[Federal Register Volume 89, Number 88 (Monday, May 6, 2024)]
[Notices]
[Pages 37208-37218]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-09795]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Education Innovation and Research 
(EIR) Program Expansion Grants

AGENCY: Office of Elementary and Secondary 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 EIR program 
Expansion Grants, Assistance Listing Number 84.411A (Expansion Grants). 
This notice relates to the approved information collection under OMB 
control number 1894-0006.

DATES: 
    Applications Available: May 6, 2024.
    Deadline for Notice of Intent to Apply: June 06, 2024.
    Deadline for Transmittal of Applications: July 05, 2024.
    Deadline for Intergovernmental Review: September 03, 2024.
    Pre-Application Information: The Department will post additional 
competition information for prospective applicants on the EIR program 
website: https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/innovation-early-learning/education-innovation-and-research-eir/fy-2024-competition/.

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: Jamila Smith, U.S. Department of 
Education, 400 Maryland Avenue SW, Washington, DC 20202-5900. 
Telephone: 202-987-1753. 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 EIR program, established under section 4611 
of the Elementary and Secondary Education Act, as amended (ESEA), 
provides funding to create, develop, implement, replicate, or take to 
scale entrepreneurial, evidence-based (as defined in this notice), 
field-initiated innovations to improve student achievement and 
attainment for high-need students and to rigorously evaluate such 
innovations. The EIR program is designed to generate and validate 
solutions to persistent education challenges and to support the 
expansion of those solutions to serve substantially higher numbers of 
students.
    The central design element of the EIR program is its multitier 
structure that links the amount of funding an applicant may receive to 
the quality of the evidence supporting the efficacy of the proposed 
project. A goal of the program is for projects that build this evidence 
to advance through EIR's grant tiers: ``Early-phase,'' ``Mid-phase,'' 
and ``Expansion.''
    ``Early-phase,'' ``Mid-phase,'' and ``Expansion'' grants differ in 
terms of the evidence of effectiveness required to be considered for 
funding, the expectations regarding the kind of evidence and 
information funded projects should produce, the scale of funded 
projects, and, consequently, the amount of funding available to support 
each type of project.
    Expansion grants are supported by strong evidence (as defined in 
this notice) for at least one population and setting, and grantees are 
encouraged to implement at the national level (as defined in this 
notice). Expansion grants provide funding for the implementation and 
rigorous evaluation of a program that has been found to produce 
sizable, significant impacts under a Mid-phase grant or other effort 
meeting similar criteria, for the purposes of (a) determining whether 
such impacts can be successfully reproduced and sustained over time, 
and (b) identifying

[[Page 37209]]

the conditions in which the program is most effective.
    This notice invites applications for Expansion grants only. The 
notices inviting applications for Early-phase grants and Mid-phase 
grants are published elsewhere in this issue of the Federal Register.
    Background:
    While this notice is for the Expansion grants tier only, the 
premise of the EIR program is that new, effective, and innovative 
educational programs and practices can help to overcome the persistent 
and significant challenges to student educational opportunity and 
success, particularly for underserved and high-need students. Raise the 
Bar: Lead the World is the Department's call to action to transform 
pre-kindergarten (Pre-K) through grade 12 education and unite around 
what evidence demonstrates works by in promoting academic excellence, 
boldly improving learning conditions, and preparing our Nation's 
students for global competitiveness.\1\ Consistent with that call to 
action, the priorities used in this competition advance Raise the Bar's 
goals to promote academic excellence and boldly improve learning 
conditions.
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    \1\ U.S. Secretary of Education Miguel Cardona laid out his 
vision for the direction the agency will follow in 2024 to promote 
academic excellence, improve learning conditions, and prepare our 
students for a world where global engagement is critical to our 
Nation's standing. In his address, Secretary Cardona remarked that 
``Raise the Bar: Lead the World'' is not a list of new priorities, 
but a call to strengthen our will to transform education for the 
better, building on approaches that we know work in education. More 
information is available at https://www.ed.gov/raisethebar.
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    In FY 2024, the Department is particularly interested in projects 
that propose services and activities that help students recover from 
the COVID-19 pandemic, accelerate learning and academic achievement, 
reimagine schools, and transform our education system. Specifically, 
the Department is focused on improving student achievement and 
attainment, as highlighted across Administration and Department efforts 
for the past several years. Building on the Administration's previous 
efforts, in January 2024, the Administration announced its Improving 
Student Achievement Agenda,\2\ which aims to drive proven strategies 
that will support academic success for every child in school. The 
strategies and evidence discussed in the Improving Student Achievement 
Agenda focus on (1) increasing student attendance; (2) providing high-
dosage tutoring; and (3) increasing summer learning and extended or 
afterschool learning time. These strategies and the broader Improving 
Student Achievement Agenda, including a focus on core academic 
instruction, are well aligned with the EIR program purpose, and the new 
funding to be released through the FY 2024 EIR competition will help 
accelerate and scale up sustainable adoption of evidence-based 
strategies that we expect will improve student achievement and 
attainment in the school years ahead. The priorities in this 
competition are designed to create conditions under which students have 
equitable access to high-quality learning opportunities and 
experiences. For example, projects may include new approaches to 
instructional design such as through project-based or experiential 
learning opportunities for students, schoolwide frameworks, such as 
small schools or learning communities, that support student connection 
and engagement, and increased interagency coordination to improve 
academic supports for highly mobile students such as students in foster 
care and students experiencing homelessness.
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    \2\ https://www.whitehouse.gov/briefing-room/statements-releases/2024/01/17/fact-sheet-biden-harris-administration-announces-improving-student-achievement-agenda-in-2024/.
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    Note: The EIR program statute refers to ``high-need students'' but 
does not define the term, which allows applicants to define it for 
purposes of the applicant's proposed project, population, and setting. 
Addressing the needs of underserved students (as defined in this 
notice) is one way to address EIR's statutory requirement to serve 
``high-need students.'' In particular, the Department welcomes 
innovative projects that serve disconnected youth, students who are in 
foster care, and students performing significantly below grade level.
    The EIR program is rooted in innovation; the program is not 
intended to provide support for practices that are already commonly 
implemented by educators, unless significant adaptations of such 
practices warrant testing to determine if they can accelerate 
achievement or increase the likelihood that the practices can be 
widely, efficiently, and effectively implemented in new populations and 
settings. If the evaluation demonstrates that innovations are supported 
by strong evidence, then EIR seeks applicants who can replicate and 
test these innovations in new populations and settings.
    As an EIR project is implemented, grantees are encouraged to learn 
more about how the practices improve student achievement and attainment 
as well as to develop increasingly rigorous evidence of effectiveness 
and new strategies to efficiently and cost-effectively scale to new 
school districts, regions, and States. We encourage applicants to 
develop a logic model (as defined in this notice), theory of action, or 
another conceptual framework that includes the goals, objectives, 
outcomes, and key project components (as defined in this notice) of the 
project that can support systems of continuous improvement.
    All EIR applicants and grantees should also consider how they will 
develop their organizational capacity, project financing, and business 
plans to sustain their projects and continue implementation and 
adaptation after Federal funding ends. The Department intends to 
provide grantees with technical assistance to support dissemination, 
scaling, and sustainability efforts.
    Expansion grant projects are expected to scale practices that have 
prior evidence of effectiveness to improve outcomes for high-need and 
underserved students. They are also expected to generate important 
information about an intervention's effectiveness, such as for whom and 
in which contexts a practice is most effective, including cost 
considerations such as economies of scale. Expansion grant projects are 
uniquely positioned to help answer critical questions about the process 
of scaling a practice to the national level across geographies as well 
as locale types. Expansion grant applicants are encouraged to consider 
how the cost structure of a practice can change as the intervention 
scales. Additionally, grantees may want to consider how their project 
will balance implementation fidelity and flexibility for scaling.
    Expansion grant applicants are encouraged to design an evaluation 
that has the potential to meet strong evidence. Expansion grants should 
measure the cost--effectiveness of their practices using administrative 
or other readily available data. These types of efforts are critical to 
sustaining and scaling EIR-funded effective practices after the EIR 
grant period ends (assuming that the practice has positive effects on 
important student outcomes). To support adoption or replication by 
other entities, the evaluation of an Expansion grant project should 
identify and codify the core elements of the EIR-supported practice 
that the project implements, as well as examine the effectiveness of 
the project for any new populations or settings included in the 
project. The Department intends to provide grantees (including the 
independent evaluators they contract with as part of their project) 
with evaluation technical assistance. This could include grantees and 
their independent evaluators providing to the

