2017-15359.pdf

33881 Federal Register / Vol. 82, No. 139 / Friday, July 21, 2017 / Notices

1 For the purpose of this notice, the Department uses the terms ‘‘geographic area’’ and ‘‘neighborhood’’ interchangeably.

helps the public understand the Department’s information collection requirements and provide the requested data in the desired format. ED is soliciting comments on the proposed information collection request (ICR) that is described below. The Department of Education is especially interested in public comment addressing the following issues: (1) Is this collection necessary to the proper functions of the Department; (2) will this information be processed and used in a timely manner;

(3) is the estimate of burden accurate;

(4) how might the Department enhance the quality, utility, and clarity of the information to be collected; and (5) how might the Department minimize the burden of this collection on the respondents, including through the use of information technology. Please note that written comments received in response to this notice will be considered public records.

Title of Collection: Mandatory Civil Rights Data Collection.

OMB Control Number: 1870–0504.

Type of Review: A revision of an existing information collection.

Respondents/Affected Public: State, Local, or Tribal Governments.

Total Estimated Number of Annual

Responses: 17,621.

Total Estimated Number of Annual

Burden Hours: 1,521,827.

Abstract: The collection, use, and reporting of education data is an integral component of the mission of the U.S.

Department of Education (ED). EDFacts, an ED initiative to put performance data at the center of ED’s policy, management, and budget decision-making processes for all K–12 education programs, has transformed the way in which ED collects and uses data. For school years 2009–10 and 2011–12, the Civil Rights Data Collection (CRDC) was approved by OMB as part of the EDFacts information collection (1875–0240). For school years 2013–14 and 2015–16, the Office for Civil Rights (OCR) cleared the CRDC as a separate collection from EDFacts. OCR used the most current EDFacts information collection approved by OMB (1875–0240) as a model for the 2013–14 and 2015–16 CRDC information collections that were approved by OMB (1870–0504).

Similarly, the currently proposed revised CRDC information collection for school year 2017–18 is modeled after the most recent OMB-approved EDFacts information collection (1850–0925). For the 2017–18 CRDC, OCR is proposing few changes, and those changes will have the net effect of reducing burden on school districts. As with previous CRDC collections, the purpose of the 2017–18 CRDC is to obtain vital data related to the civil rights laws’ requirement that public local educational agencies (LEAs) and elementary and secondary schools provide equal educational opportunity.

ED has analyzed the uses of many data elements collected in the 2013–14 and 2015–16 CRDCs and sought advice from experts across ED to refine, improve, and where appropriate, add or remove data elements from the collection. ED also made the CRDC data definitions and metrics consistent with other mandatory collections across ED wherever possible. ED seeks OMB approval under the Paperwork Reduction Act to collect from LEAs, the elementary and secondary education data described in the sections of Attachment A. In addition, ED requests that LEAs and other stakeholders respond to the directed questions found in Attachment A–5.

Dated: July 17, 2017.

Stephanie Valentine, Acting Director, Information Collection Clearance Division, Office of the Chief Privacy Officer, Office of Management.

[FR Doc. 2017–15293 Filed 7–20–17; 8:45 am]

BILLING CODE 4000–01–P

DEPARTMENT OF EDUCATION

Applications for New Awards; Promise Neighborhoods Program

AGENCY: Office of Innovation and Improvement, Department of Education.

ACTION: Notice.

SUMMARY: The Department of Education is issuing a notice inviting applications for new awards for fiscal year (FY) 2017 for the Promise Neighborhoods Program—Grant Competition, Catalog of Federal Domestic Assistance (CFDA) number 84.215N.

DATES: Applications Available: July 21, 2017.

Deadline for Notice of Intent to Apply:

August 21, 2017.

Date of Pre-Application Webinars:

The Promise Neighborhoods team intends to hold pre-application webinars to provide technical assistance to interested applicants. Detailed information regarding these webinar times will be provided on the Promise Neighborhoods’ Web site at https:// innovation.ed.gov/what-we-do/parental-options/promise-neighborhoods-pn/.

Deadline for Transmittal of Applications: September 5, 2017.

Deadline for Intergovernmental Review: November 3, 2017.

FOR FURTHER INFORMATION CONTACT:

Adrienne Hawkins, U.S. Department of Education, 400 Maryland Avenue SW., Room 4W256, Washington, DC 20202.

Telephone: (202) 453–5638 or by email:

PromiseNeighborhoods@ed.gov.

If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1–800–877– 8339.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description

Purpose of Program The Promise Neighborhoods program is newly authorized under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA).

The purpose of the Promise Neighborhoods program is to significantly improve the academic and developmental outcomes of children living in the most distressed communities of the United States, including ensuring school readiness, high school graduation, and access to a community-based continuum of high-quality services. The program serves neighborhoods with high concentrations of low-income individuals; multiple signs of distress, which may include high rates of poverty, childhood obesity, academic failure, and juvenile delinquency, adjudication, or incarceration; and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d) of the ESEA. All strategies in the continuum of solutions must be accessible to children with disabilities and English learners.

