### Archived Information

### 

### Teacher Quality Enhancement (TQE) 

### Grants for Recruitment

#### 

### A Guide to States and Partnerships for the Preparation

### of Applications for:

### 

### TQE Recruitment Grants 

**TQE-R**

#### FY 2005

### 

##### Teacher Quality Enhancement Grants Program 

####### **Title II, Part A, Higher Education Act of 1965,**

**as amended**

**(CFDA No. 84.336C)**

**Form Approved:**

**OMB No. 1840-0767: Exp. Date 06/30/2005**

#### Closing Date: May 2, 2005

# Paperwork Burden Statement

According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless such
collection displays a valid OMB control number. The valid OMB control
number for this information collection is 1840-0767. The time required
to complete this information collection is estimated to average 160
hours, including the time to review instructions, search existing data
resources, gather 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, D.C.
20202-4651. **If you have comments or concerns regarding the status of
your individual submission of this form, write directly to:** Teacher
Quality Enhancement Grants Program, U.S. Department of Education, 1990 K
Street, NW, Room 7097, Washington, D.C. 20202-8526.

**PLEASE NOTE -- NEW ELECTRONIC SUBMISSION POLICY**

**[Electronic Submission is Required]{.underline}** - As outlined in the
Federal Register notice for this grant competition, applications must be
submitted electronically. You must submit your application using the
electronic application system designated in the Federal Register notice.
(The notice will designate whether you will use e-Application or
Grants.gov). You may not e-mail an electronic copy to us. We will reject
your application if you submit it in paper format unless you qualify for
one of the exceptions to the electronic submission requirement described
below [and]{.underline} submit, no later than two weeks before the
application deadline date, a written statement to the Department that
you qualify for one of these exceptions.

Under mandatory submission, electronic applications must be received by
4:30 pm Washington, DC time on the application deadline date. **Under
this new policy, Education does not allow for any last minute waiver
requests from applicants, which is a change from the previous policy for
mandatory electronic submission. Consequently, we strongly encourage you
to review the registration and submission procedures for the designated
electronic application system right away. In addition, we strongly
suggest that you do not wait until the deadline date to submit your
application.**

[Exception to Electronic Submission Requirement]{.underline}: You
qualify for an exception to the electronic submission requirement, and
may submit your application in paper format, by mail or hand delivery,
if you are unable to submit an application through the electronic
application system designated in the Federal Register notice because----

• You do not have access to the Internet; or

• You do not have the capacity to upload large documents to the system;

[and]{.underline}

> • No later than two weeks before the application deadline date (14
> calendar days or, if the fourteenth calendar day before the
> application deadline date falls on a Federal holiday, the next
> business day following the Federal holiday), you mail or fax a written
> statement to the Department, explaining which of the two grounds for
> an exception prevent you from using the Internet to submit your
> application. If you mail your written statement to the Department, it
> must be postmarked no later than two weeks before the application
> deadline date. If you fax your written statement to the Department, we
> must receive the faxed statement no later than two weeks before the
> application deadline date. (Please follow the fax instructions found
> in the Federal Register notice for this competition. Also, your paper
> application must be submitted in accordance with the mail or hand
> delivery instructions also described in the Federal Register notice
> for this grant competition.)

For detailed information on the electronic submission requirement for
this competition, please refer to the Federal Register notice.

### Teacher Quality Enhancement (TQE) 

### Grants for Recruitment

#### 

### A Guide to States and Partnerships for the Preparation

### of Applications for:

### 

### TQE Recruitment Grants

**TQE-R**

#### FY 2005

##### Teacher Quality Enhancement Grants Program 

####### **Title II, Part A, Higher Education Act of 1965,**

**as amended**

**(CFDA No. 84.336C)**

**Form Approved:**

**OMB No. 1840-0767: Exp. Date 06/30/2005**

**Closing Date: May 2, 2005**

####  

**Table of Contents**

**Dear Applicant
Letter.....................................................................
i**

**Notice Inviting Applications for New Awards ..
..............................iii**

# The Challenge: Ensuring A High--Quality Teaching Force for Our Nation's Classrooms\........................................................................1

Facing The Challenge: The Teacher Quality Enhancement Grants Program
(TQE)................................................................................3

TQE Recruitment: An
Overview..................................................... 4

**TQE Recruitment: Statute
Requirements...................................... 8**

**TQE Recruitment: Eligibility
Requirements...................................9**

**Other Vital Program
Information...................................................13**

**Application
Process....................................................................
...19**

#### Intent to Submit Form.............................................................21

#### Application Selection Criteria for TQE-R Grants........................23

Instructions for Preparing Project Work Plans...
.......................27

Application Checklist for TQE-R
Grants....................................33 TQE-R Application
Procedures.................................................35

Instructions for Transmittal of Applications
.............................36

Duns Number
Instructions......................................................40

ED 424, Application for Federal Education Assistance...............41

Instructions for ED
424.......................................................... 43

Partner Participation in TQE Title II (HEA) Applications.............47

State Applicants' Eligibility
Certification.................................. 49

Partnership Applicants' Eligibility
Certification.........................51

**Budget Forms and
Instructions......................................................55**

Form 524 Section A -- Budget Summary, U.S. Department

Education
Funds............................................................... 57

Form 524 Section B -- Budget Summary, Non-Federal Funds......59

Instructions for Preparing Forms ED 524A and 524B.................61

Budget Information: How to Complete the Budget Portion of

Your Grant
Application.......................................................62

#### 

**Assurances: Required to Receive Federal
Funding......................67**

Certification Regarding
Lobbying...............................................69

Certification Regarding Debarment, Suspension, Ineligibility

> And Voluntary Exclusion---Lower Tier Covered Transactions...71

Disclosure of Lobbying
Activities...............................................73

Instructions for SF-LLL Disclosure of Lobbying Activities...........74

Non-Construction
Programs......................................................75

Notice to All Applicants (Section 427
GEPA)................................77

Survey on Ensuring Equal Opportunity for Applicants................79

**Additional Reference
Information...............................................81**

Supplemental
Information........................................................83

Intergovernmental Review12372: Intergovernmental Review of

> Federal Programs and State Single State Points of Contact...\....84

Notice to Prospective Participants in Contract and

> Grant
> Programs................................................................\....90

Higher Education Act of 1965: Title I -- General Provisions

Higher Education Act of 1965: Title II, Part A -- Teacher Quality

> Enhancement Grants for States and Partnerships...................92

Regulations Governing the Teacher Quality Enhancement

Grants Program and Scholarship Administration..................104

Currently Designated Empowerment Zones and

> Enterprise
> Communities...................................................\...122

Grant Application Receipt
Acknowledgment...............................126

March 2005

Dear Applicant:

Thank you for your interest in the Teacher Quality Enhancement Grants
Program's (TQE) Teacher Recruitment Grants. Many of America's
communities face daunting challenges as they seek to provide a
high-quality education for all children that will prepare them for the
21^st^ century. The Department of Education is committed to assisting
you in preparing tomorrow's teachers to be highly qualified and well
prepared educators. Our children are this country's most valuable
assets. We must ensure that they receive the best education possible.
The TQE Teacher Recruitment Program is one step to ensure that "no child
is left behind" for want of an opportunity to learn from highly
qualified teachers.

This application package is designed for use by both partnerships and
states in applying for Fiscal Year (FY) 2005 TQE Recruitment grants
(CFDA No. 84.336C), and it includes the requirements, forms and
instructions you will need to complete an application to complete this
process. Please pay special attention to the selection criteria
discussed here, as these are the standards for evaluating applications.
Also carefully review the eligibility, page limit, and submission
requirements contained in the *Federal Register* Notice Inviting
Applications, a copy of which is included in the package.

For further information concerning this program or the application
process, please use our web site at:
<http://www.ed.gov/programs/heatqp/index.html>

If you have a specific question, please contact Luretha Kelley in the
TQE program office. She may be reached by phone at (202) 502-7645 or by
email at <luretha.kelley@ed.gov>. You may also send questions to the
program email at [teacherquality@ed.gov]{.underline}.

Your interest and your commitment to improving the quality of teacher
preparation in America are appreciated.

Sincerely,

Wilbert Bryant

Deputy Assistant Secretary

for Higher Education Programs

**Insert**

**Federal Register**

**Notice**

**THE CHALLENGE:**

###### ENSURING A HIGH-QUALITY TEACHING FORCE

###### FOR OUR NATION'S CLASSROOMS

Teaching is the essential profession, the one that makes all other
professions possible. Although higher standards for student performance,
improved curricula and assessments, and safe schools have a vital place
on the nation's school reform agenda, without well-prepared, caring, and
committed teachers, not even the highest standards in the world will
ensure that our children are prepared for the challenges and
opportunities of the 21^st^ century.

Accordingly, what teachers know and are able to do is of critical
importance. Yet we face numerous challenges to ensure a high-quality
teaching force throughout our nation. The increasing enrollments and
accelerating teacher retirements that are expected in the coming years
will lead to unprecedented hiring demands in the profession. America's
schools may need to hire 2.2 million teachers over the next decade, more
than half of whom could be first-time teachers. As classrooms grow more
challenging and diverse, these teachers will need to be well prepared to
teach all students to the highest standards. Schools in high-poverty
areas have a particularly pressing need for greater numbers of
well-prepared teachers.

Despite this recognized need, new teachers often begin their teaching
careers with too little academic background in the subjects they will
teach, limited technological skills, and an insufficient amount of
school-based teaching experience prior to graduation and licensure.
Furthermore, they generally have minimal support in their first few
years of teaching from veteran teachers, school administrators, and the
teacher preparation schools from which they graduated.

Contemporary classrooms and social conditions confront teachers with a
range of complex challenges previously unknown in the profession. New
education goals and tougher standards, more rigorous assessments,
site-based management, greater interest in parental involvement, the
continuing importance of safety and discipline, and expanded use of
technology increase the knowledge and skills that teaching demands.
These challenges are often made more difficult due to little or no
collaboration between teacher preparation institutions, their colleges
of arts and sciences, and the school districts they serve.

State licensure and certification systems often compound these problems.
Some are built upon low expectations, limited accountability, and a lack
of system-wide responsibility for the quality of teacher preparation, or
for the results of existing licensure and certification policies.
Consequently, states quite frequently do little to ensure that new
teachers are well prepared to help all children succeed.

Although challenges such as these can be daunting, they provide an
opportunity for making dramatic improvements in the ways we recruit,
prepare, license, and provide ongoing support for teachers. It has been
over 30 years since the Federal government last made a major investment
in teacher recruitment and preparation. The three TQE grant programs
offered in Title II, Part A of the Higher Education Act of 1965, as
amended (HEA), give us another historic chance to effect positive change
in the quality of teaching in America.

**FACING THE CHALLENGE:**

**THE TEACHER QUALITY ENHANCEMENT**

**GRANTS PROGRAM (TQE)**

The TQE grants program includes three types of discretionary grant
awards. They are TQE awards for states, partnerships, and recruitment.
Each grant type brings a unique approach to improving teacher
preparation throughout our nation. A brief description of how each grant
program faces the challenge follows:

This application is for **TQE Recruitment Grants**, which seek to assist
in reforms at the state and higher education levels by:

-   Being vital catalysts that stimulate successful efforts to recruit
    highly competent teachers who agree to work in high-need local
    educational agencies (LEAs);

-   Supporting the efforts of the states and partnerships to reduce the
    shortages of *qualified* teachers so that all students, especially
    those in *high-need* school districts, have the teachers necessary
    to ensure that they can achieve to challenging content and
    performance standards; and

-   Offering alternative routes into teaching for those coming to the
    profession from other careers or educational backgrounds and
    resulting in high quality teachers entering the classroom from these
    nontraditional backgrounds.

**TQE State Grants** seek to promote statewide teacher education reform
activities through the linkage of K-12 and higher education institutions
in areas such as:

-   Teacher licensing and certification;

-   State and higher education accountability for high quality teacher
    preparation;

-   Improved content knowledge for subject area preparation;

-   Improved teaching skills;

-   Infusion of technology into curriculum and teaching;

-   Enhanced school-based clinical experiences;

-   Extended mentoring of new teachers;

-   Teacher recruitment for high-need schools;

-   Meaningful accountability for teacher performance; and

-   High-quality professional development opportunities for new and
    existing teachers.

**TQE Partnership Grants** for reforming teacher education seek to
promote reforms in teacher preparation by:

-   Strengthening the vital role of K-12 educators in the design and
    implementation of effective teacher education programs;

-   Increasing collaboration among the administrators and faculty of
    higher education institutions' schools of arts and sciences and
    education;

-   Developing programs that involve university- and partnership-wide
    commitment to improving K-12 student learning and achievement;

-   Producing teachers with a greater command of academic subjects, and
    the skills to teach them;

-   Immersing student teachers in intensive clinical experiences,
    preparing them to work with diverse student populations; and

-   Providing induction period support and professional development
    opportunities.

###### TQE RECRUITMENT: AN OVERVIEW

The TQE-R program will afford an opportunity for states and partnerships
receiving grants to address the challenge of America's teacher shortage
by making significant and lasting systemic changes to the ways that
teachers are recruited, prepared and supported to teach in high-need
schools. The U.S. Department of Education's goal is that these systemic
changes lead to important improvements to the supply of well-trained and
highly-qualified teachers. In order to meet the Title II challenge
effectively, states and partnerships will want to focus on several key
elements as they design their projects.

***First, states and partnerships should identify, with strong input
from the LEAs, the critical needs of the participating high-need LEAs
for recruiting and preparing highly competent teachers, and provide
specific details about the high-need districts that will be served.***
These details should include such information as teacher turnover rates;
shortages in specific disciplines and geographic areas; mismatches
between student demographic distribution and demographics of the
teaching force in a school, district or state; and numbers of teachers
who hold emergency certificates or who teach out of field.

Applicants should also be aware of the following guidelines:

-   The LEAs should be in the same geographic area or the same state as
    the partner higher education institutions, and there should be
    evidence of real partnerships between the organizations involved in
    the proposed project: between the higher education institutions and
    the schools, or between state higher education and education
    systems.

-   There should be evidence of the LEA commitment to hire qualified
    scholarship recipients. The proposal should document the need for
    teachers in shortage areas in the participating districts, and
    explain why project activities are expected to **increase** the
    number of students at participating institutions preparing to teach
    in high-need school districts.

-   Applicants should include a description of how teacher recruitment
    activities will enhance or supplement any existing efforts the
    applicant has in place to recruit competent teachers to teach and
    remain in high-need LEAs and schools.

-   If applicable to the project design, the proposal should also
    discuss commitments by partner school districts, and school
    districts participating in a state project, to hire qualified
    scholarship recipients for positions at their high-need schools.

The Secretary is particularly interested in receiving applications from
states and partnerships that focus their efforts on recruiting members
of minority or historically disadvantaged groups to become teachers in
high-need LEAs and schools. Interest in applications that present this
focus is due to the growing gap between the diversity of the student
population and the composition of the teaching force.

High-quality proposals are also expected to provide **specific details**
about how they will build capacity to achieve lasting changes.

***Second, states and partnerships are expected to identify pools of
potential teachers who can meet the LEAs' needs***. Examples of
successful efforts will include projects that focus on: the recruitment
of teachers from minority or other disadvantaged backgrounds,
paraprofessionals, second-career professionals, Peace Corps volunteers,
and/or retired military personnel, and teachers hired under emergency
certifications or currently teaching without full certification.

***Third, new teachers should be recruited from these pools through
organized, well-designed outreach efforts.*** The proposal should
describe recruitment and outreach efforts that will be used to publicize
the availability of scholarships and other assistance that enable
students to enroll in and complete the program. These efforts should
demonstrate the use of promising existing strategies or new strategies
for teacher recruitment and should include the publicizing of TQE-R
scholarships and other assistance that enable students to enroll in and
complete the program. These scholarships can be flexible for full- or
part-time students. They can be funded through Title II, Part A or
through one or more of the partners, and should be targeted to
traditionally underserved populations.

Because the availability of scholarship assistance will be a very useful
tool in attracting well-qualified individuals to become teachers in
these high-need schools, the Secretary is particularly interested in
receiving proposals that would provide scholarship support for
prospective teachers.

Recruitment efforts should also publicize the program's academic and
student support services such as mentoring, tutoring, quality faculty
advising, cohort groups, work-study or summer internships, and other
needed services. The proposal should discuss the criteria to be used in
selecting the students, including how the partnership or state will
determine whether individuals have the capacity to benefit from the
program, complete teacher certification requirements, and become
effective teachers. Strong proposals will offer evidence of commitment
to disseminate effective teacher recruitment practices to others and to
provide technical assistance to other educational entities.

***Fourth, states and partnerships are expected to design high-quality
teacher preparation and induction programs that set high standards for
teaching and reflect the best research and practice known across the
country.*** The proposal submitted to the TQE-R program should explain
how the applicant will ensure that students enrolled in teacher
preparation programs, whether receiving scholarships or not, will
receive high-quality instruction in participating teacher preparation
programs. These programs should include improved subject matter content
knowledge and teaching skills so that teachers are well prepared to
teach the subjects they will be hired to teach. Such preparation will
require collaboration on the college campus between the school of arts
and science and the school of education. The project should also address
technology in the training of teachers to enable them to integrate
technology into curriculum and instruction, as this is so essential to
meeting the needs and demands of the 21^st^ century.

Given the rapidly changing demographics of our country and the belief
that all children can achieve to high state and local content and
performance standards, funded projects are expected to prepare teachers
to work with diverse student populations. Furthermore, strong teacher
preparation programs will immerse student teachers in intensive,
well-designed and extensive clinical experiences so that the issues and
challenges of effective teaching are not surprises to them when they
enter the profession as new teachers.

TQE-R projects must provide carefully structured supportive experiences
for new teachers once they enter the classroom. Proposals should be
specific in describing how the project will facilitate the successful
transition of the students from their teacher preparation experience
into the experience of teaching in high-need schools. Examples of
allowable activities include induction period support mentoring,
organized professional development activities, program "guarantees" of
graduate readiness, university faculty working in the schools with new
teachers, and customized assistance to help new teachers overcome
challenges.

These activities, among others, should all be used as tools to produce
effective, successful teachers who can meet the needs of every student,
and thus improve student achievement in the K-12 schools. Projects that
propose to develop and implement alternative routes into teaching by
those coming to the profession from other careers or educational
backgrounds must address the issues outlined above in order to ensure
high-quality teachers are produced by alternative route programs.

***Fifth, the Department of Education seeks to fund projects that have
credible institutionalization plans so that when TQE-R funding phases
out, the work we have helped to start will continue and will be
sustained***. Project activities are expected to improve the capacity of
the participating LEA(s) to hire and retain qualified teachers. Strong
proposals will demonstrate sustainability by describing in clear terms
the steps that states or partnerships will take to continue to fund
project activities past the end of the grant period. Such proposals will
identify ongoing funding sources that are specifically committed to the
project after the grant period, or they will discuss specific steps that
will be taken to seek these funds. It should be quite clear to reviewers
that there will be successive cohorts of prospective teachers recruited
into the program during and after the grant period, and that each cohort
will be provided with the same high-quality program and support
services. The applicant's matching share will be a strong indicator of
the program's commitment to successfully implement the project, and to
continue proposed activities after federal funding ends.

In designing projects, states and partnerships are encouraged to develop
innovative, high-quality routes to teaching and to coordinate their
activities with state governors, boards of education, higher education,
including community colleges and professional standards boards, state
education and higher education agencies and institutions of higher
education. All projects should have an effective, inclusive, and
responsive governance and decision-making structure that will permit all
members of the project, including K-12 teachers and administrators, to
plan, implement, and assess the adequacy of projects activities.
Projects should also draw upon a wide array of community resources.
Examples of these resources include, but are not limited to, teacher
organizations, businesses, and community groups in order to enhance
project success.

Finally, states and partnerships should provide a management plan that
includes a carefully designed set of project goals and objectives that
can be achieved within the proposed budget, as well as clearly defined
responsibilities, timelines, and milestones for accomplishing project
tasks. Applicants should describe the evaluative procedures that would
ensure feedback and continuous improvements in the operations of the
proposed project. It will also be necessary to show that the budget
costs are justifiable, allowable and reasonable in relation to the
design and potential significance of the program activities.

**TQE RECRUITMENT: STATUTE REQUIREMENTS**

In addition to the five key elements mentioned above that states and
partnerships should address in designing their applications for TQE-R
grants, the HEA also sets out specific principles that each project is
required to consider when developing its proposal. The key elements
discussed above are drawn from the statute and from the experience of
soliciting and selecting awardees in the first round of the TQE-R grant
competition. The statute specifically states that any state or
partnership that receives a TQE-R grant **must** provide descriptions of
the following:

1.  How the partnership or state, and any others with whom they will
    carry out grant activities, have determined the most critical
    teaching needs of the participating high-need LEA(s).

2.  What activities will be carried out to meet these critical needs.

> **When addressing the project activities that must be implemented by
> law, every state or partnership that receives a TQE-R grant must
> either provide the three items in (a-c) [or]{.underline} ensure that
> they meet the requirements of (d).**

These are:

-   ***a**.* To award scholarships to help students pay the costs of
    tuition, room, board, and other expenses of completing a teacher
    preparation program;

**[Note]{.underline}:** Where states or partnerships provide scholarship
assistance, they determine the funding level and number of scholarships
according to project goals and student needs. Moreover, program
regulations require that students receiving scholarships under the
program must teach in a high-need school of a high-need LEA for a period
of time equivalent to the period for which they received aid.
Regulations governing TQE-R scholarships may be found in this
application under "Additional Reference Information" (see pages
114-121).

-   ***b.*** To provide support services (which may include academic
    advice and counseling, tutorial services, mentoring, child care, and
    transportation) that scholarship recipients need to complete
    postsecondary education programs; and

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-   **c.** To provide follow-up services to former scholarship
    recipients during their first three years of teaching.

**or**

-   **d.** To develop and implement effective mechanisms with the
    high-need LEAs that participate in the project to ensure that those
    districts and their high-need schools are able to effectively
    recruit highly-qualified teachers. (For example, grant recipients
    could provide funds to high-need LEAs for the costs of "release
    time" needed for paraprofessional staff to participate in teacher
    preparation programs.)

3.  Which institutions, organizations, and LEAs will be responsible for
    implementing these grant-supported and other project activities;

4.  How the applicant and participating school district(s) meet the
    definitions of eligible states and eligible partnerships. (These
    eligibility requirements can be found in the next section of this
    application); and

5.  The plan for institutionalizing grant activities once TQE-R funding
    ceases.

> **[Note]{.underline}**: As the law requires that every funded
> application must include this information, we urge you to identify in
> a table of contents where you have addressed these items in your
> application.
>
> **TQE Recruitment: Eligibility Requirements**

1.  **Who may apply?**

Either eligible states or eligible partnerships may apply for TQE-R
grants. Past recipients of TQE state grants and TQE partnership grants
are eligible to apply for the teacher recruitment grant.

**Past recipients of TQE-R grants are not eligible for this competition,
since section 205(a)(2) of the HEA states: "An eligible state and an
eligible partnership may receive a grant under each of sections 202,
203, and 204 only once."** However, an applicant could reasonably
interpret the statute to allow one or more of the entities in an
existing partnership to join with new entities to form a new partnership
that would constitute a new "eligible recipient," assuming that the new
partnership will also implement a significantly changed project. For
example, an applicant could reasonably interpret the statute to allow a
large urban LEA that previously has been a partner in a funded project
to join with other entities in a new partnership and apply for funds to
operate a project in a different high-need area of the city*.*

2.  **What is an eligible state?**

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a)  According to section 103(16) of the HEA, which defines the term
    "state," any of the following entities may apply for a TQE-R grant:
    the several states of the United States, the Commonwealth of Puerto
    Rico, the District of Columbia, Guam, American Samoa, the United
    States Virgin Islands, the Commonwealth of the Northern Mariana
    Islands, and the Freely Associated States (the Republic of the
    Marshall Islands, the Federated States of Micronesia, and the
    Republic of Palau).

b)  A state that applies for a TQE-R grant must design a project around
    assisting one or more participating "high-need LEAs" to address its
    teacher shortage. (The definition of a high-need LEA can be found in
    item number six below.)

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3.  **What is an eligible partnership?**

An "eligible partnership" includes, at a minimum:

A.  A partner institution"

-   A school of arts and sciences; and

-   A high-need local educational agency

> The definition for each of these can be found below.

Because many entities contribute to the success of teacher education
programs, partnerships may also include other school districts and
postsecondary institutions (including community colleges), governors,
state boards of education, state educational agencies and agencies for
higher education, public or private nonprofit educational organizations,
pre-kindergarten programs, public or private elementary or secondary
schools, public charter schools, teacher organizations, and businesses.

4.  **What Is a Partner Institution?**

A ***partner institution*** is a private, independent or state-supported
public institution of higher education whose teacher preparation program
**either** meets one of the requirements under A below, or meets all of
the requirements in B.

A.  Produces graduates who exhibit strong performance on state-
    determined qualifying assessments for new teachers **either** by--

> Demonstrating that 80% or more of the program graduates who intend to
> enter teaching have passed all applicable state qualifying assessments
> for new teachers (including an assessment of each prospective
> teacher's subject matter knowledge in the content area(s) in which the
> teacher intends to teach);
>
> **or** by
>
> Ranking among the highest-performing teacher preparation programs in
> the state, as determined by the state using criteria consistent with
> the state report card (see section 207\[b\]);
>
> **or**

B.  Requires all students in the program to participate in intensive
    clinical experiences, to meet high academic standards, **and** \--

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1.  In the case of secondary school candidates, to complete an academic
    major in the subject area in which the candidate intends to teach or
    to demonstrate competence through a high-level of performance in
    relevant content areas; **and**

2.  In the case of elementary school candidates, to complete an academic
    major in the arts and sciences or to demonstrate competence through
    a high level of performance in core academic subject areas.

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5.  **What is a School of Arts and Sciences?**

A ***school of arts and sciences*** is an academic unit of an
institution of higher education that offers one or more academic majors
in disciplines or content areas corresponding to the academic subject
areas in which teachers provide instruction. This definition applies
regardless of how the institution refers to the unit or whether, as in
the case of some liberal arts colleges, the institution comprises a
single unit. For some colleges and universities, a college of liberal
arts and sciences does not exist at the same institution as the college
of education. In these cases, the Department will accept a partnership
between the college of education and a college of arts and sciences that
are not parts of the same institution. Universities that prepare
teachers only at the graduate level are eligible if one or more partners
meet this arts and sciences definition.

**6. What is a High-Need Local Educational Agency (LEA)?**

A high-need LEA is a public school district that meets **one or more**
of the following criteria:

A.  It has at least one school in which 50 percent or more of the
    enrolled students are eligible for free or reduced lunch subsidies.

B.  It has at least one school in which:

-   More than 34 percent of academic classroom teachers overall at the
    secondary level (across all academic subjects) do not have a major,
    minor, or significant course work in their main assignment field,
    **or**

-   More than 34 percent of the main assignment faculty in two of the
    academic departments do not have a major, minor, or significant
    course work in their main assignment field.

+-----------------------------------------------------------------------+
| **Important Definitions**                                             |
|                                                                       |
| "Main assignment field" means the academic field in which teachers    |
| have the largest percentage of their classes.                         |
|                                                                       |
| *"*Significant course work*"* means four or more college- or          |
| graduate-level courses in the content area.                           |
+-----------------------------------------------------------------------+

C.  It has at least one elementary or secondary school whose teacher
    attrition rate has been 15 percent or more over the last three
    school years.

**Other Vital Program Information**

1.  **Requirements to be the lead applicant:**

A State

A TQE-R application that is submitted by a state must come from the
governor or from that individual, entity, or agency that is designated
by the state constitution or by law to be responsible for teacher
certification and preparation activity. If there is more than one
individual or entity responsible for these two activities, the proposal
must be submitted jointly by the individuals or entities. In these
cases, however, the governor's support may be pivotal to assuring the
necessary leadership for the reform efforts. When the governor is not
the lead applicant, it is the applicant's responsibility to provide the
information that clearly states who is the lawfully designated
individual, entity or agency responsible for these areas. See Sections
202(b) and (d) of the HEA.

**A Partnership**

A partnership that submits a TQE-R grant application must comprise, at a
minimum, the following: a partner institution having a teacher
preparation program; a school of arts and sciences; and a high-need LEA.
The lead applicant is required to provide information documenting how
the partnership meets the eligibility requirements.

(State and Partnership Eligibility Certification forms may be found in
"Instructions and Forms" in the Appendices (See pages 49 and 51)

***2*. Participation in more than one TQE grant or proposal:**

Applicants must inform the Department of any TQE grant in which they are
currently participating as a partner as well as any application in which
they propose to participate as a partner. The Department is requiring
this information for the following reasons:

-   The TQE program expects that an applicant who is a partner in more
    than one proposal may not have the capacity to successfully complete
    the project outcomes set forth in each proposal.

-   Successful completion of project goals is an important component of
    the selection criteria. Therefore, readers may question the
    feasibility of an applicant's involvement in more than one proposal
    and could find none of the applications involving the same partner
    strong enough to recommend for funding.

Applicants need to make certain that all partners are capable of
fulfilling their responsibilities and commitments to the partnership.
This needs to be clearly defined for the reviewers.

Please complete the "Partner Participation in Teacher Quality Title II,
Part A (HEA) Applications" form, which is located in the Instructions
and Forms section of the appendices. This form must be submitted with
the application. (See page 47)

3\. Maximum project period and amount of funding for which states and
partnerships may apply:

**States and Partnerships**

Both states and partnerships applying for a TQE-R grant may propose
activities for a project period of up to three years. The Department
anticipates that for the fiscal year (FY) 2005 competition,
approximately \$16.6 million will be available for TQE-R grant awards
and that the maximum amount available for any single award will be \$1.1
million per year. The Department also anticipates that it will award 20
TQE-R program grants, in amounts ranging from \$650,000 to \$1.1
million. The average award is estimated at \$828,966 per year.

**[One Time Award:]{.underline}** By law (Section 205(a)(2) of the HEA),
states and partnerships may receive only [one]{.underline} TQE-R grant
award.

**4. Teacher Recruitment Program matching requirements:**

**A State**

By law (section 205(c)(1)) of the HEA), any state receiving a TQE-R
grant must provide, from non-federal sources, an amount equal to 50% for
each year of the grant award to carry out project activities. This
contribution may be in cash or in kind.

**A Partnership**

#### Any partnership receiving a grant award must contribute, from non-federal sources, an amount that is at least 25% of the award for the first year; 35% for the second year; and 50% for the third year to carry out project activities. This contribution may be in cash or in kind. 

Information that explains how the state or partnership will meet these
matching requirements must be included in the budgetary information that
applicants must provide with their applications.

***Note:*** Applicants who propose a match that exceeds the minimum
percentage requirements described above will be required to meet that
higher percentage match for each year in which it is proposed. If a
funded applicant is unable to meet the higher cost share in any year of
the project, the Department may reduce the award to a level where the
proposed cost share percentage is satisfied.

5.  **Requirements to describe annual project activities:**

**States and Partnerships**

When considering the TQE-R selection criteria, section 75.112 of the
Education Department's General Administrative Regulations (EDGAR)
requires states and partnerships to include both the time period for
each year of the project and, "a project narrative that describes [how
and when, in each budget period of the project]{.underline}, the
applicant plans to meet each objective of the project" (emphasis added).
**This timeline should be incorporated in the work plan.** It should be
in chart form, and is subject to the 12-point font-type and double-space
guidelines of the full proposal. (See page 27 for instructions on
project work plan preparation.)

