Applications for New Awards; Promoting Postbaccalaureate Opportunities for Hispanic Americans Program
| Published date | 14 March 2024 |
| Record Number | 2024-05463 |
| Citation | 89 FR 18607 |
| Court | Education Department |
| Section | Notices |
Federal Register, Volume 89 Issue 51 (Thursday, March 14, 2024)
[Federal Register Volume 89, Number 51 (Thursday, March 14, 2024)]
[Notices]
[Pages 18607-18614]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-05463]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Promoting Postbaccalaureate
Opportunities for Hispanic Americans Program
AGENCY: Office of Postsecondary Education, Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal year (FY) 2024 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: March 14, 2024.
Deadline for Transmittal of Applications: May 13, 2024.
Deadline for Intergovernmental Review: July 12, 2024.
Deadline for Optional Notice of Intent to Apply: May 3, 2024.
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 7, 2022 (87 FR 75045) and available at
https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs.
FOR FURTHER INFORMATION CONTACT: Margarita L. Mel[eacute]ndez, U.S.
Department of Education, 400 Maryland Avenue SW, Room 5C125,
Washington, DC 20202-4260. Telephone: (202) 987-0408. Email:
ed.gov">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
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 low-income students complete postsecondary
degrees.
Background: In the fall of 2021, there were approximately 2.8
million U.S. resident students enrolled at the postbaccalaureate level
in degree-granting institutions.\1\ Of those students, 60 percent were
White and only 13 percent were Hispanic.\2\ Furthermore, in 2021, White
students received 62.4 percent and 63.4 percent of master's and
doctoral degrees, respectively, and Hispanic students received 12.7
percent and 9.7 percent of master's and doctoral degrees,
respectively.\3\
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\1\ National Center for Education Statistics. (2023).
Postbaccalaureate Enrollment. Condition of Education. U.S.
Department of Education, Institute of Education Sciences.
\2\ Ibid.
\3\ National Center for Education Statistics (2023). Fast Facts:
Degrees conferred by race/ethnicity and sex. U.S. Department of
Education, Institute of Education Statistics.
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Hispanic students who enroll and attain credentials beyond a
bachelor's degree have increased employment options, which provides the
potential for greater financial returns.\4\ In 2021, for example, 49%
advanced degree holders earned $100,000 or more, as compared to 7
percent of high school graduates and 35 percent of those whose highest
attainment was a bachelor's degree.\5\
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\4\ Schak, J.O. and Nichols, A.H. (2017). Education Trust.
Degree Attainment for Latino Adults: National and State Trends.
\5\ Ma, J. and Pender, M. (2023). College Board. ``Education
Pays 2023: The Benefits of Higher Education for Individuals and
Society.''
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A critical component of student success and college completion for
Hispanic students is engagement with diverse faculty members who can
serve as mentors.\6\ The impact of the characteristics, insights, and
perspectives of diverse faculty has been shown to enhance the teaching,
research, and service missions of institutions of higher education.\7\
Diverse faculty increase opportunities for students to encounter
readings and research relevant to underrepresented groups.\8\
Increasing Latino faculty has been found to play a critical role in
Latino student retention and climate.\9\ In addition, the presence of
diverse faculty enhances the college experience by providing a more
enriching college experience and a more supportive racial climate to
ensure student success.\10\ Despite the many benefits of faculty
diversity, in the fall of 2021, only six percent of full-time faculty
at degree-granting postsecondary institutions were Hispanic,\11\ while
the enrollment rate of Hispanic undergraduate and graduate students was
33 percent.\12\
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\6\ Contreras, F., and Contreras, J.G. (2015). Journal of
Hispanic Higher Education. ``Raising the Bar for Hispanic Serving
Institutions: An Analysis of College Completion and Success Rates.''
\7\ Milem, J.F. (2003). Compelling Interest. ``The Educational
Benefits of Diversity: Evidence from Multiple Sectors.''
\8\ Ibid.
\9\ Contreras, F., and Contreras, J.G. (2015). Journal of
Hispanic Higher Education. ``Raising the Bar for Hispanic Serving
Institutions: An Analysis of College Completion and Success Rates.''
\10\ Milem, J.F. (2003). Compelling Interest. ``The Educational
Benefits of Diversity: Evidence from Multiple Sectors.''
\11\ Fast Facts (2023): Race/ethnicity of college faculty
(ed.gov).
\12\ National Center for Education Statistics. (2023). College
Enrollment Rates. Condition of Education. U.S. Department of
Education, Institute of Education Sciences.
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Hispanic adults are also currently underrepresented in the STEM
workforce. Hispanic or Latino workers represented 15 percent of the
total STEM workforce in 2021,\13\ compared to
[[Page 18608]]
18 percent of the total labor workforce.\14\ According to labor market
data from the Federal Reserve Bank of New York, students who graduate
with degrees in the STEM disciplines generally are paid more than
students who graduate with non-STEM degrees.\15\ The growth in STEM
jobs is expected to outpace that of non-STEM jobs in the future.\16\
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\13\ Diversity and STEM: Women, Minorities, and Persons with
Disabilities (2023). National Science Foundation.
