[Federal Register Volume 89, Number 39 (Tuesday, February 27, 2024)]
[Notices]
[Pages 14463-14469]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-03946]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Alaska Native and Native Hawaiian-
Serving Institutions Program, Part A
AGENCY: Office of Postsecondary Education, Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal year (FY) 2024 for the
Alaska Native and Native Hawaiian-Serving Institutions (ANNH) Program,
Part A, Assistance Listing Numbers 84.031N (Alaska Native) and 84.031W
(Native Hawaiian). This notice relates to the approved information
collection under OMB control number 1840-0810.
DATES:
Applications Available: February 27, 2024.
Deadline for Transmittal of Applications: April 29, 2024.
Deadline for Intergovernmental Review: June 26, 2024.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on December 7, 2022 (87 FR 75045) and available at
www.federalregister.gov/d/2022-26554. Please note that these Common
Instructions supersede the version published on December 27, 2021.
FOR FURTHER INFORMATION CONTACT: Robyn Wood, U.S. Department of
Education, 400 Maryland Avenue SW, 5th Floor, Washington, DC 20202-
4260. Telephone: (202) 987-1577. 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 ANNH Program provides grants to eligible
institutions of higher education (IHEs) to enable them to improve and
expand their capacity to serve Alaska Native and Native Hawaiian
students. Institutions may use these grants to plan, develop, or
implement activities that strengthen the institution.
Background: The Alaska Native and Native Hawaiian populations
experience disparities in college access and completion. A 2018 report
found that degree attainment for Alaska Native adults at the
associate's degree level and higher was 11 percent, compared to over 43
percent for White adults in Alaska.\1\ In three-year American Community
Survey data (2011-2013), the bachelor's degree attainment rate for
Native Hawaiians was 20.5 percent, and the national bachelor's degree
attainment rate was 29.1 percent.\2\ The degree attainment gap between
Native Hawaiians and White adults was 21 percentage points, according
to a 2018 report.\3\ In addition, according to U.S. Census Bureau data,
53% of Native Hawaiians had not enrolled in any postsecondary
education, as compared to 54.9% of the total U.S. population who had
attended college.\4\ To increase access to, and success in,
postsecondary education by Alaska Native and Native Hawaiian students,
the Department, through the FY 2024 ANNH competitive preference
priorities, encourages
[[Page 14464]]
projects that are designed to reduce these disparities by addressing
students' social, emotional, and academic needs, as well as projects
designed to increase access and success in postsecondary education.
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\1\ Pilar, W.D. (2018, November 15). Degree attainment for
Native American adults. Degree Attainment for Native American
Adults. https://edtrust.org/resource/degree-attainment-for-native-
american-adults/
#:~:text=Degree%20attainment%20for%20Native%20Hawaiians%20is%20signif
icantly%20higher,points%20higher%20than%20degree%20attainment%20for%2
0Native%20Alaskans.
\2\ Teranishi, R.T., Le, A., Gutierrez, R.A.E., Venturanza, R.,
Hafoka, `Inoke, Gogue, D.T.-L., & Uluave, L. (2019). APIA scholars--
Asian Pacific Islander American scholars: APIA scholars. Native
Hawaiians and Pacific Islanders in Higher Education: A Call to
Action. https://apiascholars.org/wp-content/uploads/2019/12/NHPI_Report.pdf.
\3\ Pilar, W.D. (2018, November 15). Degree attainment for
Native American adults. Degree Attainment for Native American
Adults. https://edtrust.org/resource/degree-attainment-for-native-
american-adults/
#:~:text=Degree%20attainment%20for%20Native%20Hawaiians%20is%20signif
icantly%20higher,points%20higher%20than%20degree%20attainment%20for%2
0Native%20Alaskans.
\4\ Teranishi, R.T., Le, A., Gutierrez, R.A.E., Venturanza, R.,
Hafoka, `Inoke, Gogue, D.T.-L., & Uluave, L. (2019). APIA scholars--
Asian Pacific Islander American scholars: APIA scholars. Native
Hawaiians and Pacific Islanders in Higher Education: A Call to
Action. https://apiascholars.org/wp-content/uploads/2019/12/NHPI_Report.pdf.
