[Federal Register Volume 86, Number 40 (Wednesday, March 3, 2021)]
[Notices]
[Pages 12427-12432]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-04393]
[[Page 12427]]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Child Care Access Means Parents in
School Program
AGENCY: Office of Postsecondary Education, Department of Education.
ACTION: Notice.
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SUMMARY: The U.S. Department of Education (Department) is issuing a
notice inviting applications for new awards for fiscal year (FY) 2021
for the Child Care Access Means Parents in School (CCAMPIS) Program,
Assistance Listing Number 84.335A. This notice relates to the approved
information collection under OMB control number 1840-0737.
DATES:
Applications Available: March 3, 2021.
Deadline for Transmittal of Applications: June 1, 2021.
Deadline for Intergovernmental Review: August 2, 2021.
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: Tanisha Hamblin-Johnson, Ed.D., U.S.
Department of Education, 400 Maryland Avenue SW, Room 2C145,
Washington, DC 20202-4260. Telephone: (202) 453-6090. 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 CCAMPIS Program supports the participation
of low-income parents in postsecondary education through the provision
of campus-based child care services.
Priorities: This notice contains two absolute priorities and three
invitational priorities. In accordance with 34 CFR 75.105(b)(2)(iv),
the absolute priorities are from section 419N(d) of the Higher
Education Act of 1965, as amended (HEA), 20 U.S.C. 1070e(d).
Absolute Priorities: For FY 2021, 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 both priorities.
These priorities are:
Absolute Priority 1: Projects that are designed to leverage
significant local or institutional resources, including in-kind
contributions, to support the activities assisted under section 419N of
the HEA.
Absolute Priority 2: Projects that are designed to utilize a
sliding fee scale for child care services provided under section 419N
of the HEA in order to support a high number of low-income parents
pursuing postsecondary education at the institution.
Invitational Priorities: For FY 2021, and any subsequent year in
which we make awards from the list of unfunded applications from this
competition, these priorities are invitational priorities. Under 34 CFR
75.105(c)(1) we do not give an application that meets these
invitational priorities a competitive or absolute preference over other
applications.
These priorities are:
Invitational Priority 1: Supporting Students Who Are Single Parents
Background: According to the Institute for Women's Policy Research
(IWPR), there are nearly 2.1 million single mothers in college today,
many of whom are women of color.\1\ These mothers face nearly
insurmountable odds against finishing their degrees, even as many of
them are pursuing higher education in order to lift their families out
of poverty. Only eight percent of single mothers who start college earn
an associate or bachelor's degree within six years, compared with about
half of women who are not mothers.
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\1\ Institute for Women's Policy Research (IWPR) analysis of
data from the U.S. Department of Education (September 2017),
National Center for Education Statistics. National Postsecondary
Student Aid Study and the Integrated Postsecondary Aid Survey
(IPEDS). Retrieved from https://iwpr.org/iwpr-issues/student-parent-success-initiative/single-mothers-in-college-growing-enrollment-financial-challenges-and-the-benefits-of-attainment/.
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The IWPR research also finds that supports, such as free child
care, financial assistance, and social skills training, would allow
more student parents to graduate. According to the IWPR, offering free
child care to a single mother pursuing a bachelor's degree improves
success rates for community college students. Free child care may allow
many student parents to finish school much quicker, meaning they would
require fewer years of support and likely spend more years earning
higher wages. Studies show that students who utilize a campus child
care center had more than triple the rate of on-time completion than
that of parents who did not use the center.\2\
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\2\ Stewart, P. (2018). Campus Child Care Critical in Raising
Single Mothers' Graduation Rates. Diverse. https://diverseeducation.com/article/117704/.
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Priority:
Projects that propose to serve children of student-parents residing
in a single parent home. An applicant should describe in its
application how it will provide resources with institutional funds, in
addition to child care assistance provided by CCAMPIS funds, that will
enhance the student-parents' educational, personal, and financial
growth.
Invitational Priority 2: Addressing Child Care Shortages Due to COVID
Background: Researchers from the Community College Research Center
at Teachers College of Columbia University analyzed data collected on a
bi-weekly basis from the U.S. Census Bureau. The data were collected
from August to mid-October 2020 to determine the impact the pandemic
has had on college enrollment. The survey revealed that the pandemic
has had a strong negative influence on community college enrollment.
