Federal Register / Vol. 87, No. 124 / Wednesday, June 29, 2022 / Notices 38719 

requirements of the testing rule. 

Therefore, the burden of any duplicative 

recordkeeping requirements will not be 

reported here, to avoid double-counting 

the burden. CPSC staff estimates that the 

additional burden imposed by this 

regulation over that imposed by the 

testing rule, is 30 minutes per product, 

to maintain sales and distribution 

records for 3 years, and 1 hour to make 

labeling changes per model. 

Baby-Bouncer/Walker-Jumpers CPSC 

staff estimates that firms will spend 1 

hour per model on recordkeeping 

requirements, and 1 hour per model on 

labeling requirements. 

Total Estimated Annual Burden 

Testing and Certification: The total 

estimated annual burden for 

recordkeeping associated with the 

testing rule is 5.2 million hours 

((311,400 non-apparel children’s 

products × 5 hours per non-apparel 

children’s product) + (1,200,000 

children’s apparel products × 3 hours 

per children’s apparel product) = 1.6 

million hours + 3.6 million hours, or a 

total of 5.2 million hours). Next, we 

describe the potential additional annual 

burden associated with use of a 

representative sampling plan and 

component part testing. 

Representative Sampling Plans for 

Periodic Testing: We estimate that if 

each product line averages 50 

individual models or styles, then a total 

of 30,000 individual representative 

sampling plans (1.5 million children’s 

products ÷ 50 models or styles) would 

need to be developed and documented. 

This would require 120,000 hours 

(30,000 plans × 4 hours per plan). If 

each product line averages 10 

individual models or styles, then a total 

of 150,000 different representative 

sampling plans (1.5 million children’s 

products ÷ 10 models or styles) would 

need to be documented. This would 

require 600,000 hours (150,000 plans × 

4 hours per plan). Accordingly, the 

requirement to document the basis for 

selecting representative samples could 

increase the estimated annual burden by 

up to 600,000 hours. 

Component Part Testing: The 

component part rule shifts some testing 

costs and some recordkeeping costs to 

suppliers of component parts and 

finished products because some testing 

will be performed by these parties, 

rather than by the finished product 

certifiers (manufacturers and importers). 

Even if a finished product certifier can 

rely entirely on component part and 

finished product suppliers for all 

required testing, however, the finished 

product supplier will still have some 

recordkeeping burden to create and 

maintain a finished product certificate. 

Therefore, although the component part 

testing rule may reduce the total cost of 

the testing required by the testing and 

certification rule, the rule increases the 

estimated annual recordkeeping burden 

for those who choose to use component 

part testing. 

Because we do not know how many 

companies participate in component 

part testing and supply test reports or 

certifications to other certifiers in the 

supply chain, we have no concrete data 

to estimate the recordkeeping and third 

party disclosure requirements in the 

component part rule. Likewise, no clear 

method exists for estimating the number 

of finished product certifiers who 

conduct their own component part 

testing. In the component part 

rulemaking, we suggested that the 

recordkeeping burden for the 

component part testing rule could 

amount to 10 percent of the burden 

estimated for the testing and labeling 

rule. 76 FR 69546, 69579 (Nov. 8, 2011). 

Currently, we have no basis to change 

this estimate. 

In addition to recordkeeping, the 

component part rule requires third party 

disclosure of test reports and 

certificates, if any, to a certifier who 

intends to rely on such documents to 

issue its own certificate. Without data, 

allocation of burden estimation between 

the recordkeeping and third party 

disclosure requirements is difficult. 

However, based on our previous 

analysis, we continue to estimate that 

creating and maintaining records 

accounts for approximately 90 percent 

of the burden, while the third party 

disclosure burden is much less, 

approximately 10 percent. Therefore, if 

we continue to use the estimate that 

component part testing will amount to 

about 10 percent of the burden 

estimated for the testing rule, then the 

hour burden of the component part rule 

is estimated to be about 520,000 hours 

total annually (10% of 5.2 million 

hours); allocating 468,000 hours for 

recordkeeping and 52,000 hours for 

third party disclosure. 

Section 104 Rules: The burden for 

marking and labeling for each section 

104 rule is provided in Table 1. The 

estimated total number of respondent 

hours is 92,280. 

Electrically Operated Toys and Other 

Articles Rule: Assuming each of the 40 

firms produces 10 new models per year, 

the estimated annual burden is 200 

hours for recordkeeping (40 firms × .5 

hour × 10 models) and 400 hours for 

labeling changes (40 firms × 1 hour × 10 

models), for a total estimated annual 

burden of 600 hours. 

Baby-Bouncer/Walker-Jumper Rule: 

Firms are expected to test, on average, 

four new models per year. Accordingly, 

the estimated annual burden is 12 hours 

on recordkeeping (6 firms × 1 hour × 2 

models), and 12 hours on labeling (6 

firms × 1 hour × 2 models), for a total 

estimated annual burden of 24 hours per 

year. 

Alberta E. Mills, 

Secretary, Consumer Product Safety 

Commission. 

[FR Doc. 2022–13937 Filed 6–28–22; 8:45 am] 

BILLING CODE 6355–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; Promise 

Neighborhoods (PN) Program 

AGENCY: Office of Elementary and 

Secondary Education, Department of 

Education. 

ACTION: Notice. 

SUMMARY: The Department of Education 

is issuing a notice inviting applications 

for fiscal year (FY) 2022 for the PN 

program, Assistance Listing Number 

84.215N. This notice relates to the 

approved information collection under 

OMB control number 1894–0006. 

DATES: 

Applications Available: June 29, 2022. 

Deadline for Notice of Intent to Apply: 

July 29, 2022. 

Date of Pre-Application Meetings: The 

Department will hold pre-application 

meetings via webinar for prospective 

applicants. Detailed information 

regarding pre-application webinars will 

be provided on the PN website at 

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

school-choice-improvement-programs/ 

promise-neighborhoods-pn/. 

Deadline for Transmittal of 

Application: September 27, 2022. 

Deadline for Intergovernmental 

Review: November 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). 


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More information on the phaseout of 

DUNS numbers is available at 

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

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

FOR FURTHER INFORMATION CONTACT: Rich 

Wilson, U.S. Department of Education, 

400 Maryland Avenue SW, Room 

3W101, Washington, DC 20202. 

Telephone: (202) 453–6709. Email: 

Richard.Wilson@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 PN program 

is authorized under the Elementary and 

Secondary Education Act of 1965, as 

amended (ESEA). The purpose of the PN 

program is to significantly improve the 

academic and developmental outcomes 

of children and youth living in the most 

distressed communities of the United 

States, including ensuring school 

readiness, high school graduation, and 

access to a community-based continuum 

of high-quality services. The program 

serves neighborhoods with high 

concentrations of individuals with low 

incomes; multiple signs of distress, 

which may include high rates of 

poverty, childhood obesity, academic 

challenges, and juvenile delinquency, 

adjudication, or incarceration; adverse 

childhood experiences (ACEs); and 

schools implementing comprehensive 

support and improvement activities or 

targeted support and improvement 

activities under section 1111(d) of the 

ESEA. All strategies in the continuum of 

solutions must be accessible to children 

with disabilities and English learners. 

Priorities: This competition includes 

three absolute priorities and three 

competitive preference priorities. 

