30922 Federal Register / Vol. 87, No. 98 / Friday, May 20, 2022 / Notices 

requirements around using HEERF (a)(2) 

grant funds for construction, renovation, 

and real property projects as a result of 

Congress expanding the allowable uses 

of funds under the HEERF (a)(2) 

programs. This collection includes the 

required prior approval form that must 

be completed by eligible institutions 

seeking to use (a)(2) funds for this 

purpose. 

The Department requested emergency 

processing to be able to process the 

prior approval requests institutions are 

required to submit to commence a 

construction, renovation or real 

property project in a timely manner. 

Due to the potential lengthened timeline 

associated with the construction, 

renovation, and real property projects, 

the Department has determined that it is 

necessary to obtain the required 

information from the institutions to use 

the (a)(2) funding stream for this 

purpose as required by Uniform 

Guidance. Without approval of the 

HEERF (a)(2) Prior Approval Request 

Form, institutions will be forced to 

delay the construction, renovation and 

real property projects which ‘‘prevent, 

prepare for, and respond to 

coronavirus.’’ Any delay in the 

submission of requests could jeopardize 

the timelines as institutions will not 

have sufficient time to complete the 

construction, renovation, and real 

property projects prior to Account 

Closing Regulation, which is September 

30, 2028. This means all remaining 

funds unspent by institutions must be 

returned to the U.S. Department of 

Treasury. 

Dated: May 16, 2022. 

Kun Mullan, 

PRA Coordinator, Strategic Collections and 

Clearance, Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2022–10818 Filed 5–19–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket No.: ED–2022–SCC–0017] 

Agency Information Collection 

Activities; Submission to the Office of 

Management and Budget for Review 

and Approval; Comment Request; 

Federal Student Aid (FSA) Feedback 

System 

AGENCY: Federal Student Aid (FSA), 

Department of Education (ED). 

ACTION: Notice. 

SUMMARY: In accordance with the 

Paperwork Reduction Act of 1995, ED is 

proposing an extension without change 

of a currently approved collection. 

DATES: Interested persons are invited to 

submit comments on or before June 21, 

2022. 

ADDRESSES: Written comments and 

recommendations for proposed 

information collection requests should 

be sent within 30 days of publication of 

this notice to www.reginfo.gov/public/ 

do/PRAMain. Find this information 

collection request by selecting 

‘‘Department of Education’’ under 

‘‘Currently Under Review,’’ then check 

‘‘Only Show ICR for Public Comment’’ 

checkbox. Comments may also be sent 

to ICDocketmgr@ed.gov. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Beth 

Grebeldinger, 202–570–8414. 

SUPPLEMENTARY INFORMATION: The 

Department of Education (ED), in 

accordance with the Paperwork 

Reduction Act of 1995 (PRA) (44 U.S.C. 

3506(c)(2)(A)), provides the general 

public and Federal agencies with an 

opportunity to comment on proposed, 

revised, and continuing collections of 

information. This helps the Department 

assess the impact of its information 

collection requirements and minimize 

the public’s reporting burden. It also 

helps the public understand the 

Department’s information collection 

requirements and provide the requested 

data in the desired format. ED is 

soliciting comments on the proposed 

information collection request (ICR) that 

is described below. The Department of 

Education 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: Federal Student 

Aid (FSA) Feedback System. 

OMB Control Number: 1845–0141. 

Type of Review: An extension without 

change of a currently approved 

collection. 

Respondents/Affected Public: 

Individuals and Households. 

Total Estimated Number of Annual 

Responses: 43,200. 

Total Estimated Number of Annual 

Burden Hours: 7,344. 

Abstract: This is a request for 

extension of the current information 

collection of the FSA Feedback System, 

OMB Control 1845–0141. On March 10, 

2015, the White House issued a Student 

Aid Bill of Rights. Among the objectives 

identified was the creation of a 

centralized complaint system that is 

now resident and supported via the 

Federal Student Aid/Customer 

Engagement Management System. The 

purpose of the Customer Engagement 

Management System (CEMS) is to meet 

the objective: ‘‘Create a Responsive 

Student Feedback System: The 

Secretary of Education will create a new 

website by July 1, 2016, to give students 

and borrowers a simple and 

straightforward way to file complaints 

and provide feedback about federal 

student loan lenders, servicers, 

collections agencies, and institutions of 

higher education. Students and 

borrowers will be able to ensure that 

their complaints will be directed to the 

right party for timely resolution, and the 

Department of Education will be able to 

more quickly respond to issues and 

strengthen its efforts to protect the 

integrity of the student financial aid 

programs.’’ 

