Applications for New Awards; Native American-Serving Nontribal Institutions Program
| Published date | 27 May 2021 |
| Citation | 86 FR 28587 |
| Record Number | 2021-11200 |
| Section | Notices |
| Court | Education Department |
Federal Register, Volume 86 Issue 101 (Thursday, May 27, 2021)
[Federal Register Volume 86, Number 101 (Thursday, May 27, 2021)]
[Notices]
[Pages 28587-28592]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-11200]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Native American-Serving Nontribal
Institutions 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) 2021 for the
Native American-Serving Nontribal Institutions (NASNTI) Program,
Assistance Listing Number 84.382C. This notice relates to the approved
information collection under OMB control number 1840-0816.
DATES:
Applications Available: May 27, 2021.
Deadline for Transmittal of Applications: July 12, 2021.
Deadline for Intergovernmental Review: September 9, 2021.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on February 13, 2019 (84 FR 3768), and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf.
FOR FURTHER INFORMATION CONTACT: Don Crews, U.S. Department of
Education, 400 Maryland Avenue SW, Room 2B110, Washington, DC 20202-
4260. Telephone: (202) 453-7920. Email: [email protected].
If you use a telecommunications device for the deaf (TDD) or a text
telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1-
800-877-8339.
SUPPLEMENTARY INFORMATION:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The NASNTI Program provides grants to eligible
institutions of higher education (IHEs) to enable them to improve and
expand their capacity to serve Native Americans and low-income
individuals. Institutions may use the grants to plan, develop,
undertake, and carry out activities to improve and expand their
capacity to serve Native American and low-income students.
Background: Colleges and universities that are eligible to
participate in the NASNTI Program have a critical role in serving
Native American students and eradicating systemic and institutional
barriers that limit progress in improving educational outcomes for
Native American students. To identify and address those barriers,
applicants should consider data on existing gaps in retention and
graduation rates. In developing their proposed projects, we strongly
encourage applicants to propose high-impact services informed by data
and to set specific targets and measures for each year of the project
for how the proposed services will address those gaps and improve
results for Native American students.
Priorities: This notice contains one competitive preference
priority and one invitational priority. The competitive preference
priority is from the Notice of Administrative Priority and Definitions
for Discretionary Grant Programs, published in the Federal Register on
December 30, 2020 (85 FR 86545) (Remote Learning NFP).
Competitive Preference Priority: For FY 2021 and any subsequent
year in which we make awards from the list of unfunded applications
from this competition, this priority is a competitive preference
priority. Under 34 CFR 75.105(c)(2)(i), we award up to an additional 5
points to an application, depending on how well the application meets
this priority.
This priority is:
Building Capacity for Remote Learning (up to 5 points).
Background: Reports on students with disabilities reveal that the
transition to remote learning presents new obstacles to educational
accessibility.\1\ In rural reservation communities during the novel
coronavirus (COVID-19) pandemic, special education services for
students with disabilities were significantly disrupted due, in part,
to lack of access to high-speed internet and technology.\2\ Achieving
educational equity for students with disabilities has long been a goal,
but the pandemic has highlighted how advances toward equity are often
lost during crises.\3\
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\1\ https://reader.mediawiremobile.com/accessibility/issues/206098/articles/5eb34168a3bbc201b7822f5f/reader.
\2\ Candi Running Bear, MA, William P.A. Terrill, MEd, Adriana
Frates, MEd, Patricia Peterson, Ph.D., and Judith Ulrich, AA, 2021,
``Challenges for Rural Native American Students With Disabilities
During COVID-19,'' retrieved March 24, 2021 from https://journals.sagepub.com/doi/10.1177/8756870520982294.
\3\ Carla D. Chugani and Amy Houtrow, ``Effect of the COVID-19
Pandemic on College Students With Disabilities,'' American Journal
of Public Health 110, no. 12 (December 1, 2020): pp. 1722-1723.
https://doi.org/10.2105/AJPH.2020.305983.
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Additionally, recent data indicates that homelessness affects 18
percent of students at two-year institutions and 14 percent of students
enrolled at four-year institutions. In a survey of 167,000 college
students, 27 percent of American Indians or Alaska Native students that
responded were homeless. Housing insecurity and homelessness have a
particularly strong, statistically significant negative association
with college completion rates, persistence, and credit attainment.\4\
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\4\ https://hope4college.com/wp-content/uploads/2019/04/HOPE_realcollege_National_report_digital.pdf.
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Through this priority, the Department invites applicants to submit
proposals to provide high-quality remote learning to students with
disabilities and students experiencing homelessness.
