36262 Federal Register / Vol. 86, No. 129 / Friday, July 9, 2021 / Notices 

1Throughout this notice, all defined terms are 

denoted with capitals. 

Dated: July 6, 2021. 

Aaron T. Siegel, 

Alternate OSD Federal Register Liaison 

Officer, Department of Defense. 

[FR Doc. 2021–14646 Filed 7–8–21; 8:45 am] 

BILLING CODE 5001–06–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Teacher 

and School Leader Incentive 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) 2021 for 

the Teacher and School Leader 

Incentive Program (TSL), Assistance 

Listing Number 84.374A. This notice 

relates to the approved information 

collection under OMB control number 

1810–0758. 

DATES: 

Applications available: July 9, 2021. 

Pre-application webinars: The Office 

of Elementary and Secondary Education 

intends to post pre-recorded 

informational webinars designed to 

provide technical assistance to 

interested applicants for TSL grants. 

These informational webinars will be 

available on the TSL web page shortly 

after this notice is published in the 

Federal Register. 

Deadline for optional notice of intent 

to apply: July 30, 2021. 

Deadline for transmittal of 

applications: August 13, 2021. 

Deadline for intergovernmental 

review: October 12, 2021. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on February 13, 2019 

(84 FR 3768), and available at 

www.govinfo.gov/content/pkg/FR-2019- 

02-13/pdf/FR-2019-02-13/pdf/2019- 

02206.pdf. 

The informational webinars will be 

available on the TSL web page at 

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

effective-educator-developmentprograms/teacher-and-school-leaderincentive-program/applicant-infoeligibility/. A TSL Frequently Asked 

Questions document will also be 

published on the TSL program web page 

as soon as it is available at https://

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

effective-educator-developmentprograms/teacher-and-school-leaderincentive-program/. 

FOR FURTHER INFORMATION CONTACT: 

Orman Feres, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 3C140, Washington, DC 20202– 

5960. Telephone: (202) 453–6921. 

Email: orman.feres@ed.gov or TSL@

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 

TSL is to assist States, local educational 

agencies (LEAs), and nonprofit 

organizations to develop, implement, 

improve, or expand comprehensive 

Performance-Based Compensation 

Systems (PBCS) 1 or Human Capital 

Management Systems (HCMS) for 

teachers, principals, and other School 

Leaders (educators) (especially for 

educators in High-Need Schools who 

raise student growth and academic 

achievement and close the achievement 

gap between high- and low-performing 

students). In addition, a portion of TSL 

funds may be used to study the 

effectiveness, fairness, quality, 

consistency, and reliability of PBCS or 

HCMS for educators. 

Background: TSL is authorized under 

section 2212 of the Elementary and 

Secondary Education Act of 1965, as 

amended by the Every Student Succeeds 

Act (ESEA). 

The FY 2021 TSL competition is 

designed to support entities in 

implementing, improving, or expanding 

their HCMS, which by definition must 

include a PBCS, or implementing, 

improving, or expanding only a PBCS. 

Absolute Priority 1 is consistent with 

this purpose. TSL is also intended to 

primarily serve educators in High-Need 

Schools who raise student academic 

achievement and close the achievement 

gap between high- and low-performing 

students, although the program may also 

fund services for educators serving in 

high-need subject areas (though not 

necessarily in High-Need Schools), as 

determined by the LEA or the State. 

It is well established that teacher 

effectiveness contributes greatly to 

student academic outcomes, yet there is 

variation in teacher effectiveness within 

and across schools, including significant 

inequity in students’ access to effective 

teachers, particularly for students from 

low-income backgrounds, students of 

color, English learners, and students 

with disabilities. As such, it is essential 

to attract and retain a well-qualified, 

experienced, effective, and diverse pool 

of skilled educators who are prepared to 

teach diverse learners (e.g., through coteaching models, dual certifications, 

universal design for learning), 

particularly in High-Need Schools. 

