[Federal Register Volume 77, Number 77 (Friday, April 20, 2012)]
[Notices]
[Pages 23675-23690]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2012-9597]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Promise Neighborhoods Program--
Implementation Grant Competition

AGENCY: Office of Innovation and Improvement, Department of Education.

ACTION: Notice.

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Overview Information; Promise Neighborhoods Program--Implementation 
Grant Competition; Notice Inviting Applications for New Awards for 
Fiscal Year (FY) 2012

    Catalog of Federal Domestic Assistance (CFDA) Number: 84.215N 
(Implementation grants).
    Dates: Applications Available: April 20, 2012.
    Deadline for Notice of Intent To Apply: June 8, 2012.
    Date of Pre-Application Webinars: May 17, 2012, and June 14, 2012.
    Deadline for Transmittal of Applications: July 27, 2012.
    Deadline for Intergovernmental Review: September 25, 2012.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The Promise Neighborhoods program is carried 
out under the legislative authority of the Fund for the Improvement of 
Education (FIE), title V, part D, subpart 1, sections 5411 through 5413 
of the Elementary and Secondary Education Act of 1965, as amended 
(ESEA) (20 U.S.C. 7243-7243b). FIE supports nationally significant 
programs to improve the quality of elementary and secondary education 
at the State and local levels and to help all children meet challenging 
State academic content and student academic achievement standards.
    The purpose of the Promise Neighborhoods program is to 
significantly improve the educational and developmental outcomes of 
children and youth in our most distressed communities and to transform 
those communities by--
    (1) Identifying and increasing the capacity of eligible 
organizations (as defined in this notice) that are focused on achieving 
results for children and youth throughout an entire neighborhood;
    (2) Building a complete continuum of cradle-through- college-to-
career solutions (continuum of solutions) (as defined in this notice) 
of both education programs and family and community supports (both as 
defined in this notice), with great schools at the center. All 
solutions in the continuum of solutions must be accessible to children 
with disabilities (CWD) (as defined in this notice) and English 
learners (ELs) (as defined in this notice);
    (3) Integrating programs and breaking down agency ``silos'' so that 
solutions are implemented effectively and efficiently across agencies;
    (4) Developing the local infrastructure of systems and resources 
needed to sustain and scale up proven, effective solutions across the 
broader region beyond the initial neighborhood; and
    (5) Learning about the overall impact of the Promise Neighborhoods 
program and about the relationship between particular strategies in 
Promise Neighborhoods and student outcomes, including through a 
rigorous evaluation of the program.
    Background: The vision of this program is that all children and 
youth growing up in Promise Neighborhoods have access to great schools 
and strong systems of family and community support that will prepare 
them to attain an excellent education and successfully transition to 
college and a career.
    A Promise Neighborhood is both a place and a strategy. A place 
eligible to become a Promise Neighborhood is a geographic area that is 
distressed, often facing inadequate access to high-quality early 
learning programs and services, with struggling schools, low high-
school and college graduation rates, high rates of unemployment, high 
rates of crime, and indicators of poor health. These conditions 
contribute to and intensify the negative outcomes associated with 
children and youth living in poverty. Children and youth who are from 
low-income families and grow up in neighborhoods of concentrated 
poverty face educational and life challenges above and beyond the 
challenges faced by children who are from low-income families who grow 
up in neighborhoods without a high concentration of poverty. A Federal 
evaluation of the reading and mathematics outcomes of elementary 
students in 71 schools in 18 districts and 7 States found that even 
when controlling for individual student poverty, there is a significant 
negative association between school-level poverty and student 
achievement.\1\ The evaluation found that students have lower academic 
outcomes when a higher percentage of their same-school peers qualify 
for free and reduced-priced lunch (FRPL) compared to when a lower 
percentage of their same-school

[[Page 23676]]

peers qualify for FRPL. The compounding effects of neighborhood poverty 
continue later in life: Another study found that, for children with 
similar levels of family income, growing up in a neighborhood where the 
number of families in poverty was between 20 and 30 percent increased 
the chance of downward economic mobility--moving down the income ladder 
relative to their parents--by more than 50 percent compared with 
children who grew up in neighborhoods with under 10 percent of families 
in poverty.\2\
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    \1\ Westat and Policy Studies Associates. The longitudinal 
evaluation of school change and performance (LESCP) in title I 
schools. Prepared for the U.S. Department of Education. Available 
online at http://www2.ed.gov/offices/OUS/PES/esed/lescp_vol1.pdf.
    \2\ Sharkey, Patrick. ``Neighborhoods and the Black-White 
Mobility Gap.'' Economic Mobility Project: An Initiative of The Pew 
Charitable Trusts, 2009.
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    A Promise Neighborhood is also a strategy for addressing the issues 
in distressed communities. Promise Neighborhoods are led by 
organizations that work to ensure that all children and youth in the 
target geographic area have access to the continuum of solutions needed 
to graduate from high school ready for college and a career. Within 
these geographic areas, Promise Neighborhoods create a high level of 
participation in cradle-to-career supports for children and youth, 
where over time a greater proportion of the neighborhood is served by 
programs and neighborhood indicators show significant progress. For 
this reason, each Promise Neighborhood grantee must have several core 
features: (1) Significant need in the neighborhood the grant serves; 
(2) a strategy to build a continuum of solutions with strong schools at 
the center; and (3) the capacity to achieve results. As the proportion 
of neighborhood children, students, and families accessing services and 
attending great schools increases, the entire neighborhood will be 
positively affected.
    While there are a number of organizations and communities that are 
working on developing Promise Neighborhoods strategies, these entities 
are at different stages of readiness to create a Promise Neighborhood. 
We have established priorities, requirements, definitions, and 
selection criteria for both planning and implementation grants in a 
notice of final priorities, requirements, definitions, and selection 
criteria published in the Federal Register on July 6, 2011 (76 FR 
39590) (2011 Promise Neighborhoods NFP). The priorities, requirements, 
and selection criteria are different for planning grant and 
implementation grant applicants, while the definitions apply to both 
groups of applicants. This current notice invites applications for FY 
2012 implementation grants. Elsewhere in this issue of the Federal 
Register, we have published a notice inviting applications for FY 2012 
planning grants.
    Planning grants will support eligible organizations that need to 
develop feasible plans to create a continuum of solutions with the 
potential to significantly improve the educational and developmental 
outcomes of children and youth in a neighborhood. These grants will 
support eligible organizations that demonstrate the need for creating a 
Promise Neighborhood in the geographic areas they are targeting, a 
sound strategy for developing a feasible plan to create a continuum of 
solutions, and the capacity to develop the plan.
    Under Absolute Priority 1 for planning grants, Promise 
Neighborhoods planning grantees generally must undertake the following 
activities during the planning year (the complete and exact 
requirements of the priority are specified elsewhere in the notice):
    (1) Conduct a comprehensive needs assessment and segmentation 
analysis (as defined in this notice) of children and youth in the 
neighborhood.
    (2) Develop a plan to deliver a continuum of solutions with the 
potential to drive results. This includes building community support 
for and involvement in the development of the plan.
    (3) Establish effective partnerships both to provide solutions 
along the continuum and to commit resources to sustain and scale up 
what works.
    (4) Plan, build, adapt, or expand a longitudinal data system that 
will provide information that the grantee will use for learning, 
continuous improvement, and accountability.
    (5) Participate in a community of practice (as defined in this 
notice).
    Implementation grants will support eligible organizations in 
carrying out their plans to create a continuum of solutions that will 
significantly improve the educational and developmental outcomes of 
children and youth in the target neighborhood. These grants will aid 
eligible organizations that have developed a plan that demonstrates the 
need for the creation of a Promise Neighborhood in the geographic area 
they are targeting, a sound strategy for implementing a plan for 
creating a continuum of solutions, and the capacity to implement the 
plan. More specifically, grantees will use implementation grant funds 
to develop the administrative capacity necessary to successfully 
implement a continuum of solutions, such as managing partnerships, 
integrating multiple funding sources, and supporting the grantee's 
longitudinal data system. While implementation grantees will be best 
positioned to determine the allocation of grant funds given the results 
of their needs assessments and plans to build their organizational 
capacity, the Department expects that the majority of resources to 
provide solutions within the continuum of solutions will come from 
public and private funding sources that are integrated and aligned with 
the Promise Neighborhoods strategy.
    Under Absolute Priority 1 for implementation grants, Promise 
Neighborhoods implementation grantees generally will undertake the 
following activities during the implementation years (the complete and 
exact requirements of the priority are specified elsewhere in the 
notice):
    (1) Implement a continuum of solutions that addresses neighborhood 
challenges, as identified through a needs assessment and segmentation 
analysis, and that will improve results for children and youth in the 
neighborhood.
    (2) Continue to build and strengthen partnerships that will provide 
solutions along the continuum of solutions and that will commit 
resources to sustain and scale up what works.
    (3) Collect data on indicators at least annually, and use and 
improve a longitudinal data system for learning, continuous 
improvement, and accountability.
    (4) Demonstrate progress on goals for improving systems, such as by 
making changes in policies and organizations, and by leveraging 
resources to sustain and scale up what works.
    (5) Participate in a community of practice (as defined in this 
notice).
    Considering the time and urgency required to dramatically improve 
outcomes of children and youth in our most distressed neighborhoods and 
to transform those neighborhoods, implementation grantees will 
establish both short- and long-term goals to define success.
    Consistent with the approach of the Promise Neighborhoods program, 
we believe that it is important for communities to develop a 
comprehensive neighborhood revitalization strategy that addresses 
neighborhood assets (as defined in this notice) that are essential to 
transforming distressed neighborhoods into healthy and vibrant 
communities of opportunity. Although not a proposed requirement for 
planning or implementation applicants, we believe that a Promise 
Neighborhood will be

[[Page 23677]]

most successful when it is part of, and contributing to, an area's 
broader neighborhood revitalization strategy. We believe that only 
through the development of such comprehensive neighborhood 
revitalization plans that embrace the coordinated use of programs and 
resources in order to effectively address the interrelated needs within 
a community will the broader vision of neighborhood transformation 
occur.
    Because a diverse group of communities could benefit from Promise 
Neighborhoods, the Secretary has established an absolute priority for 
applicants that propose to serve one or more rural communities (as 
defined in this notice) only and an absolute priority for applicants 
that propose to serve one or more Indian tribes (as defined in this 
notice).

