Federal Register / Vol. 87, No. 113 / Monday, June 13, 2022 / Notices 35745 

DEPARTMENT OF EDUCATION 

[Docket No. ED–2022–SCC–0082] 

Agency Information Collection 

Activities; Comment Request; FAFSA 

Form Demographic Survey 

AGENCY: Federal Student Aid (FSA), 

Department of Education (ED). 

ACTION: Notice. 

SUMMARY: In accordance with the 

Paperwork Reduction Act of 1995, ED is 

proposing a new collection. 

DATES: Interested persons are invited to 

submit comments on or before August 

12, 2022. 

ADDRESSES: To access and review all the 

documents related to the information 

collection listed in this notice, please 

use http://www.regulations.gov by 

searching the Docket ID number ED– 

2022–SCC–0082. Comments submitted 

in response to this notice should be 

submitted electronically through the 

Federal eRulemaking Portal at http://

www.regulations.gov by selecting the 

Docket ID number or via postal mail, 

commercial delivery, or hand delivery. 

If the regulations.gov site is not 

available to the public for any reason, 

ED will temporarily accept comments at 

ICDocketMgr@ed.gov. Please include the 

docket ID number and the title of the 

information collection request when 

requesting documents or submitting 

comments. Please note that comments 

submitted by fax or email and those 

submitted after the comment period will 

not be accepted. Written requests for 

information or comments submitted by 

postal mail or delivery should be 

addressed to the PRA Coordinator of the 

Strategic Collections and Clearance 

Governance and Strategy Division, U.S. 

Department of Education, 400 Maryland 

Ave. SW, LBJ, Room 6W208D, 

Washington, DC 20202–8240. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Beth 

Grebelding, (202) 377–4018. 

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: FAFSA Form 

Demographic Survey. 

OMB Control Number: 1845–NEW. 

Type of Review: New collection. 

Respondents/Affected Public: 

Individuals or Households. 

Total Estimated Number of Annual 

Responses: 19,727,003. 

Total Estimated Number of Annual 

Burden Hours: 650,991. 

Abstract: The U.S. Department of 

Education (the Department) is 

requesting a new information collection 

to gather demographic information in 

conjunction with the Free Application 

for Federal Student Aid (FAFSA) form. 

The FAFSA Simplification Act (FSAct) 

passed as part of the Consolidated 

Appropriations Act, 2021 (Pub. L. 116– 

260) amends the Higher Education Act 

of 1965, Title IV, Sec 483 (B)(ii)(VII) to 

add sex and race or ethnicity as 

information required to be provided by 

the applicant on the Free Application 

for Federal Student Aid (FAFSA) form. 

For the launch of the 2023–24 FAFSA 

on October 1, 2022, FSA will ask the 

demographic questions in a pilot, 

voluntary survey format in order to 

collect specific feedback on the new 

questions. This feedback will inform the 

development of the questions for full 

implementation within the FAFSA form 

for the 2024–2025 award year. 

Dated: June 8, 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. 2022–12674 Filed 6–10–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Promoting Postbaccalaureate 

Opportunities for Hispanic Americans 

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 Promoting 

Postbaccalaureate Opportunities for 

Hispanic Americans (PPOHA) Program, 

Assistance Listing Number (ALN) 

84.031M. This notice relates to the 

approved information collection under 

OMB control number 1894–0006. 

DATES: Applications Available: June 13, 

2022. 

Deadline for Transmittal of 

Applications: July 28, 2022. 

ADDRESSES: For the addresses for 

obtaining and submitting an 

application, please refer to our Common 

Instructions for Applicants to 

Department of Education Discretionary 

Grant Programs, published in the 

Federal Register on December 27, 2021 

(86 FR 73264) and available at 

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

Please note that these Common 

Instructions supersede the version 

published on February 13, 2019, and, in 

part, describe the transition from the 

requirement to register in SAM.gov a 

Data Universal Numbering System 

(DUNS) number to the implementation 

of the Unique Entity Identifier (UEI). 

More information on the phase-out of 

DUNS numbers is available at https://

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

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

FOR FURTHER INFORMATION CONTACT: 

Margarita L. Mele ́ndez, U.S. Department 

of Education, 400 Maryland Avenue 

SW, Room 2B188, Washington, DC 

20202–4260. Telephone: (202) 260– 

3548. Email: Margarita.Melendez@

ed.gov. 

If you are deaf, hard of hearing, or 

have a speech disability and wish to 

access telecommunications relay 

services, please dial 7–1–1. 

SUPPLEMENTARY INFORMATION: 

Full Text of Announcement 

I. Funding Opportunity Description 

Purpose of Program: The purposes of 

the PPOHA Program are to: (1) Expand 

postbaccalaureate educational 

opportunities for, and improve the 

academic attainment of, Hispanic 

students; and (2) expand the 


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35746 Federal Register / Vol. 87, No. 113 / Monday, June 13, 2022 / Notices 

1U.S. Census Bureau. Retrieved May 3, 2022, 

from https://www.census.gov/quickfacts/fact/table/ 

US/PST045221. 

2U.S. Census Bureau. Retrieved May 18, 2022, 

from https://www.census.gov/data/tables/2020/ 

demo/educational-attainment/cps-detailedtables.html. 

