13152 Federal Register / Vol. 76, No. 47 / Thursday, March 10, 2011 / Notices 

purposes of accountability 

determinations. 

All of the performance measures 

described in this section will include 

data disaggregated for disadvantaged 

students, including limited-Englishproficient students and students with 

disabilities. 

The measures described in this 

section constitute the Department’s 

indicators of success for this program. 

Consequently, we advise an applicant 

for a grant under this program to give 

careful consideration to these measures 

in conceptualizing the approach and 

evaluation for its proposed project. Each 

grantee will be required to provide, in 

its annual performance and final 

reports, data about its progress in 

meeting these measures. 

6. Continuation Awards: In making a 

continuation award, the Secretary may 

consider, under 34 CFR 75.253, the 

extent to which a grantee has made 

‘‘substantial progress toward meeting the 

objectives in its approved application.’’ 

This consideration includes the review 

of a grantee’s progress in meeting the 

targets and projected outcomes in its 

approved application, and whether the 

grantee has expended funds in a manner 

that is consistent with its approved 

application and budget. In making a 

continuation grant, the Secretary also 

considers whether the grantee is 

operating in compliance with the 

assurances in its approved application, 

including those applicable to Federal 

civil rights laws that prohibit 

discrimination in programs or activities 

receiving Federal financial assistance 

from the Department (34 CFR 100.4, 

104.5, 106.4, 108.8, and 110.23). In 

addition, in making continuation 

awards for years four and five, the 

Department will consider whether the 

grantee is achieving the intended 

outcomes of the grant and shows 

improvement against baseline data on 

specific indicators (listed in this notice 

under Budget Periods and Continuation 

Grants). 

VII. Agency Contact 

For Further Information Contact: 

Miriam Lund, U.S. Department of 

Education, 400 Maryland Avenue, SW., 

Room 3E245, Washington, DC 20202– 

6200. Telephone: (202) 401–2871 or by 

e-mail: striving.readers.

comprehensive.literacy@ed.gov. 

If you use a TDD, call the FRS, toll 

free, at 1–800–877–8339. 

VIII. Other Information 

Accessible Format: Individuals with 

disabilities can obtain this document 

and a copy of the application package in 

an accessible format (e.g., braille, large 

print, audiotape, or computer diskette) 

on request to the program contact 

person listed under For Further 

Information Contact in section VII of 

this notice. 

Electronic Access to This Document: 

You can view this document, as well as 

all other documents of this Department 

published in the Federal Register, in 

text or Adobe Portable Document 

Format (PDF) on the Internet at the 

following site: http://www.ed.gov/news/ 

fedregister. To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at this site. 

Note: The official version of this document 

is the document published in the Federal 

Register. Free Internet access to the official 

edition of the Federal Register and the Code 

of Federal Regulations is available on GPO 

Access at: http://www.gpoaccess.gov/nara/ 

index.html. 

Dated: March 7, 2011. 

Thelma Mele ́ndez de Santa Ana, 

Assistant Secretary for Elementary and 

Secondary Education. 

[FR Doc. 2011–5545 Filed 3–9–11; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

RIN 1855–ZA07 

Promise Neighborhoods Program 

Catalog of Federal Domestic Assistance 

(CFDA) Number: 84.215P. 

AGENCY: Office of Innovation and 

Improvement, Department of Education. 

ACTION: Notice of proposed priorities, 

requirements, definitions, and selection 

criteria. 

SUMMARY: The Secretary of Education 

(Secretary) proposes priorities, 

requirements, definitions, and selection 

criteria under the legislative authority of 

the Fund for the Improvement of 

Education Program (FIE), title V, part D, 

subpart 1, sections 5411 through 5413 of 

the Elementary and Secondary 

Education Act of 1965, as amended 

(ESEA). The Secretary may use one or 

more of these priorities, requirements, 

definitions, and selection criteria for 

Promise Neighborhoods competitions 

for fiscal year (FY) 2011 and later years. 

We take this action to focus Federal 

assistance on projects that are designed 

to create a comprehensive continuum of 

solutions, including education programs 

and family and community supports, 

with great schools at the center. The 

continuum of solutions must be 

designed to significantly improve the 

educational and developmental 

outcomes of children and youth, from 

birth through college and to a career. We 

intend that these projects support 

organizations that focus on serving highneed neighborhoods, have a strategy to 

build a continuum of solutions, and 

have the capacity to achieve results. 

DATES: We must receive your comments 

on or before April 11, 2011. 

ADDRESSES: Address all comments about 

this notice to Jill Staton, U.S. 

Department of Education, 400 Maryland 

Avenue, SW., Room 4W245, 

Washington, DC 20202–5970. 

If you prefer to send your comments 

by e-mail, use the following address: 

pn2011comments@ed.gov. You must 

include the term ‘‘PN—Comments on FY 

2011 Proposed Priority’’ in the subject 

line of your electronic message. 

FOR FURTHER INFORMATION CONTACT: Jill 

Staton. Telephone: (202) 453–6615 or by 

e-mail: pn2011comments@ed.gov. 

If you use a telecommunications 

device for the deaf (TDD), call the 

Federal Relay Service, toll free, at 1– 

800–877–8339. 

SUPPLEMENTARY INFORMATION: 

Invitation to Comment: We invite you 

to submit comments regarding this 

notice. To ensure that your comments 

have maximum effect in developing the 

notice of final priorities, requirements, 

definitions, and selection criteria, we 

urge you to identify clearly the specific 

proposed priority, requirement, 

definition, or selection criterion that 

each comment addresses. 

We invite you to assist us in 

complying with the specific 

requirements of Executive Order 12866 

and its overall requirement of reducing 

regulatory burden that might result from 

the proposed priorities, requirements, 

definitions, and selection criteria. Please 

let us know of any further ways we 

could reduce potential costs or increase 

potential benefits while preserving the 

effective and efficient administration of 

the program. 

During and after the comment period, 

you may inspect all public comments 

about this notice in room 4W335, 400 

Maryland Avenue, SW., Washington, 

DC, between the hours of 8:30 a.m. and 

4:00 p.m., Washington, DC time, 

Monday through Friday of each week 

except Federal holidays. 

Assistance to Individuals With 

Disabilities in Reviewing the 

Rulemaking Record: On request we will 

provide an appropriate accommodation 

or auxiliary aid to an individual with a 

disability who needs assistance to 

review the comments or other 

documents in the public rulemaking 

record for this notice. If you want to 

schedule an appointment for this type of 

accommodation or auxiliary aid, please 


jdjones on DSK8KYBLC1PROD with NOTICES
Federal Register / Vol. 76, No. 47 / Thursday, March 10, 2011 / Notices 13153 

1Westat and Policy Studies Associate. The 

longitudinal evaluation of school change and 

performance (LESCP) in title I schools. Prepared for 

the U.S. Department of Education. Available 

January 2010 online at http:// 

www.policystudies.com/studies/school/ 

lescp_vol2.pdf. 

2Sharkey, Patrick. ‘‘Neighborhoods and the BlackWhite Mobility Gap.’’ Economic Mobility Project: 

An Initiative of The Pew Charitable Trusts, 2009. 

contact the person listed under FOR

FURTHER INFORMATION CONTACT. 

Purpose of Program: The Promise 

Neighborhoods program is carried out 

under the legislative authority of the 

FIE, title V, part D, subpart 1, sections 

5411 through 5413 of the ESEA (20 

U.S.C. 7243–7243b). FIE supports 

nationally significant programs to 

improve the quality of elementary and 

secondary education at the State and 

local levels and to help all children 

meet challenging State academic 

content and student academic 

achievement standards. 

The purpose of the Promise 

Neighborhoods program is to 

significantly improve the educational 

and developmental outcomes of 

children and youth in our most 

distressed communities, and to 

transform those communities by— 

(1) Identifying and increasing the 

capacity of eligible organizations (as 

defined in this notice) that are focused 

on achieving results for children and 

youth throughout an entire 

neighborhood; 

(2) Building a complete continuum of 

cradle-through-college-to-career 

solutions (continuum of solutions) (as 

defined in this notice) of both 

educational programs and family and 

community supports (both as defined in 

this notice), with great schools at the 

center; 

(3) Integrating programs and breaking 

down agency ‘‘silos’’ so that solutions 

are implemented effectively and 

efficiently across agencies; 

(4) Developing the local infrastructure 

of systems and resources needed to 

sustain and scale up proven, effective 

solutions across the broader region 

beyond the initial neighborhood; and 

(5) Learning about the overall impact 

of the Promise Neighborhoods program 

and about the relationship between 

particular strategies in Promise 

Neighborhoods and student outcomes, 

including through a rigorous evaluation 

of the program. 

Background: The vision of this 

program is that all children and youth 

growing up in Promise Neighborhoods 

have access to great schools and strong 

systems of family and community 

support that will prepare them to attain 

an excellent education and successfully 

transition to college and a career. 

A Promise Neighborhood is both a 

place and a strategy. A place eligible to 

become a Promise Neighborhood is a 

geographic area that is distressed, often 

facing inadequate access to high-quality 

early learning programs and services, 

struggling schools, low high-school and 

college graduation rates, high 

unemployment, crime, and indicators of 

poor health. These conditions 

contribute to and intensify the negative 

outcomes associated with children and 

youth living in poverty. Children who 

are from low-income families and grow 

up in neighborhoods of concentrated 

poverty face educational and life 

challenges above and beyond the 

challenges faced by children who are 

from low-income families who grow up 

in neighborhoods without a high 

concentration of poverty. A Federal 

evaluation of the reading and 

mathematics outcomes of elementary 

students in 71 schools in 18 districts 

and 7 States found that even when 

controlling for individual student 

poverty, there is a significant negative 

association between school-level 

poverty and student achievement.1 The 

evaluation found that students have 

lower academic outcomes when a 

higher percentage of their same-school 

peers qualify for free and reducedpriced lunch (FRPL) compared to when 

a lower percentage of their same-school 

peers qualify for FRPL. The 

compounding effects of neighborhood 

poverty continue later in life: Another 

study found that, for children with 

similar levels of family income, growing 

up in a neighborhood where the number 

of families in poverty was between 20 

and 30 percent increased the chance of 

downward economic mobility—moving 

down the income ladder relative to their 

parents—by more than 50 percent 

compared with children who grew up in 

neighborhoods with under 10 percent of 

families in poverty.2

A Promise Neighborhood is also a 

strategy for addressing the issues in 

distressed communities. Promise 

Neighborhoods are led by organizations 

that work to ensure that all children and 

youth in the target geographic area have 

access to the continuum of solutions 

needed to graduate from high school 

college- and career-ready. For this 

reason, each Promise Neighborhood 

grant must have several core features: 

Significant need in the neighborhood 

the grant serves, a strategy to build a 

continuum of solutions with strong 

schools at the center, and the capacity 

to achieve results. 

While there are a number of 

organizations and communities that are 

working on developing Promise 

Neighborhoods strategies, these entities 

are at different stages of readiness to 

create a Promise Neighborhood. 

Therefore, we are proposing priorities, 

requirements, definitions, and selection 

criteria for both planning and 

implementation grants. The proposed 

priorities, requirements, and selection 

criteria are different for planning grant 

and implementation grant applicants, 

while the proposed definitions apply to 

both groups of applicants. 

Planning grants would support 

eligible organizations that need to 

develop feasible plans to create a 

continuum of solutions with the 

potential to significantly improve the 

educational and developmental 

outcomes of children and youth in a 

neighborhood. These grants would 

support eligible organizations that 

demonstrate the need for 

implementation of a Promise 

Neighborhood strategy in the geographic 

areas they are targeting, a sound strategy 

for developing a feasible plan, and the 

capacity to develop the plan. 

Under proposed Absolute Priority 1 

for planning grants, Promise 

Neighborhoods planning grantees would 

undertake the following activities 

during the planning year: 

(1) Conduct a comprehensive needs 

assessment and segmentation analysis 

(as defined in this notice) of children 

and youth in the neighborhood. 

(2) Develop a plan to deliver a 

continuum of solutions with the 

potential to drive results. This includes 

building community support for and 

involvement in the development of the 

plan. 

(3) Establish effective partnerships 

both to provide solutions along the 

continuum and to commit resources to 

sustain and scale up what works. 

(4) Plan, build, adapt, or expand a 

longitudinal data system that will 

provide information that the grantee 

will use for learning, continuous 

improvement, and accountability. 

(5) Participate in a community of 

practice (as defined in this notice). 

Implementation grants would support 

eligible organizations in carrying out 

their plans to create a continuum of 

solutions that will significantly improve 

the educational and developmental 

outcomes of children and youth in the 

target neighborhood. These grants 

would aid eligible organizations that 

have developed a plan that 

demonstrates the need for 

implementation of a Promise 

Neighborhood strategy in the geographic 

area they are targeting, a sound strategy, 

and the capacity to implement the plan. 

