[Federal Register Volume 85, Number 70 (Friday, April 10, 2020)]
[Notices]
[Pages 20254-20263]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2020-07556]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Education Innovation and Research 
(EIR) Program--Mid-phase Grants

AGENCY: Office of Elementary and Secondary Education, Department of 
Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for fiscal year (FY) 2020 for the EIR program--
Mid-phase Grants, Catalog of Federal Domestic Assistance (CFDA) number 
84.411B (Mid-phase Grants). This notice relates to the approved 
information collection under OMB control number 1894-0006.

DATES: 
    Applications Available: April 13, 2020.
    Deadline for Notice of Intent to Apply: April 30, 2020.
    Deadline for Transmittal of Applications: June 15, 2020.
    Deadline for Intergovernmental Review: August 14, 2020.
    Pre-Application Information: The Department will post additional 
competition information for prospective applicants on the EIR program 
website: https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/innovation-early-learning/education-innovation-and-research-eir.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our Common Instructions for Applicants to 
Department of Education Discretionary Grant Programs, published in the 
Federal Register on February 13, 2019 (84 FR 3768) and available at 
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.

FOR FURTHER INFORMATION CONTACT: Ashley Brizzo, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 3E325, Washington, DC 20202-
5900, Telephone: (202) 453-7122, 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: 

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The EIR program, established under section 4611 
of the Elementary and Secondary Education Act, as amended (ESEA), 
provides funding to create, develop, implement, replicate, or take to 
scale entrepreneurial, evidence-based, field-initiated innovations to 
improve student achievement and attainment for high-need students; and 
rigorously evaluate such innovations. The EIR program is designed to 
generate and validate solutions to persistent education challenges and 
to support the expansion of those solutions to serve substantially 
larger numbers of students.
    The central design element of the EIR program is its multi-tier 
structure that links the amount of funding an applicant may receive to 
the quality of the evidence supporting the efficacy of

[[Page 20255]]

the proposed project, with the expectation that projects that build 
this evidence will advance through EIR's grant tiers: ``Early-phase,'' 
``Mid-phase,'' and ``Expansion.'' Applicants proposing innovative 
practices that are supported by limited evidence can receive relatively 
small grants to support the development, implementation, and initial 
evaluation of the practices; applicants proposing practices supported 
by evidence from rigorous evaluations, such as an experimental study 
(as defined in this notice), can receive larger grant awards to support 
expansion across the country. This structure provides incentives for 
applicants to: (1) Explore new ways of addressing persistent challenges 
that other educators can build on and learn from; (2) build evidence of 
effectiveness of their practices; and (3) replicate and scale 
successful practices in new schools, districts, and States while 
addressing the barriers to scale, such as cost structures and 
implementation fidelity.
    All EIR projects are expected to generate information regarding 
their effectiveness in order to inform EIR grantees' efforts to learn 
about and improve upon their efforts, and to help similar, non-EIR 
efforts across the country benefit from EIR grantees' knowledge. By 
requiring that all grantees conduct independent evaluations of their 
EIR projects, EIR ensures that its funded projects make a significant 
contribution to improving the quality and quantity of information 
available to practitioners and policymakers about which practices 
improve student achievement and attainment, for which types of 
students, and in what contexts.
    In prior years, the Department has awarded three types of grants 
under this program: ``Early-phase'' grants, ``Mid-phase'' grants, and 
``Expansion'' grants. For FY 2020, the Department will award two types 
of grants: ``Early-phase'' grants and ``Mid-phase'' grants. These 
grants differ in terms of the level of prior evidence of effectiveness 
required for consideration for funding, the expectations regarding the 
kind of evidence and information funded projects should produce, the 
level of scale funded projects should reach, and, consequently, the 
amount of funding available to support each type of project.
    The Department expects that Mid-phase grants will be used to fund 
implementation and a rigorous evaluation of a program that has been 
successfully implemented under an Early-phase grant or other effort 
meeting similar criteria, for the purpose of measuring the program's 
impact and cost-effectiveness, if possible using existing 