3U.S. Department of Labor, Bureau of Labor 

Statistics, Employment Projections, https://

www.bls.gov/emp/ep_chart_001.htm; Ma, J., Pender, 

M., & Welch, M., ‘‘Education Pays 2016,’’ Trends in 

Higher Education Series (Washington, DC: College 

Board, 2016), https://trends.collegeboard.org/sites/ 

default/files/education-pays-2016-full-report.pdf. 

4 Griffin, K.A. (2022). ‘‘Redoubling Our Efforts: 

How Institutions Can Affect Faculty Diversity.’’ 

American Council on Education: Invited Essay from 

Race and Ethnicity in Higher Education: A Status 

Report. Retrieved from https://www.equity

inhighered.org/resources/ideas-and-insights/ 

redoubling-our-efforts-how-institutions-can-affectfaculty-diversity/. 

5U.S. Department of Education, National Center 

for Education Statistics. (2020). The Condition of 

Education 2020 (NCES 2020–144), Characteristics 

of Postsecondary Faculty. 

6Excelencia in Education (2020). What Works for 

Latino Students in Higher Education. Retrieved 

from https://www.edexcelencia.org/research/2020- 

What-Works-for-Latino-Students-In-HigherEducation; Garateix, M. (2021). ‘‘Latino students 

succeed in graduate school with the support of the 

Hispanic Theological Initiative.’’ Retrieved from 

https://faithandleadership.com/latino-studentssucceed-graduate-school-the-support-the-hispanictheological-initiative. 

7Santiago, D. A., Taylor, M., & Galdeano, E. C. 

(2015). ‘‘Finding your workforce: Latinos in science, 

technology, engineering, and math (STEM). Linking 

college completion with U.S. workforce needs— 

2012–13.’’ Excelencia in Education. Retrieved from 

https://files.eric.ed.gov/fulltext/ED588046.pdf; 

Garcia, A., Abrego, J., & Calvillo, M. (2014). ‘‘A 

study of the hybrid instructional delivery for 

graduate students in an educational leadership 

course.’’ International Journal of E-Learning & 

Distance Education, 29(1), 1–12. Retrieved from 

https://www.ijede.ca/index.php/jde/article/view/ 

864/1534. 

postbaccalaureate academic offerings, as 

well as enhance the program quality, at 

the institutions of higher education 

(IHEs) that are educating the majority of 

Hispanic college students and helping 

large numbers of Hispanic and lowincome students complete 

postsecondary degrees. 

Background: In 2019, the number of 

Hispanic students enrolled in 

postbaccalaureate degree programs was 

approximately 12 percent of the 

graduate student population, even 

though Hispanic individuals make up 

over 18 percent of the American 

population.1 In addition, despite 

Hispanic graduate student enrollment 

increasing at a faster rate than other 

groups, this enrollment increase has not 

yet closed the significant gap in 

attainment of graduate credentials 

between Hispanic and non-Hispanic 

White adults.2 For people with higher 

educational attainment, the 

unemployment rates are generally lower 

and the wages are higher.3 Therefore, 

there is potential for greater financial 

returns, job security, and employment 

options for Hispanic students who 

enroll and attain credentials beyond a 

bachelor’s degree. 

Further, despite the important role 

that faculty of color play for minority 

graduate students,4 data from fall 2018 

showed that 45 percent of all full-time 

faculty in degree-granting postsecondary 

institutions were White, while only 6 

percent were Hispanic.5

To address these gaps in degree 

attainment, research has shown that 

certain initiatives are particularly 

successful in helping Hispanic students 

complete their degrees and enter the 

workforce well prepared. Examples of 

such initiatives include culturally 

responsive programming, financial 

assistance, and academic advising.6

Strategies that have successfully 

supported Hispanic students in career 

placement have included partnerships 

with industry, hybrid instructional 

models, skills training, and fellowships 

and apprenticeships in the workforce 

setting.7

To this end, this competition includes 

an absolute priority focused on 

academic and career alignment with indemand occupations or fields. In 

responding to this absolute priority, 

applicants should demonstrate how 

they will expand academic offerings 

that prepare graduate students for the 

workforce by developing or enhancing 

current course offerings in existing 

postgraduate degree, certificate, or 

credentialing programs or by 

establishing new postgraduate degree, 

certificate, or credentialing programs. 

Additionally, we encourage applicants 

to form partnerships with other 

Hispanic-Serving Institutions (HSIs) and 

non-HSI IHEs, as well as workforce 

entities, that may assist the applicant 

IHE in leveraging resources and 

opportunities for apprenticeships, 

internships, workplace learning, or 

similar experiences for students. 

This competition also includes two 

competitive preference priorities 

focused on meeting participants’ 

holistic needs and providing flexible 

learning opportunities, and an 

invitational priority targeting an 

increase in Hispanic and other diverse 

candidates in the education profession. 

Priorities: This notice contains one 

absolute priority, two competitive 

preference priorities, and one 

invitational priority. In accordance with 

34 CFR 75.105(b)(2)(v), the absolute 

priority is from allowable activities 

specified in the statute (see section 

503(b)(14) of the Higher Education Act 

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

1101b). The competitive preference 

priorities are 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). 

Absolute Priority: For FY 2022 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, this 

priority is an absolute priority. Under 34 

CFR 75.105(c)(3) we consider only 

applications that meet this priority. 

