[Federal Register Volume 86, Number 40 (Wednesday, March 3, 2021)]
[Notices]
[Pages 12427-12432]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-04393]



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DEPARTMENT OF EDUCATION


Applications for New Awards; Child Care Access Means Parents in 
School Program

AGENCY: Office of Postsecondary Education, Department of Education.

ACTION: Notice.

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SUMMARY: The U.S. Department of Education (Department) is issuing a 
notice inviting applications for new awards for fiscal year (FY) 2021 
for the Child Care Access Means Parents in School (CCAMPIS) Program, 
Assistance Listing Number 84.335A. This notice relates to the approved 
information collection under OMB control number 1840-0737.

DATES: 
    Applications Available: March 3, 2021.
    Deadline for Transmittal of Applications: June 1, 2021.
    Deadline for Intergovernmental Review: August 2, 2021.

ADDRESSES: For the addresses for obtaining and submitting an 
application, please refer to our 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.

FOR FURTHER INFORMATION CONTACT: Tanisha Hamblin-Johnson, Ed.D., U.S. 
Department of Education, 400 Maryland Avenue SW, Room 2C145, 
Washington, DC 20202-4260. Telephone: (202) 453-6090. Email: 
<a href="/cdn-cgi/l/email-protection#3f4b5e51564c575e11555057514c50517f5a5b11585049"><span class="__cf_email__" data-cfemail="6014010e091308014e0a0f080e130f0e2005044e070f16">[email protected]</span></a>.
    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: The CCAMPIS Program supports the participation 
of low-income parents in postsecondary education through the provision 
of campus-based child care services.
    Priorities: This notice contains two absolute priorities and three 
invitational priorities. In accordance with 34 CFR 75.105(b)(2)(iv), 
the absolute priorities are from section 419N(d) of the Higher 
Education Act of 1965, as amended (HEA), 20 U.S.C. 1070e(d).
    Absolute Priorities: For FY 2021, and any subsequent year in which 
we make awards from the list of unfunded applications from this 
competition, these priorities are absolute priorities. Under 34 CFR 
75.105(c)(3), we consider only applications that meet both priorities. 
These priorities are:
    Absolute Priority 1: Projects that are designed to leverage 
significant local or institutional resources, including in-kind 
contributions, to support the activities assisted under section 419N of 
the HEA.
    Absolute Priority 2: Projects that are designed to utilize a 
sliding fee scale for child care services provided under section 419N 
of the HEA in order to support a high number of low-income parents 
pursuing postsecondary education at the institution.
    Invitational Priorities: For FY 2021, and any subsequent year in 
which we make awards from the list of unfunded applications from this 
competition, these priorities are invitational priorities. Under 34 CFR 
75.105(c)(1) we do not give an application that meets these 
invitational priorities a competitive or absolute preference over other 
applications.
    These priorities are:

Invitational Priority 1: Supporting Students Who Are Single Parents

    Background: According to the Institute for Women's Policy Research 
(IWPR), there are nearly 2.1 million single mothers in college today, 
many of whom are women of color.\1\ These mothers face nearly 
insurmountable odds against finishing their degrees, even as many of 
them are pursuing higher education in order to lift their families out 
of poverty. Only eight percent of single mothers who start college earn 
an associate or bachelor's degree within six years, compared with about 
half of women who are not mothers.
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    \1\ Institute for Women's Policy Research (IWPR) analysis of 
data from the U.S. Department of Education (September 2017), 
National Center for Education Statistics. National Postsecondary 
Student Aid Study and the Integrated Postsecondary Aid Survey 
(IPEDS). Retrieved from https://iwpr.org/iwpr-issues/student-parent-success-initiative/single-mothers-in-college-growing-enrollment-financial-challenges-and-the-benefits-of-attainment/.
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    The IWPR research also finds that supports, such as free child 
care, financial assistance, and social skills training, would allow 
more student parents to graduate. According to the IWPR, offering free 
child care to a single mother pursuing a bachelor's degree improves 
success rates for community college students. Free child care may allow 
many student parents to finish school much quicker, meaning they would 
require fewer years of support and likely spend more years earning 
higher wages. Studies show that students who utilize a campus child 
care center had more than triple the rate of on-time completion than 
that of parents who did not use the center.\2\
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    \2\ Stewart, P. (2018). Campus Child Care Critical in Raising 
Single Mothers' Graduation Rates. Diverse. https://diverseeducation.com/article/117704/.
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    Priority:
    Projects that propose to serve children of student-parents residing 
in a single parent home. An applicant should describe in its 
application how it will provide resources with institutional funds, in 
addition to child care assistance provided by CCAMPIS funds, that will 
enhance the student-parents' educational, personal, and financial 
growth.