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Through the first invitational priority in this competition, the
Department seeks to encourage Alaska Native and Native Hawaiian-serving
institutions to support Native language revitalization and
preservation. There are more than 200 Tribal communities without living
speakers of their native language.\5\ Prior to the Native American
Languages Act of 1990, Native languages were excluded from classrooms,
and the Federal Indian boarding school system ``discouraged and
prevented'' the use of Alaska Native and Native Hawaiian languages.\6\
Furthermore, the COVID-19 pandemic had a devastating impact on Native
language communities, especially among the elderly population, who are
often fluent Native language speakers.\7\
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\5\ Committee on Indian Affairs. (2018, August 22). Examining
Efforts to Maintain and Revitalize Native Language for Future
Generations. https://www.govinfo.gov/content/pkg/CHRG-115shrg32539/html/CHRG-115shrg32539.htm.
\6\ Newland, B. (2022, May). Federal Indian Boarding School
Initiative Investigative Report. https://www.bia.gov/sites/default/files/dup/inline-files/bsi_investigative_report_may_2022_508.pdf.
\7\ Suave, M. (2021, May 26). Examining the COVID-19 response in
Native Communities. Testimony from Michelle Sauve on Examining the
COVID-19 Response in Native Communities: Native Languages One Year
Later before Senate Committee on Indian Affairs. https://www.hhs.gov/about/agencies/asl/testimony/2021/05/26/examining-the-covid-19-response-in-native-communities.html.
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Through the second invitational priority, the Department encourages
projects to support Native Hawaiian-serving institutions impacted by
the wildfires that occurred in August 2023 on the island of Maui.
According to the National Fire Protection Association, the 2023 Maui
wildfire ranked among the top 10 deadliest wildfires on record since
1871.\8\ The disaster has had a devastating impact on the State's
economy.\9\
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\8\ Carli, L. (2023, August 12). Maui wildfire one of deadliest
in U.S. history. Nfpa.org. https://www.nfpa.org/news-blogs-and-articles/blogs/2023/09/19/maui-wildfire-one-of-deadliest-in-us-history?l=41.
\9\ UHERO Forecast for the State of Hawai[revaps]i: Wildfires
deliver heavy blow to Maui economy--UHERO (hawaii.edu).
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Priorities: This notice contains two competitive preference
priorities and two invitational priorities. The competitive preference
priorities are from the Secretary's Supplemental Priorities and
Definitions for Discretionary Grants Programs, published in the Federal
Register on December 10, 2021 (86 FR 70612) (Supplemental Priorities).
Competitive Preference Priorities: For FY 2024 and any subsequent
year in which we make awards from the list of unfunded applicants from
this competition, these priorities are competitive preference
priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an additional
4 to 8 points to an application for each priority, depending on how
well the application meets the priorities. Applicants may respond to
one or both priorities, for a total of up to 12 additional points.
These priorities are:
Competitive Preference Priority 1: Meeting Student Social,
Emotional, and Academic Needs (up to 4 points).
Projects that are designed to improve students' social, emotional,
academic, and career development, with a focus on underserved students,
by creating a positive, inclusive, and identity-safe climate at IHEs
through one or both of the following activities:
(a) Fostering a sense of belonging and inclusion for underserved
students. (up to 2 points)
(b) Implementing evidence-based practices for advancing student
success for underserved students. (up to 2 points)
Competitive Preference Priority 2: Increasing Postsecondary
Education Access, Affordability, Completion, and Post-Enrollment
Success (up to 8 points).
Projects that are designed to increase postsecondary education
access, affordability, completion, and success for underserved students
by addressing one or more of the following priority areas:
(a) Increasing the number and proportion of underserved students
who enroll in and complete postsecondary education programs, which may
include strategies related to college preparation, awareness,
application, selection, advising, counseling, and enrollment. (up to 2
points)
(b) Supporting the development and implementation of student
success programs that integrate multiple comprehensive and evidence-
based services or initiatives, such as academic advising, structured/
guided pathways, career services, credit-bearing academic undergraduate
courses focused on career, and programs to meet basic needs, such as
housing, childcare and transportation, student financial aid, and
access to technological devices. (up to 2 points)
Note: Under 34 CFR 607.10(c)(13), grantees may not use funds
awarded under this program to pay directly for childcare and
transportation expenses. Grantees also may not use funds awarded under
this program for student financial aid.