Dated: May 17, 2022. 

Kun Mullan, 

PRA Coordinator, Strategic Collections and 

Clearance, Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2022–10929 Filed 5–19–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Child 

Care Access Means Parents in School 

Program 

AGENCY: Office of Postsecondary 

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) 2022 for the Child Care Access 

Means Parents in School (CCAMPIS) 

Program, Assistance Listing Number 

84.335A. This notice relates to the 

approved information collection under 

OMB control number 1840–0737. 

DATES:

Applications Available: May 20, 2022. 

Deadline for Transmittal of 

Applications: July 11, 2022. 

Deadline for Intergovernmental 

Review: September 7, 2022. 


khammond on DSKJM1Z7X2PROD with NOTICES
Federal Register / Vol. 87, No. 98 / Friday, May 20, 2022 / Notices 30923 

1 Institute for Women’s Policy Research (IWPR) 

analysis of data from the U.S. Department of 

Education (September 2017), National Center for 

Education Statistics. National Postsecondary 

Student Aid Study and the Integrated 

Postsecondary Aid Survey (IPEDS). Retrieved from 

https://iwpr.org/iwpr-issues/student-parentsuccess-initiative/single-mothers-in-collegegrowing-enrollment-financial-challenges-and-thebenefits-of-attainment/. 

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 December 27, 2021 (86 

FR 73264) and available at 

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

Please note that these Common 

Instructions supersede the version 

published on February 13, 2019, and, in 

part, describe the transition from the 

requirement to register in SAM.gov a 

Data Universal Numbering System 

(DUNS) number to the implementation 

of the Unique Entity Identifier (UEI). 

More information on the phaseout of 

DUNS numbers is available at https://

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

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

FOR FURTHER INFORMATION CONTACT: 

Harold L. Wells, II, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 2C240, Washington, DC 20202– 

4260. Telephone: (202) 453–6131. 

Email: Harold.Wells@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 CCAMPIS 

Program supports the participation of 

low-income parents in postsecondary 

education by providing campus-based 

child care services. 

Priorities: This notice contains two 

absolute priorities, one competitive 

preference priority, and three 

invitational priorities. In accordance 

with 34 CFR 75.105(b)(2)(iv), the 

absolute priorities are from section 

419N(d) of the Higher Education Act of 

1965, as amended (HEA), 20 U.S.C. 

1070e(d). The competitive preference 

priority is from the Secretary’s 

Supplemental Priorities and Definitions 

for Discretionary Grants Programs, 

published in the Federal Register on 

December 10, 2021 (86 FR 70612) 

(Supplemental Priorities). 

Note: Applicants must include in the 

one-page abstract submitted with the 

application a statement indicating 

whether the competitive preference 

priority is addressed. If the applicant 

has addressed the competitive 

preference priority, this information 

must also be listed on the CCAMPIS 

Program Profile form. 

Absolute Priorities: For FY 2022, and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, 

these priorities are absolute priorities. 

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

only applications that meet both 

priorities. 

These priorities are: 

Absolute Priority 1: Projects that are 

designed to leverage significant local or 

institutional resources, including inkind contributions, to support the 

activities assisted under section 419N of 

the HEA. 

Absolute Priority 2: Projects that are 

designed to utilize a sliding fee scale for 

child care services provided under 

section 419N of the HEA in order to 

support a high number of low-income 

parents pursuing postsecondary 

education at the institution. 

Competitive Preference Priority: For 

FY 2022 and any subsequent year in 

which we make awards from the list of 

unfunded applicants from this 

competition, this priority is a 

competitive preference priority. Under 

34 CFR 75.105(c)(2)(i), we award up to 

an additional 5 points to an application, 

depending on how well the application 

meets this priority. 

The priority is: 

Strengthening Cross-Agency 

Coordination and Community 

Engagement to Advance Systemic 

Change (up to 5 points). 

Projects that are designed to take a 

systemic evidence-based approach to 

improving outcomes for underserved 

students in coordinating efforts with 

Federal, State, or local agencies, or 

community-based organizations, that 

support students, to address child care. 

