[Federal Register Volume 89, Number 148 (Thursday, August 1, 2024)]
[Notices]
[Pages 62726-62732]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-16836]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Transitioning Gang-Involved Youth to 
Higher Education 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 (NIA) for fiscal year (FY) 2024 for the 
Transitioning Gang-Involved Youth to Higher Education Program.

DATES: 
    Applications Available: August 1, 2024.
    Deadline for Transmittal of Applications: September 30, 2024.
    Deadline for Intergovernmental Review: November 29, 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: Jymece Seward, U.S. Department of 
Education, 400 Maryland Avenue SW, Room 5C113, Washington, DC 20202-
4260. Telephone: 202-453-6138. 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 purpose of the Transitioning Gang-Involved 
Youth to Higher Education (TGIY) Program is to provide a funding 
opportunity for organizations that work directly with gang-involved 
youth to help such youth pursue higher education opportunities that 
will lead to certification or credentials.
    Assistance Listing Number: 84.116Y.

[[Page 62727]]

    OMB Control Number: 1894-0006.
    Background: In today's economy, 67 percent of U.S. jobs require a 
postsecondary credential, and by 2031, this percentage is projected to 
grow to 71 percent.\1\ A report by the Alliance for Excellent Education 
concluded that increasing the number of students who graduate from high 
school and complete a postsecondary degree would create significant 
benefits for individuals, communities, States, and the country as a 
whole, including increases in lifetime earnings and tax revenues, lower 
unemployment rates, and decreased crime and incarceration rates.\2\
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    \1\ Carnevale, A.P., Smith, N., Van Der Werf, M., & Quinn, M.C. 
(2023). After Everything: Projections of jobs, education, and 
training requirements through 2031. Georgetown University--
Georgetown Public Policy Institute Center on Education and the 
Workforce.
    \2\ Alliance for Excellent Education (2013). ``Saving Futures, 
Saving Dollars: The Impact of Education on Crime Reduction and 
Earnings.''
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    According to the latest data from the National Youth Gang Survey, 
in 2012, there were 850,000 gang members in the United States.\3\ And, 
gang members are overrepresented among incarcerated populations in the 
United States.\4\ One study found that 47 percent of [incarcerated] 
juveniles belong to a gang.\5\
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    \3\ National Gang Center. National Youth Gang Survey Analysis, 
https://nationalgangcenter.ojp.gov/survey-analysis.
    \4\ Pyrooz, D, Gartner, N, & Smith, M. (2017). ``Consequences of 
Incarceration for Gang Membership: A Longitudinal Study of Serious 
Offenders in Philadelphia and Phoenix.'' Criminology.
    \5\ Ibid.
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    Gang involved youth are 30% less likely to complete high school and 
58% less likely to earn a four-year degree compared with their non-gang 
peers.\6\ For individuals who were previously incarcerated, those who 
enroll in postsecondary education programs were found to be 48 percent 
less likely to be reincarcerated than those who do not.\7\
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    \6\ Pyrooz D.C. (2014). From colors and guns to caps and gowns? 
The effect of gang membership on educational attainment. Journal of 
Research in Crime and Delinquency, 51(1), 56-87.
    \7\ Gibbons, A., & Rar, R. (August 20, 2021). ``The societal 
benefits of postsecondary prison education.'' Brookings Institution.
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    For students who are coming out of confinement or incarceration, 
sustaining engagement in a two-year or four-year college course of 
study can be challenging as many of these students do not have the 
educational and family supports traditionally associated with college 
success and require support to navigate a college path.\8\ Effective 
advising can play a central role in helping students navigate 
complicated systems and processes that are critical to postsecondary 
success. There is evidence that implementing comprehensive, integrated 
advising models; building guided pathways to academic success; 
integrating wraparound services into holistic advising; and guiding 
students to career success beyond completion are strategies that can 
lead to increased retention and completion rates for students.\9\