According to the authors of the survey, ``as of October 2020, more than
40% of households report that a prospective student is cancelling all
plans for community college; another 15% are either taking fewer
classes or switching programs.'' \3\ Another author writing on this
topic notes that ``community college students are cancelling their
plans at more than twice the rate of four-year college students.'' \4\
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\3\ Belfield, C., and Brock, T. Behind the Enrollment Numbers:
How COVID Has Changed Students' Plans for Community College. CCRC,
November 19, 2020. Retrieved February 8, 2021. https://ccrc.tc.columbia.edu/easyblog/covid-enrollment-community-college-plans.html.
\4\ St. Amour, M. Analysis: Low-income Community College
Students Most Likely to Report Canceling College Plans. Inside
Higher Ed. December 10, 2020. Retrieved February 8, 2021. https://www.insidehighered.com/news/2020/12/10/analysis-low-income-community-college-students-most-likely-report-canceling-college.
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Students list the Novel Coronavirus as being the main reason for
cancelling their college enrollment plans. The numbers of college
enrollment cancellations are largest in those demographic groups that
have been impacted by the virus the hardest: Black and Latinx students
and low-income households.\5\ These groups are the same
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groups disproportionately served by community colleges.
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\5\ Belfield, C., and Brock, T. Behind the Enrollment Numbers:
How COVID Has Changed Students' Plans for Community College. CCRC.
November 19, 2020. Retrieved February 8, 2021. https://ccrc.tc.columbia.edu/easyblog/covid-enrollment-community-college-plans.html.
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Another finding suggests that income security is a major
contributing factor to who cancels their community college plans.
Studies show that low-income households, specifically those led by a
single parent, exit community college at a higher rate.\6\ This is
likely attributable to job loss, reduction of hours, and the need to
take care of children now attending school in a virtual environment. As
the impact of the virus is felt by everyone, regardless of
socioeconomic background, the number of persons needing child care has
grown exponentially. While the need for, and new restrictions on, child
care centers have grown, the slots and space available for child care
has decreased, creating child care deserts in communities hardest hit
by the virus.\7\
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\6\ St. Amour, M. Analysis: Low-income Community College
Students Most Likely to Report Canceling College Plans. Inside
Higher Ed. December 10, 2020. Retrieved February 8, 2021. https://www.insidehighered.com/news/2020/12/10/analysis-low-income-community-college-students-most-likely-report-canceling-college.
\7\ Malik, R., and Hamm, K. Mapping America's Child Care
Deserts. Center for American Progress. August 30, 2017. Retrieved
February 8, 2021. https://www.americanprogress.org/issues/early-childhood/reports/2017/08/30/437988/mapping-americas-child-care-deserts/.
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The Center for American Progress defines ``child care deserts'' as
areas with little or no access to quality child care or a ZIP code with
more than three children for every licensed child care center slot.\8\
Without viable child care options, student parents in child care
deserts--the areas most impacted by the Novel Coronavirus--will
continue to face significant challenges in re-enrolling in community
colleges.
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\8\ Malik, R., and Hamm, K. Mapping America's Child Care
Deserts. Center for American Progress. August 30, 2017. Retrieved
February 8, 2021. https://www.americanprogress.org/issues/early-childhood/reports/2017/08/30/437988/mapping-americas-child-care-deserts/.
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Priority:
Projects that propose to increase the number of licensed, quality
child care centers in areas most impacted by the Novel Coronavirus
where under-resourced community colleges are located, by, for example,
utilizing unused classrooms on campus, working with community partners
to create space in neighboring buildings, and hiring and training child
care staff.
Invitational Priority 3: Providing Wrap-Around Services for Low-Income
Parents in Postsecondary Education
Background: One educational barrier that reduces a student's
opportunity to enter, persist, and complete higher education is
poverty. Students from low-income backgrounds are more likely to delay
enrollment, enroll in college in a part-time status, or drop out. And
while large numbers of under-resourced students are attending
college,\9\ many colleges and universities continue to struggle to
address the total need of the under-resourced college student.
Financial aid supports, like Pell Grants, provide important resources
for under-resourced students to access college, but additional supports
are needed to ensure students persist and complete. Studies in New York
and Ohio, for example, show that comprehensive supports designed to
help community college students stay enrolled and graduate have doubled
three-year graduation rates for those students.\10\
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\9\ U.S. Department of Education/Federal Student Aid. (2020).
2018-2019 Award Year Grant Volume by School. https://studentaid.gov/sites/default/files/fsawg/datacenter/library/grants-ay18-19-q4.xls.
