[Federal Register Volume 79, Number 121 (Tuesday, June 24, 2014)]
[Notices]
[Pages 35736-35748]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2014-14671]
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DEPARTMENT OF EDUCATION
[Docket ID ED-2013-OII-0146]
RIN 1894-AA04
Secretary's Proposed Supplemental Priorities and Definitions for
Discretionary Grant Programs
AGENCY: Department of Education.
ACTION: Proposed priorities and definitions.
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SUMMARY: To support a comprehensive education agenda, the Secretary
proposes 15 priorities and related definitions for use in discretionary
grant programs. These proposed priorities and definitions are intended
to replace the current supplemental priorities for discretionary grant
programs that were published in 2010. These priorities reflect the
lessons learned from implementing discretionary grant programs, as well
as our current policy objectives, and emerging needs in education.
DATES: We must receive your comments on or before July 24, 2014.
ADDRESSES: Submit your comments through the Federal eRulemaking Portal
or via postal mail, commercial delivery, or hand delivery. We will not
accept comments by fax or by email, or those submitted after the
comment period. To ensure that we do not receive duplicate copies,
please submit your comments only once. In addition, please include the
Docket ID at the top of your comments.
Federal eRulemaking Portal: Go to www.regulations.gov to
submit your
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comments electronically. Information on using Regulations.gov,
including instructions for accessing agency documents, submitting
comments, and viewing the docket, is available on the site under ``Are
you new to the site?''
Postal Mail, Commercial Delivery, or Hand Delivery: If you
mail or deliver your comments about these proposed priorities and
definitions, address them to Margo Anderson, U.S. Department of
Education, 400 Maryland Avenue SW., Room 4W311, Washington, DC 20202-
5930.
Privacy Note: The Department's policy is to make all comments
received from members of the public available for public viewing in
their entirety on the Federal eRulemaking Portal at
www.regulations.gov. Therefore, commenters should be careful to
include in their comments only information that they wish to make
publicly available.
FOR FURTHER INFORMATION CONTACT: Margo Anderson, U.S. Department of
Education, 400 Maryland Avenue SW., Room 4W311, Washington, DC 20202.
Telephone: (202) 205-3010 or by 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:
Invitation to Comment: We invite you to submit comments regarding
this notice. To ensure that your comments have maximum effect in
developing the notice of final priorities and definitions, we urge you
to identify clearly the specific proposed priority or definition that
each comment addresses.
We invite you to assist us in complying with the specific
requirements of Executive Orders 12866 and 13563 and their overall
requirement of reducing regulatory burden that might result from these
proposed priorities and definitions. Please let us know of any further
ways we could reduce potential costs or increase potential benefits
while preserving the effective and efficient administration of our
programs.
During and after the comment period, you may inspect all public
comments about this notice by accessing Regulations.gov. You may also
inspect the comments in person in Room 4W335, 400 Maryland Avenue SW.,
Washington, DC, between the hours of 8:30 a.m. and 4:00 p.m.,
Washington, DC time, Monday through Friday of each week except Federal
holidays.
Assistance to Individuals With Disabilities in Reviewing the
Rulemaking Record: On request we will provide an appropriate
accommodation or auxiliary aid to an individual with a disability who
needs assistance to review the comments or other documents in the
public rulemaking record for this notice. If you want to schedule an
appointment for this type of accommodation or auxiliary aid, please
contact the person listed under FOR FURTHER INFORMATION CONTACT.
Authority: 20 U.S.C. 1221e-3.
Proposed Priorities:
This notice contains 15 proposed priorities.
Background:
On December 15, 2010, the Department published in the Federal
Register final supplemental priorities and definitions for
discretionary grant programs (75 FR 78485), which were corrected and
republished in the Federal Register on May 12, 2011 (76 FR 27637) (the
2010 Supplemental Priorities).
The Department proposes to repeal the 2010 Supplemental Priorities
and definitions and replace them with a set of new and revised
priorities and definitions for discretionary grant programs. The new
priorities and definitions reflect the lessons learned from
implementing discretionary grant programs using the 2010 Supplemental
Priorities, our current policy objectives, and emerging needs in
education. Note that we do not include priorities for building evidence
of effectiveness, supporting projects for which there is moderate or
strong evidence of effectiveness, or improving productivity, all of
which were included in the 2010 Supplemental Priorities. These policy
objectives are codified in the Education Department Grant
Administrative Regulations (EDGAR), effective August 13, 2013 (see 78
FR 49338), and can be used in discretionary grant competitions through
that mechanism.
To support our comprehensive education agenda, we are proposing
priorities that span students' full academic and career trajectories.
These priorities will support early learning and development programs
that ensure children are ready to succeed in school; elementary and
secondary schools and programs that keep all students on track to
graduate from high school with the skills necessary to succeed in
college and in their careers; and postsecondary programs, including
adult educational programs, that provide individuals with the skills
and knowledge they need to succeed in the workforce.
Our intent is to propose priorities that can be used widely across
our discretionary grant programs, thereby aligning these programs with
the Secretary's policy objectives, rather than proposing priorities
specifically designed for individual programs.
This notice includes 15 proposed priorities, which are a
combination of new priorities and amended versions of priorities from
the 2010 Supplemental Priorities. The Department will choose which, if
any, of the proposed priorities will be used for any particular
discretionary grant competition; and such decisions will be made
consistent with each program's current authorizing statute and
regulations.
Proposed Priority 1--Improving Early Learning and Development
Outcomes.
Background:
In his January 28, 2014, State of the Union address, the President
repeated his request from the previous year to help states make high-
quality preschool available to all children, noting that lack of access
to high-quality early learning and development programs can cast a
shadow over a child for the rest of his or her life. Further, research
suggests that participation in high-quality early learning and
development programs may lead to improved school readiness for children
in the short term, as well as higher graduation rates and higher
earnings in the long term.\1\ Thus, through this proposed priority, the
Department will support projects that are designed to improve early
learning and developmental outcomes across the essential domains of
school readiness (as defined in this notice) for children from birth
through third grade. Further, we seek to expand on the early learning
priority included in the 2010 Supplemental Priorities by also proposing
to support projects designed to increase access to high-quality early
learning and development programs, improve the quality and
effectiveness of the early learning workforce, include preschool as
part of elementary and secondary education programs and systems, and
improve data-sharing, coordination, and alignment between early
learning and development systems and elementary education systems.
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\1\ Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M.,
Espinosa, L., Gormley, W., Ludwig, J.O., Magnuson, K.A., Phillips,
D.A., & Zaslow, M.J. (2013). Investing in our future: The evidence
base on preschool education. New York: Foundation for Child
Development and Ann Arbor, MI: Society for Research in Child
Development. Available at: http://fcd-us.org/sites/default/files/Evidence%20Base%20on%20Preschool%20Education%20FINAL.pdf.
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Additionally, children from low-income families are under-
represented in early learning and development programs across the
country.\2\ Through
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this proposed priority, the Department would support projects that
increase children's access to high-quality early learning and
development programs, particularly for children with high needs (as
defined in this notice). High-quality early learning and development
programs across the birth-through-third-grade continuum include the
following elements, as appropriate: High staff qualifications,
including attainment of a bachelor of arts degree for teachers;
effective professional development for teachers and staff; low staff-
child ratios; small class sizes; a full-day program; developmentally
appropriate, evidence-based curricula and learning environments aligned
with State early learning standards; employee salaries comparable to
those of kindergarten through grade 12 (K-12) teaching staff; ongoing
program evaluation to ensure continuous improvement; and on-site
comprehensive services for children (e.g., health screenings, meals,
nutrition services, family engagement strategies).
