63774 Federal Register / Vol. 62, No. 231 / Tuesday, December 2, 1997 / Notices

DEPARTMENT OF EDUCATION

RIN 1850–ZA01

21st Century Community Learning

Centers Program

AGENCY: Department of Education.

ACTION: Notice of final priorities.

SUMMARY: The Secretary announces

priorities for the 21st Century

Community Learning Centers Program,

administered by the Office of

Educational Research and Improvement

(OERI). The Secretary may use these

priorities in fiscal year 1998 and

subsequent years. The Secretary takes

this action to focus Federal assistance

on stimulating and expanding

significant learning programs available

to children and youth beyond regular

school hours. The absolute priority is

also designed to ensure wide and

effective use of program funds to

support centers that provide expanded

learning opportunities for children and

youth in a safe and drug-free

environment, and to engage the support

of citizens in those efforts. Two

competitive priorities concern serving

early adolescents and middle school

students and services related to core

academic subjects.

DATES: These priorities take effect

January 2, 1998.

FOR FURTHER INFORMATION CONTACT:

Carol J. Mitchell or Amanda Clyburn,

U.S. Department of Education, Office of

Educational Research and Improvement,

555 New Jersey Avenue, NW, Room 504,

Washington, DC 20208–5644. E-mail

addresses are:

carollj.lmitchell@ed.gov or

amandalclyburn@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 between 8 a.m. and 8

p.m., Eastern time, Monday through

Friday. Individuals with disabilities

may obtain this document in alternate

formats (e.g., Braille, large print,

audiotape, or computer diskette) on

request to either contact person listed in

the preceding paragraph.

SUPPLEMENTARY INFORMATION: The 21st

Century Community Learning Centers

Act authorizes the Secretary to award

grants to rural and inner-city public

elementary or secondary schools, or

consortia of those schools, to enable

them to plan, implement, or expand

projects that benefit the educational,

health, social service, cultural and

recreational needs of a rural or innercity community.

A Community Learning Center

established in a local public school can,

among other things, be a stimulating,

safe, supervised and cost-effective afterschool, weekend or summer haven for

children and youth—and their families.

As reported in the recent Department of

Education (ED) publication ‘‘Keeping

Schools Open as Community Learning

Centers: Extending Learning in a Safe,

Drug-free Environment Before and After

School,’’ recent research shows that a

stimulating environment of this type

can improve thinking and language

performance of participating children

and youth. Research also indicates that

these programs reduce crime,

delinquency, and victimization of

children and youth. However, although

the number of after-school child care

programs has grown over the last 20

years, there are still far too few

communities that offer effective,

organized and extended opportunities

for learning outside the regular school

day. Of the 49,000 before- and afterschool programs available in the United

States in 1991, only about a third were

housed in public schools. And, for inschool and out-of-school care programs,

only a tiny percent served older

children and youth. In 1995, there were

23.5 million school-age children with

parents in the workforce. But as recently

as the 1993–94 school year, only 3.4

percent of children in public elementary

and combined schools were enrolled in

any of the estimated 18,000 before- or

after-school programs at public schools.

Seventy percent of all public elementary

and combined schools did not have

before- or after-school programs.

The needs and demands are clear: a

1994 survey of parents found that 56

percent think that many parents leave

their children alone too much after

school, and a 1989 survey of school

principals found that 84 percent agreed

that there is a need for before- and afterschool programs. But even though the

number of after-school programs is

growing, the demand is growing faster,

as thousands of parents who currently

care for their children during the day

are encouraged to enter the workforce.

After-school programs are well

positioned to reduce the incidence of

drug use and violence and their

detrimental effects on learning.

Research by the Federal Bureau of

Investigation indicates that the hours

between 3 and 6 p.m. are when youth

aged 12 to 17 are most at risk of

committing or of being victims of

violent acts. After-school programs

located at Community Learning Centers

will give youth a safe and supervised

place to go during these hours.

