[Federal Register Volume 86, Number 92 (Friday, May 14, 2021)]
[Notices]
[Pages 26481-26486]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-10235]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Predominantly Black Institutions
Competitive Grant 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 for new awards for fiscal year (FY) 2021 for the
Predominantly Black Institution Competitive (PBI-C) Grant Program,
Assistance Listing Number 84.382A. This notice relates to the approved
information collection under OMB control number 1840-0797.
DATES:
Applications Available: May 14, 2021.
Deadline for Transmittal of Applications: June 28, 2021.
Deadline for Intergovernmental Review: August 27, 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: Kelly Harris, U.S. Department of
Education, 400 Maryland Avenue SW, room 2B207, Washington, DC 20202-
4260. Telephone: (202) 453-7346. Email: [email protected].
Or
Ashley Hillary, U.S. Department of Education, 400 Maryland Avenue
SW, Room 2C143, Washington, DC 20202-4260. Telephone: (202) 453-7880.
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 purpose of the PBI Program is to strengthen
Predominantly Black Institutions (PBIs) to carry out programs in the
following areas: science, technology, engineering, or mathematics
(STEM); health education; internationalization or globalization;
teacher preparation; or improving educational outcomes of African
American males.
Background: Recent data suggests that the COVID-19 pandemic has
created mental health and academic challenges for Black or African
American students. The psychological impact of an abrupt transition to
continuing courses online caused some students to experience levels of
stress, thus impacting their ability to perform as well academically.
For example, according to a survey of more than 5,000 students
conducted by the United Negro College Fund, half of the respondents
wanted to return to normal with full on-campus classroom instruction;
one third of respondents wanted some in-class instruction with some
online courses and 17 percent of respondents thought it was best to
have only online courses. Some 37 percent of all students who responded
to the survey, and particularly women, said that their mental well-
being had declined during the pandemic.\1\ According to the ``Stay
Informed'' report published in March 2021 by the National Student
Clearinghouse Research Center, Black undergraduate enrollment declined
6 percent from Spring 2020 to Spring 2021 after declining 2 percent in
the previous year. Black male enrollment dropped even further, by 9.7
percent from Spring 2020 to Spring 2021 after falling by 3.5 percent
the prior year.\2\
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\1\ https://www.jbhe.com/2020/08/uncf-survey-shows-how-covid-19-impacts-students-at-private-hbcus/.
\2\ https://nscresearchcenter.org/stay-informed/.
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Priorities: This notice contains one absolute priority, one
competitive preference priority, and one invitational priority. In
accordance with 34 CFR 75.105(b)(2)(iv), the absolute priority is from
section 371(b)(2)(C)(ii)(V) of the Higher Education Act of 1965, as
amended (HEA), 20 U.S.C. 1067q(b)(2)(C)(ii)(V). The competitive
preference priority is from the Notice of Final Administrative Priority
and Definitions for Discretionary Grant Programs, published in the
Federal Register on December 30, 2020 (85 FR 86545) (Remote Learning
NFP).
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:
Improving Educational Outcomes of African American Males
Projects that propose to improve the educational outcomes of
African American males.
Competitive Preference Priority: For FY 2021 and any subsequent
year in which we make awards from the list of
[[Page 26482]]
unfunded applications from this competition, this priority is a
competitive preference priority. Under 34 CFR 75.105(c)(2)(i), we award
up to an additional four points to an application, depending on how
well the application meets this priority.
This priority is:
Building Capacity for Remote Learning (Up to 4 Points)
Under this priority, an applicant must propose a project that is
designed to provide personalized and job-embedded professional learning
to build the capacity of educators to create remote learning
experiences that advance student engagement and learning through
effective use of technology (e.g., synchronous and asynchronous
professional learning, professional learning networks or communities,
and coaching).
The remote learning environment must be accessible to individuals
with disabilities in accordance with Section 504 of the Rehabilitation
Act of 1973 and Title II of the Americans with Disabilities Act, as
applicable. The remote learning environment must also provide
appropriate remote learning language assistance services to English
learners.
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:
Addressing the Impact of COVID-19 on Black or African American Students
and Supporting Student Retention and Reengagement
Projects proposing to provide integrated student support services
(also known as wrap-around services) for Black or African American
students to address mental health and academic support due to the
COVID-19 pandemic. An applicant should describe in its application how
it will coordinate and leverage resources to provide services and
supports to students. Specifically, an applicant should describe how it
will target resources to support students living in communities hit the
hardest by COVID-19 through degree completion, using the evidence-based
principle that education practices should be based on the best
available scientific evidence, rather than tradition, personal
judgement, or other influences.
Definitions: The definitions below are from 34 CFR part 77.1 and
the Remote Learning NFP.
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.
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 Regional Educational Laboratory Program's (REL
Pacific) Education Logic Model Application, available at https://ies.ed.gov/ncee/edlabs/regions/pacific/elm.asp, to help design their
logic models. Other sources include: https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.pdf, https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.pdf, and https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf.
