Federal Register / Vol. 90, No. 11 / Friday, January 17, 2025 / Notices 5845 

activities, please contact Carrie Clarady, 

202–245–6347. 

SUPPLEMENTARY INFORMATION: The 

Department is especially interested in 

public comment addressing the 

following issues: (1) is this collection 

necessary to the proper functions of the 

Department; (2) will this information be 

processed and used in a timely manner; 

(3) is the estimate of burden accurate; 

(4) how might the Department enhance 

the quality, utility, and clarity of the 

information to be collected; and (5) how 

might the Department minimize the 

burden of this collection on the 

respondents, including through the use 

of information technology. Please note 

that written comments received in 

response to this notice will be 

considered public records. 

Title of Collection: Program for 

International Student Assessment 2025 

(PISA 2025) Main Study. 

OMB Control Number: 1850–0755. 

Type of Review: A revision of a 

currently approved ICR. 

Respondents/Affected Public: 

Individuals and Households. Total 

Estimated Number of Annual 

Responses: 59,087. 

Total Estimated Number of Annual 

Burden Hours: 19,041. 

Abstract: The Program for 

International Student Assessments 

(PISA) is an international assessment of 

15-year-olds which focuses on assessing 

students’ reading, mathematics, and 

science literacy. PISA was first 

administered in 2000 and is conducted 

every three years. The ninth cycle of the 

study, PISA 2025, is being administered 

at a time when interest is increasing, 

both worldwide and in the United 

States, in how well schools are 

preparing students to meet the 

challenges of the future, and how the 

students perform compared with their 

peers in other education systems of the 

world. Approximately 85 education 

systems, including the U.S., are 

expected to participate in 2025. The 

U.S. has participated in all previous 

cycles and is participating in 2025 in 

order to track trends and to compare the 

performance of U.S. students with that 

in other education systems. PISA 2025 

is sponsored by the Organization for 

Economic Cooperation and 

Development (OECD). In the U.S., PISA 

2025 is conducted by the National 

Center for Education Statistics (NCES) 

of the Institute of Education Sciences 

(IES), U.S. Department of Education. 

PISA is a collaboration among the 

participating countries, the OECD, and a 

group of international organizations 

each under contract to the OECD 

(hereafter referred to as the PISA 

International Consortium). 

In each administration of PISA, one of 

the subject areas (reading, mathematics, 

or science literacy) is the major domain 

and has the broadest content coverage, 

while the other two subjects are the 

minor domains. Science literacy will be 

the major domain in PISA 2025. Other 

areas may also be assessed, such as, in 

the case of PISA 2025, Learning in a 

Digital World (LDW), which will be an 

innovative domain in 2025. PISA 

assesses students’ knowledge and skills 

gained both in and out of school 

environments. The focus on the ‘‘yield’’ 

of education in and out of school makes 

it different from other international 

assessments such as the Trends in 

International Mathematics and Science 

Study (TIMSS) and the Progress in 

International Reading Literacy Study 

(PIRLS), which are closely tied to school 

curriculum frameworks and assess 

younger and grade-based populations. 

Like previous rounds of PISA in 2015, 

2018, and 2022, in PISA 2025 the entire 

assessment and the questionnaires will 

be administered on computer. In 

addition to the cognitive assessments, 

PISA 2025 will include questionnaires 

administered to school principals and 

assessed students. The school 

questionnaire will be delivered online. 

The school and student questionnaires 

are core components of PISA and as 

such are required for all participating 

countries. The teacher questionnaire, 

which is optional and was administered 

in previous rounds (2015 and 2018), 

will not be administered in 2025 

because the U.S. has deemed the 

resulting data inadequate for analyses 

due to the lack of weights for the teacher 

data. 

To prepare for the main study in 

2025, PISA countries conducted a field 

test in the spring of 2024, primarily to 

evaluate newly developed assessment 

and questionnaire items but also to test 

the assessment operations. The PISA 

2025 field test data collection occurred 

in the U.S.A. March-April 2024 and the 

main study data collection will take 

place September-November 2025. This 

submission requests approval for all 

final materials associated with 

recruitment and data collection 

activities related to the PISA 2025 main 

study and is accompanied by a notice 

published in the Federal Register 

allowing a 30-day public comment 

period on the final details of the PISA 

2025 main study data collection. In 

order to conduct the main study by 

March 2025, we are submitting this 30D 

revision with the final main study 

student video (Appendix A–2) and final 

school and student questionnaires 

(Appendix C–2), as well as refined 

details about changes to the design and 

procedures for the main study (Parts A 

& B). 

Dated: January 14, 2025. 

Stephanie Valentine, 

PRA Coordinator, Strategic Collections and 

Clearance, Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2025–01202 Filed 1–16–25; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Supporting Effective Educator 

Development 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 for fiscal year (FY) 2025 for 

the Supporting Effective Educator 

Development (SEED) program. 

DATES: 

Applications Available: January 17, 

2025. 

Deadline for Notice of Intent to Apply: 

Applicants are strongly encouraged, but 

not required, to submit a notice of intent 

to apply by February 18, 2025. 

Deadline for Transmittal of 

Applications: March 18, 2025. 

Deadline for Intergovernmental 

Review: May 19, 2025. 

Pre-Application Webinars: The Office 

of Elementary and Secondary Education 

intends to conduct informational 

webinars designed to provide technical 

assistance to interested applicants for 

grants under the Academies Program. 

These informational webinars occur 

approximately 2 weeks after the 

publication of this notice in the Federal 

Register at https://www.ed.gov/grantsand-programs/teacher-prep/supportingeffective-educator-development-grantprogram#Applicant-Info. 

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 23, 2024 

(89 FR 104528) and available at 

www.federalregister.gov/documents/ 

2024/12/23/2024-30488/commoninstructions-for-applicants-todepartment-of-education-discretionarygrant-programs. 

FOR FURTHER INFORMATION CONTACT: 

Orman Feres, U.S. Department of 

Education, 400 Maryland Avenue SW, 


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5846 Federal Register / Vol. 90, No. 11 / Friday, January 17, 2025 / Notices 

1Silva, T., McKie, A., and Gleason, P. (2015). 

New Findings on the Retention of Novice Teachers 

from Teaching Residency Programs. Washington, 

DC: National Center for Education Evaluation and 

Regional Assistance, Institute of Education 

Sciences. https://ies.ed.gov/ncee/pubs/20154015/ 

pdf/20154015.pdf. 

2Cherng, H.-Y. S., & Davis, L.A. (2019). 

Multicultural Matters: An Investigation of Key 

Assumptions of Multicultural Education Reform in 

Teacher Education. Journal of Teacher Education, 

70(3), 219236. https://doi.org/10.1177/ 

0022487117742884. 

4www.bls.gov/cps/cpsaat11.htm. 

5nces.ed.gov/programs/coe/indicator_cge.asp. 

6nces.ed.gov/pubsearch/ 

pubsinfo.asp?pubid=2020125. 

7Reyes, M.R., Brackett, M.A., Rivers, SE, White, 

M., & Salovey, P. (2012). Classroom Emotional 

Climate, Student Engagement, and Academic 

Achievement. Journal of Educational Psychology, 

104(3), 700. 

8www2.ed.gov/about/inits/ed/raise-the-bar/ 

executive-summary.pdf. 

9See id. 

10See id. 

11Fenwick, L. (2016). Teacher preparation 

innovation and historically black colleges and 

universities (HBCUs). Teaching Works working 

papers. University of Michigan. https://

www.teachingworks.org/images/files/ 

TeachingWorks_Fenwick.pdf. 