The absolute priority supports centers

that have a goal of providing learning

opportunities for students in a safe and

drug-free environment. For example,

before- and after-school programs can be

a place in which tutors provide reading

help to younger children or in which

mentors guide older children to take

challenging mathematics and science

courses that pave the way to college,

and help them succeed in those courses.

However, programs applying for

assistance are required to carry out at

least four of the activities listed in

section 10905 of the Elementary and

Secondary Education Act (20 U.S.C.

8245), and should propose an array of

inclusive and supervised services that

include extended learning opportunities

(such as enriched instruction, tutoring

or homework help) but may also include

safety and drug-abuse prevention

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. Although

the absolute priority requires that

children and youth be served,

applicants may propose projects that

also serve and involve other members of

the community.

The competitive priorities authorize

ED to give a preference to applicants

that propose to serve the academic

needs of participating children and

youth. These can include services that

will assist students who need additional

support to master reading and literacy

skills, both by directly providing

reading services as well as tutoring and

mentoring programs in supervised

locations. For younger children who are

not reading as well as they should,

Community Learning Centers can

provide extended time in which to

overcome the obstacles that have in the

past prevented them from becoming

good readers. The competitive priorities

will also encourage schools to develop

strategies to address the needs of

students who can benefit from

additional enrichment or challenge in

mathematics or science, or who are not

performing as well as they should.

Community learning centers can

provide extended hours for students to

learn and review basic concepts they

may have missed during class, to delve

deeper into a more challenging

curriculum, or to participate in

enjoyable hands-on activities and

experiments.

Funding of particular projects

depends on the availability of funds, the

priorities, the quality of the applications

received, and the requirements in the

law for equitable representation

nationally and within States of rural and

inner-city programs. The first cycle of

awards will be made from fiscal year
Federal Register / Vol. 62, No. 231 / Tuesday, December 2, 1997 / Notices 63775

1998 funds. If applications of high

quality remain unfunded, additional

awards may be made in fiscal year 1999

or future fiscal years, pending

availability of funds. The publication of

these priorities does not preclude the

Secretary from proposing additional

priorities, nor does it limit the Secretary

to funding only these priorities, subject

to meeting applicable rulemaking

requirements.

On September 30, 1997, the Assistant

Secretary published a notice of

proposed priorities (NPP) for this

program in the Federal Register (62 FR

51089–51091). There are no differences

between the NPP and this notice of final

priorities.

Analysis of Comments

In response to the Assistant

Secretary’s invitation to comment on the

proposed priorities, eighteen parties

representing concerned individuals and

members of organizations submitted

comments. An analysis of the comments

follows. Major issues are grouped

according to subject or proposed

priority. Minor editorial changes—and

comments recommending changes the

Secretary is not legally authorized to

make under the applicable statutory

authority—are not addressed.

Population to be Served

Comments: One commenter believed

that only ‘‘at-risk’’ students were to be

served by this program and suggested

that ED explain more clearly that all

children are eligible to participate.

However, another commenter believed

two new priorities were needed to

ensure that the needs are met for (1)

students from low-income families and

(2) students considered ‘‘at-risk.’’

Discussion: The 21st Century

Community Learning Centers Act

authorizes the Secretary to make grants

to rural and inner-city public

elementary and secondary schools, or

consortia of those schools. The term ‘‘atrisk’’ is not mentioned in the legislation

or in the proposed priorities, but it is

implied, by limiting eligibility to

‘‘rural’’ or ‘‘inner-city’’ communities,

that the program will provide services to

high-needs neighborhoods. The

legislation is also clear that Centers

must be open to all the members of the

community. The Secretary does not

believe that additional priorities need to

be established to assist students in

either of these categories.

Changes: None.

Eligible Applicants and Collaboration

Comments: One commenter believed

that only public schools and public

school systems were eligible to carry out

programs under this legislation and

desired more emphasis on nontraditional service providers who are

not part of the public school system.

Another commenter believed that

existing community-based organizations

that have played a leading role in

providing after-school programs should

be made eligible for grants under this

program. Another commenter felt that

priority should be given to projects with

a set category of community partners

and a built-in governance system that

allows for family and community

decision making and involvement in

partnership with the schools. Several

other commenters recommended

specific language either requiring or

giving priority to community

collaboration projects.

