21 Century Community Learning st

Centers Program

Application for Grants

CFDA # 84.287

Office of Educational Research and Improvement

U.S. Department of Education

Washington, DC 20208-5644

Fax: 202-219-2198

e-mail: 21stCCLC@ed.gov

Website: www.ed.gov/offices/OERI/21stCCLC

Applications Due: March 1, 1999

Form Approved

OMB No. 1850-0711, Exp. Date 11/30/2001
2

December 3, 1998

Dear Applicant:

Thank you for your interest in the 21st Century Community Learning Centers Program (CFDA

No. 84.287). The purpose of this program is to provide grants to inner-city and rural schools and

school districts, working in close cooperation with community organizations and other

educational and youth development agencies, to provide expanded learning opportunities outside

of regular school hours for children in a safe and healthy environment.

In early 1998, the U.S. Department of Education’s Office of Educational Research and

Improvement (OERI) administered the first national competition for 21 Century Community st

Learning Center after-school grants. This competition proved to be one of the most competitive

in the history of the Department of Education (ED). Over 5,000 people across the country

attended a series of regional “bidders’ conferences” co-sponsored by ED and the C.S. Mott

Foundation, and ED received nearly 2,000 applications for assistance. On June 17, the President

announced the first 99 grants, totaling $40 million. This fiscal year (FY 1999), the program has

received a significant increase in funding, to $200 million. On November 12, the President

announced 183 additional grants, totaling $60 million, which were made to the highest-rated

applicants that were not funded last fiscal year.

Under this competition, the Secretary intends to make approximately 300 new awards, totaling

$100 million. These awards will only be made to inner-city or rural public schools, school

districts, or agencies that are considered to be school districts under state law. Because there is

neither a statutory nor a regulatory definition of an inner-city or rural school, applicants are

asked to self-identify and justify the category to which they belong. The Secretary will only fund

projects that include, among the array of services required by the statute, activities that offer

significant expanded learning opportunities for children and youth in the community. In selecting

applicants for funding, the Secretary will give priority to projects that assist students to meet or

exceed state and local standards in core academic subjects, and to projects that provide services

to Empowerment Zones or Enterprise Communities.

This application package contains all of the forms and instructions necessary to apply for a Fiscal

Year 1999 grant under the 21 Century Community Learning Centers Program. Please review the st

enclosed materials and carefully follow the instructions for completing the grant application. The

average preparation time for completion of a grant application is 24 hours. Remember to submit

your completed application to the Application Control Center; the address is given inside this

package.
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Page 2 – 21 Century Community Learning Centers st

The closing date for this competition is March 1, 1999. Applications must be received or

postmarked by that date to be eligible for review. ED requires applicants to submit an original

and two copies of an application. However, it has been our experience that the review process

can be completed faster if all applicants voluntarily submit an original and four copies of the

application package. Upon receipt of your application, the Department’s Application Control

Center will assign your organization an identification number which will be returned to you via a

notification of receipt. Always refer to this number in any further correspondence concerning

your application. Applications will be reviewed by panels of experts based on the selection

criteria in this package. We anticipate that awards will be announced by May 31, 1999. 

Because of the popularity of this program, we expect this year’s competition to again be

extremely competitive. To ensure that applications are of the highest possible quality, ED and the

Mott Foundation will again be hosting a series of regional bidders’ workshops. Workshop

locations and dates are available on our Website <www.ed.gov/offices/OERI/21stCCLC> or by

calling 1-800-USA-LEARN. We strongly encourage applicants to consult extensively within their

communities to ensure that parents, community organizations, businesses, and other youth

development agencies can work in meaningful collaboration with the schools applying to become

21 Century Community Learning Centers. The enclosed publication, Safe and Smart, describes st

the characteristics of high-quality after-school programs and provides resources and references

which you may consult when preparing an application. Finally, examples of successful

applications and information about the 21 Century Community Learning Center programs that st

have already been funded are available on our Website.

If you have any questions or need additional information concerning the program or the

application process, the most reliable ways to contact us are by sending e-mail to

21stCCLC@ed.gov, by faxing us at 202-219-2198, or by visiting our Website. Additional

contact information is also provided in this package.

Sincerely,

Robert M. Stonehill

Director, State and Local Services Division
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21st CENTURY COMMUNITY LEARNING CENTERS PROGRAM

APPLICATION FOR GRANTS

TABLE OF CONTENTS

Picture This In Your Community...

What is the 21st Century Community Learning Centers Program?

What is the definition of a 21 Century Community Learning Center? st

What are the components of a high-quality after-school program?

Who is eligible to receive grants?

Can other public and private agencies and organizations participate in this program?

What will be the time period, size and number of grants?

What regulations apply to this program?

What kinds of program activities are required?

What priorities apply to this competition?

What selection criteria will apply to this competition?

The Government Performance and Results Act

How do I prepare an application for a 21 Century Community Learning Centers grant? st

How do I submit an application?

How can I get further information?

Required Forms:

Cover Page--ED Form 424 and instructions

Program Summary and Abstract

Budget Form--ED Form 524 and instructions

Assurances – Non-Construction Programs

Certification Regarding Lobbying, Debarment, Suspension, and Other Responsibility 

Matters; Drug-Free Workplace Requirements

Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion—

Lower Tier Covered Transactions

Disclosure of Lobbying Activities

Intergovernmental Review--Executive Order 12372

Application Checklist

Appendix:

I. Authorizing statute

II Requirements of GEPA 427 

III. List of Empowerment Zones and Enterprise Communities

IV. Performance Indicators 

V. Safe and Smart: Making the After-School Hours Work for Kids
5

Picture This in Your Community...

It’s 3 o’clock, and excitement is in the air. Instead of heading to an empty home or to the streets, many of the

children at Jefferson Junior High School are headed to their 21 Century after-school program. Henrietta st

and Mike rush off to a meeting to learn tips on tutoring second graders to read better, because tomorrow

they will become reading buddies at King Elementary down the street. Another group of students is meeting

with the county environmentalist, who is the advisor for an ambitious service learning project involving 25

students from the program. Together with community volunteers and an AmeriCorps member, the students

have offered to help clean up the town’s polluted river. And, because this activity directly relates to their work

in Mrs. Rosenberg’s science class, most of these students have noticed that their science grades are going

up!

While Henrietta is thinking about science, her friend Gladys–a 9 grader who nearly quit school before th

discovering her theatrical talent–is going to the drama club sponsored by the Girl Scouts. Gladys has a

starring role in the Spring musical, and her teachers have noticed that her attendance and attitude towards

school have improved considerably. Some students have gone to the nearby YMCA for swimming and

others are involved in art and dance classes sponsored by the local community arts organization. 

Meanwhile, other students are in the homework help center or are working with their America Counts tutors

to boost math achievement, and a group in the media center is reading or using the computers. In the

teachers’ lounge, faculty members from the local college have been working with the Jefferson Junior High

staff to encourage some of their brightest and most energetic students to think about careers in teaching. 

Later in the afternoon, these students will be helping some of the younger Head Start children recognize and

pronounce the letters “E” and “M.”

At 4 p.m., the students have just had a snack, and Ibrahim and five other students will meet with a Jefferson

graduate who is now attending college. Each week, he meets with a small group of students --- his goal is to

eventually speak personally with every student in the school -- to discuss the opportunities of having a

college education. Students ask questions about college life, how to pay for college, and how they get

admitted. Next Wednesday, the group will visit the college. Ibrahim sees his older sister, Maya, and their

father going into the Center’s computer lab. Maya is working on a slide presentation for her history class,

and her father is helping her use the computer to make an exciting graphics presentation. A special minicourse on how to safely use the Internet has improved her research papers and presentations. 

It’s now 5 o’clock, and some of the parents are taking their children home, but Ms. Shaw, the school

principal, is just returning to the Center. She greets Police Officer Myers, who has just finished taking three

students on a community “ride-along” and is now heading to the auditorium. There, a group of parents and

teachers is sponsoring a community discussion about alcohol and drug abuse prevention, and they are

expecting a big crowd. Aijun, Bill, and Maria rush to tell Ms. Shaw that the Chess Club won the district

championship, and will be competing next month in the regional tournament. Ms. Shaw makes a mental

note to announce this at Saturday’s advisory council meeting. The council--which includes after-school staff,

teachers, parents, students, and representatives from the 4-H, Boys and Girls Club, the Girl Scouts, the

YMCA, the police department, and local businesses--will be discussing how they can increase the number

of volunteer tutors in the Center’s reading and math programs, and how they can expand the Center’s fine

arts program, which has proven more popular than anyone expected. 

It’s now 6 in the evening, and Ibrahim’s mother will soon arrive for her English as a second language class,

which runs until 7 p.m. Although it’s getting dark outside, the lights of the school are still shining brightly on a

neighborhood once characterized by high unemployment, low student achievement and high dropout rates,

and discipline, violence and drug problems. The neighborhood is undergoing a transformation, and

Jefferson Junior High School has become a hub of learning, recreation and community involvement for the

neighborhood’s children and adults alike.

It has become a 21 Century Community Learning Center st
6

What is the 21st Century Community Learning Centers Program?

The 21 Century Community Learning Centers Program was established by Congress to award st

grants to rural and inner-city public schools, or consortia of such schools, to enable them to plan,

implement, or expand projects that benefit the educational, health, social services, cultural and

recreational needs of the community. School-based learning centers can provide safe, drug-free,

supervised and cost-effective after-school, weekend or summer havens for children, youth and

their families. Grants awarded under this program may be used to plan, implement, or expand

community learning centers.

