Federal Register / Vol. 87, No. 35 / Tuesday, February 22, 2022 / Notices 9587 

DEPARTMENT OF DEFENSE 

Office of the Secretary 

[Docket ID: DoD–2021–OS–0116] 

Submission for OMB Review; 

Comment Request 

AGENCY: Defense Counterintelligence 

and Security Agency (DCSA), 

Department of Defense (DoD). 

ACTION: 30-Day information collection 

notice. 

SUMMARY: The Department of Defense 

has submitted to OMB for clearance the 

following proposal for collection of 

information under the provisions of the 

Paperwork Reduction Act. 

DATES: Consideration will be given to all 

comments received by March 24, 2022. 

ADDRESSES: Written comments and 

recommendations for the proposed 

information collection should be sent 

within 30 days of publication of this 

notice to www.reginfo.gov/public/do/ 

PRAMain. Find this particular 

information collection by selecting 

‘‘Currently under 30-day Review—Open 

for Public Comments’’ or by using the 

search function. 

FOR FURTHER INFORMATION CONTACT: 

Angela Duncan, 571–372–7574, or 

whs.mc-alex.esd.mbx.dd-dodinformation-collections@mail.mil. 

SUPPLEMENTARY INFORMATION: 

Title; Associated Form; and OMB 

Number: National Industrial Security 

System; DCSA Form 147; OMB Control 

Number 0705–0006. 

Type of Request: Revision. 

Number of Respondents: 11,671. 

Responses per Respondent: 2. 

Annual Responses: 23,342. 

Average Burden per Response: 1.5 

hours. 

Annual Burden Hours: 35,013. 

Needs and Uses: The information 

collection requirement is necessary for 

DCSA to oversee the National Industrial 

Security Program (NISP) pursuant to 

Executive Order 12829. The National 

Industrial Security System (NISS) is the 

primary collection instrument for DCSA 

oversight of the NISP and maintaining 

data associated with cleared facilities 

and their oversight. The NISS is the 

repository of records related to the 

maintenance of information pertaining 

to contractor facility security clearances 

(FCL) and contractor capabilities to 

protect classified information in its 

possession. The information is utilized 

to determine if a company and its key 

management personnel are eligible for 

issuance of a facility clearance in 

accordance with 32 CFR part 117 

requirements. In addition, information 

is utilized to inform Government 

Contracting Activities of contractor’s 

ability to maintain facility clearance 

status and/or storage capability as well 

as to analyze vulnerabilities identified 

within security programs and ensure 

proper mitigation actions are taken to 

preclude unauthorized disclosure of 

classified information. As part of the 

FCL process, contractors must also 

complete and maintain a DCSA Form 

147 in NISS. The form provides a single 

document to record the numerous 

characteristics of Open Storage Areas 

that are required to be reviewed for 

contractor facilities to be approved by 

DCSA for classified storage. 

Affected Public: Business or other forprofit; not-for-profit institutions. 

Frequency: As required. 

Respondent’s Obligation: Voluntary. 

OMB Desk Officer: Ms. Jasmeet 

Seehra. 

You may also submit comments and 

recommendations, identified by Docket 

ID number and title, by the following 

method: 

• Federal eRulemaking Portal: http:// 

www.regulations.gov. Follow the 

instructions for submitting comments. 

Instructions: All submissions received 

must include the agency name, Docket 

ID number, and title for this Federal 

Register document. The general policy 

for comments and other submissions 

from members of the public is to make 

these submissions available for public 

viewing on the internet at http://

www.regulations.gov as they are 

received without change, including any 

personal identifiers or contact 

information. 

DOD Clearance Officer: Ms. Angela 

Duncan. 

Requests for copies of the information 

collection proposal should be sent to 

Ms. Duncan at whs.mc-alex.esd.mbx.dddod-information-collections@mail.mil. 

Dated: February 15, 2022. 

Aaron T. Siegel, 

Alternate OSD Federal Register, Liaison 

Officer, Department of Defense. 

[FR Doc. 2022–03735 Filed 2–18–22; 8:45 am] 

BILLING CODE 5001–06–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Magnet 

Schools Assistance Program 

AGENCY: Office of Elementary and 

Secondary Education, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications (NIA) for fiscal year (FY) 

2022 for the Magnet Schools Assistance 

Program (MSAP), Assistance Listing 

Number 84.165A. This notice relates to 

the approved information collection 

under OMB control number 1855–0011. 

DATES: 

Application Available: February 22, 

2022. 

Deadline for Notice of Intent to Apply: 

March 24, 2022. 

Deadline for Transmittal of 

Applications: April 25, 2022. 

Deadline for Intergovernmental 

Review: July 7, 2022. 

PreApplication—Webinar 

Information: No later than March 4, 

2022, MSAP will begin holding 

webinars to provide technical assistance 

to interested applicants. Detailed 

information regarding these webinars 

will be provided on the MSAP website 

at https://oese.ed.gov/offices/office-ofdiscretionary-grants-support-services/ 

school-choice-improvement-programs/ 

magnet-school-assistance-programmsap/. Recordings of all webinars will 

be available on the MSAP website 

following the sessions. 

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 December 27, 2021 

(86 FR 73264) and available at 

www.federalregister.gov/d/2021-27979. 

Please note that these Common 

Instructions supersede the version 

published on February 13, 2019, and, in 

part, describe the transition from the 

requirement to register in SAM.gov a 

Data Universal Numbering System 

(DUNS) number to the implementation 

of the Unique Entity Identifier (UEI). 

More information on the phase-out of 

DUNS numbers is available at 

www2.ed.gov/about/offices/list/ofo/ 

docs/unique-entity-identifier-transitionfact-sheet.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Gillian Cohen-Boyer, U.S. Department 

of Education, 400 Maryland Avenue 

SW, Room 3C134, Washington, DC 

20202–5970. Telephone: (202) 401– 

1259. Email: msap.team@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: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: MSAP, 

authorized under Title IV, part D of the 


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9588 Federal Register / Vol. 87, No. 35 / Tuesday, February 22, 2022 / Notices 

1We note the FY 2022 House Appropriations 

Report (H.R. Rep. No. 117–96 at 276 (2021)) directs 

the Department to include such a priority, citing a 

2019 report by the Urban Institute, which indicated 

that two-thirds of total school segregation in 

metropolitan areas is due to segregation between, 

rather than within, school districts. Monarrez, 

To ́mas, Kisida, Brian, and Chingos, Matthew. When 

is a school segregated? Making sense of segregation 

65 years after Brown v. Board of Education. Urban 

Institute, September 27, 2019. Retrieved January 3, 

2021 from www.urban.org/research/publication/ 

when-school-segregated-making-sense-segregation65-years-after-brown-v-board-education. 