Absolute Priorities 1 and 3 and 

Competitive Preference Priority 3 are 

from the notice of final priorities, 

requirements, definitions, and selection 

criteria for this program published in 

the Federal Register on January 19, 

2021 (86 FR 5009) (PN NFP). Absolute 

Priority 2 is from the notice of final 

priorities published in the Federal 

Register on March 9, 2020 (85 FR 

13640) (Administrative Priorities). 

Competitive Preference Priorities 1 and 

2 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 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 one or more 

of these priorities. 

These priorities are: 

Absolute Priority 1—Non-Rural and 

Non-Tribal Communities. 

To meet this priority, an applicant 

must propose to implement a PN 

strategy that serves one or more nonrural or non-Tribal communities. 

Absolute Priority 2—Rural 

Applicants. 

Under this priority, an applicant must 

demonstrate one or more of the 

following: 

(a) The applicant proposes to serve a 

local educational agency (LEA) that is 

eligible under the Small Rural School 

Achievement (SRSA) program or the 

Rural and Low-Income School (RLIS) 

program authorized under Title V, Part 

B of the ESEA. 

(b) The applicant proposes to serve a 

community that is served by one or 

more LEAs with a locale code of 32, 33, 

41, 42, or 43. 

(c) The applicant proposes a project in 

which a majority of the schools served 

have a locale code of 32, 33, 41, 42, or 

43. 

(d) The applicant is an institution of 

higher education (IHE) with a rural 

campus setting, or the applicant 

proposes to serve a campus with a rural 

setting. Rural settings include any of the 

following: Town-Fringe, Town-Distant, 

Town-Remote, Rural-Fringe, RuralDistant, Rural-Remote, as defined by the 

National Center for Education Statistics 

(NCES) College Navigator search tool. 

Note: To determine whether a 

particular LEA is eligible for SRSA or 

RLIS, refer to the Department’s website 

at https://oese.ed.gov/offices/office-offormula-grants/rural-insular-nativeachievement-programs/rural-educationachievement-program/. Applicants are 

encouraged to retrieve locale codes from 

the NCES School District search tool 

(https://nces.ed.gov/ccd/districtsearch/), 

where LEAs can be looked up 

individually to retrieve locale codes, 

and the Public School search tool 

(https://nces.ed.gov/ccd/schoolsearch/), 

where individual schools can be looked 

up to retrieve locale codes. Applicants 

are encouraged to retrieve campus 

settings from the NCES College 

Navigator search tool (https://

nces.ed.gov/collegenavigator/), where 

IHEs can be looked up individually to 

determine the campus setting. 

Absolute Priority 3—Tribal 

Communities. 

To meet this priority, an applicant 

must propose to implement a PN 

strategy that serves one or more Indian 

Tribes (as defined in this notice). 

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 10 points to an 

application, depending on how well the 

application meets one or more of these 

priorities; the total possible points for 

each competitive preference priority are 

noted in parentheses. 

These priorities are: 

Competitive Preference Priority 1— 

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 community 

violence prevention and intervention. 

Note: Federal programs that may 

support such work could include the 

U.S. Department of Housing and Urban 

Development’s Choice Neighborhoods 

or Promise Zones programs; the 

Department of Justice’s Office of 

Juvenile Justice and Delinquency 

Prevention programs, the Byrne 

Criminal Justice Innovation, or Project 

Safe Neighborhoods programs; the 

Department of Agriculture’s Summer 

Lunch program; the Department of 

Labor’s Growth Opportunities or 

YouthBuild programs; and the 

Department of Health and Human 

Services’ Community Health Centers 

program. Applicants that propose to 

coordinate efforts with such a Federal, 

state, or local program or agencies, or in 

partnership with community 

organizations must do so as part of a 

systemic approach to establish and 

enhance community violence 

prevention and intervention strategies 

in order to receive points under this 

priority. 

Competitive Preference Priority 2— 

Increasing Postsecondary Education 

Access, Affordability, Completion, and 

Post-Enrollment Success (up to 3 

points). 

Projects that are designed to increase 

postsecondary access, affordability, 

completion, and success for 

underserved students by addressing one 

or more of the following priority areas: 

(a) Increasing the number and 

proportion of underserved students who 


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enroll in and complete postsecondary 

education programs, which may include 

strategies related to college preparation, 

awareness, application, selection, 

advising, counseling, and enrollment. 

(b) Supporting the development and 

implementation of student success 

programs that integrate multiple 

comprehensive and evidence-based 

services or initiatives, such as academic 

advising, structured/guided pathways, 

career services, credit-bearing academic 

undergraduate courses focused on 

career, and programs to meet basic 

needs, such as housing, childcare and 

transportation, student financial aid, 

and access to technological devices. 

(c) Increasing the number of 

individuals who return to the 

educational system and obtain a regular 

high school diploma, or its recognized 

equivalent for adult learners; enroll in 

and complete community college, 

college, or career and technical training; 

or obtain basic and academic skills, 

including English language learning, 

that they need to succeed in college— 

including community college—as well 

as career and technical education and/ 

or the workforce. 

Within this competitive preference 

priority, we are particularly interested 

in applications that address the 

following invitational priority. 

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: 

Invitational Priority—Increasing the 

Number or Percent of Students Who 

Complete the Free Application for 

Federal Student Aid (FAFSA). 

Projects that propose to increase the 

number or percent of students who 

complete the FAFSA. An applicant 

should describe in its application how 

it will use program funds and 

partnerships to provide support to 

students to complete the FAFSA as they 

approach eligibility to enroll in 

postsecondary education. 

Note: Applicants can use data 

available at https://studentaid.gov/datacenter/student/application-volume/ 

fafsa-completion-high-school to track 

FAFSA completion at their partner high 

schools. 

Competitive Preference Priority 3— 

Evidence-Based Activities to Support 

Academic Achievement (0 or 2 points). 

Projects that propose to use evidencebased (as defined in this notice) 

activities, strategies, or interventions 

that support teaching practices that will 

lead to increasing student achievement 

(as defined in this notice), graduation 

rates, and career readiness. 

Note: If an applicant chooses to 

address Competitive Preference Priority 

3, it must identify at least one but no 

more than two citations for the purposes 

of meeting the evidence requirement for 

the priority. An applicant should clearly 

identify these citations in the Evidence 

form. The Department will not review a 

citation that an applicant fails to clearly 

identify for review. Studies included for 

review may have been conducted by the 

applicant or by a third party. 

In addition to including up to two 

citations, an applicant must provide a 

description of (1) the positive 

outcome(s) and practice(s) the applicant 

intends to replicate under its PN grant 

and (2) the relevance of the outcome(s) 

and practice(s) to the PN program. 

An applicant must ensure that all 

evidence is available to the Department 

from publicly available sources and 

provide links or other guidance 

indicating where it is available. If the 

Department determines that an 

applicant has provided insufficient 

information, the applicant will not have 

an opportunity to provide additional 

information at a later time. 

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 and program requirements 

from section 4624 of the ESEA and the 

PN NFP. 

Application Requirements: The 

application requirements are as follows: 

(a) A plan to significantly improve the 

academic outcomes of children living in 

the geographically defined area 

(neighborhood) that is served by the 

eligible entity by providing pipeline 

services that address the needs of 

children in the neighborhood, as 

identified by the needs analysis, and 

that is supported by effective practices. 