Background: The Department 

encourages applicants to coordinate 

with agencies and organizations to 

leverage funding available through 

Federal, State, or local government, or 

community-based organizations, to 

support student parents in meeting early 

learning needs. For example, the 

American Rescue Plan provided an 

additional $15 billion for the Child Care 

and Development Block Grant Program 

(CCDBG) and an additional $24 billion 

for Child Care Stabilization Grants 

administered by the United States 

Department of Health and Human 

Services (HHS). CCDBG provides child 

care assistance for low-income families, 

and the Child Care Stabilization Grants 

can be used to provide relief from 

copayments and tuition payments to 

families enrolled in the provider’s 

program, prioritizing families struggling 

to make such payments. In addition, the 

Child and Adult Care Food Program 

administered by the United States 

Department of Agriculture (USDA) 

provides meal reimbursements for 

eligible child care centers. Applicants 

could also propose to establish 

partnerships with other publicly-funded 

child care centers to help student 

parents on waiting lists access other 

child care centers with available space. 

Invitational Priorities: For FY 2022, 

and any subsequent year in which we 

make awards from the list of unfunded 

applications from this competition, 

these priorities are 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. 

The priorities are: 

Invitational Priority 1: Supporting 

Students Who Are Single Parents. 

Projects that propose to serve children 

of student-parents who are single 

parents. An applicant should describe 

in its application how it will use 

institutional funds, in addition to child 

care assistance provided by CCAMPIS 

funds, to provide resources that will 

enhance the educational, personal, and 

financial growth of students who are 

single parents. 

Background: According to the 

Institute for Women’s Policy Research 

(IWPR), there are nearly 2.1 million 

single mothers in college today, many of 

whom are women of color.1 These 

mothers face nearly insurmountable 

odds against finishing their degrees, 

even as many of them are pursuing 

higher education in order to lift their 

families out of poverty. Only 8 percent 

of single mothers who start college earn 

an associate or bachelor’s degree within 

6 years, compared with about half of 

women who are not mothers. 

The IWPR research also finds that 

supports such as free child care, 

financial assistance, and social skills 

training would allow more student 

parents to graduate. According to the 

IWPR, offering free child care to a single 

mother pursuing a bachelor’s degree 

improves success rates for community 

college students. Free child care may 

allow many student parents to finish 

school more quickly, meaning they 

would require fewer years of support 

and likely spend more years earning 

higher wages. One recent study shows 

that students who utilize a campus 

child care center had more than triple 


khammond on DSKJM1Z7X2PROD with NOTICES
30924 Federal Register / Vol. 87, No. 98 / Friday, May 20, 2022 / Notices 

2Stewart, P. ‘‘Campus Child Care Critical in 

Raising Single Mothers’ Graduation Rates.’’ Diverse 

Issues in Higher Education (June 6, 2018). https:// 

diverseeducation.com/article/117704/. 

3National Public Radio. Experiences of U.S. 

Households with Children During the DELTA 

Variant Outbreak. (2021). households-childrenvirus-poll.pdf (npr.org). 

4See https://childcare.gov/consumer-education/ 

ratios-and-group-sizes. 

5PF3.1: ‘‘Public spending on child care and early 

education.’’ OECD Family Database (2020). https:// 

www.oecd.org/els/soc/PF3_1_Public_spending_on_

childcare_and_early_education.pdf#:∼:text=On

%20a%20per%20child%20basis%2C%20total

%20public%20spending,than%20USD%20PPP

%202000%20per%20child%20aged%200-5. 

6National Public Radio. ‘‘Experiences of U.S. 

Households with Children During the DELTA 

Variant Outbreak.’’ (Oct. 2021). https://media.

npr.org/assets/img/2021/10/19/householdschildren-virus-poll.pdf. 

7https://www.naeyc.org/about-us/news/pressreleases/survey-childcare-centers-understaffed#:∼:

text=Among%20the%20survey’s%20

key%20findings,15%20fewer%20workers%20

than%20needed. 

8 ‘‘Low-income students are dropping out of 

college this fall in alarming numbers,’’ The 

Washington Post (Sept. 16, 2020), https:// 

www.washingtonpost.com/business/2020/09/16/ 

college-enrollment-down/. 

9https://www.cnbc.com/2021/04/16/collegeenrollment-sank-due-to-the-covid-pandemic.html. 

10Manpower Demonstration Research 

Corporation, ‘‘CUNY ASAP Doubles Graduation 

Rates in New York and Ohio.’’ (Feb. 2021). 

Retrieved February 23, 2021. https://www.mdrc.org/ 

publication/cuny-asap-doubles-graduation-ratesnew-york-city-and-ohio. 

the rate of on-time completion as 

parents who did not use a center.2

Invitational Priority 2: Increasing 

campus-based child care for infants and 

toddlers. 

Projects that increase the number of 

campus-based child care openings for 

infants and toddlers. 