\14\ Labor force characteristics by race and ethnicity (2021).
BLS Reports: U.S. Bureau of Labor Statistics.
\15\ Federal Reserve Bank of New York, February 2023.
\16\ Pew Research Center. (2021). ``STEM Jobs See Uneven
Progress in Increasing Gender, Racial and Ethnic Diversity.''
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To this end, this competition includes an absolute priority focused
on expanding the number of Hispanic and other underrepresented graduate
and professional students served by the applicant institution, or the
institutions that are part of the cooperative agreement application,
through expanded courses and institutional resources. In responding to
this absolute priority, applicants should demonstrate how they will
expand academic offerings that prepare postbaccalaureate 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, applicants are encouraged to form partnerships
with other Hispanic-Serving Institutions (HSIs) and non-HSI IHEs 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 students' holistic needs and providing
flexible, high-quality, and accessible learning opportunities, and
three invitational priorities that support increasing the number of
Hispanic doctoral candidates and graduates through collaboration,
increasing the number of Hispanic educators, and increasing the number
of Hispanics prepared for the STEM workforce.
Priorities: This notice contains one absolute priority, two
competitive preference priorities, and three invitational priorities.
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 2024 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 2024 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,
through one or both 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 hands-on 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 2 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 4 points)
(2) Providing evidence-based professional development opportunities
designed to build asset-based mindsets for faculty and staff on campus
and that are inclusive with regard to race, ethnicity, culture,
language, and disability status. (up to 4 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; work-based; and
flexible for working students.
Invitational Priorities: For FY 2024 and any subsequent year in
which we make awards from the list of unfunded applications from this
competition, these priorities are invitational priorities. Under 34 CFR
75.105(c)(1), we do not give an application that meets these
invitational priorities a competitive or absolute preference over other
applications. Applicants may respond to one, two, or all priorities.
These priorities are:
Invitational Priority 1: Improving the Hispanic Ph.D. Pipeline
through Collaboration.
Projects that are supported by a consortium of HSIs, including no
fewer than three HSIs that award Ph.D.s, and are designed to improve
the Hispanic Ph.D. pipeline and increase the number of Hispanic Ph.D.s
by supporting teaching, research, and resource sharing across
institutions, creating mentorship opportunities, and supporting
experiential learning, as well as other high-impact practices that have
demonstrated positive results for Hispanic postbaccalaureate students.
Under this priority, we are particularly interested in projects
designed to address the low percentage of Hispanics who both enroll in
Ph.D. programs and attain the Ph.D. degree by establishing, improving,
or expanding programs that--
(a) Increase the Hispanic student pipeline for Ph.D.s;
(b) Improve the academic preparation of postbaccalaureate students
through course offerings, research opportunities (including study
abroad opportunities), mentorship, and learning communities;
(c) Combine traditional academic training with industry-standard
specialized knowledge and skills that will improve student educational
outcomes; and
(d) Evaluate the association between the consortium's activities
and Ph.D. attainment by Hispanic students.
[[Page 18609]]
Invitational Priority 2: Supporting the Hispanic Educator Pipeline.
Projects that are designed to establish or expand entry points into
the educator pipeline, to increase the number of Hispanic educators,
the number of Hispanic students earning postgraduate degrees in
preparation for employment as an educator, or both.
Under this priority, we are particularly interested in projects
designed to establish, improve, or expand programs that address one or
more of the following--
(a) Recruit racially, ethnically, and linguistically diverse
educators;
(b) Retain diverse educators by strengthening support networks and
providing professional development; and
(c) Combine traditional academic training with specialized
knowledge and skills that will prepare students for entry into the
educator profession.
Invitational Priority 3: Increasing Hispanics in Science,
Technology, Engineering, and Mathematics (STEM).
Projects that are designed to increase the number of Hispanic
postbaccalaureate students and educators in STEM.
Under this priority, we are particularly interested in projects
designed to establish, improve, or expand programs that--
(a) Identify and implement instructional strategies, systems, and
structures that improve postsecondary learning and retention that leads
to completion of a master's, Ph.D. or terminal degree in STEM;
(b) Combine traditional academic training with specialized
knowledge and skills through research, apprenticeships, and technology
applications that will prepare students for STEM fields; and
(c) Provide pathways for entry into the STEM workforce.
Definitions: The following definitions are from 34 CFR 77.1, with
the exception of ``educator'' and ``underserved student,'' which are
from the Supplemental Priorities. They apply to the priorities and
selection criteria in this notice:
Baseline means the starting point from which performance is
measured and targets are set.
Demonstrates a rationale means a key project component included in
the project's logic model is informed by research or evaluation
findings that suggest the project component is likely to improve
relevant outcomes.
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.
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/Region/pacific/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;
(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 quasi-experimental design study, or
a well-designed 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.
Underserved student means a student in postsecondary education in
one or more of the following subgroups:
(a) A student who is living in poverty.
(b) A student of color.
[[Page 18610]]
(c) A pregnant, parenting, or caregiving student.
(d) A student who is the first in their family to attend
postsecondary education.
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 34 CFR 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.