[[Page 37210]]

Department or its contractor updated comprehensive evaluation plans in 
a format as requested by the technical assistance provider and using 
such tools as the Department may request. Grantees will be encouraged 
to update this evaluation plan at least annually to reflect any changes 
to the evaluation. Updates must be consistent with the scope and 
objectives of the approved application.
    The FY 2024 Expansion grant competition includes three absolute 
priorities and two competitive preference priorities. All Expansion 
grant applicants must address Absolute Priority 1. Expansion grant 
applicants are also required to address one of the other two absolute 
priorities (applicants may not submit under more than one of the other 
2 absolute priorities). All applicants have the option of addressing 
the competitive preference priorities and may opt to do so regardless 
of the absolute priority they select.
    Absolute Priority 1--Strong Evidence establishes the evidence 
requirement for this tier of grants. All Expansion grants applicants 
must submit prior evidence of effectiveness that meets the strong 
evidence standard.
    Absolute Priority 2--Field-Initiated Innovations--General gives 
applicants the option to propose projects that are field-initiated 
innovations to improve student achievement and attainment.
    Absolute Priority 3--Field-Initiated Innovations--Promoting Equity 
in Student Access to Educational Resources and Opportunities: Educator 
Recruitment and Retention is intended to elevate and strengthen the 
educator workforce in ways that prioritize innovation in recruiting and 
retaining educators to better support high-need students. Applicants 
are encouraged to address fundamental challenges schools face in 
recruiting and retaining qualified educators by addressing the 
responsibilities and challenges educators continue to face after the 
pandemic. For example, projects may be designed to improve supports for 
educators that enhance the ability of schools to recruit and retain 
staff (e.g., strategies to support educator wellbeing or structuring 
staffing and schedules to ensure educators and students are 
appropriately supported, and have sufficient time for planning, 
collaboration, working with coaches, and observing instruction of other 
educators) and increase access to leadership opportunities that can 
lead to increased pay and improved retention for fully certified, 
experienced, and effective educators, while expanding the impact of 
great teachers within and beyond their classrooms. Projects may support 
the recruitment and retention of all school staff or specific staff 
with acute recruitment and retention challenges (e.g., personnel 
serving children or students with disabilities) and increasing access 
to leadership opportunities that can lead to increased pay and improved 
retention for fully certified, experienced, and effective educators, 
while expanding the impact of great teachers within and beyond their 
classrooms. Projects may support the recruitment and retention of all 
school staff or specific staff with acute recruitment and retention 
challenges (e.g., personnel serving children or students with 
disabilities).
    Competitive Preference Priority 1--Promoting Equity in Student 
Access to Educational Resources and Opportunities: Implementers and 
Partners is intended to encourage applicants to propose projects that 
involve (as applicants or partners) entities underrepresented in the 
program's portfolio of grants. The Department is eager to increase the 
volume of applicants and partners from entities such as community 
colleges (as defined in this notice), Historically Black Colleges and 
Universities (as defined in this notice), Tribal Colleges and 
Universities (as defined in this notice), and minority-serving 
institutions (as defined in this notice).
    Competitive Preference Priority 2--Addressing the Impact of COVID-
19 on Students, Educators, and Faculty: Community Asset-Mapping and 
Needs Assessment and Evidence-Based Instructional Approaches and 
Supports reflects the Administration's ongoing commitment to addressing 
the impact of the COVID-19 pandemic on Pre-K through grade 12 
education. The pandemic caused unprecedented disruption in schools 
across the country and drew renewed attention to the ongoing challenges 
for underserved students. In response to the pandemic, educators 
mobilized to address the needs of all students. Researchers, educators, 
parents, and policymakers are working to understand and address the 
impact of inconsistent access to instruction, enrichment, peers, and 
services and supports, and the impact of other related challenges. We 
also know that for students in underserved communities, inequities in 
educational opportunity and outcomes existed previously, and have been 
exacerbated by the pandemic.\3\ The COVID-19 pandemic has changed the 
education landscape, as students continue to make up for lost classroom 
instruction. However, it also provides an opportunity to redesign how 
schools approach teaching and learning in ways that both address long-
standing gaps in educational opportunity and better prepare students 
for college and careers. Over 14 million public school students (31 
percent) missed at least 10 percent of school in school year 2021-
2022.\4\ According to analysis by the Council of Economic Advisors, 
absenteeism accounted for up to 27 percent of the test score declines 
in math and 45 percent of the test score declines in reading on the 
National Assessment of Educational Progress.\5\ To that end, the 
Department seeks projects that build the evidence base on effective 
educational practices to improve achievement for high-need students by 
expanding existing innovative education practices to address these 
challenges and inequities. The proposed innovations should be designed 
to better enable students to access the educational opportunities they 
need to succeed in school and reach their full potential.
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    \3\ Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. 
(2021, July 27). COVID-19 and education: The lingering effects of 
unfinished learning. McKinsey & Company. https://www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning.
    \4\ U.S. Department of Education. (2023, September 15). Raising 
the Bar for Consistent School Attendance. ED.gov Blog. https://blog.ed.gov/2023/09/raising-the-bar-for-consistent-school-attendance/.
    \5\ The White House. (2023, September 13). Chronic Absenteeism 
and Disrupted Learning Require an All-Hands-on-Deck Approach 
[verbar] CEA. The White House. https://www.whitehouse.gov/cea/written-materials/2023/09/13/chronic-absenteeism-and-disrupted-learning-require-an-all-hands-on-deck-approach/.
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    Through these priorities, the Department intends to advance 
innovation, build evidence, and address the learning and achievement of 
underserved and high-need students in Pre-K through grade 12.
    Priorities: This notice includes three absolute priorities and two 
competitive preference priorities. In accordance with 34 CFR 
75.105(b)(2)(ii), Absolute Priority 1 is from regulations (34 CFR 
75.226(d)(2)). In accordance with 34 CFR 75.105(b)(2)(iv), Absolute 
Priority 2 is from section 4611(a)(1)(A) of the ESEA. Absolute Priority 
3 is from section 4611(a)(1)(A) of the ESEA and the Supplemental 
Priorities and Definitions for Discretionary Grants Programs, published 
in the Federal Register on December 10, 2021 (86 FR 70612) 
(Supplemental Priorities). The competitive preference priorities are 
from the Supplemental Priorities.
    Absolute Priorities: For FY 2024 and any subsequent year in which 
we make awards from the list of unfunded

