Federal Register / Vol. 86, No. 11 / Tuesday, January 19, 2021 / Notices 5163 

TABLE 1—PROMISE NEIGHBORHOODS PERFORMANCE INDICATORS—Continued 

Result Indicator Recommended source 

7. Students feel safe at 

school and in their community.

7. Number and percentage of children who feel safe at school and traveling to 

and from school as measured by a school climate survey.

8. Students live in stable 

communities.

8. Student mobility rate (as defined in the notice).

9. Families and community 

members support learning 

in promise Neighborhood 

Schools.

9.1 Number and percentage of parents or family members that read to or encourage their children to read three or more times a week or reported their 

child read to themselves three or more times a week (birth–8th grade).

9.2 Number and percentage of parents/family members who report talking 

about the importance of college and career (9th–12th grade).

10. Students have access to 

21st century learning tools.

10. Number and percentage of students who have school and home access 

to broadband internet and a connected computing device.

Note: The indicators in Table 1 are 

not intended to limit an applicant from 

collecting and using data from 

additional Family and Community 

Support indicators proposed to the 

Department. Applicants are strongly 

encouraged, but not required, to propose 

additional performance indicators 

aligned to the specific pipeline services 

proposed in their application. 

Each eligible entity that receives a 

grant under this program is required to 

prepare and submit an annual report to 

the Secretary that must include the 

following: (1) Information about the 

number and percentage of children in 

the neighborhood who are served by the 

grant program, including a description 

of the number and percentage of 

children accessing each support service 

offered as part of the pipeline of 

services; and (2) information relating to 

the metrics established under the PN 

Performance Indicators. 

In addition, grantees are required to 

make these data publicly available, 

including through electronic means. To 

the extent practicable, and as required 

by law, such information must be 

provided in an accessible form and a 

language accessible to parents and 

families in the neighborhood served 

under the PN grant. In addition, data on 

academic indicators pertinent to the PN 

program will be, in most cases, part of 

statewide longitudinal data systems 

already. 

6. Continuation Awards: In making a 

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things: Whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

whether the grantee has expended funds 

in a manner that is consistent with its 

approved application and budget; and, 

if the Secretary has established 

performance measurement 

requirements, the performance targets in 

the grantee’s approved application. 

In making a continuation award, 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). 

Also, in making continuation awards 

for years four and five, the Department 

will consider whether the grantee is 

achieving the intended goals and 

outcomes of the grant and shows 

substantial improvement against 

baseline data on performance indicators 

and performance measures. 

VII. Other Information 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document and a copy of the 

application package 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. 

Frank T. Brogan, 

Assistant Secretary for Elementary and 

Secondary Education. 

[FR Doc. 2021–00907 Filed 1–15–21; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Native 

Hawaiian Career and Technical 

Education Program (NHCTEP) 

AGENCY: Office of Career, Technical, and 

Adult Education, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for new awards for fiscal 

year (FY) 2021 for the Native Hawaiian 

Career and Technical Education 

Program (NHCTEP), Assistance Listing 

number 84.259A. This notice relates to 

the approved information collection 

under OMB control number 1830–0564. 

DATES: 

Applications Available: January 19, 

2021. 

Deadline for Notice of Intent to Apply: 

Applicants are strongly encouraged, but 

not required, to submit a notice of intent 

to apply by February 18, 2021. 

Date of Pre-Application Meeting: 

February 2, 2021. 

Deadline for Transmittal of 

Applications: March 22, 2021. 

Deadline for Intergovernmental 

Review: May 19, 2021. 

Pre-Application Webinar Information: 

The Department will hold a preapplication meeting via webinar for 

prospective applicants on February 2, 

2021. More information about the 

webinar can be found in the application 

package. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 


khammond on DSKJM1Z7X2PROD with NOTICES
5164 Federal Register / Vol. 86, No. 11 / Tuesday, January 19, 2021 / Notices 

1Section 3(52) of WIOA defines the term 

‘‘recognized postsecondary credential’’ to mean ‘‘a 

credential consisting of an industry-recognized 

certificate or certification, a certificate of 

completion of an apprenticeship, a license 

recognized by the State involved or Federal 

Government, or an associate or baccalaureate 

degree.’’ 

2Section 8101(32) of the ESEA defines the term 

‘‘middle grades’’ to mean ‘‘any of grades 5 through 

8.’’ 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on February 13, 2019 

(84 FR 3768), and available at 

www.govinfo.gov/content/pkg/FR-2019- 

02-13/pdf/2019-02206.pdf. 

FOR FURTHER INFORMATION CONTACT: Jim 

Means, U.S. Department of Education, 

400 Maryland Avenue SW, Potomac 

Center Plaza, Room 11–076, 

Washington, DC 20202. Telephone: 

(202) 245–8222. Email: NHCTEPgrant@

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: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program 

NHCTEP provides grants to improve 

career and technical education (CTE) 

programs that are consistent with the 

purposes 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) and that benefit 

Native Hawaiians. Section 116(e) of 

Perkins V provides that programs, 

services, and activities funded under 

NHCTEP must support and improve 

career and technical education 

programs. (20 U.S.C. 2326(e) 

Background 

This notice invites applications for a 

competition for NHCTEP grants under 

Perkins V. Section 116(h) of Perkins V 

authorizes the Secretary of Education 

(Secretary) to award grants to 

community-based organizations 

primarily serving and representing 

Native Hawaiians to plan, conduct, and 

administer programs, or portions of 

programs, that are for the benefit of 

Native Hawaiians and authorized by 

and consistent with Perkins V. 

Statutory Changes Affecting NHCTEP 

For the convenience of applicants, we 

summarize in this notice some of the 

major statutory changes made to the 

Carl D. Perkins Career and Technical 

Education Act of 2006 by Perkins V that 

are relevant to NHCTEP. This summary 

is not meant to be comprehensive of all 

Perkins V changes applicable to 

NHCTEP. 

(a) Purpose. Congress amended the 

statement of purpose of the law in 

Perkins V, most significantly by adding, 

as a new purpose, increasing 

employment opportunities for 

populations who are chronically 

unemployed or underemployed, 

including individuals with disabilities; 

individuals from economically 

disadvantaged families; out-ofworkforce individuals; youth who are in 

or have aged out of the foster care 

system; and homeless individuals (20 

U.S.C. 2301(8)). Other amendments to 

the purpose incorporate references to 

programs of study and the development 

of employability skills by students; 

delete the term ‘‘tech-prep education’’; 

and change a reference to ‘‘high-demand 

occupations’’ to ‘‘in-demand 

occupation,’’ a new term defined by 

Perkins V (20 U.S.C. 2302(26)). 

(b) Definitions. Congress amended the 

definitions of certain terms that affect 

NHCTEP. Most significant among these 

are changes to the definition of ‘‘career 

and technical education’’ in section 3(5) 

of Perkins V (20 U.S.C. 2302(5)). The 

new definition of CTE now allows CTE 

programs to provide ‘‘a recognized 

postsecondary credential,’’ as defined in 

section 3 of the Workforce Innovation 

and Opportunity Act (WIOA),1 and 

allows CTE to include ‘‘career 

exploration at the high school level or 

as early as the middle grades (as such 

term is defined in section 8101 of the 

Elementary and Secondary Education 

Act of 1965, as amended (ESEA).’’ 2 The 

amended definition of CTE also 

provides that, to the extent practicable, 

CTE should include coordination 

between secondary and postsecondary 

education programs through programs 

of study, which may include 

coordination through articulation 

agreements, early college high school 

programs, dual or concurrent 

enrollment program opportunities, or 

other credit transfer agreements that 

provide postsecondary credit or 

advanced standing. 

