[Federal Register Volume 79, Number 121 (Tuesday, June 24, 2014)]
[Notices]
[Pages 35736-35748]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2014-14671]


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DEPARTMENT OF EDUCATION

[Docket ID ED-2013-OII-0146]
RIN 1894-AA04


Secretary's Proposed Supplemental Priorities and Definitions for 
Discretionary Grant Programs

AGENCY: Department of Education.

ACTION: Proposed priorities and definitions.

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SUMMARY: To support a comprehensive education agenda, the Secretary 
proposes 15 priorities and related definitions for use in discretionary 
grant programs. These proposed priorities and definitions are intended 
to replace the current supplemental priorities for discretionary grant 
programs that were published in 2010. These priorities reflect the 
lessons learned from implementing discretionary grant programs, as well 
as our current policy objectives, and emerging needs in education.

DATES: We must receive your comments on or before July 24, 2014.

ADDRESSES: Submit your comments through the Federal eRulemaking Portal 
or via postal mail, commercial delivery, or hand delivery. We will not 
accept comments by fax or by email, or those submitted after the 
comment period. To ensure that we do not receive duplicate copies, 
please submit your comments only once. In addition, please include the 
Docket ID at the top of your comments.
     Federal eRulemaking Portal: Go to www.regulations.gov to 
submit your

[[Page 35737]]

comments electronically. Information on using Regulations.gov, 
including instructions for accessing agency documents, submitting 
comments, and viewing the docket, is available on the site under ``Are 
you new to the site?''
     Postal Mail, Commercial Delivery, or Hand Delivery: If you 
mail or deliver your comments about these proposed priorities and 
definitions, address them to Margo Anderson, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 4W311, Washington, DC 20202-
5930.

    Privacy Note: The Department's policy is to make all comments 
received from members of the public available for public viewing in 
their entirety on the Federal eRulemaking Portal at 
www.regulations.gov. Therefore, commenters should be careful to 
include in their comments only information that they wish to make 
publicly available.


FOR FURTHER INFORMATION CONTACT: Margo Anderson, U.S. Department of 
Education, 400 Maryland Avenue SW., Room 4W311, Washington, DC 20202. 
Telephone: (202) 205-3010 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.

SUPPLEMENTARY INFORMATION:
    Invitation to Comment: We invite you to submit comments regarding 
this notice. To ensure that your comments have maximum effect in 
developing the notice of final priorities and definitions, we urge you 
to identify clearly the specific proposed priority or definition that 
each comment addresses.
    We invite you to assist us in complying with the specific 
requirements of Executive Orders 12866 and 13563 and their overall 
requirement of reducing regulatory burden that might result from these 
proposed priorities and definitions. Please let us know of any further 
ways we could reduce potential costs or increase potential benefits 
while preserving the effective and efficient administration of our 
programs.
    During and after the comment period, you may inspect all public 
comments about this notice by accessing Regulations.gov. You may also 
inspect the comments in person in Room 4W335, 400 Maryland Avenue SW., 
Washington, DC, between the hours of 8:30 a.m. and 4:00 p.m., 
Washington, DC time, Monday through Friday of each week except Federal 
holidays.
    Assistance to Individuals With Disabilities in Reviewing the 
Rulemaking Record: On request we will provide an appropriate 
accommodation or auxiliary aid to an individual with a disability who 
needs assistance to review the comments or other documents in the 
public rulemaking record for this notice. If you want to schedule an 
appointment for this type of accommodation or auxiliary aid, please 
contact the person listed under FOR FURTHER INFORMATION CONTACT.


     Authority: 20 U.S.C. 1221e-3.

    Proposed Priorities:
    This notice contains 15 proposed priorities.
    Background:
    On December 15, 2010, the Department published in the Federal 
Register final supplemental priorities and definitions for 
discretionary grant programs (75 FR 78485), which were corrected and 
republished in the Federal Register on May 12, 2011 (76 FR 27637) (the 
2010 Supplemental Priorities).
    The Department proposes to repeal the 2010 Supplemental Priorities 
and definitions and replace them with a set of new and revised 
priorities and definitions for discretionary grant programs. The new 
priorities and definitions reflect the lessons learned from 
implementing discretionary grant programs using the 2010 Supplemental 
Priorities, our current policy objectives, and emerging needs in 
education. Note that we do not include priorities for building evidence 
of effectiveness, supporting projects for which there is moderate or 
strong evidence of effectiveness, or improving productivity, all of 
which were included in the 2010 Supplemental Priorities. These policy 
objectives are codified in the Education Department Grant 
Administrative Regulations (EDGAR), effective August 13, 2013 (see 78 
FR 49338), and can be used in discretionary grant competitions through 
that mechanism.
    To support our comprehensive education agenda, we are proposing 
priorities that span students' full academic and career trajectories. 
These priorities will support early learning and development programs 
that ensure children are ready to succeed in school; elementary and 
secondary schools and programs that keep all students on track to 
graduate from high school with the skills necessary to succeed in 
college and in their careers; and postsecondary programs, including 
adult educational programs, that provide individuals with the skills 
and knowledge they need to succeed in the workforce.
    Our intent is to propose priorities that can be used widely across 
our discretionary grant programs, thereby aligning these programs with 
the Secretary's policy objectives, rather than proposing priorities 
specifically designed for individual programs.
    This notice includes 15 proposed priorities, which are a 
combination of new priorities and amended versions of priorities from 
the 2010 Supplemental Priorities. The Department will choose which, if 
any, of the proposed priorities will be used for any particular 
discretionary grant competition; and such decisions will be made 
consistent with each program's current authorizing statute and 
regulations.
    Proposed Priority 1--Improving Early Learning and Development 
Outcomes.
    Background:
    In his January 28, 2014, State of the Union address, the President 
repeated his request from the previous year to help states make high-
quality preschool available to all children, noting that lack of access 
to high-quality early learning and development programs can cast a 
shadow over a child for the rest of his or her life. Further, research 
suggests that participation in high-quality early learning and 
development programs may lead to improved school readiness for children 
in the short term, as well as higher graduation rates and higher 
earnings in the long term.\1\ Thus, through this proposed priority, the 
Department will support projects that are designed to improve early 
learning and developmental outcomes across the essential domains of 
school readiness (as defined in this notice) for children from birth 
through third grade. Further, we seek to expand on the early learning 
priority included in the 2010 Supplemental Priorities by also proposing 
to support projects designed to increase access to high-quality early 
learning and development programs, improve the quality and 
effectiveness of the early learning workforce, include preschool as 
part of elementary and secondary education programs and systems, and 
improve data-sharing, coordination, and alignment between early 
learning and development systems and elementary education systems.
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    \1\ Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M., 
Espinosa, L., Gormley, W., Ludwig, J.O., Magnuson, K.A., Phillips, 
D.A., & Zaslow, M.J. (2013). Investing in our future: The evidence 
base on preschool education. New York: Foundation for Child 
Development and Ann Arbor, MI: Society for Research in Child 
Development. Available at: http://fcd-us.org/sites/default/files/Evidence%20Base%20on%20Preschool%20Education%20FINAL.pdf.
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    Additionally, children from low-income families are under-
represented in early learning and development programs across the 
country.\2\ Through

