Full Announcement_84.116W FY 2026 FIPSE RPED Notice and Instructions_FINAL 5.21.26 - Copy.pdf

U.S. Department of Labor on behalf of the U.S. Department of Education

Fund for the Improvement of Postsecondary Education- Rural Postsecondary and Economic Development Grant

Program

Fiscal Year 2026 Grant Competition

Posted May 21, 2026

Contents Program Information

Eligibility

Costs

Submission Requirements and Deadlines

Program Description

Overview

Priorities

Selection Criteria

Performance Measures

Application Submission Information

Application Review Information

Definitions

Award Requirements

Application Checklist

Program Information The Employment and Training Administration at the U.S. Department of Labor (Labor) is soliciting applications in support of the administration of the Rural Postsecondary and Economic Development (RPED) Grant Program on behalf of the U.S. Department of Education (ED). 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.

Assistance Listing Number: 84.116W.

OMB Control Number: 1894-0006.

Program authority: 20 U.S.C. 1138-1138d;

the Explanatory Statement accompanying

Division B of the Consolidated Appropriations Act, 2026 (Pub. L. 119-75).

For further information contact: Jymece Seward, (202) 453-6138. Email:

RPED@ed.gov.

Type of Award: Discretionary grants.

Estimated Available Funds: $45,000,000.

Estimated Range of Awards: $1,500,000- $2,500,000.

Estimated Average Size of Awards:

$2,250,000 over four years.

Estimated number of awards: 20.

Maximum Award: $2,500,000.

Project Period: Up to 48 months.

Application Deadline: June 23, 2026.

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

https://www.govinfo.gov/link/uscode/20/1138 mailto:RPED@ed.gov

Eligibility

Eligible applicants are Institutions of Higher Education (IHEs), as defined in section 101 of the Higher Education Act of 1965, as amended (HEA) (20 U.S.C. 1001), that are public or private nonprofit IHEs, and public and private nonprofit organizations and agencies.

Note: “Public agencies” includes State Education Agencies and State Higher Education Agencies.

Note: An applicant that is a nonprofit organization may, under 34 CFR 75.51, demonstrate its nonprofit status by providing:

1. Proof that the Internal Revenue Service currently recognizes the applicant as an organization to which contributions are tax deductible under section 501(c)(3) of the Internal Revenue Code.

2. A statement from a state taxing body or the State attorney general certifying that the organization is a nonprofit organization operating within the State and that no part of its net earnings may lawfully benefit any private shareholder or individual.

3. A certified copy of the applicant's certificate of incorporation or similar document if it clearly establishes the nonprofit status of the applicant; or

4. Any item described above if that item applies to a State or national parent organization, together with a statement by the State or parent organization that the applicant is a local nonprofit affiliate.

Costs Cost Sharing

This program does not require cost sharing or matching.

Supplement-Not-Supplant

This program does not involve supplement-not-supplant funding requirements.

Indirect Cost Rate Information

This program uses an unrestricted indirect cost rate. For more information regarding indirect costs, or to obtain a negotiated indirect cost rate, please see https://www.ed.gov/about/ed-offices/ofo#Indirect-Cost-Division

Administrative Cost Limitation https://www.govinfo.gov/link/uscode/20/1001 https://www.ecfr.gov/current/title-34/section-75.51

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

All administrative expenses must be reasonable and necessary and conform to Cost Principles described in 2 CFR part 200 subpart E of the Uniform Guidance.

Subgrantees

Under 34 CFR 75.708(b) and (c) a grantee under this competition may award subgrants—to directly carry out project activities described in its application—to entities listed in the grant application.

Submission Requirements and Deadlines

Applications Available May 21, 2026 Application Deadline June 23, 2026 Deadline for Intergovernmental Review August 24, 2026

Applicants are required to follow the 2025 Common Instructions and Information 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.