Specifically, grantees would use 

implementation grant funds to develop 


jdjones on DSK8KYBLC1PROD with NOTICES
13154 Federal Register / Vol. 76, No. 47 / Thursday, March 10, 2011 / Notices 

3American Community Survey, 2006. 

4Balfanz, Robert, Letgers, N. Locating the Dropout 

Crisis: Which High Schools Produce the Nation’s 

Dropouts? Johns Hopkins University, 2004. 

5 Institute for Education Sciences. Status and 

Trends in the Education of American Indians and 

Alaska Natives, 2008. 

6The Civil Rights Project. The Dropout/ 

Graduation Crisis Among American Indian and 

Alaska Native Students: Failure to Respond Places 

the Future of Native Peoples at Risk, 2010. 

the administrative capacity necessary to 

successfully implement a continuum of 

solutions, such as managing 

partnerships, integrating multiple 

funding sources, and supporting the 

data system. The majority of resources 

to provide solutions within the 

continuum of solutions would come 

from existing public and private funding 

sources that are integrated and aligned 

with the Promise Neighborhoods 

strategy. 

Under proposed Absolute Priority 1 

for implementation grants, Promise 

Neighborhoods implementation grantees 

would undertake the following activities 

during the implementation years: 

(1) Implement a continuum of 

solutions that addresses neighborhood 

challenges, as identified in a needs 

assessment and segmentation analysis, 

and that will improve results for 

children and youth in the 

neighborhood. 

(2) Continue to build and strengthen 

partnerships that will provide solutions 

along the continuum of solutions and 

that will commit resources to sustain 

and scale up what works. 

(3) Collect data on indicators at least 

annually, and use and improve a data 

system for learning, continuous 

improvement, and accountability. 

(4) Demonstrate progress on goals for 

improving systems, such as by making 

changes in policies and organizations, 

and by leveraging resources to sustain 

and scale up what works. 

(5) Participate in a community of 

practice. 

The intent of these priorities is to 

ensure that program funds are used by 

organizations with the capacity to 

achieve a core set of results for children 

and youth, improve systems to support 

achievement of the results, and leverage 

these and other resources to sustain and 

scale up what works. We are also 

proposing definitions that would clarify 

some of the terms used in the priorities 

and selection criteria, and selection 

criteria that would be used by peer 

reviewers to evaluate (a) The need in a 

neighborhood that would be served 

through a proposed project, (b) an 

organization’s strategy to build a 

continuum of solutions, and (c) an 

organization’s capacity to do the work 

effectively and efficiently. We are 

interested in receiving comments about 

the proposed priorities, definitions, and 

selection criteria. In particular, we are 

interested in whether the proposed 

indicators of need (as defined in this 

notice) in Absolute Priority 1 and in the 

selection criteria are the most 

appropriate indicators for ensuring that 

grantees serve neighborhoods with 

significant educational and family and 

community support needs. We also are 

interested in your comments about how 

to ensure that grantees implement 

strategies that address the needs in the 

targeted neighborhood; implement 

solutions that are based on the best 

available evidence; drive results for 

children and youth; and improve 

broader systems in the city and region 

to support the results. Finally, we are 

interested in your comments about how 

to ensure that projects include a 

management plan that will build an 

organization’s capacity to use data, 

leverage resources, break down agency 

‘‘silos,’’ and create a local infrastructure 

to sustain and scale up the project 

beyond the initial neighborhood. 

Consistent with the approach of the 

Promise Neighborhoods program, we 

believe that it is important for 

communities to develop a 

comprehensive neighborhood 

revitalization strategy that addresses 

neighborhood assets (as defined in this 

notice) that are essential to transforming 

distressed neighborhoods into healthy 

and vibrant communities of 

opportunity. Although not a proposed 

requirement for planning or 

implementation applicants, we believe 

that a Promise Neighborhood will be 

most successful when it is part of, and 

contributing to, an area’s broader 

neighborhood revitalization strategy. We 

believe that only through the 

development of such comprehensive 

neighborhood revitalization plans that 

embrace the coordinated use of 

programs and resources in order to 

effectively address the interrelated 

needs within a community will the 

broader vision of neighborhood 

transformation occur. 

Because a diverse group of 

communities could benefit from the 

Promise Neighborhoods program, the 

Secretary proposes an absolute priority 

for applications that propose to serve 

one or more rural communities only (as 

defined in this notice) and an absolute 

priority for applications that propose to 

serve one or more Indian tribes (as 

defined in this notice). Child poverty 

rates in rural areas are higher than in 

urban areas,3 and more than one-fifth of 

the Nation’s nearly 2,000 ‘‘dropout 

factories,’’ in which the graduation rate 

is less than 60 percent, are located in 

rural areas.4 Compared to White 

students, American Indian students 

have lower academic outcomes and 

higher poverty rates.5 Moreover, 

American Indian and Alaska Native 

students have a graduation rate of less 

than 50 percent nationally.6

The Secretary also recognizes that a 

broad set of solutions is required to 

improve academic and developmental 

outcomes for children and youth and to 

transform communities. For that reason, 

the Secretary proposes priorities for 

applicants that propose to enhance, 

expand, or coordinate comprehensive 

and high-quality local early learning 

networks, include strategies to increase 

internet connectivity, improve access to 

the arts and humanities, or increase the 

availability of quality affordable housing 

as part of a strategy that is integrated 

with neighborhood transformation 

efforts. In recognition of the important 

role that adults play in the educational 

development of children, the Secretary 

proposes to include, in the FY 2011 

competition, a priority for proposals 

that include a focus on family 

engagement in learning through adult 

education. 

Finally, the Department of Justice 

(DOJ) is interested in reviewing the 

applications of Promise Neighborhoods 

implementation grantees that address 

public safety concerns through 

strategies that include prevention, 

intervention, enforcement, and reentry 

of offenders back into communities 

upon release from prison and jail. 

Further, subject to the availability of FY 

2011 funds, DOJ intends to provide 

some Promise Neighborhoods 

implementation grantees with 

additional resources from the Byrne 

Criminal Justice Innovation program, to 

pursue their public safety strategies. We 

anticipate that applicants for a Promise 

Neighborhoods implementation grant 

that are also interested in being 

considered for funding by DOJ will be 

required to complete application 

materials for the Byrne Criminal Justice 

Innovation program. Additional details 

regarding the application process and 

requirements for the Byrne Criminal 

Justice Innovation program will be 

provided in the Promise Neighborhoods 

notice inviting applications. 

Proposed Priorities 

Types of Priorities: The Secretary 

proposes priorities for Promise 

Neighborhoods planning and 

implementation grants. The Department 

may choose to use one or more of these 


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Federal Register / Vol. 76, No. 47 / Thursday, March 10, 2011 / Notices 13155 

7For the purposes of this notice, the Department 

uses the terms ‘‘neighborhood’’ and ‘‘geographic 

area’’ interchangeably. 

priorities in any year in which we hold 

a competition for the Promise 

Neighborhoods program. We propose to 

require that all applicants for planning 

and implementation grants indicate in 

their application whether they are 

applying under Absolute Priority 1, 

Absolute Priority 2, or Absolute Priority 

3. An applicant that applies under 

Absolute Priority 2 but is not eligible for 

funding under Absolute Priority 2, or 

applies under Absolute Priority 3 but is 

not eligible for funding under Absolute 

Priority 3, would be considered for 

funding under Absolute Priority 1. 

If one or more of proposed Planning 

Priorities 4 through 8 or proposed 

Implementation Priorities 4 through 8 

are included in a notice inviting 

applications, the priority or priorities 

that are included in the notice would be 

designated as absolute, competitive 

preference, or invitational priorities in 

that notice for the purposes of the 

competition for which the notice is 

inviting applications. We may choose, 

in the notice of final priorities, 

requirements, definitions, and selection 

criteria, to include the substance of 

these priorities in the selection criteria. 

Under an absolute priority, as 

specified by 34 CFR 75.105(c)(3), we 

would consider only applications that 

meet the priority. Under a competitive 

preference priority, we would give 

competitive preference to an application 

by (1) awarding additional points, 

depending on how well the application 

meets the priority (34 CFR 

75.105(c)(2)(i)); or (2) selecting an 

application that meets the priority over 

an application of comparable merit that 

does not meet the priority (34 CFR 

75.105(c)(2)(ii)). With an invitational 

priority, we would signal our interest in 

receiving applications that meet the 

priority; however, consistent with 34 

CFR 75.105(c)(1), we would not give an 

application that meets an invitational 

priority preference over other 

applications. 

For purposes of notices inviting 

applications, we are considering 

whether to limit the total number of 

competitive preference priority points 

awarded to an applicant in a grant 

competition or whether to limit the total 

number of competitive preference 

priorities we will review and score in a 

grant competition. We invite comments 

on these issues to ensure that we are 

considering a wide variety of 

perspectives in determining our 

approach. 

Proposed Planning Grant Priorities 

Proposed Planning Grant Priority 1 

(Absolute): Proposal To Develop a 

Promise Neighborhood Plan 

We propose establishing a priority for 

an applicant to submit a proposal for 

how it will plan to create a Promise 

Neighborhood. This proposal must 

describe the need in the neighborhood, 

a strategy to build a continuum of 

solutions, and the applicant’s capacity 

to achieve results. Specifically, an 

applicant must— 

(1) Describe the geographically 

defined area to be served and the level 

of distress in that area based on 

indicators of need and other relevant 

indicators. Applicants may propose to 

serve multiple, non-contiguous 

geographically defined areas. In cases 

where target areas are not contiguous, 

the applicant must explain its rationale 

for including non-contiguous areas; 

(2) Describe how it will plan to build 

a continuum of solutions based on the 

best available evidence including, 

where available, strong or moderate 

evidence (as defined in this notice) 

designed to significantly improve 

educational outcomes and to support 

the healthy development and well-being 

of children and youth in the 

neighborhood.7 The success of the 

strategy will be based on the results, 

measured against the project indicators 

as defined in this notice and described 

in Table 1 and Table 2. The strategy 

must describe how the applicant will 

determine which solutions within the 

continuum of solutions to implement, 

and must include— 

(a) High-quality early learning 

programs and services designed to 

improve outcomes across multiple 

domains of early learning (as defined in 

this notice) for children from birth 

through third grade; 

(b) Ambitious, rigorous, and 

comprehensive education reforms that 

are linked to improved educational 

outcomes for children and youth in 

preschool through the 12th grade. 

Public schools served through the grant 

may include persistently lowestachieving schools (as defined in this 

notice) or low-performing schools (as 

defined in this notice) that are not also 

persistently lowest-achieving schools. 

An applicant may serve an effective 

school or schools (as defined in this 

notice) but only if the applicant also 

serves at least one low-performing 

school (as defined in this notice) or 

persistently lowest-achieving school (as 

defined in this notice). An applicant 

must identify in its application the 

public school or schools that it would 

serve and the current status of reforms 

in the school or schools, including, if 

applicable, the type of intervention 

model being implemented. In cases 

where an applicant operates a school or 

partners with a school that does not 

serve all students in the neighborhood, 

the applicant must partner with at least 

one additional school or schools that 

also serves students in the 

neighborhood. An applicant proposing 

to work with a persistently lowestachieving school must implement one of 

the four school intervention models 

(turnaround model, restart model, 

school closure, or transformation model) 

described in Appendix C of the Race to 

the Top notice inviting applications for 

new awards for FY 2010, 74 FR 59836, 

59866 (November 18, 2009). 

An applicant proposing to work with 

a low-performing school must 

implement ambitious, rigorous, and 

comprehensive interventions to assist, 

augment, or replace schools, which may 

include implementing one of the four 

school intervention models, or may 

include another model of sufficient 

ambition, rigor, and comprehensiveness 

to significantly improve academic and 

other outcomes for students. An 

applicant proposing to work with a lowperforming school must use an 

intervention that addresses the 

effectiveness of teachers and leaders and 

the school’s use of time and resources, 

which may include increased learning 

time (as defined in this notice); 

Note regarding school reform strategies: 

So as not to penalize an applicant from 

working with a local educational agency 

(LEA) that has implemented rigorous reform 

strategies prior to the publication of this 

notice, an applicant is not required to 

propose a new reform strategy in place of an 

existing reform strategy in order to be eligible 

for a Promise Neighborhoods planning grant. 

For example, an LEA might have begun to 

implement improvement activities that meet 

many, but not all, of the elements of a 

transformation model of school intervention. 

In this case, the applicant could propose, as 

part of its Promise Neighborhood strategy, to 

work with the LEA as the LEA continues 

with its reforms; 

(c) Programs that prepare students to be 

college- and career-ready; and 

(d) Family and community supports (as 

defined in this notice). 