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    \8\ JDAI Conference. (2017). Going for the Gold in Secure 
Placements, Center for Educational Excellence in Alternative 
Settings, Creating a College-Going Culture.
    \9\ Raise the Bar--Advising Resources Guide. (April 2024), U.S. 
Department of Education. (See, e.g., Karp, M., Ackerson, S., Cheng, 
I., Cocatre-Zilgien, E., Costelloe, S., Freeman, B., Lemire, S., 
Linderman, D., McFarlane, B., Moulton, S., O'Shea, J., Porowski, A., 
& Richburg-Hayes, L. (2021). Effective advising for postsecondary 
students: A practice guide for educators (WWC 2022003). Washington, 
DC: National Center for Education Evaluation and Regional Assistance 
(NCEE), Institute of Education Sciences, U.S. Department of 
Education.)
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    In order to support gang-involved youth to pursue higher education 
opportunities, this competition includes two absolute priorities--the 
first is for projects that work directly with gang-involved youth to 
help such youth pursue higher education opportunities and the second is 
to support projects that are designed to increase postsecondary 
education access, affordability, completion, and success--and two 
competitive preference priorities focused on providing wraparound 
student support services and cross-agency coordination. Projects must 
serve gang-involved youth (as defined in this notice).
    Recognizing the unique experiences and perspectives of 
organizations working with this student population, this competition 
also includes two invitational priorities--one to support projects that 
are designed to specifically work with gang-involved youth who are 
justice involved and one to support projects proposed by organizations 
that have effectively worked with correctional education programs, 
Second Chance Pell Programs, or Prison Education Programs.
    Priorities: This notice contains two absolute priorities, two 
competitive preference priorities, and two invitational priorities. The 
first absolute priority is from the notice of final priority and 
definition for this program published elsewhere in this issue of the 
Federal Register (2024 NFP). The second absolute priority and the 
competitive preference priorities are from the Secretary's Supplemental 
Priorities and Definitions for Discretionary Grant Programs, published 
in the Federal Register on December 10, 2021 (86 FR 70612) 
(Supplemental Priorities).
    Absolute 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 absolute priorities. Under 34 CFR 
75.105(c)(3) we consider only applications that meet these priorities.
    The priorities are:
    Absolute Priority 1--Projects for Organizations to Work Directly 
with Gang-Involved Youth to Help Such Youth Pursue Higher Education 
Opportunities.
    To meet this priority, an eligible applicant must demonstrate that 
the project will work directly with gang-involved youth to help such 
youth pursue higher education opportunities.
    Absolute Priority 2--Increasing Postsecondary Education Access, 
Affordability, Completion, and Post-Enrollment Success.
    Projects that are designed to increase postsecondary access, 
affordability, completion, and success for underserved students by 
addressing one or more of the following priority areas:
    (a) Increasing the number and proportion of underserved students 
who enroll in and complete postsecondary education programs, which may 
include strategies related to college preparation, awareness, 
application, selection, advising, counseling, and enrollment.
    (b) Supporting the development and implementation of student 
success programs that integrate multiple comprehensive and evidence-
based services or initiatives, such as academic advising, structured/
guided pathways, career services, credit-bearing academic undergraduate 
courses focused on career, and programs to meet basic needs, such as 
housing, childcare and transportation, student financial aid, and 
access to technological devices.
    (c) Increasing the number of individuals who return to the 
educational system and obtain a regular high school diploma, or its 
recognized equivalent for adult learners; enroll in and complete 
community college, college, or career and technical training; or obtain 
basic and academic skills, including English language learning, that 
they need to succeed in college--including community college--as well 
as career and technical education and/or the workforce.
    (d) Supporting evidence-based practices in career and technical 
education and ensuring equitable access to and successful completion of 
high-quality programs, credentials, or degrees.

