[Federal Register Volume 89, Number 51 (Thursday, March 14, 2024)]
[Notices]
[Pages 18607-18614]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-05463]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Promoting Postbaccalaureate 
Opportunities for Hispanic Americans Program

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 
Promoting Postbaccalaureate Opportunities for Hispanic Americans 
(PPOHA) Program, Assistance Listing Number (ALN) 84.031M. This notice 
relates to the approved information collection under OMB control number 
1894-0006.

DATES: 
    Applications Available: March 14, 2024.
    Deadline for Transmittal of Applications: May 13, 2024.
    Deadline for Intergovernmental Review: July 12, 2024.
    Deadline for Optional Notice of Intent to Apply: May 3, 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 
https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.

FOR FURTHER INFORMATION CONTACT: Margarita L. Mel[eacute]ndez, U.S. 
Department of Education, 400 Maryland Avenue SW, Room 5C125, 
Washington, DC 20202-4260. Telephone: (202) 987-0408. Email: 
ed.gov">Margarita.Melendez@ed.gov.
    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 purposes of the PPOHA Program are to: (1) 
expand postbaccalaureate educational opportunities for, and improve the 
academic attainment of, Hispanic students; and (2) expand the 
postbaccalaureate academic offerings, as well as enhance the program 
quality, at the institutions of higher education (IHEs) that are 
educating the majority of Hispanic college students and helping large 
numbers of Hispanic and low-income students complete postsecondary 
degrees.
    Background: In the fall of 2021, there were approximately 2.8 
million U.S. resident students enrolled at the postbaccalaureate level 
in degree-granting institutions.\1\ Of those students, 60 percent were 
White and only 13 percent were Hispanic.\2\ Furthermore, in 2021, White 
students received 62.4 percent and 63.4 percent of master's and 
doctoral degrees, respectively, and Hispanic students received 12.7 
percent and 9.7 percent of master's and doctoral degrees, 
respectively.\3\
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    \1\ National Center for Education Statistics. (2023). 
Postbaccalaureate Enrollment. Condition of Education. U.S. 
Department of Education, Institute of Education Sciences.
    \2\ Ibid.
    \3\ National Center for Education Statistics (2023). Fast Facts: 
Degrees conferred by race/ethnicity and sex. U.S. Department of 
Education, Institute of Education Statistics.
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    Hispanic students who enroll and attain credentials beyond a 
bachelor's degree have increased employment options, which provides the 
potential for greater financial returns.\4\ In 2021, for example, 49% 
advanced degree holders earned $100,000 or more, as compared to 7 
percent of high school graduates and 35 percent of those whose highest 
attainment was a bachelor's degree.\5\
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    \4\ Schak, J.O. and Nichols, A.H. (2017). Education Trust. 
Degree Attainment for Latino Adults: National and State Trends.
    \5\ Ma, J. and Pender, M. (2023). College Board. ``Education 
Pays 2023: The Benefits of Higher Education for Individuals and 
Society.''
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    A critical component of student success and college completion for 
Hispanic students is engagement with diverse faculty members who can 
serve as mentors.\6\ The impact of the characteristics, insights, and 
perspectives of diverse faculty has been shown to enhance the teaching, 
research, and service missions of institutions of higher education.\7\ 
Diverse faculty increase opportunities for students to encounter 
readings and research relevant to underrepresented groups.\8\ 
Increasing Latino faculty has been found to play a critical role in 
Latino student retention and climate.\9\ In addition, the presence of 
diverse faculty enhances the college experience by providing a more 
enriching college experience and a more supportive racial climate to 
ensure student success.\10\ Despite the many benefits of faculty 
diversity, in the fall of 2021, only six percent of full-time faculty 
at degree-granting postsecondary institutions were Hispanic,\11\ while 
the enrollment rate of Hispanic undergraduate and graduate students was 
33 percent.\12\
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    \6\ Contreras, F., and Contreras, J.G. (2015). Journal of 
Hispanic Higher Education. ``Raising the Bar for Hispanic Serving 
Institutions: An Analysis of College Completion and Success Rates.''
    \7\ Milem, J.F. (2003). Compelling Interest. ``The Educational 
Benefits of Diversity: Evidence from Multiple Sectors.''
    \8\ Ibid.
    \9\ Contreras, F., and Contreras, J.G. (2015). Journal of 
Hispanic Higher Education. ``Raising the Bar for Hispanic Serving 
Institutions: An Analysis of College Completion and Success Rates.''
    \10\ Milem, J.F. (2003). Compelling Interest. ``The Educational 
Benefits of Diversity: Evidence from Multiple Sectors.''
    \11\ Fast Facts (2023): Race/ethnicity of college faculty 
(ed.gov).
    \12\ National Center for Education Statistics. (2023). College 
Enrollment Rates. Condition of Education. U.S. Department of 
Education, Institute of Education Sciences.
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    Hispanic adults are also currently underrepresented in the STEM 
workforce. Hispanic or Latino workers represented 15 percent of the 
total STEM workforce in 2021,\13\ compared to