Additionally, the definition of CTE 

now includes work-based learning (20 

U.S.C. 2302(55)). For NHCTEP grantees, 

this means that students may be paid 

stipends not only for time they spend in 

class receiving instruction, but also for 

participating in unpaid work-based 

learning that is part of a CTE program 

that meets the Perkins V definition of 

CTE. 

Congress also made significant 

changes to the definition of ‘‘special 

populations’’ (20 U.S.C. 2302(48)). 

Perkins V now includes three additional 

subpopulations within this definition: 

Homeless individuals described in 

section 725 of the McKinney-Vento 

Homeless Assistance Act (42 U.S.C. 

11434a); youth who are in or have aged 

out of the foster care system; and youth 

with a parent who is a member of the 

armed forces (as defined in 10 U.S.C. 

101(a)(4)) and who is on active duty (as 

defined in 10 U.S.C. 101(d)(1)). Also, 

the term ‘‘displaced homemakers’’ has 

been removed and replaced by the term 

‘‘out-of-workforce individuals,’’ which 

includes: Displaced homemakers, as 

defined in section 3 of WIOA (29 U.S.C. 

3102); and unemployed or 

underemployed individuals who are 

experiencing difficulty in obtaining or 

upgrading employment who are either 

an individual who has worked primarily 

without remuneration to care for a home 

and family, and for that reason has 

diminished marketable skills, or is a 

parent whose youngest dependent child 

will become ineligible to receive 

assistance under the Temporary 

Assistance for Needy Families (TANF) 

program not later than two years after 

the date on which the parent applies for 

TANF assistance (20 U.S.C. 2302(36)). 

Additionally, the term ‘‘individuals 

with limited English proficiency’’ has 

been changed to ‘‘English learners’’ and 

the definition of this latter term has 

been aligned with the definition of this 

term in ESEA so that it now includes 

any secondary student who is an 

English learner as defined by section 

8101 of ESEA (20 U.S.C. 2302(22)). 

(c) Authorized activities. A new 

allowable use of funds in Perkins V 

permits NHCTEP grant funds to be used 

to provide preparatory, refresher, and 

remedial education services that are 

designed to enable students to achieve 

success in CTE programs or programs of 

study (20 U.S.C. 2326(c)(2)). 

Finally, section 134(c) of Perkins V 

requires subrecipients of funds under 

Perkins V to conduct a local 

comprehensive needs assessment that 

must include a description of how CTE 

programs are aligned to State, regional, 

Tribal, or local in-demand industry 

sectors or occupations and are designed 

to meet local education or economic 

needs. The assessments must be 

updated every two years. Eligible 

applicants for NHCTEP may wish to 

review the comprehensive local needs 

assessment and use its data to inform 

project design and to better prepare 

Native Hawaiian students for successful 

careers. 


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Federal Register / Vol. 86, No. 11 / Tuesday, January 19, 2021 / Notices 5165 

Fiscal Year 2021 Competition 

For this competition, through the 

absolute priority, we require applicants 

to incorporate evidence into their 

project design. Evidence-based 

interventions are practices or programs 

that have evidence to show that they are 

supported by research or an evaluation. 

Applicants for this competition must 

submit evidence that demonstrates a 

rationale, as defined in this notice. 

Requirements and Selection Criteria 

This notice includes program 

requirements and selection criteria that 

are from statutory requirements or from 

the Notice of Final Requirements, 

Definitions, and Selection Criteria 

published in the Federal Register on 

March 24, 2009 (Notice of Final 

Requirements) (74 FR 12341). In 

addition, some requirements are based 

on those in the Notice of Final 

Requirements but established in 

accordance with section 437(d)(1) of the 

General Education Provisions Act 

(GEPA) in order to make some 

modifications to those requirements and 

selection criteria due primarily to 

changes in the program’s authorizing 

statute. 

Priorities: This competition includes 

one absolute priority and one 

competitive preference priority. The 

absolute priority is from the notice of 

final priorities for discretionary grant 

programs, published in the Federal 

Register on March 9, 2020 (85 FR 

13640) (Administrative Priorities). The 

competitive preference priority is from 

the Secretary’s notice of final 

supplemental priorities and definitions, 

published in the Federal Register on 

March 2, 2018 (83 FR 9096) 

(Supplemental Priorities). 

Absolute Priority: For FY 2021, and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, this 

priority is an absolute priority. Under 34 

CFR 75.105(c)(3), we consider only 

applications that meet the absolute 

priority. 

This priority is: 

Demonstrates a Rationale. 

Under this priority, an applicant 

proposes a project that demonstrates a 

rationale (as defined in this notice). 

Note: Applicants may wish to review the 

following technical assistance resources on 

evaluation and logic models: 

(1) The Logic Model Workshop Toolkit 

developed by the Institute of Education 

Sciences: https://ies.ed.gov/ncee/edlabs/ 

regions/northeast/pdf/REL_2015057.pdf; 

(2) The Ideas that Work website hosted by 

the Office of Special Education Programs: 

https://osepideasthatwork.org/evaluation. 

This page includes additional resources on 

planning and conducting evaluation 

activities and developing logic models and 

high-quality objectives and performance 

measures. 

Competitive Preference Priority: For 

FY 2021, and any subsequent year in 

which we make awards from the list of 

unfunded applications from this 

competition, this priority is a 

competitive preference priority. Under 

34 CFR 75.105(c)(2)(i), we award up to 

an additional five points to an 

application, depending on how well the 

application meets this competitive 

preference priority. If an applicant 

chooses to address this competitive 

preference priority, the project narrative 

section of its application must identify 

its response to the competitive 

preference priority. 

This priority is: 

Promoting Science, Technology, 

Engineering, or Math (STEM) Education, 

With a Particular Focus on Computer 

Science (up to 5 points). 

Projects designed to improve student 

achievement or other educational 

outcomes in one or more of the 

following areas: Science, technology, 

engineering, math, or computer science 

(as defined in this notice). These 

projects must address increasing access 

to STEM coursework, including 

computer science, and hands-on 

learning opportunities, such as through 

expanded course offerings, dualenrollment, high-quality online 

coursework, or other innovative 

delivery mechanisms. 

Requirements: These program 

requirements are established in 

accordance with section 437(d)(1) of 

GEPA unless a specific statutory or 

regulatory citation for the requirement is 

provided. 

The program requirements are: 

Requirement 1—Authorized 

Programs: 

(a) Section 116 of Perkins V requires 

the Secretary to ensure that activities 

funded under NHCTEP ‘‘will improve 

career and technical education 

programs’’ (20 U.S.C. 2326(e)), as the 

term ‘‘career and technical education’’ is 

defined by Perkins V (20 U.S.C. 

