[Federal Register Volume 88, Number 74 (Tuesday, April 18, 2023)]
[Notices]
[Pages 23656-23662]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-08173]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Rural Postsecondary and Economic 
Development Grant Program

AGENCY: Office of Postsecondary Education, Department of Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for fiscal year (FY) 2023 for the Rural 
Postsecondary and Economic Development (RPED) Grant Program, conducted 
under the Fund for the Improvement of Postsecondary Education (FIPSE), 
Assistance Listing Number 84.116W. This notice relates to the approved 
information collection under OMB control number 1894-0006.

DATES: 
    Applications Available: April 18, 2023.
    Deadline for Transmittal of Applications: June 20, 2023.
    Deadline for Intergovernmental Review: August 16, 2023.

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 7, 2022 (87 FR 75045), and available at 
www.federalregister.gov/d/2022-26554. Please note that these Common 
Instructions supersede the version published on December 27, 2021.

FOR FURTHER INFORMATION CONTACT: Kurrinn Abrams, U.S. Department of 
Education, 400 Maryland Avenue SW, Washington, DC 20202-4260. 
Telephone: (202) 987-1920. 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 purpose of the RPED Grant Program is to 
improve rates of postsecondary enrollment, persistence, and completion 
among rural students through development of career pathways aligned to 
high-skill, high-wage, and in-demand industry sectors and occupations 
in the region.
    Background: Rural students account for 9.7 million--about 19 
percent--of public elementary and secondary school students in the 
United States and face many challenges accessing postsecondary 
education.\1\ According to data from the National Center for Education 
Statistics (NCES), only 29 percent of individuals from rural areas who 
are between the ages of 18 and 24 are enrolled in higher education, 
compared to almost 48 percent of individuals in that age range who come 
from urban areas and 42 percent from suburban areas.\2\ In fact, an 
analysis of National Education Longitudinal Study data found urban 
students nationally were 74 percent more likely to enroll in college 
than rural students and 106 percent more likely than rural students to 
attain a bachelor's degree.\3\
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    \1\ nces.ed.gov/programs/digest/d20/tables/dt20_203.72.asp?current=yes.
    \2\ nces.ed.gov/surveys/ruraled/tables/b.3.b.-1.asp.
    \3\ files.eric.ed.gov/fulltext/ED557072.pdf.
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    For rural students, and particularly low-income and underserved 
rural students, barriers to accessing postsecondary education include 
difficulties in accessing high speed internet, transportation, child 
care, and healthcare; as well as challenges of experiencing poverty, 
food insecurity, and housing insecurity. Furthermore, many rural 
students who do decide to attend college are first-generation students 
who lack sufficient college preparation in high school,\4\ and are 
unfamiliar with the inner workings of postsecondary institutions, 
including the college application process and how to finance a college 
education.\5\ These students may feel underprepared for higher 
education and typically face challenges once in college; many 
experience hurdles that leave them unable to complete their 
programs.\6\ Accordingly, these inequities in college readiness and 
knowledge may discourage individuals from underserved student 
populations from continuing their education beyond high school.\7\ 
These and other challenges may negatively affect rural students' 
ability to be academically successful and in turn be competitive in the 
job market.\8\
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    \4\ files.eric.ed.gov/fulltext/EJ1101249.pdf.
    \5\ files.eric.ed.gov/fulltext/EJ1193574.pdf.
    \6\ files.eric.ed.gov/fulltext/EJ1193574.pdf.
    \7\ files.eric.ed.gov/fulltext/ED557072.pdf.
    \8\ files.eric.ed.gov/fulltext/EJ1101249.pdf.
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    Many of these challenges result from geographic isolation, distance 
from services, and a lack of resources and institutions to support 
community members. Rural communities are often located in education 
deserts, which may limit students' exposure or convenient access to 
postsecondary institutions.\9\ For many rural students, transportation 
is a barrier to accessing colleges where they can earn a bachelor's 
degree, and thus they begin their postsecondary education at 2-year 
colleges.\10\
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    \9\ files.eric.ed.gov/fulltext/EJ1193574.pdf.
    \10\ edsource.org/2019/too-far-away-distance-is-a-barrier-to-bachelors-degrees-for-rural-community-college-students/621189.
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    For rural students who do attend postsecondary education, research 
has shown that rural high school graduates were more likely to enroll 
in 2-year colleges (44 percent) compared to their urban counterparts 
(39 percent). However, even after controlling for differences in 
academic achievement, poverty, and distance between high schools and 
colleges, students who graduate from rural high schools are still more 
likely than students who graduate from nonrural schools to enroll in a 
2-year rather than a 4-year college.\11\ In academic year 2018-2019 
alone, there were 298 public community and technical colleges that were 
designated by NCES with the rural locale designations rural fringe 
(41), rural distant (42), or rural remote (43). In the same academic 
year, these colleges enrolled 84.8 percent of the 1.14 million 
undergraduates attending rural postsecondary institutions.\12\
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    \11\ files.eric.ed.gov/fulltext/ED557072.pdf.
    \12\ journals.sagepub.com/doi/10.1177/00915521221087280.
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    To overcome these barriers, many States are beginning to introduce 
early college programs that expose secondary students to postsecondary 
education