administrative data. Mid-phase grants are supported by evidence that 
demonstrates a statistically significant effect on improving student 
outcomes or other relevant outcomes (as defined in this notice) based 
on moderate evidence (as defined in this notice) from at least one 
well-designed and well-implemented experimental study or quasi-
experimental design study (as defined in this notice) for at least one 
population or setting, and grantees are encouraged to implement at the 
regional level (as defined in this notice) or at the national level (as 
defined in this notice). This notice invites applications for Mid-phase 
grants only. The notice inviting applications for Early-phase grants 
will be published in the Federal Register at a later date.
    Background: While this notice is for the Mid-phase tier only, the 
premise of the EIR program is that new and innovative programs and 
practices can help to solve the persistent problems in education that 
prevent students, particularly high-need students, from succeeding. 
These innovations need to be evaluated, and if sufficient evidence of 
effectiveness can be demonstrated, the intent is for these innovations 
to be replicated and tested in new populations and settings. EIR is not 
intended to provide support for practices that are already commonly 
implemented by educators, unless significant adaptations of such 
practices warrant testing to determine if they can accelerate 
achievement, or greatly increase the efficiency and likelihood that 
they can be widely implemented in a variety of new populations and 
settings effectively.
    As an EIR project is implemented, grantees are encouraged to learn 
more about how the practices improve student achievement and 
attainment; and to develop increasingly rigorous evidence of 
effectiveness and new strategies to efficiently and cost-effectively 
scale to new school districts, regions, and States. We encourage 
applicants to develop a logic model (as defined in this notice), theory 
of action, or another conceptual framework that includes the goals, 
objectives, outcomes, and key project components (as defined in this 
notice) of the project.
    Disseminating evaluation findings is a critical element of every 
project, even if a rigorous evaluation does not demonstrate positive 
results. Such results can influence the next stage of education 
practice and promote follow-up studies that build upon the results. The 
EIR program considers all high-quality evaluations to be a valuable 
contribution to the field of education research and encourages the 
documentation and sharing of lessons learned.
    For those innovations that have positive results and have the 
potential for continued development and implementation, the Department 
is interested in learning more about continued efforts regarding cost-
effectiveness and feasibility when scaled to additional populations and 
settings. EIR projects at the Mid-phase level are encouraged to test 
new strategies for recruiting and supporting new project adoption, seek 
efficiencies where project implementation has been too costly or 
cumbersome to operate at scale, and test new ways of overcoming any 
other barriers in practice or policy that might inhibit project growth.
    Finally, all EIR applicants and grantees should consider how they 
need to develop their organizational capacity, project financing, or 
business plans to sustain their projects and continue implementation 
and adaptation after Federal funding ends. EIR encourages all grantees 
to engage in sustainability planning as part of a funded project. The 
Department intends to provide grantees with technical assistance in 
their dissemination, scaling, and sustainability efforts.
    Mid-phase projects are expected to refine and expand the use of 
practices with prior evidence of effectiveness in order to improve 
outcomes for high-need students. They are also expected to generate 
important information about an intervention's effectiveness, including 
for whom and in which contexts a practice is most effective, as well as 
cost-effective. Mid-phase projects are uniquely positioned to help 
answer critical questions about the process of scaling a practice to 
the regional or national levels across geographies. Mid-phase grantees 
are encouraged to consider how the cost structure of a practice can 
change as the intervention scales. Additionally, grantees may want to 
consider multiple ways to facilitate implementation fidelity without 
making scaling too onerous.
    Mid-phase applicants are encouraged to design an evaluation that 
has the potential to meet the strong evidence (as defined in this 
notice) threshold. Mid-phase grantees should measure the cost-
effectiveness of their practices using administrative or other readily 
available data. These types of efforts are critical to sustaining and 
scaling EIR-funded effective practices after the EIR grant period ends, 
assuming that the practice has positive effects on important student 
outcomes. In order to support adoption or replication by other 
entities, the evaluation of a Mid-phase project

