2024-09796.pdf

37196 Federal Register / Vol. 89, No. 88 / Monday, May 6, 2024 / Notices

1 U.S. Secretary of Education Miguel Cardona laid out his vision for the direction the Department will follow in 2024 to promote academic excellence, improve learning conditions, and prepare students for a world where global engagement is critical to our Nation’s standing. In his address, Secretary Cardona remarked that ‘‘Raise the Bar: Lead the World’’ is not a list of new priorities, but a call to strengthen our will to transform education for the better, building on approaches that we know work in education. More information is available at https://www.ed.gov/raisethebar.

2 https://www.whitehouse.gov/briefing-room/ statements-releases/2024/01/17/fact-sheet-biden-harris-administration-announces-improving-student-achievement-agenda-in-2024/.

documents of this Department published in the Federal Register, in text or Portable Document Format (PDF). To use PDF you must have Adobe Acrobat Reader, which is available free at the site.

You may also access documents of the Department published in the Federal Register by using the article search feature at www.federalregister.gov.

Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department.

Adam Schott, Principal Deputy Assistant Secretary, Delegated the Authority to Perform the Functions and Duties of the Assistant Secretary, Office of Elementary and Secondary Education.

[FR Doc. 2024–09797 Filed 5–3–24; 8:45 am]

BILLING CODE 4000–01–P

DEPARTMENT OF EDUCATION

Applications for New Awards;

Education Innovation and Research (EIR) Program Mid-Phase Grants

AGENCY: Office of Elementary and Secondary Education, Department of Education.

ACTION: Notice.

SUMMARY: The Department of Education (Department) is issuing a notice inviting applications for fiscal year (FY) 2024 for the EIR program Mid-phase Grants, Assistance Listing Number 84.411B (Mid-phase Grants). This notice relates to the approved information collection under OMB control number 1894–0006.

DATES:

Applications Available: May 6, 2024.

Deadline for Notice of Intent to Apply:

June 06, 2024.

Deadline for Transmittal of

Applications: July 05, 2024.

Deadline for Intergovernmental

Review: September 03, 2024.

Pre-Application Information: The

Department will post additional competition information for prospective applicants on the EIR program website:

https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/ innovation-early-learning/education-innovation-and-research-eir/fy-2024-competition/.

ADDRESSES: For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022 (87 FR 75045), and available at https:// www.federalregister.gov/documents/

2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.

FOR FURTHER INFORMATION CONTACT:

Jamila Smith, U.S. Department of Education, 400 Maryland Avenue SW, Washington, DC 20202–5900.

Telephone: 202–987–1753. Email: eir@ ed.gov.

If you are deaf, hard of hearing, or have a speech disability and wish to access telecommunications relay services, please dial 7–1–1.

SUPPLEMENTARY INFORMATION:

Full Text of Announcement

I. Funding Opportunity Description Purpose of Program: The EIR program, established under section 4611 of the Elementary and Secondary Education Act, as amended (ESEA), provides funding to create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based (as defined in this notice), field-initiated innovations to improve student achievement and attainment for high-need students; and to rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent education challenges and to support the expansion of those solutions to serve substantially more students.

The central design element of the EIR program is its multi-tier structure that links the amount of funding an applicant may receive to the quality of the evidence supporting the efficacy of the proposed project. One of the program’s goals is for projects to build evidence that will allow them to advance through EIR’s grant tiers:

‘‘Early-phase,’’ ‘‘Mid-phase,’’ and ‘‘Expansion.’’

‘‘Early-phase,’’ ‘‘Mid-phase,’’ and ‘‘Expansion’’ grants differ in terms of the evidence of effectiveness required to be considered for funding, the expectations regarding the kind of evidence and information funded projects should produce, the scale of funded projects, and, consequently, the amount of funding available to support each type of project.

Mid-phase grants are supported by moderate evidence (as defined in this notice). Mid-phase grants provide funding for the implementation and rigorous evaluation of a program that has been successfully implemented under an Early-phase grant or other similar effort, such as developing and testing an innovative education practice at a local level, for the purpose of measuring the program’s impact and cost-effectiveness.

This notice invites applications for Mid-phase grants only. The notices inviting applications for Early-phase grants and Expansion grants are published elsewhere in this issue of the Federal Register.

