[Federal Register Volume 87, Number 98 (Friday, May 20, 2022)]
[Notices]
[Pages 30922-30928]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-10847]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Child Care Access Means Parents in
School Program
AGENCY: Office of Postsecondary Education, Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal year (FY) 2022 for the
Child Care Access Means Parents in School (CCAMPIS) Program, Assistance
Listing Number 84.335A. This notice relates to the approved information
collection under OMB control number 1840-0737.
DATES:
Applications Available: May 20, 2022.
Deadline for Transmittal of Applications: July 11, 2022.
Deadline for Intergovernmental Review: September 7, 2022.
[[Page 30923]]
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 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 https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.
FOR FURTHER INFORMATION CONTACT: Harold L. Wells, II, U.S. Department
of Education, 400 Maryland Avenue SW, Room 2C240, Washington, DC 20202-
4260. Telephone: (202) 453-6131. Email: [email protected].
If you are deaf, hard of hearing, or have a speech disability and
wish to access telecommunications relay services, please dial 7-1-1.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The CCAMPIS Program supports the participation
of low-income parents in postsecondary education by providing campus-
based child care services.
Priorities: This notice contains two absolute priorities, one
competitive preference priority, and three invitational priorities. In
accordance with 34 CFR 75.105(b)(2)(iv), the absolute priorities are
from section 419N(d) of the Higher Education Act of 1965, as amended
(HEA), 20 U.S.C. 1070e(d). The competitive preference priority is from
the Secretary's Supplemental Priorities and Definitions for
Discretionary Grants Programs, published in the Federal Register on
December 10, 2021 (86 FR 70612) (Supplemental Priorities).
Note: Applicants must include in the one-page abstract submitted
with the application a statement indicating whether the competitive
preference priority is addressed. If the applicant has addressed the
competitive preference priority, this information must also be listed
on the CCAMPIS Program Profile form.
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 priorities.
These priorities are:
Absolute Priority 1: Projects that are designed to leverage
significant local or institutional resources, including in-kind
contributions, to support the activities assisted under section 419N of
the HEA.
Absolute Priority 2: Projects that are designed to utilize a
sliding fee scale for child care services provided under section 419N
of the HEA in order to support a high number of low-income parents
pursuing postsecondary education at the institution.
Competitive Preference Priority: For FY 2022 and any subsequent
year in which we make awards from the list of unfunded applicants from
this competition, this priority is a competitive preference priority.
Under 34 CFR 75.105(c)(2)(i), we award up to an additional 5 points to
an application, depending on how well the application meets this
priority.
The priority is:
Strengthening Cross-Agency Coordination and Community Engagement to
Advance Systemic Change (up to 5 points).
Projects that are designed to take a systemic evidence-based
approach to improving outcomes for underserved students in coordinating
efforts with Federal, State, or local agencies, or community-based
organizations, that support students, to address child care.
Background: The Department encourages applicants to coordinate with
agencies and organizations to leverage funding available through
Federal, State, or local government, or community-based organizations,
to support student parents in meeting early learning needs. For
example, the American Rescue Plan provided an additional $15 billion
for the Child Care and Development Block Grant Program (CCDBG) and an
additional $24 billion for Child Care Stabilization Grants administered
by the United States Department of Health and Human Services (HHS).
CCDBG provides child care assistance for low-income families, and the
Child Care Stabilization Grants can be used to provide relief from
copayments and tuition payments to families enrolled in the provider's
program, prioritizing families struggling to make such payments. In
addition, the Child and Adult Care Food Program administered by the
United States Department of Agriculture (USDA) provides meal
reimbursements for eligible child care centers. Applicants could also
propose to establish partnerships with other publicly-funded child care
centers to help student parents on waiting lists access other child
care centers with available space.
Invitational 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 invitational priorities. Under 34 CFR
75.105(c)(1) we do not give an application that meets these
invitational priorities a competitive or absolute preference over other
applications.
The priorities are:
Invitational Priority 1: Supporting Students Who Are Single
Parents.
