[Federal Register Volume 88, Number 82 (Friday, April 28, 2023)]
[Notices]
[Pages 26288-26294]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-08914]


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DEPARTMENT OF EDUCATION


Applications for New Awards--American History and Civics 
Education--Presidential and Congressional Academies for American 
History and Civics

AGENCY: Office of Elementary and Secondary Education, Department of 
Education.

ACTION: Notice.

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SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for new awards for fiscal year (FY) 2023 for the 
Presidential and Congressional Academies for American History and 
Civics (Academies) Program, Assistance Listing Number 84.422A. This 
notice relates to the approved information collection under OMB control 
number 1894-0006.

DATES: 
    Applications Available: April 28, 2023.
    Date of Pre-Application Webinars: The Office of Elementary and 
Secondary Education intends to conduct informational webinars designed 
to provide technical assistance to interested applicants for grants 
under the Academies Program. These informational webinars occur 
approximately 2 weeks after the publication of this notice in the 
Federal Register at https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/effective-educator-development-programs/american-history-and-civics-academies.
    Note: For potential new grantees or for applicants unfamiliar with 
grantmaking at the Department, please consult the resources on the 
Department's Grants web page: www2.ed.gov/fund/grant/about/discretionary/index.html.
    Deadline for Notice of Intent To Apply: May 30, 2023.
    Deadline for Transmittal of Applications: July 12, 2023.
    Deadline for Intergovernmental Review: September 11, 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.govinfo.gov/content/pkg/FR-2022-12-07/pdf/2022-26554.pdf. Please 
note that these Common Instructions supersede the version published on 
December 27, 2021.

FOR FURTHER INFORMATION CONTACT: Orman Feres, U.S. Department of

[[Page 26289]]

