For Posting 84.215N PN FY2026 Application Notice and Instructions 2026_0507 (002).pdf

U.S. Department of Health and Human Services on behalf of the U.S. Department of Education

Promise Neighborhoods

Assistance Listing Number: 84.215N

FY 2026 Grant Competition

Posted May 8, 2026

Contents Program Information

Eligibility

Eligible Applicants

Costs

Submission Requirements and Deadlines

Priorities

Application Requirements

Program Requirements

Selection Criteria

Performance Measures

Application Submission Information

Application Review Information

Definitions

Award Requirements

Application Checklist

Program Information The Administration for Children and Families at the U.S. Department of Health and Human Services (HHS) is soliciting applications in support of the administration of the Promise Neighborhoods (PN) program on behalf of the U.S. Department of Education (ED) and the Secretary of Education (the Secretary). The purpose of the PN program is to significantly improve the academic and developmental outcomes of children and youth living in the most distressed communities of the United States, including ensuring school readiness, high school graduation, and access to a community-based continuum of high-quality services. The program serves neighborhoods with high concentrations of individuals with low incomes; multiple signs of distress, which may include high rates of poverty, childhood obesity, academic challenges, and juvenile delinquency, adjudication, or incarceration; and adverse childhood experiences; and also serves schools implementing comprehensive support and improvement activities or targeted support and improvement activities under

1 According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. Public reporting burden for this collection of information is estimated to average 216 hours per response, including time for reviewing instructions, searching existing data sources, gathering, and maintaining the data needed, and completing and section 1111(d) of the Elementary and Secondary Education Act, as amended (ESEA). All strategies in the continuum of solutions must be accessible to children with disabilities and English learners.

Assistance Listing Number: 84.215N.

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

OMB Control Number: 1894–0006.1

For Further Information: Rich Wilson.

Phone: (202) 453-6709. Email:

PromiseNeighborhoods@ed.gov.

Type of Award: Discretionary grants.

Estimated Available Funds: $65,000,000.

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

Estimated Range of Awards: $4,000,000 to $6,000,000 for implementation awards.

Estimated Average Size of Awards:

$5,500,000 for implementation awards.

Estimated Number of Awards: 12 implementation awards.

reviewing the collection of information. The obligation to respond to this collection is required to obtain or retain benefit and voluntary. Send comments regarding the burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to ICDocketMgr@ed.gov and reference the OMB Control Number 1894-0006. Note: Please do not return completed applications to this address.

https://www.govinfo.gov/link/uscode/20/7273 mailto:PromiseNeighborhoods@ed.gov mailto:ICDocketMgr@ed.gov

Project Period: 60 months for implementation awards.

Application Deadline: August 6, 2026.

Note: This application notice and instructions is the official document governing the grant competition. ED is not bound by any estimates in this notice.

Eligibility

Eligible Applicants Under section 4622 of the ESEA, an eligible entity must be one of the following:

(a) An institution of higher education (IHE), as defined in section 102 of the Higher Education Act of 1965, as amended (HEA) (20 U.S.C. 1002);

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

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

(i) A high-need local educational agency (LEA).

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

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

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

Note: If you are a nonprofit organization, under 34 CFR 75.51, you may demonstrate your nonprofit status by providing (1) proof that the Internal Revenue Service currently recognizes the applicant as an organization to which contributions are tax deductible under section 501(c)(3) of the Internal Revenue Code; (2) a statement from a State taxing body or the State attorney general certifying that the organization is a nonprofit organization operating within the State and that no part of its net earnings may lawfully benefit any private shareholder or individual; or (3) a certified copy of the applicant's certificate of incorporation or similar document if it clearly establishes the nonprofit status of the applicant.

Costs Cost Sharing or Matching https://www.govinfo.gov/link/uscode/20/1002 https://www.govinfo.gov/link/uscode/25/5304 https://www.govinfo.gov/link/uscode/20/1002 https://www.govinfo.gov/link/uscode/25/5304 https://www.ecfr.gov/current/title-34/section-75.51

Under section 4623(d)(1)(A) of the ESEA, to be eligible for a grant under this competition, an applicant must demonstrate a commitment from one or more entities in the public or private sector, which may include Federal, State, and local public agencies, philanthropic organizations, and private sources, to provide matching funds.

