[Federal Register Volume 89, Number 66 (Thursday, April 4, 2024)]
[Notices]
[Pages 23565-23573]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-07132]


-----------------------------------------------------------------------

DEPARTMENT OF EDUCATION


Applications for New Awards; Augustus F. Hawkins Centers of 
Excellence Program

AGENCY: Office of Postsecondary Education, Department of Education.

ACTION: Notice.

-----------------------------------------------------------------------

SUMMARY: The Department of Education (Department) is issuing a notice 
inviting applications for fiscal year (FY) 2024 for the Augustus F. 
Hawkins Centers of Excellence (Hawkins) Program, Assistance Listing 
Number (ALN) 84.428A. This notice relates to the approved information 
collection under OMB control number 1894-0006.

DATES: 
    Applications Available: April 4, 2024.

[[Page 23566]]

    Deadline for Transmittal of Applications: June 18, 2024.
    Deadline for Intergovernmental Review: August 19, 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: Dr. Vicki Robinson, U.S. Department of 
Education, 400 Maryland Avenue SW, 5th Floor, Washington, DC 20202. 
Telephone: (202) 453-7907. Email: [email protected]. You may also 
contact Ashley Hillary, U.S. Department of Education, 400 Maryland 
Avenue SW, 5th Floor, Washington, DC 20202. Telephone: (202) 453-7880. 
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 Hawkins Program, authorized under part B of 
title II of the Higher Education Act of 1965, as amended (HEA), is 
designed to support comprehensive, high-quality State-accredited 
teacher preparation programs by creating centers of excellence at 
Historically Black Colleges and Universities (HBCUs); Tribal Colleges 
or Universities (TCUs); or Minority Serving Institutions (MSIs), such 
as Hispanic-Serving Institutions (HSIs). The Hawkins Program will help 
increase the number of, and retain, well-prepared teachers from diverse 
backgrounds, resulting in a more diverse teacher workforce prepared to 
teach in our Nation's most underserved elementary and secondary schools 
and close student opportunity and achievement gaps. This program 
focuses on the various aspects of the teacher preparation pipeline, 
including the recruitment, preparation, support, placement, retention, 
and retraining of teachers for and in under-resourced schools to 
support underserved students. Through this program, the Secretary seeks 
to fund applicants that propose to incorporate evidence-based practices 
into their teacher preparation program.
    Background:
    The Hawkins Program is critical in enabling the Department to meet 
its goal of supporting a diverse teacher workforce to improve student 
opportunities, achievement, and outcomes, and address the educator 
shortage, by providing expanded access to comprehensive, high-quality, 
and affordable educator preparation programs.
    There is significant inequity in students' access to well-prepared, 
experienced, and effective teachers,\1\ particularly for students from 
low-income backgrounds, students of color, children or students with 
disabilities, and English learners (ELs).\2\ Providing all students 
with consistent access to well-prepared, effective, and diverse 
educators who provide high-quality instruction and support is essential 
to closing opportunity and achievement gaps. Teachers who entered the 
profession through the least comprehensive teacher preparation pathway 
are two to three times more likely to leave their school or the 
profession compared to those who entered through a comprehensive 
pathway.\3\ Research demonstrates that high rates of turnover harm 
student achievement,\4\ and that the quality of a school's leadership 
is among the most important predictors of teacher turnover, with more 
effective principals being more likely to retain their best 
teachers.\5\
---------------------------------------------------------------------------

    \1\ Isenberg, E., Max, J., Gleason, P., Johnson, M., Deutsch, 
J., and Hansen, M. (2016). Do Low-Income Students Have Equal Access 
to Effective Teachers? Evidence from 26 Districts (NCEE 2017-4007). 
Washington, DC: National Center for Education Evaluation and 
Regional Assistance, Institute of Education Sciences, U.S. 
Department of Education.
    \2\ www.ed.gov/raisethebar/Eliminating-Educator-Shortages-through-Increasing-Educator-Diversity.
    \3\ Ingersoll, R., & May, H. (2011). Recruitment, retention and 
the minority teacher shortage. CPRE Research Report #RR-69. 
Philadelphia, PA: Consortium for Policy Research in Education, 
University of Pennsylvania.
    \4\ Carver-Thomas, D., and Darling-Hammond, L. (2017). Teacher 
Turnover: Why It Matters and What We Can Do About It, Learning 
Policy Institute, https://learningpolicyinstitute.org/product/teacher-turnover-report.
    \5\ Grissom, J. (2018). Strong principals retain effective 
teachers--and don't retain ineffective ones, The Brookings 
Institution, https://www.brookings.edu/articles/strong-principals-retain-effective-teachers-and-dont-retain-ineffective-ones/.
---------------------------------------------------------------------------