Background:

While this notice is for the Mid-phase grants tier only, the premise of the EIR program is that new, effective, and innovative educational programs and practices can help to overcome the persistent and significant challenges to student educational opportunity and success, particularly for underserved and high-need students. Raise the Bar:

Lead the World is the Department’s call to action to transform pre-kindergarten (Pre-K) through grade 12 education and unite around what truly works by promoting academic excellence, boldly improving learning conditions, and preparing our Nation’s students for global competitiveness.1 Consistent with that call to action, the priorities used in this competition advance Raise the Bar’s goals to promote academic excellence and boldly improve learning conditions.

In FY 2024, the Department is particularly interested in projects that propose services and activities that help students recover from the COVID–19 pandemic, accelerate learning and academic achievement, reimagine schools, and transform our education system. Specifically, the Department is focused on improving student achievement and attainment, as highlighted across Administration and Department efforts for the past several years. Building on the Administration’s previous efforts, in January 2024, the Administration announced its Improving Student Achievement Agenda,2 which aims to drive proven strategies that will support academic success for every child in school. The strategies and evidence discussed in the Improving Student Achievement Agenda focus on (1) increasing student attendance; (2) providing high-dosage tutoring; and (3) increasing summer learning and extended or afterschool learning time. These strategies and the

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E S https://www.ed.gov/raisethebar http://www.federalregister.gov https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs mailto:eir@ed.gov mailto:eir@ed.gov https://www.whitehouse.gov/briefing-room/statements-releases/2024/01/17/fact-sheet-biden-harris-administration-announces-improving-student-achievement-agenda-in-2024/ https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/innovation-early-learning/education-innovation-and-research-eir/fy-2024-competition/ https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs

37197 Federal Register / Vol. 89, No. 88 / Monday, May 6, 2024 / Notices broader Improving Student Achievement Agenda, including a focus on core academic instruction, are well aligned with the EIR program purpose, and the new funding to be released through the FY 2024 EIR competition will help accelerate and scale up sustainable adoption of evidence-based strategies that we expect will improve student achievement and attainment in the school years ahead. The priorities in this competition are designed to create conditions under which students have equitable access to high-quality learning opportunities and experiences. For example, projects may include new approaches to instructional design such as through project-based or experiential learning opportunities for students, schoolwide frameworks, such as small schools or learning communities, that support student connection and engagement and increased interagency coordination to improve academic supports for highly mobile students such as students in foster care and students experiencing homelessness.

Note: The EIR program statute refers to ‘‘high-need students’’ but does not define the term, which allows applicants to define it for purposes of their proposed project, population, and setting. Addressing the needs of underserved students (as defined in this notice) is one way to address EIR’s statutory requirement to serve ‘‘high-need students.’’ In particular, the Department welcomes innovative and effective projects that serve disconnected youth, students who are in foster care, and students performing significantly below grade level.

The EIR program is rooted in innovation; the program is not intended to provide support for practices that are already commonly implemented by educators, unless significant adaptations and evaluation of such practices might determine if they can accelerate achievement or increase the likelihood that the practices can be widely, efficiently, and effectively implemented in new populations and settings. If the evaluation demonstrates that innovations are supported by moderate or strong evidence (as defined in this notice), then EIR seeks applicants who can replicate and test these innovations in new populations and settings.

As an EIR project is implemented, grantees are encouraged to learn more about how the practices improve student achievement and attainment as well as to develop increasingly rigorous evidence of effectiveness and new strategies to efficiently and cost-effectively scale to new school districts, regions, and States. We encourage applicants to develop a logic model (as defined in this notice), theory of action, or another conceptual framework that includes the goals, objectives, outcomes, and key project components (as defined in this notice) of the project that can support systems of continuous improvement.

All EIR applicants and grantees should also consider how they will develop their organizational capacity, project financing, and business plans to sustain their projects and continue implementation and adaptation after Federal funding ends. The Department intends to provide grantees with technical assistance to support dissemination, scaling, and sustainability efforts.

Mid-phase grant projects are expected to refine and expand the use of practices with prior evidence of effectiveness to improve outcomes for underserved and high-need students. They are also expected to generate information about an intervention’s effectiveness, such as for whom and in which contexts a practice is most effective, including cost considerations such as economies of scale. Mid-phase grant projects are uniquely positioned to help answer questions about the process of scaling a practice to the regional or national levels (both as defined in this notice) across geographies as well as locale types. Mid-phase grant projects are encouraged to consider how the cost structure of a practice can change as the intervention scales. Additionally, grantees may want to consider how their project will balance implementation fidelity and flexibility for scaling.

