[Federal Register Volume 87, Number 162 (Tuesday, August 23, 2022)]
[Notices]
[Pages 51656-51662]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-18273]
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DEPARTMENT OF EDUCATION
Applications for New Awards: Augustus F. Hawkins Centers of
Excellence Program
AGENCY: Office of Postsecondary Education, Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for fiscal year (FY) 2022 for the Augustus F.
Hawkins Centers of Excellence (Hawkins) Program, Assistance Listing
Number (ALN) 84.116K. This notice relates to the approved information
collection under OMB control number 1894-0006.
DATES:
Applications Available: August 23, 2022.
Deadline for Transmittal of Applications: October 7, 2022.
Deadline for Intergovernmental Review: December 6, 2022.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on December 27, 2021 (86 FR 73264) and available at
www.federalregister.gov/d/2021-27979. Please note that these Common
Instructions supersede the version published on February 13, 2019, and,
in part, describe the transition from the requirement to register in
SAM.gov a Data Universal Numbering System (DUNS) number to the
implementation of the Unique Entity Identifier (UEI). More information
on the phase-out 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: Dr. Vicki Robinson, U.S. Department of
Education, 400 Maryland Avenue SW, room 2B136, Washington, DC 20202.
Telephone: (202) 453-7907. Email: [email protected]. You may also
contact Ashley Hillary, U.S. Department of Education, 400 Maryland
Avenue SW, Room 2C143, Washington, DC 20202. Telephone: (202) 453-7880.
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 Hawkins Program, authorized under Part B of
Title II of the Higher Education Act of 1965, as amended (HEA) is
designed to support centers of excellence at institutions of higher
education (IHEs). The selected centers of excellence must be
established at Historically Black Colleges and Universities (HBCUs);
Tribal Colleges or Universities (TCUs); or Minority Serving
Institutions (MSIs), such as Hispanic-Serving Institutions (HSIs), with
a State-accredited teacher preparation program, to help increase and
retain the number of well-prepared teachers from diverse backgrounds,
resulting in a more diverse teacher workforce prepared to teach in our
Nation's low performing elementary and secondary schools and close
achievement gaps.\1\ This program focuses on the various aspects of the
teacher preparation pipeline, including the recruitment, preparation,
support, placement, and retention of teachers for and in high-need
local education agencies (LEAs) to support underserved students.
Through this program, the Secretary seeks to fund applicants that
propose to incorporate evidence-based components and practices into
their teacher preparation program.
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\1\ Anderson, Meredith, B.L., Brian K. Bridges, Brittany A.
Harris and Sekou Biddle. (2020). Imparting Wisdom: HBCU Lessons for
K-12 Education. Washington, DC: Frederick D. Patterson Research
Institute, UNCF.
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Background: The FY 2022 Consolidated Appropriations Act provides $8
million in first-time funding for the Hawkins Program to diversify the
teacher workforce, including supporting teaching assistant initiatives
at HBCUs, TCUs, and MSIs that have partnerships with high-need LEAs.
The Hawkins Program is particularly well-positioned to advance
equity in our education system by increasing the access of teacher
candidates, including teacher candidates of color, to comprehensive
programs that will support them in developing the knowledge and skills
they need to positively impact student achievement and outcomes. There
is significant inequity in students' access to well-qualified,
experienced, and effective teachers,\2\ particularly for students from
low-income backgrounds, students of color, children or students with
disabilities, and English learners (ELs).
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\2\ Isenberg, E., Max, J., Gleason, P., Johnson, M., Deutsch,
J., and Hansen, M. (2016). Do Low-Income Students Have Equal Access
to Effective Teachers? Evidence from 26 Districts (NCEE 2017-4007).
Washington, DC: National Center for Education Evaluation and
Regional Assistance, Institute of Education Sciences, U.S.
Department of Education.