The authorizing legislation states that schools “should collaborate with other public and nonprofit

agencies and organizations, local businesses, educational entities (such as vocational and adult

education programs, school-to-work programs, community colleges, and universities),

recreational, cultural, and other community and human service entities, for the purpose of meeting

the needs of, and expanding the opportunities available to, the residents of the communities

served by such schools.” By statute, applications must include “a description of the collaborative

efforts to be undertaken by community-based organizations, related public agencies, businesses,

or other appropriate organizations.”

The program is designed to target funds to high-need rural and urban communities that have low

achieving students and high rates of juvenile crime, school violence, and student drug abuse, but

lack the resources to establish after-school centers.

What is the definition of a 21 Century Community Learning Center? st

A Community Learning Center is an entity within a public elementary, middle or secondary

school building that (1) provides educational, recreational, health, and social service programs for

residents of all ages within a local community, and (2) is operated by a local educational agency

(LEA) in conjunction with local governmental agencies, businesses, vocational education

programs, institutions of higher education, community colleges, and cultural, recreational, and

other community and human service entities. An LEA--usually synonymous with a school

district--is an entity defined under state law as being legally responsible for providing public

education to elementary and secondary students. In some states this may include an entity

performing a service function for public schools, such as an intermediate service agency. The full

definition of this term is set out in Section 14101(18) of the Elementary and Secondary Education

Act (20 U.S.C. 8801(18)).

What are the components of a high-quality after-school program?

Safe and Smart, a publication produced by the Departments of Education and Justice, describes

recent research on the effects of high-quality after-school programs, and provides an analysis of

characteristics that appear to be common to those programs. Typically, high-quality programs

can demonstrate:

C Goal setting and strong management;

C Quality after-school staffing;

C Low staff/student ratios;
7

C Attention to safety, health, and nutrition issues;

C Strong involvement of families;

C Effective partnerships with community-based organizations, juvenile justice

agencies, law enforcement, and youth groups;

C Coordinating learning with regular school day;

C Linkages between school-day teachers and after-school personnel; and

C Evaluation of program progress and effectiveness.

The full text of Safe and Smart is contained in the appendix to this application package, and

applicants are strongly encouraged to consult it to better understand what recent research says, to

review descriptions of successful programs and to understand the range of services they can

provide, and to better understand how careful design and community collaboration can lead to

high-quality programs.

Who is eligible to receive grants?

Rural or inner-city public elementary, middle, or secondary schools, consortia of such schools, or

LEAs applying on their behalf, are eligible to receive a grant under the 21 Century Community st

Learning Centers Program. Grants must be administered by the public schools, and 21 Century st

Community Learning Centers must, by statutory definition, be located in public schools. 

Applicants must demonstrate that they meet the statutory program purpose as being either a

“rural” or “inner-city” school or a consortium of those schools.

Can other public and private agencies and organizations participate in this

program?

Yes. Public schools applying for these grants are strongly encouraged to collaborate with other

public and nonprofit agencies and organizations, businesses, educational entities (such as

vocational and adult education programs, school-to-work programs, community colleges or

universities), recreational, cultural, and other community service entities. By statute, applicants

are required to describe in their applications “the collaborative efforts to be undertaken by

community-based organizations, related public agencies, businesses, or other appropriate

organizations.” For instance, community-based organizations may receive a contract from a

grantee to provide after-school services at the Community Learning Center. However, only

public schools or LEAs can receive or administer a grant.

What will be the time period, size and number of grants?

Time period. By statute, a 21 Century Community Learning Center grant cannot exceed three st

years.

Size of grants. By statute, the Department will not consider for funding any application that

requests less than $35,000. 
8

[Note: In 1998, the average grant size was approximately $365,000 and the typical grant

supported three Centers, at an average cost per Center of approximately $125,000. Annual costs

per Center ranged from $35,000 to $200,000, depending on the array of proposed activities and

the availability of additional resources. An LEA with more than one school seeking to participate

in this program is encouraged to submit a single application on their behalf, although large LEAs

may consider submitting more than one application, e.g., separate applications for school clusters

in different neighborhoods.]

Number of grants. The amount of available funds in FY 1999 for new awards under this Program

is approximately $100 million. It is estimated that 300 new grants – supporting a total of

approximately 900 Centers – will be awarded. However, the actual number of grants and Centers

will depend upon the characteristics of the programs described in the highest-rated applications.

What regulations apply to this program?

The following regulations are applicable to the 21 Century Community Learning Centers st

Program: (a) The Education Department General Administrative Regulations (EDGAR) in 34

CFR Parts 75, 77, 79, 80, 81, 82, 85, and 86, and (b) 34 CFR Part 299.

What kinds of program activities are required?

To receive a grant under this program, applicants must provide services that address the

Secretary’s absolute priority and must address at least four of the program activities stated in the

law, as described below:

Absolute Priority: The Secretary will fund only those applications for 21 Century Community st

Learning Centers grants that include, among the array of services required and authorized by the

statute, activities that offer significant expanded learning opportunities for children and youth in

the community and that contribute to reduced drug use and violence.

Program Activities: (1) Literacy education programs; (2) Senior citizen programs; (3) 

Children’s day care services; (4) Integrated education, health, social service, recreational, or

cultural programs; (5) Summer and weekend school programs in conjunction with recreation

programs; (6) Nutrition and health programs; (7) Expanded library service hours to serve

community needs; (8) Telecommunications and technology education programs for individuals of

all ages; (9) Parenting skills education programs; (10) Support and training for child day care

providers; (11) Employment counseling, training, and placement; (12) Services for individuals

who leave school before graduating from secondary school, regardless of the age of such

individual; and (13) Services for individuals with disabilities.

Applicants should propose an array of inclusive and supervised services that include extended

learning opportunities (such as enriched instruction, tutoring, or homework assistance) but may

also include safety and substance-abuse avoidance programs, recreational, musical and artistic

activities, and opportunities to use advanced technology, particularly for those children who do

not have access to computers or telecommunications at home. Applicants are also reminded of
9

their obligation under section 504 of the Rehabilitation Act to ensure that their proposed afterschool program is accessible to persons with disabilities.

What priorities apply to this competition?

Two competitive priorities will apply to this competition:

Competitive Priority 1: The Secretary will award up to five (5) points, in addition to any points

the application earns under the selection criteria, to projects that assist students to meet or exceed

State and local standards in core academic subjects such as reading, mathematics or science, as

appropriate to the needs of the participating children.

Competitive Priority 2: The Secretary will give preference to applications that will use a

significant portion of the program funds to address substantial problems in an Empowerment

Zone, including a Supplemental Empowerment Zone, or an Enterprise Community designated by

the United States Department of Housing and Urban Development or the United States

Department of Agriculture. The Secretary selects an application that meets this competitive

preference over an application of comparable merit that does not.

What selection criteria will apply to this competition?

The Secretary will use five (5) criteria to evaluate applications for funding. The relative weights

for each criterion are indicated in parentheses. In addition, the Secretary proposes to give up to

five (5) additional points if the competitive priority is addressed in an application (for a maximum

of 105 points).

(1) Need for project. (30 points)

(A) The extent to which the proposed project will provide services or otherwise address

the needs of students at risk of educational failure.

(2) Quality of project design. (30 points)

(A) The extent to which the goals, objectives, and outcomes to be achieved by the

proposed project are clearly specified and measurable.

(B) 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.

(C) The extent to which the proposed project will establish linkages with other appropriate

agencies and organizations providing services to the target population.

(3) Adequacy of resources. (15 points)

(A) The adequacy of support, including facilities, equipment, supplies, and other

resources, from the applicant organization or the lead applicant organization.

(B) 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.
10

(4) Quality of the management plan. (15 points)

(A) 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.

(B) How the applicant will ensure that a diversity of perspectives are brought to bear in

the operation of the proposed project, including those of parents, teachers, the business

community, a variety of disciplinary and professional fields, recipients or beneficiaries of services,

or others, as appropriate.

(5) Quality of Project Evaluation. (10 points)

(A) 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.

Competitive Priority 1. (5 points)

Projects designed to assist students to meet or exceed state and local standards in core

academic subjects such as reading, mathematics or science, as appropriate to the needs of the

participating children.

The Government Performance and Results Act.

The Government Performance and Results Act (GPRA) of 1993 places new management

requirements on Federal agencies, which must describe the goals and objectives of their programs,

identify resources and actions needed to accomplish these goals and objectives, develop a means

of measuring progress made, and regularly report on their achievement. One important source of

program information on successes and lessons learned is the project evaluation conducted under

individual grants.

The goal of the 21 Century Community Learning Centers Program is to enable rural and inner- st

city public elementary and secondary schools, or consortia or such schools, to plan, implement, or

expand projects that benefit the educational, health, social service, cultural, and recreational needs

of their communities. The objectives for the Program’s projects, along with the performance

indicators established to measure the Program’s effectiveness in meeting its goals, are

included in the appendix to this application package. Projects are required to submit data on

relevant performance indicators as part of their annual and final performance reports to the U.S.