[[Page 23657]]

and improve their college readiness, often through creating 
partnerships with community colleges.\13\ Research has shown that 2-
year colleges play a significant role in postsecondary access for rural 
students and create a broader set of entry points to 4-year schools for 
many students who cannot afford or access 4-year institutions upon high 
school graduation. Furthermore, 2-year institutions have been shown to 
enroll a higher number of traditionally underserved students, such as 
minority students, working-class students, and first-generation college 
students.\14\ Although there are many barriers that do play a 
significant role in postsecondary access for rural students, it is 
important to highlight the role 2-year institutions can play in helping 
rural students succeed academically and transition into a career.\15\
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    \13\ journals.sagepub.com/doi/abs/10.1177/0091552119898880.
    \14\ link.springer.com/content/pdf/10.1007/s11162-017-9449-z.pdf?pdf=button.
    \15\ link.springer.com/content/pdf/10.1007/s11162-017-9449-z.pdf?pdf=button.
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    Furthermore, higher education attainment is correlated with 
increased career opportunities, higher individual lifetime earnings, 
better quality of life, and positive contributions to society.\16\ 
Therefore, it is critical to undertake efforts that better prepare 
students in rural communities for the changing needs of the current 
workforce, and to create a more skilled workforce that will attract 
better jobs and provide economic support to the community. Such 
improvements in the educational outcomes for rural communities 
highlight the need for partnerships between schools and Federal, State, 
or local agencies or community-based organizations that can help 
students succeed both academically and in their career. However, many 
rural areas have fewer resources with which to access services and 
partnerships that are key to quality rural education. Research shows 
that creating partnerships can ``help schools get assistance with 
special resource needs; supplement classroom learning; understand the 
business world, its resources, its requirements, and its concerns; and 
gain expertise in technical and management areas. The private sector 
and community organizations can also provide rural schools with 
tutoring, apprenticeships, speakers, equipment, scholarships, and 
motivation.'' \17\ Therefore, institutions in rural communities must be 
given the tools to develop strategies and plans that best serve their 
population of rural students.\18\
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    \16\ files.eric.ed.gov/fulltext/EJ1101249.pdf.
    \17\ eric.ed.gov/
?id=ED243621#:~:text=Because%20rural%20areas%20have%20fewer%20resourc
es%20with%20which,public%20sectors%20are%20essential%20to%20quality%2
0rural%20education.
    \18\ files.eric.ed.gov/fulltext/EJ1101249.pdf.
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    Rural postsecondary institutions, specifically 2-year rural 
postsecondary institutions, are best positioned to enhance and develop 
programs that improve the preparation, support, and retention of rural 
students in higher education, and that help them to graduate from 
college and transition into in-demand and well-paying occupations. To 
this end, the RPED Grant Program is designed to support postsecondary 
enrollment and completion by addressing the challenges rural students 
face accessing postsecondary education that will prepare them for high-
skill, high-wage, and in-demand occupations.
    Priorities: This notice contains two absolute priorities, one 
competitive preference priority, and three invitational priorities. 
Absolute Priority 1 is from the Administrative Priorities for 
Discretionary Grant Programs published in the Federal Register on March 
9, 2020 (85 FR 13640) (Administrative Priorities). Absolute Priority 2 
and the competitive preference priority are 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).
    Absolute Priorities: For FY 2023, 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 each of these 
priorities.
    These priorities are:

Absolute Priority 1--Rural Applicants

    Under this priority, an applicant must demonstrate one or more of 
the following:
    (a) The applicant proposes to serve a community that is served by 
one or more LEAs with a locale code of 32, 33, 41, 42, or 43;
    (b) The applicant proposes a project in which a majority of the 
schools served have a locale code of 32, 33, 41, 42, or 43;
    (c) The applicant is an institution of higher education (IHE) with 
a rural campus setting, or the applicant proposes to serve a campus 
with a rural setting. Rural settings include any of the following: 
Town-Fringe, Town-Distant, Town-Remote, Rural Fringe, Rural-Distant, 
Rural-Remote, as defined by the NCES College Navigator search tool.