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Although HBCUs, TCUs, and MSIs confer just over 12 percent of all
bachelor's degrees in education, these institutions account for over 40
percent
[[Page 51657]]
of all education degrees awarded to teachers of color,\3\ and thus are
a critical part of the solution to recruit, prepare, train, support,
and place teachers who will provide culturally and linguistically
relevant teaching in high-need and hard-to-staff schools. This is
critical to advancing the Department's mission to promote student
achievement and preparation for global competitiveness by fostering
educational excellence and ensuring equal access for all students.
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\3\ Gasman, M., Castro Samayoa, A., & Ginsberg, A. (2016). A
Rich Source for Teachers of Color and Learning: Minority Serving
Institutions. Philadelphia, PA: Penn Center for Minority Serving
Institutions.
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Unfortunately, the current teacher workforce does not reflect the
demographics of the Nation's public school students, the majority of
whom are students of color.\4\ In 2017-18, the most recent year for
which data were available, 79 percent of public school educators were
white, while 21 percent were teachers of color.\5\ Increasing
opportunities for comprehensive teacher preparation programs at HBCUs,
TCUs, and MSIs will help diversify the teacher workforce.
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\4\ https://nces.ed.gov/programs/coe/indicator/cge.
\5\ nces.ed.gov/programs/digest/d19/tables/dt19_209.10.asp?current=yes.
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Research shows that teachers of color benefit all students and can
have a significant positive impact on students of color.\6\ When
students of color are instructed by teachers of color, higher levels of
student achievement,\7\ student encouragement, students forming
aspirations (e.g., through role modeling), teacher recommendations (for
example, to gifted and talented programs), and rigorous course-taking
\8\ have all been noted. A more diverse teacher workforce also
increases the likelihood that students of color will have access to
culturally and linguistically relevant teaching and learning and
positive relationships.\9\ Research also demonstrates that teachers of
color can be positive role models for all students in breaking down
negative stereotypes and preparing students to live and work in a
multiracial society.\10\ Thus, supporting teachers of color can be a
critical strategy for advancing educational equity for students of
color and addressing one of the root causes of institutional barriers
to equity in the academic environment.\11\
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\6\ Dee, T. (2004). Teachers, race and student achievement in a
randomized experiment. The Review of Economics and Statistics,
86(1), 195-210; and Gershenson, S., Hart, C. M. D., Lindsay, C. A.,
& Papageorge, N. W. (2017). The long-run impacts of same race
teachers. Bonn, Germany: IZA Institute of Labor Economics.
Discussion Paper Series.
\7\ Egalite, Anna, Brian Kisida, and Marcus A. Winters.
``Representation in the Classroom: The Effect of Own-race Teachers
on Student Achievement,'' Economics of Education Review, 45 (April
2015), 44-52.
\8\ Grissom, Jason, Sarah Kabourek, and Jenna Kramer. ``Exposure
to Same-race or Same-ethnicity Teachers and Advanced Math Course-
taking in High School: Evidence from a Diverse Urban District,''
Teachers College Record, 122 (2020), 1-42.
\9\ Blazar, David. (2021). Teachers of Color, Culturally
Responsive Teaching, and Student Outcomes: Experimental Evidence
from the Random Assignment of Teachers to Classes. (EdWorkingPaper:
21-501). Retrieved from Annenberg Institute at Brown University:
https://doi.org/10.26300/jym0-wz02.
\10\ www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf.
\11\ www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf.
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In light of the teacher shortages that existed prior to the
pandemic and that have worsened since, the Department encourages
applicants to consider how their program design can provide clinical
experience for teaching candidates in high-need schools facing teacher
shortages. A number of school districts are partnering with teacher
preparation programs, in particular those with teacher residencies, to
provide clinical experiences that are mutually beneficial for teacher
candidates and teachers of record, and their students. For example,
teacher residents, as part of their clinical experience, can serve in
schools as substitutes, paraprofessionals, or tutors as their academic
schedules allow and as they complete requirements for teacher
certification. Applicants can see this Department of Education fact
sheet for examples of educator preparation programs supporting high
need schools in this way: https://www.ed.gov/coronavirus/factsheets/teacher-shortage.