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this proposed priority, the Department would support projects that 
increase children's access to high-quality early learning and 
development programs, particularly for children with high needs (as 
defined in this notice). High-quality early learning and development 
programs across the birth-through-third-grade continuum include the 
following elements, as appropriate: High staff qualifications, 
including attainment of a bachelor of arts degree for teachers; 
effective professional development for teachers and staff; low staff-
child ratios; small class sizes; a full-day program; developmentally 
appropriate, evidence-based curricula and learning environments aligned 
with State early learning standards; employee salaries comparable to 
those of kindergarten through grade 12 (K-12) teaching staff; ongoing 
program evaluation to ensure continuous improvement; and on-site 
comprehensive services for children (e.g., health screenings, meals, 
nutrition services, family engagement strategies).
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    \2\ U.S. Department of Education, National Center for Education 
Statistics (NCES) (August 2008). School Readiness Survey of the 
National Household Education Survey (NHES), 2007. Available at: 
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008051.
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    In the Race to the Top-Early Learning Challenge program, the 
Department collaborates with the U.S. Department of Health and Human 
Services to emphasize that an early learning and development system is 
most effective for children when seamlessly coordinated with an 
elementary education system.\3\ This coordination may include, alone or 
in combination, aligning standards, comprehensive assessments, data 
systems, workforce systems, family engagement, and health promotion 
strategies. By aligning and coordinating early learning and development 
systems and elementary education systems, children are more likely to 
enter kindergarten ready to succeed and to sustain improved outcomes 
through the early elementary years. This proposed priority aims to 
support projects that will provide all children with a high-quality 
foundation that will prepare them for success in school and in life.
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    \3\ More information on the Race to the Top-Early Learning 
Challenge program is available at: http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/index.html.
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    Proposed Priority 1--Improving Early Learning and Development 
Outcomes.
    Projects that are designed to improve early learning and 
development outcomes across one or more of the essential domains of 
school readiness (as defined in this notice) for children from birth 
through third grade (or for any age group within this range) through a 
focus on one or more of the following:
    (a) Increasing access to high-quality early learning and 
development programs and comprehensive services, particularly for 
children with high needs (as defined in this notice).
    (b) Improving the quality and effectiveness of the early learning 
workforce so that early childhood educators have the knowledge, skills, 
and abilities necessary to improve young children's health, social-
emotional, and cognitive outcomes.
    (c) Improving the coordination and alignment between early learning 
and development systems and elementary education systems, in accordance 
with applicable privacy laws, to improve transitions for children from 
birth through third grade.
    (d) Including preschool as part of elementary education programs 
and systems in order to expand opportunities for preschool students and 
teachers.
    (e) Sustaining improved early learning and development outcomes 
throughout the early elementary school years.
    Proposed Priority 2--Influencing the Development of Non-Cognitive 
Factors.
    Background:
    A promising body of research suggests that non-cognitive factors 
play an important role in students' academic, career, and life 
outcomes.\4\ Non-cognitive factors include a broad range of behaviors, 
strategies, and attitudes, such as academic behaviors (e.g., 
attendance, homework completion), academic mindsets (e.g., sense of 
belonging in the academic community, believing academic achievement 
improves with effort), perseverance (e.g., tenacity, self-discipline), 
social and emotional skills (e.g., cooperation, empathy, adaptability), 
and approaches toward learning strategies (e.g., executive functions, 
attention, goal-setting, curiosity, problem solving, self-regulating 
learning, study skills).\5\ With this proposed priority, the Department 
intends to support projects that develop and strengthen students' 
mastery of non-cognitive skills and behaviors so that they develop and 
attain the skills necessary for success in school, career, and life.
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    \4\ The University of Chicago Consortium of Chicago School 
Research (June 2012). Teaching Adolescents to Become Learners: The 
Role of Noncognitive Factors in Shaping School Performance. 
Available at: http://raikesfoundation.org/Documents/Teaching%20Adolescents%20to%20Become%20Learners%20(CCSR%20Literature%
20Review%20June%202012).pdf.
    \5\ Ibid.
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    This proposed priority is new and was not included in the 2010 
Supplemental Priorities.
    Proposed Priority 2--Influencing the Development of Non-Cognitive 
Factors.
    Projects that are designed to improve students' mastery of non-
cognitive skills and behaviors (e.g., academic behaviors, academic 
mindset, perseverance, self-regulation, social and emotional skills, 
and approaches toward learning strategies) and enhance student 
motivation and engagement in learning.
    Proposed Priority 3--Promoting Personalized Learning.
    Background:
    Personalized learning (as defined in this notice) aims to 
differentiate content, tools, and materials for each learner so that he 
or she can meet college- and career-ready standards. Teacher and 
student interactions are strengthened when, through ongoing 
personalized assessments, a teacher has access to timely and targeted 
information about each student's particular needs and interests.
    Personalized learning can be implemented through use of digital 
tools, adopting universal design principles, and aligning activities 
during non-school hours with students' unique needs. When well designed 
and appropriately implemented, personalized learning can narrow 
achievement gaps by using academic interventions that promote 
excellence. For example, a recent large-scale effectiveness study found 
that a technology-based, personalized, and blended-learning mathematics 
curriculum could effectively raise a high school student from the 50th 
to the 58th percentile.\6\ This sort of intervention has great 
potential to narrow achievement gaps between groups of students.
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    \6\ Pane, John F., et al. (2013). Effectiveness of Cognitive 
Tutor Algebra I at Scale. Rand Corporation. Available at: 
www.rand.org/pubs/external_publications/EP50410.html.
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    At its most effective, personalized learning can inspire students 
at all levels by effectively challenging those students who are 
furthest ahead on a specific topic, providing targeted assistance to 
those furthest behind, and engaging with the students in the middle. 
Personalized learning supports mastery-based differentiation, which 
also allows for regrouping students as appropriate.
    This proposed priority aims to support projects that use 
personalized learning to prepare students to master the content and 
skills required for college- and career-readiness.
    This proposed priority is new and was not included in the 2010 
Supplemental Priorities.
    Proposed Priority 3--Promoting Personalized Learning.

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    Projects that are designed to improve student academic outcomes and 
close academic opportunity or attainment gaps through one of the 
following:
    (a) Implementing personalized learning (as defined in this notice) 
approaches that will ensure appropriate support and produce academic 
excellence for all students.
    (b) Awarding credit or digital credentials (as defined in this 
notice) based on personalized learning or adaptive assessments of 
academic performance, cognitive growth, or behavioral improvements and 
aligned with college- and career-ready standards.
    Proposed Priority 4--Improving Academic Outcomes for High-Need 
Students.
    Background:
    The Department is committed to pursuing equity at all stages of 
education, from birth through adulthood, and aims to ensure that all 
students are afforded the opportunity to succeed academically. However, 
persistent and significant gaps in achievement still exist between 
high-need students (as defined in this notice) \7\ and their more 
advantaged peers. By supporting projects that improve student learning 
or encourage targeted subgroups of students to develop new skills, the 
Department is furthering its commitment to ensure that all students 
have the opportunity to succeed academically and to learn essential 
skills that support success in their careers and in life.
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    \7\ Note that the definition of ``high-need student'' is not 
limited to students of a certain grade or age. Accordingly, a high-
need student could be a student in an early learning and development 
program, a student in elementary or secondary school, a 
postsecondary student, or an adult learner.
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    We included a similar priority in the 2010 Supplemental Priorities, 
which focused on accelerating learning and improving high school 
graduation rates for high-need students. Adding these groups to the 
proposed priority would allow for broader use across the Department's 
discretionary grant programs. In addition to including an expanded set 
of student subgroups, we are also revising this priority to support 
projects that are designed to improve academic outcomes or learning 
environments.
    Proposed Priority 4--Improving Academic Outcomes for High-Need 
Students.
    Projects that are designed to improve:
    (a) Academic outcomes, or
    (b) Learning environments, for one or more of the following groups 
of students:
    (i) High-need students (as defined in this notice).
    (ii) Students in rural local educational agencies (as defined in 
this notice).
    (iii) Students with disabilities.
    (iv) English learners.
    (v) Students in lowest performing schools (as defined in this 
notice).
    (vi) Students who are living in poverty and are served by schools 
with high concentrations of students living in poverty.
    (vii) Disconnected youth, such as youth who are homeless, in foster 
care, have come into contact with the juvenile justice system, 
unemployed, or are not enrolled in an educational institution, or 
migrant youth.
    (viii) Low-skilled adults (as defined in this notice).
    Proposed Priority 5--Increasing Postsecondary Access, 
Affordability, and Completion.
    Background:
    Postsecondary education, including career and technical education, 
is increasingly necessary for individuals to compete in a global 
economy. Therefore, the Nation must boost completion rates for 
associate's and bachelor's degrees, as well as for industry-recognized 
credentials or certificates. The President has set a goal that, by 
2020, the United States will have the highest proportion of college 
graduates in the world. This proposed priority aligns with the 
President's goal by supporting projects that prepare students, 
particularly high-need students (as defined in this notice), for 
college and careers; enroll more students in postsecondary education; 
and increase the number of those who complete programs of study with a 
degree or certificate. This proposed priority also supports career and 
technical training that provides students with the knowledge and skills 
to succeed in the workforce.
    With this proposed priority, we also aim to support adult learners 
who must first strengthen their basic skills before they are able to 
succeed in postsecondary education. Basic skills may include reading, 
comprehension, and mathematic skills, as well as abstraction, system 
thinking, and experimentation. Basic skills may also include workforce-
related skills, such as timeliness, responsibility, cooperation, and 
communication.
    In addition to supporting projects that prepare students for 
college and careers, we must improve students' ability to afford 
postsecondary education, including career and technical education. The 
average net cost of a college education has risen for many 
undergraduates, particularly full-time students attending four-year 
public colleges and universities,\8\ widening the affordability gap. 
Giving students the information they need to select the institution 
most appropriate to their academic abilities, as well as their 
personal, professional, and financial goals, is essential. Further, 
making true college costs transparent and providing students more 
affordable college options will allow students to make informed choices 
from a meaningful range of college options. Another strategy for 
reducing the cost of education while also improving the quality of 
teaching and learning is through developing and implementing high-
quality online, credit-bearing, and accessible learning opportunities. 
Such strategies may help achieve the President's goal of the United 
States having the highest proportion of college graduates in the world.
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    \8\ The College Board. Trends in College Pricing 2012. Available 
at: http://trends.collegeboard.org/college-pricing.
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    The 2010 Supplemental Priorities also included a priority on 
postsecondary success. We are revising the priority to focus 
specifically on access, affordability, and completion of postsecondary 
education, including career and technical education, to further support 
the President's goal.
    Proposed Priority 5--Increasing Postsecondary Access, 
Affordability, and Completion.
    Projects that are designed to address one or more of the following:
    (a) Reducing the net cost, median student loan debt, and student 
loan default rate for high-need students (as defined in this notice) 
who enroll in college, other postsecondary education, or other career 
and technical education.
    (b) Increasing the number and proportion of high-need students (as 
defined in this notice) who are academically prepared for, enroll in, 
or complete on time college, other postsecondary education, or other 
career and technical education.
    (c) Increasing the number and proportion of high-need students (as 
defined in this notice) who, through college preparation, awareness, 
recruitment, application, selection, and other activities and 
strategies, enroll in or complete college, other postsecondary 
education, or other career and technical education.
    (d) Increasing the number of individuals who return to the 
educational system to obtain a regular high school diploma or its 
recognized equivalent; enroll in and complete college, other 
postsecondary education, or career and technical training; or obtain 
basic and academic skills needed