6.  **Administrative cost percentage requirements for TQE-R grant
    applicants:**

**States and Partnerships**

Section 205(d) of the HEA limits the amount of grant funds that a state
or partnership receiving any TQE Program grant award may use to
administer the grant to [two percent of the award.]{.underline}
Moreover, this two-percent limitation applies to the total of funds
charged for administration, whether as direct or indirect costs. Each
grantee determines what are "administrative costs" consistent with its
own system of fiscal record keeping.

7.  **The effect of the two percent administrative cost requirement on
    the costs of data collection and preparation of public reporting and
    evaluations:**

**States and Partnerships**

The two percent administrative cost cap does not include the costs of
data collection and preparation of public reporting and evaluation. The
costs for reporting and evaluation can come out of the 98 percent of
funds reserved for program activities, rather than out of the 2 percent
of the grant award that is reserved for administrative activities. Where
these responsibilities are imposed by either the HEA or EDGAR, these
reports and evaluations are not considered "administrative" activities.

8.  **The [allowable]{.underline} indirect cost rate for the TQE-R Grant
    Program:**

**States and Partnerships**

Consistent with CFR 611.61, the indirect cost rate for a TQE-R grant
recipient is limited to eight percent or the amount permitted by its
negotiated indirect cost rate agreement, *whichever is less*. Recipients
should include an estimate of the annual amount of indirect costs to be
charged to grant funds on the multiyear budget forms they submit as part
of their applications. Unrecovered indirect costs **cannot** be used to
match grant funds.

9\. Funding projects at different states of development, what is
allowable:

**States and Partnerships**

The Department anticipates funding TQE-R projects at different stages of
development. Some projects may be completely new, with states or
partnerships in need of start-up costs in the first year and more
substantial support in subsequent years. Other projects may reflect a
continuation of activities, with expanded or enhanced goals and
activities that fit well with Title II, Part A program objectives. To
accommodate this range of projects, the Department expects that some
projects will request funding that increases over time, from start-up
expenses in the first year to a higher level of support in the following
years. At the same time, the Department expects that proposals
reflecting more mature projects might request substantial funding in the
first year with a gradual decrease in later years as the state or
partnership institutionalizes its activities and resource base.

**10. Promoting awareness of project success:**

**States and Partnerships:**

Both states and partnerships should budget for two, three-day meetings
per year with the Department.

The Secretary expects that all those awarded grants will maintain a
sustained and substantive dialogue with the Department, interested
organizations across the education spectrum, and the public about the
progress they are making. Therefore, along with other means of
maintaining dialogue, the Department asks all recipients of TQE-R grant
awards to plan and budget for annual meetings with Department staff and
other grantees to discuss the progress of their projects.

**11. Requests for funding in the second and third years of grant
recipients' projects, and the information recipients will need to
provide the Department to be eligible for subsequent year funding:**

**States and Partnerships**

Sections 75.112 and 75.117 of EDGAR contain certain general requirements
for all applications to the Department for multiyear awards, including
those that may be submitted under the TQE grant programs. In particular,
applicants should note that section 75.112(b) requires the project
application to include a narrative that describes how and when, in each
budget period of the project, the applicant plans to meet each
objective. In addition, section 75.117(b) requires submission of a
budget narrative and form.

Sections 75.118 and 75.253 of EDGAR contain requirements for receipt of
a continuation award. Among other things, these provisions state that,
to receive an award for a succeeding year of the project, a recipient
must submit an adequate report on project performance to date. This
performance report contains performance and financial expenditure
information that enables the Secretary to determine whether the state or
partnership is making substantial progress toward meeting the
year-to-year objectives contained in its approved application.

Those receiving TQE-R grants will receive more information on the
desired content and submission dates of these performance reports.

**[Note to state applicants:]{.underline}**

Section 206(c)(2) of the HEA provides that a state program grantee's
failure to make substantial progress in meeting its purposes, goals,
objectives, and measures may result in discontinuation of its grant
after the second year. Nonetheless, the annual performance report must
be submitted (and must include data relating to the project's purposes,
goals, objectives, and measures) prior to the Department's making a
second year continuation award.

**12. Regulations for administering scholarships supported by**

**TQE grants:**

*"Teach or Pay" Rule*: On January 12, 2000, the Department issued
regulations that apply to all scholarship recipients under the TQE
grants program. (See 34 CFR sections 611.41-611.52.) The regulations
require scholarship recipients to repay scholarships provided with
federal program funds, if they do not teach in a high-need school in a
high-need local educational agency for the period of time for which they
received scholarship assistance. The regulations also spell out the
grantee's responsibilities in the administration of these scholarships.

The regulations governing scholarship administration and the
responsibilities of both scholarship recipients and grantees are
included under "Additional Reference Information" (see pages 114-121).

> **Application Process**
>
> **Teacher Quality Enhancement Program**

Intent to Submit Application

> **Type of Grant: TQE Recruitment**
>
> **(TQE-R)**

The Department will use an outside peer review process to evaluate
applications for its TQE-R Program and to identify applications to be
recommended for award. The quality of that process will depend, in part,
on the Department's ability to secure an appropriate number of
reviewers. The Department's ability to do this will depend, in turn,
upon advance knowledge of the approximate number of applications it will
receive.

For this reason, if your state or partnership intends to apply for
funding under the TQE-R Program, we ask that you provide the Department
with the following information:

# Name of (Primary) Applicant Institution: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Contact Name, Title, and Office:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Address:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City, State, Zip Code:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Fax:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

E-mail:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**[Please return this form on or before April 15, 2005
to:]{.underline}**

Luretha Kelley

Teacher Quality Enhancement Grant Programs

U.S. Department of Education

1990 K Street, N.W.

Room 7096

Washington, DC 20006-8525

Fax: 202/502-7699

E-mail: <teacherquality@ed.gov>.

The Department will use this information for planning purposes only. It
will not be used in the review of your application. If you inform the
Department of your intent to apply but subsequently decide not to do so,
please notify the Department accordingly. [Note:]{.underline} Failure to
submit this form [will not]{.underline} affect your ability to apply for
funding in this competition.

**APPLICATION SELECTION CRITERIA**

**FOR**

**TQE-R GRANTS**

Peer reviewers will recommend for award those applications that
demonstrate the greatest potential for recruiting and preparing high-
quality teachers to teach in high-need LEAs. In determining which
applications to recommend for funding, reviewers will assign each
application up to 100 points using the following selection criteria.

[The applicant should prepare the narrative to respond to these criteria
in the order in which they are listed.]{.underline}

*1. Quality of Project Design (40 total points)*

*2. Significance of Project Activities (30 total points)*

*3. Quality of Resources (15 total points)*

*4. Quality of Management Plan (15 total points)*

*Preference for Empowerment Zones (tie breaker)*

***THE SELECTION CRITERIA IN DETAIL:***

1\. QUALITY OF PROJECT DESIGN **40 total points**

The Secretary considers the quality of the project design for ensuring
that activities to recruit and prepare new teachers are a central
mission of the project. In considering the quality of the project design
for ensuring that activities to recruit and prepare new teachers are a
central mission of the project, the Secretary considers the extent to
which the project design\--

> A. Shows evidence of institutional or (in the case of a state
> applicant) state-level commitment both to recruitment of additional
> new teachers, and to high-quality teacher preparation that includes
> significant policy and practice changes supported by key leaders and
> that result in permanent changes to current institutional practices.
>
> **5 points**
>
> B. Creates and sustains collaborative mechanisms to integrate
> professional teaching skills, including skills in the use of
> technology in the classroom, with academic content provided by the
> school of arts and sciences.

**6 points**

> C. Includes well-designed academic and student support services as
> well as carefully planned and extensive preservice clinical
> experiences for students, including mentoring and other forms of
> support, that are implemented through collaboration between the K-12
> and higher education partners.

**6 points**

> D. Includes establishment of a well-planned, systematic induction

program for new teachers that increases their chances of being

successful in high-need schools.

**6 points**

> E. Includes strong linkages among the partner institutions of higher
> education and high-need schools and school districts (or, in the case
> of a state applicant, between the state and these entities in its
> project), so that all those who would implement the project have
> important roles in project design, implementation, governance, and
> evaluation.

**4 points**

F. Responds to the shortages of well-qualified and well-trained

> teachers in high-need school districts, especially from disadvantaged
> and other underrepresented backgrounds.

**6 points**

> G. Is based on up-to-date knowledge from research and effective
> practice.

**7 points**

2\. SIGNIFICANCE OF THE PROJECT **30 total points**

The Secretary considers the significance of the project. In determining
the significance of the project, the Secretary considers the extent to
which---

> A. The project involves promising new strategies or exceptional
> approaches in the way new teachers are recruited, prepared, and
> inducted into the teaching profession.
>
> **6 points**
>
> B. Project outcomes include measurable improvements in teacher quality
> and in the number of well prepared new teachers, that are likely to
> result in better K-12 student achievement.
>
> **12 points**
>
> C. The project will be institutionalized after federal funding ends,
> including recruitment, scholarship assistance, preparation, and
> support of additional cohorts of new teachers.
>
> **4 points**
>
> D. The project will disseminate effective practices to others, and
> provide technical assistance about ways to improve teacher recruitment
> and preparation.
>
> **4 points**
>
> E. The project will integrate its activities with other education
> reform activities underway in the state or communities in which the
> project is based, and will coordinate its work with local, state and
> federal teacher recruitment, training, and professional development
> programs.
>
> **4 points**

3\. QUALITY OF RESOURCES **15 total points**

The Secretary considers the quality of the project\'s resources. In
determining the quality of the project\'s resources, the Secretary
considers the extent to which\--

> A. The amount of support available to the project, including
> personnel, equipment, supplies, student scholarship assistance, and
> other resources is sufficient to ensure a successful project.
>
> **5 points**
>
> B. Budgeted costs are reasonable and justified in relation to the
> design, outcomes, and potential significance of the project.

**5 points**

> C. The applicant's matching share of budgeted costs demonstrates a
> significant commitment to successful completion of the project, and to
> project continuation after federal funding ends.

**5 points**

4\. QUALITY OF MANAGEMENT PLAN **15 total points**

The Secretary considers the quality of the project\'s management plan.
In determining the quality of the management plan, the Secretary
considers the following factors\--

> A. The extent to which the management plan, including the work plan,
> is designed to achieve goals and objectives of the project, and
> includes clearly defined activities, responsibilities, timelines,
> milestones, and measurable outcomes for accomplishing project tasks.

**8 points**

> B. The extent to which the project has an effective, inclusive, and
> responsive governance and decision-making structure that will permit
> all partners to participate in and benefit from project activities,
> and to use evaluation results to continuously improve project
> operations.

**4 points**

> C. The qualifications, including training and experience, of key
> personnel charged with implementing the project successfully.

**3 points**

[Preference for Empowerment Zones]{.underline}

> [and Enterprise Communities]{.underline} (Tie Breaker)

In the event that the peer reviewers' use of the above selection
criteria results in an equal ranking among two or more applicants **[for
the last available award]{.underline}**, the Department will select the
applicant whose activities will focus (or have the most impact) on LEAs
and schools located in one or more of the Nation's Empowerment Zones and
Enterprise Communities. Therefore, applicants that propose specific
activities to benefit LEAs and schools in these designated areas should
identify this fact in the appendices to their applications.

**INSTRUCTIONS FOR PREPARING PROJECT**

**WORK PLANS**

The TQE-R proposal should include a work plan in the appendix that
outlines objectives, activities, benchmarks, responsible parties, time
lines, outcomes, and measures.

The work plan must be limited to the equivalent of no more than 10 pages
in length and double-spaced, and all information---including
tables---must be presented in a font that is either 12-point or larger
or no smaller than 10 pitch (characters per inch).

Activities should include specific steps to develop and implement a
strong project. Details should also be provided regarding which partner
will be responsible for which activities. Outcomes should be specific
and measurable.

Proposals should provide clear descriptions of these items so that
reviewers can easily determine [what]{.underline} activities will take
place, the [evidence]{.underline} that will show whether the project has
met its objectives successfully, and [by when]{.underline} each key
objective will be achieved. There should be no doubt about where the
project is going, how it will get there, and what will be done along the
way to achieve project objectives. Vague descriptions or general
statements without details may be an indication that the project will
have difficulty producing tangible, important accomplishments during the
funding period. Proposals that include clear objectives, benchmarks,
responsible parties, time lines, measures, and outcomes are more likely
to be successful.

The TQE program defines an outcome as something important that occurs as
a result of the work that takes place. Outcomes should be more than
process-type activities or events. They should be the result of a set of
project activities and project expenditures, which means that the work
plan and the budget are tools used to produce a set of important
outcomes. In addition, each outcome must be measurable in one or more
ways, so the proposal should describe what evidence will be used to
determine and measure success.

The number of objectives in each work plan should be tied to the number
of project goals. Every activity and benchmark does not need its own
outcome, but each project objective should have an outcome.

For TQE-R proposals, for example, outcomes should include, but are not
limited to: the number of students recruited and retained; the knowledge
levels and teaching skills of the preservice students; and how many
teachers are hired and retained by the high-need local school district
partner(s).

The key outcome for the Title II, Part A program itself is production of
well-qualified and successful new teachers equipped with the knowledge
and skills to improve K-12 student achievement in the United States.
Funded projects must have measurable outcomes compatible with this
overall program outcome. Items such as number of courses redesigned are
benchmarks on the way to this outcome. Items such as meetings,
conferences, etc., are [not]{.underline} outcomes and are
[not]{.underline} even benchmarks, they are activities toward meeting a
benchmark such as redesigning the math curriculum or toward reaching an
outcome like graduating new math teachers fully prepared to be
successful.

In every case of an outcome, the proposal should describe what evidence
will be used to measure progress or success.

**[Note]{.underline}**: The Department may require that successful
applicants develop a work plan and provide it to the program office for
approval at the start of each project year.

***DEFINITIONS:***

[Objective]{.underline}---A specific aim, the achievement of which
contributes to the attainment of the program's goal. Examples include:
to assure that low-income students are aware of financial aid programs
for which they are eligible.

[Activities]{.underline}---The work performed by the applicant that
directly produces the core products and services. Examples include:
training given, counseling provided, conferences held, reports
published, class hours conducted.

[Benchmarks]{.underline}---Comparative standards for evaluating
accomplishments against known exemplars of excellence. A benchmark is a
targeted goal that is beyond current capabilities, but for which the
applicant is striving. Examples include: all participants will have
received a minimum of four academic advising contacts per semester,
increase in internship opportunities for student teachers.

[Timeline]{.underline}---The dates when benchmarks will be accomplished.
For example: March 2006.

[Responsible Party]{.underline}---The entity responsible for
accomplishing the benchmark. For example: project director, arts &
sciences faculty, LEA liaison.

[Outcomes]{.underline}---Outcomes are accomplishments of program
objectives attributable to program outputs. Both intermediate and
long-term

outcomes can be identified, measured and evaluated. Intermediate
outcomes are useful to assess early results when key goals will not be
achieved for several years. The outcome should answer the following
questions: What will the impact be? What will happen that can be
measured? Examples of outcomes include: academic performance
improvement, students accepted at the next level of education, (as an
outcome of the previous level), graduates certified as teachers, job
performance or employer satisfaction.

Sometimes, outputs are mistaken for outcomes. In order to draw a
distinction between the two, outputs are defined as follows:

[Outputs]{.underline}---The direct results of program activities.
Outputs are useful in defining what a program produces, but an output is
not an outcome. Outputs are limited because they do not indicate whether
program or project goals have been accomplished, and they do not provide
information on the quality and efficiency of the service provided.
Examples include: the number of courses redesigned, targeted students
completing training, students applying to next level of education.

***FURTHER EXAMPLES OF POSSIBLE OUTCOMES:***

-   Producing teachers with stronger content knowledge in the subject
    they teach;

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-   New teachers with strong teaching skills;

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-   Producing teachers able to use technology effectively in curriculum
    and instructional practices; and

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-   Reduced teacher turnover or improved retention of new teachers.

[Outcome Measures]{.underline}---An assessment of the results, effects
or impact of a program activity compared to its intended purpose.
Measures are characteristics or metrics that can be used to assess
performance aspects of a program or project. Outcome measures address
the results achieved by an organization and the extent to which
objectives have been achieved. Program managers, policy makers and
customers are interested in outcome measures because they are indicative
of the success of an organization or a program in meeting the needs of
customers. Examples include: results of a test that measures skills and
knowledge; grade point average; number of teachers placed successfully;
and percentage of new teachers retained.

Below is an example format of how to organize and display the
information in your work plan. [The objective in this example was chosen
only to illustrate the presentation format.]{.underline} Applicants may
use this format, or one of their own design, but please note that these
are the kinds of details and measurable outcomes that peer readers and
the program office expect to see.

*EXAMPLE OF WORK PLAN FORMAT:*

**Objective:** Teachers and students will become more computer literate.

+-----------------+-----------------+-----------------+-----------------+
| # Activities    | **Benchmarks**  | # Timeline      | # Re            |
|                 |                 |                 | sponsible Party |
+-----------------+-----------------+-----------------+-----------------+
| Buying new      | Teacher and     | November 2005   | Head of         |
| computers for   | student         |                 | Audio-Visual    |
| each classroom. | computer ratios |                 | Services        |
|                 | school wide     |                 |                 |
|                 | will be 4:1 and |                 |                 |
|                 | 6:1.            |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Computer        | 50% of teachers | February 2006   | Vice Principal  |
| classes for     | will have had   |                 |                 |
| teachers.       | technology      |                 |                 |
|                 | training.       |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| Teachers will   | All trained     | April 2006      | Classroom       |
| redesign        | teachers will   |                 | teachers        |
| curricula to    | have at least   |                 |                 |
| include         | 25 percent of   |                 |                 |
| technology      | lessons         |                 |                 |
| lessons.        | incorporating   |                 |                 |
|                 | technology.     |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

**Outcome:** After Year 1, at least 75% of teachers and students will
display at least an intermediate level of computer literacy.

**Measure:** Student and teacher results from a skills test requiring
performance of various tasks on a computer.

**APPLICATION CHECKLIST**

### FOR TQE-R GRANTS

##### 

**The Application (in this order):**

**Part I: Preliminary documents and the Narrative**

-   Application for Federal Assistance ED Form 424 (Face Sheet)

-   Eligibility Checklist

-   If applicable, a list of all cooperating entities for the project,
    contact

> persons, postal mail and email addresses, telephone and fax numbers

-   Partner Participation in Teacher Quality (Title II, Part A HEA)
    Applications

-   Title Page

-   Table of Contents

-   Assurances

> \- Certification Regarding Lobbying

-   Certification Regarding Debarment, Suspension, Ineligibility and
    Voluntary Exclusion -- Lower Tier Covered Transactions

-   Non-Construction Programs

-   Disclosure of Lobbying Activities

-   Guidance on Section 427 of GEPA for new discretionary grant Awards

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```
-   Abstract (1 page only, not numbered, double-spaced)

-   Program Narrative (the equivalent of no more than 50 double-spaced
    pages, 12 point font)

**Part II: The Budget**

-   ED Budget Form 524 Section A (federal funds requested)

-   ED Budget Form 524 Section B (matching funds provided)

-   Budget Narrative (detailed explanation and justification of costs in

narrative form - this is in addition to the above required budget

> information - the equivalent of no more than 10 double-spaced pages,
> 12 point font)

**Part III: The Appendices**

-   Work Plan that includes project objectives, activities, benchmarks,
    timelines, responsible parties, outcomes and measures (the
    equivalent of no more than 10 double-spaced pages, 12 point font)

-   Evaluation Plan (the equivalent of no more than 5 double-spaced
    pages, 12 point font)

-   Job descriptions of key personnel (if available, also include names
    and resumes)

-   Letters of support from the state governor and, if applicable, the
    state-governing agency and/or cooperative entities.

-   Identifying material for cooperating LEAs and schools located in
    Empowerment Zones and Enterprise Communities.

**Please check to make sure you have done the following:**

-   The Application for Federal Assistance ED Form 424 has been signed
    and dated by an **authorized** official and the signed original has
    been faxed to the Application Control Center or has been included
    with your hard copy submission, if you have received a waiver from
    the requirement for an electronic submission.

-   The budget amounts on ED Form 424, items 13(a-g) are for [Year 1
    only]{.underline}.

-   If you have received a waiver to submit your application by mail,
    you have included the original and [two]{.underline} copies of the
    application, appendices, and forms.

**[Note]{.underline}**: If any conflict exists between the Notice and
the application booklet regarding page limitations, parity guidelines,
closing date information or any other aspect of this competition, the
Notice shall supercede any information provided in this book.

## TQE-R APPLICATION PROCEDURES

#### [Application Deadline and Procedures]{.underline}

The deadline for submission of applications for the TQE-R Program is
**May 2, 2005**. All applications must be electronically submitted,
postmarked, or hand-delivered on or before the deadline date. This
closing date and the following procedures for preparing your submission
will be strictly observed.

[Applicants will submit an abstract to the equivalent of no more than
one page and an application narrative to the equivalent of no more than
50 pages.]{.underline} Place the name of the applicant at the top or
bottom of each page of the narrative. Each page should be numbered
consecutively with the first page of the narrative listed as page 1.

[Applicants must also submit a budget narrative, work plan, and
evaluation plan to the equivalent of no more than 10 pages, 10 pages,
and 5 pages respectively.]{.underline}

For the abstract, application narrative, budget narrative, work plan,
and the evaluation plan the following standards apply:

-   A page is 8.5\" x 11\", on one side only, with 1\" margins at the
    top, bottom, and both sides.

```{=html}
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```
-   Double space (no more than three lines per vertical inch) all text,
    including titles, headings, quotations, references, and captions.

```{=html}
<!-- -->
```
-   Use a font that is either 12 point or larger or no smaller than 10
    pitch (characters per inch).

