26438 Federal Register / Vol. 83, No. 110 / Thursday, June 7, 2018 / Notices 

brokers: (1) To provide their customers 

with standard risk disclosure statements 

concerning the risk of trading 

commodity interests; and (2) to retain 

all promotional material and the source 

of authority for information contained 

therein. The purpose of these rules is to 

ensure that customers are advised of the 

risks of trading commodity interests and 

to avoid fraud and misrepresentation. 

This information collection contains the 

recordkeeping and reporting 

requirements needed to ensure 

regulatory compliance with Commission 

rules relating to this issue. The 

disclosure and recordkeeping 

requirements are necessary to monitor 

and to verify compliance by futures 

commission merchants (FCMs) and 

introducing brokers (IBs) with their 

obligations concerning disclosure and 

promotional material. 

With respect to the above collection of 

information, the CFTC invites 

comments on: 

• Whether the proposed collection of 

information is necessary for the proper 

performance of the functions of the 

Commission, including whether the 

information will have a practical use; 

• The accuracy of the Commission’s 

estimate of the burden of the proposed 

collection of information, including the 

validity of the methodology and 

assumptions used; 

• Ways to enhance the quality, 

usefulness, and clarity of the 

information to be collected; and 

• Ways to minimize the burden of 

collection of information on those who 

are to respond, including through the 

use of appropriate automated electronic, 

mechanical, or other technological 

collection techniques or other forms of 

information technology; e.g., permitting 

electronic submission of responses. 

Burden Statement: The Commission 

estimates the burden of this collection 

of information as follows: 

ESTIMATED ANNUAL REPORTING BURDEN

Regulation 

Estimated number of respondents or recordkeepers per year Reports 

annually 

by each 

respondent 

Total annual 

responses 

Estimated average number of 

hours per 

response 

Estimated total 

number of hours 

of annual burden 

in fiscal year 

Reporting: 

33.7—(Risk disclosure) ............................. 1,272.00 115.00 146,280.00 0.08 11,702.40 

Recordkeeping: 

33.8—(Retention of promotional material) 1,272.00 1.00 1,272.00 25.00 31,800.00 

Grand total (reporting and recordkeeping) ......................................... ............................ ............................ 147,552.00 ............................ 43,502.40 

There are no capital costs or operating 

and maintenance costs associated with 

this collection. 

(Authority: 44 U.S.C. 3501 et seq.) 

Dated: June 4, 2018 

Robert Sidman, 

Deputy Secretary of the Commission. 

[FR Doc. 2018–12277 Filed 6–6–18; 8:45 am] 

BILLING CODE 6351–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Gaining 

Early Awareness and Readiness for 

Undergraduate Programs (Partnership 

Grants) 

AGENCY: Office of Postsecondary 

Education, Department of Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

is issuing a notice inviting applications 

for new awards for fiscal year (FY) 2018 

for the Gaining Early Awareness and 

Readiness for Undergraduate Programs 

(GEAR UP) Partnership Grants, Catalog 

of Federal Domestic Assistance (CFDA) 

number 84.334A. 

DATES: 

Applications Available: June 7, 2018. 

Deadline for Transmittal of 

Applications: July 13, 2018. 

Deadline for Intergovernmental 

Review: September 11, 2018. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Registeron February 12, 2018 

(83 FR 6003) and available at 

www.gpo.gov/fdsys/pkg/FR-2018-02-12/ 

pdf/2018-02558.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Karmon Simms-Coates, U.S. Department 

of Education, 400 Maryland Avenue 

SW, room 278–54, Washington, DC 

20202–6450. Telephone: (202) 453– 

7917. Email: Karmon.Simms-Coates@

ed.gov. 

If you use a telecommunications 

device for the deaf (TDD) or a text 

telephone (TTY), call the Federal Relay 

Service (FRS), toll free, at 1–800–877– 

8339. 

SUPPLEMENTARY INFORMATION: 

I. Funding Opportunity Description 

Purpose of Program: The GEAR UP 

program is a discretionary grant 

program that encourages eligible entities 

to provide support, and maintain a 

commitment, to eligible low-income 

students, including students with 

disabilities, to assist the students in 

obtaining a secondary school diploma 

(or its recognized equivalent) and to 

prepare for and succeed in 

postsecondary education. Under the 

GEAR UP program, the Department 

awards grants to two types of entities: 

(1) States and (2) partnerships 

consisting of at least one institution of 

higher education (IHE) and at least one 

local educational agency (LEA). 

In this notice, the Department invites 

applications for partnership grants only. 

We will invite applications for State 

grants in another notice published in 

the Federal Register. Required services 

under the GEAR UP program are 

specified in sections 404D(a) of the 

Higher Education Act of 1965, as 

amended (HEA) (20 U.S.C. 1070a–24(a)), 

and permissible services under the 

GEAR UP program are specified in 

section 404D(b) of the HEA (20 U.S.C. 

1070a–24(b)). For partnership grantees, 

activities must include providing 

financial aid information for 

postsecondary education, encouraging 

enrollment in rigorous and challenging 

coursework in order to reduce the need 

for remediation at the postsecondary 

level, implementing activities to 

improve the number of participating 

students who obtain a secondary school 

diploma and who complete applications 

for and enroll in a program of 

postsecondary education. Activities may 

also include mentoring, tutoring, 

supporting dual or concurrent 

enrollment programs that support 

participating students in science, 

technology, engineering, or mathematics 

(STEM), academic and career 

counseling, financial and economic 


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literacy education, and exposure to 

college campuses. 

Background: On March 2, 2018, the 

Secretary published in the Federal 

Register the Final Supplemental 

Priorities and Definitions for 

Discretionary Grant Programs (83 FR 

9096) (Supplemental Priorities). In order 

to advance many of these priorities, this 

notice contains an absolute priority that 

encompasses several of the 

supplemental priorities. Because the 

absolute priority includes many 

categories from which an applicant may 

choose, and because projects occur over 

a period of many years, we believe 

applicants have ample opportunity to 

address these priorities in their projects. 