[[Page 37211]]

applications from this competition, these priorities are absolute 
priorities. Under 34 CFR 75.105(c)(3), we consider only applications 
that meet Absolute Priority 1 and one additional absolute priority.
    These priorities are:
    Absolute Priority 1--Strong Evidence.
    Projects supported by evidence that meets the conditions in the 
definition of ``strong evidence.''
    Note: An applicant must identify up to four studies to be reviewed 
against the What Works Clearinghouse (WWC) Handbooks (as defined in 
this notice) for the purposes of meeting the definition of ``strong 
evidence.'' The studies may have been conducted by the applicant or by 
a third party. An applicant must clearly identify the citation for each 
study in the Evidence form. An applicant must ensure that all cited 
studies are available to the Department from publicly available sources 
and provide links or other guidance indicating where each is available. 
The Department may not review a study that an applicant fails to 
clearly identify for review.
    In addition to including up to four study citations, an applicant 
must provide in the Evidence form the following information: (1) the 
positive student outcomes the applicant intends to replicate under its 
Expansion grant and how these outcomes correspond to the positive 
student outcomes in the cited studies; (2) the characteristics of the 
population to be served under its Expansion grant and how these 
characteristics correspond to the characteristics of the students in 
the cited studies; (3) the characteristics of the setting to be served 
under its Expansion grant and how these characteristics correspond to 
the settings in the cited studies; and (4) the practice(s) the 
applicant plans to implement under its Expansion grant and how the 
practice(s) correspond with the practice(s) in the cited studies.
    If the Department determines that an applicant has provided 
insufficient information, the applicant will not have an opportunity to 
provide additional information. However, if the WWC team reviewing 
evidence determines that a study does not provide enough information on 
key aspects of the study design, such as sample attrition or 
equivalence of intervention and comparison groups, the WWC may submit a 
query to the study author(s) to gather information for use in 
determining a study rating. Authors would be asked to respond to 
queries within 10 business days. If the author query remains incomplete 
within 14 days of the initial contact with the study author(s), the 
study may be deemed ineligible under the grant competition. After the 
grant competition closes, the WWC will, for purposes of its own 
curation of studies, continue to include responses to author queries 
and make updates to study reviews as necessary. However, no additional 
information will be considered after the competition closes and the 
initial timeline established for response to an author query passes.
    Absolute Priority 2--Field-Initiated Innovations--General.
    Projects designed to create, develop, implement, replicate, or take 
to scale entrepreneurial, evidence-based, field-initiated innovations 
to improve student achievement and attainment for high-need students.
    Absolute Priority 3--Field-Initiated Innovations--Promoting Equity 
in Student Access to Educational Resources and Opportunities: Educator 
Recruitment and Retention.
    Projects that are designed to--
    (a) Create, develop, implement, replicate, or take to scale 
entrepreneurial, evidence-based, field-initiated
    innovations to improve student achievement and attainment for high-
need students; and
    (b) Promote educational equity and adequacy in resources and 
opportunity for underserved students--
    (1) In one or more of the following educational settings:
    (i) Early learning programs.
    (ii) Elementary school.
    (iii) Middle school.
    (iv) High school.
    (v) Career and technical education programs.
    (vi) Out-of-school-time settings.
    (vii) Alternative schools and programs.
    (viii) Juvenile justice system or correctional facilities; and
    (2) That examine the sources of inequity and inadequacy and 
implement responses, and that may include one or more of the following:
    (i) Increasing the number and proportion of experienced, fully 
certified, in-field, and effective educators, and educators from 
traditionally underrepresented backgrounds or the communities they 
serve, to ensure that underserved students have educators from those 
backgrounds and communities and are not taught at disproportionately 
higher rates by uncertified, out-of-field, and novice teachers compared 
to their peers.
    Note: All strategies to increase racial diversity of educators must 
comply with the nondiscrimination requirements contained in Federal 
civil rights laws.
    (ii) Improving the preparation, recruitment, and early career 
support and development of educators in shortage areas or hard to staff 
schools.
    (iii) Improving the retention of fully certified, experienced, and 
effective educators in high-need schools or shortage areas.
    Competitive Preference Priorities: For FY 2024 and any subsequent 
year in which we make awards from the list of unfunded applications 
from this competition, these priorities are competitive preference 
priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an additional 
3 points to an application, depending on how well the application 
addresses Competitive Preference Priority 1, and up to an additional 3 
points to an application, depending on how well the application 
addresses Competitive Preference Priority 2.
    These priorities are:
    Competitive Preference Priority 1--Promoting Equity in Student 
Access to Educational Resources and Opportunities: Implementers and 
Partners (up to 3 points).
    Under this priority, an applicant must demonstrate how the project 
will be implemented by or in partnership with one or more of the 
following entities:
    (a) Community colleges (as defined in this notice).
    (b) Historically Black colleges and universities (as defined in 
this notice).
    (c) Tribal Colleges and Universities (as defined in this notice).
    (d) Minority-serving institutions (as defined in this notice).
    Competitive Preference Priority 2--Addressing the Impact of COVID-
19 on Students, Educators, and Faculty: Community Asset-Mapping and 
Needs Assessment and Evidence-Based Instructional Approaches and 
Supports (up to 3 points).
    Projects that are designed to address the impacts of the COVID-19 
pandemic, including impacts that extend beyond the duration of the 
pandemic itself, on the students most impacted by the pandemic, with a 
focus on underserved students and the educators who serve them, through 
the following priority areas:
    (a) Conducting community asset-mapping and needs assessments that 
may include an assessment of the extent to which students, including 
subgroups of students, have become disengaged from learning, including 
students not participating in in-person or remote instruction, and 
specific strategies for reengaging and supporting students and their 
families; and
    (b) Using evidence-based instructional approaches and supports, 
such as professional development, coaching,