Elementary and Secondary Education 

Act of 1965, as amended (ESEA), 

provides grants to local educational 

agencies (LEAs) and consortia of LEAs 

to create or revise magnet schools under 

required or voluntary desegregation 

plans. 

As written in section 4401(b) of the 

ESEA, 20 U.S.C. 7231, ‘‘the purpose of 

MSAP is to assist LEAs in the 

desegregation of schools by providing 

financial assistance to eligible LEAs for: 

(1) The elimination, reduction, or 

prevention of minority group isolation 

(MGI) in elementary schools and 

secondary schools with substantial 

proportions of minority students, which 

shall include assisting in the efforts of 

the United States to achieve voluntary 

desegregation in public schools; (2) the 

development, implementation, and 

expansion of magnet school programs 

that will assist LEAs in achieving 

systemic reforms and providing all 

students the opportunity to meet 

challenging State academic standards; 

(3) the development, design, and 

expansion of innovative educational 

methods and practices that promote 

diversity and increase choices in public 

elementary schools and public 

secondary schools and public 

educational programs; (4) courses of 

instruction within magnet schools that 

will substantially strengthen the 

knowledge of academic subjects and the 

attainment of tangible and marketable 

career, technological, and professional 

skills of students attending such 

schools; (5) improving the capacity of 

LEAs, including through professional 

development, to continue operating 

magnet schools at a high performance 

level after Federal funding for the 

magnet schools is terminated; and (6) 

ensuring that all students enrolled in 

the magnet school programs have 

equitable access to high quality 

education that will enable the students 

to succeed academically and continue 

with postsecondary education or 

employment.’’ 

Background: Since its inception 

nearly 40 years ago, MSAP has 

supported LEAs in establishing 

numerous successful magnet schools, 

defined under section 4402 of the ESEA, 

20 U.S.C. 7231a, as public elementary or 

secondary schools that offer ‘‘a special 

curriculum capable of attracting 

substantial numbers of students of 

different racial backgrounds.’’ In this 

competition, the Department seeks to 

focus applicants on effectively 

addressing the legislative purpose of the 

MSAP statute—assisting LEAs in the 

desegregation of schools through the use 

of magnet schools—by requiring 

applicants to demonstrate how they 

intend to align the elements of their 

proposed MSAP projects with their 

required (e.g., court-ordered) or 

voluntary desegregation plans, which 

must be submitted as a component of 

their applications under sections 4403 

and 4404 of the ESEA, 20 U.S.C. 7231b 

and 7231c. In accordance with 34 CFR 

280.2 and 280.20, under Section III, Part 

4 of this notice, applicants must provide 

context and a summary description for 

the goals of their desegregation plan and 

how Federal funding for magnet schools 

will assist in achieving the LEAs’ 

specific goals related to the reduction, 

prevention, or elimination of MGI. This 

information will assist the Department 

in confirming the LEA’s eligibility for an 

award and inform the Department’s 

review of the applicant’s project 

narrative against the selection criteria 

outlined in Section V, Part 1 of this 

notice. 

Beyond proposing high-quality 

projects that provide unique educational 

opportunities capable of attracting 

substantial numbers of students of 

different backgrounds, we encourage 

applicants to employ a range of 

strategies to maximize the potential of 

bringing students together from different 

racial backgrounds. For example, under 

section 4407 of the ESEA, 20 U.S.C. 

7231f, MSAP permits LEAs to support 

student transportation to and from 

magnet schools, provided the 

transportation costs are sustainable 

beyond the grant period and the costs 

do not constitute a significant portion of 

the LEA’s grant funds. Under 

Competitive Preference Priority 5, we 

provide competitive preference for 

applicants that propose to establish, 

expand, or strengthen inter-district and 

regional magnet programs consistent 

with section 4407(a)(8) of the ESEA, 20 

U.S.C. 7231f.1 Responses to Competitive 

Preference Priority 5 could include, 

among a range of other activities, 

establishing and participating in a 

voluntary, inter-district transfer program 

for students from varied neighborhoods; 

making strategic decisions regarding the 

selection of magnet school sites or 

revising school boundaries, attendance 

zones, or feeder patterns to take into 

account neighboring communities; and 

formal merging or coordinating among 

multiple educational jurisdictions in 

order to pool resources, provide 

transportation, and expand high-quality 

public school options for students from 

low-income backgrounds. 

In order to increase the overall 

diversity of the school settings in which 

students learn, under Competitive 

Preference Priority 6, we provide 

competitive preference to LEAs that 

propose to connect their projects to 

broader school and district plans for 

increasing students’ access to highquality instruction delivered by a 

diverse group of educators. 

In Invitational Priority 1, we 

encourage applicants to prioritize the 

establishment of whole-school magnet 

programs in order to promote learning 

for students in ways that ensure all 

students within a school have the 

opportunity to successfully partake in 

the special curriculum and meet 

challenging academic content standards 

and decrease the likelihood of tracking 

within schools. 

Additionally, the Department is 

interested in projects that propose to 

coordinate with relevant government 

entities—such as housing and 

transportation authorities, among 

others—given the impact that other 

public policy choices may have on the 

composition of a school’s student body. 

For example, the Department seeks 

applications connecting MSAP projects 

to nearby public housing redevelopment 

projects, such as those funded through 

the Department of Housing and Urban 

Development (HUD) Choice 

Neighborhoods Initiative and the HUD 

Rental Assistance Demonstration 

program. Accordingly, under 

Invitational Priority 2, and more 

generally through the selection criteria 

outlined in Section V of this notice, we 

encourage projects that propose to 

coordinate efforts with housing and 

transportation authorities, as well as 

other Federal, State, or local agencies, or 

community-based organizations. 

Finally, to assist grantees in 

grounding their programs in the existing 

knowledge base as well as identifying 

practices that will improve LEA 

capacity to continue operating magnet 

schools at high performance levels 

beyond the funding period, this 

competition provides for applicants to 

address evidence in two ways. Under 

Competitive Preference Priority 2, 

applicants may demonstrate that they 

intend to implement activities that are 

evidence-based in their proposed MSAP 

project schools. Additionally, in 

response to the quality of the project 

evaluation selection criterion, 


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Federal Register / Vol. 87, No. 35 / Tuesday, February 22, 2022 / Notices 9589 

applicants should discuss how they will 

monitor the implementation and results 

of their MSAP project activities, as well 

as how they intend to identify practices 

to be sustained beyond the project 

period through the final evaluation 

reports described in Section VI, Part 4(c) 

of this notice, which should be designed 

to yield results at the level of promising 

evidence or higher. 