    Note: In developing their strategies for planning or 
implementing a continuum of solutions, applicants should be mindful 
of the importance of ensuring that all children, including infants 
and toddlers in the neighborhood, have an opportunity to benefit. 
For example, individuals with disabilities and English Learners, 
particularly recent immigrants, may encounter unique challenges that 
prevent them from accessing the benefits of a Promise Neighborhoods 
project.


    Successful applicants under this competition must comply with 
Federal civil rights laws that apply to recipients and sub-recipients 
of Federal financial assistance including: Title VI of the Civil Rights 
Act of 1964, as amended (prohibiting discrimination on the basis of 
race, color, or national origin); Section 504 of the Rehabilitation Act 
of 1973, as amended and Title II of the Americans with Disabilities Act 
of 1990, as amended (prohibiting discrimination on the basis of 
disability); Title IX of the Education Amendments of 1972, as amended 
(prohibiting discrimination on the basis of sex); and the Age 
Discrimination Act of 1975, as amended (prohibiting discrimination on 
the basis of age).
    Applicants, therefore, in designing their projects and preparing 
their required General Education Provisions Act (GEPA) section 427 
assurance, will need to address barriers to participation for 
individuals, including individuals with disabilities and limited 
English proficiency, and must consider the steps they will take to 
ensure equitable participation of all children and families in the 
project, in compliance with civil rights obligations. (Section 427 
requires each applicant to include in its application a description of 
the steps the applicant proposes to take to ensure equitable access to, 
and participation in, its federally assisted program for students, 
teachers, and other program beneficiaries with special needs.)
    Priorities: This competition includes three absolute priorities, 
four competitive preference priorities, and one invitational priority 
that are explained in the following paragraphs. These priorities are 
from the 2011 Promise Neighborhoods NFP.
    Absolute Priorities: For FY 2012 and any subsequent year in which 
we make awards from the list of unfunded applicants from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3) we consider only applications that meet one or more of 
these absolute priorities.

    Note: Applicants must indicate in their application whether they 
are applying under Implementation Grant Priority 1 (Absolute), 
Implementation Grant Priority 2 (Absolute), or Implementation Grant 
Priority 3 (Absolute). An applicant that applies under 
Implementation Grant Priority 2 (Absolute) but is not eligible for 
funding under Implementation Grant Priority 2 (Absolute), or applies 
under Implementation Grant Priority 3 (Absolute) but is not eligible 
for funding under Implementation Grant Priority 3 (Absolute), may be 
considered for funding under Implementation Grant Priority 1 
(Absolute).

    These priorities are:

Implementation Grant Priority 1 (Absolute)

    Submission of Promise Neighborhood Plan. To meet this priority, an 
applicant must submit a plan to create a Promise Neighborhood. The plan 
must describe the need in the neighborhood, a strategy to build a 
continuum of solutions, and the applicant's capacity to achieve 
results. Specifically, an applicant must--
    (1) Describe the geographically defined area \3\ (neighborhood) to 
be served and the level of distress in that area based on indicators of 
need and other relevant indicators. The statement of need in the 
neighborhood must be based, in part, on results of a comprehensive 
needs assessment and segmentation analysis (as defined in this notice). 
Applicants may propose to serve multiple, non-contiguous geographically 
defined areas. In cases where target areas are not contiguous, the 
applicant must explain its rationale for including non-contiguous 
areas;
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    \3\ For the purposes of this notice, the Department uses the 
terms ``geographic area'' and ``neighborhood'' interchangeably.
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    (2) Describe the applicant's strategy for building a continuum of 
solutions over time that addresses neighborhood challenges as 
identified in the needs assessment and segmentation analysis. The 
applicant must also describe how it has built community support for and 
involvement in the development of the plan. The continuum of solutions 
must be based on the best available evidence including, where 
available, strong or moderate evidence (as defined in this notice), and 
be designed to significantly improve educational outcomes and to 
support the healthy development and well-being of children and youth in 
the neighborhood. The strategy must be designed to ensure that over 
time, a greater proportion of children and youth in the neighborhood 
who attend the target school or schools have access to a complete 
continuum of solutions, and must ensure that over time, a greater 
proportion of children and youth in the neighborhood who do not attend 
the target school or schools have access to solutions within the 
continuum of solutions. The strategy must also ensure that, over time, 
students not living in the neighborhood who attend the target school or 
schools have access to solutions within the continuum of solutions.
    The success of the applicant's strategy to build a continuum of 
solutions will be based on the results of the project, as measured 
against the project indicators as defined in this notice and described 
in Table 1 and Table 2. In its strategy, the applicant must propose 
clear and measurable annual goals during the grant period against which 
improvements will be measured using the indicators. The strategy must--
    (a) Identify each solution that the project will implement within 
the proposed continuum of solutions, and must include--
    (i) High-quality early learning programs and services designed to 
improve outcomes across multiple domains of early learning (as defined 
in this notice) for children from birth through third grade;
    (ii) Ambitious, rigorous, and comprehensive education reforms that 
are linked to improved educational outcomes for children and youth in 
preschool through the 12th grade. Public schools served through the 
grant may include persistently lowest-achieving schools (as defined in 
this notice) or low-performing schools (as defined in this notice) that 
are not also persistently lowest-achieving schools. An applicant (or 
one or more of its partners) may serve an effective school or schools 
(as defined in this notice) but only if the applicant (or one or more 
of its partners) also serves at least one low-performing school (as 
defined in this notice) or persistently lowest-achieving school (as 
defined in this notice). An applicant must identify in its

[[Page 23678]]

application the public school or schools it would serve and describe 
the current status of reforms in the school or schools, including, if 
applicable, the type of intervention model being implemented. In cases 
where an applicant operates a school or partners with a school that 
does not serve all students in the neighborhood, the applicant must 
partner with at least one additional school that also serves students 
in the neighborhood. An applicant proposing to work with a persistently 
lowest-achieving school must include in its strategy one of the four 
school intervention models (turnaround model, restart model, school 
closure, or transformation model) described in Appendix C of the Race 
to the Top (RTT) notice inviting applications for new awards for FY 
2010 that was published in the Federal Register on November 18, 2009 
(74 FR 59836, 59866).
    An applicant proposing to work with a low-performing school must 
include in its strategy ambitious, rigorous, and comprehensive 
interventions to assist, augment, or replace schools, which may include 
implementing one of the four school intervention models, or may include 
another model of sufficient ambition, rigor, and comprehensiveness to 
significantly improve academic and other outcomes for students. An 
applicant proposing to work with a low-performing school must include 
in its strategy an intervention that addresses the effectiveness of 
teachers and leaders and the school's use of time and resources, which 
may include increased learning time (as defined in this notice);

    Note regarding school reform strategies: So as not to penalize 
an applicant for proposing to work with an LEA that has implemented 
rigorous reform strategies prior to the publication of this notice, 
an applicant is not required to propose a new reform strategy in 
place of an existing reform strategy in order to be eligible for a 
Promise Neighborhoods implementation grant. For example, an LEA 
might have begun to implement improvement activities that meet many, 
but not all, of the elements of a transformation model of school 
intervention. In this case, the applicant could propose, as part of 
its Promise Neighborhood strategy, to work with the LEA as the LEA 
continues with its reforms.


    (iii) Programs that prepare students to be college- and career-
ready; and
    (iv) Family and community supports (as defined in this notice).
    To the extent feasible and appropriate, the applicant must 
describe, in its plan, how the applicant and its partners will leverage 
and integrate high-quality programs, related public and private 
investments, and existing neighborhood assets into the continuum of 
solutions. An applicant must also include in its application an 
appendix that summarizes the evidence supporting each proposed solution 
and describes how the solution is based on the best available evidence, 
including, where available, strong or moderate evidence (as defined in 
this notice). An applicant must also describe in the appendix how and 
when--during the implementation process--the solution will be 
implemented; the partners that will participate in the implementation 
of each solution (in any case in which the applicant does not implement 
the solution directly); the estimated per-child cost, including 
administrative costs, to implement each solution; the estimated number 
of children, by age, in the neighborhood who will be served by each 
solution and how a segmentation analysis was used to target the 
children and youth to be served; and the source of funds that will be 
used to pay for each solution. In the description of the estimated 
number of children to be served, the applicant must include the 
percentage of all children of the same age group within the 
neighborhood proposed to be served with each solution, and the annual 
goals required to increase the proportion of children served to reach 
scale over time.
    An applicant must also describe in its plan how it will identify 
Federal, State, or local policies, regulations, or other requirements 
that would impede its ability to achieve its goals and how it will 
report on those impediments to the Department and other relevant 
agencies.
    As appropriate, considering the time and urgency required to 
dramatically improve outcomes of children and youth in our most 
distressed neighborhoods and to transform those neighborhoods, 
applicants must establish both short-term and long-term goals to 
measure progress.
    As part of the description of its strategy to build a continuum of 
solutions, the applicant must also describe how it will participate in, 
organize, or facilitate, as appropriate, communities of practice for 
Promise Neighborhoods;
    (b) Establish clear, annual goals for evaluating progress in 
improving systems, such as changes in policies, environments, or 
organizations that affect children and youth in the neighborhood. 
Examples of systems change could include a new school district policy 
to measure the results of family and community support programs, a new 
funding resource to support the Promise Neighborhoods strategy, or a 
cross-sector collaboration at the city level to break down municipal 
agency ``silos'' and partner with local philanthropic organizations to 
drive achievement of a set of results; and
    (c) Establish clear, annual goals for evaluating progress in 
leveraging resources, such as the amount of monetary or in-kind 
investments from public or private organizations to support the Promise 
Neighborhoods strategy. Examples of leveraging resources are securing 
new or existing dollars to sustain and scale up what works in the 
Promise Neighborhood or integrating high-quality programs in the 
continuum of solutions. Applicants may consider, as part of their plans 
to scale up their Promise Neighborhood strategy, serving a larger 
geographic area by partnering with other applicants to the Promise 
Neighborhoods program from the same city or region;
    (3) Explain how it used its needs assessment and segmentation 
analysis to determine the children with the highest needs and explain 
how it will ensure that children in the neighborhood receive the 
appropriate services from the continuum of solutions. In this 
explanation of how it used the needs assessment and segmentation 
analysis, the applicant must identify and describe in its application 
the educational indicators and family and community support indicators 
that the applicant used to conduct the needs assessment. Whether or not 
the implementation grant applicant received a Promise Neighborhoods 
planning grant, the applicant must describe how it--
    (a) Collected data for the educational indicators listed in Table 1 
and used them as both program and project indicators;
    (b) Collected data for the family and community support indicators 
in Table 2 and used them as program indicators; and
    (c) Collected data for unique family and community support 
indicators, developed by the applicant, that align with the goals and 
objectives of the project and used them as project indicators or used 
the indicators in Table 2 as project indicators.
    An applicant must also describe how it will collect at least annual 
data on the indicators in Tables 1 and 2; establish clear, annual goals 
for growth on indicators; and report those data to the Department.