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ongoing support for educators, high quality tutoring, expanded access 
to rigorous coursework and content across K-12, and expanded learning 
time to accelerate learning for students in ways that ensure all 
students have the opportunity to successfully meet challenging academic 
content standards without contributing to tracking or remedial courses.
    Definitions: The following definitions apply to this program. The 
definitions of ``baseline,'' ``experimental study,'' ``logic model,'' 
``strong evidence,'' ``national level,'' ``nonprofit,'' ``performance 
measure,'' ``performance target,'' ``project component,'' ``relevant 
outcome,'' and ``What Works Clearinghouse Handbooks (WWC Handbooks)'' 
are from 34 CFR 77.1. The definitions of ``evidence-based,'' ``local 
educational agency,'' and ``State educational agency'' are from section 
8101 of the ESEA. The definitions of ``community college,'' ``children 
or students with disabilities,'' ``disconnected youth,'' ``early 
learning,'' ``educator,'' ``English learner,'' ``Historically Black 
colleges and universities,'' ``military- or veteran-connected 
student,'' ``minority-serving institutions,'' ``Tribal College or 
University,'' and ``underserved student'' are from the Supplemental 
Priorities.
    Baseline means the starting point from which performance is 
measured and targets are set.
    Children or students with disabilities means children with 
disabilities as defined in section 602(3) of the Individuals with 
Disabilities Education Act (IDEA) (20 U.S.C. 1401(3)) and 34 CFR 300.8, 
or students with disabilities, as defined in the Rehabilitation Act of 
1973 (29 U.S.C. 705(37), 705(202)(B)).
    Community college means ``junior or community college'' as defined 
in section 312(f) of the Higher Education Act of 1965, as amended 
(HEA).
    Disconnected youth means an individual, between the ages 14 and 24, 
who may be from a low-income background, experiences homelessness, is 
in foster care, is involved in the justice system, or is not working or 
not enrolled in (or at risk of dropping out of) an educational 
institution.
    Early learning means any (a) State-licensed or State-regulated 
program or provider, regardless of setting or funding source, that 
provides early care and education for children from birth to 
kindergarten entry, including, but not limited to, any program operated 
by a child care center or in a family child care home; (b) program 
funded by the Federal Government or State or local educational agencies 
(including any IDEA-funded program); (c) Early Head Start and Head 
Start program; (d) non-relative child care provider who is not 
otherwise regulated by the State and who regularly cares for two or 
more unrelated children for a fee in a provider setting; and (e) other 
program that may deliver early learning and development services in a 
child's home, such as the Maternal, Infant, and Early Childhood Home 
Visiting Program; Early Head Start; and Part C of IDEA.
    Educator means an individual who is an early learning educator, 
teacher, principal or other school leader, specialized instructional 
support personnel (e.g., school psychologist, counselor, school social 
worker, early intervention service personnel), paraprofessional, or 
faculty.
    English learner means an individual who is an English learner as 
defined in section 8101(20) of the ESEA, or an individual who is an 
English language learner as defined in section 203(7) of the Workforce 
Innovation and Opportunity Act.
    Evidence-based means an activity, strategy, or intervention that--
    (i) Demonstrates a statistically significant effect on improving 
student outcomes or other relevant outcomes based on--
    (I) Strong evidence from at least 1 well-designed and well-
implemented experimental study;
    (II) Moderate evidence from at least 1 well-designed
    and well-implemented quasi-experimental study; or
    (III) Promising evidence from at least 1 well-designed and well-
implemented correlational study with statistical controls for selection 
bias; or
    (ii)(I) Demonstrates a rationale based on high-quality research 
findings or positive evaluation that such activity, strategy, or 
intervention is likely to improve student outcomes or other relevant 
outcomes; and
    (II) Includes ongoing efforts to examine the effects of such 
activity, strategy, or intervention.
    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 (as 
defined in this notice):
    (i) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
project component being evaluated (the treatment group) or not to 
receive the project component (the control group).
    (ii) A regression discontinuity design study assigns the project 
component being evaluated using a measured variable (e.g., assigning 
students reading below a cutoff score to tutoring or developmental 
education classes) and controls for that variable in the analysis of 
outcomes.
    (iii) A single-case design study uses observations of a single case 
(e.g., a student eligible for a behavioral intervention) over time in 
the absence and presence of a controlled treatment manipulation to 
determine whether the outcome is systematically related to the 
treatment.
    Historically Black colleges and universities means colleges and 
universities that meet the criteria set out in 34 CFR 608.2.
    Local educational agency (LEA) means:
    (a) In General. A public board of education or other public 
authority legally constituted within a State for either administrative 
control or direction of, or to perform a service function for, public 
elementary schools or secondary schools in a city, county, township, 
school district, or other political subdivision of a State, or of or 
for a combination of school districts or counties that is recognized in 
a State as an administrative agency for its public elementary schools 
or secondary schools.
    (b) Administrative Control and Direction. The term includes any 
other public institution or agency having administrative control and 
direction of a public elementary school or secondary school.
    (c) Bureau of Indian Education Schools. The term includes an 
elementary school or secondary school funded by the Bureau of Indian 
Education but only to the extent that including the school makes the 
school eligible for programs for which specific eligibility is not 
provided to the school in another provision of law and the school does 
not have a student population that is smaller than the student 
population of the LEA receiving assistance under the ESEA with the 
smallest student population, except that the school shall not be 
subject to the jurisdiction of any State educational agency (SEA) (as 
defined in this notice)

