Final_FY 2023 RPED Application Book Draft 4.18.23.pdf

https://www2.ed.gov/programs/rped/index.html

U.S. DEPARTMENT OF EDUCATION

Office of Postsecondary Education Washington, DC 20202

FY 2023

APPLICATION FOR GRANTS UNDER

THE RURAL POSTSECONDARY & ECONOMIC

DEVELOPMENT PROGRAM

Assistance Listing Number (ALN): 84.116W

Form Approved OMB No. 1894-0006, Expiration Date: 02/29/2024

DATED MATERIAL – OPEN IMMEDIATELY

CLOSING DATE: June 20, 2023 https://www2.ed.gov/programs/rped/index.html

TABLE OF CONTENTS

DEAR APPLICANT LETTER …………………………………………………………………………..3

COMPETITION HIGHLIGHTS………………………………………………………………

GRANTS.GOV SUBMISSION PROCEDURES AND TIPS FOR APPICANTS…………………….7

APPLICATION TRANSMITTAL INSTRUCTIONS………………………………………………...12

NOTICE INVITING APPLICATIONS………………………………………………………………..14

PROGRAM AUTHORITY……………………………………………………………………………...49

EO 12372, INTERGOVERNMENTAL REVIEW OF FEDERAL PROGRAMS…………………..50

GOVERNMENT PERFORMANCE AND RESULTS ACT (GPRA)………………………………..51

INSTRUCTIONS FOR COMPLETING THE APPLICATION……………………………………..53

PART I……………………………………………………………………………………………………56

• Instructions for SF-424 Form

• Instructions for Department of Education Supplemental Information for SF-424

• Definitions for Department of Education Supplemental Information for SF-424

PART II…………………………………………………………………………………………………..68

• Instructions for ED 524 Budget Summary Form

• Instructions for Completing the Budget Narrative Form

PART III………………………………………………………………………………………………….73

• Instructions for Completing the ED Abstract Form

• Instructions for Completing the Project Narrative Attachment Form

• Instructions for Completing the Other Attachments Form

• Instructions for Completing the GEPA Section 427 Form

PART IV………………………………………………………………………………………………….80

• Disclosure of Lobbying Activities (SF-LLL) (Optional)

• Grants.gov Lobbying Form (ED 80-0013)

APPLICATION CHECKLIST …………………………………………………………………………83

PAPERWORK BURDEN STATEMENT……………………………………………………………...84

I. DEAR APPLICANT LETTER

UNITED STATES DEPARTMENT OF EDUCATION

OFFICE OF POSTSECONDARY EDUCATION

Dear Applicant:

Thank you for your interest in the fiscal year (FY) 2023 Rural Postsecondary & Economic Development (RPED) program. This grant competition is administered by the Office of Postsecondary Education at the U.S. Department of Education (the Department). The purpose of the RPED program is to support projects at eligible institutions of higher education (IHE) (as defined in section 101 of the HEA (20 U.S.C. 1001)) that are public or private nonprofit IHEs, and public and private nonprofit organizations and agencies that partner with IHEs to improve rates of postsecondary enrollment, persistence, and completion among rural students through development of high-quality career pathways aligned to high-skill, high-wage, and in-demand industry sectors and occupations in the region.

For information on the absolute priorities, competitive preference priority, invitational priorities, selection criteria, and other program and competition details, refer to the Federal Register Notice Inviting Applications (NIA) published on April 18, 2023, and this application package. This application package contains the instructions and forms needed to submit a complete application for the RPED program.

Applications for FY 2023 grants under the RPED program must be submitted electronically using Grants.gov at http://www.grants.gov. Applicants are required to follow the Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs published in the Federal Register on December 7, 2022 (87 FR 75045), and available at www.federalregister.gov/d/2022-26554.

This document contains requirements and information on how to submit an application.

You are reminded that the NIA published in the Federal Register is the official document and you should not rely upon any information that is inconsistent with the guidance contained within the official document. We also encourage applicants to review the “Competition Highlights” found in this application package for an overview of important items. If you have any questions or require additional information, please contact Kurrinn Abrams at (202) 987-1920 or Kurrinn.Abrams2@ed.gov.

We appreciate your interest in the Rural Postsecondary & Economic Development program and look forward to receiving your application.

Sincerely, /s/

Nasser H. Paydar, Ph.D.

Assistant Secretary for Postsecondary Education http://www.grants.gov/ http://www.federalregister.gov/d/2022-26554 mailto:Kurrinn.Abrams2@ed.gov

II. COMPETITION HIGHLIGHTS

1. Eligible Applicants

Eligible applicants are IHEs (as defined in section 101 of the HEA (20 U.S.C. 1001)) that are public or private nonprofit IHEs, and public and private nonprofit organizations and agencies that partner with IHEs.

2. An eligible applicant may submit only one (1) grant application.

3. Priorities: The notice contains two (2) absolute priorities, one (1) competitive preference priority, and three (3) invitational priorities.

