[Federal Register Volume 86, Number 207 (Friday, October 29, 2021)]
[Notices]
[Pages 60016-60020]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-23787]
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DEPARTMENT OF EDUCATION
Applications for New Awards: Center of Educational Excellence for
Black Teachers (CEEBT) Program at Historically Black Colleges and
Universities (HBCU)
AGENCY: Office of Postsecondary Education, Department of Education.
ACTION: Notice inviting applications (NIA).
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for fiscal year (FY) 2021 for the Center of
Educational Excellence for Black Teachers Program at Historically Black
Colleges and Universities (CEEBT program), Assistance Listing Number
(ALN) 84.116V. This notice relates to the approved information
collection under OMB control number 1894-0006.
DATES:
Applications available: October 29, 2021.
Deadline for transmittal of applications: November 29, 2021.
ADDRESSES: For the addresses for obtaining and submitting 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: Ms. Wendy Lawrence, U.S. Department of
Education, 400 Maryland Avenue SW, Room 2C201, Washington, DC 20202-
4260. Telephone: (202) 453-7821. 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 CEEBT program is designed to support a
model center of educational excellence at one or more HBCUs with a
demonstrable record in graduating highly skilled and well-prepared
Black teachers.
Background: In alignment with the Department's strategic goal for a
more diverse educator workforce, the CEEBT program is designed to
support one or more model centers of educational excellence at HBCUs to
help increase the number of well-prepared Black teachers who teach in
our Nation's elementary and secondary schools. This program focuses on
the various aspects of the teacher preparation pipeline, including the
recruitment, preparation, support, and placement of Black teachers.
Increasing educator diversity is critical to our agency's mission
of promoting educational excellence and ensuring equal access for all
students to a diverse and well-qualified educator workforce.
Unfortunately, the current teacher workforce does not reflect the
demographics of the Nation's students. In 2017-18, the most recent year
for which data were available, 79 percent of public-school educators
were White, while 21 percent were teachers of color.\1\ Prior research
has estimated Black male teachers represent only 2 percent of the
teaching workforce.\2\ These figures stand in marked contrast with the
student population, which in fall 2018 was 47 percent White, 15 percent
Black, and 27 percent Hispanic.\3\ Research has demonstrated that
teachers of color, which includes Black teachers, can be positive role
models for all students in breaking down negative stereotypes and
preparing students to live and work in a multiracial society.\4\ Thus,
supporting Black and other teachers of color is a critical strategy for
schools to support educational equity for students, particularly Black
students and other students of color.
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\1\ nces.ed.gov/programs/digest/d19/tables/dt19_209.10.asp?current=yes.
\2\ www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf.
\3\ nces.ed.gov/programs/digest/d20/tables/dt20_203.70.asp?current=yes.
\4\ www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf.
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While a diverse educator workforce benefits all students, some
research has suggested that it may be particularly important for Black
students to share the classroom with Black educators. When they do,
higher levels of student achievement,\5\ more rigorous course-
taking,\6\ increased referrals to gifted and talented programs,\7\ and
reductions in exclusionary discipline,\8\ have all been noted.
Similarly, research has shown that Black students who are taught by
Black teachers are more likely to graduate from high school and to
enroll in college compared to their peers who
[[Page 60017]]
are taught by non-Black teachers.\9\ Therefore, by supporting teachers
of color, specifically Black teachers, through this grant, the
Department seeks to address one of the root causes of institutional
barriers to equity in the academic environment.\10\
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\5\ Egalite, Anna, Brian Kisida, and Marcus A. Winters.
``Representation in the Classroom: The Effect of Own-race Teachers
on Student Achievement,'' Economics of Education Review, 45 (April
2015), 44-52.
\6\ Grissom, Jason, Sarah Kabourek, and Jenna Kramer. ``Exposure
to Same-race or Same-ethnicity Teachers and Advanced Math Course-
taking in High School: Evidence from a Diverse Urban District,''
Teachers College Record, 122 (2020), 1-42.
\7\ Egalite, Anna, Brian Kisida, and Marcus A. Winters.
``Representation in the Classroom: The Effect of Own-race Teachers
on Student Achievement,'' Economics of Education Review, 45 (April
2015), 44-52.