12See id. 

Washington, DC 20222–5960. Email: 

Orman.Feres@ed.gov or SEED@ed.gov. 

Phone: (202) 219–1764. 

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 SEED 

program, authorized under section 2242 

of the Elementary and Secondary 

Education Act of 1965, as amended 

(ESEA) (20 U.S.C. 6672), provides 

funding to increase the number of 

highly effective educators by supporting 

the implementation of evidence-based 

practices that prepare, develop, or 

enhance the skills of educators. These 

grants will allow eligible entities to 

develop, expand, and evaluate practices 

that can serve as models to be sustained 

and disseminated. 

Assistance Listing Number: 84.423A. 

OMB Control Number: 1894–0006. 

Background: The SEED program is 

designed to foster the use of rigorous 

evidence-based practices in selecting 

and implementing strategies and 

interventions that support educators’ 

development across the continuum of 

their careers (e.g., in preparation, 

recruitment, professional learning, and 

leadership development). The BidenHarris Administration has made a 

commitment to supporting targeted 

efforts that will provide comprehensive, 

high-quality pathways, such as 

residency, Grow Your Own, and 

registered apprenticeship programs, for 

educator preparation and development 

programs focused on building a more 

diverse educator pipeline, and 

increasing the retention of a diverse 

educator workforce. For example, 

research shows that teachers who have 

access to pathways such as residencies 

into the profession are more likely to 

stay in the profession and have 

effectiveness compared to teachers who 

received less comprehensive 

preparation.1

This competition includes several 

areas of particular interest to the 

Department. Studies suggest that all 

students benefit from having teachers of 

color. Students of color being exposed 

to teachers of their race or ethnicity has 

a positive effect on their academic and 

social achievement, and increases their 

attendance, high school graduation 

rates, and college attendance. In 

addition to student academic 

performance, a diverse educator 

workforce can lead to improved student 

behavior and classroom environments 

for all students.2 3 However, only around 

one in five teachers 4 are people of color, 

compared to more than half of K–12 

public school students.5 The 

Department recognizes that a diverse 

educator workforce plays a critical role 

in ensuring equity in our schools, while 

also supporting intercultural 

experiences and competencies in our 

education system that will benefit and 

improve the opportunities for all 

students. 

Access to educational resources and 

opportunities such as rigorous 

coursework and dual enrollment can 

have positive impacts on underserved 

students. For example, a December 2020 

brief from the National Center for 

Education Statistics 6 revealed that there 

is a correlation between the percentage 

of students who qualify for free or 

reduced-price lunch in a school and the 

likelihood that those students will have 

access to dual enrollment opportunities. 

The study showed that schools with a 

higher percentage of students who were 

approved for free or reduced-price 

lunch were less likely to offer dual 

enrollment than schools with a lower 

rate of participation in free or reducedprice lunch programs. Such examples of 

inadequate or inequitable access to 

educational resources can lead to the 

students from higher poverty schools 

having fewer opportunities for 

educational enrichment. 

Additionally, the Department 

recognizes the importance of ensuring 

that children and youth learn, grow, and 

achieve in safe and supportive 

environments, and in the care of 

responsive adults they trust.7 In 

addition to allowing applicants to 

propose a project designed to promote 

educational equity and adequacy in 

resources and opportunity, applicants 

are encouraged to prepare teachers to 

create inclusive, supportive, equitable, 

unbiased, and identity-safe learning 

environments for their students that 

meet their social emotional and 

academic needs. 

Consistent with the Department’s 

Raise the Bar: Lead the World call to 

action,8 a diverse educator workforce 

plays an essential role in ensuring 

equity in our education system, and 

strengthening pathways into the 

profession and supporting teacher 

professional development are critical 

elements. In addition to implementing 

strong induction and mentoring 

programs and improving workplace 

culture by creating inclusive 

environments and reducing job-related 

stress, studies show that building and 

maintaining strong relationships with 

organizations that prepare teachers of 

color, including Historically Black 

Colleges and Universities (HBCUs), 

Tribally Controlled Colleges and 

Universities, and Minority-Serving 

Institutions, is another high-yield 

strategy to recruit and retain diverse 

educators.9 HBCUs, for example, have 

been a strong pipeline for educators and 

leaders of color. Although they make up 

only 3 percent of the Nation’s colleges 

and universities, HBCUs prepare nearly 

50 percent of the Nation’s African 

American teachers.10 HBCUs are 

indispensable to producing and 

advancing educational opportunities for 

students of color, first-generation 

students, and other underrepresented 

students who are interested in the 

teaching profession.11 In many urban 

and rural communities, HBCUs produce 

high numbers of teachers who work in 

the local school divisions.12 Leveraging 

the HBCU network to recruit effective 

teachers of color is a high-impact 

strategy to diversify the educator 

pipeline and, in turn, advance student 

achievement. 

Registered apprenticeships are 

another pathway into the profession that 

have the potential to be an effective, 

high-quality. The ‘‘earn and learn’’ 

apprenticeship model allows candidates 

to earn their teaching credential while 

earning pay by combining structured, 

paid, on-the-job learning experiences 

with a mentor teacher, with coursework 

and other components of an evidenceVerDate Sep<11>2014 09:31 Jan 17, 2025 Jkt 265001 PO 00000 Frm 00038 Fmt 4703 Sfmt 4703 E:\FR\FM\17JAN1.SGM 17JAN1

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Federal Register / Vol. 90, No. 11 / Friday, January 17, 2025 / Notices 5847 

13https://www.aprenticeship.gov/apprenticeshipindustries/education. 14https://www.apprenticeship.gov/sites/default/ 

files/22-0119-joint-dcl-signed-ed.pdf. 15https://www.ed.gov/raisethebar/educators. 16https://www.apprenticeship.gov/ 

apprenticeship-industries/education. 17https://www.educatorapprenticeships.com/. 18https://www.thepathwaysalliance.org/reports; 

https://www.ed.gov/news/press-releases/educationlabor-departments-announce-new-efforts-toadvance-teacher-preparation-programs-andexpand-registered-apprenticeships-educators. 

19THE EARLY ACHIEVEMENT AND 

DEVELOPMENT GAP (hhs.gov), THE 

PERSISTENCE OF PRESCHOOL EFFECTS FROM 

EARLY CHILDHOOD THROUGH ADOLESCENCE— 

PMC (nih.gov). 

20AECF-Early_Warning_Full_Report-2010.pdf, 

Closing Achievement Gaps Through Preschool-ToThird-Grade Programs—PMC (nih.gov). 

21THE CHALLENGE OF SUSTAINING 

PRESCHOOL IMPACTS Introducing ExCEL P–3, a 

Study from the Expanding Children’s Early 

Learning Network. 

22P–3TeacherEffectiveness2.pdf 

(americanprogress.org). 

23P–3TeacherEffectiveness2.pdf 

(americanprogress.org). 

24Sheridan, S.M., Knoche, L.L., Kupzyk, K.A., 

Edwards, C.P., & Marvin, C.A. (2011). A 

randomized trial examining the effects of parent 

engagement on early language and literacy: The 

Getting Ready intervention. Journal of school 

psychology, 49(3), 361–383. https://doi.org/ 

10.1016/j.jsp.2011.03.001 13. Sheldon, S.B., & 

Epstein, J.L. (2005). Involvement counts: Family 

and community partnerships and mathematics 

achievement. The Journal of Educational Research, 

98(4), 196–207. https://doi.org/10.3200/ 

JOER.98.4.196-207. 

