[Federal Register Volume 86, Number 212 (Friday, November 5, 2021)]
[Notices]
[Pages 61193-61197]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-24361]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Rural Postsecondary and Economic
Development 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 fiscal year (FY) 2021 for the Rural
Postsecondary and Economic Development (RPED) Grant Program, Assistance
Listing Number 84.116W. This notice relates to the approved information
collection under OMB control number 1894-0006.
DATES:
Applications Available: November 5, 2021.
Deadline for Transmittal of Applications: December 6, 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: Kurrinn Abrams, U.S. Department of
Education, 400 Maryland Avenue SW, Washington, DC 20202-4260.
Telephone: (202) 453-7906. 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 RPED Grant Program is to
improve rates of postsecondary enrollment, persistence, and completion
among rural students through development of high-quality career
pathways aligned to high-skill, high-wage, and in-demand industry
sectors and occupations in the region.
Background: Rural students account for 9.7 million--about 19
percent--of public elementary and secondary school students in the
United States and face many challenges accessing postsecondary
education.\1\ In fact, according to data from the National Education
Center for Statistics, 29 percent of individuals from rural areas who
are between the ages of 18 and 24 range are enrolled in higher
education, compared to almost 48 percent of individuals in that age
range who come from cities and 42 percent from suburban areas.\2\ For
rural students, and particularly low-income rural students, barriers to
accessing postsecondary education include difficulties related to
accessing high speed internet, transportation, childcare, and
healthcare; as well as challenges of experiencing poverty, food
insecurity, and housing insecurity. These and other challenges may
negatively affect rural students' ability to be academically
successful.\3\ Many of these challenges exist as a result of geographic
isolation, distance from services, and a lack of resources and
institutions to support community members. Rural communities are often
located in education deserts, which may limit students' exposure or
convenient access to postsecondary institutions.\4\ Many rural students
who do decide to attend college are first-generation students who lack
sufficient college preparation in high school,\5\ and are unfamiliar
with the inner workings of postsecondary institutions, including the
college application process and how to finance a college education.\6\
These students may feel underprepared for higher education and
typically face challenges once in college; many experience hurdles that
leave them unable to complete their programs.\7\
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\1\ nces.ed.gov/programs/digest/d20/tables/dt20_203.72.asp?current=yes.
\2\ nces.ed.gov/surveys/ruraled/tables/b.3.b.-1.asp.
\3\ files.eric.ed.gov/fulltext/EJ1101249.pdf.
\4\ files.eric.ed.gov/fulltext/EJ1193574.pdf.
\5\ files.eric.ed.gov/fulltext/EJ1101249.pdf.
\6\ files.eric.ed.gov/fulltext/EJ1193574.pdf.
\7\ files.eric.ed.gov/fulltext/EJ1193574.pdf.
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Higher education attainment is correlated with greater
opportunities for careers, higher individual lifetime earnings, and a
better quality of life, and is seen to contribute to the overall well-
being of society.\8\ Therefore, it is critical to undertake efforts to
better prepare students in rural communities for the changing needs of
the current workforce, and to create a more skilled workforce that will
attract better jobs and provide economic support to the community.
However, institutions in rural communities must be given the tools to
develop strategies and plans that best serve their population of rural
students.\9\
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\8\ files.eric.ed.gov/fulltext/EJ1101249.pdf.
\9\ files.eric.ed.gov/fulltext/EJ1101249.pdf.
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Rural postsecondary institutions are best positioned to enhance and
develop programs that improve the preparation, support, and retention
of rural students in higher education, and that help them to graduate
from college and transition into in-demand and well-paying occupations.
To this end, the RPED Grant Program is designed to support
postsecondary enrollment and completion by addressing the challenges
rural students face accessing postsecondary education that will prepare
them for high-skill, high-wage, and in-demand occupations.
[[Page 61194]]
Priorities: This notice contains one absolute priority and two
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 Increase Postsecondary Access, Affordability,
Success, and Completion for Rural Students.