Priorities: This competition includes 

six competitive preference priories and 

two invitational priorities. In 

accordance with 34 CFR 75.105(b)(2)(ii), 

Competitive Preference Priorities 1 and 

3 are from the MSAP regulations at 34 

CFR 280.32. In accordance with 34 CFR 

75.105(b)(2)(iv), Competitive Preference 

Priorities 2 and 4 are from section 4406 

of the ESEA, 20 U.S.C. 7231e. In 

accordance with 34 CFR 75.105(b)(2)(v), 

Competitive Preference Priority 5 is 

from allowable activities specified in 

section 4407 of the ESEA, 20 U.S.C. 

7231f. Competitive Preference Priority 6 

is from the Final Priorities and 

Definitions—Secretary’s Supplemental 

Priorities and Definitions for 

Discretionary Grants Programs, 

published in the Federal Register on 

December 10, 2021 (86 FR 70612) 

(Supplemental Priorities). 

Competitive Preference Priorities: For 

FY 2022 and any subsequent year in 

which we make awards from the list of 

unfunded applications from this 

competition, these priorities are 

competitive preference priorities. Under 

34 CFR 75.105(c)(2)(i), we award one 

additional point to an application that 

meets Competitive Preference Priority 1; 

up to three additional points to an 

application, depending on how well the 

application meets Competitive 

Preference Priority 2; up to two 

additional points to an application, 

depending on how well the application 

meets Competitive Preference Priority 3; 

up to three additional points to an 

application, depending on how well the 

application meets Competitive 

Preference Priority 4; up to four 

additional points to an application 

depending on how well the application 

meets Competitive Preference Priority 5; 

and up to two additional points to an 

application depending on how well the 

application meets Competitive 

Preference Priority 6. 

Based on the quality of the applicant’s 

response in addressing any or all of 

these priorities, an application may be 

awarded up to a total of 15 additional 

points. Applicants may apply under 

any, all, or none of the competitive 

preference priorities. The maximum 

possible points for each competitive 

preference priority are indicated in 

parentheses following the name of the 

priority. These points are in addition to 

any points the application earns under 

the selection criteria in this notice. 

These priorities are: 

Competitive Preference Priority 1— 

Need for Assistance (0 or 1 point). 

The Secretary evaluates the 

applicant’s need for assistance by 

considering— 

(1) The costs of fully implementing 

the magnet schools project as proposed; 

(2) The resources available to the 

applicant to carry out the project if 

funds under the program were not 

provided; 

(3) The extent to which the costs of 

the project exceed the applicant’s 

resources; and 

(4) The difficulty of effectively 

carrying out the approved plan and the 

project for which assistance is sought, 

including consideration of how the 

design of the magnet school project— 

e.g., the type of program proposed, the 

location of the magnet school within the 

LEA—impacts the applicant’s ability to 

successfully carry out the approved 

plan. 

Competitive Preference Priority 2— 

New or Revised Magnet Schools Projects 

and Strength of Evidence to Support 

Proposed Projects (up to 3 points). 

The Secretary determines the extent 

to which the applicant proposes to (1) 

carry out a new, evidence-based magnet 

school program; (2) significantly revise 

an existing magnet school program, 

using evidence-based methods and 

practices, as available; or (3) replicate an 

existing magnet school program that has 

a demonstrated record of success in 

increasing student academic 

achievement and reducing isolation of 

minority groups. 

Competitive Preference Priority 3— 

Selection of Students (up to 2 points). 

The Secretary determines the extent 

to which the applicant proposes to 

select students to attend magnet schools 

by methods such as lottery, rather than 

through academic examination. 

Competitive Preference Priority 4— 

Increasing Racial Integration and 

Socioeconomic Diversity (up to 3 

points). 

The Secretary determines the extent 

to which the applicant proposes to 

increase racial integration by taking into 

account socioeconomic diversity in 

designing and implementing magnet 

school programs. 

Competitive Preference Priority 5— 

Inter-district and Regional Approaches 

(up to 4 points). 

Under this priority, an applicant must 

demonstrate that grant funds will be 

used to enable the LEA, or consortium 

of such agencies, or other organizations 

partnered with such agency or 

consortium, to establish, expand, or 

strengthen inter-district and regional 

magnet programs. 

Competitive Preference Priority 6— 

Supporting a Diverse Educator 

Workforce and Professional Growth to 

Strengthen Student Learning (up to 2 

points). 

Projects that are designed to increase 

the proportion of well-prepared, 

diverse, and effective educators serving 

students, with a focus on underserved 

students, through building or expanding 

high-poverty school districts’ capacity 

to hire, support, and retain an effective 

and diverse educator workforce, through 

one or both of the following: 

(a) Adopting or expanding 

comprehensive, strategic career and 

compensation systems that provide 

competitive compensation and include 

opportunities for educators to serve as 

mentors and instructional coaches, or to 

take on additional leadership roles and 

responsibilities for which educators are 

compensated. 

(b) Developing data systems, 

timelines, and action plans for 

promoting inclusive and bias-free 

human resources practices that promote 

and support development of educator 

diversity. 

Invitational Priorities: For FY 2022 

and any subsequent year in which we 

make awards from the list of unfunded 

applications from this competition, 

these are invitational priorities. Under 

34 CFR 75.105(c)(1) we do not give an 

application that meets these invitational 

priorities a competitive or absolute 

preference over other applications. 

These priorities are: 

Invitational Priority 1—Whole-School 

Magnet Programs. 

Projects that propose to implement 

‘‘whole-school magnet’’ schools in 

which all students enrolled in the 

school participate in the magnet school 

program, rather than schools that 

implement magnet programs within 

schools which are offered to less than 

the entire school population. 

Invitational Priority 2—Coordination 

Across Agencies and Organizations. 

Projects that propose to coordinate 

efforts with relevant governmental 

agencies, such as housing or 

transportation authorities, or 

community organizations to promote 

student diversity and achievement in 

magnet schools. This may include 

projects coordinated with public 

housing redevelopment efforts, such as 

those funded through the HUD Choice 

Neighborhoods Initiative or the HUD 

Rental Assistance Demonstration 

program. 

Definitions: The definition of 

‘‘evidence-based’’ is from 20 U.S.C. 


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9590 Federal Register / Vol. 87, No. 35 / Tuesday, February 22, 2022 / Notices 

7801. The definitions of ‘‘desegregation’’ 

and ‘‘feeder school’’ are from 34 CFR 

280.4. The definitions of ‘‘demonstrates 

a rationale,’’ ‘‘experimental study,’’ 

‘‘logic model,’’ ‘‘project component,’’ 

‘‘promising evidence,’’ ‘‘quasiexperimental design study,’’ ‘‘relevant 

outcome,’’ and ‘‘What Works 

Clearinghouse Handbooks’’ are from 34 

CFR 77.1(c). The definitions of 

‘‘children or students with disabilities,’’ 

‘‘disconnected youth,’’ ‘‘educator,’’ 

‘‘English learner,’’ ‘‘military- or veteranconnected student,’’ and ‘‘underserved 

student’’ are from the Supplemental 

Priorities. 