[[Page 20256]]

should identify and codify the core elements of the EIR-supported 
practice that the project implements, and examine the effectiveness of 
the project for any new populations or settings that are included in 
the project. The Department intends to provide grantees and their 
independent evaluators with evaluation technical assistance. This 
evaluation technical assistance could include grantees and their 
independent evaluators providing to the Department or its contractor 
updated comprehensive evaluation plans in a format as requested by the 
technical assistance provider and using such tools as the Department 
may request. Grantees will be encouraged to update this evaluation plan 
at least annually to reflect any changes to the evaluation, with 
updates consistent with the scope and objectives of the approved 
application.
    The FY 2020 Mid-phase competition includes three absolute 
priorities. All Mid-phase applicants must address Absolute Priority 1. 
Mid-phase applicants are also required to address one of the other two 
absolute priorities. The absolute priorities align with the purpose of 
the program and the Administration's priorities.
    Absolute Priority 1--Moderate Evidence, establishes the evidence 
requirement for this tier of grants. All Mid-phase applicants must 
submit prior evidence of effectiveness that meets the moderate evidence 
standard.
    Absolute Priority 2--Field-Initiated Innovations--Science, 
Technology, Engineering, or Math (STEM), is intended to highlight the 
Administration's efforts to ensure our Nation's economic 
competitiveness by improving and expanding STEM learning and 
engagement, including computer science (as defined in this notice).
    In Absolute Priority 2, the Department recognizes the importance of 
funding Pre-Kindergarten (Pre-K) through grade 12 STEM education and 
anticipates that projects would expand opportunities for 
underrepresented students such as minorities, girls, and youth from 
low-income families to participate in activities that will help reduce 
achievement and attainment gaps in a manner consistent with 
nondiscrimination requirements contained in the U.S. Constitution and 
Federal civil rights laws. The Department also encourages expanding 
access to STEM education in rural areas, especially through 
partnerships with rural school districts to utilize virtual and remote 
access to makerspace technologies, such as 3-D printers, to expand 
opportunities for students in rural areas where such tools are often 
cost prohibitive.
    Absolute Priority 3--Field-Initiated Innovations--Fostering 
Knowledge and Promoting the Development of Skills That Prepare Students 
To Be Informed, Thoughtful, and Productive Individuals and Citizens--is 
intended to advance innovation, build evidence, and address the 
learning and achievement of high-need students beginning in Pre-K 
through grade 12. The priority promotes skills that prepare students to 
be informed, thoughtful, and productive individuals and citizens and 
that are vital to maintaining a strong republic and to supporting the 
economic competitiveness of the United States. Through this priority, 
the Department responds to language in the explanatory statement for 
the FY 2020 Appropriations Act directing the Department to provide 
$65,000,000 in grants for social and emotional learning (SEL). The 
priority calls for projects that address various elements that have 
been identified as components of SEL in the research literature \1\ and 
incorporates priority 4 from the Secretary's Final Supplemental 
Priorities and Definitions for Discretionary Grant Programs, published 
in the Federal Register on March 2, 2018 (83 FR 9096) (Supplemental 
Priorities).
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    \1\ The Aspen Institute (2017). ``National Commission on Social, 
Emotional, and Academic Development. Retrieved from: https://www.aspeninstitute.org/programs/national-commission-on-social-emotional-and-academic-development/.
    Belfield, C., Bowden, B., Klapp, A., Levin, H., Shand, R., & 
Zander, S. (2015). ``The Economic Value of Social and Emotional 
learning.'' The Center for Benefit-Cost Studies in Education. 
Retrieved from: http://www.casel.org/wp-content/uploads/2016/09/SEL-Revised.pdf.
    Domitrovich, C.E., Durlak, J., Staley, K.C., & Weissberg, R.P. 
(2017). ``Social-emotional Competence: An Essential Factor for 
Promoting Positive Adjustment and Reducing Risk in School 
Children.'' Child Development, 88, 408-416. doi:10.1111/cdev.12739.
    Jones, S., Brush, K., Bailey, R., Brion-Meisels, G., McIntyre, 
J., Kahn, J., Nelson, B., & Stickle, L. (2017). ``Navigating Social 
and Emotional Learning from the Inside Out: Looking Inside and 
Across 25 Leading SEL programs: A Practical Resource for Schools and 
OST providers (elementary school focus).'' Wallace Foundation. 
Retrieved from: https://www.wallacefoundation.org/knowledge-center/Documents/Navigating-Social-and-Emotional-Learning-from-the-Inside-Out.pdf.
    Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & 
Weissberg, R.P. (2016). ``Advancing the Science and Practice of 
Social and Emotional Learning: Looking Back and Moving Forward.'' 
Review of Research in Education, 40, 644-681. doi: 10.3102/
0091732X16673595.
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    Through these priorities, the Department intends to advance 
innovation, build evidence, and address the learning and achievement of 
high-need students beginning in Pre-K through grade 12.
    Priorities: This notice includes three absolute priorities. In 
accordance with 34 CFR 75.105(b)(2)(ii), Absolute Priority 1 is from 34 
CFR 75.226(d)(2). In accordance with 34 CFR 75.105(b)(2)(iv), Absolute 
Priorities 2 and 3 are from section 4611(a)(1)(A) of the ESEA and the 
Supplemental Priorities.
    Under the Mid-phase grant competition, Absolute Priorities 2 and 3 
constitute their own funding categories. The Secretary intends to award 
grants under each of these absolute priorities for which applications 
of sufficient quality are submitted. Because applications will be 
placed in rank order separately for Absolute Priorities 2 and 3, 
applicants must clearly identify the specific absolute priority that 
the proposed project addresses.
    Absolute Priorities: For FY 2020 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3), we consider only applications that meet Absolute Priority 
1--Moderate Evidence, and one additional absolute priority.
    These priorities are:
    Absolute Priority 1--Moderate Evidence.
    Under this priority, we provide funding to projects supported by 
evidence that meets the conditions in the definition of ``moderate 
evidence.''
    Note: An applicant must identify up to two study citations to be 
reviewed against the What Works Clearinghouse (WWC) Handbook (as 
defined in this notice) for the purposes of meeting the definition of 
``moderate evidence.'' The studies may have been conducted by the 
applicant or by a third party. An applicant should clearly identify 
these citations in the Evidence form. The Department may not review a 
study citation that an applicant fails to clearly identify for review. 
In addition to including up to two study citations, applicants should 
describe in the form information such as the following: (1) The 
positive student outcomes they intend to replicate under their Mid-
phase grant and how the characteristics of students and the positive 
student outcomes in the study citations correspond with the 
characteristics of the high-need students to be served under the Mid-
phase grant; (2) the correspondence of practice(s) the applicant plans 
to implement with the practice(s) cited in the studies; and (3) the 
intended student outcomes that the proposed practice(s) attempts to 
impact.
    An applicant must ensure that all citations are available to the 
Department from publicly available sources and

[[Page 20257]]