(c) Supporting the development and implementation of high-quality
and accessible learning opportunities, including learning opportunities
that are accelerated or hybrid online; credit-bearing; work-based; and
flexible for working students. (up to 2 points)
(d) Providing secondary school students with access to career
exploration and advising opportunities to help students make informed
decisions about their postsecondary enrollment decisions and to place
them on a career path. (up to 2 points)
Invitational 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 invitational priorities. Under 34 CFR
75.105(c)(1), we do not give an application that meets these
invitational priorities a competitive or absolute preference over other
applicants.
These priorities are:
Invitational Priority 1.
Projects that support activities to strengthen and institutionalize
Native language preservation and revitalization.
Invitational Priority 2.
In the case of Native Hawaiian-serving institutions, projects that
address the challenges related to the national wildfire emergency.
Note: Applicants must include in the one-page abstract submitted
with the application a statement indicating whether they are addressing
Competitive Preference Priority 1, Competitive Preference Priority 2,
Invitational Priority 1, Invitational Priority 2, any combination of
these priorities, or all of these priorities. If the applicant has
addressed the priorities, this information also must be listed on the
ANNH Program Profile form in the application booklet.
Definitions: The definitions below apply to this competition and
are from 20 U.S.C. 1059d, 20 U.S.C. 7517, 20 U.S.C. 7546, 43 U.S.C.
1602, 34 CFR 77.1, and the Final Priorities and Definitions--
Secretary's Supplemental Priorities and Definitions for Discretionary
Grants Programs (86 FR 70612).
Alaska Native has the same meaning as the term ``Native'' has in
section 1602(b) of title 43 and includes the descendants of individuals
so defined. (20 U.S.C. 7546)
Alaska Native-serving institution means an institution of higher
education that--
[[Page 14465]]
(1) Is an eligible institution under section 1058(b) of title 20;
and
(2) At the time of application, has an enrollment of undergraduate
students that is at least 20 percent Alaska Native students. (20 U.S.C.
1059d)
Demonstrates a rationale means a key project component included in
the project's logic model is informed by research or evaluation
findings that suggest the project component is likely to improve
relevant outcomes. (34 CFR 77.1)
Evidence Based means the proposed project component is supported by
one or more of strong evidence, moderate evidence, promising evidence,
or evidence that demonstrates a rationale.
Fiscal year means the Federal fiscal year--a period beginning on
October 1 and ending on the following September 30. (34 CFR 77.1)
Grantee means the legal entity to which a grant is awarded and that
is accountable to the Federal Government for the use of the funds
provided. The grantee is the entire legal entity even if only a
particular component of the entity is designated in the grant award
notice (GAN). For example, a GAN may name as the grantee one school or
campus of a university. In this case, the granting agency usually
intends, or actually intends, that the named component assume primary
or sole responsibility for administering the grant-assisted project or
program. Nevertheless, the naming of a component of a legal entity as
the grantee in a grant award document shall not be construed as
relieving the whole legal entity from accountability to the Federal
Government for the use of the funds provided. (This definition is not
intended to affect the eligibility provision of grant programs in which
eligibility is limited to organizations that may be only components of
a legal entity.) The term ``grantee'' does not include any secondary
recipients, such as subgrantees and contractors, that may receive funds
from a grantee pursuant to a subgrant or contract. (34 CFR 77.1)
Logic model (also referred to as theory of action) means a
framework that identifies key project components of the proposed
project (i.e., the active ``ingredients'' that are hypothesized to be
critical to achieving the relevant outcomes) and describes the
theoretical and operational relationships among the key project
components and relevant outcomes. (34 CFR 77.1)
Note: In developing logic models, applicants may want to use
resources such as the Regional Educational Laboratory Program's (REL
Pacific) Education Logic Model Application User Guide, available at
https://ies.ed.gov/ncee/rel/regions/pacific/pdf/ELMUserGuideJune2014.pdf. Other sources include: Logic Models: At tool
for effective program planning, collaboration and monitoring (https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.pdf), and Logic
models: A tool for designing and monitoring program evaluations
(https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.pdf),
and Logic models for program design, implementation, and evaluation:
Workshop toolkit (https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf).