Invitational Priority 2: Addressing Child Care Shortages Due to COVID

    Background: Researchers from the Community College Research Center 
at Teachers College of Columbia University analyzed data collected on a 
bi-weekly basis from the U.S. Census Bureau. The data were collected 
from August to mid-October 2020 to determine the impact the pandemic 
has had on college enrollment. The survey revealed that the pandemic 
has had a strong negative influence on community college enrollment. 
According to the authors of the survey, ``as of October 2020, more than 
40% of households report that a prospective student is cancelling all 
plans for community college; another 15% are either taking fewer 
classes or switching programs.'' \3\ Another author writing on this 
topic notes that ``community college students are cancelling their 
plans at more than twice the rate of four-year college students.'' \4\
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    \3\ Belfield, C., and Brock, T. Behind the Enrollment Numbers: 
How COVID Has Changed Students' Plans for Community College. CCRC, 
November 19, 2020. Retrieved February 8, 2021. https://ccrc.tc.columbia.edu/easyblog/covid-enrollment-community-college-plans.html.
    \4\ St. Amour, M. Analysis: Low-income Community College 
Students Most Likely to Report Canceling College Plans. Inside 
Higher Ed. December 10, 2020. Retrieved February 8, 2021. https://www.insidehighered.com/news/2020/12/10/analysis-low-income-community-college-students-most-likely-report-canceling-college.
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    Students list the Novel Coronavirus as being the main reason for 
cancelling their college enrollment plans. The numbers of college 
enrollment cancellations are largest in those demographic groups that 
have been impacted by the virus the hardest: Black and Latinx students 
and low-income households.\5\ These groups are the same

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groups disproportionately served by community colleges.
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    \5\ Belfield, C., and Brock, T. Behind the Enrollment Numbers: 
How COVID Has Changed Students' Plans for Community College. CCRC. 
November 19, 2020. Retrieved February 8, 2021. https://ccrc.tc.columbia.edu/easyblog/covid-enrollment-community-college-plans.html.
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    Another finding suggests that income security is a major 
contributing factor to who cancels their community college plans. 
Studies show that low-income households, specifically those led by a 
single parent, exit community college at a higher rate.\6\ This is 
likely attributable to job loss, reduction of hours, and the need to 
take care of children now attending school in a virtual environment. As 
the impact of the virus is felt by everyone, regardless of 
socioeconomic background, the number of persons needing child care has 
grown exponentially. While the need for, and new restrictions on, child 
care centers have grown, the slots and space available for child care 
has decreased, creating child care deserts in communities hardest hit 
by the virus.\7\
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    \6\ St. Amour, M. Analysis: Low-income Community College 
Students Most Likely to Report Canceling College Plans. Inside 
Higher Ed. December 10, 2020. Retrieved February 8, 2021. https://www.insidehighered.com/news/2020/12/10/analysis-low-income-community-college-students-most-likely-report-canceling-college.
    \7\ Malik, R., and Hamm, K. Mapping America's Child Care 
Deserts. Center for American Progress. August 30, 2017. Retrieved 
February 8, 2021. https://www.americanprogress.org/issues/early-childhood/reports/2017/08/30/437988/mapping-americas-child-care-deserts/.
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    The Center for American Progress defines ``child care deserts'' as 
areas with little or no access to quality child care or a ZIP code with 
more than three children for every licensed child care center slot.\8\ 
Without viable child care options, student parents in child care 
deserts--the areas most impacted by the Novel Coronavirus--will 
continue to face significant challenges in re-enrolling in community 
colleges.
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    \8\ Malik, R., and Hamm, K. Mapping America's Child Care 
Deserts. Center for American Progress. August 30, 2017. Retrieved 
February 8, 2021. https://www.americanprogress.org/issues/early-childhood/reports/2017/08/30/437988/mapping-americas-child-care-deserts/.
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    Priority:
    Projects that propose to increase the number of licensed, quality 
child care centers in areas most impacted by the Novel Coronavirus 
where under-resourced community colleges are located, by, for example, 
utilizing unused classrooms on campus, working with community partners 
to create space in neighboring buildings, and hiring and training child 
care staff.