Priority:
Under this priority, an applicant must propose a project that is
designed to provide high-quality remote learning specifically for one
or more of the following student subgroups:
(a) Children or students with disabilities; or
(b) Homeless students.
The remote learning environment must be accessible to individuals
with disabilities in accordance with Section 504 of the Rehabilitation
Act of 1973 and Title II of the Americans with Disabilities Act, as
applicable. The remote learning environment must also provide
appropriate remote learning language assistance services to English
learners.
Invitational Priority: For FY 2021 and any subsequent year in which
we make awards from the list of unfunded applications from this
competition, this priority is an invitational priority. Under 34 CFR
75.105(c)(1), we do not give an application that meets this
[[Page 28588]]
invitational priority a competitive or absolute preference over other
applications.
This priority is:
Addressing the Impact of COVID-19 on Students' Mental Health and
Academic Outcomes.
Background: Recent data suggests that the COVID-19 pandemic has
created academic challenges and greatly exacerbated mental health
issues among students. For example, in a recent survey conducted by the
Centers for Disease Control and Prevention, 63 percent of 18- to 24-
year-olds reported symptoms of anxiety or depression.\5\
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\5\ www.cdc.gov/mmwr/volumes/69/wr/pdfs/mm6932a1-H.pdf.
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In addition, the transition to remote learning has introduced
academic challenges for all students, particularly students from low-
income backgrounds, students of color, English learners, students with
disabilities, and students living in rural communities. In particular,
students with disabilities may not know where or how to access
information about college services designed to meet the academic and
health needs of students with disabilities.\6\
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\6\ Zoe Meleo-Erwin, Ph.D., Betty Kollia, Ph.D., Joe Fera,
Ph.D., Alyssa Jahren, BA, and Corey Basch, Ph.D., ``Online support
information for students with disabilities in colleges and
universities during the COVID-19 pandemic.'' American Journal of
Public Health, December 2020, 1722-23.
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Priority:
Projects proposing to provide integrated student support services
(also known as wrap-around services) for Native American students to
address mental health and academic support due to the COVID-19
pandemic. An applicant should describe in its application how it will
collaborate to leverage grant funding to support students hit the
hardest by COVID-19 and implement evidence-based practices to address
the existing inequities exacerbated by the pandemic. Integrated
services should meet the whole needs of Native American students and
include mentoring, tutoring, and peer support groups designed to help
ensure successful articulation from two-year to four-year academic
programs and successful graduation with a credential.
Definitions: The definitions below are from 34 CFR part 77.1 and
the Remote Learning NFP.
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. (34 CFR 77.1).
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. (34 CFR 77.1).
Note: In developing logic models, applicants may want to use
resources such as the Regional Educational Laboratory Program's (REL
Pacific) Education Logic Model Application, available at https://ies.ed.gov/ncee/edlabs/regions/pacific/elm.asp, to help design their
logic models. Other sources include: https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.pdf, https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.pdf, and https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf.
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). (34
CFR 77.1).
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. (34 CFR 77.1).
Remote learning means programming where at least part of the
learning occurs away from the physical building in a manner that
addresses a learner's education needs. Remote learning may include
online, hybrid/blended learning, or non-technology-based learning
(e.g., lab kits, project supplies, paper packets). (Remote Learning
NFP).
Program Authority: 20 U.S.C. 1067q (title III, part F, of the
Higher Education Act of 1965, as amended (HEA)).
Note: In 2008, the HEA was amended by the Higher Education
Opportunity Act of 2008 (HEOA), Public Law 110-315. Please note that
the regulations in 34 CFR part 607 have not been updated to reflect
these statutory changes.
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained in the
Federal civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 82, 84, 86, 97,
98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in
2 CFR part 180, as adopted and amended as regulations of the Department
in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474. (d) The regulations for this program in 34 CFR part 607. (e)
The Remote Learning NFP.
II. Award Information
Type of Award: Discretionary grants. Five-year Individual
Development Grants and Cooperative Arrangement Development Grants will
be awarded in FY 2021.
Note: A cooperative arrangement is an arrangement to carry out
allowable grant activities between an institution eligible to receive a
grant under this part and another eligible or ineligible IHE, under
which the resources of the cooperating institutions are combined and
shared to better achieve the purposes of this part and avoid costly
duplication of effort.
Estimated Available Funds: $4,700,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in subsequent years from
the list of unfunded applications from this competition.
Individual Development Grants:
Estimated Range of Awards: $350,000-$450,000 per year.
Estimated Average Size of Awards: $400,000 per year.