Background The vision of the Promise

Neighborhoods program is that all children and youth living in our most distressed communities have access to great schools and strong systems of family and community support that will prepare them to attain an excellent education and successfully transition to postsecondary education and a career.

A Promise Neighborhood is both a place and a strategy. A place eligible to become a Promise Neighborhood is a geographic area 1 that is distressed, often facing inadequate access to high-quality early learning programs and services, with struggling schools, low high school and college graduation rates, high rates of unemployment, high rates of crime, and indicators of poor health. These conditions contribute to and intensify

VerDate Sep<11>2014 19:50 Jul 20, 2017 Jkt 241001 PO 00000 Frm 00018 Fmt 4703 Sfmt 4703 E:\FR\FM\21JYN1.SGM 21JYN1sr ad ov ic h on

D S

K 3G

M Q

2P

R O

D w ith N

O T

IC

E

S https://innovation.ed.gov/what-we-do/parental-options/promise-neighborhoods-pn/ https://innovation.ed.gov/what-we-do/parental-options/promise-neighborhoods-pn/ https://innovation.ed.gov/what-we-do/parental-options/promise-neighborhoods-pn/ mailto:PromiseNeighborhoods@ed.gov

33882 Federal Register / Vol. 82, No. 139 / Friday, July 21, 2017 / Notices

2 https://www2.ed.gov/programs/ promiseneighborhoods/pndataguidance.pdf.

3 An applicant that serves one or more non-rural or non-Tribal communities will not be disqualified because it also proposes to serve rural or Tribal communities.

the negative outcomes associated with children and youth living in poverty.

A Promise Neighborhood strategy addresses the complex, interconnected issues in the distressed community it serves. Promise Neighborhoods are led by organizations, such as nonprofit organizations, institutions of higher education, offices of chief elected officials of local governments, or Indian Tribes or Tribal organizations, that work to ensure that all children and youth in the target geographic area have access to services that lead to improved educational and developmental outcomes from cradle-to-career. The organizations ensure that services are based on the best available evidence and employ robust data collection and management systems to learn about the impact of approaches for which there is less evidence; that services are linked and integrated seamlessly; and that services include education programs as well as programs that provide family and community supports. Promise Neighborhoods enable children and youth within targeted distressed communities to participate in the full range of cradle-to-career supports that are necessary for them to realize their potential. The Department of Education’s expectation is that over time, a greater proportion of the neighborhood residents receive these supports and that neighborhood indicators (see Table 1) show significant progress. For this reason, each Promise Neighborhood applicant must demonstrate several core features: (1) Significant need in the neighborhood;

(2) a strategy to build pipeline services (as defined in this notice) with strong schools at the center; and (3) the organizational and relational capacity to achieve results.

This year’s Promise Neighborhoods competition is different from previous years’ competitions in several ways. The Promise Neighborhoods program, under the ESEA as amended by ESSA, requires applicants to propose the use of not less than 50 percent of grant funds in year one, and not less than 25 percent in year two, to support planning activities for the development and implementation of pipeline services. Because applicants must now propose to use grant funds for limited planning activities, the Department will no longer award separate Promise Neighborhoods planning and implementation grants.

The priorities and some program requirements for this year’s competition have also changed from previous competitions. In this year’s competition, we introduce new data and performance management requirements while continuing to prioritize evidence-based

(see section 8101(21) of the ESEA) activities and programs. Previously funded Promise Neighborhoods grantees have struggled to conduct meaningful data collection and evaluation activities, which include collecting the full range of data necessary to effectively employ comprehensive case and longitudinal data management systems. Such data systems are critical to effectively coordinate a range of services for high-need students and their families within a Promise Neighborhood. In response to this challenge, we now require applicants to address specific data collection and performance management requirements.

In addressing these requirements, we strongly encourage applicants to review a publication released by the Department in 2013 entitled, ‘‘Measuring Performance: A Guidance Document for Promise Neighborhoods on Collecting Data and Reporting Results.’’ 2 This publication provides guidance on Promise Neighborhoods case management and longitudinal data systems; data collection strategies, sources, and methods; and data tracking and reporting procedures.

Priorities: This competition includes three absolute priorities and four competitive preference priorities. The three absolute priorities focus on the types of neighborhoods or geographic areas that the proposed project will serve. Absolute Priority 1 is focused on non-rural and non-Tribal applicants;

Absolute Priority 2 is focused on rural communities; and Absolute Priority 3 is focused on Tribal communities.

Absolute Priorities: We are establishing Absolute Priorities 1, 2, and 3 for the FY 2017 grant competition and any subsequent year in which we make awards from the list of unfunded applications from this competition in accordance with section 437(d)(1) of the General Education Provisions Act (GEPA). Applicants should indicate in their application whether they are applying under Absolute Priority 1, Absolute Priority 2, or Absolute Priority

3. If an applicant applies under Absolute Priority 2 or Absolute Priority 3 and is deemed ineligible, the application still may be considered for funding under Absolute Priority 1. The Secretary prepares a rank order of applications for each absolute priority based solely on the evaluation of their quality according to the selection criteria.