An applicant proposing a project that meets Absolute Priority 1—Non-Rural and Non-Tribal Communities must obtain matching funds or in-kind donations equal to at least 100 percent of its grant award.2

An applicant proposing a project that meets Absolute Priority 2—Rural Applicants or Absolute Priority 3—Tribal Communities must obtain matching funds or in-kind donations equal to at least 50 percent of its grant award.3

Eligible sources of matching funds include sources of funds used to pay for solutions within the pipeline services, initiatives supported by the LEA, or public health services for children in the neighborhood. At least 10 percent of an applicant's total match must be cash or in-kind contributions from the private sector, which may include philanthropic organizations or private sources.4

Applicants must demonstrate a commitment of matching funds in the application.

Applicants must specify the source of the funds or contributions and, in the case of a third-party in-kind contribution, describe how the value was determined for the donated or contributed goods or service.5 Applicants must demonstrate the match commitment by including letters in their applications explaining the type and quantity of the match commitment with original signatures from the executives of organizations or agencies providing the match. If an application does not include this information, the applicant will be deemed ineligible and will not be reviewed in the peer review process.

ED may consider decreasing the matching requirement in the most exceptional circumstances, on a case-by-case basis.6 An applicant that is unable to meet the matching requirement must include in its application a request to ED to reduce the matching requirement, including the amount of the requested reduction, the total remaining match contribution, and a statement of the basis for the request. ED will grant this request only if an applicant demonstrates a significant financial hardship.7

2 Section 4623(d)(1)(A) of the ESEA 3 Section 4623(d)(1)(C) of the ESEA 4 Section 4623(d)(1)(B) of the ESEA 5 Section 4623(d)(1)(B) of the ESEA 6 Section 4623(d)(1)(D) of the ESEA 7 Id.

An applicant should review the ED's cost-sharing and cost matching regulations, which include specific limitations, in 2 CFR 200.306, and the cost principles regarding donations, capital assets, depreciations, and allowable costs, in subpart E of 2 CFR part 200.

Indirect Cost Rate Information

This program uses a restricted indirect cost rate. For more information regarding indirect costs, or to obtain a negotiated indirect cost rate, please see this webpage.

Administrative Cost Limitation

This program does not include any program-specific limitation on administrative expenses.

All administrative expenses must be reasonable and necessary and conform to Cost Principles described in 2 CFR part 200 subpart E of the Uniform Administrative Requirements, Cost Principles, and Audit Requirements For Federal Awards.

Subgrantees

The grantee may award subgrants to entities it has identified in an approved application or that it selects through a competition under procedures established by the grantee.

Submission Requirements and Deadlines

Applications Available May 8, 2026 Notice of Intent to Apply Deadline June 22, 2026 Application Deadline August 6, 2026 Deadline for Intergovernmental Review October 6, 2026

ED staff will be able to review grant applications more efficiently if we know the approximate number of applicants that intend to apply. Therefore, we strongly encourage each potential applicant to notify us of their intent to submit an application. To do so, please email the program contact person listed above with the subject line “Intent to Apply,” and include the applicant's name and a contact person's name and email address.

Applicants that do not submit a notice of intent to apply may still apply for funding;

applicants that do submit a notice of intent to apply are not bound to apply or bound by the information provided.

Applicants are required to follow the 2025 Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on August 29, 2025 (90 FR 42234) and available at ED 2025 Common Instructions.

https://www.ecfr.gov/current/title-2/section-200.306 https://www.ecfr.gov/current/title-2/part-200 http://www.ed.gov/about/ed-offices/ofo#Indirect-Cost-Division https://www.ecfr.gov/current/title-2/part-200/subpart-E https://www.federalregister.gov/documents/2025/08/29/2025-16571/common-instructions-and-information-for-applicants-to-department-of-education-discretionary-grant

Priorities This notice includes three absolute priorities and three competitive preference priorities.