Program Description

Overview This funding opportunity aims to advance America’s Talent Strategy, which emphasizes reindustrializing America, expanding earn-while-you-learn models including Registered Apprenticeships (29 CFR part 29 and 5 CFR 362.102), and building a skilled American workforce capable of powering the nation’s manufacturing resurgence, energy dominance, and technological leadership. Through demand-driven training, stronger employer partnerships, deploying talent marketplaces and Artificial Intelligence (AI) enabled learning, including the AI Literacy Framework, and employment records or digital wallets, projects funded here should expand economic opportunity and help rural communities create sustainable talent pipelines that support the reskilling of America. Eligible applicants should propose bold, results-oriented initiatives that align postsecondary education, including Registered Apprenticeships, with regional workforce needs, reduce barriers for rural students, and deliver measurable gains in completion and employment outcomes.

https://www.ecfr.gov/current/title-34/section-75.708#p-75.708(b) https://www.ecfr.gov/current/title-34/section-75.708#p-75.708(c) https://www.federalregister.gov/documents/2025/08/29/2025-16571/common-instructions-and-information-for-applicants-to-department-of-education-discretionary-grant https://www.federalregister.gov/documents/2025/08/29/2025-16571/common-instructions-and-information-for-applicants-to-department-of-education-discretionary-grant https://www.dol.gov/sites/dolgov/files/OPA/newsreleases/2025/08/Americas-Talent-Strategy-Building-the-Workforce-for-the-Golden-Age.pdf

Achieving these goals requires a modernized postsecondary ecosystem—an ecosystem that is more responsive to labor market demands and better aligned with high-growth, high-wage sectors. Central to this effort is a shift away from one-size-fits-all “college-for-all” models toward more flexible, employer-driven pathways. These pathways emphasize Registered Apprenticeships, short-term and stackable credentials, and other high-quality alternatives to traditional four-year degrees that enable individuals to gain relevant skills and enter or advance in the workforce more efficiently. Expanding access to these pathways—including through the development and scaling of Workforce Pell-eligible programs—is critical to ensuring that more Americans can benefit from affordable, outcomes-oriented training opportunities.

At the same time, rapid advancements in AI are reshaping the nature of work and the skills required across nearly every sector. Strengthening institutional capacity to integrate AI into education and training programs—both as a field of study and as a tool for teaching and learning—is essential. This includes expanding AI literacy, embedding AI-related competencies into curricula, and preparing educators and institutions to adapt to technological change while maintaining a focus on student success and workforce relevance.

Priorities This notice includes three absolute priorities, one competitive preference priority, and one invitational priority. 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 Priorities 2 and 3 are from the Secretary’s Supplemental Priority and Definitions on Career Pathways and Workforce Readiness (91 FR 18780), published in the Federal Register on April 13, 2026. The Competitive Preference Priority is from the Secretary's Supplemental Priorities and Definitions on Evidence-Based Literacy, Education Choice, and Returning Education to the States (90 FR 43514) (Supplemental Priorities), published in the Federal Register on September 9, 2025.

All priorities that are being addressed must be identified in the abstract form and the project narrative section of the application.

Absolute Priority: For Fiscal Year (FY) 2026 and any subsequent year in which we make awards from the list of unfunded applications from this competition, the priority is an absolute priority. Under 34 CFR 75.105(c)(3), we consider only applications that meet the absolute priority. Each application must clearly identify the specific subset of the absolute priority for which a grant is requested.

https://www.federalregister.gov/citation/85-FR-13640 https://www.federalregister.gov/documents/2026/04/13/2026-07084/final-priority-and-definitions-secretarys-supplemental-priority-and-definitions-on-career-pathways https://www.federalregister.gov/documents/2026/04/13/2026-07084/final-priority-and-definitions-secretarys-supplemental-priority-and-definitions-on-career-pathways https://www.federalregister.gov/documents/2025/09/09/2025-17310/final-priorities-and-definitions-secretarys-supplemental-priorities-and-definitions-on https://https//www.ecfr.gov/current/title-34/part-75/section-75.105#p-75.105(c)(3)

Competitive Preference Priority: For FY 2026, 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), an application may may be awarded 0 or 10 points under the competitive preference priority. ED will not review or award points where an applicant fails to clearly identify the competitive preference priority that it wishes ED to consider for purposes of awarding competitive preference priority points.

Invitational Priority: For FY 2026 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.

Priorities

Title Required Points Priority Language

Absolute Priority 1— Rural Applicants (85 FR 13640) (Administrative Priorities).