A particular teacher shortage area in the Nation's public schools
lies in the shortage of bilingual and multilingual teachers prepared to
teach a growing population of ELs. ELs are the fastest growing student
demographic, with over 10 percent of students identified as ELs
currently.\12\ Additionally, about one-quarter of all students speak a
language other than English at home, whereas only 1 in 8 teachers
do.\13\
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\12\ https://nces.ed.gov/programs/digest/d20/tables/dt20_204.20.asp.
\13\ https://datacenter.kidscount.org/data/tables/81-children-who-speak-a-language-other-than-english-at-home?loc=1&loct=1#detailed/1/any/false/1729,37,871,870,573,869,36,868,867,133/any/396,397.
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The bilingual and multilingual teacher shortage has the potential
to have a negative impact on all students, but especially ELs. These
shortages may be among the reasons why ELs are among students with some
of the lowest achievement levels and graduation rates.\14\ During the
pandemic, ELs were also likely to lose instructional time, thus
experiencing setbacks in their language acquisition goals.\15\ Research
suggests that, for ELs, being taught by bilingual and multilingual
teachers who are better prepared to meet their needs helps improve
academic outcomes.\16\ Despite this, about a quarter of States do not
require certification or endorsements for teachers who teach ELs.\17\
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\14\ https://nces.ed.gov/programs/digest/d17/tables/dt17_219.46.asp?refer=dropout.
\15\ www.gao.gov/products/gao-21-43.
\16\ Benjamin Master, Susanna Loeb, Camille Whitney, and James
Wyckoff. ``Different Skills? Identifying Differentially Effective
Teachers of English Language Learners,'' The Elementary School
Journal, 117 (2016), 261-284.
\17\ https://reports.ecs.org/comparisons/50-state-comparison-english-learner-policies-11.
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Beyond the necessity to provide qualified bilingual and
multilingual teachers to advance EL achievement, research also suggests
that diverse classroom settings, such as in bilingual and multilingual
education, may be positively associated with students' ability to
empathize and relate to others, have long-term career benefits, and
result in a higher degree of literacy and a stronger foundation for
learning additional languages in the future.\18\ Learning another
language from a young age is an asset that prepares all students for an
increasingly globalized economy. Fostering a culture of language-
learning for all students also communicates to linguistically
marginalized students that their heritage languages and home identities
are valuable and welcomed in school.
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\18\ https://soeonline.american.edu/blog/benefits-of-bilingual-education.
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Accordingly, this program encourages HBCUs, TCUs, and MSIs to
develop centers of excellence that will implement effective
recruitment, preparation, and support for teachers, in particular those
interested in serving in high-need LEAs and hard-to-staff schools in
underserved communities. HBCUs, TCUs, and MSIs are positioned to help
remedy long-standing disparities that underserved students and
communities face in receiving equal education opportunities.
Priorities: This notice contains one absolute priority and two
competitive preference priorities (up to five points each). We are
establishing these priorities for the FY 2022 grant competition and any
subsequent year in which we make awards from the list of unfunded
applications from this competition, in accordance with section
437(d)(1) of the General Education Provisions Act (GEPA), 20 U.S.C.
1232(d)(1).
[[Page 51658]]
Absolute Priority: This priority is an absolute priority. Under 34
CFR 75.105(c)(3), we consider only applications that meet this
priority.