Children or students with disabilities 

means children with disabilities as 

defined in section 602(3) of the 

Individuals with Disabilities Education 

Act (IDEA) (20 U.S.C. 1401(3)) and 34 

CFR 300.8, or students with disabilities, 

as defined in the Rehabilitation Act of 

1973 (29 U.S.C. 705(37), 705(202)(B)). 

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. 

Desegregation, in reference to a plan, 

means a plan for the reassignment of 

children or faculty to remedy the illegal 

separation of minority group children or 

faculty in the schools of an LEA or a 

plan for the reduction, elimination, or 

prevention of minority group isolation 

in one or more of the schools of an LEA. 

Disconnected youth means an 

individual, between the ages 14 and 24, 

who may be from a low-income 

background, experiences homelessness, 

is in foster care, is involved in the 

justice system, or is not working or not 

enrolled in (or at risk of dropping out of) 

an educational institution. 

Educator means an individual who is 

an early learning (as defined in the 

Supplemental Priorities) educator, 

teacher, principal or other school leader, 

specialized instructional support 

personnel (e.g., school psychologist, 

counselor, school social worker, early 

intervention service personnel), 

paraprofessional, or faculty. 

English learner means an individual 

who is an English learner as defined in 

section 8101(20) of the ESEA, or an 

individual who is an English language 

learner as defined in section 203(7) of 

the Workforce Innovation and 

Opportunity Act. 

Evidence-based means an activity, 

strategy, or intervention that— 

(i) Demonstrates a statistically 

significant effect on improving student 

outcomes or other relevant outcomes 

based on— 

(A) Strong evidence from at least one 

well-designed and well-implemented 

experimental study; 

(B) Moderate evidence from at least 

one well-designed and wellimplemented quasi-experimental study; 

or 

(C) Promising evidence from at least 

one well-designed and wellimplemented correlational study with 

statistical controls for selection bias; or 

(ii) (A) Demonstrates a rationale based 

on high-quality research findings or 

positive evaluation that such activity, 

strategy, or intervention is likely to 

improve student outcomes or other 

relevant outcomes; and 

(B) Includes ongoing efforts to 

examine the effects of such activity, 

strategy, or intervention. 

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 Handbooks): 

(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. 

Feeder school means a school from 

which students are drawn to attend a 

magnet school. 

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. 

Military- or veteran-connected student 

means a child participating in an early 

learning (as defined in the 

Supplemental Priorities) program, a 

student enrolled in preschool through 

grade 12, or a student enrolled in career 

and technical education or 

postsecondary education who has a 

parent or guardian who is a veteran of 

the uniformed services (as defined by 37 

U.S.C. 101), in the Army, Navy, Air 

Force, Marine Corps, Coast Guard, 

Space Force, National Guard, Reserves, 

National Oceanic and Atmospheric 

Administration, or Public Health 

Service or is a veteran of the uniformed 

services with an honorable discharge (as 

defined by 38 U.S.C. 3311). 

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 


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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 

Handbooks. 

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. 

Underserved student means a student 

(which includes students in K–12 

programs) in one or more of the 

following subgroups: 

(a) A student who is living in poverty or 

is served by schools with high concentrations 

of students living in poverty. 

(b) A student of color. 

(c) A student who is a member of a 

federally recognized Indian Tribe. 

(d) An English learner. 

(e) A child or student with a disability. 

(f) A disconnected youth. 

(g) A technologically unconnected youth. 

(h) A migrant student. 

(i) A student experiencing homelessness or 

housing insecurity. 

(j) A lesbian, gay, bisexual, transgender, 

queer or questioning, or intersex (LGBTQI+) 

student. 

(k) A student who is in foster care. 

(l) A student without documentation of 

immigration status. 

(m) A pregnant, parenting, or caregiving 

student. 

(n) A student impacted by the justice 

system, including a formerly incarcerated 

student. 

(o) A student performing significantly 

below grade level. 

(p) A military- or veteran-connected 

student. 

What Works Clearinghouse (WWC) 

Handbooks means the standards and 

procedures set forth in the WWC 

Standards Handbook, Versions 4.0 or 

4.1, and WWC Procedures Handbook, 

Versions 4.0 or 4.1, or in the WWC 

Procedures and Standards Handbook, 

Version 3.0 or Version 2.1 (all 

incorporated by reference, see § 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 

WWC Handbooks documentation. 

Note: The What Works Clearinghouse 

Procedures and Standards Handbooks 

are available at: https://ies.ed.gov/ncee/ 

wwc/Handbooks. 

Program Authority: 20 U.S.C. 7231– 

7231j. 

Note: Projects will be awarded and 

must be operated in a manner consistent 

with discrimination requirements 

contained in Federal civil rights laws. 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations in 34 CFR 

parts 75, 77, 79, 81, 82, 84, 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 280. (e) Supplemental 

Priorities. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: The 

Administration has requested 

$149,000,000 for the MSAP program for 

FY 2022, of which we would use an 

estimated $135,000,000 for awards 

under this competition. The actual level 

of funding, if any, depends on final 

congressional action. However, we are 

inviting applications to allow enough 

time to complete the grant process 

before the end of the current fiscal year, 

if Congress appropriates funds for this 

program. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in FY 

2023 from the list of unfunded 

applications from this competition. 

Estimated Range of Awards: 

$1,000,000–$3,500,000 per budget year. 

Maximum Award: We will not make 

an award to an LEA or a consortium of 

LEAS exceeding $15,000,000 for the 

project period. Under section 4408(b) of 

the ESEA, 20 U.S.C. 7231h, grantees 

may not expend more than 50 percent 

of the year one grant funds and not more 

than 15 percent of year two and three 

grant funds on planning activities. 

Professional development is not 

considered to be a planning activity. 

Note: Yearly award amounts may 

vary. 

Estimated Number of Awards: 30–40. 

Note: The Department is not bound by 

any estimates in this notice. 

Project Period: Up to 60 months. 

III. Eligibility Information 

1. Eligible Applicants: LEAs or 

consortia of LEAs implementing a 

desegregation plan as specified in 

section III. 4 of this notice. 

2. Cost Sharing or Matching: This 

program does not require cost sharing or 

matching. 

3. Subgrantees: A grantee under this 

competition may not award subgrants to 

entities to directly carry out project 

activities described in its application. 