Department of Education. Projects are also required to participate in any national evaluations that

the Department may conduct of the Program.
11

A strong evaluation plan should be included in each 21 Century Community Learning Centers st

Grant application that will shape the development of the project from the beginning of the grant

period. The plan should include the program objectives and performance indicators established

under GPRA for the 21st Century Community Learning Centers Program, clear benchmarks to

monitor progress toward specific objectives, and outcome measures to assess impact on student

learning and behavior. More specifically, the plan should identify the individual and/or

organization that has agreed to serve as evaluator for the project and describe his/her

qualifications. It should describe the evaluation design, indicating: (1) what types of data will be

collected; (2) when various types of data will be collected; (3) what designs and methods will be

used; (4) what instruments will be developed and when; (5) how the data will be analyzed; (6)

when reports of results and outcomes will become available; and (7) how information will be used

by the project to monitor progress and to provide accountability information to stakeholders

about success at the project site(s).

How do I prepare an application for a 21st Century Community Learning

Centers Grant?

Carefully read the entire application package before beginning to prepare an application. The

application package clearly identifies who is eligible to apply under this competition, what

applicants must propose to do, what must be contained in an application, and what criteria will be

used to evaluate applications. Copies of the authorizing statute as well as supplementary

materials describing the components of high-quality after-school programs and Community

Learning Centers are provided in the Appendix to this application package.

A completed application must contain the following sections, in the order provided below. 

Copies of all forms discussed in the following section are provided in the “Required Forms” part

of this document.

1. Cover Page. Use ED Form 424 (Application for Federal Assistance).

2. Program Summary and Abstract. The abstract should briefly describe the community needs

being addressed, including the numbers and types of participants to be served, the objectives and

the activities proposed to meet them, and the intended outcomes.

3. Table of Contents. Include a one-page table of contents.

4. Program Narrative. Applicants are strongly encouraged to limit the application

narrative to no more than 20 double-spaced, standard-type pages. In previous competitions,

reviewers have found that applicants can successfully describe their programs within this limit. In

preparing the Program Narrative, applicants should clearly keep in mind the selection criteria that

will be used to evaluate applications, and ensure that each of these criteria are addressed. Section

§8244 of the statute describes some additional information which applicants must address in their

applications. See the statute, which is provided in the Appendix of this application package, for a

complete description of these application requirements.
12

5. Budget and Budget Narrative. Use the enclosed ED Form 524 (Budget Information —

Non-Construction Programs) to provide a complete budget summary for each year of the

project. Please provide a brief narrative that explains: (1) the basis for estimating the costs of

professional personnel salaries, benefits, project staff travel, materials and supplies, consultants

and subcontracts, indirect costs, and any projected expenditures; (2) how the major cost items

relate to the proposed activities; (3) the cost of evaluation; and (4) a detailed description

explaining in-kind support or funding provided by partners in the project, if any. NOTE: Budgets

must include funds for at least two project staff members to attend a two-day annual meeting of

the 21 Century Community Learning Centers Program in Washington, DC, each year of the st

project. Funds to cover travel and per diem expenses for at least one staff member for each

Center proposed in the application must also be set aside to support two additional training or

program activities for each year of the project.

6. Assurances and Required Forms. Each of the forms and assurances provided in the

“Required Forms” section must be completed and included in the application.

7. Appendix. Each application should be accompanied by an appendix, which is limited to the

following:

1. A list of consortium members or partners. List all consortia members or partners, contact

persons, addresses, telephone numbers and fax numbers. Letters of commitment should be

included in this section of the Appendix to clearly document the role and contribution of each

member.

2. Evidence of previous success. Include a brief summary of any evaluation studies, reports, or

research that may document the effectiveness or success of the consortium or the

activities/services proposed in the narrative section of the application.

3. Equitable Access and Participation. Section 427 requires every applicant for funds (other

than an individual person) to include in its application a description of the steps the applicant

proposes to take to ensure equitable access to, and participation in, its Federally-assisted program

for students, teachers, and other program beneficiaries with special needs. Detailed instructions

about how an applicant may comply with these requirements is provided in the Appendix to this

application package.

Other attachments to the application are strongly discouraged! Reviewers will have a limited

time to read each application, and their consideration of the application against the selection

criteria will be limited to the sections of the application and the appendix listed above. 

Supplementary materials such as videotapes, CD-ROMs, files on disks, commercial publications,

press clippings, testimonial letters, etc., will not be reviewed nor will they be returned to the

applicant.
13

How do I submit an application?

The deadline for transmitting applications is March 1, 1999. All applications must be postmarked

on or before that date. This closing date and procedures for guaranteeing timely submission will

be strictly observed. No supplemental or revised information from applicants will be accepted

after the closing date, or after an application has been submitted. Applications delivered by hand

before the deadline date will be accepted daily between the hours of 8:00 a.m. and 4:00 p.m.,

Eastern Time, except Saturdays, Sundays and Federal holidays.

All applicants are encouraged to submit one signed original and four additional copies of the

entire application, beginning with the Cover Page. Applicants are also encouraged to submit all

copies of the application together in one package, to ensure that the Application Control Center

does not log in the same application more than once.

Applications submitted by mail should be sent to the following address:

21 Century Community Learning Centers st

Attn: CFDA No. 84.287

U.S. Department of Education

Application Control Center

Regional Office Building 3, Room 3633

7th & D Streets, SW

Washington, DC 20202-4725

(Note: the telephone number for the Application Control Center is 202-708-8493)

To prove that an application was transmitted in a timely manner, an application must show proof

of mailing consisting of one of the following:

(1) A legibly dated U.S. Postal Service postmark.

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

(3) A dated shipping label, invoice, or receipt from a commercial carrier.

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

If an application is sent through the U.S. Postal Service, the Secretary does not accept either of

the following as proof of mailing:

(1) A private metered postmark, or

(2) A mail receipt that is not dated by the U.S. Postal Service.

An applicant should note that the U.S. Postal Service does not uniformly provide a dated

postmark. Before relying on this method, an applicant should check with its local post office. 

Applicants are encouraged to use registered or at least first class mail.

Each late applicant will be notified that its application will not be considered.
14

Applications delivered by hand or by courier service must be taken to the U.S. Department of

Education, Application Control Center, Room 3633, U. S. Department of Education, Regional

Office Building 3, 7th and D Streets, SW (D Street, SW, Entrance), Washington, DC 20202-

4725. The Application Control Center will accept deliveries between 8:00 am., and 4:00 pm,

EST, daily except Saturdays, Sundays, and Federal holidays.

Individuals delivering applications must use the D Street Entrance. Proper identification is

necessary to enter the building. In order for an application sent through a courier service to be

considered timely, the courier service must be in receipt of the application on or before the closing

date.

All applicants submitting applications in a timely manner will receive a Grant Application

Receipt Acknowledgment. If you fail to receive a notification of application receipt within

fifteen (15) days from the closing date, call the Application Control Center at (202) 708-8493.

How can I get further information?

The quickest and most reliable way to get additional information about this program is by sending

an e-mail inquiry to 21stCCLC@ed.gov. Applicants are also encouraged to periodically check the

program’s Website (www.ed.gov/offices/OERI/21stCCLC) for new information or resources that

can be useful in helping applicants to prepare high-quality applications, such as copies of selected

winning 1998 applications or notices of regional technical assistance workshops. You may also

call or write Amanda Clyburn (phone 202-219-2180; e-mail amanda_clyburn@ed.gov) or Steve

Balkcom (phone 202-219-2089; e-mail stephen_balkcom@ed.gov) at the U.S. Department of

Education, Office of Educational Research and Improvement, 555 New Jersey Avenue, NW,

Washington, DC 20208-5644. 

Individuals who use a telecommunications device for the deaf (TDD) may call the Federal

Information Relay Services (FIRS) at 1-800-877-8339 between 8:00 am and 8:00 pm, Eastern

Time, Monday through Friday.

The Department provides information about grants and contract opportunities electronically in

several ways:

ED Internet Home Page http://www.ed.gov (WWW address)

gopher://gopher.ed.gov (Gopher address)

Office of the Chief Financial Officer http://ocfo.ed.gov (WWW address)

(OCFO) http://gcs.ed.gov (WWW address)

Information about the Department’s funding opportunities, including copies of application notices

for other discretionary grant competitions, can also be viewed on the Department’s electronic

bulletin board (connect by modem to 202-260-9950). However, the official application notice for

a discretionary grant competition is the notice published in the Federal Register.
15

Required Forms

ED Form 424 and instructions*

Program Summary and Abstract

ED Form 524 and instructions

Assurances - Non-Construction Programs

Certification Regarding Lobbying, Debarment, Suspension, and Other Responsibility Matters; 

Drug-Free Workplace Requirements

Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion—

Lower Tier Covered Transactions

Disclosure of Lobbying Activities

Intergovernmental Review--Executive Order 12372

All of the forms listed above are available at: <http://ocfo.ed.gov//grntinfo/appforms.htm>. If

your printer is unable to print the formats of the ED forms, you can print them directly off the web

site instead. 

*ED Form 424 is available on the Internet at: <http://ocfo.ed.gov/grntinfo/appforms/ed424.pdf>. 

[If you do not have access to this web site, please fax your request for the ED Form 424 to (202)

219-2198. Please be sure to include your return fax number and/or mailing address.]
PROGRAM SUMMARY AND ABSTRACT

Name and address of applicant: Contact information:

Name:

Title:

Phone: Fax:

e-mail:

Program title: 

This program will serve (insert number): rural public schools inner city public schools

The applicant intends to provide services within the following Empowerment Zone or Enterprise Community

(identify if applicable):

Please provide the name of each school that will have a Community Learning Center:

In the schools to be served (please provide the totals for all schools):

Number of students served Community members served Grade levels served 

Students who are: eligible for free or reduced-price lunch % Limited English proficient %

Program Abstract (single-spaced on remainder of page)
17

U.S. DEPARTMENT OF EDUCATION

BUDGET INFORMATION OMB Control No. 1880--0538

NON-CONSTRUCTION PROGRAMS Expiration Date: 10/31/99

 Name of Institution/Organization Applicants requesting funding for only one year should complete the column under "Project Year 1."

