77456 Federal Register / Vol. 85, No. 232 / Wednesday, December 2, 2020 / Notices 

1Section 3(55) of Perkins V defines the term 

‘‘work-based learning’’ to mean ‘‘sustained 

interactions with industry or community 

professionals in real workplace settings, to the 

extent practicable, or simulated environments at an 

educational institution that foster in-depth, 

firsthand engagement with the tasks required in a 

given career field, that are aligned to curriculum 

and instruction.’’ 

2Section 3(48) of Perkins V defines ‘‘special 

populations’’ to mean ‘‘(A) individuals with 

disabilities; (B) individuals from economically 

disadvantaged families, including low-income 

youth and adults; (C) individuals preparing for nontraditional fields; (D) single parents, including 

single pregnant women; (E) out-of-workforce 

individuals; (F) English learners; (G) homeless 

individuals described in section 725 of the 

McKinney-Vento Homeless Assistance Act (42 

U.S.C. 11434a); (H) youth who are in, or have aged 

out of, the foster care system; and (I) youth with a 

parent who—(i) is a member of the armed forces (as 

such term is defined in section 101(a)(4) of title 10, 

United States Code); and (ii) is on active duty (as 

such term is defined in section 101(d)(1) of such 

title).’’ 

The DNFSB is a small, independent 

Federal agency; therefore, the members 

of the DNFSB SES Performance Review 

Board listed in this notice are drawn 

from the SES ranks of other agencies. 

The following persons comprise a 

standing roster to serve as members of 

the Defense Nuclear Facilities Safety 

Board SES Performance Review Board: 

Dolline L. Hatchett, Director, Office of 

Safety Recommendations and 

Communications, National 

Transportation Safety Board 

Jessica S. Bartlett, Regional Director, 

Federal Labor Relations Authority, 

Washington Regional Office 

Catherine Haney, Assistant for 

Operations, Office of the Executive 

Director for Operations, Nuclear 

Regulation Commission 

Authority: 5 U.S.C. 4314. 

Dated: November 25, 2020. 

Thomas A. Summers, 

Acting Chairman. 

[FR Doc. 2020–26531 Filed 12–1–20; 8:45 am] 

BILLING CODE 3670–01–P 

DEPARTMENT OF EDUCATION 

[Docket ID ED–2020–OCTAE–0176] 

Request for Information on Expanding 

Work-Based Learning Opportunities 

for Youth 

AGENCY: Office of Career, Technical, and 

Adult Education, Department of 

Education. 

ACTION: Request for information. 

SUMMARY: The U.S. Department of 

Education (Department) is requesting 

information on successful approaches 

for expanding work-based learning 

(WBL) opportunities for youth by 

working across Federal, State, and local 

education and employer systems. We 

will use this information to inform our 

implementation of the Carl D. Perkins 

Career and Technical Education Act of 

2006, as amended by the Strengthening 

Career and Technical Education for the 

21st Century Act (Perkins V). 

DATES: We must receive your 

submission by January 13, 2021. 

ADDRESSES: Submit your response to 

this request for information (RFI) 

through the Federal eRulemaking Portal. 

We will not accept submissions by 

postal mail, commercial mail, hand 

delivery, fax, or email. To ensure that 

we do not receive duplicate copies, 

please submit your comments only one 

time. 

Federal eRulemaking Portal: Go to 

www.regulations.gov to submit your 

comments electronically. Information 

on using Regulations.gov, including 

instructions for accessing agency 

documents, submitting comments, and 

viewing the docket, is available on the 

site under the ‘‘Help’’ tab. 

Privacy Note: The Department’s 

policy for comments received from 

members of the public is to make these 

submissions available for public 

viewing in their entirety on the Federal 

eRulemaking Portal at 

www.regulations.gov. Therefore, 

commenters should be careful to 

include in their comments only 

information that they wish to make 

publicly available on the internet. We 

encourage, but do not require, that each 

respondent include his or her name, 

title, institution or affiliation, and the 

name, title, mailing and email 

addresses, and telephone number of a 

contact person for his or her institution 

or affiliation, if any. 