4. Other—Desegregation Plans: Per 

section 4404 of the ESEA and 34 CFR 

280.20(e) and (f) of the regulations, to 

establish eligibility to receive MSAP 

assistance, applicants must also submit 

with their applications one of the 

following types of desegregation plans: 

(i) A desegregation plan required by a 

court order; (ii) a desegregation plan 

required by a State agency or an official 

of competent jurisdiction; (iii) a 

desegregation plan required by the 

Department’s Office for Civil Rights 

(OCR) under Title VI of the Civil Rights 

Act of 1964 (Title VI); or (iv) a voluntary 

desegregation plan adopted by the 

applicant and submitted to the 

Department for approval as part of the 

application. Under the MSAP 

regulations, applicants are required to 

provide all of the information required 

in 34 CFR 280.20(a) through (g) in order 

to satisfy the civil rights eligibility 

requirements found in 34 CFR 

280.2(a)(2) and (b). 

Note: While voluntary desegregation 

plans must be approved by the school 

board of the submitting LEA or 

consortium of LEAs, these desegregation 

plans do not require Department 

approval prior to application 

submission. Review of applicants’ 

voluntary desegregation plans is a 

component of the application review 

process under section 4404 of the ESEA, 

20 U.S.C.7231c, and 34 CFR 280.2(b) to 

ensure that all grantees receiving funds 

have desegregation plans that are 

adequate under Title VI and, for each 

magnet school for which funding is 

sought, the magnet school will reduce, 

eliminate, or prevent MGI within the 

project period, either in the magnet 

school or in a feeder school, as 

appropriate. 

In addition to the particular data and 

other items for required and voluntary 

desegregation plans described in the 

application package, per 34 CFR 

280.20(e)(f) and(g), an application must 

include— 

• Projected enrollment by race and 

ethnicity for magnet and feeder schools; 

• Signed civil rights assurances; and 

• An assurance that the desegregation 

plan is being implemented or will be 

implemented if the application is 

funded. 

Finally, under section 4405(b)(1)(A) of 

the ESEA, 20 U.S.C. 7231d(b)(1)(A), 

applicants must describe ‘‘how a grant 

awarded under this part will be used to 

promote desegregation, including any 

available evidence on, or if such 

evidence is not available, a rationale, 


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based on current research, for how the 

proposed magnet school programs will 

increase interaction among students of 

different social, economic, ethnic, and 

racial backgrounds.’’ To assist 

applicants in submitting succinct and 

comprehensive information to this end, 

the Application Package for this 

competition includes a Desegregation 

Plan Form OMB–1855–0011. Through 

this form, applicants will summarize 

their desegregation plan and describe: 

The plan’s overarching goals; the 

definition of MGI being used by the LEA 

and the specific schools (either magnets 

or feeders) and racial/ethnic group(s) 

that have been identified as in need of 

reduction, prevention, or elimination of 

MGI; how these particular schools are 

currently part of the LEA’s school 

configuration and enrollment patterns; 

and how the MSAP project and its 

proposed magnets are designed to 

effectively prevent, reduce, or eliminate 

MGI in elementary or secondary schools 

with substantial proportions of minority 

students. 

Note: Section 4401(b)(1) of the ESEA, 

20 U.S.C. 7231, describes the 

desegregation purpose of MSAP as the 

elimination, reduction, or prevention of 

MGI in elementary and secondary 

schools with substantial proportions of 

minority students. In accordance with 

section 4404 of the ESEA (20 U.S.C. 

7231c) and 34 CFR 280.2, projects that 

are not designed to reduce, eliminate, or 

prevent MGI and to bring students from 

different social, economic, ethnic, and 

racial backgrounds together in 

accordance with an approved 

desegregation plan, are not eligible for 

MSAP funding. Additionally, for the 

purposes of the MSAP program, ‘‘feeder 

school’’ is defined in 34 CFR 280.4(b) as 

‘‘a school from which students are 

drawn to attend the magnet school,’’ 

and refers to the schools that students 

attending magnet schools would 

otherwise have attended had the magnet 

school not been available. 

Applicants are encouraged to 

elaborate on these summary 

descriptions and the content of their 

desegregation plans in the application’s 

project narrative described in Section V 

of this notice and with an 

accompanying logic model 

demonstrating the conceptual 

framework for and graphically depicting 

how the applicant intends to achieve 

the summarized desegregation plan 

goals outlined above. 

Required Desegregation Plans 

1. Desegregation plans required by a 

court order. An applicant that submits 

a desegregation plan required by a court 

order must submit complete and signed 

copies of all court documents 

demonstrating that the magnet schools 

are a part of the approved desegregation 

plan. Examples of the types of 

documents that would meet this 

requirement include a Federal or State 

court order that establishes specific 

magnet schools, amends a previous 

order or orders by establishing 

additional or different specific magnet 

schools, requires or approves the 

establishment of one or more 

unspecified magnet schools, or 

authorizes the inclusion of magnet 

schools at the discretion of the 

applicant. 

2. Desegregation plans required by a 

State agency or official of competent 

jurisdiction. An applicant submitting a 

desegregation plan ordered by a State 

agency or official of competent 

jurisdiction must provide 

documentation that shows that the 

desegregation plan was ordered based 

upon a determination that State law was 

violated. In the absence of this 

documentation, the applicant should 

consider its desegregation plan to be a 

voluntary plan and submit the data and 

information necessary for voluntary 

plans. 

3. Desegregation plans required by 

OCR under Title VI. An applicant that 

submits a desegregation plan required 

by OCR under Title VI must submit a 

complete copy of the desegregation plan 

demonstrating that magnet schools are 

part of the approved plan or that the 

plan authorizes the inclusion of magnet 

schools at the discretion of the 

applicant. 

4. Modifications to required 

desegregation plans. A previously 

approved desegregation plan that does 

not include the magnet school or 

program for which the applicant is now 

seeking assistance must be modified to 

include the magnet school component. 

The modification to the desegregation 

plan must be approved by the court, 

agency, or official that originally 

approved the plan. An applicant that 

wishes to modify a previously approved 

OCR Title VI desegregation plan to 

include different or additional magnet 

schools must submit the proposed 

modification for review and approval to 

the OCR regional office that approved 

its original plan. 

An applicant should indicate in its 

application if it is seeking to modify its 

previously approved desegregation plan. 

However, all applicants must submit 

proof of approval of all modifications to 

their plans to the Department by June 

22, 2022. Proof of plan modifications 

should be emailed to Gillian CohenBoyer at msap.team@ed.gov or mailed to 

her at: U.S. Department of Education, 

400 Maryland Avenue SW, Room 

3C134, Washington, DC 20202–5970. 

Telephone: (202) 401–1259. 

Voluntary Desegregation Plans 

A voluntary desegregation plan must 

be approved by the Department each 

time an application is considered for 

funding. Even if the Department has 

approved a voluntary desegregation 

plan in an LEA in the past, to be 

reviewed, the desegregation plan must 

be resubmitted with the application by 

the application deadline. 