As Mid-phase grant applicants are developing their required program evaluation, they are encouraged to design it with the potential to meet strong evidence. Mid-phase grants should measure the cost-effectiveness of their practices using administrative or other readily available data. These types of efforts are critical to sustaining and scaling EIR-funded effective practices after the EIR grant period ends, assuming that the practice has positive effects on important student outcomes.

To support adoption or replication by other entities, the evaluation of a Mid-phase grant project should identify and codify the core elements of the EIR-supported practice that the project implements and examine the effectiveness of the project for any new populations or settings included in the project. The Department intends to provide grantees (including the independent evaluators they contract with as part of their project) with evaluation technical assistance. This could include grantees and their independent evaluators providing to the

Department or its contractor updated comprehensive evaluation plans in a format as requested by the technical assistance provider and using such tools as the Department may request.

Grantees will be encouraged to update this evaluation plan at least annually to reflect any changes to the evaluation, with updates consistent with the scope and objectives of the approved application.

The FY 2024 Mid-phase grant competition includes five absolute priorities and two competitive preference priorities. All Mid-phase grant applicants must address Absolute Priority 1. Mid-phase grant applicants are also required to address one of the other four absolute priorities (applicants may not submit under more than one of the other four absolute priorities). All applicants have the option of addressing the competitive preference priorities and may opt to do so regardless of the absolute priority they select.

Absolute Priority 1—Moderate Evidence establishes the evidence requirement for this tier of grants. All Mid-phase grants applicants must submit prior evidence of effectiveness that meets the moderate evidence standard.

Absolute Priority 2—Field-Initiated Innovations—General gives applicants the option to propose projects that are field-initiated innovations to improve student achievement and attainment.

Absolute Priority 3—Field-Initiated Innovations—Promoting Equity in Student Access to Educational Resources and Opportunities: Science, Technology, Engineering, and Mathematics (STEM) is intended to support innovations to improve student achievement and attainment in the STEM education field, consistent with efforts to ensure our Nation’s economic competitiveness by improving and expanding STEM learning and engagement.

In Absolute Priority 3, the Department recognizes the importance of funding pre-K through grade 12 STEM education and anticipates that projects will expand opportunities for high-need students. Within this absolute priority, applicants may focus on expanding opportunities in STEM education, including computer science, for underrepresented students in STEM education, including students of color, girls, English learners, students with disabilities, youth from rural communities, and youth from families living at or below the poverty line, to help reduce the enrollment and achievement gaps in a manner consistent with nondiscrimination

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3 Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2021, July 27). COVID–19 and education: The lingering effects of unfinished learning. McKinsey & Company. https:// www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning.

4 U.S. Department of Education. (2023, September 15). Raising the Bar for Consistent School Attendance. ED.gov Blog. https:// blog.ed.gov/2023/09/raising-the-bar-for-consistent-school-attendance/.

5 The White House. (2023, September 13). Chronic Absenteeism and Disrupted Learning Require an All-Hands-on-Deck Approach | CEA. The White House. https://www.whitehouse.gov/cea/written-materials/2023/09/13/chronic-absenteeism-and-disrupted-learning-require-an-all-hands-on-deck-approach/.

requirements contained in Federal civil rights laws.

Absolute Priority 4—Field-Initiated Innovations—Meeting Student Social, Emotional, and Academic Needs is intended to promote high-quality projects that support student well-being.

The disruption caused by the pandemic, along with the growth in youth mental health distress, continue to impact student well-being. It is critical to address students’ social and emotional needs, not only to benefit student well-being, but also to support their academic success, as student social, emotional, and academic development are interconnected.

Absolute Priority 5—Field-Initiated Innovations—Promoting Equity in Student Access to Educational Resources and Opportunities: Educator Recruitment and Retention is intended to identify and scale up models to elevate and strengthen the educator workforce in ways that prioritize innovation in recruiting and retaining educators to better support high-need students. Applicants are encouraged to address fundamental challenges schools face in recruiting and retaining qualified educators by addressing the responsibilities and challenges educators continue to face after the pandemic. For example, projects may be designed to improve supports for educators that enhance the ability of schools to recruit and retain staff (e.g., strategies to support educator wellbeing;

or structuring staffing and schedules to ensure educators and students are appropriately supported, and have sufficient time for planning, collaboration, and observing instruction of other educators) and increase access to leadership opportunities that can lead to increased pay and improved retention for fully certified, experienced, and effective educators, while expanding the impact of great teachers within and beyond their classrooms. Projects may support the recruitment and retention of all school staff or specific staff with acute recruitment and retention challenges (e.g., personnel serving children or students with disabilities).