[[Page 23679]]



 Table 1--Education Indicators and Results They Are Intended To Measure
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                 Indicator                              Result
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-- and % of children birth to       Children enter kindergarten
 kindergarten entry who have a place where    ready to succeed in
 they usually go, other than an emergency     school.
 room, when they are sick or in need of
 advice about their health.
-- and % of three-year-olds and
 children in kindergarten who demonstrate
 at the beginning of the program or school
 year age-appropriate functioning across
 multiple domains of early learning (as
 defined in this notice) as determined
 using developmentally appropriate early
 learning measures (as defined in this
 notice).
-- and % of children, from birth
 to kindergarten entry, participating in
 center-based or formal home-based early
 learning settings or programs, which may
 include Early Head Start, Head Start,
 child care, or preschool.
-- and % of students at or above    Students are proficient in
 grade level according to State mathematics   core academic subjects.
 and reading or language arts assessments
 in at least the grades required by the
 ESEA (3rd through 8th and once in high
 school).
--Attendance rate of students in 6th, 7th,   Students successfully
 8th, and 9th grade.                          transition from middle
                                              school grades to high
                                              school.
--Graduation rate (as defined in this        Youth graduate from high
 notice).                                     school.
-- and % of Promise Neighborhood    High school graduates
 students who graduate with a regular high    obtain a postsecondary
 school diploma, as defined in 34 CFR         degree, certification, or
 200.19(b)(1)(iv), and obtain postsecondary   credential.
 degrees, vocational certificates, or other
 industry-recognized certifications or
 credentials without the need for
 remediation.
------------------------------------------------------------------------


  Table 2--Family and Community Support Indicators and Results They Are
                           Intended To Measure
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                 Indicator                              Result
------------------------------------------------------------------------
-- & % of children who participate  Students are healthy.
 in at least 60 minutes of moderate to
 vigorous physical activity daily; and
-- & % of children who consume
 five or more servings of fruits and
 vegetables daily; or
--possible third indicator, to be
 determined (TBD) by applicant.
-- & % of students who feel safe    Students feel safe at
 at school and traveling to and from          school and in their
 school, as measured by a school climate      community.
 needs assessment (as defined in this
 notice); or
--possible second indicator, TBD by
 applicant.
--Student mobility rate (as defined in this  Students live in stable
 notice); or                                  communities.
--possible second indicator, TBD by
 applicant.
--For children birth to kindergarten entry,  Families and community
 the  and % of parents or family     members support learning
 members who report that they read to their   in Promise Neighborhood
 child three or more times a week;            schools.
--For children in the kindergarten through
 eighth grades, the  and % of
 parents or family members who report
 encouraging their child to read books
 outside of school; and
--For children in the ninth through twelfth
 grades, the  and % of parents or
 family members who report talking with
 their child about the importance of
 college and career; or
--possible fourth indicator TBD by
 applicant.
-- & % of students who have school  Students have access to
 and home access (and % of the day they       21st century learning
 have access) to broadband internet (as       tools.
 defined in this notice) and a connected
 computing device; or
--possible second indicator TBD by
 applicant.
------------------------------------------------------------------------


    Note: The indicators in Table 1 and Table 2 are not intended to 
limit an applicant from collecting and using data for additional 
indicators. Examples of additional indicators are--

    (i) The  and % of children who participate in high-quality 
learning activities during out-of-school hours or in the hours after 
the traditional school day ends;
    (ii) The  and % of students who are suspended or receive 
discipline referrals during the year;
    (iii) The share of housing stock in the geographically defined area 
that is rent-protected, publicly assisted, or targeted for 
redevelopment with local, State, or Federal funds; and
    (iv) The  and % of children who are homeless or in foster 
care and who have an assigned adult advocate.

    Note: While the Department believes there are many programmatic 
benefits of collecting data on every child in the proposed 
neighborhood, the Department will consider requests to collect data 
on only a sample of the children in the neighborhood for some 
indicators so long as the applicant describes in its application how 
it would ensure the sample would be representative of the children 
in the neighborhood;
    (4) Describe the experience and lessons learned, and describe 
how the applicant will build the capacity of its management team and 
project director in all of the following areas:
    (a) Working with the neighborhood and its residents, including 
parents and families that have children or other members with 
disabilities or ELs, as well as with the schools described in 
paragraph (2) of this priority; the LEA in which the school or 
schools are located; Federal, State, and local government leaders; 
and other service providers.


    (b) Collecting, analyzing, and using data for decision-making, 
learning, continuous improvement, and accountability. The applicant 
must describe--
    (i) Progress towards developing, launching, and implementing a 
longitudinal data system that integrates student-level data from 
multiple sources in order to measure progress on educational and family 
and community support indicators for all children in the neighborhood, 
disaggregated by the subgroups listed in section 1111(b)(3)(C)(xiii) of 
the ESEA;
    (ii) How the applicant has linked or made progress to link the 
longitudinal data system to school-based, LEA, and State data systems; 
made the data accessible to parents, families, community residents, 
program partners, researchers, and evaluators while abiding by Federal, 
State, and other

[[Page 23680]]

privacy laws and requirements; and managed and maintained the system;
    (iii) How the applicant has used rapid-time (as defined in this 
notice) data in prior years and, how it will continue to use those data 
once the Promise Neighborhood strategy is implemented, for continuous 
program improvement; and
    (iv) How the applicant will document the implementation process, 
including by describing lessons learned and best practices.
    (c) Creating and strengthening formal and informal partnerships, 
for such purposes as providing solutions along the continuum of 
solutions and committing resources to sustaining and scaling up what 
works. Each applicant must submit, as part of its application, a 
memorandum of understanding, signed by each organization or agency with 
which it would partner in implementing the proposed Promise 
Neighborhood. The memorandum of understanding must describe--
    (i) Each partner's financial and programmatic commitment; and
    (ii) How each partner's existing vision, theory of change (as 
defined in this notice), theory of action (as defined in this notice), 
and current activities align with those of the proposed Promise 
Neighborhood; and
    (d) The governance structure proposed for the Promise Neighborhood, 
including a system for holding partners accountable, how the eligible 
entity's governing board or advisory board is representative of the 
geographic area proposed to be served (as defined in this notice), and 
how residents of the geographic area would have an active role in the 
organization's decision-making.
    (e) Integrating funding streams from multiple public and private 
sources from the Federal, State, and local level. Examples of public 
funds include Federal resources from the U.S. Department of Education, 
such as the 21st Century Community Learning Centers program and title I 
of the ESEA, and from other Federal agencies, such as the U.S. 
Departments of Health and Human Services, Housing and Urban 
Development, Justice, Labor, and Treasury.
    (5) Describe the applicant's commitment to work with the 
Department, and with a national evaluator for Promise Neighborhoods or 
another entity designated by the Department, to ensure that data 
collection and program design are consistent with plans to conduct a 
rigorous national evaluation of the Promise Neighborhoods program and 
of specific solutions and strategies pursued by individual grantees. 
This commitment must include, but need not be limited to--
    (a) Ensuring that, through memoranda of understanding with 
appropriate entities, the national evaluator and the Department have 
access to relevant program and project data sources (e.g., 
administrative data and program and project indicator data), including 
data on a quarterly basis if requested by the Department;
    (b) Developing, in consultation with the national evaluator, an 
evaluation strategy, including identifying a credible comparison group 
(as defined in this notice); and
    (c) Developing, in consultation with the national evaluator, a plan 
for identifying and collecting reliable and valid baseline data for 
both program participants and a designated comparison group of non-
participants.

Implementation Grant Priority 2 (Absolute)

    Promise Neighborhoods in Rural Communities.
    To meet this priority, an applicant must propose to implement a 
Promise Neighborhood strategy that (1) meets all of the requirements in 
Absolute Priority 1; and (2) serves one or more rural communities only.