Applicants requesting funding for multi-year grants should complete all applicable columns. Please read all

instructions before completing form. 

SECTION A - BUDGET SUMMARY

U.S. DEPARTMENT OF EDUCATION FUNDS

Project Year 1 Project Year 2 Project Year 3 Project Year 4 Project Year 5

 Budget Categories (a) (b) (c) (d) (e)

Total

(f)

1. Personnel

2. Fringe Benefits 

3. Travel

4. Equipment

5. Supplies

6. Contractual

7. Construction

8. Other

9. Total Direct Costs 

(lines 1-8)

10. Indirect Costs 

11. Training Stipends

12. Total Costs

 (lines 9-11)

 ED FORM NO. 524
18

Name of Institution/Organization Applicants requesting funding for only one year should complete the column under "Project Year 1."

Applicants requesting funding for multi-year grants should complete all applicable columns. Please read all

instructions before completing form. 

SECTION B - BUDGET SUMMARY

NON-FEDERAL FUNDS

Project Year 1 Project Year 2 Project Year 3 Project Year 4 Project Year 5

 Budget Categories (a) (b) (c) (d) (e)

Total

(f)

1. Personnel

2. Fringe Benefits 

3. Travel

4. Equipment

5. Supplies

6. Contractual

7. Construction

8. Other

9. Total Direct Costs 

(lines 1-8)

10. Indirect Costs 

11. Training Stipends

12. Total Costs

 (lines 9-11)

SECTION C - OTHER BUDGET INFORMATION (see instructions)

 ED FORM NO. 524
19

Public reporting burden for this collection of information is estimated to vary from 13 to 22 hours per response, with an

average of 17.5 hours, including the time for reviewing instructions, searching existing data sources, gathering and

maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding

this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden,

to the U.S. Department of Education, Information Management and Compliance Division, Washington, D.C. 20202-

4651; and the Office of Management and Budget, Paperwork Reduction Project 1875-0102, Washington, D.C. 20503.

INSTRUCTIONS FOR ED FORM NO. 524

General Instructions Lines 1-11, column (f): Show the multi-year total for

This form is used to apply to individual U.S. provided for only one year, leave this column blank.

Department of Education discretionary grant programs. 

Unless directed otherwise, provide the same budget Line 12, columns (a)-(e): Show the total matching or

information for each year of the multi-year funding other contribution for each project year.

request. Pay attention to applicable program specific

instructions, if attached. Line 12, column (f): Show the total amount to be

Section A - Budget Summary non-Federal contributions are provided for only one

U.S. Department of Education Funds year, leave this space blank.

All applicants must complete Section A and provide a Section C - Other Budget Information

breakdown by the applicable budget categories shown Pay attention to applicable program specific

in lines 1-11. instructions, if attached.

Lines 1-11, columns (a)-(e): For each project year for 1. Provide an itemized budget breakdown, by

which funding is requested, show the total amount project year, for each budget category listed in

requested for each applicable budget category. Sections A and B.

Lines 1-11, column (f): Show the multi-year total for 2. If applicable to this program, enter the type of

each budget category. If funding is requested for only indirect rate (provisional, predetermined, final or

one project year, leave this column blank. fixed) that will be in effect during the funding

Line 12, columns (a)-(e): Show the total budget of the base to which the rate is applied, and the

request for each project year for which funding is total indirect expense.

requested.

Line 12, column (f): Show the total amount requested base on which fringe benefits are calculated.

for all project years. If funding is requested for only

one year, leave this space blank. 4. Provide other explanations or comments you

Section B - Budget Summary

Non-Federal Funds

If you are required to provide or volunteer to provide

matching funds or other non-Federal resources to the

project, these should be shown for each applicable

budget category on lines 1-11 of Section B.

Lines 1-11, columns (a)-(e): For each project year for

which matching funds or other contributions are

provided, show the total contribution for each

applicable budget category.

each budget category. If non-Federal contributions are

contributed for all years of the multi-year project. If

period. In addition, enter the estimated amount

3. If applicable to this program, provide the rate and

deem necessary.
20

 OMB Approval No. 0348-0040

ASSURANCES- NON-CONSTRUCTION PROGRAMS

Note: Certain of these assurances may not be applicable to your project or program. If you have questions, please contact the awarding

agency. Further, certain Federal awarding agencies may require applicants to certify to additional assurances. If such is the case,

you will be notified.

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

1. Has the legal authority to apply for Federal assistance, as amended, relating to confidentiality of alcohol and

and the institutional, managerial and financial drug abuse patient records; (h) Title VIII of the Civil

capability (including funds sufficient to pay the non- Rights Act of 1968 (42 U.S.C. § 3601 et seq.), as

Federal share of project costs) to ensure proper amended, relating to non-discrimination in the sale,

planning, management, and completion of the project rental or financing of housing; (i) any other

described in this application. nondiscrimination provisions in the specific statute(s)

2. Will give the awarding agency, the Comptroller being made; and (j) the requirements of any other

General of the United States, and if appropriate, the nondiscrimination statute(s) which may apply to the

State, through any authorized representative, access application.

to and the right to examine all records, books, papers,

or documents related to the award; and will establish 7. Will comply, or has already complied, with the

a proper accounting system in accordance with requirements of Titles II and III of the uniform

generally accepted accounting standards or agency Relocation Assistance and Real Property Acquisition

directives. Policies Act of 1970 (P.L. 91-646) which provide for

3. Will establish safeguards to prohibit employees from whose property is acquired as a result of Federal or

using their positions for a purpose that constitutes or federally assisted programs. These requirements apply

presents the appearance of personal or organizational to all interests in real property acquired for project

conflict of interest, or personal gain. purposes regardless of Federal participation in

4. Will initiate and complete the work within the

applicable time frame after receipt of approval of the 8. Will comply with the provisions of the Hatch Act (5

awarding agency. U.S.C. §§1501-1508 and 7324-7328) which limit the

5. Will comply with the Intergovernmental Personnel Act employment activities are funded in whole or in part

of 1970 (42 U.S.C. §§4728-4763) relating to with Federal funds.

prescribed standards for merit systems for programs

funded under one of the nineteen statutes or 9. Will comply, as applicable, with the provisions of the

regulations specified in Appendix A of OPM's Davis-Bacon Act (40 U.S.C. §§276a to 276a-7), the

Standards for a Merit System of Personnel Copeland Act (40 U.S.C. §276c and 18 U.S.C. §§874)

Administration (5 C.F.R. 900, Subpart F). and the Contract Work Hours and Safety Standards

6. Will comply with all Federal statutes relating to for federally assisted construction subagreements.

nondiscrimination. These include but are not limited

to: (a) Title VI of the Civil Rights Act of 1964 (P.L. 88- 10. Will comply, if applicable, with flood insurance

352) which prohibits discrimination on the basis of purchase requirements of Section 102(a) of the Flood

race, color or national origin; (b) Title IX of the Disaster Protection Act of 1973 (P.L. 93-234) which

Education Amendments of 1972, as amended (20 requires recipients in a special flood hazard area to

U.S.C. §§1681-1683, and 1685-1686), which prohibits participate in the program and to purchase flood

discrimination on the basis of sex; (c) Section 504 of insurance if the total cost of insurable construction

the Rehabilitation Act of 1973, as amended (29 U.S.C. and acquisition is $10,000 or more.

§794), which prohibits discrimination on the basis of

handicaps; (d) the Age Discrimination Act of 1975, as

amended (42 U.S.C. §§ 6101-6107), which prohibits

discrimination on the basis of age; (e) the Drug Abuse

Office and Treatment Act of 1972 (P.L. 92-255), as

amended, relating to nondiscrimination on the basis of

drug abuse; (f) the Comprehensive Alcohol Abuse and

Alcoholism Prevention, Treatment and Rehabilitation

Act of 1970 (P.L. 91-616), as amended, relating to

nondiscrimination on the basis of alcohol abuse or

alcoholism; (g) §§ 523 and 527 of the Public Health

Service Act of 1912 (42 U.S.C. 290 dd-3 and 290 ee-3),

under which application for Federal assistance is

fair and equitable treatment of persons displaced or

purchases.

political activities of employees whose principal

Act (40 U.S.C. §§ 327-333), regarding labor standards

 

11. Will comply with environmental standards which

may be prescribed pursuant to the following: (a)

institution of environmental quality control

measures under the National Environmental Policy

Act of 1969 (P.L. 91-190) and Executive Order 

(EO) 11514; (b) notification of violating facilities

pursuant to EO 
21

11738; (c) protection of wetlands pursuant to EO 15. Will comply with the Laboratory Animal

11990; (d) evaluation of flood hazards in Welfare Act of 1966 (P.L. 89-544, as amended, 7

floodplains in accordance with EO 11988; (e) U.S.C. 2131 et seq.) pertaining to the care,

assurance of project consistency with the handling, and treatment of warm blooded

approved State management program developed animals held for research, teaching, or other

under the Coastal Zone Management Act of activities supported by this award of assistance.

1972 (16 U.S.C. §§ 1451 et seq); (f) conformity of

Federal actions to State (Clear Air) 16. Will comply with the Lead-Based Paint

Implementation Plans under Section 176(c) of Poisoning Prevention Act (42 U.S.C. §§ 4801 et

the Clear Air Act of 1955, as amended (42 U.S.C. seq.) which prohibits the use of lead based paint

7401 et seq.); (g) protection of underground in construction or rehabilitation of residence

sources of drinking water under the Safe structures.

