[Federal Register Volume 86, Number 207 (Friday, October 29, 2021)]
[Pages 60016-60020]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-23787]



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).


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.

    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 

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-


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.

    \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.

    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\

    \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.

    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 
    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 
    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 
    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 
    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 
    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_2014007.pdf, and 
    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 
    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 
    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 
    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 
    (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 
    (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 
    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 
    (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, 
    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 
    (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]