[Federal Register Volume 88, Number 155 (Monday, August 14, 2023)]
[Notices]
[Pages 55019-55033]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-17226]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Perkins Innovation and Modernization 
Grant Program

AGENCY: Office of Career, Technical, and Adult Education, Department of 
Education.

ACTION: Notice.

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SUMMARY: The Department of Education (ED or Department) is issuing a 
notice inviting applications for new awards for fiscal year (FY) 2023 
for the Perkins Innovation and Modernization (PIM) grant program, 
Assistance Listing Number 84.051F. This notice relates to the approved 
information collection under OMB control number 1830-0583.

DATES: 
    Applications Available: August 14, 2023.
    Deadline for Notice of Intent to Apply: Applicants are strongly 
encouraged, but not required, to submit a notice of intent to apply by 
September 13, 2023.
    Date of Pre-Application Webinar: For information about a pre-
application webinar or potential future webinars, visit the Perkins 
Collaborative Resource Network (PCRN) at http://cte.ed.gov/.
    Deadline for Transmittal of Applications: October 13, 2023.
    Deadline for Intergovernmental Review: December 12, 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: Dr. Charles ``Bryan'' Jenkins, U.S. 
Department of Education, 400 Maryland Avenue SW, Room 4A192, 
Washington, DC 20202. Telephone: 202-987-0815. 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 PIM grant program is to 
identify, support, and rigorously evaluate evidence-based and 
innovative strategies and activities to improve and modernize career 
and technical education (CTE) and ensure workforce skills taught in CTE 
programs funded under the Carl D. Perkins Career and Technical 
Education Act of 2006, as amended by the Strengthening Career and 
Technical Education for the 21st Century Act (Perkins V), align with 
labor market needs.
    Background: The PIM grant program, authorized under section 114(e) 
of Perkins V, supports evidence-based educational programs and 
practices to improve and modernize CTE. Raise the Bar: Lead the World 
\1\ is the Department's call to action to transform prekindergarten 
through grade 12 education through evidence-based practices and 
strategies that advance educational equity and excellence. Within this 
call to action is Raise the Bar: Unlocking Career Success, an 
interagency initiative across the U.S. Departments of Education, Labor, 
and Commerce, that reimagines how our nation's high schools prepare all 
students to thrive in their future careers by providing students with 
accelerated and innovative opportunities to earn college credits and 
gain career experiences. This Fiscal Year (FY) 2023 PIM grant program 
competition advances the goals of Raise the Bar: Unlocking Career 
Success through priorities that seek to prepare all young people more 
equitably and effectively for further learning and economic advancement 
in rewarding careers.
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    \1\ U.S. Secretary of Education Miguel Cardona laid out his 
vision for the direction the Department will follow in fiscal year 
2023 to promote academic excellence, improve learning conditions, 
and prepare students for a world where global engagement is critical 
to our Nation's standing. More information is available at https://www.ed.gov/raisethebar.
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    With this competition, the Department seeks to support applicants 
that will build capacity among secondary education, postsecondary 
education, and workforce development systems to expand access to 
career-connected high school programs for more students. As described 
below, the four strategies, or ``keys,'' to career-connected high 
schools are evidence-based strategies that support students in the 
connections and transition between high school, postsecondary 
education, and careers. Under Absolute Priority 1, applicants will be 
required to describe the extent to which they are currently 
implementing career-connected learning and provide a plan for how they 
will increase the proportion of students who graduate from high school 
with these four keys to unlock their career success:
     Postsecondary Education and Career Navigation System. 
Participation in a comprehensive postsecondary education and career 
navigation system that supports career exploration and education 
planning, provides information and assistance in pursuing further 
learning after high school, and includes the development and regular 
updating of a personalized postsecondary education and career plan (as 
defined in this notice) throughout high school;
     Dual or Concurrent Enrollment. Postsecondary credits 
earned from dual or concurrent enrollment programs (as defined in this 
notice) within a clearly defined program of study (as defined in this 
notice) to give students a head start in earning a postsecondary 
credential;
     Work-Based Learning. Participation in work-based learning 
opportunities (as defined in this notice) for which students receive 
wages or academic credit, or both; and
     Industry-Recognized Credential. Attainment of an in-demand 
and high-value industry-recognized credential (as defined in this 
notice) so that every young person can earn a living wage after high 
school, open more doors to pursue further education, and live 
independently.

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    The four keys to career-connected learning are evidence-based \2\ 
and have broad support. According to an analysis by the National 
Governors Association, at least 31 Governors focused in their 2023 
State of the State addresses on expanding CTE and workforce development 
opportunities for high school students.\3\ Virginia Governor Glenn 
Youngkin advocated for strong partnerships between community colleges 
and high schools so that every high school student can earn an 
industry-recognized or postsecondary credential in high school.\4\ 
Oklahoma Governor Kevin Stitt called for expanding dual enrollment 
programming so that high school students can more easily earn college 
credits. Montana Governor Greg Gianforte recommended expanding work-
based learning opportunities that allow students to obtain on-the-job 
experience and apply that experience to their high school graduation 
requirements.\5\ They join governors, such as Washington Governor Jay 
Inslee, California Governor Gavin Newsom, and Ohio Governor Mike 
DeWine, who have championed State investments in expanding and 
improving college and career pathways for young people through Career 
Connect Washington,\6\ the Golden State Pathways Program,\7\ and 
College Credit Plus,\8\ respectively.
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    \2\ We published a notice of proposed priorities, requirements, 
definitions, and selection criteria for this program in the Federal 
Register on May 16, 2023 (88 FR 31196). The notice contains 
background information on the evidence that supports the four keys 
to career-connected learning.
    \3\ National Governors Association (2023), State Education 
Trends for 2023 (March 14, 2023). Retrieved from: https://www.nga.org/news/commentary/state-education-trends-for-2023/.
    \4\ Jamieson, C., Perez, Jr., Z., ``Governors' Top Education 
Priorities in 2023 State of the State Addresses.'' Education 
Commission of the States and the National Governor's Association. 
Retrieved from: https://www.ecs.org/wp-content/uploads/Governors-Top-Education-Priorities-in-2023-State-of-the-State-Addresses.pdf.
    \5\ Montana Department of Commerce (2023), Governor Gianforte: 
``The American Dream is Alive and Well Here in Montana'' (February 
1, 2023). Retrieved from: https://commerce.mt.gov/News/news-articles/Governor-Gianforte-The-American-Dream-Is-Alive-and-Well-Here-in-Montana.
    \6\ Career Connect Washington (2023), Career Connect Washington: 
Overview and Updates (April 2023). Retrieved from: https://careerconnectwa.org/plan/.
    \7\ California Department of Education (2022), Golden State 
Pathways Program. Retrieved from: https://www.cde.ca.gov/ci/gs/hs/gspp.asp.
    \8\ Poiner, J. (2022), Ohio is making strides in education-to-
workforce pathways, Ohio Gadfly Daily (June 6, 2022), Thomas B. 
Fordham Institute. Retrieved from: https://fordhaminstitute.org/ohio/commentary/ohio-making-strides-education-workforce-pathways.
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    Paragraph (b) of Absolute Priority 1, along with Program 
Requirements 2 and 3, challenges applicants to offer dual or concurrent 
enrollment courses not as one-off opportunities to explore 
postsecondary education, or what some have described as ``random acts 
of dual enrollment,'' \9\ but as elements of a coherent program of 
study that culminates with an associate, bachelor's, or advanced 
degree, or completion of a Registered Apprenticeship Program. Each 
academic or CTE course in the program of study should advance students 
toward their college and career goals by counting toward their intended 
postsecondary credential. Applicants are encouraged to connect their 
design of these programs of study with the ``guided pathway'' reform 
effort among community colleges and other broad-access public 
institutions of higher education (IHEs) to reorganize course offerings 
into clearly defined course sequences within ``meta-majors'' that are 
mapped to in-demand careers.\10\ Under the guided pathway model, 
students who are still considering their career and credential options 
select a meta-major like health sciences or science, technology, 
engineering, and mathematics, and begin taking introductory academic or 
CTE courses within the meta-major that count toward a number of 
different credentials. Dual or concurrent enrollment programs also may 
be organized in this way.
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    \9\ Fink, J., Fay, M., et al. (2022), From ``Random Acts'' and 
``Programs of Privilege'' to Dual Enrollment Equity Pathways, The 
Mixed Methods Blog (April 4, 2022), Community College Research 
Center. Retrieved from: https://ccrc.tc.columbia.edu/easyblog/introducing-dual-enrollment-equity-pathways.html.
    \10\ Jenkins, D., Lahr, H., Fink, J., and Ganga, E. (2018), What 
We Are Learning About Guided Pathways: Part 1: A Reform Moves from 
Theory to Practice, Community College Research Center, Teachers 
College, Columbia University. Retrieved from: https://ccrc.tc.columbia.edu/media/k2/attachments/guided-pathways-part-1-theory-practice.pdf.
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    Statutory Application Requirement 4 requires a description of how 
the CTE programs or programs of study to be implemented with grant 
funds reflect the needs of local, regional, or State employers, as 
demonstrated by the comprehensive needs assessment that subrecipients 
of the Perkins V State formula grant program conduct every two years 
under section 134(c) of Perkins V. Applicants are encouraged to connect 
proposed project activities with efforts to strengthen and expand their 
local economies by attracting new industry and taking advantage of new 
good job opportunities like those created by the Infrastructure 
Investment and Jobs Act (Pub. L. 117-58),\11\ CHIPS and Science Act 
(Pub. L. 117-167),\12\ and the Inflation Reduction Act (Pub. L. 117-
169).\13\ The Invest.gov website has an interactive map that, for a 
given community, region, or State, illustrates the impact of this 
record-breaking level of Federal and private sector investment in 
critical sectors of our economy such as infrastructure, clean energy, 
semiconductors, and biotechnology.\14\ Additionally, applicants are 
encouraged to connect their proposed project activities with efforts to 
expand good jobs in foundational sectors that support healthy and 
productive local economies and workforces, such as health care and 
early education.
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    \11\ Office of the President (Aug. 3, 2021), Fact Sheet: The 
Bipartisan Infrastructure Investment and Jobs Act Creates Good-
Paying Jobs and Supports Workers. Retrieved from: https://www.whitehouse.gov/briefing-room/statements-releases/2021/08/03/fact-sheet-the-bipartisan-infrastructure-investment-and-jobs-act-creates-good-paying-jobs-and-supports-workers/.
    \12\ Office of the President (Aug. 9, 2022), Fact Sheet: CHIPS 
and Science Act Will Lower Costs, Create Jobs, Strengthen Supply 
Chains, and Counter China. Retrieved from: https://www.whitehouse.gov/briefing-room/statements-releases/2022/08/09/fact-sheet-chips-and-science-act-will-lower-costs-create-jobs-strengthen-supply-chains-and-counter-china/. These include new jobs 
for early educators that may be created as a part of large 
employers' obligation to connect their employees to accessible, 
affordable, reliable, and high-quality child care. https://www.nist.gov/system/files/documents/2023/03/30/CHIPS%20Workforce%20Development%20Planning%20Guide%20%281%29.pdf.
    \13\ Office of the President (Aug. 19, 2022), Fact Sheet: The 
Inflation Reduction Act Supports Workers and Families. Retrieved 
from: https://www.whitehouse.gov/briefing-room/statements-releases/2022/08/19/fact-sheet-the-inflation-reduction-act-supports-workers-and-families/.
    \14\ The White House (2023), Investing in America. Retrieved 
from: https://www.whitehouse.gov/invest/.
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    The Department is committed to advancing equity and examining and 
addressing the sources of inequities in educational opportunities. In 
this competition, Absolute Priority 2 is from the Secretary's 
Supplemental Priorities and Definitions for Discretionary Grants 
Programs, published in the Federal Register on December 10, 2021 (86 FR 
70612) (Supplemental Priorities) and focuses on designing projects that 
provide opportunities and resources for underserved students (as 
defined in this notice). Perkins V emphasizes supports for students who 
are members of special populations (as defined in this notice). The 
groups of students in the Perkins V definition are aligned with the 
groups in the definition of underserved students drawn from the 
Supplemental Priorities.
    All applicants are required to meet both Absolute Priorities 1 and 
2 to be eligible for a grant award. Through Absolute Priority 2, we 
focus grantee efforts on expanding participation of underserved 
students in the four keys to career-connected learning described in