Background: Rising child care costs 

and reduced capacity of the Early 

Childhood Education sector to provide 

child care due, in part, to workforce 

shortages, are causing families to choose 

between school and work. In a recent 

interview conducted by National Public 

Radio (NPR), parents reported that their 

rent and child care costs are equal.3

Safe child care for young children is 

inherently expensive because, among 

other reasons, one caregiver should not 

care for three or four infants at a time.4

Moreover, the U.S. spends less public 

money on early childhood education 

and care than most other wealthy 

nations, according to the Organization 

for Economic Co-operation and 

Development.5

During the coronavirus pandemic, 

many existing child care centers shut 

down completely or reduced their 

enrollment numbers for safety reasons. 

As the economy has opened back up, 

child care centers, like many businesses, 

are struggling to find workers, 

particularly because child care centers 

cannot typically afford the same 

employee incentives as bigger 

businesses, such as hiring bonuses. 

According to a new poll 6 conducted by 

National Public Radio, the Robert Wood 

Johnson Foundation, and the Harvard 

T.H. Chan School of Public Health, 34 

percent of families with young children 

faced serious problems finding child 

care in recent months when adults were 

required to work or go to school. In a 

survey of 7,500 early childhood 

educators conducted by the National 

Association for the Education of Young 

Children (NAEYC), four of five 

respondents reported having staff 

shortages, with 15% of respondents 

reporting a ‘‘major shortage.’’ The 

survey further revealed that, on average, 

the Centers surveyed were operating at 

71% of their licensed capacity. 

According to the survey results, the 

primary barrier to recruitment and 

retention of early childhood educators is 

the low wages offered in the field.7

While some parents may rather work 

in the office and attend classes in 

person, they may feel compelled to 

work from home and take online classes 

so they can also provide care to their 

children. The journey to degree 

completion can become longer as 

parents reduce their course load in 

order to be able to properly care for their 

children. This in turn impedes their 

potential to increase their income 

because of the extended time to degree 

completion. Through this priority, the 

Department encourages applicants to 

propose strategies to increase the 

number of child care openings on 

campus, particularly for infants and 

toddlers, including through strategies to 

address workforce shortages. 

Invitational Priority 3: Providing 

Wrap-Around Services for Low-Income 

Parents in Postsecondary Education. 

Projects that propose to develop highimpact community engagement 

strategies and partner with community 

organizations in order to leverage 

institutional and community resources 

to provide wrap-around services that 

address the comprehensive needs of 

low-income parents in postsecondary 

education, such as public benefits and 

additional financial aid to cover 

textbook costs, transportation costs, 

mental health services, faculty 

mentoring, tutoring, peer support 

groups, and emergency grants. 

Background: Poverty reduces a 

student’s opportunity to enter, persist, 

and complete higher education. 

Students from low-income backgrounds 

are more likely to delay enrollment, 

enroll in college part-time, or drop out.8

The Coronavirus crisis has caused many 

students to delay enrollment in college,9

and colleges and universities struggle to 

address the financial needs of enrolled 

students. Financial aid supports such as 

Pell Grants provide important resources 

for under-resourced students to access 

college, but additional supports are 

needed to ensure students persist and 

complete their education. Studies in 

New York and Ohio, for example, show 

that comprehensive supports such as 

leadership opportunities, career 

development, and removal of key 

financial barriers designed to help 

community college students stay 

enrolled and graduate have doubled 3- 

year graduation rates for those 

students.10

Application Requirements: For FY 

2022, and any subsequent year in which 

we make awards from the list of 

unfunded applications from this 

competition, applicants must meet the 

following application requirements from 

section 419N(c) of the HEA: 

(a) An institution of higher education 

desiring a grant under this competition 

must submit an application that— 

(1) Demonstrates that the institution is 

an eligible institution, as defined in 

section 419N(b)(4) of the HEA; 

(2) Specifies the amount of funds 

requested; 

(3) Demonstrates the need of lowincome students (as defined in this 

notice) at the institution for campusbased child care services by including 

in the application— 

(i) Information regarding student 

demographics; 

(ii) An assessment of child care 

capacity on or near campus; 

(iii) Information regarding the 

existence of waiting lists for existing 

child care; 

(iv) Information regarding additional 

needs created by concentrations of 

poverty or by geographic isolation; and 

(v) Other relevant data; 

(4) Contains a description of the 

activities to be assisted, including 

whether the grant funds will support an 

existing child care program or a new 

child care program; 