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\2\ U.S. Department of Education, National Center for Education
Statistics (NCES) (August 2008). School Readiness Survey of the
National Household Education Survey (NHES), 2007. Available at:
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008051.
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In the Race to the Top-Early Learning Challenge program, the
Department collaborates with the U.S. Department of Health and Human
Services to emphasize that an early learning and development system is
most effective for children when seamlessly coordinated with an
elementary education system.\3\ This coordination may include, alone or
in combination, aligning standards, comprehensive assessments, data
systems, workforce systems, family engagement, and health promotion
strategies. By aligning and coordinating early learning and development
systems and elementary education systems, children are more likely to
enter kindergarten ready to succeed and to sustain improved outcomes
through the early elementary years. This proposed priority aims to
support projects that will provide all children with a high-quality
foundation that will prepare them for success in school and in life.
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\3\ More information on the Race to the Top-Early Learning
Challenge program is available at: http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/index.html.
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Proposed Priority 1--Improving Early Learning and Development
Outcomes.
Projects that are designed to improve early learning and
development outcomes across one or more of the essential domains of
school readiness (as defined in this notice) for children from birth
through third grade (or for any age group within this range) through a
focus on one or more of the following:
(a) Increasing access to high-quality early learning and
development programs and comprehensive services, particularly for
children with high needs (as defined in this notice).
(b) Improving the quality and effectiveness of the early learning
workforce so that early childhood educators have the knowledge, skills,
and abilities necessary to improve young children's health, social-
emotional, and cognitive outcomes.
(c) Improving the coordination and alignment between early learning
and development systems and elementary education systems, in accordance
with applicable privacy laws, to improve transitions for children from
birth through third grade.
(d) Including preschool as part of elementary education programs
and systems in order to expand opportunities for preschool students and
teachers.
(e) Sustaining improved early learning and development outcomes
throughout the early elementary school years.
Proposed Priority 2--Influencing the Development of Non-Cognitive
Factors.
Background:
A promising body of research suggests that non-cognitive factors
play an important role in students' academic, career, and life
outcomes.\4\ Non-cognitive factors include a broad range of behaviors,
strategies, and attitudes, such as academic behaviors (e.g.,
attendance, homework completion), academic mindsets (e.g., sense of
belonging in the academic community, believing academic achievement
improves with effort), perseverance (e.g., tenacity, self-discipline),
social and emotional skills (e.g., cooperation, empathy, adaptability),
and approaches toward learning strategies (e.g., executive functions,
attention, goal-setting, curiosity, problem solving, self-regulating
learning, study skills).\5\ With this proposed priority, the Department
intends to support projects that develop and strengthen students'
mastery of non-cognitive skills and behaviors so that they develop and
attain the skills necessary for success in school, career, and life.
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\4\ The University of Chicago Consortium of Chicago School
Research (June 2012). Teaching Adolescents to Become Learners: The
Role of Noncognitive Factors in Shaping School Performance.
Available at: http://raikesfoundation.org/Documents/Teaching%20Adolescents%20to%20Become%20Learners%20(CCSR%20Literature%
20Review%20June%202012).pdf.
\5\ Ibid.
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This proposed priority is new and was not included in the 2010
Supplemental Priorities.
Proposed Priority 2--Influencing the Development of Non-Cognitive
Factors.
Projects that are designed to improve students' mastery of non-
cognitive skills and behaviors (e.g., academic behaviors, academic
mindset, perseverance, self-regulation, social and emotional skills,
and approaches toward learning strategies) and enhance student
motivation and engagement in learning.
Proposed Priority 3--Promoting Personalized Learning.
Background:
Personalized learning (as defined in this notice) aims to
differentiate content, tools, and materials for each learner so that he
or she can meet college- and career-ready standards. Teacher and
student interactions are strengthened when, through ongoing
personalized assessments, a teacher has access to timely and targeted
information about each student's particular needs and interests.
Personalized learning can be implemented through use of digital
tools, adopting universal design principles, and aligning activities
during non-school hours with students' unique needs. When well designed
and appropriately implemented, personalized learning can narrow
achievement gaps by using academic interventions that promote
excellence. For example, a recent large-scale effectiveness study found
that a technology-based, personalized, and blended-learning mathematics
curriculum could effectively raise a high school student from the 50th
to the 58th percentile.\6\ This sort of intervention has great
potential to narrow achievement gaps between groups of students.
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\6\ Pane, John F., et al. (2013). Effectiveness of Cognitive
Tutor Algebra I at Scale. Rand Corporation. Available at:
www.rand.org/pubs/external_publications/EP50410.html.
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At its most effective, personalized learning can inspire students
at all levels by effectively challenging those students who are
furthest ahead on a specific topic, providing targeted assistance to
those furthest behind, and engaging with the students in the middle.
Personalized learning supports mastery-based differentiation, which
also allows for regrouping students as appropriate.
This proposed priority aims to support projects that use
personalized learning to prepare students to master the content and
skills required for college- and career-readiness.
This proposed priority is new and was not included in the 2010
Supplemental Priorities.
Proposed Priority 3--Promoting Personalized Learning.
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Projects that are designed to improve student academic outcomes and
close academic opportunity or attainment gaps through one of the
following:
(a) Implementing personalized learning (as defined in this notice)
approaches that will ensure appropriate support and produce academic
excellence for all students.
(b) Awarding credit or digital credentials (as defined in this
notice) based on personalized learning or adaptive assessments of
academic performance, cognitive growth, or behavioral improvements and
aligned with college- and career-ready standards.
Proposed Priority 4--Improving Academic Outcomes for High-Need
Students.
Background:
The Department is committed to pursuing equity at all stages of
education, from birth through adulthood, and aims to ensure that all
students are afforded the opportunity to succeed academically. However,
persistent and significant gaps in achievement still exist between
high-need students (as defined in this notice) \7\ and their more
advantaged peers. By supporting projects that improve student learning
or encourage targeted subgroups of students to develop new skills, the
Department is furthering its commitment to ensure that all students
have the opportunity to succeed academically and to learn essential
skills that support success in their careers and in life.
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\7\ Note that the definition of ``high-need student'' is not
limited to students of a certain grade or age. Accordingly, a high-
need student could be a student in an early learning and development
program, a student in elementary or secondary school, a
postsecondary student, or an adult learner.
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We included a similar priority in the 2010 Supplemental Priorities,
which focused on accelerating learning and improving high school
graduation rates for high-need students. Adding these groups to the
proposed priority would allow for broader use across the Department's
discretionary grant programs. In addition to including an expanded set
of student subgroups, we are also revising this priority to support
projects that are designed to improve academic outcomes or learning
environments.
Proposed Priority 4--Improving Academic Outcomes for High-Need
Students.
Projects that are designed to improve:
(a) Academic outcomes, or
(b) Learning environments, for one or more of the following groups
of students:
(i) High-need students (as defined in this notice).
(ii) Students in rural local educational agencies (as defined in
this notice).
(iii) Students with disabilities.
(iv) English learners.
(v) Students in lowest performing schools (as defined in this
notice).
(vi) Students who are living in poverty and are served by schools
with high concentrations of students living in poverty.
(vii) Disconnected youth, such as youth who are homeless, in foster
care, have come into contact with the juvenile justice system,
unemployed, or are not enrolled in an educational institution, or
migrant youth.
(viii) Low-skilled adults (as defined in this notice).
Proposed Priority 5--Increasing Postsecondary Access,
Affordability, and Completion.