Each of the three absolute priorities constitutes its own funding category.

Assuming that applications in each funding category are of sufficient quality, the Secretary intends to award grants under each absolute priority.

Under 34 CFR 75.105(c)(3) we consider only applications that meet one or more of these priorities.

These priorities are:

Absolute Priority 1—Promise

Neighborhoods in Non-Rural and Non- Tribal Communities.3

To meet this priority, an applicant must propose to implement a Promise Neighborhood strategy that serves one or more non-rural or non-Tribal communities.

Absolute Priority 2—Promise Neighborhoods in Rural Communities.

To meet this priority, an applicant must propose to implement a Promise Neighborhood strategy that serves one or more rural communities (as defined in this notice) only.

Under section 4623 of the ESEA, the Department will use at least 15 percent of the funds available for the Promise Neighborhoods program to award grants to eligible entities (as defined in this notice) that propose to carry out the Promise Neighborhoods activities in rural areas. The Department will reduce the funds reserved for rural areas if we do not receive enough applications of sufficient quality.

Absolute Priority 3—Promise Neighborhoods in Tribal Communities.

To meet this priority, an applicant must propose to implement a Promise Neighborhood strategy that serves one or more Indian Tribes (as defined in this notice).

Competitive Preference Priorities: We are establishing Competitive Preference Priorities 1 and 2 for the FY 2017 grant competition and any subsequent year in which we make awards from the list of unfunded applications from this competition in accordance with section 437(d)(1) of the GEPA, 20 U.S.C.

1232(d)(1). Competitive Preference Priority 3 is from section 4624 of the ESEA, as amended by the ESSA, 20 U.S.C. 7231e. Competitive Preference Priority 4 is from the Promise Zones notice of final priority published in the Federal Register on March 27, 2014 (79 FR 17035) (Promise Zones NFP).

For FY 2017 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 an additional three points to an application that meets Competitive Preference

VerDate Sep<11>2014 19:50 Jul 20, 2017 Jkt 241001 PO 00000 Frm 00019 Fmt 4703 Sfmt 4703 E:\FR\FM\21JYN1.SGM 21JYN1sr ad ov ic h on

D S

K 3G

M Q

2P

R O

D w ith N

O T

IC

E

S https://www2.ed.gov/programs/promiseneighborhoods/pndataguidance.pdf https://www2.ed.gov/programs/promiseneighborhoods/pndataguidance.pdf

33883 Federal Register / Vol. 82, No. 139 / Friday, July 21, 2017 / Notices

Priority 1; we award three additional points to an application that meets Competitive Preference Priority 2; we award one additional point to an application that meets Competitive Preference Priority 3; and we award one additional point to an application that meets Competitive Preference Priority 4.

Applicants may address all of the competitive preference priorities. Also, applicants should identify on the abstract form and in the project narrative section of their application which competitive preference priority or priorities the applicants address. We will not award competitive preference priority points to an application that fails to clearly identify the competitive preference priority or priorities it wishes the Department to consider for purposes of earning the competitive preference priority points.

These priorities are:

Competitive Preference Priority 1—

Byrne Criminal Justice Innovation (BCJI) Program (0 or 3 points).

To meet this priority, an applicant must propose to serve geographic areas that were the subject of a targeted strategy addressing crime in a specific community pursuant to a BCJI grant awarded by the U.S. Department of Justice during FY 2012 or later years. To be eligible under this priority, the applicant must either: (1) Be able to demonstrate that it has received a BCJI grant; or (2) provide, in its application, a memorandum of understanding between it and a partner that is a recipient of a BCJI grant. The memorandum of understanding must indicate a commitment on the part of the applicant and partner to coordinate implementation and align resources to the greatest extent practicable.

Competitive Preference Priority 2— Drug Free Communities (DFC) Support Program (0 or 3 points).

To receive points under this priority, the applicant must either: (1) Demonstrate that it has received a DFC grant to prevent opioid abuse (as one of its areas of focus); or (2) provide, in its application, a memorandum of understanding between it and a partner that is a recipient of a DFC grant to address opioid abuse prevention as one of its areas of focus.

Competitive Preference Priority 3— Evidence-Based Activities, Strategies, or Interventions (0 or 1 point).

To meet this priority, an applicant must propose to carry out evidence-based activities, strategies, or interventions that, based on information included in their application, are supported by promising evidence (as defined in this notice).

Competitive Preference Priority 4— Promise Zones (0 or 1 point).

This priority is for projects that are designed to serve and coordinate with a federally designated Promise Zone.

To meet this priority, an applicant must include a Certification of Consistency with Promise Zone Goals and Implementation (HUD Form 50153) signed by an authorized representative of the lead organization of a Promise Zone designated by the Department of Housing and Urban Development (HUD) or the United States Department of Agriculture. An application for Promise Neighborhoods grant funds that is not accompanied by a signed certification (HUD Form 50153) will receive zero points for this priority. The certification form is available at //portal.hud.gov/ hudportal/documents/ huddoc?id=HUD_Form_50153.pdf. To view the list of designated Promise Zones and lead organizations please go to www.hud.gov/promisezones.