Projects that propose to serve children of student-parents who are
single parents. An applicant should describe in its application how it
will use institutional funds, in addition to child care assistance
provided by CCAMPIS funds, to provide resources that will enhance the
educational, personal, and financial growth of students who are single
parents.
Background: According to the Institute for Women's Policy Research
(IWPR), there are nearly 2.1 million single mothers in college today,
many of whom are women of color.\1\ These mothers face nearly
insurmountable odds against finishing their degrees, even as many of
them are pursuing higher education in order to lift their families out
of poverty. Only 8 percent of single mothers who start college earn an
associate or bachelor's degree within 6 years, compared with about half
of women who are not mothers.
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\1\ Institute for Women's Policy Research (IWPR) analysis of
data from the U.S. Department of Education (September 2017),
National Center for Education Statistics. National Postsecondary
Student Aid Study and the Integrated Postsecondary Aid Survey
(IPEDS). Retrieved from https://iwpr.org/iwpr-issues/student-parent-success-initiative/single-mothers-in-college-growing-enrollment-financial-challenges-and-the-benefits-of-attainment/.
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The IWPR research also finds that supports such as free child care,
financial assistance, and social skills training would allow more
student parents to graduate. According to the IWPR, offering free child
care to a single mother pursuing a bachelor's degree improves success
rates for community college students. Free child care may allow many
student parents to finish school more quickly, meaning they would
require fewer years of support and likely spend more years earning
higher wages. One recent study shows that students who utilize a campus
child care center had more than triple
[[Page 30924]]
the rate of on-time completion as parents who did not use a center.\2\
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\2\ Stewart, P. ``Campus Child Care Critical in Raising Single
Mothers' Graduation Rates.'' Diverse Issues in Higher Education
(June 6, 2018). https://diverseeducation.com/article/117704/.
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Invitational Priority 2: Increasing campus-based child care for
infants and toddlers.
Projects that increase the number of campus-based child care
openings for infants and toddlers.
Background: Rising child care costs and reduced capacity of the
Early Childhood Education sector to provide child care due, in part, to
workforce shortages, are causing families to choose between school and
work. In a recent interview conducted by National Public Radio (NPR),
parents reported that their rent and child care costs are equal.\3\
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\3\ National Public Radio. Experiences of U.S. Households with
Children During the DELTA Variant Outbreak. (2021). households-
children-virus-poll.pdf (npr.org).
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Safe child care for young children is inherently expensive because,
among other reasons, one caregiver should not care for three or four
infants at a time.\4\ Moreover, the U.S. spends less public money on
early childhood education and care than most other wealthy nations,
according to the Organization for Economic Co-operation and
Development.\5\
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\4\ See https://childcare.gov/consumer-education/ratios-and-group-sizes.
\5\ PF3.1: ``Public spending on child care and early
education.'' OECD Family Database (2020). https://www.oecd.org/els/
soc/
PF3_1_Public_spending_on_childcare_and_early_education.pdf#:~:text=On
%20a%20per%20child%20basis%2C%20total%20public%20spending,than%20USD%
20PPP%202000%20per%20child%20aged%200-5.
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During the coronavirus pandemic, many existing child care centers
shut down completely or reduced their enrollment numbers for safety
reasons. As the economy has opened back up, child care centers, like
many businesses, are struggling to find workers, particularly because
child care centers cannot typically afford the same employee incentives
as bigger businesses, such as hiring bonuses. According to a new poll
\6\ conducted by National Public Radio, the Robert Wood Johnson
Foundation, and the Harvard T.H. Chan School of Public Health, 34
percent of families with young children faced serious problems finding
child care in recent months when adults were required to work or go to
school. In a survey of 7,500 early childhood educators conducted by the
National Association for the Education of Young Children (NAEYC), four
of five respondents reported having staff shortages, with 15% of
respondents reporting a ``major shortage.'' The survey further revealed
that, on average, the Centers surveyed were operating at 71% of their
licensed capacity. According to the survey results, the primary barrier
to recruitment and retention of early childhood educators is the low
wages offered in the field.\7\
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\6\ National Public Radio. ``Experiences of U.S. Households with
Children During the DELTA Variant Outbreak.'' (Oct. 2021). https://media.npr.org/assets/img/2021/10/19/households-children-virus-poll.pdf.