Priority: This notice contains one 

absolute priority with several categories. 

The absolute priority is from the 

Supplemental Priorities. 

Absolute Priority: For FY 2018 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, this 

priority is an absolute priority. Under 34 

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

applications that meet this priority. 

Applicants must address at least one 

priority area in at least three of the 

following four categories. Addressing 

additional activities or addressing all 

four categories will not increase an 

applicant’s score, but applicants may 

choose to do so. Applicants must clearly 

indicate on their application the specific 

priority area and categories their project 

addresses. 

The four categories under this priority 

are: 

Category 1: Fostering Flexible and 

Affordable Paths To Obtaining 

Knowledge and Skills 

Projects that are designed to address 

one or more of the following priority 

areas: 

(a) Developing or implementing 

pathways to recognized postsecondary 

credentials (as defined in section 3(52) 

of the Workforce Innovation and 

Opportunity Act of 2014 (WIOA)) 

focused on career and technical skills 

that align with in-demand industry 

sectors or occupations (as defined in 

section 3(23) of WIOA). Students may 

obtain such credentials through a wide 

variety of education providers, such as: 

IHEs eligible for Federal student 

financial aid programs, nontraditional 

education providers (e.g., 

apprenticeship programs or computer 

coding boot camps), and providers of 

self-guided learning; 

(b) Providing work-based learning 

experiences (such as internships, 

apprenticeships, and fellowships) that 

align with in-demand industry sectors 

or occupations (as defined in section 

3(23) of WIOA); 

(c) Creating or expanding innovative 

paths to a recognized postsecondary 

credential or obtainment of job-ready 

skills that align with in-demand 

industry sectors or occupations (as 

defined in section 3(23) of WIOA), such 

as through career pathways (as defined 

in section 3(7) of WIOA). Such 

credentials may be offered to students 

through a wide variety of education 

providers, such as providers eligible for 

Federal student financial aid programs, 

nontraditional education providers, and 

providers of self-guided learning; or 

(d) Creating or expanding 

opportunities for students to obtain 

recognized postsecondary credentials in 

science, technology, engineering, 

mathematics, or computer science (as 

defined in this notice). 

Category 2: Promoting Science, 

Technology, Engineering, or Math 

(STEM) Education, With a Particular 

Focus on Computer Science 

Projects designed to improve student 

achievement or other educational 

outcomes in one or more of the 

following areas: Science, technology, 

engineering, math, or computer science 

(as defined in this notice). These 

projects may address one or more of the 

following priority areas: 

(a) Supporting student mastery of key 

prerequisites (e.g., Algebra I) to ensure 

success in all STEM fields, including 

computer science (as defined in this 

notice); exposing children or students to 

building-block skills (such as critical 

thinking and problem-solving, gained 

through hands-on, inquiry-based 

learning); or supporting the 

development of proficiency in the use of 

computer applications necessary to 

transition from a user of technologies, 

particularly computer technologies, to a 

developer of them; 

(b) Increasing access to STEM 

coursework, including computer science 

(as defined in this notice), and handson learning opportunities, such as 

through expanded course offerings, 

dual-enrollment, high-quality online 

coursework, or other innovative 

delivery mechanisms; 

(c) Creating or expanding partnerships 

between schools, LEAs, State 

educational agencies, businesses, notfor-profit organizations, or IHEs to give 

students access to internships, 

apprenticeships, or other work-based 

learning experiences in STEM fields, 

including computer science (as defined 

in this notice); 

(d) Other evidence-based (as defined 

in 34 CFR 77.1 and in this notice) and 

innovative approaches to expanding 

access to high-quality STEM education, 

including computer science (as defined 

in this notice); or 

(e) Utilizing technology for 

educational purposes in communities 

served by rural local educational 

agencies (as defined in this notice) or 

other areas identified as lacking 

sufficient access to such tools and 

resources. 

Category 3: Protecting Freedom of 

Speech and Encouraging Respectful 

Interactions in a Safe Educational 

Environment, or Fostering Knowledge 

and Promoting the Development of 

Skills That Prepare Students To Be 

Informed, Thoughtful, and Productive 

Individuals and Citizens 

Projects that are designed to address 

one or more of the following priority 

areas: 

(a) Protecting free speech in order to 

allow for the discussion of diverse ideas 

or viewpoints; or 

(b) Fostering knowledge of the 

common rights and responsibilities of 

American citizenship and civic 

participation, such as through civics 

education consistent with section 

203(12) of WIOA. 

Category 4: Fostering Knowledge and 

Promoting the Development of Skills 

That Prepare Students To Be Informed, 

Thoughtful, and Productive Individuals 

and Citizens 

Projects that are designed to address 

supporting instruction in personal 

financial literacy, knowledge of markets 

and economics, knowledge of higher 

education financing and repayment 

(e.g., college savings and student loans), 

or other skills aimed at building 

personal financial understanding and 

responsibility. 

Definitions: These definitions are 

from the Supplemental Priorities and 34 

CFR 77.1(c). 

Computer Science means the study of 

computers and algorithmic processes 

and includes the study of computing 

principles and theories, computational 

thinking, computer hardware, software 

design, coding, analytics, and computer 

applications. 

Computer science often includes 

computer programming or coding as a 

tool to create software, including 

applications, games, websites, and tools 

to manage or manipulate data; or 

development and management of 

computer hardware and the other 

electronics related to sharing, securing, 

and using digital information. 

In addition to coding, the expanding 

field of computer science emphasizes 

computational thinking and 

interdisciplinary problem-solving to 


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equip students with the skills and 

abilities necessary to apply computation 

in our digital world. 

Computer science does not include 

using a computer for everyday activities, 

such as browsing the internet; use of 

tools like word processing, 

spreadsheets, or presentation software; 

or using computers in the study and 

exploration of unrelated subjects. 