Education, 400 Maryland Avenue SW, Washington, DC 20202-5960. 
Telephone: (202) 453-6921. 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 Academies Program supports the 
establishment of (1) Presidential Academies for the Teaching of 
American History and Civics that offer workshops for both veteran and 
new teachers to strengthen their knowledge of American history, civics, 
and government education (Presidential Academies); and (2) 
Congressional Academies for Students of American History and Civics 
that provide high school students opportunities to enrich their 
understanding of these subjects (Congressional Academies).
    Background: The Academies Program supports projects to raise 
student achievement in American history and civics by improving 
teachers' and students' knowledge, understanding, and engagement with 
these subjects, including principles of the Constitution, through 
intensive workshops with scholars, master teachers, and curriculum 
experts. This program is authorized under section 2232 of the 
Elementary and Secondary Act of 1965, as amended (ESEA). The Department 
encourages applications to include strong partnerships and active, 
ongoing collaboration between eligible entities, local educational 
agencies (LEAs), and State educational agencies (SEAs) in their design 
and proposed implementation. Project activities should reflect the best 
available research and practice in teaching and learning.
    This competition includes two absolute priorities, two competitive 
preference priorities, and one invitational priority. Consistent with 
section 2232 of the ESEA, the absolute priorities address professional 
development and instruction in American history and civics for teachers 
and students. Applicants are required to address both absolute 
priorities. Competitive Preference Priority 1, from section 2232(e)(4) 
of the ESEA, encourages applicants to develop programs using the 
resources from the National Park Service. Competitive Preference 
Priority 2, from the Final Priorities and Definitions--Supplemental 
Priorities and Definitions for Discretionary Programs (Supplemental 
Priorities), published in the Federal Register on December 10, 2021 (86 
FR 70612), encourages applicants to develop programs that promote 
equity in student access to educational resources and opportunities. 
This work may be accomplished by carefully examining and implementing 
responses to the sources of inequity or by establishing, expanding, or 
improving efforts intended to engage members of underserved communities 
in policy and practice.
    The Department recognizes the negative impact that inadequate 
access to, and the inequitable distribution of, resources have on the 
educational experience of underserved students. Access to educational 
resources and opportunities such as rigorous coursework and dual 
enrollment can have positive impacts on underserved students. For 
example, a December 2020 brief from the National Center for Education 
Statistics at the Department's Institute of Education Sciences \1\ 
revealed that a correlation exists between the percentage of students 
who qualify for free or reduced-price lunch in a school and the 
likelihood that those students will have access to dual enrollment 
opportunities. Specifically, the study showed that schools with a 
higher percentage of students who were approved for free or reduced-
price lunch were less likely to offer dual enrollment than schools with 
a lower rate of participation in free or reduced-price lunch programs. 
Such examples of inadequate or inequitable access to educational 
resources can lead to the students from higher poverty schools having 
fewer opportunities for educational enrichment, a lower likelihood that 
they will have access to high-quality early learning programs, well-
rounded coursework, and high-quality college and career pathway 
programs. This could ultimately limit civic engagement in our 
democracy.
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    \1\ nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020125.
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    Effective civics education is a key component in the preservation 
of the Nation's democracy. Providing students with a strong foundation 
in information literacy skills is especially important in an age of 
digital media consumption. A 2019 survey conducted by Common Sense 
Media and Survey Monkey \2\ revealed that teens are substantially more 
likely to obtain their news from information posted on social media 
platforms or shared by celebrities and influencers than from 
traditional media outlets. As a result, misinformation can more easily 
spread, and effective civics education can be an opportunity to help 
students distinguish fact from misinformation by providing them with 
the knowledge and skills to critically evaluate the materials they 
encounter and develop the skills necessary to meaningfully participate 
in our democracy.
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    \2\ https://www.commonsensemedia.org/about-us/news/press-releases/new-survey-reveals-teens-get-their-news-from-social-media-and-youtube.
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    Therefore, the invitational priority encourages applicants to 
foster critical thinking and promote student engagement in civics 
education through professional development and/or student-facing 
projects using media literacy, digital citizenship, or other activities 
designed to promote student engagement in civics education. Consistent 
with the use of invitational priorities across grant competitions, 
applicants are not required to respond to the invitational priority, 
and applications that meet the invitational priority do not receive a 
preference or competitive advantage over other applications.
    The Department fully recognizes and respects that curriculum 
decisions are made at the State and local levels, not by the Federal 
Government, and does not mandate, direct, or control curricula through 
this competition. Rather, the Department, through this competition, 
seeks to encourage efforts to implement more effective, student-
centered teaching practices and professional development activities 
while promoting learning practices among students that reflect the 
diversity of identities, histories, contributions, and experiences to 
support enriched educational opportunity, equity, and success for all 
students.
    Priorities: This notice contains two absolute priorities, two 
competitive preference priorities, and one invitational priority. In 
accordance with 34 CFR 75.105(b)(2)(iv), the absolute priorities are 
from section 2232(e)(1) and 2232(f)(1) of the ESEA, 20 U.S.C. 6662. 
Competitive Preference Priority 1 is from section 2232(e)(4) of the 
ESEA and Competitive Preference Priority 2 is from the 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 both of these 
priorities.
    These priorities are:
    Absolute Priority 1--Presidential Academies for the Teaching of 
American History and Civics.

[[Page 26290]]