Implementation Grant Priority 3 (Absolute)

    Promise Neighborhoods in Tribal Communities.
    To meet this priority, an applicant must propose to implement a 
Promise Neighborhood strategy that (1) meets all of the requirements in 
Absolute Priority 1; and (2) serves one or more Indian tribes (as 
defined in this notice).
    Competitive Preference Priorities: For FY 2012, these priorities 
are competitive preference priorities. Under 34 CFR 75.105(c)(2)(i) we 
award additional points to an application depending on how well the 
application meets Implementation Grant Priorities 4, 5, 6, or 7 
(Competitive Preference). Applicants may address more than one of the 
competitive preference priorities; however, the Department will review 
and award points only for a maximum of two of the competitive 
preference priorities. Therefore, an applicant must identify in the 
project narrative section of its application the priority or the two 
priorities it wishes the Department to consider for purposes of earning 
the competitive preference priority points.

    Note: The Department will not review or award points under any 
competitive preference priority for an application that (1) fails to 
clearly identify the competitive preference priority or the two 
priorities it wishes the Department to consider for purposes of 
earning the competitive preference priority points, or (2) 
identifies more than two competitive preference priorities.

    These priorities are:

Implementation Grant Priority 4 (Competitive Preference)

    Comprehensive Local Early Learning Network (zero, one, or two 
points).
    To meet this priority, applications must include plans that propose 
to expand, enhance, or modify an existing network of early learning 
programs and services to ensure that they are high-quality and 
comprehensive for children from birth through the third grade. The plan 
must also ensure that the network establishes a high standard of 
quality across early learning settings and is designed to improve 
outcomes across multiple domains of early learning. Distinct from the 
early learning solutions described in paragraph (2) of Absolute 
Priority 1, this priority supports implementation plans that integrate 
various early learning services and programs in the neighborhood, i.e., 
school-based early learning programs in order to enhance the quality of 
such services and programs; locally- or State-funded preschool 
programs; Early Head Start and Head Start programs; the local child 
care resource and referral agency, if applicable; Individuals with 
Disabilities Education Act (IDEA) services and programs; services 
through private providers; home visiting programs; child care providers 
licensed by the State, including public and private providers and 
center-based care; and family, friend, or neighbor care in the Promise 
Neighborhood.
    The early learning network must address or incorporate ongoing 
State-level efforts regarding the major components of high-quality 
early learning programs and services, such as State early learning and 
development standards, program quality standards, comprehensive 
assessment systems, workforce and professional development systems, 
health promotion, family and community engagement, a coordinated data 
infrastructure, and a method of measuring, monitoring, evaluating, and 
improving program quality. For example, an applicant might address how 
the Promise Neighborhoods project will use the State's early learning 
standards, as applicable, and the Head Start Child Development and 
Early Learning Framework (Framework), as applicable, to define the 
expectations of what children should know and be able to do before 
entering kindergarten. The Framework is available on the Office of

[[Page 23681]]

Head Start's Web site at: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-Sept2011).pdf. Similarly, an applicant that 
addresses this priority must discuss, where applicable, how it would 
align with the State's Quality Rating and Improvement System (QRIS), as 
applicable, professional development and workforce infrastructure, and 
other appropriate State efforts. In addition, the plan must include, to 
the extent practicable, early learning opportunities on multiple 
platforms (e.g., public television, Web-based, etc.) and in multiple 
locations (e.g., at home, at school, and at other community locations).

    Note regarding accessibility of early learning programs and 
services: These early learning opportunities must be fully 
accessible to individuals with disabilities, including individuals 
who are blind or have low vision; otherwise, the plans must describe 
how accommodations or modifications will be provided to ensure that 
the benefits of the early learning opportunities are provided to 
children and youth with disabilities in an equally effective and 
equally integrated manner.

    The implementation plan for a high-quality and comprehensive local 
early learning network must describe the governance structure and the 
major components of high-quality early learning programs and services 
as well as include goals, strategies, and benchmarks to provide early 
learning programs and services that result in improvements across 
multiple domains of early learning. The plan must result from a needs 
assessment and segmentation analysis (as defined in this notice) and 
must reflect input from a broad range of stakeholders. An application 
addressing this priority must designate an individual responsible for 
overseeing and coordinating the early learning initiatives and must 
include a resume or position description and other supporting 
documentation to demonstrate that the individual designated, or 
individual hired to carry out those responsibilities, possesses the 
appropriate State certification, and has experience and expertise in 
managing and administering high-quality early learning programs, 
including in coordinating across various high-quality early learning 
programs and services.

Implementation Grant Priority 5 (Competitive Preference)

    Quality Internet Connectivity (zero or one point).
    To meet this priority, an applicant must ensure that almost all 
students in the geographic area proposed to be served have broadband 
internet access (as defined in this notice) at home and at school, the 
knowledge and skills to use broadband internet access effectively, and 
a connected computing device to support schoolwork.

Implementation Grant Priority 6 (Competitive Preference)

    Arts and Humanities (zero or one point).
    To meet this priority, an applicant must include in its plan 
opportunities for children and youth to experience and participate 
actively in the arts and humanities in their community so as to 
broaden, enrich, and enliven the educational, cultural, and civic 
experiences available in the neighborhood. Applicants may include plans 
for offering these activities in school and in out-of-school settings 
and at any time during the calendar year.

Implementation Grant Priority 7 (Competitive Preference)

    Quality Affordable Housing (zero or one point).
    To meet this priority, an applicant must propose to serve 
geographic areas that were the subject of an affordable housing 
transformation pursuant to a Choice Neighborhoods or HOPE VI grant 
awarded by the U.S. Department of Housing and Urban Development during 
FY 2009 or later years. To be eligible under this priority, the 
applicant must either: (1) Be able to demonstrate that it has received 
a Choice Neighborhoods or HOPE VI grant; or (2) provide, in its 
application, a memorandum of understanding between it and a partner 
that is a recipient of a Choice Neighborhoods or HOPE VI grant. The 
memorandum must indicate a commitment on the part of the applicant and 
partner to coordinate implementation and align resources to the 
greatest extent practicable.
    Invitational Priority: For FY 2012, this priority is an 
invitational priority. Under 34 CFR 75.105(c)(1) we do not give an 
application that meets this invitational priority a competitive or 
absolute preference over other applications.
    This priority is:

Implementation Grant Priority 8 (Invitational)

    Family Engagement in Learning Through Adult Education.
    To meet this priority, an applicant must include a plan that is 
coordinated with adult education providers serving neighborhood 
residents, such as those funded through the Adult Education and Family 
Literacy Act. Coordinated services may include adult basic and 
secondary education and programs that provide training and 
opportunities for family members and other members of the community to 
support student learning and establish high expectations for student 
educational achievement. Examples of services and programs include 
preparation for the General Education Development (GED) test; English 
literacy, family literacy, and work-based literacy training; or other 
training that prepares adults for postsecondary education and careers, 
or supports adult engagement in the educational success of children and 
youth in the neighborhood.

Definitions

    The following definitions apply to this program: Broadband Internet 
access means Internet access sufficient to provide community members 
with the Internet available when and where they need it and for the 
uses they require.
    Children with disabilities or CWD means individuals who meet the 
definition of child with a disability in 34 CFR 300.8, infant or 
toddler with a disability in 34 CFR 300.25, handicapped person in 34 
CFR 104.3(j), or disability as it pertains to an individual in 42 
U.S.C. 12102.
    Community of practice means a group of grantees that agrees to 
interact regularly to solve a persistent problem or improve practice in 
an area that is important to them and the success of their projects. 
Establishment of communities of practice under Promise Neighborhoods 
will enable grantees to meet, discuss, and collaborate with each other 
regarding grantee projects.
    Continuum of cradle-through-college-to-career solutions or 
continuum of solutions means solutions that--
    (1) Include programs, policies, practices, services, systems, and 
supports that result in improving educational and developmental 
outcomes for children from cradle through college to career;
    (2) Are based on the best available evidence, including, where 
available, strong or moderate evidence (as defined in this notice);
    (3) Are linked and integrated seamlessly (as defined in this 
notice); and
    (4) Include both education programs and family and community 
supports.
    Credible comparison group includes a comparison group formed by 
matching project participants with non-participants based on key 
characteristics that are thought to be related to outcomes. These 
characteristics include,

[[Page 23682]]