2302(5)). Therefore, under NHCTEP, the 

Assistant Secretary will award grants to 

carry out projects that— 

(1) Propose organized educational 

activities offering a sequence of courses 

that— 

(A) Provide individuals with rigorous 

academic content and relevant technical 

knowledge and skills needed to prepare 

for further education and careers in 

current or emerging professions, which 

may include high-skill, high-wage, or 

in-demand industry sectors or 

occupations, which shall be, at the 

secondary level, aligned with the 

challenging State academic standards 

adopted by a State under section 

1111(b)(1) of the ESEA; 

(B) Provide technical skill proficiency 

or a recognized postsecondary 

credential, which may include an 

industry-recognized credential, a 

certificate, or an associate degree; and 

(C) May include prerequisite courses 

that meet the requirements of this 

subparagraph; 

(2) Include competency-based, workbased, or other applied learning that 

supports the development of academic 

knowledge, higher-order reasoning and 

problem-solving skills, work attitudes, 

employability skills, technical skills, 

and occupation-specific skills, and 

knowledge of all aspects of an industry, 

including entrepreneurship, of an 

individual; 

(3) To the extent practicable, 

coordinate between secondary and 

postsecondary education programs 

through programs of study, which may 

include coordination through 

articulation agreements, early college 

high school programs, dual or 

concurrent enrollment program 

opportunities, or other credit transfer 

agreements that provide postsecondary 

credit or advanced standing; and 

(4) May include career exploration at 

the high school level or as early as the 

middle grades (as such term is defined 

in section 8101 of ESEA). 

(b) Special rule. Notwithstanding 

section 3(5)(A)(iii) of the Act, which 

excludes remedial courses from the 

definition of ‘‘career and technical 

education,’’ funds made available under 

NHCTEP for CTE may be used to 

provide preparatory, refresher, and 

remedial education services that are 

designed to enable students to achieve 

success in CTE programs or programs of 

study. 

Requirement 2—Evaluation: 

To help ensure the high quality of 

NHCTEP projects and the achievement 

of the goals and purposes of section 116 

of the Act, each grantee must budget for 

and conduct an ongoing evaluation of 

its NHCTEP project. An independent 

evaluator must conduct the evaluation. 

The evaluation must be appropriate for 

the project and be both formative and 

summative in nature. 

Requirement 3—Student Stipends: 

(1) A portion of an award under this 

program may be used to provide 

stipends (as defined in this notice) to 

help students meet the costs of 

participation in a NHCTEP project. 

(2) To be eligible for a stipend a 

student must— 

(i) Be enrolled in a CTE project 

funded under this program; 


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5166 Federal Register / Vol. 86, No. 11 / Tuesday, January 19, 2021 / Notices 

(ii) Be in regular attendance in a 

NHCTEP project and meet the training 

institution’s attendance requirement; 

(iii) Maintain satisfactory progress in 

his or her program of study according to 

the training institution’s published 

standards for satisfactory progress; and 

(iv) Have an acute economic need 

that— 

(A) Prevents participation in a project 

funded under this program without a 

stipend; and 

(B) Cannot be met through a workstudy program. 

(3) The amount of a stipend is the 

greater of either the minimum hourly 

wage prescribed by State or local law, or 

the minimum hourly wage established 

under the Fair Labor Standards Act. 

(4) A grantee may only award a 

stipend if the stipend combined with 

other resources the student receives 

does not exceed the student’s financial 

need. A student’s financial need is the 

difference between the student’s cost of 

attendance and the financial aid or other 

resources available to defray the 

student’s cost of participating in a 

NHCTEP project. 

(5) To calculate the amount of a 

student’s stipend, a grantee must 

multiply the number of hours a student 

actually attends CTE instruction by the 

amount of the minimum hourly wage 

that is prescribed by State or local law, 

or by the minimum hourly wage that is 

established under the Fair Labor 

Standards Act. The grantee must reduce 

the amount of a stipend if necessary to 

ensure that it does not exceed the 

student’s financial need. 

Example: If a grantee uses the Fair 

Labor Standards Act minimum hourly 

wage of $7.25 and a student attends 

classes for 20 hours a week, the 

student’s stipend would be $145 for the 

week during which the student attends 

classes ($7.25 × 20 = $145.00). If the 

program lasts 16 weeks and the 

student’s total financial need is $2,000, 

the grantee must reduce the weekly 

stipend to $125, because the total 

stipend for the course would otherwise 

exceed the student’s financial need by 

$320 (or $20 a week). 

Note: Grantees must maintain records that 

fully support their decisions to award 

stipends to students, as well as the amounts 

that are paid, such as proof of a student’s 

enrollment in the NHCTEP project, stipend 

applications, timesheets showing the number 

of hours of student attendance that are 

confirmed in writing by an instructor, 

student financial status information, and 

evidence that a student would not be able to 

participate in the NHCTEP funds without a 

stipend. (See generally 20 U.S.C. 1232f; 34 

CFR 75.700–75.702; 75.730; and 75.731.) 

(6) An eligible student may receive a 

stipend when taking a course for the 

first time, although a stipend may not be 

provided to a student for a particular 

course if the student has already taken, 

completed, and had the opportunity to 

benefit from a course and is merely 

repeating the course. 

(7) An applicant must include, in its 

application, the procedure it intends to 

use to determine student eligibility for 

stipends and stipend amounts, and its 

oversight procedures for the awarding 

and payment of stipends. (Notice of 

Final Requirements). 

Requirement 4—Direct Assistance to 

Students: 

A grantee may provide direct 

assistance (as defined in this notice) to 

a student only if the following 

conditions are met: 

(1) The recipient of the direct 

assistance is an individual who is a 

member of a special population (as 

defined in section 3(48) of Perkins V) 

and who is participating in a NHCTEP 

project. 

(2) The direct assistance is needed to 

address barriers to the individual’s 

successful participation in a NHCTEP 

project. 

(3) The direct assistance is part of a 

broader, more generally focused 

program or activity for addressing the 

needs of an individual who is a member 

of a special population. 

Note: Direct assistance to individuals who 

are members of special populations is not, by 

itself, a ‘‘program or activity for special 

populations.’’ 

(4) The grant funds used for direct 

assistance must be expended to 

supplement, and not supplant, 

assistance that is otherwise available 

from non-Federal sources. For example, 

generally, a community-based 

organization could not use NHCTEP 

funds to provide child care for single 

parents if non-Federal funds previously 

were made available for this purpose, or 

if non-Federal funds are used to provide 

child care services for single parents 

participating in non-career and 

technical education programs and these 

services otherwise (in the absence of 

NHCTEP funds) would have been 

available to CTE students. 

(5) In determining how much of the 

NHCTEP grant funds it will use for 

direct assistance to an eligible student, 

a grantee— 

(i) May only provide assistance to the 

extent that it is needed to address 

barriers to the individual’s successful 

participation in CTE; and 

(ii) Considers whether the specific 

services to be provided are a reasonable 

and necessary cost of providing CTE 

programs for special populations. 

However, the Secretary does not 

envision a circumstance in which it 

would be a reasonable and necessary 

expenditure of NHCTEP project funds 

for a grantee to utilize a majority of a 

project’s budget to pay direct assistance 

to students, in lieu of providing the 

students served by the project with CTE. 

(Notice of Final Requirements.) 