Military- or veteran-connected student means one or more of the
following:
(1) A child participating in an early learning program, a student
enrolled in preschool through grade 12, or a student enrolled in career
and technical education or postsecondary education who has a parent or
guardian who is a member of the uniformed services (as defined by 37
U.S.C. 101), in the Army, Navy, Air Force, Marine Corps, Coast Guard,
Space Force, National Guard, Reserves, National Oceanic and Atmospheric
Administration, or Public Health Service or is a veteran of the
uniformed services with an honorable discharge (as defined by 38 U.S.C.
3311).
(2) A student who is a member of the uniformed services, a veteran
of the uniformed services, or the spouse of a service member or
veteran.
(3) A child participating in an early learning program, a student
enrolled in preschool through grade 12, or a student enrolled in career
and technical education or postsecondary education who has a parent or
guardian who is a veteran of the uniformed services (as defined by 37
U.S.C. 101). (86 FR 70612)
Native means a citizen of the United States who is a person of one-
fourth degree or more Alaska Indian (including Tsimshian Indians not
enrolled in the Metlaktla Indian Community) Eskimo, or Aleut blood, or
combination thereof. The term includes any Native as so defined either
or both of whose adoptive parents are not Natives. It also includes, in
the absence of proof of a minimum blood quantum, any citizen of the
United States who is regarded as an Alaska Native by the Native village
or Native group of which he claims to be a member and whose father or
mother is (or, if deceased, was) regarded as Native by any village or
group. Any decision of the Secretary regarding eligibility for
enrollment shall be final. (43 U.S.C. 1602b)
Native Hawaiian means any individual who is--
(1) A citizen of the United States; and
(2) A descendant of the aboriginal people who, prior to 1778,
occupied and exercised sovereignty in the area that now comprises the
State of Hawaii, as evidenced by--
(i) Genealogical records;
(ii) Kupuna (elders) or Kamaaina (long-term community residents)
verification; or
(iii) Certified birth records. (20 U.S.C. 7517)
Native Hawaiian-serving institution means an institution of higher
education which--
(1) Is an eligible institution under section 1058(b) of title 20;
and
(2) At the time of application, has an enrollment of undergraduate
students that is at least 10 percent Native Hawaiian students. (20
U.S.C. 1059d)
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). (34
CFR part 77)
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. (34 CFR part 77)
Underserved student means a student in one or more of the following
subgroups:
(1) A student who is living in poverty or is served by schools with
high concentrations of students living in poverty.
(2) A child or student with a disability.
(3) A lesbian, gay, bisexual, transgender, queer or questioning, or
intersex (LGBTQI+) student.
(4) A pregnant, parenting, or caregiving student,
(5) A student impacted by the justice system, including a formerly
incarcerated student.
(6) A student who is the first in their family to attend
postsecondary education.
(7) A student who is working full-time while enrolled in
postsecondary education.
(8) A student enrolling in or seeking to enroll in postsecondary
education for the first time at the age of 20 or older.
(9) A student who is enrolled in or is seeking to enroll in
postsecondary education who is eligible for a Pell Grant.
(10) A military- or veteran- connected student.
(86 FR 70612)
Program Authority: 20 U.S.C. 1059d.
[[Page 14466]]
Note: In 2008, the HEA was amended by the Higher Education
Opportunity Act of 2008 (HEOA), Pub. L. 110-315. Please note that the
regulations for ANNH in 34 CFR part 607 have not been updated to
reflect these statutory changes. The statute supersedes all other
regulations.