To the extent feasible and 

appropriate, the plan to be developed by 

the applicant must describe how the 

applicant and its partners will leverage 

and integrate high-quality programs, 

related public and private investments, 

and existing neighborhood assets into 

the continuum of solutions. 


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Applicants must also describe how 

they will identify Federal, State, or local 

policies, regulations, or other 

requirements that would impede the 

applicant in achieving its goals and will 

report on those impediments to the 

Department and other relevant agencies. 

As part of the description of how they 

will plan to build a continuum of 

solutions, applicants must describe how 

they will participate in, organize, or 

facilitate, as appropriate, communities 

of practice (as defined in this notice) for 

Promise Neighborhoods. 

(3) Specify how it will conduct a 

comprehensive needs assessment and 

segmentation analysis of children and 

youth in the neighborhood during the 

planning grant project period and 

explain how it will use this needs 

assessment and segmentation analysis to 

determine the children with the highest 

needs and ensure that those children 

receive the appropriate services from 

the continuum of solutions. This 

explanation must include identifying 

and describing in the application both 

the educational indicators and the 

family and community support 

indicators that the applicant will use in 

conducting the needs assessment during 

the planning year. During the planning 

year, applicants must— 

(a) Collect data for the educational 

indicators listed in Table 1 and use 

them as both program and project 

indicators; 

(b) Collect data for the family and 

community support indicators in Table 

2 and use them as program indicators; 

and 

(c) Collect data for unique family and 

community support indicators, 

developed by the applicant, that align 

with the goals and objectives of projects 

and use them as project indicators or 

use the indicators in Table 2 as project 

indicators. 

Note: Planning grant applicants are not 

required to propose solutions in their 

applications; however, they are required to 

describe how they will identify solutions, 

including the use of available evidence, 

during the planning year that will result in 

improvements on the project indicators. 

TABLE 1—EDUCATION INDICATORS AND RESULTS THEY ARE INTENDED TO MEASURE

Indicator Result 

—# and % of children birth to kindergarten entry who have a place where they usually go, 

other than an emergency room, when they are sick or in need of advice about their health.

Children enter kindergarten ready to succeed 

in school. 

—# and % of three-year-olds and children in kindergarten who demonstrate at the beginning of 

the program or school year age-appropriate functioning across multiple domains of early 

learning (as defined in this notice) as determined using developmentally-appropriate early 

learning measures (as defined in this notice).

—# & % of children, from birth to kindergarten entry, participating in center-based or formal 

home-based early learning settings or programs, which may include Early Head Start, Head 

Start, child care, or publicly funded preschool 

—# & % of students at or above grade level according to State mathematics and reading or 

language arts assessments in at least the grades required by the ESEA (3rd through 8th and 

once in high school).

Students are proficient in core academic subjects. 

—Attendance rate of students in 6th, 7th, 8th, and 9th grade ....................................................... Students successfully transition from middle 

school grades to high school. 

—Graduation rate (as defined in this notice) .................................................................................. Youth graduate from high school. 

—# & % of Promise Neighborhood students who graduate with a regular high school diploma, 

as defined in 34 CFR 200.19(b)(1)(iv), and obtain postsecondary degrees, vocational certificates, or other industry-recognized certifications or credentials without the need for remediation 

High school graduates obtain a postsecondary 

degree, certification, or credential. 

TABLE 2—FAMILY AND COMMUNITY SUPPORT INDICATORS AND RESULTS THEY ARE INTENDED TO MEASURE

Indicator Result 

—# & % of children who participate in at least 60 minutes of moderate to vigorous physical activity daily and consume five or more servings of fruits and vegetables daily; or Students are healthy. 

—possible second indicator, to be determined (TBD) by applicant 

—# & % of students who feel safe at school and traveling to and from school, as measured by 

a school climate needs assessment (as defined in this notice); or 

Students feel safe at school and in their community. 

—possible second indicator, TBD by applicant. 

—Student mobility rate (as defined in this notice); or Students live in stable communities. 

—possible second indicator, TBD by applicant. 

—For children six months to kindergarten entry, the # and % of parents or family members 

who report that they read to their child three or more times a week; 

Families and community members support 

learning in Promise Neighborhood schools. 

—For children in kindergarten through the eighth grade, the # and % of parents or family members who report encouraging their child to read books outside of school; and 

—For children in the ninth through twelfth grades, the # and % of parents or family members 

who report talking with their child about the importance of college and career; or 

—possible second indicator TBD by applicant. 

—# & % of students who have school and home access (and % of the day they have access) 

to broadband internet (as defined in this notice) and a connected computing device; or 

Students have access to 21st century learning 

tools. 

—possible second indicator TBD by applicant 

Note: The indicators in Table 1 and Table 

2 are not intended to limit an applicant from 

collecting and using data for additional 

indicators. Examples of additional indicators 

are— 

(i) The # and % of children who participate 

in high-quality learning activities during outof-school hours or in the hours after the 

traditional school day ends; 


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(ii) The # and % of children who are 

suspended or receive discipline referrals 

during the school year; 

(iii) The share of housing stock in the 

geographically defined area that is rentprotected, publicly assisted, or targeted for 

redevelopment with local, State, or Federal 

funds; and 

(iv) The # and % of children who are 

homeless or in foster care and who have an 

assigned adult advocate. 

Note: While the Department believes there 

are many programmatic benefits of collecting 

data on every child in the proposed 

neighborhood, the Department will consider 

requests to collect data on only a sample of 

the children in the neighborhood for some 

indicators so long as the applicant describes 

in its application how it would ensure the 

sample would be representative of the 

children in the neighborhood; 

(4) Describe the experience and 

lessons learned, and describe how the 

applicant will build the capacity of its 

management team and project director 

in all of the following areas: 

(a) Working with the neighborhood 

and its residents, including with the 

schools described in paragraph (2) of 

this priority; the LEA in which the 

schools described in paragraph (2) are 

located; Federal, State, and local 

government leaders; and other service 

providers. 

(b) Collecting, analyzing, and using 

data for decision-making, learning, 

continuous improvement, and 

accountability. The applicant must 

describe— 

(i) Its proposal to plan to build, adapt, 

or expand a longitudinal data system 

that integrates student-level data from 

multiple sources in order to measure 

progress on educational and family and 

community support indicators for all 

children in the neighborhood, 

disaggregated by the subgroups listed in 

section 1111(b)(3)(C)(xiii) of the ESEA; 

(ii) How the applicant will link the 

longitudinal data system to schoolbased, LEA, and State data systems; 

make the data accessible to program 

partners, researchers, and evaluators 

while abiding by Federal, State, and 

other privacy laws and requirements; 

and manage and maintain the system; 

(iii) How the applicant will use rapidtime (as defined in this notice) data both 

in the planning year and, once the 

Promise Neighborhood strategy is 

implemented, for continuous program 

improvement; and 

(iv) How the applicant will document 

the planning process, including by 

describing lessons learned and best 

practices; 

(c) Creating formal and informal 

partnerships, for such purposes as 

providing solutions along the 

continuum of solutions and attaining 

resources to sustain and scale up what 

works. An applicant, as part of its 

application, must submit a preliminary 

memorandum of understanding, signed 

by each organization or agency with 

which it would partner in planning the 

proposed Promise Neighborhood. The 

preliminary memorandum of 

understanding must describe— 

(i) Each partner’s financial and 

programmatic commitment; and 

(ii) How each partner’s existing 

vision, theory of change (as defined in 

this notice), theory of action (as defined 

in this notice), and existing activities 

align with those of the proposed 

Promise Neighborhood strategy; 

(d) The governance structure 

proposed for the Promise Neighborhood, 

including how the eligible entity’s 

governing board or advisory board is 

representative of the geographic area 

proposed to be served (as defined in this 

notice), and how residents of the 

geographic area would have an active 

role in the organization’s decisionmaking; and 

(e) Securing and integrating funding 

streams from multiple public and 

private sources from the Federal, State, 

and local level. Examples of public 

funds include Federal resources from 

the U.S. Department of Education, such 

as the 21st Century Community 

Learning Centers program and title I of 

the ESEA, and from other Federal 

agencies, such as the U.S. Departments 

of Health and Human Services, Housing 

and Urban Development, Justice, Labor, 

and Treasury. 

(5) Describe the applicant’s 

commitment to work with the 

Department and with a national 

evaluator for Promise Neighborhoods to 

ensure that data collection and program 

design are consistent with plans to 

conduct a rigorous national evaluation 

of the Promise Neighborhoods program 

and of specific solutions and strategies 

pursued by individual grantees. This 

commitment must include, but need not 

be limited to— 

(a) Ensuring that, through memoranda 

of understanding with appropriate 

entities, the national evaluator and the 

Department have access to relevant 

program and project data (e.g., 

administrative data and program and 

project indicator data), including data 

on a quarterly basis if requested by the 

Department; 

(b) Developing, in consultation with 

the national evaluator, an evaluation 

strategy, including identifying a credible 

comparison group; and 

(c) Developing, in consultation with 

the national evaluator, a plan for 

identifying and collecting reliable and 

valid baseline data for both program 

participants and a designated 

comparison group of non-participants. 

Proposed Planning Grant Priority 2 

(Absolute): Promise Neighborhoods in 

Rural Communities 

We propose establishing a priority for 

applicants proposing to develop a plan 

for implementing a Promise 

Neighborhood strategy that (1) meets all 

of the requirements in Absolute Priority 

1; and (2) proposes to serve one or more 

rural communities only. 

Proposed Planning Grant Priority 3 

(Absolute): Promise Neighborhoods in 

Tribal Communities 

We propose establishing a priority for 

applicants proposing to develop a plan 

for implementing a Promise 

Neighborhood strategy that (1) meets all 

of the requirements in Absolute Priority 

1; and (2) proposes to serve one or more 

Indian tribes (as defined in this notice). 

Proposed Planning Grant Priority 4: 

Comprehensive Local Early Learning 

Network 

We propose a priority for applicants 

proposing to develop a plan to expand, 

enhance, or modify an existing network 

of early learning programs and services 

to ensure that they are high-quality and 

comprehensive for children from birth 

through the third grade. The plan must 

also ensure that the network establishes 

a high standard of quality across early 

learning settings and is designed to 

improve health, social-emotional, and 

cognitive outcomes of young children. 

Distinct from the early learning 

solutions described in paragraph (2) of 

Absolute Priority 1, this priority would 

support proposals to develop plans that 

coordinate all early learning services 

and programs in the neighborhood, i.e., 

school-based early learning programs; 

district- or State-funded preschool 

programs; Early Head Start and Head 

Start; the local child care resource and 

referral agency, if applicable; 

Individuals with Disabilities Education 

Act (IDEA) services and programs; 

services through private providers; 

home visiting programs; and family, 

friend, or neighbor care in the Promise 

Neighborhood. 

The coordinated local early learning 

network must address, or incorporate 

ongoing State-level efforts regarding, the 

major components of high-quality early 

learning programs and services, such as 

early learning and development 

standards, program quality standards, 

comprehensive assessment systems, 

workforce and professional 

development systems, health 

promotion, family and community 

engagement, a coordinated data 


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infrastructure, and a method of 

measuring, monitoring, evaluating, and 

improving program quality. For 

example, an applicant might address 

how the Promise Neighborhoods project 

will use the State’s early learning 

standards, as applicable, and Head Start 

Child Development and Early Learning 

Framework (Framework), as applicable, 

to define the expectations of what 

children should know and be able to do 

before entering kindergarten. The 

Framework is available on the Office of 

Head Start’s Web site at: http:// 

eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/

Assessment/Child%20Outcomes/HS_

Revised_Child_Outcomes

_Framework.pdf. Similarly, an applicant 

that addresses this priority must 

discuss, where applicable, how the 

State’s Quality Rating and Improvement 

System (QRIS), professional 

development and workforce 

infrastructure, and other State efforts 

would be incorporated into the Promise 

Neighborhood’s plan for a 

comprehensive local early learning 

network. 

The proposal to develop a plan for a 

high-quality and comprehensive local 

early learning network must describe 

the governance structure and how the 

applicant will use the planning year to 

plan solutions that address the major 

components of high-quality early 

learning programs and services as well 

as establish goals, strategies, and 

benchmarks to provide early learning 

programs and services that result in 

improved outcomes across multiple 

domains of early learning (as defined in 

this notice). An applicant addressing 

this priority must designate an 

individual responsible for overseeing 

and coordinating the early learning 

initiatives and must include a resume or 

position description and other 

supporting documentation to 

demonstrate that the individual 

designated, or individual hired to fill 

that designation, possesses the 

appropriate State certification, and has 

experience and expertise in managing 

and administering high-quality early 

learning programs, including in 

coordinating across various high-quality 

early learning programs and services. 