[[Page 55021]]

Absolute Priority 1 because underserved students are typically less 
likely to access and engage in these opportunities than their peers. 
For example, while dual or concurrent enrollment programs are 
widespread and nationally--available, by one estimate, in 82 percent of 
public high schools \15\--students from low-income families, English 
learners, students with disabilities, youth in foster care, and 
students experiencing homelessness are all less likely to participate 
in dual or concurrent enrollment programs or courses.\16\ As a result, 
too many communities are not taking full advantage of the power of dual 
or concurrent enrollment to reduce equity gaps and promote greater 
college readiness and success among students who are underrepresented 
in postsecondary education. These and other equity gaps in career-
connected learning activities are deep and persistent, but they can be 
closed with intentional policies and practices and by scaling up 
existing successful strategies.\17\ Absolute Priority 2 focuses 
grantees on such efforts by deliberately designing their projects to 
close equity gaps. This priority is consistent with the focus on equity 
in Perkins V and with the statutory directive that the Department give 
priority to proposed PIM projects that will predominantly serve 
students from low-income families.
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    \15\ Taie, S., & Lewis, L. (2020), Dual or concurrent enrollment 
in public schools in the United States (NCES 2020-125, Data Point). 
U.S. Department of Education, Institute of Education Sciences, 
National Center for Education Statistics. Retrieved from: https://nces.ed.gov/pubs2020/2020125.pdf.
    \16\ Taylor, J.L., Allen, T.O., An, B.P., Denecker, C., Edmunds, 
J.A., Fink, J., Giani, M.S., Hodara, M., Hu, X., Tobolowsky, B.F., & 
Chen, W. (2022), Research priorities for advancing equitable dual 
enrollment policy and practice. Salt Lake City, UT: University of 
Utah. Retrieved from: https://cherp.utah.edu/_resources/documents/publications/research_priorities_for_advancing_equitable_dual_enrollment_policy_and_practice.pdf.
    \17\ Mehl, G., Wyner, J., Barnett, E.A., Fink, J., & Jenkins, D. 
(2020), The dual enrollment playbook: A guide to equitable 
acceleration for students. Aspen Institute and Community College 
Research Center. Retrieved from: https://ccrc.tc.columbia.edu/media/k2/attachments/dual-enrollment-playbook-equitable-acceleration.pdf.
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    However, while Absolute Priority 2 requires a grantee to give 
particular attention to improving the participation of underserved 
students in systematic postsecondary counseling and career advising, 
dual or concurrent enrollment, work-based learning, and programs that 
offer opportunities to earn an industry-recognized credential, we 
encourage applicants to implement schoolwide-approaches that may be 
used to serve all students. Projects may be more cohesive and 
sustainable if the four keys are implemented schoolwide, with 
appropriate supports and equity guardrails to ensure that underserved 
students remain the focus of these strategies. Similarly, applicants 
who respond to Competitive Preference 2, which gives competitive 
preference to applicants who submit a plan to predominantly serve 
students from families with low incomes, are not required to 
exclusively serve students from families with low incomes to meet the 
priority. We encourage applicants responding to this priority to design 
schoolwide projects where possible.
    Some students face barriers that can make accessing and succeeding 
in career-connected learning activities especially difficult. 
Comprehensive, wraparound supportive services can play a critical role 
in mitigating or removing these barriers. Supportive services could 
include, for example, and where appropriate, child and dependent care, 
tools, work clothing, application fees and other costs of 
apprenticeship or required pre-employment training, transportation and 
travel to training and work sites, internet access, mental health 
counseling, legal assistance, financial counseling, drug treatment, 
reasonable accommodations, and services aimed at helping to retain 
underserved students like mentoring, support groups, and peer 
networking.\18\ We note that Absolute Priority 1 uses the term ``career 
guidance and academic counseling'' from Perkins V, which includes 
informing all students about the availability of support services and 
directly providing support services to students who are members of 
special populations to enable them to persist in and complete programs 
of study. The definition of personalized postsecondary education and 
career plan also requires that the plan identify any comprehensive 
wraparound support services a student may need to participate in 
programs of study and work-based learning. Applicants are encouraged to 
address in their applications how they will use wraparound supportive 
services to increase student participation in the four keys to career-
connected learning. This includes, where appropriate, child or 
dependent care, consistent with the President's Executive Order on 
Increasing Access to High-Quality Care and Supporting Caregivers.\19\
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    \18\ Please note that any proposed use of funds for supportive 
services must be both an allowable activity under section 114(e)(7) 
of Perkins and a reasonable and necessary cost of the program under 
the Uniform Administrative Requirements, Cost Principles, and Audit 
Requirements for Federal Awards in 2 CFR part 200.
    \19\ Executive Office of the President, Executive Order 14095 
(April 18, 2023), Increasing Access to High-Quality Care and 
Supporting Caregivers, 88 FR 24669. Retrieved from: https://www.federalregister.gov/documents/2023/04/21/2023-08659/increasing-access-to-high-quality-care-and-supporting-caregivers.
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    One related program requirement addresses the implementation of the 
four keys described in Absolute Priority 1. It requires that each 
grantee's project plan include a timeline for implementation of all 
four keys to career-connected learning for students served by the 
project, by no later than the end of the fifth year of the project. 
Each grantee also must submit an annual report documenting progress on 
the implementation plan and the timeline. We recognize that grantees 
are likely to be in different stages of developing and implementing the 
four keys described in the priority at the onset of the grant period, 
and that some grantees will need more time to focus on one or more of 
the keys; however, we also emphasize that implementing a cohesive and 
integrated plan for transforming high schools that incorporates all 
four keys for all students served is more likely to be sustainable and 
effective in equitably preparing students for their futures. This 
requirement does not mandate that grantees achieve universal 
participation in the four keys to career-connected learning by the end 
of the grant period. It requires instead that a grantee achieve a 
measurable level of student participation in the four keys by the end 
of the grant period. Because several of the selection criteria assess 
the extent to which applicants will significantly expand participation 
in each of the keys, we expect applicants that seek to achieve a high 
level of participation in the four keys and present compelling plans 
for achieving it will be the most competitive.
    Section 114(e)(5) of Perkins V directs the Department to award no 
less than 25 percent of PIM grant funds to projects proposing to fund 
CTE activities that serve students in rural communities. To confirm 
that a proposed project will serve students from rural communities, 
Absolute Priority 3 requires an applicant to identify, by name, 
National Center for Education Statistics (NCES) local educational 
agency (LEA), identification number, and NCES locale code, the rural 
LEA(s) that it proposes to serve in its grant application. Applicants 
from rural communities, including Tribal applicants, that wish to be 
considered for these focused funds,

