build and enhance the ability of elementary and secondary 
schools nationwide to meet the special educational needs of gifted and 
talented students.
    Eligible Applicants: State educational agencies, local educational 
agencies, institutions of higher education, other public agencies, and 
other private agencies and organizations (including Indian tribes and 
Indian organizations and Native Hawaiian organizations). Under the 
first priority in this competition, all of these entities are eligible 
to apply. Under the second priority, only State educational agencies in 
collaboration with one or more local educational agencies are eligible 
to apply.
    Applications Available: May 24, 2002.
    Deadline for Transmittal of Applications: July 8, 2002.
    Deadline for Intergovernmental Review: June 24, 2002.
    Available Funds: Priority 1--$5,100,000, Priority 2--$3,750,000.
    Estimated Number of Awards: Priority 1--10, Priority 2--12.
    Estimated Size of Awards: Priority 1--$400,000-$600,000, Priority 
2--$200,000-$300,000.
    Estimated Average Size of Awards: Priority 1--$500,000, Priority 2-
-$250,000.

    (Note: These estimates are projections for the guidance of 
potential applicants. The Department is not bound by any estimates 
in this notice.)

    Project Period: Up to 60 months for the first priority and up to 36 
months for the second priority.
    Applicable Regulations: The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 85, 97, 98, and 99.

SUPPLEMENTARY INFORMATION: The Assistant Secretary for Elementary and 
Secondary Education invites applications for new grant awards for FY 
2002 for the Jacob K. Javits Gifted and Talented Students Education 
program (Javits program). The Javits program has been rewritten in its 
entirety by P.L. 107-110, the No Child Left Behind Act, and is now 
located in Title V, Part D, Subpart 6 of the Elementary and Secondary 
Education Act of 1965, as amended (ESEA), under which these grants are 
authorized (20 U.S.C. 7253 et seq.). The Jacob K. Javits Gifted and 
Talented Students Education Act of 2001 supports a coordinated program 
of research, demonstration projects, and other activities to build and 
enhance the ability of schools nationwide to serve gifted and talented 
students.
    The Assistant Secretary also announces two final absolute 
priorities and final selection criteria to govern this competition and 
the FY 2002 awards of these grants. In accordance with [sect] 5465(a) 
and (b) of the statute, the Assistant Secretary intends to give

[[Page 36584]]