[[Page 37213]]

other than the Bureau of Indian Education.
    (d) Educational Service Agencies. The term includes educational 
service agencies and consortia of those agencies.
    (e) State Educational Agency. The term includes the SEA in a State 
in which the SEA is the sole educational agency for all public schools.
    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.
    Military- or veteran-connected student means one or more of the 
following:
    (a) A child participating in an early learning program, a student 
enrolled in preschool through grade 12, or a student enrolled in career 
and technical education or postsecondary education who has a parent or 
guardian who is a member of the uniformed services (as defined by 37 
U.S.C. 101), in the Army, Navy, Air Force, Marine Corps, Coast Guard, 
Space Force, National Guard, Reserves, National Oceanic and Atmospheric 
Administration, or Public Health Service or is a veteran of the 
uniformed services with an honorable discharge (as defined by 38 U.S.C. 
3311).
    (b) A student who is a member of the uniformed services, a veteran 
of the uniformed services, or the spouse of a service member or 
veteran.
    (c) A child participating in an early learning program, a student 
enrolled in preschool through grade 12, or a student enrolled in career 
and technical education or postsecondary education who has a parent or 
guardian who is a veteran of the uniformed services (as defined by 37 
U.S.C. 101).
    Minority-serving institution means an institution that is eligible 
to receive assistance under sections 316 through 320 of part A of title 
III, under part B of title III, or under title V of the HEA.
    National level describes the level of scope or effectiveness of a 
process, product, strategy, or practice that can be effective in a wide 
variety of communities, including rural and urban areas, as well as 
with different groups (e.g., economically disadvantaged, racial and 
ethnic groups, migrant populations, individuals with disabilities, 
English learners, and individuals of each gender).
    Nonprofit, as applied to an agency, organization, or institution, 
means that it is owned and operated by one or more corporations or 
associations whose net earnings do not benefit, and cannot lawfully 
benefit, any private shareholder or entity.
    Performance measure means any quantitative indicator, statistic, or 
metric used to gauge program or project performance.
    Performance target means a level of performance that an applicant 
would seek to meet during the course of a project or as a result of a 
project.
    Project component means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers).
    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. State educational agency (SEA) means the 
agency primarily responsible for the State supervision of public 
elementary schools and secondary schools.
    Strong evidence means that there is evidence of the effectiveness 
of a key project component in improving a relevant outcome for a sample 
that overlaps with the populations and settings proposed to receive 
that component, based on a relevant finding from one of the following:
    (i) A practice guide prepared by the WWC using version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks reporting a ``strong evidence base'' 
for the corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC using version 2.1, 
3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ``positive effect'' 
on a relevant outcome based on a ``medium to large'' extent of 
evidence, with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (iii) A single experimental study reviewed and reported by the WWC 
using version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbooks, or otherwise 
assessed by the Department using version 4.1 of the WWC Handbook, as 
appropriate, and that--
    (A) Meets WWC standards without reservations;
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome;
    (C) Includes no overriding statistically significant and negative 
effects on relevant outcomes reported in the study or in a 
corresponding WWC intervention report prepared under version 2.1, 3.0, 
4.0, or 4.1 of the WWC Handbooks; and
    (D) Is based on a sample from more than one site (e.g., State, 
county, city, school district, or postsecondary campus) and includes at 
least 350 students or other individuals across sites. Multiple studies 
of the same project component that each meet requirements in paragraphs 
(iii)(A), (B), and (C) of this definition may together satisfy this 
requirement in this paragraph (iii)(D).
    Tribal College or University has the meaning ascribed it in section 
316(b)(3) of the HEA.
    Underserved student means a student (which may include children in 
early learning environments, students in K-12 programs, and students in 
postsecondary education or career and technical education, as 
appropriate) in one or more of the following subgroups:
    (a) A student who is living in poverty or is served by schools with 
high concentrations of students living in poverty.
    (b) A student of color.
    (c) A student who is a member of a federally recognized Indian 
Tribe.
    (d) An English learner.
    (e) A child or student with a disability.
    (f) A disconnected youth.
    (g) A migrant student.
    (h) A student experiencing homelessness or housing insecurity.
    (i) A lesbian, gay, bisexual, transgender, queer or questioning, or 
intersex (LGBTQI+) student.
    (j) A student who is in foster care.
    (k) A student without documentation of immigration status.
    (l) A pregnant, parenting, or caregiving student.
    (m) A student impacted by the justice system, including a formerly 
incarcerated student.
    (n) A student who is the first in their family to attend 
postsecondary education.
    (o) A student performing significantly below grade level.
    (p) A military- or veteran-connected student.
    What Works Clearinghouse Handbooks (WWC Handbooks) means the 
standards and procedures set forth in the WWC Standards Handbook, 
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1, 
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version 
2.1 (all incorporated by reference, see Sec.  77.2). Study findings 
eligible for review under WWC standards can meet WWC standards without 
reservations, meet WWC