(b) A description of the neighborhood 

the eligible entity will serve. 

Note: Applicants may propose to 

serve multiple, non-contiguous 

geographically defined areas. In cases 

where target areas are non-contiguous, 

the applicant should explain its 

rationale for including non-contiguous 

areas. 

(c) An applicant must demonstrate 

that its proposed project— 

(1) Is representative of the geographic 

area proposed to be served (as defined 

in this notice); and 

(2) Would provide a majority of the 

solutions from the applicant’s proposed 

pipeline services in the geographic area 

proposed to be served. 

(d) An analysis of the needs and 

assets of the neighborhood, including: 

(1) The size and scope of the 

population affected; 

(2) A description of the process 

through which the needs analysis was 

produced, including a description of 

how parents, families, and community 

members were engaged in such analysis; 

(3) An analysis of community assets 

and collaborative efforts (including 

programs already provided from Federal 

and non-Federal sources) within, or 

accessible to, the neighborhood, 

including, at a minimum, early learning 

opportunities, family and student 

supports, local businesses, LEAs, and 

IHEs; 

(4) The steps that the eligible entity is 

taking at the time of the application to 

address the needs identified in the 

needs analysis; and 

(5) Any barriers the eligible entity, 

public agencies, and other communitybased organizations have faced in 

meeting such needs. 

(e) A description of all information 

the entity used to identify the pipeline 

services to be provided, which shall not 

include information that is more than 3 

years old. This description should 

address how the eligible entity plans to 

collect data on children served by each 

pipeline service and increase the 

percentage of children served over time. 

(f) A description of how the pipeline 

services will facilitate the coordination 

of the following activities: 

(1) Providing early learning 

opportunities for children, including by: 

(i) Providing opportunities for 

families to acquire the skills to promote 

early learning and child development; 

and 

(ii) Ensuring appropriate diagnostic 

assessments and referrals for children 

with disabilities and children aged 3 

through 9 experiencing developmental 

delays, consistent with the Individuals 

with Disabilities Education Act (IDEA) 

(20 U.S.C. 1400 et seq.), where 

applicable. 

(2) Supporting, enhancing, operating, 

or expanding rigorous, comprehensive, 

effective educational improvements, 

which may include high-quality 

academic programs, expanded learning 

time, and programs and activities to 

prepare students for postsecondary 

education admissions and success. 

(3) Supporting partnerships between 

schools and other community resources 

with an integrated focus on academics 

and other social, health, and familial 

supports. 

(4) Providing social, health, nutrition, 

and mental health services and 

supports, for children, family members, 

and community members, which may 

include services provided within the 

school building. 


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(5) Supporting evidence-based 

programs that assist students through 

school transitions, which may include 

expanding access to postsecondary 

education courses and postsecondary 

education enrollment aid or guidance, 

and other supports for at-risk youth. 

(g) Each applicant must submit, as 

part of its application, a preliminary 

memorandum of understanding, signed 

by each organization or agency with 

which it would partner in implementing 

the proposed PN program. Within the 

preliminary memorandum of 

understanding, all applicants must 

detail each partner’s financial, 

programmatic, and long-term 

commitment with respect to the 

strategies described in the application. 

Under section 4624(c) of the ESEA, 

applicants that are nonprofit entities 

must submit a preliminary 

memorandum of understanding signed 

by each partner entity or agency, which 

must include at least one of the 

following: A high-need LEA; an IHE, as 

defined in section 102 of the HEA (20 

U.S.C. 1002); the office of a chief elected 

official of a unit of local government; or 

an Indian Tribe or Tribal organization as 

defined in section 4 of the Indian SelfDetermination and Education 

Assistance Act (25 U.S.C. 5304). 

(h) A description of the process used 

to develop the application, including 

the involvement of family and 

community members. In addressing this 

paragraph, an applicant must provide a 

description of the process used to 

develop the application, which must 

include the involvement of an LEA(s) 

(including but not limited to the LEA’s 

or LEAs’ involvement in the creation 

and planning of the application and a 

signed Memorandum of Understanding) 

and at least one public elementary or 

secondary school that is located within 

the identified geographic area that the 

grant will serve. 

(i) A description of the strategies that 

will be used to provide pipeline services 

(including a description of which 

programs and services will be provided 

to children, family members, 

community members, and children 

within the neighborhood) to support the 

purpose of the PN program. 

(j) An explanation of the process the 

eligible entity will use to establish and 

maintain family and community 

engagement, including: 

(1) Involving representative 

participation by the members of such 

neighborhood in the planning and 

implementation of the activities of each 

grant awarded; 

(2) The provision of strategies and 

practices to assist family and 

community members in actively 

supporting student achievement and 

child development; 

(3) Providing services for students, 

families, and communities within the 

school building; and 

(4) Collaboration with IHEs, 

workforce development centers, and 

employers to align expectations and 

programming with postsecondary 

education and workforce readiness. 

(k) An explanation of how the eligible 

entity will continuously evaluate and 

improve the continuum of high-quality 

pipeline services to provide for 

continuous program improvement and 

potential expansion. 

(l) In addressing the application 

requirements in paragraphs (d), (e), and 

(f), an applicant must clearly 

demonstrate needs, including a 

segmentation analysis, gaps in services, 

and any available data from within the 

last 3 years to demonstrate needs. The 

applicant must also describe proposed 

activities that address these needs and 

the extent to which these activities are 

evidence-based (as defined in this 

notice). The applicant must also 

describe its experience, or its partner 

organizations’ experience, if applicable, 

providing these activities, including any 

data demonstrating effectiveness. 

Program Requirements: Each 

applicant that receives a grant award for 

the PN competition must use the grant 

funds to implement the pipeline 

services and continuously evaluate the 

success of the program and improve the 

program based on data and outcomes. 

Section 4624(d) of the ESEA. Applicants 

may use not less than 50 percent of 

grant funds in year one, and not less 

than 25 percent of grant funds in year 

two for planning activities to develop 

and implement pipeline services. 

Each eligible entity that receives a 

grant under this program must prepare 

and submit an annual report to the 

Secretary that includes the following: 

(1) Information about the number and 

percentage of children in the 

neighborhood who are served by the 

grant program, including a description 

of the number and percentage of 

children accessing each support service 

offered as part of the pipeline of 

services; and (2) information relating to 

the metrics established under the 

Promise Neighborhood Performance 

Indicators. 

In addition, grantees must make these 

data publicly available, including 

through electronic means. To the extent 

practicable, and as required by law, 

such information must be provided in a 

form and language accessible to parents 

and families in the neighborhood served 

under the PN grant. In addition, data on 

academic indicators pertinent to the PN 

program will be, in most cases, part of 

statewide longitudinal data systems 

already. 