Competitive Preference Priority 1— Promoting Equity in Student Access to Educational Resources and Opportunities: Implementers and Partners is intended to encourage applicants to propose projects that involve (as applicants or partners) entities underrepresented in the program’s portfolio of grants. The Department is eager to increase the volume of projects and partners from entities such as community colleges (as defined in this notice), Historically Black colleges and universities (as defined in this notice), Tribal Colleges and Universities (as defined in this notice), and minority-serving institutions (as defined in this notice).

The Department expects applicants addressing this priority will raise the bar to reimagine schools through partnerships with underrepresented groups in ways that benefit underserved and high-need students.

Competitive Preference Priority 2— Addressing the Impact of COVID–19 on Students, Educators, and Faculty:

Community Asset-Mapping and Needs Assessment and Evidence-Based Instructional Approaches and Support reflects the Administration’s ongoing commitment to addressing the impact of the COVID–19 pandemic on Pre-K through grade 12 education. The pandemic caused unprecedented disruption in schools across the country and drew renewed attention to the ongoing challenges for underserved students. In response to the pandemic, educators mobilized to address the needs of all students. Researchers, educators, parents, and policymakers are working to understand and address the impact of inconsistent access to instruction, enrichment, peers, and services and supports, and the impact of other related challenges. We also know that for students in underserved communities, inequities in educational opportunity and outcomes existed previously, yet they were exacerbated by the pandemic.3 The impact of the COVID–19 pandemic changed the education landscape, especially as students continue to make up for lost classroom instruction. However, it also provides an opportunity to redesign how schools approach teaching and learning in ways that both address long-standing gaps in educational opportunity and better prepare students for college and careers. Over 14 million public school students (31 percent) missed at least 10 percent of school in school year 2021–2022.4 According to analysis by the Council of Economic Advisors, absenteeism accounted for up to 27 percent of the test score declines in math and 45 percent of the test score declines in reading on the National

Assessment of Educational Progress.5 To that end, the Department seeks projects that develop and evaluate evidence-based, field-initiated innovations to addresses these challenges and inequities. The proposed innovations should be designed to better enable students to access the educational opportunities they need to succeed in school and reach their full potential.

Through these priorities, the Department intends to advance innovation, build evidence, and address the learning and achievement of underserved and high-need students in Pre-K through grade 12.

Priorities: This notice includes five absolute priorities and two competitive preference priorities. In accordance with 34 CFR 75.105(b)(2)(ii), Absolute Priority 1 is from regulations (34 CFR 75.226(d)(2)). In accordance with 34 CFR 75.105(b)(2)(iv), Absolute Priority 2 is from section 4611(a)(1)(A) of the ESEA. In accordance with 34 CFR 75.105(b)(2)(iv), Absolute Priorities 3, 4, and 5 are from section 4611(a)(1)(A) of the ESEA and the Supplemental Priorities and Definitions for Discretionary Grants Programs, published in the Federal Register on December 10, 2021 (86 FR 70612) (Supplemental Priorities). The competitive preference priorities are from the Supplemental Priorities.

In the Mid-phase grants competition, Absolute Priorities 2, 3, 4, and 5 each constitutes a separate funding category.

The Secretary intends to award grants under each of these absolute priorities provided that applications submitted are of sufficient quality. To ensure that applicants are reviewed under the absolute priority most relevant to their proposed project, applicants must clearly identify the specific absolute priority that the proposed project addresses. If an applicant is interested in proposing separate projects (e.g., one that addresses Absolute Priority 2 and another that addresses Absolute Priority 3), it must submit separate applications.

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 Absolute Priority 1—Moderate Evidence, and one additional absolute priority (Absolute

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Priority 2, Absolute Priority 3, Absolute Priority 4, or Absolute Priority 5).

These priorities are:

Absolute Priority 1—Moderate

Evidence.

Projects supported by evidence that meets the conditions in the definition of ‘‘moderate evidence.’’

Note: An applicant must identify up to two studies to be reviewed against the What Works Clearinghouse (WWC) Handbooks (as defined in this notice) for the purposes of meeting the definition of ‘‘moderate evidence.’’ The studies may have been conducted by the applicant or by a third party. An applicant must clearly identify the citations for each study in the Evidence form. An applicant must ensure that all cited studies are available to the Department from publicly available sources and provide links or other guidance indicating where each is available. The Department may not review a study that an applicant fails to clearly identify for review.