Proposed Planning Grant Priority 5: 

Quality Internet Connectivity 

We propose a priority for applicants 

proposing to develop plans to ensure 

that almost all students in the 

geographic area proposed to be served 

have broadband internet access (as 

defined in this notice) at home and at 

school, the knowledge and skills to use 

broadband internet access effectively, 

and a connected computing device to 

support schoolwork. 

Proposed Planning Grant Priority 6: Arts 

and Humanities 

We propose a priority for applicants 

proposing to develop plans to include 

opportunities for children and youth to 

experience and participate actively in 

the arts and humanities in their 

community so as to broaden, enrich, 

and enliven the educational, cultural, 

and civic experiences available in the 

neighborhood. Applicants may propose 

to develop plans for offering these 

activities in school and in out-of-school 

settings and at any time during the 

calendar year. 

Proposed Planning Grant Priority 7: 

Quality Affordable Housing 

We propose a priority for applicants 

proposing to serve geographic areas that 

were the subject of an affordable 

housing transformation pursuant to a 

Choice Neighborhoods or HOPE VI grant 

awarded by the U.S. Department of 

Housing and Urban Development during 

FY 2009 or later years. Applicants 

eligible for this priority must either (1) 

have received a Choice Neighborhoods 

or HOPE VI grant or (2) provide a 

memorandum of understanding with a 

recipient of Choice Neighborhoods or 

HOPE VI grant. The memorandum must 

indicate a commitment on the part of 

both grantees to coordinate planning 

and align resources to the greatest extent 

practicable. 

Proposed Planning Grant Priority 8: 

Family Engagement in Learning 

Through Adult Education 

We propose a priority for applicants 

proposing to develop plans that are 

coordinated with adult education 

providers serving neighborhood 

residents, such as those funded through 

the Adult Education and Family 

Literacy Act, as amended. Coordinated 

services may include adult basic and 

secondary education and programs that 

provide training and opportunities for 

family members and other members of 

the community to support student 

learning and establish high expectations 

for student educational achievement. 

Examples of services and programs 

include preparation for the General 

Education Development (GED) test; 

English literacy, family literacy, and 

work-based literacy training; or other 

training that prepares adults for 

postsecondary education and careers or 

supports adult engagement in the 

educational success of children and 

youth in the neighborhood. 

Proposed Implementation Grant 

Priorities 

Proposed Implementation Grant Priority 

1 (Absolute): Submission of Promise 

Neighborhood Plan 

We propose establishing a priority for 

applicants that submit a plan to create 

a Promise Neighborhood. The plan must 

describe the need in the neighborhood, 

a strategy to build a continuum of 

solutions, and the applicant’s capacity 

to achieve results. Specifically, an 

applicant must— 

(1) Describe the geographically 

defined area to be served and the level 

of distress in that area based on 

indicators of need and other relevant 

indicators. The statement of need in the 

neighborhood must be based, in part, on 

results of a comprehensive needs 

assessment and segmentation analysis 

(as defined in this notice). Applicants 

may propose to serve multiple, noncontiguous geographically defined 

areas. In cases where target areas are not 

contiguous, the applicant must explain 

its rationale for including noncontiguous areas; 

(2) Describe the applicant’s strategy 

for building a continuum of solutions 

that addresses neighborhood challenges 

as identified in the needs assessment 

and segmentation analysis. The 

continuum of solutions must be based 

on the best available evidence 

including, where available, strong or 

moderate evidence (as defined in this 

notice), and be designed to significantly 

improve educational outcomes and to 

support the healthy development and 

well-being of children and youth in the 

neighborhood. The success of the 

strategy will be measured by the results 

and project indicators as defined in this 

notice and described in Table 1 and 

Table 2. The applicant must propose 

clear and measurable annual goals 

during the grant period against which 

improvements will be measured using 

the indicators. The strategy must— 

(a) Identify each solution that the 

project will implement within the 

proposed continuum of solutions, and 

must include— 

(i) High-quality early learning 

programs and services designed to 

improve outcomes across multiple 

domains of early learning (as defined in 

this notice) for children from birth 

through third grade; 

(ii) Ambitious, rigorous, and 

comprehensive education reforms that 

are linked to improved educational 

outcomes for children and youth in 

preschool through the 12th grade. 

Public schools served through the grant 

may include persistently lowestachieving schools (as defined in this 


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notice) or low-performing schools (as 

defined in this notice) that are not also 

persistently lowest-achieving schools. 

An applicant may serve an effective 

school or schools (as defined in this 

notice) but only if the applicant also 

serves at least one low-performing 

school (as defined in this notice) or 

persistently lowest-achieving school (as 

defined in this notice). An applicant 

must identify in its application the 

public school or schools it would serve 

and describe the current status of 

reforms in the school or schools, 

including, if applicable, the type of 

intervention model being implemented. 

In cases where an applicant operates a 

school or partners with a school that 

does not serve all students in the 

neighborhood, the applicant must 

partner with at least one additional 

school that also serves students in the 

neighborhood. An applicant proposing 

to work with a persistently lowestachieving school must implement one of 

the four school intervention models 

(turnaround model, restart model, 

school closure, or transformation model) 

described in Appendix C of the Race to 

the Top notice inviting applications for 

new awards for FY 2010, 74 FR 59836, 

59866 (November 18, 2009). 

An applicant proposing to work with 

a low-performing school must 

implement ambitious, rigorous, and 

comprehensive interventions to assist, 

augment, or replace schools, which may 

include implementing one of the four 

school intervention models, or may 

include another model of sufficient 

ambition, rigor, and comprehensiveness 

to significantly improve academic and 

other outcomes for students. An 

applicant proposing to work with a lowperforming school must use an 

intervention that addresses the 

effectiveness of teachers and leaders and 

the school’s use of time and resources, 

which may include increased learning 

time (as defined in this notice); 

Note regarding school reform strategies: 

So as not to penalize an applicant from 

working with an LEA that has implemented 

rigorous reform strategies prior to the 

publication of this notice, an applicant is not 

required to propose a new reform strategy in 

place of an existing reform strategy in order 

to be eligible for a Promise Neighborhoods 

implementation grant. For example, an LEA 

might have begun to implement 

improvement activities that meet many, but 

not all, of the elements of a transformation 

model of school intervention. In this case, the 

applicant could propose, as part of its 

Promise Neighborhood strategy, to work with 

the LEA as the LEA continues with its 

reforms; 

(iii) Programs that prepare students to 

be college- and career-ready; and 

(iv) Family and community supports 

(as defined in this notice). 

To the extent feasible and 

appropriate, the plan must describe how 

the applicant and its partners will 

leverage and integrate high-quality 

programs, related public and private 

investments, and existing neighborhood 

assets into the continuum of solutions. 

An application must also include an 

appendix that summarizes the evidence 

supporting each proposed solution and 

describes how the solution is based on 

the best available evidence, including, 

where available, strong or moderate 

evidence (as defined in this notice). In 

addition, an applicant must describe 

how the solution will be implemented; 

the partners that will participate in the 

implementation of each solution (in any 

case in which the applicant does not 

implement the solution directly); the 

estimated per-child cost, including 

administrative costs, to implement each 

solution; the estimated number of 

children, by age, in the neighborhood 

who will be served by each solution and 

how a segmentation analysis was used 

to target the children and youth to be 

served; and the source of funds that will 

be used to pay for each solution. In the 

description of the estimated number of 

children to be served, the applicant 

must include the percentage of all 

children of the same age group within 

the neighborhood proposed to be served 

by each solution. 

Applicants must also describe how 

they will identify Federal, State, or local 

policies, regulations, or other 

requirements that would impede the 

applicant in achieving its goals and will 

report on those impediments to the 

Department and other relevant agencies. 

As part of the description of their 

strategy to build a continuum of 

solutions, applicants must describe how 

they will participate in, organize, or 

facilitate, as appropriate, communities 

of practice for Promise Neighborhoods. 

(b) Establish clear, annual goals for 

evaluating progress in improving 

systems, such as changes in policies, 

environments, or organizations that 

affect children and youth in the 

neighborhood. Examples of systems 

change could include a new school 

district policy to measure the results of 

family and community support 

programs, a new funding resource to 

support the Promise Neighborhoods 

strategy, or a cross-sector collaboration 

at the city level to break down 

municipal agency ‘‘silos’’ and partner 

with local philanthropic organizations 

to drive achievement of a set of results; 

and 

(c) Establish clear, annual goals for 

evaluating progress in leveraging 

resources, such as the amount of 

monetary or in-kind investments from 

public or private organizations to 

support the Promise Neighborhoods 

strategy. Examples of leveraging 

resources are securing new or existing 

dollars to sustain and scale up what 

works in the Promise Neighborhood or 

integrating high-quality programs in the 

continuum of solutions. Applicants may 

consider, as part of their plans to scale 

up their Promise Neighborhood strategy, 

serving a larger geographic area by 

partnering with other applicants to the 

Promise Neighborhoods program from 

the same city or region; 

(3) Explain how it used its needs 

assessment and segmentation analysis to 

determine the children with the highest 

needs and explain how it will ensure 

that each child in the neighborhood 

receives the appropriate services from 

the continuum of solutions. This 

includes identifying and describing in 

its application the educational 

indicators and family and community 

support indicators that the applicant 

used to conduct the needs assessment. 

Whether or not the implementation 

grant applicant received a Promise 

Neighborhoods planning grant, the 

applicant should describe how it— 

(a) Collected data for the educational 

indicators listed in Table 1 and used 

them as both program and project 

indicators; 

(b) Collected data for the family and 

community support indicators in Table 

2 and used them as program indicators; 

and 

(c) Collected data for unique family 

and community support indicators, 

developed by the applicant, that align 

with the goals and objectives of the 

project and used them as project 

indicators or used the indicators in 

Table 2 as project indicators. 

An applicant must also describe how 

it will collect at least annual data on the 

indicators in Tables 1 and 2 and report 

those data to the Department. 


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TABLE 1—EDUCATION INDICATORS AND RESULTS THEY ARE INTENDED TO MEASURE

Indicator Result 

—# and % of children birth to kindergarten entry who have a place where they usually go, 

other than an emergency room, when they are sick or in need of advice about their health.

Children enter kindergarten ready to succeed 

in school. 

—# and % of three-year-olds and children in kindergarten who demonstrate at the beginning of 

the program or school year age-appropriate functioning across multiple domains of early 

learning (as defined in this notice) as determined using developmentally-appropriate early 

learning measures (as defined in this notice). 

—# & % of children, from birth to kindergarten entry, participating in center-based or formal 

home-based early learning settings or programs, which may include Early Head Start, Head 

Start, child care, or publicly funded preschool. 

—# & % of students at or above grade level according to State mathematics and reading or 

language arts assessments in at least the grades required by the ESEA (3rd through 8th and 

once in high school).

Students are proficient in core academic subjects. 

—Attendance rate of students in 6th, 7th, 8th, and 9th grade ....................................................... Students successfully transition from middle 

school grades to high school. 

—Graduation rate (as defined in this notice) .................................................................................. Youth graduate from high school. 

—# & % of Promise Neighborhood students who graduate with a regular high school diploma, 

as defined in 34 CFR 200.19(b)(1)(iv), and obtain postsecondary degrees, vocational certificates, or other industry-recognized certifications or credentials without the need for remediation.

High school graduates obtain a postsecondary 

degree, certification, or credential. 

TABLE 2—FAMILY AND COMMUNITY SUPPORT INDICATORS AND RESULTS THEY ARE INTENDED TO MEASURE

Indicator Result 

—# & % of children who participate in at least 60 minutes of moderate to vigorous physical activity daily and consume five or more servings of fruits and vegetables daily; or Students are healthy. 

—possible second indicator, to be determined (TBD) by applicant. 

—# & % of students who feel safe at school and traveling to and from school, as measured by 

a school climate needs assessment (as defined in this notice); or 

Students feel safe at school and in their community. 

—possible second indicator, TBD by applicant. 

—Student mobility rate (as defined in this notice); or 

—possible second indicator, TBD by applicant 

Students live in stable communities. 

—For children six months to kindergarten entry, the # and % of parents or family members 

who report that they read to their child three or more times a week; 

—For children in the kindergarten through eighth grades, the # and % of parents or family 

members who report encouraging their child to read books outside of school; and 

Families and community members support 

learning in Promise Neighborhood schools. 

—For children in the ninth through twelfth grades, the # and % of parents or family members 

who report talking with their child about the importance of college and career; or 

—possible second indicator TBD by applicant. 

—# & % of students who have school and home access (and % of the day they have access) 

to broadband internet (as defined in this notice) and a connected computing device; or 

Students have access to 21st century learning 

tools. 

—possible second indicator TBD by applicant. 