25Engaging First: Supporting Young Learners 

Through Family Engagement. Engaging-First-V8.pdf 

(edtrust.org). 

26Results in Brief: Preschool Through Third 

Grade Alignment and Differentiated Instruction: A 

Literature Review—August 1, 2016 (PDF). 

based program.13 Registered 

apprenticeship programs for K–12 

teachers can be used to establish, scale, 

and build on existing high-quality 

pathways into teaching that emphasize 

classroom-based experience, such as 

Grow Your Own and teacher residency 

programs. By reducing the cost of 

earning a license and offering flexible 

scheduling, registered apprenticeship 

programs are designed to open the doors 

to the profession to those who may 

otherwise face barriers, including 

people of color, people from lowincome backgrounds, and individuals 

such as paraprofessionals who may 

already have decades of experience in 

the classroom but previously could not 

afford to become a teacher. Once 

registered with the U.S. Department of 

Labor or their State apprenticeship 

agency (requirements vary by State), 

these programs can access Federal 

workforce funding, such as Workforce 

Innovation and Opportunity Act and 

Carl D. Perkins Career and Technical 

Education Act (Perkins V) funding, in 

addition to other Federal, State, and 

local education and workforce funds, 

bringing additional resources to help 

address educator shortages. 

In August of 2022, Secretary Cardona 

and then-Labor Secretary Marty Walsh 

issued a joint Dear Colleague Letter 14

calling on all States to establish 

registered apprenticeship programs for 

K–12 teachers to help eliminate 

educator shortages and outlining how 

States and other interested parties can 

learn more about this approach. 

Applicants are encouraged to explore 

resources on registered apprenticeship 

programs for teachers on the 

Department’s Raise the Bar web page on 

eliminating educator shortages; 15 at the 

Department of Labor’s apprenticeship 

website focused on the education 

industry; 16 through the Department of 

Labor funded Educator Registered 

Apprenticeship Intermediary; 17 and 

through the resources of the Pathways 

Alliance, including National Guidelines 

for Apprenticeship Standards for K–12 

Teacher Apprenticeships, approved by 

the Department of Labor and previously 

highlighted by the Department, to 

support high-quality programs.18

Finally, the Department seeks to 

strengthen professional development for 

early elementary educators and school 

leaders. Given the opportunity and 

achievement gaps for students from lowincome backgrounds that are present as 

they enter kindergarten and widen 

during the kindergarten year, and the 

cumulative gap that persists into and 

through the early grades,19 the early 

elementary grades are foundational for 

improving 3rd grade outcomes, 4th 

grade National Assessment of 

Educational Progress scores, and laying 

the path for early and later school 

success.20 Moreover, gains from 

attending high-quality preschool are not 

currently being sustained for these same 

students,21 reinforcing the need for preservice and ongoing professional 

learning and development opportunities 

for both early grade educators and 

school leaders.22 Young learners benefit 

from having educators who implement 

early grade instructional supports that 

are inclusive and developmentally 

informed, culturally and linguistically 

responsive, and consistent with an 

understanding of the science of learning 

and development and who work with 

parents and families as partners.23

Family engagement is associated with 

higher early literacy and math skills and 

leads to better student outcomes.24 Yet, 

teachers report needing more 

professional development on family 

engagement.25 Research has also shown 

that instructional alignment across K–3 

mitigates the challenges many students 

face as they move through the early 

grades.26 Training and supports for 

teachers and principals should elevate 

both pre-service and ongoing 

professional learning opportunities for 

collaboration across K–3 and effective 

partnerships with parents and families 

to meet rigorous 3rd grade reading and 

math standards. 

To advance these critical areas of 

focus, this competition includes two 

absolute priorities. Absolute Priority 1, 

Supporting Effective Teachers and 

Absolute Priority 2, Supporting 

Effective Principals or Other School 

Leaders are from section 2242 of the 

ESEA (20 U.S.C. 6672) and 34 CFR 

75.226. This competition also includes 

three competitive preference priorities. 

Competitive Preference Priority 1 

focuses on increasing educator diversity 

in classrooms across the Nation. 

Competitive Preference Priority 2 

encourages applicants to develop 

programs that promote equity in student 

access to educational resources and 

opportunities and that prepare teachers 

to create inclusive, supportive, 

equitable, unbiased, and identity-safe 

learning environments for students. 

Competitive Preference Priority 3 

addresses the critical need to support a 

diverse educator workforce. 

In addition, this competition includes 

two invitational priorities. Invitational 

Priority 1 promotes registered 

apprenticeship programs for K–12 

teachers as a method to build on 

existing high-quality educator 

preparation pathways into teaching 

while reducing the cost of earning a 

teaching license. Invitational Priority 2 

encourages applicants to explore 

professional learning supports for early 

elementary teachers and school leaders. 

Priorities: This notice contains two 

absolute priorities and three competitive 

preference priorities. In accordance with 

34 CFR 75.105(b)(2)(iv), Absolute 

Priority 1, which requires moderate 

evidence, and Absolute Priority 2, 

which requires promising evidence, are 

from section 2242 of the ESEA (20 

U.S.C. 6672) and 34 CFR 75.226. 

Competitive Preference Priority 1 is 

from the Effective Educator 

Development (EED) notice of final 

priorities published in the Federal 

Register on July 9, 2021 (86 FR 36217) 

(EED NFP). Competitive Preference 

Priorities 2 and 3 are from the 

Secretary’s notice of final supplemental 

priorities and definitions published in 

the Federal Register on December 10, 

2021 (86 FR 70612) (Supplemental 

Priorities). 


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27 ies.ed.gov/ncee/wwc/. 

Absolute Priorities: For FY 2025 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, 

these priorities are absolute priorities. 

Under 34 CFR 75.105(c)(3), we consider 

only applications that meet one of these 

absolute priorities. 

Under this competition, each of the 

two absolute priorities constitutes its 

own funding category. Applicants may 

address only one absolute priority and 

must clearly indicate the specific 

absolute priority their project addresses. 

These priorities are: 

Absolute Priority 1—Supporting 

Effective Teachers. 

This priority is for projects that will 

implement activities that are supported 

by moderate evidence. Applicants under 

this priority may propose one or more 

of the following activities: 

(1) Providing teachers from 

nontraditional preparation and 

certification routes or pathways to serve 

in traditionally underserved local 

educational agencies (LEAs); 

(2) Providing evidence-based 

professional development activities that 

address literacy, numeracy, remedial, or 

other needs of LEAs and the students 

the agencies serve; 

or 

(3) Providing teachers with evidencebased professional enhancement 

activities, which may include activities 

that lead to an advanced credential. 

Absolute Priority 2—Supporting 

Effective Principals or Other School 

Leaders. 

This priority is for projects that will 

implement activities that are supported 

by promising evidence. Applicants 

under this priority may propose one or 

more of the following activities: 

(1) Providing principals or other 

school leaders from nontraditional 

preparation and certification routes or 

pathways to serve in traditionally 

underserved LEAs; 

(2) Providing principals or other 

school leaders with evidence-based 

professional development activities that 

address literacy, numeracy, remedial, or 

other needs of LEAs and the students 

the agencies serve; or 

(3) Providing principals or other 

school leaders with evidence-based 

professional enhancement activities, 

which may include activities that lead 

to an advanced credential. 