\7\ https://www.naeyc.org/about-us/news/press-releases/survey-
childcare-centers-
understaffed#:~:text=Among%20the%20survey's%20key%20findings,15%20few
er%20workers%20than%20needed.
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While some parents may rather work in the office and attend classes
in person, they may feel compelled to work from home and take online
classes so they can also provide care to their children. The journey to
degree completion can become longer as parents reduce their course load
in order to be able to properly care for their children. This in turn
impedes their potential to increase their income because of the
extended time to degree completion. Through this priority, the
Department encourages applicants to propose strategies to increase the
number of child care openings on campus, particularly for infants and
toddlers, including through strategies to address workforce shortages.
Invitational Priority 3: Providing Wrap-Around Services for Low-
Income Parents in Postsecondary Education.
Projects that propose to develop high-impact community engagement
strategies and partner with community organizations in order to
leverage institutional and community resources to provide wrap-around
services that address the comprehensive needs of low-income parents in
postsecondary education, such as public benefits and additional
financial aid to cover textbook costs, transportation costs, mental
health services, faculty mentoring, tutoring, peer support groups, and
emergency grants.
Background: Poverty reduces a student's opportunity to enter,
persist, and complete higher education. Students from low-income
backgrounds are more likely to delay enrollment, enroll in college
part-time, or drop out.\8\ The Coronavirus crisis has caused many
students to delay enrollment in college,\9\ and colleges and
universities struggle to address the financial needs of enrolled
students. Financial aid supports such as Pell Grants provide important
resources for under-resourced students to access college, but
additional supports are needed to ensure students persist and complete
their education. Studies in New York and Ohio, for example, show that
comprehensive supports such as leadership opportunities, career
development, and removal of key financial barriers designed to help
community college students stay enrolled and graduate have doubled 3-
year graduation rates for those students.\10\
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\8\ ``Low-income students are dropping out of college this fall
in alarming numbers,'' The Washington Post (Sept. 16, 2020), https://www.washingtonpost.com/business/2020/09/16/college-enrollment-down/.
\9\ https://www.cnbc.com/2021/04/16/college-enrollment-sank-due-to-the-covid-pandemic.html.
\10\ Manpower Demonstration Research Corporation, ``CUNY ASAP
Doubles Graduation Rates in New York and Ohio.'' (Feb. 2021).
Retrieved February 23, 2021. https://www.mdrc.org/publication/cuny-asap-doubles-graduation-rates-new-york-city-and-ohio.
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Application Requirements: For FY 2022, and any subsequent year in
which we make awards from the list of unfunded applications from this
competition, applicants must meet the following application
requirements from section 419N(c) of the HEA:
(a) An institution of higher education desiring a grant under this
competition must submit an application that--
(1) Demonstrates that the institution is an eligible institution,
as defined in section 419N(b)(4) of the HEA;
(2) Specifies the amount of funds requested;
(3) Demonstrates the need of low-income students (as defined in
this notice) at the institution for campus-based child care services by
including in the application--
(i) Information regarding student demographics;
(ii) An assessment of child care capacity on or near campus;
(iii) Information regarding the existence of waiting lists for
existing child care;
(iv) Information regarding additional needs created by
concentrations of poverty or by geographic isolation; and
(v) Other relevant data;
(4) Contains a description of the activities to be assisted,
including whether the grant funds will support an existing child care
program or a new child care program;
(5) Identifies the resources, including technical expertise and
financial support, the institution will draw upon to support the child
care program and the participation of low-income students in the
program, such as accessing social services funding, using student
activity fees to help pay the costs of child care, using resources
obtained by meeting the needs of parents who are not low-income
students, and accessing foundation, corporate, or other institutional
support, and demonstrate that the use of the
[[Page 30925]]
resources will not result in increases in student tuition;
(6) Contains an assurance that the institution will meet the child
care needs of low-income students through the provision of services or
through a contract for the provision of services;
(7) Describes the extent to which the child care program will
coordinate with the institution's early childhood education curriculum,
to the extent the curriculum is available, to meet the needs of the
students in the early childhood education program at the institution
and the needs of the parents and children participating in the child
care program assisted under the applicant's project;
(8) In the case of an institution seeking assistance for a new
child care program--
(i) Provides a timeline, covering the period from receipt of the
grant through the provision of the child care services, delineating the
specific steps the institution will take to achieve the goal of
providing low-income students with child care services;
(ii) Specifies any measures the institution will take to assist
low-income students with child care during the period before the
institution provides child care services; and
(iii) Includes a plan for identifying resources needed for the
child care services, including space in which to provide child care
services, and technical assistance, if necessary;
(9) Contains an assurance that any child care facility assisted
under this section will meet the applicable State or local government
licensing, certification, approval, or registration requirements; and
(10) Contains a plan for any child care facility assisted under
this program to become accredited within 3 years of the date the
institution first receives assistance under this program.