Yes N/A 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 National Center for Education Statistics (NCES) College Navigator search tool.

Applicants are encouraged to retrieve locale codes from the National Center for Education Statistics (NCES) School District search tool ( https://nces.ed.gov/ccd/districtsearch/), where Local Education Agencies (LEAs) can be looked up individually to retrieve locale codes, and https://www.ecfr.gov/current/title-34/section-75.105#p-75.105(c)(2)(i) https://www.ecfr.gov/current/title-34/section-75.105#p-75.105(c)(1) https://www.federalregister.gov/documents/2020/03/09/2020-04761/administrative-priorities-for-discretionary-grant-programs https://www.federalregister.gov/documents/2020/03/09/2020-04761/administrative-priorities-for-discretionary-grant-programs https://nces.ed.gov/ccd/districtsearch/

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— Work-based Learning (from the Secretary’s Final Supplemental Priority and Definitions on Career Pathways and Workforce Readiness

(91 FR 18780))

Yes N/A Projects or proposals that are designed to provide work-based learning opportunities (e.g., internships, externships, pre-apprenticeships, and registered apprenticeships, and mentorships) for which a student receives wages, academic credit, or both.

Absolute Priority 3— Career Pathways and Workforce Readiness (from the Secretary’s Final Supplemental Priority and Definitions on Career Pathways and Workforce Readiness

(91 FR 18780))

Yes N/A Projects or proposals that are designed to do one or more of the following:

(a) Support workforce development programs that are aligned with State priorities. This may include one or more of the following:

(i) Promoting the attainment by individuals of an in-demand and high-value industry-recognized postsecondary credential.

(ii) Expanding the availability of pre-apprenticeships and Registered Apprenticeships, including through dual or concurrent enrollment (as defined in 20 U.S.C. 7801(15)), by doing one or more of the following:

(1) Supporting apprenticeship intermediaries.

(2) Creating Pre-Apprenticeships.

(3) Creating new registered apprenticeships to include apprenticeships for in-school and out-of-school youth.

(iii) Supporting the development of new high-quality, short-term programs that meet the https://nces.ed.gov/ccd/schoolsearch/ https://nces.ed.gov/ccd/schoolsearch/ https://nces.ed.gov/collegenavigator/ https://www.federalregister.gov/documents/2026/04/13/2026-07084/final-priority-and-definitions-secretarys-supplemental-priority-and-definitions-on-career-pathways https://www.federalregister.gov/documents/2026/04/13/2026-07084/final-priority-and-definitions-secretarys-supplemental-priority-and-definitions-on-career-pathways https://www.govinfo.gov/link/uscode/20/7801 eligibility requirements of the Workforce Pell Grants program in Section 83002(b) of the Working Families Tax Cut Act (P.L. 119-21), including program length requirements and alignment with high-skill, high-wage, or in-demand industry sectors or occupations, as determined by the Governor in the state where the project is located.

(iv) Supporting the expansion of high-quality, short-term programs that meet the eligibility requirements of the Workforce Pell Grants program in Section 83002(b) of the Working Families Tax Cut Act (P.L. 119-21), including program length requirements and alignment with high-skill, high-wage, or in-demand industry sectors or occupations, as determined by the Governor in the state where the project is located.

(b) Provide career and/or college exploration and advising opportunities to promote greater awareness of the range of postsecondary educational and career options.

(c) Provide opportunities for students to use financial tools to compare the cost and benefits of the career options and educational pathways they are considering, including the long-term impact of taking out student loans on their financial security, including likely entry and mid-career earnings in fields selected by students as compared to entry and mid-career earnings in high wage, high growth, and high demand occupations in each of the career clusters.

Note: Postsecondary educational and career options are inclusive of scaling access to learning and employment records (LERs).

Competitive Preference Priority 1—Returning Education to the States (from the Secretary's Supplemental Priorities

No 0 or 10 points

Projects or proposals that will be carried out by entities identified, designated, or endorsed by a Governor or chief State education official for purposes of implementing the project or proposal.

and Definitions on Evidence-Based Literacy, Education Choice, and Returning Education to the States

(90 FR 43514))

Invitational Priority – Promoting Development of AI Literacy Skills

No N/A Projects designed to provide opportunities for students to develop AI literacy skills and expand access to career pathways in an AI-driven economy, including AI education and training opportunities that utilize DOL’s AI Literacy Framework to guide program design and delivery.