This is a request for information only. 

This RFI is not a request for proposals 

(RFP) or a promise to issue an RFP or 

a notice inviting applications. This RFI 

does not commit the Department to 

contract for any supply or service 

whatsoever. Further, we are not seeking 

proposals and will not accept 

unsolicited proposals. The Department 

will not pay for any information or 

administrative costs that you may incur 

in responding to this RFI. 

The documents and information 

submitted in response to this RFI 

become the property of the U.S. 

Government and will not be returned. 

FOR FURTHER INFORMATION CONTACT: 

Kiawanta Hunter-Keiser, Office of 

Career, Technical, and Adult Education, 

U.S Department of Education, 400 

Maryland Avenue SW, Room 11–119, 

Potomac Center Plaza, Washington, DC 

20202–7240. Telephone: (202) 245– 

7724. Email: Kiawanta.Hunter-Keiser@

ed.gov. 

If you use a telecommunications 

device for the deaf (TDD) or a text 

telephone (TTY), call the Federal Relay 

Service (FRS), toll-free, at 1–800–877– 

8339. 

SUPPLEMENTARY INFORMATION: The 

Department awards approximately $1.3 

billion annually for Career and 

Technical Education (CTE) State 

formula grants authorized under Perkins 

V. Perkins V assists States and outlying 

areas in expanding and improving CTE 

in secondary schools, technical schools, 

and community colleges. Each State 

uses program funds to support a variety 

of CTE programs and activities 

developed in accordance with its State 

plan. 

The enactment of Perkins V in 2018 

highlighted the provision of WBL 1 as an 

important strategy for preparing CTE 

students for further learning and 

careers. For example, the new law 

amended the definition of CTE to 

include WBL as a component (20 U.S.C. 

2302(5)); directed States to identify in 

their State plans how individuals who 

are members of special populations 2

will be provided instruction and WBL 

opportunities in integrated settings that 

support competitive, integrated 

employment (20 U.S.C. 2342(d)(9)(E)); 

and permitted States to use State 

leadership funds to establish and 

expand WBL opportunities that are 

aligned to CTE programs and programs 

of study (20 U.S.C. 2344(b)(18)), as well 

as to facilitate the inclusion of WBL 

opportunities (including internships, 

externships, and simulated work 

environments) in CTE programs of study 

(20 U.S.C. 2344(b)(4)(C)). 

At the local level, amendments made 

by the 2018 law required eligible 

recipients to describe in their 

applications for funds the WBL 

opportunities that they will provide to 

students participating in CTE programs 

and how they will work with 

representatives from employers to 

develop or expand WBL opportunities 

for CTE students (20 U.S.C. 2354(b)(6)). 

Providing a continuum of WBL 

opportunities, including simulated work 

environments, is also an authorized use 

of the funds by local recipients (20 

U.S.C. 2355(b)(5)(E)). Importantly, the 

new law also included participation in 

WBL by secondary CTE concentrators as 

a new optional indicator of State 

performance (20 U.S.C. 

2323(b)(2)(A)(iv)(I)(cc)). In the State 

plans submitted during summer 2020, 

26 States selected this indicator as one 

Federal Register / Vol. 85, No. 232 / Wednesday, December 2, 2020 / Notices 77457 

3Perkins V State Plans approved by the 

Department can be found on the Department’s 

website at https://cte.ed.gov/grants/state-plan. 

4See, for example, Steven F. Hipple, ‘‘Labor force 

participation: What has happened since the peak?,’’ 

Monthly Labor Review, U.S. Bureau of Labor 

Statistics, September 2016, Retrieved from https:// 

doi.org/10.21916/mlr.2016.43. 

of their measures of secondary CTE 

program quality.3

The greater prominence of WBL in 

Perkins V and interest in expanding its 

availability comes at a time when 

participation in the labor market by 

youth is at a low point. Since 2000, 

there has been a precipitous drop in 

participation in the job market by 

adolescents ages 16 to 19 of all major 

races and ethnicities.4 The labor force 

participation rate measures the 

percentage of individuals who are 

employed or who are seeking 

employment. During July, at the height 

of the summer, the labor force 

participation rate of 16- to 19-year-old 

youth declined from 62.9 percent in 

1999 to 40.0 percent in 2020 (Table 1). 