The Department will determine on a 

case-by-case basis whether a district’s 

voluntary plan meets the statutory 

purpose of reducing, eliminating, or 

preventing MGI in its magnet or feeder 

schools, considering the unique 

circumstances in each district and 

school. As part of this consideration, the 

Department will consider, consistent 

with 20 U.S.C. 7231(b)(1), whether the 

project is designed to eliminate, reduce, 

or prevent MGI in elementary and/or 

secondary schools with substantial 

proportions of students from any 

minority group(s). We also note that 

Congress has recognized that 

‘‘segregation exists between minority 

and nonminority students as well as 

among students of different minority 

groups.’’ Section 4401(a)(4)(C) of the 

ESEA, 20 U.S.C. 7231(a)(4)(C). This 

case-by-case review will include an 

examination of the factual basis for any 

proposed increases in enrollment of 

students from minority groups at district 

schools; for example, the Department 

will consider whether a plan to reduce, 

eliminate, or prevent MGI at a magnet 

school or at a feeder school would 

significantly increase MGI at any other 

magnet or feeder school in the LEA at 

the grade levels served by the magnet 

school. 

An applicant’s voluntary 

desegregation plan must describe how 

the LEA defines or identifies MGI; 

demonstrate how the LEA will reduce, 

eliminate, or prevent MGI for each 

magnet school in the proposed project, 

and, if relevant, at identified feeder 

schools; and demonstrate that the 

proposed voluntary desegregation plan 

is adequate under Title VI. 

Under 34 CFR 280.20(f) and (g), 

applicants with voluntary desegregation 

plans must submit complete and 

accurate enrollment forms and other 

information to demonstrate their 

eligibility (specific requirements are 

detailed in the application package). 

Voluntary desegregation plan 

applicants must submit documentation 

of school board approval or 

documentation of other official adoption 

of the plan as required under 34 CFR 


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280.20(f)(2) when submitting their 

application. LEAs that were previously 

under a required desegregation plan, but 

have achieved unitary status and so are 

voluntary desegregation plan applicants, 

typically would not need to include 

court orders. Rather, such applications 

should provide the documentation 

discussed in this section. 

5. Single-Sex Programs: An applicant 

proposing to operate a single-sex magnet 

school or a coeducational magnet school 

that offers single-sex classes or 

extracurricular activities will undergo a 

review of its proposed single-sex 

educational program to determine 

compliance with applicable 

nondiscrimination laws, including the 

Equal Protection Clause of the U.S. 

Constitution (as interpreted in United 

States v. Virginia, 518 U.S. 515 (1996), 

and other cases) and Title IX of the 

Education Amendments of 1972 (20 

U.S.C. 1681, et seq.) and its 

regulations—including 34 CFR 106.34. 

This review may require the applicant 

to provide additional fact-specific 

information about the single-sex 

program. 

IV. Application and Submission 

Information 

1. Application Submission 

Instructions: Applicants are required to 

follow the Common Instructions for 

Applicants to Department of Education 

Discretionary Grant Programs, 

published in the Federal Register on 

December 27, 2021 (86 FR 73264) and 

available at www.federalregister.gov/d/ 

2021–27979, which contain 

requirements and information on how to 

submit an application. Please note that 

these Common Instructions supersede 

the version published on February 13, 

2019, and, in part, describe the 

transition from the requirement to 

register in SAM.gov a DUNS number to 

the implementation of the UEI. More 

information on the phase-out of DUNS 

numbers is available at www2.ed.gov/ 

about/offices/list/ofo/docs/uniqueentity-identifier-transition-factsheet.pdf. 

2. Submission of Proprietary 

Information: Given the types of projects 

that may be proposed in applications for 

the MSAP, your application may 

include business information that you 

consider proprietary. In 34 CFR 5.11, we 

define ‘‘business information’’ and 

describe the process we use in 

determining whether any of that 

information is proprietary, and thus 

protected from disclosure under 

Exemption 4 of the Freedom of 

Information Act (5 U.S.C. 552, as 

amended). 

Because we plan to make successful 

applications available to the public, you 

may wish to request confidentiality of 

business information. 

Consistent with Executive Order 

12600, please designate in your 

application any information that you 

believe is exempt from disclosure under 

Exemption 4. In the appropriate 

Appendix section of your application, 

under ‘‘Other Attachments Form,’’ 

please list the page number or numbers 

on which we can find this information. 

For additional information, please see 

34 CFR 5.11(c). 

3. 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 

competition. 

4. Funding Restrictions: Unallowable 

costs are specified in section 4407 of the 

ESEA (20 U.S.C. 7231f). We reference 

additional regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

5. Recommended Page Limit: The 

application narrative is where you, the 

applicant, address the selection criteria 

that reviewers use to evaluate your 

application. We recommend that you (1) 

limit the application narrative to 150 

pages and (2) use the following 

standards: 

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

only, with 1′′ margins at the top, bottom, 

and both sides. 

• Double space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

references, and captions, as well as all 

text in charts, tables, figures, and 

graphs. 

• Use a font that is either 12 point or 

larger or no smaller than 10 pitch 

(characters per inch). 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended page limit does not 

apply to the cover sheet; the budget 

section, including the narrative budget 

justification; the assurances, 

certifications, the desegregation plan 

and related information, and the tables 

used to respond to Competitive 

Preference Priorities 2 and 3; or the onepage abstract, the resumes, or letters of 

support. However, the recommended 

page limit does apply to all of the 

application narrative. 

6. Notice of Intent to Apply: The 

Department will be able to review grant 

applications more efficiently if we know 

the approximate number of applicants 

that intend to apply. Therefore, we 

strongly encourage each potential 

applicant to notify the Department of 

their intent to submit an application. To 

do so, please submit your intent to 

apply by emailing msap.team@ed.gov 

with the subject line, ‘‘[LEA Name(s)] 

Intent to Apply.’’ Applicants that do not 

notify the Department of their intent to 

apply may still apply for funding. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria are from 34 CFR 75.210 and 

280.31, and sections 4401 and 4405 of 

the ESEA. 

The maximum score for all of the 

selection criteria is 100 points. The 

maximum score for each criterion is 

included in parentheses following the 

title of the specific selection criterion. 

Each criterion also includes the factors 

that reviewers will consider in 

determining the extent to which an 

applicant meets the criterion. 

Points awarded under these selection 

criteria are in addition to any points an 

applicant earns under the competitive 

preference priorities in this notice. The 

maximum score that an application may 

receive under the competitive 

preference priorities and the selection 

criteria is 115 points. 

(a) Desegregation (up to 30 points). 