Invitational Priority 3: Providing Wrap-Around Services for Low-Income 
Parents in Postsecondary Education

    Background: One educational barrier that reduces a student's 
opportunity to enter, persist, and complete higher education is 
poverty. Students from low-income backgrounds are more likely to delay 
enrollment, enroll in college in a part-time status, or drop out. And 
while large numbers of under-resourced students are attending 
college,\9\ many colleges and universities continue to struggle to 
address the total need of the under-resourced college student. 
Financial aid supports, like Pell Grants, provide important resources 
for under-resourced students to access college, but additional supports 
are needed to ensure students persist and complete. Studies in New York 
and Ohio, for example, show that comprehensive supports designed to 
help community college students stay enrolled and graduate have doubled 
three-year graduation rates for those students.\10\
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    \9\ U.S. Department of Education/Federal Student Aid. (2020). 
2018-2019 Award Year Grant Volume by School. https://studentaid.gov/sites/default/files/fsawg/datacenter/library/grants-ay18-19-q4.xls.
    \10\ CUNY ASAP Doubles Graduation Rates in New York and Ohio. 
MDRC. February 2021. Retrieved February 23, 2021. https://www.mdrc.org/publication/cuny-asap-doubles-graduation-rates-new-york-city-and-ohio.
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    Priority:
    Projects that propose to develop high-impact community engagement 
strategies and partner with community organizations in order to 
leverage institutional and community resources to provide wrap-around 
services (such as public benefits and additional financial aid to cover 
textbook costs, transportation costs, mental health services, faculty 
mentoring, tutoring, peer support groups, and emergency grants) that 
meet the whole need of low-income parents in postsecondary education.
    Application Requirements: For FY 2021 and any subsequent year in 
which we make awards from the list of unfunded applications from this 
competition, applicants must meet the following application 
requirements from section 419N of the HEA.
    (a) An institution of higher education desiring a grant under this 
competition must submit an application that--
    (1) Demonstrates that the institution is an eligible institution;
    (2) Specifies the amount of funds requested;
    (3) Demonstrates the need of low-income students (as defined in 
this notice) at the institution for campus-based child care services by 
including in the application--
    (i) Information regarding student demographics;
    (ii) An assessment of child care capacity on or near campus;
    (iii) Information regarding the existence of waiting lists for 
existing child care;
    (iv) Information regarding additional needs created by 
concentrations of poverty or by geographic isolation; and
    (v) Other relevant data;
    (4) Contains a description of the activities to be assisted, 
including whether the grant funds will support an existing child care 
program or a new child care program;
    (5) Identifies the resources, including technical expertise and 
financial support, the institution will draw upon to support the child 
care program and the participation of low-income students in the 
program, such as accessing social services funding, using student 
activity fees to help pay the costs of child care, using resources 
obtained by meeting the needs of parents who are not low-income 
students, and accessing foundation, corporate, or other institutional 
support, and demonstrate that the use of the resources will not result 
in increases in student tuition;
    (6) Contains an assurance that the institution will meet the child 
care needs of low-income students through the provision of services, or 
through a contract for the provision of services;
    (7) Describes the extent to which the child care program will 
coordinate with the institution's early childhood education curriculum, 
to the extent the curriculum is available, to meet the needs of the 
students in the early childhood education program at the institution, 
and the needs of the parents and children participating in the child 
care program assisted under the applicant's project;
    (8) In the case of an institution seeking assistance for a new 
child care program--
    (i) Provides a timeline, covering the period from receipt of the 
grant through the provision of the child care services, delineating the 
specific steps the institution will take to achieve the goal of 
providing low-income students with child care services;
    (ii) Specifies any measures the institution will take to assist 
low-income students with child care during the period before the 
institution provides child care services; and
    (iii) Includes a plan for identifying resources needed for the 
child care services, including space in which to provide child care 
services, and technical assistance, if necessary;
    (9) Contains an assurance that any child care facility assisted 
under this section will meet the applicable State or local government 
licensing,

