24670 Federal Register / Vol. 75, No. 86 / Wednesday, May 5, 2010 / Notices 

Chief of Naval Operations, Navy Awards 

Branch (DNS–35), 2000 Navy Pentagon, 

Washington, DC 20350–2000 (for U.S. 

Navy awards) or Headquarters U.S. 

Marine Corps, Manpower and Reserve 

Affairs Department, Personnel 

Management Division, Military Awards 

Branch (MMMA), MCB Quantico, 

Virginia 22134–5103 (for U.S. Marine 

Corps awards). 

RECORD ACCESS PROCEDURES: 

Navy individuals seeking access to 

information about themselves contained 

in this system of records should contact 

their local Personnel Support Activity 

or Personnel Support Detachment for a 

search of their Navy military personnel 

record or write to the Chief of Naval 

Operations (DNS–35), 2000 Navy 

Pentagon, Washington, DC 20350–2000. 

Marine Corps individuals seeking 

access to information about themselves 

contained in this system of records 

should contact their unit administrative 

officer (G–1/S–1) for a search of their 

Service Record Book/Officer 

Qualification Record or write to 

Headquarters, U.S. Marine Corps, 

Manpower and Reserve Affairs 

Department, Personnel Management 

Division, Military Awards Branch 

(MMMA), 3280 Russell Road, MCB 

Quantico, Virginia 22134–5103. 

Individuals seeking access to 

information about themselves contained 

in Navy Department Board of 

Decorations and Medals (NDBDM) 

system of records should contact the 

Council of Review Boards, Navy 

Department Board of Decorations and 

Medals (NDBDM), 1000 Navy Pentagon, 

Washington, DC 20350–1000. 

All other individuals seeking access 

to information about themselves 

contained in this system of records 

should contact either the Chief of Naval 

Operations, Navy Awards Branch (DNS– 

35), 2000 Navy Pentagon, Washington, 

DC 20350–2000 (for U.S. Navy awards) 

or Headquarters, U.S. Marine Corps, 

Manpower and Reserve Affairs 

Department, Personnel Management 

Division, Military Awards Branch 

(MMMA), 3280 Russell Road, MCB 

Quantico, Virginia 22134–5103 (for U.S. 

Marine Corps awards). 

Requests should include full name, 

Social Security Number (SSN), time 

period of award, and must be signed. 

The system manager may require an 

original signature or a notarized 

signature as a means of proving the 

identity of the individual requesting 

access to the records. 

CONTESTING RECORD PROCEDURES: 

The Navy’s rules for accessing records 

and contesting contents and appealing 

initial agency determinations are 

published in Secretary of the Navy 

Instruction 5211.5; 32 CFR part 701; or 

may be obtained from the system 

manager. 

RECORD SOURCE CATEGORIES: 

Navy Department Awards Web 

Service; OPNAV Form 1650/3; Personal 

Award Recommendation Form; general 

orders; military personnel file; medical 

file; deck logs; command histories; 

award letter 1650. 

Marine Corps Awards histories; 

Marine Corps Awards Processing 

System; Personal Award 

Recommendation (OPNAV 1650/3); 

Marine Corps orders; official military 

records; command histories; historical 

paper copies of personal award 

citations; and microfilm copies of Navy 

and Marine Corps 3x5 award cards. 

EXEMPTIONS CLAIMED FOR THE SYSTEM: 

None. 

[FR Doc. 2010–10541 Filed 5–4–10; 8:45 am] 

BILLING CODE 5001–06–P 

DEPARTMENT OF EDUCATION 

Submission for OMB Review; 

Comment Request 

AGENCY: Department of Education. 

SUMMARY: The Acting Director, 

Information Collection Clearance 

Division, Regulatory Information 

Management Services, Office of 

Management invites comments on the 

submission for OMB review as required 

by the Paperwork Reduction Act of 

1995. 

DATES: Interested persons are invited to 

submit comments on or before June 4, 

2010. 

ADDRESSES: Written comments should 

be addressed to the Office of 

Information and Regulatory Affairs, 

Attention: Education Desk Officer, 

Office of Management and Budget, 725 

17th Street, NW., Room 10222, New 

Executive Office Building, Washington, 

DC 20503, be faxed to (202) 395–5806 or 

e-mailed to oira

_submission@omb.eop.gov with a cc: to 

ICDocketMgr@ed.gov. 