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to succeed in college, other postsecondary education, other career and 
technical education, or the workforce.
    (e) Increasing the number and proportion of high-need students (as 
defined in this notice), particularly low-skilled adults (as defined in 
this notice), adults with disabilities, and disconnected youth or youth 
who are at risk of becoming disconnected, who enroll in and complete 
postsecondary programs.
    (f) Supporting the development and implementation of high-quality 
online or hybrid credit-bearing and accessible learning opportunities 
that reduce the total cost of higher education, accelerate time to 
degree completion, or allow students to progress at their own pace.
    Proposed Priority 6--Improving Job-Driven Training and Employment 
Outcomes.
    Background:
    In his January 28, 2014, State of the Union address, the President 
introduced an effort to ``train Americans with the skills employers 
need and match them to good jobs that need to be filled right now.'' 
Research suggests that the most successful strategies for effective 
job-driven training are those that closely align training with local 
labor market needs. For example, one successful approach is encouraging 
local agencies to foster sector partnerships with local industry. Such 
employment and training strategies have increased both employment rates 
and earnings by obtaining accurate workforce needs assessments from 
local business and industry groups.\9\ In addition, programs that 
connect workers directly to the labor market through subsidized 
employment and registered apprenticeships have seen promising 
results.10 11
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    \9\ Maguire, Sheila et al. 2010. Findings from the Sectoral 
Employment Impact Study. New York: Public/Private Ventures.
    \10\ Reed, Debbie et al. 2012. An Effectiveness Assessment and 
Cost-Benefit Analysis of Registered Apprenticeship in 10 States. 
Oakland, CA: Mathematica Policy Research.
    \11\ Gennetian, Lisa A., Cynthia Miller, and Jared Smith. 2005. 
Turning Welfare into Work Support: Six-Year Impacts on Parents and 
Children from the Minnesota Family Investment Program. New York: 
MDRC.
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    However, despite recent employment gains, far too many hard-working 
individuals have not been able to find a job or increase their 
earnings, and many businesses report difficulty hiring workers with the 
right skills for jobs they want to fill. The Department, in 
collaboration with other Federal agencies, is working to ensure its 
career, technical, and adult education and training programs and 
policies are aligned with the President's job-driven training goals and 
assist individuals to acquire the skills necessary to pursue in-demand 
jobs and careers and obtain employment. In addition to programs 
administered by the Department's Office of Career, Technical, and Adult 
Education, the Vocational Rehabilitation (VR) State Grants Program 
provides a wide range of services designed to assist individuals with 
disabilities to prepare for, obtain, and retain employment. The VR 
Grants Program is the largest Federal training program.
    Through this proposed priority, the Department would support 
projects that align programs in the workforce and training system to 
equip the Nation's workers with skills matching the needs of employers 
looking to hire. It is imperative that employers identify the skills 
and credentials required for in-demand jobs; have multiple mechanisms 
for finding workers who have or can acquire those skills; and help 
develop training programs. Workers and job seekers must have access not 
only to education and training that meets their unique needs, skills, 
and abilities, but also assistance from personnel with the requisite 
education, skills, and experience to provide employment counseling that 
will enable them to acquire jobs that lead to meaningful careers. This 
proposed priority was not included in the 2010 Supplemental Priorities 
and is proposed to reflect the Department's current policy goals.
    Proposed Priority 6--Improving Job-Driven Training and Employment 
Outcomes.
    Projects that are designed to improve job-driven training and 
employment outcomes through a focus on one or more of the following:
    (a) Increasing employer engagement (as defined in this notice).
    (b) Providing work-based learning opportunities (e.g., Registered 
Apprenticeship, other apprenticeships, internships, externships, on-
the-job training, co-operative learning, practica, and work experience) 
for low-skilled adults (as defined in this notice) or other high-need 
students (as defined in this notice).
    (c) Integrating education and training into a career pathways 
program or system that offers connected education and training, related 
stackable credentials, and other support services that enable low-
skilled adults (as defined in this notice) or other high-need students 
(as defined in this notice) to secure industry-relevant certification 
and obtain employment within an occupational area with the potential to 
advance to higher levels of future education and employment in that 
area.\12\
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    \12\ Examples of such integration may include partnering or 
coordinating with other programs that provide job training and 
employment services, including American Job Centers and other 
programs authorized by the Workforce Investment Act.
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    (d) Providing labor market information, career information, 
advising, counseling, job search assistance, and other supports 
including performance-based or other income supports or stipends, 
transportation and child care assistance and information, or others as 
deemed appropriate.
    (e) Improving the knowledge and skills of personnel and service 
providers that will enable such providers to better assist their 
customers to obtain the competencies and job skills required in the 
competitive labor market.
    Proposed Priority 7--Promoting Science, Technology, Engineering, 
and Mathematics Education.
    Background:
    The demand for highly skilled workers in many fields is projected 
to outpace the number of qualified workers. To meet the needs of the 
labor market and spur an increase in technological innovation, 
creation, and study across the Nation, the Department proposes this 
priority to support the education and training of individuals in fields 
that draw heavily on science, technology, engineering, and mathematics 
(STEM) knowledge, such as health care, advanced manufacturing, clean 
energy, and information technology.
    It is essential to the health of our economy to increase the number 
of students attracted to and prepared for careers in STEM and to 
increase the proportion of students who are from groups historically 
under-represented in these careers (e.g., minorities, individuals with 
disabilities, and women), and to retain all of these students in STEM 
fields.
    The 2012 report from the President's Council of Advisors on Science 
and Technology (PCAST) estimated that about 40 percent of all students 
who start their postsecondary degree in a STEM field will finish their 
program. Moreover, even among those who attained a bachelor's degree in 
a STEM field, only about 56 percent of those working for pay one year 
after graduation worked in a STEM-related career.\13\ Therefore, we 
propose to revise the priority on STEM from the 2010

