Archived Information

21^st^ Century Community Learning Centers Program

Application for Grants

CFDA \# 84.287

######### 

######### 

######### Office of Elementary and Secondary Education

Washington, DC 20202-6175

Fax: 202-260-3420

e-mail: 21stCCLC@ed.gov

Website: [www.ed.gov/21stcclc/](http://www.ed.gov/21stcclc/)

**Applications Due: March 30, 2001**

Deliver to:

21^st^ Century Community Learning Centers

Attn: CFDA No. 84.287

U.S. Department of Education

Application Control Center

Regional Office Building 3, Room 3633

7th & D Streets, SW

Washington, DC 20202-4725

Form Approved

***OMB No. 1850-0711, Exp. Date 11/30/2001***

> December 21, 2000
>
> Dear Applicant:
>
> Thank you for your interest in the *21^st^ Century Community Learning
> Centers Program* (CFDA No. 84.287). The purpose of this program is to
> provide grants to inner-city and rural schools that are working in
> partnership with organizations in their community to provide expanded
> learning and enrichment opportunities outside of the regular school
> hours for children and adults.
>
> Under this competition, the Secretary intends to make approximately
> 400 new grant awards. These awards will be made only to inner-city or
> rural public schools, school districts, or agencies that are
> considered to be school districts under state law. Because there is
> neither a statutory nor a regulatory definition of an *inner-city or
> rural school*, applicants are asked to determine and justify the
> category to which they belong. In selecting applicants for funding,
> the Secretary strongly encourages projects jointly submitted by school
> districts and community organizations with experience in providing
> before- or after-school services. The Secretary will only fund
> projects that provide significant expanded learning opportunities for
> children and youth, and all applicants must discuss how they will
> assist students to meet or exceed state and local standards in core
> academic subjects. Finally, the Secretary will give competitive
> preference to projects that provide services to Empowerment Zones or
> Enterprise Communities.
>
> The closing date for this competition is **Friday, March 30, 2001**.
> Applications must be **received or postmarked** by that date to be
> eligible for review. The U.S. Department of Education (ED) requires
> applicants to submit an original and two copies of an application.
> However, it has been our experience that the review process can be
> completed faster if all applicants voluntarily **submit an original
> and four copies** of the application package. Upon receipt of your
> application, the Department's Application Control Center will assign
> your organization an identification number, which will be returned to
> you via a notification of receipt. Always refer to this number in any
> further correspondence concerning your application. Applications will
> be reviewed by panels of experts based on the selection criteria in
> this package. We anticipate that awards will be announced on or around
> May 31, 2001.
>
> Currently, there are 903 grantees in the 50 States, Puerto Rico, the
> Virgin Islands, the District of Columbia, and the Federated States of
> Micronesia. These grantees support programs in approximately 3,600
> schools (half are in rural locations and the other half in inner-city
> schools) and serve about 615,000 children and 225,000 adults.
> Statistics gathered from the grantees show that about 75 percent of
> the participating schools are very high-poverty, and about 18 percent
> of the project participants are limited English proficient. To find
> specific details about each current grantee, visit our website at
> <http://www.ed.gov/21stcclc/>.
>
> Page 2 -- Dear Applicant
>
> All 21^st^ CCLC grantees offer expanded learning opportunities for
> children as well as services for other community members. The typical
> afterschool program operates just over 17 hours per week and about
> two-thirds of the programs offer summer services, averaging about 30
> hours per week. The types of services offered to participants vary
> from site to site, but generally include reading enrichment and
> literacy assistance (nearly every program), tutoring and homework
> assistance (83 percent), math enrichment (80 percent), science
> enrichment (66 percent), technology and telecommunications programs
> (80 percent), music or arts programs (62 percent), nutrition and
> health activities (74 percent), recreational activities (89 percent),
> and English as a Second Language instruction (28 percent).
>
> This application package contains all of the forms and instructions
> necessary to apply for a grant under the 21^st^ Century Community
> Learning Centers Program. Please review the enclosed materials and
> carefully follow the instructions for completing the grant
> application. The average preparation time for completion of a grant
> application is 24 hours. Remember to submit your completed application
> to the Application Control Center---the correct address is shown on
> the title page of this package. Before you submit your application,
> review the application checklist in this package to ensure that your
> submittal is complete.
>
> Because of the popularity of this program, we again expect this year's
> grant competition to be extremely competitive. To ensure that
> applications are of the highest possible quality, the C.S. Mott
> Foundation is funding a series of technical assistance workshops
> coordinated by the U.S. Department of Education, the National
> Association for Bilingual Education, and the National Community
> Education Association. Workshop locations and dates are available on
> our website or by calling 1-800-USA-LEARN. We strongly encourage
> applicants to consult extensively within their communities to ensure
> that parents, community organizations, businesses, arts and cultural
> organizations, and other youth development agencies can work in
> meaningful collaboration with the schools applying to become 21^st^
> Century Community Learning Centers.
>
> The enclosed publication, *Beyond the Bell,* can help afterschool
> program staff plan and make good decisions in six critical areas:
> management, collaboration, programming, integration with the
> traditional school day, evaluation, and communication. It describes
> the characteristics of successful programs and provides resources and
> references that you may consult when preparing an application. We have
> also enclosed a copy of the Department's recent report, *21^st^
> Century Community Learning Centers: Providing Quality Afterschool
> Learning Opportunities for America's Familie*s. This report provides
> an overview of the program and the activities grantees are providing
> across the country. Finally, examples of successful applications and
> information about currently funded 21^st^ Century Community Learning
> Center programs can be found on our website.
>
> If you have any questions or need additional information concerning
> the program or the application process, the most reliable ways to
> contact us are by sending e-mail to 21stCCLC@ed.gov, by faxing us at
> 202-260-3420, or by visiting our website. Additional contact
> information is also provided in this package.
>
> Robert M. Stonehill
>
> Director, 21^st^ Century Community Learning Centers Program

**21^st^ CENTURY COMMUNITY LEARNING CENTERS PROGRAM**

**APPLICATION PACKAGE**

**TABLE OF CONTENTS**

# *When the Clock Strikes 3...*

What is the 21^st^ Century Community Learning Centers Program?

What is the definition of a 21^st^ Century Community Learning Center?

Who is eligible to receive grants?

Must a school or district collaborate with other organizations?

What is the definition of a "community-based organization"?

What will be the time period, size and number of grants?

What kinds of program activities are required?

What priorities apply to this competition?

What selection criteria apply to this competition?

What reports are required from grantees?

What is the Government Performance and Results Act (GPRA)?

What regulations apply to this program?

How do I plan an effective afterschool program?

What are the components of a high-quality afterschool program?

How do I prepare an application for a 21^st^ Century Community Learning
Centers grant?

How do I submit an application?

How can I get further information?

**Application Checklist**

**Required Forms:**

Cover Page---ED Form 424 and instructions\*

Program Summary and Abstract

Budget Form---ED Form 524 and instructions\*

Assurances---Non-Construction Programs\*

Certification Regarding Lobbying, Debarment, Suspension, and Other
Responsibility

Matters; Drug-Free Workplace Requirements\*

Certification Regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion -

Lower Tier Covered Transactions\*

Disclosure of Lobbying Activities\*

**Appendix:**

I.  Authorizing statute

II. Requirements of GEPA 427

III. Requirements for Intergovernmental Review---Executive Order 12372\*

IV. Empowerment Zones and Enterprise Communities

V.  Performance Indicators

VI. *Beyond the Bell: A Toolkit for Creating Effective Afterschool
    Programs* (abridged version)\*

VII. *21^st^ Century Community Learning Centers*: *Providing Quality
     Afterschool Learning Opportunities for America's Families\**

> \* These forms and publications are ***not*** included in the
> electronic version of the application package. The forms must be
> downloaded separately at www.ed.gov/offices/OCFO/grants/appforms.html.