In addition to including up to two study citations, an applicant must provide in the Evidence form the following information: (1) the positive student outcomes the applicant intends to replicate under its Mid-phase grant and how these outcomes correspond to the positive student outcomes in the cited studies; (2) the characteristics of the population or setting to be served under its Mid-phase grant and how these characteristics correspond to the characteristics of the population or setting in the cited studies; and (3) the practice(s) the applicant plans to implement under its Mid-phase grant and how the practice(s) correspond with the practice(s) in the cited studies.

If the Department determines that an applicant has provided insufficient information, the applicant will not have an opportunity to provide additional information. However, if the WWC team reviewing evidence determines that a study does not provide enough information on key aspects of the study design, such as sample attrition or equivalence of intervention and comparison groups, the WWC may submit a query to the study author(s) to gather information for use in determining a study rating. Authors would be asked to respond to queries within 10 business days. If the author query remains incomplete within 14 days of the initial contact to the study author(s), the study may be deemed ineligible under the grant competition.

After the grant competition closes, the WWC will, for purposes of its own curation of studies, continue to include responses to author queries and make updates to study reviews as necessary.

However, no additional information will be considered after the competition closes and the initial timeline established for response to an author query passes.

Absolute Priority 2—Field-Initiated Innovations—General.

Projects that are designed to create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based, field-initiated innovations to improve student achievement and attainment for high-need students.

Absolute Priority 3—Field-Initiated Innovations—Promoting Equity in Student Access to Educational Resources and Opportunities: STEM.

Projects that are designed to—

(a) Create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based, field-initiated innovations to improve student achievement and attainment for high-need students; and

(b) Promote educational equity and adequacy in resources and opportunity for underserved students—

(1) In one or more of the following educational settings:

(i) Early learning programs.

(ii) Elementary school.

(iii) Middle school.

(iv) High school.

(v) Career and technical education programs.

(vi) Out-of-school-time settings.

(vii) Alternative schools and programs.

(viii) Juvenile justice system or correctional facilities; and

(2) That examine the sources of inequity and inadequacy and implement responses, including rigorous, engaging, and well-rounded (e.g., that include music and the arts) approaches to learning that are inclusive with regard to race, ethnicity, culture, language, and disability status and prepare students for college, career, and civic life, including science, technology, engineering, and mathematics (STEM), including computer science coursework.

Absolute Priority 4—Field-Initiated Innovations—Meeting Student Social, Emotional, and Academic Needs.

Projects that are designed to—

(a) Create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based, field-initiated innovations to improve student achievement and attainment for high-need students; and

(b) Improve students’ social, emotional, academic, and career development, with a focus on underserved students, through one or more of the following priority areas:

(1) Developing and supporting educator and school capacity to support social and emotional learning and development that—

(i) Fosters skills and behaviors that enable academic progress;

(ii) Identifies and addresses conditions in the learning environment, that may negatively impact social and emotional well-being for underserved students, including conditions that affect physical safety; and

(iii) Is trauma-informed, such as addressing exposure to community-based violence and trauma specific to military- or veteran-connected students (as defined in this notice).

(2) Creating education or work-based settings that are supportive, positive, identity-safe and inclusive with regard to race, ethnicity, culture, language, and disability status, through one or more of the following activities:

(i) Developing trusting relationships between students (including underserved students), educators, families, and community partners.

(ii) Providing high-quality professional development opportunities designed to increase engagement and belonging and build asset-based mindsets for educators working in and throughout schools.

(iii) Engaging students (including underserved students), educators, families, and community partners from diverse backgrounds and representative of the community as partners in school climate review and improvement efforts.

(iv) Developing and implementing inclusive and culturally informed discipline policies and addressing disparities in school discipline policy by identifying and addressing the root causes of those disparities, including by involving educators, students, and families in decision-making about discipline procedures and providing training and resources to educators.

(3) Providing multi-tiered systems of supports that address learning barriers both in and out of the classroom, that enable healthy development and respond to students’ needs and which may include evidence-based trauma-informed practices and professional development for educators on avoiding deficit-based approaches.

(4) Developing or implementing policies and practices, consistent with applicable Federal law, that prevent or reduce significant disproportionality on the basis of race or ethnicity with respect to the identification, placement, and disciplining of children or students with disabilities (as defined in this notice).