Background:
Postsecondary education, including career and technical education,
is increasingly necessary for individuals to compete in a global
economy. Therefore, the Nation must boost completion rates for
associate's and bachelor's degrees, as well as for industry-recognized
credentials or certificates. The President has set a goal that, by
2020, the United States will have the highest proportion of college
graduates in the world. This proposed priority aligns with the
President's goal by supporting projects that prepare students,
particularly high-need students (as defined in this notice), for
college and careers; enroll more students in postsecondary education;
and increase the number of those who complete programs of study with a
degree or certificate. This proposed priority also supports career and
technical training that provides students with the knowledge and skills
to succeed in the workforce.
With this proposed priority, we also aim to support adult learners
who must first strengthen their basic skills before they are able to
succeed in postsecondary education. Basic skills may include reading,
comprehension, and mathematic skills, as well as abstraction, system
thinking, and experimentation. Basic skills may also include workforce-
related skills, such as timeliness, responsibility, cooperation, and
communication.
In addition to supporting projects that prepare students for
college and careers, we must improve students' ability to afford
postsecondary education, including career and technical education. The
average net cost of a college education has risen for many
undergraduates, particularly full-time students attending four-year
public colleges and universities,\8\ widening the affordability gap.
Giving students the information they need to select the institution
most appropriate to their academic abilities, as well as their
personal, professional, and financial goals, is essential. Further,
making true college costs transparent and providing students more
affordable college options will allow students to make informed choices
from a meaningful range of college options. Another strategy for
reducing the cost of education while also improving the quality of
teaching and learning is through developing and implementing high-
quality online, credit-bearing, and accessible learning opportunities.
Such strategies may help achieve the President's goal of the United
States having the highest proportion of college graduates in the world.
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\8\ The College Board. Trends in College Pricing 2012. Available
at: http://trends.collegeboard.org/college-pricing.
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The 2010 Supplemental Priorities also included a priority on
postsecondary success. We are revising the priority to focus
specifically on access, affordability, and completion of postsecondary
education, including career and technical education, to further support
the President's goal.
Proposed Priority 5--Increasing Postsecondary Access,
Affordability, and Completion.
Projects that are designed to address one or more of the following:
(a) Reducing the net cost, median student loan debt, and student
loan default rate for high-need students (as defined in this notice)
who enroll in college, other postsecondary education, or other career
and technical education.
(b) Increasing the number and proportion of high-need students (as
defined in this notice) who are academically prepared for, enroll in,
or complete on time college, other postsecondary education, or other
career and technical education.
(c) Increasing the number and proportion of high-need students (as
defined in this notice) who, through college preparation, awareness,
recruitment, application, selection, and other activities and
strategies, enroll in or complete college, other postsecondary
education, or other career and technical education.
(d) Increasing the number of individuals who return to the
educational system to obtain a regular high school diploma or its
recognized equivalent; enroll in and complete college, other
postsecondary education, or career and technical training; or obtain
basic and academic skills needed
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to succeed in college, other postsecondary education, other career and
technical education, or the workforce.
(e) Increasing the number and proportion of high-need students (as
defined in this notice), particularly low-skilled adults (as defined in
this notice), adults with disabilities, and disconnected youth or youth
who are at risk of becoming disconnected, who enroll in and complete
postsecondary programs.
(f) Supporting the development and implementation of high-quality
online or hybrid credit-bearing and accessible learning opportunities
that reduce the total cost of higher education, accelerate time to
degree completion, or allow students to progress at their own pace.
Proposed Priority 6--Improving Job-Driven Training and Employment
Outcomes.
Background:
In his January 28, 2014, State of the Union address, the President
introduced an effort to ``train Americans with the skills employers
need and match them to good jobs that need to be filled right now.''
Research suggests that the most successful strategies for effective
job-driven training are those that closely align training with local
labor market needs. For example, one successful approach is encouraging
local agencies to foster sector partnerships with local industry. Such
employment and training strategies have increased both employment rates
and earnings by obtaining accurate workforce needs assessments from
local business and industry groups.\9\ In addition, programs that
connect workers directly to the labor market through subsidized
employment and registered apprenticeships have seen promising
results.10 11
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\9\ Maguire, Sheila et al. 2010. Findings from the Sectoral
Employment Impact Study. New York: Public/Private Ventures.
\10\ Reed, Debbie et al. 2012. An Effectiveness Assessment and
Cost-Benefit Analysis of Registered Apprenticeship in 10 States.
Oakland, CA: Mathematica Policy Research.
\11\ Gennetian, Lisa A., Cynthia Miller, and Jared Smith. 2005.
Turning Welfare into Work Support: Six-Year Impacts on Parents and
Children from the Minnesota Family Investment Program. New York:
MDRC.
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However, despite recent employment gains, far too many hard-working
individuals have not been able to find a job or increase their
earnings, and many businesses report difficulty hiring workers with the
right skills for jobs they want to fill. The Department, in
collaboration with other Federal agencies, is working to ensure its
career, technical, and adult education and training programs and
policies are aligned with the President's job-driven training goals and
assist individuals to acquire the skills necessary to pursue in-demand
jobs and careers and obtain employment. In addition to programs
administered by the Department's Office of Career, Technical, and Adult
Education, the Vocational Rehabilitation (VR) State Grants Program
provides a wide range of services designed to assist individuals with
disabilities to prepare for, obtain, and retain employment. The VR
Grants Program is the largest Federal training program.
Through this proposed priority, the Department would support
projects that align programs in the workforce and training system to
equip the Nation's workers with skills matching the needs of employers
looking to hire. It is imperative that employers identify the skills
and credentials required for in-demand jobs; have multiple mechanisms
for finding workers who have or can acquire those skills; and help
develop training programs. Workers and job seekers must have access not
only to education and training that meets their unique needs, skills,
and abilities, but also assistance from personnel with the requisite
education, skills, and experience to provide employment counseling that
will enable them to acquire jobs that lead to meaningful careers. This
proposed priority was not included in the 2010 Supplemental Priorities
and is proposed to reflect the Department's current policy goals.
Proposed Priority 6--Improving Job-Driven Training and Employment
Outcomes.
Projects that are designed to improve job-driven training and
employment outcomes through a focus on one or more of the following:
(a) Increasing employer engagement (as defined in this notice).
(b) Providing work-based learning opportunities (e.g., Registered
Apprenticeship, other apprenticeships, internships, externships, on-
the-job training, co-operative learning, practica, and work experience)
for low-skilled adults (as defined in this notice) or other high-need
students (as defined in this notice).
(c) Integrating education and training into a career pathways
program or system that offers connected education and training, related
stackable credentials, and other support services that enable low-
skilled adults (as defined in this notice) or other high-need students
(as defined in this notice) to secure industry-relevant certification
and obtain employment within an occupational area with the potential to
advance to higher levels of future education and employment in that
area.\12\
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\12\ Examples of such integration may include partnering or
coordinating with other programs that provide job training and
employment services, including American Job Centers and other
programs authorized by the Workforce Investment Act.
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(d) Providing labor market information, career information,
advising, counseling, job search assistance, and other supports
including performance-based or other income supports or stipends,
transportation and child care assistance and information, or others as
deemed appropriate.
(e) Improving the knowledge and skills of personnel and service
providers that will enable such providers to better assist their
customers to obtain the competencies and job skills required in the
competitive labor market.
Proposed Priority 7--Promoting Science, Technology, Engineering,
and Mathematics Education.
Background:
The demand for highly skilled workers in many fields is projected
to outpace the number of qualified workers. To meet the needs of the
labor market and spur an increase in technological innovation,
creation, and study across the Nation, the Department proposes this
priority to support the education and training of individuals in fields
that draw heavily on science, technology, engineering, and mathematics
(STEM) knowledge, such as health care, advanced manufacturing, clean
energy, and information technology.