Definitions

The definition of ‘‘strong theory’’ is from 34 CFR 77.1. The remaining definitions are established in accordance with section 437(d)(1) of GEPA, 20 U.S.C. 1232(d)(1).

The following definitions apply to this program:

Eligible entity means an organization that:

(1) Is representative of the geographic area (as defined in this notice) proposed to be served;

(2) Operates or proposes to work with and involve in carrying out its proposed project, in coordination with the school’s local educational agency (LEA), at least one public elementary or secondary school that is located within the identified geographic area that the grant will serve;

(3) Is one of the following:

(a) An institution of higher education, as defined in section 102 of the Higher Education Act of 1965, as amended

(HEA) (20 U.S.C. 1002);

(b) An Indian Tribe or Tribal organization, as defined in section 4 of the Indian Self-Determination and Education Assistance Act (25 U.S.C.

5304); or

(c) One or more nonprofit entities working in formal partnership with not less than one of the following entities:

i. A high-need LEA.

ii. An institution of higher education, as defined in section 102 of the HEA (20 U.S.C. 1002).

iii. The office of a chief elected official of a unit of local government.

iv. An Indian Tribe or Tribal organization, as defined under section 4 of the Indian Self-Determination and

Education Assistance Act (25 U.S.C.

5304); and

(4) Currently provides at least one of the solutions from the applicant’s proposed pipeline services in the geographic area proposed to be served.

Experimental study means a study, such as a randomized controlled trial (RCT) (as defined in this notice), that is designed to compare outcomes between two groups of individuals that are otherwise equivalent except for their assignment to either a treatment group receiving a project component (as defined in this notice) or a control group that does not. In some circumstances, a finding from a regression discontinuity design study (RDD) (as defined in this notice) or findings from a collection of single-case design studies (SCDs) (as defined in this notice) may be considered equivalent to a finding from an RCT. RCTs, RDDs, and collections of SCDs, depending on design and implementation, can Meet What Works Clearinghouse Evidence Standards without reservations.

Graduation rate means the four-year or extended-year adjusted cohort graduation rate as defined by 34 CFR 200.19(b)(1).

Note: This definition is not meant to prevent a grantee from also collecting information about the reasons why students do not graduate from the target high school, e.g., dropping out or moving outside of the school district for non-academic or academic reasons.

Indian Tribe means an Indian Tribe or Tribal organization, as defined in section 4 of the Indian Self- Determination and Education Assistance Act (25 U.S.C. 5304)

Indicators of need means currently available data that describe—

(1) Education need, which means—

(a) All or a portion of the neighborhood includes or is within the attendance zone of a low-performing school that is a high school, especially one in which the graduation rate (as defined in this notice) is less than 60 percent or a school that can be characterized as low-performing based on another proxy indicator, such as students’ on-time progression from grade to grade; and

(b) Other indicators, such as significant achievement gaps between subgroups of students (as identified in section 1111(b)(2)(B)(xi) of the ESEA) within a school or LEA, high teacher and principal turnover, or high student absenteeism; and

(2) Family and community support need, which means—

(a) Percentages of children with preventable chronic health conditions (e.g., asthma, poor nutrition, dental

VerDate Sep<11>2014 19:50 Jul 20, 2017 Jkt 241001 PO 00000 Frm 00020 Fmt 4703 Sfmt 4703 E:\FR\FM\21JYN1.SGM 21JYN1sr ad ov ic h on

D S

K 3G

M Q

2P

R O

D w ith N

O T

IC

E

S http://www.hud.gov/promisezones

33884 Federal Register / Vol. 82, No. 139 / Friday, July 21, 2017 / Notices problems, obesity) or avoidable developmental delays;

(b) Immunization rates;

(c) Rates of crime, including violent crime;

(d) Student mobility rates;

(e) Teenage birth rates;

(f) Percentage of children in single-parent or no-parent families;

(g) Rates of vacant or substandard homes, including distressed public and assisted housing; or

(h) Percentage of the residents living at or below the Federal poverty threshold.

Logic model (also known as a theory of action) means a reasonable conceptual framework that identifies key 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 components and outcomes.

Meets What Works Clearinghouse Evidence Standards without reservations is the highest possible rating for a study finding reviewed by the What Works Clearinghouse (WWC).

Studies receiving this rating provide the highest degree of confidence that an observed effect was caused by the project component studied.

Experimental studies (as defined in this notice) may receive this highest rating.

These standards are described in the WWC Procedures and Standards Handbooks, Version 3.0, which can be accessed at http://ies.ed.gov/ncee/wwc/ Handbooks.

Meets What Works Clearinghouse Evidence Standards with reservations is the second-highest rating for a group design study reviewed by the WWC.