Absolute Priorities 1 to 3 are from the Final Priorities, Requirements, Definitions, and Selection Criteria for this program published in the Federal Register on January 19, 2021 (86 FR 5009) (PN NFP). Absolute Priority 2 is from 34 CFR 75.227. Competitive Preference Priority 1 is from the Secretary's Supplemental Priorities and Definitions on Evidence- Based Literacy, Education Choice, and Returning Education to the States (2025 Supplemental Priorities), published in the Federal Register on September 9, 2025 (90 FR 43514). Competitive Preference Priorities 2 and 3 are from the Secretary's Supplemental Priority and Definitions on Meaningful Learning Opportunities (Meaningful Learning Opportunities Supplemental Priority), published in the Federal Register on February 12, 2026 (91 FR 6625).

Absolute Priority: Absolute Priorities 1, 2, and 3 constitute their own funding categories. ED intends to award grants under each of these funding categories, provided that applications of sufficient quality are submitted. To ensure that applicants are considered for the correct type of grant, applicants must clearly identify the specific absolute priority that the proposed project addresses in the abstract.

Competitive Preference Priorities: An application may receive a maximum of 5 additional points each under Competitive Preference Priorities 1, 2 and 3, for a maximum of 15 additional points. ED will not review or award points for the competitive preference priority if an applicant fails to clearly identify it as a competitive preference priority that it wishes ED to consider for purposes of awarding competitive preference priority points.

Priority Type Priority Title Required Priority Language Points Absolute Priority 1

Non-Rural and Non-Tribal Communities

Yes, choose one among Absolute Priority 1, 2, or 3

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

Not applicable

Absolute Priority 2

Rural Communities

Yes, choose one among Absolute Priority 1, 2, or 3

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

(a) The applicant proposes to serve a local educational agency (LEA) that is eligible under the Small Rural School Achievement (SRSA) program

Not applicable https://www.federalregister.gov/citation/86-FR-5009 https://www.ecfr.gov/current/title-34/section-75.227 https://www.federalregister.gov/documents/2025/09/09/2025-17310/final-priorities-and-definitions-secretarys-supplemental-priorities-and-definitions-on https://www.federalregister.gov/documents/2025/09/09/2025-17310/final-priorities-and-definitions-secretarys-supplemental-priorities-and-definitions-on https://www.federalregister.gov/documents/2026/02/12/2026-02854/final-priority-and-definitions-secretarys-supplemental-priority-and-definitions-on-meaningful

Priority Type Priority Title Required Priority Language Points or the Rural and Low-Income School (RLIS) program authorized under Title V, Part B of the ESEA.

(b) 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.

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

(d) 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 National Center for Education Statistics (NCES) College Navigator search tool.

Note: To determine whether a particular LEA is eligible for SRSA or RLIS, refer to ED's website.

Applicants are encouraged to retrieve locale codes from NCES School District search tool, where LEAs can be looked up individually to retrieve locale codes, and the Public School search tool, 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, where IHEs can be looked up individually to determine the campus setting.

https://oese.ed.gov/offices/office-of-formula-grants/rural-insular-native-achievement-programs/rural-education-achievement-program/ https://nces.ed.gov/ccd/districtsearch/ https://nces.ed.gov/ccd/districtsearch/ https://nces.ed.gov/ccd/schoolsearch/ https://nces.ed.gov/ccd/schoolsearch/ https://nces.ed.gov/collegenavigator/ https://nces.ed.gov/collegenavigator/

Absolute Priority 3

Tribal Communities

Yes, choose one among Absolute Priority 1, 2, or 3

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

Not Applicable

Competitive Preference Priority 1

Promoting Evidence- Based Literacy

No

Projects or proposals to do one or more of the following:

(a) Advance, increase, or expand evidence-based literacy instruction (as defined in this notice), or

(b) Focus on evidence-based literacy instruction (as defined in this notice).

Note: An applicant must identify at least one, but no more than two, citations for the purposes of meeting the evidence requirements under this competitive preference priority.

An applicant must ensure that all evidence is available to ED from publicly available sources and provide links or other guidance indicating where it is available.