\10\ CUNY ASAP Doubles Graduation Rates in New York and Ohio.
MDRC. February 2021. Retrieved February 23, 2021. https://www.mdrc.org/publication/cuny-asap-doubles-graduation-rates-new-york-city-and-ohio.
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Priority:
Projects that propose to develop high-impact community engagement
strategies and partner with community organizations in order to
leverage institutional and community resources to provide wrap-around
services (such as public benefits and additional financial aid to cover
textbook costs, transportation costs, mental health services, faculty
mentoring, tutoring, peer support groups, and emergency grants) that
meet the whole need of low-income parents in postsecondary education.
Application Requirements: For FY 2021 and any subsequent year in
which we make awards from the list of unfunded applications from this
competition, applicants must meet the following application
requirements from section 419N of the HEA.
(a) An institution of higher education desiring a grant under this
competition must submit an application that--
(1) Demonstrates that the institution is an eligible institution;
(2) Specifies the amount of funds requested;
(3) Demonstrates the need of low-income students (as defined in
this notice) at the institution for campus-based child care services by
including in the application--
(i) Information regarding student demographics;
(ii) An assessment of child care capacity on or near campus;
(iii) Information regarding the existence of waiting lists for
existing child care;
(iv) Information regarding additional needs created by
concentrations of poverty or by geographic isolation; and
(v) Other relevant data;
(4) Contains a description of the activities to be assisted,
including whether the grant funds will support an existing child care
program or a new child care program;
(5) Identifies the resources, including technical expertise and
financial support, the institution will draw upon to support the child
care program and the participation of low-income students in the
program, such as accessing social services funding, using student
activity fees to help pay the costs of child care, using resources
obtained by meeting the needs of parents who are not low-income
students, and accessing foundation, corporate, or other institutional
support, and demonstrate that the use of the resources will not result
in increases in student tuition;
(6) Contains an assurance that the institution will meet the child
care needs of low-income students through the provision of services, or
through a contract for the provision of services;
(7) Describes the extent to which the child care program will
coordinate with the institution's early childhood education curriculum,
to the extent the curriculum is available, to meet the needs of the
students in the early childhood education program at the institution,
and the needs of the parents and children participating in the child
care program assisted under the applicant's project;
(8) In the case of an institution seeking assistance for a new
child care program--
(i) Provides a timeline, covering the period from receipt of the
grant through the provision of the child care services, delineating the
specific steps the institution will take to achieve the goal of
providing low-income students with child care services;
(ii) Specifies any measures the institution will take to assist
low-income students with child care during the period before the
institution provides child care services; and
(iii) Includes a plan for identifying resources needed for the
child care services, including space in which to provide child care
services, and technical assistance, if necessary;
(9) Contains an assurance that any child care facility assisted
under this section will meet the applicable State or local government
licensing,
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certification, approval, or registration requirements; and
(10) Contains a plan for any child care facility assisted under
this program to become accredited within three years of the date the
institution first receives assistance under this program.
Definitions: The definition of ``low-income student'' and ``early
childhood education program'' are from sections 419N and 103 (20 U.S.C.
1003) of the HEA, respectively.
Early childhood education program means--
(1) A Head Start program or an Early Head Start program carried out
under the Head Start Act (42 U.S.C. 9831 et seq.), including a migrant
or seasonal Head Start program, an Indian Head Start program, or a Head
Start program or an Early Head Start program that also receives State
funding;
(2) A State licensed or regulated child care program; or
(3) A program that--
(i) Serves children from birth through age six that addresses the
children's cognitive (including language, early literacy, and early
mathematics), social, emotional, and physical development; and
(ii) Is--
(I) A State prekindergarten program;
(II) A program authorized under section 619 (20 U.S.C. 1419) or
part C of the Individuals with Disabilities Education Act (20 U.S.C.
1431 et seq.); or
(III) A program operated by a local educational agency.
Low-income student means a student--
(1) Who is eligible to receive a Federal Pell Grant for the award
year for which the determination is made; or
(2) Who would otherwise be eligible to receive a Federal Pell Grant
for the award year for which the determination is made, except that the
student fails to meet the requirements of--
(i) 20 U.S.C. 1070a(c)(1) because the student is enrolled in a
graduate or first professional course of study; or
(ii) 20 U.S.C. 1091(a)(5) because the student is in the United
States for a temporary purpose.
Program Authority: 20 U.S.C. 1070e.
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained Federal
civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 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.