+-----------------------------------------------------------------------+
| > ***When the Clock Strikes 3...***                                   |
| >                                                                     |
| > It's 3 o'clock, and excitement is in the air. Instead of going to   |
| > an empty home or to hang out on the streets, the children at        |
| > Washington Junior High are headed to their *21^st^ Century          |
| > Community Learning Center* afterschool program. The 21^st^ Century  |
| > program was planned and is being carried out jointly by the school, |
| > its PTA, and a network of community-based organizations including   |
| > the YMCA, Girl Scouts, Rotary Club, the local arts council, and the |
| > nearby community college. Mike is rushing to hear some tips about   |
| > tutoring third graders to read better, because tomorrow he will     |
| > become a reading buddy at Lowell Elementary down the street. With   |
| > nutritious snacks being served and the promise of seeing friends,   |
| > the meeting is sure to be crowded. Meanwhile, Curtis is on his way  |
| > to a session with the county environmentalist, who advises a        |
| > service learning project involving 15 students from the program.    |
| > Together with community and AmeriCorps volunteers, the students     |
| > have spearheaded a clean up of the town's waste site. And, because  |
| > this activity directly relates to what they're learning in Mrs.     |
| > Rosenberg's science class, these students and their parents have    |
| > noticed that their science grades have improved!                    |
| >                                                                     |
| > While Curtis is thinking about science, his friend Maya---an 8^th^  |
| > grader who nearly dropped out of school before discovering her      |
| > theatrical talent---is going to the drama group sponsored by the    |
| > city's Theatre League. Because she uses a wheelchair, Maya has been |
| > reluctant to participate, but this year Maya has a lead role in the |
| > Fall musical, and her parents have noticed that her attendance and  |
| > attitude towards school have improved considerably. Some students   |
| > have gone to the nearby YMCA for swimming and others are involved   |
| > in computer animation, water color painting, and creative writing   |
| > courses sponsored by the community arts organization. In the        |
| > homework help center, students are working with their America       |
| > Counts tutors to boost their math achievement, and a group in the   |
| > media center is learning how to hone their entrepreneurial skills   |
| > by creating greeting cards and mugs, using the computers, to be     |
| > sold at the PTA meeting next week. In the teachers' lounge, faculty |
| > members from the local college have been working with the           |
| > Washington Junior High staff to encourage some of their brightest   |
| > and most energetic students to think about careers in teaching.     |
| > Later in the afternoon, these students will help some of the        |
| > younger Head Start children recognize and pronounce the letters "U" |
| > and "N."                                                            |
| >                                                                     |
| > At 4 p.m., the students have a snack, and Pedro and five others     |
| > will meet with Henrietta, a Washington graduate now attending       |
| > college. Each week, Henrietta meets with a small group of           |
| > students---her goal is to speak personally with every student in    |
| > the school---to discuss the process of college admission and what   |
| > courses to take in middle and high school to get on the path to     |
| > college. Students ask questions about college life, how to pay for  |
| > college, and how to get admitted. Next Wednesday, the group will    |
| > visit the college. Pedro sees his older sister, Ana, and their      |
| > grandfather going into the Center's computer lab. Ana is working on |
| > a slide presentation for her history class, and her grandfather is  |
| > helping her use the computer to make an exciting graphics           |
| > presentation. A mini-course on the Internet has improved her        |
| > research papers and presentations.                                  |
| >                                                                     |
| > It's now 5 o'clock. Many of the parents, students and faculty are   |
| > headed home, but Dr. Shaw, the principal, is just returning to the  |
| > Center. She greets Police Officer Myers, who has taken three        |
| > students on a community "ride-along" and is now heading to the      |
| > auditorium. There, a group of parents and teachers is sponsoring a  |
| > community discussion about alcohol and drug abuse prevention, and   |
| > they are expecting a big crowd. Bill and Gladys rush to tell Dr.    |
| > Shaw that the Chess Club won the district championship and will be  |
| > competing next month in the regional tournament. Dr. Shaw makes a   |
| > mental note to announce this at Saturday's advisory council         |
| > meeting. The council -- which includes representatives of the       |
| > afterschool staff, all of the community-based partners, the police  |
| > department, local businesses, faith-based organizations, students   |
| > and parents --- will be discussing how they can increase the number |
| > of volunteer tutors in the Center's reading and math programs and   |
| > how they can expand the Center's fine arts program, which has       |
| > proven more popular than anyone expected.                           |
| >                                                                     |
| > It's 6 p.m., and Pedro's father will soon arrive for his English as |
| > a Second Language class, which runs until ­7 p.m. Next door to the   |
| > ESL class, a group of senior citizens are huddled around a          |
| > computer, documenting their experiences during the Depression and   |
| > World War II. It's getting dark outside, but the lights of the      |
| > school are still shining brightly on a neighborhood once            |
| > characterized by high unemployment and dropout rates, low student   |
| > achievement and violence and drug problems. The neighborhood is     |
| > undergoing a transformation, and Washington Junior High School has  |
| > become a hub of learning, recreation and community involvement for  |
| > the neighborhood's children and adults alike.                       |
| >                                                                     |
| > It has become a ***21^st^ Century Community Learning Center!***     |
+-----------------------------------------------------------------------+

**What is the 21^st^ Century Community Learning Centers Program?**

The 21^st^ Century Community Learning Centers Program was established by
Congress as Title X, Part I of the Elementary and Secondary Education
Act (ESEA). The 21^st^ Century Community Learning Centers program
provides grants to rural and inner-city public schools, or consortia of
such schools, to enable them -- with the assistance of community
partners -- to plan, implement, or expand projects that benefit the
educational, health, social services, cultural and recreational needs of
the community. 21^st^ Century Community Learning Centers enable school
districts to fund public schools as community education centers keeping
children safe in the afterschool hours and providing academic
enrichment, homework centers and tutors, and a range of cultural,
developmental and recreational opportunities. In addition, lifelong
learning activities are available for community members in a local
school setting. School-based 21^st^ Century Community Learning Centers
that have been established around the country are providing safe,
drug-free, supervised and cost-effective afterschool, weekend or summer
havens for children, youth and their families.

The program is designed to target funds to high-need rural and urban
communities that have low achieving students and high rates of juvenile
crime, school violence, and student drug abuse, but lack the resources
to establish afterschool centers.

**What is the definition of a 21^st^ Century Community Learning
Center?**

A Community Learning Center is an entity ***within a public elementary,
middle or secondary school building*** that (1) provides educational,
recreational, health, and social service programs for residents of all
ages within a local community, and (2) is operated by a local
educational agency (LEA) in conjunction with local governmental
agencies, businesses, vocational education programs, institutions of
higher education, community colleges, and cultural, recreational, and
other community and human service entities. An LEA---usually synonymous
with a school district---is an entity that is legally responsible within
a state for providing public education to elementary and secondary
students. In some states this may include an entity performing a service
function for public schools, such as an intermediate service agency. The
full definition of this term is set out in Section 14101(18) of the
Elementary and Secondary Education Act (20 U.S.C. 8801(18)).

**Who is eligible to receive grants?**

Rural or inner-city public elementary, middle, or secondary schools,
consortia of such schools, or LEAs applying on their behalf, are
eligible to receive a grant under the 21^st^ Century Community Learning
Centers Program. Grants must be administered by the public schools, and
21^st^ Century Community Learning Centers must, by statutory definition,
be located in public schools. Applicants must demonstrate that they meet
the statutory program purpose as being either a "rural" or "inner-city"
school or a consortium of those schools.

#### Must a school or district collaborate with other organizations?

Yes. Although only public schools or LEAs can directly receive grants
under this program, schools applying for these grants must collaborate,
to the extent possible, with other public and nonprofit agencies and
organizations, businesses, educational entities (such as vocational and
adult education programs, school‑to‑work programs, community colleges or
universities), recreational, cultural, and other community service
entities. Furthermore, the Department strongly encourages LEAs to submit
applications jointly with community-based organizations experienced in
providing before- and after-school services. By statute, applicants are
required to describe in their applications "the collaborative efforts to
be undertaken by community-based organizations, related public agencies,
businesses, or other appropriate organizations."

What is the definition of a "community-based organization"?

As defined in section 14101(4) of the ESEA, "the term 'community-based
organization' means a public or private nonprofit organization of
demonstrated effectiveness that (A) is representative of a community or
significant segments of a community; and (B) provides educational or
related services to individuals in the community."

**What will be the time period, size and number of grants?**

**[Time period]{.underline}**: By statute, a 21^st^ Century Community
Learning Center grant cannot exceed three years.

**[Size of grants]{.underline}**: We estimate that the average grant
awarded under this competition will be approximately \$500,000. At that
level of funding, a grant typically supports 4 Community Learning
Centers, at an average cost per Center of \$125,000. Costs per Center
may be higher or lower, depending on the number of individuals served,
the array of activities, and the availability of additional resources.
An LEA with more than one school seeking to participate in this program
is encouraged to submit a single application on their behalf, although
very large LEAs may consider submitting more than one application, e.g.,
separate applications for school clusters in different neighborhoods. By
statute, the Department will not consider for funding any application
that requests less than \$35,000.

**[Number of grants]{.underline}**: The Department estimates awarding
approximately 400 new grants.

**What kinds of program activities are required?**

To receive a grant under this program, applicants must provide services
that address the absolute priority and must address at least four of the
program activities stated in the law, as described below:

+-----------------------------------+-----------------------------------+
| (1) Literacy education programs;  | (8) Telecommu­nications and        |
|                                   |     technology education programs |
| (2) Senior citizen programs;      |     for individuals of all ages;  |
|                                   |                                   |
| (3) Children's day care services; | (9) Parenting skills education    |
|                                   |     programs;                     |
| (4) Integrated education, health, |                                   |
|     social service, recreational, | (10) Support and training for     |
|     or cultural programs;         |      child day care providers;    |
|                                   |                                   |
| (5) Summer and weekend school     | (11) Employment counseling,       |
|     programs in conjunction with  |      training, and placement;     |
|     recreation programs;          |                                   |
|                                   | (12) Services for individuals who |
| (6) Nutrition and health          |      leave school before          |
|     programs;                     |      graduating from secondary    |
|                                   |      school, regardless of the    |
| (7) Expanded library service      |      age of such individual; and  |
|     hours to serve community      |                                   |
|     needs;                        | (13) Services for individuals     |
|                                   |      with disabilities.           |
+-----------------------------------+-----------------------------------+

Applicants should propose an array of *inclusive* and *supervised
services* that include expanded learning opportunities (such as enriched
instruction, tutoring, or homework assistance) for children. Applicants
may also include a variety of other activities for children and
community members, such as recreation; musical and artistic activities;
health and nutrition programs; parent education classes; GED
preparation; adult literacy courses; and opportunities to use advanced
technology, particularly for those who do not have access to computers
or telecommunications at home.

Applicants are reminded of their obligation under section 504 of the
Rehabilitation Act to ensure that their proposed community learning
center program is accessible to persons with disabilities.

What priorities apply to this competition?

There are three types of priorities for this competition: absolute,
invitational, and competitive. The **absolute priority** is a strict
requirement of each application, while the **invitational priority** is
strongly encouraged but not strictly required. Finally, applications
that address the **competitive priority** receive preference over other
applications of equivalent merit. Each of the priorities for this
competition is discussed below.

**Absolute Priority:**

The Department will fund only those applications that include, among the
array of services required and authorized by the statute, activities
that offer significant expanded learning opportunities for children and
youth in the community and that contribute to reduced drug use and
violence.

Invitational Priority:

**The Department strongly encourages applications for projects that are
jointly submitted by local educational agencies (or a consortium of
local educational agencies) and community-based organizations with
experience in providing before- and after-school services.** However, an
application that meets this invitational priority does not receive
competitive or absolute preference over other applications (34 CFR
75.105(c)(1)).

Competitive Priority:

**We will give preference to applications that will use a significant
portion of the program funds to address substantial problems in an
Empowerment Zone, including a Supplemental Empowerment Zone, or an
Enterprise Community designated by the United States Department of
Housing and Urban Development or the United States Department of
Agriculture. We select an application that meets this competitive
preference over an application of *comparable merit* that does not.**
\[See Appendix IV for a current list of Empowerment Zones and Enterprise
Communities.\]

**What selection criteria apply to this competition?**

We will use five (5) criteria to evaluate applications for funding. The
relative weights for each criterion are indicated in parentheses. Our
intent in this section is to identify the selection criteria and help
applicants understand how they will be applied during the review
process. Each selection criterion is presented in bold type below and
followed by supporting guidance regarding how the criterion applies to
this competition. The peer reviewers of your application will use these
criteria to guide their reviews, so it is in your interest to be
familiar with them.