Note on Meeting Evidence 

Requirements: An applicant must 

identify at least one, but no more than 

two, citations for the purposes of 

meeting the evidence requirements 

under either Absolute Priority 1 or 

Absolute Priority 2. An applicant 

should clearly identify these citations in 

the Evidence form. The Department will 

not review a citation that an applicant 

fails to clearly identify for review. 

Studies included for review may have 

been conducted by the applicant or by 

a third party. 

In addition to including up to two 

citations, an applicant must provide a 

description of (1) the positive 

outcome(s) and practice(s) the applicant 

intends to replicate under its SEED 

grant and (2) the relevance of the 

outcome(s) and practice(s) to the SEED 

program. For those applicants seeking to 

address Absolute Priority 1, to meet the 

definition of moderate evidence the 

applicant must describe how the 

population it proposes to serve overlaps 

with the population or settings in the 

citations. 

An applicant must ensure that all 

evidence is available to the Department 

from publicly available sources and 

provide links or other guidance 

indicating where it is available. If the 

Department determines that an 

applicant has provided insufficient 

information, the applicant will not have 

an opportunity to provide additional 

information at a later time. However, if 

the What Works Clearinghouse 

(WWC) 27 determines that a study does 

not provide enough information on key 

aspects of the study design, such as 

sample attrition or equivalence of 

intervention and comparison groups, 

the WWC will submit a query to the 

study author(s) to gather information for 

use in determining a study rating. 

Authors are asked to respond to queries 

within 10 business days. Should the 

author query remain incomplete within 

14 days of the initial contact to the 

study author(s), the study will be 

deemed ineligible under the grant 

competition. After the grant competition 

closes, the WWC will continue to 

include responses to author queries and 

will make updates to study reviews as 

necessary, but no additional information 

will be taken into account after the 

competition closes and the initial 

timeline established for response to an 

author query passes. 

Competitive Preference Priorities: For 

FY 2025 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 up to 

an additional 13 points to an 

application, depending on how well the 

application addresses the competitive 

preference priorities. 

If an applicant chooses to address one 

or more competitive preference 

priorities, the project narrative section 

of its application must identify its 

response to the competitive preference 

priorities it chooses to address. 

These priorities are: 

Competitive Preference Priority 1— 

Increasing Educator Diversity (up to 5 

points). 

Under this priority, applicants must 

develop projects that are designed to 

improve the recruitment, outreach, 

preparation, support, development, and 

retention of a diverse educator 

workforce through adopting, 

implementing, or expanding highquality, comprehensive teacher 

preparation programs that have a track 

record of attracting, supporting, 

graduating, and placing 

underrepresented teacher candidates, 

and that include one year of highquality clinical experiences (prior to 

becoming the teacher of record) in highneed schools. 

Competitive Preference Priority 2— 

Promoting Equity in Student Access to 

Educational Resources and 

Opportunities; Meeting Student Social, 

Emotional, and Academic Needs (up to 

3 points). 

Under this priority, an applicant must 

develop projects that address one or 

more of the following— 

(a) Projects designed to promote 

educational equity and adequacy in 

resources and opportunity for 

underserved students— 

(1) In one or more of the following 

educational settings: 

(i) Early learning programs. 

(ii) Elementary school. 

(iii) Middle school. 

(iv) High school. 

(v) Career and technical education 

programs. 

(vi) Out-of-school-time settings. 

(vii) Alternative schools and 

programs. 

(viii) Juvenile justice system or 

correctional facilities; 

(2) That examines the sources of 

inequity and inadequacy and 

implements responses that include 

pedagogical practices in educator 

preparation programs and professional 

development programs that are 

inclusive with regard to race, ethnicity, 

culture, language, and disability status 

so that educators are better prepared to 

create inclusive, supportive, equitable, 

unbiased, and identity-safe learning 

environments for their students. 

(b) Projects that are designed to 

improve students’ social, emotional, 

academic, and career development, with 

a focus on underserved students, 

through developing and supporting 

educator and school capacity to support 

social and emotional learning and 

development that— 


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28See, for example, for registered apprenticeship 

programs for teachers, the National Guidelines for 

Apprenticeship Standards for K–12 Teacher 

Apprenticeships, drafted by the Pathways Alliance 

and approved by the U.S. Department of Labor 

https://www.thepathwaysalliance.org/reports. 

(1) Fosters skills and behaviors that 

enable academic progress; 

(2) Identifies and addresses 

conditions in the learning environment, 

that may negatively impact social and 

emotional well-being for underserved 

students, including conditions that 

affect physical safety; and 

(3) Is trauma-informed, such as 

addressing exposure to communitybased violence and trauma specific to 

military- or veteran-connected students. 

Competitive Priority 3—Supporting a 

Diverse Educator Workforce and 

Professional Growth to Strengthen 

Student Learning (up to 5 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 

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. 

Invitational Priorities: For FY 2025 

and any subsequent year in which we 

make awards from the list of unfunded 

applications from this competition, 

these priorities 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—Partnership 

Grants for the Establishment of 

Registered Apprenticeship Programs for 

K–12 Teachers. 

A project implementing a new or 

enhanced registered apprenticeship 

program for K–12 teachers that— 

(a) Is developed with the partner LEA 

(Local educational agency) to address 

the needs of its students and teachers; 

(b) Uses data-driven strategies and 

evidence-based approaches to increase 

recruitment, successful completion, and 

retention of teachers supported by the 

project; 

(c) Provides standards for participants 

to enter into and complete the program; 

(d) Is aligned to evidence-based 

practices for effective educator 

preparation, and includes practicebased learning opportunities linked to 

coursework that address State 

requirements for full certification, 

professional standards for teacher 

preparation, culturally and 

linguistically sustaining pedagogies, and 

the established knowledge base for 

education, including the science of 

learning and development; 28

(e) Has little to no financial burden for 

program participants, or provides for 

loan forgiveness; 

(f) Requires completion of a bachelor’s 

degree either before entering or as a 

result of the certification program; 

(g) Results in the satisfaction of all 

requirements for full State teacher 

licensure or certification, excluding 

emergency, temporary, provisional, or 

other sub-standard licensure or 

certification; and 

(h) Provides increasing levels of 

responsibility for the apprentice during 

at least one year of paid on-the-job 

learning/clinical experience, during 

which a mentor teacher is the teacher of 

record. 

Invitational Priority 2—Supporting 

Early Elementary Educators and/or 

School Leaders. 

Projects and initiatives that include 

early elementary teacher and/or school 

leader preparation programs, 

professional development and training, 

professional learning communities, 

coaching, peer learning collaboratives, 

and resources to support K–3 early 

elementary educators and/or school 

leaders in instructional practices that 

meet the wide range of developmental 

and linguistic strengths, needs, and 

experiences of students at kindergarten 

entry through the early grades with a 

focus on one or more of the following: 

(a) Instruction informed by the 

science of learning and development in 

kindergarten through 3rd grade. 

(b) Instruction that is inclusive and 

developmentally, culturally, and 

linguistically responsive. 

(c) Intentional and effective 

transitions into kindergarten and 

through the early grades. 

(d) Partnerships with parents, 

families, and caregivers and successful 

family engagement, into kindergarten 

and through 3rd grade. 

(e) Intentional collaboration to 

support inclusive, linguistically 

responsive, and developmentally 

informed instructional alignment in K– 

3, including continuity of services, 

supports, assessments, relationships, 

and data sharing across K–3. 

Definitions: The definition of 

‘‘evidence-based’’ is from section 2242 

of the ESEA (20 U.S.C. 6672) and 

section 8101 of the ESEA (20 U.S.C. 