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Supplemental Priorities to address access to, and persistence in, 
rigorous and engaging STEM coursework. To increase students' engagement 
and interest in STEM fields, it is imperative that students are 
provided opportunities to pursue rigorous STEM coursework and gain 
research experience prior to entering postsecondary study and the 
workforce.
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    \13\ The President's Council of Advisors on Science and 
Technology (PCAST) (February 2012). Engage to Excel: Producing One 
Million Additional College Graduates with Degrees in Science, 
Technology, Engineering and Mathematics. Available at: 
www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_feb.pdf.
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    In addition, because of continued issues facing the STEM P-12 
teaching profession, including teacher shortages and staffing 
difficulties, the President has challenged governors, philanthropists, 
scientists, engineers, educators, and the private sector to join a 
national campaign to find new ways to recruit, train, reward, and 
retain STEM teachers and to collectively prepare 100,000 STEM teachers 
over the next decade. Recruitment efforts that attract the best talent 
into STEM teaching will improve student learning and engagement in STEM 
subjects. Finally, ensuring STEM teachers have adequate knowledge of 
the subjects they are teaching and the ability to teach them will 
improve effectiveness and relevance of instruction in STEM subjects. 
This priority would also help to bolster local or regional partnerships 
that enhance students' access to real-world STEM experiences and 
teachers' access to high-quality STEM-related professional learning.
    Proposed Priority 7--Promoting Science, Technology, Engineering, 
and Mathematics Education.
    Projects that are designed to improve student achievement (as 
defined in this notice) or other related outcomes by addressing one or 
more of the following:
    (a) Increasing the preparation of teachers or other educators in 
STEM subjects, including teachers of career and technical education, 
through activities that may include building content knowledge and 
pedagogical content knowledge, and increasing the number and quality of 
authentic STEM experiences (as defined in this notice).
    (b) Providing students with increased access to rigorous and 
engaging STEM coursework and authentic STEM experiences (as defined in 
this notice).
    (c) Identifying and implementing instructional strategies, systems, 
and structures that improve postsecondary learning and retention, 
resulting in completion of a degree in a STEM field.
    (d) Increasing the number of individuals from groups historically 
under-represented in STEM, including minorities, individuals with 
disabilities, and women, who are provided with access to rigorous and 
engaging coursework in STEM or who are prepared for postsecondary study 
and careers in STEM.
    (e) Supporting local or regional partnerships to give students 
access to real-world STEM experiences and to give educators access to 
high-quality STEM-related professional learning.
    Proposed Priority 8--Implementing Internationally Benchmarked 
College- and Career-Ready Standards and Assessments.
    Background:
    Since 2009, 45 States and the District of Columbia have partnered 
in a State-led effort to develop common, internationally benchmarked 
college- and career-ready standards in English language arts and 
mathematics for elementary and secondary school students. Three other 
States are implementing their own college- and career-ready standards. 
In order to ensure effective implementation of these college- and 
career-ready standards and thereby further the goal of preparing 
students to compete in a global economy, it is essential to develop and 
implement teacher and principal preparation and professional 
development programs; student assessments or performance-based tools 
aligned with the standards, including adaptive assessments, 
simulations, and performance tasks; and other strategies that translate 
the standards and assessment data into classroom practices that meet 
the needs of all students, including English learners and students with 
disabilities.
    The Department has emphasized the importance of high-quality 
formative, interim, and summative assessments to measure the extent to 
which students are meeting or exceeding college- and career-ready 
standards. States that set clear, high expectations for students must 
be able to assess and accurately measure student performance against 
those expectations. Projects that are designed to implement these 
standards and assessments will improve teaching and learning and can 
support greater accountability to students, families, and school or 
district staff by providing timely, relevant, and actionable 
information about student learning over time.
    A version of this priority was included in the 2010 Supplemental 
Priorities under a slightly different title. In this notice, we are 
proposing minor changes to the previous priority.
    Proposed Priority 8--Implementing Internationally Benchmarked 
College- and Career-Ready Standards and Assessments.
    Projects that are designed to support the implementation of and 
transition to internationally benchmarked college- and career-ready 
standards and assessments, including projects in one or more of the 
following:
    (a) Developing and implementing student assessments (e.g., 
formative assessments, interim assessments, summative assessments) or 
performance-based tools aligned with those standards and accessible to 
all students.
    (b) Developing and implementing professional development or teacher 
preparation programs that are aligned with those standards.
    (c) Developing and implementing strategies that translate the 
standards and information from assessments into classroom practices 
that meet the needs of all students.
    Proposed Priority 9--Improving Teacher Effectiveness and Promoting 
Equal Access to Effective Teachers.
    Background:
    It is well established that teacher effectiveness contributes more 
to student academic outcomes than any other in-school measure; yet, 
there is dramatic variation in teacher effectiveness within and across 
schools, including significant inequity in students' access to 
effective teachers, particularly for low-income and minority students.
    As such, it is essential to attract a high-performing and diverse 
pool of talented individuals into the teaching profession and to ensure 
that they have access to high-quality preparation programs that have 
high standards for successful completion. Equally important is 
supporting and retaining effective teachers through practices such as 
creating or enhancing opportunities for professional growth, reforming 
compensation and advancement systems, and creating conditions for 
successful teaching and learning. As part of their teacher development 
efforts, local educational agencies (LEAs or districts) should have in 
place strategies for ensuring teacher success, such as evaluation and 
support systems that consider multiple measures including student 
growth (as defined in this notice) and that result in actionable 
feedback, support, and incentives for improvement at every stage of a 
teacher's career.
    In the 2010 Supplemental Priorities, we included a single priority 
that supported projects focused on both teachers and principals. This 
notice includes separate priorities for projects supporting teachers 
and principals. By creating separate priorities, discretionary grant 
programs can choose to focus on either teachers or principals and are 
provided the opportunity for more targeted support to each group.

[[Page 35742]]

    This proposed priority focuses solely on strengthening teacher 
recruitment, selection, preparation, development, retention, support, 
recognition, assessment, and reach in ways that are consistent with the 
Department's policy goals for professionalizing teaching, improving 
outcomes for all students, and ensuring that low-income students and 
minority students have equal access to effective teachers. This 
priority would encourage grantees to exceed the requirements of Section 
1112(c)(1)(L) of the Elementary and Secondary Education Act of 1965, as 
amended (ESEA) by focusing on effective teachers measured using a high-
quality teacher evaluation and support system (as defined in this 
notice).
    Proposed Priority 9--Improving Teacher Effectiveness and Promoting 
Equal Access to Effective Teachers.
    Projects that are designed to address one or more of the following:
    (a) Increasing the number and percentage of effective teachers in 
lowest performing schools (as defined in this notice) or schools with 
high concentrations of low-income and minority students, through such 
activities as:
    (1) Improving the preparation, recruitment, selection, and early 
career development of teachers; implementing performance-based 
certification systems; reforming compensation and advancement systems; 
and reforming hiring timelines and systems.
    (2) Improving the retention of effective teachers through such 
activities as creating or enhancing opportunities for teachers' 
professional growth; reforming compensation and advancement systems; 
and improving workplace conditions to create opportunities for 
successful teaching and learning; or
    (b) Promoting equal access to effective teachers for low-income and 
minority students across and within schools and districts.
    For the purposes of this priority, teacher effectiveness must be 
measured using a high-quality teacher evaluation and support system (as 
defined in this notice).
    Proposed Priority 10--Improving the Effectiveness of 
Principals.\14\
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    \14\ For the purposes of this priority, the term ``principal'' 
may also refer to an assistant principal.
---------------------------------------------------------------------------

    Background:
    While there is no overall shortage of candidates who have the 
credentials States require for principals, these candidates are often 
ill-prepared to meet the demands of the principal position.\15\ Both 
novice and experienced principals often lack the necessary skills and 
support to respond to the increased pressures of their positions, such 
as changes to evaluation systems and the implementation of key 
organizational processes in their schools. The quality, not the 
quantity, of credentialed candidates for principal positions is a 
common criticism of principal preparation programs. Specifically, many 
district leaders and policy makers are critical of principal 
preparation programs that lack a rigorous screening and selection 
process for program candidates, courses that are aligned with standards 
of practice, and clinical experiences.\16\ Additionally, once 
credentialed candidates become principals, they are often not provided 
the necessary support and development opportunities that enable them to 
enhance their skills, particularly in shaping a strong professional 
community and collective responsibility for student learning by 
evaluating and providing feedback to teachers, analyzing student data, 
developing school leadership teams, and creating a positive school 
climate.
---------------------------------------------------------------------------

    \15\ Roza, M., Celio, M.B., Harvey, J., & Wishon, S. (January 
2003). A Matter of Definition: Is there Truly a Shortage of School 
Principals? A Report to the Wallace--Reader's Digest Fund.
    \16\ Hale, E.L., & Moorman, H.N. (September 2003). Preparing 
School Principals: A National Perspective on Policy and Program 
Innovations. Institute for Educational Leadership.
---------------------------------------------------------------------------