(5) Providing students equitable access that is inclusive with regard to race, LGBTQI+, ethnicity, culture, language, and disability status, to social

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(6) Preparing educators to implement project-based or experiential learning opportunities for students to strengthen their metacognitive skills, self-direction, self-efficacy, competency, or motivation, including through instruction that connects to students’ prior knowledge and experience; provides rich, engaging, complex, and motivating tasks; and offers opportunities for collaborative learning.

(7) Creating and implementing comprehensive schoolwide frameworks (such as small schools or learning communities, advisory systems, or looping educators) that support strong and consistent student and educator relationships.

(8) 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.

Absolute Priority 5—Field-Initiated Innovations—Promoting Equity in Student Access to Educational Resources and Opportunities: Educator Recruitment and Retention.

Projects that are designed to—

(a) Create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based, field-initiated innovations to improve student achievement and attainment for high-need students; and

(b) Promote educational equity and adequacy in resources and opportunity for underserved students—

(1) In one or more of the following educational settings:

(i) Early learning programs.

(ii) Elementary school.

(iii) Middle school.

(iv) High school.

(v) Career and technical education programs.

(vi) Out-of-school-time settings.

(vii) Alternative schools and programs.

(viii) Juvenile justice system or correctional facilities; and

(2) That examine the sources of inequity and inadequacy and implement responses, and that may include one or more of the following:

(i) Increasing the number and proportion of experienced, fully certified, in-field, and effective educators, and educators from traditionally underrepresented backgrounds or the communities they serve, to ensure that underserved students have educators from those backgrounds and communities and are not taught at disproportionately higher rates by uncertified, out-of-field, and novice teachers compared to their peers.

Note: All strategies to increase the diversity of educators must comply with the nondiscrimination requirements contained in Federal civil rights laws.

(ii) Improving the preparation, recruitment, and early career support and development of educators in shortage areas or hard to staff schools.

(iii) Improving the retention of fully certified, experienced, and effective educators in high-need schools or shortage areas.

Competitive Preference Priorities: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are competitive preference priorities. Under 34 CFR 75.105(c)(2)(i), we award up to an additional 3 points to an application, depending on how well the application addresses Competitive Preference Priority 1, and up to an additional 3 points to an application, depending on how well the application addresses Competitive Preference Priority 2.

These priorities are:

Competitive Preference Priority 1—

Promoting Equity in Student Access to Educational Resources and Opportunities: Implementers and Partners (up to 3 points).

Under this priority, an applicant must demonstrate how the project will be implemented by or in partnership with one or more of the following entities:

(a) Community colleges (as defined in this notice).

(b) Historically Black colleges and universities (as defined in this notice).

(c) Tribal Colleges and Universities (as defined in this notice).

(d) Minority-serving institutions (as defined in this notice).

Competitive Preference Priority 2— Addressing the Impact of COVID–19 on Students, Educators, and Faculty:

Community Asset-Mapping and Needs Assessment and Evidence-Based Instructional Approaches and Supports (up to 3 points).

Projects that are designed to address the impacts of the COVID–19 pandemic, including impacts that extend beyond the duration of the pandemic itself, on the students most impacted by the pandemic, with a focus on underserved students and the educators who serve them, through the following priority areas:

(a) Conducting community asset-mapping and needs assessments that may include an assessment of the extent to which students, including subgroups of students, have become disengaged from learning, including students not participating in in-person or remote instruction, and specific strategies for reengaging and supporting students and their families; and

(b) Using evidence-based instructional approaches and supports, such as professional development, coaching, ongoing support for educators, high-quality tutoring, expanded access to rigorous coursework and content across K–12, and expanded learning time to accelerate learning for students in ways that ensure all students have the opportunity to successfully meet challenging academic content standards without contributing to tracking or remedial courses.