Definitions: For FY 2022 and any 

subsequent year in which we make 

awards from the list of unfunded 

applications from this competition, the 

following definitions apply. The 

definitions for ‘‘eligible entity’’ and 

‘‘pipeline services’’ are from section 

4622 of the ESEA. The definitions of 

‘‘graduation rate,’’ ‘‘Indian Tribe,’’ 

‘‘indicators of need,’’ ‘‘regular highschool diploma,’’ ‘‘representative of the 

geographic area to be served,’’ 

‘‘segmentation analysis,’’ ‘‘student 

achievement,’’ and ‘‘student mobility 

rate’’ are from the PN NFP. The 

definitions of ‘‘children or students with 

disabilities,’’ ‘‘community college,’’ 

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

‘‘English learner,’’ and ‘‘underserved 

student’’ are from the Supplemental 

Priorities. The remaining definitions are 

from 34 CFR 77.1. 

Children or students with disabilities 

means children with disabilities as 

defined in section 602(3) of the IDEA 

(20 U.S.C. 1401(3)) and 34 CFR 300.8, or 

students with disabilities, as defined in 

the Rehabilitation Act of 1973 (29 U.S.C. 

705(37), 705(202)(B)). 

Community college means ‘‘junior or 

community college’’ as defined in 

section 312(f) of the Higher Education 

Act of 1965, as amended (HEA). 

Disconnected youth means an 

individual, between the ages 14 and 24, 

who may be from a low-income 

background, experiences homelessness, 

is in foster care, is involved in the 

justice system, or is not working or not 

enrolled in (or at risk of dropping out of) 

an educational institution. 

Early learning means any (a) Statelicensed or State-regulated program or 

provider, regardless of setting or 

funding source, that provides early care 

and education for children from birth to 

kindergarten entry, including, but not 

limited to, any program operated by a 

child care center or in a family child 

care home; (b) program funded by the 

Federal Government or State or LEAs 

(including any IDEA-funded program); 

(c) Early Head Start and Head Start 

program; (d) non-relative child care 

provider who is not otherwise regulated 

by the State and who regularly cares for 

two or more unrelated children for a fee 

in a provider setting; and (e) other 

program that may deliver early learning 

and development services in a child’s 

home, such as the Maternal, Infant, and 

Early Childhood Home Visiting 

Program; Early Head Start; and Part C of 

IDEA. 

Eligible entity means (1) an IHE, as 

defined in section 102 of the HEA (20 


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U.S.C. 1002); (2) an Indian tribe or tribal 

organization, as defined in section 4 of 

the Indian Self-Determination and 

Education Assistance Act (25 U.S.C. 

450b); or (3) one or more nonprofit 

entities working in formal partnership 

with not less than 1 of the following 

entities: 

(i) A high-need LEA. 

(ii) An IHE, as defined in section 102 

of the HEA (20 U.S.C. 1002). 

(iii) The office of a chief elected 

official of a unit of local government. 

(iv) An Indian tribe or tribal 

organization, as defined under section 4 

of the Indian Self-Determination and 

Education Assistance Act (25 U.S.C. 

450b). 

English learner means an individual 

who is an English learner as defined in 

section 8101(20) of the ESEA, or an 

individual who is an English language 

learner as defined in section 203(7) of 

the Workforce Innovation and 

Opportunity Act. 

Evidence-based means the proposed 

project component is supported by one 

or more of strong evidence, moderate 

evidence, or promising evidence. 

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. 

Graduation rate means the four-year 

adjusted cohort graduation rate or 

extended-year adjusted cohort 

graduation rate as defined in section 

8101(25) and (23) of the ESEA. 

Indian Tribe means an Indian Tribe or 

Tribal organization as defined in section 

4 of the Indian Self-determination Act 

(25 U.S.C. 5304(e)). 

Indicators of need means currently 

available data that describe— 

(a) Education need, which means— 

(1) All or a portion of the 

neighborhood includes or is within the 

attendance zone of a low-performing 

school that is a high school, especially 

one in which the graduation rate (as 

defined in this notice) is less than 60 

percent or a school that can be 

characterized as low-performing based 

on another proxy indicator, such as 

students’ on-time progression from 

grade to grade; and 

(2) Other indicators, such as 

significant achievement gaps between 

subgroups of students (as identified in 

section 1111(b)(2)(B)(xi) of the ESEA), 

within a school or LEA, high teacher 

and principal turnover, or high student 

absenteeism; and 

(b) Family and community support 

need, which means— 

(1) Percentages of children with 

preventable chronic health conditions 

(e.g., asthma, poor nutrition, dental 

problems, obesity) or avoidable 

developmental delays; 

(2) Immunization rates; 

(3) Rates of crime, including violent 

crime; 

(4) Student mobility rates; 

(5) Teenage birth rates; 

(6) Percentage of children in single 

parent or no-parent families; 

(7) Rates of vacant or substandard 

homes, including distressed public and 

assisted housing; or 

(8) Percentage of the residents living 

at or below the Federal poverty 

threshold. 

Moderate evidence means that there is 

evidence of effectiveness of a key 

project component in improving a 

relevant outcome for a sample that 

overlaps with the populations or 

settings proposed to receive that 

component, based on a relevant finding 

from one of the following: 

(i) A practice guide prepared by the 

WWC using version 2.1, 3.0, 4,0, or 4.1 

of the WWC Handbooks reporting a 

‘‘strong evidence base’’ or ‘‘moderate 

evidence base’’ for the corresponding 

practice guide recommendation; 

(ii) An intervention report prepared 

by the WWC using version 2.1, 3.0, 4.0, 

or 4.1 of the WWC Handbooks reporting 

a ‘‘positive effect’’ or ‘‘potentially 

positive effect’’ on a relevant outcome 

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

evidence, with no reporting of a 

‘‘negative effect’’ or ‘‘potentially 

negative effect’’ on a relevant outcome; 

or 

(iii) A single experimental study or 

quasi-experimental design study 

reviewed and reported by the WWC 

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

WWC Handbooks, or otherwise assessed 

by the Department using version 4.1 of 

the WWC Handbooks, as appropriate, 

and that— 

(A) Meets WWC standards with or 

without reservations; 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome; 

(C) Includes no overriding statistically 

significant and negative effects on 

relevant outcomes reported in the study 

or in a corresponding WWC 

intervention report prepared under 

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

Handbooks; and 

(D) Is based on a sample from more 

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

school district, or postsecondary 

campus) and includes at least 350 

students or other individuals across 

sites. Multiple studies of the same 

project component that each meet 

requirements in paragraphs (iii)(A), (B), 

and (C) of this definition may together 

satisfy this requirement. 

Pipeline services means a continuum 

of coordinated supports, services, and 

opportunities for children from birth 

through entry into and success in 

postsecondary education, and career 

attainment. Such services shall include, 

at a minimum, strategies to address 

through services or programs (including 

integrated student supports) the 

following: 

(a) High-quality early childhood 

education programs. 

(b) High-quality school and out-ofschool-time programs and strategies. 

(c) Support for a child’s transition to 

elementary school, from elementary 

school to middle school, from middle 

school to high school, and from high 

school into and through postsecondary 

education and into the workforce, 

including any comprehensive readiness 

assessment determined necessary. 

(d) Family and community 

engagement and supports, which may 

include engaging or supporting families 

at school or at home. 

(e) Activities that support 

postsecondary and work-force 

readiness, which may include job 

training, internship opportunities, and 

career counseling. 


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(f) Community-based support for 

students who have attended the schools 

in the area served by the pipeline, or 

students who are members of the 

community, facilitating their continued 

connection to the community and 

success in postsecondary education and 

the workforce. 