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 What Works Clearinghouse (WWC)
using version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbooks 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,
3.0, 4.0, or 4.1 of the WWC Handbooks 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, 3.0, 4.0, or
4.1 of the WWC Handbooks, or otherwise assessed by the Department using
version 4.1 of the WWC Handbooks, 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, 3.0,
4.0, or 4.1 of the WWC Handbooks; 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 the
requirement in this paragraph (iii)(D).
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 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.
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.
Remote learning means programming where at least part of the
learning occurs away from the physical building in a manner that
addresses a learner's educational needs. Remote learning may include
online, hybrid/blended learning, or non-technology-based
[[Page 26483]]
learning (e.g., lab kits, project supplies, paper packets).
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, 3.0,
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base''
for the corresponding practice guide recommendation;
(ii) An intervention report prepared by the WWC using version 2.1,
3.0, 4.0, or 4.1 of the WWC Handbooks 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, 3.0, 4.0, or 4.1 of the WWC Handbooks, or otherwise
assessed by the Department using version 4.1 of the WWC Handbooks, 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, 3.0,
4.0, or 4.1 of the WWC Handbooks; 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 the
requirement in this paragraph (iii)(D).
Program Authority: 20 U.S.C. 1067q.
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained in
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. (d) The Remote Learning NFP.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $14,115,000.
Estimated Range of Awards: $400,000-$600,000.
Estimated Average Size of Awards: $564,600.
Maximum Awards: We will not make an award exceeding $600,000 for a
single budget period of 12 months.
Estimated Number of Awards: 25.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: To qualify as an eligible institution under
the PBI-C Program, an institution of higher education (IHE) must--
(a) Have an enrollment of needy students, as defined by section
371(c)(3) of the HEA (20 U.S.C. 1067q(c)(3)).
The term enrollment of needy students means the enrollment at the
eligible IHE with respect to which not less than 50 percent of the
undergraduate students enrolled in an academic program leading to a
degree--
(i) In the second fiscal year preceding the fiscal year for which
the determination is made, were Federal Pell Grant recipients for such
year;
(ii) Come from families that receive benefits under a means-tested
Federal benefit program (as defined in section 371(c)(5) of the HEA, 20
U.S.C. 1067q(c)(5));
(iii) Attended a public or nonprofit private secondary school
that--
(A) Is in the school district of an LEA that was eligible for
assistance under part A of title I of the Elementary and Secondary
Education Act of 1965, as amended (ESEA) (20 U.S.C. 6311 et seq.), for
any year during which the student attended such secondary school; and
(B) For the purpose of this paragraph and for that year, was
determined by the Secretary (pursuant to regulations and after
consultation with the State educational agency of the State in which
the school is located) to be a school in which the enrollment of
children counted under a measure of poverty described in section
1113(a)(5) of the ESEA (20 U.S.C. 6313(a)(5)) exceeds 30 percent of the
total enrollment of such school; or
(iv) Are first-generation college students, as that term is defined
in section 402A(h) of the HEA (20 U.S.C. 1070a-11(h)), and a majority
of such first-generation college students are low-income individuals,
as that term is defined in section 402A(h) of the HEA (20 U.S.C. 1070a-
11(h));
(b) Have an average educational and general expenditure that is
low, per full-time equivalent (FTE) undergraduate student, in
comparison with the average educational and general expenditure per FTE
undergraduate student of IHEs that offer similar instruction. The
Secretary may waive this requirement, in accordance with section 392(b)
of the HEA (20 U.S.C.1068a(b)), in the same manner as the Secretary
applies the waiver requirements to grant applicants under section
312(b)(1)(B) of the HEA (20 U.S.C. 1058(b)(1)(B));
(c) Have an enrollment of undergraduate students--
(i) That is at least 40 percent Black American students;
(ii) That is at least 1,000 undergraduate students;
(iii) Of which not less than 50 percent of the undergraduate
students enrolled at the institution are low-income individuals, as
that term is defined in section 402A(h) of the HEA (20 U.S.C. 1070a-
11(h)), or first-generation college students, as that term is defined
in section 402A(h) of the HEA (20 U.S.C. 1070a-11(h)); and
(iv) Of which not less than 50 percent of the undergraduate
students are enrolled in an educational program leading to a bachelor's
or associate's degree that the institution is licensed to award by the
State in which the institution is located;
(d) Be legally authorized to provide, and provide, within the State
an educational program for which the IHE awards a bachelor's degree or,
in the case of a junior or community college, an associate's degree;
(e) Be accredited by a nationally recognized accrediting agency or
association determined by the Secretary to be a reliable authority as
to the quality of training offered, or be, according to such an agency
or association, making reasonable progress toward accreditation; and
(f) Not be receiving assistance under part B of title III or part A
of title V of the HEA or an annual authorization of appropriations
under the Act of March 2, 1867 (20 U.S.C. 123).
Note: The Department published a notice in the Federal Register
on March 4, 2021 (86
[[Page 26484]]
FR 12665) that described the process for applying for designation as
an eligible institution and set a deadline for applications of April
5, 2021. On April 13, 2021, the Department published a notice in the
Federal Register (86 FR 19231) reopening the process and extending
the deadline for applications to April 16, 2021. Only institutions
that submitted applications by the extended deadline date and that
the Department determined are eligible will receive funding
consideration under the PBI Program.
