[Federal Register Volume 87, Number 81 (Wednesday, April 27, 2022)]
[Notices]
[Pages 24977-24986]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-09084]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
Applications for New Awards; Education Innovation and Research
(EIR) Program--Early-Phase Grants
AGENCY: Office of Elementary and Secondary Education, Department of
Education.
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for fiscal year (FY) 2022 for the EIR program--
Early-phase Grants, Assistance Listing Number 84.411C (Early-phase
Grants). This notice relates to the approved information collection
under OMB control number 1894-0006.
DATES:
Applications Available: April 29, 2022.
Deadline for Notice of Intent to Apply: May 27, 2022.
Deadline for Transmittal of Applications: July 21, 2022.
Deadline for Intergovernmental Review: September 21, 2022.
Pre-Application Information: The Department will post additional
competition information for prospective applicants on the EIR program
website: https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/innovation-early-learning/education-innovation-and-research-eir/fy-2022-competition/.
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 December 27, 2021 (86 FR 73264), and available at
www.federalregister.gov/d/2021-27979. Please note that these Common
Instructions supersede the version published on February 13, 2019, and,
in part, describe the transition from the requirement to register in
SAM.gov a Data Universal Numbering System (DUNS) number to the
implementation of the Unique Entity Identifier (UEI). More information
on the phaseout of DUNS numbers is available at www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.
FOR FURTHER INFORMATION CONTACT: Yvonne Crockett, U.S. Department of
Education, 400 Maryland Avenue SW, Room 3E344, Washington, DC 20202-
5900. Telephone: (202) 453-7122. 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 EIR program, established under section 4611
of the Elementary and Secondary Education Act, as amended (ESEA),
provides funding to create, develop, implement, replicate, or take to
scale entrepreneurial, evidence-based (as defined in this notice),
field-initiated innovations to improve student achievement and
attainment for high-need students and to rigorously evaluate such
innovations. The EIR program is designed to generate and validate
solutions to persistent education challenges and to support the
expansion of those solutions to serve substantially higher numbers of
students.
The central design element of the EIR program is its multitier
structure that links the amount of funding an applicant may receive to
the quality of the evidence supporting the efficacy of the proposed
project, with the expectation that projects that build this evidence
will advance through EIR's grant tiers: ``Early-phase,'' ``Mid-phase,''
and ``Expansion.''
``Early-phase,'' ``Mid-phase,'' and ``Expansion'' grants differ in
terms of the level of prior evidence of effectiveness required for
consideration for funding, the expectations regarding the kind of
evidence and information funded projects should produce, the level of
scale funded projects should reach, and, consequently, the amount of
funding available to support each type of project.
Early-phase grants must demonstrate a rationale (as defined in this
notice). Early-phase grants provide funding for the development,
implementation, and feasibility testing of a program, which prior
research suggests has promise, for the purpose of determining whether
the program can successfully improve student achievement and attainment
for high-need students. Early-phase grants are not intended simply to
implement established practices in additional locations or address
needs that are unique to one particular context. The goal is to
determine whether and in what ways relatively new practices can improve
student achievement and attainment for high-need students.
This notice invites applications for Early-phase grants only. The
notices inviting applications for Mid-phase and Expansion grants are
published elsewhere in this issue of the Federal Register.
Background
While this notice is for the Early-phase tier only, the premise of
the EIR program is that new and innovative educational programs and
practices can help to overcome the persistent and significant
challenges to student success, particularly for underserved and high-
need students.
Note: The EIR program statute refers to ``high-need students'' but
allows applicants to define the term as it relates to the proposed
project, population, and setting. In addressing the needs of
underserved students, the statutory requirement for serving ``high-need
students'' can also be addressed.
These innovations need to be evaluated, and, if sufficient evidence
of effectiveness can be demonstrated, the intent is for these
innovations to be replicated and tested in new populations and
settings. EIR is not intended to provide support for practices that are
already commonly implemented by educators, unless significant
adaptations of such practices warrant testing to determine if they can
accelerate achievement or increase the likelihood that the practices
can be widely, efficiently, and effectively implemented in new
populations and settings.
As an EIR project is implemented, grantees are encouraged to learn
more about how the practices improve student achievement and attainment
and to develop increasingly rigorous evidence of effectiveness and new
strategies to efficiently and cost-effectively scale to new school
districts, regions, and States. To meet the required evidence level,
applicants must develop a logic model (as defined in this notice),
theory of action, or another conceptual framework that includes the
goals, objectives, outcomes, and key project components (as defined in
this notice) of the project.
All EIR applicants and grantees should also consider how they need
to develop their organizational capacity, project financing, or
business plans to sustain their projects and continue implementation
and adaptation after Federal funding ends. The Department intends to
provide grantees with
[[Page 24978]]
technical assistance in their dissemination, scaling, and
sustainability efforts.
Early-phase grantees are encouraged to make continuous and
iterative improvements in project design and implementation before
conducting a full-scale evaluation of effectiveness. Grantees should
consider how easily others could implement the proposed practice, and
how its implementation could potentially be improved. Additionally,
grantees should consider using data from early indicators to gauge
initial impact and to consider possible changes in implementation that
could increase student achievement and attainment.
