[Federal Register Volume 88, Number 82 (Friday, April 28, 2023)]
[Notices]
[Pages 26281-26287]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-08915]
[[Page 26281]]
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DEPARTMENT OF EDUCATION
Applications for New Awards--American History and Civics
Education National Activities Program
AGENCY: Office of Elementary and Secondary Education, Department of
Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for fiscal year (FY) 2023 for the American
History and Civics Education National Activities (AHC-NA) program,
Assistance Listing Number 84.422B. This notice relates to the approved
information collection under OMB 1894-0006.
DATES:
Applications Available: April 28, 2023.
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 AHC-
NA program. These informational webinars will occur approximately 2
weeks after this notice is published in the Federal Register, with
information available at https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/effective-educator-development-programs/national-activities-grant/.
Note: For potential grantees new or 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
https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs. Please note that these Common Instructions supersede
the version published on December 27, 2021.
FOR FURTHER INFORMATION CONTACT: Orman Feres, U.S. Department of
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 purpose of the AHC-NA program is to promote
new and existing evidence-based strategies to encourage innovative
American history, civics and government, and geography instruction,
learning strategies, and professional development activities and
programs for teachers, principals, or other school leaders,
particularly such instruction, strategies, activities, and programs
that benefit students from low-income backgrounds and other underserved
populations.
Background: The AHC-NA program seeks to promote evidence-based
approaches that encourage innovative American history and civics
education. In particular, the program seeks to promote strategies,
activities, and programs that benefit students from low-income
backgrounds and other underserved populations. This program is
authorized under section 2233 of the Elementary and Secondary Act of
1965, as amended (ESEA). The Department encourages applications to
include strong partnerships and active collaboration between eligible
entities, local educational agencies 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 one absolute priority, two competitive
preference priorities, and one invitational priority. Consistent with
section 2233 of the ESEA, the absolute priority addresses innovative
instruction or professional development in American history, civics and
government, and geography, and Competitive Preference Priority 1
encourages applicants to propose projects that incorporate the use of
hands-on civic engagement activities for teachers and students or
programs that educate students about the history and principles of the
U.S. Constitution, including the Bill of Rights. Competitive Preference
Priority 2, drawn from 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 students who represent traditionally
underserved communities. Access to educational resources and
opportunities such as rigorous coursework, and dual enrollment can have
positive impacts on underserved students. 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 qualified
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 and a lower likelihood that they will have access to 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
[[Page 26282]]
more easily spread, and effective civics education can help students
distinguish fact from misinformation by providing them with the
knowledge and skills to critically evaluate information and news 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 and promote student engagement in civics. The inclusion of
this invitational priority reflects the congressional intent outlined
in the 2023 Appropriations Committee Report directing the Department to
provide grants that emphasize student engagement, promote civic
participation, and cultivate media literacy. 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 one absolute priority, two
competitive preference priorities, and one invitational priority. In
accordance with 34 CFR 75.105(b)(2)(iv), the absolute priority is from
section 2233(b)(1) of the ESEA, 20 U.S.C. 6663. Competitive Preference
Priority 1 is from section 2233(b)(2) of the ESEA, and Competitive
Preference Priority 2 is from the Supplemental Priorities.
Absolute 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 absolute priority. Under 34 CFR
75.105(c)(3), we consider only applications that meet this priority.
This priority is:
Innovative Instruction or Professional Development in American
History, Civics and Government, and Geography.
Under this priority, we provide funding to projects that are
designed to develop, implement, expand, evaluate, and disseminate for
voluntary use, innovative, evidence-based approaches or professional
development programs in American history, civics and government, and
geography. To meet this priority, a project must--
(a) Show potential to improve the quality of teaching of and
student achievement in American history, civics and government, or
geography, in elementary schools and secondary schools; and
(b) Demonstrate innovation, scalability, accountability, and a
focus on underserved populations.
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
12 points to an application, depending on how well the application
meets these priorities.