Drinking Water Act of 1974, as amended, (P.L.

93-523); and (h) protection of endangered 17. Will cause to be performed the required

species under the Endangered Species Act of financial and compliance audits in accordance

1973, as amended, (P.L. 93-205). with the Single Audit Act of 1984.

12. Will comply with the Wild and Scenic Rivers Act 18. Will comply with all applicable requirements of

of 1968 (16 U.S.C. §§1721 et seq) related to all other Federal laws, executive orders,

protecting components or potential components regulations and policies governing this program.

of the national wild and scenic rivers system.

13. Will assist the awarding agency in assuring

compliance with Section 106 of the National

Historic Preservation Act of 1966, as amended

(16 U.S.C. 470), EO 11593 (identification and

protection of historic properties), and the

Archaeological and Historic Preservation Act of

1974 (16 U.S.C. 469a-1 et seq.).

14. Will comply with P.L. 93-348 regarding the

protection of human subjects involved in

research, development, and related activities

supported by this award of assistance.

Signature of Authorized Certifying Official Title

Applicant Organization Date Submitted

SF 424 (4-88) Back
22

CERTIFICATIONS REGARDING LOBBYING; DEBARMENT, SUSPENSION AND OTHER 

RESPONSIBILITY MATTERS; AND DRUG-FREE WORKPLACE REQUIREMENTS

Applicants should refer to the regulations cited below to determine the certification to which they are required to attest. Applicants should

also review the instructions for certification included in the regulations before completing this form. Signature of this form provides for

compliance with certification requirements under 34 CFR Part 82, “New Restrictions on Lobbying,” and 34 CFR Part 85, “Governmentwide Debarment and Suspension (Nonprocurement) and Government-wide Requirements for Drug-Free Workplace (Grants).” The

certifications shall be treated as a material representation of fact upon which reliance will be placed when the Department of Education

determines to award the covered transaction, grant, or cooperative agreement.

1. LOBBYING

As required by Section 1352, Title 31 of the U.S. Code, and

implemented at 34 CFR Part 82, for persons entering into a

grant or cooperative agreement over $100,000, as defined at 34

CFR Part 82, Sections 82.105 and 82.110, the applicant certifies

that:

(a) No Federal appropriated funds have been paid or will be

paid, by or on behalf of the undersigned, to any person for

influencing or attempting to influence an officer or employee of

any agency, a Member of Congress, an officer or employee of

Congress, or an employee of a Member of Congress in

connection with the making of any Federal grant, the entering

into of any cooperative agreement, and the extension,

continuation, renewal, amendment, or modification of any

Federal grant or cooperative agreement;

(b) If any funds other than Federal appropriated funds have

been paid or will be paid to any person for influencing or

attempting to influence an officer or employee of any agency, a

Member of Congress, an officer or employee of Congress, or an

employee of a Member of Congress in connection with this

Federal grant or cooperative agreement, the undersigned shall

complete and submit Standard Form - LLL, “Disclosure Form to

Report Lobbying,” in accordance with its instructions;

(c) The undersigned shall require that the language of this

certification be included in the award documents for all

subawards at all tiers (including subgrants, contracts under

grants and cooperative agreements, and subcontracts) and that

all subrecipients shall certify and disclose accordingly.

2. DEBARMENT, SUSPENSION, AND OTHER

RESPONSIBILITY MATTERS

As required by Executive Order 12549, Debarment and

Suspension, and implemented at 34 CFR Part 85, for

prospective participants in primary covered transactions, as 

defined at 34 CFR Part 85, Sections 85.105 and 85.110--

A. The applicant certifies that it and its principals:

(a) Are not presently debarred, suspended, proposed for

debarment, declared ineligible, or voluntarily excluded from

covered transactions by any Federal department or agency; 

(b) Have not within a three-year period preceding this application

been convicted of or had a civil judgement rendered against

them for commission of fraud or a criminal offense in connection

with obtaining, attempting to obtain, or performing a public

(Federal, State, or local) transaction or contract under a public

transaction; violation of Federal or State antitrust statutes or

commission of embezzlement, theft, forgery, bribery, falsification

or destruction of records, making false statements, or receiving

stolen property;

(c )Are not presently indicted for or otherwise criminally or civilly

charged by a governmental entity (Federal, State, or local) with

commission of any of the offenses enumerated in paragraph

(1)(b) of this certification; and 

(d) Have not within a three-year period preceding this application

had one or more public transaction (Federal, State, or local)

terminated for cause or default; and 

B. Where the applicant is unable to certify to any of the

statements in this certification, he or she shall attach an

explanation to this application.

3. DRUG-FREE WORKPLACE

 (GRANTEES OTHER THAN INDIVIDUALS)

As required by the Drug-Free Workplace Act of 1988, and

implemented at 34 CFR Part 85, Subpart F, for grantees, as

defined at 34 CFR Part 85, Sections 85.605 and 85.610 - 

A. The applicant certifies that it will or will continue to provide a

drug-free workplace by:

(a) Publishing a statement notifying employees that the unlawful

manufacture, distribution, dispensing, possession, or use of a

controlled substance is prohibited in the grantee’s workplace and

specifying the actions that will be taken against employees for

violation of such prohibition; 

(b) Establishing an on-going drug-free awareness program to 

inform employees about-

(1) The dangers of drug abuse in the workplace;

(2) The grantee’s policy of maintaining a drug-free workplace;

(3) Any available drug counseling, rehabilitation, and employee

assistance programs; and

(4) The penalties that may be imposed upon employees for drug

abuse violations occurring in the workplace;

(c) Making it a requirement that each employee to be engaged in

the performance of the grant be given a copy of the statement

required by paragraph (a);

(d) Notifying the employee in the statement required by

paragraph (a) that, as a condition of employment under the

grant, the employee will- 

(1) Abide by the terms of the statement; and 
23

(2) Notify the employer in writing of his or her conviction for a

violation of a criminal drug statute occurring in the workplace no

later than five calendar days after such conviction;

(e) Notifying the agency, in writing, within 10 calendar days after

receiving notice under subparagraph (d)(2) from an employee or

otherwise receiving actual notice of such conviction. Employers

of convicted employees must provide notice, including position

title, to: Director, Grants Policy and Oversight Staff, U.S.

Department of Education, 600 Independence Avenue, S.W.

(Room 3652, GSA Regional Office Building No. 3), Washington,

DC 20202-4248. Notice shall include the identification

number(s) of each affected grant;

(f) Taking one of the following actions, within 30 calendar days of

receiving notice under subparagraph (d)(2), with respect to any

employee who is so convicted-

(1) Taking appropriate personnel action against such an

employee, up to and including termination, consistent with the

requirements of the Rehabilitation Act of 1973, as amended; or

(2) Requiring such employee to participate satisfactorily in a 

drug abuse assistance or rehabilitation program approved for 

such purposes by a Federal, State, or local health, law

enforcement, or other appropriate agency;

(g) Making a good faith effort to continue to maintain a 

drug-free workplace through implementation of paragraphs

 (a), (b), (c), (d), (e), and (f).

B. The grantee may insert in the space provided below the

site(s) for the performance of work done in connection with the

specific grant:

Place of Performance (Street address. city, county, state, zip

code)

Check [ ] if there are workplaces on file that are not identified 

here.

DRUG-FREE WORKPLACE 

(GRANTEES WHO ARE INDIVIDUALS)

As required by the Drug-Free Workplace Act of 1988, and

implemented at 34 CFR Part 85, Subpart F, for grantees, as 

defined at 34 CFR Part 85, Sections 85.605 and 85.610-

A. As a condition of the grant, I certify that I will not engage in

the unlawful manufacture, distribution, dispensing, possession,

or use of a controlled substance in conducting any activity with

the grant; and 

B. If convicted of a criminal drug offense resulting from a

violation occurring during the conduct of any grant activity, I will

report the conviction, in writing, within 10 calendar days of the

conviction, to: Director, Grants Policy and Oversight Staff,

Department of Education, 600 Independence Avenue, S.W.

(Room 3652, GSA Regional Office Building No. 3), Washington,

DC 20202-4248. Notice shall include the identification

number(s) of each affected grant. 

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

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

PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE

SIGNATURE DATE
24

Approved by OMB

0348-0046

ED 80-0013

DISCLOSURE OF LOBBYING ACTIVITIES

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

(See reverse for public burden disclosure.)

1. Type of Federal Action: 2. Status of Federal Action: 3. Report Type:

 a. contract a. bid/offer/application a. initial filing

b. grant b. initial award b. material change

c. cooperative agreement c. post-award

d. loan For Material Change Only:

e. loan guarantee year ______ quarter ____

f. loan insurance date of last report _____

4. Name and Address of Reporting Entity: 5. If Reporting Entity in No.4 is Subawardee, Enter

G Prime G Subawardee

Tier _____, if known:

Congressional District, if known:

Name and Address of Prime:

Congressional District, if known:

6. Federal Department/Agency: 7. Federal Program Name/Description:

CFDA Number, if applicable: __________________

8. Federal Action Number, if known: 9. Award Amount, if known:

$

10. a. Name and Address of Lobbying Entity Registrant b. Individuals Performing Services (including address if

 (if individual, last name, first name, MI): different from No. 10a)

 (last name, first name, MI):

11. Amount of Payment (check all that apply): 13. Type of Payment (Check all that apply):

 $ _________________ G actual G planned G a. retainer

 G b. one-time fee

 G c. commission

 G d. contingent fee

 F e. deferred

 G f. other; specify: _________________________

12. Form of Payment (check all that apply):

 G a. cash

 G b. in-kind; specify: nature _______________

value _______________

14. Brief Description of Services Performed or to be Performed and Date(s) of Service, including officer(s), employee(s),

 or Member(s) contacted, for Payment Indicated in Item 11:

(attach Continuation Sheet(s) SF-LLL-A, if necessary)

15. Continuation Sheet(s) SF-LLL attached: G Yes G No

16. Information requested through this form is authorized by title 31 U.S.C. Signature: ___________________________________________

section 1352. This disclosure of lobbying activities is a material

representation of fact upon which reliance was placed by the tier above

when this transaction was made or entered into. This disclosure is

required pursuant to 31 U.S.C. 1352. This information will be reported to

the Congress semi-annually and will be available for public inspection.

