[Federal Register Volume 86, Number 82 (Friday, April 30, 2021)]
[Notices]
[Pages 22947-22953]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-09079]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Hispanic-Serving Institutions STEM 
and Articulation Program

AGENCY: Office of Postsecondary Education, Department of Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications (NIA) for new awards for fiscal year (FY) 2021 
for the Hispanic-Serving Institutions (HSI) STEM and Articulation 
Program, Assistance Listing Number 84.031C. This notice relates to the 
approved information collection under OMB control number 1894-0006.

DATES: 
    Applications Available: April 30, 2021.
    Deadline for Transmittal of Applications: June 14, 2021.
    Deadline for Intergovernmental Review: August 13, 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: Jymece Seward, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 2B159, Washington, DC 20202-
4260. Telephone: (202) 453-6138. 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.

[[Page 22948]]


SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The HSI STEM and Articulation Program supports 
eligible HSIs (as defined in section 502 of the Higher Education Act of 
1965, as amended (HEA) (20 U.S.C. 1101a)) in developing and carrying 
out activities described in section 503(b) of the HEA (20 U.S.C. 1101b 
(b)) to increase the number of Hispanic and low-income students 
attaining degrees in the fields of science, technology, engineering, 
and math (STEM); and to develop model transfer and articulation 
agreements between two-year HSIs and four-year institutions in such 
fields.
    Background: Given the growth in the Hispanic population, taking 
steps to increase the number of Hispanic students with STEM credentials 
is critical to the future workforce and economy of the United States. 
The number of Hispanic students graduating with a postsecondary degree 
has increased in recent years; however, these students continue to be 
significantly underrepresented in the total number of students earning 
STEM credentials.
    The Department has promoted college retention, affordability, and 
completion, especially for students of color and low-income students 
through various policy initiatives. This competition specifically 
acknowledges the importance of student-centered programs that will 
increase the number of Hispanic and low-income students who graduate 
with degrees in STEM fields, as well as the need to promote support 
systems to ensure that community college students will continue to 
pursue STEM degrees once enrolled at a four-year institution.
    HSIs interested in applying to this grant program should examine 
the alignment of their mission and current strategic plan with the 
needs of the target population and surrounding community to develop, 
enhance, and implement practice and policies that best promote student 
success, specifically for Hispanic and low-income students.
    Priorities: This notice contains one absolute priority, two 
competitive preference priorities, and one invitational priority. The 
absolute priority is from section 371(b)(2)(B) of the HEA. Competitive 
Preference Priority 1 is 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). Competitive Preference Priority 2 is from section 
503(b)(5) of the HEA.
    Absolute Priority: For FY 2021 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3), we consider only applications that meet this priority.
    This priority is:
    Projects designed to increase the number of Hispanic and other low-
income students attaining degrees in the fields of science, technology, 
engineering, or mathematics; and to develop model transfer and 
articulation agreements between 2-year Hispanic-serving institutions 
and 4-year institutions in such fields.
    Competitive Preference 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 competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i), we award an application up to 
10 additional points (up to 5 points under each priority), depending on 
how well the application meets the priorities.
    These priorities are:
    Competitive Preference Priority 1--Fostering Flexible and 
Affordable Paths to Obtaining Knowledge and Skills (up to 5 additional 
points).
    Projects that are designed to address one or more of the following 
priority areas:
    (a) Improving collaboration between education providers and 
employers to ensure student learning objectives are aligned with the 
skills or knowledge required for employment in in-demand industry 
sectors or occupations (as defined in section 3(23) of the Workforce 
Innovation and Opportunity Act of 2014).
    (b) Providing work-based learning experiences (such as internships, 
apprenticeships, and fellowships) that align with in-demand industry 
sectors or occupations (as defined in section 3(23) of the Workforce 
Innovation and Opportunity Act of 2014).
    Competitive Preference Priority 2--Academic Achievement and 
Retention Strategies (up to 5 additional points).
    Projects designed to develop or enhance tutoring, counseling, and 
student service programs designed to improve academic success, 
including innovative and customized instruction courses (which may 
include remedial education and English language instruction) designed 
to help retain students and move the students rapidly into core courses 
and through program completion.
    Under this competition we are particularly interested in 
applications that address the following priority.
    Invitational Priority: For FY 2021 and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, this priority is an invitational priority. Under 34 CFR 
75.105(c)(1) we do not give an application that meets this invitational 
priority a competitive or absolute preference over other applications.
    This priority is:
    Providing Student Supports for Addressing the Impact of COVID-19 on 
Students' Mental Health and Academic Outcomes.
    Background: Recent data suggests that the COVID-19 pandemic has 
created academic challenges and greatly exacerbated mental health 
issues among students. For example, in a recent survey conducted by the 
Centers for Disease Control and Prevention, 63 percent of 18- to 24-
year-olds reported symptoms of anxiety or depression.\1\ In addition, 
the transition to remote learning has introduced academic challenges 
for all students, particularly students from low-income backgrounds and 
students of color, English learners, and students with disabilities. 
For students living in rural communities, access to instruction and 
other challenges brought on by the pandemic has negatively impacted 
students' well-being.\2\ This invitational priority is intended to 
address how to address existing and future challenges as a result of 
the COVID-19 pandemic.
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    \1\ https://www.cdc.gov/mmwr/volumes/69/wr/pdfs/mm6932a1-H.pdf.
    \2\ https://www.pnas.org/content/118/1/2019378118; https://
www.gse.harvard.edu/news/20/10/harvard-edcast-covid-19s-impact-rural-schools.
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    Priority:
    Projects that will provide integrated student support services 
(also known as wrap-around services) for HSI STEM students to address 
mental health and academic support due to the COVID-19 pandemic. An 
applicant should describe in its application how it will collaborate to 
provide resources that will leverage grant funding to drive resources 
to support students and communities hit the hardest by COVID-19 and 
drive evidence-based best practices to address the existing inequities 
exacerbated by the pandemic. Integrated services meet the whole needs 
of students from low-income backgrounds and their families, including 
public benefits, aid for school supplies, transportation costs, mental 
health services, mentoring, tutoring, and peer support groups, that 
ensure successful articulation from two-year to