(5) Identifies the resources, including 

technical expertise and financial 

support, the institution will draw upon 

to support the child care program and 

the participation of low-income 

students in the program, such as 

accessing social services funding, using 

student activity fees to help pay the 

costs of child care, using resources 

obtained by meeting the needs of 

parents who are not low-income 

students, and accessing foundation, 

corporate, or other institutional support, 

and demonstrate that the use of the 


khammond on DSKJM1Z7X2PROD with NOTICES
Federal Register / Vol. 87, No. 98 / Friday, May 20, 2022 / Notices 30925 

resources will not result in increases in 

student tuition; 

(6) Contains an assurance that the 

institution will meet the child care 

needs of low-income students through 

the provision of services or through a 

contract for the provision of services; 

(7) Describes the extent to which the 

child care program will coordinate with 

the institution’s early childhood 

education curriculum, to the extent the 

curriculum is available, to meet the 

needs of the students in the early 

childhood education program at the 

institution and the needs of the parents 

and children participating in the child 

care program assisted under the 

applicant’s project; 

(8) In the case of an institution 

seeking assistance for a new child care 

program— 

(i) Provides a timeline, covering the 

period from receipt of the grant through 

the provision of the child care services, 

delineating the specific steps the 

institution will take to achieve the goal 

of providing low-income students with 

child care services; 

(ii) Specifies any measures the 

institution will take to assist lowincome students with child care during 

the period before the institution 

provides child care services; and 

(iii) Includes a plan for identifying 

resources needed for the child care 

services, including space in which to 

provide child care services, and 

technical assistance, if necessary; 

(9) Contains an assurance that any 

child care facility assisted under this 

section will meet the applicable State or 

local government licensing, 

certification, approval, or registration 

requirements; and 

(10) Contains a plan for any child care 

facility assisted under this program to 

become accredited within 3 years of the 

date the institution first receives 

assistance under this program. 

Definitions: The definition of ‘‘early 

childhood education program’’ and 

‘‘low-income student’’ are from sections 

103 (20 U.S.C. 1003) and 419N of the 

HEA, respectively. 

Early childhood education program 

means— 

(1) A Head Start program or an Early 

Head Start program carried out under 

the Head Start Act (42 U.S.C. 9831 et 

seq.), including a migrant or seasonal 

Head Start program, an Indian Head 

Start program, or a Head Start program 

or an Early Head Start program that also 

receives State funding; 

(2) A State licensed or regulated child 

care program; or 

(3) A program that— 

(i) Serves children from birth through 

age 6 that addresses the children’s 

cognitive (including language, early 

literacy, and early mathematics), social, 

emotional, and physical development; 

and 

(ii) Is— 

(I) A State prekindergarten program; 

(II) A program authorized under 

section 619 (20 U.S.C. 1419) or part C 

of the Individuals with Disabilities 

Education Act (20 U.S.C. 1431 et seq.); 

or 

(III) A program operated by a local 

educational agency. 

Low-income student means a 

student— 

(1) Who is eligible to receive a Federal 

Pell Grant for the award year for which 

the determination is made; or 

(2) Who would otherwise be eligible 

to receive a Federal Pell Grant for the 

award year for which the determination 

is made, except that the student fails to 

meet the requirements of— 

(i) 20 U.S.C. 1070a(c)(1) because the 

student is enrolled in a graduate or first 

professional course of study; or 

(ii) 20 U.S.C. 1091(a)(5) because the 

student is in the United States for a 

temporary purpose. 

Program Authority: 20 U.S.C. 1070e 

and Consolidated Appropriations Act, 

2022 (Pub. L. 117–103). 

Note: Projects will be awarded and 

must be operated in a manner consistent 

with the nondiscrimination 

requirements contained Federal civil 

rights laws. 

Applicable Regulations: (a) The 

Education Department General 

Administrative Regulations in 34 CFR 

parts 75, 77, 79, 82, 84, 86, 97, 98, and 

99. (b) The Office of Management and 

Budget Guidelines to Agencies on 

Governmentwide Debarment and 

Suspension (Nonprocurement) in 2 CFR 

part 180, as adopted and amended as 

regulations of the Department in 2 CFR 

part 3485. (c) The Uniform 

Administrative Requirements, Cost 

Principles, and Audit Requirements for 

Federal Awards in 2 CFR part 200, as 

adopted and amended as regulations of 

the Department in 2 CFR part 3474. (d) 

The Supplemental Priorities. 

Note: Because there are no programspecific regulations for the CCAMPIS 

Program, applicants are encouraged to 

carefully read the authorizing statute: 

Title IV, part A, subpart 7, section 419N 

of the HEA (20 U.S.C. 1070e). 

II. Award Information 

Type of Award: Discretionary grants. 

Estimated Available Funds: 

$38,500,000. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in 

subsequent years from the list of 

unfunded applications from this 

competition. 