Note: Because there are no program-specific regulations for the
CCAMPIS Program, applicants are encouraged to carefully read the
authorizing statute: Title IV, part A, subpart 7, section 419N of the
HEA (20 U.S.C. 1070e).
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $43,500,000.
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 Range of Awards: $30,000 to $443,492.
Estimated Average Size of Awards: $167,116.
Maximum Award: In accordance with section 419N(b)(2)(A) of the HEA,
the maximum annual amount an applicant may receive under this program
is one percent of the total amount of all Federal Pell Grant funds
awarded to students enrolled at the institution for FY 2020. In the
event that an applicant's maximum award amount is lower than the
statutory minimum award of $30,000, the grant will be $30,000 for a
single budget period of 12 months.
Estimated Number of Awards: 275.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 48 months.
III. Eligibility Information
1. Eligible Applicants: Institutions of higher education that
awarded a total of $250,000 or more of Federal Pell Grant funds during
FY 2020 to students enrolled at the institution.
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Indirect Cost Rate Information: This program uses an
unrestricted indirect cost rate. For more information regarding
indirect costs, or to obtain a negotiated indirect cost rate, please
see www2.ed.gov/about/offices/list/ocfo/intro.html.
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application.
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. Intergovernmental Review: This program 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 program.
3. Funding Restrictions: Funding restrictions are outlined in
section 419N(b)(2)(B) of the HEA. We reference regulations outlining
funding restrictions in the Applicable Regulations section of this
notice.
4. Recommended Page Limit: The application narrative 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, which includes the budget narrative, to no more
than 50 pages and (2) use the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins.
Double space all text in the application narrative, and
single-space titles, headings, footnotes, quotations, references, and
captions, as well as all text in charts, tables, figures, and graphs.
Use a 12-point font.
Use an easily readable font such as Times New Roman,
Courier, Courier New, or Arial.
The recommended 50-page limit does not apply to the Application for
Federal Assistance cover sheet (SF 424); the Budget Information Summary
form (ED Form 524); the CCAMPIS Program Profile form and the one-page
Project Abstract form; or the assurances and certifications. The
recommended page limit also does not apply to a table of contents,
which you should include in the application narrative. You must include
your complete response to the
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selection criteria in the application narrative.
We recommend that any application addressing the invitational
priorities include no more than three additional pages for each
priority.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from section 419N of the HEA and 34 CFR 75.210 and are listed
below.
We will award up to 100 points to an application under the
selection criteria. The maximum number of points available for each
criterion is indicated in parentheses.
(a) Need for the project. (24 points)
In determining the need for the proposed project, the Secretary
considers the extent to which the applicant demonstrates, in its
application, the need for campus-based child care services for low-
income students, by including the following (see section 419N(c)(3) of
the HEA):
(i) Information regarding student demographics.
(ii) An assessment of child care capacity on or near campus,
including information regarding the existence of waiting lists for
existing child care.
(iii) Information regarding additional needs created by
concentrations of poverty or by geographic isolation.
(iv) Other relevant data.
(b) Quality of project design. (36 points)
In determining the quality of the design of the proposed project,
the Secretary considers the following:
(i) The extent to which the applicant describes in its application
the activities to be assisted, including whether the grant funds will
support an existing child care program or a new child care program (see
section 419N(c)(4) of the HEA).
(ii) The extent to which the services to be provided by the
proposed project are focused on those with greatest needs (see 34 CFR
75.210(d)(3)(xi)).
Note: When describing how the project is focused on those with
greatest needs, applicants are encouraged to include, in their
assessment of focus on service of those with the greatest needs, the
extent to which services are available during all hours that classes
are in session, including evenings and weekends, to part-time students,
and to students who need only emergency drop-in child care in the event
that regularly scheduled child care is unexpectedly unavailable.
(iii) The likely impact of the services to be provided by the
proposed project on the intended recipients of those services (see 34
CFR 75.210(d)(3)(iv)).
(iv) The extent to which the application includes an assurance that
the institution will meet the child care needs of low-income students
through the provision of services, or through a contract for the
provision of services (see section 419N(c)(6) of the HEA).
(v) The extent to which the child care program will coordinate with
the institution's early childhood education curriculum, to the extent
the curriculum is available, to meet the needs of the students in the
early childhood education program at the institution, and the needs of
the parents and children participating in the child care program
assisted under this section (see section 419N(c)(7) of the HEA).