These priorities are:
Competitive Preference Priority 1--Innovative Activities for Civic
Engagement. (up to 5 points)
Under this priority, we provide funding to promote new and existing
evidence-based strategies to encourage innovative civics and government
learning strategies and professional development activities and
programs for teachers, principals, or other school leaders,
particularly such instruction, strategies, activities, and programs
that benefit low-income students and underserved populations. To meet
this priority, a project must include one or both of the following--
(a) Hands-on civic engagement activities for teachers and students;
or
(b) Programs that educate students about the history and principles
of the Constitution of the United States, including the Bill of Rights.
Competitive Preference Priority 2--Promoting Equity in Student
Access to Educational Resources and Opportunities. (up to 7 points)
Under this priority, an applicant must demonstrate that the
applicant proposes a project designed to promote educational equity and
adequacy in resources and opportunity for underserved students in one
or more of the following educational settings:
(i) Early learning programs.
(ii) Elementary school
(iii) Middle school.
(iv) High school.
(v) Career and technical education programs.
(vi) Out-of-school-time settings.
(vii) Alternative schools and programs.
(viii) Juvenile justice system or correctional facilities.
The project also must examine the sources of inequity and
inadequacy and implement responses, and may include one or both of the
following:
(i) 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).
(ii) 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 invitational priority. 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.
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 using 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
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literacy as ``the ability to access, analyze, evaluate, create, and act
using all forms of communication.'' \3\ For the purpose of this
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 following definitions apply to this competition.
The definition of ``evidence-based'' is from section 8101 of the ESEA.
The definitions of ``demonstrates a rationale,'' ``experimental
study,'' ``logic model,'' ``moderate evidence,'' ``project component,''
``promising evidence,'' ``quasi-experimental design study,'' ``relevant
outcome,'' ``strong evidence,'' and ``What Works Clearinghouse
Handbooks'' 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 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.
Evidence-based means an activity, strategy, or intervention that--
(i) Demonstrates a statistically significant effect on improving
student outcomes or other relevant outcomes based on--
(A) Strong evidence from at least 1 well-designed and well-
implemented experimental study;
(B) Moderate evidence from at least 1 well-designed and well-
implemented quasi-experimental study; or
(C) Promising evidence from at least 1 well-designed and well-
implemented correlational study with statistical controls for selection
bias; or
(ii)(A) Demonstrates a rationale based on high quality research
findings or positive evaluation that such activity, strategy, or
intervention is likely to improve student outcomes or other relevant
outcomes; and
(B) Includes ongoing efforts to examine the effects of such
activity, strategy, or intervention.
Experimental study means a study that is designed to compare
outcomes between two groups of individuals (such as students) that are
otherwise equivalent except for their assignment to either a treatment
group receiving a project component or a control group that does not.
Randomized controlled trials, regression discontinuity design studies,
and single-case design studies are the specific types of experimental
studies that, depending on their design and implementation (e.g.,
sample attrition in randomized controlled trials and regression
discontinuity design studies), can meet What Works Clearinghouse (WWC)
standards without reservations as described in the WWC Handbooks:
(i) A randomized controlled trial employs random assignment of, for
example, students, teachers, classrooms, or schools to receive the
project component being evaluated (the treatment group) or not to
receive the project component (the control group).
(ii) A regression discontinuity design study assigns the project
component being evaluated using a measured variable (e.g., assigning
students reading below a cutoff score to tutoring or developmental
education classes) and controls for that variable in the analysis of
outcomes.
(iii) A single-case design study uses observations of a single case
(e.g., a student eligible for a behavioral intervention) over time in
the absence and presence of a controlled treatment manipulation to
determine whether the outcome is systematically related to the
treatment.
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.