Requirement 5—Career and Technical 

Education Memorandum of 

Understanding: 

Any applicant that is not proposing to 

provide CTE directly to Native 

Hawaiian students and proposes instead 

to pay one or more qualified educational 

entities to provide such CTE to Native 

Hawaiian students must include with its 

application a signed memorandum of 

understanding (MOU) between the 

applicant and the educational entity. 

The MOU must describe the 

commitment between the applicant and 

the educational entity and must include, 

at a minimum, a statement of the 

responsibilities of the applicant and the 

entity. The MOU must be signed by the 

appropriate individuals on behalf of 

each party, such as the authorizing 

official or administrative head of the 

applicant Native Hawaiian communitybased organization. 

Definitions: These definitions are 

from Perkins V, the Supplemental 

Priorities, the Notice of Final 

Requirements, or 34 CFR 77.1. The 

source of each definition is noted after 

the definition. 

Acute economic need means an 

income that is at or below the national 

poverty level according to the latest 

available data from the U.S. Department 

of Commerce or the U.S. Department of 

Health and Human Services Poverty 

Guidelines. (Notice of Final 

Requirements). 

Career and technical education (CTE) 

means organized educational activities 

that— 

(a) Offer a sequence of courses that— 

(1) Provides individuals with rigorous 

academic content and relevant technical 

knowledge and skills needed to prepare 

for further education and careers in 

current or emerging professions, which 

may include high-skill, high-wage, or 

in-demand industry sectors or 

occupations, which shall be, at the 

secondary level, aligned with the 

challenging State academic standards 

adopted by a State under section 

1111(b)(1) of the ESEA; 

(2) Provides technical skill 

proficiency or a recognized 

postsecondary credential, which may 

include an industry-recognized 

credential, a certificate, or an associate 

degree; and 


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3Section 116(c)(2) of Perkins V provides that, 

notwithstanding the exclusion of remedial courses 

from Perkins V’s definition of CTE, funds made 

available under NHCTEP ‘‘may be used to provide 

preparatory, refresher, and remedial education 

services that are designed to enable students to 

achieve success in career and technical education 

programs or programs of study.’’ 

(3) May include prerequisite courses 

(other than a remedial course) 3 that 

meet the requirements of this paragraph 

(a); 

(b) Include competency-based, workbased, or other applied learning that 

supports the development of academic 

knowledge, higher-order reasoning and 

problem-solving skills, work attitudes, 

employability skills, technical skills, 

and occupation-specific skills, and 

knowledge of all aspects of an industry, 

including entrepreneurship, of an 

individual; 

(c) To the extent practicable, 

coordinate between secondary and 

postsecondary education programs 

through programs of study, which may 

include coordination through 

articulation agreements, early college 

high school programs, dual or 

concurrent enrollment program 

opportunities, or other credit transfer 

agreements that provide postsecondary 

credit or advanced standing; and 

(d) May include career exploration at 

the high school level or as early as the 

middle grades (as such term is defined 

in section 8101 of the ESEA). (20 U.S.C. 

2302(5)). 

Computer science means the study of 

computers and algorithmic processes 

and includes the study of computing 

principles and theories, computational 

thinking, computer hardware, software 

design, coding, analytics, and computer 

applications. 

Computer science often includes 

computer programming or coding as a 

tool to create software, including 

applications, games, websites, and tools 

to manage or manipulate data; or 

development and management of 

computer hardware and the other 

electronics related to sharing, securing, 

and using digital information. 

In addition to coding, the expanding 

field of computer science emphasizes 

computational thinking and 

interdisciplinary problem-solving to 

equip students with the skills and 

abilities necessary to apply computation 

in our digital world. 

Computer science does not include 

using a computer for everyday activities, 

such as browsing the internet; use of 

tools like word processing, 

spreadsheets, or presentation software; 

or using computers in the study and 

exploration of unrelated subjects. 

(Supplemental Priorities). 

CTE concentrator means— 

(a) At the secondary school level, a 

student served by an eligible recipient 

who has completed at least two courses 

in a single career and technical 

education program or program of study; 

and 

(b) At the postsecondary level, a 

student enrolled in an eligible recipient 

who has— 

(1) Earned at least 12 credits within a 

career and technical education program 

or program of study; or 

(2) Completed such a program if the 

program encompasses fewer than 12 

credits or the equivalent in total. (20 

U.S.C. 2302(12)) 

Demonstrates a rationale means a key 

project component included in the 

project’s logic model is informed by 

research or evaluation findings that 

suggest the project component is likely 

to improve relevant outcomes. (34 CFR 

77.1). 

Direct assistance to students means 

tuition, dependent care, transportation, 

books, and supplies that are necessary 

for a student to participate in a project 

funded under this program. (Notice of 

Final Requirements). 

In-demand industry sector or 

occupation means— 

(a) An industry sector that has a 

substantial current or potential impact 

(including through jobs that lead to 

economic self-sufficiency and 

opportunities for advancement) on the 

State, regional, or local economy, as 

appropriate, and that contributes to the 

growth or stability of other supporting 

businesses, or the growth of other 

industry sectors; or 

(b) An occupation that currently has 

or is projected to have a number of 

positions (including positions that lead 

to economic self-sufficiency and 

opportunities for advancement) in an 

industry sector so as to have a 

significant impact on the State, regional, 

or local economy, as appropriate. (29 

U.S.C. 3102(23)). 

Institution of higher education 

means— 

(a) An educational institution in any 

State that— 

(1) Admits as regular students only 

persons having a certificate of 

graduation from a school providing 

secondary education, or the recognized 

equivalent of such a certificate or 

persons who meet the requirements of 

section 1091(d) of this title; 

(2) Is legally authorized within such 

State to provide a program of education 

beyond secondary education; 

(3) Provides an educational program 

for which the institution awards a 

bachelor’s degree or provides not less 

than a two-year program that is 

acceptable for full credit toward such a 

degree, or awards a degree that is 

acceptable for admission to a graduate 

or professional degree program, subject 

to review and approval by the Secretary; 

(4) Is a public or other nonprofit 

institution; and 

(5) Is accredited by a nationally 

recognized accrediting agency or 

association or, if not so accredited, is an 

institution that has been granted preaccreditation status by such an agency 

or association that has been recognized 

by the Secretary for the granting of preaccreditation status, and the Secretary 

has determined that there is satisfactory 

assurance that the institution will meet 

the accreditation standards of such an 

agency or association within a 

reasonable time. 

(b) The term also includes— 

(1) Any school that provides not less 

than a one-year program of training to 

prepare students for gainful 

employment in a recognized occupation 

and that meets the provisions of 

paragraphs (1), (2), (4), and (5) of 

paragraph (a); and 

(2) A public or nonprofit private 

educational institution in any State that, 

in lieu of the requirement in paragraph 

(a)(1) of this definition, admits as 

regular students individuals— 

(A) Who are beyond the age of 

compulsory school attendance in the 

State in which the institution is located; 

or 

(B) Who will be dually or 

concurrently enrolled in the institution 

and a secondary school. (20 U.S.C. 

1001(a) and (b)). 

Logic model (also referred to as a 

theory of action) means a framework 

that identifies key project components 

of the proposed project (i.e., the active 

‘‘ingredients’’ that are hypothesized to 

be critical to achieving the relevant 

outcomes) and describes the theoretical 

and operational relationships among the 

key project components and relevant 

outcomes. (34 CFR 77.1). 