\8\ Grissom, Kabourek, and Kramer, 1-42; Constance, Lindsay, and
Cassandra M. D. Hart. ``Exposure to Same-race Teachers and Student
Disciplinary Outcomes for Black Students in North Carolina,''
Educational Evaluation and Policy Analysis, 39 (2017), 485-510.
\9\ www.nber.org/system/files/working_papers/w25254/w25254.pdf.
\10\ www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf.
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Accordingly, this program encourages HBCUs to develop and enhance a
center of educational excellence that will implement outreach,
recruitment, preparation, and support of Black teachers in subject
areas that are of critical need in schools (e.g., math, science,
special education, multilingual education, career and technical
education).
HBCUs are positioned to enhance and develop high-quality programs
that improve the preparation, support, and ultimately the retention of
Black teachers in critical shortage subject areas. This program is a
comprehensive approach to support multiple levels of the educational
pipeline leading to educational success.
Priorities: This notice contains one absolute priority and three
competitive preference priorities.
We are establishing these priorities for the FY 2021 grant
competition and any subsequent year in which we make awards from the
list of unfunded applications from this competition, in accordance with
section 437(d)(1) of the General Education Provisions Act (GEPA), 20
U.S.C. 1232(d)(1).
Absolute Priority: 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 that are evidence-based comprehensive teacher preparation
programs (including extensive clinical experience).
To meet this priority, the applicant must describe its record in
graduating highly skilled and well-prepared Black teachers. The
applicant must also address how it will prepare teacher candidates to--
(a) Create safe, healthy, inclusive, asset-based (i.e., focusing on
students' strengths), and productive classroom environments designed to
reduce bias, and increase engagement and belonging;
(b) Integrate universal design for learning principles in
pedagogical practices and classroom features;
(c) Design and deliver instruction in ways that are engaging and
provide students with opportunities to think critically and solve
complex problems, apply learning in authentic and real-world settings,
communicate and collaborate effectively, and develop academic mindsets,
including through project-based, work-based, or other experiential
learning opportunities;
(d) Address inequities and bias and develop racially, ethnically,
culturally, and linguistically inclusive pedagogy; and
(e) Build meaningful and trusting relationships with students'
families to support in-home, community-based, and in-school learning.
Competitive Preference Priorities: These priorities are competitive
preference priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an
additional 20 points to an application, depending on how well the
application meets these priorities. An applicant may address one, two,
or all three competitive preference priorities. The point value for
each priority is in parenthesis.
These priorities are:
Competitive Preference Priority 1--Projects that are Designed to
Increase the Number of Well-prepared Black Male Teachers (up to 10
points).
Projects that are designed to increase the number of well-prepared
Black male teachers who teach in high-need school districts, in a
manner permissible by law.
Competitive Preference Priority 2--Increasing the Number of
Teachers with Full Certification in a Teacher Shortage Area (up to 5
points).
Projects that are designed to prepare, support, and place fully
certified teachers in a teacher shortage area.
Note: For assistance in identifying ``teacher shortage area,''
applicants may refer to the official list of teacher shortage areas
(TSA) searchable by State and academic subject at https://tsa.ed.gov.
In addition, a summary report of TSAs is available at www2.ed.gov/about/offices/list/ope/pol/bteachershortageareasreport201718.pdf.
Competitive Preference Priority 3--Increasing Postsecondary
Education Access for Undergraduate Students Seeking To Become Teachers
(up to 5 points).
Projects that are designed to support the development and
implementation of comprehensive teacher preparation programs that
integrate multiple services or initiatives across academic and student
affairs, such as academic advising, counseling, stipends, childcare,
structured/guided pathways, career services, or student financial aid,
with the goal of increasing program completion and credential
attainment.
Definitions: The following definitions are from 34 CFR part 77.1.
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. 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.
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).
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.
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (5 U.S.C. 553), the Department generally offers interested parties
the opportunity to comment on proposed priorities, selection criteria,
definitions, and other requirements. Section 437(d)(1) of GEPA,
however, allows the Secretary to exempt from rulemaking requirements
regulations governing the first grant competition under a new or
substantially revised program authority. This is the first grant
competition for this program, and therefore qualifies for this
exemption. To ensure timely grant awards, the Secretary has decided to
forgo public comment on the priorities and requirements under section
437(d)(1) of GEPA.