provide links or other guidance indicating where it is available. If 
the Department determines that an applicant has provided insufficient 
information, the applicant will not have an opportunity to provide 
additional information at a later time. However, if the WWC determines 
that a study does not provide enough information on key aspects of the 
study design, such as sample attrition or equivalence of intervention 
and comparison groups, the WWC may submit a query to the study 
author(s) to gather information for use in determining a study rating. 
Authors would be asked to respond to queries within 10 business days. 
Should the author query remain incomplete within 14 days of the initial 
contact to the study author(s), the study may be deemed ineligible 
under the grant competition. After the grant competition closes, the 
WWC will, for purposes of its own curation of studies, continue to 
include responses to author queries and will make updates to study 
reviews as necessary. However, no additional information will be taken 
into account after the competition closes and the initial timeline 
established for response to an author query passes.
    Absolute Priority 2--Field-Initiated Innovations--Promoting 
Science, Technology, Engineering, or Math (STEM) Education, With a 
Particular Focus on Computer Science.
    Under the priority, we provide funding to projects that are 
designed to--
    (1) Create, develop, implement, replicate, or take to scale 
entrepreneurial, evidence-based, field-initiated innovations to improve 
student achievement and attainment for high-need students; and
    (2) Improve student achievement or other educational outcomes in 
one or more of the following areas: science, technology, engineering, 
math, or computer science.
    Absolute Priority 3--Field-Initiated Innovations--Fostering 
Knowledge and Promoting the Development of Skills That Prepare Students 
To Be Informed, Thoughtful, and Productive Individuals and Citizens.
    Under the priority, we provide funding to projects that are 
designed to--
    (1) Create, develop, implement, replicate, or take to scale 
entrepreneurial, evidence-based, field-initiated innovations to improve 
student achievement and attainment for high-need students; and
    (2) Improve student academic performance and better prepare 
students for employment, responsible citizenship, and fulfilling lives, 
including by preparing children or students to do one or more of the 
following:
    (a) Develop positive personal relationships with others.
    (b) Develop determination, perseverance, and the ability to 
overcome obstacles.
    (c) Develop self-esteem through perseverance and earned success.
    (d) Develop problem-solving skills.
    (e) Develop self-regulation in order to work toward long-term 
goals.
    Definitions: The definitions of ``baseline,'' ``experimental 
study,'' ``logic model,'' ``moderate evidence,'' ``national level,'' 
``nonprofit,'' ``performance measure,'' ``performance target,'' 
``project component,'' ``quasi-experimental design study,'' ``regional 
level,'' ``relevant outcome,'' ``strong evidence,'' and ``What Works 
Clearinghouse Handbook (WWC Handbook)'' are from 34 CFR 77.1. The 
definition of ``computer science'' is from the Supplemental Priorities. 
The definitions of ``local educational agency'' and ``State educational 
agency'' are from section 8101 of the ESEA.
    Baseline means the starting point from which performance is 
measured and targets are set.
    Computer science means the study of computers and algorithmic 
processes and includes the study of computing principles and theories, 
computational thinking, computer hardware, software design, coding, 
analytics, and computer applications.
    Computer science often includes computer programming or coding as a 
tool to create software, including applications, games, websites, and 
tools to manage or manipulate data; or development and management of 
computer hardware and the other electronics related to sharing, 
securing, and using digital information.
    In addition to coding, the expanding field of computer science 
emphasizes computational thinking and interdisciplinary problem-solving 
to equip students with the skills and abilities necessary to apply 
computation in our digital world.
    Computer science does not include using a computer for everyday 
activities, such as browsing the internet; use of tools like word 
processing, spreadsheets, or presentation software; or using computers 
in the study and exploration of unrelated subjects.
    Experimental study means a study that is designed to compare 
outcomes between two groups of individuals (such as students) that are 
otherwise equivalent except for their assignment to either a treatment 
group receiving a project component or a control group that does not. 
Randomized controlled trials, regression discontinuity design studies, 
and single-case design studies are the specific types of experimental 
studies that, depending on their design and implementation (e.g., 
sample attrition in randomized controlled trials and regression 
discontinuity design studies), can meet What Works Clearinghouse (WWC) 
standards without reservations as described in the WWC Handbook:
    (i) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
project component being evaluated (the treatment group) or not to 
receive the project component (the control group).
    (ii) A regression discontinuity design study assigns the project 
component being evaluated using a measured variable (e.g., assigning 
students reading below a cutoff score to tutoring or developmental 
education classes) and controls for that variable in the analysis of 
outcomes.
    (iii) A single-case design study uses observations of a single case 
(e.g., a student eligible for a behavioral intervention) over time in 
the absence and presence of a controlled treatment manipulation to 
determine whether the outcome is systematically related to the 
treatment.
    Local educational agency (LEA) means:
    (a) In General. A public board of education or other public 
authority legally constituted within a State for either administrative 
control or direction of, or to perform a service function for, public 
elementary schools or secondary schools in a city, county, township, 
school district, or other political subdivision of a State, or of or 
for a combination of school districts or counties that is recognized in 
a State as an administrative agency for its public elementary schools 
or secondary schools.
    (b) Administrative Control and Direction. The term includes any 
other public institution or agency having administrative control and 
direction of a public elementary school or secondary school.
    (c) Bureau of Indian Education Schools. The term includes an 
elementary school or secondary school funded by the Bureau of Indian 
Education but only to the extent that including the school makes the 
school eligible for programs for which specific eligibility is not 
provided to the school in another provision of law and the school does 
not have a student population that is smaller than the student 
population of the local