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four-year academic programs and successful graduation with a 
credential.
    Definitions: The following definitions are from 34 CFR 77.1.
    Baseline means the starting point from which performance is 
measured and targets are set.
    Demonstrates a rationale means a key project component included in 
the project's logic model is informed by research or evaluation 
findings that suggest the project component is likely to improve 
relevant outcomes.
    Evidence-based means the proposed project component is supported by 
promising evidence or evidence that demonstrates a rationale.
    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 Handbooks:
    (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.
    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.

    Note:  In developing logic models, applicants may want to use 
resources such as the Pacific Education Laboratory's Logic Model 
Application (www.ies.ed.gov/ncee/edlabs/regions/pacific/elm.asp).

    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).
    Promising evidence means that there is evidence of the 
effectiveness of a key project component in improving a relevant 
outcome, based on a relevant finding from one of the following:
    (i) A practice guide prepared by What Works Clearinghouse (WWC) 
reporting a ``strong evidence base'' or ``moderate evidence base'' for 
the corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC reporting a 
``positive effect'' or ``potentially positive effect'' on a relevant 
outcome with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (iii) A single study assessed by the Department, as appropriate, 
that--
    (A) Is an experimental study, a quasi-experimental design study, or 
a well-designed and well-implemented correlational study with 
statistical controls for selection bias (e.g., a study using regression 
methods to account for differences between a treatment group and a 
comparison group); and
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome.
    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 Handbooks.
    Relevant outcome means the student outcome(s) or other outcomes(s) 
the key project component is designed to improve, consistent with the 
specific goals of the program.
    What Works Clearinghouse Handbooks (WWC Handbooks) means the 
standards and procedures set forth in the WWC Standards Handbook, 
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1, 
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version 
2.1 (all incorporated by reference, see Sec.  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 WWC 
Handbooks documentation.
    Program Authority: 20 U.S.C.1067q(b)(2)(B).
    Although the HSI STEM and Articulation Program authorized under 
section 371 of the HEA is not part of the Developing HSIs Program 
authorized by title V of the HEA, the eligibility and activity 
provisions under the Developing HSIs Program apply to the HSI STEM and 
Articulation Program pursuant to section 371(a)(2) and (b)(2)(B) of the 
HEA.

    Note:  Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in the 
Federal civil rights laws.

    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 74, 75, 77, 79, 81, 82, 84, 
85, 86, 97, 98, and 99. (b) The Office of Management and Budget (OMB) 
Guidelines to Agencies on Governmentwide Debarment and Suspension (Non 
procurement) 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) Supplemental Priorities.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $94,100,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in subsequent fiscal years 
from the list of unfunded applications from this competition.
    Estimated Range of Awards: $700,000-$1,000,000.

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    Estimated Average Size of Awards: $775,000.
    Estimated Number of Awards: 96.