Demonstrates a rationale means a key 

project component included in the 

project’s logic model is informed by 

research or evaluation findings that 

suggest the project component is likely 

to improve relevant outcomes. 

Evidence-based means the proposed 

project component is supported by one 

or more of strong evidence, moderate 

evidence, promising evidence, or 

evidence that demonstrates a rationale. 

Experimental study means a study 

that is designed to compare outcomes 

between two groups of individuals 

(such as students) that are otherwise 

equivalent except for their assignment 

to either a treatment group receiving a 

project component or a control group 

that does not. Randomized controlled 

trials, regression discontinuity design 

studies, and single-case design studies 

are the specific types of experimental 

studies that, depending on their design 

and implementation (e.g., sample 

attrition in randomized controlled trials 

and regression discontinuity design 

studies), can meet What Works 

Clearinghouse (WWC) standards 

without reservations as described in the 

WWC Handbook: 

(i) A randomized controlled trial 

employs random assignment of, for 

example, students, teachers, classrooms, 

or schools to receive the project 

component being evaluated (the 

treatment group) or not to receive the 

project component (the control group). 

(ii) A regression discontinuity design 

study assigns the project component 

being evaluated using a measured 

variable (e.g., assigning students reading 

below a cutoff score to tutoring or 

developmental education classes) and 

controls for that variable in the analysis 

of outcomes. 

(iii) A single-case design study uses 

observations of a single case (e.g., a 

student eligible for a behavioral 

intervention) over time in the absence 

and presence of a controlled treatment 

manipulation to determine whether the 

outcome is systematically related to the 

treatment. 

Logic model (also referred to as a 

theory of action) means a framework 

that identifies key project components 

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

‘‘ingredients’’ that are hypothesized to 

be critical to achieving the relevant 

outcomes) and describes the theoretical 

and operational relationships among the 

key project components and relevant 

outcomes. 

Moderate evidence means that there is 

evidence of effectiveness of a key 

project component in improving a 

relevant outcome for a sample that 

overlaps with the populations or 

settings proposed to receive that 

component, based on a relevant finding 

from one of the following: 

(i) A practice guide prepared by the 

WWC using version 2.1 or 3.0 of the 

WWC Handbook reporting a ‘‘strong 

evidence base’’ or ‘‘moderate evidence 

base’’ for the corresponding practice 

guide recommendation; 

(ii) An intervention report prepared 

by the WWC using version 2.1 or 3.0 of 

the WWC Handbook reporting a 

‘‘positive effect’’ or ‘‘potentially positive 

effect’’ on a relevant outcome based on 

a ‘‘medium to large’’ extent of evidence, 

with no reporting of a ‘‘negative effect’’ 

or ‘‘potentially negative effect’’ on a 

relevant outcome; or 

(iii) A single experimental study or 

quasi-experimental design study 

reviewed and reported by the WWC 

using version 2.1 or 3.0 of the WWC 

Handbook, or otherwise assessed by the 

Department using version 3.0 of the 

WWC Handbook, as appropriate, and 

that— 

(A) Meets WWC standards with or 

without reservations; 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome; 

(C) Includes no overriding statistically 

significant and negative effects on 

relevant outcomes reported in the study 

or in a corresponding WWC 

intervention report prepared under 

version 2.1 or 3.0 of the WWC 

Handbook; and 

(D) Is based on a sample from more 

than one site (e.g., State, county, city, 

school district, or postsecondary 

campus) and includes at least 350 

students or other individuals across 

sites. Multiple studies of the same 

project component that each meet 

requirements in paragraphs (iii)(A), (B), 

and (C) of this definition may together 

satisfy this requirement. 

Project component means an activity, 

strategy, intervention, process, product, 

practice, or policy included in a project. 

Evidence may pertain to an individual 

project component or to a combination 

of project components (e.g., training 

teachers on instructional practices for 

English learners and follow-on coaching 

for these teachers). 

Promising evidence means that there 

is evidence of the effectiveness of a key 

project component in improving a 

relevant outcome, based on a relevant 

finding from one of the following: 

(i) A practice guide prepared by WWC 

reporting a ‘‘strong evidence base’’ or 

‘‘moderate evidence base’’ for the 

corresponding practice guide 

recommendation; 

(ii) An intervention report prepared 

by the WWC reporting a ‘‘positive 

effect’’ or ‘‘potentially positive effect’’ 

on a relevant outcome with no reporting 

of a ‘‘negative effect’’ or ‘‘potentially 

negative effect’’ on a relevant outcome; 

or 

(iii) A single study assessed by the 

Department, as appropriate, that— 

(A) Is an experimental study, a quasiexperimental design study, or a welldesigned and well-implemented 

correlational study with statistical 

controls for selection bias (e.g., a study 

using regression methods to account for 

differences between a treatment group 

and a comparison group); and 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome. 

Quasi-experimental design study 

means a study using a design that 

attempts to approximate an 

experimental study by identifying a 

comparison group that is similar to the 

treatment group in important respects. 

This type of study, depending on design 

and implementation (e.g., establishment 

of baseline equivalence of the groups 

being compared), can meet WWC 

standards with reservations, but cannot 

meet WWC standards without 

reservations, as described in the WWC 

Handbook. 

Relevant outcome means the student 

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

project component is designed to 

improve, consistent with the specific 

goals of the program. 

Rural local educational agency means 

a local educational agency that is 

eligible under the Small Rural School 

Achievement (SRSA) program or the 

Rural and Low-Income School (RLIS) 

program authorized under Title V, Part 

B of the Elementary and Secondary 

Education Act of 1965, as amended. 

Eligible applicants may determine 

whether a particular district is eligible 

for these programs by referring to 

information on the Department’s 

website at www2.ed.gov/nclb/freedom/ 

local/reap.html. 