[[Page 62728]]

    (e) Supporting the development and implementation of evidence-based 
strategies to promote students' development of knowledge and skills 
necessary for success in the workplace and civic life.
    (f) Providing secondary school students with access to career 
exploration and advising opportunities to help students make informed 
decisions about their postsecondary enrollment decisions and to place 
them on a career path.
    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 
8 points to an application, depending on how well the application meets 
Competitive Preference Priority 1; and up to an additional 5 points to 
an application, depending on how well the application meets Competitive 
Preference Priority 2. Applicants may address one, both, or neither of 
these competitive preference priorities
    These priorities are:
    Competitive Preference Priority 1--Meeting Student Social, 
Emotional, and Academic Needs (up to 8 points).
    Projects that are designed to improve students' social, emotional, 
academic, and career development, with a focus on underserved students, 
through one or more of the following priority areas:
    (a) Creating a positive, inclusive, and identity-safe climate at 
institutions of higher education through one or both of the following 
activities:
    (1) Fostering a sense of belonging and inclusion for underserved 
students. (up to 2 points)
    (2) Implementing evidence-based practices for advancing student 
success for underserved students. (up to 2 points); and/or
    (b) Fostering partnerships, including across government agencies 
(e.g., housing, human services, employment agencies), local educational 
agencies, community-based organizations, adult learning providers, and 
postsecondary education institutions, to provide comprehensive services 
to students and families that support students' social, emotional, 
mental health, and academic needs, and that are inclusive with regard 
to race, ethnicity, culture, language, and disability status. (up to 4 
points)
    Competitive Preference Priority 2--Strengthening Cross-Agency 
Coordination and Community Engagement To Advance Systemic Change (up to 
5 points).
    Projects that are designed to take a systemic evidence-based 
approach to improving outcomes for underserved students by coordinating 
efforts with Federal, State, or local agencies, or community-based 
organizations, that support students, to address one or more of the 
following:
    (a) Justice policy. (up to 1 point)
    (b) College readiness. (up to 2 points)
    (c) Workforce development. (up to 2 points)
    Invitational Priorities: For FY 2024 and any subsequent year in 
which we make awards from the list of unfunded applications from this 
competition, these priorities are invitational priorities. Under 34 CFR 
75.105(c)(1), we do not give an application that meets these 
invitational priorities a competitive or absolute preference over other 
applications.
    These priorities are:
    Invitational Priority 1--Projects Targeted for Justice-Involved 
Youth.
    Projects that are designed to specifically work with gang-involved 
youth who are justice involved, including formerly incarcerated 
individuals and/or individuals who have been placed on probation, are 
being held pre-trial, are subject to diversion, or are subject to other 
alternative criminal sanctions. These projects should be designed to 
support the reintegration of, and improve long-term outcomes for, youth 
and adults after justice system involvement by linking these 
individuals to appropriate educational opportunities and academic 
support, vocational rehabilitation, or workforce training programs.
    Invitational Priority 2--Organizations with a Correctional 
Education Program, Second Chance Pell Program, or Prison Education 
Program.
    Projects proposed by entities with prior experience effectively 
working directly with confined or incarcerated individuals to help such 
individuals pursue educational opportunities, including prison 
education programs, Second Chance Pell Programs, and programs that 
provide or support education in correctional facilities but do not 
access Federal Pell grants (correctional education programs).
    For the purpose of this invitational priority--
    Confined or incarcerated individual means an individual who is 
serving a criminal sentence in a Federal, State, or local penitentiary, 
prison, jail, reformatory, work farm, juvenile justice facility, or 
other similar correctional facility. An individual is not considered 
confined or incarcerated if that individual is subject to or serving an 
involuntary civil commitment, in a halfway house or home detention, or 
sentenced to serve only weekends.
    Prison education program means a program operated by a public, 
nonprofit, or vocational institution and approved for operation by a 
correctional entity, an accreditor, and the Department of Education, in 
which a confined or incarcerated individual receives Pell Grant funds 
to pay for postsecondary education. A confined or incarcerated 
individual includes any student who is serving a criminal sentence in a 
Federal, State, or local penitentiary, prison, jail, reformatory, work 
farm, juvenile justice facility, or other similar correctional 
institution.
    Second Chance Pell Program means a program operated under the 
Experimental Sites Initiative that provides need-based Pell Grants to 
incarcerated individuals to allow them to participate in eligible 
postsecondary programs.
    Definitions: For FY 2024 and any subsequent year in which we make 
awards from the list of unfunded applications from this competition, 
the following definitions apply to the priorities and selection 
criteria in this notice. The definition of ``gang-involved youth'' is 
from the 2024 NFP. The definition of ``underserved student'' is from 
the Supplemental Priorities. The remaining definitions are from 34 CFR 
77.1.
    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.
    Evidence-based means the proposed project component is supported by 
evidence that demonstrates a rationale.
    Experimental study means a study that is designed to compare 
outcomes between two groups of individuals (such as students) that are 
otherwise equivalent except for their assignment to either a treatment 
group receiving a project component or a control group that does not. 
Randomized controlled trials, regression discontinuity design studies, 
and single-case design studies are the specific types of experimental 
studies that, depending on their design and implementation (e.g., 
sample attrition in randomized controlled trials and regression 
discontinuity design studies), can meet What Works Clearinghouse (WWC) 
standards without reservations as described in the WWC Handbooks:
    (i) A randomized controlled trial employs random assignment of, for 
example, students, teachers, classrooms, or schools to receive the 
project component being evaluated (the