[[Page 18608]]

18 percent of the total labor workforce.\14\ According to labor market 
data from the Federal Reserve Bank of New York, students who graduate 
with degrees in the STEM disciplines generally are paid more than 
students who graduate with non-STEM degrees.\15\ The growth in STEM 
jobs is expected to outpace that of non-STEM jobs in the future.\16\
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    \13\ Diversity and STEM: Women, Minorities, and Persons with 
Disabilities (2023). National Science Foundation.
    \14\ Labor force characteristics by race and ethnicity (2021). 
BLS Reports: U.S. Bureau of Labor Statistics.
    \15\ Federal Reserve Bank of New York, February 2023.
    \16\ Pew Research Center. (2021). ``STEM Jobs See Uneven 
Progress in Increasing Gender, Racial and Ethnic Diversity.''
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    To this end, this competition includes an absolute priority focused 
on expanding the number of Hispanic and other underrepresented graduate 
and professional students served by the applicant institution, or the 
institutions that are part of the cooperative agreement application, 
through expanded courses and institutional resources. In responding to 
this absolute priority, applicants should demonstrate how they will 
expand academic offerings that prepare postbaccalaureate students for 
the workforce by developing or enhancing current course offerings in 
existing postgraduate degree, certificate, or credentialing programs or 
by establishing new postgraduate degree, certificate, or credentialing 
programs. Additionally, applicants are encouraged to form partnerships 
with other Hispanic-Serving Institutions (HSIs) and non-HSI IHEs that 
may assist the applicant IHE in leveraging resources and opportunities 
for apprenticeships, internships, workplace learning, or similar 
experiences for students.
    This competition also includes two competitive preference 
priorities focused on meeting students' holistic needs and providing 
flexible, high-quality, and accessible learning opportunities, and 
three invitational priorities that support increasing the number of 
Hispanic doctoral candidates and graduates through collaboration, 
increasing the number of Hispanic educators, and increasing the number 
of Hispanics prepared for the STEM workforce.
    Priorities: This notice contains one absolute priority, two 
competitive preference priorities, and three invitational priorities. 
In accordance with 34 CFR 75.105(b)(2)(v), the absolute priority is 
from allowable activities specified in the statute (see section 
503(b)(14) of the Higher Education Act of 1965, as amended (HEA), 20 
U.S.C. 1101b). 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).
    Absolute Priority: For FY 2024 and any subsequent year in which we 
make awards from the list of unfunded applications from this 
competition, this priority is an absolute priority. Under 34 CFR 
75.105(c)(3) we consider only applications that meet this priority.
    The priority is:
    Expanding the number of Hispanic and other underrepresented 
graduate and professional students that can be served by the 
institution by expanding courses and institutional resources.
    Competitive Preference 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 competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i) we award up to an additional 
15 points to an application, depending on how well the application 
meets each of these priorities. Applicants may respond to one or both 
priorities, for a total of up to 15 additional points.
    These priorities are:
    Competitive Preference Priority 1: Meeting Student Social, 
Emotional, and Academic Needs (up to 10 points).
    Projects that are designed to improve students' social, emotional, 
academic, and career development, with a focus on underserved students, 
through one or both of the following areas:
    (a) Creating education or work-based settings that are supportive, 
positive, identity-safe and inclusive with regard to race, ethnicity, 
culture, language, and disability status, through supporting students 
to engage in real-world hands-on learning that is aligned with 
classroom instruction and takes place in community-based settings, such 
as apprenticeships, pre-apprenticeships, work-based learning, and 
service learning, and in civic activities, that allow students to apply 
their knowledge and skills, strengthen their employability skills, and 
access career exploration opportunities. (up to 2 points)
    (b) Creating a positive, inclusive, and identity-safe climate at 
IHEs through one or both of the following activities:
    (1) Implementing evidence-based practices for advancing student 
success for underserved students. (up to 4 points)
    (2) Providing evidence-based professional development opportunities 
designed to build asset-based mindsets for faculty and staff on campus 
and that are inclusive with regard to race, ethnicity, culture, 
language, and disability status. (up to 4 points)
    Competitive Preference Priority 2: Increasing Postsecondary 
Education Access, Affordability, Completion, and Post-Enrollment 
Success (up to 5 points).
    Projects that are designed to increase postsecondary access, 
affordability, completion, and success for underserved students by 
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.
    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 
applications. Applicants may respond to one, two, or all priorities.
    These priorities are:
    Invitational Priority 1: Improving the Hispanic Ph.D. Pipeline 
through Collaboration.
    Projects that are supported by a consortium of HSIs, including no 
fewer than three HSIs that award Ph.D.s, and are designed to improve 
the Hispanic Ph.D. pipeline and increase the number of Hispanic Ph.D.s 
by supporting teaching, research, and resource sharing across 
institutions, creating mentorship opportunities, and supporting 
experiential learning, as well as other high-impact practices that have 
demonstrated positive results for Hispanic postbaccalaureate students.
    Under this priority, we are particularly interested in projects 
designed to address the low percentage of Hispanics who both enroll in 
Ph.D. programs and attain the Ph.D. degree by establishing, improving, 
or expanding programs that--
    (a) Increase the Hispanic student pipeline for Ph.D.s;
    (b) Improve the academic preparation of postbaccalaureate students 
through course offerings, research opportunities (including study 
abroad opportunities), mentorship, and learning communities;
    (c) Combine traditional academic training with industry-standard 
specialized knowledge and skills that will improve student educational 
outcomes; and
    (d) Evaluate the association between the consortium's activities 
and Ph.D. attainment by Hispanic students.