    This proposed priority underscores the value of principals and 
takes into account the influence principals have over teacher 
effectiveness and student achievement in their schools.\17\ Through 
this proposed priority, we seek to support projects that expand the 
pool of effective and highly effective principals, support ongoing 
professional development that is aligned with principals' needs, and 
build district capacity and systems that will provide principals the 
instructional focus, core leadership competencies, support, policies, 
and conditions that will positively affect the schools they lead.
---------------------------------------------------------------------------

    \17\ Clifford, M., et al. Practical Guide to Designing 
Comprehensive Principal Evaluation Systems (April 2012). Available 
at: www.gtlcenter.org/products-resources/online-practical-guide-designing-comprehensive-principal-evaluation-systems.
---------------------------------------------------------------------------

    As noted in the background discussion of proposed priority 9, we 
propose to separate priorities addressing teachers and principals, 
therefore allowing discretionary grant programs to focus on either 
teachers or principals in a manner that is specific to each group's 
unique needs.
    Proposed Priority 10--Improving the Effectiveness of Principals.
    Projects that are designed to increase the number and percentage of 
highly effective principals by addressing one or more of the following:
    (a) Creating or expanding practices and strategies to recruit, 
select, prepare, and support talented individuals to lead and 
significantly improve instruction in the lowest performing schools (as 
defined in this notice) or schools with high concentrations of high-
need students (as defined in this notice).
    (b) Identifying, implementing, and supporting policies and school 
conditions that facilitate efforts by principals to turn around lowest 
performing schools (as defined in this notice).
    (c) Creating or expanding principal preparation programs that 
include clinical experiences, induction and other supports for program 
participants, strategies for tracking the effect program graduates have 
on teaching and learning, and coursework that is aligned with pre-
kindergarten through grade 12 college- and career-ready standards.
    (d) Implementing professional development for current principals, 
especially in lowest performing schools (as defined in this notice), 
that is designed to improve teacher and student learning by supporting 
principals in their mastery of essential instructional and 
organizational leadership skills.
    (e) Implementing practices or strategies that support districts in 
hiring, evaluating, and supporting principals to effectively lead 
schools.
    For the purposes of this priority, principal effectiveness must be 
measured using a high-quality principal evaluation and support system 
(as defined in this notice).
    Proposed Priority 11--Leveraging Technology to Support 
Instructional Practice and Professional Development.
    Background:
    Leveraging technology to support instructional practice and 
professional development is crucial to ensure Americans have access to 
a high-quality education and are prepared to be globally competitive. 
Schools, educators, students, and families all benefit when effective 
digital tools and materials are thoughtfully integrated into classrooms 
and communities.
    Technology can accelerate or enhance the implementation of the 
other priorities proposed in this document by:
     Providing personalized data for early learning providers;
     Assessing and supporting students' mastery of non-
cognitive skills and behaviors;
     Enabling the creation of personalized learning 
environments;

[[Page 35743]]

     Targeting and differentiating material specifically for 
high-need students (as defined in this notice);
     Increasing access to higher education and reducing 
instructional costs;
     Accessing open educational resources (as defined in this 
notice) aligned with internationally benchmarked college- and career-
ready standards;
     Supporting teachers in sharing best practices and 
collaborating with experts to improve instructional approaches;
     Encouraging teacher observation and principal feedback;
     Engaging more effectively with diverse families and 
communities;
     Providing access to advanced coursework and other learning 
opportunities where otherwise not available; and
     Increasing the reach of highly effective teachers, 
particularly for students in rural and isolated areas.
    While the use of digital tools was part of the 2010 Supplemental 
Priorities, we are revising this priority to include more specific 
strategies to promote technology integration and enhance student and 
educator learning. This proposed priority would explicitly support 
projects that help students and educators take full advantage of access 
to high-speed Internet, digital tools and materials, and open 
educational resources (as defined in this notice).
    Proposed Priority 11--Leveraging Technology to Support 
Instructional Practice and Professional Development.
    Projects that are designed to leverage technology through one or 
more of the following:
    (a) Using high-need Internet access and devices that increase 
students' and educators' access to high-quality digital tools, 
materials, and assessments, particularly open educational resources (as 
defined in this notice).
    (b) Developing and implementing high-quality accessible digital 
tools, materials, and assessments that are aligned to rigorous college- 
and career-ready standards.
    (c) Developing and implementing high-quality, accessible online 
courses, learning communities, or simulations, including those for 
which educators could earn professional development credit or 
continuing education units through digital credentials (as defined in 
this notice) based on demonstrated mastery of competencies and 
performance-based outcomes, instead of traditional time-based metrics.
    (d) Using data platforms that enable the development, 
visualization, and rapid analysis of data to produce evidence on 
teaching and learning, while also protecting privacy in accordance with 
applicable laws.
    Proposed Priority 12--Promoting Diversity.
    Background:
    The 2010 Supplemental Priorities included a priority on diversity 
that allows the Department to give priority to projects that ``are 
designed to promote student diversity, including racial and ethnic 
diversity, or avoid racial isolation.'' In announcing this priority in 
2010, we noted that LEAs and postsecondary institutions have found that 
``providing diverse learning environments . . . can provide substantial 
educational benefits.'' To further this goal, in 2011 and again in 
2013, the Department, in conjunction with the U.S. Department of 
Justice, issued guidance regarding the use of race and ethnicity to 
promote diversity and reduce racial isolation.\18\
---------------------------------------------------------------------------

    \18\ Available at: http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201111.html and www.ed.gov/news/press-releases/new-guidance-supports-voluntary-use-race-achieve-diversity-higher-education.
---------------------------------------------------------------------------

    The Department continues to encourage schools, school districts, 
and postsecondary institutions to take lawful steps to increase student 
body diversity based on race and ethnicity, and, in the case of school 
districts, to avoid racial isolation. Any steps taken by school 
districts and postsecondary institutions to further these efforts must 
be done in accordance with applicable law, including United States 
Supreme Court precedent, and the guidance should be helpful in that 
respect.
    Promoting diversity is a compelling educational goal for students 
from many backgrounds. Today's global economy demands that students 
graduate ready to interact with individuals from all walks of life and 
experience. LEAs and postsecondary institutions have a critical role in 
preparing students for success in an increasingly diverse workforce and 
society, and can help students reap substantial educational benefits by 
providing them with learning environments in which they can develop 
important skills, such as the ability to communicate and collaborate 
with peers of different backgrounds, perspectives, and abilities.
    The 2010 priority highlighted racial and ethnic diversity, but did 
not preclude an applicant from receiving priority consideration for 
proposing projects promoting diversity in other ways, such as diversity 
based on socioeconomic status, another objective of Federal education 
programs. Consequently, the proposed diversity priority also covers 
projects that promote student body diversity based on other factors, 
including a student's socioeconomic status. Highlighting efforts to 
promote diversity based on socioeconomic status is also consistent with 
the 2011 and 2013 guidance documents, which explain that schools, 
school districts, and postsecondary institutions may elect to take 
account of students' socioeconomic status to achieve student body 
racial and ethnic diversity and, in the case of preschool, elementary, 
or secondary programs, to avoid racial isolation.
    Proposed Priority 12--Promoting Diversity.
    Projects that are designed to prepare students for success in an 
increasingly diverse workforce and society by increasing the diversity, 
including racial, ethnic, and socioeconomic diversity, of students 
enrolled in schools or postsecondary programs; or in the case of 
preschool, elementary, or secondary programs, decreasing the racial, 
ethnic, or socioeconomic isolation of students served by the project.
    Proposed Priority 13--Improving School Climate, Behavioral 
Supports, and Correctional Education.
    Background:
    For all students to have the best chance for academic success, it 
is imperative they attend safe schools with nurturing climates that 
support active academic engagement through comprehensive supports for 
their physical, mental, and behavioral well-being. Too many students 
are negatively affected by violence, bullying, and exclusionary 
discipline practices, including suspension, expulsion, and unnecessary 
placement in alternative educational programs. The Department's Civil 
Rights Data Collection indicates that, for districts that reported 
expulsions, Hispanic and African American students represent 56 percent 
of the students expelled, but only 40 percent of the enrolled students 
in these districts. Additionally, students covered under the 
Individuals with Disabilities Education Act (IDEA) were twice as likely 
as students who were not covered under IDEA to be suspended from school 
at least once.\19\ Identifying and addressing the causes for 
disproportionate discipline and reducing school discipline practices 
that remove students from the learning environment will increase 
opportunities for student success.
---------------------------------------------------------------------------