1)  **[Need for project]{.underline} (30 points)**

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(A) **The extent to which the proposed project will provide services or
    otherwise address the needs of students at risk of educational
    failure.**

> *Suggestions/Guidance for applicants: We suggest that you provide a
> description of your community and the extent to which the proposed
> project is appropriate to, and will successfully address, the needs of
> the target population. In doing this, you may:*

(a) *Cite the factors that place students at risk of educational
    failure, e.g., the poverty rates in the communities to be served,
    the percentage or rapid growth of limited English proficient
    students and adults, the percentage of Title I students, the dropout
    rates, and the literacy rates and education levels in the community.
    We suggest that you use specific and relevant data regarding the
    students and community members to be served by the project and the
    needs of the community.*

(b) *Describe how the proposed project will remedy the risk factors for
    each target population. Applicants are advised that a needs
    inventory may be helpful in determining the needs of the community
    and the gaps in the services that are available. The services to be
    provided should be closely tied to the identified needs.*

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2)  **[Quality of project design]{.underline} (30 points)**

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(A) **The extent to which the goals, objectives, and outcomes to be
    achieved by the proposed project are clearly specified and
    measurable.**

(B) **The extent to which the design of the proposed project is
    appropriate to, and will successfully address, the needs of the
    target population or other identified needs.**

(C) **The extent to which the proposed project will establish linkages
    with other appropriate agencies and organizations providing services
    to the target population.**

> Suggestions/Guidance for applicants: We suggest that you clearly
> describe the activities to be provided by the project and elaborate on
> how these goals and objectives are linked to the identified needs.
> Further, we suggest that you clearly delineate the roles to be played
> by each of the partners, describing who will do what, when, and where,
> to what ends, and with what anticipated results. It is also suggested
> that you carefully tailor your activities to address the specific
> needs of program participants and to achieve the desired outcomes. For
> example, explain how your project will provide services and activities
> during extended hours that are not currently available during the
> regular school day, how project staff will vary their approaches to
> help meet a child's individual needs, and how staff will collaborate
> with regular school day teachers to assess a student's needs.
>
> Successful applicants are clear in addressing how specific activities
> in the project design will lend themselves to assisting students in
> their area(s) of need. For instance, merely asserting in an
> application that the project will assist students in meeting or
> exceeding local and state standards in core academic areas does not
> provide the reviewers of the application with a full understanding of
> how this will occur. It is our experience that successful applicants
> address the needs of potential dropouts and students otherwise at risk
> of academic failure, including students living in poverty and students
> with limited English proficiency.
>
> *Please include letters of commitment or memoranda of understanding
> that clearly indicate the role and capacity of each partnering
> organization discussed in the application. Applicants are advised that
> the quality of letters of support, with a clear demonstration of
> buy-in from senior administrators of the partnering organization, is
> more important than the quantity. It is our experience that the most
> successful applicants have involved their community partners in
> planning and writing the grant application, as well as in helping to
> implement the grant once awarded.*

3)  **[Adequacy of resources]{.underline} (15 points)**

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(A) **The adequacy of support, including facilities, equipment,
    supplies, and other resources, from the applicant organization or
    the lead applicant organization.**

(B) **The extent to which the costs are reasonable in relation to the
    number of persons to be served and to the anticipated results and
    benefits.**

> *Suggestions/Guidance for applicants: We suggest you show that
> appropriate resources and personnel have been carefully allocated for
> the tasks and activities described in your application. Successful
> applicants make sure that their budget will adequately cover program
> expenses, including transportation. It is important to demonstrate how
> you will leverage existing school resources, such as computer labs,
> libraries, and classrooms to carry out your activities. We also
> suggest that you describe the resources that partners are
> contributing, such as the use of community recreational areas, staff,
> supplies, etc. You are advised that costs should be allocated, and
> will be judged, against the scope of the project and its anticipated
> benefits. In past competitions, successful applicants provided
> evidence that their plans had the support of program designers,
> service providers, and participants.*
>
> *Please provide a detailed budget narrative that itemizes how you will
> use grant funds as well as funds from other sources. **Budgets must
> include funds for at least two project staff members to attend a
> two‑day annual meeting of the 21^st^ Century Community Learning
> Centers Program in Washington, DC, each year of the project. You must
> also include funds to cover travel and lodging expenses for at least
> three persons to attend two regional training activities during each
> year of the project.** Remember that grant funds cannot be used to
> purchase facilities or support new construction.*

4)  **[Quality of the management plan]{.underline} (15 points)**

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(A) **The adequacy of the management plan to achieve the objectives of
    the proposed project on time and within budget, including clearly
    defined responsibilities, timelines, and milestones for
    accomplishing project tasks.**

(B) **How the applicant will ensure that a diversity of perspectives are
    brought to bear in the operation of the proposed project, including
    those of parents, teachers, the business community, a variety of
    disciplinary and professional fields, recipients or beneficiaries of
    services, or others, as appropriate.**

> *Suggestions/Guidance for applicants: Charts, timetables, and position
> descriptions for key staff are particularly helpful in describing the
> structure of your project and the procedures for managing it
> successfully. We recommend that you clearly spell out objectives,
> actors, events, beneficiaries, and anticipated results. It is our
> experience that successful projects budget for and employ a full-time
> project director and seek guidance and advice from a variety of
> members of the community. We also suggest that you address the issue
> of planning for sustainability after the grant period and elaborate
> upon how your school district and partnering organizations will assist
> in sustaining the project. It is our experience that successful
> projects describe the role and responsibility of all key staff, and
> plan and provide resources for ongoing staff development and
> training.*

5)  **[Quality of Project Evaluation]{.underline}. (10 points)**

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(A) **The extent to which the methods of evaluation include the use of
    objective performance measures that are clearly related to the
    intended outcomes of the project and will produce quantitative and
    qualitative data to the extent possible.**

> *Suggestions/Guidance for applicants: We suggest that you submit a
> strong evaluation plan that will shape the development of the project
> from the beginning of the grant period. The plan should include the
> program objectives and performance indicators (contained in Appendix V
> to this document) established under the Government Performance and
> Results Act (GPRA) for the 21^st^ Century Community Learning Centers
> Program, clear benchmarks to monitor progress toward specific
> objectives, and outcome measures to assess impact on student learning
> and behavior. More specifically, the plan should identify the
> individual and/or organization that has agreed to serve as the
> evaluator for the project and describe his/her qualifications. It
> should describe the evaluation design, indicating: (1) what types of
> data will be collected; (2) when various types of data will be
> collected; (3) what designs and methods will be used; (4) what
> instruments will be developed and when; (5) how the data will be
> analyzed; (6) when reports of results and outcomes will become
> available; and (7) how information will be used by the project to
> monitor progress and to provide accountability information to
> stakeholders about success at the project site(s).*
>
> *We have found that successful applicants have included the evaluator
> in the actual writing of the grant application.*

What reports are required from grantees?

Each year, grantees are required to submit an *Annual Performance Report
(APR)* that describes project activities, accomplishments, and outcomes.
The two purposes of the APR are to (1) demonstrate that substantial
progress has been made toward meeting the objectives of the project as
outlined in the grant application, and (2) collect data that addresses
the performance indicators for the 21^st^ Century Community Learning
Center program. A copy of the 21^st^ Century Community Learning Centers
performance indicators, which were developed as required by the
Government Performance and Results Act of 1993 (see below), is provided
in Appendix V. The *APR* forms are available on our website:
[www.ed.gov/21stcclc/eval.html](http://www.ed.gov/21stcclc/eval.html).

There are two types of data collected on the APR: descriptive data and
achievement data. The sections of the APR that include descriptive data
will be due to the Department approximately two months before the
anniversary date of the grant, usually in April. The section of the APR
containing achievement data must be submitted by all grantees on a due
date to be set by the Department, usually in October. In the last year
of the grant, in addition to the APR, a brief final report summarizing
the major challenges and accomplishments achieved during the grant
period will be required. This report is due no later than 90 days after
the end of the grant.

Grantees are also required to participate in any national evaluations
that the Department may conduct of the program.

What is the Government Performance and Results Act (GPRA)?

The Government Performance and Results Act (GPRA) of 1993 places new
management requirements on Federal agencies, which must describe the
goals and objectives of their programs, identify resources and actions
needed to accomplish these goals and objectives, develop a means of
measuring progress made, and regularly report on their achievement. One
important source of program information on successes and lessons learned
is from the evaluation that is conducted annually by each grantee.

The goal of the 21^st^ Century Community Learning Centers Program is to
enable rural and inner-city public elementary and secondary schools, or
consortia of such schools, to plan, implement, or expand projects that
benefit the educational, health, social service, cultural, and
recreational needs of their communities. In implementing GPRA, the
Department established three program objectives and eight performance
indicators to measure how well those goals are being obtained. These
objectives and performance indicators are included in Appendix V to this
application package, and have been incorporated into the data collection
requirements of the APR.

**What regulations apply to this program?**

The following regulations are applicable to the 21^st^ Century Community
Learning Centers Program: (a) The Education Department General
Administrative Regulations (EDGAR) in 34 CFR Parts 75, 77, 79, 80, 81,
82, 85, and 86, and (b) 34 CFR Part 299. The EDGAR regulations can be
found on the Department's website:
<http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html>.

How do I plan an effective afterschool program?

The publication *Beyond the Bell: A Toolkit for Creating Effective
Afterschool Programs* is reproduced (in an abridged version) in the
Appendix to this document. It is also available online at
www.ncrel.org/after/bellkit.htm. *Beyond the Bell* is a timely and
helpful publication to assist afterschool program staff to plan and make
good decisions in six critical areas: management, collaboration,
programming, integration with the traditional school day, evaluation,
and communication. While the primary utility of the *Toolkit* is for
afterschool programs already in existence, we believe that it can be
extremely valuable for those in the planning stages as well.

What are the components of a high-quality afterschool program?