Maximum Award: We will not make an award exceeding $450,000 for a
single budget period of 12 months.
Estimated Number of Awards: 8.
Cooperative Arrangement Development Grants:
Estimated Range of Awards: $450,000-$550,000 per year.
Estimated Average Size of Awards: $500,000 per year.
Maximum Award: We will not make an award exceeding $500,000 for a
single budget period of 12 months.
Estimated Number of Awards: 3.
Note: The Department is not bound by any estimates in this notice.
Project Period: Up to 60 months.
III. Eligibility Information
1. Eligible Applicants: This program is authorized by title III,
part F, of the HEA. At the time of submission of their applications,
applicants must certify their total undergraduate headcount enrollment
and that 10 percent of the IHE's enrollment is Native American. An
assurance form, which is included in the application materials for this
competition, must be signed by an official for the applicant and
submitted.
[[Page 28589]]
To qualify as an eligible institution under the NASNTI Program, an
institution must--
(i) Be accredited or preaccredited 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;
(ii) Be legally authorized by the State in which it is located to
be a junior or community college or to provide an educational program
for which it awards a bachelor's degree; and
(iii) Be designated as an ``eligible institution,'' by
demonstrating that it: (1) Has an enrollment of needy students as
described in 34 CFR 607.3; and (2) has low average educational and
general expenditures per full-time equivalent (FTE) undergraduate
student as described in 34 CFR 607.4.
Note: The notice announcing the FY 2021 process for designation of
eligible institutions, and inviting applications for waiver of
eligibility requirements, was published in the Federal Register on
March 4, 2021 (86 FR 12665). The Department extended the deadline for
applications in a notice published in the Federal Register on April 13,
2021 (86 FR 19231). Only institutions that the Department determines
are eligible, or which are granted a waiver under the process described
in the March 4, 2021 notice, may apply for a grant in this program.
An eligible IHE that submits applications for an Individual
Development Grant and a Cooperative Arrangement Development Grant in
this competition may be awarded both in the same fiscal year. 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. Partners
are not required to be eligible institutions. Tribally Controlled
Colleges and Universities, as authorized by title III of the Higher
Education Act of 1965, as amended, may participate in a Cooperative
Arrangement Development Grant as a partner.
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: This competition does not require
cost sharing or matching.
b. Supplement-Not-Supplant: This competition involves supplement-
not-supplant funding requirements. Grant funds must be used so that
they supplement and, to the extent practical, increase the funds that
would otherwise be available for the activities to be carried out under
the grant and in no case supplant those funds (34 CFR 607.30(b)).
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application.
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on February 13, 2019 (84 FR 3768), and available at
www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf, which
contain requirements and information on how to submit an application.
2. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. Information about
Intergovernmental Review of Federal Programs under Executive Order
12372 is in the application package for this program.
3. Funding Restrictions: We specify unallowable costs in 34 CFR
607.10(c). We reference additional regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 55 pages for Individual
Development Grants and no more than 75 pages for Cooperative
Arrangement Development Grants 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 does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the one-page abstract and the
bibliography. However, the recommended page limit does apply to all of
the application narrative.
Note: The Budget Information-Non-Construction Programs Form (ED
524) Sections A-C are not the same as the narrative response to the
Budget section of the selection criteria.
V. Application Review Information
1. Selection Criteria: The following selection criteria for this
competition are from 34 CFR 75.210. Applicants should address each of
the following selection criteria separately for each proposed activity.
The selection criteria are worth a total of 100 points; the maximum
score for each criterion is noted in parentheses.
(a) Need for project. (Maximum 15 points) The Secretary considers
the need for the proposed project. In determining the need for the
proposed project, the Secretary considers:
(1) The magnitude of the need for the services to be provided or
the activities to be carried out by the proposed project. (5 points)
(2) The extent to which the proposed project will focus on serving
or otherwise addressing the needs of disadvantaged individuals. (5
points)
(3) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the
[[Page 28590]]
nature and magnitude of those gaps or weaknesses. (5 points)
(b) Quality of the project design. (Maximum 25 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:
(1) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(10 points)
(2) The extent to which the design of the proposed project is
appropriate to, and will successfully address, the needs of the target
population or other identified needs. (5 points)
(3) The extent to which the proposed project demonstrates a
rationale (as defined in this notice). (10 points)
(c) Quality of project services. (Maximum 10 points) The Secretary
considers the quality of the services to be provided by the proposed
project.