    Extensive, high-quality, and evidence-based clinical experience is 
one of three ``aspects of preparation that have the highest potential 
for effects on outcomes for students.'' \6\ There are several ways 
educator preparation programs can partner with school districts and 
schools to provide these kinds of clinical experiences. For example, a 
number of school districts are partnering with teacher preparation 
programs to provide clinical experiences that are mutually beneficial 
for teacher candidates and teachers of record, and their students. 
Teacher candidates, in addition to completing the required elements of 
an evidence-based clinical experience, may serve in schools in roles 
that support students and teachers as their academic schedules allow 
and as they complete their other requirements for teacher 
certification. Teacher residencies and Grow Your Own \7\ programs, 
which may be supported through registered teacher apprenticeship 
programs, can support teacher candidates serving in these roles and 
cover the costs associated with extensive clinical experience. Other 
examples of educator preparation programs supporting high need schools 
in this way can be found here: www.ed.gov/coronavirus/factsheets/teacher-shortage.
---------------------------------------------------------------------------

    \6\ National Research Council. (2010). Preparing teachers: 
Building evidence for sound policy. Report by the Committee on the 
study of teacher preparation programs in the United States. 
Washington, DC: National Academies Press.
    \7\ Motamedi, J., Leong, M., and Yoon, S. (2017). Strategies for 
Designing, Implementing, and Evaluating Grow-Your-Own Teacher 
Programs for Educators, REL Northwest, https://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/strategies-for-educators.pdf.
---------------------------------------------------------------------------

    While the majority of U.S public school students are children of 
color,\8\ only 20 percent of teachers are people of color. Further, 40 
percent of the Nation's public schools do not employ a single teacher 
of color on record.\9\ Research shows that teachers of color benefit 
all students and can have a significant positive impact on students of 
color.\10\ These benefits can include higher levels of achievement,\11\ 
greater encouragement, increased students' aspirations (e.g., through 
role modeling), more recommendations from teachers (e.g., to gifted and 
talented programs), and increased access to rigorous course-taking.\12\ 
Research also demonstrates

[[Page 23567]]

that teachers of color can be positive role models for all students in 
breaking down negative stereotypes and preparing students to live and 
work in a multiracial society.\13\ A more diverse teacher workforce 
also increases the likelihood that students of color will have access 
to culturally and linguistically relevant teaching and learning and 
positive relationships.\14\ Thus, supporting teachers of color can be a 
critical strategy for advancing educational equity for students of 
color and addressing one of the root causes of institutional barriers 
to equity in the academic environment.\15\
---------------------------------------------------------------------------

    \8\ https://nces.ed.gov/programs/coe/indicator/cge/racial-ethnic-enrollment.
    \9\ Education Trust (2022). Educators of Color Make the Case for 
Teacher Diversity. https://edtrust.org/wp-content/uploads/2014/09/Educators-of-Color-Make-the-Case-for-Teacher-Diversity-November-2022.pdf.
    \10\ Dee, T. (2004). Teachers, race and student achievement in a 
randomized experiment. The Review of Economics and Statistics, 
86(1), 195-210; and Gershenson, S., Hart, C.M.D., Lindsay, C.A., & 
Papageorge, N.W. (2017). The long-run impacts of same race teachers. 
Bonn, Germany: IZA Institute of Labor Economics. Discussion Paper 
Series.
    \11\ Egalite, A., Kisida, B., & Winters, M.A. Representation in 
the classroom: The effect of own-race teachers on student 
achievement, Economics of Education Review, 45 (April 2015), 44-52.
    \12\ Grissom, J., Kabourek, S., & Kramer, J. Exposure to same-
race or same-ethnicity teachers and advanced math course-taking in 
high school: Evidence from a diverse urban district, Teachers 
College Record, 122 (2020), 1-42.
    \13\ www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf.
    \14\ Blazar, D. (2021). Teachers of Color, Culturally Responsive 
Teaching, and Student Outcomes: Experimental Evidence from the 
Random Assignment of Teachers to Classes. (EdWorkingPaper: 21-501). 
Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/jym0-wz02.
    \15\ www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf.
---------------------------------------------------------------------------