The Department will only consider applications that meet both absolute priorities. Applicants that do not meet the absolute priorities will not move forward for review.

The Priorities are as follows:

• Absolute Priorities:

o Absolute Priority 1: Rural Applicants.

o Absolute Priority 2: Increasing Postsecondary Education Access, Affordability, Completion, and Post-Enrollment Success.

• Competitive Preference Priority:

o Competitive Preference Priority: Strengthening Cross-Agency Coordination and

Community Engagement to Advance Systemic Change.

• Invitational Priorities:

o Invitational Priority 1: Supporting Secondary Students to Access Postsecondary

Education.

o Invitational Priority 2: Supporting the Development of Academic Programs with

Career Pathways.

o Invitational Priority 3: Supporting Transition from Community College to a 4-Year

Institution of Higher Education.

4. Electronic Submission of Applications Applications must be submitted electronically using Grants.gov, accessible through its portal page at:

http://www.grants.gov. Applicants are required to follow the Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs published in the Federal Register on December 7, 2022 (87 FR 75045), and available at www.federalregister.gov/d/2022- 26554, which contains requirements and information on how to submit an application.

The Grants.gov site does not allow applicants to “un-submit” applications. Therefore, if you discover that changes or additions are needed once your application has been accepted and validated by the Department, you must “re-submit” the application. Please know that, if the Department receives duplicate applications, we will accept and process the application with the latest “date/time received” validation.

The application must be received on or before the deadline date and time. Late applications will not be accepted. We suggest that you submit your application several days before the deadline. The Department must adhere to the established deadline to ensure fairness to all applicants. No changes or additions to an application will be accepted after the deadline date.

5. Format of Application We recommend that you limit the application narrative to no more than 50 pages and use the following standards: a “page” is 8.5" x 11", on one side only, with 1" margins at the top, bottom, and both sides; double-space (no more than three lines per vertical inch) all text in the application narrative, including titles, headings, footnotes, quotations, references, and captions, as well as all text in charts, tables, figures, and graphs; use a font that is either 12 point or larger, and no smaller than 10 pitch (characters per inch); and use one of the following fonts: Times New Roman, Courier, Courier New, or Arial. The Notice contains additional information governing formatting instructions.

The recommended 50-page limit applies only to the application narrative and does not apply to Part I, the cover sheet; Part II, the budget section, including the narrative budget justification; Part IV, the assurances, and certifications; or the one-page abstract, the resumes, the bibliography, or the letters of support. We recommend that any application addressing the competitive preference priority and invitational priorities include no more than three additional pages for the priority, or priorities, if addressed.

All attachments must be in PDF format only. Other types of files will not be accepted. If you submit your application electronically, you must upload any narrative sections and all other attachments to your application as files in a PDF (Portable Document) read-only, non-modifiable format. Do not upload an interactive or fillable PDF file. If you upload a file type other than a read-only, non-modifiable PDF or submit a password-protected file, we will not review that material.

Please note that this could result in your application not being considered for funding because the material in question--for example, the application narrative--is critical to a meaningful review of your proposal. For that reason, it is important to allow yourself adequate time to upload all material as PDF files. The Department will not convert material from other formats to PDF.

6. Notice to Successful Applicants

The Department’s Office of Legislation and Congressional Affairs will inform the Congress regarding applications approved for new program grants. Successful applicants will receive award notices by mail or e-mail shortly after the Congress is notified. No funding information will be released before the Congress is notified.

7. Notice to Unsuccessful Applicants Unsuccessful applicants will be notified in writing following the notice to successful applicants.

8. Application Components This application package contains detailed instructions for every required component of your application. It also includes an Application Checklist for your convenience. Note: If all required documents are not submitted with your application, it may be deemed ineligible.

9. Carefully review the eligibility information within the NIA. There are multiple subparts for the eligibility requirement.

10. This program uses an unrestricted indirect cost rate. For more information regarding indirect costs, or to obtain a negotiated indirect cost rate, please see www2.ed.gov/about/offices/list/ocfo/intro.html.

11. Applicants must complete a supporting budget narrative for each line item on the ED-524 form.

12. Abstract: Applicants must indicate in the recommended one-page abstract how the proposed project meets the absolute priorities, including the relevant NCES locale codes, and, if applicable, the competitive preference priority and invitational priorities. The abstract narrative should identify the partners the applicant will be working with, the target population (e.g., faculty, staff, students), the services that will be provided, and the proposed activities to be conducted during the 4-year performance period. It should also include anticipated results and citations.

13. If you receive a FY 2023 new grant award, you will be required to submit annual and final performance reports.

14. This application package contains detailed instructions for every required component of your application. It also includes an Application Checklist for your convenience. Note: If all required documents are not submitted with your application, it may be deemed ineligible.

15. Applicants are reminded that the NIA published in the Federal Register is the official document. You should not rely upon any information that is inconsistent with the guidance contained within the official document.