Any person who fails to file the required disclosure shall be subject to

a civil penalty of not less than $10,000 and not more than $100,000 for

each such failure.

Print Name: _________________________________________

Title: _______________________________________________

Telephone No.: _________________ Date:

________________

 Federal Use Only Authorized for Local Reproduction

 Standard Form - LLL

 
25

Intergovernmental Review of Federal Programs – Executive Order 12372

This program is subject to the requirements of Executive Order 12372 (Intergovernmental

Review of Federal Programs) and the regulations in 34 CFR part 79. The objective of the

Executive Order is to foster an intergovernmental partnership and to strengthen federalism by

relying on State and local processes for State and local government coordination and review of

proposed Federal financial assistance.

Applicants must contact the appropriate State Single Point of Contact to find out about, and to

comply with, the State's process under Executive Order 12372. Applicants proposing to perform

activities in more than one State should immediately contact the Single Point of Contact for each

of those States and follow the procedure established in each of those States under the Executive

order. A listing containing the Single Point of Contact for each State follows. In States that have

not established a process or chosen a program for review, State, areawide, regional, and local

entities may submit comments directly to the Department.

Any State Process Recommendation and other comments submitted by a State Single Point of

Contact and any comments from State, areawide, regional, and local entities must be mailed or

hand-delivered by the date indicated in the actual application notice to the following address: The

Secretary, EO 12372--CFDA# [commenter must insert number--including suffix letter, if any],

U.S. Department of Education, room 6213, 600 Independence Avenue, SW., Washington, DC

20202-0124.

Proof of mailing will be determined on the same basis as applications (see 34 CFR 75.102). 

Recommendations or comments may be hand-delivered until 4:30 p.m. (Washington, DC time) on

the date indicated in the actual application notice.

PLEASE NOTE THAT THE ABOVE ADDRESS IS NOT THE SAME ADDRESS AS

THE ONE TO WHICH THE APPLICANT SUBMITS ITS COMPLETED

APPLICATION. DO NOT SEND APPLICATIONS TO THE ABOVE ADDRESS.
26

STATE SINGLE POINTS OF CONTACT

Note: In accordance with Executive Order #12372, this listing represents the designated State Single

Points of Contact. Because participation is voluntary, some States and Territories no longer participate in

the process. These include: Alabama, Alaska, American Samoa, Colorado, Connecticut, Hawaii, Idaho,

Kansas, Louisiana, Massachusetts, Minnesota, Montana, Nebraska, New Jersey, Ohio, Oklahoma, Oregon,

Pennsylvania, South Dakota, Tennessee, Vermont, Virginia, and Washington.

The jurisdictions not listed no longer participate in the process. However, an applicant is still eligible to

apply for a grant or grants even if its respective State, Territory, Commonwealth, etc. does not have a

State Single Point of Contact.

ARIZONA DISTRICT OF COLUMBIA

Joni Saad Charles Nichols

Arizona State Clearinghouse State Single Point of Contact

3800 N. Central Avenue Office of Grants Mgmt. & Development.

Fourteenth Floor 717 14th Street, N.W. - Suite 400

Phoenix, Arizona 85012 Washington, D.C. 20005

Telephone: (602) 280-1315 Telephone: (202) 727-6554

FAX: (602) 280-8144 FAX: (202) 727-1617

ARKANSAS FLORIDA 

Mr. Tracy L. Copeland Florida State Clearinghouse

Manager, State Clearinghouse Department of Community Affairs

Office of Intergovernmental Services 2740 Centerview Drive

Department of Finance and Administration Tallahassee, Florida 32399-2100

1515 W. 7th Street, Room 412 Telephone: (904) 922-5438

Little Rock, Arkansas 72203 FAX: (904) 487-2899

Telephone: (501) 682-1074

FAX: (501) 682-5206

CALIFORNIA

Grants Coordinator Georgia State Clearinghouse

Office of Planning & Research 270 Washington Street, S.W. - 8th Floor 

1600 Ninth Street, Room 250 Atlanta, GA 30334

Sacramento, California 95814 Telephone: (404) 656-3855

Telephone: (916) 327-9281 FAX: (404) 656-3828

FAX: (916) 322-1025

DELAWARE

Francine Booth Illinois Department of Commerce and Community

State Single Point of Contact Affairs

Executive Department James R. Thompson Center

Office of the Budget 100 West Randolph, Suite 3-400

Thomas Collins Building Chicago, IL 60601

P.O. Box 1401 Telephone: (312) 814-6028

Dover, Delaware 19903 FAX: (312) 814-1800

Telephone: (302) 739-3326

FAX: (302) 739-5661

GEORGIA

Tom L. Reid, III

Coordinator

ILLINOIS

Ms. Virginia Bova, Single Point of Contact

INDIANA Frances Williams
27

State Budget Agency Cathy Mallette

212 State House Clearinghouse Officer

Indianapolis, Indiana 46204-2796 Department of Finance and Administration

Telephone: (317) 232-5619 550 High Street

FAX: (317) 233-3323 Jackson, Mississippi 39302-3087

IOWA

Steven R. McCann

Division for Community Assistance

IA Department of Economic Developmt.. Lois Pohl

200 East Grand Avenue Federal Assistance Clearinghouse

Des Moines, Iowa 50309 Office of Administration

Telephone: (515) 242-4719 P.O. Box 809

FAX: (515) 242-4809 Room 760, Truman Building

KENTUCKY

Ronald W. Cook FAX: (314) 751-7819

Office of the Governor

Department of Local Government

1024 Capitol Center Drive - Suite 340 Department of Administration

Frankfort, Kentucky 40601-8204 State Clearinghouse

Telephone: (502) 573-2382 Capitol Complex

FAX: (502) 573-2512 Carson City, Nevada 89710

MAINE

Joyce Benson

State Planning Office, 184 State Street

38 State House Station Jeffrey H. Taylor

Augusta, Maine 04333 Director, New Hampshire Office of State Planning

Telephone: (207) 287-3261 Attn: Intergovernmental Review Process

FAX: (207) 287-6489 Mike Blake

MARYLAND

William G. Carroll Telephone: (603) 271-2155

Manager, Plan & Project Review FAX: (603) 271-1728

Maryland Office of Planning

301 W. Preston Street - Room 1104

Baltimore, Maryland 21201-2365 Robert Peters

Telephone: (410) 767-4490 State Budget Division

FAX: (410) 767-4480 Room 190 Bataan Memorial Building

MICHIGAN

Richard Pfaff

Southeast Michigan Council of Govts.