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained in the
Federal civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 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 regulations for this program in 34 CFR part 607. (e)
The Supplemental Priorities.
II. Award Information
Type of Award: Discretionary grants. Five-year Individual
Development Grants and Cooperative Arrangement Development Grants will
be awarded in FY 2024.
Note: A cooperative arrangement is an arrangement to carry out
allowable grant activities between an institution eligible to receive a
grant under this part and one or more other eligible or ineligible
IHEs, under which the resources of the cooperating institutions are
combined and shared to better achieve the purposes of this part and
avoid costly duplication of effort.
Estimated Available Funds: The Administration has requested
$25,044,000 for ANNH in FY 2024, of which we intend to use an estimated
$17,299,105 for new awards. The actual level of funding, if any,
depends on final congressional action. However, we are inviting
applications to allow enough time to complete the grant process if
Congress appropriates funds for this program.
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.
Individual Development Grants:
Estimated Range of Awards: $850,000-$900,000 per year.
Estimated Average Size of Awards: $875,000 per year.
Maximum Award: We will not make an award exceeding $900,000 for a
single budget period of 12 months.
Estimated Number of Awards: 6.
Cooperative Arrangement Development Grants:
Estimated Range of Awards: $950,000-$1,000,000 per year.
Estimated Average Size of Awards: $975,000 per year.
Maximum Award: We will not make an award exceeding $1,000,000 for a
single budget period of 12 months.
Estimated Number of Awards: 12.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1.a. Eligible Applicants: This program is authorized by title III,
part A, of the HEA. At the time of submission of their applications,
applicants must certify that an Alaska Native-serving institution has
an enrollment of undergraduate students that are at least 20 percent
Alaska Native students or that a Native Hawaiian-serving institution
has an enrollment of undergraduate students that is at least 10 percent
Native Hawaiian students. An assurance form, which is included in the
application materials for this competition, must be signed by an
official for the applicant and submitted with this application.
To qualify as an eligible institution under the ANNH Program, an
institution also must--
(i) Be accredited or preaccredited by a nationally recognized
accrediting agency or association that the Secretary has determined to
be a reliable authority as to the quality of education or training
offered;
(ii) Be legally authorized by the State in which it is located to
be a junior or community college or to provide an educational program
for which it awards a bachelor's degree;
(iii) Demonstrate that it (1) has an enrollment of needy students
as described in 34 CFR 607.3; and (2) has low average education and
general expenditures per full-time equivalent (FTE) undergraduate
student as described in 34 CFR 607.4.
b. Relationship between the Title III, Part A Programs and the
Developing Hispanic-Serving Institutions (HSI) Program: A grantee under
the HSI Program, which is authorized under title V of the HEA, may not
receive a grant under any HEA, title III, part A program. 20 U.S.C.
1101d. The title III, part A programs are the Strengthening
Institutions Program, the ANNH program, the Tribally Controlled
Colleges and Universities Program, the Asian American and Native
American Pacific Islander-Serving Institutions Program, the
Predominantly Black Institutions Program, and the Native American-
Serving Nontribal Institutions Program. Furthermore, a current title
III, Part A or title V program grantee may not give up its grant to
receive a grant under ANNH, as described in 34 CFR 607.2(g)(1).
An eligible IHE that is not a current grantee under the above-cited
programs may apply for a FY 2024 grant under all title III, part A
programs for which it is eligible, as well as receive consideration for
a grant under the HSI program. However, a successful applicant may
receive only one grant, as described in 34 CFR 607.2(g)(1).
c. Individual Development and Cooperative Arrangement Grants: An
eligible IHE that submits applications for an Individual Development
Grant and a Cooperative Arrangement Development Grant in this
competition may be awarded both in the same fiscal year. However, we
will not award a second Cooperative Arrangement Development Grant to an
otherwise eligible IHE as the lead institution for an award year for
which the IHE already has a Cooperative Arrangement Development Grant
as the lead institution under the ANNH Program. A grantee with an
Individual Development Grant or a Cooperative Arrangement Development
Grant may be a partner in one or more Cooperative Arrangement
Development Grants. The lead institution in a Cooperative Arrangement
Development Grant must be an eligible institution. Partners are not
required to be eligible institutions.