Early-phase applicants should develop, implement, and test the
feasibility of their projects. The evaluation of an Early-phase project
should be an experimental or quasi-experimental design study (as
defined in this notice) that can determine whether the program can
successfully improve student achievement and attainment for high-need
students. Early-phase grantees' evaluation designs should have the
potential to demonstrate a statistically significant effect on
improving student outcomes or other relevant outcomes (as defined in
this notice) based on moderate evidence (as defined in this notice)
from at least one well-designed and well-implemented experimental or
quasi-experimental design study. The Department intends to provide
grantees and their independent evaluators with evaluation technical
assistance. This evaluation technical assistance could include grantees
and their independent evaluators providing to the Department or its
contractor updated comprehensive evaluation plans in a format as
requested by the technical assistance provider and using such tools as
the Department may request. Grantees will be encouraged to update this
evaluation plan at least annually to reflect any changes to the
evaluation, with updates consistent with the scope and objectives of
the approved application.
The FY 2022 Early-phase competition includes four absolute
priorities and two competitive preference priorities. All Early-phase
applicants must address Absolute Priority 1. Early-phase applicants are
also required to address one of the other three absolute priorities.
Applicants have the option of addressing one or both competitive
preference priorities and may opt to do so regardless of the absolute
priority they select.
Absolute Priority 1--Demonstrates a Rationale establishes the
evidence requirement for this tier of grants. All Early-phase
applicants must submit prior evidence of effectiveness that
demonstrates a rationale (as defined in this notice).
Absolute Priority 2--Field-Initiated Innovations--General allows
applicants to propose projects that align with the purpose of the EIR
program: To create and take to scale entrepreneurial, evidence-based,
field-initiated innovations to improve student achievement and
attainment.
Absolute Priority 3--Field-Initiated Innovations--Promoting Equity
in Student Access to Educational Resources and Opportunities is
intended to support innovations to improve student achievement and
attainment in the science, technology, engineering, or mathematics
(STEM) education field, consistent with efforts to ensure our Nation's
economic competitiveness by improving and expanding STEM learning and
engagement.
In Absolute Priority 3, the Department recognizes the importance of
funding prekindergarten (Pre-K) through grade 12 STEM education and
anticipates that projects would expand opportunities for high-need
students. Within this absolute priority, applicants may focus on
expanding opportunities in computer science for underrepresented
students, such as students of color, girls, English learners, students
with disabilities, youth from rural communities, and youth from
families living at or below the poverty line, to help reduce the
enrollment and achievement gaps in a manner consistent with
nondiscrimination requirements contained in Federal civil rights laws.
Absolute Priority 4--Field-Initiated Innovations--Meeting Student
Social, Emotional, and Academic Needs is intended to promote high-
quality social and emotional learning projects. Countless students have
been exposed to trauma and disruptions in learning and have experienced
disengagement from school and peers, negatively impacting their mental
health and wellbeing. It is critical to provide support for students'
social and emotional needs, not only to benefit student wellbeing, but
also to support their academic success as student social, emotional,
and academic development are interconnected.
Competitive Preference Priority 1 is intended to encourage
applicants to propose projects that promote equity and adequacy in
educational opportunity and outcomes.
Competitive Preference Priority 2 reflects the Administration's
ongoing commitment to addressing the impact of the novel coronavirus
2019 (COVID-19) on Pre-K- grade 12 education. COVID-19 has caused
unprecedented disruption in schools across the country and drawn
renewed attention to the ongoing challenges for underserved students.
In response to the pandemic, educators have mobilized and continue to
work hard to address the needs of all students. Researchers, educators,
parents, and policymakers are working to understand and address the
impact of inconsistent access to instruction, enrichment, peers, and
services and supports, and the impact of other related challenges.
We also know that for students in underserved communities,
inequities in educational opportunity and outcomes existed prior to
COVID-19. Those inequities have only been exacerbated by COVID-19. The
impact of the COVID-19 pandemic changed the education landscape for the
foreseeable future, especially as students continue to make up for lost
classroom instruction. However, it also provides an opportunity to
redesign how schools approach teaching and learning in ways that both
address long-standing gaps in educational opportunity and better
prepare students for college and careers.
The Department seeks projects that develop and evaluate evidence-
based, field-initiated innovations to remedy the inequities in our
country's education system. The proposed innovations should be designed
to better enable students to access the educational opportunities they
need to succeed in school and reach their full potential.
Through these priorities, the Department intends to advance
innovation, build evidence, and address the learning and achievement of
underserved and high-need students in Pre-K through grade 12.
Priorities: This notice includes four absolute priorities and two
competitive preference priorities. In accordance with 34 CFR
75.105(b)(2)(ii), Absolute Priority 1 is from the notice of final
priorities published in the Federal Register on March 9, 2020 (85 FR
13640) (Administrative Priorities). In accordance with 34 CFR
75.105(b)(2)(iv), Absolute Priority 2 is from section 4611(a)(1)(A) of
the ESEA. In accordance with 34 CFR 75.105(b)(2)(iv), Absolute
Priorities 3 and 4 are from section 4611(a)(1)(A) of the ESEA and the
Supplemental Priorities and Definitions for Discretionary Grant
Programs, published in the Federal Register on December 10, 2021 (86 FR
70612) (Supplemental Priorities). The competitive preference priorities
are from the Supplemental Priorities.
[[Page 24979]]
In the Early-phase grant competition, Absolute Priorities 2, 3, and
4 constitute their own funding categories. The Secretary intends to
award grants under each of these absolute priorities provided that
applications of sufficient quality are submitted. To ensure that
applicants are considered for the correct type of grant, applicants
must clearly identify the specific absolute priority that the proposed
project addresses. If an entity is interested in proposing separate
projects (e.g., one that addresses Absolute Priority 2 and another that
addresses Absolute Priority 3), it must submit separate applications.
Absolute Priorities: For FY 2022 and any subsequent year in which
we make awards from the list of unfunded applications from this
competition, these priorities are absolute priorities. Under 34 CFR
75.105(c)(3), we consider only applications that meet Absolute Priority
1 and one additional absolute priority (Absolute Priority 2, Absolute
Priority 3, or Absolute Priority 4).