Studies receiving this rating provide a reasonable degree of confidence that an observed effect was caused by the project component studied. Both experimental studies (such as randomized controlled trials with high rates of sample attrition) and quasi-experimental design studies (as defined in this notice) may receive this rating if they establish the equivalence of the treatment and comparison groups in key baseline characteristics. These standards are described in the WWC Procedures and Standards Handbooks, Version 3.0, which can be accessed at http:// ies.ed.gov/ncee/wwc/Handbooks.

Pipeline services means a continuum of coordinated supports, services, and opportunities for children from birth through entry into and success in postsecondary education, and career attainment. Such services shall include, at a minimum, strategies to address through services or programs (including integrated student supports) the following:

(a) High-quality early childhood education programs.

(b) High-quality school and out-of-school-time programs and strategies.

(c) Support for a child’s transition to elementary school, from elementary school to middle school, from middle school to high school, and from high school into and through postsecondary education and into the workforce, including any comprehensive readiness assessment determined necessary.

(d) Family and community engagement and supports, which may include engaging or supporting families at school or at home.

(e) Activities that support postsecondary and work-force readiness, which may include job training, internship opportunities, and career counseling.

(f) Community-based support for students who have attended the schools in the area served by the pipeline, or students who are members of the community, facilitating their continued connection to the community and success in postsecondary education and the workforce.

(g) Social, health, nutrition, and mental health services and supports.

(h) Juvenile crime prevention and rehabilitation programs.

Project component means an activity, strategy, or intervention included in a project. Evidence (as this term is used in this notice) 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 the following conditions are met:

(a) There is at least one study that is a correlational study with statistical controls for selection bias with a relevant finding (quasi-experimental design studies or experimental studies may also qualify); and

(b) The relevant finding in the study described in paragraph (a) is of a statistically significant and positive (i.e., favorable) effect of the project component on a student outcome or other relevant outcome with no statistically significant and overriding negative (i.e., unfavorable) evidence on that project component from other findings on the intervention reviewed by and reported in the What Works Clearinghouse that Meet What Works Clearinghouse Evidence Standards with or without reservations.

Public officials means elected officials (e.g., council members, aldermen and alderwomen, commissioners, State legislators, Congressional representatives, members of the school board), appointed officials (e.g., members of a planning or zoning commission, or of any other regulatory or advisory board or commission), or individuals who are not necessarily public officials (as defined in this notice), but who have been appointed by a public official to serve on the Promise Neighborhoods governing board or advisory board.

Quasi-experimental design study means a study using a design that attempts to approximate an experimental design by identifying a comparison group that is similar to the treatment group in important respects.

This type of study, depending on design and implementation, can Meet What Works Clearinghouse Evidence Standards with reservations (but not without reservations).

Randomized controlled trial (RCT) means a study that 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). The estimated effectiveness of the project component is the difference between the average outcomes for the treatment group and for the control group. These studies, depending on design and implementation, can Meet What Works Clearinghouse Evidence Standards without reservations.

Regression discontinuity design study (RDD) means a study that 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. The effectiveness of the project component is estimated for individuals who barely qualify to receive that component. These studies, depending on design and implementation, can Meet What Works Clearinghouse Evidence Standards without reservations.

Relevant finding means a finding from a study regarding the relationship between (A) an activity, strategy, or intervention included as a component of the logic model (as defined in this notice) for the proposed project, and (B) a student outcome or other relevant outcome included in the logic model for the proposed project.

Relevant outcome means the student outcome(s) (or the ultimate outcome if not related to students) the proposed project component is designed to

VerDate Sep<11>2014 19:50 Jul 20, 2017 Jkt 241001 PO 00000 Frm 00021 Fmt 4703 Sfmt 4703 E:\FR\FM\21JYN1.SGM 21JYN1sr ad ov ic h on

D S

K 3G

M Q

2P

R O

D w ith N

O T

IC

E

S http://ies.ed.gov/ncee/wwc/Handbooks http://ies.ed.gov/ncee/wwc/Handbooks http://ies.ed.gov/ncee/wwc/Handbooks http://ies.ed.gov/ncee/wwc/Handbooks

33885 Federal Register / Vol. 82, No. 139 / Friday, July 21, 2017 / Notices improve, consistent with the specific goals of a program.

Representative of the geographic area proposed to be served means that residents of the geographic area proposed to be served have an active role in decision-making and that at least one-third of the eligible entity’s (as defined in this notice) governing board or advisory board is made up of—

(1) Residents who live in the geographic area proposed to be served, which may include residents who are representative of the ethnic and racial composition of the neighborhood’s residents and the languages they speak;

(2) Residents of the city or county in which the neighborhood is located but who live outside the geographic area proposed to be served, and who are low-income (which means earning less than 80 percent of the area’s median income as published by HUD);

(3) Public officials (as defined in this notice) who serve the geographic area proposed to be served (although not more than one-half of the governing board or advisory board may be made up of public officials); or

(4) Some combination of individuals from the three groups listed in paragraphs (1), (2), and (3) of this definition.