Many States and LEAs have worked to 

create and improve their comprehensive 

HCMS, and LEAs have invested in highquality educator evaluation and support 

systems in order to improve recruitment 

and retention efforts, provide educators 

with meaningful feedback and targeted 

Evidence-Based professional 

development, and use information 

across multiple indicators of educator 

performance to inform key school- and 

district-level decisions. In contrast to 

earlier Teacher Incentive Fund (TIF) 

competitions, the Department, in the 

2017 and 2020 TSL competitions, as 

well as the 2016 Teacher Incentive Fund 

(TIF) competition, funded projects that 

encompassed broader HCMS, including 

spending decisions related to 

professional development, that 

supported sustainable performancebased compensation. These 

competitions focused on projects under 

which grantees deployed a variety of 

human capital management strategies 

throughout an educator’s career 

trajectory (e.g., from pre-service through 

retention) to help support and sustain 

the grantees’ PBCS. For example, several 

grantees in these cohorts developed and 

implemented career ladders to give 

educators opportunities for leadership 

and advancement inside and outside the 

classroom, using program funds to 

supplement the salaries of master 

mentor teachers. 

Thus, through the two absolute 

priorities included in this notice, the 

Department seeks to ensure that this 

competition supports States and LEAs 

in their efforts to implement goals and 

objectives in ESEA consolidated State 

plans as well as lessons learned from 

close to two decades of investment and 

research in HCMS and PBCS. 

The Department has established a 

new definition of High-Need Schools 

that clarifies the requirement that TSL 

program activities primarily serve HighNeed Schools, and Absolute Priority 2 

addresses the extent to which TSLfunded grant project activities are 

concentrated in High-Need Schools. The 

Department established the definition 

and priority based on lessons learned 

from recent TSL competitions, which 

highlighted the need to better target the 


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Federal Register / Vol. 86, No. 129 / Friday, July 9, 2021 / Notices 36263 

program to educators and students in 

High-Need Schools. 

In addition to Absolute Priority 2, 

which reinforces the need to serve 

educators primarily in High-Need 

Schools, this notice includes two 

competitive preference priorities aimed 

at diversifying and strengthening the 

educator workforce. Competitive 

Preference Priority 1, Supporting 

Educators and their Professional 

Growth, emphasizes the importance of 

promoting the continued development 

and growth of educators, including 

through leadership opportunities. This 

competitive preference priority focuses 

on activities that are designed to attract 

and retain a well-qualified, experienced, 

effective, and diverse pool of skilled 

educators. Competitive Preference 

Priority 2, Increasing Educator 

Diversity, highlights the critical need to 

increase the diversity of the educator 

workforce, to help ensure equity in our 

education system for the benefit of all 

students. This competitive preference 

priority focuses on activities that are 

designed to address educator diversity 

through a broader lens of equity and 

inclusion, with an emphasis on 

outreach, recruitment, preparation, 

support, and retention. 

Priorities: This notice contains two 

absolute priorities and two competitive 

preference priorities. In accordance with 

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

Priority 1 is from ESEA section 

2212(e)(1) and (2); and Absolute Priority 

2 is from the TSL notice of final priority 

and definition published elsewhere in 

this issue of the Federal Register (TSL 

NFP). In accordance with 34 CFR 

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

Priorities 1 and 2 are from the Effective 

Educator Development (EED) notice of 

final priorities published elsewhere in 

this issue of the Federal Register (EED 

NFP). 

Absolute Priority: For FY 2021 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 both 

absolute priorities. 

These priorities are: 

Absolute Priority 1: Human Capital 

Management Systems (HCMS) or 

Performance Based Compensation 

Systems (PBCS). 

Under this priority, eligible applicants 

must propose a project to develop, 

implement, improve, or expand, in 

collaboration with teachers, principals, 

other School Leaders, and members of 

the public, a PBCS or HCMS. 

Applicants that propose to use grant 

funds, under ESEA section 

2212(e)(2)(A), to develop or improve an 

evaluation and support system as part of 

an HCMS, in responding to this priority, 

must describe how such system— 

(a) Reflects clear and fair measures of 

educator performance, based in part on 

demonstrated improvement in student 

academic achievement; and 

(b) Provides educators with ongoing, 

differentiated, targeted, and 

personalized support and feedback for 

improvement, including professional 

development opportunities designed to 

increase effectiveness. 

Absolute Priority 2: High-Need 

Schools. 

Under this priority, eligible applicants 

must concentrate proposed activities on 

teachers, principals, or other School 

Leaders serving in High-Need Schools. 