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must meet Absolute Priorities 1, 2, and 3.
    This competition also includes two competitive preference 
priorities. The first competitive preference priority has two parts. 
Competitive Preference Priority 1(a) seeks eligible applicants that 
apply as a partnership that includes an LEA, a community or technical 
college or another IHE, and, to ensure the project prepares students 
for in-demand careers, employers. Transforming high schools to equip 
students with the knowledge and skills they will need to succeed in 
college and in jobs is likely to be more cohesive if it is carried out 
through a partnership that includes, at a minimum, leadership and 
commitment from secondary education, postsecondary education, and 
business and industry. Other relevant community stakeholders, such as 
local workforce development boards (as defined in this notice), 
qualified intermediaries (as defined in this notice), labor-management 
partnerships, youth-serving organizations, local teachers unions or 
school staff unions or other representatives of teachers and faculty, 
and nonprofit organizations, may also be engaged. Applicants are 
required to provide a preliminary memorandum of understanding (MOU) or 
partnership agreement among all the identified partner entities that 
describes the roles and responsibilities of each partner in carrying 
out the proposed project. Recognizing that some implementation 
decisions are likely to take more time or additional partners, the 
notice also requires PIM partnership grantees to submit a formal MOU 
that includes all members of the partnership 120 days after the grant 
is awarded.
    Competitive Preference Priority 1(b) is from the Supplemental 
Priorities and establishes a competitive priority for applicants whose 
postsecondary partner is a Historically Black college or university, 
Tribal College or University, or a minority-serving institution (all 
respectively defined in this notice). Applicants that choose to address 
Competitive Preference Priority 1(a) may also address Competitive 
Preference Priority 1(b). To be considered for the maximum number of 
points for this competitive preference priority (7), an applicant must 
address both parts. An applicant may choose, however, to address only 
Competitive Preference 1(a) and receive 5 points.
    Section 114(e)(4) of Perkins V instructs the Secretary to give 
priority to PIM grant projects that will predominantly serve students 
from low-income families. To encourage and support efforts to increase 
the number of innovative and high-quality programs available to 
students from families with low incomes, particularly in our Nation's 
high-poverty communities, Competitive Preference Priority 2 
operationalizes this statutory priority by seeking applicants with a 
strong plan to serve students from families with low incomes and 
provide evidence that a specific minimum percentage of students from 
families with low incomes will be served by the project over the course 
of the grant project period.
    Priorities: This notice contains three absolute priorities and two 
competitive preference priorities. Absolute Priorities 1 and 3 and 
Competitive Preference Priorities 1(a) and 2 are from the notice of 
final priorities, requirements, definitions, and selection criteria for 
the PIM grant program published in the Federal Register on August 14, 
2023 (NFP). Absolute Priority 2 and Competitive Preference Priority 
1(b) are from the Supplemental Priorities.
    Absolute Priorities: For FY 2024 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 Absolute Priority 
1 and Absolute Priority 2; or Absolute Priority 1, Absolute Priority 2 
and Absolute Priority 3.
    Absolute Priority 3 constitutes its own funding category under 
Absolute Priorities 1 and 2. Under section 114(e)(5) of Perkins V, the 
Department must use at least 25 percent of PIM program grant funds per 
fiscal year to make awards to applicants serving rural communities, 
contingent on receipt of a sufficient number of applications of 
sufficient quality. For purposes of this competition, we will consider 
an applicant, including Tribal applicants, as rural if the applicant 
meets the qualifications for rural applicants established in section 
114(e)(5)(A) of Perkins V, and the applicant addresses Absolute 
Priority 3. Consequently, there will be separate funding slates for 
each of the following categories of applications:
     Absolute Priorities 1 and 2;
     Absolute Priorities 1 and 2 and 3.
    Note: As a result of the statutory requirement that the Department 
award no less than 25 percent of PIM grant funds to projects proposing 
to fund CTE activities that serve students in rural communities, the 
Department may fund applicants out of the overall rank order, provided 
applications of sufficient quality are submitted, but the Department is 
not bound to do so.
    These priorities are:
    Absolute Priority 1--Career-Connected High Schools.
    To meet this priority, an applicant must submit a detailed 5-year 
implementation plan to increase the alignment and integration of high 
school and the first 2 years of postsecondary education in one or more 
high schools that describes the extent to which the applicant is 
currently implementing career-connected learning, with supporting data 
if available; and describes how the applicant will substantially 
increase the proportion of students who graduate from high school with 
the following four keys for career connected learning:
    (a) Education and career goals documented in a personalized 
postsecondary education and career plan that was updated at least once 
in each year of high school through a system of career guidance and 
academic counseling (as defined by this notice) and postsecondary 
education navigation supports that offers college and career coaching 
from trained advisors that is culturally responsive and informed by 
accurate and current labor market information;
    (b) Postsecondary credits earned from dual or concurrent enrollment 
programs that are part of a program of study that culminates with an 
associate, bachelor's, or advanced degree, or completion of a 
Registered Apprenticeship Program;
    (c) Work experience gained through participation in one or more 
work-based learning opportunities for which they received wages, 
academic credit, or both; and
    (d) An in-demand and high-value industry-recognized credential.
    Absolute Priority 2--Promoting Equity in Student Access to 
Educational Resources and Opportunities.
    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 high 
school that examines the sources of inequity and inadequacy and 
implements responses, and that includes rigorous, engaging, and well-
rounded (e.g., that includes 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 the following:
    (a) Advanced courses and programs, including dual enrollment and 
early college programs.
    (b) Project-based and experiential learning, including service and 
work-based learning.

[[Page 55023]]

    (c) High-quality CTE courses, pathways, and industry-recognized 
credentials that are integrated into the curriculum.
    Absolute Priority 3--Rural Communities.
    To meet this priority, an applicant must demonstrate that the 
proposed project will serve students residing in rural communities and 
identify by name, National Center for Education Statistics (NCES) LEA 
identification number, and NCES locale code, the rural LEA(s) that it 
proposes to serve in its grant application. Applicants may retrieve 
locale codes from the NCES School District search tool (nces.ed.gov/ccd/districtsearch/).
    Competitive Preference Priorities: These priorities are competitive 
preference priorities. Under 34 CFR 75.105(c)(2)(i), we award an 
additional 5 points to an application that meets Competitive Preference 
Priority 1(a), and we award an additional 2 points to an application 
that meets Competitive Preference Priority 1(b), as applicable. Only 
applicants that meet Competitive Preference Priority 1(a) are eligible 
for consideration under Competitive Preference Priority 1(b), and an 
applicant must address both parts of the priority to receive 
consideration for the full 7 points under Competitive Preference 
Priority 1. We award up to an additional 8 points to an application, 
depending on how well the application meets Competitive Preference 
Priority 2.
    The total maximum points we may award an application that chooses 
to address all of the Competitive Preference Priorities is 115 for 
applicants applying under only Absolute Priorities 1 and 2. For 
applicants serving rural communities under Absolute Priority 3, who are 
eligible to receive up to an additional 10 points under the Selection 
Criteria, the total maximum points we may award an application that 
chooses to address all of the Competitive Preference Priorities is 125.
    Competitive Preference Priority 1--Partnership Applications (up to 
7 points total).
    Competitive Preference Priority 1(a)--Partnership Requirements (5 
points).
    To meet this priority, an application--
    (1) Must be submitted by an applicant that includes one or more 
partners in each of the following categories:
    (A) A LEA (including a public charter school LEA), an area CTE 
school, an educational service agency serving secondary school 
students, an Indian Tribe, Tribal organization, or Tribal educational 
agency, eligible to receive assistance under section 131 of Perkins V;
    (B) A community or technical college or other IHE eligible to 
receive assistance under section 132 of Perkins V; and
    (C) Two or more business or industry representative partners, which 
may include representatives of local or regional businesses or 
industries;
    (2) May include any other relevant community stakeholders, such as 
local workforce development boards, labor-management partnerships, 
youth-serving organizations, nonprofit organizations, qualified 
intermediaries, local teachers unions or school staff unions or other 
representatives of teachers and faculty, and afterschool and summer 
learning programs; and
    (3) Must include a partnership agreement or proposed MOU among all 
members of the application, identified at the time of the application, 
that describes the role of each partner in carrying out the proposed 
project and the process for a formal MOU to be established.
    Competitive Preference Priority 1(b)--Promoting Equity in Student 
Access to Educational Resources and Opportunities (2 points).
    Under this priority, an applicant must demonstrate that the 
project's partnership described in Competitive Preference Priority 1(a) 
will be implemented by or in partnership with one or more of the 
following entities:
    (1) Historically Black colleges and universities.
    (2) Tribal Colleges and Universities.
    (3) Minority-serving institutions.
    Competitive Preference Priority 2--Serving Students from Families 
with Low Incomes (up to 8 points).
    To meet this priority, applicants must submit a plan to 
predominantly serve students from families with low incomes.
    The plan must include--
    (a) The specific activities the applicant proposes to ensure that 
the project will predominantly serve students from low-income families, 
including how the project will recruit and retain students and the 
supports it will provide to students to promote retention and 
completion;
    (b) The timeline for implementing the activities;
    (c) The parties responsible for implementing the activities;
    (d) The key data sources and measures demonstrating that the 
project is designed to predominantly serve students from low-income 
families; and
    (e) Evidence that at least 51 percent of the students to be served 
by the project are from low-income families.
    (1) When demonstrating that the project is designed to 
predominantly serve secondary students from low-income families, the 
applicant must use one or more of the following data sources and 
measures:
    (A) Children aged 5 through 17 in poverty counted in the most 
recent census data approved by the Secretary; \20\
---------------------------------------------------------------------------