but are not limited to: (1) Prior test scores and other measures of 
academic achievement (preferably the same measures that will be used to 
assess the outcomes of the project); (2) demographic characteristics, 
such as age, disability, gender, English proficiency, ethnicity, 
poverty level, parents' educational attainment, and single- or two-
parent family background; (3) the time period in which the two groups 
are studied (e.g., the two groups are children entering kindergarten in 
the same year as opposed to sequential years); and (4) methods used to 
collect outcome data (e.g., the same test of reading skills 
administered in the same way to both groups).
    Developmentally appropriate early learning measures means a range 
of assessment instruments that are used in ways consistent with the 
purposes for which they were designed and validated; appropriate for 
the ages and other characteristics of the children being assessed; 
designed and validated for use with children whose ages, cultures, 
languages spoken at home, socioeconomic status, abilities and 
disabilities, and other characteristics are similar to those of the 
children with whom the assessments will be used; and used in compliance 
with the measurement standards set forth by the American Educational 
Research Association (AERA), the American Psychological Association 
(APA), and the National Council for Measurement in Education (NCME) in 
the 1999 Standards for Educational and Psychological Testing.
    Education programs means programs that include, but are not limited 
to--
    (1) High-quality early learning programs or services designed to 
improve outcomes across multiple domains of early learning for young 
children. Such programs must be specifically intended to align with 
appropriate State early learning and development standards, practices, 
strategies, or activities across as broad an age range as birth through 
third grade so as to ensure that young children enter kindergarten and 
progress through the early elementary school grades demonstrating age-
appropriate functioning across the multiple domains;
    (2) For children in preschool through the 12th grade, programs, 
inclusive of related policies and personnel, that are linked to 
improved educational outcomes. The programs--
    (a) Must include effective teachers and effective principals;
    (b) Must include strategies, practices, or programs that encourage 
and facilitate the evaluation, analysis, and use of student 
achievement, student growth (as defined in this notice), and other data 
by educators, families, and other stakeholders to inform decision-
making;
    (c) Must include college- and career-ready standards, assessments, 
and practices, including a well-rounded curriculum, instructional 
practices, strategies, or programs in, at a minimum, core academic 
subjects as defined in section 9101(11) of the ESEA, that are aligned 
with high academic content and achievement standards and with high-
quality assessments based on those standards; and
    (d) May include creating multiple pathways for students to earn 
regular high school diplomas (e.g., using schools that serve the needs 
of over-aged, under-credited, or other students with an exceptional 
need for flexibility regarding when they attend school or the 
additional supports they require; awarding credit based on demonstrated 
evidence of student competency; or offering dual-enrollment options); 
and
    (3) Programs that prepare students for college and career success, 
which may include programs that--
    (a) Create and support partnerships with community colleges, four-
year colleges, or universities and that help instill a college-going 
culture in the neighborhood;
    (b) Provide dual-enrollment opportunities for secondary students to 
gain college credit while in high school;
    (c) Provide, through relationships with businesses and other 
organizations, apprenticeship opportunities to students;
    (d) Align curricula in the core academic subjects with requirements 
for industry-recognized certifications or credentials, particularly in 
high-growth sectors;
    (e) Provide access to career and technical education programs so 
that individuals can attain the skills and industry-recognized 
certifications or credentials for success in their careers;
    (f) Help college students, including CWD and ELs from the 
neighborhood to transition to college, persist in their academic 
studies in college, graduate from college, and transition into the 
workforce; and
    (g) Provide opportunities for all youth (both in and out of school) 
to achieve academic and employment success by improving educational and 
skill competencies and providing connections to employers. Such 
activities may include opportunities for on-going mentoring, supportive 
services, incentives for recognition and achievement, and opportunities 
related to leadership, development, decision-making, citizenship, and 
community service.
    Effective school means a school that has--
    (1) Significantly closed the achievement gaps between subgroups of 
students (as identified in section 1111(b)(3)(C)(xiii) of the ESEA) 
within the school or district; or
    (2)(a) Demonstrated success in significantly increasing student 
academic achievement in the school for all subgroups of students (as 
identified in section 1111(b)(3)(C)(xiii) of the ESEA) in the school; 
and (b) made significant improvements in other areas, such as 
graduation rates (as defined in this notice) or recruitment and 
placement of effective teachers and effective principals.
    Eligible organization means an organization that:
    (1) Is representative of the geographic area proposed to be served 
(as defined in this notice);
    (2) Is one of the following:
    (a) A nonprofit organization that meets the definition of a 
nonprofit under 34 CFR 77.1(c), which may include a faith-based 
nonprofit organization.
    (b) An institution of higher education as defined by section 101(a) 
of the Higher Education Act of 1965, as amended.
    (c) An Indian tribe (as defined in this notice);
    (3) Currently provides at least one of the solutions from the 
applicant's proposed continuum of solutions in the geographic area 
proposed to be served; and
    (4) Operates or proposes to work with and involve in carrying out 
its proposed project, in coordination with the school's LEA, at least 
one public elementary or secondary school that is located within the 
identified geographic area that the grant will serve.
    English learners or ELs means individuals who meet the definition 
of limited English proficient, as defined in section 9101(25) of the 
ESEA.
    Family and community supports means:
    (1) Child and youth health programs, such as physical, mental, 
behavioral, and emotional health programs (e.g., home visiting 
programs; Early Head Start; programs to improve nutrition and fitness, 
reduce childhood obesity, and create healthier communities);
    (2) Safety programs, such as programs in school and out of school 
to prevent, control, and reduce crime, violence, drug and alcohol use, 
and gang activity; programs that address classroom and school-wide 
behavior and conduct;

[[Page 23683]]

programs to prevent child abuse and neglect; programs to prevent 
truancy and reduce and prevent bullying and harassment; and programs to 
improve the physical and emotional security of the school setting as 
perceived, experienced, and created by students, staff, and families;
    (3) Community stability programs, such as programs that--
    (a) Increase the stability of families in communities by expanding 
access to quality, affordable housing, providing legal support to help 
families secure clear legal title to their homes, and providing housing 
counseling or housing placement services;
    (b) Provide adult education and employment opportunities and 
training to improve educational levels, job skills and readiness in 
order to decrease unemployment, with a goal of increasing family 
stability;
    (c) Improve families' awareness of, access to, and use of a range 
of social services, if possible at a single location;
    (d) Provide unbiased, outcome-focused, and comprehensive financial 
education, inside and outside the classroom and at every life stage;
    (e) Increase access to traditional financial institutions (e.g., 
banks and credit unions) rather than alternative financial institutions 
(e.g., check cashers and payday lenders);
    (f) Help families increase their financial literacy, financial 
assets, and savings; and
    (g) Help families access transportation to education and employment 
opportunities;
    (4) Family and community engagement programs that are systemic, 
integrated, sustainable, and continue through a student's transition 
from K-12 school to college and career. These programs may include 
family literacy programs and programs that provide adult education and 
training and opportunities for family members and other members of the 
community to support student learning and establish high expectations 
for student educational achievement; mentorship programs that create 
positive relationships between children and adults; programs that 
provide for the use of such community resources as libraries, museums, 
television and radio stations, and local businesses to support improved 
student educational outcomes; programs that support the engagement of 
families in early learning programs and services; programs that provide 
guidance on how to navigate through a complex school system and how to 
advocate for more and improved learning opportunities; and programs 
that promote collaboration with educators and community organizations 
to improve opportunities for healthy development and learning; and
    (5) 21st century learning tools, such as technology (e.g., 
computers and mobile phones) used by students in the classroom and in 
the community to support their education. This includes programs that 
help students use the tools to develop knowledge and skills in such 
areas as reading and writing, mathematics, research, critical thinking, 
communication, creativity, innovation, and entrepreneurship.
    Graduation rate means the four-year or extended-year adjusted 
cohort graduation rate as defined by 34 CFR 200.19(b)(1).

    Note: This definition is not meant to prevent a grantee from 
also collecting information about the reasons why students do not 
graduate from the target high school, e.g., dropping out or moving 
outside of the school district for non-academic or academic reasons.

    Increased learning time means using a longer school day, week, or 
year to significantly increase the total number of school hours. This 
strategy is used to redesign the school's program in a manner that 
includes additional time for (a) instruction in core academic subjects 
as defined in section 9101(11) of the ESEA; (b) instruction in other 
subjects and enrichment activities that contribute to a well-rounded 
education, including, for example, physical education, service 
learning, and experiential and work-based learning opportunities that 
are provided by partnering, as appropriate, with other organizations; 
and (c) teachers to collaborate, plan, and engage in professional 
development within and across grades and subjects.
    Indian tribe means any Indian or Alaska Native tribe, band, nation, 
pueblo, village or community that the Secretary of the Interior 
acknowledges to exist as an Indian tribe, 25 U.S.C. 479a and 479a-1 or 
any Alaska Native village or regional or village corporation as defined 
in or established pursuant to the Alaska Native Claims Settlement Act, 
43 U.S.C. 1601, et seq., that is recognized as eligible for the special 
programs and services provided by the United States to Indians because 
of their status as Indians. The term ``Indian'' means a member of an 
Indian tribe.
    Indicators of need means currently available data that describe--
    (1) Education need, which means--
    (a) All or a portion of the neighborhood includes or is within the 
attendance zone of a low-performing school that is a high school, 
especially one in which the graduation rate (as defined in this notice) 
is less than 60 percent or a school that can be characterized as low-
performing based on another proxy indicator, such as students' on-time 
progression from grade to grade; and
    (b) Other indicators, such as significant achievement gaps between 
subgroups of students (as identified in section 1111(b)(3)(C)(xiii) of 
the ESEA) within a school or LEA, high teacher and principal turnover, 
or high student absenteeism; and
    (2) Family and community support need, which means--
    (a) Percentages of children with preventable chronic health 
conditions (e.g., asthma, poor nutrition, dental problems, obesity) or 
avoidable developmental delays;
    (b) Immunization rates;
    (c) Rates of crime, including violent crime;
    (d) Student mobility rates;
    (e) Teenage birth rates;
    (f) Percentage of children in single-parent or no-parent families;
    (g) Rates of vacant or substandard homes, including distressed 
public and assisted housing; or
    (h) Percentage of the residents living at or below the Federal 
poverty threshold.
    Linked and integrated seamlessly, with respect to the continuum of 
solutions, means solutions that have common outcomes, focus on similar 
milestones, support transitional time periods (e.g., the beginning of 
kindergarten, the middle grades, or graduation from high school) along 
the cradle-through-college-to-career continuum, and address time and 
resource gaps that create obstacles for students in making academic 
progress.
    Low-performing schools means schools receiving assistance through 
title I of the Elementary and Secondary Education Act of 1965, as 
amended (ESEA), that are in corrective action or restructuring in the 
State, as determined under section 1116 of the ESEA, and the secondary 
schools (both middle and high schools) in the State that are equally as 
low-achieving as these Title I schools and are eligible for, but do not 
receive, Title I funds.
    Moderate evidence means evidence from previous studies with designs 
that can support causal conclusions (i.e., studies with high internal 
validity) but have limited generalizability (i.e., moderate external 
validity) or from studies with high external validity but moderate 
internal validity.
    Multiple domains of early learning means physical well-being and 
motor development; social-emotional development; approaches toward 
learning, which refers to the