In order to demonstrate that the TSL 

project is concentrated in High-Need 

Schools, the applicant must— 

(a) Provide the requested data in 

paragraph (c) of this priority to 

demonstrate that at least the majority of 

the schools participating in the 

proposed project are High-Need Schools 

and describe how the TSL-assisted grant 

activities are focused on those schools; 

(b) Include a list of all schools in 

which the proposed TSL-funded project 

would be implemented and indicate 

which schools are High-Need Schools; 

and 

(c) Provide the most recently available 

school-level data supporting each 

school’s designation as a High-Need 

School. 

Competitive Preference Priorities: For 

FY 2021 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 

5 points to an application, depending on 

how well the application meets 

Competitive Preference Priority 1. We 

award up to an additional 5 points to an 

application depending on how well the 

application meets Competitive 

Preference Priority 2. An application 

may be awarded a maximum of 10 

additional points under the competitive 

preference priorities. 

These priorities are: 

Competitive Preference Priority 1— 

Supporting Educators and Their 

Professional Growth. (up to 5 points) 

Projects that are designed to increase 

the number and percentage of wellprepared, experienced, effective, and 

diverse educators—which may include 

one or more of the following: Teachers, 

principals, paraprofessionals, or other 

School Leaders as defined in section 

8101(44) of the ESEA—through 

Evidence-Based strategies incorporating 

one or more of the following: 

(a) Adopting, implementing, or 

expanding efforts to recruit, select, 

prepare, support, and develop talented 

individuals—to serve as mentors, 

instructional coaches, principals, or 

School Leaders in High-Need Schools 

who have the knowledge and skills to 

significantly improve instruction. 

(b) Implementing practices or 

strategies that support High-Need 

Schools in recruiting, preparing, hiring, 

supporting, developing, and retaining 

qualified, experienced, effective, and 

diverse educators. 

(c) Increasing the number of teachers 

with State or national advanced 

educator certification or certification in 

a teacher shortage area, as determined 

by the Secretary, such as special 

education or bilingual education. 

(d) Providing high-quality 

professional development opportunities 

to all educators in High-Need Schools 

on meeting the needs of diverse 

learners, including students with 

disabilities and English learners. 

Competitive Preference Priority 2— 

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 one or 

more of the following: 

(a) Educator candidate support and 

preparation strategies and practices 

focused on underrepresented teacher 

candidates, and which may include 

‘‘grow your own programs,’’ which 

typically recruit middle or high school 

students, paraprofessionals, or other 

school staff and provide them with clear 

pathways and intensive support to enter 

the teaching profession. 

(b) Professional growth and 

leadership opportunities for diverse 

educators, including opportunities to 

influence school, district, or State 

policies and practices in order to 

improve educator diversity. 

(c) High-quality professional 

development on addressing bias in 

instructional practice and fostering an 

inclusive, equitable, and supportive 

workplace and school climate for 

educators. 

(d) Data systems, timelines, and 

action plans for promoting inclusive 

and bias-free human resources practices 

that promote and support development 

of educator and school leader diversity. 

Application Requirements: For FY 

2021 and any subsequent year in which 

we make awards from the list of 


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unfunded applications from this 

competition, the following application 

requirements from ESEA section 2212(c) 

apply. 

Each eligible applicant desiring a 

grant under this program must submit 

an application that contains— 

(i) A description of the PBCS or 

HCMS that the eligible entity proposes 

to develop, implement, improve, or 

expand through the grant; 

(ii) A description of the most 

significant gaps or insufficiencies in 

student access to effective educators in 

High-Need Schools, including gaps or 

inequities in how effective educators are 

distributed across the LEA, as identified 

using factors such as data on school 

resources, staffing patterns, school 

environment, educator support systems, 

and other school-level factors; 

(iii) A description and evidence of the 

support and commitment from 

educators, which may include charter 

School Leaders, in the school (including 

organizations representing educators), 

the community, and the LEA to the 

activities proposed under the grant; 

(iv) A description of how the eligible 

entity will develop and implement a 

fair, rigorous, valid, reliable, and 

objective process to evaluate educator 

performance under the system that is 

based in part on measures of student 

academic achievement, including the 

baseline performance against which 

evaluations of improved performance 

will be made; 