Up to 5 points

Competitive Preference Priority 2

Meaningful Learning Opportunities —High-Quality Interventions or Accelerated Learning Supports for Students and Supporting Families

No Projects or proposals that are designed to do one or more of the following:

(a) Expand high-quality interventions or accelerated learning supports for students based on strong, moderate, or promising evidence (as defined in 34 CFR 77.1) aimed at improving student outcomes through one or more of the following priority areas:

(i) Providing remedial or accelerated learning opportunities focused

Up to 5 points https://www.ecfr.gov/current/title-34/section-77.1 on individualized, differentiated, and scaffolded supports for students to access grade-level (or above grade-level) content;

(ii) Implementing, expanding, or scaling high-impact tutoring programs that occur during the regular school day, are aligned with practices to accelerate student learning in literacy and mathematics, and which include innovative delivery models or approaches, that may include outcomes-based contracting, artificial intelligence (AI), technology-enabled platforms, or strategic partnerships and staffing; or

(iii) Leveraging outcomes-based contracting or grantmaking.

(b) Supporting families in providing meaningful at-home learning, which can include providing resources, educational materials, and access to learning platforms to support student learning needs.

Competitive Preference Priority 3

Meaningful Learning Opportunities —Career

No Projects or proposals that are designed to do one or more of the following:

Up to 5 points

Connected Learning

(a) Provide career-connected learning through one or more of the following priority areas:

(i) Providing career and academic advising and mentorship opportunities for all students;

(ii) Integrating career-connected and work-based learning into K- 12 education, including approaches to help all students connect core academic instruction with real-world career skills and foster career awareness, exploration, and preparation throughout their education journey; or

(iii) Supporting vocational rehabilitation for students with disabilities (pre-employment transition services and transition services).

Application Requirements

Applicants must meet the following application and program requirements from section 4624 of the ESEA and the PN NFP.

Application Requirements: The application requirements are as follows:

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

(b) A description of the neighborhood the eligible entity will serve.

Note: Applicants may propose to serve multiple, non-contiguous geographically defined areas. In cases where target areas are non-contiguous, the applicant should explain its rationale for including non-contiguous areas.

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

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

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

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

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

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

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

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

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

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

(2) Ensuring appropriate diagnostic assessments and referrals for children with disabilities and children aged 3 through 9 experiencing developmental delays, consistent with the Individuals with

Disabilities Education Act (IDEA) (20 U.S.C. 1400 et seq.), where applicable.

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

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

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

(v) Supporting evidence-based programs that assist students through school transitions, which may include expanding access to postsecondary education courses and postsecondary education enrollment aid or guidance, and other supports for at-risk youth.

(f) Each applicant must submit, as part of its application, a preliminary memorandum of understanding, signed by each organization or agency with which it would partner in implementing the proposed PN program. Within the preliminary memorandum of understanding, all applicants must detail each partner's financial, programmatic, and long-term commitment with respect to the strategies described in the application. Under section 4624(c) of the ESEA, applicants that are nonprofit entities must submit a preliminary memorandum of understanding signed by each partner entity or agency, which must include at least one of the following: A high-need LEA; an IHE, as defined in section 102 of the HEA (20 U.S.C. 1002); the office of a chief elected official of a unit of local government; or an Indian Tribe or Tribal organization as defined in section 4 of the Indian Self-Determination and Education Assistance Act (25 U.S.C. 5304).

(g) A description of the process used to develop the application, including the involvement of family and community members. In addressing this paragraph, an applicant must provide a description of the process used to develop the application, which must include the involvement of an LEA(s) (including but not limited to the LEA's or LEAs' involvement in the creation and planning of the application and a signed Memorandum of Understanding) and at least one public https://www.govinfo.gov/link/uscode/20/1400 https://www.govinfo.gov/link/uscode/20/1002 elementary or secondary school that is located within the identified geographic area that the grant will serve.

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

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

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

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

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

(iv) Collaboration with IHEs, workforce development centers, and employers to align expectations and programming with postsecondary education and workforce readiness.

(j) Measurable annual objectives and outcomes for the grant, in accordance with the metrics described in the Promise Neighborhoods Performance Indicators for each year of the grant.

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

(l) In addressing the application requirements in paragraphs (c), (d), and (e), an applicant must clearly demonstrate needs, including a segmentation analysis, gaps in services, and any available data from within the last 3 years to demonstrate needs. The applicant must also describe proposed activities that address these needs and the extent to which these activities are evidence-based (as defined in this notice). The applicant must also describe its experience, or its partner organizations' experience, if applicable, providing these activities, including any data demonstrating effectiveness.