This priority is:
Projects that are evidence-based, comprehensive teacher preparation
programs that provide extensive clinical experience. To meet this
priority, the applicant must describe its record in graduating highly
skilled, well-prepared and diverse teachers. The applicant must also
address how it will--
(a) Examine the sources of inequity and inadequacy in resources and
opportunity and implement pedagogical practices in teacher preparation
programs that are inclusive with regard to race, ethnicity, culture,
language, and disability status and that prepare teachers to create
inclusive, supportive, equitable, unbiased, and identity-safe learning
environments for their students;
(b) Prepare teacher candidates to integrate rigorous academic
content, including through the effective use of technology,
instructional techniques, and strategies consistent with universal
design for learning principles in pedagogical practices and classroom
features to improve student achievement;
(c) Prepare teacher candidates to design and deliver instruction in
ways that are engaging and provide their students with opportunities to
think critically and solve complex problems, apply learning in
authentic and real-world settings, communicate and collaborate
effectively, and develop academic mindsets, including through project-
based, work-based, or other experiential learning opportunities;
(d) Prepare teacher candidates to build meaningful and trusting
relationships with their students' families to support in-home,
community-based, and in-school learning; and
(e) Provide sustained and high-quality preservice clinical
experiences, including teaching assistant initiatives that facilitate
the pathway to the teaching credential for those with paraprofessional
experience; and provide mentoring of teacher candidates by exemplary
teachers, which substantially increases interaction between the
institution's faculty and new teachers and school site and district
administrators in high-need LEAs or hard-to-staff schools to support
and retain teachers. In providing such experiences, the Department
encourages applicants to consider opportunities to provide preservice
clinical experience earlier in the teacher preparation program, as is
practicable, and in ways that benefit students and teachers.
Competitive Preference Priorities: For FY 2022, the Department
strongly encourages the use of Competitive Preference Priority 1 as
part of a comprehensive effort to respond to and address the teacher
shortage present in the nation's high need-need public schools. 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. The Department establishes these
priorities on the basis of section 242(b)(1) and (3) of the HEA and
under the authority in section 437(d)(1) of GEPA. Under 34 CFR
75.105(c)(2)(i), we award up to an additional 10 points to an
application, depending on how well the application meets these
priorities. An applicant may address one or both of the competitive
preference priorities. The point value for each competitive preference
priority is in parenthesis.
These priorities are:
Competitive Preference Priority 1--Projects that are Designed to
Increase and Retain the Number of Well-Prepared Teachers from Diverse
Backgrounds (up to 5 points).
Projects that are designed to increase the number of well-prepared
teachers and the diversity of the teacher workforce with a focus on
increasing and retaining a diverse teacher workforce, and improving the
preparation, recruitment, retention and placement of such teachers.
Applicants must describe how their project will integrate multiple
services or initiatives across academic and student affairs, such as
academic advising, counseling, stipends, child-care, structured/guided
pathways, career services, or student financial aid, such as
scholarships, with the goal of increasing program completion and
credential attainment.
Applicants addressing this priority must include a plan for
supporting teacher candidates underrepresented in the profession,
including teacher candidates of color, from the beginning of the
preparation program through graduation, including program entry rates,
graduation rates, passage rates for certification and licensure exams,
and successful employment placement between teacher candidate subgroups
and an institution's overall teacher candidate population.
Competitive Preference Priority 2--Increasing the Number of
Bilingual and/or Multilingual Teachers with Full Certification (up to 5
points).
Projects that are designed to prepare a new generation of effective
and experienced bilingual and/or multilingual teachers for high-need
schools by increasing the number of teachers across elementary and
secondary schools who are fully certified to provide academic language
instruction in a language other than English, including for ELs. These
projects must prepare teacher candidates to lead students toward
linguistic fluency and academic achievement in more than one language.
Applicants must describe how their project will integrate multiple
services or initiatives across academic and student affairs, such as
academic advising, counseling, stipends, child-care, structured/guided
pathways, career services, or student financial aid, such as
scholarships, and provide the necessary knowledge and skills so that
teacher candidates can serve students from many different language
backgrounds.
Applicants addressing this priority must include a plan for
recruiting, supporting, and retaining bilingual and/or multilingual
teacher candidates including those who may have a teaching credential
but have not been teaching in bilingual and/or multilingual education
settings; aspiring teachers; and for teaching assistants who are
interested in becoming bilingual and/or multilingual teachers.
Definitions: The following definitions are from 34 CFR part 77.1
and 20 U.S.C. 1033.
Demonstrates a rationale means a key project component included in
the project's logic model is informed by research or evaluation
findings that suggest the project component is likely to improve
relevant outcomes.
Logic model (also referred to as a theory of action) means a
framework that identifies key project components of the proposed
project (i.e., the active ``ingredients'' that are hypothesized to be
critical to achieving the relevant outcomes) and describes the
theoretical and operational relationships among the key project
components and relevant outcomes.