16. A Pre-Application webinar will be provided by the program office. Please contact Kurrinn Abrams at

(202) 987-1920 or via email at kurrinn.abrams2@ed.gov.

mailto:kurrinn.abrams2@ed.gov

III. GRANTS.GOV SUBMISSION PROCEDURES AND

TIPS FOR APPLICANTS

Revised 12/2022

IMPORTANT – PLEASE READ FIRST

U.S. Department of Education Grants.gov Submission Procedures and Tips for Applicants

To facilitate your use of Grants.gov, this document includes important submission procedures you need to be aware of to ensure your application is received in a timely manner and accepted by the Department of Education.

Browser Support

The latest versions of Microsoft Internet Explorer (IE), Mozilla Firefox, Google Chrome, and Apple Safari are supported for use with Grants.gov. However, these web browsers undergo frequent changes and updates, so we recommend you have the latest version when using Grants.gov. Legacy versions of these web browsers may be functional, but you may experience issues. Grants.gov no longer provides support for Microsoft Internet Explorer 9 or below.

For additional information or updates, please see the Grants.gov Browser information in the Applicant FAQs: http://www.grants.gov/web/grants/applicants/applicant-faqs.html#browser.

ATTENTION – Workspace, Adobe Forms and PDF Files

Grants.gov applicants can apply online using Workspace. Workspace is a shared, online environment where members of a grant team may simultaneously access and edit different web forms within an application. For each funding opportunity announcement (FOA), you can create individual instances of a workspace.

Below is an overview of applying on Grants.gov. For access to complete instructions on how to apply for opportunities, refer to: https://www.grants.gov/web/grants/applicants/workspace-overview.html.

1) Create a Workspace: Creating a workspace allows you to complete it online and route it through your organization for review before submitting.

2) Complete a Workspace: Add participants to the workspace to work on the application together, complete all the required forms online or by downloading PDF versions, and check for errors before submission. The Workspace progress bar will display the state of your application process as you apply. As you apply using Workspace, you may click the http://www.grants.gov/web/grants/applicants/applicant-faqs.html#browser https://www.grants.gov/web/grants/applicants/workspace-overview.html https://www.grants.gov/web/grants/applicants/workspace-overview.html blue question mark icon near the upper-right corner of each page to access context-sensitive help.

a. Adobe Reader: If you decide not to apply by filling out web forms you can download individual PDF forms in Workspace. The individual PDF forms can be downloaded and saved to your local device storage, network drive(s), or external drives, then accessed through Adobe Reader.

NOTE: Visit the Adobe Software Compatibility page on Grants.gov to download the appropriate version of the software at:

https://www.grants.gov/web/grants/applicants/adobe-software-compatibility.html.

b. Mandatory Fields in Forms: In the forms, you will note fields marked with an asterisk and a different background color. These fields are mandatory fields that must be completed to successfully submit your application.

c. Complete SF-424 Fields First: The forms are designed to fill in common required fields across other forms, such as the applicant name, address, and Unique Entity Identifier (UEI) Number. Once it is completed, the information will transfer to the other forms.

3) Submit a Workspace: An application may be submitted through workspace by clicking the Sign and Submit button on the Manage Workspace page, under the Forms tab.

Grants.gov recommends submitting your application package at least 24-48 hours prior to the close date to provide you with time to correct any potential technical issues that may disrupt the application submission.

4) Track a Workspace Submission: After successfully submitting a workspace application, a Grants.gov Tracking Number (GRANTXXXXXXXX) is automatically assigned to the application. The number will be listed on the Confirmation page that is generated after submission. Using the tracking number, access the Track My Application page under the Applicants tab or the Details tab in the submitted workspace.

For additional training resources, including video tutorials, refer to https://www.grants.gov/web/grants/applicants/applicant-training.html.

Helpful Reminders

1) REGISTER EARLY – Grants.gov registration involves many steps including registration on SAM (www.sam.gov), which usually takes approximately 7 to 10 business days, but can take longer depending on the completeness and accuracy of the data entered into the SAM database by an applicant. You may begin working on your application while completing the registration process, but you cannot submit an application until all of the Registration steps are complete. Please note that once your SAM registration is active, it will take 24-48 hours for the information to be available in Grants.gov, and before you can submit an application https://www.grants.gov/web/grants/applicants/adobe-software-compatibility.html https://www.grants.gov/web/grants/applicants/applicant-training.html http://www.sam.gov/ through Grants.gov. For detailed information on the Registration Steps, please go to:

http://www.grants.gov/web/grants/register.html. Please note that your organization will need to update its SAM registration annually.

To register in SAM.gov, click on the “Get Started” link under the “Register Your Entity…” heading in SAM.gov. Grantees, and other entities wanting to do business with the U.S.

Department of Education (e.g., entities applying for a grant), that are not already registered in SAM.gov must complete the “Register Entity” registration option and NOT the “Get a Unique Entity ID” option. The “Get a Unique Entity ID” option, which is not a full registration, is only available to entities for reporting purposes. Failing to complete the “Register Entity” option may result in loss of funding, loss of applicant eligibility, and/or delays in receiving a grant award. Information about SAM is available at www.SAM.gov.