```{=html}
<!-- -->
```
-   For tables, charts or graphs, also double space and use a font that
    is either 12 point or larger or no smaller than 10 pitch.

We will reject your application if:

-   You apply these standards and exceed the page limit; or

-   You apply other standards and exceed the equivalent of the page
    limit.

The page limit does not apply to the Part I, the cover sheet; Part II,
the budget forms, the assurances and certifications; the resumes, the
bibliography, or the letters of support.

**[Note]{.underline}**: If any conflict exists between the Notice and
the application booklet regarding page limitations, parity guidelines,
closing date information or any other aspect of this competition, the
Notice shall supercede any information provided in this book.

**INSTRUCTIONS FOR TRANSMITTAL OF APPLICATIONS**

Note: Some of the procedures in these instructions for transmitting
applications differ from those in the Education Department General
Administrative Regulations (EDGAR) (34 CFR 75.102). Under the
Administrative Procedure Act (5 U.S.C. 553) the Department generally
offers interested parties the opportunity to comment on proposed
regulations. However, these amendments make procedural changes only and
do not establish new substantive policy. Therefore, under 5 U.S.C.
553(b)(A), the Secretary has determined that proposed rulemaking is not
required.

######### Electronic Submission of Applications

We are requiring that applications for grants under this program be
submitted electronically using the Electronic Grant Application system
(e-application) available through the Department's e-Grants system,
accessible through the e-Grants portal page at
[http://e-grants.ed.gov](http://e-grants.ed.gov/).

If you are unable to submit an application through the e-Grants system,
you may submit a written request for a waiver of the electronic
submission requirement. In your request, you should explain the reason
or reasons that prevent you from using the Internet to submit your
application. Address your request to: Luretha Kelley, U.S. Department of
Education, 1990 K Street, NW, room 7096, Washington, DC 20006-8526. To
be considered, your request must be submitted no later than two weeks
before the application deadline date. Your paper application must be
submitted in accordance with the mail or hand delivery instructions
described elsewhere in this package.

Please note the following:

-   You must complete the electronic submission of your grant
    application by 4:30 p.m., Washington, DC time, on the application
    deadline date. The e-Application system will not accept an
    application for this competition after 4:30 p.m., Washington, DC
    time, on the application deadline date. Therefore, we strongly
    recommend that you do not wait until the application deadline date
    to begin the application process;

-   The regular hours of operation of the e-Grants Web site are 6:00
    a.m. Monday until 7:00 p.m. Wednesday; and 6:00 a.m. Thursday until
    midnight Saturday, Washington, DC time. Please note that the system
    is unavailable on Sundays, and between 7:00 p.m. on Wednesdays and
    6:00 a.m. on Thursdays, Washington, DC time, for maintenance. Any
    modifications to these hours are posted on the e-Grants Web site;

-   You must submit all documents electronically, including the
    Application for Federal Education Assistance (ED 424) and all
    necessary assurances and certifications;

-   You will not receive additional point value because you submit the
    application in electronic format, nor will we penalize you if you
    request a waiver and submit the application in paper format because
    you were prevented from submitting the application electronically as
    required;

-   Prior to submitting your electronic application, you may wish to
    download it and print a copy of it for your records;

-   After you electronically submit your application to the Department,
    you will receive an automatic acknowledgement that will include a
    PR/Award number (an identifying number unique to your application);
    and

-   Within three working days after submitting your electronic
    application, fax a signed copy of the ED 424 to the Application
    Control Center after following these steps:

1.  Print the ED 424 from the e-application system;

2.  Make sure that the state's or institution's authorizing
    representative signs this form;

3.  Place the PR/Award number in the upper right hand corner of the ED
    424;

4.  Fax the ED 424 to the Application Control Center within three
    working days of submitting your electronic application. We will
    indicate a fax number in e-application at the time of your
    submission.

-   We may request that you give us original signatures on all other
    forms at a later date.

[Application Deadline Date Extension in Case of System
Unavailability]{.underline}: If you are prevented from electronically
submitting your application on the application deadline date because the
e-Application system is unavailable, we will grant you an extension of
one business day in order to transmit your application electronically,
by mail, or by hand delivery. We will grant this extension if---

> 1\. You are a registered user of e-Application and have initiated an
> e-Application for this competition; and
>
> 2\. The e-Application system is unavailable for 60 minutes or more
> between the hours of 8:30 a.m. and 3:30 p.m., Washington, DC time, on
> the application deadline date; or
>
> 3\. The e-Application system is unavailable for any period of time
> between 3:30 p.m. and 4:30 p.m., Washington, DC time, on the
> application deadline date.

We must acknowledge and confirm these periods of unavailability before
granting you an extension. To request this extension or to confirm our
acknowledgement of any system unavailability, you may contact the
e-Grants help desk at 1-888-336-8930. If the system is down and
therefore the application deadline is extended, an email is sent to all
registered users who have initiated an application.

**[Applications Sent by Mail]{.underline}**

If you submit your application in paper format by mail (through the U.S.
Postal Service or a commercial carrier), you must send the original and
two copies of your application, on or before the application deadline
date, to the Department at the applicable following address:

[By mail through the U.S. Postal Service]{.underline}:

> U.S. Department of Education

Application Control Center

Attention: CFDA \# 84.336C

400 Maryland Ave. S.W.

Washington, DC 20202-4260

or

[By mail through a commercial carrier]{.underline}:

> U.S. Department of Education

Application Control Center---Stop 4260

Attention: CFDA \# 84.336C

7100 Old Landover Road

Landover, MD 20785-1506

The Application Control Center will mail a Grant Application Receipt
Acknowledgment to you. If you do not receive the notification of
application receipt within 15 business days from the mailing of your
application, you should call the U.S. Department of Education
Application Control Center at (202) 245-6288.

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

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

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

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

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

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

1\. A private metered postmark, or

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

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

**[Hand Delivery of Applications]{.underline}**

If you submit your application in paper format by hand (either
personally or by a commercial courier service), you must deliver the
original and two copies of your application on or before the application
deadline date, to the Department at the following address:

U.S. Department of Education

Application Control Center

Attention: CFDA \# 84.336C

550 12th Street, S.W.

Room 7041, Potomac Center Plaza

Washington, DC 20202-4260

The Application Control Center accepts hand deliveries daily between
8:00 a.m. and 4:30 p.m., Washington, DC time, except Saturdays, Sundays,
and Federal holidays.

The Application Control Center will mail a Grant Application Receipt
Acknowledgment to you. If you do not receive the notification of
application receipt within 15 business days from the mailing of your
application, you should call the U.S. Department of Education
Application Control Center at (202) 245-6288.

**[Note]{.underline}**: If any conflict exists between the Notice and
the application booklet regarding page limitations, parity guidelines,
closing date information or any other aspect of this competition, the
Notice shall supercede any information provided in this booklet.

**DUNS NUMBER INSTRUCTIONS**

You will need to provide your D-U-N-S (Data Universal Numbering System)
number on ED Form 424 as part of your application package. If your
organization does not have a D-U-N-S number, you may obtain one at no
charge by contacting Dun & Bradstreet at 1-800-333-0505 to request a
D-U-N-S Number Request Form. Forms are also available on their website
at:

[http://www.dnb.com]{.underline}

Dun & Bradstreet, a global information services provider, has assigned
D-U-N-S Numbers to over 43 million organizations worldwide.

![](media/image1.wmf)Application for Federal **U.S. Department of
Education**

# Education Assistance (ED 424)

**Applicant Information** Organizational Unit

**1.** Name and Address

Legal
Name:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Address:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_ - \_\_\_\_\_\_\_\_

City State County ZIP Code + 4

**2.** Applicant's D-U-N-S Number
\|\_\_\_\|\_\_\_\|\_\_\_\|\_\_\_\|\_\_\_\|\_\_\_\|\_\_\_\|\_\_\_\|\_\_\_\|
**6.** Novice Applicant \_\_\_Yes \_\_\_No

**3.** Applicant's T-I-N \|\_\_\_\|\_\_\_\| -
\|\_\_\_\|\_\_\_\|\_\_\_\|\_\_\_\|\_\_\_\|\_\_\_\|\_\_\_\| **7.** Is the
applicant delinquent on any Federal debt? ­\_\_\_Yes \_\_\_No

*(If "Yes," attach an explanation.)*

**4.** Catalog of Federal Domestic Assistance #:
**84[.\_\_3\_\|\_\_3\_\|\_6\_\|\_\_C]{.underline}\_\|**

Title:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
**8.** Type of Applicant *(Enter appropriate letter in the box.)
\|\_\_\_\_\|*

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**5.** Project
Director:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Address:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_

City State Zip code + 4

Tel. #: ( ) \_\_\_\_\_\_\_-\_\_\_\_\_\_\_\_ Fax #: (
)\_\_\_\_\_\_\_-\_\_\_\_\_\_\_\_

**9.** State Application Identifier
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

E-Mail Address:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**Application Information**

**10.** Type of Submission: **13.** Are any research activities
involving human subjects planned at

*-PreApplication -Application* any time during the proposed project
period?

\_\_\_ Construction \_\_\_ Construction ­­\_\_\_ Yes (Go to 13a.) \_\_\_
No (Go to item 14.)

\_\_\_ Non-Construction \_\_\_ Non-Construction

**13a.** Are **all** the research activities proposed designated to be

**11.** Is application subject to review by Executive Order 12372
process? exempt from the regulations?

\_\_\_ Yes (*Date made available to the Executive Order 12372* \_\_\_
Yes (Provide Exemption(s) #):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

*process for review):* \_\_\_\_/\_\_\_\_/\_\_\_\_\_\_\_\_\_

**\_\_\_** No (Provide Assurance #):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_ No *(If "No," check appropriate box below.)*

\_\_\_ Program is not covered by E.O. 12372. **14.** Descriptive Title
of Applicant's Project:

\_\_\_ Program has not been selected by State for review.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**12.** Proposed Project Dates: \_\_\_\_/\_\_\_\_/\_\_\_\_\_\_\_\_
\_\_\_\_/\_\_\_\_/\_\_\_\_\_\_\_\_\_

**Start Date: End Date:**
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Estimated Funding** **Authorized Representative Information**

**16.** To the best of my knowledge and belief, all data in this
preapplication/application are true

**15a.** Federal **\$ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 00** and
correct. The document has been duly authorized by the governing body of
the applicant

**b.** Applicant **\$ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 00** and the
applicant will comply with the attached assurances if the assistance is
awarded.

**c.** State **\$ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 00 a.** Authorized
Representative (*Please type or print name clearly*.)

**d.** Local **\$ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 00
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**e.** Other **\$ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 00 b.** Title:
**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**f.** Program Income **\$ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 00 c.**
Tel. #: ( ) \_\_\_\_\_\_\_\_-\_\_\_\_\_\_\_\_\_\_\_\_ Fax #: ( )
\_\_\_\_\_\_\_\_-\_\_\_\_\_\_\_\_\_\_\_\_

**d.** E-Mail Address:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**g. TOTAL \$ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_. 00 e. Signature of
Authorized Representative**

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date:\_\_\_/\_\_\_\_/\_\_\_\_\_\_

**Instructions for Form ED 424**

**1.** **Legal Name and Address.** Enter the legal name of applicant and
the name of the primary organizational unit which will undertake the
assistance activity.

**2.** **D-U-N-S Number.** Enter the applicant's D-U-N-S Number. If your
organization does not have a D-U-N-S Number, you can obtain the number
by calling 1-800-333-0505 or by completing a D-U-N-S Number Request
Form. The form can be obtained via the Internet at the following URL:
**http://www.dnb.com.**

**3. Tax Identification Number.** Enter the taxpayer's identification
number as assigned by the Internal Revenue Service.

**4.** **Catalog of Federal Domestic Assistance** **(CFDA) Number.**
Enter the CFDA number and title of the program under which assistance is
requested. The CFDA number can be found in the federal register notice
and the application package.

**5. Project Director**. Name, address, telephone and fax numbers, and
e-mail address of the person to be contacted on matters involving this
application.

**6. Novice Applicant**. Check "**Yes**" or "**No**" only if assistance
is being requested under a program that gives special consideration to
novice applicants. Otherwise, **leave blank**.

> Check "**Yes"** if you meet the requirements for novice applicants
> specified in the regulations in 34 CFR 75.225 and included on the
> attached page entitled "Definitions for Form ED 424." By checking
> "Yes" the applicant certifies that it meets these novice applicant
> requirements. Check "**No**" if you do not meet the requirements for
> novice applicants**.**

**7. Federal Debt Delinquency**. Check "**Yes**" if the applicant's
organization is delinquent on any Federal debt. (This question refers to
the applicant's organization and not to the person who signs as the
authorized representative. Categories of debt include delinquent audit
disallowances, loans and taxes.) Otherwise, check "**No**."

**8. Type of Applicant.** Enter the appropriate letter in the box
provided.

**9. State Application Identifier**. State use only (if applicable).

**10. Type of Submission**. See "Definitions for Form ED 424" attached.

**11. Executive Order 12372**. See "Definitions for Form ED 424"
attached. Check "**Yes**" if the application is subject to review by
E.O. 12372. Also, please enter the month, day, and four (4) digit year
(mm/dd/yyyy). Otherwise, check "**No**."

**12. Proposed Project Dates**. Please enter the month, day, and four
(4) digit year (mm/dd/yyyy).

**13. Human Subjects Research**. (See I.A. "Definitions" in attached
page entitled "Definitions for Form ED 424.")

**If Not Human Subjects Research**. Check "**No**" if research
activities involving human subjects are not planned at any time during
the proposed project period. The remaining parts of Item 12 are then not
applicable.

**If Human Subjects Research**. Check "**Yes**" if research activities
involving human subjects are planned at any time during the proposed
project period, either at the applicant organization or at any other
performance site or collaborating institution. Check "**Yes**" even if
the research is exempt from the regulations for the protection of human
subjects. (See I.B. "Exemptions" in attached page entitled "Definitions
for Form ED 424.")

**13a. If Human Subjects Research is Exempt from the Human Subjects
Regulations**. Check "**Yes**" if all the research activities proposed
are designated to be exempt from the regulations. Insert the exemption
number(s) corresponding to one or more of the six exemption categories
listed in I.B. "Exemptions." In addition, follow the instructions in
II.A. "Exempt Research Narrative" in the attached page entitled
"Definitions for Form ED 424." Insert this narrative immediately
following the ED 424 face page.

**13a. If Human Subjects Research is Not Exempt from Human Subjects
Regulations**. Check "**No**" if some or all of the planned research
activities are covered (not exempt). In addition, follow the
instructions in II.B. "Nonexempt Research Narrative" in the page
entitled "Definitions for Form ED 424." Insert this narrative
immediately following the ED 424 face page.

**13a. Human Subjects Assurance Number**. If the applicant has an
approved Federal Wide (FWA) or Multiple Project Assurance (MPA) with the
Office for Human Research Protections (OHRP), U.S. Department of Health
and Human Services, that covers the specific activity, insert the number
in the space provided. If the applicant does not have an approved
assurance on file with OHRP, enter "None." In this case, the applicant,
by signature on the face page, is declaring that it will comply with 34
CFR 97 and proceed to obtain the human subjects assurance upon request
by the designated ED official. If the application is
recommended/selected for funding, the designated ED official will
request that the applicant obtain the assurance within 30 days after the
specific formal request.

**Note about Institutional Review Board Approval**. ED does not require
certification of Institutional Review Board approval with the
application. However, if an application that involves non-exempt human
subjects research is recommended/selected for funding, the designated ED
official will request that the applicant obtain and send the
certification to ED within 30 days after the formal request.

**14. Project Title**. Enter a brief descriptive title of the project.
If more than one program is involved, you should append an explanation
on a separate sheet. If appropriate (e.g., construction or real property
projects), attach a map showing project location. For preapplications,
use a separate sheet to provide a summary description of this project.

**15. Estimated Funding**. Amount requested or to be contributed during
the first funding/budget period by each contributor. Value of in-kind
contributions should be included on appropriate lines as applicable. If
the action will result in a dollar change to an existing award, indicate
**only** the amount of the change. For decreases, enclose the amounts in
parentheses. If both basic and supplemental amounts are included, show
breakdown on an attached sheet. For multiple program funding, use totals
and show breakdown using same categories as item 15.

**16. Certification**. To be signed by the authorized representative of
the applicant. A copy of the governing body's authorization for you to
sign this application as official representative must be on file in the
applicant's office. Be sure to enter the telephone and fax number and
e-mail address of the authorized representative. Also, in item 15e,
please enter the month, day, and four (4) digit year (mm/dd/yyyy) in the
date signed field.

**Paperwork Burden Statement**. According to the Paperwork Reduction Act
of 1995, no persons are required to respond to a collection of
information unless such collection displays a valid OMB control number.
The valid OMB control number for this information collection is
1875-0106. The time required to complete this information collection is
estimated to average between 15 and 45 minutes per response, including
the time to review instructions, search existing data resources, gather
the data needed, and complete and review the information collection.
**If you have any comments concerning the accuracy of the estimate(s) or
suggestions for improving this form, please write to**: U.S. Department
of Education, Washington, D.C. 20202-4700. **If you have comments or
concerns regarding the status of your individual submission of this form
write directly to**: Joyce I. Mays, Application Control Center, U.S.
Department of Education, Potomac Center Plaza, 550 12th Street SW, Room
7076, Washington, DC 20202-4260.

##  {#section-9 .unnumbered}

**Definitions for Form ED 424**

**Novice Applicant (See 34 CFR 75.225**). For discretionary grant
programs under which the Secretary gives special consideration to novice
applications, a novice applicant means any applicant for a grant from ED
that---

-   Has never received a grant or subgrant under the program from which
    it seeks funding;

-   Has never been a member of a group application, submitted in
    accordance with 34 CFR 75.127-75.129, that received a grant under
    the program from which it seeks funding; and

-   Has not had an active discretionary grant from the Federal
    government in the five years before the deadline date for
    applications under the program. For the purposes of this
    requirement, a grant is active until the end of the grant's project
    or funding period, including any extensions of those periods that
    extend the grantee's authority to obligate funds.

In the case of a group application submitted in accordance with 34 CFR
75.127-75.129, a group includes only parties that meet the requirements
listed above.

**Type of Submission.** "Construction" includes construction of new
buildings and acquisition, expansion, remodeling, and alteration of
existing buildings, and initial equipment of any such buildings, or any
combination of such activities (including architects' fees and the cost
of acquisition of land). "Construction" also includes remodeling to meet
standards, remodeling designed to conserve energy, renovation or
remodeling to accommodate new technologies, and the purchase of existing
historic buildings for conversion to public libraries. For the purposes
of this paragraph, the term "equipment" includes machinery, utilities,
and built-in equipment and any necessary enclosures or structures to
house them; and such term includes all other items necessary for the
functioning of a particular facility as a facility for the provision of
library services.

**Executive Order 12372.** The purpose of Executive Order 12372 is to
foster an 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 application notice, as published in the Federal Register, informs
the applicant as to whether the program is subject to the requirements
of E.O. 12372. In addition, the application package contains information
on the State Single Point of Contact. 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. For
additional information on E.O. 12372 go to
http://12.46.245.173/pls/portal30/catalog.REQ_FOR_12372.show

**PROTECTION OF HUMAN SUBJECTS IN RESEARCH**

**I. Definitions and Exemptions**

**A. Definitions.**

A research activity involves human subjects if the activity is research,
as defined in the Department's regulations, and the research activity
will involve use of human subjects, as defined in the regulations.

---**Research**

The ED Regulations for the Protection of Human Subjects, Title 34, Code
of Federal Regulations, Part 97, define research as "a systematic
investigation, including research development, testing and evaluation,
designed to develop or contribute to generalizable knowledge." *If an
activity follows a deliberate plan whose purpose is to develop or
contribute to generalizable knowledge it is research.* Activities which
meet this definition constitute research whether or not they are
conducted or supported under a program which is considered research for
other purposes. For example, some demonstration and service programs may
include research activities.

**---Human Subject**

The regulations define human subject as "a living individual about whom
an investigator (whether professional or student) conducting research
obtains (1) data through intervention or interaction with the
individual, or (2) identifiable private information." *(1) If an
activity involves obtaining information about a living person by
manipulating that person or that person's environment, as might occur
when a new instructional technique is tested, or by communicating or
interacting with the individual, as occurs with surveys and interviews,
the definition of human subject is met. (2) If an activity involves
obtaining private information about a living person in such a way that
the information can be linked to that individual (the identity of the
subject is or may be readily determined by the investigator or
associated with the information), the definition of human subject is
met.* \[Private information includes information about behavior that
occurs in a context in which an individual can reasonably expect that no
observation or recording is taking place, and information which has been
provided for specific purposes by an individual and which the individual
can reasonably expect will not be made public (for example, a school
health record).\]

**B. Exemptions.**

Research activities in which the **only** involvement of human subjects
will be in one or more of the following six categories of
***exemptions*** are not covered by the regulations:

\(1\) Research conducted in established or commonly accepted educational
settings, involving normal educational practices, such as (a) research
on regular and special education instructional strategies, or (b)
research on the effectiveness of or the comparison among instructional
techniques, curricula, or classroom management methods.

\(2\) Research involving the use of educational tests (cognitive,
diagnostic, aptitude, achievement), survey procedures, interview
procedures or observation of public behavior, unless: (a) information
obtained is recorded in such a manner that human subjects can be
identified, directly or through identifiers linked to the subjects; and
(b) any disclosure of the human subjects' responses outside the research
could reasonably place the subjects at risk of criminal or civil
liability or be damaging to the subjects' financial standing,
employability, or reputation. ***If the subjects are children, exemption
2 applies only to research involving educational tests and observations
of public behavior when the investigator(s) do not participate in the
activities being observed. Exemption 2 does not apply if children are
surveyed or interviewed or if the research involves observation of
public behavior and the investigator(s) participate in the activities
being observed.*** \[Children are defined as persons who have not
attained the legal age for consent to treatments or procedures involved
in the research, under the applicable law or jurisdiction in which the
research will be conducted.\]

\(3\) Research involving the use of educational tests (cognitive,
diagnostic, aptitude, achievement), survey procedures, interview
procedures or observation of public behavior that is not exempt under
section (2) above, if the human subjects are elected or appointed public
officials or candidates for public office; or federal statute(s)
require(s) without exception that the confidentiality of the personally
identifiable information will be maintained throughout the research and
thereafter.

\(4\) Research involving the collection or study of existing data,
documents, records, pathological specimens, or diagnostic specimens, if
these sources are publicly available or if the information is recorded
by the investigator in a manner that subjects cannot be identified,
directly or through identifiers linked to the subjects.

\(5\) Research and demonstration projects which are conducted by or
subject to the approval of department or agency heads, and which are
designed to study, evaluate, or otherwise examine: (a) public benefit or
service programs; (b) procedures for obtaining benefits or services
under those programs; (c) possible changes in or alternatives to those
programs or procedures; or (d) possible changes in methods or levels of
payment for benefits or services under those programs.

\(6\) Taste and food quality evaluation and consumer acceptance studies,
(a) if wholesome foods without additives are consumed or (b) if a food
is consumed that contains a food ingredient at or below the level and
for a use found to be safe, or agricultural chemical or environmental
contaminant at or below the level found to be safe, by the Food and Drug
Administration or approved by the Environmental Protection Agency or the
Food Safety and Inspection Service of the U.S. Department of
Agriculture.

**II. Instructions for Exempt and Nonexempt Human Subjects Research
Narratives**

If the applicant marked "Yes" for Item 13 on the ED 424, the applicant
must provide a human subjects "exempt research" or "nonexempt research"
narrative and insert it immediately following the ED 424 face page.

**A. Exempt Research Narrative.**

If you marked "Yes" for item 13 a. and designated exemption numbers(s),
provide the "exempt research" narrative. The narrative must contain
sufficient information about the involvement of human subjects in the
proposed research to allow a determination by ED that the designated
exemption(s) are appropriate. The narrative must be succinct.

B. Nonexempt Research Narrative.

If you marked "No" for item 13 a. you must provide the "nonexempt
research" narrative. The narrative must address the following seven
points. Although no specific page limitation applies to this section of
the application, be succinct.

\(1\) **Human Subjects Involvement and Characteristics**: Provide a
detailed description of the proposed involvement of human subjects.
Describe the characteristics of the subject population, including their
anticipated number, age range, and health status. Identify the criteria
for inclusion or exclusion of any subpopulation. Explain the rationale
for the involvement of special classes of subjects, such as children,
children with disabilities, adults with disabilities, persons with
mental disabilities, pregnant women, prisoners, institutionalized
individuals, or others who are likely to be vulnerable

\(2\) **Sources of Materials**: Identify the sources of research
material obtained from individually identifiable living human subjects
in the form of specimens, records, or data. Indicate whether the
material or data will be obtained specifically for research purposes or
whether use will be made of existing specimens, records, or data.

\(3\) **Recruitment and Informed Consent**: Describe plans for the
recruitment of subjects and the consent procedures to be followed.
Include the circumstances under which consent will be sought and
obtained, who will seek it, the nature of the information to be provided
to prospective subjects, and the method of documenting consent. State if
the Institutional Review Board (IRB) has authorized a modification or
waiver of the elements of consent or the requirement for documentation
of consent.

\(4\) **Potential Risks**: Describe potential risks (physical,
psychological, social, legal, or other) and assess their likelihood and
seriousness. Where appropriate, describe alternative treatments and
procedures that might be advantageous to the subjects.

\(5\) **Protection Against Risk**: Describe the procedures for
protecting against or minimizing potential risks, including risks to
confidentiality, and assess their likely effectiveness. Where
appropriate, discuss provisions for ensuring necessary medical or
professional intervention in the event of adverse effects to the
subjects. Also, where appropriate, describe the provisions for
monitoring the data collected to ensure the safety of the subjects.

\(6\) **Importance of the Knowledge to be Gained**: Discuss the
importance of the knowledge gained or to be gained as a result of the
proposed research. Discuss why the risks to subjects are reasonable in
relation to the anticipated benefits to subjects and in relation to the
importance of the knowledge that may reasonably be expected to result.

\(7\) **Collaborating Site(s)**: If research involving human subjects
will take place at collaborating site(s) or other performance site(s),
name the sites and briefly describe their involvement or role in the
research.

***Copies of the Department of Education's Regulations for the
Protection of Human Subjects, 34 CFR Part 97 and other pertinent
materials on the protection of human subjects in research are available
from the Grants Policy and Oversight Staff, Office of the Chief
Financial Officer, U.S. Department of Education, Washington, D.C.
20202-4250, telephone: (202) 245-6120, and on the U.S. Department of
Education's Protection of Human Subjects in Research Web Site at
http://www.ed.gov/about/offices/list/ocfo/humansub.html***

**Partner Participation in TQE Title II, Part A**

**(HEA) Applications**

Applicants must inform the Department of all Teacher Quality Title II,
Part A (HEA) grants in which they are currently participating, or any
proposed applications for funding in which they agreed to participate,
as a partner. Therefore, we ask that each applicant complete the form
and submit it with the application.

A.  Please state the name(s) of any **currently funded (FY 1999, FY
    2000, FY 2002, FY 2003 or FY 2004)** Title II, Part A grant(s) in
    which you are a partnership member.

**1.** Project
Title\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

PR Award \#
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of the Lead Organization (fiscal agent)
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> Number of Partnership Members \_\_\_\_\_ IHEs \_\_\_\_\_\_\_ LEAs
> \_\_\_\_\_ Businesses \_\_\_\_\_\_\_\_ Additional Partners
> \_\_\_\_\_\_\_\_

Total Award Amount \$ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**2.** Project
Title\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

PR Award \#
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of the Lead Organization (fiscal agent)
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> Number of Partnership Members \_\_\_\_\_ IHEs \_\_\_\_\_\_\_LEAs
> \_\_\_\_\_ Businesses \_\_\_\_\_\_\_\_ Additional Partners
> \_\_\_\_\_\_\_\_

Total Award Amount \$ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**3.** Project
Title\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

PR Award \#
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of the Lead Organization (fiscal agent)
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> Number of Partnership Members \_\_\_\_\_ IHEs \_\_\_\_\_\_\_ LEAs
> \_\_\_\_\_ Businesses \_\_\_\_\_\_\_\_ Additional Partners
> \_\_\_\_\_\_\_\_

Total Award Amount \$ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

B.  Please state the name(s) of any other proposed Title II, Part A
    grant application(s) for this year (FY 2005) in which you have
    committed to be a participating partner.

**1.** Project
Title\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of the Lead Organization (fiscal
agent)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of Partnership Members \_\_\_ IHEs \_\_\_ LEAs \_\_\_

Businesses \_\_\_\_\_\_\_\_ Additional Partners \_\_\_\_\_\_\_

Total Request \$\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**2.** Project
Title\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of the Lead Organization (fiscal
agent)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of Partnership Members \_\_\_IHEs \_\_\_LEAs \_\_\_\_\_

Businesses \_\_\_\_\_\_\_\_ Additional Partners \_\_\_\_\_\_\_\_

Total Request \$\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**3.** Project
Title\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> Name of the Lead Organization (fiscal
> agent)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of Partnership Members \_\_\_IHEs \_\_\_\_ LEAs \_\_\_\_\_

Businesses \_\_\_\_\_\_\_\_ Additional Partners \_\_\_\_\_\_\_

Total Request \$\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**STATE APPLICANTS**

**TQE-R**

**Eligibility Certification**

1.  **STATE APPLICANT(S): Check *ONE OR MORE* of the following**

> **\_\_** Office of Governor \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_,
>
> State of \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**\_\_** Individual, entity, or agency designated by law to be
responsible for teacher preparation and certification for the State of
\_\_\_\_\_\_\_\_\_\_\_. Please state the individual, entity, or agency's
name:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> **2. REQUIRED ACTIVITIES:** Applicants must implement
> [all]{.underline} required activities under "A" or activities that
> they identify under "B". Please check to indicate which activities
> will be provided.
>
> **\_\_\_\_\_ A. Project activities will:**

-   Provide scholarships to help students pay the costs of tuition,
    room, board, and other expenses of completing a teacher preparation
    program;

-   Provide services (which may include academic advice and counseling,
    tutorial services, mentoring, child care and transportation) that
    scholarship recipients need to complete postsecondary education
    programs; and

-   Provide follow-up services to former scholarship recipients during
    their first three years of teaching.

**OR**

> **\_\_\_ B. Project activities will:**

-   Develop and implement effective mechanisms with the high-need LEAs
    that participate in the project to ensure that those districts and
    their high-need schools are able to effectively recruit highly
    qualified teachers.

> **Please indicate whether scholarship assistance is to be offered:
> \_\_\_\_\_\_\_\_\_ yes \_\_\_\_\_\_\_\_\_\_ no**
>
> **NOTE:** Where partnerships or states provide scholarship assistance,
> they determine the funding level and number of scholarships according
> to project goals and student needs. (For purposes of eligibility for
> federal financial assistance, this scholarship assistance must be
> taken into account along with other assistance provided under the
> HEA.)

**3. CERTIFICATION:**

> I attest that the above eligibility criteria have been met by our
> state and we will provide, upon request, further documentation to
> support this.

(Signature) (Date)

**PARTNERSHIP APPLICANTS**

###### TQE-R

###### Eligibility Certification

**I. APPLICANT ELIGIBILITY REQUIREMENTS:**

A.  **Partner Institution with Teacher Preparation Program:**

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1.  Please list the name and address of your eligible partner
    institution. If there is more than one teacher training program in
    the partnership that meets the eligibility requirements, please
    choose one to list here:
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2.  In order to be eligible to receive a TQE-R grant, the abovementioned
    partner institution must meet the following standards, which must be
    documented upon request. Please check *ONE OR MORE* of the
    following:

> \_\_\_\_\_\_ Produces graduates who exhibit strong performance on
> state-determined qualifying assessments for new teachers by---
>
> Demonstrating that 80% or more of the program graduates who intend to
> enter teaching have passed all applicable state qualifying assessments
> for new teachers (including an assessment of each prospective
> teacher's subject matter knowledge in the content area(s) in which the
> teacher intends to teach); or
>
> \_\_\_\_\_\_ Produces graduates who exhibit strong performance on
> state-determined qualifying assessments for new teachers by---
>
> Ranking among the highest-performing teacher preparation programs in
> the state, as determined by the state using criteria consistent with
> the state report card (see section 207(b) of the HEA), and using the
> state report card on teacher preparation after its first publication
> and for every year thereafter; or
>
> \_\_\_\_\_\_ Requires all students in the program to participate in
> intensive clinical experience, to meet high academic standards,

### AND 

> In the case of secondary school candidates,
>
> \_\_\_\_\_\_ Requires all students to complete an academic major in
> the subject area in which the candidate intends to teach or
>
> \_\_\_\_\_\_ Demonstrate competence through a high level of
> performance in relevant content areas,

### AND

> In the case of elementary school candidates,

\_\_\_\_\_\_ Requires all students complete an academic major in

> the arts and sciences or

\_\_\_\_\_\_\_ Requires all students to demonstrate competence through a
high level of performance in core academic subject areas.

Please indicate what evidence you can provide to document your
eligibility in this area:

B.  **School of Arts and Sciences:**

> List the name of the partner school of arts and sciences (A&S). In the
> event that an A&S does not exist at the above named partner
> institution, please list the name and address below of the partner
> IHE, which will provide the A&S partner:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

C.  **High-Need Local Educational Agency (LEA) (an eligible partnership
    must include a minimum of one high-need LEA):**

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1.  Please list the name and address of your eligible high-need LEA. If
    there is more than one high-need LEA in the partnership that meets
    the eligibility requirements, please choose one to list here:
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> 2\. In order to be eligible to receive this grant, the above listed
> high-need LEA must meet the following standards. Please check ***ONE
> OR MORE*** of the following and be prepared to provide documentation
> upon request:
>
> \_\_\_\_\_\_ The LEA has at least one school in which 50 percent or
> more of the enrolled students are eligible for free or reduced lunch
> subsidies; or that otherwise is eligible, without receipt of a waiver,
> to operate as a school wide program under Title I of the Elementary
> and Secondary Education Act.
>
> \_\_\_\_\_\_ The LEA has at least one school in which more than 34
> percent of academic classroom teachers at the secondary level (across
> all academic subjects) do not have a major, minor, or significant
> course work (four or more college- or graduate-level courses in the
> content area) in their main assignment field.
>
> \_\_\_\_\_\_ The LEA has at least one school in which more than 34
> percent of the faculty assigned to teach in any two academic
> departments do not have a major, minor, or significant course work in
> their main assignment field (the academic field in which teachers have
> the largest percentage of their classes).
>
> \_\_\_\_\_\_ The LEA has at least one elementary or secondary school
> whose teacher attrition rate has been 15 percent or more over the last
> three school years.

**II. REQUIRED ACTIVITIES:**

> Applicants must implement all required activities under "A" or
> activities that they identify under "B". Please check to indicate
> which activities will be provided.
>
> **\_\_\_\_\_ A. Project Activities will:**

-   **Provide scholarships** to help students pay the costs of tuition,
    room, board, and other expenses of completing a teacher preparation
    program;

-   **Provide support services** (which may include academic advice and
    counseling, tutorial services, mentoring, child care, and
    transportation) that scholarship recipients need to complete
    postsecondary education programs; and