7801). The definitions of ‘‘English 

learner,’’ ‘‘institution of higher 

education,’’ which incorporates by 

reference section 101(a) of the Higher 

Education Opportunity Act (20 U.S.C. 

7801(a)), ‘‘local educational agency,’’ 

‘‘professional development,’’ ‘‘school 

leader,’’ and ‘‘State educational agency’’ 

are from section 8101 of the ESEA (20 

U.S.C. 7801). The definitions of 

‘‘continuous improvement,’’ 

‘‘evaluation,’’ ‘‘evidence-building,’’ 

‘‘experimental study,’’ ‘‘logic model,’’ 

‘‘moderate evidence,’’ ‘‘project 

component,’’ ‘‘promising evidence,’’ 

‘‘quasi-experimental design study,’’ 

‘‘relevant outcome,’’ and ‘‘What Works 

Clearinghouse Handbooks’’ are from 34 

CFR 77.1. The definitions of ‘‘children 

or students with disabilities,’’ 

‘‘disconnected youth,’’ ‘‘early learning,’’ 

‘‘educator,’’ ‘‘military- or veteranconnected student,’’ and ‘‘underserved 

student’’ are from the Supplemental 

Priorities. The definition of ‘‘national 

nonprofit entity’’ is from the notice of 

final definition published in the Federal 

Register on April 4, 2022 (87 FR 19388) 

(Final Definition). 

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)). 

Continuous improvement means 

using plans for collecting and analyzing 

data about a project component’s 

implementation and outcomes 

(including the pace and extent to which 

project outcomes are being met) to 

inform necessary changes throughout 

the project. These plans may include 

strategies to gather ongoing feedback 

from participants and stakeholders on 

the implementation of the project 

component. 

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. 

Early learning means any— 

(1) State-licensed or State-regulated 

program or provider, regardless of 

setting or funding source, that provides 

early care and education for children 

from birth to kindergarten entry, 

including, but not limited to, any 

program operated by a child care center 

or in a family child care home; 

(2) Program funded by the Federal 

Government or State or local 


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educational agencies (including any 

IDEA-funded program); 

(3) Early Head Start and Head Start 

program; 

(4) Non-relative child care provider 

who is not otherwise regulated by the 

State and who regularly cares for two or 

more unrelated children for a fee in a 

provider setting; and 

(5) Other program that may deliver 

early learning and development services 

in a child’s home, such as the Maternal, 

Infant, and Early Childhood Home 

Visiting Program; Early Head Start; and 

Part C of IDEA. 

Educator means, for the purposes of 

Competitive Preference Priorities 2 and 

3, an individual who is an early learning 

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, when used 

with respect to an individual, an 

individual— 

(1) Who is aged 3 through 21; 

(2) Who is enrolled or preparing to 

enroll in an elementary school or 

secondary school; 

(3)(i) Who was not born in the United 

States or whose native language is a 

language other than English; 

(ii)(A) Who is a Native American or 

Alaska Native, or a native resident of the 

outlying areas; and 

(B) Who comes from an environment 

where a language other than English has 

had a significant impact on the 

individual’s level of English language 

proficiency; or 

(iii) Who is migratory, whose native 

language is a language other than 

English, and who comes from an 

environment where a language other 

than English is dominant; and 

(4) Whose difficulties in speaking, 

reading, writing, or understanding the 

English language may be sufficient to 

deny the individual— 

(i) The ability to meet the challenging 

State academic standards; 

(ii) The ability to successfully achieve 

in classrooms where the language of 

instruction is English; or 

(iii) The opportunity to participate 

fully in society. 

Evaluation means an assessment 

using systematic data collection and 

analysis of one or more programs, 

policies, practices, and organizations 

intended to assess their implementation, 

outcomes, effectiveness, or efficiency. 

Evidence-based, when used with 

respect to a State, LEA, or school 

activity, means an activity, strategy, or 

intervention that demonstrates a 

statistically significant effect on 

improving student outcomes or other 

relevant outcomes based on— 

(1) Strong evidence from at least one 

well-designed and well-implemented 

experimental study; 

(2) Moderate evidence from at least 

one well designed and wellimplemented quasi-experimental study; 

or 

(3) Promising evidence from at least 

one well-designed and wellimplemented correlational study with 

statistical controls for selection bias. 

Evidence-building means a systematic 

plan for identifying and answering 

questions relevant to programs and 

policies through performance 

measurement, exploratory studies, or 

program evaluation. 

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: 

(1) 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). 

(2) 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. 

(3) 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. 

Institution of higher education (IHE) 

means an educational institution in any 

State that— 

(1) Admits as regular students only 

persons having a certificate of 

graduation from a school providing 

secondary education, or the recognized 

equivalent of such a certificate, or 

persons who meet the requirements of 

section 484(d) of the Higher Education 

Act of 1965, as amended (HEA); 

(2) Is legally authorized within such 

State to provide a program of education 

beyond secondary education; 

(3) Provides an educational program 

for which the institution awards a 

bachelor’s degree or provides not less 

than a 2-year program that is acceptable 

for full credit toward such a degree, or 

awards a degree that is acceptable for 

admission to a graduate or professional 

degree program, subject to review and 

approval by the Secretary; 

(4) Is a public or other nonprofit 

institution; and 

(5) Is accredited by a nationally 

recognized accrediting agency or 

association, or if not so accredited, is an 

institution that has been granted preaccreditation status by such an agency 

or association that has been recognized 

by the Secretary for the granting of preaccreditation status, and the Secretary 

has determined that there is satisfactory 

assurance that the institution will meet 

the accreditation standards of such an 

agency or association within a 

reasonable time. 

Local educational agency (LEA) 

means: 

(1) In General. A public board of 

education or other public authority 

legally constituted within a State for 

either administrative control or 

direction of, or to perform a service 

function for, public elementary schools 

or secondary schools in a city, county, 

township, school district, or other 

political subdivision of a State, or of or 

for a combination of school districts or 

counties that is recognized in a State as 

an administrative agency for its public 

elementary schools or secondary 

schools. 

(2) Administrative Control and 

Direction. The term includes any other 

public institution or agency having 

administrative control and direction of 

a public elementary school or secondary 

school. 

(3) Bureau of Indian Education 

Schools. The term includes an 

elementary school or secondary school 

funded by the Bureau of Indian 

Education but only to the extent that 

including the school makes the school 

eligible for programs for which specific 

eligibility is not provided to the school 

in another provision of law and the 

school does not have a student 

population that is smaller than the 

student population of the LEA receiving 

assistance under the ESEA with the 

smallest student population, except that 

the school shall not be subject to the 

jurisdiction of any SEA other than the 

Bureau of Indian Education. 


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(4) Educational Service Agencies. The 

term includes educational service 

agencies and consortia of those 

agencies. 

(5) State Educational Agency. The 

term includes the SEA in a State in 

which the SEA is the sole educational 

agency for all public schools. 

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 one or more of the following: 

(a) A child participating in an early 

learning 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 

member 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). 

(b) A student who is a member of the 

uniformed services, a veteran of the 

uniformed services, or the spouse of a 

service member or veteran. 

(c) A child participating in an early 

learning 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). 

