[Federal Register Volume 87, Number 81 (Wednesday, April 27, 2022)]
[Notices]
[Pages 24986-24995]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-09086]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Education Innovation and Research 
(EIR) Program--Expansion Grants

AGENCY: Office of Elementary and Secondary 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) 2022 for the EIR program--
Expansion Grants, Assistance Listing Number 84.411A (Expansion 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: June 21, 2022.
    Deadline for Intergovernmental Review: August 22, 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

[[Page 24987]]

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) 401-8105. 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, 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 multi-tier 
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.
    Expansion grants are supported by strong evidence (as defined in 
this notice) for at least one population and setting, and grantees are 
encouraged to implement at the national level (as defined in this 
notice). Expansion grants provide funding for the implementation and 
rigorous evaluation of a program that has been found to produce 
sizable, significant impacts under a Mid-phase grant or other effort 
meeting similar criteria, for the purposes of (a) determining whether 
such impacts can be successfully reproduced and sustained over time; 
and (b) identifying the conditions in which the program is most 
effective.
    This notice invites applications for Expansion grants only. The 
notices inviting applications for Early-phase and Mid-phase grants are 
published elsewhere in this issue of the Federal Register.

Background

    While this notice is for the Expansion 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. We encourage applicants to develop a 
logic model, 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 that can support systems of 
continuous improvement.

    Note: 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.

    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 technical assistance in their dissemination, 
scaling, and sustainability efforts.
    Expansion projects are expected to scale practices that have prior 
evidence of effectiveness, in order to improve outcomes for high-need 
and underserved students. They are also expected to generate important 
information about an intervention's effectiveness, such as for whom and 
in which contexts a practice is most effective, including cost-
effectiveness. Expansion projects are uniquely positioned to help 
answer critical questions about the process of scaling a practice to 
the national level (as defined in this notice) across geographies. 
Expansion grantees are encouraged to consider how the cost structure of 
a practice can change as the intervention scales. Additionally, 
grantees may want to consider multiple ways to facilitate 
implementation fidelity without making scaling too onerous.
    Expansion applicants are encouraged to design an evaluation that 
has the potential to meet the strong evidence (as defined in this 
notice) threshold. Expansion grantees should measure the cost-
effectiveness of their practices using administrative or other readily 
available data. These types of efforts are critical to sustaining and 
scaling EIR-funded effective practices after the EIR grant period ends, 
assuming that the practice has positive effects on important student 
outcomes. In order to support adoption or replication by other 
entities, the evaluation of an Expansion project should identify and 
codify the core elements of the EIR-supported practice that the project 
implements and examine the effectiveness of the project for any new 
populations or settings that are included in the project. The 
Department intends to provide grantees and their independent evaluators 
with

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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 Expansion grant competition includes two absolute 
priorities and two competitive preference priorities. Applicants have 
the option of addressing one or both competitive preference priorities.
    Absolute Priority 1--Strong Evidence establishes the evidence 
requirement for this tier of grants. All Expansion applicants must 
submit prior evidence of effectiveness that meets the strong evidence 
standard.
    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.
    Through Competitive Preference Priority 1, the Department 
encourages applicants to propose projects that promote equity in 
educational opportunities and outcomes. Improving educational equity 
and adequacy is a priority for the Nation's education system, with 
particular emphasis on supporting underserved students.
    Competitive Preference Priority 2 reflects the Administration's 
ongoing commitment to addressing the impact of the novel coronavirus 
2019 (COVID-19) on prekindergarten (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 address the needs of all students. Researchers and 
educators are now working to understand and address the impact of 
inconsistent access to instruction, services, and supports, and other 
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 future goals.
    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 two absolute priorities and two 
competitive preference priorities. In accordance with 34 CFR 
75.105(b)(2)(ii), Absolute Priority 1 is from 34 CFR 75.226(d)(2). In 
accordance with 34 CFR 75.105(b)(2)(iv), Absolute Priority 2 is from 
section 4611(a)(1)(A) of the ESEA. The competitive preference 
priorities are from the Supplemental Priorities and Definitions for 
Discretionary Grant Programs, published in the Federal Register on 
December 10, 2021 (86 FR 70612) (Supplemental Priorities).
    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 both Absolute 
Priority 1 and Absolute Priority 2.
    These priorities are:
    Absolute Priority 1--Strong Evidence.
    Projects supported by evidence that meets the conditions in the 
definition of ``strong evidence.''

    Note: An applicant must identify up to four studies to be 
reviewed against the What Works Clearinghouse (WWC) Handbooks (as 
defined in this notice) for the purposes of meeting the definition 
of ``strong evidence.'' The studies may have been conducted by the 
applicant or by a third party. An applicant must clearly identify 
the citation for each study in the Evidence form. An applicant must 
ensure that all cited studies are available to the Department from 
publicly available sources and provide links or other guidance 
indicating where each is available. The Department may not review a 
study that an applicant fails to clearly identify for review.

