[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.

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    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

[[Page 14469]]

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