[[Page 18609]]

    Invitational Priority 2: Supporting the Hispanic Educator Pipeline.
    Projects that are designed to establish or expand entry points into 
the educator pipeline, to increase the number of Hispanic educators, 
the number of Hispanic students earning postgraduate degrees in 
preparation for employment as an educator, or both.
    Under this priority, we are particularly interested in projects 
designed to establish, improve, or expand programs that address one or 
more of the following--
    (a) Recruit racially, ethnically, and linguistically diverse 
educators;
    (b) Retain diverse educators by strengthening support networks and 
providing professional development; and
    (c) Combine traditional academic training with specialized 
knowledge and skills that will prepare students for entry into the 
educator profession.
    Invitational Priority 3: Increasing Hispanics in Science, 
Technology, Engineering, and Mathematics (STEM).
    Projects that are designed to increase the number of Hispanic 
postbaccalaureate students and educators in STEM.
    Under this priority, we are particularly interested in projects 
designed to establish, improve, or expand programs that--
    (a) Identify and implement instructional strategies, systems, and 
structures that improve postsecondary learning and retention that leads 
to completion of a master's, Ph.D. or terminal degree in STEM;
    (b) Combine traditional academic training with specialized 
knowledge and skills through research, apprenticeships, and technology 
applications that will prepare students for STEM fields; and
    (c) Provide pathways for entry into the STEM workforce.
    Definitions: The following definitions are from 34 CFR 77.1, with 
the exception of ``educator'' and ``underserved student,'' which are 
from the Supplemental Priorities. They apply to the priorities and 
selection criteria in this notice:
    Baseline means the starting point from which performance is 
measured and targets are set.
    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.
    Educator means an individual who is an early learning educator, 
teacher, principal or other school leader, specialized instructional 
support personnel (e.g., school psychologist, counselor, school social 
worker, early intervention service personnel), paraprofessional, or 
faculty.
    Evidence-based means the proposed project component is supported by 
promising evidence or evidence that demonstrates a rationale.
    Experimental study means a study that is designed to compare 
outcomes between two groups of individuals (such as students) that are 
otherwise equivalent except for their assignment to either a treatment 
group receiving a project component or a control group that does not. 
Randomized controlled trials, regression discontinuity design studies, 
and single-case design studies are the specific types of experimental 
studies that, depending on their design and implementation (e.g., 
sample attrition in randomized controlled trials and regression 
discontinuity design studies), can meet What Works Clearinghouse (WWC) 
standards without reservations as described in the WWC Handbooks:
    (i) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
project component being evaluated (the treatment group) or not to 
receive the project component (the control group).
    (ii) A regression discontinuity design study assigns the project 
component being evaluated using a measured variable (e.g., assigning 
students reading below a cutoff score to tutoring or developmental 
education classes) and controls for that variable in the analysis of 
outcomes.
    (iii) A single-case design study uses observations of a single case 
(e.g., a student eligible for a behavioral intervention) over time in 
the absence and presence of a controlled treatment manipulation to 
determine whether the outcome is systematically related to the 
treatment.