It is essential to the health of our economy to increase the number
of students attracted to and prepared for careers in STEM and to
increase the proportion of students who are from groups historically
under-represented in these careers (e.g., minorities, individuals with
disabilities, and women), and to retain all of these students in STEM
fields.
The 2012 report from the President's Council of Advisors on Science
and Technology (PCAST) estimated that about 40 percent of all students
who start their postsecondary degree in a STEM field will finish their
program. Moreover, even among those who attained a bachelor's degree in
a STEM field, only about 56 percent of those working for pay one year
after graduation worked in a STEM-related career.\13\ Therefore, we
propose to revise the priority on STEM from the 2010
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Supplemental Priorities to address access to, and persistence in,
rigorous and engaging STEM coursework. To increase students' engagement
and interest in STEM fields, it is imperative that students are
provided opportunities to pursue rigorous STEM coursework and gain
research experience prior to entering postsecondary study and the
workforce.
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\13\ The President's Council of Advisors on Science and
Technology (PCAST) (February 2012). Engage to Excel: Producing One
Million Additional College Graduates with Degrees in Science,
Technology, Engineering and Mathematics. Available at:
www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_feb.pdf.
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In addition, because of continued issues facing the STEM P-12
teaching profession, including teacher shortages and staffing
difficulties, the President has challenged governors, philanthropists,
scientists, engineers, educators, and the private sector to join a
national campaign to find new ways to recruit, train, reward, and
retain STEM teachers and to collectively prepare 100,000 STEM teachers
over the next decade. Recruitment efforts that attract the best talent
into STEM teaching will improve student learning and engagement in STEM
subjects. Finally, ensuring STEM teachers have adequate knowledge of
the subjects they are teaching and the ability to teach them will
improve effectiveness and relevance of instruction in STEM subjects.
This priority would also help to bolster local or regional partnerships
that enhance students' access to real-world STEM experiences and
teachers' access to high-quality STEM-related professional learning.
Proposed Priority 7--Promoting Science, Technology, Engineering,
and Mathematics Education.
Projects that are designed to improve student achievement (as
defined in this notice) or other related outcomes by addressing one or
more of the following:
(a) Increasing the preparation of teachers or other educators in
STEM subjects, including teachers of career and technical education,
through activities that may include building content knowledge and
pedagogical content knowledge, and increasing the number and quality of
authentic STEM experiences (as defined in this notice).
(b) Providing students with increased access to rigorous and
engaging STEM coursework and authentic STEM experiences (as defined in
this notice).
(c) Identifying and implementing instructional strategies, systems,
and structures that improve postsecondary learning and retention,
resulting in completion of a degree in a STEM field.
(d) Increasing the number of individuals from groups historically
under-represented in STEM, including minorities, individuals with
disabilities, and women, who are provided with access to rigorous and
engaging coursework in STEM or who are prepared for postsecondary study
and careers in STEM.
(e) Supporting local or regional partnerships to give students
access to real-world STEM experiences and to give educators access to
high-quality STEM-related professional learning.
Proposed Priority 8--Implementing Internationally Benchmarked
College- and Career-Ready Standards and Assessments.
Background:
Since 2009, 45 States and the District of Columbia have partnered
in a State-led effort to develop common, internationally benchmarked
college- and career-ready standards in English language arts and
mathematics for elementary and secondary school students. Three other
States are implementing their own college- and career-ready standards.
In order to ensure effective implementation of these college- and
career-ready standards and thereby further the goal of preparing
students to compete in a global economy, it is essential to develop and
implement teacher and principal preparation and professional
development programs; student assessments or performance-based tools
aligned with the standards, including adaptive assessments,
simulations, and performance tasks; and other strategies that translate
the standards and assessment data into classroom practices that meet
the needs of all students, including English learners and students with
disabilities.
The Department has emphasized the importance of high-quality
formative, interim, and summative assessments to measure the extent to
which students are meeting or exceeding college- and career-ready
standards. States that set clear, high expectations for students must
be able to assess and accurately measure student performance against
those expectations. Projects that are designed to implement these
standards and assessments will improve teaching and learning and can
support greater accountability to students, families, and school or
district staff by providing timely, relevant, and actionable
information about student learning over time.
A version of this priority was included in the 2010 Supplemental
Priorities under a slightly different title. In this notice, we are
proposing minor changes to the previous priority.
Proposed Priority 8--Implementing Internationally Benchmarked
College- and Career-Ready Standards and Assessments.
Projects that are designed to support the implementation of and
transition to internationally benchmarked college- and career-ready
standards and assessments, including projects in one or more of the
following:
(a) Developing and implementing student assessments (e.g.,
formative assessments, interim assessments, summative assessments) or
performance-based tools aligned with those standards and accessible to
all students.
(b) Developing and implementing professional development or teacher
preparation programs that are aligned with those standards.
(c) Developing and implementing strategies that translate the
standards and information from assessments into classroom practices
that meet the needs of all students.
Proposed Priority 9--Improving Teacher Effectiveness and Promoting
Equal Access to Effective Teachers.
Background:
It is well established that teacher effectiveness contributes more
to student academic outcomes than any other in-school measure; yet,
there is dramatic variation in teacher effectiveness within and across
schools, including significant inequity in students' access to
effective teachers, particularly for low-income and minority students.
As such, it is essential to attract a high-performing and diverse
pool of talented individuals into the teaching profession and to ensure
that they have access to high-quality preparation programs that have
high standards for successful completion. Equally important is
supporting and retaining effective teachers through practices such as
creating or enhancing opportunities for professional growth, reforming
compensation and advancement systems, and creating conditions for
successful teaching and learning. As part of their teacher development
efforts, local educational agencies (LEAs or districts) should have in
place strategies for ensuring teacher success, such as evaluation and
support systems that consider multiple measures including student
growth (as defined in this notice) and that result in actionable
feedback, support, and incentives for improvement at every stage of a
teacher's career.
In the 2010 Supplemental Priorities, we included a single priority
that supported projects focused on both teachers and principals. This
notice includes separate priorities for projects supporting teachers
and principals. By creating separate priorities, discretionary grant
programs can choose to focus on either teachers or principals and are
provided the opportunity for more targeted support to each group.
[[Page 35742]]
This proposed priority focuses solely on strengthening teacher
recruitment, selection, preparation, development, retention, support,
recognition, assessment, and reach in ways that are consistent with the
Department's policy goals for professionalizing teaching, improving
outcomes for all students, and ensuring that low-income students and
minority students have equal access to effective teachers. This
priority would encourage grantees to exceed the requirements of Section
1112(c)(1)(L) of the Elementary and Secondary Education Act of 1965, as
amended (ESEA) by focusing on effective teachers measured using a high-
quality teacher evaluation and support system (as defined in this
notice).
Proposed Priority 9--Improving Teacher Effectiveness and Promoting
Equal Access to Effective Teachers.
Projects that are designed to address one or more of the following:
(a) Increasing the number and percentage of effective teachers in
lowest performing schools (as defined in this notice) or schools with
high concentrations of low-income and minority students, through such
activities as:
(1) Improving the preparation, recruitment, selection, and early
career development of teachers; implementing performance-based
certification systems; reforming compensation and advancement systems;
and reforming hiring timelines and systems.
(2) Improving the retention of effective teachers through such
activities as creating or enhancing opportunities for teachers'
professional growth; reforming compensation and advancement systems;
and improving workplace conditions to create opportunities for
successful teaching and learning; or
(b) Promoting equal access to effective teachers for low-income and
minority students across and within schools and districts.