[[Page 37214]]

standards with reservations, or not meet WWC standards. WWC practice 
guides and intervention reports include findings from systematic 
reviews of evidence as described in the WWC Handbooks documentation.
    Note: The What Works Clearinghouse Procedures and Standards 
Handbook (Version 4.1), as well as the more recent What Works 
Clearinghouse Handbooks released in August 2022 (Version 5.0), are 
available at https://ies.ed.gov/ncee/wwc/Handbooks.
    Program Authority: 20 U.S.C. 7261.
    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, 81, 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 Supplemental Priorities.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education (IHEs) only.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $251,000,000.
    These estimated available funds are the total available for new 
awards for all three types of grants under the EIR program (Early-
phase, Mid-phase, and Expansion grants).
    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.
    Estimated Average Size of Awards: Up to $15,000,000.
    Maximum Award: We will not make an award exceeding $15,000,000 for 
a project period of 60 months. Under 34 CFR 75.104(b) the Secretary may 
reject, without consideration or evaluation, any application that 
proposes a project funding level that exceeds the stated maximum award 
amount. The Department intends to fund one or more projects under each 
of the EIR competitions, including Expansion grants (84.411A), Mid-
phase grants (84.411B), and Early-phase grants (84.411C). Entities may 
submit applications for different projects for more than one 
competition (Early-phase grants, Mid-phase grants, and Expansion 
grants). The combined maximum new award amount a grantee may receive 
under these three competitions, is $16,000,000. If an entity is within 
funding range for multiple applications, the Department will award the 
highest scoring applications up to $16,000,000.
    Estimated Number of Awards: 4-8.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 60 months.
    Note: Under section 4611(c) of the ESEA, the Department must use at 
least 25 percent of EIR funds for a fiscal year to make awards to 
applicants serving rural areas, contingent on receipt of a sufficient 
number of applications of sufficient quality. For purposes of this 
competition, we will consider an applicant as rural if the applicant 
meets the qualifications for rural applicants as described in the 
Eligible Applicants section and the applicant certifies that it meets 
those qualifications through the application. In implementing this 
statutory provision and program requirement, the Department may fund 
high-quality applications from rural applicants out of rank order in 
the Expansion grants competition.
    In addition, from the estimated funds for this competition, the 
Department intends to award an estimated $87 million in funds for 
Science, Technology, Engineering and Math (STEM) projects and $87 
million in funds for social and emotional learning projects, contingent 
on receipt of a sufficient number of applications of sufficient 
quality.

III. Eligibility Information

    1. Eligible Applicants:
    (a) An LEA;
    (b) An SEA;
    (c) The Bureau of Indian Education (BIE);
    (d) A consortium of SEAs or LEAs;
    (e) A nonprofit (as defined in this notice) organization; and
    (f) An LEA, an SEA, the BIE, or a consortium described in clause 
(d), in partnership with--
    (1) A nonprofit organization;
    (2) A business;
    (3) An educational service agency; or
    (4) An IHE.
    To qualify as a rural applicant under the EIR program, an applicant 
must meet both of the following requirements:
    (a) The applicant is--
    (1) An LEA with an urban-centric district locale code of 32, 33, 
41, 42, or 43, as determined by the Secretary;
    (2) A consortium of such LEAs;
    (3) An educational service agency or a nonprofit organization in 
partnership with such an LEA; or
    (4) A grantee described in clause (1) or (2) in partnership with an 
SEA; and
    (b) A majority of the schools to be served by the program are 
designated with a locale code of 32, 33, 41, 42, or 43, or a 
combination of such codes, as determined by the Secretary.
    Applicants are encouraged to retrieve locale codes from the 
National Center for Education Statistics School District search tool 
(https://nces.ed.gov/ccd/districtsearch/), where districts can be 
looked up individually to retrieve locale codes, and the Public School 
search tool (https://nces.ed.gov/ccd/schoolsearch/), where individual 
schools can be looked up to retrieve locale codes. More information on 
rural applicant eligibility will be in the application package for this 
competition.
    Note: An applicant that is a nonprofit organization may, under 34 
CFR 75.51, demonstrate its nonprofit status by providing: (1) proof 
that the Internal Revenue Service currently recognizes the applicant as 
an organization to which contributions are tax deductible under section 
501(c)(3) of the Internal Revenue Code; (2) a statement from a State 
taxing body or the State attorney general certifying that the 
organization is a nonprofit organization operating within the State and 
that no part of its net earnings may lawfully benefit any private 
shareholder or individual; (3) a certified copy of the applicant's 
certificate of incorporation or similar document if it clearly 
establishes the nonprofit status of the applicant; or (4) any item 
described above if that item applies to a State or national parent 
organization, together with a statement by the State or parent 
organization that the applicant is a local nonprofit affiliate.
    In addition, with respect to IHEs and their affiliates, the 
following entities may apply for a grant under this competition: (1) As 
noted above, any IHE that is a partner in an application submitted by 
an LEA, SEA, BIE, consortium of SEAs or LEAs, or a nonprofit 
organization; (2) A private IHE that is a nonprofit organization; (3) A 
nonprofit organization, such as a development foundation, that is 
affiliated with a public IHE; and (4) A public IHE with 501(c)(3) 
status. A public IHE without 501(c)(3) status (even if that entity is 
tax exempt under Section 115 of the Internal Revenue Code or any other 
State or Federal provision), or that could not provide any other 
documentation of nonprofit status described above, however, would

[[Page 37215]]