    \20\ The U.S. Census Bureau LEA poverty estimates are available 
at: www.census.gov/data/datasets/2017/demo/saipe/2017-school-districts.html.
---------------------------------------------------------------------------

    (B) Students eligible for a free or reduced-price lunch under the 
Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.);
    (C) Students whose families receive assistance under the State 
program funded under part A of title IV of the Social Security Act (42 
U.S.C. 601 et seq.);
    (D) Students who are eligible to receive medical assistance under 
the Medicaid program;
    (E) Residence in a Census tract, a set of contiguous Census tracts, 
an American Indian Reservation, Oklahoma Tribal Statistical Area (as 
defined by the U.S. Census Bureau), Alaska Native Village Statistical 
Area or Alaska Native Regional Corporation Area, Native Hawaiian 
Homeland Area, or other Tribal land as defined by the Secretary of 
Labor in guidance, or a county, that has a poverty rate of at least 25 
percent as set every 5 years using American Community Survey 5-year 
data; or
    (F) A composite of such indicators.
    (2) When demonstrating that the project is designed to 
predominantly serve secondary students from low-income families, 
applicants may use data from elementary or middle schools that feed 
into a secondary school to establish that 51 percent of the students to 
be served by the project are students from low-income families.
    Program Requirements:
    The five program requirements for this program are from the NFP.
    Program Requirement 1--Matching Contributions.
    (a) A grantee must provide from non-Federal sources (e.g., State, 
local, or private sources), an amount equal to not less than 50 percent 
of funds provided under the grant, which may be provided in cash or 
through in-kind contributions, to carry out activities supported by the 
grant, except that the Secretary may waive the matching funds 
requirement, on a case-by-case basis, upon a showing of exceptional 
circumstances, such as (but not limited to)--
    (1) The difficulty of raising matching funds for a program to serve 
a rural area.
    (2) The difficulty of raising matching funds on Tribal land.

[[Page 55024]]

    (3) The difficulty of raising matching funds in areas with a 
concentration of local educational agencies or schools with a high 
percentage of students aged 5 through 17--
    (A) who are living in poverty, as counted in the most recent census 
data approved by the Secretary;
    (B) who are eligible for a free or reduced-price lunch under the 
Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.);
    (C) whose families receive assistance under the State program 
funded under part A of title IV of the Social Security Act (42 U.S.C. 
601 et seq.); or
    (D) who are eligible to receive medical assistance under the 
Medicaid program.
    (4) The difficulty of raising matching funds by an IHE that, during 
the current or preceding year, has been granted a waiver by the 
Department of certain non-Federal cost-sharing requirements under the 
Federal Work Study program, the Federal Supplemental Educational 
Opportunity Grants program, or the TRIO Student Support Services 
program because it has low education and general expenditures and 
serves a large proportion of students receiving need-based assistance 
under title IV of the Higher Education Act of 1965, as amended (HEA).
    (b) Non-Federal funds used by a grantee to support activities 
allowable under this program prior to its receipt of the grant may be 
used to meet the matching requirements of this program. The prohibition 
against supplanting non-Federal funds in section 211(a) of Perkins V 
applies to grant funds provided under this program but does not apply 
to the matching requirement.
    (c) Matching funds provided by a grantee may be met over the full 
duration of the grant award period, rather than per year, except that 
the grantee must make progress toward meeting the matching requirement 
in each year of the grant award period.
    Program Requirement 2--Programs of Study.
    By no later than the end of the first year of the project, courses 
in programs of study offered by grantees to students for completion 
during high school must be designed to meet the entrance requirements 
and expectations for placement in credit-bearing coursework at public, 
in-state IHEs. Dual enrollment courses confer postsecondary credit. The 
programs of study offered to students by grantees may include 
opportunities to attain an industry-recognized credential or a 
postsecondary certificate that participating students may earn during 
high school, but must culminate with an associate, bachelor's, or 
advanced degree, or completion of a Registered Apprenticeship Program 
upon completion of additional postsecondary education after high school 
graduation.
    Program Requirement 3--Independent Evaluation.
    (a) The independent evaluation supported by a grantee must, in 
accordance with instructions and definitions provided by the Secretary, 
report annually the number and percentage of students who graduated 
from high schools served by the proposed project who, prior to or upon 
graduation--
    (1) Earned, through their successful participation in dual or 
concurrent enrollment programs in academic or CTE subject areas--
    (i) any postsecondary credits; and, separately,
    (ii) 12 or more postsecondary credits that are part of a program of 
study that culminates with an associate, bachelor's, or advanced 
degree, or completion of a Registered Apprenticeship Program.
    (2) Completed 40 or more hours of work-based learning for which 
they received wages or academic credit, or both.
    (3) Attained an industry-recognized credential that is in-demand in 
the local, regional, or State labor market and associated with one or 
more jobs with median earnings that exceed the median earnings of a 
high school graduate.
    (4) Met, in each year of high school, with a school counselor, 
college adviser, career coach, or other appropriately trained adult for 
education and career counseling during which they reviewed and updated 
a personalized postsecondary educational and career plan.
    (b) The outcomes described in paragraph (a) must be disaggregated 
by--
    (1) Subgroups of students, described in section 1111(c)(2)(B) of 
the Elementary and Secondary Education Act of 1965 (ESEA);
    (2) Special populations;
    (3) Sex; and
    (4) Each CTE program and program of study.
    (c) The independent evaluation supported by a grantee must report 
annually on the extent to which CTE participants and CTE concentrators 
in each CTE program or program of study reflect the demographics of the 
school, including sex, major racial and ethnic groups, and special 
populations status.
    (d) The independent evaluation supported by a grantee must also 
report annually on the average number of postsecondary credits earned 
by students through their successful participation in dual or 
concurrent enrollment programs in academic or career and technical 
education subject areas and any project-specific indicators identified 
by the grantee.
    Program Requirement 4--Final MOU.
    Within 120 days of receipt of its grant award, each grantee that 
submitted a partnership application must submit a final MOU among all 
partner entities that describes the roles and responsibilities of the 
partners in carrying out the project and its activities.
    Program Requirement 5--Project Implementation Plan and Timeline.
    Each grantee must have a project plan that includes an 
implementation timeline with benchmarks to implement the four keys to 
career-connected learning for students served by the project, as 
described in Absolute Priority 1, by no later than the end of the fifth 
year of the project. Each grantee will submit a report documenting 
progress on the implementation plan and the timeline on an annual 
basis.
    Application Requirements:
    All applicants must meet the application requirements to be 
considered for funding. Application requirement (a) is from section 
114(e)(3) of Perkins V. Application requirements (b) through (f) are 
from the NFP.
    (a) Statutory Application Requirements. Each applicant must:
    (1) Identify and designate the agency, institution, or school 
responsible for the administration and supervision of the proposed 
project;
    (2) Describe the budget for the project, including the source and 
amount of the required matching funds and how the applicant will 
continue the project after the grant period ends, if applicable;
    (3) Describe how the applicant will use the grant funds, including 
how such grant funds will directly benefit students, including special 
populations, served by the applicant;
    (4) Describe how the program assisted under this subsection will be 
coordinated with the activities carried out under section 124 or 135 of 
Perkins V;
    Note: In addressing this application requirement, applicants need 
only describe this coordination to the extent the applicant is aware of 
State leadership activities or local uses of funds under section 124 or 
135 of Perkins V.
    (5) Describe how the CTE programs and/or programs of study to be 
implemented with grant funds reflect the needs of regional, State, or 
local employers, as demonstrated by the comprehensive needs assessment 
under section 134(c) of Perkins V;

[[Page 55025]]