Rural community means a neighborhood that—

(1) Is served by an LEA that is currently eligible under the Small Rural School Achievement (SRSA) program or the Rural and Low-Income School (RLIS) program authorized under Title VI, Part B of the ESEA. Applicants may determine whether a particular LEA is eligible for these programs by referring to information on the following Department Web sites. For the SRSA program: https://www2.ed.gov/ programs/reapsrsa/eligible16/ index.htmlFor the RLIS program:

https://www2.ed.gov/programs/ reaprlisp/eligibility.html; or

(2) Includes only schools designated with a school locale code of 41, 42, or

43. Applicants may determine school locale codes by referring to the following Department Web site: http:// nces.ed.gov/ccd/schoolsearch/.

Segmentation analysis means the process of grouping and analyzing data from children and families in the geographic area proposed to be served according to indicators of need (as defined in this notice) or other relevant indicators. The analysis is intended to allow grantees to differentiate and more effectively target interventions based on what they learn about the needs of different populations in the geographic area.

Single-case design study (SCD) means a study that 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. According to the WWC Single Case Design Pilot Standards, a collection of these studies, depending on design and implementation (e.g., including a sufficient number of cases and of data points per condition), can Meet What Works Clearinghouse Evidence Standards without reservations.

Strong theory means a rationale for the proposed process, product, strategy, or practice that includes a logic model.

Student achievement means—

(1) For tested grades and subjects:

(a) A student’s score on the State’s assessments under the ESEA; and, as appropriate,

(b) Other measures of student learning, such as those described in paragraph (2) of this definition, provided they are rigorous and comparable across classrooms and programs.

(2) For non-tested grades and subjects:

Alternative measures of student learning and performance, such as student scores on pre-tests and end-of-course tests;

student performance on English language proficiency assessments; and other measures of student achievement that are rigorous and comparable across classrooms.

Student mobility rate is calculated by dividing the total number of new student entries and withdrawals at a school, from the day after the first official enrollment number is collected through the end of the academic year, by the first official enrollment number of the academic year.

Note: This definition is not meant to limit a grantee from also collecting information about why students enter or withdraw from the school, e.g., transferring to charter schools, moving outside of the school district for non-academic or academic reasons.

Waiver of Proposed Rulemaking:

Under the Administrative Procedure Act (5 U.S.C. 553) the Department generally offers interested parties the opportunity to comment on proposed priorities, selection criteria, definitions, and other requirements. Section 437(d)(1) of GEPA, however, allows the Secretary to exempt from rulemaking requirements, regulations governing the first grant competition under a new or substantially revised program authority.

This is the first grant competition for this program under section 4623–4624 of the ESEA, 20 U.S.C. 7273–7274, and therefore qualifies for this exemption. In order to ensure timely grant awards, the Secretary has decided to forgo public comment on the priorities, requirements, definitions, and selection criteria under section 437(d)(1) of GEPA. These priorities, requirements, definitions, and selection criteria will apply to the FY 2017 grant competition and any subsequent year in which we make awards from the list of unfunded applications from this competition.

Program Authority: 20 U.S.C. 7273– 7274.

Applicable Regulations: (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79 81, 82, 84, 86, 97, 98, and 99. (b) The OMB Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474. (d) Promise Zones NFP.

Note: The regulations in 34 CFR part 79 apply to all applicants except federally recognized Indian Tribes.

Note: The regulations in 34 CFR part 86 apply to institutions of higher education only.

II. Award Information

Type of Award: Discretionary grants.

Estimated Available Funds:

$30,000,000.

Contingent upon the availability of funds and the quality of applications, we may make additional awards in subsequent years from the list of unfunded applications from this competition.

Estimated Range of Awards:

$4,000,000 to $6,000,000.

Estimated Average Size of Awards:

$5,000,000.

Maximum Award: $6,000,000.

The maximum award amount is

$6,000,000 per 12-month budget period.

We will not fund an annual budget exceeding $6,000,000 per 12-month budget period.

Estimated Number of Awards: 5–7.

Note: The Department is not bound by any estimates in this notice.

Project Period: Up to 60 months.

Under section 4623 of the ESEA, a grant awarded under this competition will be for a period of not more than five years, and may be extended for an additional period of not more than two

VerDate Sep<11>2014 19:50 Jul 20, 2017 Jkt 241001 PO 00000 Frm 00022 Fmt 4703 Sfmt 4703 E:\FR\FM\21JYN1.SGM 21JYN1sr ad ov ic h on

D S

K 3G

M Q

2P

R O

D w ith N

O T

IC

E

S https://www2.ed.gov/programs/reapsrsa/eligible16/index.htmlFor https://www2.ed.gov/programs/reapsrsa/eligible16/index.htmlFor https://www2.ed.gov/programs/reapsrsa/eligible16/index.htmlFor https://www2.ed.gov/programs/reaprlisp/eligibility.html https://www2.ed.gov/programs/reaprlisp/eligibility.html http://nces.ed.gov/ccd/schoolsearch/ http://nces.ed.gov/ccd/schoolsearch/

33886 Federal Register / Vol. 82, No. 139 / Friday, July 21, 2017 / Notices years. In addition, continued funding of a grant under this competition, including an extended grant, after the third year of the initial grant period will be contingent on the eligible entity’s progress toward meeting the performance metrics and annual performance objectives and outcomes under section 4625(a)(4)(C) of the ESEA.