    Logic model (also referred to as a theory of action) means a 
framework that identifies key project components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to be 
critical to achieving the relevant outcomes) and describes the 
theoretical and operational relationships among the key project 
components and relevant outcomes.
    Note: In developing logic models, applicants may want to use 
resources such as the Regional Educational Laboratory Program's 
Education Logic Model Application at https://ies.ed.gov/ncee/rel/Products/Region/pacific/Resource/100677.
    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.
    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).
    Promising evidence means that there is evidence of the 
effectiveness of a key project component in improving a relevant 
outcome, based on a relevant finding from one of the following:
    (i) A practice guide prepared by What Works Clearinghouse (WWC) 
reporting a ``strong evidence base'' or ``moderate evidence base'' for 
the corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC reporting a 
``positive effect'' or ``potentially positive effect'' on a relevant 
outcome with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (iii) A single study assessed by the Department, as appropriate, 
that--
    (A) Is an experimental study, a quasi-experimental design study, or 
a well-designed and well-implemented correlational study with 
statistical controls for selection bias (e.g., a study using regression 
methods to account for differences between a treatment group and a 
comparison group); and
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome.
    Quasi-experimental design study means a study using a design that 
attempts to approximate an experimental study by identifying a 
comparison group that is similar to the treatment group in important 
respects. This type of study, depending on design and implementation 
(e.g., establishment of baseline equivalence of the groups being 
compared), can meet WWC standards with reservations, but cannot meet 
WWC standards without reservations, as described in the WWC Handbooks.
    Relevant outcome means the student outcome(s) or other outcomes(s) 
the key project component is designed to improve, consistent with the 
specific goals of the program.
    Underserved student means a student in postsecondary education in 
one or more of the following subgroups:
    (a) A student who is living in poverty.
    (b) A student of color.

[[Page 18610]]

    (c) A pregnant, parenting, or caregiving student.
    (d) A student who is the first in their family to attend 
postsecondary education.
    What Works Clearinghouse Handbooks (WWC Handbooks) means the 
standards and procedures set forth in the WWC Standards Handbook, 
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1, 
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version 
2.1 (all incorporated by reference, see 34 CFR 77.2). Study findings 
eligible for review under WWC standards can meet WWC standards without 
reservations, meet WWC standards with reservations, or not meet WWC 
standards. WWC practice guides and intervention reports include 
findings from systematic reviews of evidence as described in the WWC 
Handbooks documentation.
    Note: The What Works Clearinghouse Procedures and Standards 
Handbook (Version 4.1), as well as the more recent What Works 
Clearinghouse Handbook released in August 2022 (Version 5.0), are 
available at https://ies.ed.gov/ncee/wwc/Handbooks.
    Program Authority: 20 U.S.C. 1102-1102c.
    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 74, 75, 77, 79, 82, 84, 86, 
97, 98, and 99. (b) The Office of Management and Budget (OMB) 
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 606. (e) The Supplemental Priorities. 
(f) Notice of final requirements for the PPOHA Program, published in 
the Federal Register on July 27, 2010 (75 FR 44056) (NFR).