Discussion: While the authorizing

legislation specifically states that only

rural or inner-city public elementary

and secondary schools, or consortia of

those schools, are eligible to receive a

grant under this program, it also states

that these entities ‘‘should collaborate

with other public and nonprofit

agencies and organizations, local

businesses, educational entities (such as

vocational and adult education

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 notice

of proposed priorities stated that

‘‘although the proposed absolute

priority requires that children and youth

be served, applicants may propose

projects that also serve and involve

other members of the community.’’ For

instance, community-based

organizations can, under this statute,

provide youth development services

within the public schools.

Changes: None.

Proposed Competitive Priority 1:

Serving Early Adolescents and MiddleSchool Students

Comments: One commenter thought

this priority’s focus would come too late

for at-risk children between the ages of

7 and 11 and fail to block their

downward spiral. Another thought that

lowering the priority age-range to at

least fourth grade was necessary for

insuring continuity between elementary

and middle-school. A third commenter

felt lowering the range to prekindergarten to grade 3 would be more

preferable.

Discussion: The authorizing statute

provides that 21st Century Community

Learning Centers must be open to all

children in inner-city and rural

neighborhoods where Centers have been

established. While the program may

serve all children, statistics show that

children between the ages of 12–17 are

at-risk of committing or being victims of

violent acts between the hours of 3 p.m.

and 6 p.m., and that available afterschool programs tend to serve younger

rather than older children. Therefore,

the Secretary has given a competitive

priority to serving the early adolescent

population.

Changes: None.

Proposed Competitive Priority 2:

Assisting in Meeting or Exceeding State

and Local Standards in Core Academic

Subjects Such as Reading, Mathematics

or Science

Comments: Two commenters thought

this priority too narrow in its focus on

cognitive competencies and should be

broadened to include social, physical,

emotional and moral competencies as

well.

Discussion: The Secretary recognizes

the importance of well-rounded

programs for after-school enrichment.

The authorizing legislation requires

programs to offer a range of services to

benefit members of the community;

these services can include social,

physical, nutritional and other

activities. Because the statute does not

specifically require activities that focus

on academic subjects, the Secretary

believes a competitive priority is

necessary to encourage applications for

after-school programs that will offer

enhanced learning opportunities, help

children reach or exceed State and local

academic standards, and provide some

continuity between the school day and

after-school activities.

Changes: None.

Duration of Services

One commenter encouraged ED to

give priority to applications that

propose year-round programming.

Discussion: The Secretary believes the

quantity and scheduling of extended

time proposed by an applicant are

matters for local decision.

Changes: None.

Measurable Goals

Comments: One commenter believed

that an application’s proposed

measurable goals and objectives be

made a priority for funding. However,

another commenter urged ED not to

hold programs to an expectation of
63776 Federal Register / Vol. 62, No. 231 / Tuesday, December 2, 1997 / Notices

showing measurable change. The latter

commenter noted that ‘‘effecting such

change requires complex,

comprehensive, intense and long term

interventions.’’

Discussion: Two of the selection

criteria that will be used by reviewers to

rate applications will address the issue

of program impact. These are (under

Quality of Project Services) the ‘‘likely

impact of the services to be provided by

the proposed project on the intended

recipients of those services,’’ and (under

Quality of Project Evaluation) the

‘‘extent to which the methods of

evaluation provide for examining the

effectiveness of project implementation

strategies.’’ In addition to locally

designed evaluations of program effects,

the Government Performance and

Results Act requires ED to develop

performance indicators for the 21st

Century Community Learning Centers

program at the national level.

Changes: None.

PRIORITIES

Absolute Priority: Under 34 CFR

75.105(c)(3), the Secretary gives an

absolute preference to applications that

meet the absolute priority in the next

paragraph. The Secretary funds under

this competition only applications that

meet this absolute priority.

Activities to Expand Learning

Opportunities

The Secretary funds only those

applications for 21st Century

Community 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.