Selection Criteria

The selection criteria for this competition are from 34 CFR 75.210. The maximum score for all of the selection criteria is 100 points. The maximum score for each criterion is included in parentheses following the title of the specific selection criterion. Each criterion also includes the factors that reviewers will consider in determining the extent to which an applicant meets the criterion.

Points awarded under the competitive preference priorities are in addition to any points an applicant earns for all of the selection criteria in this notice. The maximum score that an application may receive under the competitive preference priorities and the selection criteria is 110. Under 34 CFR 75.105(c)(2)(i), an application may be awarded 0 or 10 points under competitive preference priority 1. ED will not review or award points where an applicant fails to clearly identify the competitive preference priority that it wishes ED to consider for purposes of awarding competitive preference priority points.

(a) Need for Project (up to 12 points). The Secretary considers the need for the proposed project. In determining the need for the proposed project, the Secretary considers one or more of the following factors:

(1) The data presented (including a comparison to local, State, regional, national, or international data) that demonstrates the issue, challenge, or opportunity to be addressed by the proposed project. (Up to 6 points)

(2) The extent to which the specific nature and magnitude of gaps or challenges are identified and the extent to which these gaps or challenges will be addressed by the services, supports, infrastructure, or opportunities described in the proposed project. (Up to 6 points) https://www.federalregister.gov/documents/2025/09/09/2025-17310/final-priorities-and-definitions-secretarys-supplemental-priorities-and-definitions-on https://www.dol.gov/newsroom/releases/eta/eta20260213 https://www.dol.gov/newsroom/releases/eta/eta20260213 https://www.ecfr.gov/current/title-34/section-75.210 https://www.ecfr.gov/current/title-34/section-75.105#p-75.105(c)(2)(i)

(b) Quality of Project Design (up to 46 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 one or more of the following factors:

(1) The extent to which the design of the proposed project demonstrates meaningful community engagement and input to ensure that the project is appropriate to successfully address the needs of the target population or other identified needs and will be used to inform continuous improvement strategies. (Up to 5 points)

(2) (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 5 points)

(3) The extent to which the proposed project will integrate or build on ideas, strategies, and efforts from similar external projects to improve relevant outcomes, using existing funding streams from other programs or policies supported by community, State, and Federal resources. (Up to 5 points)

(4) The extent to which the training or professional development services to be provided by the proposed project are of sufficient quality, intensity, and duration to build recipient and project capacity in ways that lead to improvements in practice among the recipients of those services. (Up to 5 points)

(5) The likelihood that the services to be provided by the proposed project will lead to meaningful improvements in the skills and competencies necessary to gain employment in high-quality jobs, careers, and industries or build capacity for independent living. (Up to 5 points)

(6) The extent to which the services to be provided by the proposed project are likely to provide long-term solutions to alleviate the personnel shortages that have been identified or are the focus of the proposed project. (Up to 5 points)

(7) The applicant's capacity (such as qualified personnel, financial resources, or management capacity), together with any project partners, to bring the proposed project effectively to scale on a national or regional level during the grant period. (Up to 10 points)

(8) The quality of the mechanisms the applicant will use to broadly disseminate information and resources on its project to support further development, adaptation, or replication by other entities to implement project components in additional settings or with other populations. (Up to 6 points)

(c) Adequacy of Resources (up to 15 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 one or more of the following factors:

(1) The adequacy of support for the project, including facilities, equipment, supplies, and other resources, from the applicant or the lead applicant organization. (Up to 5 points)

(2) The relevance and demonstrated commitment of each partner in the proposed project to the implementation and success of the project. (Up to 5 points)

(3) The potential for the purposes, activities, or benefits of the proposed project to be institutionalized into the ongoing practices and programs of the applicant, agency, or organization and continue after Federal funding ends.