(v) A description of the LEAs or 

schools to be served under the grant, 

including student academic 

achievement, demographic, and 

socioeconomic information; 

(vi) A description of the effectiveness 

of educators in the LEA and the schools 

to be served under the grant and the 

extent to which the system will increase 

the effectiveness of educators in such 

schools; 

(vii) A description of how the eligible 

entity will use grant funds under this 

subpart in each year of the grant, 

including a timeline for implementation 

of such activities; 

(viii) A description of how the eligible 

entity will continue the activities 

assisted under the grant after the grant 

period ends; 

(ix) A description of the State, local, 

or other public or private funds that will 

be used to supplement the grant, 

including funds under Title II, part A of 

the ESEA, and sustain the activities 

assisted under the grant after the end of 

the grant period; 

(x) A description of the rationale for 

the project; how the proposed activities 

are Evidence-Based; and, if applicable, 

the prior experience of the eligible 

entity in developing and implementing 

such activities; and 

(xi) A description of how grant 

activities will be evaluated, monitored, 

and publicly reported. 

Definitions: The definitions of 

‘‘Human Capital Management System’’ 

and ‘‘Performance-Based Compensation 

System’’ are from section 2211 of the 

ESEA. The definitions of ‘‘EvidenceBased’’ and ‘‘School Leader’’ are from 

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

7801). The definitions of ‘‘Baseline,’’ 

‘‘Demonstrates a Rationale,’’ 

‘‘Experimental Study,’’ ‘‘Logic Model,’’ 

‘‘Moderate Evidence,’’ ‘‘Project 

Component,’’ ‘‘Promising Evidence,’’ 

‘‘Quasi-Experimental Design study,’’ 

‘‘Relevant Outcome,’’ ‘‘Strong 

Evidence,’’ and ‘‘What Works 

Clearinghouse Handbooks (WWC 

Handbooks)’’ are from 34 CFR 77.1. The 

definition of ‘‘High-Need School’’ is 

from the TSL NFP. These definitions 

apply to the FY 2021 grant competition 

and any subsequent year in which we 

make awards from the list of unfunded 

applications from this competition. 

Baseline means the starting point 

from which performance is measured 

and targets are set. 

Demonstrates a Rationale means a key 

Project Component included in the 

project’s Logic Model is informed by 

research or evaluation findings that 

suggest the Project Component is likely 

to improve Relevant Outcomes. 

Evidence-Based, when used with 

respect to a State, LEA, or school 

activity, means an activity, strategy, or 

intervention that— 

(1) Demonstrates a statistically 

significant effect on improving student 

outcomes or other Relevant Outcomes 

based on— 

(i) Strong Evidence from at least one 

well-designed and well-implemented 

Experimental Study; 

(ii) Moderate Evidence from at least 

one well-designed and wellimplemented Quasi-Experimental 

Design Study; or 

(iii) 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 

(2) 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: 

(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. 

High-Need School means a school 

with 50 percent or more of its 

enrollment from low-income families as 

calculated using— 

(1) The number of children eligible for 

a free or reduced-price lunch under the 

National School Lunch Program (NSLP) 

(or, if an LEA does not participate in the 

NSLP, comparable data from another 

source such as a survey); 

(2) If an LEA has one or more schools 

that participate in the Community 

Eligibility Provision (CEP) of the NSLP, 

for any of its schools (i.e., CEP and nonCEP schools), the method in paragraph 

(1) of this definition or an alternative 

method approved by the Department; 

and 

(3) For middle and high schools, data 

from feeder schools that can establish 

that the middle or high school is a HighNeed School under paragraph (1) or (2) 

of this definition. 

Human Capital Management System 

(HCMS) means a system— 

(1) By which an LEA makes and 

implements human capital decisions, 

such as decisions on preparation, 

recruitment, hiring, placement, 

retention, dismissal, compensation, 


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professional development, tenure, and 

promotion; and 

(2) That includes a performance-based 

compensation system. 

Logic Model (also referred to as a 

theory of action) means a framework 

that identifies key Project Components 

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

‘‘ingredients’’ that are hypothesized to 

be critical to achieving the Relevant 

Outcomes) and describes the theoretical 

and operational relationships among the 

key Project Components and Relevant 

Outcomes. 