-   **Provide follow-up services** to former scholarship recipients
    during their first three years of teaching.

**OR**

> **\_\_\_\_\_ B. Project Activities will:**

-   **Develop and implement effective mechanisms** with the high-need
    LEAs that participate in the project to ensure

> that those districts and their high-need schools are able to
> effectively recruit highly qualified teachers.

**Please be sure to indicate whether scholarship assistance is to be
offered: \_\_\_\_\_\_\_\_\_\_\_\_\_\_ yes
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ no**

**Note: Where partnerships or states provide scholarship assistance they
determine the funding level and number of scholarships according to
project goals and student needs. (For purposes of eligibility for
federal financial assistance, this scholarship assistance must be taken
into account along with other assistance provided under the HEA.)**

**III. CERTIFICATION:**

> I attest that the above eligibility criteria have been met by our
> partnership and will provide, upon request, further documentation to
> support this.

(Signature) (Date)

**Budget Forms**

**And**

**Instructions**

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|        | N |        |        |        |       |   |     |           |
|        | O |        |        |        |       |   |     |           |
|        | N |        |        |        |       |   |     |           |
|        | - |        |        |        |       |   |     |           |
|        | C |        |        |        |       |   |     |           |
|        | O |        |        |        |       |   |     |           |
|        | N |        |        |        |       |   |     |           |
|        | S |        |        |        |       |   |     |           |
|        | T |        |        |        |       |   |     |           |
|        | R |        |        |        |       |   |     |           |
|        | U |        |        |        |       |   |     |           |
|        | C |        |        |        |       |   |     |           |
|        | T |        |        |        |       |   |     |           |
|        | I |        |        |        |       |   |     |           |
|        | O |        |        |        |       |   |     |           |
|        | N |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|        | P |        |        |        |       |   |     |           |
|        | R |        |        |        |       |   |     |           |
|        | O |        |        |        |       |   |     |           |
|        | G |        |        |        |       |   |     |           |
|        | R |        |        |        |       |   |     |           |
|        | A |        |        |        |       |   |     |           |
|        | M |        |        |        |       |   |     |           |
|        | S |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| > Name |   |        |        | Appl   |       |   |     |           |
| > of   |   |        |        | icants |       |   |     |           |
| >      |   |        |        | requ   |       |   |     |           |
| Instit |   |        |        | esting |       |   |     |           |
| ution/ |   |        |        | f      |       |   |     |           |
| Organi |   |        |        | unding |       |   |     |           |
| zation |   |        |        | for    |       |   |     |           |
|        |   |        |        | only   |       |   |     |           |
|        |   |        |        | one    |       |   |     |           |
|        |   |        |        | year   |       |   |     |           |
|        |   |        |        | should |       |   |     |           |
|        |   |        |        | co     |       |   |     |           |
|        |   |        |        | mplete |       |   |     |           |
|        |   |        |        | the    |       |   |     |           |
|        |   |        |        | column |       |   |     |           |
|        |   |        |        | under  |       |   |     |           |
|        |   |        |        | \"P    |       |   |     |           |
|        |   |        |        | roject |       |   |     |           |
|        |   |        |        | Year   |       |   |     |           |
|        |   |        |        | 1.\"   |       |   |     |           |
|        |   |        |        | Appl   |       |   |     |           |
|        |   |        |        | icants |       |   |     |           |
|        |   |        |        | requ   |       |   |     |           |
|        |   |        |        | esting |       |   |     |           |
|        |   |        |        | f      |       |   |     |           |
|        |   |        |        | unding |       |   |     |           |
|        |   |        |        | for    |       |   |     |           |
|        |   |        |        | mult   |       |   |     |           |
|        |   |        |        | i-year |       |   |     |           |
|        |   |        |        | grants |       |   |     |           |
|        |   |        |        | should |       |   |     |           |
|        |   |        |        | co     |       |   |     |           |
|        |   |        |        | mplete |       |   |     |           |
|        |   |        |        | all    |       |   |     |           |
|        |   |        |        | appl   |       |   |     |           |
|        |   |        |        | icable |       |   |     |           |
|        |   |        |        | co     |       |   |     |           |
|        |   |        |        | lumns. |       |   |     |           |
|        |   |        |        | Please |       |   |     |           |
|        |   |        |        | read   |       |   |     |           |
|        |   |        |        | all    |       |   |     |           |
|        |   |        |        | instru |       |   |     |           |
|        |   |        |        | ctions |       |   |     |           |
|        |   |        |        | before |       |   |     |           |
|        |   |        |        | comp   |       |   |     |           |
|        |   |        |        | leting |       |   |     |           |
|        |   |        |        | form.  |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| **S    |   |        |        |        |       |   |     |           |
| ECTION |   |        |        |        |       |   |     |           |
| A -    |   |        |        |        |       |   |     |           |
| BUDGET |   |        |        |        |       |   |     |           |
| SUM    |   |        |        |        |       |   |     |           |
| MARY** |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
| #      |   |        |        |        |       |   |     |           |
| # U.S. |   |        |        |        |       |   |     |           |
|  DEPAR |   |        |        |        |       |   |     |           |
| TMENT  |   |        |        |        |       |   |     |           |
| OF EDU |   |        |        |        |       |   |     |           |
| CATION |   |        |        |        |       |   |     |           |
|  FUNDS |   |        |        |        |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| Budget |   | P      | P      | P      | Pr    | P |     | Total     |
| Cate   |   | roject | roject | roject | oject | r |     |           |
| gories |   | Year 1 | Year 2 | Year 3 | Year  | o |     | \(f\)     |
|        |   |        |        |        | 4     | j |     |           |
|        |   | \(a\)  | \(b\)  | \(c\)  |       | e |     |           |
|        |   |        |        |        | \(d\) | c |     |           |
|        |   |        |        |        |       | t |     |           |
|        |   |        |        |        |       | Y |     |           |
|        |   |        |        |        |       | e |     |           |
|        |   |        |        |        |       | a |     |           |
|        |   |        |        |        |       | r |     |           |
|        |   |        |        |        |       | 5 |     |           |
|        |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       | \ |     |           |
|        |   |        |        |        |       | ( |     |           |
|        |   |        |        |        |       | e |     |           |
|        |   |        |        |        |       | \ |     |           |
|        |   |        |        |        |       | ) |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| 1\.    |   |        |        |        |       |   |     |           |
| Per    |   |        |        |        |       |   |     |           |
| sonnel |   |        |        |        |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| 2\.    |   |        |        |        |       |   |     |           |
| Fringe |   |        |        |        |       |   |     |           |
| Be     |   |        |        |        |       |   |     |           |
| nefits |   |        |        |        |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| 3\.    |   |        |        |        |       |   |     |           |
| Travel |   |        |        |        |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| 4\.    |   |        |        |        |       |   |     |           |
| Equ    |   |        |        |        |       |   |     |           |
| ipment |   |        |        |        |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| 5\.    |   |        |        |        |       |   |     |           |
| Su     |   |        |        |        |       |   |     |           |
| pplies |   |        |        |        |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| 6\.    |   |        |        |        |       |   |     |           |
| Contr  |   |        |        |        |       |   |     |           |
| actual |   |        |        |        |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| 7\.    |   |        |        |        |       |   |     |           |
| Constr |   |        |        |        |       |   |     |           |
| uction |   |        |        |        |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| 8\.    |   |        |        |        |       |   |     |           |
| Other  |   |        |        |        |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| 9\.    |   |        |        |        |       |   |     |           |
| Total  |   |        |        |        |       |   |     |           |
| Direct |   |        |        |        |       |   |     |           |
| Costs  |   |        |        |        |       |   |     |           |
| (lines |   |        |        |        |       |   |     |           |
| 1-8)   |   |        |        |        |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| 10\.   |   |        |        |        |       |   |     |           |
| In     |   |        |        |        |       |   |     |           |
| direct |   |        |        |        |       |   |     |           |
| C      |   |        |        |        |       |   |     |           |
| osts\* |   |        |        |        |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| 11\.   |   |        |        |        |       |   |     |           |
| Tr     |   |        |        |        |       |   |     |           |
| aining |   |        |        |        |       |   |     |           |
| St     |   |        |        |        |       |   |     |           |
| ipends |   |        |        |        |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| 12\.   |   |        |        |        |       |   |     |           |
| Total  |   |        |        |        |       |   |     |           |
| Costs  |   |        |        |        |       |   |     |           |
| (lines |   |        |        |        |       |   |     |           |
| 9-11)  |   |        |        |        |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+
| >      |   |        |        |        |       |   |     |           |
| **\*In |   |        |        |        |       |   |     |           |
| direct |   |        |        |        |       |   |     |           |
| > Cost |   |        |        |        |       |   |     |           |
| >      |   |        |        |        |       |   |     |           |
|  Infor |   |        |        |        |       |   |     |           |
| mation |   |        |        |        |       |   |     |           |
| > *(To |   |        |        |        |       |   |     |           |
| > Be   |   |        |        |        |       |   |     |           |
| > Com  |   |        |        |        |       |   |     |           |
| pleted |   |        |        |        |       |   |     |           |
| > by   |   |        |        |        |       |   |     |           |
| > Your |   |        |        |        |       |   |     |           |
| > Bu   |   |        |        |        |       |   |     |           |
| siness |   |        |        |        |       |   |     |           |
| >      |   |        |        |        |       |   |     |           |
|  Offic |   |        |        |        |       |   |     |           |
| e*):** |   |        |        |        |       |   |     |           |
| >      |   |        |        |        |       |   |     |           |
| > If   |   |        |        |        |       |   |     |           |
| > you  |   |        |        |        |       |   |     |           |
| > are  |   |        |        |        |       |   |     |           |
| > requ |   |        |        |        |       |   |     |           |
| esting |   |        |        |        |       |   |     |           |
| > r    |   |        |        |        |       |   |     |           |
| eimbur |   |        |        |        |       |   |     |           |
| sement |   |        |        |        |       |   |     |           |
| > for  |   |        |        |        |       |   |     |           |
| > in   |   |        |        |        |       |   |     |           |
| direct |   |        |        |        |       |   |     |           |
| >      |   |        |        |        |       |   |     |           |
|  costs |   |        |        |        |       |   |     |           |
| > on   |   |        |        |        |       |   |     |           |
| > line |   |        |        |        |       |   |     |           |
| > 10,  |   |        |        |        |       |   |     |           |
| >      |   |        |        |        |       |   |     |           |
| please |   |        |        |        |       |   |     |           |
| >      |   |        |        |        |       |   |     |           |
| answer |   |        |        |        |       |   |     |           |
| > the  |   |        |        |        |       |   |     |           |
| > fol  |   |        |        |        |       |   |     |           |
| lowing |   |        |        |        |       |   |     |           |
| > ques |   |        |        |        |       |   |     |           |
| tions: |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
| (1) Do |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|    you |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|   have |   |        |        |        |       |   |     |           |
|     an |   |        |        |        |       |   |     |           |
|     In |   |        |        |        |       |   |     |           |
| direct |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|   Cost |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|   Rate |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|    Agr |   |        |        |        |       |   |     |           |
| eement |   |        |        |        |       |   |     |           |
|     ap |   |        |        |        |       |   |     |           |
| proved |   |        |        |        |       |   |     |           |
|     by |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|    the |   |        |        |        |       |   |     |           |
|     F  |   |        |        |        |       |   |     |           |
| ederal |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|  gover |   |        |        |        |       |   |     |           |
| nment? |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|  \_\_\ |   |        |        |        |       |   |     |           |
| _\_Yes |   |        |        |        |       |   |     |           |
|     \_ |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
|     No |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
| (2) If |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|   yes, |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
| please |   |        |        |        |       |   |     |           |
|     p  |   |        |        |        |       |   |     |           |
| rovide |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|    the |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|    fol |   |        |        |        |       |   |     |           |
| lowing |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
| inform |   |        |        |        |       |   |     |           |
| ation: |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
| >      |   |        |        |        |       |   |     |           |
| Period |   |        |        |        |       |   |     |           |
| > C    |   |        |        |        |       |   |     |           |
| overed |   |        |        |        |       |   |     |           |
| > by   |   |        |        |        |       |   |     |           |
| > the  |   |        |        |        |       |   |     |           |
| > In   |   |        |        |        |       |   |     |           |
| direct |   |        |        |        |       |   |     |           |
| > Cost |   |        |        |        |       |   |     |           |
| > Rate |   |        |        |        |       |   |     |           |
| > Agre |   |        |        |        |       |   |     |           |
| ement: |   |        |        |        |       |   |     |           |
| >      |   |        |        |        |       |   |     |           |
|  From: |   |        |        |        |       |   |     |           |
| > \_   |   |        |        |        |       |   |     |           |
| \_\_/\ |   |        |        |        |       |   |     |           |
| _\_\_/ |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
| > To:  |   |        |        |        |       |   |     |           |
| > \_   |   |        |        |        |       |   |     |           |
| \_\_/\ |   |        |        |        |       |   |     |           |
| _\_\_/ |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
| >      |   |        |        |        |       |   |     |           |
| (mm/dd |   |        |        |        |       |   |     |           |
| /yyyy) |   |        |        |        |       |   |     |           |
| >      |   |        |        |        |       |   |     |           |
| > App  |   |        |        |        |       |   |     |           |
| roving |   |        |        |        |       |   |     |           |
| > F    |   |        |        |        |       |   |     |           |
| ederal |   |        |        |        |       |   |     |           |
| > a    |   |        |        |        |       |   |     |           |
| gency: |   |        |        |        |       |   |     |           |
| > \_   |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
| > ED   |   |        |        |        |       |   |     |           |
| > \_   |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
| >      |   |        |        |        |       |   |     |           |
|  Other |   |        |        |        |       |   |     |           |
| > (    |   |        |        |        |       |   |     |           |
| please |   |        |        |        |       |   |     |           |
| > spe  |   |        |        |        |       |   |     |           |
| cify): |   |        |        |        |       |   |     |           |
| > \_\_ |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
| (      |   |        |        |        |       |   |     |           |
| 3) For |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|   Rest |   |        |        |        |       |   |     |           |
| ricted |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|   Rate |   |        |        |        |       |   |     |           |
|     Pr |   |        |        |        |       |   |     |           |
| ograms |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
| (check |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|   one) |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|    \-- |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|    Are |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|    you |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|  using |   |        |        |        |       |   |     |           |
|     a  |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|   rest |   |        |        |        |       |   |     |           |
| ricted |   |        |        |        |       |   |     |           |
|     in |   |        |        |        |       |   |     |           |
| direct |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|   cost |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|   rate |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
|  that: |   |        |        |        |       |   |     |           |
|        |   |        |        |        |       |   |     |           |
| >      |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
| > Is   |   |        |        |        |       |   |     |           |
| > in   |   |        |        |        |       |   |     |           |
| cluded |   |        |        |        |       |   |     |           |
| > in   |   |        |        |        |       |   |     |           |
| > your |   |        |        |        |       |   |     |           |
| > ap   |   |        |        |        |       |   |     |           |
| proved |   |        |        |        |       |   |     |           |
| > In   |   |        |        |        |       |   |     |           |
| direct |   |        |        |        |       |   |     |           |
| > Cost |   |        |        |        |       |   |     |           |
| > Rate |   |        |        |        |       |   |     |           |
| > Agre |   |        |        |        |       |   |     |           |
| ement? |   |        |        |        |       |   |     |           |
| > or   |   |        |        |        |       |   |     |           |
| >      |   |        |        |        |       |   |     |           |
| \_\_\_ |   |        |        |        |       |   |     |           |
| > Co   |   |        |        |        |       |   |     |           |
| mplies |   |        |        |        |       |   |     |           |
| > with |   |        |        |        |       |   |     |           |
| > 34   |   |        |        |        |       |   |     |           |
| > CFR  |   |        |        |        |       |   |     |           |
| > 7    |   |        |        |        |       |   |     |           |
| 6.564( |   |        |        |        |       |   |     |           |
| c)(2)? |   |        |        |        |       |   |     |           |
+--------+---+--------+--------+--------+-------+---+-----+-----------+

> ED 524

+---------+--------+--------+--------+--------+--------+------------+
| > Name  |        |        | Appl   |        |        |            |
| > of    |        |        | icants |        |        |            |
| > Ins   |        |        | requ   |        |        |            |
| titutio |        |        | esting |        |        |            |
| n/Organ |        |        | f      |        |        |            |
| ization |        |        | unding |        |        |            |
|         |        |        | for    |        |        |            |
|         |        |        | only   |        |        |            |
|         |        |        | one    |        |        |            |
|         |        |        | year   |        |        |            |
|         |        |        | should |        |        |            |
|         |        |        | co     |        |        |            |
|         |        |        | mplete |        |        |            |
|         |        |        | the    |        |        |            |
|         |        |        | column |        |        |            |
|         |        |        | under\ |        |        |            |
|         |        |        | \"P    |        |        |            |
|         |        |        | roject |        |        |            |
|         |        |        | Year   |        |        |            |
|         |        |        | 1.\"   |        |        |            |
|         |        |        | Appl   |        |        |            |
|         |        |        | icants |        |        |            |
|         |        |        | requ   |        |        |            |
|         |        |        | esting |        |        |            |
|         |        |        | f      |        |        |            |
|         |        |        | unding |        |        |            |
|         |        |        | for    |        |        |            |
|         |        |        | mult   |        |        |            |
|         |        |        | i-year |        |        |            |
|         |        |        | grants |        |        |            |
|         |        |        | should |        |        |            |
|         |        |        | co     |        |        |            |
|         |        |        | mplete |        |        |            |
|         |        |        | all    |        |        |            |
|         |        |        | appl   |        |        |            |
|         |        |        | icable |        |        |            |
|         |        |        | co     |        |        |            |
|         |        |        | lumns. |        |        |            |
|         |        |        | Please |        |        |            |
|         |        |        | read   |        |        |            |
|         |        |        | all    |        |        |            |
|         |        |        | instru |        |        |            |
|         |        |        | ctions |        |        |            |
|         |        |        | before |        |        |            |
|         |        |        | comp   |        |        |            |
|         |        |        | leting |        |        |            |
|         |        |        | form.  |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+
| **      |        |        |        |        |        |            |
| SECTION |        |        |        |        |        |            |
| B -     |        |        |        |        |        |            |
| BUDGET  |        |        |        |        |        |            |
| SU      |        |        |        |        |        |            |
| MMARY** |        |        |        |        |        |            |
|         |        |        |        |        |        |            |
| **NON-  |        |        |        |        |        |            |
| FEDERAL |        |        |        |        |        |            |
| FUNDS** |        |        |        |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+
| Budget  | P      | P      | P      | P      | P      | Total      |
| Cat     | roject | roject | roject | roject | roject |            |
| egories | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | \(f\)      |
|         |        |        |        |        |        |            |
|         | \(a\)  | \(b\)  | \(c\)  | \(d\)  | \(e\)  |            |
+---------+--------+--------+--------+--------+--------+------------+
|         |        |        |        |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+
| 1\.     |        |        |        |        |        |            |
| Pe      |        |        |        |        |        |            |
| rsonnel |        |        |        |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+
| 2\.     |        |        |        |        |        |            |
| Fringe  |        |        |        |        |        |            |
| B       |        |        |        |        |        |            |
| enefits |        |        |        |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+
| 3\.     |        |        |        |        |        |            |
| Travel  |        |        |        |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+
| 4\.     |        |        |        |        |        |            |
| Eq      |        |        |        |        |        |            |
| uipment |        |        |        |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+
| 5\.     |        |        |        |        |        |            |
| S       |        |        |        |        |        |            |
| upplies |        |        |        |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+
| 6\.     |        |        |        |        |        |            |
| Cont    |        |        |        |        |        |            |
| ractual |        |        |        |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+
| 7\.     |        |        |        |        |        |            |
| Const   |        |        |        |        |        |            |
| ruction |        |        |        |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+
| 8\.     |        |        |        |        |        |            |
| Other   |        |        |        |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+
| 9\.     |        |        |        |        |        |            |
| Total   |        |        |        |        |        |            |
| Direct  |        |        |        |        |        |            |
| Costs   |        |        |        |        |        |            |
|         |        |        |        |        |        |            |
| (Lines  |        |        |        |        |        |            |
| 1-8)    |        |        |        |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+
| 10\.    |        |        |        |        |        |            |
| I       |        |        |        |        |        |            |
| ndirect |        |        |        |        |        |            |
| Costs   |        |        |        |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+
| 11\.    |        |        |        |        |        |            |
| T       |        |        |        |        |        |            |
| raining |        |        |        |        |        |            |
| S       |        |        |        |        |        |            |
| tipends |        |        |        |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+
| 12\.    |        |        |        |        |        |            |
| Total   |        |        |        |        |        |            |
| Costs   |        |        |        |        |        |            |
|         |        |        |        |        |        |            |
| (Lines  |        |        |        |        |        |            |
| 9-11)   |        |        |        |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+
| **      |        |        |        |        |        |            |
| SECTION |        |        |        |        |        |            |
| C --    |        |        |        |        |        |            |
| BUDGET  |        |        |        |        |        |            |
| NARR    |        |        |        |        |        |            |
| ATIVE** |        |        |        |        |        |            |
| (see    |        |        |        |        |        |            |
| instru  |        |        |        |        |        |            |
| ctions) |        |        |        |        |        |            |
+---------+--------+--------+--------+--------+--------+------------+

> ED 524

**Instructions for ED 524**

[General Instructions]{.underline}

This form is used to apply to individual U.S. Department of Education
(ED) discretionary grant programs. Unless directed otherwise, provide
the same budget information for each year of the multi-year funding
request. Pay attention to applicable program specific instructions, if
attached. Please consult with your Business Office prior to submitting
this form.

[Section A - Budget Summary]{.underline}

[U.S. Department of Education Funds]{.underline}

All applicants must complete Section A and provide a breakdown by the
applicable budget categories shown in lines 1-11.

Lines 1-11, columns (a)-(e): For each project year for which funding is
requested, show the total amount requested for each applicable budget
category.

Lines 1-11, column (f): Show the multi-year total for each budget
category. If funding is requested for only one project year, leave this
column blank.

Line 12, columns (a)-(e): Show the total budget request for each project
year for which funding is requested.

Line 12, column (f): Show the total amount requested for all project
years. If funding is requested for only one year, leave this space
blank.

Indirect Cost Information:\
If you are requesting reimbursement for indirect costs on line 10, this
information is to be completed by your Business Office. (1): Indicate
whether or not your organization has an Indirect Cost Rate Agreement
that was approved by the Federal government. (2): If you checked "yes"
in (1), indicate in (2) the beginning and ending dates covered by the
Indirect Cost Rate Agreement. In addition, indicate whether ED or
another Federal agency (Other) issued the approved agreement. If you
check "Other," specify the name of the Federal agency that issued the
approved agreement. (3): If you are applying for a grant under a
Restricted Rate Program (34 CFR 75.563 or 76.563), indicate whether you
are using a restricted indirect cost rate that is included on your
approved Indirect Cost Rate Agreement or whether you are using a
restricted indirect cost rate that complies with 34 CFR 76.564(c)(2).
Note: State or Local government agencies may not use the provision for a
restricted indirect cost rate specified in 34

CFR 76.564(c)(2). Check only one response. Leave blank, if this item is
not applicable.

[Section B - Budget Summary]{.underline}

[Non-Federal Funds]{.underline}

If you are required to provide or volunteer to provide matching funds or
other non-Federal resources to the project, these should be shown for
each applicable budget category on lines 1‑11 of Section B.

Lines 1-11, columns (a)-(e): For each project year, for which matching
funds or other contributions are provided, show the total contribution
for each applicable budget category.

Lines 1-11, column (f): Show the multi-year total for each budget
category. If non-Federal contributions are provided for only one year,
leave this column blank.

Line 12, columns (a)-(e): Show the total matching or other contribution
for each project year.

Line 12, column (f): Show the total amount to be contributed for all
years of the multi-year project. If non-Federal contributions are
provided for only one year, leave this space blank.

[Section C - Budget Narrative \[Attach separate sheet(s)\]]{.underline}

[Pay attention to applicable program specific instructions,\
if attached.]{.underline}

1.  Provide an itemized budget breakdown, and justification by project
    year, for each budget category listed in Sections A and B. For grant
    projects that will be divided into two or more separately budgeted
    major activities or sub-projects, show for each budget category of a
    project year the breakdown of the specific expenses attributable to
    each sub-project or activity.

2.  If applicable to this program, provide the rate and base on which
    fringe benefits are calculated.

3.  If you are requesting reimbursement for indirect costs on line 10,
    this information is to be completed by your Business Office. Specify
    the estimated amount of the base to which the indirect cost rate is
    applied and the total indirect expense. Depending on the grant
    program to which you are applying and/or your approved Indirect Cost
    Rate Agreement, some direct cost budget categories in your grant
    application budget may not be included in the base and multiplied by
    your indirect cost rate. For example, you must multiply the indirect
    cost rates of "Training grants\" (34 CFR 75.562) and grants under
    programs with "Supplement not Supplant" requirements (\"Restricted
    Rate\" programs) by a "modified total direct cost" (MTDC) base (34
    CFR 75.563 or 76.563). Please indicate which costs are included and
    which costs are excluded from the base to which the indirect cost
    rate is applied.

> When calculating indirect costs (line 10) for \"Training grants\" or
> grants under \"Restricted Rate\" programs, you must refer to the
> information and examples on ED's website at:
> [http://www.ed.gov/fund/grant/apply/appforms/appforms.html]{.underline}.
>
> You may also contact (202) 377-3838 for additional information
> regarding calculating indirect cost rates or general indirect cost
> rate information.

4.  Provide other explanations or comments you deem necessary.

Paperwork Burden Statement

According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless such
collection displays a valid OMB control number. The valid OMB control
number for this information collection is 1890-0004. The time required
to complete this information collection is estimated to vary from 13 to
22 hours per response, with an average of 17.5 hours per response,
including the time to review instructions, search existing data sources,
gather 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, D.C. 20202-4651. If you have
comments or concerns regarding the status of your individual submission
of this form, write directly to (insert program office), U.S. Department
of Education, 400 Maryland Avenue, S.W., Washington, D.C. 20202.

**BUDGET INFORMATION: HOW TO COMPLETE THE BUDGET**

**PORTION OF YOUR GRANT APPLICATION**

In order to be considered for federal funding each applicant must
provide the following:

-   ED Form 524 Section A

-   ED Form 524 Section B

-   A descriptive budget narrative explaining the requested federal
    amounts for individual cost categories (double-spaced, 12 point
    font).

-   A descriptive budget narrative outlining cash and/or in-kind match
    contributions for individual cost categories (double-spaced, 12
    point font).

**ED FORM 524**

ED Form 524 Section A is used to apply to individual U.S. Department of
Education discretionary grant programs. All applicants must complete
Section A.

ED Form 524 Section B is used to show [matching funds]{.underline} from
other non-federal resources or their in-kind equivalent to the project.
All applicants must complete Section B.

## 

## Instructions to Complete ED Form 524

## 

**[Name:]{.underline}** Enter the Name of the organization or
institution in the blank space provided.

## [Personnel (line 1):]{.underline} Enter project personnel salaries and wages only. Fees and expenses for consultants should be included on line 6. *Note:* Administrative costs should not exceed two percent of the total cost of the project.

**[Fringe Benefits (line 2):]{.underline}** The applicant's normal
fringe benefit contribution may be charged to the program. If the
benefits exceed twenty-eight percent (28%), an explanation and
justification must be provided. Leave this line blank if fringe benefits
applicable to direct salaries and wages are treated as part of the
indirect cost.

**[Travel (line 3):]{.underline}** Indicate the travel costs of
employees and participants only. Travel of consultants, trainees, etc.
should be included on line 6. ***Note:*** Include travel funds for two
project staff personnel to attend two (3 day) conferences in Washington
DC.

**[Equipment (line 4):]{.underline}** Indicate the cost of
non-expendable personal property, which has a usefulness of greater than
one year and acquisition cost of \$5,000 or more per unit. Lower limits
may be established to maintain consistency with the applicant's policy.

**[Supplies (line 5):]{.underline}** Show all tangible personal property
except that which is included on line 4.

**[Contractual (line 6):]{.underline}** Include consultant travel costs
and fees.

**[Construction (line 7):]{.underline}** Not applicable

**[Other (line 8)]{.underline}:** Indicate all direct costs not covered
on lines 1-6. Examples are equipment rental, required fees,
communication costs, utilities, or printing costs.

**[Total Direct Costs (line 9):]{.underline}** The sum of lines 1-8.

**[Indirect Costs (line 10):]{.underline}** Indirect costs are limited
to no more than eight percent (8%) of the total direct cost base (line
9).

**[Training Stipends (line 11):]{.underline}** Indicate the level of
awards given to participants either in the form of stipends
(non-repayable) or in the form of scholarships (repayable).

**[Total Cost (line 12):]{.underline}** This should equal the sum of
lines 9-11 (total direct costs + indirect + stipends). [The sum for
column one, labeled *Project Year 1 (a),* should also be equal to item
14a on the application face sheet (ED Form 424).]{.underline}

**Detailed Budget Narrative**

Each applicant must provide a budget narrative for requested federal
funds and match contributions **for** **each program year**. You must
limit your budget narrative to the equivalent of no more than 10
double-spaced pages, using a font that is either 12-point or larger or
no smaller than 10 pitch (characters per inch).

The budget narrative for requested federal funds should provide the
justification of how money requested per budget category is intended to
be spent.

A narrative must also be provided to describe cash or in-kind match
contributions per budget category. The narrative must be more than a
spreadsheet. It must explain the source and expected use of federal and
matching funds by budget category.

The budget narrative provides an opportunity for the applicant to
identify the proposed expenditure and the amount of the proposed
expenditure. There should be enough detail to enable proposal readers
and project staff to understand [what]{.underline} funds will be used
for, [how much]{.underline} will be expended, the [source]{.underline}
of funds to be expended, and the relationship between expended funds and
project activities and outcomes. Applicants\' narratives should contain
the following information:

**Personnel**

-   Provide the title of each position.

-   Provide the salary for each position.

-   Provide the amount of time each person will devote to the project.

-   Explain the importance of each position to the success of the
    project.

## Fringe Benefits

-   Give the fringe benefit percentages of all personnel in the project.

## Travel

-   Provide the name of the personnel position(s) who will be traveling.

-   Explain the purpose of the travel and how it relates to project
    success.

-   Identify the travel destination.

-   Give the individual costs related to the travel (per diem, hotel,
    airfare, ground transportation, mileage).

## 

## Equipment

-   Identify each type of equipment.

-   Provide the cost per equipment item.

-   Explain the purpose of the equipment, and how it relates to project
    success.

## Supplies

-   Identify the type of supplies by general category (e.g. office
    supplies, instructional booklets, etc.).

-   Provide the purpose for the purchasing of the supplies.

## 

## Contractual

-   Identify the name(s) of the contracting party.

-   Provide the cost per contractor(s).

-   Provide the amount of time that the project will be working with the
    contractor(s).

-   Provide the purpose and relation to project success.

## 

## Construction

No costs allowed.

## 

## Other Direct Costs

-   Identify each type of cost in the *Other* category (e.g.
    communications, printing, postage, equipment rental).