(Up to 5 points)

(d) Quality of the Management Plan (up to 12 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 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 12 points)

(e) Quality of the Evaluation Plan (up to 15 points). The Secretary considers the quality of the evaluation or other evidence-building of the proposed project. In determining the quality of the evaluation or other evidence-building, the Secretary considers one or more of the following factors:

(1) The extent to which the methods of evaluation or other evidence-building are thorough, feasible, relevant, and appropriate to the goals, objectives, and outcomes of the proposed project. (Up to 8 points)

(2) The extent to which the methods of evaluation or other evidence-building will provide performance feedback and provide formative, diagnostic, or interim data that is a periodic assessment of progress toward achieving intended outcomes. (Up to 7 points)

Performance Measures

ED has developed the following performance measures for the purposes of the reporting to ED under 34 CFR 75.110.

https://www.ecfr.gov/current/title-34/section-75.110

Program Performance Measures. ED developed the following program performance indicators to evaluate the overall effectiveness of this program. These measures constitute the indicators of success for this program. Consequently, we advise an applicant for a grant under this program to give careful consideration to these measures in conceptualizing the approach and evaluation for its proposed project. If funded, you will be required to collect and report data in your project's annual performance report (34 CFR 75.590).

Program Performance Measure 1 The number and percentage of project participants that received direct student services supported by the grant (i.e., career and/or college exploration and advising opportunities, workforce development programming, etc.).

Program Performance Measure 2 The number and percentage of project participants enrolled in a postsecondary education program.

Program Performance Measure 3 The number and percentage of project participants who complete a postsecondary credential, including through completion of a Registered Apprenticeship program, and/or transfer to a 4-year institution

Program Performance Measure 4 The number and percentage of project participants active in internships, Registered Apprenticeships, or other work experiences.

Application Submission Information Application Submission Instructions

Applicants are required to follow the Common Instructions and Information for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on August 29, 2025 (90 FR 42234), which contain requirements and information on how to submit an application.

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, https://www.ecfr.gov/current/title-34/subtitle-A/part-75/subpart-E/subject-group-ECFR56c6d4101bb3491/section-75.590 https://www.federalregister.gov/documents/2025/08/29/2025-16571/common-instructions-and-information-for-applicants-to-department-of-education-discretionary-grant https://www.federalregister.gov/documents/2025/08/29/2025-16571/common-instructions-and-information-for-applicants-to-department-of-education-discretionary-grant https://www.federalregister.gov/citation/90-FR-42234 http://www.sam.gov/ it will take 24-48 hours for the information to be available in Grants.gov, and before you can apply through 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.

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 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. You begin by creating an individual Workspace for each application and establish, for that application, a collaborative application package that allows more than one person in your organization to work concurrently on an application.

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 required fields.

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

https://www.grants.gov/applicants/applicant-registration

You will then complete the application forms in Workspace and submit the application when completed. For further instructions on how to apply using Grants.gov, refer to:

https://grants.gov/applicants/grant-applications/how-to-apply-for-grants.

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 and the official list of entities can be found at:

https://www.ojp.gov/IntergovernmentalReviewSPOCList.pdf.

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, 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.

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 at https://www.grants.gov/applicants/encountering-error-messages. For more detailed information on troubleshooting Adobe errors, you can review the Adobe Reader Software Tip Sheet at: https://www.grants.gov/applicants/adobe-software-compatibility. 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.

https://grants.gov/applicants/grant-applications/how-to-apply-for-grants https://www.ojp.gov/IntergovernmentalReviewSPOCList.pdf https://www.grants.gov/applicants/encountering-error-messages https://www.grants.gov/applicants/encountering-error-messages https://www.grants.gov/applicants/adobe-software-compatibility https://www.grants.gov/applicants/adobe-software-compatibility

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: support@grants.gov or 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, the Secretary may consider, under 34 CFR 75.217, information outside the rank order of applications, including: the information in each application; and any other information—

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

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

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

Before making awards, Department 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 “General 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 the Secretary's decision in accordance with 34 CFR 75.218.

Peer reviewers will read, prepare a written evaluation of, and score the assigned applications, using the selection criteria provided in this notice.