Moderate evidence means 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, 3.0, 4.0, 4.1, or 

5.0 of the WWC Handbooks reporting 

‘‘strong evidence’’ or ‘‘moderate 

evidence’’ for the corresponding 

practice guide recommendation; 

(ii) An intervention report prepared 

by the WWC using version 2.1, 3.0, 4.0, 

4.1, or 5.0 of the WWC Handbooks 

reporting ‘‘Tier 1 strong evidence’’ of 

effectiveness or ‘‘Tier 2 moderate 

evidence’’ of effectiveness or a ‘‘positive 

effect’’ on a relevant outcome based on 

a sample including at least 20 students 

or other individuals from more than one 

site (such as a State, county, city, LEA, 

school, or postsecondary campus), or a 

‘‘potentially positive effect’’ on a 

relevant outcome based on a sample 

including at least 350 students or other 

individuals from more than one site 

(such as a State, county, city, LEA, 

school, or postsecondary campus), 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 

most recently using version 2.1, 3.0, 4.0, 

4.1, or 5.0 of the WWC Handbooks, or 

otherwise assessed by the Department 

using version 5.0 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, 3.0, 4.0, 4.1, or 5.0 of the 

WWC Handbooks; and 

(D) Is based on a sample from more 

than one site (such as a State, county, 

city, LEA, school, or postsecondary 

campus) and includes at least 350 

students or other individuals across 

sites. Multiple studies of the same 

project component that each meet the 

requirements in paragraphs (iii)(A) 

through (C) of this definition may 

together satisfy the requirement in this 

paragraph (iii)(D). 

National nonprofit entity means an 

entity that— 

(1) Meets the definition of ‘‘nonprofit’’ 

under 34 CFR 77.1(c); and 

(2) Is of national scope, which 

requires that the entity— 

(i) Provides services in three or more 

States; and 

(ii) Demonstrates a proven record of 

serving or benefitting teachers, 

principals, or other school leaders 

across these States. 

Professional development means 

activities that— 

(1) Are an integral part of school and 

LEA strategies for providing educators 

(including teachers, principals, other 

school leaders, specialized instructional 

support personnel, paraprofessionals, 

and, as applicable, early childhood 

educators) with the knowledge and 

skills necessary to enable students to 

succeed in a well-rounded education 

and to meet the challenging State 

academic standards; and 

(2) Are sustained (not stand-alone, 1- 

day, or short term workshops), 

intensive, collaborative, job-embedded, 

data-driven, and classroom-focused, and 

may include activities that— 

(i) Improve and increase teachers’— 

(A) Knowledge of the academic 

subjects the teachers teach; 

(B) Understanding of how students 

learn; and 

(C) Ability to analyze student work 

and achievement from multiple sources, 

including how to adjust instructional 

strategies, assessments, and materials 

based on such analysis; 

(ii) Are an integral part of broad 

schoolwide and districtwide 

educational improvement plans; 

(iii) Allow personalized plans for each 

educator to address the educator’s 

specific needs identified in observation 

or other feedback; 

(iv) Improve classroom management 

skills; 

(v) Support the recruitment, hiring, 

and training of effective teachers, 

including teachers who became certified 

through State and local alternative 

routes to certification; 

(vi) Advance teacher understanding 

of— 

(A) Effective instructional strategies 

that are evidence-based; and 

(B) Strategies for improving student 

academic achievement or substantially 

increasing the knowledge and teaching 

skills of teachers; 

(vii) Are aligned with, and directly 

related to, academic goals of the school 

or LEA; 

(viii) Are developed with extensive 

participation of teachers, principals, 

other school leaders, parents, 

representatives of Indian Tribes (as 

applicable), and administrators of 

schools to be served under the ESEA; 

(ix) Are designed to give teachers of 

English Learners, and other teachers and 

instructional staff, the knowledge and 

skills to provide instruction and 

appropriate language and academic 

support services to those children, 

including the appropriate use of 

curricula and assessments; 

(x) To the extent appropriate, provide 

training for teachers, principals, and 

other school leaders in the use of 

technology (including education about 

the harms of copyright piracy), so that 

technology and technology applications 

are effectively used in the classroom to 

improve teaching and learning in the 

curricula and academic subjects in 

which the teachers teach; 

(xi) As a whole, are regularly 

evaluated for their impact on increased 

teacher effectiveness and improved 

student academic achievement, with the 

findings of the evaluations used to 


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improve the quality of professional 

development; 

(xii) Are designed to give teachers of 

children with disabilities or children 

with developmental delays, and other 

teachers and instructional staff, the 

knowledge and skills to provide 

instruction and academic support 

services, to those children, including 

positive behavioral interventions and 

supports, multi-tier system of supports, 

and use of accommodations; 

(xiii) Include instruction in the use of 

data and assessments to inform and 

instruct classroom practice; 

(xiv) Include instruction in ways that 

teachers, principals, other school 

leaders, specialized instructional 

support personnel, and school 

administrators may work more 

effectively with parents and families; 

(xv) Involve the forming of 

partnerships with IHEs, including, as 

applicable, Tribal Colleges and 

Universities as defined in section 316(b) 

of the HEA (20 U.S.C. 1059c(b)), to 

establish school-based teacher, 

principal, and other school leader 

training programs that provide 

prospective teachers, novice teachers, 

principals, and other school leaders 

with an opportunity to work under the 

guidance of experienced teachers, 

principals, other school leaders, and 

faculty of such institutions; 

(xvi) Create programs to enable 

paraprofessionals (assisting teachers 

employed by an LEA receiving 

assistance under part A of title I of the 

ESEA) to obtain the education necessary 

for those paraprofessionals to become 

certified and licensed teachers; 

(xvii) Provide follow-up training to 

teachers who have participated in 

activities described in paragraph (2) of 

this definition that are designed to 

ensure that the knowledge and skills 

learned by the teachers are implemented 

in the classroom; and 

(xviii) Where practicable, provide 

jointly for school staff and other early 

childhood education program providers, 

to address the transition to elementary 

school, including issues related to 

school readiness. 

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 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 the 

WWC reporting ‘‘strong evidence’’, 

‘‘moderate evidence’’, or ‘‘promising 

evidence’’ for the corresponding 

practice guide recommendation; 

(ii) An intervention report prepared 

by the WWC reporting ‘‘Tier 1 strong 

evidence’’ of effectiveness, or ‘‘Tier 2 

moderate evidence’’ of effectiveness, or 

‘‘Tier 3 promising evidence’’ of 

effectiveness, or 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 (such as a 

study using regression methods to 

account for differences between a 

treatment group and a comparison 

group); 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome; and 

(C) Includes no overriding statistically 

significant and negative effects on 

relevant outcomes reported in the study 

or in a corresponding WWC 

intervention report. An intervention 

report prepared by the WWC reporting 

‘‘Tier 1 strong evidence’’ of 

effectiveness, or ‘‘Tier 2 moderate 

evidence’’ of effectiveness, or ‘‘Tier 3 

promising evidence’’ of effectiveness, or 

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; and 

(iii) Includes no overriding 

statistically significant and negative 

effects on relevant outcomes reported in 

the study or in a corresponding WWC 

intervention report. 

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 

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. 

School leader means a principal, 

assistant principal, or other individual 

who is— 

(1) An employee or officer of an 

elementary school or secondary school, 

LEA, or other entity operating an 

elementary school or secondary school; 

and 

(2) Responsible for the daily 

instructional leadership and managerial 

operations in the elementary school or 

secondary school building. 

State educational agency (SEA) 

means the agency primarily responsible 

for the State supervision of public 

elementary schools and secondary 

schools. 

Underserved student means a student 

(which may include children in early 

learning environments, students in K– 

12 programs, students in postsecondary 

education or career and technical 

education, and adult learners, as 

appropriate) 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 who is the first in their 

family to attend postsecondary 

education. 