    Under this priority, an applicant must propose to establish a 
Presidential Academy that offers a seminar or institute for teachers of 
American history and civics, which--
    (a) Provides intensive professional development opportunities for 
teachers of American history and civics to strengthen such teachers' 
knowledge of the subjects of American history and civics;
    (b) Is led by a team of primary scholars and core teachers who are 
accomplished in the field of American history and civics;
    (c) Is conducted during the summer or other appropriate time; and
    (d) Is of not less than 2 weeks and not more than 6 weeks in 
duration.
    Absolute Priority 2--Congressional Academies for Students of 
American History and Civics.
    Under this priority, an applicant must propose to establish a 
seminar or institute for outstanding students of American history and 
civics, which--
    (a) Broadens and deepens such students' understanding of American 
history and civics;
    (b) Is led by a team of primary scholars and core teachers who are 
accomplished in the field of American history and civics;
    (c) Is conducted during the summer or other appropriate time; and
    (d) Is of not less than 2 weeks and not more than 6 weeks in 
duration.
    Competitive Preference 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 competitive preference 
priorities. 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.
    These priorities are:
    Competitive Preference Priority 1--Using the Resources of the 
National Parks. (up to 3 points)
    Applicants that propose to develop innovative and comprehensive 
programs using the resources of the National Parks, including, to the 
extent practicable, through coordination or alignment of activities 
with the National Park Service National Centennial Parks initiative.
    Note: The Department recognizes that the National Park Service 
Centennial occurred in 2016, and that consequently it may not be 
feasible to coordinate activities with this initiative. However, 
applicants can address this priority by proposing to develop innovative 
and comprehensive programs using other resources of the National Parks.
    Competitive Preference Priority 2--Promoting Equity in Student 
Access to Educational Resources and Opportunities. (up to 7 points)
    Under this priority, and applicant must demonstrate that the 
applicant proposes a project designed to promote educational equity and 
adequacy in resources and opportunity for underserved students--
    (a) in one or more of the following educational settings:
    (1) Early learning programs.
    (2) Elementary school.
    (3) Middle school.
    (4) High school.
    (5) Career and technical education programs.
    (6) Out-of-schooltime settings.
    (7) Alternative schools and programs.
    (8) Juvenile justice system or correctional facilities.
    (b) That examines the sources of inequity and inadequacy and 
implement responses, and that may include one or both of the following:
    (1) Rigorous, engaging, and well-rounded (e.g., that include music 
and the arts) approaches to learning that are inclusive with regard to 
race, ethnicity, culture, language, and disability status and prepare 
students for college, career, and civic life, including civics programs 
that support students in understanding and engaging in American 
democratic practices (up to 3 points).
    (2) Establishing, expanding, or improving the engagement of 
underserved community members (including underserved students and 
families) in informing and making decisions that influence policy and 
practice at the school, district, or State level by elevating their 
voices, through their participation and their perspectives and 
providing them with access to opportunities for leadership (e.g., 
establishing partnerships between civic student government programs and 
parent and caregiver leadership initiatives) (up to 4 points).
    Invitational 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 an invitational priority. Under 34 CFR 
75.105(c)(1) we do not give an application that meets this invitational 
priority a competitive or absolute preference over other applications.
    This priority is:
    Projects that describe how they will foster critical thinking and 
promote student engagement in civics education through professional 
development and/or student-facing projects involving media literacy, 
digital citizenship, or other activities designed to support students 
in--
    (a) Evaluating sources and evidence using standards of proof;
    (b) Understanding their own biases when reviewing information, as 
well as uncovering and recognizing bias in primary and secondary 
sources;
    (c) Synthesizing information into cogent communications; and
    (d) Understanding how inaccurate information may be used to 
influence individuals and developing strategies to recognize accurate 
and inaccurate information.
    Note: The National Association for Media Literacy Education defines 
media literacy as ``the ability to access, analyze, evaluate, create, 
and act using all forms of communication.'' \3\ For the purpose of this 
invitational priority, digital citizenship means the safe, ethical, 
responsible, and informed use of technology. This concept encompasses a 
range of skills and literacies that can include internet safety, 
privacy and security, cyberbullying, online reputation management, 
communication skills, information literacy, and creative credit and 
copyright.
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    \3\ https://namle.net/resources/media-literacy-defined.
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    Definitions: The definitions of ``demonstrates a rationale,'' 
``logic model,'' ``project component,'' and ``relevant outcome'' are 
from 34 CFR 77.1. The definitions of ``children or students with 
disabilities,'' ``disconnected youth,'' ``early learning,'' ``English 
learner,'' ``military- or veteran-connected student,'' and 
``underserved student'' are from the Supplemental Priorities.
    Children or students with disabilities means children with 
disabilities as defined in section 602(3) of the Individuals with 
Disabilities Education Act (IDEA) (20 U.S.C. 1401(3)) and 34 CFR 300.8, 
or students with disabilities, as defined in the Rehabilitation Act of 
1973 (29 U.S.C. 705(37), 705(202) (B)).
    Demonstrates a rationale means a key project component included in 
the project's logic model is informed by research or evaluation 
findings that suggest the project component is likely to improve 
relevant outcomes.
    Disconnected youth means an individual, between the ages 14 and 24, 
who may be from a low-income background, experiences homelessness, is 
in foster care, is involved in the justice system, or is not working or 
not enrolled in (or at risk of dropping out of) an educational 
institution.
    Early learning means any (a) State-licensed or State-regulated 
program or provider, regardless of setting or funding source, that 
provides early care and education for children from birth to 
kindergarten entry, including, but not