```{=html}
<!-- -->
```
-   Provide the cost per item (printing=\$500, postage=\$750).

-   Provide the purpose for the expenditures and relation to project
    success.

## 

## Total Direct Costs

The amount that is the sum of expenditures per lines 1-8 budget
categories.

## Indirect Costs

No more than 8% of the total direct cost amount.

**Training Stipends (Scholarships)**

-   Identify the person(s) who will benefit from a scholarship/stipend.

-   Provide the purpose of the stipend/scholarship award.

-   Identify the cost per scholarship/stipend.

-   Explain the importance of the scholarship/stipend to the success of
    the project.

## Matching Funds Budget Narrative

The same detailed information must be provided for your project's cash
and/or in kind contributions. The level of match your project must
provide is outlined below

  ------------------------------ -------------- ------------- -------------
  **Grant Type/Applicant**       **Year One**   **Year Two**  **Year
                                                              Three**

  TQE-R \-- States               50% match      50% match     50% match

  TQE-R \-- Partnerships         25% match      35% match     50% match
  ------------------------------ -------------- ------------- -------------

An applicant can provide more than the minimum match required by the
law; however, if an applicant exceeds the minimum match percent and is
awarded federal funds, the applicant will be required to match federal
funds awarded by the original match percentage.

**[Note]{.underline}**: If any conflict exists between the Notice and
the application booklet regarding page limitations, parity guidelines,
closing date information or any other aspect of this competition, the
Notice shall supercede any information provided in this booklet.

### 

**Assurances: Required to Receive Federal Funding**

# CERTIFICATION REGARDING LOBBYING

Applicants must review the requirements for certification regarding
lobbying included in the regulations cited below before completing this
form. Applicants must sign this form to comply with the certification
requirements under 34 CFR Part 82, \"New Restrictions on Lobbying.\"
This certification is a material representation of fact upon which the
Department of Education relies when it makes a grant or enters into a
cooperative agreement.

As required by Section 1352, Title 31 of the U.S. Code, and implemented
at 34 CFR Part 82, for persons entering into a Federal contract, grant
or cooperative agreement over \$100,000, as defined at 34 CFR Part 82,
Sections 82.105 and 82.110, the applicant certifies that:

\(a\) No Federal appropriated funds have been paid or will be paid, by
or on behalf of the undersigned, to any person for influencing or
attempting to influence an officer or employee of any agency, a Member
of Congress, an officer or employee of Congress, or an employee of a
Member of Congress in connection with the making of any Federal grant,
the entering into of any cooperative agreement, and the extension,
continuation, renewal, amendment, or modification of any Federal grant
or cooperative agreement;

\(b\) If any funds other than Federal appropriated funds have been paid
or will be paid to any person for influencing or attempting to influence
an officer or employee of any agency, a Member of Congress, an officer
or employee of Congress, or an employee of a Member of Congress in
connection with this Federal grant or cooperative agreement, the
undersigned shall complete and submit Standard Form - LLL, \"Disclosure
Form to Report Lobbying,\" in accordance with its instructions;

\(c\) The undersigned shall require that the language of this
certification be included in the award documents for all subawards at
all tiers (including subgrants and contracts under grants and
cooperative agreements) and that all subrecipients shall certify and
disclose accordingly.

As the duly authorized representative of the applicant, I hereby certify
that the applicant will comply with the above certification.

  -----------------------------------------------------------------------
  NAME OF APPLICANT PR/AWARD NUMBER AND / OR PROJECT NAME

  PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE

  SIGNATURE DATE
  -----------------------------------------------------------------------

ED 80-0013 06/04

**Certification Regarding Debarment, Suspension, Ineligibility and**

**Voluntary Exclusion \-- Lower Tier Covered Transactions**

This certification is required by the Department of Education
regulations implementing Executive Order 12549, Debarment and
Suspension, 34 CFR Part 85, for all lower tier transactions meeting the
threshold and tier requirements stated at Section 85.110.

**Instructions for Certification**

1\. By signing and submitting this proposal, the prospective lower tier
participant is providing the certification set out below.

2\. The certification in this clause is a material representation of
fact upon which reliance was placed when this transaction was entered
into. If it is later determined that the prospective lower tier
participant knowingly rendered an erroneous certification, in addition
to other remedies available to the Federal Government, the department or
agency with which this transaction originated may pursue available
remedies, including suspension and/or debarment.

3\. The prospective lower tier participant shall provide immediate
written notice to the person to which this proposal is submitted if at
any time the prospective lower tier participant learns that its
certification was erroneous when submitted or has become erroneous by
reason of changed circumstances.

4\. The terms \"covered transaction,\" \"debarred,\" \"suspended,\"
\"ineligible,\" \"lower tier covered transaction,\" \"participant,\" \"
person,\" \"primary covered transaction,\" \" principal,\" \"proposal,\"
and \"voluntarily excluded,\" as used in this clause, have the meanings
set out in the Definitions and Coverage sections of rules implementing
Executive Order 12549. You may contact the person to which this proposal
is submitted for assistance in obtaining a copy of those regulations.

5\. The prospective lower tier participant agrees by submitting this
proposal that, should the proposed covered transaction be entered into,
it shall not knowingly enter into any lower tier covered transaction
with a person who is debarred, suspended, declared ineligible, or
voluntarily excluded from participation in this covered transaction,
unless authorized by the department or agency with which this
transaction originated.

6\. The prospective lower tier participant further agrees by submitting
this proposal that it will include the clause titled Certification
Regarding Debarment, Suspension, Ineligibility, and Voluntary
Exclusion-Lower Tier Covered Transactions,without modification, in all
lower tier covered transactions and in all solicitations for lower tier
covered transactions.

7\. A participant in a covered transaction may rely upon a certification
of a prospective participant in a lower tier covered transaction that it
is not debarred, suspended, ineligible, or voluntarily excluded from the
covered transaction, unless it knows that the certification is
erroneous. A participant may decide the method and frequency by which it
determines the eligibility of its principals. Each participant may but
is not required to, check the Nonprocurement List.

8\. Nothing contained in the foregoing shall be construed to require
establishment of a system of records in order to render in good faith
the certification required by this clause. The knowledge and information
of a participant is not required to exceed that which is normally
possessed by a prudent person in the ordinary course of business
dealings.

9\. Except for transactions authorized under paragraph 5 of these
instructions, if a participant in a covered transaction knowingly enters
into a lower tier covered transaction with a person who is suspended,
debarred, ineligible, or voluntarily excluded from participation in this
transaction, in addition to other remedies available to the Federal
Government, the department or agency with which this transaction
originated may pursue available remedies, including suspension and/or
debarment.

**Certification**

\(1\) The prospective lower tier participant certifies, by submission of
this proposal, that neither it nor its principals are presently
debarred, suspended, proposed for debarment, declared ineligible, or
voluntarily excluded from participation in this transaction by any
Federal department or agency.

\(2\) Where the prospective lower tier participant is unable to certify
to any of the statements in this certification, such prospective
participant shall attach an explanation to this proposal.

  -----------------------------------------------------------------------
  NAME OF APPLICANT PR/AWARD NUMBER AND/OR PROJECT NAME

  PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE

  SIGNATURE DATE
  -----------------------------------------------------------------------

ED 80-0014, 9/90 (Replaces GCS-009 (REV.12/88), which is obsolete)

Approved by OMB

0348-0046

**Disclosure of Lobbying Activities**

Complete this form to disclose lobbying activities pursuant to 31 U.S.C.
1352

(See reverse for public burden disclosure)

+----------------------+----------+---------+-------------------------+
| 1.  **Type of        | 2.       |         | 3.  **Report Type:**    |
|     Federal          | **Status |         |                         |
|     Action:**        |     of   |         | a\. initial filing      |
|                      |          |         |                         |
| a\. contract         |  Federal |         | \_\_\_\_\_ b. material  |
|                      |     A    |         | change                  |
| \_\_\_\_ b. grant    | ction:** |         |                         |
|                      |          |         | **For material change   |
| c\. cooperative      | a\.      |         | only:**                 |
| agreement            | bid/o    |         |                         |
|                      | ffer/app |         | Year \_\_\_\_\_\_\_     |
| d\. loan             | lication |         | quarter \_\_\_\_\_\_\_  |
|                      |          |         |                         |
| e\. loan guarantee   | \_       |         | Date of last            |
|                      | \_\_\_\_ |         | repor                   |
| f\. loan insurance   | b.       |         | t\_\_\_\_\_\_\_\_\_\_\_ |
|                      | initial  |         |                         |
|                      | award    |         |                         |
|                      |          |         |                         |
|                      | c\.      |         |                         |
|                      | po       |         |                         |
|                      | st-award |         |                         |
+----------------------+----------+---------+-------------------------+
| 1.  **Name and       |          | 2       |                         |
|     Address of       |          | .  **If |                         |
|     Reporting        |          |     Re  |                         |
|     Entity:**        |          | porting |                         |
|                      |          |         |                         |
| \_\_\_\_ Prime       |          |  Entity |                         |
| \_\_\_\_\_           |          |     in  |                         |
| Subawardee           |          |     No. |                         |
|                      |          |     4   |                         |
| > Tier\_\_\_\_\_\_,  |          |     is  |                         |
| > if Known:          |          |         |                         |
|                      |          |  Subawa |                         |
| **Congressional      |          | rdee,** |                         |
| District, if         |          |         |                         |
| known:**             |          |   Enter |                         |
|                      |          |         |                         |
|                      |          |    Name |                         |
|                      |          |     and |                         |
|                      |          |         |                         |
|                      |          | Address |                         |
|                      |          |     of  |                         |
|                      |          |         |                         |
|                      |          |  Prime: |                         |
|                      |          |         |                         |
|                      |          | *       |                         |
|                      |          | *Congre |                         |
|                      |          | ssional |                         |
|                      |          | Di      |                         |
|                      |          | strict, |                         |
|                      |          | if      |                         |
|                      |          | k       |                         |
|                      |          | nown:** |                         |
+----------------------+----------+---------+-------------------------+
| 3.  **Federal        |          | **7.    |                         |
|                      |          | Federal |                         |
| Department/Agency:** |          | Program |                         |
|                      |          | Name/   |                         |
|                      |          | Descrip |                         |
|                      |          | tion:** |                         |
|                      |          |         |                         |
|                      |          | CFDA    |                         |
|                      |          | Number, |                         |
|                      |          | *if     |                         |
|                      |          | appli   |                         |
|                      |          | cable*: |                         |
|                      |          | \       |                         |
|                      |          | _\_\_\_ |                         |
|                      |          | \_\_\_\ |                         |
|                      |          | _\_\_\_ |                         |
|                      |          | \_\_\_\ |                         |
|                      |          | _\_\_\_ |                         |
+----------------------+----------+---------+-------------------------+
| 4.  **Federal Action |          | **9.    |                         |
|     Number,** *if    |          | Award   |                         |
|     known:*          |          | Am      |                         |
|                      |          | ount**, |                         |
|                      |          | *if     |                         |
|                      |          | known:* |                         |
|                      |          |         |                         |
|                      |          | **\$**  |                         |
+----------------------+----------+---------+-------------------------+
| **10. a. Name and    |          | **b.    |                         |
| Address of Lobbying  |          | Indi    |                         |
| Registrant**         |          | viduals |                         |
|                      |          | Per     |                         |
| *(if individual,     |          | forming |                         |
| last name, first     |          | Ser     |                         |
| name, MI):*          |          | vices** |                         |
|                      |          | *(in    |                         |
|                      |          | cluding |                         |
|                      |          | address |                         |
|                      |          | if      |                         |
|                      |          | di      |                         |
|                      |          | fferent |                         |
|                      |          | from    |                         |
|                      |          | No.     |                         |
|                      |          | 10a)*   |                         |
|                      |          |         |                         |
|                      |          | *(last  |                         |
|                      |          | name,   |                         |
|                      |          | first   |                         |
|                      |          | name,   |                         |
|                      |          | MI):*   |                         |
+----------------------+----------+---------+-------------------------+
| **11. Information    |          | **Sig   |                         |
| requested through    |          | nature: |                         |
| this form is         |          | \_\_\_\ |                         |
| authorized by title  |          | _\_\_\_ |                         |
| 31 U.S.C. section    |          | \_\_\_\ |                         |
| 1352. This           |          | _\_\_\_ |                         |
| disclosure of        |          | \_\_\_\ |                         |
| lobbying activities  |          | _\_\_\_ |                         |
| is a material        |          | \_\_\_\ |                         |
| representation of    |          | _\_\_\_ |                         |
| fact upon which      |          | \_\_\_\ |                         |
| reliance was placed  |          | _\_\_** |                         |
| by the tier above    |          |         |                         |
| when this            |          | **Print |                         |
| transaction was made |          | Name:   |                         |
| or entered into.     |          | \_\_\   |                         |
| This disclosure is   |          | _\_\_** |                         |
| required pursuant to |          |         |                         |
| 31 U.S.C. 1352. This |          | *       |                         |
| information will be  |          | *Title: |                         |
| reported to the      |          | \_\_\   |                         |
| Congress             |          | _\_\_** |                         |
| semi-annually and    |          |         |                         |
| will be available    |          | **Te    |                         |
| for public           |          | lephone |                         |
| inspection. Any      |          | No.:    |                         |
| person who fails to  |          | \_\     |                         |
| file the required    |          | _\_\_\_ |                         |
| disclosure shall be  |          | \_\_\_\ |                         |
| subject to a civil   |          | _\_\_\_ |                         |
| penalty of not less  |          | Date:   |                         |
| than \$10,000 and    |          | \_      |                         |
| not more than        |          | \_\_\_\ |                         |
| \$100,000 for each   |          | _\_\_** |                         |
| such failure.**      |          |         |                         |
+----------------------+----------+---------+-------------------------+
| **Federal Use Only** |          | **Aut   |                         |
|                      |          | horized |                         |
|                      |          | for     |                         |
|                      |          | Local   |                         |
|                      |          | Reprodu |                         |
|                      |          | ction** |                         |
|                      |          |         |                         |
|                      |          | **S     |                         |
|                      |          | tandard |                         |
|                      |          | Form -  |                         |
|                      |          | LLL     |                         |
|                      |          | (Rev.   |                         |
|                      |          | 7-97)** |                         |
+----------------------+----------+---------+-------------------------+

**INSTRUCTIONS FOR COMPLETION OF SF-LLL, DISCLOSURE OF LOBBYING
ACTIVITIES**

This disclosure form shall be completed by the reporting entity, whether
subawardee or prime Federal recipient, at the initiation or receipt of a
covered Federal action, or a material change to a previous filing,
pursuant to title 31 U.S.C. section 1352. The filing of a form is
required for each payment or agreement to make payment to any lobbying
entity for influencing or attempting to influence an officer or employee
of any agency, a Member of Congress, an officer or employee of Congress,
or an employee of a Member of Congress in connection with a covered
Federal action. Complete all items that apply for both the initial
filing and material change report. Refer to the implementing guidance
published by the Office of Management and Budget for additional
information.

1.  Identify the type of covered Federal action for which lobbying
    activity is and/or has been secured to influence the outcome of a
    covered Federal action.

2.  Identify the status of the covered Federal action.

3.  Identify the appropriate classification of this report. If this is a
    followup report caused by a material change to the information
    previously reported, enter the year and quarter in which the change
    occurred. Enter the date of the last previously submitted report by
    this reporting entity for this covered Federal action.

4.  Enter the full name, address, city, State and zip code of the
    reporting entity. Include Congressional District, if known. Check
    the appropriate classification of the reporting entity that
    designates if it is, or expects to be, a prime or subaward
    recipient. Identify the tier of the subawardee, e.g., the first
    subawardee of the prime is the 1st tier. Subawards include but are
    not limited to subcontracts, subgrants and contract awards under
    grants.

5.  If the organization filing the report in item 4 checks "Subawardee,"
    then enter the full name, address, city, State and zip code of the
    prime Federal recipient. Include Congressional District, if known.

6.  Enter the name of the federal agency making the award or loan
    commitment. Include at least one organizational level below agency
    name, if known. For example, Department of Transportation, United
    States Coast Guard.

7.  Enter the Federal program name or description for the covered
    Federal action (item 1). If known, enter the full Catalog of Federal
    Domestic Assistance (CFDA) number for grants, cooperative
    agreements, loans, and loan commitments.

8.  Enter the most appropriate Federal identifying number available for
    the Federal action identified in item 1 (e.g., Request for Proposal
    (RFP) number; Invitations for Bid (IFB) number; grant announcement
    number; the contract, grant, or loan award number; the
    application/proposal control number assigned by the Federal agency).
    Included prefixes, e.g., "RFP-DE-90-001."

9.  For a covered Federal action where there has been an award or loan
    commitment by the Federal agency, enter the Federal amount of the
    award/loan commitment for the prime entity identified in item 4 or
    5.

10. \(a\) Enter the full name, address, city, State and zip code of the
    lobbying registrant under the Lobbying Disclosure Act of 1995
    engaged by the reporting entity identified in item 4 to influence
    the covered Federal action.

> \(b\) Enter the full names of the individual(s) performing services,
> and include full address if different from 10(a). Enter Last Name,
> First Name, and Middle Initial (MI).

11. The certifying official shall sign and date the form, print his/her
    name, title, and telephone number.

According to the Paperwork Reduction Act, as amended, no persons are
required to respond to a collection of information unless it displays a
valid OMB control Number. The valid OMB control number for this
information collection is OMB No. 0348-0046. Public reporting burden for
this collection of information is estimated to average 10 minutes per
response, including time for reviewing instructions, searching existing
data sources, gathering and maintaining the data needed, and completing
and reviewing the collection of information. Send comments regarding the
burden estimate or any other aspect of this collection of information,
including suggestions for reducing this burden, to the Office of
Management and Budget, Paperwork Reduction Project (0348-0046),
Washington, DC 20503

**OMB Approval No. 0348-0040**

**ASSURANCES - NON-CONSTRUCTION PROGRAMS**

Public reporting burden for this collection of information is estimated
to average 15 minutes per response, including time for reviewing
instructions, searching existing data sources, gathering and maintaining
the data needed, and completing and reviewing the collection of
information. Send comments regarding the burden estimate or any other
aspect of this collection of information, including suggestions for
reducing this burden, to the Office of Management and Budget, Paperwork
Reduction Project (0348-0040), Washington, DC 20503

**PLEASE DO NOT RETURN YOUR COMPLETED FORM TO THE OFFICE OF MANAGEMENT
AND BUDGET. SEND IT TO THE ADDRESS PROVIDED BY THE SPONSORING AGENCY.**

**Note:** Certain of these assurances may not be applicable to your
project or program. If you have questions, please contact the awarding
agency. Further, certain Federal awarding agencies may require
applicants to certify to additional assurances. If such is the case, you
will be notified.

As the duly authorized representative of the applicant I certify that
the applicant:

1\. Has the legal authority to apply for Federal assistance, and the
institutional, managerial and financial capability (including funds
sufficient to pay the non-Federal share of project cost) to ensure
proper planning, management, and completion of the project described in
this application.

2\. Will give the awarding agency, the Comptroller General of the United
States, and if appropriate, the State, through any authorized
representative, access to and the right to examine all records, books,
papers, or documents related to the award; and will establish a proper
accounting system in accordance with generally accepted accounting
standards or agency directives.

3\. Will establish safeguards to prohibit employees from using their
positions for a purpose that constitutes or presents the appearance of
personal or organizational conflict of interest, or personal gain.

4\. Will initiate and complete the work within the applicable time frame
after receipt of approval of the awarding agency.

5\. Will comply with the Intergovernmental Personnel Act of 1970 (42
U.S.C. 4728-4763) relating to prescribed standards for merit systems
for programs funded under one of the 19 statutes or regulations
specified in Appendix A of OPM\'s Standards for a Merit System of
Personnel Administration (5 C.F.R. 900, Subpart F).

6\. Will comply with all Federal statutes relating to nondiscrimination.
These include but are not limited to: (a) Title VI of the Civil Rights
Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of
race, color or national origin; (b) Title IX of the Education Amendments
of 1972, as amended (20 U.S.C. 1681-1683, and 1685-1686), which
prohibits discrimination on the basis of sex; (c) Section 504 of the
Rehabilitation Act of 1973, as amended (29 U.S.C. 794), which prohibits
discrimination on the basis of handicaps; (d)

> the Age Discrimination Act of 1975, as amended (42 U.S.C. 
> 6101-6107), which prohibits discrimination on the basis of age; (e)
> the Drug Abuse Office and Treatment Act of 1972 (P.L. 92-255), as
> amended, relating to nondiscrimination on the basis of drug abuse; (f)
> the Comprehensive Alcohol Abuse and Alcoholism Prevention, Treatment
> and Rehabilitation Act of 1970 (P.L. 91-616), as amended, relating to
> nondiscrimination on the basis of alcohol abuse or alcoholism; (g) 
> 523 and 527 of the Public Health Service Act of 1912 (42 U.S.C.  290
> dd-3 and 290 ee 3), as amended, relating to confidentiality of alcohol
> and drug abuse patient records; (h) Title VIII of the Civil Rights Act
> of 1968 (42 U.S.C.  3601 et seq.), as amended, relating to
> nondiscrimination in the sale, rental or financing of housing; (i) any
> other nondiscrimination provisions in the specific statute(s) under
> which application for Federal assistance is being made; and (j) the
> requirements of any other nondiscrimination statute(s) which may apply
> to the application.

7\. Will comply, or has already complied, with the requirements of
Titles II and III of the uniform Relocation Assistance and Real Property
Acquisition Policies Act of 1970 (P.L. 91-646) which provide for fair
and equitable treatment of persons displaced or whose property is
acquired as a result of Federal or federally assisted programs. These
requirements apply to all interests in real property acquired for
project purposes regardless of Federal participation in purchases.

8\. Will comply, as applicable, with the provisions of the Hatch Act (5
U.S.C. 1501-1508 and 7324-7328) which limit the political activities
of employees whose principal employment activities are funded in whole
or in part with Federal funds.

9\. Will comply, as applicable, with the provisions of the Davis-Bacon
Act (40 U.S.C. 276a to 276a-7), the Copeland Act (40 U.S.C. 276c and
18 U.S.C. 874) and the Contract Work Hours and Safety Standards Act
(40 U.S.C.  327-333), regarding labor standards for federally assisted
construction subagreements.

10\. Will comply, if applicable, with flood insurance purchase
requirements of Section 102(a) of the Flood Disaster Protection Act of
1973 (P.L. 93-234) which requires recipients in a special flood hazard
area to participate in the program and to purchase flood insurance if
the total cost of insurable construction and acquisition is \$10,000 or
more.

11\. Will comply with environmental standards which may be prescribed
pursuant to the following: (a) institution of environmental quality
control measures under the National Environmental Policy Act of 1969
(P.L. 91-190) and Executive Order (EO) 11514; (b) notification of
violating facilities pursuant to EO 11738; (c) protection of wetlands
pursuant to EO 11990; (d) evaluation of flood hazards in floodplains in
accordance with EO 11988; (e) assurance of project consistency with the
approved State management program developed under the Coastal Zone
Management Act of 1972 (16 U.S.C. 1451 et seq.); (f) conformity of
Federal actions to State (Clear Air) Implementation Plans under Section
176(c) of the Clear Air Act of 1955, as amended (42 U.S.C. 7401 et
seq.); (g) protection of underground sources of drinking water under the
Safe Drinking Water Act of 1974, as amended, (P.L. 93-523); and (h)
protection of endangered species under the Endangered Species Act of
1973, as amended, (P.L. 93-205).

12 Will comply with the Wild and Scenic Rivers Act of 1968 (16 U.S.C.
1721 et seq.) related to protecting components or potential components
of the national wild and scenic rivers system.

13\. Will assist the awarding agency in assuring compliance with Section
106 of the National Historic Preservation Act of 1966, as amended (16
U.S.C. 470), EO 11593 (identification and protection of historic
properties), and the Archaeological and Historic Preservation Act of
1974 (16 U.S.C. 469a-1 et seq.).

14\. Will comply with P.L. 93-348 regarding the protection of human
subjects involved in research, development, and related activities
supported by this award of assistance.

15\. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L.
89-544, as amended, 7 U.S.C. 2131 et seq.) pertaining to the care,
handling, and treatment of warm blooded animals held for research,
teaching, or other activities supported by this award of assistance.

16\. Will comply with the Lead-Based Paint Poisoning Prevention Act (42
U.S.C. 4801 et seq.) which prohibits the use of lead- based paint in
construction or rehabilitation of residence structures.

17\. Will cause to be performed the required financial and compliance
audits in accordance with the Single Audit Act Amendments of 1996 and
OMB Circular No. A-133, Audits of States, Local Governments, and
Non-Profit Organizations.

18\. Will comply with all applicable requirements of all other Federal
laws, executive orders, regulations and policies governing this program.

  ----------------------------------------- -------- ---------------------
  SIGNATURE OF AUTHORIZED CERTIFYING        TITLE    
  OFFICIAL                                           

  APPLICANT ORGANIZATION                             DATE SUBMITTED
  ----------------------------------------- -------- ---------------------

**Standard Form 424B (Rev. 7-97) Back**

OMB Control No. 1890-0007 (Exp. 11/30/2007)

**NOTICE TO ALL APPLICANTS**

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 (Public Law (P.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.**

(If this program is a State-formula grant program, a State needs to
provide this description only for projects or activities that it carries
out with funds reserved for State-level uses. In addition, local school
districts or other eligible applicants that apply to the State for
funding need to provide this description in their applications to the
State for funding. The State would be responsible for ensuring that the
school district or other local entity has submitted a sufficient section
427 statement as described below.)

**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**

According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless such
collection displays a valid OMB control number. The valid OMB control
number for this information collection is **1890-0007.** The time
required to complete this information collection is estimated to average
1.5 hours per response, including the time to review instructions,
search existing data resources, gather 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:** Director, Grants Policy and Oversight Staff,
U.S. Department of Education, 400 Maryland Avenue SW, Washington, DC
20202-4250.

![](media/image3.jpeg){width="0.7534722222222222in"
height="0.7597222222222222in"}

1.  Does the applicant have 501(c)(3) status?

Yes No

2\. How many full-time equivalent employees does the applicant have?
*(Check only one box).*

> 3 or Fewer 15-50
>
> 4-5 51-100
>
> 6-14 over 100

3\. What is the size of the applicant's annual budget? *(Check only one
box.)*

Less Than \$150,000

\$150,000 - \$299,999

\$300,000 - \$499,999

\$500,000 - \$999,999

\$1,000,000 - \$4,999,999

\$5,000,000 or more

4\. Is the applicant a faith-based/religious organization?

Yes No

5\. Is the applicant a non-religious community-based organization?

Yes No

6\. Is the applicant an intermediary that will manage the grant on
behalf of other organizations?

> Yes No

7.  Has the applicant ever received a government grant or contract
    (Federal, State, or local )?

Yes No

8\. Is the applicant a local affiliate of a national organization?

Yes No

#  {#section-18 .unnumbered}

# Survey Instructions on Ensuring Equal Opportunity for Applicants

1\. 501(c)(3) status is a legal designation provided on application to
the Internal Revenue Service by eligible organizations. Some grant
programs may require nonprofit applicants to have 501(c)(3) status.
Other grant programs do not.

2\. For example, two part-time employees who each work half-time equal
one full-time equivalent employee. If the applicant is a local affiliate
of a national organization, the responses to survey questions 2 and 3
should reflect the staff and budget size of the local affiliate.

3\. Annual budget means the amount of money your organization spends
each year on all of its activities.

4\. Self-identify.

5\. An organization is considered a community-based organization if its
headquarters/service location shares the same zip code as the clients
you serve.

6\. An "intermediary" is an organization that enables a group of small
organizations to receive and manage government funds by administering
the grant on their behalf.

7.  Self-explanatory

8.  Self-explanatory

**Paperwork Burden Statement**

According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless such
collection displays a valid OMB control number. The valid OMB control
number for this information collection is 1890-0014. The time required
to complete this information collection is estimated to average five (5)
minutes per response, including the time to review instructions, search
existing data resources, gather 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, D.C.
20202-4651. **If you have comments or concerns regarding the status of
your individual submission of this form, write directly to:** Joyce I.
Mays, Application Control Center, U.S. Department of Education, 7^th^
and D Streets, SW, ROB-3, Room 3671, Washington, DC 20202-4725.

**Additional Reference Information**

**SUPPLEMENTAL INFORMATION**

**Who should be contacted for further information?**

If you have specific questions, and would like to speak with program
staff, you may contact us at:

Teacher Quality Enhancement Grant Programs

U.S. Department of Education

Office of Postsecondary Education

Telephone: 202/502/7878

Fax: 202/502/7699

Email: <teacherquality@ed.gov>

Individuals who use a telecommunications device for the deaf (TDD) may
call the Federal Information Relay Service (FIRS) at 1-800-877-8339
between 8:00a.m. and 8:00 p.m., East Coast Time, Monday through Friday.

**Where should I look for information about other funding opportunities
from the Department of Education?**

Information about the Department's funding opportunities, including
copies of the notice inviting applications for other discretionary grant
competitions, can be viewed on the Department's home page at:

<http://www.ed.gov/fund/landing.jhtml?src=rt>

**Appendix**

[Intergovernmental Review of Federal Programs]{.underline}

This appendix applies to each program that 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 is included in this appendix.

In states that have not established a process or chosen a program for
review, state, area wide, 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, area wide,
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\--CFDA# \[commenter must insert
number\--including suffix letter, if any\], U.S. Department of
Education, Room [7W301]{.underline}, 400 Maryland Avenue, S.W.,
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}.

**STATE SINGLE POINTS OF CONTACT (SPOCs)**

It is estimated that in 2004 the Federal Government will outlay \$400
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 the official list of those entities. For
those states that have a home page for their designated entity, a direct
link has been provided on the official version:
<http://www.whitehouse.gov/omb/grants/spoc.html>.

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. If you are located within one of these States, you may still send
application materials directly to a Federal awarding agency.

Contact information for Federal agencies that award grants can be found
in Appendix IV of the Catalog of Federal Domestic Assistance.
\[<http://12.46.245.173/pls/portal30/CATALOG.BROWSE_CATALOG_DYN.show>\]

+-----------------------------------+-----------------------------------+
| # ARKANSAS                        | **CALIFORNIA**                    |
|                                   |                                   |
| Tracy L. Copeland                 | Grants Coordination               |
|                                   |                                   |
| Manager, State Clearinghouse      | State Clearinghouse               |
|                                   |                                   |
| Office of Intergovernmental       | Office of Planning and Research   |
| Services                          |                                   |
|                                   | P.O. Box 3044, Room 222           |
| Department of Finance and         |                                   |
| Administration                    | Sacramento, California 95812-3044 |
|                                   |                                   |
| 1515 W. 7^th^ Street, Room 412    | Telephone: (916) 445-0613         |
|                                   |                                   |
| Little Rock, Arkansas 72203       | FAX: (916) 323-3018               |
|                                   |                                   |
| Telephone: (501) 682-1074         | <State.clearinghouse@opr.ca.gov>  |
|                                   |                                   |
| FAX: (501) 682-5206               |                                   |
|                                   |                                   |
| <Tlcopeland@dfa.state.ar.us>      |                                   |
+-----------------------------------+-----------------------------------+
| **DELAWARE**                      | # DISTRICT OF COLUMBIA            |
|                                   |                                   |
| Sandra R. Stump                   | Luisa Montero-Diaz                |
|                                   |                                   |
| Executive Department              | Office of Partnerships and Grants |
|                                   | Development                       |
| Office of the Budget              |                                   |
|                                   | Executive Office of the Mayor     |
| 540 S. Dupont Highway , 3^rd^     |                                   |