[[Page 62729]]

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.
    Gang-involved youth means an individual, between the ages 14 and 
24, who is or was involved in a group that meets the following 
criteria: the group has three or more members who share an identity, 
typically linked to a name and often other symbols; members view 
themselves as a gang and are recognized by others as a gang; the group 
has some permanence and a degree of organization; and the group is 
involved in an elevated level of criminal activity.
    Logic model (also referred to as theory of action) means a 
framework that identifies key project components of the proposed 
project (i.e., the active ``ingredients'' that are hypothesized to be 
critical to achieving the relevant outcomes) and describes the 
theoretical and operational relationships among the key project 
components and relevant outcomes.
    Note: In developing logic models, applicants may want to use 
resources such as the Regional Educational Laboratory Program's 
Education Logic Model Application at https://ies.ed.gov/ncee/rel/Products/Region/pacific/Resource/100677.
    Performance measure means any quantitative indicator, statistic, or 
metric used to gauge program or project performance.
    Performance target means a level of performance that an applicant 
would seek to meet during the course of a project or as a result of a 
project.
    Project component means an activity, strategy, intervention, 
process, product, practice, or policy included in a project. Evidence 
may pertain to an individual project component or to a combination of 
project components (e.g., training teachers on instructional practices 
for English learners and follow-on coaching for these teachers).
    Promising evidence means that there is evidence of the 
effectiveness of a key project component in improving a relevant 
outcome, based on a relevant finding from one of the following:
    (i) A practice guide prepared by What Works Clearinghouse (WWC) 
reporting a ``strong evidence base'' or ``moderate evidence base'' for 
the corresponding practice guide recommendation;
    (ii) An intervention report prepared by the WWC reporting a 
``positive effect'' or ``potentially positive effect'' on a relevant 
outcome with no reporting of a ``negative effect'' or ``potentially 
negative effect'' on a relevant outcome; or
    (iii) A single study assessed by the Department, as appropriate, 
that--
    (A) Is an experimental study, a quasi-experimental design study, or 
a well-designed and well-implemented correlational study with 
statistical controls for selection bias (e.g., a study using regression 
methods to account for differences between a treatment group and a 
comparison group); and
    (B) Includes at least one statistically significant and positive 
(i.e., favorable) effect on a relevant outcome.
    Quasi-experimental design study means a study using a design that 
attempts to approximate an experimental study by identifying a 
comparison group that is similar to the treatment group in important 
respects. This type of study, depending on design and implementation 
(e.g., establishment of baseline equivalence of the groups being 
compared), can meet WWC standards with reservations, but cannot meet 
WWC standards without reservations, as described in the WWC Handbooks.
    Relevant outcome means the student outcome(s) or other outcome(s) 
the key project component is designed to improve, consistent with the 
specific goals of the program.
    Underserved student means a student (which may include students in 
postsecondary education or career and technical education, and adult 
learners, as appropriate) in the following subgroup: A student impacted 
by the justice system, including a formerly incarcerated student.
    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 What Works Clearinghouse Procedures and Standards 
Handbook (Version 4.1), as well as the more recent What Works 
Clearinghouse Handbook released in August 2022 (Version 5.0), are 
available at https://ies.ed.gov/ncee/wwc/Handbooks.
    Program Authority: 20 U.S.C. 1138-1138d; Explanatory Statement 
accompanying Division D of the Further Consolidated Appropriations Act, 
2024 (Pub. L. 118-47).
    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 Guidance for Federal Financial Assistance 
in 2 CFR part 200, as adopted and amended as regulations of the 
Department in 2 CFR part 3474. (d) The Supplemental Priorities. (e) The 
2024 NFP.
    Note: The regulations in 34 CFR part 86 apply to institutions of 
higher education only.
    Note: The Department will implement the provisions included in the 
OMB final rule, OMB Guidance for Federal Financial Assistance, which 
amends 2 CFR parts 25, 170, 175, 176, 180, 182, 183, 184, and 200, on 
October 1, 2024. Grant applicants that anticipate a performance period 
start date on or after October 1, 2024 should follow the provisions 
stated in the OMB Guidance for Federal Financial Assistance (89 FR 
30046, April 22, 2024) when preparing an application. For more 
information about these updated regulations please visit: https://www.cfo.gov/resources/uniform-guidance/.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $2,970,000.
    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: $900,000 to $990,000.
    Estimated Average Size of Awards: $950,000.