Projects that will serve rural students by--
(a) Increasing the number and proportion of rural students who
enroll in and complete postsecondary education programs through
activities and strategies related to college preparation, outreach in
rural communities, awareness of postsecondary options, recruitment of
students from rural communities, support throughout the college
application and selection process, and long-term college and career
advising relationships with middle and high school students to support
them through their transition to postsecondary education;
(b) Supporting the development and implementation of comprehensive
student success programs that integrate multiple services or
initiatives across academic and student affairs, such as academic
advising, structured/guided pathways, career services, student
financial aid, transfer support from two- to four-year programs, and
other wrap around services;
(c) Supporting the development and implementation of high-quality
and accessible learning opportunities for rural students that cater to
their unique needs and geographic distance from postsecondary education
institutions, and align with career pathways to high-need occupations,
including learning opportunities that are accelerated; hybrid online;
work-based; or flexible for working students;
(d) Supporting the development or implementation of evidence-based
strategies to promote rural students' development of the knowledge and
skills necessary for success in the workforce and in high-need
occupations, including career training that leads to good jobs in
fields relevant to the regional economy, and to raise awareness of, and
access to, paid internship, fellowship, apprenticeship, and job
opportunities; and
(e) Implementing a sustainability plan to maintain programs and
services after completion of the grant.
Competitive Preference Priorities: These priorities are competitive
preference priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an
additional 10 points to an application, depending on how well the
application meets these priorities. An applicant may address one or
both of the competitive preference priorities. The point value for each
priority is in parenthesis.
These priorities are:
Competitive Preference Priority 1--Supporting Access to Technology
(Up to 5 points).
Projects that are designed to promote educational equity and
adequacy in resources and opportunity for rural students through
student-centered learning models that provide access to technology and
leverage technology to address learner variability (e.g., universal
design for learning, competency-based education, project-based
learning, or hybrid/blended learning) and provide high-quality learning
content, applications, or tools.
Competitive Preference Priority 2--Strengthening Cross-Agency
Coordination and Community Engagement to Advance Systemic Change (Up to
5 points).
Projects that are designed to take a systemic approach to improving
outcomes for rural students through the development of career pathways
aligned to high-skill, high-wage or in-demand industry sectors and
occupations in the region in partnership with regional economic
development entities, workforce agencies, regional employers, or other
relevant nonprofit organizations.
Definitions: We are establishing the definitions of ``competency-
based education'', ``regional economic development entity'', and
``rural area'' 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 GEPA.
The definitions of ``demonstrates a rationale'', ``evidence-based'',
``logic model'', ``project component'', and ``relevant outcome'' are
from 34 CFR 77.1. The definition of ``universal design for learning''
is from section 101 of the Higher Education Act of 1965, as amended
(HEA).
Competency-based education (also called proficiency-based or
mastery-based learning) means learning based on knowledge and skills
that are transparent and measurable. Progression is based on
demonstrated mastery of what students are expected to know (knowledge)
and be able to do (skills).
Demonstrates a rationale means a key project component included in
the project's logic model is informed by research or evaluation
findings that suggest the project component is likely to improve
relevant outcomes.
Evidence-based means the proposed project component is supported by
evidence that demonstrates a rationale.
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).
Regional economic development entity means an entity working to
promote economic development in, or employing residents of, a rural
area, which may include local boards (as defined in section 3(33) of
the Workforce Innovation and Opportunity Act), Chambers of Commerce,
and employers in the rural region covered by the grant.
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.
Rural area means an area that is characterized by locale code 41,
42, or 43. Please refer to the NCES locale lookup map: https://nces.ed.gov/programs/maped/LocaleLookup/.
Universal design for learning means a scientifically valid
framework for guiding educational practice that--(a) provides
flexibility in the ways information is presented, in the ways students
respond or demonstrate
[[Page 61195]]
knowledge and skills, and in the ways students are engaged; and (b)
reduces barriers in instruction, provides appropriate accommodations,
supports, and challenges, and maintains high achievement expectations
for all students, including students with disabilities and students who
are limited English proficient.
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. In order to ensure timely grant awards, the Secretary has
decided to forgo public comment on the priorities, requirements, and
definitions 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 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.
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: $9,900,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in subsequent years from
the list of unfunded applications from this competition.
Estimated Range of Awards: $1,100,000 to $1,237,500.
Estimated Average Size of Awards: $1,200,000.
Maximum Award: $1,237,500.
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: 8.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 36 months.
III. Eligibility Information
1. Eligible Applicants: For the FY 2021 grant competition in
accordance with section 437(d)(1) of GEPA, the following are eligible
applicants: Public and private nonprofit institutions of higher
education (IHEs), as defined in section 101 of the HEA, with enrollment
of at least 30 percent of students who attended high schools located in
rural areas (as defined in this notice).