Strong evidence means that there is 

evidence of the effectiveness of a key 

project component in improving a 

relevant outcome for a sample that 

overlaps with the populations and 

settings proposed to receive that 

component, based on a relevant finding 

from one of the following: 


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Federal Register / Vol. 83, No. 110 / Thursday, June 7, 2018 / Notices 26441 

(i) A practice guide prepared by the 

WWC using version 2.1 or 3.0 of the 

WWC Handbook reporting a ‘‘strong 

evidence base’’ for the corresponding 

practice guide recommendation; 

(ii) An intervention report prepared 

by the WWC using version 2.1 or 3.0 of 

the WWC Handbook reporting a 

‘‘positive effect’’ on a relevant outcome 

based on a ‘‘medium to large’’ extent of 

evidence, with no reporting of a 

‘‘negative effect’’ or ‘‘potentially 

negative effect’’ on a relevant outcome; 

or 

(iii) A single experimental study 

reviewed and reported by the WWC 

using version 2.1 or 3.0 of the WWC 

Handbook, or otherwise assessed by the 

Department using version 3.0 of the 

WWC Handbook, as appropriate, and 

that— 

(A) Meets WWC standards without 

reservations; 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome; 

(C) Includes no overriding statistically 

significant and negative effects on 

relevant outcomes reported in the study 

or in a corresponding WWC 

intervention report prepared under 

version 2.1 or 3.0 of the WWC 

Handbook; and 

(D) Is based on a sample from more 

than one site (e.g., State, county, city, 

school district, or postsecondary 

campus) and includes at least 350 

students or other individuals across 

sites. Multiple studies of the same 

project component that each meet 

requirements in paragraphs (iii)(A), (B), 

and (C) of this definition may together 

satisfy this requirement. 

What Works Clearinghouse Handbook 

(WWC Handbook) means the standards 

and procedures set forth in the WWC 

Procedures and Standards Handbook, 

Version 3.0 or Version 2.1 (incorporated 

by reference, see 34 CFR 77.2). Study 

findings eligible for review under WWC 

standards can meet WWC standards 

without reservations, meet WWC 

standards with reservations, or not meet 

WWC standards. WWC practice guides 

and intervention reports include 

findings from systematic reviews of 

evidence as described in the Handbook 

documentation. 

Program Authority: 20 U.S.C. 1070a– 

21—1070a–28. 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations (EDGAR) in 

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

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

Management and Budget Guidelines to 

Agencies on Governmentwide 

Debarment and Suspension 

(Nonprocurement) in 2 CFR part 180, as 

adopted and amended as regulations of 

the Department in 2 CFR part 3485. (c) 

The Uniform Administrative 

Requirements, Cost Principles, and 

Audit Requirements for Federal Awards 

in 2 CFR part 200, as adopted and 

amended as regulations of the 

Department in 2 CFR part 3474. (d) The 

regulations for this program in 34 CFR 

part 694. 

Note: The regulations in 34 CFR part 86 

apply to IHEs only. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: The 

Consolidated Appropriations Act, 2018 

provided $350,000,000 for the GEAR UP 

program for FY 2018, of which we 

intend to use an estimated $129,666,000 

for new GEAR UP awards. The 

estimated funding available for the new 

GEAR UP Partnership awards is 

$64,833,000. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in 

subsequent years from the list of 

unfunded applications from this 

competition. 

Estimated Range of Awards: 

$100,000–$7,000,000. 

Estimated Average Size of Awards: 

$1,200,000. 

Maximum Award: We will not fund 

any application for a partnership grant 

above the maximum award of $800 per 

student for a single budget period of 12 

months. Applications that request more 

than the maximum amount, except in 

the case of minimal technical or 

rounding errors, may be penalized. 

Additionally, no funding will be 

awarded for increases in an approved 

budget after the first 12-month budget 

period. As described in 34 CFR 694.1, 

the Assistant Secretary for 

Postsecondary Education may change 

the maximum amount through a notice 

published in the Federal Register. 

Estimated Number of Awards: 54. 

Note: The Department is not bound by any 

estimates in this notice. 

Project Period: Either 72 months or 84 

months. 

Note: An applicant that wishes to seek 

funding for a seventh project year (i.e., for a 

project period greater than 72 months), in 

order to provide project services to GEAR UP 

students through their first year of attendance 

at an IHE, must propose to do so in the 

application provided in response to this 

notice. 

III. Eligibility Information 

1. Eligible Applicants: Partnerships 

consisting of (a) at least one LEA and (b) 

at least one degree-granting IHE. 

Partnerships may include not less than 

two other community organizations or 

entities, such as businesses, professional 

organizations, State agencies, 

institutions or agencies sponsoring 

programs authorized under the 

Leveraging Educational Assistance 

Partnership Program authorized in part 

A, subpart 4, of title IV of the HEA (20 

U.S.C. 1070c et seq.), or other public or 

private agencies or organizations (20 

U.S.C. 1070a–21(c)(2)). 

2. a. Cost Sharing or Matching: 

Section 404C(b)(1) of the HEA requires 

grantees under this program to provide 

from State, local, institutional, or 

private funds, not less than 50 percent 

of the cost of the program (or one dollar 

of non-Federal funds for every one 

dollar of Federal funds awarded), which 

may be provided in cash or in-kind. The 

provision also specifies that the match 

may be accrued over the full duration of 

the grant award period, except that the 

grantee must make substantial progress 

towards meeting the matching 

requirement in each year of the grant 

award period. Section 404C(c) of the 

HEA provides that in-kind contributions 

may include (1) the amount of the 

financial assistance obligated under 

GEAR UP to students from State, local, 

institutional, or private funds, (2) the 

amount of tuition, fees, room or board 

waived or reduced for recipients of 

financial assistance under GEAR UP, (3) 

the amount expended on documented, 

targeted, long-term mentoring and 

counseling provided by volunteers or 

paid staff of non-school organizations, 

including businesses, religious 

organizations, community groups, 

postsecondary educational institutions, 

nonprofit and philanthropic 

organizations, and other organizations, 

and (4) equipment and supplies, cash 

contributions from non-Federal sources, 

transportation expenses, in-kind or 

discounted program services, indirect 

costs, and facility usage. 