The priority is: 

Expanding the number of Hispanic 

and other underrepresented graduate 

and professional students that can be 

served by the institution by expanding 

courses and institutional resources. 

Competitive Preference Priorities: For 

FY 2022 and any subsequent year in 

which we make awards from the list of 

unfunded applications from this 

competition, these priorities are 

competitive preference priorities. Under 

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

an additional 15 points to an 

application, depending on how well the 

application meets each of these 

priorities. Applicants may respond to 

one or both priorities, for a total of up 

to 15 additional points. 

These priorities are: 

Competitive Preference Priority 1: 

Meeting Student Social, Emotional, and 

Academic Needs (up to 10 points). 

Projects that are designed to improve 

students’ social, emotional, academic, 

and career development, with a focus on 

underserved students, in one or more of 

the following areas: 

(a) Creating education or work-based 

settings that are supportive, positive, 

identity-safe and inclusive with regard 

to race, ethnicity, culture, language, and 

disability status, through supporting 

students to engage in real-world handson learning that is aligned with 

classroom instruction and takes place in 

community-based settings, such as 

apprenticeships, pre-apprenticeships, 

work-based learning, and service 

learning, and in civic activities, that 

allow students to apply their knowledge 

and skills, strengthen their 

employability skills, and access career 

exploration opportunities. (up to 4 

points) 

(b) Creating a positive, inclusive, and 

identity-safe climate at IHEs through 

one or both of the following activities: 

(1) Implementing evidence-based 

practices for advancing student success 

for underserved students. (up to 3 

points) 

(2) Providing evidence-based 

professional development opportunities 

designed to build asset-based mindsets 

for faculty and staff on campus and that 


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are inclusive with regard to race, 

ethnicity, culture, language, and 

disability status. (up to 3 points) 

Competitive Preference Priority 2: 

Increasing Postsecondary Education 

Access, Affordability, Completion, and 

Post-Enrollment Success (up to 5 

points). 

Projects that are designed to increase 

postsecondary access, affordability, 

completion, and success for 

underserved students by supporting the 

development and implementation of 

high-quality and accessible learning 

opportunities, including learning 

opportunities that are accelerated or 

hybrid online; credit-bearing; workbased; and flexible for working students. 

Invitational Priority: For FY 2022 and 

any subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, this 

priority is an invitational priority. 

Under 34 CFR 75.105(c)(1), we do not 

give an application that meets this 

invitational priority a competitive or 

absolute preference over other 

applications. 

This priority is: 

Projects that are designed to establish 

or expand entry points into the educator 

pipeline, in an effort to increase the 

number of Hispanic educators and/or 

the number of Hispanic students 

earning postgraduate degrees in 

preparation for employment as an 

educator. 

This priority is designed to address 

the issue of the low percentage of 

Hispanic faculty referenced in the 

background section of this notice. Under 

this priority, we are particularly 

interested in projects that are designed 

to establish, improve, or expand 

programs that: (a) recruit racially, 

ethnically, and linguistically diverse 

educators; (b) retain diverse educators 

by strengthening support networks and 

providing professional development; 

and/or (c) combine traditional academic 

training with specialized knowledge 

and skills that will prepare students for 

entry into the educator profession. 

Definitions: The following definitions 

are from 34 CFR 77.1 and the 

Supplemental Priorities and apply to 

the priorities and selection criteria in 

this notice: 

Baseline means the starting point 

from which performance is measured 

and targets are set. 

Budget period means an interval of 

time into which a project period is 

divided for budgetary purposes. 

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. 

Department means the U.S. 

Department of Education. 

Educator means an individual who is 

an early learning educator, teacher, 

principal or other school leader, 

specialized instructional support 

personnel (e.g., school psychologist, 

counselor, school social worker, early 

intervention service personnel), 

paraprofessional, or faculty. 

Evidence-based means the proposed 

project component is supported by 

promising evidence or evidence that 

demonstrates a rationale. 

Experimental study means a study 

that is designed to compare outcomes 

between two groups of individuals 

(such as students) that are otherwise 

equivalent except for their assignment 

to either a treatment group receiving a 

project component or a control group 

that does not. Randomized controlled 

trials, regression discontinuity design 

studies, and single-case design studies 

are the specific types of experimental 

studies that, depending on their design 

and implementation (e.g., sample 

attrition in randomized controlled trials 

and regression discontinuity design 

studies), can meet What Works 

Clearinghouse (WWC) standards 

without reservations as described in the 

WWC Handbooks: 

(i) A randomized controlled trial 

employs random assignment of, for 

example, students, teachers, classrooms, 

or schools to receive the project 

component being evaluated (the 

treatment group) or not to receive the 

project component (the control group). 

(ii) A regression discontinuity design 

study assigns the project component 

being evaluated using a measured 

variable (e.g., assigning students reading 

below a cutoff score to tutoring or 

developmental education classes) and 

controls for that variable in the analysis 

of outcomes. 

(iii) A single-case design study uses 

observations of a single case (e.g., a 

student eligible for a behavioral 

intervention) over time in the absence 

and presence of a controlled treatment 

manipulation to determine whether the 

outcome is systematically related to the 

treatment. 

Fiscal year means the Federal fiscal 

year—a period beginning on October 1 

and ending on the following September 

30. 

Grant period means the period for 

which funds have been awarded. 