    In addition to the need for more teachers of color, a parallel 
challenge in the Nation's public schools lies in the shortage of 
multilingual teachers prepared to teach a growing population of English 
Learners (ELs). ELs are the fastest growing student demographic, with 
more than 10 percent of students identified as ELs currently.\16\ 
Additionally, about one-quarter of all students speak a language other 
than English at home, whereas only 1 in 8 teachers do.\17\ Despite 
that, more than half of the States nationwide are experiencing 
bilingual and multilingual teacher shortages and a quarter of the 
States do not require certification or endorsements for teachers who 
teach ELs.\18\
---------------------------------------------------------------------------

    \16\ https://nces.ed.gov/programs/digest/d20/tables/dt20_204.20.asp.
    \17\ https://datacenter.kidscount.org/data/tables/81-children-who-speak-a-language-other-than-english-at-home?loc=1&loct=1#detailed/1/any/false/1729,37,871,870,573,869,36,868,867,133/any/396,397.
    \18\ Torre Gibney, D., Kelly, H., Rutherford-Quach, S., Ballen 
Riccards, J. & Parker, C. (2021). Addressing the bilingual teacher 
shortage. CCNetwork.
---------------------------------------------------------------------------

    Research demonstrates that ELs who are taught in bilingual 
settings, such as dual-language immersion programs, by well-prepared 
bilingual teachers have stronger academic outcomes and better English-
language acquisition trajectories than ELs who are taught in English 
only settings, which underscores the need to close the multilingual 
teacher shortage gap.\19\ Additionally, ELs who learn in bilingual 
settings in which they can maintain their native languages while 
learning English have stronger social and emotional development, cross-
cultural skills, and problem-solving skills.\20\ Bilingual and 
multilingual learning environments can also mitigate linguistic 
barriers that limit family engagement, as bilingual and multilingual 
teachers are more likely to communicate with linguistically diverse 
families and ensure they have equitable access to information about 
their students' education.\21\ Bilingual and multilingual teachers' 
assets are critical to creating inclusive school and family 
partnerships where linguistically diverse families can meaningfully 
participate in their child's education.\22\
---------------------------------------------------------------------------

    \19\ Steele, J., Slater, R., Zamarro, G., Miller, T., Li, J., 
Burkhauser, S., Bacon, M. (2017). Effects of Dual-Language Immersion 
Programs on Student Achievement: Evidence From Lottery Data, 
American Educational Research Journal, 54, no. 1S,: 282S-306S, 
https://journals.sagepub.com/doi/abs/10.3102/0002831216634463.
    \20\ Williams, C., Soto-Boykin, X., Zabala, J., & Meek, S. 
(2023). Why We Need To Cultivate America's Multilingual, 
Multicultural Assets. The Century Foundation. https://tcf.org/content/report/why-we-need-to-cultivate-americas-multilingual-multicultural-assets/#easy-footnote-bottom-9.
    \21\ Hopkins, M., & Schutz, K.M. (2019). Bilingual teacher 
leadership: Supporting linguistically responsive practices and 
parent engagement in schools. NABE Journal of Research and Practice, 
9(2), 96-109.
    \22\ Newcomer, S.N., & Puzio, K. (2016). ``Cultivando 
confianza'': A bilingual community of practice negotiates 
restrictive language policies. International Journal of Bilingual 
Education and Bilingualism, 19(4), 347-369.
---------------------------------------------------------------------------