[[Page 62730]]

    Maximum Award: We will not make an award exceeding $990,000 for a 
single budget period of 36 months.
    Estimated Number of Awards: 3.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 36 months.

III. Eligibility Information

    1. Eligible Applicants: Eligible applicants are institutions of 
higher education (IHEs) (as defined in section 101 of the Higher 
Education Act of 1965, as amended (20 U.S.C. 1001)) that are public or 
private nonprofit IHEs, and public and private nonprofit organizations 
and agencies that partner with IHEs.
    Note: If you are a nonprofit organization, under 34 CFR 75.51, you 
may demonstrate your 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.
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    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: Under 34 CFR 75.708(b) and (c), a grantee under 
this competition may award subgrants--to directly carry out project 
activities--to entities listed in the grant application.

IV. Application and Submission Information

    1. Application Submission Instructions: Applicants are required to 
follow the Common Instructions for Applicants to Department of 
Education Discretionary Grant Programs, published in the Federal 
Register on December 7, 2022 (87 FR 75045), and available at https://www.federalregister.gov/d/2022-26554, which contain requirements and 
information on how to submit an application.
    2. Intergovernmental Review: This program is subject to Executive 
Order 12372 and the regulations in 34 CFR part 79. Information about 
Intergovernmental Review of Federal Programs under Executive Order 
12372 is in the application package for this program.
    3. Funding Restrictions: We specify unallowable costs in 34 CFR 
606.10(c). We reference additional regulations in the Applicable 
Regulations section of this notice.
    4. Recommended Page Limit: The application narrative is where you, 
the applicant, address the selection criteria and priorities 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, including titles, headings, 
footnotes, quotations, references, and captions as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger, and no 
smaller than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial.
    The recommended page limit applies to the Project Narrative, which 
is your complete response to the selection criteria and the priorities. 
However, the page limit does not apply to the Application for Federal 
Assistance form (SF-424); the ED SF-424 Supplement form; the Budget 
Information--Non-Construction Program form (ED 524); the assurances and 
certifications; or the one-page abstract, the program profile form, and 
supporting budget narrative.

V. Application Review Information

    1. Selection Criteria: The following selection criteria for this 
program are from 34 CFR 75.210. Applicants should address each of the 
following selection criteria separately for each proposed activity. We 
will award up to 100 points to an application under the selection 
criteria and up to 13 additional points under the competitive 
preference priorities, for a total score of up to 113 points. The 
maximum score for each criterion is noted in parentheses.
    (a) 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 the proposed project demonstrates a 
rationale (as defined in this notice). (up to 5 points)
    (2) 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)
    (3) The extent to which the proposed project will establish 
linkages with other appropriate agencies and organizations providing 
services to the target population. (up to 5 points)
    (b) Quality of project services. (up to 20 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, 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)
    In addition, the Secretary considers the following factors:
    (1) The extent to which the services to be provided by the proposed 
project are appropriate to the needs of the intended recipients or 
beneficiaries of those services. (up to 5 points)
    (2) The likely impact of the services to be provided by the 
proposed project on the intended recipients of those services. (up to 5 
points)
    (3) 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)
    (c) Significance. (up to 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 potential contribution of the proposed project to increased