According to the U.S. Department of Education publication *Working for
Children and Families: Safe and Smart Afterschool Programs*, there are
eight components that are generally present in high-quality afterschool
programs. These include:

-   Goal Setting, Strong Management, and Sustainability

-   Quality Afterschool Staffing

-   Attention to Safety, Health, and Nutrition Issues

-   Effective Partnerships with Community-Based Organizations, Juvenile
    Justice Agencies, Law Enforcement, and Youth Groups

-   Strong Involvement of Families

-   Enriching Learning Opportunities

-   Linkages Between School-Day and Afterschool Personnel

-   Evaluation of Program Progress and Effectiveness

*Working for Children and Families* is available online at
www.ed.gov/pubs/parents/SafeSmart/. Applicants are encouraged to address
as many of these components as possible in their application narrative.

**How do I prepare an application for a 21^st^ Century Community
Learning Centers grant?**

Carefully read the entire application package before beginning to
prepare an application. The application package clearly identifies who
is eligible to apply under this competition, what applicants must
propose to do, what must be contained in an application, and what
criteria will be used to evaluate applications. Copies of the
authorizing statute as well as supplementary materials describing how to
plan and manage high-quality Community Learning Centers are provided in
the Appendix to this application package.

A completed application must contain the following sections, in the
order provided below. Copies of all forms discussed in the following
section are provided in the "Required Forms" part of this document.

1.  **Cover Page**. Use ED Form 424 (Application for Federal
    Assistance).

2.  **Program Summary and Abstract**. The applicant must provide the
    contact information and descriptive information requested. The
    abstract should briefly describe the community needs being
    addressed, including the participants to be served, the objectives
    and the activities proposed to meet them, and the intended outcomes.
    If there is not enough room on this form to provide all the required
    information, the applicant may include a continuation page.

3.  **Table of Contents**. Include a one‑page table of contents.

4.  **Program Narrative**. **Applicants are strongly encouraged to limit
    the application narrative to no more than 20 double-spaced,
    standard-type pages**. In previous competitions, reviewers have
    found that applicants can successfully describe their programs
    within this limit. In preparing the Program Narrative, applicants
    should clearly keep in mind the selection criteria that will be used
    to evaluate applications, and ensure that each of these criteria is
    addressed. Applications should describe how activities are designed
    to assist students to meet or exceed state and local standards in
    core academic areas, as appropriate to each child. Applications must
    also describe how the schools will collaborate with community-based
    organizations and other agencies. Section §8244 of the statute (see
    Appendix I) describes some other factors applicants must address in
    their applications.

5.  **Budget and Budget Narrative**. Use the enclosed ED Form 524
    (Budget Information Non‑Construction Programs) to provide a complete
    budget summary **for each year of the project**. Please provide a
    **brief** narrative that explains: (1) the basis for estimating the
    costs of professional personnel salaries, benefits, project staff
    travel, materials and supplies, consultants and subcontracts,
    indirect costs, and any projected expenditures; (2) how the major
    cost items relate to the proposed activities; (3) the cost of
    evaluation; and (4) a detailed description, as applicable,
    explaining in-kind support or funding provided by partners in the
    project.

6.  **Assurances and Required Forms.** Each of the forms and assurances
    provided in the "Required Forms" section must be completed and
    included in the application.

7.  **Appendix**. Each application may be accompanied by an appendix,
    limited to the following:

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a)  [A list of consortium members or partners.]{.underline} List all
    consortia members or partners, contact persons, addresses, telephone
    and fax numbers. Letters of commitment should be included in this
    section of the Appendix to clearly document the role and
    contribution of each member.

b)  [Evidence of previous success.]{.underline} Include a brief summary
    of any evaluation studies, reports, or research that may document
    the effectiveness or success of the consortium or the
    activities/services proposed in the narrative section of the
    application.

c)  [Equitable Access and Participation.]{.underline} Section 427
    requires every applicant (other than an individual person) to
    include in its application a description of the steps the applicant
    proposes to ensure **equitable access** to, and participation in,
    its Federally assisted program for students, teachers, and other
    program beneficiaries with special needs. Detailed instructions
    about how an applicant may comply with these requirements are
    provided in Appendix II.

[***Other attachments to the application are strongly
discouraged***!]{.underline} Reviewers will have a limited time to
review applications, and their consideration of the application against
the selection criteria will focus on the sections of the application and
the appendix listed above. Supplementary materials such as videotapes,
CD-ROMs, files on disks, publications, press clippings, testimonial
letters, etc., will not be reviewed nor will they be returned to the
applicant.

How do I submit an application?

The deadline for transmitting applications is **Friday, March 30,
2001**. All applications must be received or **postmarked on or before**
that date. This closing date and procedures for guaranteeing timely
submission will be strictly observed. **No supplemental or revised
information from applicants---including letters of recommendation mailed
separately--will be accepted after the closing date, or after an
application has been submitted.** Applications may be delivered by mail,
courier or hand before the deadline date. We encourage applicants to
carefully review the procedures for submitting their materials. If you
have questions, they should be directed to the Application Control
Center at 202-708-8493.

**All applicants are encouraged to submit one signed original and four
additional copies of the entire application, beginning with the Cover
Page** (ED Form 424)**.** Applicants are also encouraged to submit all
copies of the application together in one package, to ensure that the
Application Control Center does not log in the same application more
than once. **Do not send your application, or copies of your
application, to any other address within the Department of Education.**
Applications submitted by mail must be sent to the following address:

> **21^st^ Century Community Learning Centers**
>
> **Attn: CFDA No. 84.287**
>
> **U.S. Department of Education**
>
> **Application Control Center**
>
> **Regional Office Building 3, Room 3633**
>
> **7th & D Streets, SW**
>
> **Washington, DC 20202-4725**

To **prove that an application was transmitted in a timely manner**, an
application must show proof of mailing consisting of one of the
following:

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

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

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

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

If an application is sent through the U.S. Postal Service, the Secretary
**does not** accept either of the following as proof of mailing:

1.  A private metered postmark, or

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

An applicant should note that the U.S. Postal Service does not uniformly
provide a dated postmark. Before relying on this method, an applicant
should check with its local post office. Applicants are encouraged to
use registered or first-class mail. Each late applicant will be notified
that its application will not be considered.

**Applications delivered by hand or by courier service** must be taken
to:

**U.S. Department of Education, Application Control Center**

**Regional Office Building 3, Room 3633**

**7th and D Streets, SW (D Street, SW, Entrance)**

####  Washington, DC 20202-4725

The Application Control Center will accept deliveries between **8:00 am
and 4:00 pm (EST)** daily except Saturdays, Sundays, and Federal
holidays. Individuals delivering applications must have proper
identification and must use the D Street Entrance. In order for an
application sent through a courier service to be considered timely, the
courier service must be in receipt of the application on or before the
closing date of March 30, 2001. All applicants submitting applications
in a timely manner will receive a **Grant Application Receipt
Acknowledgment.** If you fail to receive a notification of application
receipt within thirty (30) days from the closing date, call the
Application Control Center at (202) 708-8493.

**How can I get further information?**

The quickest and most reliable way to get additional information about
this program is by sending an e-mail inquiry to 21stCCLC@ed.gov.
Applicants are also encouraged to periodically check the program's
website, [www.ed.gov/21stcclc/](http://www.ed.gov/21stcclc/)**,** for
new information or resources that can be useful in helping applicants to
prepare high quality applications, such as copies of selected winning
applications or notices of regional technical assistance workshops. You
may also call or write Amanda Clyburn (phone: 202-260-3804; e-mail:
amanda_clyburn@ed.gov) or Peter Eldridge (phone: 202-260-2514; e-mail:
peter_eldridge@ed.gov) at the U.S. Department of Education, Office of
Elementary and Secondary Education, 21^st^ Century Community Learning
Centers Program, 400 Maryland Ave, SW, Washington DC 20202-6175.

Individuals who use a telecommunications device for the deaf (TDD) may
call the Federal Information Relay Services (FIRS) at 1-800-877-8339
between 8:00 a.m. and 8:00 p.m., Eastern time, Monday through Friday.
The Department provides information about grants and contract
opportunities electronically in several ways:

ED Internet Home Page
[www.ed.gov/GrantApps/](http://www.ed.gov/GrantApps/)

Office of the Chief Financial Officer (OCFO)
[www.ed.gov/offices/OCFO/](http://www.ed.gov/offices/OCFO/)

##### 

##### Information about the Department's funding opportunities, including copies of application notices for other discretionary grant competitions, can also be viewed on the Department's website. However, the official application notice for a discretionary grant competition is the notice published in the *Federal Register.* 

**APPLICATION CHECKLIST AND REQUIRED FORMS**

**One original and four copies of the application are due by March 30,
2001!**

**A complete application must include*, in the order given below*, the
following sections:**

-   The *Application for Federal Assistance* (ED Form 424), completed
    according to the instructions and signed by an authorized official
    (page 1)

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-   The *Program Summary and Abstract* (pages 2-3)

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-   The *Table of Contents* (page 4)

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-   The *Program Narrative* (no more than 20 pages double‑spaced)

Required forms include:

-   The *Budget* (ED Form 524) and brief *Budget Narrative*

    The required assurances, certifications and disclosure forms,
    including:

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-   Assurances - Non-Construction Programs (Form OMB 424B)

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-   The certification regarding lobbying; debarment, suspension and
    other responsibility matters; and drug‑free workplace requirements
    (Form ED‑80‑0013)

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-   The certification regarding debarment, suspension, ineligibility and
    voluntary exclusion‑lower tier covered transactions (Form
    ED‑80‑0014)

-   Disclosure of lobbying activities (Form LLL)

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-   If you are in a state that complies with Executive Order 12372, you
    must submit your application to the State Single Point of Contact
    and obtain clearance by May 30, 2001.

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-   The *Appendix*, providing only a list of consortium members or
    partners and letters of support or commitment; evidence of previous
    success (if applicable); and proposed steps to ensure equitable
    access and participation.

##### ***This form is for your own use and should [not]{.underline} be submitted with your application!***

NOTE: ALL ED GRANT APPLICATION FORMS MAY BE DOWNLOADED FROM THE WEB AT:
www.ed.gov/offices/OCFO/grants/appforms.html. The application packages
available on our website do not contain the required forms, except for
the Program Summary and Abstract form. The forms must be downloaded
separately.