To further assist you with registering in SAM or updating your existing SAM registration, see the Quick Start Guide for Grant Registrations and the Entity Registration Video at https://sam.gov/content/entity-registration.

2) SUBMIT EARLY – We strongly recommend that you do not wait until the last day to submit your application. Grants.gov will put a date/time stamp on your application and then process it after it is fully uploaded. The time it takes to upload an application will vary depending on a number of factors including the size of the application and the speed of your Internet connection, and the time it takes Grants.gov to process the application will vary as well. If Grants.gov rejects your application (see step three below), you will need to resubmit successfully to Grants.gov before 11:59:59 p.m.

Eastern Time on the deadline date.

You must provide the UEI on your application that was used when you registered as an Authorized Organization Representative (AOR) on Grants.gov. This UEI is assigned to your organization in SAM at the time your organization registers in SAM. If you do not enter the UEI assigned by SAM on your application, Grants.gov will reject your application.

3) VERIFY SUBMISSION IS OK – You will want to verify that Grants.gov received your application submission on time and that it was validated successfully. To see the date/time your application was received, login to Grants.gov and click on the Track My Application link. For a successful submission, the date/time received should be earlier than 11:59:59 p.m. Eastern Time, on the deadline date, AND the application status should be: Validated, Received by Agency, or Agency Tracking Number Assigned. Once the Department of Education receives your application from Grants.gov, an Agency Tracking Number (PR/award number) will be assigned to your application and will be available for viewing on Grants.gov’s Track My Application link.

If the date/time received is later than 11:59:59 p.m. Eastern Time, on the deadline date, your application is late. If your application has a status of “Received” it is still awaiting validation by Grants.gov. Once validation is complete, the status will either change to http://www.grants.gov/web/grants/register.html https://www.fsd.gov/sys_attachment.do?sys_id=f51d017e1bab7c105465eaccac4bcb9f%20 https://sam.gov/content/entity-registration

“Validated” or “Rejected with Errors.” If the status is “Rejected with Errors,” your application has not been received successfully. Some of the reasons Grants.gov may reject an application can be found on the Grants.gov site:

http://www.grants.gov/web/grants/applicants/encountering-error-messages.html. For more detailed information on troubleshooting Adobe errors, you can review the Adobe Reader Software Tip Sheet at: http://www.grants.gov/web/grants/applicants/adobe-software-compatibility.html. If you discover your application is late or has been rejected, please see the instructions below. Note: You will receive a series of confirmations both online and via e-mail about the status of your application. Please do not rely solely on e-mail to confirm whether your application has been received timely and validated successfully.

Submission Problems – What should you do?

If you have problems submitting to Grants.gov before the closing date, please contact Grants.gov Customer Support at 1-800-518-4726 or email at: mailto:support@grants.gov or access the Grants.gov Self-Service Knowledge Base web portal at: https://grants-portal.psc.gov/Welcome.aspx?pt=Grants

We discourage paper applications, but if electronic submission is not possible ( e.g., you do not have access to the internet), (1) you must provide a prior written notification that you intend to submit a paper application and (2) your paper application must be postmarked by the application deadline date. If you submit your prior written notification by email, it must be received by the Department no later than 14 calendar days before the application deadline date. If you mail your notification to the Department, it must be postmarked no later than 14 calendar days before the application deadline date (See the 2022 Common Instructions for detailed instructions regarding this procedure).

Helpful Hints When Working with Grants.gov

Please go to http://www.grants.gov/web/grants/support.html for help with Grants.gov. For additional tips related to submitting grant applications, please refer to the Grants.gov Applicant FAQs found at this Grants.gov link: http://www.grants.gov/web/grants/applicants/applicant-faqs.html as well as additional information on Workspace at https://www.grants.gov/web/grants/applicants/applicant-faqs.html#workspace.

Slow Internet Connections

When using a slow internet connection, such as a dial-up connection, to upload and submit your application, it can take significantly longer than when you are connected to the Internet with a high-speed connection, e.g., cable modem/DSL/T1. While times will vary depending upon the size of your application, it can take a few minutes to a few hours to complete your grant submission using a dial up connection. Failure to fully upload an application by the deadline date and time will result in your application being marked late in the G5 system. If you do not have http://www.grants.gov/web/grants/applicants/encountering-error-messages.html http://www.grants.gov/web/grants/applicants/adobe-software-compatibility.html http://www.grants.gov/web/grants/applicants/adobe-software-compatibility.html mailto:support@grants.gov https://grants-portal.psc.gov/Welcome.aspx?pt=Grants https://grants-portal.psc.gov/Welcome.aspx?pt=Grants https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs http://www.grants.gov/web/grants/support.html http://www.grants.gov/web/grants/applicants/applicant-faqs.html http://www.grants.gov/web/grants/applicants/applicant-faqs.html https://www.grants.gov/web/grants/applicants/applicant-faqs.html#workspace access to a high-speed internet connection, you may want to consider following the instructions in the Federal Register notice to obtain an exception to the electronic submission requirement no later than 14 calendar days before the application deadline date. (See the Federal Register notice for detailed instructions and the 2022 Common Instructions.)