Section 404C(b)(2) further provides 

that the Secretary may approve a 

partnership’s request for a reduced 

match percentage at the time of 

application if the partnership 

demonstrates significant economic 

hardship that precludes the partnership 

from meeting the matching requirement, 

or if the partnership requests that 

contributions to the scholarship fund be 

matched on the basis of two non-Federal 

dollars for every one Federal dollar of 

GEAR UP funds. GEAR UP program 

regulations in 34 CFR 694.8(a)–(c) 

address the content of an applicant’s 

request for such a reduced match, and 

the maximum percentage match that the 

Secretary may waive. In addition, the 

Secretary may approve a reduction in 


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match of up to 70 percent upon request 

from a partnership that (a) includes 

three or fewer IHEs as members (b) has 

a fiscal agent identified in 34 CFR 

694.8(d)(1), and (c) serves students in 

schools and LEAs that meet the poverty 

criteria identified in 34 CFR 694.8(d)(2) 

and (3). 

b. Supplement-Not-Supplant: This 

program involves supplement, not 

supplant funding requirements. Under 

section 404B(e) of the HEA (20 U.S.C. 

1070a–22(e)), grant funds awarded 

under this program must be used to 

supplement, and not supplant, other 

Federal, State, and local funds that 

would otherwise be expended to carry 

out activities assisted under this 

program. 

3. Other: General Application 

Requirements: All applicants must meet 

the following application requirements 

in order to be considered for funding. 

The application requirements are from 

section 404C(a) of the HEA (20 U.S.C. 

1070a–23(a)). 

In order for an eligible entity to 

qualify for a grant under the GEAR UP 

program, the eligible entity shall submit 

to the Secretary an application for 

carrying out a GEAR UP program that— 

(a) Describes the activities for which 

assistance under this program is sought, 

including how the eligible entity will 

carry out the required activities 

described in section 404D(a) of the HEA; 

(b) Describes, in the case of an eligible 

entity described in section 404A(c)(2) of 

the HEA that chooses to provide 

scholarships, or an eligible entity 

described in section 404A(c)(1) of the 

HEA, how the eligible entity will meet 

the requirements of section 404E of the 

HEA; 

(c) Describes, in the case of an eligible 

entity described in section 404A(c)(2) of 

the HEA that requests a reduced match 

percentage under subsection (b)(2), how 

such reduction will assist the entity to 

provide the scholarships described in 

subsection (b)(2)(A)(ii); 

(d) Provides assurances that adequate 

administrative and support staff will be 

responsible for coordinating the 

activities described in section 404D of 

the HEA; 

(e) Provides assurances that activities 

assisted under this program will not 

displace an employee or eliminate a 

position at a school assisted under this 

program, including a partial 

displacement such as a reduction in 

hours, wages, or employment benefits; 

(f) Describes, in the case of an eligible 

entity described in section 404A(c)(1) of 

the HEA that chooses to use a cohort 

approach, or an eligible entity described 

in section 404A(c)(2) of the HEA, how 

the eligible entity will define the 

cohorts of the students served by the 

eligible entity pursuant to section 

404B(d) of the HEA, and how the 

eligible entity will serve the cohorts 

through grade 12, including— 

(i) How vacancies in the program 

under this program will be filled; and 

(ii) How the eligible entity will serve 

students attending different secondary 

schools; 

(g) Describes how the eligible entity 

will coordinate programs under this 

program with other existing Federal, 

State, or local programs to avoid 

duplication and maximize the number 

of students served; 

(h) Provides such additional 

assurances as the Secretary determines 

necessary to ensure compliance with the 

requirements of this program; 

(i) Provides information about the 

activities that will be carried out by the 

eligible entity to support systemic 

changes from which future cohorts of 

students will benefit; and 

(j) Describes the sources of matching 

funds that will enable the eligible entity 

to meet the matching requirement 

described in subsection (b). 

4. Subgrantees: A grantee under this 

competition may not award subgrants to 

entities to directly carry out project 

activities described in its application. 

IV. Application and Submission 

Information 

1. Application Submission 

Instructions: For information on how to 

submit an application, please refer to 

our Common Instructions for Applicants 

to Department of Education 

Discretionary Grant Programs, 

published in the Federal Register on 

February 12, 2018 (83 FR 6003) and 

available at www.gpo.gov/fdsys/pkg.FR2018-02-12/pdf/2018-02558.pdf. 

2. Intergovernmental Review: This 

program is subject to Executive Order 

12372 and the regulations in 34 CFR 

part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for this 

program. 

3. Funding Restrictions: We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

4. Content and Form of Application 

Submission: You must include your 

complete response to the selection 

criteria and absolute priority in the 

application narrative. Other 

requirements concerning the content of 

an application, together with the forms 

you must submit, are in the application 

package for this program. 

5. Recommended Page Limit: The 

application narrative is where you, the 

applicant, address the selection criteria 

that reviewers use to assess your 

application. There is no page limit for 

the application narrative; however, we 

recommend that you present your 

information clearly and concisely. 

Note: Applications that do not follow the 

formatting recommendations will not be 

penalized. 

We recommend the following 

standards: 

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

only, with 1′′ margins. 

• Double-space all text in the 

application project narrative, and singlespace titles, headings, footnotes, 

quotations, references, and captions. 

• Use a 12-point font. 

• Use an easily readable font such as 

Times New Roman, Courier, Courier 

New, or Arial. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this competition are from 34 

CFR 75.210. 

a. Need for the project (15 points). 

(1) The Secretary considers the need 

for the proposed project. 