Moderate evidence means that there is evidence of effectiveness of
a key project component in improving a relevant outcome for a sample
that overlaps with the populations or settings proposed to receive that
component, based on a relevant finding from one of the following:
(i) A practice guide prepared by the WWC using version 2.1, 3.0,
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base''
or ``moderate evidence base'' for the corresponding practice guide
recommendation;
(ii) An intervention report prepared by the WWC using version 2.1,
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ``positive effect''
or ``potentially positive effect'' on a relevant outcome based on a
``medium to large'' extent of evidence, with no reporting of a
``negative effect'' or ``potentially negative effect'' on a relevant
outcome; or
(iii) A single experimental study or quasi-experimental design
study reviewed and reported by the WWC using version 2.1, 3.0, 4.0, or
4.1 of the WWC Handbooks, or otherwise assessed by the Department using
version 4.1 of the WWC Handbooks, as appropriate, and that--
(A) Meets WWC standards with or without reservations;
(B) Includes at least one statistically significant and positive
(i.e., favorable) effect on a relevant outcome;
(C) Includes no overriding statistically significant and negative
effects on relevant outcomes reported in the study or in a
corresponding WWC
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intervention report prepared under version 2.1, 3.0, 4.0, or 4.1 of the
WWC Handbooks; and
(D) Is based on a sample from more than one site (e.g., State,
county, city, school district, or postsecondary campus) and includes at
least 350 students or other individuals across sites. Multiple studies
of the same project component that each meet requirements in paragraphs
(iii)(A), (B), and (C) of this definition may together satisfy the
requirement in this paragraph (iii)(D).
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 sustained coaching for these teachers).
Promising evidence means that there is evidence of the
effectiveness of a key project component in improving a relevant
outcome, based on a relevant finding from one of the following:
(i) A practice guide prepared by WWC reporting a ``strong evidence
base'' or ``moderate evidence base'' for the corresponding practice
guide recommendation;
(ii) An intervention report prepared by the WWC reporting a
``positive effect'' or ``potentially positive effect'' on a relevant
outcome with no reporting of a ``negative effect'' or ``potentially
negative effect'' on a relevant outcome; or
(iii) A single study assessed by the Department, as appropriate,
that--
(A) Is an experimental study, a quasi-experimental design study, or
a well-designed and well-implemented correlational study with
statistical controls for selection bias (e.g., a study using regression
methods to account for differences between a treatment group and a
comparison group); and
(B) Includes at least one statistically significant and positive
(i.e., favorable) effect on a relevant outcome.
Quasi-experimental design study means a study using a design that
attempts to approximate an experimental study by identifying a
comparison group that is similar to the treatment group in important
respects. This type of study, depending on design and implementation
(e.g., establishment of baseline equivalence of the groups being
compared), can meet WWC standards with reservations, but cannot meet
WWC standards without reservations, as described in the WWC Handbooks.
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.
Strong evidence means that there is evidence of the effectiveness
of a key project component in improving a relevant outcome for a sample
that overlaps with the populations and settings proposed to receive
that component, based on a relevant finding from one of the following:
(i) A practice guide prepared by the WWC using version 2.1, 3.0,
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base''
for the corresponding practice guide recommendation;
(ii) An intervention report prepared by the WWC using version 2.1,
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ``positive effect''
on a relevant outcome based on a ``medium to large'' extent of
evidence, with no reporting of a ``negative effect'' or ``potentially
negative effect'' on a relevant outcome; or
(iii) A single experimental study reviewed and reported by the WWC
using version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbooks, or otherwise
assessed by the Department using version 4.1 of the WWC Handbooks, as
appropriate, and that--
(A) Meets WWC standards without reservations;
(B) Includes at least one statistically significant and positive
(i.e., favorable) effect on a relevant outcome;
(C) Includes no overriding statistically significant and negative
effects on relevant outcomes reported in the study or in a
corresponding WWC intervention report prepared under version 2.1, 3.0,
4.0, or 4.1 of the WWC Handbooks; and
(D) Is based on a sample from more than one site (e.g., State,
county, city, school district, or postsecondary campus) and includes at
least 350 students or other individuals across sites. Multiple studies
of the same project component that each meet requirements in paragraphs
(iii)(A), (B), and (C) of this definition may together satisfy the
requirement in this paragraph (iii)(D).
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.