Note: In developing logic models, applicants may want to use
resources such as the Regional Educational Laboratory Program's (REL
Pacific) Education Logic Model Application, available at https://ies.ed.gov/ncee/edlabs/regions/pacific/elm.asp. Other sources include:
https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.pdf,
https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.pdf, and
https://ies.ed.gov/
[[Page 51659]]
ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf.
Project component means an activity, strategy, intervention,
process, product, practice, or policy included in a project. Evidence
may pertain to an individual project component or to a combination of
project components (e.g., training teachers on instructional practices
for English learners and follow-on coaching for these teachers).
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.
Scientifically based reading research
(1) Means research that applies rigorous, systemic, and objective
procedures to obtain valid knowledge relevant to reading development,
reading instruction, and reading difficulties; and
(2) Includes research that--
(i) Employs systemic, empirical methods that draw on observation or
experiment;
(ii) Involves rigorous data analyses that are adequate to test the
stated hypotheses and justify the general conclusions drawn;
(iii) Relies on measurements or observational methods that provide
valid data across evaluators and observers and across multiple
measurements and observations; and
(iv) Has been accepted by a peer-reviewed journal or approved by a
panel of independent experts through a comparably rigorous, objective,
and scientific review. (20 U.S.C. 1033)
Application Requirements: The following application requirements
for FY 2022 are from section 242(b) of the HEA (20 U.S.C. 1033a(b)).
Grants provided by the Secretary must be used to ensure that
current and future teachers meet the applicable State certification and
licensure requirements, including any requirements for certification
obtained through alternative routes to certification, or, with regard
to special education teachers, the qualifications described in section
612(a)(14)(C) of the Individuals with Disabilities Education Act
(IDEA), by carrying out one or more of the following activities:
(1) Implementing reforms within teacher preparation programs to
ensure that such programs are preparing teachers who meet the
applicable State certification and licensure requirements, including
any requirements for certification obtained through alternative routes
to certification, or, with regard to special education teachers, the
qualifications described in section 612(a)(14)(C) of the IDEA, are able
to understand scientifically valid research, and are able to use
advanced technology effectively in the classroom, including use of
instructional techniques to improve student academic achievement, by--
(i) Retraining or recruiting faculty; and
(ii) Designing (or redesigning) teacher preparation programs that--
(A) Prepare teachers to serve in low-performing schools and close
student achievement gaps, and that are based on rigorous academic
content, scientifically valid research (including scientifically based
reading research and mathematics research, as it becomes available),
and challenging State academic content standards and student academic
achievement standards; and
(B) Promote strong teaching skills.
(2) Providing sustained and high-quality preservice clinical
experience, including the mentoring of prospective teachers by
exemplary teachers, substantially increasing interaction between
faculty at IHEs and new and experienced teachers, principals, and other
administrators at elementary schools or secondary schools, and
providing support, including preparation time, for such interaction.
(3) Developing and implementing initiatives to promote retention of
teachers who meet the applicable State certification and licensure
requirements, including any requirements for certification obtained
through alternative routes to certification, or, with regard to special
education teachers, the qualifications described in section
612(a)(14)(C) of the IDEA, and highly qualified principals, including
minority teachers and principals, including programs that provide--
(i) Teacher or principal mentoring from exemplary teachers or
principals, respectively; or
(ii) Induction and support for teachers and principals during their
first 3 years of employment as teachers or principals, respectively.
(4) Awarding scholarships based on financial need to help students
pay the costs of tuition, room, board, and other expenses of completing
a teacher preparation program, not to exceed the cost of attendance.
(5) Disseminating information on effective practices for teacher
preparation and successful teacher certification and licensure
assessment preparation strategies.
(6) Activities authorized under section 202 of the HEA (20 U.S.C.
1022a).