(g) Social, health, nutrition, and 

mental health services and supports. 

(h) Juvenile crime prevention and 

rehabilitation programs. 

Project component means an activity, 

strategy, intervention, process, product, 

practice, or policy included in a project. 

Evidence may pertain to an individual 

project component or to a combination 

of project components (e.g., training 

teachers on instructional practices for 

English learners and follow-on coaching 

for these teachers). 

Promising evidence means that there 

is evidence of the effectiveness of a key 

project component in improving a 

relevant outcome, based on a relevant 

finding from one of the following: 

(i) A practice guide prepared by WWC 

reporting a ‘‘strong evidence base’’ or 

‘‘moderate evidence base’’ for the 

corresponding practice guide 

recommendation; 

(ii) An intervention report prepared 

by the WWC reporting a ‘‘positive 

effect’’ or ‘‘potentially positive effect’’ 

on a relevant outcome with no reporting 

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

negative effect’’ on a relevant outcome; 

or 

(iii) A single study assessed by the 

Department, as appropriate, that— 

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

correlational study with statistical 

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

using regression methods to account for 

differences between a treatment group 

and a comparison group); and 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome. 

Quasi-experimental design study 

means a study using a design that 

attempts to approximate an 

experimental study by identifying a 

comparison group that is similar to the 

treatment group in important respects. 

This type of study, depending on design 

and implementation (e.g., establishment 

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. 

Regular high school diploma has the 

meaning set out in section 8101(43) of 

the ESEA. 

Relevant outcome means the student 

outcome(s) or other outcome(s) the key 

project component is designed to 

improve, consistent with the specific 

goals of the program. 

Representative of the geographic area 

proposed to be served means that 

residents of the geographic area 

proposed to be served have an active 

role in decision-making and that at least 

one-third of the applicant’s governing 

board or advisory board is made up of— 

(a) Residents who live in the 

geographic area proposed to be served, 

which may include residents who are 

representative of the ethnic and racial 

composition of the neighborhood’s 

residents and the languages they speak; 

(b) Residents of the city or county in 

which the neighborhood is located but 

who live outside the geographic area 

proposed to be served, and who earn 

less than 80 percent of the area’s median 

income as published by the U.S. 

Department of Housing and Urban 

Development; 

(c) Public officials who serve the 

geographic area proposed to be served 

(although not more than one-half of the 

governing board or advisory board may 

be made up of public officials); or 

(d) Some combination of individuals 

from the three groups listed in 

paragraphs (a), (b), and (c) of this 

definition. 

Segmentation analysis means the 

process of grouping and analyzing data 

from children and families in the 

geographic area proposed to be served 

according to indicators of need or other 

relevant indicators to allow grantees to 

differentiate and more effectively target 

interventions based on the needs of 

different populations in the geographic 

area. 

Strong evidence means that there is 

evidence of the effectiveness of a key 

project component in improving a 

relevant outcome for a sample that 

overlaps with the populations and 

settings proposed to receive that 

component, based on a relevant finding 

from one of the following: 

(i) A practice guide prepared by the 

WWC using version 2.1, 3.0, 4.0, or 4.1 

of the WWC Handbooks reporting a 

‘‘strong evidence base’’ for the 

corresponding practice guide 

recommendation; 

(ii) An intervention report prepared 

by the WWC using version 2.1, 3.0, 4.0, 

or 4.1 of the WWC Handbooks reporting 

a ‘‘positive effect’’ on a relevant 

outcome based on a ‘‘medium to large’’ 

extent of evidence, with no reporting of 

a ‘‘negative effect’’ or ‘‘potentially 

negative effect’’ on a relevant outcome; 

or 

(iii) A single experimental study 

reviewed and reported by the WWC 

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

WWC Handbooks, or otherwise assessed 

by the Department using version 4.1 of 

the WWC Handbooks, as appropriate, 

and that— 

(A) Meets WWC standards without 

reservations; 

(B) Includes at least one statistically 

significant and positive (i.e., favorable) 

effect on a relevant outcome; 

(C) Includes no overriding statistically 

significant and negative effects on 

relevant outcomes reported in the study 

or in a corresponding WWC 

intervention report prepared under 

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

Handbooks; and 

(D) Is based on a sample from more 

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

school district, or postsecondary 

campus) and includes at least 350 

students or other individuals across 

sites. Multiple studies of the same 

project component that each meet 

requirements in paragraphs (iii)(A), (B), 

and (C) of this definition may together 

satisfy this requirement. 

Student achievement means— 

(a) For tested grades and subjects— 

(1) A student’s score on the State’s 

assessments under the ESEA; and 

(2) As appropriate, other measures of 

student learning, such as those 

described in paragraph (b) of this 

definition, provided they are rigorous 

and comparable across classrooms and 

programs; and 

(b) For non-tested grades and subjects, 

alternative measures of student learning 

and performance, such as student scores 

on pre-tests and end-of-course tests; 

student performance on English 

language proficiency assessments; and 

other measures of student achievement 

that are rigorous and comparable across 

classrooms. 

Student mobility rate is calculated by 

dividing the total number of new 

student entries and withdrawals at a 

school, from the day after the first 

official enrollment number is collected 

through the end of the academic year, 

by the first official enrollment number 

of the academic year. 

Underserved student means a student 

(which may include children in early 

learning environments, students in K– 

12 programs, students in postsecondary 

education or career and technical 

education, and adult learners, as 

appropriate) in one or more of the 

following subgroups: 

(a) A student who is living in poverty 

or is served by schools with high 

concentrations of students living in 

poverty. 

(b) A student of color. 


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(c) A student who is a member of a 

federally recognized Indian Tribe. 

(d) An English learner. 

(e) A child or student with a 

disability. 

(f) A disconnected youth. 

(g) A technologically unconnected 

youth. 

(h) A migrant student. 

(i) A student experiencing 

homelessness or housing insecurity. 

(j) A lesbian, gay, bisexual, 

transgender, queer or questioning, or 

intersex (LGBTQI+) student. 

(k) A student who is in foster care. 

(l) A student without documentation 

of immigration status. 

(m) A pregnant, parenting, or 

caregiving student. 

(n) A student impacted by the justice 

system, including a formerly 

incarcerated student. 

(o) A student who is the first in their 

family to attend postsecondary 

education. 

(p) A student enrolling in or seeking 

to enroll in postsecondary education for 

the first time at the age of 20 or older. 

(q) A student who is working full-time 

while enrolled in postsecondary 

education. 

(r) A student who is enrolled in or is 

seeking to enroll in postsecondary 

education who is eligible for a Pell 

Grant. 

What Works Clearinghouse (WWC) 

Handbooks (WWC Handbooks) means 

the standards and procedures set forth 

in the WWC Standards Handbook, 

Versions 4.0 or 4.1, and WWC 

Procedures Handbook, Versions 4.0 or 

4.1, or in the WWC Procedures and 

Standards Handbook, Version 3.0 or 

Version 2.1 (all incorporated by 

reference, see § 77.2). Study findings 

eligible for review under WWC 

standards can meet WWC standards 

without reservations, meet WWC 

standards with reservations, or not meet 

WWC standards. WWC practice guides 

and intervention reports include 

findings from systematic reviews of 

evidence as described in the WWC 

Handbooks documentation. 