Applicants must provide, as an attachment to the application, the
documentation the institution relied upon to determine that at least 40
percent of the institution's undergraduate enrollment are Black
American students. The 40 percent requirement applies only to
undergraduate Black American students and is calculated based upon
unduplicated undergraduate enrollment. Instructions for formatting and
submitting the verification documentation are in the application
package for this competition.
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. 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 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: 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 to no more than 40 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 does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the one-page abstract. However, the
recommended page limit does apply to all of the application narrative.
V. Application Review Information
1. Selection Criteria: The selection criteria for this program are
from 34 CFR 75.210. Applicants must address each of the following
selection criteria. We will award up to 100 points to an application
under the selection criteria and up to 4 additional points to an
application under the competitive preference priority, for a total
score of up to 104 points. The total possible points for each selection
criterion are noted in parentheses.
(a) Significance (Maximum 10 points).
(1) The Secretary considers the significance of the proposed
project.
(2) In determining the significance of the proposed project, the
Secretary considers:
(i) The extent to which the proposed project is likely to build
local capacity to provide, improve, or expand services that address the
needs of the target population. (up to 5 points)
(ii) The likelihood that the proposed project will result in system
change or improvement. (up to 5 points)
(b) Quality of the project design. (Maximum 25 points)
(1) The Secretary considers the quality of the design of the
proposed project.
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(up to 10 points)
(ii) 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 10 points)
(iii) The extent to which the proposed project demonstrates a
rationale (as defined in this notice). (up to 5 points)
(c) Quality of project services. (Maximum 20 points)
(1) The Secretary considers the quality of the services to be
provided by the proposed project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers 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, color, national
origin, gender, age, or disability. (up to 5 points)
(3) In addition, the Secretary considers:
(i) The extent to which the services to be provided by the proposed
project are appropriate to the needs of the intended recipients or
beneficiaries of those services. (up to 5 points)
(ii) The extent to which the services to be provided by the
proposed project reflect up-to-date knowledge from research and
effective practice. (up to 5 points)
(iii) The likely impact of the services to be provided by the
proposed project on the intended recipients of those services. (up to 5
points)
(d) Quality of project personnel. (Maximum 10 points)
(1) The Secretary considers the quality of the personnel who will
carry out the proposed project.
(2) In determining the quality of project personnel, the Secretary
considers the extent to which the applicant encourages applications for
employment from persons who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. (up to 5 points)
(3) In addition, the Secretary considers:
(i) The qualifications, including relevant training and experience,
of the project director or principal investigator. (up to 3 points)
(ii) The qualifications, including relevant training and
experience, of key project personnel. (up to 2 points)
[[Page 26485]]
(e) Adequacy of resources. (Maximum 5 points)
(1) The Secretary considers the adequacy of resources for the
proposed project.
(2) In determining the adequacy of resources for the proposed
project, the Secretary considers:
(i) The extent to which the budget is adequate to support the
proposed project. (up to 3 points)
(ii) The extent to which the costs are reasonable in relation to
the objectives, design, and potential significance of the proposed
project. (up to 2 points)
(f) Quality of the management plan. (Maximum 15 points)
(1) The Secretary considers the quality of the management plan for
the proposed project.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers:
(i) 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)
(ii) The adequacy of procedures for ensuring feedback and
continuous improvement in the operation of the proposed project. (up to
5 points)
(iii) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project. (up to 5 points)
(g) Quality of the project evaluation. (Maximum 15 points)
(1) The Secretary considers the quality of the evaluation to be
conducted of the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers:
(i) 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)
(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. (up to 5 points)
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes. (up to 5 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
also requires various assurances including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal 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 reviewers 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.
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 special 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 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
[[Page 26486]]
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.
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 PBI Program for purposes of the Government Performance and Results
Act of 1993 (GPRA):
(a) The percentage of change in the number of full-time, degree-
seeking undergraduate students enrolled at PBIs.
(b) The percentage of first-time, full-time, degree-seeking
undergraduate students at four-year PBIs who were in their first year
of postsecondary enrollment in the previous year and are enrolled in
the current year at the same four-year PBI.
(c) The percentage of first-time, full-time, degree-seeking
undergraduate students at two-year PBIs who were in their first year of
postsecondary enrollment in the previous year and are enrolled in the
current year at the same two-year PBI.
(d) The percentage of first-time, full-time, degree-seeking
undergraduate students enrolled at four-year PBIs who graduate within
six years of enrollment.
(e) The percentage of first-time, full-time, degree-seeking
undergraduate students enrolled at two-year PBIs who graduate within
three years of enrollment.
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 management 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 persons 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 Adobe Portable Document Format
(PDF). To use PDF you must have Adobe Acrobat Reader, which is
available free at this 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 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. 2021-10235 Filed 5-13-21; 8:45 am]
BILLING CODE 4000-01-P