Definitions: The following definitions apply to this program. The definitions of ‘‘baseline,’’ ‘‘experimental study,’’ ‘‘logic model,’’ ‘‘moderate evidence,’’ ‘‘national level,’’ ‘‘nonprofit,’’ ‘‘performance measure,’’ ‘‘performance target,’’ ‘‘project component,’’ ‘‘quasi-experimental design study,’’ ‘‘regional level,’’ ‘‘relevant outcome,’’ ‘‘strong evidence,’’ and ‘‘What Works Clearinghouse Handbooks (WWC Handbooks)’’ are from 34 CFR 77.1. The definitions of ‘‘community college,’’ ‘‘children or students with disabilities,’’ ‘‘disconnected youth,’’ ‘‘early learning,’’ ‘‘educator,’’ ‘‘English learner,’’ ‘‘Historically Black colleges and universities,’’ ‘‘military- or veteran-connected student,’’ ‘‘minority-serving institutions,’’ ‘‘Tribal College or University,’’ and ‘‘underserved students’’ are from the Supplemental Priorities. The definitions of ‘‘evidence-based,’’ ‘‘local educational agency,’’ and ‘‘State educational agency’’ are from section 8101 of the ESEA.

Baseline means the starting point from which performance is measured and targets are set.

Children or students with disabilities means children with disabilities as defined in section 602(3) of the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1401(3)) and 34 CFR 300.8, or students with disabilities, as defined in the Rehabilitation Act of 1973 (29 U.S.C. 705(37), 705(202)(B)).

Community college means ‘‘junior or community college’’ as defined in section 312(f) of the Higher Education Act of 1965, as amended (HEA).

Disconnected youth means an individual, between the ages 14 and 24, who may be from a low-income

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37201 Federal Register / Vol. 89, No. 88 / Monday, May 6, 2024 / Notices background, experiences homelessness, is in foster care, is involved in the justice system, or is not working or not enrolled in (or at risk of dropping out of) an educational institution.

Early learning means any (a) State-licensed or State-regulated program or provider, regardless of setting or funding source, that provides early care and education for children from birth to kindergarten entry, including, but not limited to, any program operated by a child care center or in a family child care home; (b) program funded by the Federal Government or State or local educational agencies (including any IDEA-funded program); (c) Early Head Start and Head Start program; (d) nonrelative child care provider who is not otherwise regulated by the State and who regularly cares for two or more unrelated children for a fee in a provider setting; and (e) other program that may deliver early learning and development services in a child’s home, such as the Maternal, Infant, and Early Childhood Home Visiting Program;

Early Head Start; and Part C of IDEA.

Educator means an individual who is an early learning educator, teacher, principal or other school leader, specialized instructional support personnel (e.g., school psychologist, counselor, school social worker, early intervention service personnel), paraprofessional, or faculty.

English learner means an individual who is an English learner as defined in section 8101(20) of the ESEA, or an individual who is an English language learner as defined in section 203(7) of the Workforce Innovation and Opportunity Act.

Evidence-based means an activity, strategy, or intervention that—

(i) Demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes based on—

(I) Strong evidence from at least 1 well-designed and well-implemented experimental study;

(II) Moderate evidence from at least 1 well-designed and well-implemented quasi-experimental study; or

(III) Promising evidence from at least 1 well-designed and well-implemented correlational study with statistical controls for selection bias; or

(ii)(I) Demonstrates a rationale based on high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes; and

(II) Includes ongoing efforts to examine the effects of such activity, strategy, or intervention.

Experimental study means a study that is designed to compare outcomes between two groups of individuals (such as students) that are otherwise equivalent except for their assignment to either a treatment group receiving a project component or a control group that does not. Randomized controlled trials, regression discontinuity design studies, and single-case design studies are the specific types of experimental studies that, depending on their design and implementation (e.g., sample attrition in randomized controlled trials and regression discontinuity design studies), can meet What Works Clearinghouse (WWC) standards without reservations as described in the WWC Handbooks (as defined in this notice):

(i) A randomized controlled trial employs random assignment of, for example, students, teachers, classrooms, or schools to receive the project component being evaluated (the treatment group) or not to receive the project component (the control group).

(ii) A regression discontinuity design study assigns the project component being evaluated using a measured variable (e.g., assigning students reading below a cutoff score to tutoring or developmental education classes) and controls for that variable in the analysis of outcomes.

(iii) A single-case design study uses observations of a single case (e.g., a student eligible for a behavioral intervention) over time in the absence and presence of a controlled treatment manipulation to determine whether the outcome is systematically related to the treatment.

Historically Black colleges and universities means colleges and universities that meet the criteria set out in 34 CFR 608.2.

Local educational agency (LEA) means:

(a) In General. A public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or of or for a combination of school districts or counties that is recognized in a State as an administrative agency for its public elementary schools or secondary schools.

(b) Administrative Control and Direction. The term includes any other public institution or agency having administrative control and direction of a public elementary school or secondary school.