Estimated Range of Awards: $90,000 

to $1,000,000. 

Estimated Average Size of Awards: 

$465,000. 

Minimum Award: The minimum 

annual amount an applicant may 

receive under this program is $90,000. 

Maximum Award: The maximum 

annual amount an applicant may 

receive under this program is 3 percent 

of the total amount of all Federal Pell 

Grant funds awarded to students 

enrolled at the institution for FY 2021. 

In the event an applicant’s maximum 

award amount is lower than the 

minimum award of $90,000, the grant 

will be awarded $90,000 for a single 

budget period of 12 months. The 

Department encourages all applicants to 

consult the Department of HHS’ 

Provider Cost of Quality Calculator 

while developing award requests. This 

tool can be found at https://childcareta.

acf.hhs.gov/pcqc. 

Estimated Number of Awards: 83. 

Note: The Department is not bound by 

any estimates in this notice. 

Project Period: Up to 48 months. 

III. Eligibility Information 

1. Eligible Applicants: Institutions of 

higher education that awarded a total of 

$250,000 or more in Federal Pell Grant 

funds during FY 2021 to students 

enrolled at the institution. 

2. a. Cost Sharing or Matching: This 

competition does not require cost 

sharing or matching. 

b. Indirect Cost Rate Information: This 

program uses an unrestricted 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. 

c. 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 grantee under this 

competition may not award subgrants to 

entities to directly carry out project 

activities described in its application. 

IV. Application and Submission 

Information 

1. Application Submission 

Instructions: Applicants are required to 

follow the Common Instructions for 

Applicants to Department of Education 

Discretionary Grants Programs, 

published in the Federal Register on 


khammond on DSKJM1Z7X2PROD with NOTICES
30926 Federal Register / Vol. 87, No. 98 / Friday, May 20, 2022 / Notices 

December 27, 2021 (86 FR 73264) and 

available at www.federalregister.gov/d/ 

2021–27979, which contain 

requirements and information on how to 

submit an application. Please note that 

these Common Instructions supersede 

the version published on February 13, 

2019, and, in part, describe the 

transition from the requirement to 

register in SAM.gov a DUNS number to 

the implementation of the UEI. More 

information on the phase-out of DUNS 

numbers is available at https://

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

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

2. Intergovernmental Review: This 

program is subject to Executive Order 

12372 and the regulations in 34 CFR 

part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for this 

program. 

3. Funding Restrictions: Funding 

restrictions are outlined in section 

419N(b)(2)(B) of the HEA and the 

Consolidated Appropriations Act, 2022 

(Pub. L. 117–103). We reference 

regulations outlining funding 

restrictions in the Applicable 

Regulations section of this notice. 

4. 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, which 

includes the budget narrative, to no 

more than 50 pages and (2) use the 

following standards: 

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

only, with 1′′ margins. 

• Double space all text in the 

application narrative, and single-space 

titles, headings, footnotes, quotations, 

references, and captions, as well as all 

text in charts, tables, figures, and 

graphs. 

• Use a 12-point font. 

• Use an easily readable font such as 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended 50-page limit does 

not apply to the Application for Federal 

Assistance cover sheet (SF 424); the 

Budget Information Summary form (ED 

Form 524); the CCAMPIS Program 

Profile form and the one-page Project 

Abstract form; or the assurances and 

certifications. The recommended page 

limit also does not apply to a table of 

contents, which you should include in 

the application narrative. You must 

include your complete response to the 

selection criteria in the application 

narrative. 

We recommend that any application 

addressing the competitive preference 

and invitational priorities include no 

more than three additional pages for 

each priority. 

V. Application Review Information 

1. Selection Criteria: The selection 

criteria for this competition are from 

section 419N of the HEA and 34 CFR 

75.210 and are listed below. 

We will award up to 100 points to an 

application under the selection criteria. 

The maximum number of points 

available for each criterion is indicated 

in parentheses. 

(a) Need for the project. (up to 24 

points) 

The Secretary determines the need for 

the proposed project. In determining the 

need for the proposed project, the 

Secretary considers the extent to which 

the applicant demonstrates in its 

application the need for campus-based 

child care services for low-income 

students by including the following (see 

section 419N(c)(3) of the HEA): 

(i) Information regarding student 

demographics. 

(ii) An assessment of child care 

capacity on or near campus, including 

information regarding the existence of 

waiting lists for existing child care. 

(iii) Information regarding additional 

needs created by concentrations of 

poverty or by geographic isolation. 

(iv) Other relevant data. 