(2) In determining the need for the 

proposed project, the Secretary 

considers the following factors: 

(i) The magnitude or severity of the 

problem to be addressed by the 

proposed project; and 

(ii) The extent to which specific gaps 

or weaknesses in services, 

infrastructure, or opportunities have 

been identified and will be addressed by 

the proposed project, including the 

nature and magnitude of those gaps or 

weaknesses. 

b. Quality of project design (15 

points). 

(1) The Secretary considers the 

quality of the project design. 

(2) In determining the quality of 

project design, the Secretary considers 

the following factors: 

(i) The extent to which the goals, 

objectives, and outcomes to be achieved 

by the proposed project are clearly 

specified and measurable; 

(ii) The extent to which the project 

design reflects up-to-date research and 

the replication of effective practices; 

and 

(iii) The extent to which the project 

supports systemic changes from which 

future cohorts of students will benefit. 

(3) The extent to which the proposed 

project demonstrates a rationale (as 

defined in 34 CFR 77.1(c) and in this 

notice. 

c. Quality of project services (15 

points). 

(1) The Secretary considers the 

quality of the services to be provided by 

the proposed project. 


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(2) In determining the quality of 

project services provided by the 

proposed project, the Secretary 

considers the quality and sufficiency of 

strategies for ensuring equal access and 

treatment for eligible project 

participants who are members of groups 

that have traditionally been 

underrepresented based on race, color, 

national origin, gender, age, or 

disability. 

(3) In addition, the Secretary 

considers the following factors: 

(i) The extent to which the project 

services are likely to provide 

comprehensive mentoring, outreach, 

and supportive services to students, 

including the following activities: 

Information regarding financial aid for 

postsecondary education to 

participating students, encouraging 

student enrollment in rigorous and 

challenging curricula and coursework in 

order to reduce the need for remedial 

coursework at the postsecondary level, 

and improving the number of 

participating students who obtain a 

secondary school diploma and complete 

applications for and enroll in a program 

of postsecondary education; and 

(ii) The extent to which the services 

to be provided by the proposed project 

involve the collaboration of appropriate 

partners for maximizing the 

effectiveness of project services. 

d. Quality of project personnel (10 

points). 

(1) The Secretary considers the 

quality of the personnel who will carry 

out the proposed project. 

(2) In determining the quality of 

project personnel, the Secretary 

considers the extent to which the 

applicant encourages applications for 

employment from persons who are 

members of groups that have 

traditionally been underrepresented 

based on race, color, national origin, 

gender, age or disability. 

(2) In addition, the Secretary 

considers the following factors: 

(i) The qualifications, including 

relevant training and experience, of the 

project director or principal 

investigator; and 

(ii) The qualifications, including 

relevant training and experience, of key 

personnel. 

e. Quality of the management plan (10 

points). 

(1) The Secretary considers the 

quality of the management plan for the 

proposed project. 

(2) In determining the quality of the 

management plan for the proposed 

project, the Secretary considers the 

following factors: 

(i) 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; 

(ii) The adequacy of procedures for 

ensuring feedback and continuous 

improvement in the operation of the 

proposed project; 

(iii) The extent to which the time 

commitments of the project director and 

other key project personnel are 

appropriate and adequate to meet the 

objectives of the proposed project; and 

(iv) 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. 

f. Quality of the project evaluation (20 

points). 

(1) The Secretary considers the 

quality of the evaluation to be 

conducted of the proposed project. 

(2) In determining the quality of the 

project evaluation, the Secretary 

considers the following factors: 

(i) The extent to which the methods 

of evaluation are thorough, feasible, and 

appropriate to the goals, objectives, and 

outcomes of the proposed project; 

(ii) The extent to which the methods 

of evaluation include the use of 

objective performance measures that are 

clearly related to the intended outcomes 

of the project and will produce 

quantitative and qualitative data to the 

extent possible; 

(iii) The extent to which the methods 

of evaluation will provide performance 

feedback and permit periodic 

assessment of progress toward achieving 

intended outcomes; 

(iv) The extent to which the 

evaluation will provide guidance about 

effective strategies suitable for 

replication or testing in other settings; 

and 

(v) The extent to which the methods 

of evaluation will, if well-implemented, 

produce promising evidence (as defined 

in 34 CFR 77.1(c)) about the projects 

effectiveness. 

g. Adequacy of resources (15 points). 

(1) The Secretary considers the 

adequacy of resources for the proposed 

project. 

(2) In determining the adequacy of 

resources for the proposed project, the 

Secretary considers the following 

factors: 

(i) The adequacy of support, including 

facilities, equipment, supplies and other 

resources from the applicant 

organization or the lead applicant 

organization; 

(ii) The relevance and demonstrated 

commitment of each partner in the 

proposed project to the implementation 

and success of the project; 

(iii) 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; and 

(iv) The potential for continued 

support of the project after Federal 

funding ends, including, as appropriate, 

the demonstrated commitment of 

appropriate entities to such support. 

2. Review and Selection Process: We 

remind potential applicants that in 

reviewing applications in any 

discretionary grant competition, the 

Secretary may consider, under 34 CFR 

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

applicant in carrying out a previous 

award, such as the applicant’s use of 

funds, achievement of project 

objectives, and compliance with grant 

conditions. The Secretary may also 

consider whether the applicant failed to 

submit a timely performance report or 

submitted a report of unacceptable 

quality. 

In addition, in making a competitive 

grant award, the Secretary requires 

various assurances including those 

applicable to Federal civil rights laws 

that prohibit discrimination in programs 

or activities receiving Federal financial 

assistance from the Department of 

Education (34 CFR 100.4, 104.5, 106.4, 

108.8, and 110.23) as well as all 

applicable requirements of all other 

Federal laws, executive orders, 

regulations, and policies governing this 

program. 

For this competition, a panel of nonFederal reviewers will review each 

application in accordance with the 

selection criteria in 34 CFR 75.217(d)(3) 

as required by 20 U.S.C. 1070–a23(d). 

The individual scores of the reviewers 

will be added and the sum divided by 

the number of reviewers to determine 

the peer review score received in the 

review process. 