These priorities are:
Absolute Priority 1--Applications that Demonstrate a Rationale.
Under this priority, an applicant proposes a project that
demonstrates a rationale.
Absolute Priority 2--Field-Initiated Innovations--General.
Projects that are designed to create, develop, implement,
replicate, or take to scale entrepreneurial, evidence-based, field-
initiated innovations to improve student achievement and attainment for
high-need students.
Absolute Priority 3--Field-Initiated Innovations--Promoting Equity
in Student Access to Educational Resources and Opportunities: STEM.
Projects that are designed to--
(a) Create, develop, implement, replicate, or take to scale
entrepreneurial, evidence-based, field-initiated innovations to improve
student achievement and attainment for high-need students; and
(b) Promote educational equity and adequacy in resources and
opportunity for underserved students--
(1) In one or more of the following educational settings:
(i) Early learning programs.
(ii) Elementary school.
(iii) Middle school.
(iv) High school.
(v) Career and technical education programs.
(vi) Out-of-school-time settings.
(vii) Alternative schools and programs.
(viii) Juvenile justice system or correctional facilities; (2) That
examine the sources of inequity and inadequacy and implement responses,
including rigorous, engaging, and well-rounded (e.g., that include
music and the arts) approaches to learning that are inclusive with
regard to race, ethnicity, culture, language, and disability status and
prepare students for college, career, and civic life, including
science, technology, engineering, and mathematics (STEM), including
computer science coursework.
Absolute Priority 4--Field-Initiated Innovations-- Meeting Student
Social, Emotional, and Academic Needs.
Projects that are designed to--
(a) Create, develop, implement, replicate, or take to scale
entrepreneurial, evidence-based, field-initiated innovations to improve
student achievement and attainment for high-need students; and
(b) Improve students' social, emotional, academic, and career
development, with a focus on underserved students, through one or more
of the following priority areas:
(1) Developing and supporting educator and school capacity to
support social and emotional learning and development that--
(i) Fosters skills and behaviors that enable academic progress;
(ii) Identifies and addresses conditions in the learning
environment, that may negatively impact social and emotional well-being
for underserved students, including conditions that affect physical
safety; and
(iii) Is trauma-informed, such as addressing exposure to community-
based violence and trauma specific to military- or veteran-connected
students (as defined in this notice).
(2) Creating education or work-based settings that are supportive,
positive, identity-safe and inclusive with regard to race, ethnicity,
culture, language, and disability status, through one or more of the
following activities:
(i) Developing trusting relationships between students (including
underserved students), educators, families, and community partners.
(ii) Providing high-quality professional development opportunities
designed to increase engagement and belonging and build asset-based
mindsets for educators working in and throughout schools.
(iii) Engaging students (including underserved students),
educators, families, and community partners from diverse backgrounds
and representative of the community as partners in school climate
review and improvement efforts.
(iv) Developing and implementing inclusive and culturally informed
discipline policies and addressing disparities in school discipline
policy by identifying and addressing the root causes of those
disparities, including by involving educators, students, and families
in decision-making about discipline procedures and providing training
and resources to educators.
(v) Supporting students to engage in real-world, hands-on learning
that is aligned with classroom instruction and takes place in
community-based settings, such as apprenticeships, pre-apprenticeships,
work-based learning, and service learning, and in civic activities,
that allow students to apply their knowledge and skills, strengthen
their employability skills, and access career exploration
opportunities.
(3) Providing multi-tiered systems of supports that address
learning barriers both in and out of the classroom, that enable healthy
development and respond to students' needs and which may include
evidence-based trauma-informed practices and professional development
for educators on avoiding deficit-based approaches.
(4) Developing or implementing policies and practices, consistent
with applicable Federal law, that prevent or reduce significant
disproportionality on the basis of race or ethnicity with respect to
the identification, placement, and disciplining of children or students
with disabilities (as defined in this notice).
(5) Providing students equitable access that is inclusive, with
regard to race, LGBTQI+, ethnicity, culture, language, and disability
status, to social workers, psychologists, counselors, nurses, or mental
health professionals and other integrated services and supports, which
may include in early learning environments.
(6) Preparing educators to implement project-based or experiential
learning opportunities for students to strengthen their metacognitive
skills, self-direction, self-efficacy, competency, or motivation,
including through instruction that: Connects to students' prior
knowledge and experience; provides rich, engaging, complex, and
motivating tasks; and offers opportunities for collaborative learning.
(7) Creating and implementing comprehensive schoolwide frameworks
(such as small schools or learning communities, advisory systems, or
looping educators) that support strong and consistent student and
educator relationships.
(8) Fostering partnerships, including across government agencies
(e.g., housing, human services, employment agencies), local educational
agencies, community-based organizations, adult learning providers, and
postsecondary education intuitions, to provide comprehensive services
to students and families that support students' social,
[[Page 24980]]
emotional, mental health, and academic needs, and that are inclusive
with regard to race, ethnicity, culture, language, and disability
status.
Competitive Preference Priorities: For FY 2022 and any subsequent
year in which we make awards from the list of unfunded applications
from this competition, these priorities are competitive preference
priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an additional
6 points to an application, depending on how well the application
addresses the competitive preference priorities.
If an applicant chooses to address one or both competitive
preference priorities, the applicant must identify in the project
narrative section of its application its response to the competitive
preference priorities it chooses to address.
These priorities are:
Competitive Preference Priority 1--Promoting Equity in Student
Access to Educational Resources and Opportunities (up to 3 points).