not qualify as a nonprofit organization, and therefore would not be 
eligible to apply for and receive an EIR grant.
    2. a. Cost Sharing or Matching: Under section 4611(d) of the ESEA, 
each grant recipient must provide, from Federal, State, local, or 
private sources, an amount equal to 10 percent of funds provided under 
the grant, which may be provided in cash or through in-kind 
contributions, to carry out activities supported by the grant. 
Applicants must include a budget showing their matching contributions 
to the budget amount of EIR grant funds and must provide evidence of 
their matching contributions for the first year of the grant in their 
grant applications.
    Section 4611(d) of the ESEA authorizes the Secretary to waive the 
matching requirement on a case-by-case basis, upon a showing of 
exceptional circumstances, such as:
    (i) The difficulty of raising matching funds for a program to serve 
a rural area;
    (ii) The difficulty of raising matching funds in areas with a 
concentration of LEAs or schools with a high percentage of students 
aged 5 through 17--
    (A) Who are in poverty, as counted in the most recent census data 
approved by the Secretary;
    (B) Who are eligible for a free or reduced-price lunch under the 
Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.);
    (C) Whose families receive assistance under the State program 
funded under part A of title IV of the Social Security Act (42 U.S.C. 
601 et seq.); or
    (D) Who are eligible to receive medical assistance under the 
Medicaid program; and
    (iii) The difficulty of raising funds on Tribal land.
    An applicant that wishes to apply for a waiver must include a 
request in its application, describing the exceptional circumstances 
that make it difficult for the applicant to meet the matching 
requirement. Further information about applying for waivers can be 
found in the application package for this competition.
    b. Indirect Cost Rate Information: This program uses an 
unrestricted indirect cost rate. For more information regarding 
indirect costs, or to obtain a negotiated indirect cost rate, please 
see www2.ed.gov/about/offices/list/ocfo/intro.html.
    c. Administrative Cost Limitation: This program does not include 
any program-specific limitation on administrative expenses. All 
administrative expenses must be reasonable and necessary and conform to 
Cost Principles described in 2 CFR part 200 subpart E of the Uniform 
Guidance.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application.
    4. Other: a. Funding Categories: An applicant will be considered 
for an award only for the type of EIR grant for which it applies. An 
applicant may not submit an application for the same proposed project 
under more than one type of grant (e.g., both an Expansion grant and 
Mid-phase grant).
    Note: Each application will be reviewed under the competition in 
which it was submitted in the Grants.gov system, and only applications 
that are successfully submitted by the established deadline will be 
peer reviewed. Applicants should be careful that they download the 
intended EIR application package and that they submit their 
applications under the intended EIR competition.
    b. Evaluation: The grantee must conduct an independent evaluation 
of the effectiveness of its project.
    c. High-need students: The grantee must serve high-need students.

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 https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain requirements and information on how to 
submit an application.
    2. Submission of Proprietary Information: Given the types of 
projects that may be proposed in applications for Expansion grants, 
your application may include business information that you consider 
proprietary. In 34 CFR 5.11 we define ``business information'' and 
describe the process we use in determining whether any of that 
information is proprietary and, thus, protected from disclosure under 
Exemption 4 of the Freedom of Information Act (5 U.S.C. 552, as 
amended).
    Because we plan to make successful applications available to the 
public, you may wish to request confidentiality of business 
information.
    Consistent with Executive Order 12600, please designate in your 
application any information that you believe is exempt from disclosure 
under Exemption 4. In the appropriate Appendix section of your 
application, under ``Other Attachments Form,'' please list the page 
number or numbers on which we can find this information. For additional 
information please see 34 CFR 5.11(c).
    3. Intergovernmental Review: This competition is subject to 
Executive Order 12372 and the regulations in 34 CFR part 79. 
Information about Intergovernmental Review of Federal Programs under 
Executive Order 12372 is in the application package for this 
competition.
    4. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    5. Recommended Page Limit: The application narrative is where you, 
the applicant, will address the selection criteria that reviewers use 
to evaluate your application. We recommend that you (1) limit the 
application narrative for an Expansion grant to no more than 35 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, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger 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; one-page abstract; evidence form; or 
appendices (e.g., nonprofit documentation, resumes, letters of support, 
demonstration of match, matching waiver request, list of proprietary 
information, eligibility checklist, logic model, indirect cost rate 
agreement). However, the recommended page limit does apply to the 
entire application narrative.

[[Page 37216]]

    6. Notice of Intent to Apply: The Department will be able to review 
grant applications more efficiently if we know the approximate number 
of applicants that intend to apply. Therefore, we strongly encourage 
each potential applicant to notify us of their intent to submit an 
application. Applicants may access this form using the link available 
on the Notice of Intent to Apply section of the competition website: 
https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/innovation-early-learning/education-innovation-and-research-eir/fy-2024-competition/. Applicants that do not submit a notice of 
intent to apply may still apply for funding; applicants that do submit 
a notice of intent to apply are not bound to apply or bound by the 
information provided.

V. Application Review Information

    1. Selection Criteria: The selection criteria for the Expansion 
grant competition are from 34 CFR 75.210. The points assigned to each 
criterion are indicated in the parentheses next to the criterion. 
Together with the competitive preference priorities, an applicant may 
earn up to a total of 106 points based on the selection criteria for 
the application.
    A. Significance (up to 15 points).
    The Secretary considers the significance of the proposed project. 
In determining the significance of the proposed project, the Secretary 
considers the extent to which the proposed project involves the 
development or demonstration of promising new strategies that build on, 
or are alternatives to, existing strategies.
    B. Strategy to Scale (up to 40 points).
    The Secretary considers the applicant's strategy to scale the 
proposed project. In determining the applicant's capacity to scale the 
proposed project, the Secretary considers the following factors:
    (1) The extent to which the applicant identifies a specific 
strategy or strategies that address a particular barrier or barriers 
that prevented the applicant, in the past, from reaching the level of 
scale that is proposed in the application. (10 points)
    (2) 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. (5 points)
    (3) The applicant's capacity (e.g., in terms of qualified 
personnel, financial resources, or management capacity) to bring the 
proposed project to scale on a national or regional level (as defined 
in this notice) working directly, or through partners, during the grant 
period. (10 points)
    (4) The mechanisms the applicant will use to broadly disseminate 
information on its project so as to support further development or 
replication. (10 points)
    (5) The likely utility of the products (such as information, 
materials, processes, or techniques) that will result from the proposed 
project, including the potential for their being used effectively in a 
variety of other settings. (5 points)
    C. Quality of the Project Design (up to 20 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 there is a conceptual framework underlying 
the proposed research or demonstration activities and the quality of 
that framework. (5 points)
    (2) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable. 
(5 points)
    (3) 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. (10 points)
    D. Quality of the Project Evaluation (up to 25 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 methods of evaluation will, if well 
implemented, produce evidence about the project's effectiveness that 
would meet the What Works Clearinghouse standards without reservations 
as described in the What Works Clearinghouse Handbook (as defined in 
this notice). (15 points)
    (2) The extent to which the evaluation will provide guidance about 
effective strategies suitable for replication or testing in other 
settings. (5 points)
    (3) The extent to which the evaluation plan clearly articulates the 
key project components, mediators, and outcomes, as well as a 
measurable threshold for acceptable implementation. (5 points)
    Note: Applicants may wish to review the following technical 
assistance resources on evaluation: (1) WWC Procedures and Standards 
Handbooks: https://ies.ed.gov/ncee/wwc/Handbooks; (2) ``Technical 
Assistance Materials for Conducting Rigorous Impact Evaluations'': 
http://ies.ed.gov/ncee/projects/evaluationTA.asp; and (3) IES/NCEE 
Technical Methods papers: http://ies.ed.gov/ncee/tech_methods/. In 
addition, applicants may view an optional webinar recording that was 
hosted by the Institute of Education Sciences. The webinar focused on 
more rigorous evaluation designs, discussing strategies for designing 
and executing experimental studies that meet WWC evidence standards 
without reservations. This webinar is available at: https://ies.ed.gov/ncee/wwc/Multimedia/18.
    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).
    Before making awards, we will screen applications submitted in 
accordance with the requirements in this notice to determine whether 
applications have met eligibility and other requirements. This 
screening process may occur at various stages of the process; 
applicants that are determined to be ineligible will not receive a 
grant, regardless of peer reviewer scores or comments.
    Peer reviewers will read, prepare a written evaluation of, and 
score the assigned applications, using the selection criteria provided 
in this notice.
    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