PROGRAM SUMMARY AND ABSTRACT

[**Name and address of applicant**:]{.underline} [**Contact
information**:]{.underline}

Name:

> Phone: Fax:

e-mail:

+-----------------+----------+---------+---------+--------+----------+
| [Name of each   | [Rural   | [% Free | [%      | [\# of | [\# of   |
| school that     | ]{.mark} | or      | Limited | st     | adults   |
| will become a   |          | Reduced | English | udents | to be    |
| CLC]{.mark}     | [or      | Lunch]  | Prof    | to be  | served   |
|                 | ]{.mark} | {.mark} | icient] | served | by       |
|                 |          |         | {.mark} | by     | CLC      |
|                 | [Urban   |         |         | CLC]{  | ]{.mark} |
|                 | (R/U)    |         |         | .mark} |          |
|                 | ]{.mark} |         |         |        |          |
+-----------------+----------+---------+---------+--------+----------+
| []{.mark}       |          |         |         |        |          |
+-----------------+----------+---------+---------+--------+----------+
|                 |          |         |         |        |          |
+-----------------+----------+---------+---------+--------+----------+
|                 |          |         |         |        |          |
+-----------------+----------+---------+---------+--------+----------+
|                 |          |         |         |        |          |
+-----------------+----------+---------+---------+--------+----------+
|                 |          |         |         |        |          |
+-----------------+----------+---------+---------+--------+----------+
|                 |          |         |         |        |          |
+-----------------+----------+---------+---------+--------+----------+
|                 |          |         |         |        |          |
+-----------------+----------+---------+---------+--------+----------+
|                 |          |         |         |        |          |
+-----------------+----------+---------+---------+--------+----------+
|                 |          |         |         |        |          |
+-----------------+----------+---------+---------+--------+----------+
|                 |          |         |         |        |          |
+-----------------+----------+---------+---------+--------+----------+
| For the entire  | Total \# | Average | Average | Total: | Total:   |
| grant \--       | of       | %:      | %:      |        |          |
|                 | centers: |         |         |        |          |
+-----------------+----------+---------+---------+--------+----------+

(Note: If more space is needed to list schools and statistics, please
include this chart on a separate piece of paper.)

Student Populations Served (check all that apply):

Elementary School Middle School High School

Types of Community Partners (check all that apply):

+-----------------------------------+-----------------------------------+
| -   National Organizations        | -   County or Municipal Agencies  |
|     *(e.g., Boys & Girls Clubs,   |     (e.g., police, Parks &        |
|     YMCA/YWCA, Big Brothers/Big   |     Recreation, Social Services)  |
|     Sisters)*                     |                                   |
|                                   | -   Colleges or Universities      |
| -   Community-Based Organizations |                                   |
|     *(local non-profits or        | -   Faith-Based Organizations     |
|     foundations)*                 |                                   |
|                                   | -   Hospitals/Clinics/Health      |
| -   Libraries or Museums          |     Providers                     |
|                                   |                                   |
| -   Businesses                    |                                   |
+-----------------------------------+-----------------------------------+

**List the name of *each partner* with the 21^st^ Century Community
Learning Center:**

Page 2 \-- Program Summary and Abstract

Services (check all that apply):

+-----------------------+--------------------------+-------------------+
| -   Reading or        | -   Sports or Recreation | -   Health,       |
|     Literacy          |                          |     Nutrition     |
|                       | -   Technology, Video or |                   |
| -   Mathematics       |     Media                | -   Youth         |
|                       |                          |     Development   |
| -   Science           | -   Community Service    |                   |
|                       |                          | -   Services for  |
| -   Art, Music,       | -   Cultural Activities, |     Adults        |
|     Dance, Theater    |     Social Studies       |                   |
+-----------------------+--------------------------+-------------------+

Operating Hours: (check all that apply): Afterschool Weekend Summer
Before school

Abstract. (In the space below, briefly describe the programs' goals,
services and activities, and planned participants):

Appendix

I.  The Statute

II. Requirements of GEPA 427

III. Requirements for Intergovernmental Review -- Executive Order 12372

IV. List of Empowerment Zones and Enterprise Communities

V.  Performance Indicators

VI. *Beyond the Bell: A Toolkit for Creating Effective Afterschool
    Programs* (abridged version)\*

VII. *21^st^ Century Community Learning Centers*: *Providing Quality
     Afterschool Learning Opportunities for America's Families
     (September 2000)*\*

\* These publications are not provided in the application packages
available on the U.S. Department of Education website. They must be
downloaded separately. *Beyond the Bell* is available at
www.ncrel.org/after/bellkit.htm and *21^st^ Century Community Learning
Centers* is available at
[**www.ed.gov/pubs/Providing_Quality_Afterschool_Learning/index.html**](http://www.ed.gov/pubs/Providing_Quality_Afterschool_Learning/index.html).

APPENDIX I. The Statute

UNITED STATES CODE ANNOTATED

**TITLE 20. EDUCATION**

**CHAPTER 70\--STRENGTHENING AND IMPROVEMENT OF ELEMENTARY AND SECONDARY
SCHOOLS**

**SUBCHAPTER X\--PROGRAMS OF NATIONAL SIGNIFICANCE**

**PART I\--21st CENTURY COMMUNITY LEARNING CENTERS**

§ **8241. Short title**

This part may be cited as the \"21st Century Community Learning Centers
Act.\"

§ **8242. Findings**

The Congress finds that\--

\(1\) a local public school often serves as a center for the delivery of
education and human resources for all members of a community;

\(2\) public schools, primarily in rural and inner city communities,
should collaborate with other public and nonprofit agencies and
organizations, local businesses, educational entities (such as
vocational and adult education programs, school-to-work programs,
community colleges, and universities), recreational, cultural, and other
community and human service entities, for the purpose of meeting the
needs of, and expanding the opportunities available to, the residents of
the communities served by such schools;

\(3\) by using school facilities, equipment, and resources, communities
can promote a more efficient use of public education facilities,
especially in rural and inner city areas where limited financial
resources have enhanced the necessity for local public schools to become
social service centers;

\(4\) the high technology, global economy of the 21st century will
require lifelong learning to keep America\'s workforce competitive and
successful, and local public schools should provide centers for lifelong
learning and educational opportunities for individuals of all ages; and

\(5\) 21st Century Community Learning Centers enable the entire
community to develop an education strategy that addresses the
educational needs of all members of local communities.

§ **8243. Program authorization**

\(a\) Grants by Secretary

The Secretary is authorized, in accordance with the provisions of this
part, to award grants to rural and inner-city public elementary or
secondary schools, or consortia of such schools, to enable such schools
or consortia to plan, implement, or to expand projects that benefit the
educational, health, social service, cultural, and recreational needs of
a rural or inner-city community.

\(b\) Equitable distribution

In awarding grants under this part, the Secretary shall assure an
equitable distribution of assistance among the States, among urban and
rural areas of the United States, and among urban and rural areas of a
State.

\(c\) Grant period

The Secretary shall award grants under this part for a period not to
exceed 3 years.

\(d\) Amount

The Secretary shall not award a grant under this part in any fiscal year
in an amount less than \$35,000.

§ **8244. Application required**

\(a\) Application

To be eligible to receive a grant under this part, an elementary or
secondary school or consortium shall submit an application to the
Secretary at such time, in such manner, and accompanied by such
information as the Secretary may reasonably prescribe. Each such
application shall include-

\(1\) a comprehensive local plan that enables the school or consortium
to serve as a center for the delivery of education and human resources
for members of a community;

\(2\) an evaluation of the needs, available resources, and goals and
objectives for the proposed project in order to determine which
activities will be undertaken to address such needs; and

\(3\) a description of the proposed project, including\--

\(A\) a description of the mechanism that will be used to disseminate
information in a manner that is understandable and accessible to the
community;

\(B\) identification of Federal, State, and local programs to be merged
or coordinated so that public resources may be maximized;

\(C\) description of the collaborative efforts to be undertaken by
community-based organizations, related public agencies, businesses, or
other appropriate organizations;

\(D\) a description of how the school or consortium will serve as a
delivery center for existing and new services, especially for
interactive telecommunication used for education and professional
training; and

\(E\) an assurance that the school or consortium will establish a
facility utilization policy that specifically states-

\(i\) the rules and regulations applicable to building and equipment
use; and

\(ii\) supervision guidelines.

\(b\) Priority

The Secretary shall give priority to applications describing projects
that offer a broad selection of services which address the needs of the
community.

§ **8245. Uses of funds**

Grants awarded under this part may be used to plan, implement, or expand
community learning centers which include not less than four of the
following activities:

\(1\) Literacy education programs.

\(2\) Senior citizen programs.

\(3\) Children\'s day care services.

\(4\) Integrated education, health, social service, recreational, or
cultural programs.

\(5\) Summer and weekend school programs in conjunction with recreation
programs.

\(6\) Nutrition and health programs.

\(7\) Expanded library service hours to serve community needs.

\(8\) Telecommunications and technology education programs for
individuals of all ages.

\(9\) Parenting skills education programs.

\(10\) Support and training for child day care providers.

\(11\) Employment counseling, training, and placement.

\(12\) Services for individuals who leave school before graduating from
secondary school, regardless of the age of such individual.

\(13\) Services for individuals with disabilities.

§ **8246. \"Community learning center\" defined**

For the purpose of this part, the term \"community learning center\"
means an entity within a public elementary or secondary school building
that\--

\(1\) provides educational, recreational, health, and social service
programs for residents of all ages within a local community; and

\(2\) is operated by a local educational agency in conjunction with
local governmental agencies, businesses, vocational education programs,
institutions of higher education, community colleges, and cultural,
recreational, and other community and human service entities.

§ **8247. Authorization of appropriations**

There are authorized to be appropriated \$20,000,000 for fiscal year
1995, and such sums as may be necessary for each of the four succeeding
fiscal years, to carry out this part.