(1) In determining the quality of the services to be provided by
the proposed project, the Secretary considers 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. (4 points)
(2) In addition, the Secretary considers:
(i) The extent to which the services to be provided by the proposed
project are appropriate to the needs of the intended recipients or
beneficiaries of those services. (4 points)
(ii) The extent to which the services to be provided by the
proposed project reflect up-to-date knowledge from research and
effective practice. (2 points)
(d) Quality of project personnel. (Maximum 20 points) The Secretary
considers the quality of the personnel who will carry out the proposed
project.
(1) In determining the quality of project personnel, the Secretary
considers the extent to which the applicant encourages applications for
employment from persons who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability. (9 points)
(2) In addition, the Secretary considers:
(i) The qualifications, including relevant training and experience,
of the project director or principal investigator. (3 points)
(ii) The qualifications, including relevant training and
experience, of key project personnel. (8 points)
(e) Adequacy of resources. (Maximum 5 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 budget is adequate to support the
proposed project. (3 points)
(2) The extent to which the costs are reasonable in relation to the
objectives, design, and potential significance of the proposed project.
(2 points)
(f) Quality of the management plan. (Maximum 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:
(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. (8 points)
(2) The adequacy of procedures for ensuring feedback and continuous
improvement in the operation of the proposed project. (2 points)
(3) The adequacy of mechanisms for ensuring high-quality products
and services from the proposed project. (5 points)
(g) Quality of the project evaluation. (Maximum 10 points) The
Secretary considers the quality of the evaluation to be conducted of
the proposed project. In determining the quality of the evaluation, the
Secretary considers:
(1) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project. (5 points)
(2) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible. (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).
A panel of three non-Federal reviewers will review and score each
application in accordance with the selection criteria. 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
and from the competitive preference priority, if addressed by the
applicant.
In tie-breaking situations for development grants, under 34 CFR
607.23(b) we award one additional point to an application from an IHE
that has an endowment fund of which the current market value, per FTE
enrolled student, is less than the average current market value of the
endowment funds, per FTE enrolled student, at comparable type
institutions that offer similar instruction. We 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 average
expenditure for library materials per FTE enrolled student at similar
type institutions. We also add one additional point to an application
from an IHE that proposes to carry out one or more of the following
activities:
(1) Faculty development.
(2) Funds and administrative management.
(3) Development and improvement of academic programs.
(4) Acquisition of equipment for use in strengthening management
and academic programs.
(5) Joint use of facilities.
(6) Student services.
For the purpose of these funding considerations, we use 2018-2019
data.
If a tie remains after applying the tie-breaker mechanism above,
priority will be given to applicants that have the lowest endowment
values per FTE enrolled student.
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
[[Page 28591]]
CFR part 200, subpart D; has not fulfilled the conditions of a prior
grant; or is otherwise not responsible.
4. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under Federal
awards--that is, the risk posed by you as an applicant--before we make
an award. In doing so, we must consider any information about you that
is in the integrity and performance system (currently referred to as
the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
5. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with--
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216);
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify 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
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
5. Performance Measures: Under the Government Performance and
Results Act of 1993 and 34 CFR 75.110, the following performance
measures will be used in assessing the effectiveness of NASNTI:
(a) The percentage of first-time, full-time degree-seeking
undergraduate students at four-year NASNTIs who were in their first
year of postsecondary enrollment in the previous year and are enrolled
in the current year at the same NASNTI;
(b) The percentage of first-time, full-time degree-seeking
undergraduate students at two-year NASNTIs who were in their first year
of postsecondary enrollment in the previous year and are enrolled in
the current year at the same NASNTI;
(c) The percentage of first-time, full-time degree-seeking
undergraduate students enrolled at four-year NASNTIs who graduate
within six years of enrollment; and
(d) The percentage of first-time, full-time degree-seeking
undergraduate students enrolled at two-year NASNTIs who graduate within
three years of enrollment.
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
[[Page 28592]]
this document and a copy of the application package in an accessible
format. The Department will provide the requestor with an accessible
format that may include Rich Text Format (RTF) or text format (txt), a
thumb drive, an MP3 file, braille, large print, audiotape, or compact
disc, or other accessible format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at www.govinfo.gov. At this site you can view this
document, as well as all other documents of this Department published
in the Federal Register, in text or Portable Document Format (PDF). To
use PDF you must have Adobe Acrobat Reader, which is available free at
the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at:
www.federalregister.gov. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Michelle Asha Cooper,
Acting Assistant Secretary for the Office of Postsecondary Education.
[FR Doc. 2021-11200 Filed 5-26-21; 8:45 am]
BILLING CODE 4000-01-P