    (6) Describe how the proposed program will be evaluated and how 
that evaluation may inform the report described in section 114(d)(2)(C) 
of Perkins V.; and
    (7) Provide an assurance that the applicant will--
    (A) Provide information to the Secretary, as requested, for 
evaluations that the Secretary may carry out; and
    (B) Make data available to third parties for validation, in 
accordance with applicable data privacy laws, including section 444 of 
the General Education Provisions Act (20 U.S.C. 1232g, commonly known 
as the Family Educational Rights and Privacy Act of 1974).
    (b) Demonstration of Matching Funds.
    (1) Each applicant must provide from non-Federal sources (e.g., 
State, local, or private sources) an amount equal to not less than 50 
percent of funds provided under the grant, which may be provided in 
cash or through in-kind contributions, to carry out activities 
supported by the grant unless it receives a waiver due to exceptional 
circumstances. The applicant must include in its grant application a 
budget detailing the source of the matching funds or a request to waive 
the entirety or a portion of the matching requirement due to 
exceptional circumstances.
    (2) An applicant that is unable to meet the matching requirement 
must include in its application a request to the Secretary to reduce 
the matching requirement, including the amount of the requested 
reduction, the total remaining match contribution, an explanation and 
evidence of the exceptional circumstances that make it difficult for 
the applicant to provide matching funds, and an indication as to 
whether it can carry out its proposed project if the matching 
requirement is not waived.
    (c) Programs of Study.
    Each applicant must identify and describe in its application the 
course sequences in the programs of study that will be offered by high 
schools in the proposed project, including the associate, bachelor's, 
advanced degree, or certificate of completion of a Registered 
Apprenticeship that students may earn by completing each program of 
study, and how students served by the proposed project will have 
equitable access to such programs of study.
    (d) Secondary and Postsecondary Alignment and Integration.
    Each applicant must describe how it has aligned and integrated or 
will align and integrate the secondary coursework offered to students 
in funded projects to meet the entrance requirements and expectations 
for placement in credit-bearing coursework at public, in-state IHEs. If 
the alignment has not been achieved at the time of application, this 
description must include a timeline for completion of this work by the 
end of the first year of the project, as well as information on the 
persons who will be responsible for these activities and their roles 
and qualifications.
    (e) Articulation and Credit Transfer Agreements.
    Each applicant must include in its application an assurance that by 
no later than the end of the first year of the project, LEAs, and IHEs 
participating in the project will execute articulation or credit 
transfer agreements that ensure that postsecondary credits earned by 
students in dual or concurrent enrollment programs supported by the 
project will be accepted for transfer at each participating IHE, and 
other IHEs, if applicable, and count toward the requirements for 
earning culminating postsecondary credentials for programs of study 
offered to students through the project.
    (f) Dual or Concurrent Enrollment Goals.
    Each applicant must include in its application a description of how 
it will substantially increase the proportion of students who graduate 
from high school with postsecondary credits earned through 
participation in dual or concurrent enrollment programs and how, over 
the 60-month project period, it also will seek to increase the average 
number of postsecondary credits earned by students to 12 or more 
credits.
    Definitions:
    The definitions of area CTE school, articulation agreement, career 
guidance and academic counseling, career and technical education, CTE 
concentrator, CTE participant, credit transfer agreement, eligible 
entity, eligible institution, eligible recipient, English learner, 
individual with a disability, non-traditional fields, out-of-workforce 
individual, postsecondary educational institution, program of study, 
qualified intermediary, special populations, and work-based learning 
are from section 3 of Perkins V. The definitions of dual or concurrent 
enrollment program, early college high school, and evidence-Based are 
from section 8101 of the ESEA (20 U.S.C. 7801 et seq.) because Perkins 
V adopted the ESEA definitions of these terms (see subsections (15), 
(16), (23), and (47) of section 3 of Perkins V, respectively). The 
definition of institution of higher education is from section 101 of 
the Higher Education Act of 1965, as amended (HEA) (20 U.S.C. 1001 et 
seq.), because Perkins V adopted the HEA definition of that term (see 
section 3(30) of Perkins V). The definitions of baseline, performance 
Measure, performance target, project component, and relevant outcome 
are from 34 CFR 77.1. The definitions of local workforce development 
board and recognized postsecondary credential are from section 3 of the 
Workforce Innovation and Opportunity Act (WIOA) (29 U.S.C. 3102), 
because Perkins V adopted the WIOA definitions of those terms (see 
sections 3(32) and (43) of Perkins V, respectively). The definitions of 
Historically Black colleges and universities, minority-serving 
institution, Tribal College or University, and underserved student are 
from the Supplemental Priorities. The definitions of independent 
evaluation, industry-recognized credential, personalized postsecondary 
educational and career plan and rural community are from the NFP.
    Area CTE school means--
    (A) a specialized public secondary school used exclusively or 
principally for the provision of CTE to individuals who are available 
for study in preparation for entering the labor market;
    (B) the department of a public secondary school exclusively or 
principally used for providing CTE in not fewer than 3 different fields 
that are available to all students, especially in high-skill, high-
wage, or in-demand industry sectors or occupations, that are available 
to all students;
    (C) a public or nonprofit technical institution or CTE school used 
exclusively or principally for the provision of CTE to individuals who 
have completed or left secondary school and who are available for study 
in preparation for entering the labor market, if the institution or 
school admits, as regular students, individuals who have completed 
secondary school and individuals who have left secondary school; or
    (D) the department or division of an IHE, that operates under the 
policies of the eligible agency and that provides CTE in not fewer than 
3 different occupational fields leading to immediate employment but not 
necessarily leading to a baccalaureate degree, if the department or 
division admits, as regular students, both individuals who have 
completed secondary school and individuals who have left secondary 
school.
    Articulation agreement means a written commitment--
    (a) That is agreed upon at the State level or approved annually by 
the lead administrators of--

[[Page 55026]]

    (1) A secondary institution and a postsecondary educational 
institution; or
    (2) A subbaccalaureate degree granting postsecondary educational 
institution and a baccalaureate degree granting postsecondary 
educational institution; and
    (b) To a program that is--
    (1) Designed to provide students with a nonduplicative sequence of 
progressive achievement leading to technical skill proficiency, a 
credential, a certificate, or a degree; and
    (2) Linked through credit transfer agreements between the 2 
institutions described in clause (1) or (2) of subparagraph (a) (as the 
case may be).
    Baseline means the starting point from which performance is 
measured and targets are set.
    Career guidance and academic counseling means guidance and 
counseling that--
    (a) Provides access for students (and parents, as appropriate) to 
information regarding career awareness and planning with respect to an 
individual's occupational and academic future; and
    (b) Provides information with respect to career options, financial 
aid, and postsecondary options, including baccalaureate degree 
programs. Provides access for students (and, as appropriate, parents 
and out-of-school youth) to information regarding career awareness 
exploration opportunities and planning with respect to an individual's 
occupational and academic future; and
    (c) May provide assistance for special populations with respect to 
direct support services that enable students to persist in and complete 
career and technical education, programs of study, or career pathways.
    Career and technical education means organized educational 
activities that--
    (a) Offer a sequence of courses that--
    (1) Provides individuals with rigorous academic content and 
relevant technical knowledge and skills needed to prepare for further 
education and careers in current or emerging professions, which may 
include high-skill, high-wage, or in-demand industry sectors or 
occupations, which shall be, at the secondary level, aligned with the 
challenging State academic standards adopted by a State under section 
1111(b)(1) of the ESEA;
    (2) Provides technical skill proficiency or a recognized 
postsecondary credential which may include an industry-recognized 
credential, a certificate, or an associate degree; and
    (3) May include prerequisite courses (other than a remedial course) 
that meet the requirements of this subparagraph;
    (b) Include competency-based, work-based, or other applied learning 
that supports the development of academic knowledge, higher-order 
reasoning and problem-solving skills, work attitudes, employability 
skills, technical skills, and occupation-specific skills, and knowledge 
of all aspects of an industry, including entrepreneurship, of an 
individual;
    (c) To the extent practicable, coordinate between secondary and 
postsecondary education programs through programs of study, which may 
include coordination through articulation agreements, early college 
high school programs, dual or concurrent enrollment program 
opportunities, or other credit transfer agreements that provide 
postsecondary credit or advanced standing; and
    (d) May include career exploration at the high school level or as 
early as the middle grades (as such term is defined in section 8101 of 
the ESEA).
    Career guidance and academic counseling means guidance and 
counseling that--
    (a) Provides access for students (and parents, as appropriate) to 
information regarding career awareness and planning with respect to an 
individual's occupational and academic future; and
    (b) Provides information with respect to career options, financial 
aid, and postsecondary options, including baccalaureate degree 
programs. Provides access for students (and, as appropriate, parents 
and out-of-school youth) to information regarding career awareness 
exploration opportunities and planning with respect to an individual's 
occupational and academic future; and
    (c) May provide assistance for special populations with respect to 
direct support services that enable students to persist in and complete 
career and technical education, programs of study, or career pathways.
    Credit transfer agreement means a formal agreement, such as an 
articulation agreement, among and between secondary and postsecondary 
education institutions or systems that grant students transcripted 
postsecondary credit, which may include credit granted to students in 
dual or concurrent enrollment programs, early college high school, dual 
credit, articulated credit, and credit granted on the basis of 
performance on technical or academic assessments.
    CTE concentrator means--
    (a) At the secondary school level, a student served by an eligible 
recipient who has completed at least two courses in a single CTE 
program or program of study; and
    (b) At the postsecondary level, a student enrolled in an eligible 
recipient who has--
    (1) Earned at least 12 credits within a CTE program or program of 
study; or
    (2) Completed such a program if the program encompasses fewer than 
12 credits or the equivalent in total.
    CTE participant means an individual who completes not less than one 
course in a CTE program or program of study of an eligible recipient.
    Dual or concurrent enrollment program means a program offered by a 
partnership between at least one IHE and at least one LEA through which 
a secondary school student who has not graduated from high school with 
a regular high school diploma is able to enroll in one or more 
postsecondary courses and earn postsecondary credit that--
    (a) Is transferable to the IHEs in the partnership; and
    (b) Applies toward completion of a degree or recognized educational 
credential as described in the HEA (20 U.S.C. 1001 et seq.).
    Early college high school means a partnership between at least one 
LEA and at least one IHE that allows participants to simultaneously 
complete requirements toward earning a regular high school diploma and 
earn not less than 12 credits that are transferable to the IHEs in the 
partnership as part of an organized course of study toward a 
postsecondary degree or credential at no cost to the participant or 
participant's family.
    Eligible entity means a consortium that includes the following:
    (a) Representatives of not less than 2 of the following categories 
of entities, 1 of which shall serve as the fiscal agent for the 
consortium:
    (1) An LEA or a consortium of such agencies.
    (2) An educational service agency serving secondary school 
students.
    (3) An area CTE school or a consortium of such schools.
    (4) An Indian Tribe, Tribal organization, or Tribal educational 
agency.
    (5) An IHE whose most common degree awarded is an associate degree, 
or a consortium of such institutions.
    (6) An IHE whose most common degree awarded is a bachelor's or 
higher degree, or a consortium of such institutions.
    (7) An SEA.
    (b) One or more business or industry representative partners, which 
may include representatives of local or regional businesses or 
industries, including industry or sector partnerships in the local 
area, local