Note: The indicators in Table 1 and Table 

2 are not intended to limit an applicant from 

collecting and using data for additional 

indicators. Examples of additional indicators 

are— 

(i) The # and % of children who participate 

in high-quality learning activities during outof-school hours or in the hours after the 

traditional school day ends; 

(ii) The # and % of students who are 

suspended or receive discipline referrals 

during the year; 

(iii) The share of housing stock in the 

geographically defined area that is rentprotected, publicly assisted, or targeted for 

redevelopment with local, State, or Federal 

funds; and 

(iv) The # and % of children who are 

homeless or in foster care and who have an 

assigned adult advocate. 

Note: While the Department believes there 

are many programmatic benefits of collecting 

data on every child in the proposed 

neighborhood, the Department will consider 

requests to collect data on only a sample of 

the children in the neighborhood for some 

indicators so long as the applicant describes 

in its application how it would ensure the 

sample would be representative of the 

children in the neighborhood. 

(4) Describe the experience, lessons 

learned, and a plan to build capacity of 

the applicant’s management team and 

project director in all of the following 

areas: 

(a) Working with the neighborhood 

and its residents; the schools described 

in paragraph (2) of this priority; the LEA 

in which those schools are located; 

Federal, State, and local government 

leaders; and other service providers. 

(b) Collecting, analyzing, and using 

data for decision-making, learning, 

continuous improvement, and 

accountability. The applicant must 

describe— 

(i) Its longitudinal data system that 

integrates student-level data from 

multiple sources in order to measure 

progress on educational and family and 

community support indicators for all 

children in the neighborhood, 

disaggregated by the subgroups listed in 

section 1111(b)(3)(C)(xiii) of the ESEA; 

(ii) How the applicant has linked the 

longitudinal data system to schoolbased, LEA, and State data systems; 

made the data accessible to program 

partners, researchers, and evaluators 

while abiding by Federal, State, and 

other privacy laws and requirements; 

and managed and maintained the 

system; 

(iii) How the applicant has used 

rapid-time (as defined in this notice) 

data in prior years and, how it will 

continue to use those data once the 

Promise Neighborhood strategy is 

implemented, for continuous program 

improvement; and 

(iv) How the applicant will document 

the implementation process, including 


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by describing lessons learned and best 

practices. 

(c) Creating and strengthening formal 

and informal partnerships, for such 

purposes as providing solutions along 

the continuum of solutions and 

committing resources to sustaining and 

scaling up what works. Each applicant 

must submit, as part of its application, 

a memorandum of understanding, 

signed by each organization or agency 

with which it would partner in 

implementing the proposed Promise 

Neighborhood. The memorandum of 

understanding must describe— 

(i) Each partner’s financial and 

programmatic commitment; and 

(ii) How each partner’s existing 

vision, theory of change (as defined in 

this notice), theory of action (as defined 

in this notice), and current activities 

align with those of the proposed 

Promise Neighborhood; 

(d) The governance structure 

proposed for the Promise Neighborhood, 

including how the eligible entity’s 

governing board or advisory board is 

representative of the geographic area 

proposed to be served (as defined in this 

notice), and how residents of the 

geographic area would have an active 

role in the organization’s decisionmaking. 

(e) Integrating funding streams from 

multiple public and private sources 

from the Federal, State, and local level. 

Examples of public funds include 

Federal resources from the U.S. 

Department of Education, such as the 

21st Century Community Learning 

Centers program and title I of the ESEA, 

and from other Federal agencies, such as 

the U.S. Departments of Health and 

Human Services, Housing and Urban 

Development, Justice, Labor, and 

Treasury. 

(5) Describe the applicant’s 

commitment to work with the 

Department and with a national 

evaluator for Promise Neighborhoods to 

ensure that data collection and program 

design are consistent with plans to 

conduct a rigorous national evaluation 

of the Promise Neighborhoods program 

and of specific solutions and strategies 

pursued by individual grantees. This 

commitment must include, but need not 

be limited to— 

(a) Ensuring that, through memoranda 

of understanding with appropriate 

entities, the national evaluator and the 

Department have access to relevant 

program and project data sources (e.g., 

administrative data and program and 

project indicator data), including data 

on a quarterly basis if requested by the 

Department; 

(b) Developing, in consultation with 

the national evaluator, an evaluation 

strategy, including identifying a credible 

comparison group (as defined in this 

notice); and 

(c) Developing, in consultation with 

the national evaluator, a plan for 

identifying and collecting reliable and 

valid baseline data for both program 

participants and a designated 

comparison group of non-participants. 

Proposed Implementation Grant Priority 

2 (Absolute): Promise Neighborhoods in 

Rural Communities 

We propose establishing a priority for 

applicants that propose to implement a 

Promise Neighborhood strategy that (1) 

meets all of the requirements in 

Absolute Priority 1; and (2) serves one 

or more rural communities only. 

Proposed Implementation Grant Priority 

3 (Absolute): Promise Neighborhoods in 

Tribal Communities 

We propose establishing a priority for 

applicants proposing to implement a 

Promise Neighborhood strategy that (1) 

meets all of the requirements in 

Absolute Priority 1; and (2) serves one 

or more Indian tribes (as defined in this 

notice). 

Proposed Implementation Grant Priority 

4: Comprehensive Local Early Learning 

Network 

We propose a priority for plans that 

propose to expand, enhance, or modify 

an existing network of early learning 

programs and services to ensure that 

they are high-quality and 

comprehensive for children from birth 

through the third grade. The plan must 

also ensure that the network establishes 

a high standard of quality across early 

learning settings and is designed to 

improve health, social-emotional, and 

cognitive outcomes of young children. 

Distinct from the early learning 

solutions described in paragraph (2) of 

Absolute Priority 1, this priority would 

support implementation plans that 

coordinate all early learning services 

and programs in the neighborhood, i.e., 

school-based early learning programs; 

district- or State-funded preschool 

programs; Early Head Start and Head 

Start; the local child care resource and 

referral agency, if applicable; IDEA 

services and programs; services through 

private providers; home visiting 

programs; and family, friend, or 

neighbor care in the Promise 

Neighborhood. 

The coordinated local early learning 

network must address, or incorporate 

ongoing State-level efforts regarding, the 

major components of high-quality early 

learning programs and services, such as 

early learning and development 

standards, program quality standards, 

comprehensive assessment systems, 

workforce and professional 

development systems, health 

promotion, family and community 

engagement, a coordinated data 

infrastructure, and a method of 

measuring, monitoring, evaluating, and 

improving program quality. For 

example, an applicant might address 

how the Promise Neighborhoods project 

will use the State’s early learning 

standards, as applicable, and Head Start 

Child Development and Early Learning 

Framework (Framework), as applicable, 

to define the expectations of what 

children should know and be able to do 

before entering kindergarten. The 

Framework is available on the Office of 

Head Start’s Web site at: http:// 

eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/ 

Assessment/Child%20Outcomes/

HS_Revised_Child_Outcomes_

Framework.pdf. Similarly, an applicant 

that addresses this priority must 

discuss, where applicable, how the 

State’s Quality Rating and Improvement 

System (QRIS), professional 

development and workforce 

infrastructure, and other State efforts 

would be incorporated into the Promise 

Neighborhood’s plan for a 

comprehensive local early learning 

network. 

The implementation plan for a highquality and comprehensive local early 

learning network must describe the 

governance structure and the major 

components of high-quality early 

learning programs and services as well 

as include goals, strategies, and 

benchmarks to provide early learning 

programs and services that result in 

improvements across multiple domains 

of early learning. The plan must result 

from a needs assessment and 

segmentation analysis (as defined in this 

notice) and should reflect input from a 

broad range of stakeholders. An 

application addressing this priority 

must designate an individual 

responsible for overseeing and 

coordinating the early learning 

initiatives and must include a resume or 

position description and other 

supporting documentation to 

demonstrate that the individual 

designated, or individual hired to fill 

that designation, possesses the 

appropriate State certification, and has 

experience and expertise in managing 

and administering high-quality early 

learning programs, including in 

coordinating across various early 

learning programs and services. 

Proposed Implementation Grant Priority 

5: Quality Internet Connectivity 

We propose a priority for applicants 

with plans to ensure that almost all 


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students in the geographic area 

proposed to be served have broadband 

internet access (as defined in this 

notice) at home and at school, the 

knowledge and skills to use broadband 

internet access effectively, and a 

connected computing device to support 

schoolwork. 

Proposed Implementation Grant Priority 

6: Arts and Humanities 

We propose a priority for applicants 

with plans to include opportunities for 

children and youth to experience and 

participate actively in the arts and 

humanities in their community so as to 

broaden, enrich, and enliven the 

educational, cultural, and civic 

experiences available in the 

neighborhood. Applicants may include 

plans for offering these activities in 

school and out-of-school settings and at 

any time during the calendar year. 

Proposed Implementation Grant Priority 

7: Quality Affordable Housing 

We propose a priority for applicants 

that propose to serve geographic areas 

that were the subject of an affordable 

housing transformation pursuant to a 

Choice Neighborhoods or HOPE VI grant 

awarded by the U.S. Department of 

Housing and Urban Development during 

FY 2009 or later years. Applicants 

eligible for this priority must either (1) 

have received a Choice Neighborhoods 

or HOPE VI grant or (2) provide a 

memorandum of understanding with a 

recipient of a Choice Neighborhoods or 

HOPE VI grant. The memorandum must 

indicate a commitment on the part of 

both grantees to coordinate 

implementation and align resources to 

the greatest extent practicable. 

Proposed Implementation Grant Priority 

8: Family Engagement in Learning 

Through Adult Education 

We propose a priority for applicants 

with plans that are coordinated with 

adult education providers serving 

neighborhood residents, such as those 

funded through the Adult Education 

and Family Literacy Act, as amended. 

Coordinated services may include adult 

basic and secondary education and 

programs that provide training and 

opportunities for family members and 

other members of the community to 

support student learning and establish 

high expectations for student 

educational achievement. Examples of 

services and programs include 

preparation for the General Education 

Development (GED) test; English 

literacy, family literacy, and work-based 

literacy training; or other training that 

prepares adults for postsecondary 

education and careers, or supports adult 

engagement in the educational success 

of children and youth in the 

neighborhood. 

Optional Supplemental Funding 

Opportunity 

The U.S. Department of Justice (DOJ) 

intends to provide an optional, 

supplemental funding opportunity for 

Promise Neighborhoods implementation 

grantees with plans that propose to 

analyze and resolve public safety 

concerns associated with violence, 

gangs, and illegal drugs utilizing 

strategies that include prevention, 

intervention, enforcement, and reentry 

of offenders back into communities 

upon release from prison and jail. Under 

this opportunity, DOJ, through an 

interagency agreement with the 

Department of Education, would 

provide additional funds to some 

Promise Neighborhoods implementation 

grantees. Specifically, DOJ would 

consider supporting Promise 

Neighborhoods grantees with plans that 

align with local leadership in 

implementing and sustaining innovative 

solutions that incorporate evidence and 

research into local program and policy 

decisions to address and reduce 

persistent crime. Applicants with plans 

that address this opportunity would 

submit a supplemental DOJ Byrne 

Criminal Justice Innovation application 

as part of its Department of Education 

Promise Neighborhoods application. 

Proposed Requirements 

The Department proposes the 

following eligibility requirements for 

the Promise Neighborhoods program. 

We may apply one or more of these 

requirements in any year in which we 

conduct a competition for this program. 

1. Eligible Applicants: To be eligible 

for a grant under this competition, an 

applicant must be an eligible 

organization (as defined in this notice). 

For purposes of Absolute Priority 3, an 

eligible applicant is an eligible 

organization that partners with an 

Indian tribe or is an Indian tribe that 

meets the definition of an eligible 

organization. 

2. Cost-Sharing or Matching: 

(a) Planning grants. To be eligible for 

a planning grant under this competition, 

an applicant must demonstrate that it 

has established a commitment from one 

or more entities in the public or private 

sector, which may include Federal, 

State, and local public agencies, 

philanthropic organizations, private 

businesses, or individuals, to provide 

matching funds for the planning 

process. An applicant for a planning 

grant must obtain matching funds or inkind donations for the planning process 

equal to at least 50 percent of its grant 

award, except that an applicant 

proposing a project that meets Absolute 

Priority 2: Promise Neighborhoods in 

Rural Communities or Absolute Priority 

3: Promise Neighborhoods in Tribal 

Communities must obtain matching 

funds or in-kind donations equal to at 

least 25 percent of the grant award. 