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 competition and another eligible or ineligible IHE, 
under which the resources of the cooperating institutions are combined 
and shared to better achieve the purpose of the program and avoid 
costly duplication of effort.
    Estimated Available Funds: The Administration has requested 
$28,845,000 for the PPOHA Program for FY 2024, of which we intend to 
use approximately $11,257,000 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 fiscal years 
from the list of unfunded applications from this competition.
    Individual Development Grants:
    Estimated Range of Awards: $500,000-$600,000 per year.
    Estimated Average Size of Awards: $550,000 per year.
    Maximum Awards: We will not make an award exceeding $600,000 for a 
single 12-month budget period.
    Estimated Number of Awards: 11.
    Cooperative Arrangement Development Grants:
    Estimated Range of Awards: $600,000-$1,500,000.
    Estimated Average Size of Awards: $1,000,000.
    Maximum Award: We will not make an award exceeding $1,500,000 for a 
single 12-month budget period.
    Estimated Number of Awards: 5.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information and Supplemental Requirements

    1. Eligible Applicants: IHEs that (a) qualify as an eligible HSI 
and (b) offer a postbaccalaureate certificate or postbaccalaureate 
degree program are eligible to apply for new grants under the PPOHA 
Program. See section 512(b) of the HEA (20 U.S.C. 1102a(b)).
    An eligible IHE for purposes of the PPOHA Program, under sections 
502 and 512(b) of the HEA (20 U.S.C. 1101a and 1102a(b)), must--
    (a) Have an enrollment of needy students, as defined in section 
502(b) of the HEA (section 502(a)(2)(A)(i) of the HEA; 20 U.S.C. 
1101a(a)(2)(A)(i));
    (b) Have, except as provided in section 522(b) of the HEA, average 
educational and general expenditures that are low, per full-time 
equivalent (FTE) undergraduate student, in comparison with the average 
educational and general expenditures per FTE undergraduate student of 
institutions that offer similar instruction (section 502(a)(2)(A)(ii) 
of the HEA; 20 U.S.C. 1101a(a)(2)(A)(ii));
    Note 1: To demonstrate an enrollment of needy students and low 
average educational and general expenditures per FTE undergraduate 
student, an IHE must be designated as an ``eligible institution'' in 
accordance with 34 CFR 606.3 through 606.5 and the notice inviting 
applications for designation as an eligible institution for the fiscal 
year for which the grant competition is being conducted.
    Note 2: Only institutions that the Department determines are 
eligible, or are granted a waiver, may apply for a grant in this 
program.
    (c) Be accredited 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, or making 
reasonable progress toward accreditation, according to such an agency 
or association (section 502(a)(2)(A)(iv) of the HEA; 20 
U.S.C.1101a(a)(2)(A)(iv));
    (d) Be legally authorized to provide, and provide within the State, 
an educational program for which the institution awards a bachelor's 
degree (section 502(a)(2)(A)(iii)(I) of the HEA; 20 U.S.C. 
1101a(a)(2)(A)(iii)(I)); and
    (e) Have an enrollment of undergraduate FTE students that is at 
least 25 percent Hispanic students at the end of the award year 
immediately preceding the date of application (section 502(a)(5)(B) of 
the HEA; 20 U.S.C. 1101a(a)(5)(B)).
    Note 3: Funds for the PPOHA Program will be awarded each fiscal 
year; thus, for this program, the ``end of the award year immediately 
preceding the date of application'' refers to the end of the fiscal 
year prior to the application due date. The end of the fiscal year 
occurs on September 30 for any given year.
    Note 4: In considering applications for grants under this program, 
the Department will compare the data and documentation the institution 
relied on in its application with data reported to the Department's 
Integrated Postsecondary Education Data System (IPEDS), the IHE's 
State-reported enrollment data, and the institutional annual report. If 
different percentages or data are reported in these various sources, 
the institution must, as part of the 25 percent assurance verification, 
explain the reason for the differences. If

[[Page 18611]]