Program Authority: 20 U.S.C. 7273– 

7274. 

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 (EDGAR) in 

34 CFR parts 75, 77, 79, 81, 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 PN NFP. (e) The notice of final 

priorities, requirements, definitions, and 

selection criteria published in the 

Federal Register on July 6, 2011 (76 FR 

39589) (2011 PN NFP). (f) The 

Administrative Priorities. (g) The 

Supplemental Priorities. 

Note: The regulations in 34 CFR part 

79 apply to all applicants except 

federally recognized Indian Tribes. 

Note: The regulations in 34 CFR part 

86 apply to IHEs only. 

II. Award Information 

Type of Award: Discretionary grant. 

Estimated Available Funds: 

$18,000,000. 

Contingent upon the availability of 

funds and the quality of applications, 

we may make additional awards in FY 

2022 or in subsequent years from the list 

of unfunded applications from this 

competition. 

Estimated Range of Awards: 

$4,000,000 to $6,000,000. 

Estimated Average Size of Awards: 

$5,000,000. 

Maximum Award: We will not make 

an award exceeding $6,000,000 for a 

single budget period of 12 months. 

Estimated Number of Awards: 4–5. 

Note: The Department is not bound by 

any estimates in this notice. 

Project Period: Up to 60 months. 

Under section 4623 of the ESEA, a 

grant awarded under this competition 

will be for a period of not more than 5 

years and may be extended for an 

additional period of not more than 2 

years. 

III. Eligibility Information 

1. Eligible Applicants: Under section 

4622 of the ESEA, an eligible entity 

must be one of the following: 

(a) An IHE, as defined in section 102 

of the HEA (20 U.S.C. 1002); 

(b) An Indian Tribe or Tribal 

organization, as defined in section 4 of 

the Indian Self-Determination and 

Education Assistance Act (25 U.S.C. 

5304); or 

(c) One or more nonprofit entities 

working in formal partnership with not 

less than one of the following entities: 

(i) A high-need LEA. 

(ii) An IHE, as defined in section 102 

of the HEA (20 U.S.C. 1002). 

(iii) The office of a chief elected 

official of a unit of local government. 

(iv) An Indian Tribe or Tribal 

organization, as defined under section 4 

of the Indian Self-Determination and 

Education Assistance Act (25 U.S.C. 

5304). 

Note: If you are a nonprofit 

organization, under 34 CFR 75.51, you 

may demonstrate your nonprofit status 

by providing: (1) proof that the Internal 

Revenue Service currently recognizes 

the applicant as an organization to 

which contributions are tax deductible 

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

Revenue Code; (2) a statement from a 

State taxing body or the State attorney 

general certifying that the organization 

is a nonprofit organization operating 

within the State and that no part of its 

net earnings may lawfully benefit any 

private shareholder or individual; (3) a 

certified copy of the applicant’s 

certificate of incorporation or similar 

document if it clearly establishes the 

nonprofit status of the applicant; or (4) 

any item described above if that item 

applies to a State or national parent 

organization, together with a statement 

by the State or parent organization that 

the applicant is a local nonprofit 

affiliate. 

2. a. Cost Sharing or Matching: Under 

section 4623(d)(1)(A) of the ESEA, to be 

eligible for a grant under this 

competition, an applicant must 

demonstrate a commitment from one or 

more entities in the public or private 

sector, which may include Federal, 

State, and local public agencies, 

philanthropic organizations, and private 

sources, to provide matching funds. 

An applicant proposing a project that 

meets Absolute Priority 1—Non-rural 

and Non-Tribal Communities must 

obtain matching funds or in-kind 

donations equal to at least 100 percent 

of its grant award. Section 4623(d)(1)(A) 

of the ESEA. 

An applicant proposing a project that 

meets Absolute Priority 2—Rural 

Applicants or Absolute Priority 3— 

Tribal Communities must obtain 

matching funds or in-kind donations 

equal to at least 50 percent of its grant 

award. Section 4623(d)(1)(C) of the 

ESEA. 

Eligible sources of matching funds 

include sources of funds used to pay for 

solutions within the pipeline services, 

initiatives supported by the LEA, or 

public health services for children in 

the neighborhood. At least 10 percent of 

an applicant’s total match must be cash 

or in-kind contributions from the 

private sector, which may include 

philanthropic organizations or private 

sources. Section 4623(d)(1)(B) of the 

ESEA. 

Applicants must demonstrate a 

commitment of matching funds in the 


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application. Applicants must specify the 

source of the funds or contributions 

and, in the case of a third-party in-kind 

contribution, describe how the value 

was determined for the donated or 

contributed goods or service. Section 

4623(d)(1)(B) of the ESEA. Applicants 

must demonstrate the match 

commitment by including letters in 

their applications explaining the type 

and quantity of the match commitment 

with original signatures from the 

executives of organizations or agencies 

providing the match. 

The Secretary may consider 

decreasing the matching requirement in 

the most exceptional circumstances, on 

a case-by-case basis. Section 

4623(d)(1)(C) of the ESEA. An applicant 

that is unable to meet the matching 

requirement must include in its 

application a request to the Secretary to 

reduce the matching requirement, 

including the amount of the requested 

reduction, the total remaining match 

contribution, and a statement of the 

basis for the request. The Secretary will 

grant this request only if an applicant 

demonstrates a significant financial 

hardship. Section 4623(d)(1)(D) of the 

ESEA. 

An applicant should review the 

Department’s cost-sharing and cost 

matching regulations, which include 

specific limitations, in 2 CFR 200.306 

and the cost principles regarding 

donations, capital assets, depreciations, 

and allowable costs, in subpart E of 2 

CFR part 200. 

b. Indirect Cost Rate Information: This 

program uses an unrestricted indirect 

cost rate. 

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: 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. 

IV. Application and Submission 

Information 

1. Application Submission 

Instructions: Applicants are required to 

follow the Common Instructions for 

Applicants to Department of Education 

Discretionary Grant Programs, 

published in the Federal Register on 

December 27, 2021 (86 FR 73264) and 

available at www.federalregister.gov/d/ 

2021-27979, which contain 

requirements and information on how to 

submit an application. Please note that 

these Common Instructions supersede 

the version published on February 13, 

2019, and, in part, describe the 

transition from the requirement to 

register in SAM.gov a DUNS number to 

the implementation of the UEI. More 

information on the phase-out of DUNS 

numbers is available at www2.ed.gov/ 

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

2. Submission of Proprietary 

Information: Given the types of projects 

that may be proposed in applications for 

the PN competition, 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 

feel is exempt from disclosure under 

Exemption 4. In the appropriate 

Appendix section of your application, 

under ’’Other Attachments Form,’’ 

please list the page number or numbers 

on which we can find this information. 

For additional information please see 34 

CFR 5.11(c). 

3. Intergovernmental Review: This 

program is subject to Executive Order 

12372 and the regulations in 34 CFR 

part 79. Information about 

Intergovernmental Review of Federal 

Programs under Executive Order 12372 

is in the application package for this 

competition. 