Grantee means the legal entity to 

which a grant is awarded and that is 

accountable to the Federal Government 

for the use of the funds provided. The 

grantee is the entire legal entity even if 

only a particular component of the 

entity is designated in the grant award 

notice (GAN). For example, a GAN may 

name as the grantee one school or 

campus of a university. In this case, the 

granting agency usually intends, or 

actually intends, that the named 

component assume primary or sole 

responsibility for administering the 

grant-assisted project or program. 

Nevertheless, the naming of a 

component of a legal entity as the 

grantee in a grant award document shall 

not be construed as relieving the whole 

legal entity from accountability to the 

Federal Government for the use of the 

funds provided. (This definition is not 

intended to affect the eligibility 

provision of grant programs in which 

eligibility is limited to organizations 

that may be only components of a legal 

entity.) The term ‘‘grantee’’ does not 

include any secondary recipients, such 

as subgrantees and contractors, that may 

receive funds from a grantee pursuant to 

a subgrant or contract. 

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. 

Note: In developing logic models, 

applicants may want to use resources 

such as the Regional Educational 

Laboratory Program’s Education Logic 

Model Application at https://ies.ed.gov/ 

ncee/rel/products/resource/100677. 

Performance measure means any 

quantitative indicator, statistic, or 

metric used to gauge program or project 

performance. 

Performance target means a level of 

performance that an applicant would 

seek to meet during the course of a 

project or as a result of a project. 

Project component means an activity, 

strategy, intervention, process, product, 

practice, or policy included in a project. 

Evidence may pertain to an individual 

project component or to a combination 

of project components (e.g., training 

teachers on instructional practices for 

English learners and follow-on coaching 

for these teachers). 

Promising evidence means that there 

is evidence of the effectiveness of a key 

project component in improving a 

relevant outcome, based on a relevant 

finding from one of the following: 

(i) A practice guide prepared by What 

Works Clearinghouse (WWC) reporting a 

‘‘strong evidence base’’ or ‘‘moderate 

evidence base’’ for the corresponding 

practice guide recommendation; 


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35748 Federal Register / Vol. 87, No. 113 / Monday, June 13, 2022 / Notices 

8The PPOHA Program serves Hispanic and lowincome students. For the purposes of this program, 

the subgroup of ‘‘underserved students’’ described 

in paragraph (b) of this definition refers to those 

students who are Hispanic as defined in title V of 

the HEA. 

(ii) An intervention report prepared 

by the WWC reporting a ‘‘positive 

effect’’ or ‘‘potentially positive effect’’ 

on a relevant outcome with no reporting 

of a ‘‘negative effect’’ or ‘‘potentially 

negative effect’’ on a relevant outcome; 

or 

(iii) A single study assessed by the 

Department, as appropriate, that— 

(A) Is an experimental study, a quasiexperimental design study, or a welldesigned and well-implemented 

correlational study with statistical 

controls for selection bias (e.g., a study 

using regression methods to account for 

differences between a treatment group 

and a comparison group); and 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome. 

Quasi-experimental design study 

means a study using a design that 

attempts to approximate an 

experimental study by identifying a 

comparison group that is similar to the 

treatment group in important respects. 

This type of study, depending on design 

and implementation (e.g., establishment 

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 outcomes(s) the key 

project component is designed to 

improve, consistent with the specific 

goals of the program. 

Subgrant means an award of financial 

assistance in the form of money, or 

property in lieu of money, made under 

a grant by a grantee to an eligible 

subgrantee. The term includes financial 

assistance when provided by 

contractual or any other form of legal 

agreement, but does not include 

procurement purchases, nor does it 

include any form of assistance that is 

excluded from the definition of ‘‘grant 

or award’’ in this part (See 2 CFR 

200.92, ‘‘Subaward’’). 

Underserved student means a student 

in postsecondary education in one or 

both of the following subgroups: 

(a) A student who is living in poverty. 

(b) A student of color.8

What Works Clearinghouse 

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 WWC 

Handbooks documentation. 

Program Authority: 20 U.S.C. 1102– 

1102c. 

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 74, 75, 77, 79, 82, 84, 86, 97, 98, 

and 99. (b) The Office of Management 

and Budget (OMB) Guidelines to 

Agencies on Governmentwide 

Debarment and Suspension 

(Nonprocurement) in 2 CFR part 180, as 

adopted and amended as regulations of 

the Department in 2 CFR part 3485. (c) 

The Uniform Administrative 

Requirements, Cost Principles, and 

Audit Requirements for Federal Awards 

in 2 CFR part 200, as adopted and 

amended as regulations of the 

Department in 2 CFR part 3474. (d) The 

regulations for this program in 34 CFR 

part 606. (e) The Supplemental 

Priorities. (f) Notice of final 

requirements, published in the Federal 

Register on July 27, 2010 (75 FR 44055) 

(NFR). 

II. Award Information 

Type of Award: Discretionary grants. 

Five-year Individual Development 

Grants will be awarded in FY 2022. 

Estimated Available Funds: 

$5,900,000. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in 

subsequent fiscal years from the list of 

unfunded applications from this 

competition. 

Estimated Range of Awards: 

$500,000–$600,000. 

Estimated Average Size of Awards: 

$550,000. 

Maximum Awards: We will not make 

an award exceeding $600,000 for a 

single budget period of 12 months. 

Estimated Number of Awards: 10–12. 