Native Hawaiian means any 

individual any of whose ancestors were 

natives, prior to 1778, of the area which 

now comprises the State of Hawaii. (20 

U.S.C. 2326(a)(3)) 

Project component means an activity, 

strategy, intervention, process, product, 

practice, or policy included in a project. 

Evidence may pertain to an individual 

project component or to a combination 

of project components (e.g., training 

teachers on instructional practices for 

English learners and follow-on coaching 

for these teachers). (34 CFR 77.1). 

Professional development means 

activities that— 

(a) Are an integral part of eligible 

agency, eligible recipient, institution, or 


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school strategies for providing educators 

(including teachers, principals, other 

school leaders, administrators, 

specialized instructional support 

personnel, career guidance and 

academic counselors, and 

paraprofessionals) with the knowledge 

and skills necessary to enable students 

to succeed in career and technical 

education, to meet challenging State 

academic standards under section 

1111(b)(1) of ESEA, or to achieve 

academic skills at the postsecondary 

level; and 

(b) Are sustained (not stand-alone, 

one-day, or short-term workshops), 

intensive, collaborative, job-embedded, 

data-driven, and classroom-focused, to 

the extent practicable evidence-based, 

and may include activities that— 

(1) Improve and increase educators’— 

(A) Knowledge of the academic and 

technical subjects; 

(B) Understanding of how students 

learn; and 

(C) Ability to analyze student work 

and achievement from multiple sources, 

including how to adjust instructional 

strategies, assessments, and materials 

based on such analysis; 

(2) Are an integral part of eligible 

recipients’ improvement plans; 

(3) Allow personalized plans for each 

educator to address the educator’s 

specific needs identified in observation 

or other feedback; 

(4) Support the recruitment, hiring, 

and training of effective educators, 

including educators who became 

certified through State and local 

alternative routes to certification; 

(5) Advance educator understanding 

of— 

(A) Effective instructional strategies 

that are evidence-based; and 

(B) Strategies for improving student 

academic and technical achievement or 

substantially increasing the knowledge 

and teaching skills of educators; 

(6) Are developed with extensive 

participation of educators, parents, 

students, and representatives of Indian 

Tribes (as applicable), of schools and 

institutions served under the Act; 

(7) Are designed to give educators of 

students who are English learners in 

career and technical education programs 

or programs of study the knowledge and 

skills to provide instruction and 

appropriate language and academic 

support services to those students, 

including the appropriate use of 

curricula and assessments; 

(8) As a whole, are regularly evaluated 

for their impact on increased educator 

effectiveness and improved student 

academic and technical achievement, 

with the findings of the evaluations 

used to improve the quality of 

professional development; 

(9) Are designed to give educators of 

individuals with disabilities in career 

and technical education programs or 

programs of study the knowledge and 

skills to provide instruction and 

academic support services to those 

individuals, including positive 

behavioral interventions and supports, 

multi-tier system of supports, and use of 

accommodations; 

(10) Include instruction in the use of 

data and assessments to inform and 

instruct classroom practice; 

(11) Include instruction in ways that 

educators may work more effectively 

with parents and families; 

(12) Provide follow-up training to 

educators who have participated in 

activities described in this definition 

that are designed to ensure that the 

knowledge and skills learned by the 

educators are implemented in the 

classroom; 

(13) Promote the integration of 

academic knowledge and skills and 

relevant technical knowledge and skills, 

including programming jointly 

delivered to academic and career and 

technical education teachers; or 

(14) Increase the ability of educators 

providing career and technical 

education instruction to stay current 

with industry standards. (20 U.S.C. 

2302(40)). 

Program of study means a 

coordinated, nonduplicative sequence 

of academic and technical content at the 

secondary and postsecondary level 

that— 

(A) Incorporates challenging State 

academic standards, including those 

adopted by a State under section 

1111(b)(1) of ESEA; 

(B) Addresses both academic and 

technical knowledge and skills, 

including employability skills; 

(C) Is aligned with the needs of 

industries in the economy of the State, 

region, Tribal community, or local area; 

(D) Progresses in specificity 

(beginning with all aspects of an 

industry or career cluster and leading to 

more occupation-specific instruction); 

(E) Has multiple entry and exit points 

that incorporate credentialing; and 

(F) Culminates in the attainment of a 

recognized postsecondary credential. 

(20 U.S.C. 2302(41)). 

Recognized postsecondary credential 

means a credential consisting of an 

industry-recognized certificate or 

certification, a certificate of completion 

of an apprenticeship, a license 

recognized by the State involved or 

Federal Government, or an associate or 

baccalaureate degree. (29 U.S.C. 

3102(52)). 

Relevant outcome means the student 

outcome(s) or other outcome(s) the key 

project component is designed to 

improve, consistent with the specific 

goals of the program. (34 CFR 77.1). 

Secondary school means a nonprofit 

institutional day or residential school, 

including a public secondary charter 

school, that provides secondary 

education, as determined under State 

law, except that the term does not 

include any education beyond grade 12. 

(20 U.S.C. 7801(45)). 

Special populations means— 

(a) Individuals with disabilities; 

(b) Individuals from economically 

disadvantaged families, including lowincome 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). (20 U.S.C. 2302(48)). 

Stipend means a subsistence 

allowance— 

(a) For a student who is enrolled in a 

career and technical education program 

funded under the NHCTEP; 

(b) For a student who has an acute 

economic need that cannot be met 

through work-study programs; and 

(c) That is necessary for the student to 

participate in a project funded under 

this program. (Notice of Final 

Requirements). 

Support services means services 

related to curriculum modification, 

equipment modification, classroom 

modification, supportive personnel 

(including paraprofessionals and 

specialized instructional support 

personnel), and instructional aids and 

devices. (20 U.S.C. 2302(50)). 

Work-based learning means 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 of a given career field, 

that are aligned to curriculum and 

instruction. (20 U.S.C. 2302(55)). 

Waiver of Proposed Rulemaking: 

Under the Administrative Procedure Act 


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(5 U.S.C. 553), the Department generally 

offers interested parties the opportunity 

to comment on proposed selection 

criteria and other requirements. Section 

437(d)(1) of GEPA, however, allows the 

Secretary to exempt from rulemaking 

requirements regulations governing the 

first grant competition under a new or 

substantially revised program authority. 

This is the first grant competition for 

this substantially revised program under 

section 116 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, 20 U.S.C. 2326, and 

therefore qualifies for this exemption. In 

order to ensure timely grant awards, the 

Secretary has decided to forgo public 

comment on certain requirements and 

selection criteria under section 437(d)(1) 

of GEPA. These requirements and 

selection criteria will apply to the FY 

2021 grant competition and any 

subsequent year in which we make 

awards from the list of unfunded 

applications from this competition. 

Program Authority: 20 U.S.C. 2301, et 

seq., particularly 2326(a)–(h). 

Note: Projects must be awarded and 

operated in a manner consistent with the 

nondiscrimination requirements contained in 

the U.S. Constitution and the Federal civil 

rights laws. 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations (EDGAR) in 

34 CFR parts 75, 77, 79, 81, 82, 84, 86, 

97, 98, and 99. (b) The Office of 

Management and Budget (OMB) 

Guidelines to Agencies on 

Governmentwide Debarment and 

Suspension (Nonprocurement) in 2 CFR 

part 180, as adopted and amended as 

regulations of the Department in 2 CFR 

part 3485. (c) The Uniform 

Administrative Requirements, Cost 

Principles, and Audit Requirements for 

Federal Awards in 2 CFR part 200, as 

adopted and amended as regulations of 

the Department in 2 CFR part 3474. (d) 

The Notice of Final Requirements. (e) 

The Supplemental Priorities. (f) The 

Administrative Priorities. 