[[Page 37217]]

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.
    Note: The evaluation report is a specific deliverable under an 
Expansion grant that grantees must make available to the public. 
Additionally, EIR grantees are encouraged to submit final studies 
resulting from research supported in whole or in part by EIR to the 
Educational Resources Information Center (http://eric.ed.gov).
    4. Reporting: (a) If you apply for a grant under this competition, 
you must ensure that you have in place the necessary processes and 
systems to comply with the reporting requirements in 2 CFR part 170 
should you receive funding under the competition. This does not apply 
if you have an exception under 2 CFR 170.110(b).
    (b) At the end of your project period, you must submit a final 
performance report, including financial information, as directed by the 
Secretary. If you receive a multiyear award, you must submit an annual 
performance report that provides the most current performance and 
financial expenditure information as directed by the Secretary under 34 
CFR 75.118. The Secretary may also require more frequent performance 
reports under 34 CFR 75.720(c). For specific requirements on reporting, 
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
    (c) Under 34 CFR 75.250(b), the Secretary may provide a grantee 
with additional funding for data collection analysis and reporting. In 
this case, the Secretary establishes a data collection period.
    5. Performance Measures: For the purpose of Department reporting 
under 34 CFR 75.110, the Department has established a set of 
performance measures (as defined in this notice) for the Expansion 
grants.
    Annual performance measures: (1) The percentage of grantees that 
reach their annual target number of students as specified in the 
application; (2) the percentage of grantees that reach their annual 
target number of high-need students as specified in the application; 
(3) the percentage of grantees with ongoing well-designed and 
independent evaluations that will provide evidence of their 
effectiveness at improving student outcomes in multiple contexts; (4) 
the percentage of grantees that implement an evaluation that provides 
information about the key practices and the approach of the project so 
as to facilitate replication; (5) the percentage of grantees that 
implement an evaluation that provides information on the cost-
effectiveness of the key practices to identify potential obstacles and 
success factors to scaling; and (6) the cost per student served by the 
grant.
    Cumulative performance measures: (1) The percentage of grantees 
that reach the targeted number of students specified in the 
application; (2) the percentage of grantees that reach the targeted 
number of high-need students specified in the application; (3) the 
percentage of grantees that complete a well-designed, well-implemented, 
and independent evaluation that provides evidence of effectiveness at 
improving student outcomes at scale; (4) the percentage of grantees 
that complete a well-designed, well-implemented, and independent 
evaluation that provides information about the key elements and the 
approach of the project so as to facilitate replication or testing in 
other settings; (5) the percentage of grantees with a completed 
evaluation that provides information on the cost-effectiveness of the 
key practices to identify potential obstacles and success

[[Page 37218]]

factors to scaling; and (6) the cost per student served by the grant.
    Project-Specific Performance Measures: Applicants must propose 
project-specific performance measures and performance targets (both as 
defined in this notice) consistent with the objectives of the proposed 
project. Applications must provide the following information as 
directed under 34 CFR 75.110(b) and (c):
    (1) Performance measures. How each proposed performance measure 
would accurately measure the performance of the project and how the 
proposed performance measure would be consistent with the performance 
measures established for the program funding the competition.
    (2) Baseline (as defined in this notice) data. (i) Why each 
proposed baseline is valid; or (ii) if the applicant has determined 
that there are no established baseline data for a particular 
performance measure, an explanation of why there is no established 
baseline and of how and when, during the project period, the applicant 
would establish a valid baseline for the performance measure.
    (3) Performance targets. Why each proposed performance target is 
ambitious yet achievable compared to the baseline for the performance 
measure and when, during the project period, the applicant would meet 
the performance target(s).
    (4) Data collection and reporting. (i) The data collection and 
reporting methods the applicant would use and why those methods are 
likely to yield reliable, valid, and meaningful performance data; and 
(ii) the applicant's capacity to collect and report reliable, valid, 
and meaningful performance data, as evidenced by high-quality data 
collection, analysis, and reporting in other projects or research.
    All grantees must submit an annual performance report with 
information that is responsive to these performance measures.
    6. Continuation Awards: In making a continuation award under 34 CFR 
75.253, the Secretary considers, among other things, whether a grantee 
has made substantial progress in achieving the goals and objectives of 
the project; whether the grantee has expended funds in a manner that is 
consistent with its approved application and budget; and, if the 
Secretary has established performance measurement requirements, whether 
the grantee has made substantial progress in achieving the performance 
targets in the grantee's approved application.
    In making a continuation award, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

VII. Other Information

    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document and a copy of the application package in an 
accessible format. The Department will provide the requestor with an 
accessible format that may include Rich Text Format (RTF) or text 
format (txt), a thumb drive, an MP3 file, braille, large print, 
audiotape, or compact disc, or other accessible format.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at www.govinfo.gov. At this site you can view this 
document, as well as all other documents of this Department published 
in the Federal Register, in text or Portable Document Format (PDF). To 
use PDF you must have Adobe Acrobat Reader, which is available free at 
the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

Adam Schott,
Principal Deputy Assistant Secretary, Delegated the Authority to 
Perform the Functions and Duties of the Assistant Secretary, Office of 
Elementary and Secondary Education.
[FR Doc. 2024-09795 Filed 5-3-24; 8:45 am]
BILLING CODE 4000-01-P