For this competition, a panel of non-Federal reviewers will review each application in accordance with the selection criteria. The individual scores assigned by the reviewers will be added and the sum divided by the number of reviewers to determine the peer reviewer score received in the review process.

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)

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

Tiebreaker

In the event there are two or more applications with the same final score in the rank order listing, and there are insufficient funds to fully support each of these applications, the Department will apply the following procedure to determine which application, or applications, will receive an award:

First Tiebreaker: Under the first tiebreaker, the Secretary will select the application(s) with the smallest amount of funding allocated to indirect costs. If a tie remains, the second tiebreaker will be utilized.

Second Tiebreaker: Under the second tiebreaker, the Secretary will select the application(s) proposing to serve the highest number of LEAs, schools, and/or institutions located in a rural area as identified by the rural locale codes outlined in Absolute Priority 1.

Please refer to the NCES locale lookup map: https://nces.ed.gov/programs/maped/ LocaleLookup/.

Definitions

The terms “in-demand industry sector or occupation” and “recognized postsecondary credential” are defined in the Secretary’s Supplemental Priorities and Definitions on Career Pathways and Workforce Readiness (91 FR 18780). The terms “continuous improvement”, “evaluation”, “evidence-building”, “local educational agency”, “nonprofit”, “performance measure”, “performance target”, “project component”, “private”, “public”, “quality data”, “relevant outcome”, and “state educational agency” are defined in 34 CFR 77.1. The term “dual or concurrent enrollment” is defined in 20 U.S.C. 7801(15). “High-quality, short-terms programs” is defined in the eligibility requirements in the Workforce Pell Grants program in Section 83002(b) of the Working Families Tax Cut Act (P.L. 119-21). “Learning and Employment Record” is defined at 29 U.S.C. 3225a(a)(8). “Institution of higher education” has the meaning as defined in section 101 of the HEA (20 U.S.C. 1001). “State higher education agency” has the meaning as defined in 20 U.S.C. 1003(22). “Artificial intelligence” or “AI” has the meaning set forth in 15 U.S.C. 9401(3). “Artificial intelligence (AI) literacy” is defined in the Secretary’s Supplemental Priority and Definitions on Advancing Artificial Intelligence in Education (91 FR 18774).

https://www.ecfr.gov/current/title-34/section-100.4 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://nces.ed.gov/programs/maped/LocaleLookup/ https://nces.ed.gov/programs/maped/LocaleLookup/ https://www.federalregister.gov/documents/2026/04/13/2026-07084/final-priority-and-definitions-secretarys-supplemental-priority-and-definitions-on-career-pathways https://www.ecfr.gov/current/title-34/section-77.1 https://www.govinfo.gov/link/uscode/20/7801 https://www.congress.gov/bill/119th-congress/house-bill/1/text https://www.govinfo.gov/link/uscode/29/3225a https://www.govinfo.gov/link/uscode/20/1001 https://www.govinfo.gov/link/uscode/20/1003 https://www.govinfo.gov/link/uscode/15/9401 https://www.federalregister.gov/documents/2026/04/13/2026-07087/final-priority-and-definitions-secretarys-supplemental-priority-and-definitions-on-advancing

Artificial intelligence (AI) has the meaning set forth in 15 U.S.C. 9401(3).

Artificial intelligence (AI) literacy means the technical knowledge, durable skills, civic awareness and future ready attitudes, including AI related ethical reasoning, critical social inquiry, interdisciplinary problem-solving, and creativity, required to thrive in a world influenced by AI. It enables learners to engage, create with, manage, and design AI, while critically evaluating its benefits, risks, and implications.

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. (34 CFR 77.1)

Dual or concurrent enrollment (as defined in 20 U.S.C. 7801(15)) a program offered by a partnership between at least one institution of higher education and at least one local educational agency through which a secondary school student who has not graduated from high school with a regular high school diploma is able to enroll in one or more postsecondary courses and earn postsecondary credit that—

(A) is transferable to the institutions of higher education in the partnership; and

(B) applies toward completion of a degree or recognized educational credential as described in the Higher Education Act of 1965 (20 U.S.C. 1001 et seq.).