Definitions: The definition of ``early childhood education
program'' and ``low-income student'' are from sections 103 (20 U.S.C.
1003) and 419N of the HEA, respectively.
Early childhood education program means--
(1) A Head Start program or an Early Head Start program carried out
under the Head Start Act (42 U.S.C. 9831 et seq.), including a migrant
or seasonal Head Start program, an Indian Head Start program, or a Head
Start program or an Early Head Start program that also receives State
funding;
(2) A State licensed or regulated child care program; or
(3) A program that--
(i) Serves children from birth through age 6 that addresses the
children's cognitive (including language, early literacy, and early
mathematics), social, emotional, and physical development; and
(ii) Is--
(I) A State prekindergarten program;
(II) A program authorized under section 619 (20 U.S.C. 1419) or
part C of the Individuals with Disabilities Education Act (20 U.S.C.
1431 et seq.); or
(III) A program operated by a local educational agency.
Low-income student means a student--
(1) Who is eligible to receive a Federal Pell Grant for the award
year for which the determination is made; or
(2) Who would otherwise be eligible to receive a Federal Pell Grant
for the award year for which the determination is made, except that the
student fails to meet the requirements of--
(i) 20 U.S.C. 1070a(c)(1) because the student is enrolled in a
graduate or first professional course of study; or
(ii) 20 U.S.C. 1091(a)(5) because the student is in the United
States for a temporary purpose.
Program Authority: 20 U.S.C. 1070e and Consolidated Appropriations
Act, 2022 (Pub. L. 117-103).
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained Federal
civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 82, 84, 86, 97,
98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474. (d) The Supplemental Priorities.
Note: Because there are no program-specific regulations for the
CCAMPIS Program, applicants are encouraged to carefully read the
authorizing statute: Title IV, part A, subpart 7, section 419N of the
HEA (20 U.S.C. 1070e).
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $38,500,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in subsequent years from
the list of unfunded applications from this competition.
Estimated Range of Awards: $90,000 to $1,000,000.
Estimated Average Size of Awards: $465,000.
Minimum Award: The minimum annual amount an applicant may receive
under this program is $90,000.
Maximum Award: The maximum annual amount an applicant may receive
under this program is 3 percent of the total amount of all Federal Pell
Grant funds awarded to students enrolled at the institution for FY
2021. In the event an applicant's maximum award amount is lower than
the minimum award of $90,000, the grant will be awarded $90,000 for a
single budget period of 12 months. The Department encourages all
applicants to consult the Department of HHS' Provider Cost of Quality
Calculator while developing award requests. This tool can be found at
https://childcareta.acf.hhs.gov/pcqc.
Estimated Number of Awards: 83.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 48 months.
III. Eligibility Information
1. Eligible Applicants: Institutions of higher education that
awarded a total of $250,000 or more in Federal Pell Grant funds during
FY 2021 to students enrolled at the institution.
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
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.
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grants Programs, published in the Federal
Register on
[[Page 30926]]
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
https://www2.ed.gov/about/offices/list/ofo/docs/unique-entity-identifier-transition-fact-sheet.pdf.