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educational agency receiving assistance under the ESEA with the 
smallest student population, except that the school shall not be 
subject to the jurisdiction of any State educational agency (as defined 
in this notice) other than the Bureau of Indian Education.
    (d) Educational Service Agencies. The term includes educational 
service agencies and consortia of those agencies.
    (e) State Educational Agency. The term includes the State 
educational agency in a State in which the State educational agency is 
the sole educational agency for all public schools.
    Logic model (also referred to as a theory of action) means a 
framework that identifies key project components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to be 
critical to achieving the relevant outcomes) and describes the 
theoretical and operational relationships among the key project 
components and relevant outcomes.
    Moderate evidence means that there is evidence of effectiveness of 
a key project component in improving a relevant outcome for a sample 
that overlaps with the populations or settings proposed to receive that 
component, based on a relevant finding from one of the following:
    (i) A practice guide prepared by the WWC using version 2.1 or 3.0 
of the WWC Handbook reporting a ``strong evidence base'' or ``moderate 
evidence base'' for the corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1 
or 3.0 of the WWC Handbook reporting a ``positive effect'' or 
``potentially positive effect'' on a relevant outcome based on a 
``medium to large'' extent of evidence, with no reporting of a 
``negative effect'' or ``potentially negative effect'' on a relevant 
outcome; or
    (iii) A single experimental study or quasi-experimental design 
study reviewed and reported by the WWC using version 2.1 or 3.0 of the 
WWC Handbook, or otherwise assessed by the Department using version 3.0 
of the WWC Handbook, as appropriate, and that--
    (A) Meets WWC standards with or without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1, or 
3.0 of the WWC Handbook; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy this 
requirement.
    National level describes the level of scope or effectiveness of a 
process, product, strategy, or practice that is able to be effective in 
a wide variety of communities, including rural and urban areas, as well 
as with different groups (e.g., economically disadvantaged, racial and 
ethnic groups, migrant populations, individuals with disabilities, 
English learners, and individuals of each gender).
    Nonprofit, as applied to an agency, organization, or institution, 
means that it is owned and operated by one or more corporations or 
associations whose net earnings do not benefit, and cannot lawfully 
benefit, any private shareholder or entity.
    Performance measure means any quantitative indicator, statistic, or 
metric used to gauge program or project performance.
    Performance target means a level of performance that an applicant 
would seek to meet during the course of a project or as a result of a 
project.
    Project component means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers).
    Quasi-experimental design study means a study using a design that 
attempts to approximate an experimental study by identifying a 
comparison group that is similar to the treatment group in important 
respects. This type of study, depending on design and implementation 
(e.g., establishment of baseline equivalence of the groups being 
compared), can meet WWC standards with reservations, but cannot meet 
WWC standards without reservations, as described in the WWC Handbook.
    Regional level describes the level of scope or effectiveness of a 
process, product, strategy, or practice that is able to serve a variety 
of communities within a State or multiple States, including rural and 
urban areas, as well as with different groups (e.g., economically 
disadvantaged, racial and ethnic groups, migrant populations, 
individuals with disabilities, English learners, and individuals of 
each gender). For an LEA-based project, to be considered a regional-
level project, a process, product, strategy, or practice must serve 
students in more than one LEA, unless the process, product, strategy, 
or practice is implemented in a State in which the State educational 
agency is the sole educational agency for all schools.
    Relevant outcome means the student outcome(s) or other outcome(s) 
the key project component is designed to improve, consistent with the 
specific goals of the program.
    State educational agency (SEA) means the agency primarily 
responsible for the State supervision of public elementary schools and 
secondary schools.
    Strong evidence means that there is evidence of the effectiveness 
of a key project component in improving a relevant outcome for a sample 
that overlaps with the populations and settings proposed to receive 
that component, based on a relevant finding from one of the following:
    (i) A practice guide prepared by the WWC using version 2.1 or 3.0 
of the WWC Handbook reporting a ``strong evidence base'' for the 
corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1 
or 3.0 of the WWC Handbook reporting a ``positive effect'' on a 
relevant outcome based on a ``medium to large'' extent of evidence, 
with no reporting of a ``negative effect'' or ``potentially negative 
effect'' on a relevant outcome; or
    (iii) A single experimental study reviewed and reported by the WWC 
using version 2.1 or 3.0 of the WWC Handbook, or otherwise assessed by 
the Department using version 3.0 of the WWC Handbook, as appropriate, 
and that--
    (A) Meets WWC standards without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1 or 3.0 
of the WWC Handbook; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same

[[Page 20259]]

project component that each meet requirements in paragraphs (iii)(A), 
(B), and (C) of this definition may together satisfy this requirement.
    What Works Clearinghouse Handbook (WWC Handbook) means the 
standards and procedures set forth in the WWC Procedures and Standards 
Handbook, Version 3.0 or Version 2.1 (incorporated by reference, see 34 
CFR 77.2). Study findings eligible for review under WWC standards can 
meet WWC standards without reservations, meet WWC standards with 
reservations, or not meet WWC standards. WWC practice guides and 
intervention reports include findings from systematic reviews of 
evidence as described in the Handbook documentation.
    Note: The What Works Clearinghouse Procedures and Standards 
Handbook (Version 3.0), as well as the more recent What Works 
Clearinghouse Handbooks released in October 2017 (Version 4.0) and 
January 2020 (Version 4.1), are available at https://ies.ed.gov/ncee/wwc/Handbooks.
    Program Authority: Section 4611 of the ESEA, 20 U.S.C. 7261.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474. (d) The Supplemental Priorities.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education (IHEs) only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $178,600,000.
    These estimated available funds are the total available for both 
types of grants under the FY 2020 EIR program (Early-phase and Mid-
phase grants). Contingent upon the availability of funds and the 
quality of applications, we may make additional awards in subsequent 
years from the list of unfunded applications from this competition.
    Estimated Average Size of Awards: Up to $8,000,000.
    Maximum Award: We will not make an award exceeding $8,000,000 for a 
project period of 60 months.
    Estimated Number of Awards: 16-20.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months. We anticipate that initial awards 
under this competition will be made for a three-year (36-month) period.
    Contingent upon the availability of funds and each grantee's 
substantial progress towards accomplishing the goals and objectives of 
the project as described in its approved application, we may make 
continuation awards to grantees for the remainder of the project 
period.
    Applicants must propose a budget that covers the entire project 
period of up to 60 months.
    Note: Under section 4611(c) of the ESEA, the Department must use at 
least 25 percent of EIR funds for a fiscal year to make awards to 
applicants serving rural areas, contingent on receipt of a sufficient 
number of applications of sufficient quality. For purposes of this 
competition, we will consider an applicant as rural if the applicant 
meets the qualifications for rural applicants as described in the 
Eligible Applicants section and the applicant certifies that it meets 
those qualifications through the application.
    In implementing this statutory provision and program requirement, 
the Department may fund high-quality applications from rural applicants 
and applications submitted under Absolute Priorities 2 and 3 out of 
rank order in the Mid-phase competition.
    In addition, for FY 2020 Mid-phase competition, the Department 
intends to award an estimated $31 million in funds for STEM education 
projects (Absolute Priority 2) and $65 million in funds for SEL 
(Absolute Priority 3), contingent on receipt of a sufficient number of 
applications of sufficient quality.