Attaching Files – Additional Tips

• Please note the following tips related to attaching files to your application:

• When you submit your application electronically, you must upload any narrative sections and all other attachments to your application as files in either Portable Document Format (PDF) or Microsoft Word. Although applicants have the option of uploading any narrative sections and all other attachments to their application in either PDF or Microsoft Word, we recommend applicants submit all documents as read-only flattened PDFs, meaning any fillable PDF files must be saved and submitted as non-fillable PDF files and not as interactive or fillable PDF files, to better ensure applications are processed in a more timely, accurate, and efficient manner.

• Grants.gov cannot process an application that includes two or more files that have the same name within a grant submission. Therefore, each file uploaded to your application package should have a unique file name.

• When attaching files, applicants should follow the guidelines established by Grants.gov on the size and content of file names. Uploaded file names must be fewer than 50 characters, and, in general, applicants should not use any special characters.

However, Grants.gov does allow for the following UTF-8 characters when naming your attachments: A-Z, a-z, 0-9, underscore, hyphen, space, period, parenthesis, curly braces, square brackets, ampersand, tilde, exclamation point, comma, semi colon, apostrophe, at sign, number sign, dollar sign, percent sign, plus sign, and equal sign. Applications submitted that do not comply with the Grants.gov guidelines will be rejected at Grants.gov and not forwarded to the Department.

• Applicants should limit the size of their file attachments. Documents submitted that contain graphics and/or scanned material often greatly increase the size of the file attachments and can result in difficulties opening the files. For reference, the average discretionary grant application package with all attachments is less than 5 MB.

Therefore, you may want to check the total size of your package before submission.

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

IV. APPLICATION TRANSMITTAL INSTRUCTIONS

ATTENTION ELECTRONIC APPLICANTS: Please note that you must follow the application procedures as described in the Federal Register notice announcing the grant competition.

This program requires the electronic submission of applications; specific requirements and waiver instructions can be found in the Federal Register notice.

According to the instructions found in the Federal Register notice, those requesting and qualifying for an exception to the electronic submission requirement may submit an application by mail, commercial carrier, or hand delivery.

If you want to apply for a grant and be considered for funding, you must meet the following deadline requirements:

Applications Submitted Electronically:

You must submit your grant application through the Internet using the software provided on the Grants.gov Web site (http://www.grants.gov) by 11:59:59 p.m. Eastern Time on or before the deadline date of June 20, 2023.

If you submit your application through the Internet via the Grants.gov Web site, you will receive an automatic acknowledgement when we receive your application.

For more information on using Grants.gov, please refer to the “Notice Inviting Applications” that was published in the Federal Register or visit http://www.grants.gov.

Submission of Paper Applications by Mail:

If you qualify for an exception to the electronic submission requirement, you may submit your application in paper format by mail (through the U.S. Postal Service or a commercial carrier). You must mail the original and two copies of your application, on or before the application deadline date, to the Department at the following address:

U.S. Department of Education OFO/G5 Functional Application Team Mail Stop 5C231 Attention: Assistance Listing Number (ALN) 84.116W 400 Maryland Avenue, S.W.

Washington, DC 20202-4260

You must show proof of mailing consisting of one of the following:

(1) A legibly dated U.S. Postal Service postmark.

(2) A legible mail receipt with the date of mailing stamped by the U.S. Postal Service.

(3) A dated shipping label, invoice, or receipt from a commercial carrier.

(4) Any other proof of mailing acceptable to the Secretary of the U.S. Department of Education.

If you mail your application through the U.S. Postal Service, we do not accept either of the following as proof of mailing:

(1) A private metered postmark.

(2) A mail receipt that is not dated by the U.S. Postal Service.

If your application is postmarked after the application deadline date, we will not consider your application.

Note: The U.S. Postal Service does not uniformly provide a dated postmark. Before relying on this method, you should check with your local post office.

Note for Mail Delivery of Paper Applications:

If you mail your application to the Department—

(1) You must indicate on the envelope—and, if not provided by the Department, in Item 11 of the SF 424—the Assistance Listing Number (ALN), including suffix letter, if any, of the competition under which you are submitting your application; and

(2) The G5 Functional Application Team will notify you of the Department’s receipt of your grant application. If you do not receive this notification within 15 business days from the application deadline date, you should contact the person listed in the FOR FURTHER INFORMATION CONTACT section of the competition NIA.

Late Applications:

If your application is late, we will notify you that we will not consider the application.