660 Plaza Drive - Suite 1900 New York State Clearinghouse

Detroit, Michigan 48226 Division of the Budget, State Capitol

Telephone: (313) 961-4266 Albany, New York 12224

FAX: (313) 961-4869 Telephone: (518) 474-1605

MISSISSIPPI

Telephone: (601) 359-6762

FAX: (601) 359-6764

MISSOURI

Jefferson City, Missouri 65102

Telephone: (314) 751-4834

NEVADA

Telephone: (702) 687-4065

FAX: (702) 687-3983

NEW HAMPSHIRE

2 1⁄2 Beacon Street

Concord, New Hampshire 03301

NEW MEXICO

Santa Fe, New Mexico 87503

Telephone: (505) 827-3640

NEW YORK

FAX: (518) 486-5617
28

NORTH CAROLINA TEXAS

Chrys Baggett, Director Tom Adams

N.C. State Clearinghouse Governors Office

Office of the Secretary of Admin. Director, Intergovernmental Coordination

116 West Jones Street - Suite 5106 P.O. Box 12428

Raleigh, North Carolina 27603-8003 Austin, Texas 78711

Telephone: (919) 733-7232 Telephone: (512) 463-1771

FAX: (919) 733-9571 FAX: (512) 463-1880

NORTH DAKOTA UTAH

North Dakota Single Point of Contact Carolyn Wright

Office of Intergovernmental Assistance Utah State Clearinghouse

600 East Boulevard Avenue Office of Planning and Budget

Bismarck, North Dakota 58505-0170 Room 116, State Capitol

Telephone: (701) 224-2094 Salt Lake City, Utah 84114

FAX: (701) 224-2308 Telephone: (801) 538-1535

FAX: (801) 538-1547

RHODE ISLAND

Kevin Nelson

Review Coordinator Fred Cutlip, Director

Department of Administration Community Development Division

Division of Planning W. Virginia Development Office

One Capitol Hill, 4th Floor Building #6, Room 553

Providence, Rhode Island 02908-5870 Charleston, West Virginia 25305

Telephone: (401) 277-2656 Telephone: (304) 558-4010

FAX: (401) 277-2083 FAX: (304) 558-3248

SOUTH CAROLINA WISCONSIN

Rodney Grizzle Jeff Smith

State Single Point of Contact Section Chief, State/Federal Relations

Grant Services, Office of the Governor Wisconsin Department of Administration

1205 Pendleton Street - Room 331 101 East Wilson Street - 6th Floor , P.O. Box 7868

Columbia, South Carolina 29201 Madison, Wisconsin 53707

Telephone: (803) 734-0494 Telephone: (608) 266-0267

FAX: (803) 734-0356 FAX: (608) 267-6931

WEST VIRGINIA

WYOMING

Matthew Jones

State Single Point of Contact

Office of the Governor

200 West 24th Street

State Capitol, Room 124

Cheyenne, WY 82002

Telephone: (307) 777-7446

FAX: (307) 632-3909
29

TERRITORIES NORTHERN MARIANA ISLANDS

GUAM

Mr. Giovanni T. Sgambelluri Office of Management and Budget

Director, Bureau of Budget and Management Office of the Governor

Research Saipan, MP 96950

Office of the Governor Telephone: (670) 664-2256

P.O. Box 2950 FAX: (670) 664-2272

Agana, Guam 96910 Contact person: Ms. Jacoba T. Seman

Telephone: 011-671-472-2285 Federal Programs Coordinator

FAX: 011-671-472-2825 Telephone: (670) 664-2289

PUERTO RICO

Norma Burgos/Jose E. Caro

Chairwoman/Director

Puerto Rico Planning Board

Federal Proposals Review Office

Minillas Government Center

P.O. Box 4119

San Juan, Puerto Rico 00940-1119

Telephone: (809) 727-4444

(809) 723-6190

FAX: (809) 724-3270

(809) 724-3103

Mr. Alvaro A. Santos, Executive Officer

FAX: (670) 664-2272

Note: This list is based on the most current information provided by the States. Information on any

changes or apparent errors should be provided to Donna Rivelli (Telephone (202) 395-5858) at the Office

of Management and Budget and to the State in question. Changes to the list will only be made upon

formal notification by the State. The list is also published biannually in the Catalog of Federal Domestic

Assistance.
30

APPLICATION CHECKLIST

One original and four copies of the application are due by March 1, 1999! 

A complete application must include:

ë The Application for Federal Assistance (ED Form 424), completed according to

the instructions and signed by an authorized official (page 1)

ë The Program Summary and Abstract (page 2 - one page maximum)

ë The Table of Contents (page 3)

ë The Program Narrative (no more than 20 pages double-spaced)

ë The Budget (ED Form 524) and brief Budget Narrative

ë The required assurances, certifications and disclosure forms, including:

C Assurances - Non-Construction Programs (Form OMB 424B)

C The certification regarding lobbying; debarment, suspension and other

responsibility matters; and drug-free workplace requirements (Form

ED-80-0013)

C The certification regarding debarment, suspension, ineligibility and voluntary

exclusion-lower tier covered transactions (Form ED-80-0014)

C Disclosure of lobbying activities (Form LLL)

C If you are in a state that complies with Executive Order 12372, you must

submit your application to the State Single Point of Contact and obtain

clearance by May 1, 1999.

ë The Appendix, providing only a list of consortium members or partners and letters

of support or commitment; evidence of previous success (if applicable); and

proposed steps to ensure equitable access and participation.

This form is for your own use and should not be submitted with your application!
31

Appendix

I. The Statute

II. Requirements of GEPA 427

III. List of Empowerment Zones and Enterprise Communities

IV. Performance Indicators

V. Safe and Smart: Making the After-school Hours Work for Kids
32

UNITED STATES CODE ANNOTATED

TITLE 20. EDUCATION

CHAPTER 70--STRENGTHENING AND IMPROVEMENT OF ELEMENTARY AND

SECONDARY SCHOOLS

SUBCHAPTER X--PROGRAMS OF NATIONAL SIGNIFICANCE

PART I--21st CENTURY COMMUNITY LEARNING CENTERS

§ 8241. Short title

This part may be cited as the "21st Century Community Learning Centers Act."

§ 8242. Findings

The Congress finds that--

(1) a local public school often serves as a center for the delivery of education and human resources

for all members of a community;

(2) public schools, primarily in rural and inner city communities, should collaborate with other

public and nonprofit agencies and organizations, local businesses, educational entities (such as

vocational and adult education programs, school-to-work programs, community colleges, and

universities), recreational, cultural, and other community and human service entities, for the purpose of

meeting the needs of, and expanding the opportunities available to, the residents of the communities

served by such schools;

(3) by using school facilities, equipment, and resources, communities can promote a more efficient

use of public education facilities, especially in rural and inner city areas where limited financial resources

have enhanced the necessity for local public schools to become social service centers;

(4) the high technology, global economy of the 21st century will require lifelong learning to keep

America's workforce competitive and successful, and local public schools should provide centers for

lifelong learning and educational opportunities for individuals of all ages; and

(5) 21st Century Community Learning Centers enable the entire community to develop an education

strategy that addresses the educational needs of all members of local communities.

§ 8243. Program authorization

(a) Grants by Secretary

The Secretary is authorized, in accordance with the provisions of this part, to award grants to rural

and inner-city public elementary or secondary schools, or consortia of such schools, to enable such

schools or consortia to plan, implement, or to expand projects that benefit the educational, health, social

service, cultural, and recreational needs of a rural or inner-city community.

(b) Equitable distribution

In awarding grants under this part, the Secretary shall assure an equitable distribution of assistance

among the States, among urban and rural areas of the United States, and among urban and rural areas of

a State.

(c) Grant period

The Secretary shall award grants under this part for a period not to exceed 3 years.

(d) Amount

The Secretary shall not award a grant under this part in any fiscal year in an amount less than

$35,000.
33

§ 8244. Application required

(a) Application

To be eligible to receive a grant under this part, an elementary or secondary school or consortium

shall submit an application to the Secretary at such time, in such manner, and accompanied by such

information as the Secretary may reasonably prescribe. Each such application shall include-

(1) a comprehensive local plan that enables the school or consortium to serve as a center for the

delivery of education and human resources for members of a community;

(2) an evaluation of the needs, available resources, and goals and objectives for the proposed

project in order to determine which activities will be undertaken to address such needs; and

(3) a description of the proposed project, including--

(A) a description of the mechanism that will be used to disseminate information in a manner that is

understandable and accessible to the community;

(B) identification of Federal, State, and local programs to be merged or coordinated so that public

resources may be maximized;

(C) description of the collaborative efforts to be undertaken by community-based organizations,

related public agencies, businesses, or other appropriate organizations;

(D) a description of how the school or consortium will serve as a delivery center for existing and

new services, especially for interactive telecommunication used for education and professional training; 

and

(E) an assurance that the school or consortium will establish a facility utilization policy that

specifically states-

(i) the rules and regulations applicable to building and equipment use; and

(ii) supervision guidelines.

(b) Priority

The Secretary shall give priority to applications describing projects that offer a broad selection of

services which address the needs of the community.

§ 8245. Uses of funds

Grants awarded under this part may be used to plan, implement, or expand community learning

centers which include not less than four of the following activities:

(1) Literacy education programs.

(2) Senior citizen programs.

(3) Children's day care services.

(4) Integrated education, health, social service, recreational, or cultural programs.

(5) Summer and weekend school programs in conjunction with recreation programs.

(6) Nutrition and health programs.

(7) Expanded library service hours to serve community needs.

(8) Telecommunications and technology education programs for individuals of all ages.

(9) Parenting skills education programs.

(10) Support and training for child day care providers.

(11) Employment counseling, training, and placement.

(12) Services for individuals who leave school before graduating from secondary school, regardless

of the age of such individual.

(13) Services for individuals with disabilities.
34

§ 8246. "Community learning center" defined

For the purpose of this part, the term "community learning center" means an entity within a public

elementary or secondary school building that--

(1) provides educational, recreational, health, and social service programs for residents of all ages

within a local community; and

(2) is operated by a local educational agency in conjunction with local governmental agencies,

businesses, vocational education programs, institutions of higher education, community colleges, and

cultural, recreational, and other community and human service entities.

§ 8247. Authorization of appropriations

There are authorized to be appropriated $20,000,000 for fiscal year 1995, and such sums as may be

necessary for each of the four succeeding fiscal years, to carry out this part.
35

Requirements of GEPA 427

OMB Control No. 1801-0004 (Exp. 8/31/2001)

NOTICE TO ALL APPLICANTS

The purpose of this enclosure is to inform you about a new provision in the Department of

Education's General Education Provisions Act (GEPA) that applies to applicants for new grant awards

under Department programs. This provision is Section 427 of GEPA, enacted as part of the Improving

America's Schools Act of 1994 (Pub. L. 103-382).

To Whom Does This Provision Apply? 

Section 427 of GEPA affects applicants for new grant awards under this program. ALL

APPLICANTS FOR NEW AWARDS MUST INCLUDE INFORMATION IN THEIR

APPLICATIONS TO ADDRESS THIS NEW PROVISION IN ORDER TO RECEIVE

FUNDING UNDER THIS PROGRAM.

What Does This Provision Require? 

Section 427 requires each applicant for funds (other than an individual person) to include in its

application a description of the steps the applicant proposes to take to ensure equitable access to, and

participation in, its Federally-assisted program for students, teachers, and other program beneficiaries

with special needs. 