4. Funding Restrictions: Applicants 

that operate a school in a neighborhood 

served by a grant program must provide 

such school with the operational 

flexibility, including autonomy over 

staff, time, and budget, needed to 

effectively carry out the activities 

described in this notice. Grantees 

cannot, in carrying out activities to 

improve early childhood education 

programs, use PN funds to carry out the 

following activities: (1) Assessments 

that provide rewards or sanctions for 

individual children or teachers; (2) A 

single assessment that is used as the 

primary or sole method for assessing 

program effectiveness; or (3) Evaluation 

of children, other than for the purposes 

of improving instruction, classroom 

environment, professional development, 

or parent and family engagement, or 

program improvement. 

We reference additional regulations 

outlining funding restrictions in the 

Applicable Regulations section of this 

notice. 

5. Recommended Page Limit: The 

application narrative is where you, the 

applicant, address the selection criteria 

that reviewers use to evaluate your 

application. We recommend that you (1) 

limit the application narrative to 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 at the top, bottom, 

and both sides. 

• Double-space (no more than three 

lines per vertical inch) all text in the 

application narrative, including titles, 

headings, footnotes, quotations, 

references, and captions, as well as all 

text in charts, tables, figures, and 

graphs. 

• Use a font that is either 12 point or 

larger or no smaller than 10 pitch 

(characters per inch). 

• Use one of the following fonts: 

Times New Roman, Courier, Courier 

New, or Arial. 

The recommended page limit does not 

apply to the cover sheet; the budget 

section, including the narrative budget 

justification; the assurances and 

certifications; or the one-page abstract, 

the resumes, the bibliography, or the 

letters of support. However, the 

recommended page limit does apply to 

all of the application narrative. 

6. Notice of Intent to Apply: The 

Department will be able to 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 ‘‘Need for project’’ and ‘‘Quality 

of project design’’ are from the PN NFP. 

The remaining selection criteria are 

from 34 CFR 75.210 and the 2011 PN 

NFP. Each selection criterion includes 

the factors that reviewers will consider 

in determining the extent to which an 

applicant meets the criterion. The 


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maximum score for each criterion and 

factor is included in parentheses 

following the title of the specific 

selection criterion and factors. Points 

awarded under these selection criteria 

are in addition to any points an 

applicant earned under the competitive 

preference priorities in this notice. The 

maximum score that an application may 

receive is 110 points. 

The selection criteria are as follows: 

(a) Need for project (up to 20 points). 

In determining the need for the 

proposed project, the Secretary 

considers the following factors— 

(1) The magnitude or severity of the 

problems to be addressed by the 

proposed project as described by 

indicators of need and other relevant 

indicators identified in part by the 

needs assessment and segmentation 

analysis (up to 5 points); 

(2) The extent to which specific gaps 

or weaknesses in services, 

infrastructure, or opportunities have 

been identified and will be addressed by 

the proposed project, including— 

(i) The nature and magnitude of those 

gaps or weaknesses (up to 5 points); and 

(ii) A pipeline of solutions addressing 

the identified gaps and weaknesses, 

including solutions targeted to early 

childhood, K–12, family and 

community supports, and college and 

career (up to 10 points). 

(b) Quality of project services (up to 

30 points). 

The Secretary considers the quality of 

the services to be provided by the 

proposed project. In determining the 

quality of the project services, the 

Secretary considers: 

(1) The quality and sufficiency of 

strategies for ensuring equal access and 

treatment for eligible project 

participants who are members of groups 

that have traditionally been 

underrepresented based on race, color, 

national origin, gender, age, or disability 

(34 CFR 75.210) (up to 10 points); 

(2) The likelihood that the services to 

be provided by the proposed project 

will lead to improvement in the 

achievement of students as measured 

against rigorous academic standards (34 

CFR 75.210) (up to 10 points); and 

(3) The extent to which the services 

to be provided by the proposed project 

involve the collaboration of appropriate 

partners for maximizing the 

effectiveness of project services (34 CFR 

75.210) (up to 10 points). 

(c) Quality of project design (up to 20 

points). 

In determining the quality of project 

design for the proposed project, the 

Secretary considers the following 

factors— 

(1) The extent to which the applicant 

describes a plan to create a complete 

pipeline of services, without time and 

resource gaps, that is designed to 

prepare all children in the 

neighborhood to attain a high-quality 

education and successfully transition to 

college and a career (up to 15 points); 

and 

(2) The extent to which the project 

will significantly increase the 

proportion of students in the 

neighborhood that are served by the 

complete continuum of high-quality 

services (up to 5 points). 

(d) Quality of the management plan 

(up to 15 points). 

The Secretary considers the quality of 

the management plan for the proposed 

project. In determining the quality of the 

management plan for the proposed 

project, the Secretary considers the 

following factors: 

(1) The adequacy of the management 

plan to achieve the objectives of the 

proposed project on time and within 

budget, including clearly defined 

responsibilities, timelines, and 

milestones for accomplishing project 

tasks (34 CFR 75.210) (up to 5 points); 

and 

(2) The experience, lessons learned, 

and proposal to build capacity of the 

applicant’s management team and 

project director in collecting, analyzing, 

and using data for decision making, 

learning, continuous improvement, and 

accountability, including whether the 

applicant has a plan to build, adapt, or 

expand a longitudinal data system that 

integrates student-level data from 

multiple sources in order to measure 

progress while abiding by privacy laws 

and requirements (2011 PN NFP) (up to 

10 points). 

(e) Adequacy of resources (up to 15 

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: 

(1) The extent to which the costs are 

reasonable in relation to the number of 

persons to be served and to the 

anticipated results and benefits (34 CFR 

75.210) (up to 5 points); 

(2) The extent to which the applicant 

demonstrates that it has the resources to 

operate the project beyond the length of 

the grant, including a multiyear 

financial and operating model and 

accompanying plan; the demonstrated 

commitment of any partners; evidence 

of broad support from stakeholders (e.g., 

State educational agencies, teachers’ 

unions) critical to the project’s longterm success; or more than one of these 

types of evidence (34 CFR 75.210) (up 

to 5 points); and 

(3) The extent to which the applicant 

identifies existing neighborhood assets 

and programs supported by Federal, 

State, local, and private funds that will 

be used to implement a continuum of 

solutions (2011 PN NFP) (up to 5 

points). 

2. Review and Selection Process: We 

remind potential applicants that in 

reviewing applications in any 

discretionary grant competition, the 

Secretary may consider, under 34 CFR 

75.217(d)(3), the past performance of the 

applicant in carrying out a previous 

award, such as the applicant’s use of 

funds, achievement of project 

objectives, and compliance with grant 

conditions. The Secretary may also 

consider whether the applicant failed to 

submit a timely performance report or 

submitted a report of unacceptable 

quality. 

In addition, in making a competitive 

grant award, the Secretary requires 

various assurances, including those 

applicable to Federal civil rights laws 

that prohibit discrimination in programs 

or activities receiving Federal financial 

assistance from the Department (34 CFR 

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

3. Risk Assessment and Specific 

Conditions: Consistent with 2 CFR 

200.206, before awarding grants under 

this 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 


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38728 Federal Register / Vol. 87, No. 124 / Wednesday, June 29, 2022 / Notices 

yourself that a Federal agency 

previously entered and that is currently 

in FAPIIS. 

Please note that, if the total value of 

your currently active grants, cooperative 

agreements, and procurement contracts 

from the Federal Government exceeds 

$10,000,000, the reporting requirements 

in 2 CFR part 200, Appendix XII, 

require you to report certain integrity 

information to FAPIIS semiannually. 