III. Eligibility Information

1. Eligible Applicants: Under section

4623 of the ESEA, an eligible organization must:

(1) Be representative of the geographic area proposed to be served;

(2) Operate or propose to work with and involve in carrying out its proposed project, in coordination with the school’s LEA, at least one public elementary or secondary school that is located within the identified geographic area that the grant will serve;

(3) Be one of the following:

(a) An institution of higher education, as defined in section 102 of the HEA (20 U.S.C. 1002);

(b) An Indian Tribe or Tribal organization, as defined in section 4 of the Indian Self-Determination and Education Assistance Act (25 U.S.C.

5304); or

(c) One or more nonprofit entities working in formal partnership with not less than one of the following entities:

i. A high-need LEA.

ii. An institution of higher education, as defined in section 102 of the HEA (20 U.S.C. 1002).

iii. The office of a chief elected official of a unit of local government.

iv. An Indian Tribe or Tribal organization, as defined under section 4 of the Indian Self-Determination and Education Assistance Act (25 U.S.C.

5304); and

(4) Currently provide at least one of the solutions from the applicant’s proposed pipeline services in the geographic area proposed to be served.

2. Cost-Sharing or Matching: To be eligible for a grant under this competition, an applicant must demonstrate a commitment from one or more entities in the public or private sector, which may include Federal, State, and local public agencies, philanthropic organizations, private businesses, or individuals, to provide matching funds. An applicant proposing a project that meets Absolute Priority 1—Promise Neighborhoods in Non-rural and Non-Tribal Communities must obtain matching funds or in-kind donations equal to at least 100 percent of its grant award. An applicant proposing a project that meets Absolute Priority 2—Promise Neighborhoods in Rural Communities or Absolute Priority

3—Promise Neighborhoods in Tribal Communities must obtain matching funds or in-kind donations equal to at least 50 percent of its grant award.

Eligible sources of matching funds include sources of funds used to pay for solutions within the pipeline services, initiatives supported by the LEA, or public health services for children in the neighborhood. At least 10 percent of an applicant’s total match must be cash or in-kind contributions from the private sector, which may include philanthropic organizations, private businesses, or individuals.

Applicants must demonstrate a commitment of matching funds in the application. Applicants must specify the source of the funds or contributions and in the case of a third-party in-kind contribution, a description of how the value was determined for the donated or contributed goods or service. Applicants must demonstrate the match commitment by including letters in their applications explaining the type and quantity of the match commitment with original signatures from the executives of organizations or agencies providing the match.

The Secretary may consider decreasing the matching requirement in the most exceptional circumstances, on a case-by-case basis. An applicant that is unable to meet the matching requirement must include in its application a request to the Secretary to reduce the matching requirement, including the amount of the requested reduction, the total remaining match contribution, and a statement of the basis for the request. The Secretary will grant this request only if an applicant demonstrates a significant financial hardship. An applicant should review the Department’s cost-sharing and cost-matching regulations, which include specific limitations, in 2 CFR 200.306 and the cost principles regarding donations, capital assets, depreciations and allowable costs, set out in subpart E of 2 CFR part 200.

3. Application Requirements: Each applicant that receives a grant award for the Promise Neighborhoods competition must use the grant funds to implement the pipeline services and continuously evaluate the success of the program and improve the program based on data and outcomes. Applicants may use not less than 50 percent of grant funds in year one, and not less than 25 percent of grant funds in year two for planning activities to develop and implement pipeline services.

Under section 4624 of the ESEA, as amended by the ESSA, applicants must submit and address the following:

(1) A plan to significantly improve the academic outcomes of children living in the geographically defined area (neighborhood) that is served by the eligible entity by providing pipeline services that address the needs of children in the neighborhood, as identified by the needs analysis; and that is supported by effective practices.

(2) A description of the neighborhood the eligible entity will serve. Applicants may propose to serve multiple, non-contiguous geographically defined areas. In cases where target areas are non-contiguous, the applicant must explain its rationale for including non-contiguous areas.

(3) An analysis of the needs and assets of the neighborhood, including:

(a) The size and scope of the population affected;

(b) A description of the process through which the needs analysis was produced, including a description of how parents, families, and community members were engaged in such analysis;

(c) An analysis of community assets and collaborative efforts (including programs already provided from Federal and non-Federal sources) within, or accessible to, the neighborhood, including, at a minimum, early learning opportunities, family and student supports, local businesses, local educational agencies, and institutions of higher education;

(d) The steps that the eligible entity is taking at the time of the application to address the needs identified in the needs analysis; and

(e) Any barriers the eligible entity, public agencies, and other community-based organizations have faced in meeting such needs.