    Through the priorities in this competition, the Department seeks to 
encourage HBCUs, TCUs, and MSIs to propose projects that are designed 
to increase and retain the number of well-prepared teachers from 
diverse backgrounds; increase evidence-based, comprehensive pre-service 
clinical experiences through teacher preparation programs; and increase 
the number of bilingual and/or multilingual teachers with full 
certification.
    Priorities: This notice contains two absolute priorities and two 
competitive preference priorities. The absolute priorities and 
Competitive Preference Priority 1 are from the Notice of Final 
Priorities, Requirements, and Definitions for this program published 
elsewhere in this issue of the Federal Register (2024 NFP), and 
Competitive Preference Priority 2 is from the Secretary's Final 
Administrative Priorities for Discretionary Grant Programs published in 
the Federal Register on March 9, 2020 (85 FR 13640) (Administrative 
Priorities).
    Absolute Priorities: For the FY 2024 grant competition and any 
subsequent year in which we make awards from the list of unfunded 
applications from this competition, these priorities are absolute 
priorities. Under 34 CFR 75.105(c)(3), we consider only applications 
that meet both priorities.
    These priorities are:
    Absolute Priority 1: Projects that are Designed to Increase and 
Retain the Number of Well-Prepared Teachers from Diverse Backgrounds.
    To meet this priority, an eligible applicant must propose projects 
that are designed to increase the number of well-prepared teachers and 
the diversity of the teacher workforce with a focus on increasing and 
retaining a diverse teacher workforce, and improving the preparation, 
recruitment, retention, and placement of such teachers.
    Applicants addressing this priority must describe--
    (a) How their project will integrate multiple services or 
initiatives across academic and student affairs, such as academic 
advising, counseling, stipends, child-care, structured/guided pathways 
from teacher candidates' first year in the preparation program through 
successful employment placement, career services, or student financial 
aid, such as scholarships, with the goal of increasing program 
completion and credential attainment;
    (b) Their plan for identifying and supporting teacher candidates 
from backgrounds that are underrepresented in the profession, including 
teacher candidates of color. This plan must span the beginning of the 
preparation program through graduation, and include a plan to improve 
program entry rates, as applicable, graduation rates, passage rates for 
certification and licensure exams, and rates of successful employment 
placement between teacher candidate subgroups and an institution's 
overall teacher candidate population; and
    (c) Their proposed initiatives to promote the retention of teachers 
from backgrounds that are underrepresented in the profession, including 
teachers of color, prepared through the program, which may include 
induction programs, such as teacher or school leader induction 
programs, or mentorship programs that provide school and district 
leaders with the support they need to persist in their professions.
    Absolute Priority 2: Increase Evidence-Based, Comprehensive Pre-
service Clinical Experiences Through Teacher Preparation Programs.
    To meet this priority, an eligible applicant must propose projects 
that are evidence-based (as defined in 34 CFR 77.1) comprehensive 
teacher preparation programs that provide extensive clinical 
experience. Applicants with existing programs must

[[Page 23568]]