Projects designed to promote educational equity and adequacy in
resources and opportunity for underserved students in middle school or
high school that examine the sources of inequity and inadequacy and
implement responses, including rigorous, engaging, and well-rounded
(e.g., that include music and the arts) approaches to learning that are
inclusive with regard to race, ethnicity, culture, language, and
disability status and prepare students for college, career, and civic
life, including one or more of the following:
(a) Student-centered learning models that may leverage technology
to address learner variability (e.g., universal design for learning (as
defined in this notice), K-12 competency-based education (as defined in
this notice), project-based learning, or hybrid/blended learning) and
provide high-quality learning content, applications, or tools.
(b) Middle school courses or projects that prepare students to
participate in advanced coursework in high school.
(c) Advanced courses and programs, including dual enrollment and
early college programs.
(d) Project-based and experiential learning, including service and
work-based learning.
(e) High-quality career and technical education courses, pathways,
and industry-recognized credentials that are integrated into the
curriculum.
Competitive Preference Priority 2-- Addressing the Impact of COVID-
19 on Students, Educators, and Faculty (up to 3 points).
Projects that are designed to address the impacts of the COVID-19
pandemic, including impacts that extend beyond the duration of the
pandemic itself, on the students most impacted by the pandemic, with a
focus on underserved students and the educators who serve them
through--
(a) Conducting community asset-mapping and needs assessments that
may include an assessment of the extent to which students, including
subgroups of students, have become disengaged from learning, including
students not participating in in-person or remote instruction, and
specific strategies for reengaging and supporting students and their
families; and
(b) Using evidence-based instructional approaches and supports,
such as professional development, coaching, ongoing support for
educators, high quality tutoring, expanded access to rigorous
coursework and content across K-12, and expanded learning time to
accelerate learning for students in ways that ensure all students have
the opportunity to successfully meet challenging academic content
standards without contributing to tracking or remedial courses.
Definitions: The definitions of ``baseline,'' ``demonstrates a
rationale,'' ``evidence-based,'' ``experimental study,'' ``logic
model,'' ``moderate evidence,'' ``nonprofit,'' ``performance measure,''
``performance target,'' ``project component,'' ``quasi-experimental
design study,'' ``relevant outcome,'' and ``What Works Clearinghouse
Handbooks (WWC Handbooks)'' are from 34 CFR 77.1. The definitions of
``children or students with disabilities,'' ``competency-based
education,'' ``disconnected youth,'' ``early learning,'' ``educator,''
``English learner,'' ``military- or veteran-connected student,''
``underserved students,'' and ``universal design for learning'' are
from the Supplemental Priorities. The definitions of ``local
educational agency'' and ``State educational agency'' are from section
8101 of the ESEA.
Baseline means the starting point from which performance is
measured and targets are set.
Children or students with disabilities means children with
disabilities as defined in section 602(3) of the Individuals with
Disabilities Education Act (IDEA) (20 U.S.C. 1401(3)) and 34 CFR 300.8,
or students with disabilities, as defined in the Rehabilitation Act of
1973 (29 U.S.C. 705(37), 705(202)(B)).
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), rather than seat time or age.
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.
Disconnected youth means an individual, between the ages 14 and 24,
who may be from a low-income background, experiences homelessness, is
in foster care, is involved in the justice system, or is not working or
not enrolled in (or at risk of dropping out of) an educational
institution.
Early learning means any (a) State-licensed or State-regulated
program or provider, regardless of setting or funding source, that
provides early care and education for children from birth to
kindergarten entry, including, but not limited to, any program operated
by a child care center or in a family child care home; (b) program
funded by the Federal Government or State or local educational agencies
(including any IDEA-funded program); (c) Early Head Start and Head
Start program; (d) nonrelative child care provider who is not otherwise
regulated by the State and who regularly cares for two or more
unrelated children for a fee in a provider setting; and (e) other
program that may deliver early learning and development services in a
child's home, such as the Maternal, Infant, and Early Childhood Home
Visiting Program; Early Head Start; and Part C of IDEA.
Educator means an individual who is an early learning educator,
teacher, principal or other school leader, specialized instructional
support personnel (e.g., school psychologist, counselor, school social
worker, early intervention service personnel), paraprofessional, or
faculty.
English learner means an individual who is an English learner as
defined in section 8101(20) of the ESEA, or an individual who is an
English language learner as defined in section 203(7) of the Workforce
Innovation and Opportunity Act.
Evidence-based means the proposed project component is supported by
one or more of strong evidence, moderate evidence, promising evidence,
or evidence that demonstrates a rationale.
Experimental study means a study that is designed to compare
outcomes between two groups of individuals (such as students) that are
otherwise equivalent except for their assignment to either a treatment
group receiving a project component or a control group
[[Page 24981]]
that does not. Randomized controlled trials, regression discontinuity
design studies, and single-case design studies are the specific types
of experimental studies that, depending on their design and
implementation (e.g., sample attrition in randomized controlled trials
and regression discontinuity design studies), can meet What Works
Clearinghouse (WWC) standards without reservations as described in the
WWC Handbooks (as defined in this notice):
(i) A randomized controlled trial employs random assignment of, for
example, students, teachers, classrooms, or schools to receive the
project component being evaluated (the treatment group) or not to
receive the project component (the control group).
(ii) A regression discontinuity design study assigns the project
component being evaluated using a measured variable (e.g., assigning
students reading below a cutoff score to tutoring or developmental
education classes) and controls for that variable in the analysis of
outcomes.