Evaluation means an assessment using systematic data collection and analysis of one or more programs, policies, practices, and organizations intended to assess their implementation, outcomes, effectiveness, or efficiency. (34 CFR 77.1)

Evidence-building means a systematic plan for identifying and answering questions relevant to programs and policies through performance measurement, exploratory studies, or program evaluation. (34 CFR 77.1)

High-quality, short-terms programs as defined in the eligibility requirements in the Workforce Pell Grants program in Section 83002(b) of the Working Families Tax Cut Act (P.L.

119-21), including program length requirements and alignment with high-skill, high-wage, or in-demand industry sectors or occupations.

In-demand Industry Sector or Occupation, as defined in section 3(23) of the WIOA, means https://www.govinfo.gov/link/uscode/15/9401 https://www.ecfr.gov/current/title-34/section-77.1 https://www.govinfo.gov/link/uscode/20/7801 https://www.ecfr.gov/current/title-34/section-77.1 https://www.ecfr.gov/current/title-34/section-77.1 https://www.congress.gov/bill/119th-congress/house-bill/1/text https://www.congress.gov/bill/119th-congress/house-bill/1/text https://uscode.house.gov/view.xhtml?path=/prelim@title29/chapter32&edition=prelim

(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.

Institution of higher education has the meaning as defined in section 101 of the HEA (20 U.S.C. 1001).

Learning and Employment Record, with respect to a Talent Marketplace, means a digital tool maintained by a State or State Workforce Agency, as defined at 29 U.S.C. 3225a(a)(8).

Local educational agency, as defined in 34 CFR 77.1, means:

(i) A public board of education or other public authority legally constituted within a State for either administrative control of or direction of, or to perform service functions for, public elementary or secondary schools in:

a. A city, county, township, school district, or other political subdivision of a State; or

b. Such combination of school districts or counties a State recognizes as an administrative agency for its public elementary or secondary schools; or

(ii) Any other public institution or agency that has administrative control and direction of a public elementary or secondary school.

(iii) As used in 34 CFR parts 400, 408, 525, 526 and 527 (vocational education programs), the term also includes any other public institution or agency that has administrative control and direction of a vocational education program.

Nonprofit, as applied to an agency, organization, or institution, means that it is owned and operated by one or more corporations or associations whose net earnings do not benefit, and cannot lawfully benefit, any private shareholder or entity. (34 CFR 77.1)

Performance measure means any quantitative indicator, statistic, or metric used to gauge program or project performance. (34 CFR 77.1)

Performance target means a level of performance that an applicant would seek to meet during the course of a project or as a result of a project. (34 CFR 77.1) https://www.govinfo.gov/link/uscode/20/1001 https://www.govinfo.gov/link/uscode/20/1001 https://www.govinfo.gov/link/uscode/29/3225a https://www.ecfr.gov/current/title-34/section-77.1 https://www.ecfr.gov/current/title-34/part-400 https://www.ecfr.gov/current/title-34/part-408 https://www.ecfr.gov/current/title-34/part-525 https://www.ecfr.gov/current/title-34/part-526 https://www.ecfr.gov/current/title-34/part-527 https://www.ecfr.gov/current/title-34/section-77.1 https://www.ecfr.gov/current/title-34/section-77.1 https://www.ecfr.gov/current/title-34/section-77.1

Private, as applied to an agency, organization, or institution, means that it is not under Federal or public supervision or control. (34 CFR 77.1)

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). (34 CFR 77.1)

Public, as applied to an agency, organization, or institution, means that the agency, organization, or institution is under the administrative supervision or control of a government other than the Federal Government. (34 CFR 77.1)

Quality data encompasses utility, objectivity, and integrity of the information. “Utility” refers to how the data will be used, either for its intended use or other uses. “Objectivity” refers to data being accurate, complete, reliable, and unbiased. “Integrity” refers to the protection of data from being manipulated. (34 CFR 77.1)

Recognized postsecondary credential means a credential consisting of an industry-recognized certificate or certification, a certificate of completion of an apprenticeship, a license recognized by the State involved or Federal Government, or an associate or baccalaureate degree, as defined in section 3(52) of the WIOA.