(p) A student enrolling in or seeking 

to enroll in postsecondary education for 

the first time at the age of 20 or older. 

(q) A student who is working full-time 

while enrolled in postsecondary 

education. 

(r) A student who is enrolled in or is 

seeking to enroll in postsecondary 

education who is eligible for a Pell 

Grant. 

(s) An adult student in need of 

improving their basic skills or an adult 

student with limited English 

proficiency. 


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(t) A student performing significantly 

below grade level. 

(u) A military- or veteran-connected 

student. 

For the purposes of this definition 

only, ‘‘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. 

What Works Clearinghouse (WWC) 

Handbooks (WWC Handbooks) means 

the standards and procedures set forth 

in the WWC Procedures and Standards 

Handbook, Version 5.0, or in the WWC 

Standards Handbook, Version 4.0 or 4.1, 

or in the WWC Procedures Handbook, 

Version 4.0 or 4.1, the WWC Procedures 

and Standards Handbook, Version 3.0 or 

Version 2.1 (all incorporated by 

reference; see § 77.2). WWC practice 

guides and intervention reports include 

findings from systematic reviews of 

evidence as described in the WWC 

Handbooks documentation. 

Program Authority: Section 2242 of 

the ESEA (20 U.S.C. 6672). 

Note: Projects will be awarded and 

must be operated in a manner consistent 

with the nondiscrimination 

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, 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) 

EED NFP. (e) The Supplemental 

Priorities. (f) The Final Definition. 

Note: The regulations in 34 CFR part 

86 apply to IHEs only. 

Note: As of October 1, 2024, grant 

applicants must follow the OMB 

Guidance for Federal Financial 

Assistance provisions stated in the OMB 

Guidance for Federal Financial 

Assistance (89 FR 30046, April 22, 

2024) when preparing an application. 

For more information about these 

regulations please visit: https://

www.cfo.gov/resources-coffa/uniformguidance/. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: The 

Administration requested $90,000,000 

for SEED for FY 2025, of which we 

intend to use an estimated $75,000,000 

for 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 if 

Congress appropriates funds for this 

program. 

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: 

$1,000,000–$6,000,000 per project year. 

Estimated Average Size of Awards: 

$3,500,000 per project year. 

Estimated Number of Awards: 16–20. 

Note: The Department is not bound by 

any estimates in this notice. 

Project Period: Up to 36 months. 

III. Eligibility Information 

1. Eligible Applicants: 

(a) An IHE that provides course 

materials or resources that are evidencebased in increasing academic 

achievement, graduation rates, or rates 

of postsecondary education 

matriculation; 

(b) A national nonprofit entity with a 

demonstrated record of raising student 

academic achievement, graduation rates, 

and rates of higher education 

attendance, matriculation, or 

completion, or of effectiveness in 

providing preparation and professional 

development activities and programs for 

teachers, principals, or other school 

leaders; 

(c) The Bureau of Indian Education; or 

(d) A partnership consisting of— 

(i) One or more entities described in 

paragraph (a) or (b); and 

(ii) A for-profit entity. 

If you are a nonprofit organization, 

under 34 CFR 75.51, you may 

demonstrate your nonprofit status by 

providing: (1) proof that the Internal 

Revenue Service currently recognizes 

the applicant as an organization to 

which contributions are tax deductible 

under section 501(c)(3) of the Internal 

Revenue Code; (2) a statement from a 

State taxing body or the State attorney 

general certifying that the organization 

is a nonprofit organization operating 

within the State and that no part of its 

net earnings may lawfully benefit any 

private shareholder or individual; (3) a 

certified copy of the applicant’s 

certificate of incorporation or similar 

document if it clearly establishes the 

nonprofit status of the applicant; or (4) 

any item described above if that item 

applies to a State or national parent 

organization, together with a statement 

by the State or parent organization that 

the applicant is a local nonprofit 

affiliate. 

2. a. Cost Sharing or Matching: Under 

section 2242 of the ESEA, each grant 

recipient must provide, from nonFederal sources, at least 25 percent of 

the total cost for each year of the project 

activities. These funds may be provided 

in cash or through in-kind 

contributions. Grantees must include a 

budget showing their matching 

contributions on an annual basis 

relative to the annual budget amount of 

SEED grant funds and must provide 

evidence of their matching 

contributions for the first year of the 

grant in their grant applications. 

Note: The combination of Federal and 

non-Federal funds should equal the 

total cost of the project. Therefore, 

grantees are generally required to 

support no less than 25 percent of the 

total cost of the project with nonFederal funds. Grantees are strongly 

encouraged to take this requirement into 

account when requesting Federal funds 

and limit their request appropriately 

and should verify that their budgets 

reflect the costs allocations 

appropriately. (Cost share formula: total 

program cost (the amount of the Federal 

grant + the amount of the non-Federal 

match) × .75 = Federal award amount). 

b. Supplement-Not-Supplant: This 

program involves supplement-notsupplant funding requirements. Under 

section 2301 of the ESEA (20 U.S.C. 

6691), funds made available under title 

II of the ESEA must be used to 

supplement, and not supplant, nonFederal funds that would otherwise be 

used for activities authorized under this 

title. 

c. Indirect Cost Rate Information: This 

program uses a restricted indirect cost 

rate. For more information regarding 

indirect costs, or to obtain a negotiated 

indirect cost rate, please see 

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

intro.html. 

d. Administrative Cost Limitation: 

This program does not include any 

program-specific limitation on 

administrative expenses. All 

administrative expenses must be 

reasonable and necessary and conform 

to Cost Principles described in 2 CFR 

part 200 subpart E of the Uniform 

Guidance. 

3. Subgrantees: (a) Under 34 CFR 

75.708(b) and (c) a grantee under this 

competition may award subgrants—to 

directly carry out project activities 

described in its application—to the 

following types of entities: LEAs, IHEs, 

State and local governments, and other 


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public or private entities suitable to 

carry out the activities proposed in the 

application. 

(b) The grantee may award subgrants 

to entities it has identified in an 

approved application or under 

procedures established by the grantee. 

4. Certification: Pursuant to section 

2242 of the ESEA (20 U.S.C. 6672), 

applicants must include a certification 

that the services provided by an eligible 

entity under the grant to an LEA or to 

a school served by the LEA will not 

result in direct fees for participating 

students or parents. 

5. Renewal: Under section 2242(b)(2) 

of the ESEA (20 U.S.C. 6672), the 

Secretary may renew a grant awarded 

under this section for one additional 

two-year period. 

Note: During the course of the third 

year of the project period for grants 

awarded under this competition, we 

will provide details on the potential 

renewal process. In making decisions on 

whether to award a two-year renewal 

award, we will review performance data 

submitted in regularly required 

reporting, as well as potentially request 

narrative information to be assessed 

using selection criteria from 34 CFR 

75.210. 

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 23, 2024 (89 FR 104528) and 

available at www.federalregister.gov/ 

documents/2024/12/23/2024-30488/ 

common-instructions-for-applicants-todepartment-of-education-discretionarygrant-programs, which contain 

requirements and information on how to 

submit an application. 