III. Eligibility Information

    1. Eligible Applicants:
    (a) An LEA;
    (b) An SEA;
    (c) The Bureau of Indian Education (BIE);
    (d) A consortium of SEAs or LEAs;
    (e) A nonprofit organization; and
    (f) An SEA, an LEA, a consortium described in (d), or the BIE, in 
partnership with--
    (1) A nonprofit organization;
    (2) A business;
    (3) An educational service agency; or
    (4) An IHE.
    To qualify as a rural applicant under the EIR program, an applicant 
must meet both of the following requirements:
    (a) The applicant is--
    (1) An LEA with an urban-centric district locale code of 32, 33, 
41, 42, or 43, as determined by the Secretary;
    (2) A consortium of such LEAs;
    (3) An educational service agency or a nonprofit organization in 
partnership with such an LEA; or
    (4) A grantee described in clause (1) or (2) in partnership with an 
SEA; and
    (b) A majority of the schools to be served by the program are 
designated with a locale code of 32, 33, 41, 42, or 43, or a 
combination of such codes, as determined by the Secretary.
    Applicants are encouraged to retrieve locale codes from the 
National Center for Education Statistics School District search tool 
(https://nces.ed.gov/ccd/districtsearch/), where districts can be 
looked up individually to retrieve locale codes, and Public School 
search tool (https://nces.ed.gov/ccd/schoolsearch/), where individual 
schools can be looked up to retrieve locale codes. More information on 
rural applicant eligibility is in the application package.
    If you are a nonprofit organization, under 34 CFR 75.51, you may 
demonstrate your nonprofit status by providing: (1) Proof that the 
Internal Revenue Service currently recognizes the applicant as an 
organization to which contributions are tax deductible under section 
501(c)(3) of the Internal Revenue Code, (2) a statement from a State 
taxing body or the State attorney general certifying that the 
organization is a nonprofit organization operating within the State and 
that no part of its net earnings may lawfully benefit any private 
shareholder or individual, (3) a certified copy of the applicant's 
certificate of incorporation or similar document if it clearly 
establishes the nonprofit status of the applicant, or (4) any item 
described above if that item applies to a State or national parent 
organization, together with a statement by the State or parent 
organization that the applicant is a local nonprofit affiliate. In 
addition, any IHE is eligible to be a partner in an application where 
an LEA, SEA, BIE, consortium of SEAs or LEAs, or a nonprofit 
organization is the lead applicant that submits the application. A 
nonprofit organization, such as a development foundation, that is 
affiliated with a public IHE can apply for a grant. A public IHE that 
has 501(c)(3) status would also qualify as a nonprofit organization and 
could be a lead applicant for an EIR grant. A public IHE without 
501(c)(3) status, or that could not provide any other documentation 
described in 34 CFR 75.51(b), however, would not qualify as a nonprofit 
organization, and therefore could not apply for and receive an EIR 
grant.

[[Page 20260]]

    2. Cost Sharing or Matching: Under section 4611(d) of the ESEA, 
each grant recipient must provide, from Federal, State, local, or 
private sources, an amount equal to 10 percent of funds provided under 
the grant, which may be provided in cash or through in-kind 
contributions, to carry out activities supported by the grant. Grantees 
must include a budget showing their matching contributions to the 
budget amount of EIR grant funds and must provide evidence of their 
matching contributions for the first year of the grant in their grant 
applications. Section 4611(d) of the ESEA also authorizes the Secretary 
to waive this matching requirement on a case-by-case basis, upon a 
showing of exceptional circumstances, such as:
    (a) The difficulty of raising matching funds for a program to serve 
a rural area;
    (b) The difficulty of raising matching funds in areas with a 
concentration of LEAs or schools with a high percentage of students 
aged 5 through 17--
    (1) Who are in poverty, as counted in the most recent census data 
approved by the Secretary;
    (2) Who are eligible for a free or reduced price lunch under the 
Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.);
    (3) Whose families receive assistance under the State program 
funded under part A of title IV of the Social Security Act (42 U.S.C. 
601 et seq.); or
    (4) Who are eligible to receive medical assistance under the 
Medicaid program; and
    (c) The difficulty of raising funds on Tribal land.
    Applicants that wish to apply for a waiver must include a request 
in their application that describes why the matching requirement would 
cause serious hardship or an inability to carry out project activities. 
Further information about applying for waivers can be found in the 
application package. However, given the importance of matching funds to 
the long-term success of the project, the Secretary expects eligible 
entities to identify appropriate matching funds.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application.
    4. Other: a. Funding Categories: An applicant will be considered 
for an award only for the type of EIR grant (i.e., Early-phase, Mid-
phase, and Expansion grant) for which it applies. An applicant may not 
submit an application for the same proposed project under more than one 
type of grant.
    Note: Each application will be reviewed under the competition it 
was submitted under in the Grants.gov system, and only applications 
that are successfully submitted by the established deadline will be 
peer reviewed. Applicants should be careful that they download the 
intended EIR application package and that they submit their 
applications under the intended EIR competition.
    b. Evaluation: The grantee must conduct an independent evaluation 
of the effectiveness of its project.
    c. High-need students: The grantee must serve high-need students.