The Secretary reviews each 

application to determine the quality of 

the desegregation-related activities, 

including: 

(1) The effectiveness of the applicant’s 

proposed desegregation strategies for the 

elimination, reduction, or prevention of 

MGI in elementary schools and 

secondary schools with substantial 

proportions of minority students. (ESEA 

section 4401(b)(1))(up to 6 points) 

(2) The effectiveness of its plan to 

recruit students from different social, 

economic, ethnic, and racial 

backgrounds into the magnet schools. 

(34 CFR 280.31) (up to 6 points) 

(3) How it will foster interaction 

among students of different social, 

economic, ethnic, and racial 

backgrounds in classroom activities, 

extracurricular activities, or other 

activities in the magnet schools (or, if 

appropriate, in the schools in which the 

magnet school programs operate). (34 

CFR 280.31) (up to 6 points) 

(4) The importance or magnitude of 

the results or outcomes likely to be 

attained by the proposed project. (34 

CFR 75.210) (up to 6 points) 

(5) The extent to which there is a 

conceptual framework underlying the 

proposed research or demonstration 

activities and the quality of that 

framework. (34 CFR 75.210) (up to 6 

points) 


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(b) Quality of the project design (up to 

30 points). 

The Secretary reviews each 

application to determine the quality of 

the project design. In determining the 

quality of the design of the proposed 

project, the Secretary considers the 

following factors: 

(1) The manner and extent to which 

the magnet school program will increase 

student academic achievement in the 

instructional areas offered by the school, 

including any evidence, or if such 

evidence is not available, a rationale 

based on current research findings, to 

support such description. (ESEA section 

4405(b)(1)(B)) (up to 6 points) 

(2) The extent to which the training or 

professional development services to be 

provided by the proposed project are of 

sufficient quality, intensity, and 

duration to lead to improvements in 

practice among the recipients of those 

services. (34 CFR 75.210) (up to 6 

points) 

(3) The extent to which each magnet 

school for which funding is sought will 

encourage greater parental decisionmaking and involvement. (34 CFR 

280.31) (up to 6 points) 

(4) 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. (34 CFR 

75.210) (up to 6 points) 

(5) How it will improve the capacity 

of the LEAs to continue operating 

magnet schools at a high performance 

level after Federal funding for the 

magnet schools is terminated. (ESEA 

section 4401(b)(5)) (up to 6 points) 

(c) Quality of the management plan 

(up to 15 points). 

The Secretary considers the quality of 

the management plan for the proposed 

project. In determining the quality of the 

management plan for the proposed 

project, the Secretary considers the 

following factors: 

(1) 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. (34 CFR 75.210) (up to 5 points) 

(2) The extent to which the applicant 

is committed to the magnet school 

project and has identified other 

resources to continue support for the 

magnet school activities when 

assistance under this program is no 

longer available. (34 CFR 280.31) (up to 

5 points) 

(3) 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. (34 CFR 

75.210) (up to 5 points) 

(d) Quality of personnel (up to 5 

points). 

(1) The Secretary reviews each 

application to determine the 

qualifications of the personnel the 

applicant plans to use on the project. 

The Secretary determines the extent to 

which— 

(a) The project director (if one is used) 

is qualified to manage the project; 

(b) Other key personnel are qualified 

to manage the project; and 

(c) Teachers who will provide 

instruction in participating magnet 

schools are qualified to implement the 

special curriculum of the magnet 

schools. (34 CFR 280.31) (up to 3 points) 

(2) To determine personnel 

qualifications, the Secretary considers 

experience and training in fields related 

to the objectives of the project, 

including the key personnel’s 

knowledge of and experience in 

curriculum development and 

desegregation strategies. (34 CFR 

280.31) (up to 2 points) 

(e) Quality of the project evaluation 

(up to 20 points). 

The Secretary considers the quality of 

the evaluation to be conducted of the 

proposed project. In determining the 

quality of the evaluation, the Secretary 

considers the following factors: 

(1) How the applicant will assess, monitor, 

and evaluate the impact of the activities 

funded under this part on student 

achievement and integration. (ESEA section 

4405(b)(1)(D)) (up to 6 points) 

(2) 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. (34 CFR 75.210) 

(up to 7 points) 

(3) 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 project’s 

effectiveness. (34 CFR 75.210) (up to 7 

points) 

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 (34 CFR 

100.4, 104.5, 106.4, 108.8, and 110.23). 

3. Risk Assessment and Specific 

Conditions: Consistent with 2 CFR 

200.206, before awarding grants under 

this competition the Department 

conducts a review of the risks posed by 

applicants. Under 2 CFR 200.208, the 

Secretary may impose specific 

conditions and, under 2 CFR 3474.10, 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 $250,000) under 2 

CFR 200.206(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. 

5. In General: In accordance with the 

Office of Management and Budget’s 

guidance located at 2 CFR part 200, all 

applicable Federal laws, and relevant 

Executive guidance, the Department 

will review and consider applications 

for funding pursuant to this notice 

inviting applications in accordance 

with: 

(a) Selecting recipients most likely to 

be successful in delivering results based 


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on the program objectives through an 

objective process of evaluating Federal 

award applications (2 CFR 200.205); 

(b) Prohibiting the purchase of certain 

telecommunication and video 

surveillance services or equipment in 

alignment with section 889 of the 

National Defense Authorization Act of 

2019 (Pub. L. 115–232) (2 CFR 200.216); 

(c) Providing a preference, to the 

extent permitted by law, to maximize 

use of goods, products, and materials 

produced in the United States (2 CFR 

200.322); and 

(d) Terminating agreements in whole 

or in part to the greatest extent 

authorized by law if an award no longer 

effectuates the program goals or agency 

priorities (2 CFR 200.340). 

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 as well. 

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. Additionally, a grantee or 

subgrantee that is awarded competitive 

grant funds must have a plan to 

disseminate these public grant 

deliverables. This dissemination plan 

can be developed and submitted after 

your application has been reviewed and 

selected for funding. For additional 

information on the open licensing 

requirements, please refer to 2 CFR 

3474.20. 

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) If awarded a grant, applicants must 

also submit a final evaluation report 

addressing the study to produce 

promising evidence under selection 

criterion factor (e)(3). 

5. Performance Measures: For the 

purposes of reporting under 34 CFR 

75.110, the following six performance 

measures have been established for the 

MSAP: 

(a) The number and percentage of 

magnet schools receiving assistance 

whose student enrollment eliminates, 

reduces, or prevents MGI. 

(b) The percentage increase of 

students from major racial and ethnic 

groups in magnet schools receiving 

assistance who score proficient or above 

on State assessments in reading/ 

language arts as compared to the 

previous year. 

(c) The percentage increase of 

students from major racial and ethnic 

groups in magnet schools receiving 

assistance who score proficient or above 

on State assessments in mathematics as 

compared to the previous year. 