Note: The What Works Clearinghouse Procedures and Standards
Handbook (Version 4.1), as well as the more recent What Works
Clearinghouse Handbook released in August 2022 (Version 5.0), are
available at https://ies.ed.gov/ncee/wwc/Handbooks.
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 for the PPOHA Program, published in
the Federal Register on July 27, 2010 (75 FR 44056) (NFR).
II. Award Information
Type of Award: Discretionary grants. Five-year Individual
Development Grants and Cooperative Arrangement Development Grants will
be awarded in FY 2024.
Note: A cooperative arrangement is an arrangement to carry out
allowable grant activities between an institution eligible to receive a
grant under this competition and another eligible or ineligible IHE,
under which the resources of the cooperating institutions are combined
and shared to better achieve the purpose of the program and avoid
costly duplication of effort.
Estimated Available Funds: The Administration has requested
$28,845,000 for the PPOHA Program for FY 2024, of which we intend to
use approximately $11,257,000 for new awards. The actual level of
funding, if any, depends on final congressional action. However, we are
inviting applications to allow enough time to complete the grant
process if Congress appropriates funds for this program.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in subsequent fiscal years
from the list of unfunded applications from this competition.
Individual Development Grants:
Estimated Range of Awards: $500,000-$600,000 per year.
Estimated Average Size of Awards: $550,000 per year.
Maximum Awards: We will not make an award exceeding $600,000 for a
single 12-month budget period.
Estimated Number of Awards: 11.
Cooperative Arrangement Development Grants:
Estimated Range of Awards: $600,000-$1,500,000.
Estimated Average Size of Awards: $1,000,000.
Maximum Award: We will not make an award exceeding $1,500,000 for a
single 12-month budget period.
Estimated Number of Awards: 5.
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) qualify as an eligible HSI
and (b) offer a postbaccalaureate certificate or postbaccalaureate
degree program are eligible to apply for new grants under the PPOHA
Program. See section 512(b) of the HEA (20 U.S.C. 1102a(b)).
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(b)), 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: 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)(I) of the HEA; 20 U.S.C.
1101a(a)(2)(A)(iii)(I)); and
(e) Have an enrollment of undergraduate FTE students that is at
least 25 percent Hispanic students at the 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
[[Page 18611]]
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 during the period for which funds under this program
are awarded (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 American-Serving Non-Tribal Institutions Program. Title III,
part B includes the Strengthening Historically Black Colleges and
Universities Program.
(g) An eligible IHE may not submit more than one Individual
Development Grant application, be the lead applicant for more than one
Cooperative Arrangement Development Grant, or submit an Individual
Development Grant application and be the lead applicant for a
Cooperative Arrangement Development Grant application in this
competition. A grantee with an Individual Development Grant or a
Cooperative Arrangement Development Grant may be a partner in one or
more Cooperative Arrangement Development Grants. The lead institution
in a Cooperative Arrangement Development Grant must be an eligible
institution.
(h) A PPOHA Program grantee may use not 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-
not-supplant 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 7, 2022 (87 FR 75045), and available at
www.federalregister.gov/d/2022-26554, which contain requirements and
information on how to submit an application.
2. Submission of Proprietary Information: Given the types of
projects that may be proposed in applications for the 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 (Predisclosure Notification
Procedures for Confidential Commercial Information), please designate
in your application any information that you believe is exempt from
disclosure under Exemption 4. In the appropriate Appendix section of
your application, under ``Other Attachments Form,'' please list the
page number or numbers on which we can find this information. For
additional information please see 34 CFR 5.11(c).
3. Intergovernmental Review: This competition is subject to
Executive Order 12372 and the regulations in 34 CFR part 79.
Information about Intergovernmental Review of Federal Programs under
Executive Order 12372 is in the application package for this program.
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 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 for an Individual
Development grant and no more than 65 pages for a Cooperative
Arrangement Development Grant 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
[[Page 18612]]
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. In addition, applicants
should also consider how the cited promising evidence studies can be
incorporated into their evaluation plan to produce evidence of project
effectiveness.
(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 8 points)
The extent to which--
(1) Procedures for managing the project are likely to ensure
efficient and effective project implementation (up to 4 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 4 points).
(f) Quality of key personnel. (up to 4 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 2
points).
(g) Quality of evaluation plan. (up to 14 points)
The extent to which--
(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);
(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); and
(3) The methods of evaluation will, if well implemented, produce
promising
[[Page 18613]]
evidence (as defined in this notice) about the project's effectiveness
(up to 4 points).
(h) Budget. (up to 4 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 tie-breaking
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 comparable institutions that offer similar
instruction. If a tie remains after applying the preceding tiebreaker,
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 comparable institutions
that offer similar instruction. (34 CFR 606.23(b)(1) and (2)). For the
purpose of these funding considerations, we will use the most recent
complete data available (e.g., for FY 2024, we will use 2021-22 data).
If a tie remains after applying the preceding tiebreaker, 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 yyou.
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
[[Page 18614]]
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 full-time 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.
(c) 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.
Nasser H. Paydar,
Assistant Secretary for the Office of Postsecondary Education.
[FR Doc. 2024-05463 Filed 3-13-24; 8:45 am]
BILLING CODE 4000-01-P