(b) Implementation Grants. To be 

eligible for an implementation grant 

under this competition, an applicant 

must demonstrate that it has established 

a commitment from one or more entities 

in the public or private sector, which 

may include Federal, State, and local 

public agencies, philanthropic 

organizations, private businesses, or 

individuals, to provide matching funds 

for the implementation process. An 

applicant for an implementation grant 

must obtain matching funds or in-kind 

donations equal to at least 100 percent 

of its grant award, except that an 

applicant proposing a project that meets 

Absolute Priority 2: Promise 

Neighborhoods in Rural Communities or 

Absolute Priority 3: Promise 

Neighborhoods in Tribal Communities 

must obtain matching funds or in-kind 

donations equal to at least 50 percent of 

the grant award. 

Eligible sources of matching include 

sources of funds used to pay for 

solutions within the continuum of 

solutions, such as Head Start programs, 

initiatives supported by the LEA, or 

public health services for children in 

the neighborhood. At least 10 percent of 

an implementation applicant’s total 

match must be cash or in-kind 

contributions from the private sector, 

which may include philanthropic 

organizations, private businesses, or 

individuals. 

(c) Planning and Implementation 

Grants. Both planning and 

implementation applicants must 

demonstrate a commitment of matching 

funds in the applications. The 

applicants must specify the source of 

the funds or contributions and in the 

case of a third-party in-kind 

contribution, a description of how the 

value was determined for the donated or 

contributed goods or service. Applicants 

must demonstrate the match 

commitment by including letters in 

their applications explaining the type 

and quantity of the match commitment 

with original signatures from the 

executives of organizations or agencies 

providing the match. The Secretary may 

consider decreasing the matching 

requirement in the most exceptional 

circumstances, on a case-by-case basis. 

An applicant that is unable to meet 

the matching requirement must include 

in its application a request to the 


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Secretary to reduce the matching 

requirement, including the amount of 

the requested reduction, the total 

remaining match contribution, and a 

statement of the basis for the request. 

An applicant should review the 

Department’s cost-sharing and costmatching regulations, which include 

specific limitations in 34 CFR 74.23 

applicable to non-profit organizations 

and institutions of higher education and 

34 CFR 80.24 applicable to State, local, 

and Indian tribal governments, and the 

Office of Management and Budget 

(OMB) cost principles regarding 

donations, capital assets, depreciations 

and allowable costs. These circulars are 

available on OMB’s Web site at http:// 

www.whitehouse.gov/omb/circulars/ 

index.html. 

Proposed Definitions 

We propose the following definitions 

for this program. We may apply one or 

more of these definitions in any year in 

which this program is in effect. 

Broadband internet access means 

internet access sufficient to provide 

community members with the internet 

available when and where they need it 

and for the uses they require. 

Community of practice means a group 

of grantees that agrees to interact 

regularly to solve a persistent problem 

or improve practice in an area that is 

important to them and the success of 

their project. Establishment of 

communities of practice under Promise 

Neighborhoods will enable grantees to 

meet, discuss, and collaborate with each 

other regarding grantee projects. 

Continuum of cradle-through-collegeto-career solutions or continuum of 

solutions means solutions that— 

(1) Include programs, policies, 

practices, services, systems, and 

supports that result in improving 

educational and developmental 

outcomes for children from cradle 

through college to career; 

(2) Are based on the best available 

evidence, including, where available, 

strong or moderate evidence (as defined 

in this notice); 

(3) Are linked and integrated 

seamlessly (as defined in this notice); 

and 

(4) Include both education programs 

and family and community supports. 

Credible comparison group includes a 

comparison group formed by matching 

project participants with nonparticipants based on key characteristics 

that are thought to be related to 

outcomes. These characteristics include, 

but are not limited to: (1) Prior test 

scores and other measures of academic 

achievement (preferably the same 

measures that will be used to assess the 

outcomes of the project); (2) 

demographic characteristics, such as 

age, disability, gender, English 

proficiency, ethnicity, poverty level, 

parents’ educational attainment, and 

single- or two-parent family 

background; (3) the time period in 

which the two groups are studied (e.g., 

the two groups are children entering 

kindergarten in the same year as 

opposed to sequential years); and (4) 

methods used to collect outcome data 

(e.g., the same test of reading skills 

administered in the same way to both 

groups). 

Developmentally appropriate early 

learning measures means a range of 

assessment instruments that are used in 

ways consistent with the purposes for 

which they were designed and 

validated; appropriate for the ages and 

other characteristics of the children 

being assessed; designed and validated 

for use with children whose ages, 

cultures, languages spoken at home, 

socioeconomic status, abilities and 

disabilities, and other characteristics are 

similar to those of the children with 

whom the assessments will be used; and 

used in compliance with the 

measurement standards set forth by the 

American Educational Research 

Association (AERA), the American 

Psychological Association (APA), and 

the National Council for Measurement 

in Education (NCME) in the 1999 

Standards for Educational and 

Psychological Testing. 

Education programs means programs 

that include, but are not limited to— 

(1) High-quality early learning 

programs or services designed to 

improve outcomes across multiple 

domains of early learning for young 

children. Such programs must be 

specifically intended to align standards, 

practices, strategies, or activities across 

as broad an age range as birth through 

third grade so as to ensure that young 

children enter kindergarten and 

progress through the early elementary 

school grades demonstrating ageappropriate functioning across the 

multiple domains; 

(2) For children in preschool through 

the 12th grade, programs, policies, and 

personnel that are linked to improved 

educational outcomes. The programs, 

policies, and personnel— 

(a) Must include effective teachers 

and effective principals; 

(b) Must include strategies, practices, 

or programs that encourage and 

facilitate the evaluation, analysis, and 

use of student achievement, student 

growth (as defined in this notice), and 

other data by educators, families, and 

other stakeholders to inform decisionmaking; 

(c) Must include college- and careerready standards, assessments, and 

practices, including a well-rounded 

curriculum, instructional practices, 

strategies, or programs in, at a 

minimum, core academic subjects as 

defined in section 9101(11) of the ESEA, 

that are aligned with high academic 

content and achievement standards and 

with high-quality assessments based on 

those standards; and 

(d) May include creating multiple 

pathways for students to earn regular 

high school diplomas (e.g., using 

schools that serve the needs of overaged, under-credited, or other students 

with an exceptional need for flexibility 

regarding when they attend school or 

the additional supports they require; 

awarding credit based on demonstrated 

evidence of student competency; or 

offering dual-enrollment options); and 

(3) Programs that prepare students for 

college and career success, which may 

include programs that— 

(a) Create and support partnerships 

with community colleges, four-year 

colleges, or universities and that help 

instill a college-going culture in the 

neighborhood; 

(b) Provide dual-enrollment 

opportunities for secondary students to 

gain college credit while in high school; 

(c) Provide, through relationships 

with businesses and other organizations, 

apprenticeship opportunities to 

students; 

(d) Align curricula in the core 

academic subjects with requirements for 

industry-recognized certifications or 

credentials, particularly in high-growth 

sectors; 

(e) Provide access to career and 

technical education programs so that 

individuals can attain the skills and 

industry-recognized certifications or 

credentials for success in their careers; 

and 

(f) Provide opportunities for all youth 

(both in and out of school) to achieve 

academic and employment success by 

improving educational and skill 

competencies and providing 

connections to employers. Such 

activities may include opportunities for 

on-going mentoring, supportive 

services, incentives for recognition and 

achievement, and opportunities related 

to leadership, development, decisionmaking, citizenship, and community 

service. 

Effective school means a school that 

has— 

(1) Significantly closed the 

achievement gaps between subgroups of 

students (as identified in section 

1111(b)(3)(C)(xiii) of the ESEA) within 

the school or district; or 


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(2)(a) Demonstrated success in 

significantly increasing student 

academic achievement in the school for 

all subgroups of students (as identified 

in section 1111(b)(3)(C)(xiii) of the 

ESEA) in the school; and (b) made 

significant improvements in other areas, 

such as graduation rates (as defined in 

this notice) or recruitment and 

placement of effective teachers and 

effective principals. 

Eligible organization means an 

organization that— 

(1) Is representative of the geographic 

area proposed to be served (as defined 

in this notice); 

(2) Is one of the following: 

(a) A nonprofit organization that 

meets the definition of a nonprofit 

under 34 CFR 77.1(c), which may 

include a faith-based nonprofit 

organization. 

(b) An institution of higher education 

as defined by section 101(a) of the 

Higher Education Act of 1965, as 

amended. 

(c) An Indian tribe (as defined in this 

notice); 

(3) Currently provides at least one of 

the solutions from the applicant’s 

proposed continuum of solutions in the 

geographic area proposed to be served; 

and 

(4) Operates or proposes to work with 

and involve in carrying out its proposed 

project, in coordination with the 

school’s LEA, at least one public 

elementary or secondary school that is 

located within the identified geographic 

area that the grant will serve. 

Family and community supports 

means— 

(1) Child and youth health programs, 

such as physical, mental, behavioral, 

and emotional health programs (e.g., 

home visiting programs; Early Head 

Start; programs to improve nutrition and 

fitness, reduce childhood obesity, and 

create healthier communities); 

(2) Safety programs, such as programs 

in school and out of school to prevent, 

control, and reduce crime, violence, 

drug and alcohol use, and gang activity; 

programs that address classroom and 

school-wide behavior and conduct; 

programs to prevent child abuse and 

neglect; programs to prevent truancy 

and reduce and prevent bullying and 

harassment; and programs to improve 

the physical and emotional security of 

the school setting as perceived, 

experienced, and created by students, 

staff, and families; 

(3) Community stability programs, 

such as programs that— 

(a) Increase the stability of families in 

communities by expanding access to 

quality, affordable housing, providing 

legal support to help families secure 

clear legal title to their homes, and 

providing housing counseling or 

housing placement services; 

(b) Provide adult education and 

employment opportunities and training 

to improve educational levels, job skills 

and readiness in order to decrease 

unemployment, with a goal of 

increasing family stability; 

(c) Improve families’ awareness of, 

access to, and use of a range of social 

services, if possible at a single location; 

(d) Provide unbiased, outcomefocused, and comprehensive financial 

education, inside and outside the 

classroom and at every life stage; 

(e) Increase access to traditional 

financial institutions (e.g., banks and 

credit unions) rather than alternative 

financial institutions (e.g., check cashers 

and payday lenders); 

(f) Help families increase their 

financial literacy, financial assets, and 

savings; and 

(g) Help families access transportation 

to education and employment 

opportunities; 

(4) Family and community 

engagement programs, such as family 

literacy programs and programs that 

provide adult education and training 

and opportunities for family members 

and other members of the community to 

support student learning and establish 

high expectations for student 

educational achievement; mentorship 

programs that create positive 

relationships between children and 

adults; and programs that provide for 

the use of such community resources as 

libraries, museums, and local businesses 

to support improved student 

educational outcomes; and 

(5) 21st century learning tools, such as 

technology (e.g., computers and mobile 

phones) used by students in the 

classroom and in the community to 

support their education. This includes 

programs that help students use the 

tools to develop knowledge and skills in 

such areas as reading and writing, 

mathematics, research, critical thinking, 

communication, creativity, innovation, 

and entrepreneurship. 

Graduation rate means the four-year 

or extended-year adjusted cohort 

graduation rate as defined by 34 CFR 

200.19(b)(1). 

Note: This definition is not meant to 

prevent a grantee from also collecting 

information about the reasons why students 

do not graduate from the target high school, 

e.g., dropping out or moving outside of the 

school district for non-academic or academic 

reasons. 

Increased learning time means using 

a longer school day, week, or year to 

significantly increase the total number 

of school hours. It is used to redesign 

the school’s program in a manner that 

includes additional time for (a) 

instruction in core academic subjects as 

defined in section 9101(11) of the ESEA; 

(b) instruction in other subjects and 

enrichment activities that contribute to 

a well-rounded education, including, for 

example, physical education, service 

learning, and experiential and workbased learning opportunities that are 

provided by partnering, as appropriate, 

with other organizations; and (c) 

teachers to collaborate, plan, and engage 

in professional development within and 

across grades and subjects. 

Indian tribe means any Indian or 

Alaska Native tribe, band, nation, 

pueblo, village or community that the 

Secretary of the Interior acknowledges 

to exist as an Indian tribe, 25 U.S.C. 

479a and 479a–1. 

Indicators of need means currently 

available data that describe— 

(1) Education need, which means— 

(a) All or a portion of the 

neighborhood includes or is within the 

attendance zone of a low-performing 

school that is a high school, especially 

one in which the graduation rate (as 

defined in this notice) is less than 60 

percent or a school that can be 

characterized as low-performing based 

on another proxy indicator, such as 

students’ on-time progression from 

grade to grade; and 

(b) Other indicators, such as 

significant achievement gaps between 

subgroups of students (as identified in 

section 1111(b)(3)(C)(xiii) of the ESEA) 

within a school or LEA, high teacher 

and principal turnover, or high student 

absenteeism; and 

(2) Family and community support 

need, which means— 

(a) Percentages of children with 

preventable chronic health conditions 

(e.g., asthma, poor nutrition, dental 

problems, obesity) or avoidable 

developmental delays; 

(b) Immunization rates; 

(c) Rates of crime, including violent 

crime; 

(d) Student mobility rates; 

(e) Teenage birth rates; 

(f) Percentage of children in singleparent or no-parent families; 

(g) Rates of vacant or substandard 

homes, including distressed public and 

assisted housing; or 

(h) Percentage of the residents living 

at or below the Federal poverty 

threshold. 