##### **APPENDIX II**. **Requirements of GEPA 427**

Requirements of GEPA 427

OMB Control No. 1801‑0004 (Exp. 8/31/2001)

**[NOTICE TO ALL APPLICANTS]{.underline}**

The purpose of this enclosure is to inform you about a new provision in
the Department of Education\'s General Education Provisions Act (GEPA)
that applies to applicants for new grant awards under Department
programs. This provision is Section 427 of GEPA, enacted as part of the
Improving America\'s Schools Act of 1994 (Pub. L. 103‑382).

***To Whom Does This Provision Apply?***

Section 427 of GEPA affects applicants for new grant awards under this
program. **ALL APPLICANTS FOR NEW AWARDS MUST INCLUDE INFORMATION IN
THEIR APPLICATIONS TO ADDRESS THIS NEW PROVISION IN ORDER TO RECEIVE
FUNDING UNDER THIS PROGRAM.**

***What Does This Provision Require?***

Section 427 requires each applicant for funds (other than an individual
person) to include in its application a description of the steps the
applicant proposes to take to ensure equitable access to, and
participation in, its Federally-assisted program for students, teachers,
and other program beneficiaries with special needs.

This provision allows applicants discretion in developing the required
description. The statute highlights six types of barriers that can
impede equitable access or participation: gender, race, national origin,
color, disability, or age. Based on local circumstances, you should
determine whether these or other barriers may prevent your students,
teachers, etc. from such access or participation in, the
Federally-funded project or activity. The description in your
application of steps to be taken to overcome these barriers need not be
lengthy; you may provide a clear and succinct description of how you
plan to address those barriers that are applicable to your
circumstances. In addition, the information may be provided in a single
narrative, or, if appropriate, may be discussed in connection with
related topics in the application.

Section 427 is not intended to duplicate the requirements of civil
rights statutes, but rather to ensure that, in designing their projects,
applicants for Federal funds address equity concerns that may affect the
ability of certain potential beneficiaries to fully participate in the
project and to achieve to high standards. Consistent with program
requirements and its approved application, an applicant may use the
Federal funds awarded to it to eliminate barriers it identifies.

***What are Examples of How an Applicant Might Satisfy the Requirement
of This Provision?***

The following examples may help illustrate how an applicant may comply
with Section 427.

> \(1\) An applicant that proposes to carry out an adult literacy
> project serving, among others, adults with limited English
> proficiency, might describe in its application how it intends to
> distribute a brochure about the proposed project to such potential
> participants in their native language.
>
> \(2\) An applicant that proposes to develop instructional materials
> for classroom use might describe how it will make the materials
> available on audio tape or in Braille for students who are blind.
>
> \(3\) An applicant that proposes to carry out a model science program
> for secondary students and is concerned that girls may be less likely
> than boys to enroll in the course, might indicate how it intends to
> conduct \"outreach\" efforts to girls, to encourage their enrollment.

We recognize that many applicants may already be implementing effective
steps to ensure equity of access and participation in their grant
programs, and we appreciate your cooperation in responding to the
requirements of this provision.

**Estimated Burden Statement for GEPA Requirements**

The time required to complete this information collection is estimated
to vary from 1 to 3 hours per response, with an average of 1.5 hours,
including the time to review instructions, search existing data
resources, gather and maintain the data needed, and complete and review
the information collection. **If you have any comments concerning the
accuracy of the time estimate(s) or suggestions for improving this form,
please write to**: U.S. Department of Education, Washington, DC
20202-4651.

**APPENDIX III**. **Requirements for Intergovernmental Review --
Executive Order 12372**

This program is subject to the requirements of Executive Order 12372
(Intergovernmental Review of Federal Programs) and the regulations in 34
CFR part 79. The objective of the Executive Order is to foster an
intergovernmental partnership and to strengthen federalism by relying on
State and local processes for State and local government coordination
and review of proposed Federal financial assistance.

Applicants must contact the appropriate State Single Point of Contact to
find out about, and to comply with, the State\'s process under Executive
Order 12372. Applicants proposing to perform activities in more than one
State should immediately contact the Single Point of Contact for each of
those States and follow the procedure established in each of those
States under the Executive order. A listing containing the Single Point
of Contact for each State follows. In States that have not established a
process or chosen a program for review, State, areawide, regional, and
local entities may submit comments directly to the Department.

Any State Process Recommendation and other comments submitted by a State
Single Point of Contact and any comments from State, areawide, regional,
and local entities must be mailed or hand‑delivered by the date
indicated in the actual application notice to the following address: The
Secretary, EO 12372---84.287, U.S. Department of Education, 400 Maryland
Avenue, SW., Washington, DC 20202.

Proof of mailing will be determined on the same basis as applications
(see 34 CFR 75.102). Recommendations or comments may be hand‑delivered
until 4:30 p.m. (Washington, DC time) on the date indicated in the
actual application notice.

**PLEASE NOTE THAT THE ABOVE ADDRESS IS NOT THE SAME ADDRESS AS THE ONE
TO WHICH THE APPLICANT SUBMITS ITS COMPLETED APPLICATION. [DO NOT SEND
APPLICATIONS TO THE ABOVE ADDRESS]{.underline}**

**Note:** In accordance with Executive Order #12372, this listing
represents the designated State Single Points of Contact. Because
participation is voluntary, some States and Territories no longer
participate in the process. These include: Alabama, Alaska, American
Samoa, Colorado, Connecticut, Hawaii, Idaho, Kansas, Louisiana,
Massachusetts, Minnesota, Montana, Nebraska, New Jersey, Ohio, Oklahoma,
Oregon, Pennsylvania, South Dakota, Tennessee, Vermont, Virginia, and
Washington.

States that are not listed on this page have chosen not to participate
in the intergovernmental review process, and therefore do not have a
SPOC. However, an applicant is still eligible to apply for a grant or
grants even if its respective State, Territory, Commonwealth, etc. does
not have a State Single Point of Contact.

This publication by the U.S. Department of Education (ED or the
Department) is an unofficial version of the State Single Point of
Contact (SPOC) List published by the Office of Management and Budget
(OMB). The Department has made every effort to ensure the accuracy of
the information contained in this unofficial version. However, the only
official version of the State Single Point of Contact (SPOC) List is
posted on the Grants Management section of the OMB web site:
<http://www.whitehouse.gov/omb/grants/spoc.html>.

STATE SINGLE POINTS OF CONTACT (SPOCs)

It is estimated that in 2000, the Federal Government will outlay \$283.5
billion in grants to State and local governments. Executive Order 12372,
"Intergovernmental Review of Federal Programs," was issued with the
desire to foster the intergovernmental partnership and strengthen
federalism by relying on State and local processes for the coordination
and review of proposed Federal financial assistance and direct Federal
development. The Order allows each State to designate an entity to
perform this function. Below is a copy of the official list of those
entities. For those States that have a home page for their designated
entity, a direct link has been provided from the official version of
this document from the OMB web page at the following address:
<http://www.whitehouse.gov/omb/grants/spoc.html>