Note: The Department is not bound by 

any estimates in this notice. 

Project Period: Up to 60 months. 

III. Eligibility Information and 

Supplemental Requirements 

1. Eligible Applicants: IHEs that (a) 

offer a postbaccalaureate certificate or 

postbaccalaureate degree program and 

(b) qualify as an eligible HSI are eligible 

to apply for new Individual 

Development Grants under the PPOHA 

Program. See section 512(b) of the HEA. 

An eligible IHE for purposes of the 

PPOHA Program, under sections 502 

and 512(b) of the HEA (20 U.S.C. 1101a 

and 1102a), must— 

(a) Have an enrollment of needy 

students, as defined in section 502(b) of 

the HEA (section 502(a)(2)(A)(i) of the 

HEA; 20 U.S.C. 1101a(a)(2)(A)(i)); 

(b) Have, except as provided in 

section 522(b) of the HEA, average 

educational and general expenditures 

that are low, per full-time equivalent 

(FTE) undergraduate student, in 

comparison with the average 

educational and general expenditures 

per FTE undergraduate student of 

institutions that offer similar instruction 

(section 502(a)(2)(A)(ii) of the HEA; 20 

U.S.C. 1101a(a)(2)(A)(ii)); 

Note 1: To demonstrate an enrollment 

of needy students and low average 

educational and general expenditures 

per FTE undergraduate student, an IHE 

must be designated as an ‘‘eligible 

institution’’ in accordance with 34 CFR 

606.3 through 606.5 and the notice 

inviting applications for designation as 

an eligible institution for the fiscal year 

for which the grant competition is being 

conducted. 

Note 2: The notice announcing the FY 

2022 process for designation of eligible 

institutions, and inviting applications 

for waiver of eligibility requirements, 

was published in the Federal Register 

on December 16, 2021 (86 FR 71470). 

Only institutions that the Department 

determines are eligible, or are granted a 

waiver, may apply for a grant in this 

program. 

(c) Be accredited by a nationally 

recognized accrediting agency or 

association that the Secretary has 

determined to be a reliable authority as 

to the quality of education or training 

offered, or making reasonable progress 

toward accreditation, according to such 

an agency or association (section 

502(a)(2)(A)(iv) of the HEA; 20 

U.S.C.1101a(a)(2)(A)(iv)); 

(d) Be legally authorized to provide, 

and provide within the State, an 

educational program for which the 

institution awards a bachelor’s degree 

(section 502(a)(2)(A)(iii) of the HEA; 20 

U.S.C. 1101a(a)(2)(A)(iii)); and 

(e) Have an enrollment of 

undergraduate FTE students that is at 

least 25 percent Hispanic students at the 


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end of the award year immediately 

preceding the date of application 

(section 502(a)(5)(B) of the HEA; 20 

U.S.C. 1101a(a)(5)(B)). 

Note 3: Funds for the PPOHA Program 

will be awarded each fiscal year; thus, 

for this program, the ‘‘end of the award 

year immediately preceding the date of 

application’’ refers to the end of the 

fiscal year prior to the application due 

date. The end of the fiscal year occurs 

on September 30 for any given year. 

Note 4: In considering applications for 

grants under this program, the 

Department will compare the data and 

documentation the institution relied on 

in its application with data reported to 

the Department’s Integrated 

Postsecondary Education Data System 

(IPEDS), the IHE’s State-reported 

enrollment data, and the institutional 

annual report. If different percentages or 

data are reported in these various 

sources, the institution must, as part of 

the 25 percent assurance verification, 

explain the reason for the differences. If 

the IPEDS data show that less than 25 

percent of the institution’s 

undergraduate FTE students are 

Hispanic, the burden is on the 

institution to show that the IPEDS data 

are inaccurate. If the IPEDS data 

indicate that the institution has an 

undergraduate FTE less than 25 percent, 

and the institution fails to demonstrate 

that the IPEDS data are inaccurate, the 

institution will be considered ineligible. 

(f) A grantee under the PPOHA 

Program, which is authorized by title V 

of the HEA, may not receive a grant 

under any HEA, title III, part A or part 

B program (section 505 of the HEA; 20 

U.S.C. 1101d). The title III, part A 

programs include: the Strengthening 

Institutions Program; the American 

Indian Tribally Controlled Colleges and 

Universities Program; the Alaska Native 

and Native Hawaiian-Serving 

Institutions Programs; the Asian 

American and Native American Pacific 

Islander-Serving Institutions Program; 

the Predominantly Black Institutions 

Program; and the Native AmericanServing Non-Tribal Institutions 

Program. Title III, part B includes the 

Strengthening Historically Black 

Colleges and Universities Program. 

Furthermore, a current PPOHA Program 

grantee may not give up its HSI grant in 

order to receive a grant under any title 

III, part A program (34 CFR 606.2(c)(1)). 

(g) An eligible HSI may only submit 

one Individual Development Grant 

application. 

(h) Limit on Use of Funds for Direct 

Student Assistance. A PPOHA Program 

grantee may use no more than 20 

percent of its total PPOHA Program 

grant award to provide financial 

support—in the form of scholarships, 

fellowships, and other student financial 

assistance—to low-income students (see 

NFR). 

(i) Nothing in this notice alters a 

grantee’s obligations to comply with 

Federal civil rights laws. 