(b) Quality of project design and 

project services. (up to 36 points) 

The Secretary considers the quality of 

the design of the proposed project and 

the quality of services to be provided. In 

determining the quality of the design 

and the quality of services to be 

provided by the proposed project, the 

Secretary considers the following: 

(i) The extent to which the applicant 

describes in its application the activities 

to be assisted, including whether the 

grant funds will support an existing 

child care program or a new child care 

program (see section 419N(c)(4) of the 

HEA). 

(ii) The extent to which the services 

to be provided by the proposed project 

are focused on those with greatest needs 

(see 34 CFR 75.210(d)(3)(xi)). 

Note: When describing how the 

project is focused on those with greatest 

needs, applicants are encouraged to 

include in their assessment the extent to 

which services are available during all 

hours that classes are in session, 

including evenings and weekends, to 

part-time students, and to students who 

need only emergency drop-in child care 

in the event that regularly scheduled 

child care is unexpectedly unavailable. 

(iii) The likely impact of the services 

to be provided by the proposed project 

on the intended recipients of those 

services (see 34 CFR 75.210(d)(3)(iv)). 

(iv) The extent to which the 

application includes an assurance that 

the institution will meet the child care 

needs of low-income students through 

the provision of services, or through a 

contract for the provision of services 

(see section 419N(c)(6) of the HEA). 

(v) The extent to which the child care 

program will coordinate with the 

institution’s early childhood education 

curriculum, to the extent the curriculum 

is available, to meet the needs of the 

students in the early childhood 

education program at the institution, 

and the needs of the parents and 

children participating in the child care 

program assisted under this section (see 

section 419N(c)(7) of the HEA). 

(vi) The extent to which the proposed 

project encourages parental involvement 

(see 34 CFR 75.210(c)(2)(xix)). 

(vii) The extent to which the proposed 

project represents an exceptional 

approach to the priority or priorities 

established for the competition (see 34 

CFR 75.210(c)(2)(xv)). 

(viii) If the applicant is seeking 

assistance for a new child care program 

(see section 419N(c)(8) of the HEA)— 

(1) The extent to which the 

applicant’s timeline, covering the period 

from receipt of the grant through the 

provision of the child care services, 

delineates the specific steps the 

institution will take to achieve the goal 

of providing low-income students with 

child care services; 

(2) The extent to which the applicant 

specifies any measures the institution 

will take to assist low-income students 

with child care during the period before 

the institution provides child care 

services; and 

(3) The extent to which the 

application includes a plan for 

identifying resources needed for the 

child care services, including space in 

which to provide child care services and 

technical assistance if necessary. 

Note: For applications that seek 

assistance to support existing programs, 

the maximum available points for this 

selection criterion will be divided 

equally among factors (i)–(vi), and, for 

applications that seek assistance to 

support new programs, among factors 

(i)–(vii). 

(c) Quality of management plan and 

project personnel. (up to 21 points) 

The Secretary considers the quality of 

the management plan and project 

personnel for the proposed project. In 

determining the quality of the 

management plan and project personnel 

for the proposed project, the Secretary 

considers the following: 


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Federal Register / Vol. 87, No. 98 / Friday, May 20, 2022 / Notices 30927 

(i) The extent to which the 

application identifies the resources, 

including technical expertise and 

financial support, the institution will 

draw upon to support the child care 

program and the participation of lowincome students in the program, such as 

accessing social services funding, using 

student activity fees to help pay the 

costs of child care, using resources 

obtained by meeting the needs of 

parents who are not low-income 

students, and accessing foundation, 

corporate or other institutional support, 

and demonstrates that the use of the 

resources will not result in increases in 

student tuition (see section 419N(c)(5) 

of the HEA). 

(ii) The qualifications, including 

relevant training and experience, of key 

project personnel (see 34 CFR 

75.210(e)(3)(ii)). 

(iii) 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 (see 34 CFR 75.210(g)(2)(i)). 

(d) Quality of project evaluation. (up 

to 12 points) 

The Secretary considers the quality of 

the evaluation to be conducted of the 

project. In determining the quality of the 

project evaluation, the Secretary 

considers the following: 

(i) The extent to which the methods 

of evaluation are thorough, feasible, and 

appropriate to the goals, objectives, and 

outcomes of the proposed project (see 

34 CFR 75.210(h)(2)(i)). 

(ii) The extent to which the methods 

of evaluation include the use of 

objective performance measures that are 

clearly related to the intended outcomes 

of the project and will produce 

quantitative and qualitative data to the 

extent possible (see 34 CFR 

75.210(h)(2)(iv)). 