describe their record in graduating highly skilled, well-prepared, and 
diverse teachers and describe how the proposed project will refine or 
enhance existing programs. Applicants proposing new programs must 
describe how their new program is evidence-based and designed to 
achieve the intended outcomes of the Hawkins Program. Applicants must 
also address how they will--
    (a) Examine the sources of inequity and inadequacy in resources and 
opportunity and implement pedagogical practices in teacher preparation 
programs that are inclusive with regard to race, ethnicity, culture, 
language, gender, and disability status and that prepare teachers to 
create inclusive, supportive, equitable, unbiased, and identity-safe 
learning environments for their students;
    (b) Prepare teacher candidates to integrate rigorous academic 
content, including through the effective use of technology, and 
instructional techniques and strategies consistent with universal 
design for learning principles;
    (c) Prepare teacher candidates to design and deliver instruction in 
ways that are engaging and provide their students with opportunities to 
think critically and solve complex problems, apply learning in 
authentic and real-world settings, communicate and collaborate 
effectively, and develop growth mindsets. Teacher candidate pedagogy 
should include how to incorporate project-based, work-based, or other 
experiential learning opportunities in curriculum development;
    (d) Prepare teacher candidates to build meaningful and trusting 
relationships with students and their families to support in-home, 
community-based, and in-school learning; and
    (e) Provide sustained and high-quality pre-service clinical 
experiences, including teaching assistant initiatives, that facilitate 
the pathway to the teaching credential for those with paraprofessional 
experience or high-quality school leader pre-service training, 
induction, and support in the first three years of school leadership 
for principals and other school leaders. In designing such experiences, 
applicants must consider opportunities to provide pre-service clinical 
experience earlier in the teacher preparation program, as is 
practicable, and in ways that benefit students and teachers. These 
clinical experiences must be designed to--
    (1) Integrate pedagogy and classroom practice and promote effective 
teaching skills in academic content areas;
    (2) Be tightly aligned with course work with clear, relevant, and 
strong links between theory and practice;
    (3) Group teacher candidates in cohorts to facilitate reflection of 
practice and professional collaboration;
    (4) Closely supervise interaction between teacher candidates and 
faculty, experienced teachers, principals, and other administrators in 
high-need schools or hard-to-staff schools; and
    (5) Provide high-quality-teacher mentoring.
    Competitive Preference Priorities: For the FY 2024 grant 
competition 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 5 points to an application, depending on 
how well the application meets Competitive Preference Priority 1; and 
we award an additional 5 points to an application that meets 
Competitive Preference Priority 2.
    These priorities are:
    Competitive Preference Priority 1: Increasing the Number of 
Bilingual and/or Multilingual Teachers with Full Certification. (up to 
5 points)
    To meet this priority, an eligible applicant must propose projects 
that are designed to prepare effective and experienced bilingual and/or 
multilingual teachers for high-need schools by increasing the number of 
teachers across elementary and secondary schools who are fully 
certified to provide academic language instruction in a language other 
than English, including for English Learners (ELs). These projects must 
prepare teacher candidates to lead students toward linguistic fluency 
and academic achievement in more than one language. Applicants must 
describe--
    (a) How their project will integrate multiple services or 
initiatives across academic and student affairs, such as academic 
advising, counseling, stipends, child-care, structured/guided pathways 
from teacher candidates' first year in the preparation program through 
successful employment placement, career services, or student financial 
aid, such as scholarships, and provide the necessary knowledge and 
skills so that teacher candidates can serve students from many 
different language backgrounds; and
    (b) Their plan for recruiting, supporting, and retaining bilingual 
and/or multilingual teacher candidates, including those who may have a 
teaching credential but have not been teaching in bilingual and/or 
multilingual education settings; aspiring teachers; and teaching 
assistants who are interested in becoming bilingual and/or multilingual 
teachers.
    Competitive Preference Priority 2: Applications From New Potential 
Grantees (5 points)
    (a) To meet this priority, an applicant must demonstrate that it 
does not, as of the deadline date for submission of applications, have 
an active grant, including through membership in a group application 
submitted in accordance with 34 CFR 75.127-75.129, under the Hawkins 
Program.
    (b) For the purpose of this priority, a grant or contract is active 
until the end of the grant's or contract's project or funding period, 
including any extensions of those periods that extend the grantee's or 
contractor's authority to obligate funds.
    Definitions: The definitions below apply to this competition and 
are from 34 CFR part 77.1, 20 U.S.C. 1033, and the 2024 NFP.
    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.
    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:
    (1) 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).
    (2) 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.
    (3) 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

[[Page 23569]]