2. a. Cost Sharing or Matching: This 

program does not require cost sharing or 

matching unless the grantee uses a 

portion of its grant for establishing or 

improving an endowment fund. If a 

grantee uses a portion of its grant for 

endowment fund purposes, it must 

match or exceed those grant funds with 

non-Federal funds (section 503(c)(2) of 

the HEA; 20 U.S.C. 1101b(c)(2)). 

b. Supplement-Not-Supplant: This 

competition involves supplement-notsupplant funding requirements. 

c. Indirect Cost Rate Information: This 

program uses a restricted indirect cost 

rate. For more information regarding 

indirect costs, or to obtain a negotiated 

indirect cost rate, please see 

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

intro.html. 

d. Administrative Cost Limitation: 

This program does not include any 

program-specific limitation on 

administrative expenses. All 

administrative expenses must be 

reasonable and necessary and conform 

to Cost Principles described in 2 CFR 

part 200 subpart E of the Uniform 

Guidance. 

3. Subgrantees: 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: local 

educational agencies; State educational 

agencies; IHEs; nonprofit organizations. 

The grantee may award subgrants to 

entities it has identified in an approved 

application or that it selects through a 

competition under procedures 

established by the grantee. 

4. Other. This program is subject to 

the Build America, Buy America Act 

(Pub. L. 117–58). This means that, under 

this program, grantees and their 

subrecipients and contractors may not 

use their grant funds for infrastructure 

projects or activities (e.g., construction 

and broadband infrastructure) unless— 

(a) All iron and steel used in the 

infrastructure project or activity are 

produced in the United States; 

(b) All manufactured products used in 

the infrastructure project or activity are 

produced in the United States; and 

(c) All construction materials are 

manufactured in the United States. 

IV. Application and Submission 

Information 

1. Application Submission 

Instructions: Applicants are required to 

follow the Common Instructions for 

Applicants to Department of Education 

Discretionary Grant Programs, 

published in the Federal Register on 

December 27, 2021 (86 FR 73264) and 

available at www.federalregister.gov/d/ 

2021-27979, which contain 

requirements and information on how to 

submit an application. Please note that 

these Common Instructions supersede 

the version published on February 13, 

2019, and, in part, describe the 

transition from the requirement to 

register in SAM.gov a DUNS number to 

the implementation of the UEI. More 

information on the phase-out of DUNS 

numbers is available at https://

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

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

2. Submission of Proprietary 

Information: Given the types of projects 

that may be proposed in applications for 

the PPOHA Program, your application 

may include business information that 

you consider proprietary. In 34 CFR 

5.11 we define ‘‘business information’’ 

and describe the process we use in 

determining whether any of that 

information is proprietary and, thus, 

protected from disclosure under 

Exemption 4 of the Freedom of 

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

amended). 

Because we plan to make successful 

applications available to the public, you 

may wish to request confidentiality of 

business information. 

Consistent with Executive Order 

12600, please designate in your 

application any information that you 

believe is exempt from disclosure under 

Exemption 4. In the appropriate 

Appendix section of your application, 

under ‘‘Other Attachments Form,’’ 

please list the page number or numbers 

on which we can find this information. 

For additional information please see 34 

CFR 5.11(c). 

3. Intergovernmental Review: This 

competition is subject to Executive 

Order 12372 and the regulations in 34 

CFR part 79. However, under 34 CFR 

79.8(a), we waive intergovernmental 

review in order to make awards in a 

timely manner. 

4. Funding Restrictions: We specify 

unallowable costs in 34 CFR 606.10(c). 

We reference additional regulations 

outlining funding restrictions in the 

Applicable Regulations section of this 

notice. 

5. Recommended Page Limit: The 

application narrative is where you, the 


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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 55 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, and no smaller than 10 pitch 

(characters per inch). 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended page limit applies 

to the Project Narrative, which is your 

complete response to the selection 

criteria and, if applicable, the 

competitive preference priorities. 

However, the page limit does not apply 

to the Application for Federal 

Assistance form (SF–424); the ED SF– 

424 Supplement form; the Budget 

Information—Non-Construction 

Programs form (ED 524); the assurances 

and certifications; or the one-page 

project abstract, the program profile 

form, and supporting budget narrative. 

6. Notice of Intent to Apply: The 

Department will be able to review grant 

applications more efficiently if we know 

the approximate number of applicants 

that intend to apply. Therefore, we 

strongly encourage each potential 

applicant to notify us of their intent to 

submit an application. To do so, please 

email the program contact person listed 

under FOR FURTHER INFORMATION

CONTACT with the subject line ‘‘Intent to 

Apply,’’ and include the applicant’s 

name and a contact person’s name and 

email address. 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 selection 

criteria for this competition are from 34 

CFR 75.210, 606.8, and 606.22. 

Applicants should address each of the 

following selection criteria separately 

for each proposed activity. We will 

award up to 100 points to an application 

under the selection criteria and up to 15 

additional points to an application 

under the competitive preference 

priorities, for a total score of up to 115 

points. The maximum score for each 

criterion is noted in parentheses. 