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

    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: (a)IHEs that qualify as eligible HSIs are 
eligible to apply for new grants under the HSI STEM and Articulation 
Program. To be an eligible HSI, an IHE must--
    (i) Have an enrollment of needy students, as defined in section 
502(b) of the HEA (section 502(a)(2)(A)(i) of the HEA; 20 U.S.C. 
1101a(a)(2)(A)(i));
    (ii) Have, except as provided in section 522(b) of the HEA, average 
education and general expenditures that are low, per full-time 
equivalent (FTE) undergraduate student, in comparison with the average 
education and general expenditures per FTE undergraduate student of 
institutions that offer similar instruction (section 502(a)(2)(A)(ii) 
of the HEA; 20 U.S.C. 1101a(a)(2)(A)(ii));

    Note:  To demonstrate an enrollment of needy students and low 
average education and general expenditures per FTE undergraduate 
student, an IHE must be designated as an ``eligible institution'' in 
accordance with 34 CFR 606.3 through 606.5 and the notice inviting 
applications for designation as an eligible institution for the 
fiscal year for which the grant competition is being conducted.


    Note:  The notice announcing the FY 2021 process for designation 
of eligible institutions, and inviting applications for waiver of 
eligibility requirements, was published in the Federal Register on 
March 3, 2021 (86 FR 12665). A notice extending the deadline was 
published in the Federal Register on April 13, 2021 (86 FR 19231). 
Only institutions that the Department determines are eligible, or 
are granted a waiver, may apply for a grant in this program.

    (iii) Be accredited by a nationally recognized accrediting agency 
or association that the Secretary has determined to be a reliable 
authority as to the quality of education or training offered, or making 
reasonable progress toward accreditation, according to such an agency 
or association (section 502(a)(2)(A)(iv) of the HEA; 20 U.S.C. 
1101a(a)(2)(A)(iv));
    (iv) Be legally authorized to provide, and provides within the 
State, an education program for which the institution awards a 
bachelor's degree (section 502(a)(2)(A)(iii) of the HEA; 20 U.S.C. 
1101a(a)(2)(A)(iii)), or be a junior or community college (section 
502(a)(2)(A)(iii) of the HEA; 20 U.S.C. 1101a(a)(2)(A)(iii));
    (v) Have an enrollment of undergraduate FTE students that is at 
least 25 percent Hispanic students at the end of the award year 
immediately preceding the date of application (section 502(a)(5)(B) of 
the HEA; 20 U.S.C. 1101a(a)(5)(B));

    Note:  For this program, the ``end of the award year immediately 
preceding the date of application'' refers to the end of the fiscal 
year prior to the application due date. For purposes of this 
competition, the data that we will use to determine percent 
enrollment of undergraduate FTE of Hispanic students is from 
academic year 2019-2020.

    (b) An eligible HSI may only submit one grant application in the 
lead role.
    2. a. Cost Sharing or Matching: This program does not require cost 
sharing or matching unless the grantee uses a portion of its grant for 
establishing or improving an endowment fund. If a grantee uses a 
portion of its grant for endowment fund purposes, it must match or 
exceed those grant funds with non-Federal funds (section 503(c)(2) of 
the HEA; 20 U.S.C. 1101b(c)(2)).
    b. Indirect Cost Rate Information: This program uses a restricted 
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: Under 34 CFR 75.708(b) and (c) a grantee under this 
competition may award subgrants--to directly carry out project 
activities described in its application--to entities listed in the 
grant 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. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the HSI STEM and 
Articulation Program, 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).
    An applicant may wish to request confidentiality of business 
information because successful applications may be made available to 
the public, if requested.
    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 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.
    4. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    5. 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 to no more than 55 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, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger, and 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 applies to the Project Narrative, which 
is your complete response to the selection criteria, and any response 
to the competitive preference priorities, if applicable. However, the 
recommended page limit does not apply to the Application for Federal 
Assistance form

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(SF-424); the ED SF-424 Supplement form; the Budget Information--Non-
Construction Programs form (ED 524); the assurances and certifications; 
or the one-page project abstract and supporting budget narrative.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210. We will award up to 110 points to an 
application under the selection criteria; the total possible points for 
each selection criterion are noted in parentheses.
    (a) Quality of the Project Design. (Maximum 30 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 design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs. (Up to 15 points)
    (2) The extent to which the proposed project represents an 
exceptional approach to the priority established for the competition. 
(Up to 5 points)
    (3) The extent to which the proposed project demonstrates a 
rationale (as defined in this notice). (Up to 5 points)
    (4) The extent to which the proposed project is supported by 
promising evidence (as defined in this notice). (Up to 5 points)

    Note:  Applicants may address the ``demonstrates a rationale'' 
selection factor through use of a logic model (as defined in this 
notice). To address the ``promising evidence'' selection factor, 
applicants should cite the study or studies used to address 
``promising evidence'' and attach them as part of the application 
attachments. In addressing ``promising evidence,'' applicants are 
encouraged to align the direct student services proposed in this 
application to evidence-based practices identified in the selected 
study or studies.