    In addition to including up to four study citations, an applicant 
must provide in the Evidence form the following information: (1) The 
positive student outcomes the applicant intends to replicate under its 
Expansion grant and how these outcomes correspond to the positive 
student outcomes in the cited studies; (2) the characteristics of the 
population to be served under its Expansion grant and how these 
characteristics correspond to the characteristics of the students in 
the cited studies; (3) the characteristics of the setting to be served 
under its Expansion grant and how these characteristics correspond to 
the settings in the cited studies; and (4) the practice(s) the 
applicant plans to implement under its Expansion grant and how the 
practice(s) correspond with the practice(s) in the cited studies.
    If the Department determines that an applicant has provided 
insufficient information, the applicant will not have an opportunity to 
provide additional information. However, if the WWC determines that a 
study does not provide enough information on key aspects of the study 
design, such as sample attrition or equivalence of intervention and 
comparison groups, the WWC may submit a query to the study author(s) to 
gather information for use in determining a study rating. Authors would 
be asked to respond to queries within 10 business days. Should the 
author query remain incomplete within 14 days of the initial contact to 
the study author(s), the study may be deemed ineligible under the grant 
competition. After the grant competition closes, the WWC will, for 
purposes of its own curation of studies, continue to include responses 
to author queries and make updates to study reviews as necessary. 
However, no additional information will be considered after the 
competition closes and the initial timeline established for response to 
an author query passes.
    Absolute Priority 2--Field-Initiated Innovations--General.
    Projects 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.
    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 of the competitive 
preference

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priorities, the applicant must identify in the project narrative 
section of its application 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,'' ``evidence-based,'' 
``experimental study,'' ``strong evidence,'' ``national level,'' 
``nonprofit,'' ``performance measure,'' ``performance target,'' 
``project component,'' ``relevant outcome,'' and ``What Works 
Clearinghouse Handbooks (WWC Handbooks)'' are from 34 CFR 77.1. The 
definitions of ``local educational agency'' and ``State educational 
agency'' are from section 8101 of the ESEA. 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.
    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.
    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) non-relative 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 
strong evidence.
    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 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.

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    (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 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.
    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).
    National level describes the level of scope or effectiveness of a 
process, product, strategy, or practice that is able to be effective in 
a wide variety of communities, including rural and urban areas, as well 
as with different groups (e.g., economically disadvantaged, racial and 
ethnic groups, migrant populations, individuals with disabilities, 
English learners, and individuals of each gender).
    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).
    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.
    Strong evidence means that there is evidence of the effectiveness 
of a key project component in improving a relevant outcome for a sample 
that overlaps with the populations and settings proposed to receive 
that component, based on a relevant finding from one of the following:
    (i) A practice guide prepared by the WWC using version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base'' 
for the corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1, 
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ``positive effect'' 
on a relevant outcome based on a ``medium to large'' extent of 
evidence, with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (iii) A single experimental study reviewed and reported by the WWC 
using version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbooks, or otherwise 
assessed by the Department using version 4.1 of the WWC Handbook, as 
appropriate, and that--
    (A) Meets WWC standards without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy this 
requirement in this paragraph (iii)(D).
    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.

[[Page 24991]]

    (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: Section 4611 of the ESEA, 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 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 $15,000,000.
    Maximum Award: We will not make an award exceeding $15,000,000 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: 1-5.

    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 Expansion 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
    (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

[[Page 24992]]

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. An 
applicant may not submit an application for the same proposed project 
under more than one type of grant (e.g., both an Expansion 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 Expansion 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 
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 Expansion grant to no more than 35 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

[[Page 24993]]

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 Expansion 
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 15 points).
    The Secretary considers the significance of the proposed project. 
In determining the significance of the proposed project, the Secretary 
considers the following factors:
    (1) The national significance of the proposed project. (5 points)
    (2) 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. (5 points)
    (3) The potential contribution of the proposed project to increased 
knowledge or understanding of educational problems, issues, or 
effective strategies. (5 points)
    B. Strategy to Scale (up to 35 points).
    The Secretary considers the applicant's strategy to scale the 
proposed project. In determining the applicant's capacity to scale the 
proposed project, the Secretary considers the following factors:
    (1) The extent to which the applicant identifies a specific 
strategy or strategies that address a particular barrier or barriers 
that prevented the applicant, in the past, from reaching the level of 
scale that is proposed in the application. (10 points)
    (2) 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. (5 points)
    (3) The applicant's capacity (e.g., in terms of qualified 
personnel, financial resources, or management capacity) to bring the 
proposed project to scale on a national or regional level (as defined 
in 34 CFR 77.1(c)) working directly, or through partners, during the 
grant period. (10 points)
    (4) The mechanisms the applicant will use to broadly disseminate 
information on its project so as to support further development or 
replication. (10 points)
    C. Quality of the Project Design (up to 15 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. (5 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. (5 points)
    D. Quality of the Project Evaluation (up to 35 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 without reservations 
as described in the What Works Clearinghouse Handbook (as defined in 34 
CFR 77.1(c)). (20 points)
    (2) The extent to which the evaluation will provide guidance about 
effective strategies suitable for replication or testing in other 
settings. (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)
    (4) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes. (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 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

[[Page 24994]]

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 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.

    Note: The evaluation report is a specific deliverable under an 
Expansion 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 Expansion 
grants.
    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 that will provide evidence of their 
effectiveness at improving student outcomes in multiple contexts; (4) 
the percentage of grantees that implement an evaluation that provides 
information about the key practices and the approach of the project so 
as to facilitate replication; (5) the percentage of grantees that 
implement an evaluation that provides information on the cost-
effectiveness of the key practices to identify potential obstacles and 
success factors to scaling; 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 implement a completed well-designed, well-
implemented, and independent evaluation that provides evidence of their 
effectiveness at improving student outcomes at scale; (4) the 
percentage of grantees with a completed well-designed, well-
implemented, and independent evaluation that provides information about 
the key elements and the approach of the project so as to

[[Page 24995]]

facilitate replication or testing in other settings; (5) the percentage 
of grantees with a completed evaluation that provided information on 
the cost-effectiveness of the key practices to identify potential 
obstacles and success factors to scaling; 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. 2022-09086 Filed 4-26-22; 8:45 am]
BILLING CODE 4000-01-P