(iii) A single-case design study uses observations of a single case
(e.g., a student eligible for a behavioral intervention) over time in
the absence and presence of a controlled treatment manipulation to
determine whether the outcome is systematically related to the
treatment.
Local educational agency (LEA) means:
(a) In General. A public board of education or other public
authority legally constituted within a State for either administrative
control or direction of, or to perform a service function for, public
elementary schools or secondary schools in a city, county, township,
school district, or other political subdivision of a State, or of or
for a combination of school districts or counties that is recognized in
a State as an administrative agency for its public elementary schools
or secondary schools.
(b) Administrative Control and Direction. The term includes any
other public institution or agency having administrative control and
direction of a public elementary school or secondary school.
(c) Bureau of Indian Education Schools. The term includes an
elementary school or secondary school funded by the Bureau of Indian
Education but only to the extent that including the school makes the
school eligible for programs for which specific eligibility is not
provided to the school in another provision of law and the school does
not have a student population that is smaller than the student
population of the LEA receiving assistance under the ESEA with the
smallest student population, except that the school shall not be
subject to the jurisdiction of any State educational agency (SEA) (as
defined in this notice) other than the Bureau of Indian Education.
(d) Educational Service Agencies. The term includes educational
service agencies and consortia of those agencies.
(e) State Educational Agency. The term includes the SEA in a State
in which the SEA is the sole educational agency for all public schools.
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.
Military- or veteran-connected student means one or more of the
following:
(a) A child participating in an early learning program, a student
enrolled in preschool through grade 12, or a student enrolled in career
and technical education or postsecondary education who has a parent or
guardian who is a member of the uniformed services (as defined by 37
U.S.C. 101), in the Army, Navy, Air Force, Marine Corps, Coast Guard,
Space Force, National Guard, Reserves, National Oceanic and Atmospheric
Administration, or Public Health Service or is a veteran of the
uniformed services with an honorable discharge (as defined by 38 U.S.C.
3311).
(b) A student who is a member of the uniformed services, a veteran
of the uniformed services, or the spouse of a service member or
veteran.
(c) A child participating in an early learning program, a student
enrolled in preschool through grade 12, or a student enrolled in career
and technical education or postsecondary education who has a parent or
guardian who is a veteran of the uniformed services (as defined by 37
U.S.C. 101).
Moderate evidence means that there is evidence of effectiveness of
a key project component in improving a relevant outcome for a sample
that overlaps with the populations or settings proposed to receive that
component, based on a relevant finding from one of the following:
(i) A practice guide prepared by the WWC using version 2.1, 3.0,
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base''
or ``moderate evidence base'' for the corresponding practice guide
recommendation;
(ii) An intervention report prepared by the WWC using version 2.1,
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ``positive effect''
or ``potentially positive effect'' on a relevant outcome based on a
``medium to large'' extent of evidence, with no reporting of a
``negative effect'' or ``potentially negative effect'' on a relevant
outcome; or
(iii) A single experimental study (as defined in this notice) or
quasi-experimental design study reviewed and reported by the WWC using
version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbooks, or otherwise
assessed by the Department using version 4.1 of the WWC Handbook, as
appropriate, and that--
(A) Meets WWC standards with or without reservations;
(B) Includes at least one statistically significant and positive
(i.e., favorable) effect on a relevant outcome;
(C) Includes no overriding statistically significant and negative
effects on relevant outcomes reported in the study or in a
corresponding WWC intervention report prepared under version 2.1, 3.0,
4.0, or 4.1 of the WWC Handbooks; and
(D) Is based on a sample from more than one site (e.g., State,
county, city, school district, or postsecondary campus) and includes at
least 350 students or other individuals across sites. Multiple studies
of the same project component that each meet requirements in paragraphs
(iii)(A), (B), and (C) of this definition may together satisfy this
requirement.
Nonprofit, as applied to an agency, organization, or institution,
means that it is owned and operated by one or more corporations or
associations whose net earnings do not benefit, and cannot lawfully
benefit, any private shareholder or entity.
Performance measure means any quantitative indicator, statistic, or
metric used to gauge program or project performance.
Performance target means a level of performance that an applicant
would seek to meet during the course of a project or as a result of a
project.
Project component means an activity, strategy, intervention,
process, product, practice, or policy included in a project. Evidence
may pertain to an individual project component or to a combination of
project components (e.g., training teachers on instructional practices
for English learners and follow-on coaching for these teachers).
Quasi-experimental design study means a study using a design that
attempts to approximate an
[[Page 24982]]
experimental study by identifying a comparison group that is similar to
the treatment group in important respects. This type of study,
depending on design and implementation (e.g., establishment of baseline
equivalence of the groups being compared), can meet WWC standards with
reservations, but cannot meet WWC standards without reservations, as
described in the WWC Handbooks.
Relevant outcome means the student outcome(s) or other outcome(s)
the key project component is designed to improve, consistent with the
specific goals of the program.
State educational agency (SEA) means the agency primarily
responsible for the State supervision of public elementary schools and
secondary schools.
Underserved student means a student (which may include children in
early learning environments, students in K-12 programs, and students in
postsecondary education or career and technical education, as
appropriate) in one or more of the following subgroups:
(a) A student who is living in poverty or is served by schools with
high concentrations of students living in poverty.
(b) A student of color.
(c) A student who is a member of a federally recognized Indian
Tribe.
(d) An English learner.
(e) A child or student with a disability.
(f) A disconnected youth.
(g) A technologically unconnected youth.
(h) A migrant student.
(i) A student experiencing homelessness or housing insecurity.
(j) A lesbian, gay, bisexual, transgender, queer or questioning, or
intersex (LGBTQI+) student.
