OMB Control No. 1894

-0005 (Exp. 03/ XX/20XX) 

### NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you about a new provision in the Department of Education's General Education Provisions Act (GEPA) that applies to applicants for new grant awards under Department programs. This provision is Section 427 of GEPA, enacted as part of the Im proving America's Schools Act of 1994 (Public Law (P.L.) 103

-382). **To Whom Does This Provision Apply?** Section 427 of GEPA affects applicants for new grant awards under this program. **ALL APPLICANTS**  **FOR NEW**  **AWARDS MUST**  **INCLUDE INFORMATION**  **IN THEIR**  **APPLICATIONS TO**  **ADDRESS THIS**  **NEW PROVISION**  **IN ORDER**  **TO RECEIVE FUNDING UNDER**  **THIS PROGRAM.**  (If this program is a State

-form ula grant program, a State needs to provide this description only for projects or activities that it carries out with funds reserved for State

-level uses. In addition, local school districts or other eligible applicants that apply to the State for funding need to provide this description in their applications to the State for funding. The State would be responsible for ensuring that the school district or other local entity has submitted a sufficient section 427 statement as described below.) **What Does This Provision Require?** Section 427 requires each applicant for funds (other than an individual person) to include in its application a description of the steps the applicant proposes to take to ensure equitable access to, and participation in, its Federally

-assisted program for students, teachers, and other program beneficiaries with special needs. This provision allows applicants discretion in developing the required description. The statute highlights six types of barriers that can im pede equitable access or participation: gender, race, national origin, color, disability, or age. Based on local circumstances, you should determine whether these or other barriers may prevent your students, teachers, etc. from such access or participation in, the Federally

-funded project or activity. The description in your application of steps to be taken to overcome these barriers need not be lengthy; you may provide a clear and succinct description of how you plan to address those barriers that are applicable to your circumstances. In addition, the information may be provided in a single narrative, or, if appropriate, may be discussed in connection with related topics in the application. Section 427 is not intended to duplicate the requirements of civil rights statutes, but rather to ensure that, in designing their projects, applicants for Federal funds address equity concerns that may affect the ability of

certain potential beneficiaries to fully participate in the project and to achieve to high standards. Consistent with program requirements and its approved application, an applicant may use the Federal funds awarded to it to eliminate barriers it identifies. **What are Examples of How an Applicant Might Satisfy the Requirement of This Provision?**  The following examples may help illustrate how an applicant may comply with Section 427. (1) An applicant that proposes to carry out an adult literacy project serving, among others, adults with limited English proficiency, might describe in its application how it intends to distribute a brochure about the proposed project to such potential participants in their native language. (2) An applicant that proposes to develop instructional materials for classroom use might describe how

it will make the materials available on audio tape or in braille for students who are blind. (3) An applicant that proposes to carry out a model science program for secondary students and is concerned that girls may be less likely than boys to enroll in the course, might indicate how it intends to conduct "outreach" efforts to girls, to encourage their enrollment.
We recognize that many applicants may already be im plementing effective steps to ensure equity of access and participation in their grant programs, and weappreciate your cooperation in responding to the requirements of this provision.
**Estimated Burden Statement for GEPA Requirements According**  **to the**  **Paperwork Reduction**  **Act of**  **1995, no**  **persons are**  **required to**  **respond to**  **a collection**  **of information**  **unless such**  **collection displays**  **a valid**  **OMB control**  **number. P** **ublic repo** **rting burden**  **for this**  **collection of**  **information is**  **estimated to**  **average 1.5**  **hours per**  **response, including**  **time for**  **reviewing instructions,**  **searching existing**  **data sources,**  **gathering and**  **maintaining the**  **data needed,**  **and completing**  **and reviewing**  **the collecti**  **on of**  **information. T** **he obligation**  **to respond**  **to this**  **collection is**  **required to**  **obtain or**  **retain benefit**  **(Public Law**  **103**
**- 382.**  **Send comments**  **regarding the**  **burden estimate**  **or any**  **other aspect**  **of this**  **collection of**  **information, including**  **suggestions for**  **reduc ing**  **this burden,**  **to the**  **U.S. Department**  **of Education,**  **400 Maryland**  **Ave., SW,**  **Washington, DC**  **20210**
**- 4537**  **or email**  **ICDocketMgr@ed.gov and**  **reference the**  **OMB Control Number 1894** 
**- 0005.**