(c) Bureau of Indian Education Schools. The term includes an elementary school or secondary school funded by the Bureau of Indian Education but only to the extent that including the school makes the school eligible for programs for which specific eligibility is not provided to the school in another provision of law and the school does not have a student population that is smaller than the student population of the LEA receiving assistance under the ESEA with the smallest student population, except that the school shall not be subject to the jurisdiction of any State educational agency (SEA) (as defined in this notice) other than the Bureau of Indian Education.

(d) Educational Service Agencies. The term includes educational service agencies and consortia of those agencies.

(e) State Educational Agency. The term includes the SEA in a State in which the SEA is the sole educational agency for all public schools.

Logic model (also referred to as a theory of action) means a framework that identifies key project components of the proposed project (i.e., the active ‘‘ingredients’’ that are hypothesized to be critical to achieving the relevant outcomes) and describes the theoretical and operational relationships among the key project components and relevant outcomes.

Military- or veteran-connected student means one or more of the following:

(a) A child participating in an early learning program, a student enrolled in preschool through grade 12, or a student enrolled in career and technical education or postsecondary education who has a parent or guardian who is a member of the uniformed services (as defined by 37 U.S.C. 101), in the Army, Navy, Air Force, Marine Corps, Coast Guard, Space Force, National Guard, Reserves, National Oceanic and Atmospheric Administration, or Public Health Service or is a veteran of the uniformed services with an honorable discharge (as defined by 38 U.S.C.

3311).

(b) A student who is a member of the uniformed services, a veteran of the uniformed services, or the spouse of a service member or veteran.

(c) A child participating in an early learning program, a student enrolled in preschool through grade 12, or a student enrolled in career and technical education or postsecondary education who has a parent or guardian who is a veteran of the uniformed services (as defined by 37 U.S.C. 101).

Minority-serving institution means an institution that is eligible to receive

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37202 Federal Register / Vol. 89, No. 88 / Monday, May 6, 2024 / Notices assistance under sections 316 through 320 of part A of title III, under part B of title III, or under title V of the HEA.

Moderate evidence means that there is evidence of effectiveness of a key project component in improving a relevant outcome for a sample that overlaps with the populations or settings proposed to receive that component, based on a relevant finding from one of the following:

(i) A practice guide prepared by the WWC using version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ‘‘strong evidence base’’ or ‘‘moderate evidence base’’ for the corresponding practice guide recommendation;

(ii) An intervention report prepared by the WWC using version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbooks reporting a ‘‘positive effect’’ or ‘‘potentially positive effect’’ on a relevant outcome based on a ‘‘medium to large’’ extent of evidence, with no reporting of a ‘‘negative effect’’ or ‘‘potentially negative effect’’ on a relevant outcome;

or

(iii) A single experimental study (as defined in this notice) or quasi-experimental design study (as defined in this notice) reviewed and reported by the WWC using version 2.1, 3.0, 4.0, or

4.1 of the WWC Handbooks, or otherwise assessed by the Department using version 4.1 of the WWC Handbook, as appropriate, and that—

(A) Meets WWC standards with or without reservations;

(B) Includes at least one statistically significant and positive (i.e., favorable) effect on a relevant outcome;

(C) Includes no overriding statistically significant and negative effects on relevant outcomes reported in the study or in a corresponding WWC intervention report prepared under version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbooks; and

(D) Is based on a sample from more than one site (e.g., State, county, city, school district, or postsecondary campus) and includes at least 350 students or other individuals across sites. Multiple studies of the same project component that each meet requirements in paragraphs (iii)(A), (B), and (C) of this definition may together satisfy this requirement.

National level describes the level of scope or effectiveness of a process, product, strategy, or practice that is able to be effective in a wide variety of communities, including rural and urban areas, as well as with different groups (e.g., economically disadvantaged, racial and ethnic groups, migrant populations, individuals with disabilities, English learners, and individuals of each gender).

Nonprofit, as applied to an agency, organization, or institution, means that it is owned and operated by one or more corporations or associations whose net earnings do not benefit, and cannot lawfully benefit, any private shareholder or entity.

Performance measure means any quantitative indicator, statistic, or metric used to gauge program or project performance.

Performance target means a level of performance that an applicant would seek to meet during the course of a project or as a result of a project.

Project component means an activity, strategy, intervention, process, product, practice, or policy included in a project.

Evidence may pertain to an individual project component or to a combination of project components (e.g., training teachers on instructional practices for English learners and follow-on coaching for these teachers).

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…