For the purposes of this priority, teacher effectiveness must be
measured using a high-quality teacher evaluation and support system (as
defined in this notice).
Proposed Priority 10--Improving the Effectiveness of
Principals.\14\
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\14\ For the purposes of this priority, the term ``principal''
may also refer to an assistant principal.
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Background:
While there is no overall shortage of candidates who have the
credentials States require for principals, these candidates are often
ill-prepared to meet the demands of the principal position.\15\ Both
novice and experienced principals often lack the necessary skills and
support to respond to the increased pressures of their positions, such
as changes to evaluation systems and the implementation of key
organizational processes in their schools. The quality, not the
quantity, of credentialed candidates for principal positions is a
common criticism of principal preparation programs. Specifically, many
district leaders and policy makers are critical of principal
preparation programs that lack a rigorous screening and selection
process for program candidates, courses that are aligned with standards
of practice, and clinical experiences.\16\ Additionally, once
credentialed candidates become principals, they are often not provided
the necessary support and development opportunities that enable them to
enhance their skills, particularly in shaping a strong professional
community and collective responsibility for student learning by
evaluating and providing feedback to teachers, analyzing student data,
developing school leadership teams, and creating a positive school
climate.
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\15\ Roza, M., Celio, M.B., Harvey, J., & Wishon, S. (January
2003). A Matter of Definition: Is there Truly a Shortage of School
Principals? A Report to the Wallace--Reader's Digest Fund.
\16\ Hale, E.L., & Moorman, H.N. (September 2003). Preparing
School Principals: A National Perspective on Policy and Program
Innovations. Institute for Educational Leadership.
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This proposed priority underscores the value of principals and
takes into account the influence principals have over teacher
effectiveness and student achievement in their schools.\17\ Through
this proposed priority, we seek to support projects that expand the
pool of effective and highly effective principals, support ongoing
professional development that is aligned with principals' needs, and
build district capacity and systems that will provide principals the
instructional focus, core leadership competencies, support, policies,
and conditions that will positively affect the schools they lead.
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\17\ Clifford, M., et al. Practical Guide to Designing
Comprehensive Principal Evaluation Systems (April 2012). Available
at: www.gtlcenter.org/products-resources/online-practical-guide-designing-comprehensive-principal-evaluation-systems.
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As noted in the background discussion of proposed priority 9, we
propose to separate priorities addressing teachers and principals,
therefore allowing discretionary grant programs to focus on either
teachers or principals in a manner that is specific to each group's
unique needs.
Proposed Priority 10--Improving the Effectiveness of Principals.
Projects that are designed to increase the number and percentage of
highly effective principals by addressing one or more of the following:
(a) Creating or expanding practices and strategies to recruit,
select, prepare, and support talented individuals to lead and
significantly improve instruction in the lowest performing schools (as
defined in this notice) or schools with high concentrations of high-
need students (as defined in this notice).
(b) Identifying, implementing, and supporting policies and school
conditions that facilitate efforts by principals to turn around lowest
performing schools (as defined in this notice).
(c) Creating or expanding principal preparation programs that
include clinical experiences, induction and other supports for program
participants, strategies for tracking the effect program graduates have
on teaching and learning, and coursework that is aligned with pre-
kindergarten through grade 12 college- and career-ready standards.
(d) Implementing professional development for current principals,
especially in lowest performing schools (as defined in this notice),
that is designed to improve teacher and student learning by supporting
principals in their mastery of essential instructional and
organizational leadership skills.
(e) Implementing practices or strategies that support districts in
hiring, evaluating, and supporting principals to effectively lead
schools.
For the purposes of this priority, principal effectiveness must be
measured using a high-quality principal evaluation and support system
(as defined in this notice).
Proposed Priority 11--Leveraging Technology to Support
Instructional Practice and Professional Development.
Background:
Leveraging technology to support instructional practice and
professional development is crucial to ensure Americans have access to
a high-quality education and are prepared to be globally competitive.
Schools, educators, students, and families all benefit when effective
digital tools and materials are thoughtfully integrated into classrooms
and communities.
Technology can accelerate or enhance the implementation of the
other priorities proposed in this document by:
Providing personalized data for early learning providers;
Assessing and supporting students' mastery of non-
cognitive skills and behaviors;
Enabling the creation of personalized learning
environments;
[[Page 35743]]
Targeting and differentiating material specifically for
high-need students (as defined in this notice);
Increasing access to higher education and reducing
instructional costs;
Accessing open educational resources (as defined in this
notice) aligned with internationally benchmarked college- and career-
ready standards;
Supporting teachers in sharing best practices and
collaborating with experts to improve instructional approaches;
Encouraging teacher observation and principal feedback;
Engaging more effectively with diverse families and
communities;
Providing access to advanced coursework and other learning
opportunities where otherwise not available; and
Increasing the reach of highly effective teachers,
particularly for students in rural and isolated areas.
While the use of digital tools was part of the 2010 Supplemental
Priorities, we are revising this priority to include more specific
strategies to promote technology integration and enhance student and
educator learning. This proposed priority would explicitly support
projects that help students and educators take full advantage of access
to high-speed Internet, digital tools and materials, and open
educational resources (as defined in this notice).
Proposed Priority 11--Leveraging Technology to Support
Instructional Practice and Professional Development.
Projects that are designed to leverage technology through one or
more of the following:
(a) Using high-need Internet access and devices that increase
students' and educators' access to high-quality digital tools,
materials, and assessments, particularly open educational resources (as
defined in this notice).
(b) Developing and implementing high-quality accessible digital
tools, materials, and assessments that are aligned to rigorous college-
and career-ready standards.
(c) Developing and implementing high-quality, accessible online
courses, learning communities, or simulations, including those for
which educators could earn professional development credit or
continuing education units through digital credentials (as defined in
this notice) based on demonstrated mastery of competencies and
performance-based outcomes, instead of traditional time-based metrics.
(d) Using data platforms that enable the development,
visualization, and rapid analysis of data to produce evidence on
teaching and learning, while also protecting privacy in accordance with
applicable laws.
Proposed Priority 12--Promoting Diversity.
Background:
The 2010 Supplemental Priorities included a priority on diversity
that allows the Department to give priority to projects that ``are
designed to promote student diversity, including racial and ethnic
diversity, or avoid racial isolation.'' In announcing this priority in
2010, we noted that LEAs and postsecondary institutions have found that
``providing diverse learning environments . . . can provide substantial
educational benefits.'' To further this goal, in 2011 and again in
2013, the Department, in conjunction with the U.S. Department of
Justice, issued guidance regarding the use of race and ethnicity to
promote diversity and reduce racial isolation.\18\
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\18\ Available at: http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201111.html and www.ed.gov/news/press-releases/new-guidance-supports-voluntary-use-race-achieve-diversity-higher-education.
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The Department continues to encourage schools, school districts,
and postsecondary institutions to take lawful steps to increase student
body diversity based on race and ethnicity, and, in the case of school
districts, to avoid racial isolation. Any steps taken by school
districts and postsecondary institutions to further these efforts must
be done in accordance with applicable law, including United States
Supreme Court precedent, and the guidance should be helpful in that
respect.
Promoting diversity is a compelling educational goal for students
from many backgrounds. Today's global economy demands that students
graduate ready to interact with individuals from all walks of life and
experience. LEAs and postsecondary institutions have a critical role in
preparing students for success in an increasingly diverse workforce and
society, and can help students reap substantial educational benefits by
providing them with learning environments in which they can develop
important skills, such as the ability to communicate and collaborate
with peers of different backgrounds, perspectives, and abilities.