    Note: Applicants are encouraged to retrieve locale codes from 
the NCES School District search tool (https://nces.ed.gov/ccd/districtsearch/), where LEAs 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. Applicants are encouraged to 
retrieve campus settings from the NCES College Navigator search tool 
(https://nces.ed.gov/collegenavigator/) where IHEs can be looked up 
individually to determine the campus setting.

Absolute Priority 2--Increasing Postsecondary Education Access, 
Affordability, Completion, and Post-Enrollment Success

    Projects that are designed to increase postsecondary access, 
affordability, completion, and success for underserved students by 
addressing one or more of the following priority areas:
    (a) Increasing postsecondary education access and reducing the cost 
of college by creating clearer pathways for students between 
institutions and making transfer of course credits more seamless and 
transparent.
    (b) Increasing the number and proportion of underserved students 
who enroll in and complete postsecondary education programs, which may 
include strategies related to college preparation, awareness, 
application, selection, advising, counseling, and enrollment.
    (c) Supporting the development and implementation of student 
success programs that integrate multiple comprehensive and evidence-
based services or initiatives, such as academic advising, structured/
guided pathways, career services, credit-bearing academic undergraduate 
courses focused on career, and programs to meet basic needs, such as 
housing, child care and transportation, student financial aid, and 
access to technological devices.
    (d) Supporting the development and implementation of high-quality 
and accessible learning opportunities, including learning opportunities 
that are accelerated or hybrid online; credit-bearing; work-based; and 
flexible for working students.
    (e) Supporting the development and implementation of evidence-based 
strategies to promote students' development of knowledge and skills 
necessary for success in the workforce and civic life.
    (f) Providing secondary school students with access to career 
exploration and advising opportunities to help students make informed 
decisions about their postsecondary

[[Page 23658]]

enrollment decisions and to place them on a career path.
    Competitive Preference Priority: For FY 2023, and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, this priority is a competitive preference 
priority. 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 
this priority, which encompasses up to 5 points per subcomponent 
described below.
    This priority is:

Strengthening Cross-Agency Coordination and Community Engagement To 
Advance Systemic Change (Up to 10 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 college readiness (Up 
to 5 points), workforce development (Up to 5 points), or both.
    Invitational Priorities: For FY 2023, 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.
    These priorities are:

Invitational Priority 1--Supporting Secondary Students To Access 
Postsecondary Education

    Projects that are designed to provide long-term academic and career 
advising relationships, and exposure to postsecondary opportunities to 
students as early as 8th grade to support them through their transition 
to postsecondary education, including potential transitions from 2- to 
4-year programs.

Invitational Priority 2--Supporting the Development of Academic 
Programs With Career Pathways

    Projects that include partnerships with regional economic 
development or workforce agencies, regional employers, or other 
relevant nonprofit organizations and support alignment of academic 
programs with, and development of, high-quality career pathways aligned 
to high-skill, high-wage, and in-demand industry sectors and 
occupations in the region.

Invitational Priority 3--Supporting Transition From Community College 
to a 4-Year Institution of Higher Education

    Projects that are designed to provide strategies for developing and 
maintaining long-term academic and career advising relationships with 
community college students to support them through their transition to 
a 4-year IHE.
    Definitions: For FY 2023 and any subsequent year in which we make 
awards from the list of unfunded applications from this competition, 
the following definitions apply. The definition of ``in-demand industry 
sector or occupation'' is from section 3(23) of the Workforce 
Innovation and Opportunity Act of 2014 (WIOA). The definitions of 
``demonstrates a rationale,'' ``evidence-based,'' ``logic model,'' 
``project component,'' and ``relevant outcome'' are from 34 CFR 77.1. 
The definitions of ``disconnected youth,'' ``English learner,'' 
``underserved student'', and ``child or student with a disability'' are 
from the Supplemental Priorities.
    Demonstrates a rationale means a key project component included in 
the project's logic model is informed by research or evaluation 
findings that suggest the project component is likely to improve 
relevant outcomes.
    Disconnected youth means an individual, between the ages 14 and 24, 
who may be from a low-income background, experiences homelessness, is 
in foster care, is involved in the justice system, or is not working or 
not enrolled in (or at risk of dropping out of) an educational 
institution.
    English learner means an individual who is an English learner as 
defined in section 8101(20) of the Elementary and Secondary Education 
Act of 1965, as amended, 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 
evidence that demonstrates a rationale.
    In-demand industry sector or occupation means--
    (a) In General. (i) An industry sector that has a substantial 
current or potential impact (including through jobs that lead to 
economic self-sufficiency and opportunities for advancement) on the 
State, regional, or local economy, as appropriate, and that contributes 
to the growth or stability of other supporting businesses, or the 
growth of other industry sectors; or
    (ii) An occupation that currently has or is projected to have a 
number of positions (including positions that lead to economic self-
sufficiency and opportunities for advancement) in an industry sector so 
as to have a significant impact on the State, regional, or local 
economy, as appropriate.
    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/index.asp. Other sources 
include: https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.pdf, https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.pdf, and https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf.