This deep decline occurred among 

White youth, Black youth, Hispanic 

youth, and Asian youth. Summer job 

opportunities are particularly limited 

for low-income youth. The employment 

rate measures the percentage of 

individuals in the labor force who are 

employed. In July 2020, the 

employment rate of youth ages 16 to 19 

from families with annual incomes of 

$20,000 or less was about half that of 

their peers from families with annual 

incomes of $150,000 or more (Table 2). 

Youth participation in the labor market 

throughout the year also has dropped 

significantly since 2000. The annual 

average rate of labor force participation 

among youth ages 16 to 19 fell from 52.0 

percent in 1999 to 35.3 percent in 2019, 

with White youth, Black youth, 

Hispanic youth, and Asian youth all 

experiencing a decline (Table 3). 

TABLE 1—PERCENTAGE OF YOUTH AGES 16 TO 19 PARTICIPATING IN THE LABOR FORCE DURING JULY

Year All youth, 

ages 16–19 

White youth, 

ages 16–19 

Black youth, 

ages 16–19 

Hispanic 

youth, 

ages 16–19 

Asian youth, 

ages 16–19 

1999 ..................................................................................... 62.9 66.5 49.8 51.5 (*) 

2000 ..................................................................................... 61.8 65.6 50.2 51.4 37.2 

2001 ..................................................................................... 60.3 64.1 47.3 50.9 39.7 

2002 ..................................................................................... 57.5 61.1 42.7 48.9 43.9 

2003 ..................................................................................... 53.7 57.0 41.8 43.3 36.2 

2004 ..................................................................................... 53.6 57.1 41.8 45.0 33.1 

2005 ..................................................................................... 53.0 56.3 41.7 42.9 34.4 

2006 ..................................................................................... 53.5 56.9 43.1 44.9 32.6 

2007 ..................................................................................... 50.0 53.9 36.3 39.5 30.3 

2008 ..................................................................................... 49.6 53.2 37.7 41.5 30.0 

2009 ..................................................................................... 46.5 50.1 35.5 42.1 28.2 

2010 ..................................................................................... 42.6 46.0 30.8 36.8 31.9 

2011 ..................................................................................... 41.6 45.3 28.5 32.6 26.3 

2012 ..................................................................................... 43.4 45.9 37.0 37.9 23.0 

2013 ..................................................................................... 43.3 45.6 36.3 39.5 27.5 

2014 ..................................................................................... 42.3 45.3 32.0 36.2 27.9 

2015 ..................................................................................... 41.3 44.1 35.3 35.2 25.3 

2016 ..................................................................................... 43.2 46.0 34.4 35.3 24.9 

2017 ..................................................................................... 42.5 43.8 37.5 36.7 30.5 

2018 ..................................................................................... 43.0 45.4 36.3 37.9 25.1 

2019 ..................................................................................... 44.3 47.1 38.8 38.3 25.7 

2020 ..................................................................................... 40.0 42.4 35.9 34.2 20.9 

Source: U.S. Bureau of Labor Statistics (BLS), Current Population Survey, not seasonally adjusted, 1999–2020. Retrieved by searching the 

BLS Data Finder 1.1 at https://beta.bls.gov/dataQuery/search. 

* Data from 1999 on Asian youth ages 16 to 19 are not available. 