(iii) The extent to which the methods 

of evaluation will provide performance 

feedback and permit periodic 

assessment of progress toward achieving 

intended outcomes (see 34 CFR 

75.210(h)(2)(vi)). 

(e) Adequacy of resources. (up to 7 

points) 

The Secretary considers the adequacy 

of resources for the proposed project. In 

determining the adequacy of resources 

for the proposed project, the Secretary 

considers the following: 

(i) The extent to which the budget is 

adequate to support the proposed 

project (see 34 CFR 75.210(f)(2)(iii)). 

(ii) The extent to which the costs are 

reasonable in relation to the number of 

persons to be served and to the 

anticipated results and benefits (see 34 

CFR 75.210(f)(2)(v)). 

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). 

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

application in accordance with the 

selection criteria. The individual scores 

of the reviewers will be added and the 

sum divided by the number of reviewers 

to determine the peer review score 

received in the review process. 

If there are insufficient funds for all 

applications with the same total scores, 

the Secretary will choose from among 

the tied applications the institution with 

the highest percentage of students 

reported as Pell Grant recipients, in 

accordance with the following 

procedure. The Secretary will identify 

and recommend an award for the 

applicant that has the highest ratio of 

Pell Grant recipients to total 

undergraduate enrollment according to 

the most recent collection from the 

Integrated Postsecondary Education 

Data System (IPEDS). In applying the 

tiebreaker criteria, the Department will 

refer to fields within IPEDS that address 

all undergraduate enrollment (for both 

the numerator and the denominator of 

this rate). 

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). 


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VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN); or we may send you an email 

containing a link to access an electronic 

version of your GAN. We may notify 

you informally, also. 

If your application is not evaluated or 

not selected for funding, we will notify 

you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

3. Open Licensing Requirements: 

Unless an exception applies, if you are 

awarded a grant under this competition, 

you will be required to openly license 

to the public grant deliverables created 

in whole, or in part, with Department 

grant funds. When the deliverable 

consists of modifications to pre-existing 

works, the license extends only to those 

modifications that can be separately 

identified and only to the extent that 

open licensing is permitted under the 

terms of any licenses or other legal 

restrictions on the use of pre-existing 

works. 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. 

5. Performance Measures: For the 

purposes of Department reporting under 

34 CFR 75.110, we have established a 

set of performance measures for the 

CCAMPIS Program. The success of the 

CCAMPIS Program will be measured by 

the postsecondary persistence and 

degree completion rates of the 

CCAMPIS Program participants. All 

CCAMPIS Program grantees will be 

required to submit an annual 

performance report documenting the 

persistence and degree attainment of 

their participants. Although students 

may choose to use child care services at 

different points in their college 

enrollment, the goal is to measure the 

outcomes of student-parents based on 

their completion of their program 

within 150 percent or 200 percent of the 

published program length. The cohort 

model of evaluation will track a studentparent’s child care utilization 

throughout enrollment at the institution 

and will provide results based on the 

long-term academic success of the 

student-parent. The Department will 

aggregate the data provided in the 

annual grantee performance reports to 

determine the accomplishment level. 

This will not increase grantee reporting 

burden as CCAMPIS grantees already 

are gathering and maintaining the 

necessary data. 

6. Continuation Awards: In making a 

continuation grant 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 grant, the 

Secretary also considers whether the 

grantee is operating in compliance with 

the assurances in its approved 

application, including those applicable 

to Federal civil rights laws that prohibit 

discrimination in programs or activities 

receiving Federal financial assistance 

from the Department (34 CFR 100.4, 

104.5, 106.4, 108.8, and 110.23). 

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. 

Michelle Asha Cooper, 

Acting Assistant Secretary for the Office of 

Postsecondary Education. 

[FR Doc. 2022–10847 Filed 5–19–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Peer Review Opportunities With the 

U.S. Department of Education’s Office 

of Elementary and Secondary 

Education (OESE), Office of 

Postsecondary Education (OPE), and 

Office of Special Education and 

Rehabilitative Services (OSERS) 

AGENCY: Office of Elementary and 

Secondary Education, Office of 

Postsecondary Education, and Office of 

Special Education and Rehabilitative 

Services, Department of Education. 

ACTION: Notice. 

SUMMARY: The U.S. Department of 

Education (Department) announces 

opportunities for individuals to 

participate in its peer review process for 

competitive grant funding under the 

programs administered by OESE, OPE, 

and OSERS. 

DATES: Requests to serve as a peer 

reviewer for fiscal year 2022 will be 


khammond on DSKJM1Z7X2PROD with NOTICES