    \19\ The Civil Rights Data Collection: Issue Brief No. 1: School 
Discipline. (March 2014). Available at: http://ocrdata.ed.gov/Downloads/CRDC-School-Discipline-Snapshot.pdf.
---------------------------------------------------------------------------

    Similarly, too many individuals who are or who have been 
incarcerated lack

[[Page 35744]]

access to high-quality education or job training programs that will 
support their reintegration into the community. According to a recent 
study, inmates who participated in correctional education programs 
were, on average, 13 percentage points less likely to return to prison 
than inmates who did not participate in such programs.\20\ Providing 
these individuals with the skills and knowledge essential for their 
futures will assist them in their transition to becoming productive 
citizens and decrease the likelihood of recidivism.
---------------------------------------------------------------------------

    \20\ Rand Corporation (2013). Evaluating the Effectiveness of 
Correctional Education: A Meta-Analysis of Programs that Provide 
Education to Incarcerated Adults. Available at: www.bja.gov/Publications/RAND_Correctional-Education-Meta-Analysis.pdf.
---------------------------------------------------------------------------

    The 2010 Supplemental Priorities broadly addressed school climate. 
Through this proposed priority, we focus on specific challenges related 
to school climate, including disparities in and overuse of exclusionary 
discipline practices, and add a focus on social, emotional, and 
behavioral supports.\21\ In supporting projects that improve school 
climate and reduce school discipline issues, assess and address the 
root causes of disproportionate discipline, and improve the quality of 
education programs in juvenile justice and adult correctional 
facilities, the Department aims to support projects that support 
positive student behavior and students' success in college and in their 
careers.
---------------------------------------------------------------------------

    \21\ Luiselli, J.K., Putnam, R.F., Handler, M.W., Feinberg, A.B. 
(2005). Whole-School Positive Behaviour Support: Effects on student 
discipline problems and academic performance. Educational 
Psychology, 25 (2-3), 183-198.
---------------------------------------------------------------------------

    Proposed Priority 13--Improving School Climate, Behavioral 
Supports, and Correctional Education.
    Projects that are designed to improve student outcomes through one 
or more of the following:
    (a) Improving school climate through strategies that may include 
establishing tiered behavioral supports (as defined in this notice) or 
strengthening student social, emotional, and behavioral skills.
    (b) Reducing or eliminating disparities in school disciplinary 
practices and the use of exclusionary discipline (such as suspensions, 
expulsions, and unnecessary placements in alternative education 
programs) for particular groups of students, including minority 
students and students with disabilities, by identifying and addressing 
the root causes of such disparities.
    (c) Improving the quality of education programs in juvenile justice 
facilities (such as detention facilities and secure and non-secure 
placements) or adult correctional facilities, and linking the youth or 
adults to education or job training programs post-release.
    Proposed Priority 14--Improving Parent, Family, and Community 
Engagement.
    Background:
    In order for families to be meaningfully engaged in their 
children's education and development, they must have a sense of shared 
responsibility with schools and communities for their children's 
academic outcomes. They must also have opportunities to support 
learning and school improvement and feel that their engagement is 
welcomed and supported by school and district staff.
    In the 2010 Supplemental Priorities, we included a single priority 
that combined efforts to improve family and community engagement with 
efforts to improve school engagement, environment, and safety. This 
proposed priority would separate efforts to improve parent, family, and 
community engagement from those focused on improving school engagement, 
environment, and safety. Further, the 2010 priority addressed improving 
parent and family engagement broadly. Under this proposed priority, 
however, we would specify and expand on the types of projects we would 
like to support.
    For example, this proposed priority would support the alignment of 
the Department's policies, practices, and programs concerning parent 
and family engagement (as defined in this notice) and community 
engagement (as defined in this notice). We view family engagement as a 
shared responsibility from cradle to career that takes place across 
multiple settings (i.e., home, school, and community). Further, this 
proposed priority focuses on building the capacity of parents, 
families, communities, and school and district staff to support 
academic achievement. This capacity-building focus can be integrated 
into many aspects of a school's or LEA's strategy to achieve learning 
goals, including the recruitment and training of effective teachers and 
leaders, the mechanisms used to evaluate and assess both teachers and 
students, and the tools that provide parents with access to information 
about students' academic progress and performance and information on 
how to use that data to support their children's education.
    Proposed Priority 14--Improving Parent, Family, and Community 
Engagement.
    Projects that are designed to improve students' academic outcomes 
through one or more of the following:
    (a) Developing and implementing systemic initiatives (as defined in 
this notice) to improve parent and family engagement (as defined in 
this notice) by expanding and enhancing the skills, strategies, and 
knowledge (i.e., techniques needed to effectively communicate, 
advocate, support, and make informed decisions about the student's 
education) of parents and families.
    (b) Providing professional development that enhances the skills and 
competencies of school leaders, principals, teachers, or other 
administrative and support staff to build meaningful relationships with 
students' parents or families.
    (c) Implementing initiatives that improve community engagement (as 
defined in this notice) or the relationships between parents or 
families and school staff by cultivating sustained partnerships (as 
defined in this notice).
    Proposed Priority 15--Supporting Military Families and Veterans.
    Background:
    There are more than 1.2 million school-aged children who have at 
least one parent that is a member of the uniformed services.\22\ 
Approximately 10 percent of those children have a parent deployed to a 
combat zone, and students of deployed parents can live in any community 
across our Nation and attend any school. Research suggests that 
military children experience stressors due to relocation that can 
negatively affect student achievement and participation in school 
activities. A 2010 military family lifestyle survey found that 34 
percent of respondents are ``less or not confident'' that their 
children's school is responsive to the unique aspects of military 
family life.\23\
---------------------------------------------------------------------------

    \22\ Strengthening Our Military Families: Meeting America's 
Commitment (January 2011). Available at: www.defense.gov/home/features/2011/0111_initiative/Strengthening_our_Military_January_2011.pdf.
    \23\ Blue Star Families. 2010 Military Family Lifestyle Survey 
(May 2010). See http://bluestarfam.org/Policy/Surveys/Survey_2010.
---------------------------------------------------------------------------

    Through a memorandum of understanding, the Department of Education 
and the Department of Defense acknowledge the unique educational needs 
and challenges faced by the children of military servicemen and women, 
including the need to reduce the negative consequences of frequent 
relocations and absences. Additionally, on April 27, 2012, the 
President signed Executive Order 13607, ``Principles of Excellence for 
Educational Institutions Serving Service Members, Veterans, Spouses, 
and Other Family Members.'' In implementing the

[[Page 35745]]