(k) A student who is in foster care.
(l) A student without documentation of immigration status.
(m) A pregnant, parenting, or caregiving student.
(n) A student impacted by the justice system, including a formerly
incarcerated student.
(o) A student who is the first in their family to attend
postsecondary education.
(p) A student performing significantly below grade level.
(q) A military- or veteran-connected student.
Universal design for learning has the meaning ascribed it in
section 103(24) of the Higher Education Act of 1965, as amended.
What Works Clearinghouse Handbooks (WWC Handbooks) means the
standards and procedures set forth in the WWC Standards Handbook,
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1,
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version
2.1 (all incorporated by reference, see Sec. 77.2). Study findings
eligible for review under WWC standards can meet WWC standards without
reservations, meet WWC standards with reservations, or not meet WWC
standards. WWC practice guides and intervention reports include
findings from systematic reviews of evidence as described in the WWC
Handbooks documentation.
Note: The What Works Clearinghouse Procedures and Standards
Handbooks are available at https://ies.ed.gov/ncee/wwc/Handbooks.
Program Authority: 20 U.S.C. 7261.
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, 81, 82, 84, 86,
97, 98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474. (d) The Administrative Priorities. (e) The Supplemental
Priorities.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education (IHEs) only.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $159,400,000.
These estimated available funds are the total available for new
awards for all three types of grants under the EIR program (Early-
phase, Mid-phase, and Expansion grants).
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 Average Size of Awards: Up to $4,000,000.
Maximum Award: We will not make an award exceeding $4,000,000 for a
project period of 60 months. The Department intends to fund one or more
projects under each of the EIR competitions, including Expansion
(84.411A), Mid-phase (84.411B), and Early-phase (84.411C). Entities may
submit applications for different projects for more than one
competition (Early-phase, Mid-phase, and Expansion). The maximum new
award amount a grantee may receive under these three competitions,
taken together, is $15,000,000. If an entity is within funding range
for multiple applications, the Department will award the highest
scoring applications up to $15,000,000.
Estimated Number of Awards: 11-20.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
Note: Under section 4611(c) of the ESEA, the Department must use at
least 25 percent of EIR funds for a fiscal year to make awards to
applicants serving rural areas, contingent on receipt of a sufficient
number of applications of sufficient quality. For purposes of this
competition, we will consider an applicant as rural if the applicant
meets the qualifications for rural applicants as described in the
Eligible Applicants section and the applicant certifies that it meets
those qualifications through the application.
In implementing this statutory provision and program requirement,
the Department may fund high-quality applications from rural applicants
out of rank order in the Early-phase competition.
III. Eligibility Information
1. Eligible Applicants:
(a) An LEA;
(b) An SEA;
(c) The Bureau of Indian Education (BIE);
(d) A consortium of SEAs or LEAs;
(e) A nonprofit (as defined in this notice) organization; and
(f) An LEA, an SEA, the BIE, or a consortium described in clause
(d), in partnership with--
(1) A nonprofit organization;
(2) A business;
(3) An educational service agency; or
(4) An IHE.
To qualify as a rural applicant under the EIR program, an applicant
must meet both of the following requirements:
(a) The applicant is--
(1) An LEA with an urban-centric district locale code of 32, 33,
41, 42, or 43, as determined by the Secretary;
(2) A consortium of such LEAs;
(3) An educational service agency or a nonprofit organization in
partnership with such an LEA; or
(4) A grantee described in clause (1) or (2) in partnership with an
SEA; and
[[Page 24983]]
(b) A majority of the schools to be served by the program are
designated with a locale code of 32, 33, 41, 42, or 43, or a
combination of such codes, as determined by the Secretary.
Applicants are encouraged to retrieve locale codes from the
National Center for Education Statistics School District search tool
(https://nces.ed.gov/ccd/districtsearch/), where districts can be
looked up individually to retrieve locale codes, and the Public School
search tool (https://nces.ed.gov/ccd/schoolsearch/), where individual
schools can be looked up to retrieve locale codes. More information on
rural applicant eligibility is in the application package.
Note: If you are a nonprofit organization, under 34 CFR 75.51, you
may demonstrate your nonprofit status by providing: (1) Proof that the
Internal Revenue Service currently recognizes the applicant as an
organization to which contributions are tax deductible under section
501(c)(3) of the Internal Revenue Code; (2) a statement from a State
taxing body or the State attorney general certifying that the
organization is a nonprofit organization operating within the State and
that no part of its net earnings may lawfully benefit any private
shareholder or individual; (3) a certified copy of the applicant's
certificate of incorporation or similar document if it clearly
establishes the nonprofit status of the applicant; or (4) any item
described above if that item applies to a State or national parent
organization, together with a statement by the State or parent
organization that the applicant is a local nonprofit affiliate.
In addition, any IHE is eligible to be a partner in an application
submitted by an LEA, SEA, BIE, consortium of SEAs or LEAs, or a
nonprofit organization. A private IHE that is a nonprofit organization
may apply for an EIR grant. A nonprofit organization, such as a
development foundation, that is affiliated with a public IHE may apply
for a grant. A public IHE that has 501(c)(3) status would also qualify
as a nonprofit organization and may apply for an EIR grant. A public
IHE without 501(c)(3) status (even if that entity is tax exempt under
Section 115 of the Internal Revenue Code or any other State or Federal
provision), or that could not provide any other documentation of
nonprofit status described in 34 CFR 75.51(b), however, would not
qualify as a nonprofit organization, and therefore would not be
eligible to apply for and receive an EIR grant.