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on February 13, 2019 (84 FR 3768) and available at 
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which 
contain requirements and information on how to submit an application.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the Mid-phase 
competition, your application may include business information that you 
consider proprietary. In 34 CFR 5.11 we define ``business information'' 
and describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
amended).
    Because we plan to make successful applications available to the 
public, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you believe is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information. For additional 
information please see 34 CFR 5.11(c).
    3. 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.
    4. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    5. Recommended 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. We recommend 
that you (1) limit the application narrative for a Mid-phase grant 
application to no more than 30 pages and (2) use 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, including titles, headings, 
footnotes, quotations, references, and captions.
     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: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended 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 recommended page limit does apply to all of the 
application narrative.
    6. Notice of Intent to Apply: 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 by completing a web-based form. When completing this form, 
applicants will provide (1) the applicant organization's name and 
address and (2) which absolute priorities the applicant intends to 
address. Applicants may access this form online at 
www.surveymonkey.com/r/Z8FPDWV. Applicants that do not complete this 
form may still submit an application.

V. Application Review Information

    1. Selection Criteria: The selection criteria for the Mid-phase 
competition are from 34 CFR 75.210. The points assigned to each 
criterion are indicated in the parentheses next to the criterion. An 
applicant may earn up to a total of 100 points based on the selection 
criteria for the application.
    A. Significance (up to 10 points).
    The Secretary considers the significance of the proposed project. 
In

[[Page 20261]]

determining the significance of the proposed project, the Secretary 
considers the potential contribution of the proposed project to 
increased knowledge or understanding of educational problems, issues, 
or effective strategies.
    B. Quality of the Project Design (up to 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 the following factors:
    (1) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable. 
(10 points)
    (2) The extent to which the design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs. (5 points)
    (3) The extent to which the proposed activities constitute a 
coherent, sustained program of research and development in the field, 
including, as appropriate, a substantial addition to an ongoing line of 
inquiry. (5 points)
    (4) The extent to which the proposed project will increase 
efficiency in the use of time, staff, money, or other resources in 
order to improve results and increase productivity. (5 points)
    C. Strategy to Scale (up to 20 points).
    The Secretary considers the applicant's strategy to scale the 
proposed project. In determining the applicant's capacity to scale the 
proposed project, the Secretary considers the following factors:
    (1) The extent to which the applicant identifies a specific 
strategy or strategies that address a particular barrier or barriers 
that prevented the applicant, in the past, from reaching the level of 
scale that is proposed in the application. (10 points)
    (2) The mechanisms the applicant will use to broadly disseminate 
information on its project so as to support further development or 
replication. (10 points)
    D. Adequacy of Resources and Quality of the Management Plan (up to 
25 points).
    The Secretary considers the adequacy of resources and the quality 
of the management plan for the proposed project. In determining the 
adequacy of resources and quality of the management plan for the 
proposed project, the Secretary considers the following factors:
    (1) The applicant's capacity (e.g., in terms of qualified 
personnel, financial resources, or management capacity) to bring the 
proposed project to scale on a national or regional level (as defined 
in 34 CFR 77.1(c)) working directly, or through partners, during the 
grant period. (10 points)
    (2) The extent to which the costs are reasonable in relation to the 
objectives, design, and potential significance of the proposed project. 
(5 points)
    (3) The potential for continued support of the project after 
Federal funding ends, including, as appropriate, the demonstrated 
commitment of appropriate entities to such support. (5 points)
    (4) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks. (5 points)
    E. Quality of the Project Evaluation (up to 20 points).
    The Secretary considers the quality of the evaluation to be 
conducted of the proposed project. In determining the quality of the 
evaluation, the Secretary considers the following factors:
    (1) The extent to which the methods of evaluation will, if well 
implemented, produce evidence about the project's effectiveness that 
would meet the What Works Clearinghouse standards without reservations 
as described in the What Works Clearinghouse Handbook (as defined in 
this notice). (10 points)
    (2) The extent to which the evaluation plan clearly articulates the 
key project components, mediators, and outcomes, as well as a 
measurable threshold for acceptable implementation. (5 points)
    (3) The extent to which the methods of evaluation will provide 
valid and reliable performance data on relevant outcomes. (5 points)
    Note: Applicants may wish to review the following technical 
assistance resources on evaluation: (1) WWC Procedures and Standards 
Handbooks: https://ies.ed.gov/ncee/wwc/Handbooks; (2) ``Technical 
Assistance Materials for Conducting Rigorous Impact Evaluations'': 
http://ies.ed.gov/ncee/projects/evaluationTA.asp; and (3) IES/NCEE 
Technical Methods papers: http://ies.ed.gov/ncee/tech_methods/. In 
addition, applicants may view an optional webinar recording that was 
hosted by the Institute of Education Sciences. The webinar focused on 
more rigorous evaluation designs, discussing strategies for designing 
and executing experimental studies that meet WWC evidence standards 
without reservations. This webinar is available at: http://ies.ed.gov/ncee/wwc/Multimedia/18.
    2. Review and Selection Process: 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 
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 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    Before making awards, we will screen applications submitted in 
accordance with the requirements in this notice to determine whether 
applications have met eligibility and other requirements. This 
screening process may occur at various stages of the process; 
applicants that are determined to be ineligible will not receive a 
grant, regardless of peer reviewer scores or comments.
    Peer reviewers will read, prepare a written evaluation of, and 
score the assigned applications, using the selection criteria provided 
in this notice.
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
3474.10, the Secretary may impose specific conditions and, in 
appropriate circumstances, high-risk 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 2 CFR part 200, subpart D; has not 
fulfilled the conditions of a prior grant; or is otherwise not 
responsible.
    4. Integrity and Performance System: If you are selected under this 
competition to receive an award that over the course of the project 
period may exceed the simplified acquisition threshold (currently 
$250,000), under 2 CFR 200.205(a)(2), we must make a judgment about 
your integrity, business ethics, and record of performance under 
Federal awards--that is, the risk posed by you as an applicant--before 
we make an award. In doing so, we must consider any information about 
you that is in the integrity and performance system (currently referred 
to as the Federal Awardee Performance and Integrity Information System 
(FAPIIS)),