Linked and integrated seamlessly, 

with respect to the continuum of 

solutions, means solutions that have 

common outcomes, focus on similar 

milestones, support transitional time 

periods (e.g., the beginning of 

kindergarten, the middle grades, or 


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graduation from high school) along the 

cradle-through-college-to-career 

continuum, and address time and 

resource gaps that create obstacles for 

students in making academic progress. 

Low-performing schools means 

schools receiving assistance through 

title I of the Elementary and Secondary 

Education Act of 1965, as amended 

(ESEA), that are in corrective action or 

restructuring in the State, as determined 

under section 1116 of the ESEA, and the 

secondary schools (both middle and 

high schools) in the State that are 

equally as low-achieving as these Title 

I schools and are eligible for, but do not 

receive, Title I funds. 

Moderate evidence means evidence 

from previous studies with designs that 

can support causal conclusions (i.e., 

studies with high internal validity) but 

have limited generalizability (i.e., 

moderate external validity) or from 

studies with high external validity but 

moderate internal validity. 

Multiple domains of early learning 

means physical well-being and motor 

development; social-emotional 

development; approaches toward 

learning, which refers to the 

inclinations, dispositions, or styles, 

rather than skills, that reflect ways that 

children become involved in learning 

and develop their inclinations to pursue 

learning; language and literacy 

development, including emergent 

literacy; and cognition and general 

knowledge, which refers to thinking and 

problem-solving as well as knowledge 

about particular objects and the way the 

world works. Cognition and general 

knowledge include mathematical and 

scientific knowledge, abstract thought, 

and imagination. 

Neighborhood assets means— 

(1) Developmental assets that allow 

residents to attain the skills needed to 

be successful in all aspects of daily life 

(e.g., educational institutions, early 

learning centers, and health resources); 

(2) Commercial assets that are 

associated with production, 

employment, transactions, and sales 

(e.g., labor force and retail 

establishments); 

(3) Recreational assets that create 

value in a neighborhood beyond work 

and education (e.g., parks, open space, 

community gardens, and arts 

organizations); 

(4) Physical assets that are associated 

with the built environment and physical 

infrastructure (e.g., housing, commercial 

buildings, and roads); and 

(5) Social assets that establish wellfunctioning social interactions (e.g., 

public safety and community 

engagement). 

Persistently lowest-achieving school 

means, as determined by the State— 

(1) Any school receiving assistance 

through Title I that is in improvement, 

corrective action, or restructuring and 

that— 

(a) Is among the lowest-achieving five 

percent of Title I schools in 

improvement, corrective action, or 

restructuring or the lowest-achieving 

five Title I schools in improvement, 

corrective action, or restructuring in the 

State, whichever number of schools is 

greater; or 

(b) Is a high school that has had a 

graduation rate that is less than 60 

percent over a number of years; and 

(2) Any secondary school that is 

eligible for, but does not receive, Title 

I funds that— 

(a) Is among the lowest-achieving five 

percent of secondary schools or the 

lowest-achieving five secondary schools 

in the State that are eligible for, but do 

not receive, Title I funds, whichever 

number of schools is greater; or 

(b) Is a high school that has had a 

graduation rate that is less than 60 

percent over a number of years. 

Program indicators are indicators that 

the Department will use only for 

research and evaluation purposes and 

for which an applicant is not required 

to propose solutions. 

Project indicators are indicators for 

which an applicant proposes solutions 

intended to result in progress on the 

indicators. 

Public officials means elected officials 

(e.g., council members, aldermen and 

women, commissioners, State 

legislators, Congressional 

representatives, members of the school 

board), appointed officials (e.g., 

members of a planning or zoning 

commission, or of any other regulatory 

or advisory board or commission), or 

individuals who are not necessarily 

public officials, but who have been 

appointed by a public official to serve 

on the Promise Neighborhoods 

governing board or advisory board. 

Rapid-time, in reference to reporting 

and availability of locally-collected 

data, means that data are available 

quickly enough to inform current 

lessons, instruction, and related 

education programs and family and 

community supports. 

Representative of the geographic area 

proposed to be served means that 

residents of the geographic area 

proposed to be served have an active 

role in decision-making and that at least 

one-third of the eligible entity’s 

governing board or advisory board is 

made up of— 

(1) Residents who live in the 

geographic area proposed to be served, 

which may include residents who are 

representative of the ethnic and racial 

composition of the neighborhood’s 

residents and the languages they speak; 

(2) Residents of the city or county in 

which the neighborhood is located but 

who live outside the geographic area 

proposed to be served, and who are lowincome (which means earning less than 

80 percent of the area’s median income 

as published by the Department of 

Housing and Urban Development); 

(3) Public officials (as defined in this 

notice) who serve the geographic area 

proposed to be served (although not 

more than one-half of the governing 

board or advisory board may be made 

up of public officials); or 

(4) Some combination of individuals 

from the three groups listed in 

paragraphs (1), (2), and (3) of this 

definition. 

Rural community means a 

neighborhood that— 

(1) Is served by an LEA that is 

currently eligible under the Small Rural 

School Achievement (SRSA) program or 

the Rural and Low-Income School 

(RLIS) program authorized under Title 

VI, Part B of the ESEA. Applicants may 

determine whether a particular LEA is 

eligible for these programs by referring 

to information on the following 

Department Web sites. For the SRSA 

program: http://www.ed.gov/programs/ 

reapsrsa/eligible10/index.html. 

For the RLIS program: http:// 

www.ed.gov/programs/reaprlisp/ 

eligible10/index.html; or 

(2) Includes only schools designated 

with a school locale code of 42 or 43. 

Applicants may determine school locale 

codes by referring to the following 

Department Web site: http:// 

nces.ed.gov/ccd/schoolsearch/. 

School climate needs assessment 

means an evaluation tool that measures 

the extent to which the school setting 

promotes or inhibits academic 

performance by collecting perception 

data from individuals, which could 

include students, staff, or families. 

Segmentation analysis means the 

process of grouping and analyzing data 

from children and families in the 

geographic area proposed to be served 

according to indicators of need (as 

defined in this notice) or other relevant 

indicators. 

Note: The analysis is intended to allow 

grantees to differentiate and more effectively 

target interventions based on what they learn 

about the needs of different populations in 

the geographic area. 

Strong evidence means evidence from 

studies with designs that can support 

causal conclusions (i.e., studies with 

high internal validity), and studies that, 


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13166 Federal Register / Vol. 76, No. 47 / Thursday, March 10, 2011 / Notices 

in total, include enough of the range of 

participants and settings to support 

scaling up to the State, regional, or 

national level (i.e., studies with high 

external validity). 

Student achievement means— 

(1) For tested grades and subjects: 

(a) A student’s score on the State’s 

assessments under the ESEA; and, as 

appropriate, 

(b) Other measures of student 

learning, such as those described in 

paragraph (2) of this definition, 

provided they are rigorous and 

comparable across classrooms and 

programs. 

(2) For non-tested grades and subjects: 

alternative measures of student learning 

and performance, such as student scores 

on pre-tests and end-of-course tests; 

student performance on English 

language proficiency assessments; and 

other measures of student achievement 

that are rigorous and comparable across 

classrooms. 

Student growth means the change in 

achievement data for an individual 

student between two or more points in 

time. Growth may also include other 

measures that are rigorous and 

comparable across classrooms. 

Student mobility rate is calculated by 

dividing the total number of new 

student entries and withdrawals at a 

school, from the day after the first 

official enrollment number is collected 

through the end of the academic year, 

by the first official enrollment number 

of the academic year. 

Note: This definition is not meant to limit 

a grantee from also collecting information 

about why students enter or withdraw from 

the school, e.g., transferring to charter 

schools, moving outside of the school district 

for non-academic or academic reasons. 

Theory of action means an 

organization’s strategy regarding how, 

considering its capacity and resources, 

it will take the necessary steps and 

measures to accomplish its desired 

results. 

Theory of change means an 

organization’s beliefs about how its 

inputs, and early and intermediate 

outcomes, relate to accomplishing its 

long-term desired results. 

Proposed Selection Criteria 

We propose the following selection 

criteria for evaluating a planning and 

implementation grant application under 

the Promise Neighborhoods program. 

These criteria are designed to align with 

the absolute priority for planning and 

implementation grants. Thus, the ‘‘need 

for project’’ criterion aligns with the 

absolute priority requirement that 

applicants describe the need in the 

neighborhood. The ‘‘quality of project 

design’’ and ‘‘quality of project services’’ 

criteria align with the absolute priority 

requirement that applicants describe a 

strategy to build a continuum of 

solutions with strong schools at the 

center. The ‘‘quality of the management 

plan’’ criterion aligns with the absolute 

priority requirement that applicants 

describe their capacity to achieve 

results. 

In the notice inviting applications, the 

application package, or both, we will 

announce the maximum possible points 

assigned to each criterion. We may 

apply one or more of these criteria in 

any year in which this program is in 

effect. 

Proposed Planning Grants Selection 

Criteria 

The proposed selection criteria for 

planning grant applicants are as follows: 

(1) Need for project. 

(a) The Secretary considers the need 

for the proposed project. 

(b) In determining the need for the 

proposed project, the Secretary 

considers— 

(i) The magnitude or severity of the 

problems to be addressed by the 

proposed project as described by 

indicators of need and other relevant 

indicators; and 

(ii) The extent to which the 

geographically defined area has been 

described. 

(2) Quality of the project design. 

(a) The Secretary considers the quality 

of the design of the proposed project. 

(b) In determining the quality of the 

design of the proposed project, the 

Secretary considers— 

(i) The extent to which the continuum 

of solutions will be aligned with an 

ambitious, rigorous, and comprehensive 

strategy for improvement of schools in 

the neighborhood; 

(ii) The extent to which the applicant 

describes a proposal to plan to create a 

complete continuum of solutions, 

including early learning through grade 

12, college- and career-readiness, and 

family and community supports, 

without time and resource gaps that will 

prepare all children in the 

neighborhood to attain an excellent 

education and successfully transition to 

college and a career; and 

(iii) The extent to which solutions 

leverage existing neighborhood assets 

and coordinate with other efforts, 

including programs supported by 

Federal, State, local, and private funds. 

(3) Quality of project services. 

(a) The Secretary considers the quality 

of the services to be provided by the 

proposed project. 

(b) In determining the quality of the 

project services, the Secretary 

considers— 

(i) The extent to which the applicant 

describes how the needs assessment and 

segmentation analysis, including 

identifying and describing indicators, 

will be used during the planning phase 

to determine each solution within the 

continuum; and 

(ii) The extent to which the applicant 

describes how it will determine that 

solutions are based on the best available 

evidence including, where available, 

strong or moderate evidence, and ensure 

that solutions drive results and lead to 

changes on indicators. 

(4) Quality of the management plan. 

(a) The Secretary considers the quality 

of the management plan for the 

proposed project. 

(b) In determining the quality of the 

management plan for the proposed 

project, the Secretary considers the 

experience, lessons learned, and 

proposal to build capacity of the 

applicant’s management team and 

project director in all of the following 

areas— 

(i) Working with the neighborhood 

and its residents; the schools described 

in paragraph (2)(b) of Absolute Priority 

1; the LEA in which those schools are 

located; Federal, State, and local 

government leaders; and other service 

providers; 

(ii) Collecting, analyzing, and using 

data for decision-making, learning, 

continuous improvement, and 

accountability; 

(iii) Creating formal and informal 

partnerships, including the alignment of 

the visions, theories of action, and 

theories of change described in its 

memorandum of understanding; and 

(iv) Integrating funding streams from 

multiple public and private sources, 

including its proposal to leverage and 

integrate high-quality programs in the 

neighborhood into the continuum of 

solutions. 

Proposed Implementation Grants 

Selection Criteria 

The proposed selection criteria for 

implementation grant applicants are as 

follows: 

(1) Need for project. 

(a) The Secretary considers the need 

for the proposed project. 

(b) In determining the need for the 

proposed project, the Secretary 

considers— 

(i) The magnitude or severity of the 

problems to be addressed by the 

proposed project as described by 

indicators of need and other relevant 

indicators identified in part by the 

needs assessment and segmentation 

analysis; and 


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Federal Register / Vol. 76, No. 47 / Thursday, March 10, 2011 / Notices 13167 

(ii) The extent to which the 

geographically defined area has been 

described. 