    Project component means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers).
    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.
    Underserved student means a student (which may include students in 
K-12 programs and students in postsecondary education or career and 
technical education) 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 (as defined in this notice).
    (e) A child or student with a disability (as defined in this 
notice).
    (f) A disconnected youth (as defined in this notice).
    (g) A technologically unconnected youth.
    (h) A student experiencing homelessness or housing insecurity.
    (i) A pregnant, parenting, or caregiving student.
    (j) A student who is the first in their family to attend 
postsecondary education.

[[Page 23659]]

    (k) A student enrolling in or seeking to enroll in postsecondary 
education for the first time at the age of 20 or older.
    (l) A student who is working full-time while enrolled in 
postsecondary education.
    (m) A student who is enrolled in or is seeking to enroll in 
postsecondary education who is eligible for a Pell Grant.
    (n) A student performing significantly below grade level.
    For the purpose of the definition of underserved student only--
    Child or student with a disability 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)).
    Program Authority: 20 U.S.C. 1138-1138d; the Explanatory Statement 
accompanying Division H of the Consolidated Appropriations Act, 2023 
(Pub. L. 117-328).

    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. (d) The Administrative Priorities. (e) The Supplemental 
Priorities.

II. Award Information

    Type of Award: Discretionary grant.
    Estimated Available Funds: $44,550,000.
    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: $1,782,000 to $2,227,500.
    Estimated Average Size of Awards: $1,900,000.
    Maximum Award: $2,227,500. We will not make an award exceeding 
$2,227,500 for a single budget period of 48 months.

    Note:  The maximum award is based on a 4-year budget period. 
Applicants will need to prepare a multiyear budget request for up to 
4 years.

    Estimated Number of Awards: 23.

    Note: The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 48 months.

III. Eligibility Information

    1. Eligible Applicants: Eligible applicants are IHEs (as defined in 
section 101 of the HEA (20 U.S.C. 1001)) that are public or private 
nonprofit IHEs, and public and private nonprofit organizations and 
agencies that partner with IHEs.
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Supplement-Not-Supplant: This program does not involve 
supplement-not-supplant funding requirements.
    c. 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.
    d. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    3. Subgrantees: Under 34 CFR 75.708(b) and (c) a grantee under this 
competition may award subgrants--to directly carry out project 
activities described in its application--to entities listed in the 
grant 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 7, 2022 (87 FR 75045), and available at 
www.federalregister.gov/d/2022-26554, which contain requirements and 
information on how to submit an application. Please note that these 
Common Instructions supersede the version published on December 27, 
2021.
    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 50-page limit applies only to the application 
narrative and does not apply to Part I, the cover sheet; Part II, the 
budget section, including the narrative budget justification; Part IV, 
the assurances and certifications; or the one-page abstract, the 
resumes, the bibliography, or the letters of support. We recommend that 
any application addressing the priorities include no more than three 
additional pages for each priority addressed.
    5. Program Profile: Applicants must indicate in the recommended 
one-page abstract how the proposed project meets the absolute 
priorities, including the relevant NCES locale codes, and, if 
applicable, the competitive preference priority and invitational 
priorities. The abstract narrative should identify the target 
population (e.g., faculty, staff, students), the services that will be 
provided, and the proposed activities to be conducted during the 4-year 
performance period. It should also include anticipated results and 
citations, if applying for competitive priority points.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this program are 
from 34 CFR 75.210. Applicants should address each of the selection 
criteria. The points assigned to each criterion are indicated in the 
parentheses next to the criterion. An applicant may earn up to a total 
of 100 points based on the selection criteria and up to 10 additional 
points under the competitive preference priority, for a total score of 
up to 110