TABLE 2—JULY 2020 EMPLOYMENT

RATE OF YOUTH AGES 16 TO 19, 

BY ANNUAL FAMILY INCOME

Family income 

July 2020 

percentage 

employment 

rate 

Under $20,000 ...................... 18.9 

$20,000–$39,999 .................. 24.3 

$40,000–$59,999 .................. 32.4 

$60,000–$74,999 .................. 33.3 

$75,000–$99,999 .................. 35.4 

$100,000–$149,999 .............. 37.9 

TABLE 2—JULY 2020 EMPLOYMENT

RATE OF YOUTH AGES 16 TO 19, 

BY ANNUAL FAMILY INCOME—Continued 

Family income 

July 2020 

percentage 

employment 

rate 

+$150,000 and higher .......... 40.3 

Source: U.S. Census Bureau, Current Population Survey public use microdata, July 2020. 

Retrieved by searching the Census Bureau’s 

MDAT tool at https://data.census.gov/mdat/#/. 

77458 Federal Register / Vol. 85, No. 232 / Wednesday, December 2, 2020 / Notices 

TABLE 3—ANNUAL AVERAGE PERCENTAGE OF YOUTH AGES 16 TO 19 PARTICIPATING IN THE LABOR FORCE

Year All youth, 

Ages 16–19 

White youth, 

ages 16–19 

Black youth, 

ages 16–19 

Hispanic 

youth, 

ages 16–19 

Asian Youth, 

ages 16–19 

1999 ..................................................................................... 52.0 55.5 38.7 45.5 (*) 

2000 ..................................................................................... 52.0 55.5 39.4 46.3 35.8 

2001 ..................................................................................... 49.6 53.1 37.6 46.9 32.0 

2002 ..................................................................................... 47.4 50.5 36.0 44.0 33.3 

2003 ..................................................................................... 44.5 47.7 32.4 37.7 29.6 

2004 ..................................................................................... 43.9 47.1 31.4 38.2 28.4 

2005 ..................................................................................... 43.7 46.9 32.4 38.6 26.0 

2006 ..................................................................................... 43.7 46.7 34.0 38.3 25.1 

2007 ..................................................................................... 41.3 44.4 30.3 37.1 24.5 

2008 ..................................................................................... 40.2 43.1 29.4 36.9 24.9 

2009 ..................................................................................... 37.5 40.6 27.2 34.0 20.8 

2010 ..................................................................................... 34.9 37.7 25.5 30.9 22.0 

2011 ..................................................................................... 34.1 36.8 24.9 28.3 21.7 

2012 ..................................................................................... 34.3 36.9 26.9 30.9 20.1 

2013 ..................................................................................... 34.5 36.9 28.0 31.0 21.5 

2014 ..................................................................................... 34.0 36.2 27.2 30.3 21.0 

2015 ..................................................................................... 34.3 36.4 28.1 30.9 20.6 

2016 ..................................................................................... 35.2 37.4 29.0 31.2 21.2 

2017 ..................................................................................... 35.2 36.8 30.0 31.9 23.5 

2018 ..................................................................................... 35.1 37.2 30.5 32.5 19.6 

2019 ..................................................................................... 35.3 37.5 30.1 32.2 21.6 

Source: U.S. Bureau of Labor Statistics, Current Population Survey, not seasonally adjusted, 1962–2019. Retrieved from the BLS Data Finder 

1.1 at https://beta.bls.gov/dataQuery/search. 

* Data from 1999 on Asian youth ages 16 to 19 are not available. 

With the heightened interest in 

expanding WBL for CTE students 

occurring at the same time that 

participation in work by youth is 

waning, the Department is soliciting 

ideas and information from a broad 

array of stakeholders on strategies and 

approaches to expand WBL 

opportunities for primarily high school 

students ages 16 or 17. These 

opportunities may include, but are not 

limited to, paid internships, work study, 

cooperative education, apprenticeships, 

and pre-apprenticeships. Input on 

stabilizing and increasing WBL will also 

be critical to mitigate the potential 

short- and long-term impact of the 

pandemic on youth employment. 

We are interested in learning about 

successful approaches to expanding 

WBL opportunities for youth from 

States, Tribes, State and local 

educational agencies, community-based 

and other nonprofit organizations, 

employers, industry associations, 

philanthropic organizations, faith-based 

organizations, researchers, and other 

interested individuals and entities. The 

public input provided in response to 

this notice will inform the deliberations 

of the Department on the 

implementation of Perkins V and the 

Department’s consultation and 

coordination on activities related to 

federally supported youth employment 

initiatives with its partners in the 

implementation of the Workforce 

Innovation and Opportunity Act (Pub. 