[[Page 23684]]

inclinations, dispositions, or styles, rather than skills, that reflect 
ways that children become involved in learning and develop their 
inclinations to pursue learning; language and literacy development, 
including emergent literacy; and cognition and general knowledge, which 
refers to thinking and problem-solving as well as knowledge about 
particular objects and the way the world works. Cognition and general 
knowledge include mathematical and scientific knowledge, abstract 
thought, and imagination.
    Neighborhood assets means--
    (1) Developmental assets that allow residents to attain the skills 
needed to be successful in all aspects of daily life (e.g., educational 
institutions, early learning centers, and health resources);
    (2) Commercial assets that are associated with production, 
employment, transactions, and sales (e.g., labor force and retail 
establishments);
    (3) Recreational assets that create value in a neighborhood beyond 
work and education (e.g., parks, open space, community gardens, and 
arts organizations);
    (4) Physical assets that are associated with the built environment 
and physical infrastructure (e.g., housing, commercial buildings, and 
roads); and
    (5) Social assets that establish well-functioning social 
interactions (e.g., public safety, community engagement, and 
partnerships with youth, parents, and families).
    Persistently lowest-achieving school \4\ means, as determined by 
the State--
---------------------------------------------------------------------------

    \4\ The Department considers schools that are identified as Tier 
I or Tier II schools under the School Improvement Grants Program 
(see 75 FR 66363) as part of a State's approved FY 2009 or FY 2010 
applications to be persistently lowest-achieving schools. A list of 
these Tier I and Tier II schools can be found on the Department's 
web site at http://www2.ed.gov/programs/sif/index.html.
---------------------------------------------------------------------------

    (1) Any school receiving assistance through Title I that is in 
improvement, corrective action, or restructuring and that--
    (a) Is among the lowest-achieving five percent of Title I schools 
in improvement, corrective action, or restructuring or the lowest-
achieving five Title I schools in improvement, corrective action, or 
restructuring in the State, whichever number of schools is greater; or
    (b) Is a high school that has had a graduation rate that is less 
than 60 percent over a number of years; and
    (2) Any secondary school that is eligible for, but does not 
receive, Title I funds that--
    (a) Is among the lowest-achieving five percent of secondary schools 
or the lowest-achieving five secondary schools in the State that are 
eligible for, but do not receive, Title I funds, whichever number of 
schools is greater; or
    (b) Is a high school that has had a graduation rate that is less 
than 60 percent over a number of years.
    Program indicators are indicators that the Department will use only 
for research and evaluation purposes and for which an applicant is not 
required to propose solutions.
    Project indicators are indicators for which an applicant proposes 
solutions intended to result in progress on the indicators.
    Public officials means elected officials (e.g., council members, 
aldermen and women, commissioners, State legislators, Congressional 
representatives, members of the school board), appointed officials 
(e.g., members of a planning or zoning commission, or of any other 
regulatory or advisory board or commission), or individuals who are not 
necessarily public officials, but who have been appointed by a public 
official to serve on the Promise Neighborhoods governing board or 
advisory board.
    Rapid-time, in reference to reporting and availability of locally-
collected data, means that data are available quickly enough to inform 
current lessons, instruction, and related education programs and family 
and community supports.
    Representative of the geographic area proposed to be served means 
that residents of the geographic area proposed to be served have an 
active role in decision-making and that at least one-third of the 
eligible entity's governing board or advisory board is made up of--
    (1) Residents who live in the geographic area proposed to be 
served, which may include residents who are representative of the 
ethnic and racial composition of the neighborhood's residents and the 
languages they speak;
    (2) Residents of the city or county in which the neighborhood is 
located but who live outside the geographic area proposed to be served, 
and who are low-income (which means earning less than 80 percent of the 
area's median income as published by the Department of Housing and 
Urban Development);
    (3) Public officials (as defined in this notice) who serve the 
geographic area proposed to be served (although not more than one-half 
of the governing board or advisory board may be made up of public 
officials); or
    (4) Some combination of individuals from the three groups listed in 
paragraphs (1), (2), and (3) of this definition.
    Rural community means a neighborhood that--
    (1) Is served by an LEA that is currently eligible under the Small 
Rural School Achievement (SRSA) program or the Rural and Low-Income 
School (RLIS) program authorized under Title VI, Part B of the ESEA. 
Applicants may determine whether a particular LEA is eligible for these 
programs by referring to information on the following Department Web 
sites. For the SRSA program: http://www2.ed.gov/programs/reapsrsa/eligible10/index.html. For the RLIS program: http://www2.ed.gov/programs/reaprlisp/eligible10/index.html; or
    (2) Includes only schools designated with a school locale code of 
42 or 43. Applicants may determine school locale codes by referring to 
the following Department Web site: http://nces.ed.gov/ccd/schoolsearch/.
    School climate needs assessment means an evaluation tool that 
measures the extent to which the school setting promotes or inhibits 
academic performance by collecting perception data from individuals, 
which could include students, staff, or families.
    Segmentation analysis means the process of grouping and analyzing 
data from children and families in the geographic area proposed to be 
served according to indicators of need (as defined in this notice) or 
other relevant indicators.

    Note: The analysis is intended to allow grantees to 
differentiate and more effectively target interventions based on 
what they learn about the needs of different populations in the 
geographic area.

    Strong evidence means evidence from studies with designs that can 
support causal conclusions (i.e., studies with high internal validity), 
and studies that, in total, include enough of the range of participants 
and settings to support scaling up to the State, regional, or national 
level (i.e., studies with high external validity).
    Student achievement means--
    (1) For tested grades and subjects:
    (a) A student's score on the State's assessments under the ESEA; 
and, as appropriate,
    (b) Other measures of student learning, such as those described in 
paragraph (2) of this definition, provided they are rigorous and 
comparable across classrooms and programs.
    (2) For non-tested grades and subjects: Alternative measures of 
student learning and performance, such as student scores on pre-tests 
and end-of-course tests; student performance on English language 
proficiency assessments; and

[[Page 23685]]

other measures of student achievement that are rigorous and comparable 
across classrooms.
    Student growth means the change in achievement data for an 
individual student between two or more points in time. Growth may also 
include other measures that are rigorous and comparable across 
classrooms.
    Student mobility rate is calculated by dividing the total number of 
new student entries and withdrawals at a school, from the day after the 
first official enrollment number is collected through the end of the 
academic year, by the first official enrollment number of the academic 
year.

    Note: This definition is not meant to limit a grantee from also 
collecting information about why students enter or withdraw from the 
school, e.g., transferring to charter schools, moving outside of the 
school district for non-academic or academic reasons.

    Theory of action means an organization's strategy regarding how, 
considering its capacity and resources, it will take the necessary 
steps and measures to accomplish its desired results.
    Theory of change means an organization's beliefs about how its 
inputs, and early and intermediate outcomes, relate to accomplishing 
its long-term desired results.

    Program Authority: 20 U.S.C. 7243-7243b.

    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 
81, 82, 84, 85, 86, 97, 98, and 99. (b) The notice of final priorities, 
requirements, definitions, and selection criteria published in the 
Federal Register on July 6, 2011 (76 FR 39590).

    Note: The regulations in 34 CFR part 79 apply to all applicants 
except federally recognized Indian tribes.


    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $27,790,000.
    These estimated available funds are only for Implementation grants 
under the Promise Neighborhoods program.
    Contingent upon the availability of funds and the quality of the 
applications, we may make additional awards in FY 2013 or later years 
from the list of unfunded applicants from this competition.
    Estimated Range of Awards: $4,000,000 to $6,000,000.
    Estimated Average Size of Awards: $5,000,000.
    Maximum Award: $6,000,000.
    The maximum award amount is $6,000,000 per 12-month budget period. 
We may choose not to further consider or review applications with 
budget requests for any 12-month budget period that exceed this amount, 
if we conclude, during our initial review of the application, that the 
proposed goals and objectives cannot be obtained with the specified 
maximum amount.
    Estimated Number of Awards: 5 to 7.

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

    Project Period: 36 to 60 months.

III. Eligibility Information

    1. Eligible Applicants: To be eligible for a grant under this 
competition, an applicant must be an eligible organization (as defined 
in this notice). For purposes of Absolute Priority 3: Promise 
Neighborhoods in Tribal Communities, an eligible applicant is an 
eligible organization that partners with an Indian tribe or is an 
Indian tribe that meets the definition of an eligible organization.
    2. Cost-Sharing or Matching: To be eligible for an implementation 
grant under this competition, an applicant must demonstrate that it has 
established a commitment from one or more entities in the public or 
private sector, which may include Federal, State, and local public 
agencies, philanthropic organizations, private businesses, or 
individuals, to provide matching funds for the implementation process. 
An applicant for an implementation grant must obtain matching funds or 
in-kind donations equal to at least 100 percent of its grant award, 
except that an applicant proposing a project that meets Absolute 
Priority 2: Promise Neighborhoods in Rural Communities or Absolute 
Priority 3: Promise Neighborhoods in Tribal Communities must obtain 
matching funds or in-kind donations equal to at least 50 percent of the 
grant award.
    Eligible sources of matching include sources of funds used to pay 
for solutions within the continuum of solutions, such as Head Start 
programs, initiatives supported by the LEA, or public health services 
for children in the neighborhood. At least 10 percent of an 
implementation applicant's total match must be cash or in-kind 
contributions from the private sector, which may include philanthropic 
organizations, private businesses, or individuals.
    Both planning and implementation applicants must demonstrate a 
commitment of matching funds in the applications. The applicants must 
specify the source of the funds or contributions and in the case of a 
third-party in-kind contribution, a description of how the value was 
determined for the donated or contributed goods or service. Applicants 
must demonstrate the match commitment by including letters in their 
applications explaining the type and quantity of the match commitment 
with original signatures from the executives of organizations or 
agencies providing the match. The Secretary may consider decreasing the 
matching requirement in the most exceptional circumstances, on a case-
by-case basis.
    An applicant that is unable to meet the matching requirement must 
include in its application a request to the Secretary to reduce the 
matching requirement, including the amount of the requested reduction, 
the total remaining match contribution, and a statement of the basis 
for the request. An applicant should review the Department's cost-
sharing and cost-matching regulations, which include specific 
limitations in 34 CFR 74.23 applicable to non-profit organizations and 
institutions of higher education and 34 CFR 80.24 applicable to State, 
local, and Indian tribal governments, and the Office of Management and 
Budget (OMB) cost principles regarding donations, capital assets, 
depreciations and allowable costs. These circulars are available on 
OMB's Web site at http://www.whitehouse.gov/omb/circulars/index.html.
    3. Other: Funding Categories: An applicant must state in its 
application whether it is applying for a Planning grant or an 
Implementation grant. An applicant will be considered for an award only 
for the type of grant for which it applies.