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 (REL 
Pacific) Education Logic Model Application, available at https://ies.ed.gov/ncee/edlabs/regions/pacific/elm.asp. Other sources include: 
https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.pdf, 
https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.pdf, and 
https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf.
    Pre-service means the period of training for a person who does not 
have a prior teaching certification or license and who is enrolled in a 
State-approved teacher education program at an institution of higher 
education, prior to becoming the teacher of record.
    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:
    (1) A practice guide prepared by WWC reporting a ``strong evidence 
base'' or ``moderate evidence base'' for the corresponding practice 
guide recommendation;
    (2) 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
    (3) A single study assessed by the Department, as appropriate, 
that--
    (i) 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
    (ii) 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 outcome(s) 
the key project component is designed to improve, consistent with the 
specific goals of the program.
    Scientifically based reading research--
    (1) Means research that applies rigorous, systemic, and objective 
procedures to obtain valid knowledge relevant to reading development, 
reading instruction, and reading difficulties; and
    (2) Includes research that-
    (i) Employs systemic, empirical methods that draw on observation or 
experiment;
    (ii) Involves rigorous data analyses that are adequate to test the 
stated hypotheses and justify the general conclusions drawn;
    (iii) Relies on measurements or observational methods that provide 
valid data across evaluators and observers and across multiple 
measurements and observations; and
    (iv) Has been accepted by a peer-reviewed journal or approved by a 
panel of independent experts through a comparably rigorous, objective, 
and scientific review.
    What Works Clearinghouse (WWC) 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 Sec.  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 WWC Procedures and Standards Handbook (Version 4.1), as 
well as the more recent WWC Handbook released in August 2022 (Version 
5.0), are available at https://ies.ed.gov/ncee/wwc/Handbooks.
    Application Requirements: The following application requirements 
for FY 2024 are from section 242(b) of the HEA (20 U.S.C. 1033a(b)).
    Grants provided by the Secretary must be used to ensure that 
current and future teachers meet the applicable State certification and 
licensure requirements, including any requirements for certification 
obtained through alternative routes to certification, or, with regard 
to special education teachers, the qualifications described in section 
612(a)(14)(C) of the Individuals with Disabilities Education Act 
(IDEA), by carrying out one or more of the following activities:
    (1) Implementing reforms within teacher preparation programs to 
ensure that such programs are preparing teachers who meet the 
applicable State certification and licensure requirements, including 
any requirements for certification obtained through alternative routes 
to certification, or, with regard to special education teachers, the 
qualifications described in section 612(a)(14)(C) of the IDEA, are able 
to understand scientifically valid research, and are able to use 
advanced technology effectively in the classroom, including use of 
instructional techniques to improve student academic achievement, by--
    (i) Retraining or recruiting faculty; and
    (ii) Designing (or redesigning) teacher preparation programs that--
    (A) Prepare teachers to serve in low-performing schools and close 
student achievement gaps, and that are based on rigorous academic 
content, scientifically valid research (including scientifically based 
reading research and mathematics research, as it becomes available), 
and challenging State academic content standards and student academic 
achievement standards; and
    (B) Promote strong teaching skills.
    (2) Providing sustained and high-quality preservice clinical 
experience, including the mentoring of prospective teachers by 
exemplary teachers, substantially increasing interaction between 
faculty at IHEs and new and experienced teachers, principals, and other 
administrators at elementary schools or secondary schools, and 
providing support, including preparation time, for such interaction.
    (3) Developing and implementing initiatives to promote retention of 
teachers who meet the applicable State

[[Page 23570]]

certification and licensure requirements, including any requirements 
for certification obtained through alternative routes to certification, 
or, with regard to special education teachers, the qualifications 
described in section 612(a)(14)(C) of the IDEA, and highly qualified 
principals, including minority teachers and principals, including 
programs that provide--
    (i) Teacher or principal mentoring from exemplary teachers or 
principals, respectively; or
    (ii) Induction and support for teachers and principals during their 
first 3 years of employment as teachers or principals, respectively.
    (4) Awarding scholarships based on financial need to help students 
pay the costs of tuition, room, board, and other expenses of completing 
a teacher preparation program, not to exceed the cost of attendance.
    (5) Disseminating information on effective practices for teacher 
preparation and successful teacher certification and licensure 
assessment preparation strategies.
    (6) Activities authorized under section 202 of the HEA (20 U.S.C. 
1022a).
    Program Authority: 20 U.S.C. 1033-1033a.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained in Federal 
civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 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 2024 NFP. (e) The Administrative Priorities.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.

II. Award Information

    Type of Award: Discretionary grant.
    Estimated Available Funds: $15,000,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in subsequent years from 
the list of unfunded applications from this competition.
    Estimated Range of Awards: $450,000 to $650,000.
    Estimated Average Size of Awards: $550,000.
    Estimated Number of Awards: Up to 27.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.