L. 113–128), including the U.S. 

Departments of Labor and Health and 

Human Services. 

In responding to the questions, please 

provide information about WBL in the 

context of both prior to and during the 

pandemic, as applicable. 

Key Questions 

1. What barriers have you seen in 

your State or community to helping 16- 

and 17-year-old students gain a WBL 

experience? 

2. What WBL programs and strategies 

at the State or local level do you 

consider successful or can be efficiently 

brought to scale, including 

apprenticeship opportunities for high 

school and college students? 

3. What role does the public 

elementary and secondary education 

system currently play in the 

development of career readiness for 

youth, and what role should it play? 

4. How can we better align resources 

and administrative, regulatory, and 

statutory requirements to allow for 

greater collaboration between educators 

and private and nonprofit employers? 

5. What do State and local workforce 

development boards established by Title 

I of the Workforce Innovation and 

Opportunity Act and their partners need 

to do to facilitate better leveraging 

Federal workforce dollars targeted at 

youth? 

Detailed Questions 

I. Successful Practices and Strategies 

1. What Federal, State, and local 

programs or community collaborative 

efforts have led to expanded WBL for 

high school age students? What is the 

objective evidence of their success (e.g., 

evidence from rigorous evaluations 

using, for instance, causal research 

designs)? 

2. How might technology be leveraged 

to overcome geographic barriers to 

student participation in WBL in rural 

and other communities? Are there 

successful examples of virtual WBL? 

3. What interventions, strategies, or 

practices would need to be included in 

a WBL program to increase the 

likelihood of its success? 

4. What are ways to involve parents, 

students, and employers in planning 

and implementing WBL to help ensure 

that strategies will be successful in 

meeting their needs? 

II. Public and Private Partnerships 

1. Which State, local, nonprofit, and 

business partners have been involved in 

successful initiatives to expand WBL? 

Which partners should be involved in 

the future? 

2. What role did or what role could 

philanthropic organizations play in 

supporting these types of initiatives? 

3. How were the partnerships 

involved in those initiatives structured 

(e.g., governance models, provision of 

services, shared funding, collaborative 

professional development)? 

Federal Register / Vol. 85, No. 232 / Wednesday, December 2, 2020 / Notices 77459 

III. Outcomes, Data, and Evaluation 

Design 

1. What existing data collection 

mechanisms can be harnessed to 

describe the characteristics of students 

and employers participating in WBL 

and to track performance outcomes of 

students who participate or do not 

participate in WBL? 

2. What role, if any, do you believe a 

State’s longitudinal data system should 

or could play in the development, 

tracking, and advancement of career 

readiness? 

3. What do you see as the most 

predictive and helpful metrics and 

outcomes for success? 

4. What are examples of some 

frameworks and protocols for sharing 

data efficiently across programs while 

meeting privacy and confidentiality 

requirements? What should be the 

specifications for additional frameworks 

or protocols for the effective sharing of 

information? 

5. What are the best examples of 

schools and programs using data to 

track progress, inform course 

corrections, and evaluate program 

performance in WBL? 

6. Would you consider participating 

in a Department-sponsored rigorous 

evaluation of an innovative WBL 

practice or strategy? 

IV. Student Barriers 

1. What are the legislative, regulatory, 

or other barriers that impede student 

participation in WBL? What barriers has 

the COVID–19 pandemic created? 

2. Are the barriers created at the 

Federal, State, or local level? 

3. Could the barriers be overcome 

through administrative action (i.e., 

without changes to laws or regulations)? 

How and in what ways? 

4. Would overcoming the barriers 

require changes in Federal or State 

laws? If so, what are those provisions of 

law and how would they need to be 

changed? 

5. What are examples of schools or 

communities that have been successful 

in addressing transportation barriers to 

student participation in WBL? 