[[Page 62731]]

knowledge or understanding of educational problems, issues, or 
effective strategies. (up to 10 points)
    (2) The likelihood that the proposed project will result in system 
change or improvement. (up to 10 points)
    (d) Quality of project personnel. (up to 20 points)
    The Secretary considers the quality of the personnel who will carry 
out the proposed project. In determining the quality of project 
personnel, the Secretary considers the extent to which the applicant 
encourages applications for employment from persons who are members of 
groups that have traditionally been underrepresented based on race, 
color, national origin, gender, age, or disability. (up to 8 points)
    In addition, the Secretary considers the following factors:
    (1) The qualifications, including relevant training and experience, 
of the project director or principal investigator. (up to 6 points)
    (2) The qualifications, including relevant training and experience, 
of key project personnel. (up to 6 points)
    (e) Quality of the management plan. (up to 10 points)
    The Secretary considers the quality of the management plan for the 
proposed project. In determining the quality of the management plan, 
the Secretary considers the following factors:
    (1) 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. (up to 5 points)
    (2) How the applicant will ensure that a diversity of perspectives 
are brought to bear in the operation of the proposed project, including 
those of parents, teachers, the business community, a variety of 
disciplinary and professional fields, recipients or beneficiaries of 
services, or others, as appropriate. (up to 5 points)
    (f) Quality of the project evaluation. (up to 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 methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project. (up to 3 points)
    (2) The extent to which the methods of evaluation include the use 
of objective performance measures that are clearly related to the 
intended outcomes of the project and will produce quantitative and 
qualitative data to the extent possible. (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).
    Note: For the selection criterion ``Quality of personnel'' in 
paragraph (d), applicants are encouraged to include in their 
application that they are committed to paying their staff a living wage 
for the local area and providing benefits.
    2. Review and Selection Process: We remind potential applicants 
that in reviewing applications in any discretionary grant competition, 
the Secretary may consider, under 34 CFR 75.217(d)(3), the past 
performance of the applicant in carrying out a previous award, such as 
the applicant's use of funds, achievement of project objectives, and 
compliance with grant conditions. The Secretary may also consider 
whether the applicant failed to submit a timely performance report or 
submitted a report of unacceptable quality.
    In addition, in making a competitive grant award, the Secretary 
requires various assurances including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).
    A panel of three non-Federal reviewers will review and score each 
application in accordance with the selection criteria in this notice, 
as well as the competitive preference priorities. A rank order funding 
slate will be made from this review, and awards will be made in rank 
order according to the average score received from the peer review. In 
the event there are two or more applications with the same final score, 
and there are insufficient funds to fully support each of these 
applications, the Department applies the following tiebreaking factors.
    The first tiebreaker will be application(s) that propose to serve 
geographic areas that have been previously underserved by this program. 
If a tie remains, the second tiebreaker will be utilized. The second 
tiebreaker will be the highest average score for the selection 
criterion ``Quality of Project Design.''
    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

[[Page 62732]]

    (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 https://www.ed.gov/fund/grant/apply/appforms/appforms.html.
    5. Performance Measures: For purposes of Department reporting under 
34 CFR 75.110, the Department will use the following program-level 
performance measures to evaluate the success of the TGIY Program:
    (a) Number and rate of project participants enrolled in a 
postsecondary education program.
    (b) Number and rate of project participants, by the end of the 
grant period, earning a certificate, degree, or other credential.
    (c) Number and rate of project participants active in internships, 
apprenticeships, or other work experiences.
    These measures constitute the Department's indicators of success 
for this program. Consequently, we advise an applicant for an award 
under this program to give careful consideration to the 
operationalization of the measures in conceptualizing the approach and 
evaluation for its proposed project.
    If funded, you will be required to collect and report data in your 
project's annual performance report (34 CFR 75.590).
    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, 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 https://www.govinfo.gov. At this site you can 
view this document, as well as all other Department documents 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 https://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. 2024-16836 Filed 7-31-24; 8:45 am]
BILLING CODE 4000-01-P