The 2010 priority highlighted racial and ethnic diversity, but did
not preclude an applicant from receiving priority consideration for
proposing projects promoting diversity in other ways, such as diversity
based on socioeconomic status, another objective of Federal education
programs. Consequently, the proposed diversity priority also covers
projects that promote student body diversity based on other factors,
including a student's socioeconomic status. Highlighting efforts to
promote diversity based on socioeconomic status is also consistent with
the 2011 and 2013 guidance documents, which explain that schools,
school districts, and postsecondary institutions may elect to take
account of students' socioeconomic status to achieve student body
racial and ethnic diversity and, in the case of preschool, elementary,
or secondary programs, to avoid racial isolation.
Proposed Priority 12--Promoting Diversity.
Projects that are designed to prepare students for success in an
increasingly diverse workforce and society by increasing the diversity,
including racial, ethnic, and socioeconomic diversity, of students
enrolled in schools or postsecondary programs; or in the case of
preschool, elementary, or secondary programs, decreasing the racial,
ethnic, or socioeconomic isolation of students served by the project.
Proposed Priority 13--Improving School Climate, Behavioral
Supports, and Correctional Education.
Background:
For all students to have the best chance for academic success, it
is imperative they attend safe schools with nurturing climates that
support active academic engagement through comprehensive supports for
their physical, mental, and behavioral well-being. Too many students
are negatively affected by violence, bullying, and exclusionary
discipline practices, including suspension, expulsion, and unnecessary
placement in alternative educational programs. The Department's Civil
Rights Data Collection indicates that, for districts that reported
expulsions, Hispanic and African American students represent 56 percent
of the students expelled, but only 40 percent of the enrolled students
in these districts. Additionally, students covered under the
Individuals with Disabilities Education Act (IDEA) were twice as likely
as students who were not covered under IDEA to be suspended from school
at least once.\19\ Identifying and addressing the causes for
disproportionate discipline and reducing school discipline practices
that remove students from the learning environment will increase
opportunities for student success.
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\19\ The Civil Rights Data Collection: Issue Brief No. 1: School
Discipline. (March 2014). Available at: http://ocrdata.ed.gov/Downloads/CRDC-School-Discipline-Snapshot.pdf.
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Similarly, too many individuals who are or who have been
incarcerated lack
[[Page 35744]]
access to high-quality education or job training programs that will
support their reintegration into the community. According to a recent
study, inmates who participated in correctional education programs
were, on average, 13 percentage points less likely to return to prison
than inmates who did not participate in such programs.\20\ Providing
these individuals with the skills and knowledge essential for their
futures will assist them in their transition to becoming productive
citizens and decrease the likelihood of recidivism.
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\20\ Rand Corporation (2013). Evaluating the Effectiveness of
Correctional Education: A Meta-Analysis of Programs that Provide
Education to Incarcerated Adults. Available at: www.bja.gov/Publications/RAND_Correctional-Education-Meta-Analysis.pdf.
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The 2010 Supplemental Priorities broadly addressed school climate.
Through this proposed priority, we focus on specific challenges related
to school climate, including disparities in and overuse of exclusionary
discipline practices, and add a focus on social, emotional, and
behavioral supports.\21\ In supporting projects that improve school
climate and reduce school discipline issues, assess and address the
root causes of disproportionate discipline, and improve the quality of
education programs in juvenile justice and adult correctional
facilities, the Department aims to support projects that support
positive student behavior and students' success in college and in their
careers.
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\21\ Luiselli, J.K., Putnam, R.F., Handler, M.W., Feinberg, A.B.
(2005). Whole-School Positive Behaviour Support: Effects on student
discipline problems and academic performance. Educational
Psychology, 25 (2-3), 183-198.
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Proposed Priority 13--Improving School Climate, Behavioral
Supports, and Correctional Education.
Projects that are designed to improve student outcomes through one
or more of the following:
(a) Improving school climate through strategies that may include
establishing tiered behavioral supports (as defined in this notice) or
strengthening student social, emotional, and behavioral skills.
(b) Reducing or eliminating disparities in school disciplinary
practices and the use of exclusionary discipline (such as suspensions,
expulsions, and unnecessary placements in alternative education
programs) for particular groups of students, including minority
students and students with disabilities, by identifying and addressing
the root causes of such disparities.
(c) Improving the quality of education programs in juvenile justice
facilities (such as detention facilities and secure and non-secure
placements) or adult correctional facilities, and linking the youth or
adults to education or job training programs post-release.
Proposed Priority 14--Improving Parent, Family, and Community
Engagement.
Background:
In order for families to be meaningfully engaged in their
children's education and development, they must have a sense of shared
responsibility with schools and communities for their children's
academic outcomes. They must also have opportunities to support
learning and school improvement and feel that their engagement is
welcomed and supported by school and district staff.
In the 2010 Supplemental Priorities, we included a single priority
that combined efforts to improve family and community engagement with
efforts to improve school engagement, environment, and safety. This
proposed priority would separate efforts to improve parent, family, and
community engagement from those focused on improving school engagement,
environment, and safety. Further, the 2010 priority addressed improving
parent and family engagement broadly. Under this proposed priority,
however, we would specify and expand on the types of projects we would
like to support.
For example, this proposed priority would support the alignment of
the Department's policies, practices, and programs concerning parent
and family engagement (as defined in this notice) and community
engagement (as defined in this notice). We view family engagement as a
shared responsibility from cradle to career that takes place across
multiple settings (i.e., home, school, and community). Further, this
proposed priority focuses on building the capacity of parents,
families, communities, and school and district staff to support
academic achievement. This capacity-building focus can be integrated
into many aspects of a school's or LEA's strategy to achieve learning
goals, including the recruitment and training of effective teachers and
leaders, the mechanisms used to evaluate and assess both teachers and
students, and the tools that provide parents with access to information
about students' academic progress and performance and information on
how to use that data to support their children's education.
Proposed Priority 14--Improving Parent, Family, and Community
Engagement.
Projects that are designed to improve students' academic outcomes
through one or more of the following:
(a) Developing and implementing systemic initiatives (as defined in
this notice) to improve parent and family engagement (as defined in
this notice) by expanding and enhancing the skills, strategies, and
knowledge (i.e., techniques needed to effectively communicate,
advocate, support, and make informed decisions about the student's
education) of parents and families.
(b) Providing professional development that enhances the skills and
competencies of school leaders, principals, teachers, or other
administrative and support staff to build meaningful relationships with
students' parents or families.
(c) Implementing initiatives that improve community engagement (as
defined in this notice) or the relationships between parents or
families and school staff by cultivating sustained partnerships (as
defined in this notice).
Proposed Priority 15--Supporting Military Families and Veterans.
Background:
There are more than 1.2 million school-aged children who have at
least one parent that is a member of the uniformed services.\22\
Approximately 10 percent of those children have a parent deployed to a
combat zone, and students of deployed parents can live in any community
across our Nation and attend any school. Research suggests that
military children experience stressors due to relocation that can
negatively affect student achievement and participation in school
activities. A 2010 military family lifestyle survey found that 34
percent of respondents are ``less or not confident'' that their
children's school is responsive to the unique aspects of military
family life.\23\
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\22\ Strengthening Our Military Families: Meeting America's
Commitment (January 2011). Available at: www.defense.gov/home/features/2011/0111_initiative/Strengthening_our_Military_January_2011.pdf.
\23\ Blue Star Families. 2010 Military Family Lifestyle Survey
(May 2010). See http://bluestarfam.org/Policy/Surveys/Survey_2010.