Executive order, the U.S. Department of Veterans Affairs has 
established seven Principles of Excellence that encourage institutions 
of higher education (IHEs) to support veterans. Building on that 
initiative, the Department developed the ``Eight Keys to Veterans' 
Success,'' which highlight specific ways that IHEs can support veterans 
in their pursuit of higher education and employment.
    This proposed priority aims to ensure the healthy development of 
military children, including children of active duty service members 
and veterans, and to improve educational experiences and career 
opportunities for students who are active duty or reserve component 
service members, spouses of active duty or reserve component service 
members, and veterans. Additionally, through this proposed priority, we 
would update the 2010 priority to encourage better alignment between 
projects we support and the President's Executive order.
    Proposed Priority 15--Supporting Military Families and Veterans.
    Projects that are designed to address the needs of military- or 
veteran-connected students (as defined in this notice).
    Types of Priorities:
    When inviting applications for a competition using one or more 
priorities, we designate the type of each priority as absolute, 
competitive preference, or invitational through a notice in the Federal 
Register. The effect of each type of priority follows:
    Absolute priority: Under an absolute priority, we consider only 
applications that meet the priority (34 CFR 75.105(c)(3)).
    Competitive preference priority: Under a competitive preference 
priority, we give competitive preference to an application by (1) 
awarding additional points, depending on the extent to which the 
application meets the priority (34 CFR 75.105(c)(2)(i)); or (2) 
selecting an application that meets the priority over an application of 
comparable merit that does not meet the priority (34 CFR 
75.105(c)(2)(ii)).
    Invitational priority: Under an invitational priority, we are 
particularly interested in applications that meet the priority. 
However, we do not give an application that meets the priority a 
preference over other applications (34 CFR 75.105(c)(1)).
    Proposed Definitions:
    Background:
    We propose definitions to ensure a common understanding of terms 
used in the proposed priorities. These proposed definitions are 
intended to replace the definitions in the 2010 Supplemental 
Priorities.
    Authentic STEM experiences means laboratory, research-based, or 
experiential learning opportunities in a STEM (science, technology, 
engineering, and mathematics) subject in informal or formal settings.
    Children with high needs means children from birth through 
kindergarten entry who are from low-income families or otherwise in 
need of special assistance and support, including children who have 
disabilities or developmental delays; who are English learners; who 
reside on ``Indian lands'' as that term is defined by section 8013(6) 
of the Elementary and Secondary Education Act of 1965, as amended 
(ESEA); who are migrant, homeless, or in foster care; and other 
children as identified by the State.
    Community engagement means the systematic inclusion of community 
organizations as partners with State educational agencies, local 
educational agencies, or other educational institutions, or their 
school staff. These organizations may include faith- and community-
based organizations, institutions of higher education (including 
minority-serving institutions authorized under Title III of the Higher 
Education Act and historically black colleges and universities), 
business and industry, labor, State and local government entities, or 
Federal entities other than the Department.
    Digital credentials means evidence of a teacher's or student's 
mastery of specific competencies or performance-based abilities, 
provided in digital rather than physical medium (e.g., through digital 
badges). These digital credentials may then be used to supplement or 
satisfy continuing education or professional development requirements.
    Employer engagement means the active involvement of employers, 
employer associations, and labor organizations in identifying skills 
and competencies, designing programs, offering real workplace problem 
sets, facilitating access to leading-edge equipment and facilities, 
providing ``return to work''-type professional development 
opportunities for faculty, and providing work-based learning and 
mentoring opportunities for participants.
    Essential domains of school readiness means the domains of language 
and literacy development, cognition and general knowledge (including 
early mathematics and early scientific development), approaches toward 
learning, physical well-being and motor development (including adaptive 
skills), and social and emotional development.
    High-minority school means a school as that term is defined by a 
local educational agency (LEA), which must define the term in a manner 
consistent with its State's Teacher Equity Plan, as required by section 
1111(b)(8)(C) of the Elementary and Secondary Education Act of 1965, as 
amended (ESEA). The applicant must provide the definition(s) of ``high-
minority school'' used in its application.
    High-need students means students at risk of educational failure or 
otherwise in need of special assistance and support, such as students 
who are living in poverty, who attend high-minority schools (as defined 
in this notice), who are far below grade level, who have left school 
before receiving a regular high school diploma, who are at risk of not 
graduating with a diploma on time, who are homeless, who are in foster 
care, who have been incarcerated, who have disabilities, or who are 
English learners.
    High-quality teacher evaluation and support system means a system 
that provides for continuous improvement of instruction; differentiates 
performance using at least three performance levels; uses multiple 
valid measures to determine performance levels, including data on 
student growth (as defined in this notice) as a significant factor and 
other measures of professional practice; evaluates teachers on a 
regular basis; provides clear and timely feedback that identifies needs 
and guides professional development; is developed with teacher and 
principal involvement; and is used to inform personnel decisions.
    High-quality principal evaluation and support system means a system 
that provides for continuous improvement of instruction; differentiates 
performance using at least three performance levels; uses multiple 
valid measures to determine performance levels, including data on 
student growth (as defined in this notice) as a significant factor and 
other measures of professional practice; evaluates principals on a 
regular basis; provides clear and timely feedback that identifies needs 
and guides professional development; is developed with teacher and 
principal involvement; and is used to inform personnel decisions.
    Low-skilled adult means an adult with low literacy and numeracy 
skills.
    Lowest performing schools means--
    For a State with an approved request for the Elementary and 
Secondary Education Act of 1965, as amended (ESEA) flexibility, 
priority schools (as defined in this notice) or Tier I and Tier II 
schools (as defined in this notice) identified under the School 
Improvement Grants program.
    For any other State, Tier I and Tier II schools (as defined in this 
notice)

[[Page 35746]]

identified under the School Improvement Grants program.
    Military- or veteran-connected student means--
    (a) A child participating in an early learning and development 
program, a student enrolled in preschool through grade 12, or a student 
enrolled in postsecondary education or career and technical training 
who has a parent or guardian who is a member of the uniformed services 
(as defined by 37 U.S.C. 101, in the Army, Navy, Air Force, Marine 
Corps, Coast Guard, National Guard, National Oceanic and Atmospheric 
Administration, or Public Health Service);
    (b) A student who is a member of the uniformed services, a veteran 
of the uniformed services, or who is the spouse of a service member or 
veteran; or
    (c) A child participating in an early learning and development 
program or a student enrolled in preschool through grade 12 who has a 
parent or guardian who is a veteran of the uniformed services (as 
defined by 37 U.S.C. 101).
    Open educational resources (OER) means teaching, learning, and 
research resources that reside in the public domain or have been 
released under an intellectual property license that permits their free 
use and repurposing by others.
    Parent and family engagement means the systematic inclusion of 
parents and families, working in partnership with State educational 
agencies (SEAs), State lead agencies (under Part C of the Individuals 
with Disabilities Education Act (IDEA) or the State's Race to the Top-
Early Learning Challenge grant), local educational agencies (LEAs), or 
other educational institutions, or their staff, in their child's 
education, which may include strengthening the ability of (a) parents 
and families to support their child's education and (b) school staff to 
work with parents and families.
    Persistently-lowest achieving schools means, as determined by the 
State--
    (a)(1) Any Title I school in improvement, corrective action, or 
restructuring that--
    (i) 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
    (ii) Is a high school that has had a graduation rate as defined in 
34 CFR 200.19(b) 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--
    (i) 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
    (ii) Is a high school that has had a graduation rate as defined in 
34 CFR 200.19(b) that is less than 60 percent over a number of years.
    (b) To identify the lowest achieving schools, a State must take 
into account both--
    (i) The academic achievement of the ``all students'' group in a 
school in terms of proficiency on the State's assessments under section 
1111(b)(3) of the Elementary and Secondary Education Act of 1965, as 
amended (ESEA), in reading/language arts and mathematics combined; and
    (ii) The school's lack of progress on those assessments over a 
number of years in the ``all students'' group.
    Personalized learning means instruction that is aligned to rigorous 
college- and career-ready standards where the pace of learning and the 
instructional approach are tailored to the needs of individual 
learners. Learning objectives and content, as well as the pace, may all 
vary depending on a learner's needs. In addition, learning activities 
are aligned to specific interests of each learner. Data from a variety 
of sources (including formative assessments, student feedback, and 
progress in digital learning activities), along with teacher 
recommendations, are often used to personalize learning.
    Priority schools means schools that, based on the most recent data 
available, have been identified as among the lowest performing schools 
in the State. The total number of priority schools in a State must be 
at least five percent of the Title I schools in the State. A priority 
school is--
    (a) A school among the lowest five percent of Title I schools in 
the State based on the achievement of the ``all students'' group in 
terms of proficiency on the statewide assessments that are part of the 
SEA's differentiated recognition, accountability, and support system, 
combined, and has demonstrated a lack of progress on those assessments 
over a number of years in the ``all students'' group;
    (b) A Title I-participating or Title I-eligible high school with a 
graduation rate less than 60 percent over a number of years; or
    (c) A Tier I or Tier II school under the SIG program that is using 
SIG funds to implement a school intervention model.
    Rural local educational agency means a local educational agency 
(LEA) that is 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 Elementary and Secondary Education Act of 
1965, as amended (ESEA). Eligible applicants may determine whether a 
particular LEA is eligible for these programs by referring to 
information on the Department's Web site at www2.ed.gov/nclb/freedom/local/reap.html. 
    Student achievement means--
    For grades and subjects in which assessments are required under 
section 1111(b)(3) of the Elementary and Secondary Act of 1965, as 
amended (ESEA): (1) A student's score on such assessments; and (2) 
other measures of student learning, such as those described in the 
subsequent paragraph, provided they are rigorous and comparable across 
schools within a local educational agency (LEA).
    For grades and subjects in which assessments are not required under 
section 1111(b)(3) of the ESEA: (1) Alternative measures of student 
learning and performance, such as student results on pre-tests, end-of-
course tests, and objective performance-based assessments; (2) student 
learning objectives; (3) student performance on English language 
proficiency assessments; and (4) other measures of student achievement 
that are rigorous and comparable across schools within an LEA.
    Student growth means the change in student achievement (as defined 
in this notice) for an individual student between two or more points in 
time.
    Sustained partnerships means relationships that have demonstrably 
adequate resources and other support to continue beyond the funding 
period and that consist of a local educational agency, one or more of 
its schools, and one or more of the following:
    (1) Faith- or community-based organizations.
    (2) Institutions of higher education, including community colleges, 
technical colleges, or technical institutions.
    (3) Minority-serving institutions authorized under Title III of the 
Higher Education Act or historically black colleges or universities.
    (4) Business, industry, or labor.
    (5) Other Federal, State, or local government entities.
    Systemic initiatives means policies, programs, or activities that 
include parent and family engagement as a core component and are 
designed to meet critical educational goals, such as