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. (34

CFR 77.1)

State educational agency means the State board of education or other agency or officer primarily responsible for the supervision of public elementary and secondary schools in a State. In the absence of this officer or agency, it is an officer or agency designated by the Governor or State law. (34 CFR 77.1)

State higher education agency has the meaning as defined in 20 U.S.C. 1003(22).

Work-based learning is used in accordance with 20 U.S.C. 2302(55), to mean sustained interactions with industry or community professionals in real workplace settings, to the extent practicable, or simulated environments at an educational institution that foster in-depth, firsthand engagement with the tasks required in a given career field, that are aligned to curriculum and instruction.

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Award Requirements Terms and Conditions

If you are awarded a grant under this competition, you must ensure and may be required to demonstrate that federal funds will not be used under this project in any manner that violates the United States Constitution, Title VI or Title VII of the Civil Rights Act of 1964 (42 U.S.C. 2000d et seq. or 42 U.S.C. 2000e et seq.), Title IX of the Education Amendments of 1972 (20 U.S.C. 1681 et seq.), section 504 of the Rehabilitation Act (29 U.S.C. 794), the Age Discrimination Act of 1975 (42 U.S.C. 6101 et seq.), Title II of the Americans with Disabilities Act of 1990 (42 U.S.C. 12131 et seq.), the Boy Scouts of America Equal Access Act of 2001 (20 U.S.C. 7905), section 117 of the Higher Education Act of 1965, as amended (20 U.S.C. 1011f), or other applicable federal law. To the extent that a grantee uses grant funds for such unallowable activities, ED may pursue termination under 2 CFR 200.340.

The Grant Award Notification document accompanying your award may contain further terms and conditions, as necessary to ensure grantee compliance with applicable laws, regulations, and administrative priorities.

Please note the provisions of Executive Orders 14151, 14168, 14173, and 14190 as well as the U.S. Department of Justice’s July 29, 2025, non-regulatory “Guidance for Recipients of Federal Funding Regarding Unlawful Discrimination,” which clarifies the application of federal antidiscrimination laws to programs or initiatives that may involve discriminatory practices, including those labeled as Diversity, Equity, and Inclusion (“DEI”) programs.

Such activities may risk violating federal civil rights laws and may jeopardize federal funding. This includes any discriminatory equity ideology in violation of a Federal anti-discrimination law. A definition of “discriminatory equity ideology” is contained in Section 2(b) of Executive Order 14190. Additionally, grantees must comply with all “Financial Assistance General Certifications and Representations” annual registration requirements made in SAM.gov, including any provisions in the annual registration that address civil rights, DEI programs or activities, and support of illegal aliens.

To the extent that any entity receiving grant funds under this grant uses those grant funds for such unallowable activities, ED reserves the right to take appropriate enforcement actions, including the recovery of grant funds or may pursue termination or non-continuation.

Applicable Regulations

(a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 82, 84, 86, 97, 98, and 99. (b) The Office of Management and Budget Guidelines https://www.govinfo.gov/link/uscode/42/2000d https://www.govinfo.gov/link/uscode/42/2000d https://www.govinfo.gov/link/uscode/42/2000e https://www.govinfo.gov/link/uscode/20/1681 https://www.govinfo.gov/link/uscode/29/794 https://www.govinfo.gov/link/uscode/42/6101 https://www.govinfo.gov/link/uscode/42/12131 https://www.govinfo.gov/link/uscode/20/7905 https://www.govinfo.gov/link/uscode/20/1011f https://www.ecfr.gov/current/title-2/section-200.340 to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended in 2 CFR part 3474. (d) The Supplemental Priorities; (e) Secretary’s Supplemental Priority and Definitions on Career Pathways and Workforce Readiness. (f) The Administrative Priorities.

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

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

Application Checklist The application will require you to fill out several forms, which are listed and linked in grants.gov. See below for a description of forms and sections:

1. Standard Documents

❑ Application for Federal Assistance (SF 424)

❑ Department of Education Supplemental Information for SF 424

2. Budget Information

❑ Budget Information for Non-Construction Programs (SF 424A)

3. Abstract Form

❑ Abstract –– Attach this document to the Abstract Form in the Grants.gov application.

4. Project Narrative

❑ Application Narrative…