SUPPLEMENTARY INFORMATION: Section 

3506 of the Paperwork Reduction Act of 

1995 (44 U.S.C. Chapter 35) requires 

that the Office of Management and 

Budget (OMB) provide interested 

Federal agencies and the public an early 

opportunity to comment on information 

collection requests. OMB may amend or 

waive the requirement for public 

consultation to the extent that public 

participation in the approval process 

would defeat the purpose of the 

information collection, violate State or 

Federal law, or substantially interfere 

with any agency’s ability to perform its 

statutory obligations. The Acting 

Director, Information Collection 

Clearance Division, Regulatory 

Information Management Services, 

Office of Management, publishes that 

notice containing proposed information 

collection requests prior to submission 

of these requests to OMB. Each 

proposed information collection, 

grouped by office, contains the 

following: (1) Type of review requested, 

e.g. new, revision, extension, existing or 

reinstatement; (2) Title; (3) Summary of 

the collection; (4) Description of the 

need for, and proposed use of, the 

information; (5) Respondents and 

frequency of collection; and (6) 

Reporting and/or recordkeeping burden. 

OMB invites public comment. 

Dated: April 29, 2010. 

James Hyler, 

Acting Director, Information Collection 

Clearance Division, Regulatory Information 

Management Services, Office of Management. 

Office of Elementary and Secondary 

Education 

Type of Review: New. 

Title: Evaluation and Accountability 

Reports for Title II, Part D of ESEA. 

Frequency: Annually. 

Affected Public: State, Local, or Tribal 

Gov’t, SEAs or LEAs. 

Reporting and Recordkeeping Hour 

Burden: 

Responses: 52. 

Burden Hours: 1,560. 

Abstract: Sections 2402(a)(7) and 

2413(b)(4) of the Elementary and 

Secondary Education Act (ESEA) 

require States and local educational 

agencies (LEAs) that receive Title II, Part 

D grant funds to conduct rigorous 

evaluation of the effectiveness of Title 

II, Part D formula and competitive grantfunded projects, activities and strategies 

in integrating technology into curricula 

and instruction and improving student 

achievement. The purpose of this 

reporting requirement is to identify from 

the results of those evaluations 

innovative projects, activities and 

strategies that effectively infuse 

technology with curriculum and 

instruction, show evidence of positive 

impacts for student learning, and can be 

widely replicated by other State 

educational agencies and LEAs. 

Requests for copies of the information 

collection submission for OMB review 

may be accessed from http:// 

edicsweb.ed.gov, by selecting the 

‘‘Browse Pending Collections’’ link and 

by clicking on link number 4282. When 


sroberts on DSKD5P82C1PROD with NOTICES
Federal Register / Vol. 75, No. 86 / Wednesday, May 5, 2010 / Notices 24671 

1Westat and Policy Studies Associate. The 

longitudinal evaluation of school change and 

performance (LESCP) in title I schools. Prepared for 

the U.S. Department of Education. Available 

January 2010 online at http:// 

www.policystudies.com/studies/school/lescp

_vol2.pdf. 

2Rumberger, Russell W., & Palardy, G. J. ‘‘Does 

segregation still matter? The impact of student 

composition on academic achievement in high 

school,’’ Teacher College Record, 107(9), Sept 2005. 

3Sharkey, Patrick. ‘‘Neighborhoods and the BlackWhite Mobility Gap.’’ Economic Mobility Project: 

An Initiative of The Pew Charitable Trusts, 2009. 

you access the information collection, 

click on ‘‘Download Attachments’’ to 

view. Written requests for information 

should be addressed to U.S. Department 

of Education, 400 Maryland Avenue, 

SW., LBJ, Washington, DC 20202–4537. 

Requests may also be electronically 

mailed to the Internet address 

ICDocketMgr@ed.gov or faxed to 202– 

401–0920. Please specify the complete 

title of the information collection when 

making your request. 

Comments regarding burden and/or 

the collection activity requirements 

should be electronically mailed to 

ICDocketMgr@ed.gov. Individuals who 

use a telecommunications device for the 

deaf (TDD) may call the Federal 

Information Relay Service (FIRS) at 

1–800–877–8339. 

[FR Doc. 2010–10463 Filed 5–4–10; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Office of Innovation and Improvement; 

Overview Information; Promise 

Neighborhoods Program 

Notice inviting applications for new 

awards for fiscal year (FY) 2010. 

Catalog of Federal Domestic 

Assistance (CFDA) Number: 84.215P. 

Dates: 

Applications Available: May 5, 2010. 

Deadline for Notice of Intent to Apply: 

May 21, 2010. 

Date of Pre-Application Webinars: 

Wednesday, May 5, 2010 and Monday, 

May 10, 2010. 