[[Page 20262]]

accessible through the System for Award Management. You may review and 
comment on any information about yourself that a Federal agency 
previously entered and that is currently in FAPIIS.
    Please note that, if the total value of your currently active 
grants, cooperative agreements, and procurement contracts from the 
Federal Government exceeds $10,000,000, the reporting requirements in 2 
CFR part 200, Appendix XII, require you to report certain integrity 
information to FAPIIS semiannually. Please review the requirements in 2 
CFR part 200, Appendix XII, if this grant plus all the other Federal 
funds you receive exceed $10,000,000.

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); or we may send you an email containing a link to 
access an electronic version of your 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. Open Licensing Requirements: Unless an exception applies, if you 
are awarded a grant under this competition, you will be required to 
openly license to the public grant deliverables created in whole, or in 
part, with Department grant funds. When the deliverable consists of 
modifications to pre-existing works, the license extends only to those 
modifications that can be separately identified and only to the extent 
that open licensing is permitted under the terms of any licenses or 
other legal restrictions on the use of pre-existing works. 
Additionally, a grantee or subgrantee that is awarded competitive grant 
funds must have a plan to disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20(c).
    Note: The evaluation report is a specific deliverable under a Mid-
phase grant that grantees must make available to the public. 
Additionally, EIR grantees are encouraged to submit final studies 
resulting from research supported in whole or in part by EIR to the 
Educational Resources Information Center (http://eric.ed.gov).
    4. 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 multiyear 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.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case the Secretary establishes a data collection period.
    5. Performance Measures: The overall purpose of the EIR program is 
to expand the implementation of, and investment in, innovative 
practices that are demonstrated to have an impact on improving student 
achievement and attainment for high-need students. We have established 
several performance measures (as defined in this notice) for the Mid-
phase grants.
    Annual performance measures: (1) The percentage of grantees that 
reach their annual target number of students as specified in the 
application; (2) the percentage of grantees that reach their annual 
target number of high-need students as specified in the application; 
(3) the percentage of grantees with ongoing well-designed and 
independent evaluations that will provide evidence of their 
effectiveness at improving student outcomes in multiple contexts; (4) 
the percentage of grantees that implement an evaluation that provides 
information about the key practices and the approach of the project so 
as to facilitate replication; (5) the percentage of grantees that 
implement an evaluation that provides information on the cost-
effectiveness of the key practices to identify potential obstacles and 
success factors to scaling; and (6) the cost per student served by the 
grant.
    Cumulative performance measures: (1) The percentage of grantees 
that reach the targeted number of students specified in the 
application; (2) the percentage of grantees that reach the targeted 
number of high-need students specified in the application; (3) the 
percentage of grantees that implement a completed well-designed, well-
implemented and independent evaluation that provides evidence of their 
effectiveness at improving student outcomes at scale; (4) the 
percentage of grantees with a completed well-designed, well-
implemented, and independent evaluation that provides information about 
the key elements and the approach of the project so as to facilitate 
replication or testing in other settings; (5) the percentage of 
grantees with a completed evaluation that provided information on the 
cost-effectiveness of the key practices to identify potential obstacles 
and success factors to scaling; and (6) the cost per student served by 
the grant.
    Project-Specific Performance Measures: Applicants must propose 
project-specific performance measures and performance targets (as 
defined in this notice) consistent with the objectives of the proposed 
project. Applications must provide the following information as 
directed under 34 CFR 75.110(b) and (c):
    (1) Performance measures. How each proposed performance measure 
would accurately measure the performance of the project and how the 
proposed performance measure would be consistent with the performance 
measures established for the program funding the competition.
    (2) Baseline (as defined in this notice) data. (i) Why each 
proposed baseline is valid; or (ii) if the applicant has determined 
that there are no established baseline data for a particular 
performance measure, an explanation of why there is no established 
baseline and of how and when, during the project period, the applicant 
would establish a valid baseline for the performance measure.
    (3) Performance targets. Why each proposed performance target is 
ambitious yet achievable compared to the baseline for the performance 
measure and when, during the project period, the applicant would meet 
the performance target(s).
    (4) Data collection and reporting. (i) The data collection and 
reporting

[[Page 20263]]

methods the applicant would use and why those methods are likely to 
yield reliable, valid, and meaningful performance data; and (ii) the 
applicant's capacity to collect and report reliable, valid, and 
meaningful performance data, as evidenced by high-quality data 
collection, analysis, and reporting in other projects or research.
    All grantees must submit an annual performance report with 
information that is responsive to these performance measures.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: Whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, the 
performance targets in the grantee's approved application.
    In making a continuation award, 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. 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.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at www.govinfo.gov. 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 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.

Frank T. Brogan,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 2020-07556 Filed 4-9-20; 8:45 am]
 BILLING CODE 4000-01-P