[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]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Augustus F. Hawkins Centers of
Excellence 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 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\
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\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/.
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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.
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\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.
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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
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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\
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\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.
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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\
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\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.
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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\
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\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.
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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
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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
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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
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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
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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