| Floor                             | District of Columbia Government   |
|                                   |                                   |
| Dover, Delaware 19901             | 414 4^th^ Street, NW, Suite 530   |
|                                   | South                             |
| Telephone: (302) 739-3323         |                                   |
|                                   | Washington, DC 20001              |
| FAX: (302) 739-5661               |                                   |
|                                   | Telephone: (202) 727-8900         |
| <Sandy.stump@state.de.us>         |                                   |
|                                   | FAX: (202) 727-1652               |
|                                   |                                   |
|                                   | [opgd.eom@dc                      |
|                                   | .gov](mailto:Ogmd-ogmd@dcgov.org) |
+-----------------------------------+-----------------------------------+
| **FLORIDA**                       | **GEORGIA**                       |
|                                   |                                   |
| Lauren P. Milligan                | Barbara Jackson                   |
|                                   |                                   |
| Florida State Clearinghouse       | Georgia State Clearinghouse       |
|                                   |                                   |
| Florida Dept. of Environmental    | 270 Washington Street, SW         |
| Protection                        |                                   |
|                                   | Atlanta, Georgia 30334            |
| 3900 Commonwealth Blvd., Mall     |                                   |
| Station 47                        | Telephone: (404) 656-3855         |
|                                   |                                   |
| Tallahassee, Florida 32399-3000   | FAX: (404) 656-7901               |
|                                   |                                   |
| Telephone: (850) 245-2161         | <gach@mail.opb.state.ga.us>       |
|                                   |                                   |
| FAX: (850) 245-2190               |                                   |
|                                   |                                   |
| <Lauren.Milligan@dep.state.fl.us> |                                   |
+-----------------------------------+-----------------------------------+
| **ILLINOIS**                      | **IOWA**                          |
|                                   |                                   |
| Roukaya McCaffrey                 | Steven R. McCann                  |
|                                   |                                   |
| Department of Commerce and        | Division of Community and Rural   |
|                                   | Development                       |
| Economic Opportunities            |                                   |
|                                   | Iowa Department of Economic       |
| 620 East Adams, 6^th^ Floor       | Development                       |
|                                   |                                   |
| Springfield, Illinois, 62701      | 200 East Grand Avenue             |
|                                   |                                   |
| Telephone: (217) 524-0188         | Des Moines, Iowa 50309            |
|                                   |                                   |
| FAX: (217) 558-0473               | Telephone: (515) 242-4719         |
|                                   |                                   |
| <r                                | FAX: (515) 242-4809               |
| oukaya_mccaffrey@illinoisbiz.biz> |                                   |
|                                   | <Steve.mccann@ided.state.ia.us>   |
+-----------------------------------+-----------------------------------+
| **KENTUCKY**                      | # MAINE                           |
|                                   |                                   |
| Ron Cook                          | Joyce Benson                      |
|                                   |                                   |
| Department for Local Government   | State Planning Office             |
|                                   |                                   |
| 1024 Capital Center Drive, Suite  | 184 State Street                  |
| 340                               |                                   |
|                                   | 38 State House Station            |
| Frankfort, Kentucky 40601         |                                   |
|                                   | Augusta, Maine 04333              |
| Telephone: (502) 573-2382         |                                   |
|                                   | Telephone: (207) 287-3261         |
| FAX: (502) 573-2512               |                                   |
|                                   | Telephone: (207) 1461             |
| <ron.cook@mail.state.ky.us>       |                                   |
|                                   | FAX: (207) 287-6489               |
|                                   |                                   |
|                                   | <joyce.benson@state.me.us>        |
+-----------------------------------+-----------------------------------+
| # MARYLAND                        |                                   |
|                                   |                                   |
| Linda C. Janey, J.D.              |                                   |
|                                   |                                   |
| Director, Capital Plng. & Devel.  |                                   |
| Review                            |                                   |
|                                   |                                   |
| Maryland Department of Planning   |                                   |
|                                   |                                   |
| 301 West Preston Street -- Room   |                                   |
| 1104                              |                                   |
|                                   |                                   |
| Baltimore, Maryland 21201-2305    |                                   |
|                                   |                                   |
| Telephone: (410) 767-4490         |                                   |
|                                   |                                   |
| FAX: (410) 767-4480               |                                   |
|                                   |                                   |
| <ljaney@mdp.state.md.us>          |                                   |
+-----------------------------------+-----------------------------------+
| # MICHIGAN                        | **MISSISSIPPI**                   |
|                                   |                                   |
| Richard Pfaff                     | Cathy Mallette                    |
|                                   |                                   |
| Southeast Michigan Council of     | Clearinghouse Officer             |
| Governments                       |                                   |
|                                   | Department of Finance and         |
| 535 Griswold, Suite 300           | Administration                    |
|                                   |                                   |
| Detroit, Michigan 48226           | 1301 Woolfolk Building, Suite E   |
|                                   |                                   |
| Telephone: (313) 961-4266         | 501 North West Street             |
|                                   |                                   |
| FAX: (313) 961-4869               | Jackson, Mississippi 39201        |
|                                   |                                   |
| <pfaff@semcog.org>                | Telephone: (601) 359-6762         |
|                                   |                                   |
|                                   | Fax: (601) 359-6758               |
+-----------------------------------+-----------------------------------+
| **MISSOURI**                      | # NEVADA                          |
|                                   |                                   |
| Angela Boessen                    | Heather Elliott                   |
|                                   |                                   |
| Federal Assistance Clearinghouse  | Department of Administration      |
|                                   |                                   |
| Office of Administration          | State Clearinghouse               |
|                                   |                                   |
| P.O. Box 809                      | 209 E. Musser Street, Room 200    |
|                                   |                                   |
| Truman Building, Room 840         | Carson City, Nevada 89701         |
|                                   |                                   |
| Jefferson City, Missouri 65102    | Telephone: (775) 684-0209         |
|                                   |                                   |
| Telephone: (573) 751-4834         | FAX: (775) 684-0260               |
|                                   |                                   |
| FAX: (573) 522-4395               | <helliot@govmail.state.nv.us>     |
|                                   |                                   |
| [igr@mail.oa.state.mo.us](m       |                                   |
| ailto:pohll_@mail.oa.state.mo.us) |                                   |
+-----------------------------------+-----------------------------------+
| # NEW HAMPSHIRE                   | # NEW MEXICO                      |
|                                   |                                   |
| Jeffrey H. Taylor                 | Ken Hughes                        |
|                                   |                                   |
| Director, New Hampshire Office of | Local Government Division         |
| State                             |                                   |
|                                   | Room 201, Bataan Memorial         |
| Planning                          | Building                          |
|                                   |                                   |
| Attn: Intergovernmental Review    | Santa Fe, New Mexico 87503\       |
| Process                           | Telephone: (505) 827-4370         |
|                                   |                                   |
| Mike Blake                        | FAX: (505) 827-4948               |
|                                   |                                   |
| 2½ Beacon Street                  | [khughes@dfa.state.nm.us          |
|                                   | ](mailto:Khughes@dfa.state.nm.us) |
| Concord, New Hampshire 03301      |                                   |
|                                   |                                   |
| Telephone: (603) 271-2155         |                                   |
|                                   |                                   |
| FAX: (603) 271-1728               |                                   |
|                                   |                                   |
| <jtaylor@osp.state.nh.us>         |                                   |
+-----------------------------------+-----------------------------------+
| **NEW YORK**                      | **NORTH DAKOTA**                  |
|                                   |                                   |
| Linda Shkrell                     | Jim Boyd                          |
|                                   |                                   |
| Office of Public Security         | Division of Community Services    |
|                                   |                                   |
| Homeland Security Grants          | 600 East Boulevard Ave, Dept 105  |
| Coordination                      |                                   |
|                                   | Bismarck, North Dakota 58505-0170 |
| 633 3^rd^ Avenue                  |                                   |
|                                   | Telephone: (701) 328-2094         |
| New York, NY 10017                |                                   |
|                                   | FAX: (701) 328-2308               |
| Telephone: (212) 867-1289         |                                   |
|                                   | <jboyd@state.nd.us>               |
| FAX: (212) 867-1725               |                                   |
+-----------------------------------+-----------------------------------+
| # RHODE ISLAND                    | # SOUTH CAROLINA                  |
|                                   |                                   |
| Kevin Nelson                      | SC Clearinghouse                  |
|                                   |                                   |
| Department of Administration      | Budget and Control Board          |
|                                   |                                   |
| Statewide Planning Program        | Office of State Budget            |
|                                   |                                   |
| One Capitol Hill                  | 1201 Main Street, Suite 950       |
|                                   |                                   |
| Providence Rhode Island           | Columbia, South Carolina 29201    |
| 02908-5870                        |                                   |
|                                   | Telephone: (803) 734-0494         |
| Telephone: (401) 222-2093         |                                   |
|                                   | FAX: (803) 734-0645               |
| FAX: (401) 222-2083               |                                   |
|                                   | <                                 |
| <knelson@doa.state.ri.us>         | clearinghouse@budget.state.sc.us> |
+-----------------------------------+-----------------------------------+
| **TEXAS**                         | # UTAH                            |
|                                   |                                   |
| Denise S. Francis                 | Clare Walters                     |
|                                   |                                   |
| Director, State Grants Team       | Utah State Clearinghouse          |
|                                   |                                   |
| Governor's Office of Budget and   | Governor's Office of Planning and |
| Planning                          | Budget                            |
|                                   |                                   |
| P.O. Box 12428                    | State Capitol, Room 116           |
|                                   |                                   |
| Austin, Texas 78711               | Salt Lake City, Utah 84114        |
|                                   |                                   |
| Telephone: (512) 305-9415         | Telephone: (801) 538-1555         |
|                                   |                                   |
| FAX: (512) 936-2681               | FAX: (801) 538-1547               |
|                                   |                                   |
| [                                 | <cwalters@gov.state.ut.us>        |
| dfrancis@governor.state.tx.us](ma |                                   |
| ilto:tadams@governor.state.tx.us) |                                   |
+-----------------------------------+-----------------------------------+
| # WEST VIRGINIA                   | **WISCONSIN**                     |
|                                   |                                   |
| Fred Cutlip, Director             | Jeff Smith                        |
|                                   |                                   |
| Community Development Division    | Section Chief, Federal/State      |
|                                   | Relations                         |
| West Virginia Development Office  |                                   |
|                                   | Wisconsin Department of           |
| Building #6, Room 553             | Administration                    |
|                                   |                                   |
| Charleston, West Virginia 25305   | 101 East Wilson Street -- 6^th^   |
|                                   | Floor                             |
| Telephone: (304) 558-4010         |                                   |
|                                   | P.O. Box 7868                     |
| FAX: (304) 558-3248               |                                   |
|                                   | Madison, Wisconsin 53707          |
| <fcutlip@wvdo.org>                |                                   |
|                                   | Telephone: (608) 266-0267         |
|                                   |                                   |
|                                   | FAX: (608) 267-6931               |
|                                   |                                   |
|                                   | <jeffrey.smith@doa.state.wi.us>   |
+-----------------------------------+-----------------------------------+
| **AMERICAN SAMOA**                | # GUAM                            |
|                                   |                                   |
| # Pa                              | Director                          |
| t M. Galea\'i Federal Grants/Prog |                                   |
| rams Coordinator Office of Federa | Bureau of Budget and Mgmt.        |
| l Programs/Office of the Governor | Research                          |
|                                   |                                   |
| Department of Commerce\           | Office of the Governor            |
| American Samoa Government\        |                                   |
| Pago Pago, American Samoa 96799\  | P.O. Box 2950                     |
| Telephone: (684) 633-5155\        |                                   |
| Fax: (684) 633-4195\              | Agana, Guam 96910                 |
| <pmgaleai@samoatelco.com>         |                                   |
|                                   | Telephone: 011-671-472-2285       |
|                                   |                                   |
|                                   | FAX: 011-671-472-2825             |
|                                   |                                   |
|                                   | <jer@ns.gov.gu>                   |
+-----------------------------------+-----------------------------------+
| **PUERTO RICO**                   | # NORTH MARIANA ISLANDS           |
|                                   |                                   |
| Jose Caballero / Mayra Silva      | Ms. Jacoba T. Seman               |
|                                   |                                   |
| Puerto Rico Planning Board        | Federal Programs Coordinator      |
|                                   |                                   |
| Federal Proposals Review Office   | Office of Management and Budget   |
|                                   |                                   |
| Minillas Government Center        | Office of the Governor            |
|                                   |                                   |
| P.O. Box 41119                    | Saipan, MP 96950                  |
|                                   |                                   |
| San Juan, Puerto Rico 00940-1119  | Telephone: (670) 664-2289         |
|                                   |                                   |
| Telephone: (787) 723-6190         | FAX: (670) 664-2272               |
|                                   |                                   |
| FAX: (787) 722-6783               | [omb.jseman@saipan.com](          |
|                                   | mailto:omb.villagomez@saipan.com) |
+-----------------------------------+-----------------------------------+
| **VIRGIN ISLANDS**                |                                   |
|                                   |                                   |
| Ira Mills                         |                                   |
|                                   |                                   |
| Director, Office of Management    |                                   |
| and Budget                        |                                   |
|                                   |                                   |
| \# 41 Norre Gade Emancipation     |                                   |
| Garden                            |                                   |
|                                   |                                   |
| Station,                          |                                   |
|                                   |                                   |
| Second Floor                      |                                   |
|                                   |                                   |
| Saint Thomas, Virgin Islands      |                                   |
| 00802                             |                                   |
|                                   |                                   |
| Telephone: (340) 774-0750         |                                   |
|                                   |                                   |
| FAX: (787) 776-0069               |                                   |
|                                   |                                   |
| <Irmills@usvi.org>                |                                   |
+-----------------------------------+-----------------------------------+

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

Please note: **Inquiries about obtaining a Federal grant should not be
sent to the OMB e-mail or postal address shown above. The best source
for this information is the [CFDA]{.underline}.**

**Important Notice to Prospective Participants in**

**U.S. Department of Education**

## Contract and Grant Programs

**GRANTS**

Applicants for grants from the U.S. Department of Education (ED) have to
compete for limited funds. Deadlines assure all applicants that they
will be treated fairly and equally, without last minute haste. For these
reasons, ED must set strict deadlines for grant applications.
Prospective applicants can avoid disappointment if they understand that:

**Failure to meet a deadline will mean that an applicant will be
rejected without any consideration.**

The rules, including the deadline, for applying for each grant are
published, individually, in the Federal Register. A one-year
subscription to the Register may be obtained by sending \$555.00 to:
Superintendent of Documents, U.S. Government Printing Office,
Washington, D.C. 20402-9371. (Send check or money order only, no cash or
stamps.) In addition, the Federal Register is available on-line for free
on Government Printing Office (GPO) Access:
<http://www.gpoaccess.gov/nara/index.html>. Depository Library location
and Federal Register services:
<http://www.archives.gov/federal-register/index.html>.

The instructions in the Federal Register must be followed exactly. Do
not accept any other advice you may receive. No ED employee is
authorized to extend any deadline published in the Register. Questions
regarding submission of applications may be addressed to:

U.S. Department of Education

Application Control Center

Washington, D.C. 20202-4725

**CONTRACTS**

Competitive procurement actions undertaken by the ED are governed by the
Federal Acquisition Regulations and implementing Department of Education
Acquisition Regulations.

Generally, prospective competitive procurement actions are synopsized in
the Commerce Business Daily (CBD). Prospective offerors are therein
advised of the nature of the procurement and where to apply for copies
of the Request for Proposals (RFP). All of ED's RFP's are now available
on-line for downloading at the following url:
<http://www.ed.gov/fund/contract/apply/currrfp.html>.

Offerors are advised to be guided solely by the contents of the CBD
synopsis and the instructions contained in the RFP. Questions regarding
the submission of offers should be addressed to the Contracts Specialist
identified on the face page of the RFP. Offers are judged in competition
with others, and failure to conform with any substantive requirements of
the RFP will result in rejection of the offer without any consideration
whatever.

Do not accept any advice you receive that is contrary to instructions
contained in either the CBD synopsis or the RFP. No ED employee is
authorized to consider a proposal which is non-responsive to the RFP. A
subscription to the CBD is available for \$208.00 per year via second
class mailing or \$261.00 per year via first class mailing. Information
included in the Federal Acquisition Regulation is contained in Title 48,
Code of Federal Regulations, Chapter 1 (\$49.00). The foregoing
publication may be obtained by sending your check or money order only,
no cash or stamps, to:

Superintendent of Documents

U.S. Government Printing Office

Washington, D.C. 20402-9371

In addition, the Commerce Business Daily is available on-line for free
at the following url: <http://cbdnet.access.gpo.gov/>. The Federal
Acquisition Regulations are available on-line at the following url:
www.arnet.gov/far/. In an effort to be certain this important
information is widely disseminated, this notice is being included in all
ED mail to the public. You may therefore, receive more than one notice.
If you do, we apologize for any annoyance it may cause you.

ED FORM 5348, 7/01

**35 Sec. 202 HIGHER EDUCATION ACT OF 1965**

**TITLE II---TEACHER QUALITY**

**ENHANCEMENT**

**PART A---TEACHER QUALITY ENHANCEMENT**

**GRANTS FOR STATES AND PARTNERSHIPS**

**SEC. 201.** \[**20 U.S.C. 1021**\] **PURPOSES; DEFINITIONS.**

\(a\) PURPOSES.---The purposes of this part are to---

\(1\) improve student achievement;

\(2\) improve the quality of the current and future teaching force by
improving the preparation of prospective teachers and enhancing
professional development activities;

\(3\) hold institutions of higher education accountable for

preparing teachers who have the necessary teaching skills and are highly
competent in the academic content areas in which the teachers plan to
teach, such as mathematics, science, English, foreign languages,
history, economics, art, civics, Government, and geography, including
training in the effective uses of technology in the classroom; and

\(4\) recruit highly qualified individuals, including individuals from
other occupations, into the teaching force.

\(b\) DEFINITIONS.---In this part:

\(1\) ARTS AND SCIENCES.---The term ''arts and sciences'' means---

\(A\) when referring to an organizational unit of an

institution of higher education, any academic unit that offers 1 or more
academic majors in disciplines or content areas corresponding to the
academic subject matter areas in which teachers provide instruction; and

\(B\) when referring to a specific academic subject matter area, the
disciplines or content areas in which academic majors are offered by the
arts and science organizational unit.

\(2\) HIGH NEED LOCAL EDUCATIONAL AGENCY.---The term ''high need local
educational agency'' means a local educational agency that serves an
elementary school or secondary school located in an area in which there
is---

\(A\) a high percentage of individuals from families with incomes below
the poverty line;

\(B\) a high percentage of secondary school teachers not teaching in the
content area in which the teachers were

trained to teach; or

\(C\) a high teacher turnover rate.

\(3\) POVERTY LINE.---The term ''poverty line'' means the poverty line
(as defined by the Office of Management and Budget, and revised annually
in accordance with section 673(2) of the Community Services Block Grant
Act (42 U.S.C. 9902(2))) applicable to a family of the size involved.

**SEC. 202.** \[**20 U.S.C. 1022**\] **STATE GRANTS.**

\(a\) IN GENERAL.---From amounts made available under section 210(1) for
a fiscal year, the Secretary is authorized to award grants under this
section, on a competitive basis, to eligible States to enable the
eligible States to carry out the activities described in subsection (d).

\(b\) ELIGIBLE STATE.---

\(1\) DEFINITION.---In this part, the term ''eligible State''

means---

\(A\) the Governor of a State; or

\(B\) in the case of a State for which the constitution or law of such
State designates another individual, entity, or agency in the State to
be responsible for teacher certification and preparation activity, such
individual, entity, or agency.

\(2\) CONSULTATION.---The Governor and the individual, entity, or agency
designated under paragraph (1) shall consult with the Governor, State
board of education, State educational agency, or State agency for higher
education, as appropriate, with respect to the activities assisted under
this section.

\(3\) CONSTRUCTION.---Nothing in this subsection shall be

construed to negate or supersede the legal authority under State law of
any State agency, State entity, or State public official over programs
that are under the jurisdiction of the agency, entity, or official.

\(c\) APPLICATION.---To be eligible to receive a grant under this
section, an eligible State shall, at the time of the initial grant
application, submit an application to the Secretary that---

\(1\) meets the requirement of this section;

\(2\) includes a description of how the eligible State intends to use
funds provided under this section; and

\(3\) contains such other information and assurances as the Secretary
may require.

\(d\) USES OF FUNDS.---An eligible State that receives a grant under
this section shall use the grant funds to reform teacher preparation
requirements, and to ensure that current and future teachers possess the
necessary teaching skills and academic content knowledge in the subject
areas in which the teachers are assigned to teach, by carrying out 1 or
more of the following activities:

\(1\) REFORMS.---Implementing reforms that hold institutions of higher
education with teacher preparation programs accountable for preparing
teachers who are highly competent in the academic content areas in which
the teachers plan to teach, and possess strong teaching skills, which
may include the use of rigorous subject matter competency tests and the
requirement that a teacher have an academic major in the subject area,
or related discipline, in which the teacher plans to teach.

\(2\) CERTIFICATION OR LICENSURE REQUIREMENTS.---Reforming teacher
certification or licensure requirements to ensure that teachers have the
necessary teaching skills and academic content knowledge in the subject
areas in which teachers are assigned to teach.

\(3\) ALTERNATIVES TO TRADITIONAL PREPARATION FOR TEACHING.---Providing
prospective teachers with alternatives to traditional preparation for
teaching through programs at colleges of arts and sciences or at
nonprofit educational organizations.

\(4\) ALTERNATIVE ROUTES TO STATE CERTIFICATION.---

Carrying out programs that---

\(A\) include support during the initial teaching experience; and

\(B\) establish, expand, or improve alternative routes to State
certification of teachers for highly qualified individuals, including
mid-career professionals from other occupations, paraprofessionals,
former military personnel and recent college graduates with records of
academic distinction.

\(5\) RECRUITMENT; PAY; REMOVAL.---Developing and implementing effective
mechanisms to ensure that local educational agencies and schools are
able to effectively recruit highly qualified teachers, to financially
reward those teachers and principals whose students have made
significant progress toward high academic performance, such as through
performance-based compensation systems and access to ongoing
professional development opportunities for teachers and administrators,
and to expeditiously remove incompetent or unqualified teachers
consistent with procedures to ensure due process for the teachers.

\(6\) SOCIAL PROMOTION.---Development and implementation of efforts to
address the problem of social promotion and to prepare teachers to
effectively address the issues raised by ending the practice of social
promotion.

\(7\) RECRUITMENT.---Activities described in section 204(d).

**SEC. 203.** \[**20 U.S.C. 1023**\] **PARTNERSHIP GRANTS.**

\(a\) GRANTS.---From amounts made available under section 210(2) for a
fiscal year, the Secretary is authorized to award grants under this
section, on a competitive basis, to eligible partnerships

to enable the eligible partnerships to carry out the activities
described in subsections (d) and (e).

\(b\) DEFINITIONS.---

\(1\) ELIGIBLE PARTNERSHIPS.---In this part, the term ''eligible
partnerships'' means an entity that---

\(A\) shall include---

\(i\) a partner institution;

\(ii\) a school of arts and sciences; and

\(iii\) a high need local educational agency; and

\(B\) may include a Governor, State educational agency,

the State board of education, the State agency for higher

education, an institution of higher education not described in
subparagraph (A), a public charter school, a public or private
elementary school or secondary school, a public or private nonprofit
educational organization, a business, a teacher organization, or a
prekindergarten program.

\(2\) PARTNER INSTITUTION.---In this section, the term ''partner
institution'' means a private independent or State-supported public
institution of higher education, the teacher training program of which
demonstrates that---

\(A\) graduates from the teacher training program exhibit strong
performance on State-determined qualifying

assessments for new teachers through---

\(i\) demonstrating that 80 percent or more of the graduates of the
program who intend to enter the field of teaching have passed all of the
applicable State qualification assessments for new teachers, which shall
include an assessment of each prospective teacher's subject matter
knowledge in the content area or areas in which the teacher intends to
teach; or

\(ii\) being ranked among the highest-performing

teacher preparation programs in the State as determined by the State---

\(I\) using criteria consistent with the requirements for the State
report card under section 207(b); and

\(II\) using the State report card on teacher preparation required under
section 207(b), after the first publication of such report card and for
every year thereafter; or

\(B\) the teacher training program requires all the students of the
program to participate in intensive clinical experience, to meet high
academic standards, and---

\(i\) in the case of secondary school candidates, to

successfully complete an academic major in the subject area in which the
candidate intends to teach or to demonstrate competence through a high
level of performance in relevant content areas; and

\(ii\) in the case of elementary school candidates, to

successfully complete an academic major in the arts and sciences or to
demonstrate competence through a high level of performance in core
academic subject

areas.

\(c\) APPLICATION.---Each eligible partnership desiring a grant under
this section shall submit an application to the Secretary at such time,
in such manner, and accompanied by such information as the Secretary may
require. Each such application shall---

\(1\) contain a needs assessment of all the partners with respect to
teaching and learning and a description of how the partnership will
coordinate with other teacher training or professional development
programs, and how the activities of the partnership will be consistent
with State, local, and other education reform activities that promote
student achievement;

\(2\) contain a resource assessment that describes the resources
available to the partnership, the intended use of the grant funds,
including a description of how the grant funds will be fairly
distributed in accordance with subsection (f ), and the commitment of
the resources of the partnership to the activities assisted under this
part, including financial support, faculty participation, time
commitments, and continuation of the activities when the grant ends; and

\(3\) contain a description of---

\(A\) how the partnership will meet the purposes of this part;

\(B\) how the partnership will carry out the activities required under
subsection (d) and any permissible activities under subsection (e); and

\(C\) the partnership's evaluation plan pursuant to section 206(b).

\(d\) REQUIRED USES OF FUNDS.---An eligible partnership that receives a
grant under this section shall use the grant funds to carry out the
following activities:

\(1\) REFORMS.---Implementing reforms within teacher preparation
programs to hold the programs accountable for preparing teachers who are
highly competent in the academic content areas in which the teachers
plan to teach, and for promoting strong teaching skills, including
working with a school of arts and sciences and integrating reliable
research-based teaching methods into the curriculum, which curriculum
shall

include programs designed to successfully integrate technology into
teaching and learning.

\(2\) CLINICAL EXPERIENCE AND INTERACTION.---Providing sustained and
high quality preservice clinical experience including the mentoring of
prospective teachers by veteran teachers, and substantially increasing
interaction between faculty at institutions of higher education and new
and experienced teachers, principals, and other administrators at
elementary schools or secondary schools, and providing support,
including preparation time, for such interaction.

\(3\) PROFESSIONAL DEVELOPMENT.---Creating opportunities for enhanced
and ongoing professional development that improves the academic content
knowledge of teachers in the subject areas in which the teachers are
certified to teach or in which the teachers are working toward
certification to teach, and that promotes strong teaching skills.

\(e\) ALLOWABLE USES OF FUNDS.---An eligible partnership that receives a
grant under this section may use such funds to carry out the following
activities:

\(1\) TEACHER PREPARATION AND PARENT INVOLVEMENT.---

Preparing teachers to work with diverse student populations, including
individuals with disabilities and limited English proficient
individuals, and involving parents in the teacher preparation program
reform process.

\(2\) DISSEMINATION AND COORDINATION.---Broadly disseminating
information on effective practices used by the partnership, and
coordinating with the activities of the Governor, State board of
education, State higher education agency, and State educational agency,
as appropriate.

\(3\) MANAGERIAL AND LEADERSHIP SKILLS.---Developing and implementing
proven mechanisms to provide principals and superintendents with
effective managerial and leadership skills that result in increased
student achievement.

\(4\) TEACHER RECRUITMENT.---Activities described in section 204(d).

(f ) SPECIAL RULE.---No individual member of an eligible partnership
shall retain more than 50 percent of the funds made available to the
partnership under this section.

\(g\) CONSTRUCTION.---Nothing in this section shall be construed to
prohibit an eligible partnership from using grant funds to coordinate
with the activities of more than one Governor, State board of education,
State educational agency, local educational agency, or State agency for
higher education.

**SEC. 204. \[20 U.S.C. 1024**\] **TEACHER RECRUITMENT GRANTS.**

\(a\) PROGRAM AUTHORIZED.---From amounts made available under section
210(3) for a fiscal year, the Secretary is authorized to award grants,
on a competitive basis, to eligible applicants to enable the eligible
applicants to carry out activities described in subsection (d).

\(b\) ELIGIBLE APPLICANT DEFINED.---In this part, the term ''eligible
applicant'' means---

\(1\) an eligible State described in section 202(b); or

\(2\) an eligible partnership described in section 203(b).

\(c\) APPLICATION.---Any eligible applicant desiring to receive a grant
under this section shall submit an application to the Secretary at such
time, in such form, and containing such information as the Secretary may
require, including---

\(1\) a description of the assessment that the eligible applicant, and
the other entities with whom the eligible applicant will carry out the
grant activities, have undertaken to determine the most critical needs
of the participating high-need local educational agencies;

\(2\) a description of the activities the eligible applicant will carry
out with the grant; and

\(3\) a description of the eligible applicant's plan for continuing the
activities carried out with the grant, once Federal funding ceases.

\(d\) USES OF FUNDS.---Each eligible applicant receiving a grant under
this section shall use the grant funds---

(1)(A) to award scholarships to help students pay the costs of tuition,
room, board, and other expenses of completing a teacher preparation
program;

\(B\) to provide support services, if needed to enable scholarship
recipients to complete postsecondary education programs; and

\(C\) for followup services provided to former scholarship recipients
during the recipients first 3 years of teaching; or

\(2\) to develop and implement effective mechanisms to ensure that high
need local educational agencies and schools are able to effectively
recruit highly qualified teachers.

\(e\) SERVICE REQUIREMENTS.---The Secretary shall establish such
requirements as the Secretary finds necessary to ensure that recipients
of scholarships under this section who complete teacher education
programs subsequently teach in a high-need local educational agency, for
a period of time equivalent to the period for which the recipients
receive scholarship assistance, or repay the amount of the scholarship.
The Secretary shall use any such repayments to carry out additional
activities under this section.