[[Page 55027]]

workforce development boards, or labor organizations.
    (c) One or more stakeholders, which may include--
    (1) Parents and students;
    (2) Representatives of local agencies serving out-of-school youth, 
homeless children and youth, and at-risk youth (as defined in section 
1432 of the ESEA (20 U.S.C. 6472));
    (3) Representatives of Indian Tribes and Tribal organizations, 
where applicable;
    (4) Representatives of minority-serving institutions (as described 
in paragraphs (1) through (7) of section 371(a) of the HEA (20 U.S.C. 
1067q (a)), where applicable;
    (5) Representatives of special populations;
    (6) Representatives of adult CTE providers; or
    (7) Other relevant community stakeholders.
    Eligible institution means--
    (a) A consortium of 2 or more of the entities described in 
subparagraphs (b) through (f);
    (b) A public or nonprofit private IHE that offers and will use 
funds provided under this title in support of CTE courses that lead to 
technical skill proficiency or a recognized postsecondary credential, 
including an industry-recognized credential, a certificate, or an 
associate degree;
    (c) An LEA providing education at the postsecondary level;
    (d) An area CTE school providing education at the postsecondary 
level;
    (e) An Indian Tribe, Tribal organization, or Tribal education 
agency that operates a school or may be present in the State;
    (f) A postsecondary educational institution controlled by the 
Bureau of Indian Education or operated by or on behalf of any Indian 
Tribe that is eligible to contract with the Secretary of the Interior 
for the administration of programs under the Indian Self-Determination 
and Education Assistance Act (25 U.S.C. 5301 et seq.) or the Act of 
April 16, 1934 (25 U.S.C. 5342 et seq.);
    (g) A tribally controlled college or university; or
    (h) An educational service agency.
    Eligible recipient means--
    (a) An LEA (including a public charter school that operates as an 
LEA), an area CTE school, an educational service agency, an Indian 
Tribe, Tribal organization, or Tribal educational agency or a 
consortium, eligible to receive assistance under section 131 of Perkins 
V; or
    (b) An eligible institution or consortium of eligible institutions 
eligible to receive assistance under section 132 of Perkins V.
    English learner means--
    (a) A secondary school student who is an English learner, as 
defined in section 8101 of the ESEA; or
    (b) An adult or an out-of-school youth who has limited ability in 
speaking, reading, writing, or understanding the English language and--
    (i) whose native language is a language other than English; or
    (ii) who lives in a family environment or community in which a 
language other than English is the dominant language.
    Evidence-based, when used with respect to State, LEA, or school 
activity, means an activity, strategy, or intervention that--
    (a) Demonstrates a statistically significant effect on improving 
student outcomes or other relevant outcomes based on--
    (1) Strong evidence from at least 1 well-designed and well-
implemented experimental study;
    (2) Moderate evidence from at least 1 well-designed and well-
implemented quasi-experimental study; or
    (3) Promising evidence from at least 1 well-designed and well-
implemented correlational study with statistical controls for selection 
bias; or
    (b)(1) 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
    (2) Includes ongoing efforts to examine the effects of such 
activity, strategy, or intervention.
    Note: This definition of evidence-based from section 3(23) of 
Perkins V and section 8101(21)(A) of the ESEA also applies to an 
eligible entity, an eligible institution, and an eligible recipient.
    Historically Black colleges and universities means colleges and 
universities that meet the criteria set out in 34 CFR 608.2.
    Independent evaluation means an evaluation that is designed and 
carried out independent of and external to the grantee but in 
coordination with any employees of the grantee who developed a project 
component that is currently being implemented as part of the grant 
activities.
    Individual with a disability means--
    (a) An individual with any disability (as defined in section 3 of 
the Americans with Disabilities Act of 1990 (42 U.S.C. 12102)).
    (b) Individuals with disabilities means more than 1 individual with 
a disability.
    Industry-recognized credential means a credential that is--
    (a) Developed and offered by, or endorsed by, a nationally 
recognized industry association or organization representing a sizable 
portion of the industry sector, or a product vendor;
    (b) Awarded in recognition of an individual's attainment of 
measurable technical or occupational skills; and
    (c) Sought or accepted by multiple employers within an industry or 
sector as a recognized, preferred, or required credential for 
recruitment, hiring, retention, or advancement.
    Institution of higher education (IHE) means--
    (a) An educational institution in any State that--
    (1) Admits as regular students only persons having a certificate of 
graduation from a school providing secondary education, or the 
recognized equivalent of such a certificate, or persons who meet the 
requirements of section 484(d)(3) of the HEA;
    (2) Is legally authorized within such State to provide a program of 
education beyond secondary education;
    (3) Provides an educational program for which the institution 
awards a bachelor's degree or provides not less than a 2-year program 
that is acceptable for full credit toward such a degree, or awards a 
degree that is acceptable for admission to a graduate or professional 
degree program, subject to review and approval by the Secretary;
    (4) Is a public or other nonprofit institution; and
    (5) Is accredited by a nationally recognized accrediting agency or 
association or, if not so accredited, is an institution that has been 
granted pre-accreditation status by such an agency or association that 
has been recognized by the Secretary for the granting of pre-
accreditation status, and the Secretary has determined that there is 
satisfactory assurance that the institution will meet the accreditation 
standards of such an agency or association within a reasonable time.
    (b) The term also includes:
    (1) Any school that provides not less than a 1-year program of 
training to prepare students for gainful employment in a recognized 
occupation and that meets the provisions of paragraphs (1), (2), (4), 
and (5) of subsection (a) of this definition; and
    (2) A public or nonprofit private educational institution in any 
State that, in lieu of the requirement in subsection (a)(1) of this 
definition, admits as regular students individuals--
    (A) Who are beyond the age of compulsory school attendance in the 
State in which the institution is located; or

[[Page 55028]]

    (B) Who will be dually or concurrently enrolled in the institution 
and a secondary school.
    Local workforce development board means a local workforce 
development board established under section 107 of the WIOA (29 U.S.C. 
3122).
    Minority-serving institution means an institution that is eligible 
to receive assistance under sections 316 through 320 of part A of title 
III, under part B of title III, or under title V of the HEA.
    Non-traditional fields means occupations or fields of work, such as 
careers in computer science, technology, and other current and emerging 
high skill occupations, for which individuals from one gender comprise 
less than 25 percent of the individuals employed in each such 
occupation or field of work.
    Out-of-workforce individual means--
    (a) An individual who is a displaced homemaker, as defined in 
section 3 of the WIOA (29 U.S.C. 3102); or
    (b) An individual who--
    (1)(i) Has worked primarily without remuneration to care for a home 
and family, and for that reason has diminished marketable skills; or
    (ii) Is a parent whose youngest dependent child will become 
ineligible to receive assistance under part A of title IV of the Social 
Security Act (42 U.S.C. 601 et seq.) not later than 2 years after the 
date on which the parent applies for assistance under such title; and
    (2) Is unemployed or underemployed and is experiencing difficulty 
in obtaining or upgrading employment.
    Performance measure means any quantitative indicator, statistic, or 
metric used to gauge program or project performance.
    Performance target means a level of performance that an applicant 
would seek to meet during the course of a project or as a result of a 
project.
    Personalized postsecondary educational and career plan means a 
plan, developed by the student and, to the greatest extent practicable, 
the student's family or guardian, in collaboration with a school 
counselor or other individual trained to provide career guidance and 
academic counseling that is used to help establish personalized 
academic and career goals, explore postsecondary and career 
opportunities, identify programs of study and work-based learning that 
advance the student's personalized postsecondary education and career 
goals, including any comprehensive wraparound support services the 
student may need to participate in programs of study and work-based 
learning, and establish appropriate milestones and timelines for tasks 
important to preparing for success after high school, including 
applying for postsecondary education and student financial aid, 
preparing a resume, and completing applications for employment.
    Postsecondary educational institution means--
    (a) An IHE that provides not less than a 2-year program of 
instruction that is acceptable for credit toward a bachelor's degree;
    (b) A tribally controlled college or university; or
    (c) A nonprofit educational institution offering certificate or 
other skilled training programs at the postsecondary level.
    Program of study means a coordinated, nonduplicative sequence of 
academic and technical content at the secondary and postsecondary level 
that--
    (a) Incorporates challenging State academic standards, including 
those adopted by a State under section 1111(b)(1) of the ESEA;
    (b) Addresses both academic and technical knowledge and skills, 
including employability skills;
    (c) Is aligned with the needs of industries in the economy of the 
State, region, Tribal community, or local area;
    (d) Progresses in specificity (beginning with all aspects of an 
industry or career cluster and leading to more occupation-specific 
instruction);
    (e) Has multiple entry and exit points that incorporate 
credentialing; and
    (f) Culminates in the attainment of a recognized postsecondary 
credential.
    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).
    Qualified intermediary means a nonprofit entity, which may be part 
of an industry or sector partnership, that demonstrates expertise in 
building, connecting, sustaining, and measuring partnerships with 
entities such as employers, schools, community-based organizations, 
postsecondary institutions, social service organizations, economic 
development organizations, Indian Tribes or Tribal organizations, and 
workforce systems to broker services, resources, and supports to youth 
and the organizations and systems that are designed to serve youth, 
including--
    (a) Connecting employers to classrooms;
    (b) Assisting in the design and implementation of CTE programs and 
programs of study;
    (c) Delivering professional development;
    (d) Connecting students to internships and other Work-Based 
Learning opportunities; and
    (e) Developing personalized student supports.
    Rural community means an area served by an LEA with an urban-
centric district locale code of 32, 33, 41, 42, or 43, as determined by 
the Secretary and defined by the National Center for Education 
Statistics (NCES) Locale framework.
    Recognized postsecondary credential means a credential consisting 
of an industry-recognized certificate or certification, a certificate 
of completion of an apprenticeship, a license recognized by the State 
involved or Federal Government, or an associate or baccalaureate 
degree.
    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.
    Special populations means--
    (a) Individuals with disabilities;
    (b) Individuals from economically disadvantaged families, including 
low-income youth and adults;
    (c) Individuals preparing for non-traditional fields;
    (d) Single parents, including single pregnant women;
    (e) Out-of-workforce individuals;
    (f) English learners;
    (g) Homeless individuals described in section 725 of the McKinney-
Vento Homeless Assistance Act (42 U.S.C. 11434a);
    (h) Youth who are in, or have aged out of, the foster care system; 
and
    (i) Youth with a parent who--
    (1) Is a member of the armed forces (as such term is defined in 
section 101(a)(4) of title 10, United States Code); and
    (2) Is on active duty (as such term is defined in section 101(d)(1) 
of such title).
    Tribal College or University has the meaning ascribed it in section 
316(b)(3) of the HEA.
    Underserved student means a student (which may include children in 
early learning environments, students in K-12 programs, students in 
postsecondary education or CTE, 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.