Moderate Evidence means that there 

is evidence of effectiveness of a key 

Project Component in improving a 

Relevant Outcome for a sample that 

overlaps with the populations or 

settings proposed to receive that 

component, based on a relevant finding 

from one of the following: 

(1) A practice guide prepared by the 

WWC using version 2.1, 3.0, 4.0, or 4.1 

of the WWC Handbooks reporting a 

‘‘strong evidence base’’ or ‘‘moderate 

evidence base’’ for the corresponding 

practice guide recommendation; 

(2) An intervention report prepared by 

the WWC using version 2.1, 3.0, 4.0, or 

4.1 of the WWC Handbooks reporting a 

‘‘positive effect’’ or ‘‘potentially positive 

effect’’ on a Relevant Outcome based on 

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

with no reporting of a ‘‘negative effect’’ 

or ‘‘potentially negative effect’’ on a 

Relevant Outcome; or 

(3) A single Experimental Study or 

Quasi-Experimental Design Study 

reviewed and reported by the WWC 

using version 2.1, 3.0, 4.0, or 4.1 of the 

WWC Handbooks, or otherwise assessed 

by the Department using version 4.1 of 

the WWC Handbooks, as appropriate, 

and that— 

(i) Meets WWC standards with or 

without reservations; 

(ii) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome; 

(iii) 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, or 4.1 of the WWC 

Handbooks; and 

(iv) Is based on a sample from more 

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

school district, or postsecondary 

campus) and includes at least 350 

students or other individuals across 

sites. Multiple studies of the same 

Project Component that each meet 

requirements in paragraphs (3)(i), (ii), 

and (iii) of this definition may together 

satisfy the requirement in this paragraph 

(3)(iv). 

Performance-Based Compensation 

System (PBCS) means a system of 

compensation for teachers, principals, 

or other School Leaders— 

(1) That differentiates levels of 

compensation based in part on 

measurable increases in student 

academic achievement; and 

(2) Which may include— 

(i) Differentiated levels of 

compensation, which may include 

bonus pay, on the basis of the 

employment responsibilities and 

success of effective teachers, principals, 

or other School Leaders in hard-to-staff 

schools or high-need subject areas; and 

(ii) Recognition of the skills and 

knowledge of teachers, principals, or 

other School Leaders as demonstrated 

through— 

(A) Successful fulfillment of 

additional responsibilities or job 

functions, such as teacher leadership 

roles; and 

(B) Evidence of professional 

achievement and mastery of content 

knowledge and superior teaching and 

leadership skills. 

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: 

(1) A practice guide prepared by 

WWC reporting a ‘‘strong evidence 

base’’ or ‘‘moderate evidence base’’ for 

the corresponding practice guide 

recommendation; 

(2) 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 

(3) A single study assessed by the 

Department, as appropriate, that— 

(i) 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 

(ii) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a Relevant Outcome. 

Quasi-Experimental Design Study 

means a study using a design that 

attempts to approximate an 

Experimental Study by identifying a 

comparison group that is similar to the 

treatment group in important respects. 

This type of study, depending on design 

and implementation (e.g., establishment 

of baseline equivalence of the groups 

being compared), can meet WWC 

standards with reservations, but cannot 

meet WWC standards without 

reservations, as described in the WWC 

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. 

Strong Evidence means that there is 

evidence of the effectiveness of a key 

Project Component in improving a 

Relevant Outcome for a sample that 

overlaps with the populations and 

settings proposed to receive that 

component, based on a relevant finding 

from one of the following: 

(1) A practice guide prepared by the 

WWC using version 2.1, 3.0, 4.0, or 4.1 

of the WWC Handbooks reporting a 

‘‘strong evidence base’’ for the 

corresponding practice guide 

recommendation; 

(2) An intervention report prepared by 

the WWC using version 2.1, 3.0, 4.0, or 

4.1 of the WWC Handbooks reporting a 

‘‘positive effect’’ on a Relevant Outcome 

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

evidence, with no reporting of a 

‘‘negative effect’’ or ‘‘potentially 

negative effect’’ on a Relevant Outcome; 

or 

(3) A single Experimental Study 

reviewed and reported by the WWC 

using version 2.1, 3.0, 4.0, or 4.1 of the 

WWC Handbooks, or otherwise assessed 

by the Department using version 4.1 of 

the WWC Handbooks, as appropriate, 

and that— 

(i) Meets WWC standards without 

reservations; 

(ii) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a Relevant Outcome; 

(iii) Includes no overriding 

statistically significant and negative 

effects on Relevant Outcomes reported 

in the study or in a corresponding WWC 

intervention report prepared under 


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2Consistent with ESEA section 2212(b)(3), an 

LEA may receive a TSL grant (whether individually 

or as part of an eligible consortium or partnership) 

only twice. 