+-----------------------------------+-----------------------------------+
| # ARIZONA                         | # ARKANSAS                        |
|                                   |                                   |
| Joni Saad                         | Tracy L. Copeland                 |
|                                   |                                   |
| Arizona State Clearinghouse       | Manager, State Clearinghouse      |
|                                   |                                   |
| 3800 N. Central Avenue            | Office of Intergovernmental       |
|                                   | Services                          |
| Fourteenth Floor                  |                                   |
|                                   | Department of Finance and         |
| Phoenix, Arizona 85012            | Administration                    |
|                                   |                                   |
| Telephone: (602) 280-1315         | 1515 W. 7^th^ Street, Room 412    |
|                                   |                                   |
| FAX: (602) 280-8144               | Little Rock, Arkansas 72203       |
|                                   |                                   |
| <Jonis@ep.state.az.us>            | Telephone: (501) 682-1074         |
|                                   |                                   |
|                                   | FAX: (501) 682-5206               |
|                                   |                                   |
|                                   | <Tlcopeland@dfa.state.ar.us>      |
+-----------------------------------+-----------------------------------+
| **CALIFORNIA**                    | **DELAWARE**                      |
|                                   |                                   |
| Grants Coordination               | Charles H. Hopkins                |
|                                   |                                   |
| State Clearinghouse               | Executive Department              |
|                                   |                                   |
| Office of Planning and Research   | Office of the Budget              |
|                                   |                                   |
| P.O. Box 3044, Room 222           | 540 S. Dupont Highway, 3^rd^      |
|                                   | Floor                             |
| Sacramento, California 95812-3044 |                                   |
|                                   | Dover, Delaware 19901             |
| Telephone: (916) 445-0613         |                                   |
|                                   | Telephone: (302) 739-3323         |
| FAX: (916) 323-3018               |                                   |
|                                   | FAX: (302) 739-5661               |
| <State.clearinghouse@opr.ca.gov>  |                                   |
|                                   | <Chopkins@state.de.us>            |
+-----------------------------------+-----------------------------------+
| # DISTRICT OF COLUMBIA            | **FLORIDA**                       |
|                                   |                                   |
| Ron Seldon                        | Cherie L. Trainor                 |
|                                   |                                   |
| Office of Grants Management and   | Florida State Clearinghouse       |
| Development                       |                                   |
|                                   | Department of Community Affairs   |
| 717 14^th^ Street, NW, Suite 1200 |                                   |
|                                   | 2555 Shumard Oak Blvd.            |
| Washington, DC 20005              |                                   |
|                                   | Tallahassee, Florida 32399-2100   |
| Telephone: (202) 727-1705         |                                   |
|                                   | Telephone: (850) 922-5438         |
| FAX: (202) 727-1617               |                                   |
|                                   | FAX: (850) 414-0479               |
| <ogmd-ogmd@dcgov.org>             |                                   |
|                                   | Telephone: (850) 414-5495         |
|                                   | (direct)                          |
|                                   |                                   |
|                                   | <Cherie.trainor@dca.state.fl.us>  |
+-----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
| **GEORGIA**                       | **ILLINOIS**                      |
|                                   |                                   |
| Georgia State Clearinghouse       | Virginia Bova                     |
|                                   |                                   |
| 270 Washington Street, SW         | Department of Commerce and        |
|                                   | Community Affairs                 |
| Atlanta, Georgia 30334            |                                   |
|                                   | James R. Thompson Center          |
| Telephone: (404) 656-3855         |                                   |
|                                   | 100 West Randolph, Suite 3-400    |
| FAX: (404) 656-7901               |                                   |
|                                   | Chicago, Illinois 60601           |
| <gach@mail.opb.state.ga.us>       |                                   |
|                                   | Telephone: (312) 814-6028         |
|                                   |                                   |
|                                   | FAX: (312) 814-1800               |
|                                   |                                   |
|                                   | <vbova@commerce.state.il.us>      |
+-----------------------------------+-----------------------------------+
| # INDIANA                         | **IOWA**                          |
|                                   |                                   |
| Frances Williams                  | Steven R. McCann                  |
|                                   |                                   |
| State Budget Agency               | Division of Community and Rural   |
|                                   | Development                       |
| 212 State House                   |                                   |
|                                   | Iowa Department of Economic       |
| Indianapolis, Indiana 46204-2796  | Development                       |
|                                   |                                   |
| Telephone: (317) 232-2972         | 200 East Grand Avenue             |
|                                   |                                   |
| FAX: (317) 233-3323               | Des Moines, Iowa 50309            |
|                                   |                                   |
| <fwilliams@sbs.state.in.us>       | Telephone: (515) 242-4719         |
|                                   |                                   |
|                                   | FAX: (515) 242-4809               |
|                                   |                                   |
|                                   | <Steve.mccann@ided.state.ia.us>   |
+-----------------------------------+-----------------------------------+
| **KENTUCKY**                      | # MAINE                           |
|                                   |                                   |
| Kevin J. Goldsmith, Director      | Joyce Benson                      |
|                                   |                                   |
| Sandra Brewer, Executive          | State Planning Office             |
| Secretary                         |                                   |
|                                   | 184 State Street                  |
| Intergovernmental Affairs         |                                   |
|                                   | 38 State House Station            |
| Office of the Governor            |                                   |
|                                   | Augusta, Maine 04333              |
| 700 Capitol Avenue                |                                   |
|                                   | Telephone: (207) 287-3261         |
| Frankfort, Kentucky 40601         |                                   |
|                                   | Telephone: (207) 287-1461         |
| Telephone: (502) 564-2611         | (direct)                          |
|                                   |                                   |
| FAX: (502) 564-0437               | FAX: (207) 287-6489               |
|                                   |                                   |
| <kgoldsmith@mail.state.ky.us>     | <Joyce.benson@state.me.us>        |
|                                   |                                   |
| <Sbrewer@mail.state.ky.us>        |                                   |
+-----------------------------------+-----------------------------------+
| # MARYLAND                        | # MICHIGAN                        |
|                                   |                                   |
| Linda Janey                       | Richard Pfaff                     |
|                                   |                                   |
| Manager, Clearinghouse and Plan   | Southeast Michigan Council of     |
| Review Unit                       | Governments                       |
|                                   |                                   |
| Maryland Office of Planning       | 660 Plaza Drive -- Suite 1900     |
|                                   |                                   |
| 301 West Preston Street -- Room   | Detroit, Michigan 48226           |
| 1104                              |                                   |
|                                   | Telephone: (313) 961-4266         |
| Baltimore, Maryland 21201-2305    |                                   |
|                                   | FAX: (313) 961-4869               |
| Telephone: (410) 767-4490         |                                   |
|                                   | <pfaff@semcog.org>                |
| FAX: (410) 767-4480               |                                   |
|                                   |                                   |
| [linda@mail.op.state.md.us](ma    |                                   |
| ilto:linda_j@mail.op.state.md.us) |                                   |
+-----------------------------------+-----------------------------------+
| **MISSISSIPPI**                   | **MISSOURI**                      |
|                                   |                                   |
| Catherine Mallette                | Lois Pohl                         |
|                                   |                                   |
| Clearinghouse Officer             | Federal Assistance Clearinghouse  |
|                                   |                                   |
| Department of Finance and         | Office of Administration          |
| Administration                    |                                   |
|                                   | P.O. Box 809                      |
| 550 High Street                   |                                   |
|                                   | Jefferson Building, Room 915      |
| 303 Walters Sillers Building      |                                   |
|                                   | Jefferson City, Missouri 65102    |
| Jackson, Mississippi 39201-3087   |                                   |
|                                   | Telephone: (573) 751-4834         |
| Telephone: (601) 359-6762         |                                   |
|                                   | FAX: (573) 522-4395               |
| FAX: (601) 359-6758               |                                   |
|                                   | <pohll_@mail.oa.state.mo.us>      |
+-----------------------------------+-----------------------------------+
| # NEVADA                          | # NEW HAMPSHIRE                   |
|                                   |                                   |
| Heather Elliot                    | Jeffrey H. Taylor                 |
|                                   |                                   |
| Department of Administration      | Director, New Hampshire Office of |
|                                   | State Planning                    |
| State Clearinghouse               |                                   |
|                                   | Attn: Intergovernmental Review    |
| 209 E. Musser Street, Room 200    | Process                           |
|                                   |                                   |
| Carson City, Nevada 89701         | Mike Blake                        |
|                                   |                                   |
| Telephone: (775) 684-0209         | 2½ Beacon Street                  |
|                                   |                                   |
| FAX: (775) 684-0260               | Concord, New Hampshire 03301      |
|                                   |                                   |
| <Helliot@govmail.state.nv.us>     | Telephone: (603) 271-2155         |
|                                   |                                   |
|                                   | FAX: (603) 271-1728               |
|                                   |                                   |
|                                   | <Jtaylor@osp.state.nh.us>         |
+-----------------------------------+-----------------------------------+
| # NEW MEXICO                      | **NORTH CAROLINA**                |
|                                   |                                   |
| Ken Hughes                        | Jeanette Furney                   |
|                                   |                                   |
| Local Government Division         | Department of Administration      |
|                                   |                                   |
| Bataan Memorial Building -- Room  | 1302 Mail Service Center          |
| 201                               |                                   |
|                                   | Raleigh, North Carolina           |
| Santa Fe, New Mexico 87503\       | 27699-1302                        |
| Telephone: (505) 827-4370         |                                   |
|                                   | Telephone: (919) 807-2323         |
| FAX: (505) 827-4948               |                                   |
|                                   | FAX: (919) 733-9571               |
| <khughes@dfa.state.nm.us>         |                                   |
|                                   | <jeanette.furney@ncmail.net>      |
+-----------------------------------+-----------------------------------+
| **NORTH DAKOTA**                  | # RHODE ISLAND                    |
|                                   |                                   |
| Jim Boyd                          | Kevin Nelson                      |
|                                   |                                   |
| Division of Community Services    | Department of Administration      |
|                                   |                                   |
| 600 East Boulevard Ave., Dept.    | Statewide Planning Program        |
| 105                               |                                   |
|                                   | One Capitol Hill                  |
| Bismarck, North Dakota 58505-0170 |                                   |
|                                   | Providence Rhode Island           |
| Telephone: (701) 328-2094         | 02908-5870                        |
|                                   |                                   |
| FAX: (701) 328-2308               | Telephone: (401) 222-2093         |
|                                   |                                   |
| <jboyd@state.nd.us>               | FAX: (401) 222-2083               |
|                                   |                                   |
|                                   | <knelson@doa.state.ri.us>         |
+-----------------------------------+-----------------------------------+
| # SOUTH CAROLINA                  | **TEXAS**                         |
|                                   |                                   |
| Omeagia Burgess                   | Tom Adams                         |
|                                   |                                   |
| Budget and Control Board          | Governors Office                  |
|                                   |                                   |
| Office of State Budget            | Director, Intergovernmental       |
|                                   | Coordination                      |
| 1122 Ladies Street -- 12^th^      |                                   |
| Floor                             | P.O. Box 12428                    |
|                                   |                                   |
| Columbia, South Carolina 29201    | Austin, Texas 78711               |
|                                   |                                   |
| Telephone: (803) 734-0494         | Telephone: (512) 463-1771         |
|                                   |                                   |
| FAX: (803) 734-0645               | FAX: (512) 936-2681               |
|                                   |                                   |
| <aburgess@budget.state.sc.us>     | <tadams@governor.state.tx.us>     |
+-----------------------------------+-----------------------------------+
| # UTAH                            | # WEST VIRGINIA                   |
|                                   |                                   |
| Carolyn B. Wright                 | Fred Cutlip, Director             |
|                                   |                                   |
| Utah State Clearinghouse          | Community Development Division    |
|                                   |                                   |
| Governor's Office of Planning and | West Virginia Development Office  |
| Budget                            |                                   |
|                                   | Building #6, Room 553             |
| State Capitol -- Room 114         |                                   |
|                                   | Charleston, West Virginia 25305   |
| Salt Lake City, Utah 84114        |                                   |
|                                   | Telephone: (304) 558-4010         |
| Telephone: (801) 538-1535         |                                   |
|                                   | FAX: (304) 558-3248               |
| FAX: (801) 538-1547               |                                   |
|                                   | <fcutlip@wvdo.org>                |
| <cwright@gov.state.ut.us>         |                                   |
+-----------------------------------+-----------------------------------+