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certification, approval, or registration requirements; and
    (10) Contains a plan for any child care facility assisted under 
this program to become accredited within three years of the date the 
institution first receives assistance under this program.
    Definitions: The definition of ``low-income student'' and ``early 
childhood education program'' are from sections 419N and 103 (20 U.S.C. 
1003) of the HEA, respectively.
    Early childhood education program means--
    (1) A Head Start program or an Early Head Start program carried out 
under the Head Start Act (42 U.S.C. 9831 et seq.), including a migrant 
or seasonal Head Start program, an Indian Head Start program, or a Head 
Start program or an Early Head Start program that also receives State 
funding;
    (2) A State licensed or regulated child care program; or
    (3) A program that--
    (i) Serves children from birth through age six that addresses the 
children's cognitive (including language, early literacy, and early 
mathematics), social, emotional, and physical development; and
    (ii) Is--
    (I) A State prekindergarten program;
    (II) A program authorized under section 619 (20 U.S.C. 1419) or 
part C of the Individuals with Disabilities Education Act (20 U.S.C. 
1431 et seq.); or
    (III) A program operated by a local educational agency.
    Low-income student means a student--
    (1) Who is eligible to receive a Federal Pell Grant for the award 
year for which the determination is made; or
    (2) Who would otherwise be eligible to receive a Federal Pell Grant 
for the award year for which the determination is made, except that the 
student fails to meet the requirements of--
    (i) 20 U.S.C. 1070a(c)(1) because the student is enrolled in a 
graduate or first professional course of study; or
    (ii) 20 U.S.C. 1091(a)(5) because the student is in the United 
States for a temporary purpose.
    Program Authority: 20 U.S.C. 1070e.
    Note: Projects will be awarded and must be operated in a manner 
consistent with the nondiscrimination requirements contained Federal 
civil rights laws.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations in 34 CFR parts 75, 77, 79, 82, 84, 86, 97, 
98, and 99. (b) The Office of Management and Budget 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.
    Note: Because there are no program-specific regulations for the 
CCAMPIS Program, applicants are encouraged to carefully read the 
authorizing statute: Title IV, part A, subpart 7, section 419N of the 
HEA (20 U.S.C. 1070e).

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $43,500,000.
    Contingent upon the availability of funds and the quality of 
applications, we may make additional awards in subsequent years from 
the list of unfunded applications from this competition.
    Estimated Range of Awards: $30,000 to $443,492.
    Estimated Average Size of Awards: $167,116.
    Maximum Award: In accordance with section 419N(b)(2)(A) of the HEA, 
the maximum annual amount an applicant may receive under this program 
is one percent of the total amount of all Federal Pell Grant funds 
awarded to students enrolled at the institution for FY 2020. In the 
event that an applicant's maximum award amount is lower than the 
statutory minimum award of $30,000, the grant will be $30,000 for a 
single budget period of 12 months.
    Estimated Number of Awards: 275.
    Note: The Department is not bound by any estimates in this notice.
    Project Period: Up to 48 months.

III. Eligibility Information

    1. Eligible Applicants: Institutions of higher education that 
awarded a total of $250,000 or more of Federal Pell Grant funds during 
FY 2020 to students enrolled at the institution.
    2. a. Cost Sharing or Matching: This competition does not require 
cost sharing or matching.
    b. Indirect Cost Rate Information: This program uses an 
unrestricted 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.
    c. 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.
    3. Subgrantees: A grantee under this competition may not award 
subgrants to entities to directly carry out project activities 
described in its application.