3See Id. 

version 2.1, 3.0, 4.0, or 4.1 of the WWC 

Handbooks; and 

(iv) Is based on a sample from more 

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

school district, or postsecondary 

campus) and includes at least 350 

students or other individuals across 

sites. Multiple studies of the same 

Project Component that each meet 

requirements in paragraphs (3)(i), (ii), 

and (iii) of this definition may together 

satisfy the requirement in this paragraph 

(3)(iv). 

What Works Clearinghouse (WWC) 

Handbooks (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 Handbooks 

documentation. 

Note: The What Works Clearinghouse 

Procedures and Standards Handbook 

(Version 3.0), as well as the more recent 

What Works Clearinghouse Handbooks 

released in October 2017 (Version 4.0) 

and January 2020 (Version 4.1), are 

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

wwc/Handbooks. 

Program Authority: Sections 2211– 

2213 of the ESEA. 

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) 

TSL NFP. (e) EED NFP. 

Note: The regulations in 34 CFR part 

86 apply to institutions of higher 

education only. 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: 

$88,060,000 for new awards. 

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: $500,000 

to $8.5 million. 

Note: The Department estimates a 

wide range of awards, given the 

potentially large differences in the scope 

of funded projects, including the size 

and number of participating LEAs. 

Estimated Average Size of Awards: 

$4,000,000. 

Estimated Number of Awards: 20–25. 

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 LEA, including a charter school 

that is an LEA, or a consortium of 

LEAs; 2

(b) A State educational agency (SEA) 

or other State agency designated by the 

Chief Executive of a State to participate; 

(c) The Bureau of Indian Education; or 

(d) A partnership 3 consisting of— 

(i) One or more agencies described in 

paragraph (a), (b), or (c); and 

(ii) At least one nonprofit organization 

as defined in 2 CFR 200.70 or at least 

one for-profit entity. 

Note: An LEA may receive (whether 

individually or as part of a consortium 

or partnership) a grant under the TSL 

program only twice. 

Note: The Secretary considers all 

schools funded by the Department of 

Interior’s Bureau of Indian Education to 

be LEAs under section 8101(30)(C) of 

the ESEA. 

Note: 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 2212(f) of the ESEA, each grant 

recipient must provide from nonFederal sources an amount equal to 50 

percent of the amount of the grant 

(which may be provided in cash or in 

kind), to carry out the activities 

supported by the grant. Applicants and 

grantees should budget relative to each 

annual award of TSL grant funds. 

Applicants are strongly encouraged to 

take this requirement into account when 

requesting Federal funds and limit their 

requests appropriately. Applicants 

should verify that their budgets reflect 

both the requested Federal award 

amount and the matching contribution 

with appropriate cost allocations. TSL 

Matching Formula: Total Project Cost 

multiplied by .67 equals Federal Award 

Amount. 

b. Supplement-Not-Supplant: This 

program involves supplement-notsupplant funding requirements. In 

accordance with section 2212(g) of the 

ESEA, funds made available under this 

program must be used to supplement, 

and not supplant, other Federal or State 

funds that would otherwise be 

expended to carry out activities under 

this program. The Secretary considers 

all schools funded by the Department of 

Interior’s Bureau of Indian Education to 

be LEAs, and the funds that these 

schools receive from the Department of 

Interior’s annual appropriation to be 

neither Federal nor State funds. Further, 

the prohibition against supplanting also 

means that grantees seeking to charge 

indirect costs to TSL funds will need to 

use their negotiated restricted indirect 

cost rates. See 34 CFR 75.563 for more 

information. 

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. 


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3. Subgrantees: 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, SEAs, 

nonprofit organizations or for-profit 

organizations. The grantee may award 

subgrants to entities it has identified in 

an approved application. 