Program Requirements

Each applicant that receives a grant award for the PN competition must use the grant funds to implement the pipeline services and continuously evaluate the success of the program and improve the program based on data and outcomes.8 Applicants may use not less than 50 percent of grant funds in year one, and not less than 25 percent of grant funds in year two, for planning activities to develop and implement pipeline services.

Each eligible entity that receives a grant under this program must prepare and submit an annual report to ED that includes the following: (1) information about the number and percentage of children in the neighborhood who are served by the grant program, including a description of the number and percentage of children accessing each support service offered as part of the pipeline of services; and (2) information relating to the metrics established under the Promise Neighborhood Performance Indicators.

In addition, grantees must make these data publicly available, including through electronic means. To the extent practicable, and as required by law, such information must be provided in a form and language accessible to parents and families in the neighborhood served under the PN grant. Data on academic indicators pertinent to the PN program already will be, in most cases, part of statewide longitudinal data systems.

Selection Criteria The selection criteria for this competition are from 34 CFR 75.210. Selection criteria outline how the application will be scored. The maximum possible total score an application can receive for addressing the criteria is 100 points. The maximum possible score for addressing each criterion is indicated in parentheses following the criterion.

(a) Quality of the project design (Up to 40 points): The Secretary considers the quality of the design of the proposed project. In determining the quality of the design of the proposed project, the Secretary considers:

(i) The extent to which the goals, objectives, and outcomes to be achieved by the proposed project are clearly specified, measurable, and ambitious yet achievable within the project period, and aligned with the purposes of the grant program. (Up to 10 points)

(ii) The extent to which the design of the proposed project demonstrates meaningful community engagement and input to ensure that the project is appropriate to

8 Section 4624(d) of the ESEA https://www.ecfr.gov/current/title-34/section-75.210 successfully address the needs of the target population or other identified needs and will be used to inform continuous improvement strategies. (Up to 10 points)

(iii) The quality of the logic model or other conceptual framework underlying the proposed project, including how inputs are related to outcomes. (Up to 10 points)

(iv) The extent to which the proposed project's logic model or other conceptual framework was developed based on engagement of a broad range of community members and partners. (Up to 10 points)

(b) Quality of the management plan (Up to 30 points): The Secretary considers the quality of the management plan for the proposed project. In determining the quality of the management plan for the proposed project, the Secretary considers:

(i) The feasibility of the management plan to achieve project objectives and goals on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks. (Up to 10 points)

(ii) The adequacy of plans for ensuring the use of quantitative and qualitative data, including meaningful community member and partner input, to inform continuous improvement in the operation of the proposed project. (Up to 10 points)

(iii) The extent to which the time commitments of the project director and principal investigator and other key project personnel are appropriate and adequate to meet the objectives of the proposed project. (Up to 10 points)

(c) Adequacy of resources (Up to 30 points): The Secretary considers the adequacy of resources for the proposed project. In determining the adequacy of resources for the proposed project, the Secretary considers:

(i) The adequacy of support for the project, including facilities, equipment, supplies, and other resources, from the applicant or the lead applicant organization. (Up to 10 points)

(ii) The relevance and demonstrated commitment of each partner in the proposed project to the implementation and success of the project. (Up to 10 points)

(iii) The level of initial matching funds or other commitment from partners, indicating the likelihood for potential continued support of the project after Federal funding ends. (Up to 10 points)

Performance Measures ED has established performance indicators ( i.e., performance measures) for the PN program under section 4624(h) of the ESEA and 34 CFR 75.110. Performance indicators established by the Secretary include improved academic and development outcomes for children, including indicators of school readiness, high school graduation, postsecondary education and career readiness, and other academic and developmental outcomes. These outcomes promote data-driven decision-making and access to a community-based continuum of high-quality services for children living in the most distressed communities of the United States, beginning at birth. All grantees will be required to submit data annually against these performance measures as part of their annual performance report.

Applications must describe:

The data collection and reporting methods the applicant would use and why those methods are likely to yield reliable, valid, and meaningful performance data.

The applicant's capacity to collect and report reliable, valid, and meaningful performance data, as evidenced by high-quality data collection, analysis, and reporting in other projects or research.