Note: The regulations in 34 CFR 86 apply 

to institutions of higher education only. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: 

$3,176,000 for the first 12 months of the 

project period. Funding for years two, 

three, four, and five is subject to the 

availability of funds and to a grantee 

meeting the requirements of 34 CFR 

75.253. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards later in 

FY 2021 or in subsequent years from the 

list of unfunded applications from this 

competition. 

Estimated Range of Awards: $250,000 

to $500,000. 

Estimated Average Size of Awards: 

$350,000. 

Estimated Number of Awards: 9–10. 

Note: The Department is not bound by any 

estimates in this notice. 

Project Period: Up to 60 months. 

III. Eligibility Information 

1. Eligible Applicants: The following 

entities are eligible to apply under this 

competition: 

(a) Community-based organizations 

primarily serving and representing 

Native Hawaiians. For purposes of the 

NHCTEP, a community-based 

organization means a public or private 

organization that provides career and 

technical education, or related services, 

to individuals in the Native Hawaiian 

community. 

(b) Any community-based 

organization may apply individually or 

as part of a consortium with one or more 

eligible community-based organizations. 

(Eligible applicants seeking to apply for 

funds as a consortium must meet the 

requirements in 34 CFR 75.127– 

75.129.). 

Note: If you are a nonprofit organization, 

under 34 CFR 75.51, you may demonstrate 

your nonprofit status by providing: (1) Proof 

that the Internal Revenue Service currently 

recognizes the applicant as an organization to 

which contributions are tax deductible under 

section 501(c)(3) of the Internal Revenue 

Code; (2) a statement from a State taxing 

body or the State attorney general certifying 

that the organization is a nonprofit 

organization operating within the State and 

that no part of its net earnings may lawfully 

benefit any private shareholder or individual; 

(3) a certified copy of the applicant’s 

certificate of incorporation or similar 

document if it clearly establishes the 

nonprofit status of the applicant; or (4) any 

item described above if that item applies to 

a State or national parent organization, 

together with a statement by the State or 

parent organization that the applicant is a 

local nonprofit affiliate. 

2. a. Cost Sharing or Matching: This 

program does not require cost sharing or 

matching. 

b. Supplement-Not-Supplant: This 

competition involves supplement-notsupplant funding requirements. In 

accordance with section 211(a) of 

Perkins V (20 U.S.C. 2391(a)), funds 

under this program may not be used to 

supplant non-Federal funds used to 

carry out CTE activities. 

We caution applicants not to plan to 

use funds under NHCTEP to replace 

otherwise available non-Federal funding 

for direct assistance to students and 

family assistance programs. For 

example, NHCTEP funds must not be 

used to supplant other non-Federal 

funds with Federal funds in order to pay 

the costs of students’ tuition, dependent 

care, transportation, books, supplies, 

and other costs associated with 

participation in a CTE program. 

Funds under NHCTEP should not be 

used to replace Federal student 

financial aid. Perkins V does not 

authorize the Secretary to fund projects 

that serve primarily as entities through 

which students may apply for and 

receive tuition and other financial 

assistance. 

c. Indirect Cost Rate Information: This 

program uses a restricted indirect cost 

rate. For more information regarding 

indirect costs, or to obtain a negotiated 

indirect cost rate, please see: 

www2.ed.gov/about/offices/list/ocfo/ 

intro.html. 

d. Administrative Cost Limitation: 

This program does not include any 

program-specific limitation on 

administrative expenses. All 

administrative expenses must be 

reasonable and necessary and conform 

to Cost Principles described in 2 CFR 

part 200 subpart E of the Uniform 

Guidance. 

e. Limitation on Services: Section 215 

of Perkins V (20 U.S.C. 2395) forbids the 

use of Perkins funds for the education 

of students prior to the middle grades. 

The term ‘‘middle grades’’ refers to 

grades 5 through 8, as defined in section 

8101 of ESEA. 

3. Subgrantees: Under 34 CFR 

75.708(b) and (c) a grantee under this 

competition may award subgrants—to 

directly carry out project activities 

described in its application—to the 

following types of entities: Institutions 

of higher education, nonprofit 

organizations, local educational 

agencies. The grantee may award 

subgrants to entities it has identified in 

an approved application or that it 

selects through a competition under 

procedures established by the grantee. 

IV. Application and Submission 

Information 

1. Application Submission 

Instructions: Applicants are required to 

follow the Common Instructions for 

Applicants to Department of Education 

Discretionary Grant Programs, 

published in the Federal Register on 

February 13, 2019 (84 FR 3768) and 

available at www.govinfo.gov/content/ 

pkg/FR-2019-02-13/pdf/2019-02206.pdf, 

which contain requirements and 

information on how to submit an 

application. 


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2. Submission of Proprietary 

Information: Given the types of projects 

that may be proposed in applications for 

the NHCTEP program, your application 

may include business information that 

you consider proprietary. In 34 CFR 

5.11 we define ‘‘business information’’ 

and describe the process we use in 

determining whether any of that 

information is proprietary and, thus, 

protected from disclosure under 

Exemption 4 of the Freedom of 

Information Act (5 U.S.C. 552, as 

amended). 

Because we plan to make successful 

applications available to the public on 

the Department’s website, you may wish 

to request confidentiality of business 

information. 

Consistent with Executive Order 

12600, please designate in your 

application any information that you 

believe is exempt from disclosure under 

Exemption 4. In the appropriate 

Appendix section of your application, 

under ‘‘Other Attachments Form,’’ 

please list the page number or numbers 

on which we can find this information. 

For additional information please see 34 

CFR 5.11(c). 

3. Intergovernmental Review: This 

competition is subject to Executive 

Order 12372 and the regulations in 34 

CFR part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for this 

competition. 

4. Funding Restrictions: We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

5. Recommended Page Limit: The 

application narrative is where you, the 

applicant, address the selection criteria 

that reviewers use to evaluate your 

application. We recommend that you (1) 

limit the application narrative to 35 

pages and (2) use the following 

standards: 

• A ‘‘page’’ is 8.5’’ x 11’’, on one side 

only, with 1’’ margins at the top, 

bottom, and both sides. 

• Double-space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

references, and captions, as well as all 

text in charts, tables, figures, and 

graphs. 

• Use a font that is either 12 point or 

larger, and no smaller than 10 pitch 

(characters per inch). 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended page limit does not 

apply to the cover sheet; the budget 

section, including the narrative budget 

justification; the assurances and 

certifications; the one-page abstract; the 

resumes; the bibliography; or the letters 

of support. However, the recommended 

page limit does apply to all of the 

application narrative. 