2. a. Cost Sharing or Matching: Under section 4611(d) of the ESEA,
each grant recipient must provide, from Federal, State, local, or
private sources, an amount equal to 10 percent of funds provided under
the grant, which may be provided in cash or through in-kind
contributions, to carry out activities supported by the grant. Grantees
must include a budget showing their matching contributions to the
budget amount of EIR grant funds and must provide evidence of their
matching contributions for the first year of the grant in their grant
applications.
Section 4611(d) of the ESEA authorizes the Secretary to waive the
matching requirement on a case-by-case basis, upon a showing of
exceptional circumstances, such as:
(i) The difficulty of raising matching funds for a program to serve
a rural area;
(ii) The difficulty of raising matching funds in areas with a
concentration of LEAs or schools with a high percentage of students
aged 5 through 17--
(A) Who are in poverty, as counted in the most recent census data
approved by the Secretary;
(B) Who are eligible for a free or reduced-price lunch under the
Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.);
(C) Whose families receive assistance under the State program
funded under part A of title IV of the Social Security Act (42 U.S.C.
601 et seq.); or
(D) Who are eligible to receive medical assistance under the
Medicaid program; and
(iii) The difficulty of raising funds on Tribal land.
Applicants that wish to apply for a waiver must include a request
in their application that describes why the matching requirement would
cause serious hardship or an inability to carry out project activities.
Further information about applying for waivers can be found in the
application package.
b. Indirect Cost Rate Information: This program uses an
unrestricted indirect cost rate. For more information regarding
indirect costs, or to obtain a negotiated indirect cost rate, please
see www2.ed.gov/about/offices/list/ocfo/intro.html.
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application.
4. Other: a. Funding Categories: An applicant will be considered
for an award only for the type of EIR grant for which it applies (i.e.,
Early-phase: Absolute Priority 2, Early-phase: Absolute Priority 3, or
Early-phase: Absolute Priority 4). An applicant may not submit an
application for the same proposed project under more than one type of
grant (e.g., both an Early-phase grant and Mid-phase grant).
Note: Each application will be reviewed under the competition it
was submitted under in the Grants.gov system, and only applications
that are successfully submitted by the established deadline will be
peer reviewed. Applicants should be careful that they download the
intended EIR application package and that they submit their
applications under the intended EIR competition.
b. Evaluation: The grantee must conduct an independent evaluation
of the effectiveness of its project.
c. High-need students: The grantee must serve high-need students.
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 December 27, 2021 (86 FR 73264) and available at
www.federalregister.gov/d/2021-27979, which contain requirements and
information on how to submit an application. Please note that these
Common Instructions supersede the version published on February 13,
2019, and, in part, describe the transition from the requirement to
register in SAM.gov a DUNS number to the implementation of the UEI.
More information on the phase-out of DUNS numbers is available at
www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.
2. Submission of Proprietary Information: Given the types of
projects that may be proposed in applications for Early-phase grants,
your application may include business information that you consider
proprietary. In 34 CFR 5.11 we define ``business information'' and
describe the process we use in determining whether any of that
information is proprietary and, thus, protected from disclosure under
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as
amended).
Because we plan to make successful applications available to the
public, you may wish to request confidentiality of business
information.
Consistent with Executive Order 12600, please designate in your
[[Page 24984]]
application any information that you believe is exempt from disclosure
under Exemption 4. In the appropriate Appendix section of your
application, under ``Other Attachments Form,'' please list the page
number or numbers on which we can find this information. For additional
information please see 34 CFR 5.11(c).
3. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this
competition.
4. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
5. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative for an Early-phase grant to no more than 25 pages
and (2) use the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12 point or larger 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, the resumes,
the bibliography, or the letters of support. However, the recommended
page limit does apply to all of the application narrative.
6. Notice of Intent to Apply: The Department will be able to review
grant applications more efficiently if we know the approximate number
of applicants that intend to apply. Therefore, we strongly encourage
each potential applicant to notify us of their intent to submit an
application. Applicants may access this form using the link available
on the Notice of Intent to Apply section of the competition website:
https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/innovation-early-learning/education-innovation-and-research-eir/fy-2022-competition/. Applicants that do not submit a notice of
intent to apply may still apply for funding; applicants that do submit
a notice of intent to apply are not bound to apply or bound by the
information provided.
V. Application Review Information
1. Selection Criteria: The selection criteria for the Early-phase
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 for the application.
A. Significance (up to 20 points).
The Secretary considers the significance of the proposed project.
In determining the significance of the proposed project, the Secretary
considers the extent to which the proposed project involves the
development or demonstration of promising new strategies that build on,
or are alternatives to, existing strategies. (20 points)
B. Quality of the Project Design (up to 30 points).
The Secretary considers the quality of the design of the proposed
project. In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(1) The extent to which there is a conceptual framework underlying
the proposed research or demonstration activities and the quality of
that framework. (10 points)
(2) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(5 points)
(3) 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. (15 points)
C. Quality of Project Personnel (up to 10 points).
The Secretary considers the quality of the personnel who will carry
out the proposed project. In determining the quality of project
personnel, the Secretary considers the extent to which the applicant
encourages applications for employment from persons who are members of
groups that have traditionally been underrepresented based on race,
color, national origin, gender, age, or disability. In addition, the
Secretary considers the qualifications, including relevant training and
experience, of key project personnel. (10 points)