ED establishes the following performance indicators under section 4624(h) of the ESEA and

34 CFR 75.110:

Result Indicator Recommended Source

1. Children enter kindergarten ready to succeed in school

1. Number and percentage of children in kindergarten who demonstrate at the beginning of the program or school year age-appropriate functioning across multiple domains of early learning as determined using developmentally appropriate early learning measures

Administrative data from LEA.

2. Students are proficient in core academic subjects

2.1. Number and percentage of

students at or above grade level according to State mathematics assessments in at least the grades required by the ESEA (third through eighth grades and once in high school)

2.2. Number and percentage of

students at or above grade level according to State English language https://www.ecfr.gov/current/title-34/section-75.110 https://www.ecfr.gov/current/title-34/section-75.110

Result Indicator Recommended Source arts assessments in at least the grades required by the ESEA

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

3.1. Attendance rate of students in

sixth, seventh, eighth, and ninth grade as defined by average daily attendance

3.2. Chronic absenteeism rate of

students in sixth, seventh, eighth, and ninth grades

4. Youth graduate from high school

4. 4-year adjusted cohort graduation rate

5. High school graduates obtain a postsecondary degree, certification or credential

5.1. Number and percentage of

Promise Neighborhood students who enroll in a 2-year or 4-year college or university or a Registered Apprenticeship after graduation

5.2. Number and percent of Promise

Neighborhood students who graduate from a 2-year or 4-year college or university, a Registered Apprenticeship, or complete a vocational certification

Third party data such as the National Student Clearinghouse.

Registered Apprenticeship Partners Information Management Data System (RAPIDS).

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

Neighborhood survey, school climate survey or other reliable data source for population level data collection. 7. Students feel safe at school and in their community

7. Number and percentage of children who feel safe at school and traveling to and from school as measured by a school climate survey

8. Students live in stable communities

8. Student mobility rate (as defined in the notice)

9. Families and community members support learning in PN schools

9.1. Number and percentage of

parents or family members that read to or encourage their children to read three or more times a week or reported their child reads to themselves three or more times a week (birth-eighth grade)

9.2. Number and percentage of

parents/family members who report

Result Indicator Recommended Source talking about the importance of college and career (ninth-12th grade)

10. Students have access to 21st century learning tools

10. Number and percentage of students who have school and home access to broadband internet and a connected computing device

Application Submission Information Pre-Application Webinar

The Department will hold a pre-application meeting via webinar for prospective applicants.

For information about the pre-application webinar, visit the PN website.

Registration

To apply, you must first be registered in two systems: SAM.gov and Grants.gov. If you are already registered, make sure your registration is active and up to date.

Grants.gov registration involves several steps, including registration on SAM.gov. You may begin working on your application while completing the registration process, but you cannot apply until all registration steps are complete. Once your SAM registration is active, it will take 24-48 hours for the information to become available in Grants.gov. For detailed information on the registration steps, please go to Grants.gov Applicant Registration.

Please note that your organization will need to update its SAM registration annually.

SAM.gov

You must have an active account with SAM.gov. This includes having a Unique Entity Identifier. SAM.gov registration can take several weeks. Begin that process early.

To register, go to SAM.gov and click on "Get Started."

Click on the Entity Registration Checklist for the information you will need to register in SAM.gov.

If you need help, you can call 866-606-8220 or live chat with the Federal Service Desk.

Grants.gov

You must also have an active account with Grants.gov.

To register, go to Grants.gov and click “Register.” When ready, click on “Get Registered Now” and complete the required fields.

For more information or assistance, click on “Applicant Registration Page.”

https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/promise-neighborhoods-pn/ http://www.sam.gov/ https://grants.gov/ http://www.sam.gov/ https://www.grants.gov/applicants/applicant-registration https://sam.gov/ https://sam.gov/entity-registration https://sam.gov/sites/default/files/2024-11/entity-checklist.pdf https://www.fsd.gov/gsafsd_sp https://grants.gov/ https://grants.gov/register https://apply07.grants.gov/apply/register.faces?INITIAL_LOAD=true https://apply07.grants.gov/apply/register.faces?INITIAL_LOAD=true https://grants.gov/applicants/applicant-registration

ED strongly recommends 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. If Grants.gov rejects your application, 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 Unique-Entity ID (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.