**SEC. 205. \[20 U.S.C. 1025**\] **ADMINISTRATIVE PROVISIONS.**

\(a\) DURATION; ONE-TIME AWARDS; PAYMENTS.---

\(1\) DURATION.---

\(A\) ELIGIBLE STATES AND ELIGIBLE APPLICANTS.---

Grants awarded to eligible States and eligible applicants

under this part shall be awarded for a period not to exceed 3 years.

\(B\) ELIGIBLE PARTNERSHIPS.---Grants awarded to eligible

partnerships under this part shall be awarded for a period of 5 years.

\(2\) ONE-TIME AWARD.---An eligible State and an eligible partnership
may receive a grant under each of sections 202, 203, and 204 only once.

\(3\) PAYMENTS.---The Secretary shall make annual payments of grant
funds awarded under this part.

\(b\) PEER REVIEW.---

\(1\) PANEL.---The Secretary shall provide the applications

submitted under this part to a peer review panel for evaluation. With
respect to each application, the peer review panel shall initially
recommend the application for funding or for disapproval.

\(2\) PRIORITY.---In recommending applications to the Secretary for
funding under this part, the panel shall---

\(A\) with respect to grants under section 202, give priority to
eligible States serving States that---

\(i\) have initiatives to reform State teacher certification

requirements that are designed to ensure that

current and future teachers possess the necessary

teaching skills and academic content knowledge in the

subject areas in which the teachers are certified or licensed to teach;

\(ii\) include innovative reforms to hold institutions of higher
education with teacher preparation programs

accountable for preparing teachers who are highly competent in the
academic content area in which the teachers plan to teach and have
strong teaching skills; or

\(iii\) involve the development of innovative efforts

aimed at reducing the shortage of highly qualified teachers in high
poverty urban and rural areas;

\(B\) with respect to grants under section 203---

\(i\) give priority to applications from eligible partnerships that
involve businesses; and

\(ii\) take into consideration---

\(I\) providing an equitable geographic distribution of the grants
throughout the United States; and

\(II\) the potential of the proposed activities for

creating improvement and positive change.

\(3\) SECRETARIAL SELECTION.---The Secretary shall determine, based on
the peer review process, which application shall receive funding and the
amounts of the grants. In determining grant amounts, the Secretary shall
take into account the total amount of funds available for all grants
under this part and the types of activities proposed to be carried out.

\(c\) MATCHING REQUIREMENTS.---

\(1\) STATE GRANTS.---Each eligible State receiving a grant under
section 202 or 204 shall provide, from non-Federal sources, an amount
equal to 50 percent of the amount of the grant (in cash or in kind) to
carry out the activities supported by the grant.

\(2\) PARTNERSHIP GRANTS.---Each eligible partnership receiving a grant
under section 203 or 204 shall provide, from non-Federal sources (in
cash or in kind), an amount equal to 25 percent of the grant for the
first year of the grant, 35 percent of the grant for the second year of
the grant, and 50 percent of the grant for each succeeding year of the
grant.

\(d\) LIMITATION ON ADMINISTRATIVE EXPENSES.---An eligible State or
eligible partnership that receives a grant under this part may not use
more than 2 percent of the grant funds for purposes of administering the
grant.

\(e\) TEACHER QUALIFICATIONS PROVIDED TO PARENTS UPON REQUEST.

---Any local educational agency or school that benefits from the
activities assisted under this part shall make available, upon request
and in an understandable and uniform format, to any parent of a student
attending any school served by the local educational agency, information
regarding the qualification of the student's classroom teacher with
regard to the subject matter in which the teacher provides instruction.
The local educational agency shall inform parents that the parents are
entitled to receive the information

upon request.

**SEC. 206. \[20 U.S.C. 1026**\] **ACCOUNTABILITY AND EVALUATION.**

\(a\) STATE GRANT ACCOUNTABILITY REPORT.---An eligible State that
receives a grant under section 202 shall submit an annual accountability
report to the Secretary, the Committee on Labor and Human Resources of
the Senate, and the Committee on Education and the Workforce of the
House of Representatives. Such report shall include a description of the
degree to which the eligible State, in using funds provided under such
section, has made substantial progress in meeting the following goals:

\(1\) STUDENT ACHIEVEMENT.---Increasing student achievement for all
students as defined by the eligible State.

\(2\) RAISING STANDARDS.---Raising the State academic standards required
to enter the teaching profession, including, where appropriate, through
the use of incentives to incorporate the requirement of an academic
major in the subject, or related discipline, in which the teacher plans
to teach.

\(3\) INITIAL CERTIFICATION OR LICENSURE.---Increasing success in the
pass rate for initial State teacher certification or licensure, or
increasing the numbers of highly qualified individuals being certified
or licensed as teachers through alternative programs.

\(4\) CORE ACADEMIC SUBJECTS.---

\(A\) SECONDARY SCHOOL CLASSES.---Increasing the percentage of secondary
school classes taught in core academic subject areas by teachers---

\(i\) with academic majors in those areas or in a related field;

\(ii\) who can demonstrate a high level of competence

through rigorous academic subject area tests;

or

\(iii\) who can demonstrate competence through a high level of
performance in relevant content areas.

\(B\) ELEMENTARY SCHOOL CLASSES.---Increasing the

percentage of elementary school classes taught by

teachers---

\(i\) with academic majors in the arts and sciences;

or

\(ii\) who can demonstrate competence through a

high level of performance in core academic subjects.

\(5\) DECREASING TEACHER SHORTAGES.---Decreasing shortages of qualified
teachers in poor urban and rural areas.

\(6\) INCREASING OPPORTUNITIES FOR PROFESSIONAL DEVELOPMENT.

---Increasing opportunities for enhanced and ongoing

professional development that improves the academic content knowledge of
teachers in the subject areas in which the teachers are certified or
licensed to teach or in which the teachers are working toward
certification or licensure to teach, and that promotes strong teaching
skills.

\(7\) TECHNOLOGY INTEGRATION.---Increasing the number of teachers
prepared to integrate technology in the classroom.

\(b\) ELIGIBLE PARTNERSHIP EVALUATION.---Each eligible partnership
receiving a grant under section 203 shall establish and include in the
application submitted under section 203(c), an evaluation plan that
includes strong performance objectives. The plan shall include
objectives and measures for---

\(1\) increased student achievement for all students as measured by the
partnership;

\(2\) increased teacher retention in the first 3 years of a teacher's
career;

\(3\) increased success in the pass rate for initial State certification
or licensure of teachers; and

\(4\) increased percentage of secondary school classes taught in core
academic subject areas by teachers---

\(A\) with academic majors in the areas or in a related field; and

\(B\) who can demonstrate a high level of competence

through rigorous academic subject area tests or who can

demonstrate competence through a high level of performance in relevant
content areas;

\(5\) increasing the percentage of elementary school classes taught by
teachers with academic majors in the arts and sciences or who
demonstrate competence through a high level of performance in core
academic subject areas; and

\(6\) increasing the number of teachers trained in technology.

\(c\) REVOCATION OF GRANT.---

\(1\) REPORT.---Each eligible State or eligible partnership receiving a
grant under this part shall report annually on the progress of the
eligible State or eligible partnership toward meeting the purposes of
this part and the goals, objectives, and measures described in
subsections (a) and (b).

\(2\) REVOCATION.---

\(A\) ELIGIBLE STATES AND ELIGIBLE APPLICANTS.---If the Secretary
determines that an eligible State or eligible applicant is not making
substantial progress in meeting the purposes, goals, 0bjectives, and
measures, as appropriate, by the end of the second year of a grant under
this part, then the grant payment shall not be made for the third year
of the grant.

\(B\) ELIGIBLE PARTNERSHIPS.---If the Secretary determines

that an eligible partnership is not making substantial

progress in meeting the purposes, goals, objectives, and measures, as
appropriate, by the end of the third year of a grant under this part,
then the grant payments shall not be made for any succeeding year of the
grant.

\(d\) EVALUATION AND DISSEMINATION.---The Secretary shall evaluate the
activities funded under this part and report the Secretary's findings
regarding the activities to the Committee on Labor and Human Resources
of the Senate and the Committee on Education and the Workforce of the
House of Representatives. The

Secretary shall broadly disseminate successful practices developed by
eligible States and eligible partnerships under this part, and shall
broadly disseminate information regarding such practices that were found
to be ineffective.

**SEC. 207.** \[**20 U.S.C. 1027**\] **ACCOUNTABILITY FOR PROGRAMS THAT
PREPARE TEACHERS.**

\(a\) DEVELOPMENT OF DEFINITIONS AND REPORTING METHODS.---

Within 9 months of the date of enactment of the Higher Education
Amendments of 1998, the Commissioner of the National Center for
Education Statistics, in consultation with States and institutions of
higher education, shall develop key definitions for terms, and uniform
reporting methods (including the key definitions for the consistent
reporting of pass rates), related to the performance of elementary
school and secondary school teacher preparation programs.

\(b\) STATE REPORT CARD ON THE QUALITY OF TEACHER PREPARATION.

---Each State that receives funds under this Act shall provide to the
Secretary, within 2 years of the date of enactment of the Higher
Education Amendments of 1998, and annually thereafter, in a uniform and
comprehensible manner that conforms with

the definitions and methods established in subsection (a), a State
report card on the quality of teacher preparation in the State, which
shall include at least the following:

\(1\) A description of the teacher certification and licensure
assessments, and any other certification and licensure requirements,
used by the State.

\(2\) The standards and criteria that prospective teachers

must meet in order to attain initial teacher certification or

licensure and to be certified or licensed to teach particular subjects
or in particular grades within the State.

\(3\) A description of the extent to which the assessments and
requirements described in paragraph (1) are aligned with the State's
standards and assessments for students.

\(4\) The percentage of teaching candidates who passed each of the
assessments used by the State for teacher certification and licensure,
and the passing score on each assessment that determines whether a
candidate has passed that assessment.

\(5\) The percentage of teaching candidates who passed each of the
assessments used by the State for teacher certification and licensure,
disaggregated and ranked, by the teacher preparation program in that
State from which the teacher candidate received the candidate's most
recent degree, which shall be made available widely and publicly.

\(6\) Information on the extent to which teachers in the State are given
waivers of State certification or licensure

requirements, including the proportion of such teachers distributed
across high- and low-poverty school districts and across subject areas.

\(7\) A description of each State's alternative routes to teacher
certification, if any, and the percentage of teachers certified through
alternative certification routes who pass State teacher certification or
licensure assessments.

\(8\) For each State, a description of proposed criteria for assessing
the performance of teacher preparation programs within institutions of
higher education in the State, including indicators of teacher candidate
knowledge and skills.

\(9\) Information on the extent to which teachers or prospective
teachers in each State are required to take examinations or other
assessments of their subject matter knowledge in the area or areas in
which the teachers provide instruction, the standards established for
passing any such assessments, and the extent to which teachers or
prospective teachers are required to receive a passing score on such
assessments in order to teach in specific subject areas or grade levels.

\(c\) INITIAL REPORT.---

\(1\) IN GENERAL.---Each State that receives funds under this Act, not
later than 6 months of the date of enactment of the Higher Education
Amendments of 1998 and in a uniform and comprehensible manner, shall
submit to the Secretary the information described in paragraphs (1),
(5), and (6) of subsection

(b). Such information shall be compiled by the Secretary and submitted
to the Committee on Labor and Human Resources of the Senate and the
Committee on Education and the Workforce of the House of Representatives
not later than 9 months after the date of enactment of the Higher
Education Amendments of 1998.

\(2\) CONSTRUCTION.---Nothing in this subsection shall be

construed to require a State to gather information that is not in the
possession of the State or the teacher preparation programs in the
State, or readily available to the State or teacher preparation
programs.

\(d\) REPORT OF THE SECRETARY ON THE QUALITY OF TEACHER PREPARATION.---

\(1\) REPORT CARD.---The Secretary shall provide to Congress, and
publish and make widely available, a report card on teacher
qualifications and preparation in the United States, including all the
information reported in paragraphs (1) through (9) of subsection (b).
Such report shall identify States for which eligible States and eligible
partnerships received a grant under this part. Such report shall be so
provided, published and made available not later than 2 years 6 months
after the date of enactment of the Higher Education Amendments of 1998
and annually thereafter.

\(2\) REPORT TO CONGRESS.---The Secretary shall report to Congress---

\(A\) a comparison of States' efforts to improve teaching

quality; and

\(B\) regarding the national mean and median scores on

any standardized test that is used in more than 1 State for teacher
certification or licensure.

\(3\) SPECIAL RULE.---In the case of teacher preparation programs with
fewer than 10 graduates taking any single initial teacher certification
or licensure assessment during an academic year, the Secretary shall
collect and publish information

with respect to an average pass rate on State certification or licensure
assessments taken over a 3-year period.

\(e\) COORDINATION.---The Secretary, to the extent practicable, shall
coordinate the information collected and published under this part among
States for individuals who took State teacher certification or licensure
assessments in a State other than the State in which the individual
received the individual's most recent degree.

(f ) INSTITUTIONAL REPORT CARDS ON THE QUALITY OF TEACHER
PREPARATION.---

\(1\) REPORT CARD.---Each institution of higher education that conducts
a teacher preparation program that enrolls students receiving Federal
assistance under this Act, not later than 18 months after the date of
enactment of the Higher Education Amendments of 1998 and annually
thereafter, shall report to the State and the general public, in a
uniform and comprehensible

manner that conforms with the definitions and

methods established under subsection (a), the following information:

\(A\) PASS RATE.---(i) For the most recent year for which the
information is available, the pass rate of the institution's graduates
on the teacher certification or licensure assessments of the State in
which the institution is located, but only for those students who took
those assessments within 3 years of completing the program.

\(ii\) A comparison of the program's pass rate with the average pass
rate for programs in the State.

\(iii\) In the case of teacher preparation programs with fewer than 10
graduates taking any single initial teacher certification or licensure
assessment during an academic year, the institution shall collect and
publish information with respect to an average pass rate on State
certification

or licensure assessments taken over a 3-year period.

\(B\) PROGRAM NFORMATION.---The number of students

in the program, the average number of hours of supervised practice
teaching required for those in the program, and the faculty-student
ratio in supervised practice teaching.

\(C\) STATEMENT.---In States that approve or accredit teacher education
programs, a statement of whether the

institution's program is so approved or accredited.

\(D\) DESIGNATION AS LOW-PERFORMING.---Whether the program has been
designated as low-performing by the

State under section 208(a).

\(2\) REQUIREMENT.---The information described in paragraph (1) shall be
reported through publications such as school catalogs and promotional
materials sent to potential applicants, secondary school guidance
counselors, and prospective employers of the institution's program
graduates.

\(3\) FINES.---In addition to the actions authorized in section 487(c),
the Secretary may impose a fine not to exceed \$25,000 on an institution
of higher education for failure to provide the information described in
this subsection in a timely or accurate manner.

**SEC. 208.** \[**20 U.S.C. 1028**\] **STATE FUNCTIONS.**

\(a\) STATE ASSESSMENT.---In order to receive funds under this Act, a
State, not later than 2 years after the date of enactment of the Higher
Education Amendments of 1998, shall have in place a procedure to
identify, and assist, through the provision of technical assistance,
low-performing programs of teacher preparation within

institutions of higher education. Such State shall provide the Secretary
an annual list of such low-performing institutions that includes an
identification of those institutions at-risk of being placed on such
list. Such levels of performance shall be determined solely

by the State and may include criteria based upon information collected
pursuant to this part. Such assessment shall be described in the report
under section 207(b).

\(b\) TERMINATION OF ELIGIBILITY.---Any institution of higher education
that offers a program of teacher preparation in which the State has
withdrawn the State's approval or terminated the State's financial
support due to the low performance of the institution's teacher
preparation program based upon the State assessment described in
subsection (a)---

\(1\) shall be ineligible for any funding for professional

development activities awarded by the Department of Education; and

\(2\) shall not be permitted to accept or enroll any student

that receives aid under title IV of this Act in the institution's
teacher preparation program.

\(c\) NEGOTIATED RULEMAKING.---If the Secretary develops any regulations
implementing subsection (b)(2), the Secretary shall submit such proposed
regulations to a negotiated rulemaking process, which shall include
representatives of States, institutions of higher education, and
educational and student organizations.

**SEC. 209.** \[**20 U.S.C. 1029**\] **GENERAL PROVISIONS.**

\(a\) METHODS.---In complying with sections 207 and 208, the Secretary
shall ensure that States and institutions of higher education use fair
and equitable methods in reporting and that the reporting methods
protect the privacy of individuals.

\(b\) SPECIAL RULE.---For each State in which there are no State
certification or licensure assessments, or for States that do not set
minimum performance levels on those assessments---

\(1\) the Secretary shall, to the extent practicable, collect data
comparable to the data required under this part from

States, local educational agencies, institutions of higher education, or
other entities that administer such assessments to teachers or
prospective teachers; and

\(2\) notwithstanding any other provision of this part, the Secretary
shall use such data to carry out requirements of this part related to
assessments or pass rates.

\(c\) LIMITATIONS.---

\(1\) FEDERAL CONTROL PROHIBITED.---Nothing in this part shall be
construed to permit, allow, encourage, or authorize any Federal control
over any aspect of any private, religious, or home school, whether or
not a home school is treated as a private school or home school under
State law. This section shall not be construed to prohibit private,
religious, or home schools from participation in programs or services
under this part.

\(2\) NO CHANGE IN STATE CONTROL ENCOURAGED OR REQUIRED.

---Nothing in this part shall be construed to encourage or require any
change in a State's treatment of any private, religious, or home school,
whether or not a home school is treated as a private school or home
school under State law. (3) NATIONAL SYSTEM OF TEACHER CERTIFICATION
PROHIBITED.

---Nothing in this part shall be construed to permit, allow, encourage,
or authorize the Secretary to establish or support any national system
of teacher certification.

**SEC. 210.** \[**20 U.S.C. 1030**\] **AUTHORIZATION OF
APPROPRIATIONS.**

As may be necessary for each of the 4 succeeding fiscal years, of
which---

\(1\) 45 percent shall be available for each fiscal year to award grants
under section 202;

\(2\) 45 percent shall be available for each fiscal year to award grants
under section 203; and

\(3\) 10 percent shall be available for each fiscal year to award grants
under section 204.

**Code of Federal Regulations,**

**Title 34, Volume 3, Part 611, \[Revised as of July 1, 2003\]**

34 CFR PART 611\--TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM

Subpart A\--General Provisions

Sec.611.1 What definitions apply to the Teacher Quality Enhancement
Grants

Program?

611.2 What management plan must be included in a Teacher Quality

Enhancement Grants Program application?

611.3 What procedures does the Secretary use to award a grant?

Subpart B\--State Grants Program

611.11 What are the program\'s general selection criteria?

611.12 What additional selection criteria are used for an application

proposing teacher recruitment activities?

611.13 What competitive preference does the Secretary provide?

Subpart C\--Partnership Grants Program

611.21 What are the program\'s selection criteria for pre-applications?

611.22 What additional selection criteria are used for pre-application

that proposes teacher recruitment activities?

611.23 What are the program\'s general selection criteria for full

applications?

611.24 What additional selection criteria are used for a full
application that proposes teacher recruitment activities?

611.25 What competitive preference does the Secretary provide?

Subpart D\--Teacher Recruitment Grants Program

611.31 What are the program\'s selection criteria for pre-applications?

611.32 What are the program\'s general selection criteria?

Subpart E\--Scholarships

611.41 Under what circumstances may an individual receive a scholarship
of program funds to attend a teacher training program?

611.42 How does the Secretary calculate the period of the scholarship

recipient\'s service obligation?

611.43 What are the consequences of a scholarship recipient\'s failure
to meet the service obligation?

611.44 Under what circumstances may the Secretary defer a scholarship
recipient\'s service obligation?

611.45 Under what circumstances does the Secretary discharge a

scholarship recipient\'s obligation to repay for failure to meet the
service obligation?

611.46 What are a scholarship recipient\'s reporting responsibilities

upon graduation from the teacher preparation program?

611.47 What are a scholarship recipient\'s reporting responsibilities

upon the close of the LEA\'s academic year?

611.48 What are a scholarship recipient\'s reporting responsibilities

upon failure to graduate or withdrawal of scholarship support?

611.49 What are a grantee\'s responsibilities for implementing the

scholarship requirements before awarding a scholarship?

611.50 What are a grantee\'s reporting responsibilities?

611.51 How does a grantee ensure that a scholarship recipient

understands the terms and conditions of the scholarship before

the recipient leaves the teacher preparation program?

611.52 What are a grantee\'s programmatic responsibilities for ensuring
that scholarship recipients become successful teachers in

high-need schools?

Subpart F\--Other Grant Conditions

611.61 What is the maximum indirect cost rate that applies to a

recipient\'s use of program funds?

611.62 What are a grantee\'s matching requirements?

(Authority: 20 U.S.C. 1021 et seq. and 1024(e), unless otherwise

noted.)

**Subpart A\--General Provisions**

**Sec. 611.1 What definitions apply to the Teacher Quality Enhancement**

**Grants Program?**

The following definitions apply to this part:

High-need local educational agency (LEA) means an LEA that meets one of
the following definitions:

\(1\) An LEA with at least one school\--

\(i\) In which 50 percent or more of the enrolled students are eligible
for free and reduced lunch subsidies; or

\(ii\) That otherwise is eligible, without receipt of a waiver, to
operate as a schoolwide program under Title I of the Elementary and
Secondary Education Act.

\(2\) An LEA that has one school where\--

\(i\) More than 34 percent of academic classroom teachers overall

(across all academic subjects) do not have a major, minor, or

significant course work in their main assignment field; or

\(ii\) More than 34 percent of the main assignment faculty in two of the
core-subject departments does not have a major, minor, or significant
work in their main assigned field.

\(3\) An LEA that serves a school whose attrition rate among classroom
teachers was 15 percent or more over the last three school years.

High-need school means an elementary, middle, or secondary school

operated by a high-need LEA in which the school\'s students or teaching

staff meet the elements in paragraphs (1), (2), or (3) of the definition
of a high-need LEA.

Main assignment field means the academic field in which teachers have
the largest percentage of their classes. Significant course work means
four or more college-or graduate-level

courses in the content area.

(Authority: 20 U.S.C. 1024(e))

**Sec. 611.2 What management plan must be included in a** **Teacher**
**Quality** **Enhancement** **Grants Program application?**

\(a\) In addition to a description of the proposed multiyear project,
timeline, and budget information required by 34 CFR 75.112 and 75.117

and other applicable law, an applicant for a grant under this part must

submit with its application under paragraphs (a)(1), (a)(2)(iii), or
(a)(3)(iii) of Sec. 611.3, as appropriate, a management plan that

includes a proposed multiyear work plan.

\(b\) At a minimum, this work plan must identify, for each year of the

project\--

\(1\) The project\'s overall objectives;

\(2\) Activities that the applicant proposes to implement to promote

each project objective;

\(3\) Benchmarks and timelines for conducting project activities and

achieving the project\'s objectives;

\(4\) The individual who will conduct and coordinate these activities;

\(5\) Measurable outcomes that are tied to each project objective, and

the evidence by which success in achieving these objectives will be
measured; and

\(6\) Any other information that the Secretary may require.

(c)(1) In any application for a grant that is submitted on behalf of a
partnership, the work plan also must identify which partner will be
responsible for which activities.

\(2\) In any application for a grant that is submitted on behalf of a

State, the work plan must identify which entities in the State will be
responsible for which activities.

(Authority: 20 U.S.C. 1021 et seq.)

**Sec. 611.3 What procedures does the Secretary use to award a grant?**

The Secretary uses the selection procedures in 34 CFR 75.200 through

75.222 except that\--

\(a\) Application procedures for each program. (1) For the State

Grants Program, the Secretary evaluates applications for new grants on
the basis of the selection criteria and competitive preference contained
in Secs. 611.11 through 611.13.

\(2\) For the Partnership Grants Program, the Secretary\--

\(i\) Uses a two-stage application process to determine which

applications to fund;

\(ii\) Uses the selection criteria in Secs. 611.21 through 611.22 to

evaluate pre-applications submitted for new grants, and to determine
those applicants to invite to submit full program applications; and

\(iii\) For those applicants invited to submit full applications, uses
the selection criteria and competitive preference in Secs. 611.23-611.25

to evaluate the full program applications.

\(3\) For the Teacher Recruitment Grants Program, the Secretary\--

\(i\) Uses a two-stage application process to determine which

applications to fund;

\(ii\) Uses the selection criteria in Sec. 611.31 to evaluate
pre-applications submitted for new grants, and to determine those
applicants to invite to submit full program applications; and

\(iii\) For those applicants invited to submit full applications, uses
the selection criteria in Sec. 611.32 to evaluate the full program
applications.

\(b\) Required budgets in pre-applications. An applicant that submits

a pre-application for a Partnership Program or Teacher Recruitment

Program grant under paragraphs (b)(2)(ii) and (b)(3)(ii) must also

submit any budgetary information that the Secretary may require in the
program application package.

\(c\) Tie-breaking procedures. In the event that two or more

applicants are ranked equally for the last available award under any
program, the Secretary selects the applicant whose activities will focus

(or have most impact) on LEAs and schools located in one (or more) of
the Nation\'s Empowerment Zones and Enterprise Communities.

(Authority: 20 U.S.C. 1021 et seq.)

**Subpart B\--State Grants** **Program**

**Sec. 611.11 What are the program\'s general selection criteria?**

In evaluating the quality of applications, the Secretary uses the
following selection criteria.

\(a\) Quality of project design. (1) The Secretary considers the quality
of the project design.

\(2\) In determining the quality of the project design, the Secretary

considers the extent to which\--

\(i\) The project design will result in systemic change in the way

that all new teachers are prepared, and includes partners from all
levels of the education system;

\(ii\) The Governor and other relevant executive and legislative branch
officials, the K-16 education system or systems, and the business

community are directly involved in and committed to supporting the
proposed activities;

\(iii\) Project goals and performance objectives are clear, measurable

outcomes are specified, and a feasible plan is presented for meeting

them;

\(iv\) The project is likely to initiate or enhance and supplement
systemic State reforms in one or more of the following areas: teacher
recruitment, preparation, licensing, and certification;

\(v\) The applicant will ensure that a diversity of perspectives is
incorporated into operation of the project, including those of parents,

teachers, employers, academic and professional groups, and other

appropriate entities; and

\(vi\) The project design is based on up-to-date knowledge from

research and effective practice.

\(b\) Significance. (1) The Secretary considers the significance of the
project.

\(2\) In determining the significance of the project, the Secretary
considers the extent to which\--

\(i\) The project involves the development or demonstration of

promising new strategies or exceptional approaches in the way new
teachers are recruited, prepared, certified, and licensed;

\(ii\) Project outcomes lead directly to improvements in teaching

quality and student achievement as measured against rigorous academic

standards;

\(iii\) The State is committed to institutionalize the project after
federal funding ends; and

\(iv\) Project strategies, methods, and accomplishments are

replicable, thereby permitting other States to benefit from them.

\(c\) Quality of resources. (1) The Secretary considers the quality of

the project\'s resources.

\(2\) In determining the quality of the project resources, the

Secretary considers the extent to which\--

\(i\) Support available to the project, including personnel, equipment,
supplies, and other resources, is sufficient to ensure a successful
project;

\(ii\) Budgeted costs are reasonable and justified in relation to the
design, outcomes, and potential significance of the project; and

\(iii\) The applicant\'s matching share of the budgeted costs

demonstrates a significant commitment to successful completion of the
project and to project continuation after federal funding ends.

\(d\) Quality of management plan. (1) The Secretary considers the

quality of the project\'s management plan.

\(2\) In determining the quality of the management plan, the Secretary

considers the following factors:

\(i\) The extent to which the management plan, including the work plan,

is designed to achieve goals and objectives of the project, and includes

clearly defined activities, responsibilities,

timelines, milestones, and measurable outcomes for accomplishing project

tasks.

\(ii\) The adequacy of procedures to ensure feedback and continuous

improvements in the operation of the project.

\(iii\) The qualifications, including training and experience, of key

personnel charged with implementing the project successfully.

(Authority: 20 U.S.C. 1021 et seq.)

**Sec. 611.12 What additional selection criteria are used for an**

**application proposing teacher recruitment activities?**

In reviewing applications that propose to undertake teacher recruitment
activities, the Secretary also considers the following selection
criteria:

\(a\) In addition to the elements contained in Sec. 611.11(a) (Quality

of project design), the Secretary considers the extent to which the

project addresses\--

\(1\) Systemic changes in the ways that new teachers are to be

recruited, supported and prepared; and

\(2\) Systemic efforts to recruit, support, and prepare prospective

teachers from disadvantaged and other underrepresented backgrounds.

\(b\) In addition to the elements contained in Sec. 611.11(b)
(Significance), the Secretary considers the applicant\'s commitment to

continue recruitment activities, scholarship assistance, and preparation
and support of additional cohorts of new teachers after funding under
this part ends.

\(c\) In addition to the elements contained in Sec. 611.11(c) (Quality

of resources), the Secretary considers the impact of the project on

high-need LEAs and high-need schools based upon\--

\(1\) The amount of scholarship assistance the project will provide
students from federal and non-federal funds;

\(2\) The number of students who will receive scholarships; and

\(3\) How those students receiving scholarships will benefit from
high-quality teacher preparation and an effective support system during
their first three years of teaching.

(Authority: 20 U.S.C. 1021 et seq.)

**Sec. 611.13 What competitive preference does the Secretary provide?**

The Secretary provides a competitive preference on the basis of how well
the State\'s proposed activities in any one or more of the following
statutory priorities are likely to yield successful and sustained

results:

\(a\) Initiatives to reform State teacher licensure and certification

requirements so that current and future teachers possess strong teaching
skills and academic content knowledge in the subject areas in which they

will be certified or licensed to teach.

\(b\) Innovative reforms to hold higher education institutions with

teacher preparation programs accountable for preparing teachers who are
highly competent in the academic content areas and have strong teaching
skills.

\(c\) Innovative efforts to reduce the shortage (including the high

turnover) of highly competent teachers in high-poverty urban and rural
areas.

(Authority: 20 U.S.C. 1021 et seq.)

**Subpart C\--Partnership Grants Program**

**Sec. 611.21 What are the program\'s selection criteria for pre-
applications?**

In evaluating the quality of pre-applications, the Secretary uses the
following selection criteria.

\(a\) Project goals and objectives. (1) The Secretary considers the

goals and objectives of the project design.

\(2\) In determining the quality of the project goals and objectives,
the Secretary considers the following factors:

\(i\) The extent to which the partnership\'s vision will produce
significant and sustainable improvements in teacher education.

\(ii\) The needs the partnership will address.

\(iii\) How the partnership and its activities would be sustained once
federal support ends.

\(b\) Partnering commitment. (1) The Secretary considers the

partnering commitment embodied in the project.

\(2\) In determining the quality of the partnering commitment, the

Secretary considers the following factors:

\(i\) Evidence of how well the partnership would be able to accomplish

objectives working together that its individual members could not

accomplish working separately.

\(ii\) The significance of the roles given to each principal partner in
implementing project activities.

\(c\) Quality and comprehensiveness of key project components.

\(1\) The Secretary considers the quality and comprehensiveness of key
project components in the process of preparing new teachers.

\(2\) In determining the quality and comprehensiveness of key project
components in the process of preparing new teachers, the Secretary

considers the extent to which\--

\(i\) Specific activities are designed and would be implemented to
ensure that students preparing to be teachers are adequately prepared,
including activities designed to ensure that they have improved content

knowledge, are able to use technology effectively to promote
instruction, and participate in extensive, supervised clinical

experiences;

\(ii\) Specific activities are designed and would be implemented to
ensure adequate support for those who have completed the teacher
preparation program during their first years as teachers; and

\(iii\) The project design reflects up-to-date knowledge from research

and effective practice.

\(d\) Specific project outcomes. (1) The Secretary considers the

specific outcomes the project would produce in the preparation of new

teachers.

\(2\) In determining the specific outcomes the project would produce

in the preparation of new teachers, the Secretary considers the
following factors:

\(i\) The extent to which important aspects of the partnership\'s
existing teacher preparation system would change.

\(ii\) The way in which the project would demonstrate success using
high-quality performance measures.

(Authority: 20 U.S.C. 1021 et seq.)

**Sec. 611.22 What additional selection criteria are used for a
pre-application that proposes teacher** **recruitment activities?**

In reviewing pre-applications that propose to undertake teacher

recruitment activities, the Secretary also considers the following
selection criteria:

\(a\) In addition to the elements contained in Sec. 611.21(a) (Project

goals and objectives), the Secretary considers the extent to which\--

\(1\) The partnership\'s vision responds to LEA needs for a diverse and

high quality teaching force, and will lead to reduced teacher shortages

in these high-need LEAs; and

\(2\) The partnership will sustain its work after federal funding has

ended by recruiting, providing scholarship assistance, training and

supporting additional cohorts of new teachers.

\(b\) In addition to the elements contained in Sec. 611.21(c) (Quality
and comprehensiveness of key project components), the Secretary
considers the extent to which the project will\--

\(1\) Significantly improve recruitment of new students, including

those from disadvantaged and other underrepresented backgrounds; and

\(2\) Provide scholarship assistance and adequate training to preservice
students, as well as induction support for those who become

teachers after graduating from the teacher preparation program.

\(c\) In addition to the elements contained in Sec. 611.21(d) (Specific
project outcomes), the Secretary considers the extent to which the
project addresses the number of new teachers to be produced and their
ability to teach effectively in high-need schools.

(Authority: 20 U.S.C. 1021 et seq.)

**Sec. 611.23 What are the program\'s general selection criteria for
full**

**applications?**

In evaluating the quality of applications, the Secretary uses the
following selection criteria.

\(a\) Quality of project design. (1) The Secretary considers the quality
of the project design.

\(2\) In determining the quality of the project design, the Secretary

considers the following factors:

\(i\) The extent of evidence of institution-wide commitment to high

quality teacher reparation that includes significant policy and practice
changes supported by key leaders, and which result in permanent changes
to ensure that preparing teachers is a central mission of the entire
university.

\(ii\) The extent to which the partnership creates and sustains

collaborative mechanisms to integrate professional teaching skills,
including skills in the use of technology in the classroom, with strong

academic content from the arts and sciences.

\(iii\) The extent of well-designed and extensive preservice clinical

experiences for students, including mentoring and other forms of
support, implemented through collaboration between the K-12 and higher

education partners.

\(iv\) Whether a well-planned, systematic induction program is

established for new teachers to increase their chances of being

successful in high-need schools.