If there are insufficient funds for all 

applications with the same total scores, 

to the extent practicable the Secretary 

will consider the distribution of grant 

awards based on the geographic 

distribution of such grant awards and 

the distribution between urban and 

rural applicants for the GEAR UP 

program consistent with 20 U.S.C. 

1070a–22(a)(3). 

3. Risk Assessment and Special 

Conditions: Consistent with 2 CFR 

200.205, before awarding grants under 

this competition the Department 

conducts a review of the risks posed by 

applicants. Under 2 CFR 3474.10, the 


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Secretary may impose special 

conditions and, in appropriate 

circumstances, high-risk conditions on a 

grant if the applicant or grantee is not 

financially stable; has a history of 

unsatisfactory performance; has a 

financial or other management system 

that does not meet the standards in 2 

CFR part 200, subpart D; has not 

fulfilled the conditions of a prior grant; 

or is otherwise not responsible. 

4. Integrity and Performance System: 

If you are selected under this 

competition to receive an award that 

over the course of the project period 

may exceed the simplified acquisition 

threshold (currently $150,000), under 2 

CFR 200.205(a)(2) we must make a 

judgment about your integrity, business 

ethics, and record of performance under 

Federal awards—that is, the risk posed 

by you as an applicant—before we make 

an award. In doing so, we must consider 

any information about you that is in the 

integrity and performance system 

(currently referred to as the Federal 

Awardee Performance and Integrity 

Information System (FAPIIS)), 

accessible through the System for 

Award Management. You may review 

and comment on any information about 

yourself that a Federal agency 

previously entered and that is currently 

in FAPIIS. 

Please note that, if the total value of 

your currently active grants, cooperative 

agreements, and procurement contracts 

from the Federal Government exceeds 

$10,000,000, the reporting requirements 

in 2 CFR part 200, Appendix XII, 

require you to report certain integrity 

information to FAPIIS semiannually. 

Please review the requirements in 2 CFR 

part 200, Appendix XII, if this grant 

plus all the other Federal funds you 

receive exceed $10,000,000. 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN), or we may send you an email 

containing a link to access an electronic 

version of your GAN. We may notify 

you informally, also. 

If your application is not evaluated or 

not selected for funding, we will notify 

you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

3. Open Licensing Requirements: 

Unless an exception applies, if you are 

awarded a grant under this competition, 

you will be required to openly license 

to the public grant deliverables created 

in whole, or in part, with Department 

grant funds. When the deliverable 

consists of modifications to pre-existing 

works, the license extends only to those 

modifications that can be separately 

identified and only to the extent that 

open licensing is permitted under the 

terms of any licenses or other legal 

restrictions on the use of pre-existing 

works. For additional information on 

the open licensing requirements please 

refer to 2 CFR 3474.20(c). 

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

grant under this competition, you must 

ensure that you have in place the 

necessary processes and systems to 

comply with the reporting requirements 

in 2 CFR part 170 should you receive 

funding under the competition. This 

does not apply if you have an exception 

under 2 CFR 170.110(b). 

(b) At the end of your project period, 

you must submit a final performance 

report, including financial information, 

as directed by the Secretary. If you 

receive a multiyear award, you must 

submit an annual performance report 

that provides the most current 

performance and financial expenditure 

information as directed by the Secretary 

under 34 CFR 75.118. The Secretary 

may also require more frequent 

performance reports under 34 CFR 

75.720(c). For specific requirements on 

reporting, please go to www.ed.gov/ 

fund/grant/apply/appforms/ 

appforms.html. 

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

Secretary may provide a grantee with 

additional funding for data collection 

analysis and reporting. In this case the 

Secretary establishes a data collection 

period. 

5. Performance Measures: The 

objectives of the GEAR UP program are 

(1) to increase the academic 

performance and preparation for 

postsecondary education of 

participating students; (2) to increase 

the rate of high school graduation and 

participation in postsecondary 

education of participating students; and 

(3) to increase educational expectations 

for participating students and increase 

student and family knowledge of 

postsecondary education options, 

preparation, and financing. 

The effectiveness of this program 

depends on the rate at which program 

participants complete high school and 

enroll in and complete a postsecondary 

education. Under the Government 

Performance and Results Modernization 

Act, we developed the following 

performance measures to track progress 

toward achieving the program’s goals: 

1. The percentage of GEAR UP 

students who pass Pre-Algebra by the 

end of 8th grade. 

2. The percentage of GEAR UP 

students who pass Algebra 1 by the end 

of 9th grade. 

3. The percentage of GEAR UP 

students who take two years of 

mathematics beyond Algebra 1 by 12th 

grade. 

4. The percentage of GEAR UP 

students who are on track for graduation 

at the end of each grade. 

5. The percentage of GEAR UP 

students who are on track to apply for 

college as measured by completion of 

the SAT or ACT by the end of 11th 

grade. 

6. The percentage of GEAR UP 

students who graduate from high 

school. 

7. The percentage of GEAR UP 

students who complete the Free 

Application for Federal Student Aid. 

8. The percentage of GEAR UP 

students and former GEAR UP students 

who are enrolled at an IHE. 

9. The percentage of GEAR UP 

students who place into college-level 

math and English without need for 

remediation. 

10. The percentage of current GEAR 

UP students and former GEAR UP 

students who are on track to graduate 

from an IHE one year after enrolling in 

an IHE. 

In addition, to assess the efficiency of 

the program, we track the average cost, 

in Federal funds, of achieving a 

successful outcome, where success is 

defined as enrollment in a program of 

undergraduate instruction at an IHE of 

GEAR UP students immediately after 

high school graduation. These 

performance measures constitute GEAR 

UP’s indicators of the success of the 

program. Accordingly, we request that 

applicants include these performance 

measures in conceptualizing the design, 

implementation, and evaluation of their 

proposed projects. 