2. a. Cost Sharing or Matching: This program does not require cost
sharing or matching.
b. Supplement-Not-Supplant: This program involves supplement-not-
supplant funding requirements. Grant funds must be used so that they
supplement and, to the extent practical, increase the funds that would
otherwise be available for the activities to be carried out under the
grant and in no case supplant those funds (34 CFR 607.30(b)).
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: A grantee under this competition may not award
subgrants to
[[Page 14467]]
entities to directly carry out project activities described in its
application.
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on December 7, 2022 (87 FR 75045), and available at
www.federalregister.gov/d/2022-26554, which contain requirements and
information on how to submit an application. Please note that these
Common Instructions supersede the version published on December 27,
2021.
2. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. Information about
Intergovernmental Review of Federal Programs under Executive Order
12372 is in the application package for this program.
3. Funding Restrictions: We specify unallowable costs in 34 CFR
607.10(c). We reference additional regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 55 pages for Individual
Development Grants and to no more than 75 pages for Cooperative
Arrangement Development Grants and (2) use the following standards
below. If you are addressing one or more priorities, we recommend that
you limit your response to no more than an additional 20 pages total, 5
additional pages for Competitive Preference Priority 1, 5 additional
pages for Competitive Preference Priority 2, 5 additional pages for
Invitational Priority 1, and 5 additional pages for Invitational
Priority 2. Please include a separate heading when responding to one or
more competitive or invitational priorities.
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 and no
smaller than 10 pitch (characters per inch).
Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the one-page abstract and the
bibliography. However, the recommended page limit does apply to all of
the application narrative.
Note: The Budget Information Non-Construction Programs form (ED
524) sections A-C are not the same as the narrative response to the
Budget section of the selection criteria.
V. Application Review Information
1. Selection Criteria: The following selection criteria for this
competition are from 34 CFR 607.22(a) through (g) and 34 CFR 75.210.
Applicants should address each of the following selection criteria
separately for each proposed activity. The selection criteria are worth
a total of 100 points. The maximum score for each criterion is noted in
parentheses. An applicant that also chooses to address the competitive
preference priorities can earn up to 112 total points.
(a) Quality of the applicant's comprehensive development plan. (up
to 20 points)
The extent to which--
(1) The strengths, weaknesses, and significant problems of the
institution's academic programs, institutional management, and fiscal
stability are clearly and comprehensively analyzed and result from a
process that involved major constituencies of the institution. (5
points)
(2) The goals for the institution's academic programs,
institutional management, and fiscal stability are realistic and based
on comprehensive analysis. (5 points)
(3) The objectives stated in the plan are measurable, related to
institutional goals, and, if achieved, will contribute to the growth
and self-sufficiency of the institution. (5 points)
(4) The plan clearly and comprehensively describes the methods and
resources the institution will use to institutionalize practice and
improvements developed under the proposed project, including, in
particular, how operational costs for personnel, maintenance, and
upgrades of equipment will be paid with institutional resources. (5
points)
(b) Quality of activity objectives. (up to 15 points)
The extent to which the objectives for each activity are--
(1) Realistic and defined in terms of measurable results. (8
points)
(2) Directly related to the problems to be solved and to the goals
of the comprehensive development plan. (7 points)
(c) Quality of the project design. (up to 12 points)
The Secretary considers the quality of the design of the proposed
project. In determining the quality of the design of the proposed
project, the Secretary considers the extent to which the proposed
project demonstrates a rationale.
(d) Quality of implementation strategy. (up to 16 points)
The extent to which--
(1) The implementation strategy for each activity is comprehensive.