2. Intergovernmental Review: This program 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 program.
3. Funding Restrictions: Funding restrictions are outlined in
section 419N(b)(2)(B) of the HEA and the Consolidated Appropriations
Act, 2022 (Pub. L. 117-103). We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative, which includes the budget narrative, to no more
than 50 pages and (2) use the following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins.
Double space all text in the application narrative, and
single-space titles, headings, footnotes, quotations, references, and
captions, as well as all text in charts, tables, figures, and graphs.
Use a 12-point font.
Use an easily readable font such as Times New Roman,
Courier, Courier New, or Arial.
The recommended 50-page limit does not apply to the Application for
Federal Assistance cover sheet (SF 424); the Budget Information Summary
form (ED Form 524); the CCAMPIS Program Profile form and the one-page
Project Abstract form; or the assurances and certifications. The
recommended page limit also does not apply to a table of contents,
which you should include in the application narrative. You must include
your complete response to the selection criteria in the application
narrative.
We recommend that any application addressing the competitive
preference and invitational priorities include no more than three
additional pages for each priority.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from section 419N of the HEA and 34 CFR 75.210 and are listed
below.
We will award up to 100 points to an application under the
selection criteria. The maximum number of points available for each
criterion is indicated in parentheses.
(a) Need for the project. (up to 24 points)
The Secretary determines the need for the proposed project. In
determining the need for the proposed project, the Secretary considers
the extent to which the applicant demonstrates in its application the
need for campus-based child care services for low-income students by
including the following (see section 419N(c)(3) of the HEA):
(i) Information regarding student demographics.
(ii) An assessment of child care capacity on or near campus,
including information regarding the existence of waiting lists for
existing child care.
(iii) Information regarding additional needs created by
concentrations of poverty or by geographic isolation.
(iv) Other relevant data.
(b) Quality of project design and project services. (up to 36
points)
The Secretary considers the quality of the design of the proposed
project and the quality of services to be provided. In determining the
quality of the design and the quality of services to be provided by the
proposed project, the Secretary considers the following:
(i) The extent to which the applicant describes in its application
the activities to be assisted, including whether the grant funds will
support an existing child care program or a new child care program (see
section 419N(c)(4) of the HEA).
(ii) The extent to which the services to be provided by the
proposed project are focused on those with greatest needs (see 34 CFR
75.210(d)(3)(xi)).
Note: When describing how the project is focused on those with
greatest needs, applicants are encouraged to include in their
assessment the extent to which services are available during all hours
that classes are in session, including evenings and weekends, to part-
time students, and to students who need only emergency drop-in child
care in the event that regularly scheduled child care is unexpectedly
unavailable.
(iii) The likely impact of the services to be provided by the
proposed project on the intended recipients of those services (see 34
CFR 75.210(d)(3)(iv)).
(iv) The extent to which the application includes an assurance that
the institution will meet the child care needs of low-income students
through the provision of services, or through a contract for the
provision of services (see section 419N(c)(6) of the HEA).
(v) The extent to which the child care program will coordinate with
the institution's early childhood education curriculum, to the extent
the curriculum is available, to meet the needs of the students in the
early childhood education program at the institution, and the needs of
the parents and children participating in the child care program
assisted under this section (see section 419N(c)(7) of the HEA).
(vi) The extent to which the proposed project encourages parental
involvement (see 34 CFR 75.210(c)(2)(xix)).
(vii) The extent to which the proposed project represents an
exceptional approach to the priority or priorities established for the
competition (see 34 CFR 75.210(c)(2)(xv)).
(viii) If the applicant is seeking assistance for a new child care
program (see section 419N(c)(8) of the HEA)--
(1) The extent to which the applicant's timeline, covering the
period from receipt of the grant through the provision of the child
care services, delineates the specific steps the institution will take
to achieve the goal of providing low-income students with child care
services;
(2) The extent to which the applicant specifies any measures the
institution will take to assist low-income students with child care
during the period before the institution provides child care services;
and
(3) The extent to which the application includes a plan for
identifying resources needed for the child care services, including
space in which to provide child care services and technical assistance
if necessary.