[[Page 26291]]

limited to, any program operated by a child care center or in a family 
child care home; (b) program funded by the Federal Government or State 
or local educational agencies (including any Individuals with 
Disabilities Education Act (IDEA)-funded program); (c) Early Head Start 
and Head Start program; (d) non-relative child care provider who is not 
otherwise regulated by the State and who regularly cares for two or 
more unrelated children for a fee in a provider setting; and (e) other 
program that may deliver early learning and development services in a 
child's home, such as the Maternal, Infant, and Early Childhood Home 
Visiting Program; Early Head Start; and Part C of IDEA.
    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.
    Logic model (also referred to as a theory of action) means a 
framework that identifies key project components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to be 
critical to achieving the relevant outcomes) and describes the 
theoretical and operational relationships among the key project 
components and relevant outcomes.
    Military- or veteran-connected student means one or more of the 
following:
    (a) A child participating in an early learning program, a student 
enrolled in preschool through grade 12, or a student enrolled in career 
and technical education or postsecondary education who has a parent or 
guardian who is a member of the uniformed services (as defined by 37 
U.S.C. 101), in the Army, Navy, Air Force, Marine Corps, Coast Guard, 
Space Force, National Guard, Reserves, National Oceanic and Atmospheric 
Administration, or Public Health Service or is a veteran of the 
uniformed services with an honorable discharge (as defined by 38 U.S.C. 
3311).
    (b) A student who is a member of the uniformed services, a veteran 
of the uniformed services, or the spouse of a service member or 
veteran.
    (c) A child participating in an early learning program, a student 
enrolled in preschool through grade 12, or a student enrolled in career 
and technical education or postsecondary education who has a parent or 
guardian who is a veteran of the uniformed services (as defined by 37 
U.S.C. 101).
    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 children in 
early learning environments, students in K-12 programs, students in 
postsecondary education or career and technical education, and adult 
learners, as appropriate) in one or more of the following subgroups:
    (a) A student who is living in poverty or is served by schools with 
high concentrations of students living in poverty.
    (b) A student of color.
    (c) A student who is a member of a federally recognized Indian 
Tribe.
    (d) An English learner.
    (e) A child or student with a disability.
    (f) A disconnected youth.
    (g) A technologically unconnected youth.
    (h) A migrant student.
    (i) A student experiencing homelessness or housing insecurity.
    (j) A lesbian, gay, bisexual, transgender, queer or questioning, or 
intersex (LGBTQI+) student.
    (k) A student who is in foster care.
    (l) A student without documentation of immigration status.
    (m) A pregnant, parenting, or caregiving student.
    (n) A student performing significantly below grade level.
    (o) A military- or veteran-connected student.
    Application Requirements: The following requirements are from 
sections 2232(e)(2), 2232(e)(3), 2232(f)(2) and 2232(f)(3) of the ESEA 
and apply to all applications submitted under this competition:
    (a) Selection of teachers. Each year, each Presidential Academy 
shall select between 50 and 300 teachers of American history and civics 
from public or private elementary schools and secondary schools to 
attend the seminar or institute.
    (b) Teacher stipends. Each teacher selected to participate in a 
seminar or institute under this competition shall be awarded a fixed 
stipend based on the length of the seminar or institute to ensure that 
participants do not incur personal costs associated with the teacher's 
participation in the seminar or institute.
    (c) Selection of students. Each year, each Congressional Academy 
shall select between 100 and 300 eligible students to attend the 
seminar or institute under this competition.
    (d) Eligible students. A student shall be eligible to attend a 
seminar or institute offered by a Congressional Academy under this 
competition if the student--
    (i) Is recommended by the student's secondary school principal or 
other school leader to attend the seminar or institute; and
    (ii) Will be a secondary school junior or senior in the academic 
year following attendance at the seminar or institute.
    (e) Student stipends. Each student selected to participate in a 
seminar or institute under this competition shall be awarded a fixed 
stipend based on the length of the seminar or institute to ensure that 
such student does not incur personal costs associated with the 
student's participation in the seminar or institute.
    Program Authority: Section 2232 of the ESEA (20 U.S.C. 6662).
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in the 
Federal civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget Guidelines to 
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 
2 CFR part 180, as adopted and amended as regulations of the Department 
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended as regulations of the Department in 2 CFR 
part 3474. (d) The Supplemental Priorities.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $2,975,000.
    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: $300,000-$1,000,000 per year.
    Estimated Average Size of Awards: $650,000 per year.
    Estimated Number of Awards: 3-5.