Program Authority: 20 U.S.C. 1138-1138d; Departments of Labor,
Health and Human Services, and Education and Related Agencies
Appropriations Act, 2021, H.R. 7614, 116th Congress (2020); the
explanatory statement
[[Page 60018]]
accompanying H.R. 133 (Pub. L. 116-260).
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained in Federal
civil rights laws and Supreme Court precedent.
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.
II. Award Information
Type of Award: Discretionary grant.
Estimated Available Funds: $1,980,000.
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.
Maximum Award: Up to $1,980,000 for 36 months.
Note: The maximum award is based on a 3-year budget period.
Applicants will need to prepare a multiyear budget request for up to 3
years.
Estimated Number of Awards: Up to 2.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 36 months.
III. Eligibility Information
1. Eligible Applicants: To be eligible to receive a grant under
this program, an institution must--
(a) Satisfy section 322(2) of the Higher Education Act of 1965, as
amended (HEA); and
(b) Have a State recognized teacher preparation program.
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Supplement-Not-Supplant: This competition involves supplement-
not-supplant funding requirements, under the waiver authority of
section 437(d)(1) of GEPA. Grant funds must be used so that they
supplement and, to the extent practical, increase the funds that would
otherwise be available for the activities to be carried out under this
grant.
c. Indirect Cost Rate Information: This program uses the waiver
authority of section 437(d)(1) of GEPA to limit a grantee's indirect
cost reimbursement to eight percent (8%) of a modified total direct
cost base. For more information regarding indirect costs, or to obtain
a negotiated indirect cost rate, please see www.ed.gov/about/offices/list/ocfo/intro.html.
d. 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. However, under 34
CFR 79.8(a), we waive intergovernmental review in order to make awards
by December 31, 2021.
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 50 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, except titles, headings,
footnotes, quotations, references, and captions.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to 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 the application narrative.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210. The points assigned to each criterion are
indicated in the parentheses next to the criterion. An applicant may
earn up to a total of 100 points based on the selection criteria and up
to 20 additional points under the competitive preference priorities,
for a total score of up to 120 points. All applications will be
evaluated based on the selection criteria as follows:
(a) Quality of the Project Design. (Maximum 50 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 proposed project is part of a
comprehensive effort to improve teaching and learning and support
rigorous academic standards for students. (Up to 10 points)
(2) The extent to which the design of the proposed project reflects
up-to-date knowledge from research and effective practice. (Up to 5
points)
(3) 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)
(4) 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)
(5) The extent to which the proposed project demonstrates a
rationale (as defined in this notice). (Up to 10 points)
(6) The extent to which the design for implementing and evaluating
the proposed project will result in information to guide possible
replication of project activities or strategies, including information
about the effectiveness of the approach or strategies employed by the
project. (Up to 10 points)
(b) 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 likelihood that the proposed project will result in a
system change or improvement. (Up to 10 points)
[[Page 60019]]
(2) The extent to which the results of the proposed project are to
be disseminated in ways that will enable others to use the information
or strategies. (Up to 10 points)
(c) Quality of the Project Services. (Maximum 15 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:
(1) 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)
(2) In addition, the Secretary considers the following factors:
(i) The likely impact of the services to be provided by the
proposed project on the intended recipients of those services. (Up to 5
points)
(ii) The extent to which the services to be provided by the
proposed project involves the collaboration of appropriate partners for
maximizing the effectiveness of project services. (Up to 5 points)
(d) Quality of the Management Plan. (Maximum 5 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 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.
(e) Quality of the Project Evaluation. (Maximum 10 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 evaluation will provide guidance about
effective strategies suitable for replication or testing in other
settings. (Up to 5 points)
(2) 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
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).
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 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
[[Page 60020]]
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.
5. Performance Measures: Under the Government Performance and
Results Act of 1993, the Department will use the following performance
measures to evaluate the success of the CEEBT grants:
(a) The number of teacher candidates who complete the preparation
program.
(b) The number of teacher candidates who complete the preparation
program who are Black males.
(c) The number of teacher candidates served by the funded program
who become fully certified and are placed as teachers of record.
(d) The number of teacher candidates served by the funded program
who are Black males and who become fully certified and are placed as
teachers of record.
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.
Michelle Asha Cooper,
Acting Assistant Secretary for the Office of Postsecondary Education.
[FR Doc. 2021-23787 Filed 10-28-21; 8:45 am]
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