Please review the requirements in 2 CFR 

part 200, Appendix XII, if this grant 

plus all the other Federal funds you 

receive exceed $10,000,000. 

5. In General: In accordance with the 

Office of Management and Budget’s 

guidance located at 2 CFR part 200, all 

applicable Federal laws, and relevant 

Executive guidance, the Department 

will review and consider applications 

for funding pursuant to this notice 

inviting applications in accordance 

with— 

(a) Selecting recipients most likely to 

be successful in delivering results based 

on the program objectives through an 

objective process of evaluating Federal 

award applications (2 CFR 200.205); 

(b) Prohibiting the purchase of certain 

telecommunication and video 

surveillance services or equipment in 

alignment with section 889 of the 

National Defense Authorization Act of 

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

(c) Providing a preference, to the 

extent permitted by law, to maximize 

use of goods, products, and materials 

produced in the United States (2 CFR 

200.322); and 

(d) Terminating agreements in whole 

or in part to the greatest extent 

authorized by law if an award no longer 

effectuates the program goals or agency 

priorities (2 CFR 200.340). 

VI. Award Administration Information 

1. Award Notices: If your application 

is successful, we notify your U.S. 

Representative and U.S. Senators and 

send you a Grant Award Notification 

(GAN); or we may send you an email 

containing a link to access an electronic 

version of your GAN. We may notify 

you informally, also. 

If your application is not evaluated or 

not selected for funding, we notify you. 

2. Administrative and National Policy 

Requirements: We identify 

administrative and national policy 

requirements in the application package 

and reference these and other 

requirements in the Applicable 

Regulations section of this notice. 

We reference the regulations outlining 

the terms and conditions of an award in 

the Applicable Regulations section of 

this notice and include these and other 

specific conditions in the GAN. The 

GAN also incorporates your approved 

application as part of your binding 

commitments under the grant. 

3. Open Licensing Requirements: 

Unless an exception applies, if you are 

awarded a grant under this competition, 

you will be required to openly license 

to the public grant deliverables created 

in whole, or in part, with Department 

grant funds. When the deliverable 

consists of modifications to pre-existing 

works, the license extends only to those 

modifications that can be separately 

identified and only to the extent that 

open licensing is permitted under the 

terms of any licenses or other legal 

restrictions on the use of pre-existing 

works. Additionally, a grantee or 

subgrantee that is awarded competitive 

grant funds must have a plan to 

disseminate these public grant 

deliverables. This dissemination plan 

can be developed and submitted after 

your application has been reviewed and 

selected for funding. For additional 

information on the open licensing 

requirements please refer to 2 CFR 

3474.20. 

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

grant under this competition, you must 

ensure that you have in place the 

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: The 

Secretary has established performance 

indicators (i.e., performance measures) 

for the PN program under section 

4624(h) of the ESEA. Performance 

indicators established by the Secretary 

include improved academic and 

development outcomes for children, 

including indicators of school readiness, 

high school graduation, postsecondary 

education and career readiness, and 

other academic and developmental 

outcomes. These outcomes promote 

data-driven decision-making and access 

to a community-based continuum of 

high-quality services for children living 

in the most distressed communities of 

the United States, beginning at birth. All 

grantees will be required to submit data 

annually against these performance 

measures as part of their annual 

performance report. 

The Secretary establishes, in Table 1, 

the following performance indicators 

under section 4624(h) of the ESEA and 

34 CFR 75.110: 

TABLE 1—PROMISE NEIGHBORHOODS PERFORMANCE INDICATORS

Result Indicator Recommended source 

1. Children enter kindergarten ready to 

succeed in school.

1. Number and percentage of children in kindergarten who 

demonstrate at the beginning of the program or school 

year age-appropriate functioning across multiple domains 

of early learning as determined using developmentally 

appropriate early learning measures.

Administrative data from LEA. 

2. Students are proficient in core academic subjects.2.1 Number and percentage of students at or above grade 

level according to State mathematics assessments in at 

least the grades required by the ESEA (third through 

eighth grades and once in high school).

2.2 Number and percentage of students at or above grade 

level according to State English language arts assessments in at least the grades required by the ESEA.


lotter on DSK11XQN23PROD with NOTICES1
Federal Register / Vol. 87, No. 124 / Wednesday, June 29, 2022 / Notices 38729 

TABLE 1—PROMISE NEIGHBORHOODS PERFORMANCE INDICATORS—Continued 

Result Indicator Recommended source 

3. Students successfully transition from 

middle school grades to high school.

3.1 Attendance rate of students in sixth, seventh, eighth, 

and ninth grade as defined by average daily attendance.

3.2 Chronic absenteeism rate of students in sixth, seventh, 

eighth, and ninth grades.

4. Youth graduate from high school ....... 4. 4-year adjusted cohort graduation rate..

5. High school graduates obtain a postsecondary degree, certification or credential.5.1 Number and percentage of Promise Neighborhood students who enroll in a 2-year or 4-year college or university after graduation.

5.2 Number and percent of Promise Neighborhood students 

who graduate from a 2-year or 4-year college or university or vocational certification completion.

Third party data such as the National 

Student Clearinghouse. 

6. Students are healthy ........................... 6. Number and percentage of children who consume five or 

more servings of fruits and vegetables daily.

Neighborhood survey, school climate 

survey or other reliable data source 

for population level data collection. 

7. Students feel safe at school and in 

their community.

7. Number and percentage of children who feel safe at 

school and traveling to and from school as measured by 

a school climate survey.

8. Students live in stable communities ... 8. Student mobility rate (as defined in the notice).

9. Families and community members 

support learning in PN schools.

9.1 Number and percentage of parents or family members 

that read to or encourage their children to read three or 

more times a week or reported their child read to themselves three or more times a week (birth-eighth grade).

9.2 Number and percentage of parents/family members 

who report talking about the importance of college and 

career (ninth-12th grade).

10. Students have access to 21st century learning tools.10. Number and percentage of students who have school 

and home access to broadband internet and a connected 

computing device.

Note: The indicators in Table 1 are 

not intended to limit an applicant from 

collecting and using data from 

additional Family and Community 

Support indicators proposed to the 

Department. Applicants are strongly 

encouraged, but not required, to propose 

additional performance indicators 

aligned to the specific pipeline services 

proposed in their application. 

Please see the Program requirements 

section of this notice for the reporting 

requirements associated with the PN 

program performance indicators. 

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). 

Also, in making continuation awards 

for years four and five, the Department 

will consider whether the grantee is 

achieving the intended goals and 

outcomes of the grant and shows 

substantial improvement against 

baseline data on performance indicators 

and performance measures. 

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. 

Ruth E. Ryder, 

Deputy Assistant Secretary for Policy and 

Programs, Office of Elementary and 

Secondary Education. 

[FR Doc. 2022–13916 Filed 6–28–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket No.: ED–2022–SCC–0089] 

Agency Information Collection 

Activities; Comment Request; Impact 

Aid Program—Application for Section 

7003 Assistance 

AGENCY: Office of Elementary and 

Secondary Education (OESE), 

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. 


lotter on DSK11XQN23PROD with NOTICES1