[[Page 35747]]

school readiness, student achievement (as defined in this notice), and 
school turnaround.
    Tier I schools means--
    (a) A Tier I school is a Title I school in improvement, corrective 
action, or restructuring that is identified by the State educational 
agency (SEA) under paragraph (a)(1) of the definition of ``persistently 
lowest-achieving schools.''
    (b) At its option, an SEA may also identify as a Tier I school an 
elementary school that is eligible for Title I, Part A funds that--
    (1)(i) Has not made adequate yearly progress for at least two 
consecutive years; or
    (ii) Is in the State's lowest quintile of performance based on 
proficiency rates on the State's assessments under section 1111(b)(3) 
of the Elementary and Secondary Education Act of 1965, as amended 
(ESEA) in reading/language arts and mathematics combined; and
    (2) Is no higher achieving than the highest-achieving school 
identified by the SEA under paragraph (a)(1)(i) of the definition of 
``persistently lowest-achieving schools.''
    Tier II schools means--
    (a) A Tier II school is a secondary school that is eligible for, 
but does not receive, Title I, Part A funds and is identified by the 
State educational agency (SEA) under paragraph (a)(2) of the definition 
of ``persistently lowest-achieving schools.''
    (b) At its option, an SEA may also identify as a Tier II school a 
secondary school that is eligible for Title I, Part A funds that--
    (1)(i) Has not made adequate yearly progress for at least two 
consecutive years; or
    (ii) Is in the State's lowest quintile of performance based on 
proficiency rates on the State's assessments under section 1111(b)(3) 
of the Elementary and Secondary Education Act of 1965, as amended 
(ESEA), in reading/language arts and mathematics combined; and
    (2)(i) Is no higher achieving than the highest-achieving school 
identified by the SEA under paragraph (a)(2)(i) of the definition of 
``persistently lowest- achieving schools''; or
    (ii) Is a high school that has had a graduation rate as defined in 
34 CFR 200.19(b) that is less than 60 percent over a number of years.
    Tiered behavioral supports means a continuum of increasingly 
intensive and evidence-based social, emotional, and behavioral 
supports, including a framework of universal strategies for students 
and school staff to promote positive behavior and data-based strategies 
for matching more intensive supports to individual student needs.
    Final Priorities and Definitions:
    We will announce the final priorities and definitions in a notice 
in the Federal Register. We will determine the final priorities and 
definitions after considering responses to this notice and other 
information available to the Department. This notice does not preclude 
us from proposing additional priorities or definitions, subject to 
meeting applicable rulemaking requirements.

    Note:  This notice does not solicit applications. In any year in 
which we choose to use one or more of these priorities and 
definitions, we invite applications through a notice in the Federal 
Register.

Executive Orders 12866 and 13563

Regulatory Impact Analysis

    Under Executive Order 12866, the Secretary must determine whether 
this regulatory action is ``significant'' and, therefore, subject to 
the requirements of the Executive order and subject to review by the 
Office of Management and Budget (OMB). Section 3(f) of Executive Order 
12866 defines a ``significant regulatory action'' as an action likely 
to result in a rule that may--
    (1) Have an annual effect on the economy of $100 million or more, 
or adversely affect a sector of the economy, productivity, competition, 
jobs, the environment, public health or safety, or State, local, or 
tribal governments or communities in a material way (also referred to 
as an ``economically significant'' rule);
    (2) Create serious inconsistency or otherwise interfere with an 
action taken or planned by another agency;
    (3) Materially alter the budgetary impacts of entitlement grants, 
user fees, or loan programs or the rights and obligations of recipients 
thereof; or
    (4) Raise novel legal or policy issues arising out of legal 
mandates, the President's priorities, or the principles stated in the 
Executive Order.
    This proposed regulatory action is a significant regulatory action 
subject to review by OMB under section 3(f) of Executive Order 12866.
    We have also reviewed this proposed regulatory action under 
Executive Order 13563, which supplements and explicitly reaffirms the 
principles, structures, and definitions governing regulatory review 
established in Executive Order 12866. To the extent permitted by law, 
Executive Order 13563 requires that an agency--
    (1) Propose or adopt regulations only upon a reasoned determination 
that their benefits justify their costs (recognizing that some benefits 
and costs are difficult to quantify);
    (2) Tailor its regulations to impose the least burden on society, 
consistent with obtaining regulatory objectives and taking into 
account--among other things and to the extent practicable--the costs of 
cumulative regulations;
    (3) In choosing among alternative regulatory approaches, select 
those approaches that maximize net benefits (including potential 
economic, environmental, public health and safety, and other 
advantages; distributive impacts; and equity);
    (4) To the extent feasible, specify performance objectives, rather 
than the behavior or manner of compliance a regulated entity must 
adopt; and
    (5) Identify and assess available alternatives to direct 
regulation, including economic incentives--such as user fees or 
marketable permits--to encourage the desired behavior, or provide 
information that enables the public to make choices.
    Executive Order 13563 also requires an agency ``to use the best 
available techniques to quantify anticipated present and future 
benefits and costs as accurately as possible.'' The Office of 
Information and Regulatory Affairs of OMB has emphasized that these 
techniques may include ``identifying changing future compliance costs 
that might result from technological innovation or anticipated 
behavioral changes.''
    We are issuing these proposed priorities and definitions only on a 
reasoned determination that their benefits would justify their costs. 
In choosing among alternative regulatory approaches, we selected those 
approaches that would maximize net benefits. Based on the analysis that 
follows, the Department believes that this regulatory action is 
consistent with the principles in Executive Order 13563.
    We also have determined that this regulatory action would not 
unduly interfere with State, local, and tribal governments in the 
exercise of their governmental functions.
    In accordance with both Executive orders, the Department has 
assessed the potential costs and benefits, both quantitative and 
qualitative, of this regulatory action. The potential costs associated 
with this regulatory action are those resulting from regulatory 
requirements and those we have determined as necessary for 
administering the Department's programs and activities.
    Discussion of Costs and Benefits:
    The proposed priorities and definitions would not impose 
significant costs on entities that would receive assistance through the 
Department's discretionary grant

[[Page 35748]]

programs. Additionally, the benefits of implementing the proposals 
contained in this notice outweigh any associated costs because they 
would result in the Department's discretionary grant programs selecting 
high-quality applications to implement activities that are most likely 
to have a significant national effect on educational reform and 
improvement.
    Application submission and participation in a discretionary grant 
program are voluntary. The Secretary believes that the costs imposed on 
applicants by the proposed priorities and definitions would be limited 
to paperwork burden related to preparing an application for a 
discretionary grant program that is using one or more of the proposed 
priorities and definitions in its competition. Because the costs of 
carrying out activities would be paid for with program funds, the costs 
of implementation would not be a burden for any eligible applicants, 
including small entities.
    Regulatory Flexibility Act Certification:
    For these reasons as well, the Secretary certifies that these 
proposed regulations would not have a significant economic impact on a 
substantial number of small entities.
    Intergovernmental Review: Some of the programs affected by these 
proposed priorities and definitions are subject to Executive Order 
12372 and the regulations in 34 CFR part 79. One of the objectives of 
the Executive order is to foster an intergovernmental partnership and a 
strengthened federalism. The Executive order relies on processes 
developed by State and local governments for coordination and review of 
proposed Federal financial assistance.
    This document provides early notification of our specific plans and 
actions for these programs.
    Accessible Format: Individuals with disabilities can obtain this 
document 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.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal 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: June 19, 2014.
Arne Duncan,
Secretary of Education.
[FR Doc. 2014-14671 Filed 6-23-14; 8:45 am]
BILLING CODE 4000-01-P