[[Page 55029]]

    (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 student experiencing homelessness or housing insecurity.
    (g) A student who is in foster care.
    (h) A military- or veteran-connected student.
    (i) A pregnant, parenting, or caregiving student.
    Work-based learning means sustained interactions with industry or 
community professionals in real workplace settings, to the extent 
practicable, or simulated environments at an educational institution 
that foster in-depth, firsthand engagement with the tasks required of a 
given career field, that are aligned to curriculum and instruction.
    Program Authority: Section 114(e) of the Carl D. Perkins Career and 
Technical Education Act of 2006, as amended by the Strengthening Career 
and Technical Education for the 21st Century Act (Perkins V) (20 U.S.C. 
2324).
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 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. (e) The NFP.
    Note: The regulations in 34 CFR part 86 apply to IHEs only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $24,250,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in subsequent years from 
the list of unfunded applications from this competition.
    Estimated Range of Awards: $1,100,000-$1,475,000 for each 12-month 
project period (i.e., a total of approximately $3,425,000-$4,425,000 
over the full potential 36-month project period).
    Estimated Average Size of Awards: $1,300,000 for each 12-month 
project period.
    Estimated Number of Awards: 10-20.
    Note: The Department is not bound by any estimates and does not set 
a maximum award in this notice.
    Project Period: Up to 36 months, with potential for renewal of up 
to an additional 24 months.
    Note: Under section 114(e)(5) of Perkins V, the Department must use 
at least 25 percent of PIM program grant funds per fiscal year to make 
awards to applicants serving rural areas, contingent on receipt of a 
sufficient number of applications of sufficient quality. For purposes 
of this competition, we will consider an applicant as rural if the 
applicant meets the qualifications for rural applicants established in 
section 114(e)(5)(A) of Perkins V, and the applicant meets Absolute 
Priority 3. In implementing this statutory provision and Absolute 
Priority 3, the Department may fund high-quality applications from 
rural applicants out of overall rank order, though the Department is 
not bound to do so.

III. Eligibility Information

    1. Eligible Applicants: The following entities are eligible to 
apply under this competition:
    (a) An eligible entity.
    (b) An eligible institution.
    (c) An eligible recipient.
    Note: An eligible entity must comply with the regulations in 34 CFR 
75.127 through 75.129, which address group applications.
    2. Rural Applicants: To qualify as a rural applicant under section 
114(e)(5)(A) of Perkins V, an applicant must meet Absolute Priority 3.
    Note: For the purposes of meeting the statutory rural set-aside, an 
applicant must meet the requirements as listed above and provide the 
necessary locale codes in its grant application. Applicants are 
encouraged to retrieve locale codes from the NCES School District 
search tool (https://nces.ed.gov/ccd/districtsearch/), where districts 
can be looked up individually to retrieve locale codes.
    3. a. Cost Sharing or Matching: Under section 114(e)(2) of Perkins 
V, each grant recipient must provide, from non-Federal sources (e.g., 
State, local, or private sources), an amount equal to not less than 50 
percent of funds provided under the grant, which may be provided in 
cash or through in-kind contributions, to carry out activities 
supported by the grant. Perkins V authorizes the Secretary to waive the 
matching requirement on a case-by-case basis upon demonstration of 
exceptional circumstances. Program Requirement 1--Matching 
Contributions and Application Requirement (b)--Demonstration of 
Matching Funds provide guidance on the matching requirement. Consistent 
with 2 CFR 200.306(b), any matching funds must be an allowable use of 
funds consistent with the cost principles detailed in Subpart E of the 
Uniform Guidance, and not included as a contribution for any other 
Federal award.
    b. Supplement-not-Supplant: This program is subject to supplement-
not-supplant funding requirements. In accordance with section 211(a) of 
Perkins V, funds under this program may not be used to supplant non-
Federal funds used to carry out CTE activities. Further, the 
prohibition against supplanting also means that grantees will be 
required to use their negotiated restricted indirect cost rates under 
this program. (34 CFR 75.563)
    c. Indirect Cost Rate Information: This program uses a restricted 
indirect cost rate. 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.
    4. Subgrantees: Under 34 CFR 75.708(b) and (c), a grantee under 
this competition may award subgrants to directly carry out project 
activities described in its application to the following types of 
entities: IHEs, LEAs, non-profit organizations, qualified 
intermediaries, or SEAs. The grantee may only award subgrants to 
entities it has identified in an approved application.
    5. Extensions: Under section 114(e)(6)(b) of Perkins V, the 
Secretary may extend a grant awarded under this section for up to 2 
additional years if the grantee demonstrates to the Secretary that the 
project is achieving the grantee's program objectives and has improved 
education outcomes for CTE students, including special populations.
    Note: Applicants must submit annual budgets for a 60-month project 
period. During the third year of the project period for grants awarded 
under this competition, if the Department exercises the option to offer 
an opportunity for extensions, the Department will provide grantees 
with information on the

[[Page 55030]]

extension process. In making decisions on whether to award a 2-year 
extension award, we intend to review performance data submitted in 
regularly required reporting, as well as potentially request other 
information about the grantee's progress in implementing its project.

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 PIM 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 we may make successful applications available to the 
public, you may wish to request confidentiality of business 
information. Consistent with Executive Order 12600 (Predisclosure 
Notification Procedures for Confidential Commercial Information), 
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 competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this program.
    4. Funding Restrictions: We specify unallowable costs in 2 CFR 200, 
subpart E. We reference 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 35 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, 
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, the letters of support, or any request for a waiver 
of the matching requirement. However, the 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 the NFP and 34 CFR 75.210. The maximum score for selection 
criteria (a) through (e) is 100 points. The maximum score for each 
criterion is indicated in parentheses. In addressing the criteria, 
applicants are encouraged to make explicit connections to the 
priorities and requirements listed elsewhere in this notice. Only 
applicants that meet Absolute Priority 3 will receive scores for 
selection criterion (f) (up to 10 additional points). Points awarded 
under these selection criteria are in addition to any points an 
applicant earned under the competitive preference priorities in this 
notice.
    The selection criteria for this competition are as follows:
    (a) Significance (up to 6 points).
    In determining the significance of the proposed project, the 
Department considers the following factors:
    (1) The extent to which the proposed project addresses a regional 
or local labor market need identified through a comprehensive local 
needs assessment carried out under section 134(c) of Perkins V or labor 
market information produced by the State or other entity that 
demonstrates the proposed project will address State, regional, or 
local labor market needs (up to 3 points).
    (2) The extent to which the proposed project addresses significant 
barriers to enrollment and completion in dual or concurrent enrollment 
programs and will expand access to these programs for students served 
by the project (up to 3 points).
    (b) Quality of the Project Design (up to 44 points).
    In determining the quality of the project design, the Department 
considers the following factors:
    (1) The extent to which the proposed project is likely to be 
effective in increasing the attainment of postsecondary credits earned 
through participation in dual or concurrent enrollment programs by 
students who are not currently participating in such programs, and the 
likely magnitude of the increase (up to 8 points).
    (2) The extent to which the proposed project will increase the 
successful participation in work-based learning opportunities for which 
they received wages or academic credit, or both, prior to graduation by 
students who are not currently participating in such opportunities, and 
the likely magnitude of the increase (up to 8 points).
    (3) The extent to which the proposed project is likely to be 
effective in increasing successful participation in opportunities to 
attain an in-demand and high-value industry-recognized credential that 
is sought or accepted by multiple employers within an industry or 
sector as a recognized, preferred, or required credential for 
recruitment, hiring, retention, or advancement by students who are not 
currently participating in such opportunities, and the likely magnitude 
of the increase (up to 8 points).
    (4) The extent to which the proposed project will implement 
strategies that are likely to be effective in eliminating