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Through a memorandum of understanding, the Department of Education
and the Department of Defense acknowledge the unique educational needs
and challenges faced by the children of military servicemen and women,
including the need to reduce the negative consequences of frequent
relocations and absences. Additionally, on April 27, 2012, the
President signed Executive Order 13607, ``Principles of Excellence for
Educational Institutions Serving Service Members, Veterans, Spouses,
and Other Family Members.'' In implementing the
[[Page 35745]]
Executive order, the U.S. Department of Veterans Affairs has
established seven Principles of Excellence that encourage institutions
of higher education (IHEs) to support veterans. Building on that
initiative, the Department developed the ``Eight Keys to Veterans'
Success,'' which highlight specific ways that IHEs can support veterans
in their pursuit of higher education and employment.
This proposed priority aims to ensure the healthy development of
military children, including children of active duty service members
and veterans, and to improve educational experiences and career
opportunities for students who are active duty or reserve component
service members, spouses of active duty or reserve component service
members, and veterans. Additionally, through this proposed priority, we
would update the 2010 priority to encourage better alignment between
projects we support and the President's Executive order.
Proposed Priority 15--Supporting Military Families and Veterans.
Projects that are designed to address the needs of military- or
veteran-connected students (as defined in this notice).
Types of Priorities:
When inviting applications for a competition using one or more
priorities, we designate the type of each priority as absolute,
competitive preference, or invitational through a notice in the Federal
Register. The effect of each type of priority follows:
Absolute priority: Under an absolute priority, we consider only
applications that meet the priority (34 CFR 75.105(c)(3)).
Competitive preference priority: Under a competitive preference
priority, we give competitive preference to an application by (1)
awarding additional points, depending on the extent to which the
application meets the priority (34 CFR 75.105(c)(2)(i)); or (2)
selecting an application that meets the priority over an application of
comparable merit that does not meet the priority (34 CFR
75.105(c)(2)(ii)).
Invitational priority: Under an invitational priority, we are
particularly interested in applications that meet the priority.
However, we do not give an application that meets the priority a
preference over other applications (34 CFR 75.105(c)(1)).
Proposed Definitions:
Background:
We propose definitions to ensure a common understanding of terms
used in the proposed priorities. These proposed definitions are
intended to replace the definitions in the 2010 Supplemental
Priorities.
Authentic STEM experiences means laboratory, research-based, or
experiential learning opportunities in a STEM (science, technology,
engineering, and mathematics) subject in informal or formal settings.
Children with high needs means children from birth through
kindergarten entry who are from low-income families or otherwise in
need of special assistance and support, including children who have
disabilities or developmental delays; who are English learners; who
reside on ``Indian lands'' as that term is defined by section 8013(6)
of the Elementary and Secondary Education Act of 1965, as amended
(ESEA); who are migrant, homeless, or in foster care; and other
children as identified by the State.
Community engagement means the systematic inclusion of community
organizations as partners with State educational agencies, local
educational agencies, or other educational institutions, or their
school staff. These organizations may include faith- and community-
based organizations, institutions of higher education (including
minority-serving institutions authorized under Title III of the Higher
Education Act and historically black colleges and universities),
business and industry, labor, State and local government entities, or
Federal entities other than the Department.
Digital credentials means evidence of a teacher's or student's
mastery of specific competencies or performance-based abilities,
provided in digital rather than physical medium (e.g., through digital
badges). These digital credentials may then be used to supplement or
satisfy continuing education or professional development requirements.
Employer engagement means the active involvement of employers,
employer associations, and labor organizations in identifying skills
and competencies, designing programs, offering real workplace problem
sets, facilitating access to leading-edge equipment and facilities,
providing ``return to work''-type professional development
opportunities for faculty, and providing work-based learning and
mentoring opportunities for participants.
Essential domains of school readiness means the domains of language
and literacy development, cognition and general knowledge (including
early mathematics and early scientific development), approaches toward
learning, physical well-being and motor development (including adaptive
skills), and social and emotional development.
High-minority school means a school as that term is defined by a
local educational agency (LEA), which must define the term in a manner
consistent with its State's Teacher Equity Plan, as required by section
1111(b)(8)(C) of the Elementary and Secondary Education Act of 1965, as
amended (ESEA). The applicant must provide the definition(s) of ``high-
minority school'' used in its application.
High-need students means students at risk of educational failure or
otherwise in need of special assistance and support, such as students
who are living in poverty, who attend high-minority schools (as defined
in this notice), who are far below grade level, who have left school
before receiving a regular high school diploma, who are at risk of not
graduating with a diploma on time, who are homeless, who are in foster
care, who have been incarcerated, who have disabilities, or who are
English learners.
High-quality teacher evaluation and support system means a system
that provides for continuous improvement of instruction; differentiates
performance using at least three performance levels; uses multiple
valid measures to determine performance levels, including data on
student growth (as defined in this notice) as a significant factor and
other measures of professional practice; evaluates teachers on a
regular basis; provides clear and timely feedback that identifies needs
and guides professional development; is developed with teacher and
principal involvement; and is used to inform personnel decisions.
High-quality principal evaluation and support system means a system
that provides for continuous improvement of instruction; differentiates
performance using at least three performance levels; uses multiple
valid measures to determine performance levels, including data on
student growth (as defined in this notice) as a significant factor and
other measures of professional practice; evaluates principals on a
regular basis; provides clear and timely feedback that identifies needs
and guides professional development; is developed with teacher and
principal involvement; and is used to inform personnel decisions.
Low-skilled adult means an adult with low literacy and numeracy
skills.
Lowest performing schools means--
For a State with an approved request for the Elementary and
Secondary Education Act of 1965, as amended (ESEA) flexibility,
priority schools (as defined in this notice) or Tier I and Tier II
schools (as defined in this notice) identified under the School
Improvement Grants program.
For any other State, Tier I and Tier II schools (as defined in this
notice)
[[Page 35746]]
identified under the School Improvement Grants program.
Military- or veteran-connected student means--
(a) A child participating in an early learning and development
program, a student enrolled in preschool through grade 12, or a student
enrolled in postsecondary education or career and technical training
who has a parent or guardian who is a member of the uniformed services
(as defined by 37 U.S.C. 101, in the Army, Navy, Air Force, Marine
Corps, Coast Guard, National Guard, National Oceanic and Atmospheric
Administration, or Public Health Service);
(b) A student who is a member of the uniformed services, a veteran
of the uniformed services, or who is the spouse of a service member or
veteran; or
(c) A child participating in an early learning and development
program or a student enrolled in preschool through grade 12 who has a
parent or guardian who is a veteran of the uniformed services (as
defined by 37 U.S.C. 101).
Open educational resources (OER) means teaching, learning, and
research resources that reside in the public domain or have been
released under an intellectual property license that permits their free
use and repurposing by others.
Parent and family engagement means the systematic inclusion of
parents and families, working in partnership with State educational
agencies (SEAs), State lead agencies (under Part C of the Individuals
with Disabilities Education Act (IDEA) or the State's Race to the Top-
Early Learning Challenge grant), local educational agencies (LEAs), or
other educational institutions, or their staff, in their child's
education, which may include strengthening the ability of (a) parents
and families to support their child's education and (b) school staff to
work with parents and families.