Competitive Priorities: Under 34 CFR

75.105(c)(2)(i), the Secretary gives

preference to applications that meet one

or both of the two competitive priorities

in the next two paragraphs. The

Secretary awards up to five (5) points

for each competitive priority addressed

in an application (for a maximum of 10

points if an application addresses both

competitive priorities). These points are

in addition to the 100 points an

application may earn under the

selection criteria which will be

published in the application package.

Competitive Priority 1—Projects that

propose to serve early adolescents and

middle-school students.

Competitive Priority 2—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.

Note: This notice of final priorities does

not solicit applications. A notice inviting

applications under this competition is

published in a separate notice in this issue

of the Federal Register.

Executive Order 12866: This notice of

final priorities has been reviewed in

accordance with Executive Order 12866.

Under the terms of the order the

Secretary has assessed the potential

costs and benefits of this regulatory

action.

The potential costs associated with

the notice of final priorities are those

resulting from statutory requirements

and those determined by the Secretary

as necessary for administering this

program effectively and efficiently.

In assessing the potential costs and

benefits—both quantitative and

qualitative—of this notice of final

priorities, the Secretary has determined

that the benefits of the priorities justify

the costs.

To assist the Department in

complying with the specific

requirements of Executive Order 12866,

the Secretary invites comment on

whether there may be further

opportunities to reduce any potential

costs or increase potential benefits

resulting from these final priorities

without impeding the effective and

efficient administration of the program.

Summary of potential costs and

benefits: There are no identified costs

associated with this notice of final

priorities. Announcement of these

priorities will not result in costs to State

and local governments or to recipients

of grant funds.

Intergovernmental Review: This

program is subject to the requirements

of Executive Order 12372 and the

regulations in 34 CFR Part 79. The

objective of the Executive order is to

foster an intergovernmental partnership

and a strengthened federalism by

relying on processes developed by State

and local governments for coordination

and review of proposed Federal

financial assistance.

In accordance with the order, this

document is intended to provide early

notification of the Department’s specific

plans and actions for this program.

Individuals with disabilities may obtain

this document in an alternate format

(e.g., Braille, large print, audiotape, or

computer diskette) on request to the

contact person listed in the preceding

paragraph.

Electronic Access to This Document

Anyone may view this document, as

well as all other Department of

Education documents published in the

Federal Register, in text or portable

document format (pdf) on the World

Wide Web at either of the following

sites:

http://ocfo.ed.gov/fedreg.htm

http://www.ed.gov/news.html

To use the pdf you must have the Adobe

Acrobat Reader Program with Search,

which is available free at either of the

previous sites. If you have questions

about using the pdf, call the U.S.

Government Printing Office toll free at

1–888–293–6498.

Anyone may also view these

documents in text copy only on an

electronic bulletin board of the

Department. Telephone: (202) 219–1511

or, toll free, 1–800–222–4922. The

documents are located under Option

G—Files/Announcements, Bulletins and

Press Releases.

Note: The official version of a document is

the document published in the Federal

Register.

Program Authority: 20 U.S.C. 8241–8247.

Dated: November 25, 1997.

Ricky T. Takai,

Acting Assistant Secretary for Educational

Research and Improvement.

(Catalog of Federal Domestic Assistance

Number 84.287, 21st Century Community

Learning Centers Program)

[FR Doc. 97–31567 Filed 12–1–97; 8:45 am]

BILLING CODE 4000–01–P

DEPARTMENT OF EDUCATION

[CFDA No. 84.287]

21st Century Community Learning

Centers; Notice inviting applications

for new awards for fiscal year 1998

Purpose of Program: The 21st Century

Community Learning Centers Program

was established by Congress to award

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 community

learning centers can provide a safe,

drug-free, supervised and cost-effective

after-school, weekend or summer haven

for children, youth and their families.

Eligible Applicants: Only rural or

inner-city public elementary or

secondary schools, consortia of those

schools, or LEAs applying on their

behalf, are eligible to receive a grant

under the 21st Century Community

Learning Centers Program. An LEA with

many interested schools is encouraged

to submit a consortium application on

their behalf. Applicants must