2. Submission of Proprietary 

Information: Given the types of projects 

that may be proposed in applications for 

the SEED program, 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 

competition 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: We reference 

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 40 

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 and 

certifications; or the one-page abstract, 

the resumes, the bibliography, or the 

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 develop a 

more efficient process for reviewing 

grant applications if it has a better 

understanding of the number of entities 

that intend to apply for funding under 

this competition. Therefore, we strongly 

encourage each potential applicant to 

notify us of their intent to submit an 

application for funding by sending an 

email to SEED@ed.gov with FY 2025 

SEED Intent to Apply in the subject line, 

by February 18, 2025. Applicants that 

do not send a notice of intent to apply 

may still apply for funding. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this competition are from 34 

CFR 75.210. An applicant may earn up 

to a total of 100 points based on the 

selection criteria. The maximum score 

for each criterion is indicated in 

parentheses. Each criterion also 

includes the factors that the reviewers 

will consider in determining how well 

an application meets the criterion. The 

criteria are as follows: 

(a) Quality of the Project Design (35 

points). The Secretary considers the 

quality of the design of the proposed 

project. In determining the quality of the 

design of the proposed project, the 

Secretary considers the following 

factors: 

(1) 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. (9 points) 

(2) The extent to which the proposed 

project is designed to build capacity and 

yield results that will extend beyond the 

period of Federal financial assistance. (8 

points) 

(3) The quality of the logic model or 

other conceptual framework underlying 

the proposed project, including how 

inputs are related to outcomes. (8 

points) 

(4) The extent to which the design of 

the proposed project demonstrates 

meaningful community engagement and 

input to ensure that the project is 

appropriate to successfully address the 

needs of the target population or other 

identified needs and will be used to 

inform continuous improvement 

strategies. (8 points) 

(b) Significance (25 points). 

The Secretary considers the 

significance of the proposed project. In 

determining the significance of the 

proposed project, the Secretary 

considers the following factors: 

(1) The importance or magnitude of 

the results or outcomes likely to be 

attained by the proposed project, 

especially contributions toward 

improving teaching practice and student 

learning and achievement. (7 points) 

(2) The extent to which the costs are 

reasonable in relation to the number of 

persons to be served, the depth and 

intensity of services, and the anticipated 

results and benefits. (6 points) 

(3) The potential for the purposes, 

activities, or benefits of the proposed 

project to be institutionalized into the 

ongoing practices and programs of the 

applicant, agency, or organization and 

continue after Federal funding ends. (6 

points) 


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(4) The extent to which the resources, 

tools, and implementation lessons of the 

proposed project will be disseminated 

in ways to the target population and 

local community that will enable them 

and others (including practitioners, 

researchers, education leaders, and 

partners) to implement similar 

strategies. (6 points) 

(c) Quality of the Management Plan 

(20 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 extent to which the goals, 

objectives, and outcomes to be achieved 

by the proposed project are clearly 

specified, measurable, and ambitious 

yet achievable within the project period, 

and aligned with the purposes of the 

grant program. (10 points) 

(2) The feasibility of the management 

plan to achieve project objectives and 

goals on time and within budget, 

including clearly defined 

responsibilities, timelines, and 

milestones for accomplishing project 

tasks. (10 points) 

(d) Quality of the Project Evaluation 

or Other Evidence-Building. (20 points). 

The Secretary considers the quality of 

the evaluation or other evidencebuilding of the proposed project. In 

determining the quality of the 

evaluation or other evidence-building, 

the Secretary considers the following 

factors: 

(1) The extent to which the methods 

of evaluation will, if well implemented, 

produce evidence about the 

effectiveness of the project on relevant 

outcomes that would meet the What 

Works Clearinghouse standards without 

reservations, as described in the What 

Works Clearinghouse Handbooks. (5 

points) 

(2) The extent to which performance 

feedback and formative data are integral 

to the design of the proposed project 

and will be used to inform continuous 

improvement. (5 points) 

(3) The extent to which the methods 

of evaluation or other evidence-building 

include the use of objective performance 

measures that are clearly related to the 

intended outcomes of the project and 

will produce quality data that are 

quantitative and qualitative. (5 points) 

(4) The extent to which the design for 

implementing and evaluating the 

proposed project will result in 

information to guide possible 

replication of project activities or 

strategies, including valid and reliable 

information about the effectiveness of 

the approach or strategies employed by 

the project. (5 points) 

Note: Applicants may wish to review 

technical assistance resources on 

Evaluation relevant to the SEED 

program available at https://

www.ed.gov/grants-and-programs/ 

teacher-prep/supporting-effectiveeducator-development-grant-program. 

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). 

Under section 2242 of the ESEA, we 

consider the following additional factors 

in selecting an application for an award: 

(a) The Secretary must ensure that, to 

the extent practicable, grants are 

distributed among eligible entities that 

will serve geographically diverse areas, 

including urban, suburban, and rural 

areas. 

(b) The Department must not award 

more than one grant under this program 

to an eligible entity during a grant 

competition. If an entity submits 

multiple applications for this 

competition, only the highest rated 

application will be considered for an 

award. 

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. 

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 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 


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5856 Federal Register / Vol. 90, No. 11 / Friday, January 17, 2025 / Notices 

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) 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: For the 

purpose of Department reporting under 

34 CFR 75.110, we have established the 

following performance measures for the 

SEED program: (a) the percentage of 

teacher, principal, or other school leader 

participants who serve concentrations of 

high-need students; (b) the percentage of 

teacher and principal participants who 

serve concentrations of high-need 

students and are highly effective; (c) the 

percentage of teacher and principal 

participants who serve concentrations of 

high-need students, are highly effective, 

and serve for at least two years; (d) the 

cost per such participant; and (e) the 

number of grantees with evaluations 

that meet the WWC standards without 

reservations. Grantees will report 

annually on each measure. 

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, 

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 

Department documents 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 Department 

documents 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 

your search to documents published by 

the Department. 

Adam Schott, 

Deputy Assistant Secretary for Policy and 

Programs, Delegated the Authority to Perform 

theFunctions and Duties of the Assistant 

Secretary, Office of Elementary and 

Secondary Education. 

[FR Doc. 2025–01275 Filed 1–16–25; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Indian 

Education Discretionary Grants 

Programs; Professional Development 

Program (PD)—Training Grants 

AGENCY: Office of Elementary and 

Secondary Education, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

(Department) is issuing a notice inviting 

applications for new awards for fiscal 

year (FY) 2025 for Indian Education 

Discretionary Grants Programs PD— 

Training Grants. 

DATES: 

Applications Available: January 17, 

2025. 

Date of Pre-Application Webinar: 

February 11, 2025. 

Deadline for Notice of Intent to Apply: 

February 18, 2025. 

Deadline for Transmittal of 

Applications: April 28, 2025. 

Deadline for Intergovernmental 

Review: June 26, 2025. 

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 23, 2024 

(89 FR 104528) and available at https:// 

www.federalregister.gov/documents/ 

2024/12/23/2024-30488/commoninstructions-for-applicants-todepartment-of-education-discretionarygrant-programs. 

FOR FURTHER INFORMATION CONTACT: 

Linda Brake, U.S. Department of 

Education, 400 Maryland Avenue, 

Washington, DC 20202–6335. 

Telephone: (202) 987–0796. Email: 

linda.brake@ed.gov. 

If you are deaf, hard of hearing, or 

have a speech disability and wish to 

access telecommunications relay 

services, please dial 7–1–1. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purposes of 

the PD Program that are relevant to this 

competition are to increase the number 

of qualified Indian individuals in 

professions that serve Indian students 

and to provide training and support to 

qualified Indian individuals to become 

teachers and administrators. 

Assistance Listing Number: 84.299B. 

OMB Control Number: 1810–0580. 

Background: To be successful, every 

student should have access to 


KHAMMOND on DSK9W7S144PROD with NOTICES