Waiver of Proposed Rulemaking: Under the Administrative Procedure
Act (5 U.S.C. 553), the Department generally offers interested parties
the opportunity to comment on proposed priorities, selection criteria,
definitions, and other requirements. Section 437(d)(1) of GEPA,
however, allows the Secretary to exempt from rulemaking requirements
regulations governing the first grant competition under a new or
substantially revised program authority. This is the first grant
competition for this program under 20 U.S.C. 1033a of the HEA, and
therefore qualifies for this exemption. In order to ensure timely grant
awards, the Secretary has decided to forgo public comment on the
priorities and funding requirements under section 437(d)(1) of GEPA.
Program Authority: 20 U.S.C. 1033-1033a; 20 U.S.C. 1138-1138d; the
Explanatory Statement accompanying Division H of the 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 in Federal
civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 82, 84, 86, 97,
98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474.
Note: The regulations in 34 CFR part 86 apply to institutions of
higher education only.
II. Award Information
Type of Award: Discretionary grant.
Estimated Available Funds: $7,920,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in subsequent years from
the list of unfunded applications from this competition.
Estimated Range of Awards: $1,500,000 to $1,600,000.
Estimated Average Size of Awards: $1,584,000
Maximum Award: Up to $1,600,000 for 4 years.
Minimum Award: The minimum amount of each grant shall be $500,000.
Note: The maximum award is based on a 4-year budget period.
Applicants
[[Page 51660]]
will need to prepare a multiyear budget request for up to 4 years.
Estimated Number of Awards: Up to 5.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 4 years.
III. Eligibility Information
1. Eligible Applicants: Eligible institutions (as articulated under
section 241(1) of the HEA) under the Hawkins program include--
(i) An IHE that has a qualified teacher preparation program that
is--
(A) A part B institution (as defined in section 322 of the HEA);
(B) A Hispanic-serving institution (as defined in section 502 of
the HEA);
(C) A Tribal College or University (as defined in section 316 of
the HEA);
(D) An Alaska Native-serving institution (as defined in section
317(b) of the HEA);
(E) A Native Hawaiian-serving institution (as defined in section
317(b) of the HEA);
(F) A Predominantly Black Institution (as defined in section 318 of
the HEA);
(G) An Asian American and Native American Pacific Islander-serving
institution (as defined in section 320(b) of the HEA); or
(H) A Native American-serving, nontribal institution (as defined in
section 319 of the HEA);
(ii) A consortium of institutions described in paragraph (i); or
(iii) An institution described in paragraph (i), or a consortium
described in paragraph (ii), in partnership with any other IHE, but
only if the center of excellence established is located at an
institution described in paragraph (i).
2. a. Cost Sharing or Matching: This competition does not require
cost sharing or matching.
b. Supplement-Not-Supplant: This competition involves supplement-
not-supplant funding requirements, which are being established under
the waiver authority of section 437(d)(1) of GEPA. Grant funds must be
used so that they supplement and, to the extent practical, increase the
funds that would otherwise be available for the activities to be
carried out under this grant.
c. Indirect Cost Rate Information: This program uses the waiver
authority of section 437(d)(1) of GEPA to limit a grantee's indirect
cost reimbursement to eight percent (8 percent) of a modified total
direct cost base. For more information regarding indirect costs, or to
obtain a negotiated indirect cost rate, please see www.ed.gov/about/offices/list/ocfo/intro.html.
d. Administrative Cost Limitation: In accordance with section
242(e) of the HEA, an eligible institution that receives a grant under
this program may use not more than 2 percent of the funds provided to
administer the grant. All administrative expenses must be reasonable
and necessary and conform to Cost Principles described in 2 CFR part
200 subpart E of the Uniform Guidance.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application.
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on 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: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 50 pages and (2) use the
following standards:
A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the application narrative, except titles, headings,
footnotes, quotations, references, and captions.