4. Renewal: Under section 2212(b)(2) 

of the ESEA, the Secretary may renew 

a grant awarded under this section for 

up to two additional years if the grantee 

demonstrates to the Secretary that the 

grantee is effectively using funds. Such 

renewal may include allowing the 

grantee to scale up or replicate the 

successful program. 

Note: During the third year of the 

project period for grants awarded under 

this competition, if the Department 

exercises the option to offer an 

opportunity for renewals, the 

Department will provide grantees with 

information on the renewal process. 

This additional funding is intended not 

only to support continuation of 

approved project activities, but also to 

encourage scaling, replication, and 

sustainability efforts and strategies. In 

making decisions on whether to award 

a two-year renewal award, we intend to 

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 

February 13, 2019 (84 FR 3768) and 

available at www.govinfo.gov/content/ 

pkg/FR-2019-02-13/pdf/2019-02206.pdf, 

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 

TSL, 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 

program. Please note that, under 34 CFR 

79.8(a), we have shortened the standard 

60-day intergovernmental review period 

in order to make awards by the end of 

FY 2021. 

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 no 

more than 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, Calibri, 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 review grant 

applications more efficiently if we know 

the approximate number of applicants 

who intend to apply. Therefore, we 

strongly encourage each potential 

applicant to notify us of the applicant’s 

intent to submit an application. To do 

so, please email TSL@ed.gov with the 

subject line ‘‘Intent to Apply,’’ and 

include the applicant’s name and 

contact person’s name and email 

address by July 30, 2021. Applicants 

that do not submit a notice of intent to 

apply may still apply for funding; 

applicants that do submit a notice of 

intent to apply are not bound to apply 

or bound by the information provided. 

V. Application Review Information 

1. Selection Criteria: The following 

selection criteria for this competition 

are from 34 CFR 75.210. The maximum 

score for all of the selection criteria is 

100 points. The maximum score for 

each criterion is included in 

parentheses following its title. 

(a) Need for project (25 points) 

(1) The Secretary considers the need 

for the proposed project. 

(2) In determining evidence of the 

need for the proposed project, the 

Secretary considers the following 

factors: 

(i) The extent to which specific gaps 

or weaknesses in services, 

infrastructure, or opportunities have 

been identified and will be addressed by 

the proposed project, including the 

nature and magnitude of those gaps or 

weaknesses. 

(ii) The extent to which the proposed 

project will integrate with or build on 

similar or related efforts to improve 

Relevant Outcomes using existing 

funding streams from other programs or 

policies supported by community, State, 

and Federal resources. 

(iii) The extent to which the proposed 

project is part of a comprehensive effort 

to improve teaching and learning and 

support rigorous academic standards for 

students. 

(iv) The extent to which the design of 

the proposed project is appropriate to, 

and will successfully address, the needs 

of the target population or other 

identified needs. 

(b) Quality of the project design (30 

points) 

(1) The Secretary considers the 

quality of the design of the proposed 

project. 

(2) In determining the quality of the 

design of the proposed project, the 

Secretary considers the following 

factors: 

(i) The extent to which the proposed 

project Demonstrates a Rationale. 

(ii) The extent to which the design of 

the proposed project includes a 

thorough, high-quality review of the 

relevant literature, a high-quality plan 

for project implementation, and the use 

of appropriate methodological tools to 

ensure successful achievement of 

project objectives. 

(iii) The extent to which the methods 

of evaluation will provide performance 


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feedback and permit periodic 

assessment of progress toward achieving 

intended outcomes. 

(c) Quality of the management plan 

(20 points) 

(1) The Secretary considers the 

quality of the management plan for the 

proposed project. 

(2) In determining the quality of the 

management plan for the proposed 

project, the Secretary considers the 

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. 

(d) Adequacy of resources (25 points) 

(1) The Secretary considers the 

adequacy of resources for the proposed 

project. 

(2) In determining the adequacy of 

resources for the proposed project, the 

Secretary considers the following 

factors: 

(i) The likelihood that the proposed 

project will result in system change or 

improvement. 

(ii) The extent to which the proposed 

project is likely to build local capacity 

to provide, improve, or expand services 

that address the needs of the target 

population. 