V. NOTICE INVITING APPLICATIONS

4000-01-U

DEPARTMENT OF EDUCATION

Applications for New Awards; Rural Postsecondary and Economic

Development Grant Program

AGENCY: Office of Postsecondary Education, Department of

Education.

ACTION: Notice.

SUMMARY: The Department of Education (Department) is issuing a notice inviting applications for fiscal year (FY) 2023 for the

Rural Postsecondary and Economic Development (RPED) Grant

Program, conducted under the Fund for the Improvement of

Postsecondary Education (FIPSE), Assistance Listing Number

84.116W. This notice relates to the approved information collection under OMB control number 1894-0006.

DATES:

Applications Available: April 18, 2023.

Deadline for Transmittal of Applications: June 20, 2023.

Deadline for Intergovernmental Review: August 16, 2023.

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 www.federalregister.gov/d/2022-

26554. Please note that these Common Instructions supersede the version published on December 27, 2021.

FOR FURTHER INFORMATION CONTACT: Kurrinn Abrams, U.S.

Department of Education, 400 Maryland Avenue, SW, Washington, DC

20202-4260. Telephone: (202) 987-1920. Email:

kurrinn.abrams2@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 purpose of the RPED Grant Program is to improve rates of postsecondary enrollment, persistence, and completion among rural students through development of career pathways aligned to high-skill, high-wage, and in-demand industry sectors and occupations in the region.

Background: Rural students account for 9.7 million—about 19 percent—of public elementary and secondary school students in the United States and face many challenges accessing postsecondary education.1 According to data from the National

Center for Education Statistics (NCES), only 29 percent of individuals from rural areas who are between the ages of 18 and

24 are enrolled in higher education, compared to almost 48 percent of individuals in that age range who come from urban areas and 42 percent from suburban areas.2 In fact, an analysis of National Education Longitudinal Study data found urban students nationally were 74 percent more likely to enroll in college than rural students and 106 percent more likely than rural students to attain a bachelor’s degree.3

For rural students, and particularly low-income and underserved rural students, barriers to accessing postsecondary education include difficulties in accessing high speed internet, transportation, child care, and healthcare; as well as challenges of experiencing poverty, food insecurity, and housing insecurity. Furthermore, many rural students who do decide to attend college are first-generation students who lack sufficient college preparation in high school,4 and are unfamiliar with the inner workings of postsecondary institutions, including the college application process and how to finance a college

1 nces.ed.gov/programs/digest/d20/tables/dt20_203.72.asp?current=yes 2 nces.ed.gov/surveys/ruraled/tables/b.3.b.-1.asp 3 files.eric.ed.gov/fulltext/ED557072.pdf 4 files.eric.ed.gov/fulltext/EJ1101249.pdf education.5 These students may feel underprepared for higher education and typically face challenges once in college; many experience hurdles that leave them unable to complete their programs.6 Accordingly, these inequities in college readiness and knowledge may discourage individuals from underserved student populations from continuing their education beyond high school.7 These and other challenges may negatively affect rural students' ability to be academically successful and in turn be competitive in the job market.8

Many of these challenges result from geographic isolation, distance from services, and a lack of resources and institutions to support community members. Rural communities are often located in education deserts, which may limit students' exposure or convenient access to postsecondary institutions.9 For many rural students, transportation is a barrier to accessing colleges where they can earn a bachelor’s degree, and thus they begin their postsecondary education at 2-year colleges.10

5 files.eric.ed.gov/fulltext/EJ1193574.pdf 6 files.eric.ed.gov/fulltext/EJ1193574.pdf 7 files.eric.ed.gov/fulltext/ED557072.pdf 8 files.eric.ed.gov/fulltext/EJ1101249.pdf 9 files.eric.ed.gov/fulltext/EJ1193574.pdf 10 edsource.org/2019/too-far-away-distance-is-a-barrier-to-bachelors- degrees-for-rural-community-college-students/621189

For rural students who do attend postsecondary education, research has shown that rural high school graduates were more likely to enroll in 2-year colleges (44 percent) compared to their urban counterparts (39 percent). However, even after controlling for differences in academic achievement, poverty, and distance between high schools and colleges, students who graduate from rural high schools are still more likely than students who graduate from nonrural schools to enroll in a 2-year rather than a 4-year college.11 In academic year 2018-2019 alone, there were 298 public community and technical colleges that were designated by NCES with the rural locale designations rural fringe (41), rural distant (42), or rural remote (43). In the same academic year, these colleges enrolled 84.8 percent of the 1.14 million undergraduates attending rural postsecondary institutions.12

To overcome these barriers, many States are beginning to introduce early college programs that expose secondary students to postsecondary education and improve their college readiness, often through creating partnerships with community colleges.13