What Works Clearinghouse (WWC) Handbooks (WWC Handbooks) means the
standards and procedures set forth in the WWC Standards Handbook,
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1,
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version
2.1 (all incorporated by reference, see Sec. 77.2). Study findings
eligible for review under WWC standards can meet WWC standards without
reservations, meet WWC standards with reservations, or not meet WWC
standards. WWC practice guides
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and intervention reports include findings from systematic reviews of
evidence as described in the WWC Handbooks documentation.
Note: The What Works Clearinghouse Procedures and Standards
Handbook (Version 4.1), as well as the more recent What Works
Clearinghouse Handbooks released in August 2022 (Version 5.0), are
available at https://ies.ed.gov/ncee/wwc/Handbooks.
Program Authority: Section 2233 of the ESEA, 20 U.S.C. 6663.
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: $18,975,000.
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: $500,000-$1,000,000 per year.
Estimated Average Size of Awards: $650,000 per year.
Maximum Award: We will not make an award exceeding $1,000,000 to
any applicant per 12-month budget period. The Department plans to fully
fund awards made under this notice with FY 2023 funds.
Estimated Number of Awards: 25-30.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 36 months, with potential for renewal of up
to an additional 24 months.
III. Eligibility Information
1. Eligible Applicants: An institution of higher education or other
nonprofit or for-profit organization with demonstrated expertise in the
development of evidence-based approaches with the potential to improve
the quality of American history, civics and government, or geography
learning and teaching.
Note: If multiple eligible entities wish to form a consortium and
jointly submit a single application, they must follow the procedures
for group applications described in 34 CFR 75.127 through 34 CFR
75.129.
2. a. Cost Sharing or Matching: This program does not require any
cost sharing or matching.
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 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. Please note that these Common Instructions
supersede the version published on December 27, 2021.
2. Submission of Proprietary Information: Given the types of
projects that may be proposed in applications for the AHC-NA program,
your application may include business information that you consider
proprietary. In 34 CFR 5.11, we define ``business information'' and
describe the process we use in determining whether any of that
information is proprietary and, thus, protected from disclosure under
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as
amended).
Because we plan to make successful applications available to the
public, you may wish to request confidentiality of business
information.
Consistent with Executive Order 12600, please designate in your
application any information that you believe is exempt from disclosure
under Exemption 4. In the appropriate Appendix section of your
application, under ``Other Attachments Form,'' please list the page
number or numbers on which we can find this information. For additional
information please see 34 CFR 5.11(c).
3. Intergovernmental Review: This 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).
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Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
Furthermore, applicants are strongly encouraged to include a table
of contents that specifies where each required part of the application
is located.
6. Notice of Intent to Apply: The Department will be able to
develop a more efficient process for reviewing grant applications if it
has a better understanding of the number of entities that intend to
apply for funding under this competition. Therefore, the Secretary
strongly encourages each potential applicant to notify the Department
of its 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.
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.
(2) 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 proposed project will focus on
serving or otherwise addressing the needs of disadvantaged individuals.
(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, 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
[[Page 26287]]
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 must extend 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.
(c) Under 34 CFR 75.250(b), the Secretary may provide a grantee
with additional funding for data collection analysis and reporting. In
this case the Secretary establishes a data collection period.
5. Performance Measures: For the purposes of Department reporting
under 34 CFR 75.110, we have established the following performance
objective for the AHC-NA Program: Participants will demonstrate through
pre- and post-assessments an increased understanding of American
history, civics and government, and geography.
For purposes of Department reporting under 34 CFR 75.110, we will
track performance on this objective through the following measure: The
average percentage gain on an American History, Civics and Government,
Geography and/or other related assessment after participation in the
grant activities.
We advise an applicant for a grant under this program to give
careful consideration to this measure in conceptualizing the approach
to, and evaluation of, its proposed project. Each grantee will be
required to provide, in its annual and final performance reports, data
about its performance with respect to this measure.
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; whether the
grantee has met the required non-Federal cost share or matching
requirement; 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 of
Elementary and Secondary Education.
[FR Doc. 2023-08915 Filed 4-27-23; 8:45 am]
BILLING CODE 4000-01-P