III. Eligibility Information

    1. Eligible Applicants: Eligible institutions (as articulated under 
section 241(1) of the HEA) under the Hawkins Program include--
    (i) An IHE that has a qualified teacher preparation program that 
is--
    (A) A part B institution (as defined in section 322 of the HEA);
    (B) A Hispanic-serving institution (as defined in section 502 of 
the HEA);
    (C) A Tribal College or University (as defined in section 316 of 
the HEA);
    (D) An Alaska Native-serving institution (as defined in section 
317(b) of the HEA);
    (E) A Native Hawaiian-serving institution (as defined in section 
317(b) of the HEA);
    (F) A Predominantly Black Institution (as defined in section 318 of 
the HEA);
    (G) An Asian American and Native American Pacific Islander-serving 
institution (as defined in section 320(b) of the HEA); or
    (H) A Native American-serving, nontribal institution (as defined in 
section 319 of the HEA);
    (ii) A consortium of institutions described in paragraph (i); or
    (iii) An institution described in paragraph (i), or a consortium 
described in paragraph (ii), in partnership with any other IHE, but 
only if the center of excellence established is located at an 
institution described in paragraph (i).
    Note: A consortium of institutions under this competition must 
follow the procedures under 34 CFR 75.127-75.129 in developing a group 
application. This includes developing an agreement that details the 
activities that each member of the group plans to perform and binds 
each member of the group to every statement and assurance made by the 
applicant in the application. This agreement must be submitted with the 
application.
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Supplement-Not-Supplant: 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 this 
grant. (2024 NFP)
    c. Indirect Cost Rate Information: A grantee's indirect cost 
reimbursement is limited to 8 percent of a modified total direct cost 
base. For more information regarding indirect costs, or to obtain a 
negotiated indirect cost rate, please see www.ed.gov/about/offices/list/ocfo/intro.html. (2024 NFP)
    d. Administrative Cost Limitation: In accordance with section 
242(e) of the HEA, an eligible institution that receives a grant under 
this program may use not more than 2 percent of the funds provided to 
administer the grant. 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 entities to directly carry out project activities 
described in its application.
    4. Draft Written Agreement with Clinical Practice Partner(s): An 
applicant must provide a Draft Written Agreement (DWA) that identifies 
the partnership between: (1) at least one eligible IHE with a State 
accredited teacher preparation program, and (2) a high-need local 
educational agency (LEA) or consortium of high-need LEAs, or with a 
high-need school or consortium of high-need schools. The agreement with 
partners is intended to ensure that the parties joining the project are 
committed to fulfilling the purpose of the clinical practice by either 
creating new partnerships or expanding existing partnerships, and that 
teacher candidates will not become the teacher of record prior to 
completing the certification program, including pre-service clinical 
experience, and, for any candidates who entered the program without a 
bachelor's degree, obtaining a bachelor's. Grantees will finalize the 
DWA into a Final Written Agreement (FWA) within 120 days of grant award 
notification. (2024 NFP)

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

[[Page 23571]]

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 reference 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 50 pages and (2) use the 
following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, except titles, headings, 
footnotes, quotations, references, and captions.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
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. However, the 
recommended page limit does apply to all the application narrative.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from 34 CFR 75.210. The points assigned to each criterion are 
indicated in the parentheses next to the criterion. An applicant may 
earn up to a total of 100 points based on the selection criteria and up 
to 10 additional points under the competitive preference priorities, 
for a total score of up to 110 points. All applications will be 
evaluated based on the selection criteria as follows:
    (a) Quality of the Project Design. (Maximum 50 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 factors:
    (1) The extent to which the proposed project is part of a 
comprehensive effort to improve teaching and learning and support 
rigorous academic standards for students. (up to 10 points)
    (2) The extent to which the design of the proposed project reflects 
up-to-date knowledge from research and effective practice. (up to 5 
points)
    (3) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable. 
(up to 5 points)
    (4) The extent to which the design of the proposed project is 
appropriate to, and will successfully address, the needs of the target 
population or other identified needs. (up to 10 points)
    (5) The extent to which the proposed project demonstrates a 
rationale (as defined in this notice). (up to 10 points)
    (6) The extent to which the design for implementing and evaluating 
the proposed project will result in information to guide possible 
replication of project activities or strategies, including information 
about the effectiveness of the approach or strategies employed by the 
project. (up to 10 points)
    (b) Significance. (Maximum 20 points)
    The Secretary considers the significance of the proposed project. 
In determining the significance of the proposed project, the Secretary 
considers the following factors:
    (1) The likelihood that the proposed project will result in system 
change or improvement. (up to 10 points)
    (2) The extent to which the results of the proposed project are to 
be disseminated in ways that will enable others to use the information 
or strategies. (up to 10 points)
    (c) Quality of the Project Services. (Maximum 15 points)
    The Secretary considers the quality of the services to be provided 
by the proposed project. In determining the quality of the services to 
be provided by the proposed project:
    (1) The Secretary considers the quality and sufficiency of 
strategies for ensuring equal access and treatment for eligible project 
participants who are members of groups that have traditionally been 
underrepresented based on race, color, national origin, gender, age, or 
disability. (up to 5 points)
    (2) In addition, the Secretary considers the following factors:
    (i) The likely impact of the services to be provided by the 
proposed project on the intended recipients of those services. (up to 5 
points)
    (ii) The extent to which the services to be provided by the 
proposed project involve the collaboration of appropriate partners for 
maximizing the effectiveness of project services. (up to 5 points)
    (d) Quality of the Management Plan. (Maximum 5 points)
    The Secretary considers the quality of the management plan for the 
proposed project. In determining the quality of the management plan for 
the proposed project, the Secretary considers the adequacy of the 
management plan to achieve the objectives of the proposed project on 
time and within budget, including clearly defined responsibilities, 
timelines, and milestones for accomplishing project tasks.
    (e) Quality of the Project Evaluation. (Maximum 10 points)
    The Secretary considers the quality of the evaluation to be 
conducted of the proposed project. In determining the quality of the 
evaluation, the Secretary considers the following factors:
    (1) The extent to which the evaluation will provide guidance about 
effective strategies suitable for replication or testing in other 
settings. (up to 3 points)
    (2) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes. (up to 3 points)
    (3) The extent to which the methods of evaluation will, if well 
implemented, produce promising evidence (as defined in this notice) 
about the project's effectiveness. (up to 4 points)
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances, including those applicable to Federal 
civil rights laws that prohibit discrimination in programs or 
activities receiving Federal financial assistance from the Department 
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    The Secretary will select applications for funding in rank order, 
according to the average score received from the peer review and from 
the competitive preference priorities addressed by the applicant. If 
the Secretary has insufficient funding to award multiple applications 
with the same score, consistent with section 873(d)(2)(A) and (B) of 
the HEA, in making a selection, the first tiebreaker will be to 
prioritize applicants from categories of eligible institutions that 
have been underfunded in this program. If a tie still exists after 
applying the first tiebreaker, the