(4) A description of all information the entity used to identify the pipeline services to be provided, which shall not include information that is more than 3 years old. This description should address how the eligible entity plans to collect data on children served by each pipeline service; and increase the percentage of children served over time.

(5) A description of the process used to develop the Promise Neighborhoods application, including the involvement of family and community members.

(6) A description of how the pipeline services will facilitate the coordination of the following activities:

(a) Providing early learning opportunities for children, including by:

(i) Providing opportunities for families to acquire the skills to promote early learning and child development;

and

(ii) Ensuring appropriate diagnostic assessments and referrals for children with disabilities and children aged 3

VerDate Sep<11>2014 19:50 Jul 20, 2017 Jkt 241001 PO 00000 Frm 00023 Fmt 4703 Sfmt 4703 E:\FR\FM\21JYN1.SGM 21JYN1sr ad ov ic h on

D S

K 3G

M Q

2P

R O

D w ith N

O T

IC

E

33887 Federal Register / Vol. 82, No. 139 / Friday, July 21, 2017 / Notices through 9 experiencing developmental delays, consistent with the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), where applicable.

(b) Supporting, enhancing, operating, or expanding rigorous, comprehensive, effective educational improvements, which may include high-quality academic programs, expanded learning time, and programs and activities to prepare students for postsecondary education admissions and success.

(c) Supporting partnerships between schools and other community resources with an integrated focus on academics and other social, health, and familial supports.

(d) Providing social, health, nutrition, and mental health services and supports, for children, family members, and community members, which may include services provided within the school building.

(e) Supporting evidence-based programs (see section 8101(21) of the ESEA) that assist students through school transitions, which may include expanding access to postsecondary education courses and postsecondary education enrollment aid or guidance, and other supports for at-risk youth.

(7) A description of the strategies that will be used to provide pipeline services (including a description of which programs and services will be provided to children, family members, community members, and children within the neighborhood) to support the purpose of the Promise Neighborhoods program.

(8) An explanation of the process the eligible entity will use to establish and maintain family and community engagement, including:

(a) Involving representative participation by the members of such neighborhood in the planning and implementation of the activities of each grant awarded;

(b) The provision of strategies and practices to assist family and community members in actively supporting student achievement and child development;

(c) Providing services for students, families, and communities within the school building; and

(d) Collaboration with institutions of higher education, workforce development centers, and employers to align expectations and programming with postsecondary education and workforce readiness.

(9) An explanation of how the eligible entity will continuously evaluate and improve the continuum of high-quality pipeline services to provide for continuous program improvement and potential expansion.

(10) A commitment to collecting the required Promise Neighborhoods performance indicators’ data;

establishing the conditions for effective case and data management; and using data to improve program outcomes. In understanding the conditions necessary to collect, manage, and utilize data for Promise Neighborhoods, an applicant is required to:

(a) Hire dedicated staff to ensure its project has sufficient personnel and/or contractors to effectively manage its data collection activities, case management, and data systems;

(b) Submit a detailed data collection and reporting plan that includes a description of how it will conduct a bi-annual neighborhood survey of children and adults in the Promise Neighborhood; collect, at least annually, data on the performance indicators in Table 1; establish clear, annual targets and goals for growth on the performance indicators; and report those data to the Department annually;

TABLE 1—PROMISE NEIGHBORHOODS PERFORMANCE INDICATORS

Result Indicator Source

1. Children enter kindergarten ready to succeed in school.

1. Number and percentage of children in kindergarten who dem-onstrate at the beginning of the program or school year age-appro-priate functioning across multiple domains of early learning as de-termined using developmentally-appropriate early learning meas-ures.

Administrative data from LEA.

2. Students are proficient in core academic subjects.

2.1 Number and percentage of students at or above grade level ac-cording to State mathematics assessments in at least the grades required by the ESEA (3rd through 8th grades and once in high school).

2.2 Number and percentage of students at or above grade level ac-cording to State English language arts assessments in at least the grades required by the ESEA.

3. Students successfully transition from middle school grades to high school.

3.1 Attendance rate of students in 6th, 7th, 8th, and 9th grade as defined by average daily attendance.

3.2 Chronic absenteeism rate of students in 6th, 7th, 8th, and 9th grades.

4. Youth graduate from high school 4. Four-year adjusted cohort graduation rate.

5. High school graduates obtain a postsecondary degree, certifi-cation or credential.

5.1 Number and percentage of Promise Neighborhood students who enroll in a two-year or four-year college or university after gradua-tion.

5.2 Number and percent of Promise Neighborhood students who

graduate from a two-year or four-year college or university or vo-cational certification completion.

Third party data such as the Na-tional Student Clearinghouse.

6. Students are healthy .................... Number and percentage of children who consume five or more servings of fruits and vegetables daily.

Neighborhood survey, school cli-mate survey or other reliable data source for population level data collection.

7. Students feel safe at school and in their community.