6. Notice of Intent to Apply: The 

Department will be able to review grant 

applications more efficiently if we know 

the approximate number of applicants 

that intend to apply. Therefore, we 

strongly encourage each potential 

applicant to notify us of their intent to 

submit an application. To do so, please 

email the program contact person listed 

under FOR FURTHER INFORMATION

CONTACT with the subject line ‘‘Intent to 

Apply,’’ and include the applicant’s 

name and a contact person’s name and 

email address. Applicants that do not 

submit a notice of intent to apply may 

still apply for funding; applicants that 

do not submit a notice of intent to apply 

are not bound to apply or bound by the 

information provided. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this program are from 34 CFR 

75.210 or are established in accordance 

with section 437(d)(1) of GEPA. The 

source and maximum score for each 

criterion are indicated in parentheses. 

(a) Quality of the project design (Up 

to 50 points). The Secretary considers 

the quality of the design of the proposed 

project. In determining the quality of the 

design of the proposed project, the 

Secretary considers the following 

factors: 

(1) The extent to which the services 

to be provided by the proposed project 

will create and offer activities that focus 

on enabling participants to obtain the 

skills necessary to gain employment in 

high-skill, high-wage, and in-demand 

occupations in emerging fields or in a 

specific career field. (Section 437(d)(1) 

of GEPA). (Up to 20 points). 

(2) The extent to which the services 

to be provided by the proposed project 

reflect up-to-date knowledge from 

research and effective practice. (34 CFR 

75.210). (Up to 15 points). 

(3) The extent to which the design of 

the proposed project is appropriate to, 

and will successfully address, the needs 

of the target population or other 

identified needs. (34 CFR 75.210). (Up 

to 5 points). 

(4) The extent to which the proposed 

project will integrate with or build on 

similar or related efforts to improve 

relevant outcomes (as defined in 34 CFR 

77.1(c)), using existing funding streams 

from other programs or policies 

supported by community, State, and 

Federal resources. (34 CFR 75.210). (Up 

to 5 points). 

(5) The extent to which the training or 

professional development services to be 

provided by the proposed project are of 

sufficient quality, intensity, and 

duration to lead to improvements in 

practice among the recipients of those 

services. (34 CFR 75.210). (Up to 5 

points). 

(b) Quality of the management plan 

and project personnel (Up to 25 points). 

The Secretary considers the quality of 

the management plan for, and the 

quality of the personnel who will carry 

out, the proposed project. In 

determining the quality of the 

management plan and the project 

personnel for the proposed project, the 

Secretary considers the following 

factors: 

(1) The adequacy of the management 

plan to achieve the objectives of the 

proposed project on time and within 

budget, including clearly defined 

responsibilities, timelines, and 

milestones for accomplishing project 

tasks. (34 CFR 75.210). (Up to 10 

points). 

(2) The extent to which the applicant 

encourages applications for employment 

from persons who are members of 

groups that have traditionally been 

underrepresented based on race, color, 

national origin, gender, age, or 

disability. (34 CFR 75.210). (Up to 5 

points). 

(3) The extent to which the time 

commitments of the project director and 

principal investigator and other key 

project personnel are appropriate and 

adequate to meet the objectives of the 

proposed project. (34 CFR 75.210). (Up 

to 5 points). 

(4) The qualifications, including 

relevant training and experience, of the 

project director or principal 

investigator, key project personnel, and 

project consultants or subcontractors. 

(34 CFR 75.210). (Up to 5 points). 

(c) Adequacy of resources (Up to 10 

points). The Secretary considers the 

adequacy of resources for the proposed 

project. In determining the adequacy of 

resources for the proposed project, the 

Secretary considers the following 

factors: 

(1) The adequacy of support, 

including facilities, equipment, 

supplies, and other resources, from the 

applicant organization or the lead 

applicant organization. (34 CFR 75.210). 

(Up to 2 points). 

(2) The extent to which the budget is 

adequate to support the proposed 

project and the costs are reasonable in 

relation to the objectives, design, and 

potential significance of the proposed 

project. (34 CFR 75.210). (Up to 5 

points). 


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(3) The relevance and demonstrated 

commitment of each partner in the 

proposed project to the implementation 

and success of the project. (34 CFR 

75.210). (Up to 3 points). 

(d) Quality of the project evaluation 

(Up to 10 points). The Secretary 

considers the quality of the evaluation 

to be conducted of the proposed project. 

In determining the quality of the 

evaluation, the Secretary considers the 

following factors: 

(1) The extent to which the methods 

of evaluation include the use of 

objective performance measures that are 

clearly related to the intended outcomes 

of the project and will produce 

quantitative and qualitative data to the 

extent possible. (34 CFR 75.210). (Up to 

5 points). 

(2) The extent to which the methods 

of evaluation will provide performance 

feedback and permit periodic 

assessment of progress toward achieving 

intended outcomes. (34 CFR 75.210). 

(Up to 5 points). 

2. Review and Selection Process: We 

remind potential applicants that in 

reviewing applications in any 

discretionary grant competition, the 

Secretary may consider, under 34 CFR 

75.217(d)(3), the past performance of the 

applicant in carrying out a previous 

award, such as the applicant’s use of 

funds, achievement of project 

objectives, and compliance with grant 

conditions. The Secretary may also 

consider whether the applicant failed to 

submit a timely performance report or 

submitted a report of unacceptable 

quality. 

In addition, in making a competitive 

grant award, the Secretary requires 

various assurances, including those 

applicable to Federal civil rights laws 

that prohibit discrimination in programs 

or activities receiving Federal financial 

assistance from the Department (34 CFR 

100.4, 104.5, 106.4, 108.8, and 110.23). 

3. Risk Assessment and Special 

Conditions: Consistent with 2 CFR 

200.205, before awarding grants under 

this competition, the Department 

conducts a review of the risks posed by 

applicants. Under 2 CFR 3474.10, the 

Secretary may impose special 

conditions and, in appropriate 

circumstances, high-risk conditions on a 

grant if the applicant or grantee is not 

financially stable; has a history of 

unsatisfactory performance; has a 

financial or other management system 

that does not meet the standards in 2 

CFR part 200, subpart D; has not 

fulfilled the conditions of a prior grant; 

or is otherwise not responsible. 

4. Integrity and Performance System: 

If you are selected under this 

competition to receive an award that 

over the course of the project period 

may exceed the simplified acquisition 

threshold (currently $250,000), under 2 

CFR 200.206(a)(2) we must make a 

judgment about your integrity, business 

ethics, and record of performance under 

Federal awards—that is, the risk posed 

by you as an applicant—before we make 

an award. In doing so, we must consider 

any information about you that is in the 

integrity and performance system 

(currently referred to as the Federal 

Awardee Performance and Integrity 

Information System (FAPIIS)), 

accessible through the System for 

Award Management (SAM). You may 

review and comment on any 

information about yourself that a 

Federal agency previously entered and 

that is currently in FAPIIS. 

Please note that, if the total value of 

your currently active grants, cooperative 

agreements, and procurement contracts 

from the Federal Government exceeds 

$10,000,000, the reporting requirements 

in 2 CFR part 200, Appendix XII, 

require you to report certain integrity 

information to FAPIIS semiannually. 

Please review the requirements in 2 CFR 

part 200, Appendix XII, if this grant 

plus all the other Federal funds you 

receive exceed $10,000,000. 