Note: For applications that seek assistance to support existing
programs, the maximum available points for this selection criterion
will be divided equally among factors (i)-(vi), and, for applications
that seek assistance to support new programs, among factors (i)-(vii).
(c) Quality of management plan and project personnel. (up to 21
points)
The Secretary considers the quality of the management plan and
project personnel for the proposed project. In determining the quality
of the management plan and project personnel for the proposed project,
the Secretary considers the following:
[[Page 30927]]
(i) The extent to which the application identifies the resources,
including technical expertise and financial support, the institution
will draw upon to support the child care program and the participation
of low-income students in the program, such as accessing social
services funding, using student activity fees to help pay the costs of
child care, using resources obtained by meeting the needs of parents
who are not low-income students, and accessing foundation, corporate or
other institutional support, and demonstrates that the use of the
resources will not result in increases in student tuition (see section
419N(c)(5) of the HEA).
(ii) The qualifications, including relevant training and
experience, of key project personnel (see 34 CFR 75.210(e)(3)(ii)).
(iii) 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 (see 34 CFR 75.210(g)(2)(i)).
(d) Quality of project evaluation. (up to 12 points)
The Secretary considers the quality of the evaluation to be
conducted of the project. In determining the quality of the project
evaluation, the Secretary considers the following:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project (see 34 CFR 75.210(h)(2)(i)).
(ii) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible (see 34 CFR 75.210(h)(2)(iv)).
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes (see 34 CFR 75.210(h)(2)(vi)).
(e) Adequacy of resources. (up to 7 points)
The Secretary considers the adequacy of resources for the proposed
project. In determining the adequacy of resources for the proposed
project, the Secretary considers the following:
(i) The extent to which the budget is adequate to support the
proposed project (see 34 CFR 75.210(f)(2)(iii)).
(ii) The extent to which the costs are reasonable in relation to
the number of persons to be served and to the anticipated results and
benefits (see 34 CFR 75.210(f)(2)(v)).
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).
For this competition, a panel of non-Federal reviewers will review
each application in accordance with the selection criteria. The
individual scores of the reviewers will be added and the sum divided by
the number of reviewers to determine the peer review score received in
the review process.
If there are insufficient funds for all applications with the same
total scores, the Secretary will choose from among the tied
applications the institution with the highest percentage of students
reported as Pell Grant recipients, in accordance with the following
procedure. The Secretary will identify and recommend an award for the
applicant that has the highest ratio of Pell Grant recipients to total
undergraduate enrollment according to the most recent collection from
the Integrated Postsecondary Education Data System (IPEDS). In applying
the tiebreaker criteria, the Department will refer to fields within
IPEDS that address all undergraduate enrollment (for both the numerator
and the denominator of this rate).
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).
[[Page 30928]]
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 will notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee or subgrantee that is awarded competitive grant
funds must have a plan to disseminate these public grant deliverables.
This dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
5. Performance Measures: For the purposes of Department reporting
under 34 CFR 75.110, we have established a set of performance measures
for the CCAMPIS Program. The success of the CCAMPIS Program will be
measured by the postsecondary persistence and degree completion rates
of the CCAMPIS Program participants. All CCAMPIS Program grantees will
be required to submit an annual performance report documenting the
persistence and degree attainment of their participants. Although
students may choose to use child care services at different points in
their college enrollment, the goal is to measure the outcomes of
student-parents based on their completion of their program within 150
percent or 200 percent of the published program length. The cohort
model of evaluation will track a student-parent's child care
utilization throughout enrollment at the institution and will provide
results based on the long-term academic success of the student-parent.
The Department will aggregate the data provided in the annual grantee
performance reports to determine the accomplishment level. This will
not increase grantee reporting burden as CCAMPIS grantees already are
gathering and maintaining the necessary data.
6. Continuation Awards: In making a continuation grant 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 grant, 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.
Michelle Asha Cooper,
Acting Assistant Secretary for the Office of Postsecondary Education.
[FR Doc. 2022-10847 Filed 5-19-22; 8:45 am]
BILLING CODE 4000-01-P