(vi) The extent to which the proposed project encourages parental
involvement (see 34 CFR 75.210(c)(2)(xix)).
(vii) If the applicant is seeking assistance for a new child care
program (see section 419N(c)(8) of the HEA).
(1) The extent to which the applicant's timeline, covering the
period from receipt of the grant through the provision of the child
care services, delineates the specific steps the institution will take
to achieve the goal of providing low-income students with child care
services;
(2) The extent to which the applicant specifies any measures the
institution will take to assist low-income students with child care
during the period before the institution provides child care services;
and
(3) The extent to which the application includes a plan for
identifying resources needed for the child care services, including
space in which to provide child care services and technical assistance
if necessary.
Note: The maximum available points for this selection criterion
will be divided equally, for applications that seek assistance to
support existing programs, among factors (i)-(vi), and, for
applications that seek assistance to support new programs, among
factors (i)-(vii).
(c) Quality of management plan. (21 points)
In determining the quality of the management plan for the proposed
project, the Secretary considers the following:
(i) The extent to which the application identifies the resources,
including technical expertise and financial support, the institution
will draw upon to support the child care program and the participation
of low-income students in the program, such as accessing social
services funding, using student activity fees to help pay the costs of
child care, using resources obtained by meeting the needs of parents
who are not low-income students, and accessing foundation, corporate or
other institutional support, and demonstrates that the use of the
resources will not result in increases in student tuition (see section
419N(c)(5) of the HEA).
(ii) The qualifications, including relevant training and
experience, of key project personnel (see 34 CFR 75.210(e)(3)(ii)).
(iii) 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 (see 34 CFR 75.210(g)(2)(i)).
(d) Quality of project evaluation. (12 points)
In determining the quality of the project evaluation, the Secretary
considers the following:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project (see 34 CFR 75.210(h)(2)(i)).
(ii) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible (see 34 CFR 75.210(h)(2)(iv)).
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes (see 34 CFR 75.210(h)(2)(vi)).
(e) Adequacy of resources. (7 points)
In determining the adequacy of resources for the proposed project,
the Secretary considers the following:
(i) The extent to which the budget is adequate to support the
proposed project (see 34 CFR 75.210(f)(2)(iii)).
(ii) The extent to which the costs are reasonable in relation to
the number of persons to be served and to the anticipated results and
benefits (see 34 CFR 75.210(f)(2)(v)).
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.
[[Page 12431]]
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).
For this competition, a panel of non-Federal readers will review
each application in accordance with the selection criteria. The
individual scores of the reviewers will be added and the sum divided by
the number of reviewers to determine the peer review score received in
the review process.
If there are insufficient funds for all applications with the same
total scores, the Secretary will choose among the tied applications so
as to serve geographical areas that have been underserved by the
CCAMPIS Program.
3. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this competition the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions and under 2 CFR
3474.10, 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 200.206(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)), 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.
5. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with--
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115--232) (2 CFR
200.216);
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
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 will 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.
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 success of the CCAMPIS Program will be
measured by the postsecondary persistence and degree completion rates
of the CCAMPIS Program participants. All CCAMPIS Program grantees will
be required to submit an annual performance report documenting the
persistence and degree attainment of their participants. Although
students may choose to use child care services at different points in
their college enrollment, the goal is to measure the outcomes of
student-parents based on their completion of their program within 150
percent or 200 percent of the published program length. The cohort
model of evaluation will track the level
[[Page 12432]]
of utilization by a student-parent throughout their enrollment at the
institution and will provide results based on the long-term academic
success of the student-parent. The Department will aggregate the data
provided in the annual performance reports from all grantees to
determine the accomplishment level. The CCAMPIS reporting data
collection is moving towards a semester-to-semester cohort model. This
will not increase public reporting burden as CCAMPIS grantees are
gathering and maintaining the data needed in completing and reviewing
the collection of information currently.
6. Continuation Awards: In making a continuation grant 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 grant, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package in an
accessible format. The Department will provide the requestor with an
accessible format that may include Rich Text Format (RTF) or text
format (txt), a thumb drive, an MP3 file, braille, large print,
audiotape, or compact disc, or other accessible format.
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.
Tiwanda Burse,
Deputy Assistant Secretary for Management & Planning, Office of
Postsecondary Education. Delegated authority to perform functions and
duties of the Assistant Secretary for the Office of Postsecondary
Education.
[FR Doc. 2021-04393 Filed 3-2-21; 8:45 am]
BILLING CODE 4000-01-P