[[Page 55031]]

or mitigating barriers to the successful participation by all students 
in dual or concurrent programs, work-based learning opportunities, and 
opportunities to attain in-demand and high-value industry-recognized 
credentials, including such barriers as the out-of-pocket costs of 
tuition, books, and examination fees; transportation; and eligibility 
requirements that do not include multiple measures of assessing 
academic readiness (up to 8 points).
    (5) The extent to which the proposed project will provide all 
students effective and ongoing career guidance and academic counseling 
in each year of high school that--
    (A) Will likely result, by no later than the end of the second year 
of the project, in a personalized postsecondary education and career 
plan for each student that is updated at least once annually with the 
assistance of a school counselor, career coach, mentor, or other adult 
trained to provide career guidance and counseling to high school 
students (up to 6 points); and
    (B) Includes the provision of current labor market information 
about careers in high-demand fields that pay living wages; advice and 
assistance in identifying, preparing for, and applying for 
postsecondary educational opportunities; information on Federal student 
financial aid programs; and assistance in applying for Federal student 
financial aid (up to 2 points).
    (6) The extent to which the proposed project is likely to prepare 
all students served by the project to enroll in postsecondary education 
following high school without need for remediation (up to 4 points).
    (c) Quality of Project Services (up to 8 points).
    (1) In determining the quality of the services to be provided by 
the proposed project, the Department considers the quality and 
sufficiency of strategies for ensuring equal access and treatment for 
eligible project participants who are members of groups that have 
traditionally been underrepresented based on race, color, national 
origin, gender, age, or disability.
    (2) In addition, the Department considers the extent to which the 
services to be provided by the proposed project are focused on those 
with greatest needs.
    (d) Quality of the Management Plan (up to 32 points).
    In determining the quality of the management plan, the Department 
considers the following factors:
    (1) The extent to which the project goals are clear, complete, and 
coherent, and the extent to which the project activities constitute a 
complete plan aligned to those goals, including the identification of 
potential risks to project success and strategies to mitigate those 
risks (up to 7 points);
    (2) The extent to which the management plan articulates key 
responsibilities for each party involved in the project and also 
articulates well-defined objectives, including the timelines and 
milestones for completion of major project activities, the metrics that 
will be used to assess progress on an ongoing basis, and annual 
performance targets the applicant will use to monitor whether the 
project is achieving its goals (up to 7 points);
    (3) The adequacy of the project's staffing plan, particularly for 
the first year of the project, including:
    (A) The identification of the project director and, in the case of 
projects with unfilled key personnel positions at the beginning of the 
project, a description of how critical work will proceed (up to 3 
points); and
    (B) The extent to which the project director has experience 
managing projects similar in scope to that of the proposed project (up 
to 3 points).
    (4) The extent of the demonstrated commitment of any partners whose 
participation is critical to the project's long-term success, including 
the extent of any evidence of support or specific resources from 
employers and other stakeholders (up to 6 points).
    (5) The extent to which employers in the labor market served by the 
proposed project will be involved in making decisions with respect to 
the project's implementation and in carrying out its activities (up to 
6 points).
    (e) Quality of the Project Evaluation (up to 10 points).
    In determining the quality of the evaluation, the Secretary 
considers the following factors:
    (1) The extent to which the methods of evaluation will provide 
valid and reliable performance data on relevant outcomes (up to 5 
points); and
    (2) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes (up to 5 points).
    Note: Applicants may wish to review the following technical 
assistance resources on evaluation: (1) The What Works Clearinghouse 
(WWC) Procedures and Standards Handbooks: https://ies.ed.gov/ncee/wwc/Handbooks; (2) ``Technical Assistance Materials for Conducting Rigorous 
Impact Evaluations'': http://ies.ed.gov/ncee/projects/evaluationTA.asp; 
and (3) IES/NCEE Technical Methods papers: http://ies.ed.gov/ncee/tech_methods/.
    In addition, applicants may view a webinar recording that was 
hosted by the Institute of Education Sciences, focused on more rigorous 
evaluation designs, discussing strategies for designing and executing 
experimental studies that meet WWC evidence standards without 
reservations. This webinar is available at: http://ies.ed.gov/ncee/wwc/Multimedia.aspx?sid=18.
    (f) Support for Rural Communities (up to 10 points).
    In determining the extent of the project's support for rural 
communities, the Department considers the following factors:
    (1) The extent to which the applicant presents a clear, well-
documented plan for primarily serving students from rural communities 
(up to 3 points); and
    (2) The extent to which the applicant proposes a project that will 
improve the education and employment outcomes of students in rural 
communities (up to 7 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 of Education 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    Before making awards, we will screen applications submitted in 
accordance with the requirements in this notice to determine whether 
applications have met eligibility and other requirements. This 
screening process may occur at various stages of the process; 
applicants that are determined to be ineligible will not receive a 
grant, regardless of peer reviewer scores or comments. Peer reviewers 
will read, prepare a written evaluation of, and score the assigned 
applications, using the selection criteria provided in this notice.
    Additional factors we consider in selecting an application for an 
award are as follows:
    (a) As required under section 114(e)(5) of Perkins V, the Secretary 
will award no less than 25 percent of the

[[Page 55032]]

total available funds for any fiscal year to eligible entities, 
eligible institutions, or eligible recipients proposing to fund CTE 
activities that serve--
    (1) An LEA with an urban-centric district locale code of 32, 33, 
41, 42, or 43, as determined by the Secretary;
    (2) An IHE primarily serving one or more areas served by such an 
LEA;
    (3) A consortium of such LEAs or such IHEs;
    (4) A partnership between--
    (A) An educational service agency or a nonprofit organization; and
    (B) Such an LEA or such an IHE; or
    (5) A partnership between--
    (A) A grant recipient described in clause (1) or (2); and
    (B) An SEA.
    (b) The Secretary will reduce the amount of funds made available 
under such clause if the Secretary does not receive a sufficient number 
of applications of sufficient quality.
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this program 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 
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 also may notify you 
informally.
    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.
    (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 purposes of Department reporting under 
34 CFR 75.110, the Department has developed the following performance 
measures for this program.
    Each grantee will be required to conduct an independent evaluation 
(and submit an annual report) that includes a description of how PIM 
grant funds were used; student outcomes, as applicable, using the 
Perkins V section 113 core indicators of performance; and a 
quantitative analysis of the effectiveness of the PIM grant project.
    Additionally, under Program Requirement 3, all grantees will be 
required to propose performance targets consistent with the objectives 
of the proposed project and report annually

[[Page 55033]]

the number and percentage of students who graduated from high schools 
served by the proposed project who, prior to or upon graduation--
    (1) Earned, through their successful participation in dual or 
concurrent enrollment programs in academic or CTE subject areas--
    (i) any postsecondary credits; and, separately,
    (ii) 12 or more postsecondary credits that are part of a program of 
study that culminates with an associate, bachelor's, or advanced 
degree, or completion of a Registered Apprenticeship Program.
    (2) Completed 40 or more hours of work-based learning for which 
they received wages or academic credit, or both.
    (3) Attained an industry-recognized credential that is in-demand in 
the local, regional, or State labor market and associated with one or 
more jobs with median earnings that exceed the median earnings of a 
high school graduate.
    (4) Met, in each year of high school, with a school counselor, 
college adviser, career coach, or other appropriately trained adult for 
education and career counseling during which they reviewed and updated 
a personalized postsecondary educational and career plan (as defined in 
this notice).
    (b) The outcomes described in paragraph (a) must be disaggregated 
by--
    (1) Subgroups of students described in section 1111(c)(2)(B) of the 
ESEA; and
    (2) Special populations;
    (3) Sex; and
    (4) Each CTE program and program of study.
    (c) The independent evaluation supported by a grantee must report 
annually on the extent to which CTE participants and CTE concentrators 
in each CTE program or program of study reflect the demographics of the 
school, including sex, major racial and ethnic groups, and special 
populations status.
    (d) The independent evaluation supported by a grantee must also 
report annually on the average number of postsecondary credits earned 
by students through their successful participation in dual or 
concurrent enrollment programs in academic or career and technical 
education subject areas and any project-specific indicators identified 
by the grantee.
    Project-Specific Performance Measures:
    Applicants must propose project-specific performance measures and 
performance targets consistent with the objectives of the proposed 
project.
    Applications must provide the following information as directed 
under 34 CFR 75.110(b) and (c):
    (a) Performance Measures. How each proposed performance measure 
would accurately measure the performance of the project and how the 
proposed performance measures would be consistent with the performance 
measures established for the program funding the competition.
    (b) Baseline Data.
    (i) Why each proposed baseline is valid; or
    (ii) If the applicant has determined that there are no established 
baseline data for a particular performance measure, an explanation of 
why there is no established baseline and of how and when, during the 
project period, the applicant would establish a valid baseline for the 
performance measure.
    (c) Performance Targets. Why each proposed performance target is 
ambitious yet achievable compared to the baseline for the performance 
measure and when, during the project period, the applicant would meet 
the performance target(s).
    (d) Data Collection and Reporting.
    (i) The data collection and reporting methods the applicant would 
use and why those methods are likely to yield reliable, valid, and 
meaningful performance data; and
    (ii) The applicant's capacity to collect and report reliable, 
valid, and meaningful performance data, as evidenced by high-quality 
data collection, analysis, and reporting in other projects or research.
    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.

Luke Rhine,
Deputy Assistant Secretary, Delegated the Duties of the Assistant 
Secretary for Career, Technical, and Adult Education.
[FR Doc. 2023-17226 Filed 8-11-23; 8:45 am]
BILLING CODE 4000-01-P