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    Maximum Award: We will not make an award exceeding $1,000,000 to 
any applicant per 12-month budget period.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: An institution of higher education or 
nonprofit educational organization, museum, library, or research center 
with demonstrated expertise in historical methodology or the teaching 
of American history and civics; or a consortium of these entities.
    In its application, an applicant must submit documentation of its 
organization's demonstrated expertise in historical methodology or the 
teaching of American history or civics.
    Note: Consortium applicants must follow the procedures for group 
applications described in 34 CFR 75.127 through 34 CFR 75.129.
    Note: If you are a nonprofit organization, under 34 CFR 75.51, you 
may demonstrate your nonprofit status by providing: (1) proof that the 
Internal Revenue Service currently recognizes the applicant as an 
organization to which contributions are tax deductible under section 
501(c)(3) of the Internal Revenue Code; (2) a statement from a State 
taxing body or the State attorney general certifying that the 
organization is a nonprofit organization operating within the State and 
that no part of its net earnings may lawfully benefit any private 
shareholder or individual; (3) a certified copy of the applicant's 
certificate of incorporation or similar document if it clearly 
establishes the nonprofit status of the applicant; or (4) any item 
described above if that item applies to a State or national parent 
organization, together with a statement by the State or parent 
organization that the applicant is a local nonprofit affiliate.
    2. a. Cost Sharing or Matching: Under section 2232(g)(1) of the 
ESEA, each grant recipient must provide, from non-Federal sources, an 
amount equal to 100 percent of the amount of the grant, which may be 
provided in cash or through in-kind contributions, to carry out the 
activities supported by the grant. To meet this requirement, grantees 
must provide matching contributions on an annual basis relative to the 
amount of Academies Program funds received for a fiscal year.
    Under section 2232(g)(2) of the ESEA, the Secretary may waive the 
matching requirement for any fiscal year for a grantee if the Secretary 
determines that applying the matching requirement would result in 
serious hardship or an inability to carry out project activities. 
Applicants that wish to apply for a waiver for one or more fiscal years 
may include a request in their application that describes how the 100 
percent matching requirement would cause serious hardship or an 
inability to carry out project activities.
    b. Supplement-Not-Supplant: This program involves supplement-not-
supplant funding requirements. In accordance with section 2301 of the 
ESEA, funds made available under this program must be used to 
supplement, and not supplant, other non-Federal funds that would 
otherwise be expended to carry out activities under this program.
    c. Indirect Cost Rate Information: This program uses a training 
indirect cost rate. This limits indirect cost reimbursement to an 
entity's actual indirect costs, as determined in its negotiated 
indirect cost rate agreement, or 8 percent of a modified total direct 
cost base, whichever amount is less. For more information regarding 
training indirect cost rates, see 34 CFR 75.562. For more information 
regarding indirect costs, or to obtain a negotiated indirect cost rate, 
please see https://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: 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 7, 2022 (84 FR 3768), and available at https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the Academies 
competition, your application may include business information that you 
consider proprietary. In 34 CFR 5.11 we define ``business information'' 
and describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
amended).
    Because, consistent with previous Academies competitions, we plan 
to post on our website the application narrative sections of all 
Academies grants, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you believe is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information.
    3. 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 competition.
    4. Funding Restrictions: We specify unallowable costs in 2 CFR 200, 
subpart E. We reference additional regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    5. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative 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, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit does not apply to the cover sheet; the 
budget section, including the narrative budget justification; the 
assurances and certifications; or the one-page abstract, the resumes, 
the bibliography, or the letters of support. However, the