Research has shown that 2-year colleges play a significant role

11 files.eric.ed.gov/fulltext/ED557072.pdf 12 journals.sagepub.com/doi/10.1177/00915521221087280 13 journals.sagepub.com/doi/abs/10.1177/0091552119898880 in postsecondary access for rural students and create a broader set of entry points to 4-year schools for many students who cannot afford or access 4-year institutions upon high school graduation. Furthermore, 2-year institutions have been shown to enroll a higher number of traditionally underserved students, such as minority students, working-class students, and first-generation college students.14 Although there are many barriers that do play a significant role in postsecondary access for rural students, it is important to highlight the role 2-year institutions can play in helping rural students succeed academically and transition into a career.15

Furthermore, higher education attainment is correlated with increased career opportunities, higher individual lifetime earnings, better quality of life, and positive contributions to society.16 Therefore, it is critical to undertake efforts that better prepare students in rural communities for the changing needs of the current workforce, and to create a more skilled workforce that will attract better jobs and provide economic support to the community. Such improvements in the educational outcomes for rural communities highlight the need for

14 link.springer.com/content/pdf/10.1007/s11162-017-9449-z.pdf?pdf=button 15 link.springer.com/content/pdf/10.1007/s11162-017-9449-z.pdf?pdf=button 16 files.eric.ed.gov/fulltext/EJ1101249.pdf partnerships between schools and Federal, State, or local agencies or community-based organizations that can help students succeed both academically and in their career. However, many rural areas have fewer resources with which to access services and partnerships that are key to quality rural education.

Research shows that creating partnerships can “help schools get assistance with special resource needs; supplement classroom learning; understand the business world, its resources, its requirements, and its concerns; and gain expertise in technical and management areas. The private sector and community organizations can also provide rural schools with tutoring, apprenticeships, speakers, equipment, scholarships, and motivation.”17 Therefore, institutions in rural communities must be given the tools to develop strategies and plans that best serve their population of rural students.18

Rural postsecondary institutions, specifically 2-year rural postsecondary institutions, are best positioned to enhance and develop programs that improve the preparation, support, and retention of rural students in higher education, and that help them to graduate from college and transition into in-demand and

17eric.ed.gov/?id=ED243621#:~:text=Because%20rural%20areas%20have%20fewer%20re sources%20with%20which,public%20sectors%20are%20essential%20to%20quality%20ru ral%20education 18 files.eric.ed.gov/fulltext/EJ1101249.pdf well-paying occupations. To this end, the RPED Grant Program is designed to support postsecondary enrollment and completion by addressing the challenges rural students face accessing postsecondary education that will prepare them for high-skill, high-wage, and in-demand occupations.

Priorities: This notice contains two absolute priorities, one competitive preference priority, and three invitational priorities. Absolute Priority 1 is from the Administrative

Priorities for Discretionary Grant Programs published in the

Federal Register on March 9, 2020 (85 FR 13640) (Administrative

Priorities). Absolute Priority 2 and the competitive preference priority are from the Secretary’s Supplemental

Priorities and Definitions for Discretionary Grants Programs, published in the Federal Register on December 10, 2021 (86 FR

70612) (Supplemental Priorities).

Absolute Priorities: For FY 2023, 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 each of these priorities.

These priorities are:

Absolute Priority 1--Rural Applicants.

Under this priority, an applicant must demonstrate one or more of the following:

(a) The applicant proposes to serve a community that is served by one or more LEAs with a locale code of 32, 33, 41, 42, or 43;

(b) The applicant proposes a project in which a majority of the schools served have a locale code of 32, 33, 41, 42, or 43;

(c) The applicant is an institution of higher education

(IHE) with a rural campus setting, or the applicant proposes to serve a campus with a rural setting. Rural settings include any of the following: Town-Fringe, Town-Distant, Town-Remote, Rural

Fringe, Rural-Distant, Rural-Remote, as defined by the NCES

College Navigator search tool.

Note: Applicants are encouraged to retrieve locale codes from the NCES School District search tool

(https://nces.ed.gov/ccd/districtsearch/), where LEAs can be looked up individually to retrieve locale codes, and the Public

School search tool (https://nces.ed.gov/ccd/schoolsearch/), where individual schools can be looked up to retrieve locale codes. Applicants are encouraged to retrieve campus settings from the NCES College Navigator search tool

(https://nces.ed.gov/collegenavigator/) where IHEs can be looked up individually to determine the campus setting.

Absolute Priority 2--Increasing Postsecondary Education

Access, Affordability, Completion, and Post-Enrollment Success.

Projects that are designed to increase postsecondary access, affordability, completion, and success for underserved students by addressing one or more of the following priority areas:

(a) Increasing postsecondary education access and reducing the cost of college by creating clearer pathways for students between institutions and making transfer of course credits more seamless and transparent.

(b) Increasing the number and proportion of underserved students who enroll in and complete postsecondary education programs, which may include strategies related to college preparation, awareness, application, selection, advising, counseling, and enrollment.

(c) Supporting the development and implementation of student success programs that integrate multiple comprehensive and evidence-based services or initiatives, such as academic advising, structured/guided pathways, career services, credit-bearing academic undergraduate courses focused on career, and programs to meet basic needs, such as housing, child care and transportation, student financial aid, and access to technological devices.