5. In General: In accordance with the 

Office of Management and Budget’s 

guidance located at 2 CFR part 200, all 

applicable Federal laws, and relevant 

Executive guidance, the Department 

will review and consider applications 

for funding pursuant to this notice 

inviting applications in accordance 

with— 

a. Selecting recipients most likely to 

be successful in delivering results based 

on the program objectives through an 

objective process of evaluating Federal 

award applications (2 CFR 200.205); 

b. Prohibiting the purchase of certain 

telecommunication and video 

surveillance services or equipment in 

alignment with section 889 of the 

National Defense Authorization Act of 

2019 (Pub. L. 115–232) (2 CFR 200.216); 

c. Promoting the freedom of speech 

and religious liberty in alignment with 

Promoting Free Speech and Religious 

Liberty (E.O. 13798) and Improving Free 

Inquiry, Transparency, and 

Accountability at Colleges and 

Universities (E.O. 13864) (2 CFR 

200.300, 200.303, 200.339, and 

200.341); 

d. Providing a preference, to the 

extent permitted by law, to maximize 

use of goods, products, and materials 

produced in the United States (2 CFR 

200.322); and 

e. Terminating agreements in whole 

or in part to the greatest extent 

authorized by law if an award no longer 

effectuates the program goals or agency 

priorities (2 CFR 200.340). 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN), or we may send you an email 

containing a link to access an electronic 

version of your GAN. We may notify 

you informally, also. 

If your application is not evaluated or 

not selected for funding, we notify you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

3. Open Licensing Requirement: 

Unless an exception applies, if you are 

awarded a grant under this competition, 

you will be required to openly license 

to the public grant deliverables created 

in whole, or in part, with Department 

grant funds. When the deliverable 

consists of modifications to pre-existing 

works, the license extends only to those 

modifications that can be separately 

identified and only to the extent that 

open licensing is permitted under the 

terms of any licenses or other legal 

restrictions on the use of pre-existing 

works. Additionally, a grantee or 

subgrantee that is awarded competitive 

grant funds must have a plan to 

disseminate these public grant 

deliverables. The dissemination plan 

can be developed and submitted after 

your application has been reviewed and 

selected for funding. For additional 

information on the open licensing 

requirements, please refer to 2 CFR 

3474.20. 

4. Reporting: (a) If you apply for a 

grant under this competition, you must 

ensure that you have in place the 

necessary processes and systems to 

comply with the reporting requirements 

in 2 CFR part 170 should you receive 

funding under the competition. This 

does not apply if you have an exception 

under 2 CFR 170.110(b). 

(b) At the end of your project period, 

you must submit a final performance 

report, including financial information, 

as directed by the Secretary. If you 

receive a multiyear award, you must 

submit an annual performance report 


khammond on DSKJM1Z7X2PROD with NOTICES
5172 Federal Register / Vol. 86, No. 11 / Tuesday, January 19, 2021 / Notices 

that provides the most current 

performance and financial expenditure 

information as directed by the Secretary 

under 34 CFR 75.118. The Secretary 

may also require more frequent 

performance reports under 34 CFR 

75.720(c). For specific requirements on 

reporting, please go to www.ed.gov/ 

fund/grant/apply/appforms/ 

appforms.html. 

(c) Under 34 CFR 75.250(b), the 

Secretary may provide a grantee with 

additional funding for data collection 

analysis and reporting. In this case the 

Secretary establishes a data collection 

period. 

5. Performance Measures: The 

Department has established the 

following performance measures for 

purposes of GPRA and for Department 

reporting under 34 CFR 75.110, which 

it will use to evaluate the overall 

performance of the grantee’s project, as 

well as NHCTEP as a whole: 

(a) At the secondary level: An increase 

in— 

(1) The percentage of CTE 

concentrators who graduate high school, 

as measured by— 

(A) The four-year adjusted cohort 

graduation rate (defined in section 8101 

of ESEA); and 

(B) At the grantee’s discretion, the 

extended-year adjusted cohort 

graduation rate (defined in section 8101 

of ESEA); 

(2) The percentage of CTE 

concentrators graduating from high 

school having attained postsecondary 

credits in the relevant CTE program 

earned through a dual or concurrent 

enrollment program or another credit 

transfer agreement; 

(3) The percentage of CTE 

concentrators graduating from high 

school having participated in workbased learning; 

(4) The percentage of CTE 

concentrators graduating from high 

school having attained a recognized 

postsecondary credential; and 

(5) The percentage of CTE 

concentrators who, after exiting from 

secondary education, are in 

postsecondary education or advanced 

training, military service, or a service 

program, or are employed. 

(b) At the postsecondary level: An 

increase in— 

(1) The percentage of CTE 

concentrators who remain enrolled in 

postsecondary education, are in 

advanced training, military service, or a 

service program, or are employed; and 

(2) The percentage of CTE 

concentrators who receive a recognized 

postsecondary credential. 

Project-Specific Performance 

Measures: 

In addition to these measures, 

applicants may propose project-specific 

performance measures and performance 

targets consistent with the objectives of 

the proposed project. Examples of such 

project-specific performance measures 

could include student recruitment, 

student participation in work-based 

learning at the postsecondary level, and 

teacher and faculty participation in 

professional development. 

Note: All grantees will be expected to 

submit a semi-annual and an annual 

performance report addressing these 

performance measures, to the extent that 

these performance measures apply to each 

grantee’s NHCTEP project. 

6. Continuation Awards: In making a 

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things: Whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

Whether the grantee has expended 

funds in a manner that is consistent 

with its approved application and 

budget; and, if the Secretary has 

established performance measurement 

requirements, the performance targets in 

the grantee’s approved application. 

In making a continuation award, 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). 

VII. Other Information 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document and a copy of the 

application package 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. 

Scott Stump, 

Assistant Secretary for Career, Technical, and 

Adult Education. 

[FR Doc. 2021–00809 Filed 1–15–21; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Notice of the Rescission of Outdated 

Guidance Documents 

AGENCY: Office of the Secretary, 

Department of Education. 

ACTION: Notice; correction. 

SUMMARY: On August 31, 2020, we 

published in the Federal Register a 

notice announcing the guidance 

documents the Department of Education 

(Department) is rescinding because they 

are outdated, after conducting a review 

of its guidance under Executive Order 

(E.O.) 13891 (85 FR 54148). This notice 

makes corrections to the included list of 

documents for the Office of 

Postsecondary Education. 

DATES: This correction is applicable on 

January 19, 2021. 

FOR FURTHER INFORMATION CONTACT: 

Lynn Mahaffie, Department of 

Education, 400 Maryland Avenue SW, 

Room 6E–231, Washington, DC 20202. 

Telephone: (202) 453–7862. Email: 

Lynn.Mahaffie@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: On 

October 9, 2019, the President issued 

E.O. 13891 titled ‘‘Promoting the Rule of 

Law Through Improved Agency 

Guidance Documents.’’ 84 FR 55235. 

Section 3(b) of the E.O. requires the 

Department to ‘‘review its guidance 

documents and, consistent with 

applicable law, rescind those guidance 

documents that it determines should no 

longer be in effect.’’ On August 31, 

2020, we published a notice in the 

Federal Register notifying the public, 

including the Department’s 

stakeholders, of the guidance 

documents the Department was 

rescinding as outdated (e.g., superseded 

by subsequent statutory amendments or 

enactments), in accordance with section 


khammond on DSKJM1Z7X2PROD with NOTICES