This provision allows applicants discretion in developing the required description. The statute

highlights six types of barriers that can impede equitable access or participation: gender, race, national

origin, color, disability, or age. Based on local circumstances, you should determine whether these or

other barriers may prevent your students, teachers, etc. from such access or participation in, the

Federally-funded project or activity. The description in your application of steps to be taken to

overcome these barriers need not be lengthy; you may provide a clear and succinct description of how

you plan to address those barriers that are applicable to your circumstances. In addition, the information

may be provided in a single narrative, or, if appropriate, may be discussed in connection with related

topics in the application.

Section 427 is not intended to duplicate the requirements of civil rights statutes, but rather to

ensure that, in designing their projects, applicants for Federal funds address equity concerns that may

affect the ability of certain potential beneficiaries to fully participate in the project and to achieve to high

standards. Consistent with program requirements and its approved application, an applicant may use the

Federal funds awarded to it to eliminate barriers it identifies.

What are Examples of How an Applicant Might Satisfy the Requirement of This Provision? 

The following examples may help illustrate how an applicant may comply with Section 427.

(1) An applicant that proposes to carry out an adult literacy project serving, among others, adults

with limited English proficiency, might describe in its application how it intends to distribute a

brochure about the proposed project to such potential participants in their native language.
36

(2) An applicant that proposes to develop instructional materials for classroom use might

describe how it will make the materials available on audio tape or in braille for students who are

blind.

(3) An applicant that proposes to carry out a model science program for secondary students and

is concerned that girls may be less likely than boys to enroll in the course, might indicate how it

intends to conduct "outreach" efforts to girls, to encourage their enrollment.

We recognize that many applicants may already be implementing effective steps to ensure equity

of access and participation in their grant programs, and we appreciate your cooperation in responding to

the requirements of this provision.

Estimated Burden Statement for GEPA Requirements

The time required to complete this information collection is estimated to vary from 1 to 3 hours

per response, with an average of 1.5 hours, including the time to review instructions, search existing

data resources, gather and maintain the data needed, and complete and review the information

collection. If you have any comments concerning the accuracy of the time estimate(s) or

suggestions for improving this form, please write to: U.S. Department of Education, Washington,

DC 20202-4651.
37

EMPOWERMENT ZONES AND ENTERPRISE COMMUNITIES

Empowerment Zones (EZ) (* Denotes rural designée)

California: Los Angeles, Oakland

Georgia: Atlanta

Illinois: Chicago

Kentucky: Kentucky Highlands* 

Maryland: Baltimore

Massachusetts: Boston

Michigan: Detroit

Mississippi: Mid-Delta*

Missouri/Kansas: Kansas City, Kansas City

New York: Harlem, Bronx

Ohio: Cleveland

Pennsylvania/New Jersey: Philadelphia, Camden

Texas: Houston, Rio Grande Valley*

Enterprise Communities (EC) (* Denotes rural designée)

Alabama: Birmingham, Chambers County*, Greene, Sumter Counties*

Arizona: Arizona Border*, Phoenix

Arkansas: East Central*, Mississippi County*, Pulaski County

California: Imperial County*, Los Angeles, Huntington Park, San Diego, San
38

Francisco, Bayview, Hunter’s Point, Watsonville*

Colorado: Denver

Connecticut: Bridgeport, New Haven

Delaware: Wilmington

District of Columbia: Washington

Florida: Jackson County*, Tampa, Miami, Dade County

Georgia: Albany, Central Savannah*, Crisp, Dooley Counties* 

Illinois: East St. Louis, Springfield

Indiana: Indianapolis

Iowa: Des Moines

Kentucky: Louisville 

Louisiana: Northeast Delta*, Macon Ridge*, New Orleans, Ouachita Parish

Massachusetts: Lowell, Springfield

Michigan: Five Cap*, Flint, Muskegon

Minnesota: Minneapolis, St. Paul

Mississippi: Jackson, North Delta*

Missouri: East Prairie*, St. Louis

Nebraska: Omaha

Nevada: Clarke County, Las Vegas

New Hampshire: Manchester

New Jersey: Newark

New Mexico: Albuquerque and Moro, Rio Arriba, Taos Counties*
39

New York: Albany, Schenectady, Troy, Buffalo, Newburgh, Kingston,

Rochester

North Carolina: Charlotte and Halifax, Edgecombe and Wilson Counties*,

Robeson County*

Ohio: Akron, Columbus, Greater Portsmouth*

Oklahoma: Choctaw and McCurtain Counties*, Oklahoma City

Oregon: Josephine*, Portland

Pennsylvania: Harrisburg, Lock Haven*, Pittsburgh

Rhode Island: Providence

South Carolina: Charleston, Williamsburg County*

South Dakota: Beadle, Spink Counties*

Tennessee: Fayette, Haywood Counties*, Memphis, Nashville

Tennessee/Kentucky: Scott, McCreary Counties*

Texas: Dallas, El Paso, San Antonio, Waco

Utah: Ogden

Vermont: Burlington

Virginia: Accomack*, Norfolk

Washington: Lower Yakima*, Seattle, Tacoma

West Virginia: Huntington, McDowell*, West Central*

Wisconsin: Milwaukee
40

21 Century Community Learning Centers – Performance Indicators st

Goal: To enable rural and inner-city public elementary and secondary schools, or consortia of such schools, to plan, implement, or expand projects

that benefit the educational, health, social service, cultural and recreational needs of their communities.

Benefits of Services

Objectives Indicators Source and Next Update Strategies

1. Participants in 21 Century 1.1 Achievement. Beginning in 2000, Centers st

Community Learning Center

programs will demonstrate

educational and social benefits

and exhibit positive behavioral

changes.

will report continuous improvement in

achievement among students

participating in reading and

mathematics activities. Baseline data

not available—grants awarded in July

1998.

1.2 Student outcomes and behaviors. 

Beginning in 2000, Centers will report

that more than 75% of students

participating in the program for at least

2 years show improvements on

measures such as grades, attendance,

taking of advanced or challenging

courses and enriched learning

activities, and decreased disciplinary

actions. Baseline data not

available—grants awarded in July

1998.

1.3 Student reports. More than 75 percent of

students participating in Center

programs report them to be beneficial,

enjoyable and of high quality. Baseline

data not available—grants awarded in

July 1998.

1.1 Grantee reports, Supports ED Strategic Plan Objectives

annual, 2000; 2.2 and 2.3 by:

planned external

evaluation, 2000. C Establishing absolute priority for

1.2 Grantee reports, for programs that provide services in

annual, 2000; core subjects such as reading,

planned external mathematics or science.

evaluation, 2000.

1.3 Grantee reports,

annual, 2000;

planned external

evaluation, 2000.

programs that offer expanded learning

opportunities.

C Establishing competitive preference

C Establishing training and technical

assistance opportunities for grantees

to ensure quality of implemented

programs.
41

Goal: To enable rural and inner-city public elementary and secondary schools, or consortia of such schools, to plan, implement, or expand projects that

benefit the educational, health, social service, cultural and recreational needs of their communities.

Services that Meet Broad Community Needs

Objectives Indicators Source and Next Update Strategies

2. 21 Century Community 2.1 Core educational services. More than st

Learning Centers will offer a

range of high-quality

educational, developmental and

recreational services.

85% of Centers will offer services in core

academic areas, e.g. reading and literacy,

mathematics and science. Baseline data

will be extracted from grantee applications

by January, 1999.

2.2 Support services. More than 85% of

Centers will offer support services, e.g.,

nutrition, health, art and music, recreation

and sports. Baseline data will be extracted

from grantee applications by January,

1999.

2.3 Extended hours. More than 75% of

Centers will offer services at least 5 days a

week, 3 hours a day. Baseline data will be

extracted from grantee applications by

January, 1999.

2.4 Retention in program. More than 50% of

participants will continue in the program

throughout the year. Baseline data will be

extracted from grantee applications by

January, 1999.

2.1 Grantee reports, Supports ED Strategic Plan Objectives

annual, 2000. 1.3, 2.2 and 2.3 by:

2.2 Grantee reports,

annual, 2000. 

2.3 Grantee reports,

annual, 2000.

2.4 Grantee reports,

annual, 2000.

C In partnership with national

foundations, providing

ongoing training and technical

assistance to Center leadership

and staff.

C Establishing grantee advisory groups

and listservs to facilitate exchange of

best practices and materials.
42

Goal: To enable rural and inner-city public elementary and secondary schools, or consortia of such schools, to plan, implement, or expand projects

that benefit the educational, health, social service, cultural and recreational needs of their communities.

Services to High-Need Communities

Objectives Indicators Source and Next Update Strategies

3. 21 Century Community 3.1 High-need elementary schools. More st

Learning Centers will serve

children and community

members with the greatest

needs for expanded

learning opportunities.

than 80% of elementary schools

establishing Centers will be eligible for

Title I or will have high numbers or

concentrations of children eligible for free

or reduced-price lunch. Baseline data will

be extracted from grantee applications by

January, 1999.

3.2 High-need middle and high schools.

More than 80% of middle or high schools

establishing Centers will have baseline data

showing low daily attendance, high dropout

rates, and significant numbers of students

performing below local or state academic

standards. Baseline data will be extracted

from grantee applications by January,

1999.

3.1 Grantee reports, Supports ED Strategic Plan Objectives

annual, 2000. 1.3 and 2.4 by:

3.2 Grantee reports,

annual, 2000.

C Establishing priorities for programs

that serve economically distressed

rural and urban communities.

C Establishing priorities for programs

that serve middle school children.

C Working with national foundations to

fund additional training and afterschool services in selected high-needs

communities.