the IPEDS data show that less than 25 percent of the institution's 
undergraduate FTE students are Hispanic, the burden is on the 
institution to show that the IPEDS data are inaccurate. If the IPEDS 
data indicate that the institution has an undergraduate FTE less than 
25 percent, and the institution fails to demonstrate that the IPEDS 
data are inaccurate, the institution will be considered ineligible.
    (f) A grantee under the PPOHA Program, which is authorized by title 
V of the HEA, may not receive a grant under any HEA, title III, part A 
or part B program during the period for which funds under this program 
are awarded (section 505 of the HEA; 20 U.S.C. 1101d). The title III, 
part A programs include: the Strengthening Institutions Program; the 
American Indian Tribally Controlled Colleges and Universities Program; 
the Alaska Native and Native Hawaiian-Serving Institutions Programs; 
the Asian American and Native American Pacific Islander-Serving 
Institutions Program; the Predominantly Black Institutions Program; and 
the Native American-Serving Non-Tribal Institutions Program. Title III, 
part B includes the Strengthening Historically Black Colleges and 
Universities Program.
    (g) An eligible IHE may not submit more than one Individual 
Development Grant application, be the lead applicant for more than one 
Cooperative Arrangement Development Grant, or submit an Individual 
Development Grant application and be the lead applicant for a 
Cooperative Arrangement Development Grant application in this 
competition. 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.
    (h) A PPOHA Program grantee may use not more than 20 percent of its 
total PPOHA Program grant award to provide financial support in the 
form of scholarships, fellowships, and other student financial 
assistance to low-income students (see NFR).
    (i) Nothing in this notice alters a grantee's obligations to comply 
with Federal civil rights laws.
    2. a. Cost Sharing or Matching: This program does not require cost 
sharing or matching unless the grantee uses a portion of its grant for 
establishing or improving an endowment fund. If a grantee uses a 
portion of its grant for endowment fund purposes, it must match or 
exceed those grant funds with non-Federal funds (section 503(c)(2) of 
the HEA; 20 U.S.C. 1101b(c)(2)).
    b. Supplement-Not-Supplant: This competition involves supplement-
not-supplant funding requirements.
    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 www2.ed.gov/about/offices/list/ocfo/intro.html.
    d. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    3. Subgrantees: 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: local educational agencies; State educational agencies; IHEs; 
nonprofit organizations. The grantee may award subgrants to entities it 
has identified in an approved application or that it selects through a 
competition under procedures established by the grantee.
    4. Other: This program is subject to the Build America, Buy America 
Act (Pub. L. 117-58). This means that, under this program, grantees and 
their subrecipients and contractors may not use their grant funds for 
infrastructure projects or activities (e.g., construction and broadband 
infrastructure) unless--
    (a) All iron and steel used in the infrastructure project or 
activity are produced in the United States;
    (b) All manufactured products used in the infrastructure project or 
activity are produced in the United States; and
    (c) All construction materials are manufactured in the United 
States.

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.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for the PPOHA Program, 
your application may include business information that you consider 
proprietary. In 34 CFR 5.11, we define ``business information'' and 
describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
amended).
    Because we plan to make successful applications available to the 
public, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600 (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 34 CFR 
606.10(c). We reference additional regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    5. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria that reviewers use to 
evaluate your application. We recommend that you (1) limit the 
application narrative to no more than 55 pages for an Individual 
Development grant and no more than 65 pages for a Cooperative 
Arrangement Development Grant 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, 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 applies to the Project Narrative, which 
is your

[[Page 18612]]