[[Page 23572]]

Secretary will prioritize under-resourced institutions, such as 
selecting the applications from institutions with the lowest endowment 
per FTE. If a third tiebreaker is required, the Secretary will select 
the applicant with the highest score in the quality of project services 
selection criterion. Finally, if a fourth tiebreaker is required, the 
Secretary will select the applicant with the highest score in the 
quality of project design selection criterion.
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition, 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 disseminate these public grant deliverables. 
This dissemination plan can be developed and submitted after your 
application has been reviewed and selected for funding. For additional 
information on the open licensing requirements please refer to 2 CFR 
3474.20.
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case, the Secretary establishes a data collection period.
    5. Performance Measures: For the purposes of Department reporting 
under 34 CFR 75.110, the Department will use the following performance 
measures to evaluate the success of the Hawkins Program grants:
    (a) The number and percentage of teacher candidates, served by the 
funded program, who complete the teacher preparation program, 
disaggregated by race.
    (b) The number and percentage of teacher candidates, served by the 
funded program, disaggregated by race, who become fully certified and 
are placed as teachers of record in high-need schools or hard-to-staff 
schools.
    (c) The number and percentage of bilingual and/or multilingual 
teacher candidates, served by the funded program, who complete the 
teacher preparation program.
    (d) The number and percentage of bilingual and/or multilingual 
teacher candidates, served by the funded program, who become fully 
certified and are placed as teachers of record in high-need schools or 
hard-to-staff schools.

[[Page 23573]]

    (e) The number and percentage of program completers who were 
employed for the first time as teachers of record in the preceding year 
by the partner high-need schools or hard-to-staff schools and were 
retained for the current school year.
    (f) The number and percentage of program completers who were 
employed by the partner high-need school or hard-to-staff school for 
three consecutive years after initial employment.
    (g) The number and percentage of program completers who are 
employed by the partner high-need school or hard-to-staff school 
teaching in mathematics, science, bilingual education, special 
education, career and technical education, or any other field of 
expertise where the State education agency determines that there is a 
shortage of qualified teachers.

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, 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 Paydar,
Assistant Secretary for Postsecondary Education.
[FR Doc. 2024-07132 Filed 4-3-24; 8:45 am]
BILLING CODE 4000-01-P