priority to projects designed to develop new information that improves 
the capability of schools to plan, conduct, and improve programs to 
identify and serve gifted and talented students and to projects that 
identify and serve students from underrepresented groups, including 
economically disadvantaged, limited English speaking, and disabled 
students. The Secretary also will implement [sect] 5464(c) of the 
statute, requiring funding of certain projects when appropriation 
levels for the Javits program in a given year exceed the appropriation 
in FY 2001.
    Accordingly, the Assistant Secretary will make awards under the 
following two absolute priorities to encourage activities that will 
contribute to an understanding of the most effective ways to educate 
gifted and talented students who are economically disadvantaged, 
limited English proficient, or who have disabilities. These priorities 
will help to target funds to high-needs populations within the general 
program purpose of assisting States and local school districts to 
better serve gifted and talented students.
    The Assistant Secretary's first priority implements section 5465(a) 
of the statute and focuses on projects that propose to develop, 
conduct, scale up, and evaluate programs that identify and serve gifted 
and talented students who are economically disadvantaged or limited 
English proficient, or who have disabilities and who may not be 
identified and served through traditional assessment methods. According 
to a 2002 report by the National Research Council titled ``Minority 
Students in Special and Gifted Education,'' these groups of students 
remain significantly under-represented at the highest levels of 
performance. Over the past decade, small-scale model projects and 
intervention strategies have produced some evidence of effectiveness in 
raising student achievement to high levels. The goal of this first 
priority is to expand upon, field test, and evaluate research-based 
interventions that have existing evidence of success in increasing the 
proportion of economically disadvantaged, limited English proficient, 
or disabled students performing at high levels of achievement. Based on 
the experience of previous grant recipients, the Assistant Secretary 
believes that these projects will be most successful if they are 
carried out by applicants that can demonstrate an expertise in: 
education research and program evaluation, one or more of the core 
academic subject areas (English, reading or language arts, mathematics, 
science, foreign languages, civics and government, economics, arts, 
history, and geography), the needs of disadvantaged or other under-
represented students, and gifted and talented education. In order to 
meet the absolute priority, projects must: (1) Build on successful 
interventions and strategies that show evidence that they have 
increased student achievement, (2) draw on expertise in research and 
program evaluation, disciplinary knowledge in the core subject areas, 
the needs of underrepresented groups, and gifted and talented 
education, (3) expand upon the intervention as it is carried out in 
multiple sites, and (4) propose a careful research and evaluation plan.
    The Assistant Secretary establishes this first priority after 
having reviewed the relevant research base and the evaluations of 
previously funded projects, holding discussions with project directors, 
and consulting with experts in the field.
    The Assistant Secretary's second absolute priority implements the 
``Special Rule'' in [sect] 5464(c) of the authorizing legislation that 
requires any funds available in a fiscal year that exceed the amount 
that was available in FY 2001 to be awarded to State educational 
agencies or local educational agencies, or both, to carry out such 
activities as: research and development on gifted and talented 
education and how it may be used to improve the education of all 
students, program evaluations and information collection activities, 
model projects and innovative strategies, technical assistance and 
information dissemination, distance learning opportunities, and 
professional development. Because the FY 2001 appropriation was $7.5 
million and the FY 2002 appropriation is $11.25 million, $3.75 million 
is therefore available in FY 2002 for these purposes. To ensure the 
most effective use of funds for the above-stated purposes, under this 
second priority the Assistant Secretary will only fund projects 
submitted by State educational agencies that propose to collaborate 
with one or more local educational agencies to carry out a coordinated 
set of activities to build statewide capacity to serve gifted and 
talented students.
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (5 U.S.C. 553), the Secretary generally offers interested parties 
the opportunity to comment on proposed regulations. However, to make 
timely awards in FY 2002, the Secretary has decided to issue these 
final priorities without first publishing them as proposals for public 
comment. These priorities will apply to the FY 2002 grant competition 
only. The Secretary takes this action under section 437(d)(1) of the 
General Education Provisions Act.
    Absolute Priorities: Under 34 CFR 75.105(c)(3) and the Jacob K. 
Javits Gifted and Talented Students Education Act, the Assistant 
Secretary gives absolute priority to applications that meet one of the 
following priorities and funds only applications that meet one of the 
absolute priorities. Each application must address one of these two 
priorities. Applicants cannot address both priorities in the same 
application. Applicants eligible to apply under both priorities must 
submit separate applications to address each of the priorities and the 
applications will be reviewed separately.
    Absolute Priority 1--Javits Demonstration Programs: Under this 
absolute priority, applicants must propose projects to plan, implement, 
scale up, and evaluate models designed to close the achievement gap for 
students in underrepresented groups, including economically 
disadvantaged, limited English proficient, or disabled students, 
performing at the highest levels.
    To meet this priority each project must include all of the 
following:
    (1) Evidence from one or more scientifically based research and 
evaluation studies indicating the efficacy of the proposed approach in 
raising achievement of underrepresented groups to high levels of 
achievement in one or more core subject areas.
    (2) Evidence that the applicant has significant expertise in 
research and program evaluation, knowledge in one or more core academic 
subject areas, experience working with underrepresented groups, and 
knowledge about gifted and talented education.
    (3) A sound plan for implementing the model in multiple settings.
    (4) A research and evaluation plan that will yield both formative 
and summative information on the effectiveness of the model, including 
student achievement data.
    Absolute Priority 2--Javits State Capacity-Building Grants: Under 
this absolute priority, State educational agencies (SEAs), in 
collaboration with one or more local educational agencies (LEAs), must 
propose projects to improve services to gifted and talented students 
and develop the capacity of the States and LEAs to serve these students 
more effectively. Under this priority, applications must propose to 
carry out one or more of the following activities:

[[Page 36585]]

    (1) Conducting scientifically based research on methods and 
techniques for identifying and teaching gifted and talented students 
and for using gifted and talented programs and methods for serving all 
students, and conducting program evaluations, surveys, and the 
collection, analysis, and development of information needed to 
accomplish the proposed project.
    (2) Conducting professional development (including fellowships) for 
personnel (including leadership personnel) involved in the education of 
gifted and talented students.
    (3) Establishing and operating model projects and exemplary 
programs for serving gifted and talented students, including innovative 
methods for identifying and educating students who may not be served by 
traditional gifted and talented programs (such as summer programs, 
mentoring programs, service learning programs, and cooperative programs 
involving business, industry, and education).
    (4) Implementing innovative strategies, such as cooperative 
learning, peer tutoring, and service learning.
    (5) Providing programs of technical assistance and information 
dissemination, including assistance and information with respect to how 
gifted and talented programs and methods, where appropriate, may be 
adapted for use by all students.
    (6) Making materials and services available through State regional 
educational service centers, institutions of higher education, or other 
entities.
    (7) Providing challenging, high-level course work, disseminated 
through technologies (including distance learning), for individual 
students or groups of students in schools and local educational 
agencies that would not otherwise have the resources to provide such 
course work.

Other Requirements

    The Assistant Secretary directs the applicants' attention to the 
requirements in section 5464(a)(2) of the statute, stating that each 
applicant requesting support under the Javits program must describe 
how:
    (1) The proposed gifted and talented services, materials, and 
methods can be adapted, if appropriate, for use by all students, and
    (2) The proposed programs can be evaluated.
    Definitions: The definitions contained in the Jacob K. Javits 
Gifted and Talented Students Education Act of 2001, at Title IX, Part A 
of the ESEA, apply to the Javits program and this competition. In 
particular, the Assistant Secretary directs applicants' attention to 
the following definition:
    Core Academic Subjects. The term ``core academic subjects'' means 
English, reading or language arts, mathematics, science, foreign 
languages, civics and government, economics, arts, history, and 
geography. (20 U.S.C. 7801(11)).
    Selection Criteria: The Assistant Secretary uses the following 
selection criteria to evaluate applications for new grants under this 
competition. Each of the two absolute priorities in this competition 
has separate selection criteria tailored to the specific requirements 
of the priority. These selection criteria are drawn from EDGAR [sect] 
75.210. In both sets of selection criteria, the maximum score for all 
of these criteria is 100 points. The maximum score for each criterion 
is indicated in parentheses.

Selection Criteria for Priority 1 (Javits Demonstration Programs)

    (1) Significance. (15 points)
    In determining the significance of the proposed project, the 
following factors are considered:
    (i) The potential contribution of the proposed project to the 
development and advancement of theory, knowledge, and practices in the 
field of study.
    (ii) The potential for generalizing from the findings or results of 
the proposed project.
    (2) Quality of the project design. (20 points)
    In determining the quality of the project design of the proposed 
project, the following factors are considered:
    (i) The extent to which the proposed activities constitute a 
coherent, sustained program of research and development in the field, 
including, as appropriate, a substantial addition to an ongoing line of 
inquiry.
    (ii) The extent to which the proposed project represents an 
exceptional approach to the priority established for the competition.
    (iii) The quality of the methodology to be employed in the proposed 
project.
    (3) Quality of project services. (20 points)
    In determining the quality of the services to be provided by the 
proposed project, 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 is 
considered. In addition, the following factors are considered:
    (i) 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.
    (ii) The likelihood that the services to be provided will lead to 
improvements in the achievement of students as measured against 
rigorous academic standards.
    (iii) 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.
    (4) Quality of project personnel. (10 points)
    In determining the quality of project personnel, 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 is 
considered. In addition, the following factors are considered:
    (i) The qualifications, including relevant training and experience, 
of the project director or principal investigator.
    (ii) The qualifications, including relevant training and 
experience, of key project personnel.
    (5) Adequacy of resources. (10 points)
    In determining the adequacy of resources for the proposed project, 
the following factors are considered:
    (i) The adequacy of support, including facilities, equipment, 
supplies and other resources, from the applicant organization or the 
lead applicant organization.
    (ii) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project.
    (6) Quality of project evaluation (25 points)
    In determining the quality of the project evaluation, the following 
factors are considered:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (ii) The extent to which the evaluation will provide guidance about 
effective strategies suitable for replication or testing in other 
settings.