    (b) Quality of Project Services. (Maximum 30 points) The Secretary 
considers the quality of the services to be provided by the proposed 
project. In determining the quality of the services to be provided by 
the proposed project, the Secretary considers the following factors:
    (1) The quality and sufficiency of strategies for ensuring equal 
access and treatment for eligible project participants who are members 
of groups that have traditionally been underrepresented based on race, 
national origin, gender, age, or disability. (Up to 10 points)
    (2) The extent to which services to be provided by the proposed 
project reflect up-to-date knowledge from research and effective 
practice. (Up to 10 points)
    (3) The likely impact of the services to be provided by the 
proposed project on the intended recipients of those services. (Up to 
10 points)
    (c) Significance. (Maximum 20 points) The Secretary considers the 
significance of the proposed project. In determining the significance 
of the proposed project, the Secretary considers the following factors:
    (1) The potential contribution of the proposed project to increased 
knowledge or understanding of educational problems, issues, or 
effective strategies. (Up to 5 points)
    (2) The likelihood that the proposed project will result in system 
change or improvement. (Up to 15 points)
    (d) Quality of the Management Plan. (Maximum 10 points) The 
Secretary considers the quality of the management plan for the proposed 
project. In determining the quality of the management plan for the 
proposed project, the Secretary considers the following factors:
    (1) 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. (Up to 5 points)
    (2) The extent to which the time commitments of the project 
director and principal investigator and other key personnel are 
appropriate and adequate to meet the objectives of the proposed 
project. (Up to 5 points)
    (e) Quality of the Project Evaluation. (Maximum 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 goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable. 
(Up to 5 points)
    (2) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project. (Up to 5 points)
    (3) 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 Evidence Standards with 
reservations. (Up to 10 points)
    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).
    A panel of three non-Federal reviewers will review and score each 
application in accordance with the selection criteria in this notice, 
as well as the competitive preference priorities. A rank order funding 
slate will be made from this review. Awards will be made in rank order 
according to the average score received from the peer review.
    Tiebreaker. In the event there are two or more applications with 
the same final score, and there are insufficient funds to fully support 
each of these applications, the Department will use other information 
to select applications (34 CFR 75.217). The Department will apply the 
following procedure to determine which application or applications will 
receive an award:
    First Tiebreaker: The first tiebreaker will be the highest average 
score for the selection criterion ``Quality of the Project Design.'' If 
a tie remains, the second tiebreaker will be utilized.
    Second Tiebreaker: The second tiebreaker will be the highest 
average score for the selection criterion ``Quality of Project 
Services.'' If a tie remains, the third tiebreaker will be utilized.
    Third Tiebreaker: The third tiebreaker will be the highest average 
score for the selection criterion ``Quality of the Project 
Evaluation.''
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.205, before awarding grants under this program, 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.

[[Page 22952]]

    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.

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 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.
    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 Secretary has established the 
following key performance measures for assessing the effectiveness of 
the HSI STEM and Articulation Program:
    a. The percentage change, over the five-year grant period, of the 
number of Hispanic and low-income full-time STEM field degree-seeking 
undergraduate students enrolled.
    b. The number and percent of Hispanic and low-income first-time, 
full-time STEM field degree-seeking undergraduate students who were in 
their first year of postsecondary enrollment in the previous year and 
are enrolled in the current year who remain in a STEM field degree/
credential program.
    c. The number and percentage of Hispanic and low-income first-time, 
full-time degree-seeking undergraduate students enrolled at four-year 
HSIs graduating within six years of enrollment with a STEM field 
degree.
    d. The number and percentage of Hispanic and low-income first-time, 
full-time degree-seeking undergraduate students enrolled at two-year 
HSIs graduating within three years of enrollment with a STEM field 
degree/credential.
    e. The number and percentage of Hispanic and low-income students 
transferring successfully to a four-year institution from a two-year 
institution and retained in a STEM field major.
    f. The number of Hispanic and low-income students participating in 
grant-funded student support programs or services.
    g. The number of Hispanic and low-income students who participated 
in grant-supported services or programs in good academic standing.
    h. The number of Hispanic and low-income STEM field major transfer 
students on track to complete a STEM field degree within three years 
from their transfer date.
    i. The number of Hispanic and low-income students who participated 
in grant-supported services or programs and completed a degree or 
credential.
    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. 
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

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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.

Michelle Asha Cooper,
Acting Assistant Secretary for Postsecondary Education.
[FR Doc. 2021-09079 Filed 4-29-21; 8:45 am]
BILLING CODE 4000-01-P