Use a font that is either 12 point or larger or no smaller
than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the one-page abstract. However, the
recommended page limit does apply to all the application narrative.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210. The points assigned to each criterion are
indicated in the parentheses next to the criterion. An applicant may
earn up to a total of 100 points based on the selection criteria and up
to 10 additional points under the competitive preference priorities,
for a total score of up to 110 points. All applications will be
evaluated based on the selection criteria as follows:
(a) Quality of the Project Design. (Maximum 30 points)
The Secretary considers the quality of the design of the proposed
project. In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(1) The extent to which the proposed project is part of a
comprehensive effort to improve teaching and learning and support
rigorous academic standards for students. (Up to 10 points)
(2) The extent to which the design of the proposed project reflects
up-to-date knowledge from research and effective practice. (Up to 5
points)
(3) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(Up to 5 points)
(4) The extent to which the design of the proposed project is
appropriate to, and will successfully address, the needs of the target
population or other identified needs. (Up to 5 points)
(5) The extent to which the proposed project demonstrates a
rationale (as defined in this notice). (Up to 5 points)
(b) Significance. (Maximum 20 points)
The Secretary considers the significance of the proposed project.
In determining the significance of the proposed project, the Secretary
considers the following factors:
(1) The likelihood that the proposed project will result in system
change or improvement. (Up to 10 points)
(2) The extent to which the results of the proposed project are to
be disseminated in ways that will enable others to use the information
or strategies. (Up to 10 points)
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(c) Quality of the Project Services. (Maximum 25 points)
The Secretary considers the quality of the services to be provided
by the proposed project.
(1) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. (Up to 10 points)
(2) In addition, the Secretary considers the following factors:
(i) The likely impact of the services to be provided by the
proposed project on the intended recipients of those services. (Up to
10 points)
(ii) The extent to which the services to be provided by the
proposed project involve the collaboration of appropriate partners for
maximizing the effectiveness of project services. (Up to 5 points)
(d) Quality of the Management Plan. (Maximum 5 points)
The Secretary considers the quality of the management plan for the
proposed project. In determining the quality of the management plan for
the proposed project, the Secretary considers the adequacy of the
management plan to achieve the objectives of the proposed project on
time and within budget, including clearly defined responsibilities,
timelines, and milestones for accomplishing project tasks.
(e) Quality of the Project Evaluation. (Maximum 20 points)
The Secretary considers the quality of the evaluation to be
conducted of the proposed project. In determining the quality of the
evaluation, the Secretary considers the following factors:
(1) The extent to which the evaluation will provide guidance about
effective strategies suitable for replication or testing in other
settings. (Up to 10 points)
(2) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes. (Up to 10 points)
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
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).
The Secretary will select applications for funding in rank order,
according to the average score received from the peer review and from
the competitive preference priorities addressed by the applicant. If
the Secretary has insufficient funding to award multiple applications
with the same score, in making a selection, the first tiebreaker will
be to select the applicant with the highest average score under
Competitive Priority One. If a tie still exists after applying the
first tiebreaker, the Secretary will select the applicant with the
highest average score under Quality of the Project Design. If a third
tiebreaker is required, the Secretary will select the applicant with
the highest average score under Quality of the Project Services.
Finally, if a fourth tiebreaker is required, the Secretary will select
the applicant based on the number of fully certified teachers that the
applicant's project is designed to produce.
3. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this competition, the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions and, under 2 CFR
3474.10, in appropriate circumstances, high-risk conditions on a grant
if the applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
4. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
5. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with--
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216);
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other
[[Page 51662]]
requirements in the Applicable Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee or subgrantee that is awarded competitive grant
funds must have a plan to disseminate these public grant deliverables.
This dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
5. Performance Measures: Under 34 CFR 75.110, the Department will
use the following performance measures to evaluate the success of the
Hawkins program grants:
(a) The number and percentage of teacher candidates who complete
the teacher preparation program, disaggregated by race.
(b) The number and percentage of teacher candidates, disaggregated
by race, served by the funded program who become fully certified and
are placed as teachers of record in high-need LEAs or hard-to-staff
schools.
(c) The number and percentage of bilingual and/or multilingual
teacher candidates who complete the teacher preparation program.
(d) The number and percentage of bilingual and/or multilingual
teacher candidates, served by the funded program who become fully
certified and are placed as teachers of record in high-need LEAs or
hard-to-staff schools.
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, 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. 2022-18273 Filed 8-22-22; 8:45 am]
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