IV. Application and Submission Information

    1. Address to Request Application Package:
    Adrienne Hawkins, U.S. Department of Education, 400 Maryland Avenue 
SW., Room 4W256, LBJ, Washington, DC 20202. Telephone: (202) 453-5638 
or by email: [email protected].
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or compact disc) by contacting the program contact person listed in 
this section.

[[Page 23686]]

    2. Content and Form of Application Submission: Requirements 
concerning the content of an application, together with the forms you 
must submit, are in the application package for this competition.
    Notice of Intent to Apply: June 8, 2012.
    We will be able to develop a more efficient process for reviewing 
grant applications if we know the approximate number of applicants that 
intend to apply for funding under this competition. Therefore, the 
Secretary strongly encourages each potential applicant to notify us of 
the applicant's intent to submit an application for funding by 
completing a Web-based form. When completing this form, applicants will 
provide (1) the applicant organization's name and address, and (2) the 
type of grant for which the applicant intends to apply. Applicants may 
access this form online at http://wdcrobcolp01.ed.gov/CFAPPS/survey/survey.cfm?ID=c306e04-40e0-4cb3-b6e7-4a8ea1d2012e. Applicants that do 
not complete this form may still apply for funding.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria that 
reviewers use to evaluate your application. You are strongly encouraged 
to limit the application narrative [Part III] for an implementation 
application to no more than 50 pages, using 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. Text in charts, tables, figures, 
and graphs may be single-spaced.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts is strongly encouraged: 
Times New Roman, Courier, Courier New, or Arial.
     Include page numbers at the bottom of each page in your 
application narrative.
    The suggested page limit does not apply to Part I, the cover sheet; 
Part II, the budget section, including the narrative budget 
justification; Part IV, the assurances and certifications; or the one-
page abstract, the resumes, the bibliography, or the letters of 
support. However, the page limit does apply to all of the application 
narrative section [Part III].
    3. Submission Dates and Times:
    Applications Available: April 20, 2012.
    Deadline for Notice of Intent to Apply: June 8, 2012.
    Date of Pre-Application Webinars: May 17, 2012, and June 14, 2012. 
Pre-application webinars are designed to provide technical assistance 
to interested applicants for Promise Neighborhoods grants. Detailed 
information regarding the pre-application webinar times will be 
available through the Department of Education Web site at http://www2.ed.gov/programs/promiseneighborhoods/index.html.
    Deadline for Transmittal of Applications: June 19, 2012.
    Applications for grants under this competition must be submitted 
electronically using the Grants.gov Apply site (Grants.gov). For 
information (including dates and times) about how to submit your 
application electronically, or in paper format by mail or hand delivery 
if you qualify for an exception to the electronic submission 
requirement, please refer to section IV.7. Other Submission 
Requirements of this notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice.
    Deadline for Intergovernmental Review: September 25, 2012.
    4. Intergovernmental Review: This competition 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 
competition.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and Central Contractor Registry: To do business with the 
Department of Education, you must--
    a. Have a Data Universal Numbering System (DUNS) number and a 
Taxpayer Identification Number (TIN);
    b. Register both your DUNS number and TIN with the Central 
Contractor Registry (CCR), the Government's primary registrant 
database;
    c. Provide your DUNS number and TIN on your application; and
    d. Maintain an active CCR registration with current information 
while your application is under review by the Department and, if you 
are awarded a grant, during the project period.
    You can obtain a DUNS number from Dun and Bradstreet. A DUNS number 
can be created within one business day.
    If you are a corporate entity, agency, institution, or 
organization, you can obtain a TIN from the Internal Revenue Service. 
If you are an individual, you can obtain a TIN from the Internal 
Revenue Service or the Social Security Administration. If you need a 
new TIN, please allow 2-5 weeks for your TIN to become active.
    The CCR registration process may take five or more business days to 
complete. If you are currently registered with the CCR, you may not 
need to make any changes. However, please make certain that the TIN 
associated with your DUNS number is correct. Also note that you will 
need to update your CCR registration on an annual basis. This may take 
three or more business days to complete.
    In addition, if you are submitting your application via Grants.gov, 
you must (1) be designated by your organization as an Authorized 
Organization Representative (AOR); and (2) register yourself with 
Grants.gov as an AOR.
    Details on these steps are outlined at the following Grants.gov Web 
page: www.grants.gov/applicants/get_registered.jsp.
    7. Other Submission Requirements:
    Applications for grants under this competition must be submitted 
electronically unless you qualify for an exception to this requirement 
in accordance with the instructions in this section.
    a. Electronic Submission of Applications
    Applications for grants under the Promise Neighborhoods Program 
(Implementation grants), CFDA Number 84.215N, must be submitted 
electronically using the Governmentwide Grants.gov Apply site at 
www.grants.gov. Through this site, you will be able to download a copy 
of the application package, complete it offline, and then upload and 
submit your application. You may not email an electronic copy of a 
grant application to us.
    We will reject your application if you submit it in paper format 
unless, as described elsewhere in this section, you qualify for one of 
the exceptions to the electronic submission requirement and

[[Page 23687]]

submit, no later than two weeks before the application deadline date, a 
written statement to the Department that you qualify for one of these 
exceptions. Further information regarding calculation of the date that 
is two weeks before the application deadline date is provided later in 
this section under Exception to Electronic Submission Requirement.
    You may access the electronic grant application for Promise 
Neighborhoods Implementation Grant Competition at www.grants.gov. You 
must search for the downloadable application package for this 
competition by the CFDA number. Do not include the CFDA number's alpha 
suffix in your search (e.g., search for 84.215, not 84.215N).
    Please note the following:
     When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
     Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and must 
be date and time stamped by the Grants.gov system no later than 4:30:00 
p.m., Washington, DC time, on the application deadline date. Except as 
otherwise noted in this section, we will not accept your application if 
it is received--that is, date and time stamped by the Grants.gov 
system--after 4:30:00 p.m., Washington, DC time, on the application 
deadline date. We do not consider an application that does not comply 
with the deadline requirements. When we retrieve your application from 
Grants.gov, we will notify you if we are rejecting your application 
because it was date and time stamped by the Grants.gov system after 
4:30:00 p.m., Washington, DC time, on the application deadline date.
     The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the submission process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this competition to ensure that 
you submit your application in a timely manner to the Grants.gov 
system. You can also find the Education Submission Procedures 
pertaining to Grants.gov under News and Events on the Department's G5 
system home page at http://www.G5.gov.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you qualify for an exception to the electronic submission 
requirement, as described elsewhere in this section, and submit your 
application in paper format.
     You must submit all documents electronically, including 
all information you typically provide on the following forms: The 
Application for Federal Assistance (SF 424), the Department of 
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and 
certifications.
     If you submit your application electronically, you must 
upload any narrative sections and all other attachments to your 
application as files in a PDF (Portable Document) read-only, non-
modifiable format. Do not upload an interactive or fillable PDF file. 
If you upload a file type other than a read-only, non-modifiable PDF or 
submit a password-protected file, we will not review that material.
     Your electronic application must comply with any page-
limit requirements described in this notice.
     After you electronically submit your application, you will 
receive from Grants.gov an automatic notification of receipt that 
contains a Grants.gov tracking number. (This notification indicates 
receipt by Grants.gov only, not receipt by the Department.) The 
Department then will retrieve your application from Grants.gov and send 
a second notification to you by email. This second notification 
indicates that the Department has received your application and has 
assigned your application a PR/Award number (an ED-specified 
identifying number unique to your application).
     We may request that you provide us original signatures on 
forms at a later date.
    Application Deadline Date Extension in Case of Technical Issues 
with the Grants.gov System: If you are experiencing problems submitting 
your application through Grants.gov, please contact the Grants.gov 
Support Desk, toll free, at 1-800-518-4726. You must obtain a 
Grants.gov Support Desk Case Number and must keep a record of it.
    If you are prevented from electronically submitting your 
application on the application deadline date because of technical 
problems with the Grants.gov system, we will grant you an extension 
until 4:30:00 p.m., Washington, DC time, the following business day to 
enable you to transmit your application electronically or by hand 
delivery. You also may mail your application by following the mailing 
instructions described elsewhere in this notice.
    If you submit an application after 4:30:00 p.m., Washington, DC 
time, on the application deadline date, please contact the person 
listed under FOR FURTHER INFORMATION CONTACT in section VII of this 
notice and provide an explanation of the technical problem you 
experienced with Grants.gov, along with the Grants.gov Support Desk 
Case Number. We will accept your application if we can confirm that a 
technical problem occurred with the Grants.gov system and that that 
problem affected your ability to submit your application by 4:30:00 
p.m., Washington, DC time, on the application deadline date. The 
Department will contact you after a determination is made on whether 
your application will be accepted.