(a) Quality of the applicant’s 

comprehensive development plan. (Up 

to 25 points) 

The Secretary evaluates each 

application for a development grant 

based on the extent to which— 

(1) The strengths, weaknesses, and 

significant problems of the institution’s 

academic programs, institutional 

management, and fiscal stability are 

clearly and comprehensively analyzed 

and result from a process that involved 

major constituencies of the institution 

(Up to 5 points); 

(2) The goals for the institution’s 

academic programs, institutional 

management, and fiscal stability are 

realistic and based on comprehensive 

analysis (Up to 5 points); 

(3) The objectives stated in the plan 

are measurable, related to institutional 

goals, and, if achieved, will contribute 

to the growth and self-sufficiency of the 

institution (Up to 5 points); 

(4) The plan clearly and 

comprehensively describes the methods 

and resources the institution will use to 

institutionalize practice and 

improvements developed under the 

proposed project, including, in 

particular, how operational costs for 

personnel, maintenance, and upgrades 

of equipment will be paid with 

institutional resources (Up to 5 points); 

and 

(5) The 5-year plan describes how the 

applicant will improve its services to 

Hispanic and other low-income students 

(Up to 5 points). 

Note: Under 34 CFR 606.8(a), a 

comprehensive development plan is an 

institution’s strategy for achieving 

growth and self-sufficiency by 

strengthening its (1) academic programs; 

(2) institutional management; and (3) 

fiscal stability. 

(b) Quality of the project design. (Up 

to 15 points) 

The Secretary considers the quality of 

the design of the proposed project. In 

determining the quality of the design of 

the proposed project, the Secretary 

considers the following: 

(1) The extent to which the proposed 

project demonstrates a rationale (as 

defined in this notice) (Up to 10 points); 

and 

(2) The extent to which the proposed 

project is supported by promising 

evidence (as defined in this notice) (Up 

to 5 points). 

Note: To establish that their projects 

‘‘demonstrate a rationale,’’ applicants 

must use a logic model (as defined in 

this notice) and identify research or 

evaluation findings suggesting that a key 

project component is likely to improve 

relevant outcome. To establish that their 

projects are supported by ‘‘promising 

evidence,’’ applicants should cite the 

supporting study or studies that meet 

the conditions in the definition of 

‘‘promising evidence’’ and attach the 

study or studies as part of the 

application attachments. In addressing 

‘‘promising evidence,’’ applicants are 

encouraged to align the direct student 

services proposed in the application to 

evidence-based practices identified in 

the selected studies. Note that the 

research cited to address the ‘‘promising 

evidence’’ criterion can be the same 

research provided to demonstrate a 

rationale, but only applications that 

include logic models can receive full 

points under the ‘‘demonstrate a 

rationale’’ selection factor. 

(c) Quality of activity objectives. (Up 

to 10 points) 

The extent to which the objectives for 

each activity are— 

(1) Realistic and defined in terms of 

measurable results (Up to 5 points); and 

(2) Directly related to the problems to 

be solved and to the goals of the 

comprehensive development plan (Up 

to 5 points). 

(d) Quality of implementation 

strategy. (Up to 20 points) 

The extent to which— 

(1) The implementation strategy for 

each activity is comprehensive (Up to 

10 points); 

(2) The rationale for the 

implementation strategy for each 

activity is clearly described and is 

supported by the results of relevant 

studies or projects (Up to 5 points); and 

(3) The timetable for each activity is 

realistic and likely to be attained (Up to 

5 points). 

(e) Quality of the project management 

plan. (Up to 10 points) 

The extent to which— 

(1) Procedures for managing the 

project are likely to ensure efficient and 

effective project implementation (Up to 

5 points); and 

(2) The project coordinator and 

activity directors have sufficient 

authority to conduct the project 

effectively, including access to the 

president or chief executive officer (Up 

to 5 points). 

(f) Quality of key personnel. (Up to 5 

points) 

The extent to which— 

(1) The past experience and training 

of key professional personnel are 

directly related to the stated activity 

objectives (Up to 2 points); and 

(2) The time commitment of key 

personnel is realistic (Up to 3 points). 

(g) Quality of evaluation plan. (Up to 

10 points) 

The extent to which— 


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(1) The data elements and the data 

collection procedures are clearly 

described and appropriate to measure 

the attainment of activity objectives and 

to measure the success of the project in 

achieving the goals of the 

comprehensive development plan (Up 

to 5 points); and 

(2) The data analysis procedures are 

clearly described and are likely to 

produce formative and summative 

results on attaining activity objectives 

and measuring the success of the project 

on achieving the goals of the 

comprehensive development plan (Up 

to 5 points). 

(h) Budget. (Up to 5 points) 

The extent to which the proposed 

costs are necessary and reasonable in 

relation to the project’s objectives and 

scope. 

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). 

A panel of three non-Federal 

reviewers will review and score each 

application in accordance with the 

selection criteria in this notice, as well 

as the competitive preference priorities. 

A rank order funding slate will be made 

from this review. Awards will be made 

in rank order according to the average 

score received from the peer review. 

In the event there are two or more 

applications with the same final score, 

and there are insufficient funds to fully 

support each of these applications, the 

Department applies the following tiebreaking factors. 

To resolve ties in the reader scores of 

applications for development grants, the 

Department will award one additional 

point to an application from an IHE that 

has an endowment fund for which the 

current market value, per FTE enrolled 

student, is less than the comparable 

average current market value of the 

endowment funds, per FTE enrolled 

student, at similar type IHEs. In 

addition, to resolve ties in the reader 

scores of applications for PPHOA 

development grants, the Department 

will award one additional point to an 

application from an IHE that has 

expenditures for library materials per 

FTE enrolled student that are less than 

the comparable average expenditures for 

library materials per FTE enrolled 

student at similar type IHEs. (34 CFR 

606.23(a)(1) and (2)). For the purpose of 

these funding considerations, we will 

use the most recent complete data 

available (e.g., for FY 2022, we will use 

2020–21 data). 