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.
    2. Intergovernmental Review: This program 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 program.
    3. Funding Restrictions: Funding restrictions are outlined in 
section 419N(b)(2)(B) of the HEA. We reference regulations outlining 
funding restrictions in the Applicable Regulations section of this 
notice.
    4. 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, which includes the budget narrative, to no more 
than 50 pages and (2) use the following standards:
    <bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins.
    <bullet> Double space all text in the application narrative, and 
single-space titles, headings, footnotes, quotations, references, and 
captions, as well as all text in charts, tables, figures, and graphs.
    <bullet> Use a 12-point font.
    <bullet> Use an easily readable font such as Times New Roman, 
Courier, Courier New, or Arial.
    The recommended 50-page limit does not apply to the Application for 
Federal Assistance cover sheet (SF 424); the Budget Information Summary 
form (ED Form 524); the CCAMPIS Program Profile form and the one-page 
Project Abstract form; or the assurances and certifications. The 
recommended page limit also does not apply to a table of contents, 
which you should include in the application narrative. You must include 
your complete response to the

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selection criteria in the application narrative.
    We recommend that any application addressing the invitational 
priorities include no more than three additional pages for each 
priority.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this competition 
are from section 419N of the HEA and 34 CFR 75.210 and are listed 
below.
    We will award up to 100 points to an application under the 
selection criteria. The maximum number of points available for each 
criterion is indicated in parentheses.
    (a) Need for the project. (24 points)
    In determining the need for the proposed project, the Secretary 
considers the extent to which the applicant demonstrates, in its 
application, the need for campus-based child care services for low-
income students, by including the following (see section 419N(c)(3) of 
the HEA):
    (i) Information regarding student demographics.
    (ii) An assessment of child care capacity on or near campus, 
including information regarding the existence of waiting lists for 
existing child care.
    (iii) Information regarding additional needs created by 
concentrations of poverty or by geographic isolation.
    (iv) Other relevant data.
    (b) Quality of project design. (36 points)
    In determining the quality of the design of the proposed project, 
the Secretary considers the following:
    (i) The extent to which the applicant describes in its application 
the activities to be assisted, including whether the grant funds will 
support an existing child care program or a new child care program (see 
section 419N(c)(4) of the HEA).
    (ii) The extent to which the services to be provided by the 
proposed project are focused on those with greatest needs (see 34 CFR 
75.210(d)(3)(xi)).
    Note: When describing how the project is focused on those with 
greatest needs, applicants are encouraged to include, in their 
assessment of focus on service of those with the greatest needs, the 
extent to which services are available during all hours that classes 
are in session, including evenings and weekends, to part-time students, 
and to students who need only emergency drop-in child care in the event 
that regularly scheduled child care is unexpectedly unavailable.
    (iii) The likely impact of the services to be provided by the 
proposed project on the intended recipients of those services (see 34 
CFR 75.210(d)(3)(iv)).
    (iv) The extent to which the application includes an assurance that 
the institution will meet the child care needs of low-income students 
through the provision of services, or through a contract for the 
provision of services (see section 419N(c)(6) of the HEA).
    (v) The extent to which the child care program will coordinate with 
the institution's early childhood education curriculum, to the extent 
the curriculum is available, to meet the needs of the students in the 
early childhood education program at the institution, and the needs of 
the parents and children participating in the child care program 
assisted under this section (see section 419N(c)(7) of the HEA).
    (vi) The extent to which the proposed project encourages parental 
involvement (see 34 CFR 75.210(c)(2)(xix)).
    (vii) If the applicant is seeking assistance for a new child care 
program (see section 419N(c)(8) of the HEA).
    (1) The extent to which the applicant's timeline, covering the 
period from receipt of the grant through the provision of the child 
care services, delineates the specific steps the institution will take 
to achieve the goal of providing low-income students with child care 
services;
    (2) The extent to which the applicant specifies any measures the 
institution will take to assist low-income students with child care 
during the period before the institution provides child care services; 
and
    (3) The extent to which the application includes a plan for 
identifying resources needed for the child care services, including 
space in which to provide child care services and technical assistance 
if necessary.
    Note: The maximum available points for this selection criterion 
will be divided equally, for applications that seek assistance to 
support existing programs, among factors (i)-(vi), and, for 
applications that seek assistance to support new programs, among 
factors (i)-(vii).
    (c) Quality of management plan. (21 points)
    In determining the quality of the management plan for the proposed 
project, the Secretary considers the following:
    (i) The extent to which the application identifies the resources, 
including technical expertise and financial support, the institution 
will draw upon to support the child care program and the participation 
of low-income students in the program, such as accessing social 
services funding, using student activity fees to help pay the costs of 
child care, using resources obtained by meeting the needs of parents 
who are not low-income students, and accessing foundation, corporate or 
other institutional support, and demonstrates that the use of the 
resources will not result in increases in student tuition (see section 
419N(c)(5) of the HEA).
    (ii) The qualifications, including relevant training and 
experience, of key project personnel (see 34 CFR 75.210(e)(3)(ii)).
    (iii) 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 (see 34 CFR 75.210(g)(2)(i)).
    (d) Quality of project evaluation. (12 points)
    In determining the quality of the project evaluation, the Secretary 
considers the following:
    (i) The extent to which the methods of evaluation are thorough, 
feasible, and appropriate to the goals, objectives, and outcomes of the 
proposed project (see 34 CFR 75.210(h)(2)(i)).
    (ii) 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 (see 34 CFR 75.210(h)(2)(iv)).
    (iii) The extent to which the methods of evaluation will provide 
performance feedback and permit periodic assessment of progress toward 
achieving intended outcomes (see 34 CFR 75.210(h)(2)(vi)).
    (e) Adequacy of resources. (7 points)
    In determining the adequacy of resources for the proposed project, 
the Secretary considers the following:
    (i) The extent to which the budget is adequate to support the 
proposed project (see 34 CFR 75.210(f)(2)(iii)).
    (ii) The extent to which the costs are reasonable in relation to 
the number of persons to be served and to the anticipated results and 
benefits (see 34 CFR 75.210(f)(2)(v)).
    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.