\(v\) The strength of linkages within the partnership between higher
education and high-need schools or school districts so that all partners
have important roles in project design, implementation, governance and

evaluation.

\(vi\) Whether the project design is based on up-to-date knowledge from
research and effective practice, especially on how students learn.

\(b\) Significance of project activities. (1) The Secretary considers

the significance of project activities.

\(2\) In determining the significance of the project activities, the
Secretary considers the following factors:

\(i\) How well the project involves promising new strategies or
exceptional approaches in the way new teachers are recruited, prepared

and inducted into the teaching profession.

\(ii\) The extent to which project outcomes include preparing teachers

to teach to their State\'s highest K-12 standards, and are likely to
result in improved K-12 student achievement.

\(iii\) The extent to which the partnership has specific plans to

institutionalize the project after federal funding ends.

\(iv\) The extent to which the partnership is committed to disseminating
effective practices to others and is willing to provide

technical assistance about ways to improve teacher education.

\(v\) How well the partnership will integrate its activities with other
education reform efforts underway in the State or communities where the
partners are located, and will coordinate its work with local, State or
federal teacher training, teacher recruitment, or professional

development programs.

\(c\) Quality of resources. (1) The Secretary considers the quality of

resources of project activities.

\(2\) In determining the quality of resources, the Secretary considers

the extent to which\--

\(i\) Support available to the project, including personnel, equipment,
supplies, and other resources, is sufficient to ensure a successful
project;

\(ii\) Budgeted costs are reasonable and justified in relation to the
design, outcomes, and potential significance of the project; and

\(iii\) The applicant\'s matching share of the budgeted costs

demonstrates a significant commitment to successful completion of the
project and to project continuation after federal funding ends.

\(d\) Quality of management plan. (1) The Secretary considers the

quality of the management plan.

\(2\) In determining the quality of the management plan, the Secretary

considers the following factors:

\(i\) The extent to which the management plan, including the work

plan, is designed to achieve goals and objectives of the project, and
includes clearly defined activities, responsibilities, timelines,

milestones, and measurable outcomes for accomplishing project tasks.

\(ii\) The extent to which the project has an effective, inclusive,

and responsive governance and decision-making structure that will permit
all partners to participate in and benefit from project activities, and

to use evaluation results to ensure continuous improvements in the

operations of the project.

\(iii\) The qualifications, including training and experience, of key

personnel charged with implementing the project successfully.

(Authority: 20 U.S.C. 1021 et seq.)

**Sec. 611.24 What additional selection criteria are used for a full
application that proposes teacher recruitment activities?**

In reviewing full applications that propose to undertake teacher

recruitment activities, the Secretary also considers the following
selection criteria:

\(a\) In addition to the elements contained in Sec. 611.23(a) (Quality

of project design), the Secretary considers the extent to which the

project reflects\--

\(1\) A commitment to recruit, support and prepare additional well-

qualified new teachers for high-need schools;

\(2\) Appropriate academic and student support services; and

\(3\) A comprehensive strategy for addressing shortages of well-

qualified and well-trained teachers in high-need LEAs, especially

teachers from disadvantaged and other underrepresented backgrounds.

\(b\) In addition to the elements contained in Sec. 611.23(b)

(Significance of project activities), the Secretary considers the extent

to which the project promotes the recruitment, scholarship assistance,

preparation, and support of additional cohorts of new teachers.

\(c\) In addition to the elements contained in Sec. 611.23(c) (Quality

of Resources), the Secretary considers the impact of the project on

high-need LEAs and high-need schools based upon\--

\(1\) The amount of scholarship assistance the project will provide

students from federal and non-federal funds;

\(2\) The number of students who will receive scholarships; and

\(3\) How those students receiving scholarships will benefit from
high-quality teacher preparation and an effective support system during

their first three years of teaching.

(Authority: 20 U.S.C. 1021 et seq.)

**Sec. 611.25 What competitive preference does the Secretary provide?**

The Secretary provides a competitive preference on the basis of how well
the project includes a significant role for private business in the
design and implementation of the project.

(Authority: 20 U.S.C. 1021 et seq.)

**Subpart D\--**Teacher **Recruitment** Grants **Program**

**Sec. 611.31 What are the program\'s selection criteria for pre-**

**applications?**

In evaluating pre-applications, the Secretary considers the following
criteria:

\(a\) Project goals and objectives. (1) The Secretary considers the

goals and objectives of the project design.

\(2\) In determining the quality of the project goals and objectives,
the Secretary considers how the partnership or State applicant intends
to\--

\(i\) Produce significant and sustainable improvements in teacher

recruitment, preparation, and support; and

\(ii\) Reduce teacher shortages in high-need LEAs and schools, and

improve student achievement in the schools in which teachers who
participate in its project will teach.

\(b\) Partnership commitment. (1) The Secretary considers the

partnering commitment embodied in the project.

\(2\) In determining the quality of the partnering commitment, the

Secretary considers the following factors:

\(i\) What the partnership, or the State and its cooperating entities,
can accomplish by working together that could not be achieved by working
separately.

\(ii\) How the project proposed by the partnership or State is driven by
the needs of LEA partners.

\(c\) Quality of key project components. (1) The Secretary considers

the quality of key project components.

\(2\) In determining the quality of key project components, the

Secretary considers the following factors:

\(i\) The extent to which the project would make significant and lasting
systemic changes in how the applicant recruits, trains, and supports new
teachers, and reflects knowledge gained from research and practice.

\(ii\) The extent to which the project would be implemented in ways

that significantly improve recruitment, scholarship assistance to
preservice students, training, and induction support for new entrants
into teaching.

\(d\) Specific project outcomes. (1) The Secretary considers the

specific outcomes the project would produce in the recruitment,

preparation, and placement of new teachers.

\(2\) In determining the specific outcomes the project would produce

in the recruitment, preparation, and placement of new teachers, the
Secretary considers the following factors:

\(i\) The number of teachers to be produced and the quality of their

preparation.

\(ii\) The partnership\'s or State\'s commitment to sustaining the work

of the project after federal funding has ended by recruiting, providing

scholarship assistance, training, and supporting additional cohorts of

new teachers.

(Authority: 20 U.S.C. 1021 et seq.)

**Sec. 611.32 What are the program\'s general selection criteria?**

In evaluating the quality of full applications, the Secretary uses the
following selection criteria.

\(a\) Quality of the project design. (1) The Secretary considers the
quality of the project design for ensuring that activities to recruit
and prepare new teachers are a central mission of the project.

\(2\) In considering the quality of the project design for ensuring

that activities to recruit and prepare new teachers are a central
mission of the project, the Secretary considers the extent to which the
project design\--

\(i\) Shows evidence of institutional or (in the case of a State
applicant) State-level commitment both to recruitment of additional new

teachers, and to high-quality teacher preparation that includes
significant policy and practice changes supported by key leaders and
that result in permanent changes to current institutional practices;

\(ii\) Creates and sustains collaborative mechanisms to integrate
professional teaching skills, including skills in the use of technology
in the classroom, with academic content provided by the school of arts
and sciences;

\(iii\) Includes well-designed academic and student support services as
well as carefully planned and extensive preservice clinical experiences
for students, including mentoring and other forms of support, that are
implemented through collaboration between the K-12 and

higher education partners;

\(iv\) Includes establishment of a well-planned, systematic induction
program for new teachers that increases their chances of being

successful in high-need schools;

\(v\) Includes strong linkages among the partner institutions of

higher education and high-need schools and school districts (or, in the
case of a State applicant, between the State and these entities in its
project), so that all those who would implement the project have
important roles in project design, implementation, governance, and

evaluation;

\(vi\) Responds to the shortages of well-qualified and well-trained
teachers in high-need school districts, especially from disadvantaged
and other underrepresented backgrounds; and

\(vii\) Is based on up-to-date knowledge from research and effective

practice.

\(b\) Significance. (1) The Secretary considers the significance of the
project.

\(2\) In determining the significance of the project, the Secretary
considers the extent to which\--

\(i\) The project involves promising new strategies or exceptional
approaches in the way new teachers are recruited, prepared, and inducted
into the teaching profession;

\(ii\) Project outcomes include measurable improvements in teacher

quality and in the number of well-prepared new teachers, that are likely

to result in improved K-12 student achievement;

\(iii\) The project will be institutionalized after federal funding
ends, including recruitment, scholarship assistance, preparation, and

support of additional cohorts of new teachers;

\(iv\) The project will disseminate effective practices to others, and

provide technical assistance about ways to improve teacher recruitment

and preparation; and

\(v\) The project will integrate its activities with other education
reform activities underway in the State or communities in which the
project is based, and will coordinate its work with local, State, and

federal teacher recruitment, training, and professional development

programs.

\(c\) Quality of resources. (1) The Secretary considers the quality of

the project\'s resources.

\(2\) In determining the quality of the project\'s resources, the

Secretary considers the extent to which\--

\(i\) The amount of support available to the project, including

personnel, equipment, supplies, student scholarship assistance, and
other resources is sufficient to ensure a successful project.

\(ii\) Budgeted costs are reasonable and justified in relation to the
design, outcomes, and potential significance of the project.

\(iii\) The applicant\'s matching share of budgeted costs demonstrates a
significant commitment to successful completion of the project, and to
project continuation after federal funding ends.

\(d\) Quality of management plan. (1) The Secretary considers the

quality of the project\'s management plan.

\(2\) In determining the quality of the management plan, the Secretary

considers the following factors:

\(i\) The extent to which the management plan, including the work plan,
is designed to achieve goals and objectives of the project, and includes
clearly defined activities, responsibilities, timelines, milestones, and
measurable outcomes for accomplishing project tasks.

\(ii\) The extent to which the project has an effective, inclusive,

and responsive governance and decision-making structure that will permit
all partners to participate in and benefit from project activities, and
to use evaluation results to continuously improve project operations.

\(iii\) The qualifications, including training and experience, of key
personnel charged with implementing the project successfully.

(Authority: 20 U.S.C. 1021 et seq.)

**Subpart E\--Scholarships**

Sec. 611.41 Under what circumstances may an individual receive a
scholarship of program funds to attend a teacher training program?

\(a\) General: The service obligation. An individual, whom a grantee
finds eligible to receive a scholarship funded under this part to attend
a teacher preparation program, may receive the scholarship only after

executing a binding agreement with the institution of higher education
(IHE) offering the scholarship that, after completing the program, the
individual will either\--

\(1\) Teach in a high-need school of a high-need LEA for a period of
time equivalent to the period for which the individual receives the
scholarship; or

\(2\) Repay, as set forth in Sec. 611.43, the Teacher Quality

Enhancement Grant Program funds provided as a scholarship.

\(b\) Content of the scholarship agreement. To implement the
service-obligation requirement, the scholarship agreement must include
terms,

conditions, and other information consistent with Secs. 611.42-611.49
that the Secretary determines to be necessary.

(Authority: 20 U.S.C. 1024(e))

**Sec. 611.42 How does the Secretary calculate the period of the
scholarship recipient\'s service obligation?**

a\) Calculation of period of scholarship assistance. (1) The Secretary
calculates the period of time for which a student received scholarship
assistance on the

basis of information provided by the grantee under Sec. 611.50.

\(2\) The period for which the recipient received scholarship

assistance is the period during which an individual enrolled in the
teacher preparation program on a full-time basis, excluding the summer
period, would have completed the same course of study.

\(b\) Calculation of period needed to teach to meet the service

obligation. (1) The period of the scholarship recipient\'s service

obligation is the period of the individual\'s receipt of scholarship
assistance as provided in paragraph (a) of this section.

\(2\) The Secretary calculates the period that a scholarship recipient

must teach in a high-need school of a high-need LEA in order to fulfill
his or her service obligation by\--

\(i\) Comparing the period in which the recipient received a scholarship
as provided in paragraph (a) of this section with the

information provided by the high-need LEA under Secs. 611.46 and 611.47

on the period the recipient has taught in one of its high-need schools;

and

\(ii\) Adjusting the period in which the recipient has taught in a
high-need school to reflect the individual\'s employment, if any, as a
teacher on a part-time basis relative to classroom teachers the LEA
employs on a full-time basis under the LEA\'s standard yearly contract
(excluding any summer or intersession period).

\(c\) The Secretary adjusts the period of a scholarship recipient\'s

service obligation as provided in paragraph (b) of this section to

reflect information the high-need LEA provides under Secs. 611.46 and

611.47 that the scholarship recipient also has taught in a high-need

school in a summer or intersession period.

(Authority: 20 U.S.C. 1024(e))

**Sec. 611.43 What are the consequences of a scholarship recipient\'s**

**failure to meet the service obligation?**

\(a\) Obligation to repay: General. (1) A scholarship recipient who does
not fulfill his or her service obligation must\--

\(i\) Repay the Department the full amount of the scholarship,

including the principal balance, accrued interest, and any collection
costs charged under paragraphs (c) and (d) of this section; or

\(ii\) Be discharged of any repayment obligation as provided in Sec.
611.45.

\(2\) Unless the service obligation is deferred as provided in Sec.
611.44 or the repayment requirement is discharged, the obligation to
repay the amount provided in paragraph (a)(1) of this section begins six
months after the date the recipient-

\(i\) Completes the teacher training program without beginning to

teach in a high-need school of a high-need LEA; or

\(ii\) Is no longer enrolled in the teacher training program.

\(3\) The Secretary determines whether a scholarship recipient has

fulfilled the service obligation on the basis of information that the

Department receives as provided in Secs. 611.46 and 611.47.

\(b\) Obligation to Repay: Partial performance of the service
obligation. (1) A scholarship recipient who teaches in a high-need
school of a high-need school district for less than the period of his or
her service obligation must repay\--

\(i\) The amount of the scholarship that is proportional to the unmet
portion of the service obligation;

\(ii\) Interest that accrues on this portion of the scholarship
beginning six months after the recipient\'s graduation from the teacher

preparation program; and

\(iii\) Costs of collection, if any.

\(2\) Unless the service obligation is deferred or the repayment

requirement is discharged, the obligation to repay the amount provided
in paragraph (b)(1) of this section begins six months after the date the

recipient is no longer employed as a teacher in a high-need school of a

high-need LEA.

\(c\) Availability of payment schedule. (1) Upon request to the

Secretary, the scholarship recipient may repay the scholarship and
accrued interest according to a payment schedule that the Secretary
establishes.

\(2\) A payment schedule must permit the full amount of the

scholarship and accrued interest to be repaid within ten years. The

minimum monthly payment is \$50 unless a larger monthly payment is
needed to enable the full

amount that is due to be paid within this timeframe.

\(d\) Interest. In accordance with 31 U.S.C. 3717 and 34 CFR part 30,

the Secretary charges interest on the unpaid balance that the

scholarship recipient owes. However, except as provided in Sec.
611.44(d), the Secretary does not charge interest for the period of time
that precedes the date on which the scholarship recipient is required to
begin repayment.

\(e\) Failure to meet requirements. A scholarship recipient\'s failure
to satisfy the requirements of Secs. 611.42-611.48 in a timely manner
results in the recipient being\--

\(1\) In non-compliance with the terms of the scholarship;

\(2\) Liable for repayment of the scholarship and accrued interest;

and

\(3\) Subject to collection action.

\(f\) Action by reason of default. The Secretary may take any action

authorized by law to collect the amount of scholarship, accrued interest
and collection costs, if any, on which a scholarship recipient obligated
to repay under this section has defaulted. This action includes, but is
not limited to, filing a lawsuit against the recipient, reporting the

default to national credit bureaus, and requesting the Internal Revenue

Service to offset the recipient\'s Federal income tax refund.

(Authority: 20 U.S.C. 1024(e))

**Sec. 611.44 Under what circumstances may the Secretary defer a**

**scholarship recipient\'s service obligation?**

\(a\) Upon written request, the Secretary may defer a service obligation
for a scholarship recipient who\--

\(1\) Has not begun teaching in a high-need school of a high-need LEA

as required by Sec. 611.41(a); or

\(2\) Has begun teaching in a high-need school of a high-need LEA, and
who requests the deferment within six months of the date he or she no
longer teaches in this school.

\(b\) To obtain a deferment of the service obligation, the recipient

must provide the Secretary satisfactory information of one or more of
the following circumstances:

\(1\) Serious physical or mental disability that prevents or
substantially impairs the scholarship recipient\'s employability as a
teacher.

\(2\) The scholarship recipient\'s inability, despite due diligence

(for reasons that may include the failure to pass a required teacher

certification or licensure examination), to secure employment as a

teacher in a high-need school of a high-need school LEA.

\(3\) Membership in the armed forces of the United States on active duty
for a period not to exceed three years.

\(4\) Other extraordinary circumstances that the Secretary accepts.

\(c\) Unless the Secretary determines otherwise\--

\(1\) A scholarship recipient must apply to renew a deferment of the

service obligation on a yearly basis; and

\(2\) The recipient has 60 days from the end of the deferment period

to begin teaching in a high-need school of a high-need LEA or become

liable for repayment of the scholarship, any accrued interest, and any

costs of collection.

(d)(1) As provided in Sec. 611.43(a)(2), during periods for which the
Secretary defers a scholarship recipient\'s service obligation, the

scholarship recipient does not have an obligation to repay the
scholarship. However, interest continues to accrue on the amount of the
scholarship.

\(2\) If the scholarship recipient fulfills his or her service
obligation after the end of the deferment, the Secretary waives the

obligation to repay accrued interest.

(Authority: 20 U.S.C. 1024(e))

**Sec. 611.45 Under what** **circumstances does the Secretary discharge
a scholarship recipient\'s obligation to repay for failure to meet the
service obligation?**

\(a\) The Secretary discharges the obligation of a scholarship

recipient to repay the scholarship, interest, and any costs for failure

to meet the service obligation based on information acceptable to the
Secretary of\--

\(1\) The recipient\'s death; or

\(2\) The total and permanent physical or mental disability of the

recipient that prevents the individual from being employable as a

classroom teacher.

\(b\) Upon receipt of acceptable documentation and approval of the

discharge request, the Secretary returns to the scholarship recipient,

or for a discharge based on death to the recipient\'s estate, those
payments received after the date the eligibility requirements for

discharge were met. The Secretary returns these payments whether they

are received before or after the date the discharge was approved.

(Authority: 20 U.S.C. 1024(e))

**Sec. 611.46 What are a scholarship recipient\'s reporting
responsibilities upon graduation from the teacher** **preparation**

**program?**

\(a\) Within six months of graduating from a teacher preparation
program, a scholarship recipient must either\--

\(1\) Have the LEA in which the recipient is employed as a teacher

provide the Department information, which the Secretary may require, to

confirm\--

\(i\) The home address, phone number, social security number, and

other identifying information about the recipient;

\(ii\) That he or she is teaching in a high-need school of a high-need

LEA; and

\(iii\) Whether the individual is teaching full- or part-time and, if

part-time, the full-time equivalency of this teaching compared to the

LEA\'s full-time teachers;

\(2\) Provide the Department\--

\(i\) A notarized statement that the scholarship recipient has asked the
LEA to provide the Department the information identified in

paragraph (a)(1) of this section, including the name and telephone

number of the LEA official to whom the request was made; and

\(ii\) A copy of the information identified in paragraph (a)(1) of

this section that the recipient has asked the LEA to provide to the

Department; or

\(3\) Provide the Department a current home address and telephone
number, a work address and telephone number, the recipient\'s social
security number, and one of the following:

\(i\) The required repayment of the scholarship.

\(ii\) A request that the Secretary permit the recipient to repay the

scholarship and accrued interest in installments as permitted by Sec.
611.43(c).

\(iii\) A request that the Secretary defer the service obligation as
permitted by Sec. 611.44.

\(b\) If the recipient provides the Department the information

identified in paragraph (a)(1) of this section, the Department accepts

the information provisionally, but the recipient retains responsibility
for working to have the LEA submit the information.

(Authority: 20 U.S.C. 1024(e))

**Sec. 611.47 What are a scholarship recipient\'s reporting
responsibilities upon the close of the LEA\'s academic year?**

\(a\) At the close of the LEA\'s academic year, a scholarship recipient

whose LEA reports under Sec. 611.46(a) that he or she is teaching in a

high-need school of a high-need LEA must\--

\(1\) Have the LEA provide information to the Department, as the

Secretary may require, that confirms the recipient\'s actual employment
status for the preceding period; or

\(2\) Provide the Department\--

\(i\) A notarized statement that the scholarship recipient has asked the
LEA to provide the Department the information identified in

paragraph (a)(1) of this section, including the name and telephone

number of the LEA official to whom the request was made; and

\(ii\) A copy of the information identified in paragraph (a)(1) of

this section that the recipient has asked the LEA to provide to the

Department.

\(b\) If the recipient provides the Department the notarized statement

and accompanying information identified in paragraph (a)(2) of this

section, the Department accepts the information provisionally, but the

recipient retains an ongoing responsibility for working to have the LEA

submit the information directly to the Department.

\(c\) In subsequent school years, the recipient must have the LEA
continue to provide information to the Department on the recipient\'s
employment as

the Secretary may require, until the Department notifies the recipient

that the service obligation has been fulfilled. The alternative
procedures in paragraph (a)(2) of this section also apply in subsequent
years.

(d)(1) The Secretary provides a scholarship recipient with credit

toward the service obligation for teaching in a high-need school of a

high-need LEA during a summer or intersession period (for LEAs that

operate year-round programs).

\(2\) To receive this credit, the recipient must have the LEA at the

end of the summer or intersession period provide information to the

Department, as the Secretary may require, that confirms that the

recipient has taught during this period in a high-need school.

(Authority: 20 U.S.C. 1024(e))

**Sec. 611.48 What are a scholarship recipient\'s reporting**

**responsibilities upon failure to graduate or withdrawal of**

**scholarship support?**

(a)(1) Within six months of the date the scholarship recipient is no

longer enrolled in the teacher training program, or within six months of

the IHE\'s withdrawal of scholarship support for failure to maintain
good

academic standing, the recipient must submit to the Department\--

\(i\) The required repayment of the scholarship;

\(ii\) A request that the Secretary establish a binding schedule under

which the recipient is obligated to repay the scholarship, accrued

interest, and any costs of collection; or

\(iii\) A request that the Secretary defer the service obligation as
permitted by Sec. 611.44.

\(2\) Upon review of the repayment or information provided under

paragraph (a)(1) of this section, the Department notifies the recipient

of the status of the recipient\'s obligations and of any schedule under

which the recipient must repay the scholarship.

\(b\) Until the Secretary determines that the individual either has

satisfied his or her service obligation or has repaid the full amount of

the scholarship, accrued interest, and any costs, the recipient also

remains responsible for providing the Department\--

\(1\) The information identified in this part; and

\(2\) A current home address and telephone number, and a current work
address and work telephone number.

(Authority: 20 U.S.C. 1024(e))

**Sec. 611.49 What are a grantee\'s responsibilities for implementing
the**

**scholarship requirements before awarding a scholarship?**

Before awarding scholarship assistance with funds provided under

this part to any student attending a teacher preparation program, a

grantee must\--

\(a\) Ensure that the student understands the terms and conditions

that the Secretary has determined must be included in the scholarship

agreement;

\(b\) Have the student and the institution awarding the scholarship

execute a scholarship agreement that contains these terms and

conditions; and

\(c\) Establish policies for\--

\(1\) The withdrawal of scholarship support for any student who does

not remain in good academic standing; and

\(2\) Determining when and if re-negotiation of a student\'s scholarship
package over an extended period of time is appropriate.

(Authority: 20 U.S.C. 1024(e))

**Sec. 611.50 What are a grantee\'s reporting responsibilities?**

\(a\) Within 30 days of the beginning of the teacher preparation

program\'s academic term or within 30 days of the execution of any

scholarship agreement, whichever is later, the grantee must provide to

the Department the following information:

\(1\) The identity of each scholarship recipient.

\(2\) The amount of the scholarship provided with program funds to each
recipient.

\(3\) The full-time equivalency, over each academic year, of each

recipient\'s enrollment in the teacher training program for which he or
she receives scholarship assistance.

\(4\) Other information as the Secretary may require.

\(b\) Within 30 days of a scholarship recipient\'s graduation or

withdrawal from the teacher preparation program, the grantee must

provide to the Department the following information:

\(1\) The date of the recipient\'s graduation or withdrawal.

\(2\) The total amount of program funds the grantee awarded as a
scholarship to the recipient.

\(3\) The original of any scholarship agreement executed by the

scholarship recipient and the grantee (or its partnering IHE if the

grantee is not an IHE) before the recipient was awarded a scholarship

with program funds.

\(4\) A statement of whether the institution has withdrawn scholarship
support because of the recipient\'s failure to maintain good academic
standing.

\(5\) Other information as the Secretary may require.

(Authority: 20 U.S.C. 1024(e))

**Sec. 611.51 How does a grantee ensure that a scholarship recipient**

**understands the terms and conditions of the scholarship before**

**the recipient leaves the teacher preparation program?**

\(a\) An institution that provides a scholarship with funds provided

under this part must conduct an exit conference with each scholarship

recipient before that individual leaves the institution. During the exit

conference the institution must give the recipient a copy of any
scholarship agreement the recipient has executed.

\(b\) The institution also must review with the recipient the terms

and conditions of the scholarship, including\--

\(1\) The recipient\'s service obligation;

\(2\) How the recipient can confirm whether a school and LEA in which

he or she would teach will satisfy the service obligation;

\(3\) Information that the recipient will need to have the LEA provide
to the Department to enable the Secretary to confirm that the recipient
is meeting the service obligation;

\(4\) How the recipient may request a deferment of the service
obligation, and information that the recipient should provide the
Department in any deferment request;

\(5\) The consequences of failing to meet the service obligation
including, at a minimum, the amount of the recipient\'s potential

indebtedness; the possible referral of the indebtedness to a collection
firm, reporting it to a credit bureau, and litigation; and the

availability of a monthly payment schedule;

\(6\) The amount of scholarship assistance and interest charges that

the recipient must repay for failing to meet the service obligation; and

\(7\) The recipient\'s responsibility to ensure that the Department has

a home address and telephone number, and a work address and telephone
number until the Secretary has determined that the recipient has

fulfilled the service obligation or the recipient\'s debt has been paid
or discharged; and

\(8\) The follow-up services that the institution will provide the

student during his or her first three years of teaching in a high-need

school of a high-need LEA.

(Authority: 20 U.S.C. 1024(e))

**Sec. 611.52 What are a grantee\'s programmatic responsibilities for**

**ensuring that scholarship recipients become successful**

**teachers in high-need schools?**

In implementing its approved project, the grantee must\--

\(a\) Provide scholarship recipients both before and after graduation
with appropriate support services, including academic assistance, job

counseling, placement assistance, and teaching support that will help to

ensure that\--

\(1\) Upon graduation, scholarship recipients are able to secure
teaching positions in high-need schools of high-need LEAs; and

\(2\) After beginning to teach in a high-need school of a high-need

LEA, former scholarship recipients have appropriate follow-up services
and assistance during their first three years of teaching;

\(b\) Provide LEAs with which the grantees collaborate in teacher

recruitment activities with information and other assistance they need
to recruit highly-qualified teachers effectively; and

\(c\) Work with the high-need LEAs participating in its project to
ensure that scholarship recipients are placed, to the extent possible,
in highest-need schools of those LEAs.

(Authority: 20 U.S.C. 1024(e))

**Subpart F\--Other Grant Conditions**

**Sec. 611.61 What is the maximum indirect cost rate that applies to a
recipient\'s use of program funds?**

Notwithstanding 34 CFR 75.560-75.562 and 34 CFR 80.22, the maximum
indirect cost rate that any recipient of funds under the Teacher Quality
Enhancement Grants Program may use to charge indirect costs to these
funds is the lesser of\--

\(a\) The rate established by the negotiated indirect cost agreement;

or

\(b\) Eight percent.

(Authority: 20 U.S.C. 1021 et seq.)

**Sec. 611.62 What are a grantee\'s matching requirements?**

(a)(1) Each State receiving a grant under the State Grants Program

or Teacher Recruitment Grants Program must provide, from non-federal

sources, an amount equal to 50 percent of the amount of the grant to

carry out the activities supported by the grant.

\(2\) The 50 percent match required by paragraph (a)(1) of this

section must be made annually during the project period, with respect to
each grant award the State receives.

\(b\) Each partnership receiving a grant under the Partnership Grant

Program or the Teacher Recruitment Grant Program must provide, from
non-federal sources, an amount equal to\--

\(1\) 25 percent of the grant award for the first year of the grant;

\(2\) 35 percent of the grant award for the second year of the grant;

and

\(3\) 50 percent of the grant award for each succeeding year of the

grant.

\(c\) The match from non-federal sources required by paragraphs (a) and
(b) of this section may be made in cash or in kind.

(Authority: 20 U.S.C. 1021 et seq.)

**EMPOWERMENT ZONES AND ENTERPRISE COMMUNITIES**

**What are the Empowerment Zones and Enterprise Communities, and where
are they located?**

The Empowerment Zone and Enterprise Community program is a critical
element of the Nation's community revitalization strategy. The program
is the first step in rebuilding communities in America\'s
poverty-stricken inner cities and rural heartlands. It is designed to
empower people and communities by inspiring Americans to work together
to create jobs and opportunity.

In 1995, the Departments of Agriculture (USDA) and Housing and Urban

Development (HUD) designated a number of Empowerment Zones and
Enterprise Communities based on locally-developed strategic plans that
comprehensively address how the community will link economic development
with education and training, as well as how community development,
public safety, human services, and environmental initiatives together
will support sustainable communities. Designated areas receive Federal
grant funds and substantial tax benefits and have access to other
Federal programs.

The Department of Education is supporting the Empowerment Zone and the
Enterprise Community initiative in a variety of ways. For example, it is
encouraging zones to use funds they already receive from Department
programs (including Title I of the Elementary and Secondary Education
Act, the Safe and Drug-Free Schools and Communities Act, the Adult
Education Act, and the Carl D. Perkins Vocational and Applied Technology
Education Act) to support the comprehensive vision of their

strategic plans. In addition, the Department of Education is giving

preferences to Empowerment Zones and Enterprise Communities in a number
of discretionary grant programs that are well suited for inclusion in a
comprehensive approach to economic and community development.

The currently designated Empowerment Zones and Enterprise Communities
are the communities located within the cities and counties listed below.
Please check the following websites for the most updated information:

[http://]{.underline}[www.ezec.gov](http://www.ezec.gov/).

[http://www.hud.gov/offices/cpd/economicdevelopment/programs/rc/index.cfm]{.underline}

*CURRENTLY DESIGNATED*

*EMPOWERMENT ZONES AND ENTERPRISE COMMUNITIES*

**(\*denotes rural designee)**

**[Rural and Urban Empowerment Zones]{.underline} (EZ)**

**CALIFORNIA: Los Angeles; Santa Ana**

**CONNECTICUT: New Haven**

**FLORIDA: Miami-Dade County**

**GEORGIA: Atlanta**

**ILLINOIS: Chicago**

**INDIANA: Gary/East Chicago**

**ILLINOIS: Hammond**

**ILLINOIS/MISSOURI: East St. Louis/St. Louis**

**KENTUCKY: Kentucky Highlands\***

**MARYLAND: Baltimore**

**MASSACHUSETTS: Boston**

**MICHIGAN: Detroit**

**MINNESOTA: Minneapolis**

**MISSISSIPPI: Mississippi Delta\***

**MISSOURI: Kansas City**

**MISSOURI/ILLINOIS: St. Louis/East St. Louis**

**NEW JERSEY: Cumberland County**

**NEW JERSEY/PENNSYLVANIA: Camden/Philadelphia**

**NEW YORK: New York/Bronx County**

**OHIO: Cincinnati; Cleveland; Columbus**

**OHIO/WEST VIRGINIA: Huntington/Ironton**

**PENNSYLVANIA/NEW JERSEY: Philadelphia/Camden**

**SOUTH CAROLINA: Columbia/Sumter**

**SOUTH DAKOTA: Oglala Sioux-Pine Ridge\***

**TENNESSEE: Knoxville**

**TEXAS: El Paso; Rio Grande Valley\*; Houston**

**WEST VIRGINIA/OHIO: Ironton/Huntington**

**VIRGINIA: Norfolk/Portsmouth**

**[Rural and Urban Enhanced Enterprise Communities]{.underline}
(Enhanced EC)**

**CALIFORNIA: Oakland**

**KANSAS/MISSOURI: Kansas City, KS/Kansas City, MO**

**MASSACHUSETTS: Boston**

**MISSOURI/KANSAS: Kansas City, MO/Kansas City, KS**

**TEXAS: Houston**

**[Rural and Urban Enterprise Communities]{.underline} (EC)**

**ALABAMA: Birmingham; Chambers County\*; Green & Sumter County\***

**ARIZONA: Arizona Border Region\*; Phoenix**

**ARKANSAS: East Central Arkansas\*; Little Rock; Mississippi County\***

**CALIFORNIA: Imperial County\*; Los Angeles; San Diego; San Francisco;
City of Watsonville/County of Santa Cruz\***

**COLORADO: Denver**

**CONNECTICUT: Bridgeport; New Haven**

**DISTRICT OF COLUMBIA: Washington, DC**

**DELAWARE: Wilmington**

**FLORIDA: Dade County; Jackson County\*; Tampa**

**GEORGIA: Albany; Central Savannah River\*; Crisp/Dooly County\***

**IOWA: Des Moines**

**ILLINOIS: East St. Louis; Springfield**

**INDIANA: Austin\*; Indianapolis**

**KENTUCKY: Louisville; Scott/McCreary Area\***

**LOUISIANA: Macon Ridge\*; New Orleans; Northeast Louisiana Delta\*;
Ouachita Parish**

**MASSACHUSETTS: Lowell; Springfield**

**MICHIGAN: Flint; Lake County\*; Muskegon**

**MINNESOTA: Minneapolis; St. Paul**

**MISSISSIPPI: Jackson; North Delta Mississippi\***

**MISSOURI: City of East Prairie\*; Mississippi County\*; St. Louis**

**NEBRASKA: Omaha**

**NEW JERSEY: Newark**

**NEW HAMPSHIRE: Manchester**

**NEW MEXICO: Albuquerque; La Jicarita\***

**NEVADA: Clarke County; Las Vegas/N. Las Vegas**

**NEW YORK: Albany-Troy; Buffalo; Newburgh; Rochester; Schenectady**

**NORTH CAROLINA: Charlotte; Halifax/Edgecombe/Wilson Alliance\*;
Robeson County\***

**OHIO: Akron; Columbus**

**OKLAHOMA: Oklahoma City; Southeast Oklahoma\***

**OREGON: Josephine County\*; Portland**

**PENNSYLVANIA: Harrisburg; Pittsburgh**

**RHODE ISLAND: Providence**

**SOUTH CAROLINA: Charleston; Williamsburg-Lake City\***

**SOUTH DAKOTA: Beadle & Spink Counties\***

**TENNESSEE: Fayette County/Haywood County\*; Memphis;
Nashville-Davidson; Scott/McCreary Area\***

**TEXAS: Dallas; El Paso; San Antonio; Waco**

**UTAH: Ogden**

**VERMONT: Burlington**

**VIRGINIA: Accomack & Northampton County\*; Norfolk**

**WASHINGTON: Seattle; Tacoma**

**WEST VIRGINIA: Central Appalachia\*; Huntington; McDowell County\***

**WISCONSIN: Milwaukee; Northwoods Niijii\***

# GRANT APPLICATION RECEIPT ACKNOWLEDGEMENT

When you electronically submit your application, the Application Control
Center will automatically email a Grant Application Receipt
Acknowledgment to you. If you submit a paper copy (with written request
for waiver of electronic submission) of your application, a Grant
Application Receipt Acknowledgement will be mailed to you. If you do not
receive the notification of application receipt within 15 business days
from the mailing of your application, you should call the U.S.
Department of Education Application Control Center at (202) 245-6288.

# GRANT AND CONTRACT FUNDING INFORMATION

The Department of Education provides information about grant and
contract opportunities electronically in several ways:

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

OCFO Web Page Internet
**<http://www.ed.gov/about/offices/list/ocfo/grants/sites.html>.**