(d) Supporting the development and implementation of high-quality and accessible learning opportunities, including learning opportunities that are accelerated or hybrid online;

credit-bearing; work-based; and flexible for working students.

(e) Supporting the development and implementation of evidence-based strategies to promote students' development of knowledge and skills necessary for success in the workforce and civic life.

(f) Providing secondary school students with access to career exploration and advising opportunities to help students make informed decisions about their postsecondary enrollment decisions and to place them on a career path.

Competitive Preference Priority: For FY 2023, and any subsequent year in which we make awards from the list of unfunded applications from this competition, this priority is a competitive preference priority. Under 34 CFR 75.105(c)(2)(i), we award up to an additional 10 points to an application, depending on how well the application meets this priority, which encompasses up to 5 points per subcomponent described below.

This priority is:

Strengthening Cross-Agency Coordination and Community

Engagement to Advance Systemic Change (Up to 10 points).

Projects that are designed to take a systemic evidence-based approach to improving outcomes for underserved students in coordinating efforts with Federal, State, or local agencies, or community-based organizations, that support students, to address college readiness (Up to 5 points), workforce development (Up to

5 points), or both.

Invitational Priorities: For FY 2023, and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are invitational priorities. Under 34 CFR 75.105(c)(1), we do not give an application that meets these invitational priorities a competitive or absolute preference over other applications.

These priorities are:

Invitational Priority 1--Supporting Secondary Students to

Access Postsecondary Education.

Projects that are designed to provide long-term academic and career advising relationships, and exposure to postsecondary opportunities to students as early as 8th grade to support them through their transition to postsecondary education, including potential transitions from 2- to 4-year programs.

Invitational Priority 2--Supporting the Development of

Academic Programs with Career Pathways.

Projects that include partnerships with regional economic development or workforce agencies, regional employers, or other relevant nonprofit organizations and support alignment of academic programs with, and development of, high-quality career pathways aligned to high-skill, high-wage, and in-demand industry sectors and occupations in the region.

Invitational Priority 3--Supporting Transition from

Community College to a 4-Year Institution of Higher Education.

Projects that are designed to provide strategies for developing and maintaining long-term academic and career advising relationships with community college students to support them through their transition to a 4-year IHE.

Definitions: For FY 2023 and any subsequent year in which we make awards from the list of unfunded applications from this competition, the following definitions apply. The definition of

“in-demand industry sector or occupation” is from section 3(23) of the Workforce Innovation and Opportunity Act of 2014 (WIOA).

The definitions of “demonstrates a rationale,” “evidence-based,”

“logic model,” “project component,” and “relevant outcome” are from 34 CFR 77.1. The definitions of “disconnected youth,”

“English learner,” “underserved student”, and “child or student with a disability” are from the Supplemental Priorities.

Demonstrates a rationale means a key project component included in the project's logic model is informed by research or evaluation findings that suggest the project component is likely to improve relevant outcomes.

Disconnected youth means an individual, between the ages 14 and 24, who may be from a low-income background, experiences homelessness, is in foster care, is involved in the justice system, or is not working or not enrolled in (or at risk of dropping out of) an educational institution.

English learner means an individual who is an English learner as defined in section 8101(20) of the Elementary and

Secondary Education Act of 1965, as amended, 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 the proposed project component is supported by evidence that demonstrates a rationale.

In-demand industry sector or occupation means—

(a) In General. (i) An industry sector that has a substantial current or potential impact (including through jobs that lead to economic self-sufficiency and opportunities for advancement) on the State, regional, or local economy, as appropriate, and that contributes to the growth or stability of other supporting businesses, or the growth of other industry sectors; or

(ii) An occupation that currently has or is projected to have a number of positions (including positions that lead to economic self-sufficiency and opportunities for advancement) in an industry sector so as to have a significant impact on the

State, regional, or local economy, as appropriate.

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

Note: In developing logic models, applicants may want to use resources such as the Regional Educational Laboratory Program’s

(REL Pacific) Education Logic Model Application, available at https://ies.ed.gov/ncee/edlabs/regions/pacific/index.asp. Other sources include:

https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.p df, https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.p df, and https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.pdf https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.pdf https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.pdf https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.pdf https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057

.pdf.

Project component means an activity, strategy, intervention, process, product, practice, or policy included in a project. Evidence may pertain to an individual project component or to a combination of project components (e.g., training teachers on instructional practices for English learners and follow-on coaching for these teachers).

Relevant outcome means the student outcome(s) or other outcome(s) the key project component is designed to improve, consistent with the specific goals of the program.

Underserved student means a student (which may include students in K-12 programs and students in postsecondary education or career and technical education) in one or more of the following subgroups:

(a) A student who is living in poverty or is served by schools with high concentrations of students living in poverty.

(b) A student of color.

(c) A student who is a member of a federally recognized

Indian Tribe.

(d) An English learner (as defined in…