[[Page 12431]]

    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).
    For this competition, a panel of non-Federal readers will review 
each application in accordance with the selection criteria. The 
individual scores of the reviewers will be added and the sum divided by 
the number of reviewers to determine the peer review score received in 
the review process.
    If there are insufficient funds for all applications with the same 
total scores, the Secretary will choose among the tied applications so 
as to serve geographical areas that have been underserved by the 
CCAMPIS Program.
    3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 
200.206, before awarding grants under this competition the Department 
conducts a review of the risks posed by applicants. Under 2 CFR 
200.208, the Secretary may impose specific conditions and under 2 CFR 
3474.10, 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. 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) 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
    (d) 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 will 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 Requirements: 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. 
This 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 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 success of the CCAMPIS Program will be 
measured by the postsecondary persistence and degree completion rates 
of the CCAMPIS Program participants. All CCAMPIS Program grantees will 
be required to submit an annual performance report documenting the 
persistence and degree attainment of their participants. Although 
students may choose to use child care services at different points in 
their college enrollment, the goal is to measure the outcomes of 
student-parents based on their completion of their program within 150 
percent or 200 percent of the published program length. The cohort 
model of evaluation will track the level

[[Page 12432]]

of utilization by a student-parent throughout their enrollment at the 
institution and will provide results based on the long-term academic 
success of the student-parent. The Department will aggregate the data 
provided in the annual performance reports from all grantees to 
determine the accomplishment level. The CCAMPIS reporting data 
collection is moving towards a semester-to-semester cohort model. This 
will not increase public reporting burden as CCAMPIS grantees are 
gathering and maintaining the data needed in completing and reviewing 
the collection of information currently.
    6. Continuation Awards: In making a continuation grant 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 grant, the Secretary also considers 
whether the grantee is operating in compliance with the assurances in 
its approved application, including those applicable to Federal civil 
rights laws that prohibit discrimination in programs or activities 
receiving Federal financial assistance from the Department (34 CFR 
100.4, 104.5, 106.4, 108.8, and 110.23).

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.

Tiwanda Burse,
Deputy Assistant Secretary for Management & Planning, Office of 
Postsecondary Education. Delegated authority to perform functions and 
duties of the Assistant Secretary for the Office of Postsecondary 
Education.
[FR Doc. 2021-04393 Filed 3-2-21; 8:45 am]
BILLING CODE 4000-01-P


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