A Grants.gov applicant must apply online using Workspace, a shared environment in Grants.gov where members of a grant team may simultaneously access and edit different web forms within an application. The Grants.gov website contains further instructions on how to apply.

Intergovernmental Review

This is subject to Executive Order 12372 (Intergovernmental Review of Federal Programs) and the regulations in 34 CFR Part 79. One of the objectives of Executive Order 12372 is to strengthen federalism – or the distribution of responsibility between localities, States, and the Federal government – by fostering intergovernmental partnerships. This idea includes supporting processes that State or local governments have developed to coordinate and review proposed Federal financial grant applications. Grant applicants need to contact State Single Points of Contact (SPOC) for information on their State’s procedures. Multi- State applicants should follow procedures specific to each state. Further information about the SPOC List and the official list of entities can be found online.

Absent specific State review programs, applicants may submit comments directly to the point of contact listed in this notice.

Verify Submission

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, log in 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.

https://www.grants.gov/applicants/grant-applications/how-to-apply-for-grants https://www.grants.gov/applicants/grant-applications/how-to-apply-for-grants https://www.ojp.gov/IntergovernmentalReviewSPOCList.pdf

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 “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 Encountering Error Messages webpage at Grants.gov.

For more detailed information on troubleshooting Adobe errors, you can review the Adobe Reader Software Tip Sheet. 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.

Helpful Hints When Working with Grants.gov

Please go to the Grants.gov Support Center for help with Grants.gov. For additional tips related to submitting grant applications, please refer to the Grants.gov Applicant FAQs as well as additional information on Workspace.

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 via email at: support@grants.gov. You may also access the Grants.gov Self- Service Knowledge Base web portal.

Application Review Information Review and Selection Process: We remind potential applicants that in reviewing applications in any discretionary grant competition, ED may consider, under 34 CFR 75.217, information outside the rank order of applications, including the information in each application; and any other information—

(a) Relevant to a criterion, priority, or other requirement that applies to the selection of applications for new grants;

(b) Concerning the applicant's performance and use of funds under a previous award under any ED program; and

(c) Concerning the applicant's failure under any ED program to submit a performance report or its submission of a performance report of unacceptable quality.

https://www.grants.gov/applicants/encountering-error-messages https://www.grants.gov/applicants/adobe-software-compatibility https://www.grants.gov/applicants/adobe-software-compatibility https://www.grants.gov/support https://www.grants.gov/applicants/applicant-faqs https://www.grants.gov/applicants/workspace-overview mailto:support@grants.gov https://grants-portal.psc.gov/Welcome.aspx?pt=Grants https://www.ecfr.gov/current/title-34/section-75.217#p-75.217(d)(3) https://www.ecfr.gov/current/title-34/section-75.217#p-75.217(d)(3)

Before making awards, ED staff will screen applications submitted in accordance with the requirements in this notice to determine whether applications have met eligibility and other requirements, including whether an application may fail to meet the “Terms and Conditions” applicable to awarded funds referenced elsewhere within this notice. This screening process may occur at various stages of the review and selection process.

Applicants that are determined to be ineligible will not receive a grant, regardless of whether the application was included in the peer review process. Applications not selected for funding will be informed of ED’s decision in accordance with 34 CFR 75.218.

In addition, in making a competitive grant award, ED requires various assurances including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from ED (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).

Under section 2242 of the ESEA, we consider the following additional factors in selecting an application for an award:

(a) ED must ensure that, to the extent practicable, grants are distributed among eligible entities that will serve geographically diverse areas, including urban, suburban, and rural areas.

(b) ED must not award more than one grant under this program to an eligible entity during a grant competition. If an entity submits multiple applications for this competition, only the highest rated application will be considered for an award.

Definitions The definition for “pipeline services” is from section 4622 of the ESEA. The definitions of “graduation rate,” “Indian Tribe,” “indicators of need,” “regular high-school diploma,” “representative of the geographic area to be served,” “segmentation analysis,” “student achievement,” and “student mobility rate” are from the PN NFP. The definitions of “evidence framework,” “evidence-based literacy instruction,” “experimental study,” and “quasi-experimental study” are from the 2025 Supplemental Priorities. The remaining definitions are from 34 CFR 77.1.