(iii) The extent to which the applicant 

demonstrates that it has the resources to 

operate the project beyond the length of 

the grant, including a multi-year 

financial and operating model and 

accompanying plan; the demonstrated 

commitment of any partners; evidence 

of broad support from stakeholders (e.g., 

SEAs, teachers’ unions) critical to the 

project’s long-term success; or more 

than one of these types of evidence. 

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 

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, 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 

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 


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Federal Register / Vol. 86, No. 129 / Friday, July 9, 2021 / Notices 36269 

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. 

Note: In addition, under 34 CFR 

75.591, all TSL grantees must cooperate 

in any evaluation of the program 

conducted by the Department. 

5. Performance Measures: The goal of 

TSL is to support educators, particularly 

those in High-Need Schools, to raise 

student academic achievement and 

close the achievement gap between 

high- and low-performing students. We 

have established performance measures 

for this program: (a) The percentage of 

teachers and School Leaders within the 

TSL-assisted schools rated effective or 

higher by their districts’ evaluation and 

support systems; (b) the percentage of 

teachers and School Leaders across the 

participating district(s) that show 

improvements, over the previous year, 

on the student growth component of 

their evaluation rating; (c) the 

percentage of teachers and School 

Leaders within the TSL-assisted schools 

that show improvements, over the 

previous year, on the student growth 

component of their evaluation rating; (d) 

the percentage of teachers and School 

Leaders in TSL-assisted schools for 

whom evaluation ratings were used to 

inform decisions regarding recruitment, 

hiring, placement, retention, dismissal, 

professional development, tenure, 

promotion, or all of the above; (e) the 

percentage of teachers and School 

Leaders within the participating 

district(s) who earned performancebased compensation based on their 

individual evaluation ratings; (f) the 

percentage of teachers and School 

Leaders in TSL-funded schools who 

earned performance-based 

compensation based on their individual 

evaluation ratings; (g) the number of 

teachers receiving performance 

compensation disaggregated by race, 

gender, and where available, disability 

status; (h) the number of School Leaders 

receiving performance compensation 

disaggregated by race, gender, and 

where available, disability status; and (i) 

the number of teachers receiving 

performance compensation for 

leadership responsibilities disaggregated 

by race, gender, and where available, 

disability status. 

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 

your search to documents published by 

the Department. 

Ian Rosenblum, 

Deputy Assistant Secretary for Policy and 

Programs Delegated the Authority to Perform 

the Functions and Duties of the Assistant 

Secretary, Office of Elementary and 

Secondary Education. 

[FR Doc. 2021–14714 Filed 7–8–21; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

[EERE–2021–BT–BC–0013] 

Future of Energy Codes Workshop; 

Reopening of the Public Comment 

Period 

AGENCY: Office of Energy Efficiency and 

Renewable Energy, Department of 

Energy. 

ACTION: Reopening of the public 

comment period. 

SUMMARY: The U.S. Department of 

Energy (DOE) is reopening the public 

comment period for the request for 

public comments on its public 

stakeholder workshop on the Future of 

Energy Codes held June 22 and 24, 

2021. DOE published notice of the 

workshop on June 14, 2021 and 

requested comments by July 8, 2021. On 

June 30, 2021, DOE received a request 

from the American Gas Association, 

American Public Gas Association, 

National Association of Home Builders, 

and National Propane Gas Association 

to extend the public comment period by 

45 days. DOE is reopening the public 

comment period until July 31, 2021. 

DATES: The comment period associated 

with the Future of Energy Codes 

Workshop, held on June 22 and 24, 2021 

(86 FR 31491) is reopened. DOE will 

accept stakeholder comments and 

feedback from the Workshop on or 

before July 31, 2021. 

ADDRESSES: Interested persons are 

encouraged to submit comments using 

the Federal eRulemaking Portal at 

www.regulations.gov. Follow the 

instructions for submitting comments. 

Alternatively, interested persons may 

submit comments, identified by docket 

number EERE–2021–BT–BC–0013 by 

any of the following methods: 

1. Federal eRulemaking Portal: 

www.regulations.gov. Follow the 

instructions for submitting comments. 

2. Email: To buildingenergycodes

workshop2021BC0013@ee.doe.gov. 

Include docket number EERE–2021–BT– 


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