[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.
[[Page 55020]]
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
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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\
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\20\ The U.S. Census Bureau LEA poverty estimates are available
at: www.census.gov/data/datasets/2017/demo/saipe/2017-school-districts.html.
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(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]
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