Section Criteria for Priority 2 (Javits State Capacity--Building 
Grants)

    (1) Need for the project. (15 points)
    In determining the need for the project, 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, is considered.

[[Page 36586]]

    (2) Quality of the project design. (20 points)
    In determining the quality of the design of the proposed project, 
the following factors are considered:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable.
    (ii) 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.
    (iii) The extent to which the proposed project represents an 
exceptional approach to the priority established for the competition.
    (3) Quality of project services. (15 points) In determining the 
quality of the services to be provided by the proposed project, 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 is considered. In addition, 
the following factors are considered:
    (i) The extent to which the services to be provided by the proposed 
project reflect up-to-date knowledge from research and effective 
practice.
    (ii) The likely impact of the services to be provided by the 
proposed project on the intended recipients of those services.
    (4) Quality of project personnel. (10 points)
    In determining the quality of the project personnel, 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, is 
considered. In addition, the following factors are considered:
    (i) The qualifications, including relevant training and experience, 
of the project director or principal investigator.
    (ii) The qualifications, including relevant training and 
experience, of the key project personnel.
    (5) Adequacy of resources. (10 points)
    The adequacy of resources for the proposed project is considered.
    (6) Quality of the management plan. (10 points)
    In determining the quality of the management plan for the proposed 
project, the following factors are considered:
    (i) 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.
    (ii) The adequacy of the procedures for ensuring feedback and 
continuous improvement in the operation of the proposed project.
    (7) Quality of the project evaluation. (20 points) In determining 
the quality of the evaluation, the following factors are considered:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project.
    (ii) The extent to which the evaluation will provide guidance about 
effective strategies suitable for replication or testing in other 
settings.

FOR APPLICATIONS AND FURTHER INFORMATION CONTACT: Emily McAdams, U.S. 
Department of Education, Room 5W252, 400 Maryland Ave., SW., 
Washington, DC 20202. Telephone: (202) 260-8753 or the following email 
or Internet address: [email protected]
    If you use a telecommunications devise for the deaf (TDD), you may 
call the Federal Information Relay Service (FIRS) at 1-800-877-8339.
    Individuals with disabilities may obtain this document, or an 
application package in an alternative format (e.g., Braille, large 
print, audiotape, or computer diskette) on request to the contact 
person listed. However, the Department is not able to reproduce in an 
alternative format the standard forms included in the application 
package.
    Electronic Access to this Document: You may view this document, as 
well as all other Department of Education documents published in the 
Federal Register, in text or Adobe Portable Document Format (PDF) on 
the Internet at the following site: www.ed.gov/legislation/FedRegister
    To use PDF you must have the Adobe Acrobat Reader, which is 
available free at this site. If you have questions about using PDF, 
call the U.S. Government Printing Office (GPO) toll free, at 1-888-293-
6498; or in the Washington, DC, area at (202) 512-1530.

    Note: The official version of this document is the document 
published in the Federal Register. Free Internet access to the 
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Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html


    Program Authority: 20 U.S.C. 7253 et seq.

    Dated: May 21, 2002.
Susan B. Neuman,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 02-13160 Filed 5-23-02; 8:45 am]
BILLING CODE 4000-01-P