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Supplement-Not-Supplant: For the FY 2021 grant competition and
any subsequent year in which we make awards from the list of unfunded
applications from this competition, this competition involves
supplement-not-supplant funding requirements. This program uses the
waiver authority of section 437(d)(1) of GEPA to establish this as a
supplement-not-supplant program. 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 the
grant and in no case supplant those funds.
c. Indirect Cost Rate Information: 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 GEPA, a grantee's indirect cost reimbursement is
limited 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 www2.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 of the application narrative.
V. Application Review Information
1. Selection Criteria: The selection criteria for this program are
from 34 CFR 75.210. Applicants should address each of the selection
criteria. 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 10 additional
points
[[Page 61196]]
under the competitive preference priorities, for a total score of up to
110 points. All applications will be evaluated based on the selection
criteria as follows:
(a) Quality of the project design. (Maximum 35 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 design of the proposed project
includes a thorough, high-quality review of the relevant literature, a
high-quality plan for project implementation, and the use of
appropriate methodological tools to ensure successful achievement of
project objectives. (Up to 5 points)
(iv) The extent to which the proposed project demonstrates a
rationale (as defined in this notice). (Up to 5 points)
(v) The extent to which the proposed project is designed to build
capacity and yield results that will extend beyond the period of
Federal financial assistance. (Up to 3 points)
(vi) The extent to which the services to be provided by the
proposed project involve the collaboration of appropriate partners for
maximizing the effectiveness of project services. (Up to 2 points)
(b) Quality of the management plan. (Maximum 35 points)
(1) The Secretary considers the quality of the management plan for
the proposed project.
(2) In determining the quality of the management plan, the
Secretary considers the following factors:
(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 10 points)
(ii) The extent to which the costs are reasonable in relation to
the number of persons to be served and to the anticipated results and
benefits. (Up to 5 points)
(iii) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project. (Up to 5 points)
(iv) The adequacy of procedures for ensuring feedback and
continuous improvement in the operation of the proposed project. (Up to
5 points)
(v) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project. (Up to 10 points)
(c) Adequacy of resources. (Maximum 10 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 the following factors:
(i) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization. (Up to 5 points)
(ii) The relevance and demonstrated commitment of each partner in
the proposed project to the implementation and success of the project.
(Up to 5 points)
(d) Quality of the project evaluation. (Maximum 20 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 10 points)
(ii) The extent to which the methods of evaluation provide for
examining the effectiveness of project implementation strategies. (Up
to 10 points)
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
also requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
A panel of two non-Federal reviewers will review and score each
application in accordance with the selection criteria and the
competitive preference priorities. Award(s) will be made in rank order
according to the average score received from the peer review.
Tiebreaker. In the event there are two or more applications with
the same final score, and there are insufficient funds to fully support
each of these applications, the Department will use other information
to select applications (34 CFR 75.217). The Department will apply the
following procedure to determine which application or applications will
receive an award:
First Tiebreaker: The first tiebreaker will be the highest average
score for the selection criterion ``Quality of the Project Design.'' If
a tie remains, the second tiebreaker will be utilized.
Second Tiebreaker: The second tiebreaker will be the highest
average score for the selection criterion ``Quality of the Management
Plan.'' If a tie remains, the third tiebreaker will be utilized.
Third Tiebreaker: The third tiebreaker will be the highest average
score for the selection criterion ``Quality of the Project
Evaluation.''
Fourth Tiebreaker: The fourth tiebreaker will be the highest
percentage of students who attended high schools in rural areas.
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 200.205(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
[[Page 61197]]
(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 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 and for purposes of Department reporting under 34
CFR 75.110, the Department will use the following performance measures
to evaluate the success of the RPED Grants Program.
1. The number of rural students served by direct student services
supported by the grant.
2. The change in the annual enrollment rate at grantee institutions
of rural students who are served by direct student services supported
by the grant from one year to the next.
3. The number of rural students served by direct student services
supported by the grant that transfer to a four-year institution or
obtain a degree or certificate of completion.
4. The number of rural students served by the program who obtain a
paid internship, apprenticeship, or employment.
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 Postsecondary Education.
[FR Doc. 2021-24361 Filed 11-4-21; 8:45 am]
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