+-----------------------------------+-----------------------------------+
| **WISCONSIN**                     | # WYOMING                         |
|                                   |                                   |
| Jeff Smith                        | Sandy Ross                        |
|                                   |                                   |
| Section Chief, Federal/State      | Department of Administration and  |
| Relations                         | Information                       |
|                                   |                                   |
| Wisconsin Department of           | 2001 Capitol Avenue, Room 214     |
| Administration                    |                                   |
|                                   | Cheyenne, Wyoming 82002           |
| 101 East Wilson Street -- 6^th^   |                                   |
| Floor                             | Telephone: (307) 777-5492         |
|                                   |                                   |
| P.O. Box 7868                     | FAX: (307) 777-3696               |
|                                   |                                   |
| Madison, WI 53707                 | <sross1@missc.state.wy.us>        |
|                                   |                                   |
| Telephone: (608) 266-0267         |                                   |
|                                   |                                   |
| FAX: (608) 267-6931               |                                   |
|                                   |                                   |
| <jeffrey.smith@doa.state.wi.us>   |                                   |
+-----------------------------------+-----------------------------------+
| # GUAM                            | # PUERTO RICO                     |
|                                   |                                   |
| Director                          | Norma Burgos / José E. Caro       |
|                                   |                                   |
| Bureau of Budget and Management   | Puerto Rico Planning Board        |
| Research                          |                                   |
|                                   | Federal Proposals Review Office   |
| Office of the Governor            |                                   |
|                                   | Minillas Government Center        |
| P.O. Box 2950                     |                                   |
|                                   | P.O. Box 41119                    |
| Agana, Guam 96910                 |                                   |
|                                   | San Juan, Puerto Rico 00940-1119  |
| Telephone: (011) (671) 472-2285   |                                   |
|                                   | Telephone: (787) 727-4444 (PRPB)  |
| FAX: (011) (671) 475-2825         |                                   |
|                                   | Telephone: (787) 723-6190 (FPRO)  |
| <jer@ns.gov.gu>                   |                                   |
|                                   | FAX: (787) 724-3270               |
+-----------------------------------+-----------------------------------+
| # NORTH MARIANA ISLANDS           | **VIRGIN ISLANDS**                |
|                                   |                                   |
| Ms. Jacoba T. Seman               | Ira Mills                         |
|                                   |                                   |
| Federal Programs Coordinator      | Director, Office of Management &  |
|                                   | Budget                            |
| Office of Management and Budget   |                                   |
|                                   | #41 Norregade Emancipation Garden |
| Office of the Governor            |                                   |
|                                   | Station, Second Floor             |
| Saipan, MP 96950                  |                                   |
|                                   | Saint Thomas, Virgin Islands      |
| Telephone: (011) (670) 664-2289   | 00802                             |
|                                   |                                   |
| FAX: (011) (670) 664-2272         | <Irmills@usvi.org>                |
|                                   |                                   |
| <omb.jseman@saipan.com>           |                                   |
+-----------------------------------+-----------------------------------+

Changes to this list can be made only after OMB is notified by a State's
officially designated representative. E-mail messages can be sent to
<grants@omb.eop.gov>. If you prefer, you may send correspondence to the
following postal address:

Attn: Grants Management

Office of Management and Budget

New Executive Office Building, Suite 6025

725 17^th^ Street, NW

Washington, DC 20503

1.  **APPENDIX IV.** **List of Empowerment Zones and Enterprise
    Communities**

**EMPOWERMENT ZONES AND ENTERPRISE COMMUNITIES**

The Empowerment Zones and Enterprise Communities (EZ/EC) Initiative is
an innovative approach to revitalization. It brings communities together
through public and private partnerships to attract the investment
necessary for sustainable economic and community development. The
initiative recognizes that local communities, working together, can best
identify and develop local solutions to the problems they face. The EZs
and ECs have used their Federal seed money to create partnerships that
have leveraged more than \$12 billion in public and private investment.
Strategies resulting from these partnerships have generated jobs;
provided business assistance and services; trained and educated youth
and families; improved access to childcare, healthcare and
transportation; and increased residents\' safety and involvement in
their neighborhoods.

Below is a listing of Empowerment Zones and Empowerment Communities
provided by the US Department of Housing and Urban Development (HUD). To
find out what category your school/and or district comes under, go to
<http://www5.hud.gov/urban/default.asp>.

## [URBAN AND RURAL EMPOWERMENT ZONES]{.underline} (\* indicates a rural zone)

**California**: Los Angeles, Oakland, Santa Ana, Riverside County\*

**Connecticut:** New Haven

**Florida:** Miami/Dade County

**Georgia**: Atlanta, Cordele\*

**Illinois**: Chicago, East St. Louis, Ullin\*

**Indiana:** Gary, East Chicago

**Kentucky:** Kentucky Highlands\* (Clinton, Jackson, and Wayne
Counties)

**Maryland:** Baltimore

**Massachusetts:** Boston

**Michigan:** Detroit

**Minnesota:** Minneapolis

**Mississippi:** Mid-Delta\* (Bolivar, Holmes, Humphreys, LeFlore,
Sunflower, Washington Counties)

**Missouri/Kansas:** Kansas City

**Missouri:** St. Louis

**New Jersey:** Cumberland County

**New York:** New York (Harlem, Bronx)

**North Dakota:** Lake Agassiz \*

**Ohio:** Cleveland, Cincinnati, Columbus

**Ohio/West Virginia:** Ironton/Huntington

**Pennsylvania/NewJersey:** Philadelphia/Camden

**South Carolina:** Columbia/Sumter\*

**South Dakota:** Oglala Sioux Reservation in Pine Ridge\*

**Tennessee:** Knoxville

**Texas:** Houston, El Paso, Rio Grande Valley\* (Cameron, Hidalgo,
Starr, and Willacy Counties)

**Virginia:** Norfolk/Portsmouth

***[URBAN AND RURAL ENTERPRISE COMMUNITIES]{.underline} (\* indicates a
rural community)***

**Alabama**: Birmingham, Chambers County\*, Greene County\*, Sumter
County\*

**Alaska:** Juneau\*

**Arizona**: Arizona Border\* (Cochise, Santa Cruz and Yuma Counties),
Phoenix, Window Rock\*

**Arkansas**: East Central\* (Cross, Lee, Monroe, and St. Francis
Counties), Mississippi County\*, Pulaski County

**California**: Imperial County\*, Los Angeles, Huntington Park, San
Diego, San Francisco, Bayview, Hunter's Point, Watonsville\*, Orange
Cove\*

**Colorado**: Denver

**Connecticut**: Bridgeport, New Haven

**Delaware**: Wilmington

**District of Columbia**: Washington

**Florida**: Jackson County\*, Miami, Dade County, Tampa, Immokalee\*

**Georgia**: Albany, Central Savannah River\* (Burke, Hancock,
Jefferson, McDuffie, Tallafero, and Warren Counties), Crisp County\*,
Dooley County\*

**Hawaii:** Kaunakakai\*

**Illinois:** East St. Louis, Springfield

**Indiana**: Indianapolis, Austin\*

**Iowa**: Des Moines

**Kansas:** Leoti\*

**Kentucky**: Louisville, Bowling Green\*

**Louisiana**: Macon Ridge\* (Catahoula, Concordia, Franklin, Morehouse,
and Tensas Parishes), New Orleans, Northeast Louisiana Delta\* (Madison
Parish), Ouachita Parish

**Maine:** Lewiston\*

**Massachusetts**: Lowell, Springfield

**Michigan**: Five Cap\*, Flint, Muskegon, Harrison\*

**Minnesota**: Minneapolis, St. Paul

**Mississippi**: Jackson, North Delta Area\* (Panola, Quitman, and
Tallahatchie Counties)

**Missouri**: East Prairie\*, St. Louis

**Montana:** Poplar\*

**Nebraska**: Omaha

**Nevada**: Clarke County, Las Vegas

**New Hampshire**: Manchester

**New Jersey**: Newark

**New Mexico**: Albuquerque, La Jicarita\* (Mora, Rio Arriba, Taos
Counties), Deming\*

**New York**: Albany, Schenectady, Troy, Buffalo, Newburg, Kingston,
Rochester

**North Carolina**: Charlotte, Edgecombe, Halifax, Wilson\*, Robeson
Counties

**Ohio**: Akron, Columbus, Greater Portsmouth\* (Scioto County)

**Oklahoma**: Choctaw, McCurtain Counties\*, Oklahoma City, Ada\*

**Oregon**: Josephine County\*, Portland

**Pennsylvania**: Lock Haven\*, Harrisburg, Pittsburgh, Uniontown\*

**Rhode Island**: Providence

**South Carolina**: Hallandale\*, Charleston, Williamsburg, Florence
County\*

**South Dakota**: Beadle, Spink Counties\*

**Tennessee**: Fayette\*, Haywood Counties\*, Memphis, Nashville,
Rutledge\*

**Tennessee/Kentucky:** Scott, McCreary Counties\*

**Texas**: Dallas, El Paso, San Antonio, Waco, Uvalde\*

**Utah**: Ogden

**Vermont**: Burlington

**Virginia**: Accomack\* (Northhampton County), Norfolk

**Washington**: Lower Yakima County\*, Seattle, Tacoma, Collie\*

**West Virginia**: Charleston\*, Huntington, McDowell County\*, West
Central Appalachia\* (Braxton, Clay, Fayette, Nicholas, and Roane)

**Wisconsin**: Milwaukee, Keshena\*

##### **APPENDIX V. Performance Indicators**

**21^st^ Century Community Learning Centers**

**Performance Indicators**

*GOAL: To enable public elementary and secondary schools to plan,
implement, or expand extended learning opportunities for the benefit of
the educational, health, social service, cultural, and recreational
needs of their communities.*

**Objective 1 -- Participants in 21^st^ Century Community Learning
Centers programs will demonstrate educational and social benefits and
exhibit positive behavioral changes.**

1.  **Achievement.** Students regularly participating in the program
    will show continuous improvement in achievement through measures
    such as test scores, grades, and/or teacher reports.

2.  **Behavior.** Students participating in the program will show
    improvements on measures such as school attendance, classroom
    performance, and decreased disciplinary actions or other adverse
    behaviors.

# 

# Objective 2 -- 21^st^ Century Community Learning Centers will offer a range of high-quality educational, developmental, and recreational services.

**2.1 Core educational services.** More than 85% of Centers will offer
high quality services in core academic areas, e.g. reading and literacy,
mathematics, and science.

**2.2 Enrichment and support activities.** More than 85% of Centers will
offer enrichment and support activities such as nutrition and health,
art, music, technology, and recreation.

**2.3 Community involvement.** Centers will establish and maintain
partnerships within the community that continue to increase levels of
community collaboration in planning, implementing, and sustaining
programs.

**2.4 Services to parents and other adult community members.** More than
85% of Centers will offer services to parents, senior citizens, and
other adult community members.

**2.5 Extended hours.** More than 75% of Centers will offer services at
least 15 hours a week on average and provide services when school is not
in session, such as during the summer and holidays.

**Objective 3 -- 21^st^ Century Community Learning Centers will serve
children and community members with the greatest needs for expanded
learning opportunities.**

**3.1 High-need communities.** More than 80% of Centers are located in
high poverty communities.