complete response to the selection criteria and, if applicable, the 
competitive preference priorities. However, the page limit does not 
apply to the Application for Federal Assistance form (SF-424); the ED 
SF-424 Supplement form; the Budget Information--Non-Construction 
Programs form (ED 524); the assurances and certifications; or the one-
page project abstract, the program profile form, and supporting budget 
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 competition 
are from 34 CFR 75.210, 606.8, and 606.22. Applicants should address 
each of the following selection criteria separately for each proposed 
activity. We will award up to 100 points to an application under the 
selection criteria and up to 15 additional points to an application 
under the competitive preference priorities, for a total score of up to 
115 points. The maximum score for each criterion is noted in 
parentheses.
    (a) Quality of the applicant's comprehensive development plan. (up 
to 25 points)
    The Secretary evaluates each application for a development grant 
based on 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 (up to 5 
points);
    (2) The goals for the institution's academic programs, 
institutional management, and fiscal stability are realistic and based 
on comprehensive analysis (up to 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 (up to 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 (up to 
5 points); and
    (5) The 5-year plan describes how the applicant will improve its 
services to Hispanic and other low-income students (up to 5 points).
    Note: Under 34 CFR 606.8(a), a comprehensive development plan is an 
institution's strategy for achieving growth and self-sufficiency by 
strengthening its (1) academic programs; (2) institutional management; 
and (3) fiscal stability.
    (b) Quality of the project design. (up to 15 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 following:
    (1) The extent to which the proposed project demonstrates a 
rationale (as defined in this notice) (up to 10 points); and
    (2) The extent to which the proposed project is supported by 
promising evidence (as defined in this notice) (up to 5 points).
    Note: To establish that their projects ``demonstrate a rationale,'' 
applicants must use a logic model (as defined in this notice) and 
identify research or evaluation findings suggesting that a key project 
component is likely to improve relevant outcome. To establish that 
their projects are supported by ``promising evidence,'' applicants 
should cite the supporting study or studies that meet the conditions in 
the definition of ``promising evidence'' and attach the study or 
studies as part of the application attachments. In addressing 
``promising evidence,'' applicants are encouraged to align the direct 
student services proposed in the application to evidence-based 
practices identified in the selected studies. Note that the research 
cited to address the ``promising evidence'' criterion can be the same 
research provided to demonstrate a rationale, but only applications 
that include logic models can receive full points under the 
``demonstrate a rationale'' selection factor. In addition, applicants 
should also consider how the cited promising evidence studies can be 
incorporated into their evaluation plan to produce evidence of project 
effectiveness.
    (c) Quality of activity objectives. (up to 10 points)
    The extent to which the objectives for each activity are--
    (1) Realistic and defined in terms of measurable results (up to 5 
points); and
    (2) Directly related to the problems to be solved and to the goals 
of the comprehensive development plan (up to 5 points).
    (d) Quality of implementation strategy. (up to 20 points)
    The extent to which--
    (1) The implementation strategy for each activity is comprehensive 
(up to 10 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 (up to 5 points); and
    (3) The timetable for each activity is realistic and likely to be 
attained (up to 5 points).
    (e) Quality of the project management plan. (up to 8 points)
    The extent to which--
    (1) Procedures for managing the project are likely to ensure 
efficient and effective project implementation (up to 4 points); and
    (2) The project coordinator and activity directors have sufficient 
authority to conduct the project effectively, including access to the 
president or chief executive officer (up to 4 points).
    (f) Quality of key personnel. (up to 4 points)
    The extent to which--
    (1) The past experience and training of key professional personnel 
are directly related to the stated activity objectives (up to 2 
points); and
    (2) The time commitment of key personnel is realistic (up to 2 
points).
    (g) Quality of evaluation plan. (up to 14 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 (up to 5 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 on achieving the 
goals of the comprehensive development plan (up to 5 points); and
    (3) The methods of evaluation will, if well implemented, produce 
promising

[[Page 18613]]

evidence (as defined in this notice) about the project's effectiveness 
(up to 4 points).
    (h) Budget. (up to 4 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 in this notice, 
as well as 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 the event there are two or more applications with the same final 
score, and there are insufficient funds to fully support each of these 
applications, the Department applies the following tie-breaking 
factors.
    To resolve ties in the reader scores of applications for 
development grants, the Department will award one additional point to 
an application from an IHE that has an endowment fund for which the 
current market value, per FTE enrolled student, is less than the 
comparable average current market value of the endowment funds, per FTE 
enrolled student, at comparable institutions that offer similar 
instruction. If a tie remains after applying the preceding tiebreaker, 
the Department will 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 comparable average expenditures for 
library materials per FTE enrolled student at comparable institutions 
that offer similar instruction. (34 CFR 606.23(b)(1) and (2)). For the 
purpose of these funding considerations, we will use the most recent 
complete data available (e.g., for FY 2024, we will use 2021-22 data).
    If a tie remains after applying the preceding tiebreaker, priority 
will be given for Individual Development Grants to applicants that have 
the lowest endowment values per FTE student. (See 34 CFR 606.23(b)(1)).
    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 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 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

[[Page 18614]]

information on the open licensing requirements, please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case, the Secretary establishes a data collection period.
    5. Performance Measures: For the purpose of Department reporting 
under 34 CFR 75.110, the Secretary has established the following key 
performance measures for assessing the effectiveness of the PPOHA 
Program:
    (a) The percentage change, over the 5-year grant period, of the 
number of full-time degree-seeking graduate and professional students 
enrolled at HSIs currently receiving an award under this program.
    (b) The percentage change, over the 5-year grant period, of the 
number of master's, doctoral, and first-professional degrees and 
postbaccalaureate certificates awarded at HSIs currently receiving an 
award under this program.
    (c) The Federal cost per master's, doctoral, and first-professional 
degree and postbaccalaureate certificate awarded at HSIs currently 
receiving an award under this program.
    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.

Nasser H. Paydar,
Assistant Secretary for the Office of Postsecondary Education.
[FR Doc. 2024-05463 Filed 3-13-24; 8:45 am]
BILLING CODE 4000-01-P