    Note: The extensions to which we refer in this section apply 
only to the unavailability of, or technical problems with, the 
Grants.gov system. We will not grant you an extension if you failed 
to fully register to submit your application to Grants.gov before 
the application deadline date and time or if the technical problem 
you experienced is unrelated to the Grants.gov system.

    Exception to Electronic Submission Requirement: You qualify for an 
exception to the electronic submission requirement, and may submit your 
application in paper format, if you are unable to submit an application 
through the Grants.gov system because--
     You do not have access to the Internet; or
     You do not have the capacity to upload large documents to 
the Grants.gov system;

and

     No later than two weeks before the application deadline 
date (14 calendar days or, if the fourteenth calendar day before the 
application deadline date falls on a Federal holiday, the next business 
day following the Federal holiday), you mail or fax a written statement 
to the Department, explaining which of the two grounds for an exception 
prevents you from using the Internet to submit your application.
    If you mail your written statement to the Department, it must be 
postmarked no later than two weeks before the application deadline 
date. If you fax your written statement to the Department, we must 
receive the faxed statement no later than two weeks before the 
application deadline date.
    Address and mail or fax your statement to: Adrienne Hawkins, U.S. 
Department of Education, 400 Maryland Avenue SW., Room 4W256,

[[Page 23688]]

Washington, DC 20202. Fax: (202) 453-5638.
    Your paper application must be submitted in accordance with the 
mail or hand delivery instructions described in this notice.
    b. Submission of Paper Applications by Mail
    If you qualify for an exception to the electronic submission 
requirement, you may mail (through the U.S. Postal Service or a 
commercial carrier) your application to the Department. You must mail 
the original and two copies of your application, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.215N), LBJ Basement Level 1, 400 Maryland Avenue SW., 
Washington, DC 20202-4260.
    You must show proof of mailing consisting of one of the following:
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary of the 
U.S. Department of Education.
    If you mail your application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service.
    If your application is postmarked after the application deadline 
date, we will not consider your application.

    Note: The U.S. Postal Service does not uniformly provide a dated 
postmark. Before relying on this method, you should check with your 
local post office.

    c. Submission of Paper Applications by Hand Delivery
    If you qualify for an exception to the electronic submission 
requirement, you (or a courier service) may deliver your paper 
application to the Department by hand. You must deliver the original 
and two copies of your application, by hand, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA 84.215N), 550 12th Street SW., Room 7041, Potomac Center Plaza, 
Washington, DC 20202-4260.

The Application Control Center accepts hand deliveries daily between 8 
a.m. and 4:30 p.m., Washington, DC time, except Saturdays, Sundays, and 
Federal holidays.

    Note for Mail or Hand Delivery of Paper Applications: If you 
mail or hand deliver your application to the Department--
    (1) You must indicate on the envelope and--if not provided by 
the Department--in Item 11 of the SF 424 the CFDA number, including 
suffix letter, if any, of the competition under which you are 
submitting your application; and
    (2) The Application Control Center will mail to you a 
notification of receipt of your grant application. If you do not 
receive this notification within 15 business days from the 
application deadline date, you should call the U.S. Department of 
Education Application Control Center at (202) 245-6288.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from the 2011 Promise Neighborhoods NFP and from 34 CFR 75.210. The 
points assigned to each criterion are indicated in the parenthesis next 
to the criterion. Applicants may earn up to a total of 100 points. The 
selection criteria for implementation grants are as follows:
A. Need for Project (15 Points)
    The Secretary considers the need for the proposed project.
    In determining the need for the proposed project, the Secretary 
considers--
    (1) The magnitude or severity of the problems to be addressed by 
the proposed project as described by indicators of need and other 
relevant indicators identified in part by the needs assessment and 
segmentation analysis (10 points); and
    (2) The extent to which the geographically defined area has been 
described (5 points).
B. Quality of the Project Design (25 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 continuum of solutions is aligned with 
an ambitious, rigorous, and comprehensive strategy for improvement of 
schools in the neighborhood (10 points);
    (2) The extent to which the applicant describes an implementation 
plan to create a complete continuum of solutions, including early 
learning through grade 12, college- and career-readiness, and family 
and community supports, without time and resource gaps, that will 
prepare all children in the neighborhood to attain an excellent 
education and successfully transition to college and a career, and that 
will significantly increase the proportion of students in the 
neighborhood that are served by the complete continuum to reach scale 
over time (5 points);
    (3) The extent to which the applicant identifies existing 
neighborhood assets and programs supported by Federal, State, local, 
and private funds that will be used to implement a continuum of 
solutions (5 points); and
    (4) The extent to which the applicant describes its implementation 
plan, including clear, annual goals for improving systems and 
leveraging resources as described in paragraph (2) of Absolute Priority 
1 (5 points).
C. Quality of Project Services (15 Points)
    The Secretary considers the quality of the services to be provided 
by the proposed project.
    In determining the quality of the project services, the Secretary 
considers:
    (1) The extent to which the applicant describes how the needs 
assessment and segmentation analysis, including identifying and 
describing indicators, were used to determine each solution within the 
continuum (5 points);
    (2) The extent to which the applicant documents that proposed 
solutions are based on the best available evidence including, where 
available, strong or moderate evidence (5 points); and
    (3) The extent to which the applicant describes clear, annual goals 
for improvement on indicators (5 points).
D. Quality of the Management Plan (45 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 experience, lessons learned, and 
proposal to build capacity of the applicant's management team and 
project director in all of the following areas:
    (1) Working with the neighborhood and its residents; the schools 
described in paragraph (2)(b) of Absolute Priority 1; the LEA in which 
those schools are located; Federal, State, and local government 
leaders; and other service providers (10 points).
    (2) Collecting, analyzing, and using data for decision-making, 
learning, continuous improvement, and accountability, including whether 
the applicant has a plan to build, adapt, or expand a longitudinal data 
system that integrates student-level data from multiple sources in 
order to measure progress while abiding by privacy laws and 
requirements (15 points).

[[Page 23689]]

    (3) Creating formal and informal partnerships, including the 
alignment of the visions, theories of action, and theories of change 
described in its memorandum of understanding, and creating a system for 
holding partners accountable for performance in accordance with the 
memorandum of understanding (10 points).
    (4) Integrating funding streams from multiple public and private 
sources, including its proposal to leverage and integrate high-quality 
programs in the neighborhood into the continuum of solutions (10 
points).
    2. Review and Selection Process: The Department will screen 
applications submitted in accordance with the requirements in this 
notice, and will determine which applications have met eligibility and 
other statutory requirements.
    The Department will use independent reviewers from various 
backgrounds and professions including: pre-kindergarten-12 teachers and 
principals, college and university educators, researchers and 
evaluators, social entrepreneurs, strategy consultants, grant makers 
and managers, and others with education expertise. The Department will 
thoroughly screen all reviewers for conflicts of interest to ensure a 
fair and competitive review process.
    Reviewers will read, prepare a written evaluation, and score the 
applications assigned to their panel, using the selection criteria 
provided in this notice.
    For applications addressing Absolute Priority 1, Absolute priority 
2, and Absolute Priority 3, the Secretary prepares a rank order of 
applications for each absolute priority based solely on the evaluation 
of their quality according to the selection criteria. The Department 
may use more than one tier of reviews in determining grantees, 
including possible site visits for Implementation grant applicants. 
Additional information about the review process will be posted on the 
Department's Web site.
    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 
also 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 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Special Conditions: Under 34 CFR 74.14 and 80.12, the Secretary 
may impose special 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 34 CFR parts 74 or 80, as applicable; has not fulfilled 
the conditions of a prior grant; or is otherwise not responsible.
    4. Transparency and Open Government Policy: After awards are made 
under this competition, all of the submitted successful applications, 
together with reviewer scores and comments, will be posted on the 
Department's Web site.

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). 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. 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 multi-year 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.
    4. Performance Measures: The Secretary has established the 
following performance indicators for this program: The percentage of 
implementation grantees that attain or exceed the annual goals that 
they establish and that are approved by the Secretary for--
    (a) Project indicators;
    (b) Improving systems; and
    (c) Leveraging resources.
    All grantees will be required to submit annual performance reports 
documenting their contribution in assisting the Department in measuring 
the performance of the program against these indicators, as well as 
other information requested by the Department.
    5. Continuation Awards: In making a continuation award, the 
Secretary may consider, under 34 CFR 75.253, the extent to which a 
grantee has made ``substantial progress toward meeting the objectives 
in its approved application.'' This consideration includes the review 
of a grantee's progress in meeting the targets and projected outcomes 
in its approved application, and whether the grantee has expended funds 
in a manner that is consistent with its approved application and 
budget. In making a continuation grant, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, 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).

VII. Agency Contact

FOR FURTHER INFORMATION CONTACT: Adrienne Hawkins, U.S. Department of 
Education, 400 Maryland Avenue SW., room 4W256, Washington, DC 20202. 
Telephone: (202) 453-5638 or by email: [email protected].
    If you use a TDD, call the FRS, toll free, at 1-800-877-8339.

VIII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package in an accessible format 
(e.g., braille, large print, audiotape, or compact disc) on request to 
the program contact person listed under FOR FURTHER INFORMATION CONTACT 
in section VII of this notice.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal

[[Page 23690]]

Register. Free Internet access to the official edition of the Federal 
Register and the Code of Federal Regulations is available via the 
Federal Digital System at: www.gpo.gov/fdsys. 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 Adobe 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.

    Dated: April 17, 2012.
James H. Shelton, III,
Assistant Deputy Secretary for Innovation and Improvement.
[FR Doc. 2012-9597 Filed 4-19-12; 8:45 am]
BILLING CODE 4000-01-P