[[Page 26293]]

recommended page limit does apply to all of the application narrative.
    6. Notice of Intent to Apply: The Department will be able to review 
grant applications more efficiently if we know the approximate number 
of applicants that intend to apply. Therefore, we strongly encourage 
each potential applicant to notify us of their intent to submit an 
application. To do so, please email the program contact person listed 
under FOR FURTHER INFORMATION CONTACT with the subject line ``Intent to 
Apply,'' and include the applicant's name and a contact person's name 
and email address. Applicants that do not submit a notice of intent to 
apply may still apply for funding; applicants that do submit a notice 
of intent to apply are not bound to apply or bound by the information 
provided.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this program are 
from 34 CFR 75.210. An applicant may earn up to a total of 100 points 
based on the selection criteria. The maximum score for addressing each 
criterion is indicated in parentheses.
    (a) Quality of the project design. (20 points)
    (1) 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:
    (i) The extent to which the proposed project demonstrates a 
rationale. (10 points)
    (ii) The extent to which the proposed project represents an 
exceptional approach to the priority or priorities established for the 
competition. (10 points)
    (b) Need for project. (25 points)
    (1) The Secretary considers the need for the proposed project. In 
determining the need for the proposed project, the Secretary considers 
the following factors:
    (i) The magnitude or severity of the problem to be addressed by the 
proposed project. (8 points)
    (ii) The extent to which specific gaps or weaknesses in services, 
infrastructure, or opportunities have been identified and will be 
addressed by the proposed project, including the nature and magnitude 
of those gaps or weaknesses. (7 points)
    (iii) The extent to which the services to be provided by the 
proposed project are focused on those with greatest needs. (10 points)
    (c) Quality of the management plan. (25 points)
    (1) 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 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. (13 points)
    (ii) The adequacy of procedures for ensuring feedback and 
continuous improvement in the operation of the proposed project. (12 
points)
    (d) Adequacy of resources. (30 points)
    (1) The Secretary considers the adequacy of resources for the 
proposed project. In determining the quality of the adequacy of 
resources, 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. (6 points)
    (ii) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project. (8 points)
    (iii) The extent to which the applicant demonstrates that it has 
the resources to operate the project beyond the length of the grant, 
including a multiyear financial and operating model and accompanying 
plan; the demonstrated commitment of any partners; evidence of broad 
support from stakeholders (e.g., SEAs, LEAs, teachers' unions) critical 
to the project's long-term success; or more than one of these types of 
evidence. (8 points)
    (iv) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project. 
(8 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).
    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 OMB'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

[[Page 26294]]

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 the purposes of Department reporting 
under 34 CFR 75.110, we have established the following performance 
objective for the Academies Program:
    Participants will demonstrate through pre- and post-assessments an 
increased understanding of American history and civics that can be 
linked to their participation in the Presidential or Congressional 
Academy.
    For purposes of Department reporting under 34 CFR 75.110, we will 
track performance on this objective through the following measures:
    Presidential Academies: The average percentage gain on an 
assessment after participation in the Presidential Academy.
    Congressional Academies: The average percentage gain on an 
assessment after participation in the Congressional Academy.
    We advise applicants for grants under this program to give careful 
consideration to these measures in conceptualizing the approach and 
evaluation of a proposed project. Each grantee will be required to 
provide, in its annual and final performance reports, data about its 
performance with respect to these measures.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things: whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, whether 
the grantee has made substantial progress in achieving the performance 
targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, or compact disc, or other accessible format.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at www.govinfo.gov. At this site you can view this 
document, as well as all other documents of this Department published 
in the Federal Register, in text or Portable Document Format (PDF). To 
use PDF you must have Adobe Acrobat Reader, which is available free at 
the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

James F. Lane,
Senior Advisor, Office of the Secretary, Delegated the Authority to 
Perform the Functions and Duties of the Assistant Secretary Office 
Elementary and Secondary Education.
[FR Doc. 2023-08914 Filed 4-27-23; 8:45 am]
BILLING CODE 4000-01-P