If a tie remains after applying the 

tiebreaker mechanism above, priority 

will be given for Individual 

Development Grants to applicants that 

have the lowest endowment values per 

FTE student. (see 34 CFR 606.23(b)(1)). 

3. Risk Assessment and Specific 

Conditions: Consistent with 2 CFR 

200.206, before awarding grants under 

this program, 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 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 


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modifications that can be separately 

identified and only to the extent that 

open licensing is permitted under the 

terms of any licenses or other legal 

restrictions on the use of pre-existing 

works. Additionally, a grantee or 

subgrantee that is awarded competitive 

grant funds must have a plan to 

disseminate these public grant 

deliverables. This dissemination plan 

can be developed and submitted after 

your application has been reviewed and 

selected for funding. For additional 

information on the open licensing 

requirements, please refer to 2 CFR 

3474.20. 

4. Reporting: (a) If you apply for a 

grant under this competition, you must 

ensure that you have in place the 

necessary processes and systems to 

comply with the reporting requirements 

in 2 CFR part 170 should you receive 

funding under the competition. This 

does not apply if you have an exception 

under 2 CFR 170.110(b). 

(b) At the end of your project period, 

you must submit a final performance 

report, including financial information, 

as directed by the Secretary. If you 

receive a multiyear award, you must 

submit an annual performance report 

that provides the most current 

performance and financial expenditure 

information as directed by the Secretary 

under 34 CFR 75.118. The Secretary 

may also require more frequent 

performance reports under 34 CFR 

75.720(c). For specific requirements on 

reporting, please go to www.ed.gov/ 

fund/grant/apply/appforms/ 

appforms.html. 

(c) Under 34 CFR 75.250(b), the 

Secretary may provide a grantee with 

additional funding for data collection 

analysis and reporting. In this case, the 

Secretary establishes a data collection 

period. 

5. Performance Measures: For the 

purpose of Department reporting under 

34 CFR 75.110, the Secretary has 

established the following key 

performance measures for assessing the 

effectiveness of the PPOHA Program: 

(a) The percentage change, over the 5- 

year grant period, of the number of fulltime degree-seeking graduate and 

professional students enrolled at HSIs 

currently receiving an award under this 

program. 

(b) The percentage change, over the 5- 

year grant period, of the number of 

master’s, doctoral, and first-professional 

degrees and postbaccalaureate 

certificates awarded at HSIs currently 

receiving an award under this program; 

and 

(c) Cost per successful outcome: The 

Federal cost per master’s, doctoral, and 

first-professional degree and 

postbaccalaureate certificate awarded at 

HSIs currently receiving an award under 

this program. 

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. 

Michelle Asha Cooper, 

Acting Assistant Secretary for the Office of 

Postsecondary Education. 

[FR Doc. 2022–12666 Filed 6–10–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

International Energy Agency Meetings 

AGENCY: Department of Energy. 

ACTION: Notice of meetings. 

SUMMARY: The Industry Advisory Board 

(IAB) to the International Energy 

Agency (IEA) will meet on June 21–22, 

2022, as a hybrid meeting via webinar 

and in person, in connection with a 

joint meeting of the IEA’s Standing 

Group on Emergency Questions (SEQ) 

and the IEA’s Standing Group on the Oil 

Market (SOM) which is scheduled at the 

same time via webinar. 

DATES: June 21–22, 2022. 

ADDRESSES: The location details of the 

SEQ and SOM webinar meeting are 

under the control of the IEA Secretariat, 

located at 9 rue de la Fe ́de ́ration, 75015 

Paris, France. The in person meeting 

will take place at IEA Headquarters, 9 

rue de la Fe ́de ́ration, 75015 Paris, 

France. 

FOR FURTHER INFORMATION CONTACT: Mr. 

Thomas Reilly, Assistant General 

Counsel for International and National 

Security Programs, Department of 

Energy, 1000 Independence Avenue 

SW, Washington, DC 20585, (202) 586– 

5000. 

SUPPLEMENTARY INFORMATION: In 

accordance with section 252(c)(1)(A)(i) 

of the Energy Policy and Conservation 

Act (42 U.S.C. 6272(c)(1)(A)(i)) (EPCA), 

the following notice of meetings is 

provided: 

A meeting of the Industry Advisory 

Board (IAB) to the International Energy 

Agency (IEA) will be held as a hybrid 

meeting via webinar and in person at 

the IEA Headquarters, 9 rue de la 

Fe ́de ́ration, 75015 Paris, commencing at 

9:30 a.m., Central European Summer 

Time (CEST), on June 21, 2022. The 

purpose of this notice is to permit 

attendance by representatives of U.S. 

company members of the IAB at a joint 

meeting of the IEA’s Standing Group on 

Emergency Questions (SEQ) and the 

IEA’s Standing Group on the Oil Market 

(SOM), which is scheduled to be held at 

the same location and via webinar at the 

same time. 

The location details of the SEQ and 

SOM webinar meeting are under the 


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