[[Page 23660]]

points. All applications will be evaluated based on the selection 
criteria as follows:
    (a) Quality of the project design. (Maximum 35 points)
    (1) The Secretary considers the quality of the design of the 
proposed project.
    (2) In determining the quality of the design of the proposed 
project, the Secretary considers the following factors:
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable. 
(Up to 10 points)
    (ii) The extent to which the design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs. (Up to 10 points)
    (iii) The extent to which the design of the proposed project 
includes a thorough, high-quality review of the relevant literature, a 
high-quality plan for project implementation, and the use of 
appropriate methodological tools to ensure successful achievement of 
project objectives. (Up to 5 points)
    (iv) The extent to which the proposed project demonstrates a 
rationale (as defined in this notice). (Up to 5 points)
    (v) The extent to which the proposed project is designed to build 
capacity and yield results that will extend beyond the period of 
Federal financial assistance. (Up to 3 points)
    (vi) The extent to which the services to be provided by the 
proposed project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services. (Up to 2 points)
    (b) Quality of the management plan. (Maximum 35 points)
    (1) The Secretary considers the quality of the management plan for 
the proposed project.
    (2) In determining the quality of the management plan, the 
Secretary considers the following factors:
    (i) The adequacy of the management plan to achieve the objectives 
of the proposed project on time and within budget, including clearly 
defined responsibilities, timelines, and milestones for accomplishing 
project tasks. (Up to 10 points)
    (ii) The extent to which the costs are reasonable in relation to 
the number of persons to be served and to the anticipated results and 
benefits. (Up to 5 points)
    (iii) The adequacy of mechanisms for ensuring high-quality products 
and services from the proposed project. (Up to 5 points)
    (iv) The adequacy of procedures for ensuring feedback and 
continuous improvement in the operation of the proposed project. (Up to 
5 points)
    (v) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project. (Up to 10 points)
    (c) Adequacy of resources. (Maximum 10 points)
    (1) The Secretary considers the adequacy of resources for the 
proposed project.
    (2) In determining the adequacy of resources for the proposed 
project, the Secretary considers the following factors:
    (i) The adequacy of support, including facilities, equipment, 
supplies, and other resources, from the applicant organization or the 
lead applicant organization. (Up to 5 points)
    (ii) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project. 
(Up to 5 points)
    (d) Quality of the project evaluation. (Maximum 20 points)
    (1) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (2) In determining the quality of the evaluation, the Secretary 
considers:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project. (Up to 10 points)
    (ii) The extent to which the methods of evaluation provide for 
examining the effectiveness of project implementation strategies. (Up 
to 10 points)
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
also requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    For this competition, a panel of external reviewers will read, 
prepare a written evaluation of, and score all eligible applications 
using the selection criteria and the competitive preference priority, 
if applicable, provided in this notice. The individual scores of the 
reviewers will be added and the sum divided by the number of reviewers 
to determine the peer review score. The Department may use more than 
one tier of reviews in evaluating grantees. The Department will prepare 
a rank order of applications based solely on the evaluation of their 
quality according to the selection criteria and competitive preference 
priority points.
    Tiebreaker. In the event there are two or more applications with 
the same final score, and there are insufficient funds to fully support 
each of these applications, the Department will apply the following 
procedure to determine which application or applications will receive 
an award:
    First Tiebreaker: The first tiebreaker will be the highest average 
score for the selection criterion ``Quality of the Project Design''. If 
a tie remains, the second tiebreaker will be utilized.
    Second Tiebreaker: The second tiebreaker will be the highest 
average score for the selection criterion ``Quality of the Management 
Plan.'' If a tie remains, the third tiebreaker will be utilized.
    Third Tiebreaker: The third tiebreaker will be the highest average 
score for the selection criterion ``Quality of the Project 
Evaluation.'' If a tie remains, the fourth tiebreaker will be utilized.
    Fourth Tiebreaker: The fourth tiebreaker will be the applicant that 
serves the highest number of LEAs, schools, and/or institutions located 
in a rural area as identified by the rural locale codes outlined in 
Absolute Priority 1. Please refer to the NCES locale lookup map: 
https://nces.ed.gov/programs/maped/LocaleLookup/.
    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

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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.
    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 purposes of Department reporting under 
34 CFR 75.110, the Department will use the following performance 
measures to evaluate the success of the RPED Grants Program:
    a. The number of rural students that received direct student 
services supported by the grant.
    b. The change in the annual enrollment rate at grantee institutions 
of rural students that received direct student services supported by 
the grant from one year to the next.
    c. The number of rural students that received direct student 
services supported by the grant that transfer to a 4-year institution 
or obtain a degree or certificate of completion.
    d. The number of rural students that received direct student 
services supported by the grant who obtain an internship, 
apprenticeship, or employment.
    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

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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.

Nasser Paydar,
Assistant Secretary for Postsecondary Education.
[FR Doc. 2023-08173 Filed 4-17-23; 8:45 am]
BILLING CODE 4000-01-P