(6 points)
(2) The rationale for the implementation strategy for each activity
is clearly described and is supported by the results of relevant
studies or projects. (6 points)
(3) The timetable for each activity is realistic and likely to be
attained. (4 points)
(e) Quality of key personnel. (up to 8 points)
The extent to which--
(1) The past experience and training of key professional personnel
are directly related to the stated activity objectives. (4 points)
(2) The time commitment of key personnel is realistic. (4 points)
(f) Quality of project management plan. (up to 10 points)
The extent to which--
(1) Procedures for managing the project are likely to ensure
efficient and effective project implementation. (5 points)
(2) The project coordinator and activity directors have sufficient
authority to conduct the project effectively, including access to the
president or chief executive officer. (5 points)
(g) Quality of evaluation plan. (up to 12 points)
The extent to which--
(1) The data elements and the data collection procedures are
clearly described and appropriate to measure the attainment of activity
objectives and to measure the success of the project in achieving the
goals of the comprehensive development plan. (6 points)
(2) The data analysis procedures are clearly described and are
likely to produce formative and summative results on attaining activity
objectives and measuring the success of the project
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on achieving the goals of the comprehensive development plan. (6
points)
(h) Budget. (up to 7 points)
The extent to which the proposed costs are necessary and reasonable
in relation to the project's objectives and scope.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
A panel of three non-Federal reviewers will review and score each
application in accordance with the selection criteria and the
competitive preference priorities. A rank order funding slate will be
made from this review. Awards will be made in rank order according to
the average score received from the peer review.
In tie-breaking situations for development grants, under 34 CFR
607.23(b), we must award additional points in the following three
areas. We award one additional point to an application from an IHE that
has an endowment fund of which the current market value, per full-time
equivalent enrolled student, is less than the average current market
value of the endowment funds, per FTE enrolled student, at comparable
type institutions that offer similar instruction. We award one
additional point to an application from an IHE that has expenditures
for library materials per FTE enrolled student that are less than the
average expenditure for library materials per FTE enrolled student at
similar type institutions. We also add one additional point to an
application from an IHE that proposes to carry out one or more of the
following activities--
(1) Faculty development;
(2) Funds and administrative management;
(3) Development and improvement of academic programs;
(4) Acquisition of equipment for use in strengthening management
and academic programs;
(5) Joint use of facilities; and
(6) Student services.
For the purpose of these funding considerations, we use 2021-2022
data.
If a tie remains after applying the tie-breaker mechanism above,
priority will be given to applicants that have the lowest endowment
values per FTE enrolled student.
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 the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with:
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216);
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee or subgrantee that is awarded competitive grant
funds must have a plan to
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disseminate these public grant deliverables. This dissemination plan
can be developed and submitted after your application has been reviewed
and selected for funding. For additional information on the open
licensing requirements please refer to 2 CFR 3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
5. Performance Measures: The Secretary has established the
following key performance measures for the purpose of Department
reporting under 34 CFR 75.110.
(a) The percentage change, over the 5-year period, of the number of
full-time degree-seeking undergraduates enrolled at Alaska Native and
Native Hawaiian-Serving Institutions (Note: This is a long-term
measure, which will be used to periodically gauge performance);
(b) The percentage of first-time, full-time degree-seeking
undergraduate students at 4-year Alaska Native and Native Hawaiian-
Serving Institutions who were in their first year of postsecondary
enrollment in the previous year and are enrolled in the current year at
the same Alaska Native and Native Hawaiian-Serving Institution;
(c) The percentage of first-time, full-time degree-seeking
undergraduate students at 2-year Alaska Native and Native Hawaiian-
Serving Institutions who were in their first year of postsecondary
enrollment in the previous year and are enrolled in the current year at
the same Alaska Native and Native Hawaiian-Serving Institution;
(d) The percentage of first-time, full-time degree-seeking
undergraduate students enrolled at 4-year Alaska Native and Native
Hawaiian-Serving Institutions who graduate within 6 years of
enrollment; and
(e) The percentage of first-time, full-time degree-seeking
undergraduate students enrolled at 2-year Alaska Native and Native
Hawaiian-Serving Institutions who graduate within 3 years of
enrollment.
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 feature at
this site, you can limit your search to documents published by the
Department.
Nasser H. Paydar,
Assistant Secretary for Postsecondary Education.
[FR Doc. 2024-03946 Filed 2-26-24; 8:45 am]
BILLING CODE 4000-01-P