Continuous improvement means using plans for collecting and analyzing data about a project component's implementation and outcomes (including the pace and extent to which project outcomes are being met) to inform necessary changes throughout the project. These plans may include strategies to gather ongoing feedback from participants and stakeholders on the implementation of the project component.

https://www.ecfr.gov/current/title-34/section-75.218 https://www.ecfr.gov/current/title-34/section-100.4 https://www.ecfr.gov/current/title-34/section-104.5 https://www.ecfr.gov/current/title-34/section-106.4 https://www.ecfr.gov/current/title-34/section-108.8 https://www.ecfr.gov/current/title-34/section-110.23 https://www.ecfr.gov/current/title-34/section-77.1

Evidence framework means an approach to providing a determination about whether an activity, strategy, or intervention meets each aspect of the definition of strong evidence or moderate evidence (as defined in 20 U.S.C. 7801(21)(A)(i)(I-II)), as applicable.

(a) An evidence framework must include each of the following:

(i) Whether or not a study is an experimental study or quasi-experimental design study;

(ii) Whether or not a study shows a positive, statistically significant effect on student outcomes or other relevant outcomes;

(iii) Whether or not a study uses outcome measures that demonstrate validity and reliability, that do not give an unfair advantage to participants in one condition over another, and that are measured consistently for the groups or participants that are being compared;

(iv) Whether or not a study design is otherwise of high quality, including whether it minimizes factors outside the intervention that could affect student or other relevant outcomes (confounds) and whether random assignment (if used) was done with integrity; and

(v) Whether or not study implementation and analysis is appropriate, including whether groups or participants being compared demonstrate baseline equivalence on key individual and other relevant characteristics, whether differences in baseline equivalence are statistically controlled, and by considering the impact on the validity of the study of any changes to the sample over time.

(b) An evidence framework may be implemented or verified by one or more of the following:

(i) An organization with relevant expertise that has demonstrated to the Department that it has a rigorous, transparent (i.e., publicly accessible) process for determining each aspect identified in (a);

(ii) By peer reviewers with statistical expertise who apply an evidence framework consistent with each aspect identified in (a) in reviewing support for an applicant's assertion that relevant information is strong evidence or moderate evidence, as applicable; or

(iii) By the Department or peer reviewers with statistical expertise who affirm an applicant's assertion that relevant information is strong evidence or moderate https://www.govinfo.gov/link/uscode/20/7801 evidence because it is supported by study ratings included in the What Works Clearinghouse in one or more of:

(A) a practice guide;

(B) an intervention report; or

(C) individual studies otherwise assessed to meet strong evidence or moderate evidence.

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

(a) 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.

Evidence-based literacy instruction means literacy instruction that relates to explicit, systematic and intentional instruction in phonological awareness, phonic decoding, oral and sign language, vocabulary, language structure, reading fluency, reading comprehension, and writing; promotes knowledge-rich materials; and is backed by one or more of the following, as supported by an evidence framework (as defined in this notice):

(a) strong evidence, meaning an activity, strategy, or intervention that demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes based on at least one well-designed and well-implemented experimental study (strong evidence as defined in 20 U.S.C. 7801(21)(A)(i)(I)) or

(b) moderate evidence, meaning an activity, strategy, or intervention that demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes based on at least one well-designed and well-implemented quasi-experimental study (moderate evidence as defined in 20 U.S.C. 7801(21)(A)(i)(II)).

Note: In any discretionary grant program competition in which the definition of “evidence-based literacy instruction” is used as proposed, the Secretary may use the entire definition or one or more of the subparts of the definition that are most relevant for the grant program competition.

Experimental study (for the purposes of Competitive Preference Priority 1) means a study that is designed to compare outcomes between two groups (such as students) that are otherwise equivalent except for their assignment to either a treatment group receiving an activity, strategy, intervention, process, product, practice, or policy as compared with a control group that does not. Experimental studies can support claims of strong evidence.

Randomized controlled trials and single-case design studies are specific types of experimental studies that meet this definition.

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.