Deadline for Transmittal of 

Applications: June 25, 2010. 

Deadline for Intergovernmental 

Review: August 24, 2010. 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The Department 

of Education Appropriations Act, 2010 

provided funds for Promise 

Neighborhoods under the legislative 

authority of the Fund for the 

Improvement of Education Program 

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

5411 through 5413 of the Elementary 

and Secondary Education Act of 1965, 

as amended (ESEA) (20 U.S.C. 7243– 

7243b). FIE supports nationally 

significant programs to improve the 

quality of elementary and secondary 

education at the State and local levels 

and help all children meet challenging 

State academic content and student 

academic achievement standards. 

The purpose of Promise 

Neighborhoods is to improve 

significantly the educational and 

developmental outcomes of children in 

our most distressed communities, and to 

transform those communities by— 

(1) Supporting efforts to improve 

child outcomes and ensure that data on 

those outcomes are communicated and 

analyzed on an ongoing basis by leaders 

and members of the community; 

(2) Identifying and increasing the 

capacity of eligible entities (as defined 

in this notice) that are focused on 

achieving results and building a collegegoing culture (as defined in this notice) 

in the neighborhood; 

(3) Building a complete continuum of 

cradle-through-college-to-career 

solutions (continuum of solutions) 

(as defined in this notice), which has 

both academic programs and family and 

community supports (both as defined in 

this notice), with a strong school or 

schools at the center. Academic 

programs must include (a) High-quality 

early learning programs designed to 

improve outcomes in multiple domains 

of early learning (as defined in this 

notice); (b) programs, policies, and 

personnel for children in kindergarten 

through the 12th grade that are linked 

to improved academic outcomes; and 

(c) programs that prepare students for 

college and career success. Family and 

community supports must include 

programs to improve student health, 

safety, community stability, family and 

community engagement, and student 

access to 21st century learning tools. 

The continuum of solutions also must 

be linked and integrated seamlessly (as 

defined in this notice) so there are 

common outcomes, a focus on similar 

milestones, support during transitional 

time periods, and no time or resource 

gaps that create obstacles for students in 

making academic progress. The 

continuum also must be based on the 

best available evidence including, 

where available, strong or moderate 

evidence (as defined in this notice), and 

include programs, policies, practices, 

services, systems, and supports that 

result in improving educational and 

developmental outcomes for children 

from cradle through college to career; 

(4) Integrating programs and breaking 

down agency ‘‘silos’’ so that solutions 

are implemented effectively and 

efficiently across agencies; 

(5) Supporting the efforts of eligible 

entities, working with local 

governments, to build the infrastructure 

of policies, practices, systems, and 

resources needed to sustain and ‘‘scale 

up’’ proven, effective solutions across 

the broader region beyond the initial 

neighborhood; and 

(6) Learning about the overall impact 

of Promise Neighborhoods and about 

the relationship between particular 

strategies in Promise Neighborhoods 

and student outcomes, including a 

rigorous evaluation of the program. 

Background: Children who are from 

low-income families and grow up in 

high-poverty neighborhoods face 

academic and life challenges above and 

beyond the challenges faced by children 

who are from low-income families who 

grow up in neighborhoods without a 

high concentration of poverty. A Federal 

evaluation of the reading and 

mathematics outcomes of elementary 

students in 71 schools in 18 districts 

and 7 States found that even when 

controlling for individual student 

poverty, there is a significant negative 

association between school-level 

poverty and student achievement.1 The 

evaluation found that students have 

lower academic outcomes when a 

higher percentage of their same-school 

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

a lower percentage of their same-school 

peers qualify for FRPL. Another study 

found that, even when controlling for a 

student’s own socioeconomic status, 

there is a significant negative 

association between individual student 

achievement growth during high school 

and the socioeconomic status of 

students in the school.2 The 

compounding effects of neighborhood 

poverty continue later in life: A third 

study found that, for children with 

similar levels of family income, growing 

up in a neighborhood where the number 

of families in poverty was between 20 

and 30 percent increased the chance of 

downward economic mobility—moving 

down the income ladder relative to their 

parents—by more than 50 percent 

compared with children who grew up in 

neighborhoods with under 10 percent of 

families in poverty.3

Because challenges in distressed 

communities with high concentrations 

of poverty are interrelated, the 

Department, through the Promise 

Neighborhoods Program, is taking a 

comprehensive approach to ensure that 

children have access to a continuum of 

cradle-through-college-to-career 

solutions designed to support academic 

achievement, healthy development, and 

college and career success. 


sroberts on DSKD5P82C1PROD with NOTICES