6. What are the best assessment tools 

to identify, address, and overcome 

barriers to career readiness among 

students? 

7. What strategies have been 

successful in expanding WBL 

opportunities for students from special 

populations, as well as students from 

major racial and ethnic groups? 

V. Employer Barriers 

1. What are the legislative, regulatory, 

or other barriers, such as liability 

concerns, that impede employer 

participation in WBL when hiring high 

school students ages 16 to 17? For 

students ages 18 to 19, including college 

students? 

2. Are the barriers created at the 

Federal, State, or local level? 

3. Could the barriers be overcome 

through administrative action (i.e., 

without changes to laws or regulations)? 

How and in what ways? 

4. Would overcoming the barriers 

require changes in Federal or State 

laws? If so, what are those provisions of 

law and how would they need to be 

changed? 

5. Are there incentives that would 

help employers be more engaged with 

WBL in your community? 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document in an accessible format. 

The Department will provide the 

requestor with an accessible format that 

may include Rich Text Format (RTF) or 

text format (txt), a thumb drive, an MP3 

file, braille, large print, audiotape, or 

compact disc, or other accessible format. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Program Authority: 20 U.S.C. 2324; 20 

U.S.C. 3416. 

Scott Stump, 

Assistant Secretary for Career, Technical, and 

Adult Education. 

[FR Doc. 2020–26483 Filed 12–1–20; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

Federal Energy Regulatory 

Commission 

Combined Notice of Filings 

Take notice that the Commission has 

received the following Natural Gas 

Pipeline Rate and Refund Report filings: 

Docket Numbers: RP21–244–000. 

Applicants: Gulf South Pipeline 

Company, LLC. 

Description: § 4(d) Rate Filing: 

Amendment to Neg Rate Agmt 

(Southern 49811) to be effective 11/24/ 

2020. 

Filed Date: 11/24/20. 

Accession Number: 20201124–5006. 

Comments Due: 5 p.m. ET 12/7/20. 

Docket Numbers: RP21–246–000. 

Applicants: Colorado Interstate Gas 

Company, L.L.C. 

Description: § 4(d) Rate Filing: LUF 

Quarterly Update to be effective 1/1/ 

2021. 

Filed Date: 11/24/20. 

Accession Number: 20201124–5018 

Comments Due: 5 p.m. ET 12/7/20. 

Docket Numbers: RP21–247–000 

Applicants: Young Gas Storage 

Company, Ltd. 

Description: § 4(d) Rate Filing: Annual 

Fuel and L&U Update Filing 2021 to be 

effective 1/1/2021. 

Filed Date: 11/24/20. 

Accession Number: 20201124–5020. 

Comments Due: 5 p.m. ET 12/7/20. 

Docket Numbers: RP21–248–000. 

Applicants: El Paso Natural Gas 

Company, L.L.C. 

Description: § 4(d) Rate Filing: Article 

11.2(a) Inflation Adjustment Filing 2021 

to be effective 1/1/2021. 

Filed Date: 11/24/20. 

Accession Number: 20201124–5022. 

Comments Due: 5 p.m. ET 12/7/20. 

Docket Numbers: RP21–249–000. 

Applicants: Young Gas Storage 

Company, Ltd. 

Description: § 4(d) Rate Filing: ATC 

Rate Adjustment (2020–2021) to be 

effective 12/1/2020. 

Filed Date: 11/24/20. 

Accession Number: 20201124–5024. 

Comments Due: 5 p.m. ET 12/7/20. 

Docket Numbers: RP21–250–000. 

Applicants: Kinder Morgan Louisiana 

Pipeline LLC. 

Description: § 4(d) Rate Filing: 

Modifications to Tariff Filing—Gas 

Quality to be effective 1/1/2021. 

Filed Date: 11/24/20. 

Accession Number: 20201124–5027. 

Comments Due: 5 p.m. ET 12/7/20. 

Docket Numbers: RP21–251–000. 

Applicants: Kinder Morgan Louisiana 

Pipeline LLC.