(2) Quality of the project design. 

(a) The Secretary considers the quality 

of the design of the proposed project. 

(b) In determining the quality of the 

design of the proposed project, the 

Secretary considers the following 

factors: 

(i) The extent to which the continuum 

of solutions is aligned with an 

ambitious, rigorous, and comprehensive 

strategy for improvement of schools in 

the neighborhood. 

(ii) The extent to which the applicant 

describes an implementation plan to 

create a complete continuum of 

solutions, including early learning 

through grade 12, college- and careerreadiness, and family and community 

supports, without time and resource 

gaps, that will prepare all children in 

the neighborhood to attain an excellent 

education and successfully transition to 

college and a career. 

(iii) The extent to which the applicant 

identifies existing neighborhood assets 

and programs supported by Federal, 

State, local, and private funds that will 

be used to implement a continuum of 

solutions. 

(iv) The extent to which the applicant 

describes its implementation plan, 

including clear, annual goals for 

improving systems and leveraging 

resources as described in paragraph (2) 

of Absolute Priority 1. 

(3) Quality of project services. 

(a) The Secretary considers the quality 

of the services to be provided by the 

proposed project. 

(b) In determining the quality of the 

project services, the Secretary 

considers— 

(i) The extent to which the applicant 

describes how the needs assessment and 

segmentation analysis, including 

identifying and describing indicators, 

were used to determine each solution 

within the continuum; 

(ii) The extent to which the applicant 

documents that proposed solutions are 

based on the best available evidence 

including, where available, strong or 

moderate evidence; and 

(iii) The extent to which the applicant 

describes clear, annual goals for changes 

on indicators. 

(4) Quality of the management plan. 

(a) The Secretary considers the quality 

of the management plan for the 

proposed project. 

(b) In determining the quality of the 

management plan for the proposed 

project, the Secretary considers the 

experience, lessons learned, and 

proposal to build capacity of the 

applicant’s management team and 

project director in all of the following 

areas— 

(i) Working with the neighborhood 

and its residents; the schools described 

in paragraph (2)(b) of Absolute Priority 

1; the LEA in which those schools are 

located; Federal, State, and local 

government leaders; and other service 

providers; 

(ii) Collecting, analyzing, and using 

data for decision-making, learning, 

continuous improvement, and 

accountability, including whether the 

applicant has a plan to build, adapt, or 

expand a longitudinal data system that 

integrates student-level data from 

multiple sources in order to measure 

progress; 

(iii) Creating formal and informal 

partnerships, including the alignment of 

the visions, theories of action, and 

theories of change described in its 

memorandum of understanding; and 

(iv) Integrating funding streams from 

multiple public and private sources, 

including its proposal to leverage and 

integrate high-quality programs in the 

neighborhood into the continuum of 

solutions. 

Final Priority, Requirements, 

Definitions, and Selection Criteria 

We will announce the final priorities, 

requirements, definitions, and selection 

criteria in a notice in the Federal 

Register. We will determine the final 

priorities, requirements, definitions, and 

selection criteria after considering 

responses to this notice and other 

information available to the Department. 

This notice does not preclude us from 

proposing additional priorities, 

definitions, or selection criteria, subject 

to meeting applicable rulemaking 

requirements. 

Note: This notice does not solicit 

applications. In any year in which we choose 

to use one or more of these proposed 

priorities, requirements, definitions, and 

selection criteria, we invite applications 

through a notice in the Federal Register. 

Executive Order 12866: Under 

Executive Order 12866, the Secretary 

must determine whether this regulatory 

action is ‘‘significant’’ and therefore 

subject to the requirements of the 

Executive Order and subject to review 

by the Office of Management and 

Budget (OMB). Section 3(f) of Executive 

Order 12866 defines a ‘‘significant 

regulatory action’’ as an action likely to 

result in a rule that may: (1) Have an 

annual effect on the economy of $100 

million or more, or adversely affect a 

sector of the economy, productivity, 

competition, jobs, the environment, 

public health or safety, or State, local, 

or tribal governments or communities in 

a material way (also referred to as an 

‘‘economically significant’’ rule); (2) 

create serious inconsistency or 

otherwise interfere with an action taken 

or planned by another agency; (3) 

materially alter the budgetary impacts of 

entitlement grants, user fees, or loan 

programs or the rights and obligations of 

recipients thereof; or (4) raise novel 

legal or policy issues arising out of legal 

mandates, the President’s priorities, or 

the principles set forth in the Executive 

Order. The Secretary has determined 

that this regulatory action is significant 

under section 3(f) of the Executive 

order. 

This notice has been reviewed in 

accordance with Executive Order 12866. 

Under the terms of the order, we have 

assessed the potential costs and benefits 

of this proposed regulatory action. 

The potential costs associated with 

this proposed regulatory action are 

those resulting from statutory 

requirements and those we have 

determined as necessary for 

administering this program effectively 

and efficiently. 

In assessing the potential costs and 

benefits—both quantitative and 

qualitative—of this proposed regulatory 

action, we have determined that the 

benefits of the proposed priority, 

requirements, definitions, and selection 

criteria justify the costs. 

We have determined, also, that this 

proposed regulatory action does not 

unduly interfere with State, local, and 

tribal governments in the exercise of 

their governmental functions. 

Intergovernmental Review: This 

program is subject to Executive Order 

12372 and the regulations in 34 CFR 

part 79. One of the objectives of the 

Executive order is to foster an 

intergovernmental partnership and a 

strengthened federalism. The Executive 

order relies on processes developed by 

State and local governments for 

coordination and review of proposed 

Federal financial assistance. 

This document provides early 

notification of our specific plans and 

actions for this program. Accessible 

Format: Individuals with disabilities 

can obtain this document in an 

accessible format (e.g., braille, large 

print, audiotape, or computer diskette) 

on request to the contact person listed 

under FOR FURTHER INFORMATION

CONTACT. 

Electronic Access to This Document: 

You can view this document, as well as 

all other documents of this Department 

published in the Federal Register, in 

text or Adobe Portable Document 

Format (PDF) on the Internet at the 

following site: http://www.ed.gov/news/ 

fedregister. To use PDF you must have 


jdjones on DSK8KYBLC1PROD with NOTICES
13168 Federal Register / Vol. 76, No. 47 / Thursday, March 10, 2011 / Notices 

Adobe Acrobat Reader, which is 

available free at this site. 

Note: The official version of this document 

is the document published in the Federal 

Register. Free Internet access to the official 

edition of the Federal Register and the Code 

of Federal Regulations is available via the 

Federal Digital System at http:// 

www.gpo.gov/fdsys. 

Dated: March 7, 2011. 

James H. Shelton, III, 

Assistant Deputy Secretary for Innovation and 

Improvement. 

[FR Doc. 2011–5543 Filed 3–9–11; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

Office of Energy Efficiency and 

Renewable Energy 

Energy Conservation Program for 

Consumer Products: Representative 

Average Unit Costs of Energy 

AGENCY: Office of Energy Efficiency and 

Renewable Energy, Department of 

Energy. 

ACTION: Notice. 

SUMMARY: In this notice, the U.S. 

Department of Energy (DOE) is 

forecasting the representative average 

unit costs of five residential energy 

sources for the year 2011 pursuant to 

the Energy Policy and Conservation Act. 

The five sources are electricity, natural 

gas, No. 2 heating oil, propane, and 

kerosene. 

DATES: The representative average unit 

costs of energy contained in this notice 

will become effective April 11, 2011 and 

will remain in effect until further notice. 

FOR FURTHER INFORMATION CONTACT: 

Mohammed Khan, U.S. Department of 

Energy, Office of Energy Efficiency and 

Renewable Energy, Forrestal Building, 

Mail Station EE–2J, 1000 Independence 

Avenue, SW., Washington, DC 20585– 

0121, (202) 586–7892, 

Mohammed.Khan@ee.doe.gov. 

Francine Pinto, Esq. U.S. Department 

of Energy, Office of General Counsel, 

Forrestal Building, Mail Station GC–72, 

1000 Independence Avenue, SW., 

Washington, DC 20585–0103, (202) 586– 

7432, Francine.pinto@hq.doe.gov. 

SUPPLEMENTARY INFORMATION: Section 

323 of the Energy Policy and 

Conservation Act (Act) requires that 

DOE prescribe test procedures for the 

measurement of the estimated annual 

operating costs or other measures of 

energy consumption for certain 

consumer products specified in the Act. 

(42 U.S.C. 6293(b)(3)) These test 

procedures are found in Title 10 of the 

Code of Federal Regulations (CFR) part 

430, subpart B. 

Section 323(b)(3) of the Act requires 

that the estimated annual operating 

costs of a covered product be calculated 

from measurements of energy use in a 

representative average use cycle or 

period of use and from representative 

average unit costs of the energy needed 

to operate such product during such 

cycle. (42 U.S.C. 6293(b)(3)) The section 

further requires that DOE provide 

information to manufacturers regarding 

the representative average unit costs of 

energy. (42 U.S.C. 6293(b)(4)) This cost 

information should be used by 

manufacturers to meet their obligations 

under section 323(c) of the Act. Most 

notably, these costs are used to comply 

with Federal Trade Commission (FTC) 

requirements for labeling. 

Manufacturers are required to use the 

revised DOE representative average unit 

costs when the FTC publishes new 

ranges of comparability for specific 

covered products, 16 CFR part 305. 

Interested parties can also find 

information covering the FTC labeling 

requirements at http://www.ftc.gov/ 

appliances. 

DOE last published representative 

average unit costs of residential energy 

in a Federal Register notice entitled, 

‘‘Energy Conservation Program for 

Consumer Products: Representative 

Average Unit Costs of Energy’’, dated 

March 18, 2010, 75 FR 13123. Effective 

April 11, 2011, the cost figures 

published on March 18, 2010, will be 

superseded by the cost figures set forth 

in this notice. 

DOE’s Energy Information 

Administration (EIA) has developed the 

2011 representative average unit aftertax costs found in this notice. The 

representative average unit after-tax 

costs for electricity, natural gas, No. 2 

heating oil, and propane are based on 

simulations used to produce the 

February, 2011, EIA Short-Term Energy 

Outlook. (EIA releases the Outlook 

monthly.) The representative average 

unit after-tax cost for kerosene is 

derived from its price relative to that of 

heating oil, based on the 2005–2009 

averages for these two fuels. The source 

for these price data is the January, 2011, 

Monthly Energy Review DOE/EIA– 

0035(2011/01). The Short-Term Energy 

Outlook and the Monthly Energy Review 

are available on the EIA Web site at 

http://www.eia.doe.gov. For more 

information on the two sources, contact 

the National Energy Information Center, 

Forrestal Building, EI–30, 1000 

Independence Avenue, SW., 

Washington, DC 20585, (202) 586–8800, 

e-mail: infoctr@eia.doe.gov. 

The 2011 representative average unit 

costs under section 323(b)(4) of the Act 

are set forth in Table 1, and will become 

effective April 11, 2011. They will 

remain in effect until further notice. 

Issued in Washington, DC, on March 3, 

2011. 

Cathy Zoi, 

Assistant Secretary, Energy Efficiency and 

Renewable Energy. 

TABLE 1—REPRESENTATIVE AVERAGE UNIT COSTS OF ENERGY FOR FIVE RESIDENTIAL ENERGY SOURCES (2011) 

Type of energy Per million 

Btu 1 In commonly used terms As required by test procedure 

Electricity .................................................................... $34.14 11.65¢/kWh 2,3 .......................................................... $.1165/kWh. 

Natural Gas ................................................................ 11.01 $1.101/therm 4 or $11.29/MCF 5 6 ............................. .00001101/Btu. 

No. 2 Heating Oil ....................................................... 24.59 $3.41/gallon 7 ............................................................ .00002459/Btu. 

Propane ...................................................................... 27.70 $2.53/gallon 8 ............................................................ .00002770/Btu. 

Kerosene .................................................................... 28.81 $3.89/gallon 9 ............................................................ .00002881/Btu. 

Sources: U.S. Energy Information Administration, Short-Term Energy Outlook (February 2011) and Monthly Energy Review (January 2011). 

1. Btu stands for British thermal units. 

2. kWh stands for kilowatt hour. 

3. 1 kWh = 3,412 Btu. 

4. 1 therm = 100,000 Btu. Natural gas prices include taxes. 

5. MCF stands for 1,000 cubic feet. 

6. For the purposes of this table, one cubic foot of natural gas has an energy equivalence of 1,025 Btu. 

7. For the purposes of this table, one gallon of No. 2 heating oil has an energy equivalence of 138,690 Btu. 

8. For the purposes of this table, one gallon of liquid propane has an energy equivalence of 91,333 Btu. 

9. For the purposes of this table, one gallon of kerosene has an energy equivalence of 135,000 Btu. 


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