D. Quality of the Management Plan (up to 10 points).
The Secretary considers the quality of the management plan for the
proposed project. In determining the quality of the management plan,
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. (10 points)
E. Quality of the Project Evaluation (up to 30 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 methods of evaluation will, if well
implemented, produce evidence about the project's effectiveness that
would meet the What Works Clearinghouse standards with or without
reservations as described in the What Works Clearinghouse Handbook (as
defined in this notice). (20 points)
(2) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes. (5 points)
(3) The extent to which the evaluation plan clearly articulates the
key project components, mediators, and outcomes, as well as a
measurable threshold for acceptable implementation. (5 points)
Note: Applicants may wish to review the following technical
assistance resources on evaluation: (1) WWC Procedures and Standards
Handbooks: https://ies.ed.gov/ncee/wwc/Handbooks; (2) ``Technical
Assistance Materials for Conducting Rigorous Impact Evaluations'':
http://ies.ed.gov/ncee/projects/evaluationTA.asp; and (3) IES/NCEE
Technical Methods papers: http://ies.ed.gov/ncee/tech_methods/. In
addition, applicants may view an optional webinar recording that was
hosted by the Institute of Education Sciences. The webinar focused on
more rigorous evaluation designs, discussing strategies for designing
and executing experimental studies that meet WWC evidence standards
without reservations. This webinar is available at: https://ies.ed.gov/ncee/wwc/Multimedia/18.
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
[[Page 24985]]
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).
Before making awards, we will screen applications submitted in
accordance with the requirements in this notice to determine whether
applications have met eligibility and other requirements. This
screening process may occur at various stages of the process;
applicants that are determined to be ineligible will not receive a
grant, regardless of peer reviewer scores or comments.
Peer reviewers will read, prepare a written evaluation of, and
score the assigned applications, using the selection criteria provided
in this notice.
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 terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee or subgrantee that is awarded Early-phase 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.
Note: The evaluation report is a specific deliverable under an
Early-phase grant that grantees must make available to the public.
Additionally, EIR grantees are encouraged to submit final studies
resulting from research supported in whole or in part by EIR to the
Educational Resources Information Center (http://eric.ed.gov).
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
(c) Under 34 CFR 75.250(b), the Secretary may provide a grantee
with additional funding for data collection analysis and reporting. In
this case the Secretary establishes a data collection period.
5. Performance Measures: For the purpose of Department reporting
under 34 CFR 75.110, the Department has established a set of
performance measures (as defined in this notice) for the Early-phase
grants.
[[Page 24986]]
Annual performance measures: (1) The percentage of grantees that
reach their annual target number of students as specified in the
application; (2) the percentage of grantees that reach their annual
target number of high-need students as specified in the application;
(3) the percentage of grantees with ongoing well-designed and
independent evaluations designed to provide performance feedback to
inform project design; (4) the percentage of grantees with ongoing
well-designed and independent evaluations that will provide evidence of
their effectiveness at improving student outcomes; (5) the percentage
of grantees that implement an evaluation that provides information
about the key elements and the approach of the project so as to
facilitate testing, development, or replication in other settings; and
(6) the cost per student served by the grant.
Cumulative performance measures: (1) The percentage of grantees
that reach the targeted number of students specified in the
application; (2) the percentage of grantees that reach the targeted
number of high-need students specified in the application; (3) the
percentage of grantees that use evaluation data to make changes to
their practice(s); (4) the percentage of grantees that implement a
completed well-designed, well-implemented, and independent evaluation
that provides evidence of their effectiveness at improving student
outcomes; (5) the percentage of grantees with a completed evaluation
that provides information about the key elements and the approach of
the project so as to facilitate testing, development, or replication in
other settings; and (6) the cost per student served by the grant.
Project-Specific Performance Measures: Applicants must propose
project-specific performance measures and performance targets (as
defined in this notice) consistent with the objectives of the proposed
project. Applications must provide the following information as
directed under 34 CFR 75.110(b) and (c):
(1) Performance measures. How each proposed performance measure
would accurately measure the performance of the project and how the
proposed performance measure would be consistent with the performance
measures established for the program funding the competition.
(2) Baseline (as defined in this notice) data. (i) Why each
proposed baseline is valid; or (ii) if the applicant has determined
that there are no established baseline data for a particular
performance measure, an explanation of why there is no established
baseline and of how and when, during the project period, the applicant
would establish a valid baseline for the performance measure.
(3) Performance targets. Why each proposed performance target is
ambitious yet achievable compared to the baseline for the performance
measure and when, during the project period, the applicant would meet
the performance target(s).
(4) Data collection and reporting. (i) The data collection and
reporting methods the applicant would use and why those methods are
likely to yield reliable, valid, and meaningful performance data; and
(ii) the applicant's capacity to collect and report reliable, valid,
and meaningful performance data, as evidenced by high-quality data
collection, analysis, and reporting in other projects or research.
All grantees must submit an annual performance report with
information that is responsive to these performance measures.
6. Continuation Awards: In making a continuation award under 34 CFR
75.253, the Secretary considers, among other things, whether a grantee
has made substantial progress in achieving the goals and objectives of
the project; whether the grantee has expended funds in a manner that is
consistent with its approved application and budget; and, if the
Secretary has established performance measurement requirements, whether
the grantee has made substantial progress in achieving the performance
targets in the grantee's approved application.
In making a continuation award, the Secretary also considers
whether the grantee is operating in compliance with the assurances in
its approved application, including those applicable to Federal civil
rights laws that prohibit discrimination in programs or activities
receiving Federal financial assistance from the Department (34 CFR
100.4, 104.5, 106.4, 108.8, and 110.23).
VII. Other Information
Accessible Format: 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.
Ruth E. Ryder,
Deputy Assistant Secretary for Policy and Programs, Office of
Elementary and Secondary Education.
[FR Doc. 2022-09084 Filed 4-26-22; 8:45 am]
BILLING CODE 4000-01-P