(d) The percentage of MSAP-funded 

magnet schools still operating magnet 

school programs three years after 

Federal funding ends. 

(e) The percentage increase of 

students from major racial and ethnic 

groups in MSAP-funded magnet schools 

still operating magnet school programs 

who score proficient or above on State 

assessments in reading/language arts 

three years after Federal funding ends as 

compared to the final project year. 

(f) The percentage increase of students 

from major racial and ethnic groups in 

MSAP-funded magnet schools still 

operating magnet school programs who 

score proficient or above on State 

assessments in mathematics three years 

after Federal funding ends as compared 

to the final project year. 

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 

requirements, whether the grantee has 

made substantial progress in achieving 

the performance targets in the grantee’s 

approved application. 

In making a continuation award, 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). 

VII. Other Information 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document and a copy of the 

application package in an accessible 

format. The Department will provide the 

requestor with an accessible format that 

may include Rich Text Format (RTF) or 

text format (txt), a thumb drive, an MP3 

file, braille, large print, audiotape, or 

compact disc, or other accessible format. 

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 at 

www.govinfo.gov. 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 Portable 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 

search feature at this site, you can limit 


lotter on DSK11XQN23PROD with NOTICES1
9596 Federal Register / Vol. 87, No. 35 / Tuesday, February 22, 2022 / Notices 

your search to documents published by 

the Department. 

Ruth E. Ryder, 

Deputy Assistant Secretary for Policy and 

Programs, Office of Elementary and 

Secondary Education. 

[FR Doc. 2022–03643 Filed 2–18–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Technical Assistance and 

Dissemination To Improve Services 

and Results for Children With 

Disabilities—National Technical 

Assistance Center to Support 

Implementation and Scaling Up of 

Evidence-Based Practices 

AGENCY: Office of Special Education and 

Rehabilitative Services, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for new awards for fiscal 

year (FY) 2022 for the National 

Technical Assistance Center to Support 

Implementation and Scaling Up of 

Evidence-Based Practices, Assistance 

Listing Number (ALN) 84.326K. This 

notice relates to the approved 

information collection under OMB 

control number 1820–0028. 

DATES:

Applications Available: February 22, 

2022. 

Deadline for Transmittal of 

Applications: April 25, 2022. 

Deadline for Intergovernmental 

Review: June 22, 2022. 

Pre-Application Webinar Information: 

No later than February 28, 2022, the 

Office of Special Education Programs 

(OSEP) will post details on pre-recorded 

informational webinars designed to 

provide technical assistance (TA) to 

interested applicants. Links to the 

webinars may be found at www2.ed.gov/ 

fund/grant/apply/osep/new-osepgrants.html. 

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 December 27, 2021 

(86 FR 73264) and available at 

www.federalregister.gov/d/2021-27979. 

Please note that these Common 

Instructions supersede the version 

published on February 13, 2019, and, in 

part, describe the transition from the 

requirement to register in SAM.gov a 

Data Universal Numbering System 

(DUNS) number to the implementation 

of the Unique Entity Identifier (UEI). 

More information on the phase-out of 

DUNS numbers is available at https://

www2.ed.gov/about/offices/list/ofo/ 

docs/unique-entity-identifier-transitionfact-sheet.pdf. 

FOR FURTHER INFORMATION CONTACT: 

Jennifer Coffey, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 5134, Potomac Center Plaza, 

Washington, DC 20202–5076. 

Telephone: (202) 245–6673. Email: 

Jennifer.Coffey@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: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purpose of 

the Technical Assistance and 

Dissemination to Improve Services and 

Results for Children with Disabilities 

program is to promote academic 

achievement and to improve results for 

children with disabilities by providing 

TA, supporting model demonstration 

projects, disseminating useful 

information, and implementing 

activities that are supported by 

scientifically based research. 

Priority: This competition includes 

one absolute priority. In accordance 

with 34 CFR 75.105(b)(2)(v), this 

priority is from allowable activities 

specified in sections 663 and 681(d) of 

the Individuals with Disabilities 

Education Act (IDEA); 20 U.S.C. 1463 

and 1481(d). 

Absolute Priority: For FY 2022 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. 

This priority is: 

National Center to Support 

Implementation and Scaling Up of 

Evidence-Based Practices. 

Background: 

The University of Washington’s 

Implementation Science Resource Hub 

defines ‘‘implementation science’’ as 

‘‘the scientific study of methods and 

strategies that facilitate the uptake of 

evidence-based practice and research 

into regular use by practitioners and 

policymakers.’’ (The University of 

Washington, 2021). Implementation 

science provides the bridge between 

research and practice, supporting 

implementation of effective 

interventions, programs, and practices 

that can improve results for children 

with disabilities. 

OSEP has supported the use of 

implementation science since 2007, 

with the inception of a TA Center 

created to assist State educational 

agencies (SEAs) in implementing and 

scaling up effective practices, such as 

evidence-based reading, math, and 

behavior interventions. As a result of 

this assistance, States are building 

infrastructure that supports the use and 

scaling up of effective practices that 

improve outcomes for children with 

disabilities (Ruedel et al., 2021). While 

many of these States report using the 

frameworks and resources developed 

and disseminated by OSEP’s TA Center, 

they also report significant challenges to 

their efforts to create a lasting 

infrastructure that supports 

implementation (Ruedel et al., 2021). 

They struggle to provide support to their 

districts while keeping an agency-wide 

focus on building this infrastructure. 

When supported by a TA Center, 

partnerships among the SEA, local 

educational agencies (LEAs), 

institutions of higher education (IHEs), 

and regional TA providers can build a 

lasting statewide infrastructure. 

The magnitude of change that must 

occur at the State, district, and school 

levels for large-scale use of 

implementation science requires a 

specialist who can support collaboration 

and systemic alignment (Kittelman et 

al., 2020). There is rarely a sufficient 

number of TA providers trained in 

implementation science (Sanetti & 

Collier-Meek, 2019) to support each 

district in a State. The work of the SEA 

is also made more challenging by staff 

turnover and overall lack of personnel 

capacity (Weiss & McGuinn, 2017). 

A new corps of implementation 

specialists could be developed through 

the establishment of implementation 

science competencies supported via 

micro-credentials. These 

implementation specialists would then 

be available to assist the State, regional, 

and district levels of the education 

system. Additionally, by integrating 

implementation science into doctoral 

leadership programs, universities could 

support the development of 

implementation science competencies 

in their educator, leader, and scholar 

preparation programs. 

This Center will advance the 

Secretary’s priorities in the areas of 

supporting a diverse educator workforce 

and their professional growth to 

strengthen student learning and 

strengthening cross-agency coordination 

and community engagement to advance 

systemic change. The Center will 


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