6. Continuation Awards: In making a 

continuation award under 34 CFR 

75.253, the Secretary considers, among 

other things: Whether a grantee has 

made substantial progress in achieving 

the goals and objectives of the project; 

whether the grantee has expended funds 

in a manner that is consistent with its 

approved application and budget; and, 

if the Secretary has established 

performance measurement 


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Federal Register / Vol. 83, No. 110 / Thursday, June 7, 2018 / Notices 26445 

requirements, the performance targets in 

the grantee’s approved application. 

In making a continuation grant, the 

Secretary also considers whether the 

grantee is operating in compliance with 

the assurances in its approved 

application, including those applicable 

to Federal civil rights laws that prohibit 

discrimination in programs or activities 

receiving Federal financial assistance 

from the Department (34 CFR 100.4, 

104.5, 106.4, 108.8, and 110.23) as well 

as all applicable requirements of all 

other Federal laws, executive orders, 

regulations, and policies governing this 

program. 

VII. Other Information 

Accessible Format: Individuals with 

disabilities can obtain this document 

and a copy of the application package in 

an accessible format (e.g., braille, large 

print, audiotape, or compact disc) on 

request to one of the program contact 

persons listed under FOR FURTHER

INFORMATION CONTACT. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations via the 

Federal Digital System at: www.gpo.gov/ 

fdsys. At this site you can view this 

document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portal Document Format (PDF). 

To use PDF you must have Adobe 

Acrobat Reader, which is available free 

at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

feature at this site, you can limit your 

search to documents published by the 

Department. 

Dated: June 4, 2018. 

Frank T. Brogan, 

Principal Deputy Assistant Secretary and 

Delegated the duties of the Assistant 

Secretary, Office of Planning, Evaluation and 

Policy Development, Delegated the duties of 

the Assistant Secretary, Office of 

Postsecondary Education. 

[FR Doc. 2018–12294 Filed 6–6–18; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Gaining 

Early Awareness and Readiness for 

Undergraduate Programs (State 

Grants) 

AGENCY: Office of Postsecondary 

Education, Department of Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

is issuing a notice inviting applications 

for new awards for fiscal year (FY) 2018 

for the Gaining Early Awareness and 

Readiness for Undergraduate Programs 

(GEAR UP) State Grants, Catalog of 

Federal Domestic Assistance (CFDA) 

number 84.334S. 

DATES: Applications Available: June 7, 

2018. 

Deadline for Transmittal of 

Applications: July 13, 2018. 

Deadline for Intergovernmental 

Review: September 11, 2018. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on February 12, 2018 

(83 FR 6003) and available at 

www.gpo.gov/fdsys/pkg/FR-2018-02-12/

pdf/2018-02558.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Karmon Simms-Coates, U.S. Department 

of Education, 400 Maryland Avenue 

SW, room 278–54, Washington, DC 

20202–6450. Telephone: (202) 453– 

7917. Email: Karmon.Simms-Coates@

ed.gov. 

If you use a telecommunications 

device for the deaf (TDD) or a text 

telephone (TTY), call the Federal Relay 

Service (FRS), toll free, at 1–800–877– 

8339. 

SUPPLEMENTARY INFORMATION: 

I. Funding Opportunity Description 

Purpose of Program: The GEAR UP 

program is a discretionary grant 

program that encourages eligible entities 

to provide support, and maintain a 

commitment to eligible low-income 

students, including students with 

disabilities, to assist the students in 

obtaining a secondary school diploma 

(or its recognized equivalent) and to 

prepare for and succeed in 

postsecondary education. Under the 

GEAR UP program, the Department 

awards grants to two types of entities: 

(1) States and (2) eligible partnerships. 

In this notice, the Department invites 

applications for State grants only. We 

will invite applications for partnership 

grants in another notice published in 

the Federal Register. Required services 

under the GEAR UP program are 

specified in sections 404D(a) of the 

Higher Education Act of 1965, as 

amended (HEA) (20 U.S.C. 1070a–24(a)), 

and permissible services under the 

GEAR UP Program are specified in 

section 404D(b) and (c) of the HEA (20 

U.S.C. 1070a–24(b) and (c)). For State 

grantees, activities must include 

providing financial aid information for 

postsecondary education, encouraging 

enrollment in rigorous and challenging 

coursework in order to reduce the need 

for remediation at the postsecondary 

level, implementing activities to 

improve the number of participating 

students who obtain a secondary school 

diploma and who complete applications 

for and enroll in a program of 

postsecondary education, and provision 

of scholarships as specified in section 

404E of the HEA. Activities may also 

include mentoring, tutoring, supporting 

dual or concurrent enrollment programs 

that support participating students in 

science, technology, engineering, or 

mathematics (STEM), academic and 

career counseling, financial and 

economic literacy education, and 

exposure to college campuses. 

Background: 

On March 2, 2018, the Secretary 

published in the Federal Register the 

Final Supplemental Priorities and 

Definitions for Discretionary Grant 

Programs (83 FR 9096) (Supplemental 

Priorities). In order to advance many of 

these priorities, this notice contains an 

absolute priority that encompasses 

several of the supplemental priorities. 

Because the absolute priority includes 

many categories from which an 

applicant may choose, and because 

projects occur over a period of many 

years, we believe applicants have ample 

opportunity to address these priorities 

in their projects. 

Priorities: This notice contains one 

absolute priority and one competitive 

preference priority. The absolute 

priority has several categories. The 

absolute priority is from the 

Supplemental Priorities. This notice 

also contains one competitive 

preference priority. In accordance with 

34 CFR 75.105(b)(2)(ii) and 34 CFR 

75.105(b)(iv), the competitive preference 

priority is from section 404A(b)(3) of the 

HEA (20 U.S.C. 1070a–21(b)(3)) and the 

GEAR UP Program regulations (34 CFR 

694.19). 

Absolute Priority: For FY 2018, and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, this 

priority is an absolute priority. Under 34 

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


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