Persistently-lowest achieving schools means, as determined by the
State--
(a)(1) Any Title I school in improvement, corrective action, or
restructuring that--
(i) Is among the lowest achieving five percent of Title I schools
in improvement, corrective action, or restructuring or the lowest
achieving five Title I schools in improvement, corrective action, or
restructuring in the State, whichever number of schools is greater; or
(ii) Is a high school that has had a graduation rate as defined in
34 CFR 200.19(b) that is less than 60 percent over a number of years;
and
(2) Any secondary school that is eligible for, but does not
receive, Title I funds that--
(i) Is among the lowest achieving five percent of secondary schools
or the lowest achieving five secondary schools in the State that are
eligible for, but do not receive, Title I funds, whichever number of
schools is greater; or
(ii) Is a high school that has had a graduation rate as defined in
34 CFR 200.19(b) that is less than 60 percent over a number of years.
(b) To identify the lowest achieving schools, a State must take
into account both--
(i) The academic achievement of the ``all students'' group in a
school in terms of proficiency on the State's assessments under section
1111(b)(3) of the Elementary and Secondary Education Act of 1965, as
amended (ESEA), in reading/language arts and mathematics combined; and
(ii) The school's lack of progress on those assessments over a
number of years in the ``all students'' group.
Personalized learning means instruction that is aligned to rigorous
college- and career-ready standards where the pace of learning and the
instructional approach are tailored to the needs of individual
learners. Learning objectives and content, as well as the pace, may all
vary depending on a learner's needs. In addition, learning activities
are aligned to specific interests of each learner. Data from a variety
of sources (including formative assessments, student feedback, and
progress in digital learning activities), along with teacher
recommendations, are often used to personalize learning.
Priority schools means schools that, based on the most recent data
available, have been identified as among the lowest performing schools
in the State. The total number of priority schools in a State must be
at least five percent of the Title I schools in the State. A priority
school is--
(a) A school among the lowest five percent of Title I schools in
the State based on the achievement of the ``all students'' group in
terms of proficiency on the statewide assessments that are part of the
SEA's differentiated recognition, accountability, and support system,
combined, and has demonstrated a lack of progress on those assessments
over a number of years in the ``all students'' group;
(b) A Title I-participating or Title I-eligible high school with a
graduation rate less than 60 percent over a number of years; or
(c) A Tier I or Tier II school under the SIG program that is using
SIG funds to implement a school intervention model.
Rural local educational agency means 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 VI, Part B of the Elementary and Secondary Education Act of
1965, as amended (ESEA). Eligible applicants may determine whether a
particular LEA is eligible for these programs by referring to
information on the Department's Web site at www2.ed.gov/nclb/freedom/local/reap.html.
Student achievement means--
For grades and subjects in which assessments are required under
section 1111(b)(3) of the Elementary and Secondary Act of 1965, as
amended (ESEA): (1) A student's score on such assessments; and (2)
other measures of student learning, such as those described in the
subsequent paragraph, provided they are rigorous and comparable across
schools within a local educational agency (LEA).
For grades and subjects in which assessments are not required under
section 1111(b)(3) of the ESEA: (1) Alternative measures of student
learning and performance, such as student results on pre-tests, end-of-
course tests, and objective performance-based assessments; (2) student
learning objectives; (3) student performance on English language
proficiency assessments; and (4) other measures of student achievement
that are rigorous and comparable across schools within an LEA.
Student growth means the change in student achievement (as defined
in this notice) for an individual student between two or more points in
time.
Sustained partnerships means relationships that have demonstrably
adequate resources and other support to continue beyond the funding
period and that consist of a local educational agency, one or more of
its schools, and one or more of the following:
(1) Faith- or community-based organizations.
(2) Institutions of higher education, including community colleges,
technical colleges, or technical institutions.
(3) Minority-serving institutions authorized under Title III of the
Higher Education Act or historically black colleges or universities.
(4) Business, industry, or labor.
(5) Other Federal, State, or local government entities.
Systemic initiatives means policies, programs, or activities that
include parent and family engagement as a core component and are
designed to meet critical educational goals, such as
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school readiness, student achievement (as defined in this notice), and
school turnaround.
Tier I schools means--
(a) A Tier I school is a Title I school in improvement, corrective
action, or restructuring that is identified by the State educational
agency (SEA) under paragraph (a)(1) of the definition of ``persistently
lowest-achieving schools.''
(b) At its option, an SEA may also identify as a Tier I school an
elementary school that is eligible for Title I, Part A funds that--
(1)(i) Has not made adequate yearly progress for at least two
consecutive years; or
(ii) Is in the State's lowest quintile of performance based on
proficiency rates on the State's assessments under section 1111(b)(3)
of the Elementary and Secondary Education Act of 1965, as amended
(ESEA) in reading/language arts and mathematics combined; and
(2) Is no higher achieving than the highest-achieving school
identified by the SEA under paragraph (a)(1)(i) of the definition of
``persistently lowest-achieving schools.''
Tier II schools means--
(a) A Tier II school is a secondary school that is eligible for,
but does not receive, Title I, Part A funds and is identified by the
State educational agency (SEA) under paragraph (a)(2) of the definition
of ``persistently lowest-achieving schools.''
(b) At its option, an SEA may also identify as a Tier II school a
secondary school that is eligible for Title I, Part A funds that--
(1)(i) Has not made adequate yearly progress for at least two
consecutive years; or
(ii) Is in the State's lowest quintile of performance based on
proficiency rates on the State's assessments under section 1111(b)(3)
of the Elementary and Secondary Education Act of 1965, as amended
(ESEA), in reading/language arts and mathematics combined; and
(2)(i) Is no higher achieving than the highest-achieving school
identified by the SEA under paragraph (a)(2)(i) of the definition of
``persistently lowest- achieving schools''; or
(ii) Is a high school that has had a graduation rate as defined in
34 CFR 200.19(b) that is less than 60 percent over a number of years.
Tiered behavioral supports means a continuum of increasingly
intensive and evidence-based social, emotional, and behavioral
supports, including a framework of universal strategies for students
and school staff to promote positive behavior and data-based strategies
for matching more intensive supports to individual student needs.
Final Priorities and Definitions:
We will announce the final priorities and definitions in a notice
in the Federal Register. We will determine the final priorities and
definitions after considering responses to this notice and other
information available to the Department. This notice does not preclude
us from proposing additional priorities or definitions, subject to
meeting applicable rulemaking requirements.
Note: This notice does not solicit applications. In any year in
which we choose to use one or more of these priorities and
definitions, we invite applications through a notice in the Federal
Register.
Executive Orders 12866 and 13563
Regulatory Impact Analysis
Under Executive Order 12866, the Secretary must determine whether
this regulatory action is ``significant'' and, therefore, subject to
the requirements of the Executive order and subject to review by the
Office of Management and Budget (OMB). Section 3(f) of Executive Order
12866 defines a ``significant regulatory action'' as an action likely
to result in a rule that may--
(1) Have an annual effect on the economy of $100 million or more,
or adversely affect a sector of the economy, productivity, competition,
jobs, the environment, public health or safety, or State, local, or
tribal governments or communities in a material way (also referred to
as an ``economically significant'' rule);
(2) Create serious inconsistency or otherwise interfere with an
action taken or planned by another agency;
(3) Materially alter the budgetary impacts of entitlement grants,
user fees, or loan programs or the rights and obligations of recipients
thereof; or
(4) Raise novel legal or policy issues arising out of legal
mandates, the President's priorities, or the principles stated in the
Executive Order.
This proposed regulatory action is a significant regulatory action
subject to review by OMB under section 3(f) of Executive Order 12866.
We have also reviewed this proposed regulatory action under
Executive Order 13563, which supplements and explicitly reaffirms the
principles, structures, and definitions governing regulatory review
established in Executive Order 12866. To the extent permitted by law,
Executive Order 13563 requires that an agency--
(1) Propose or adopt regulations only upon a reasoned determination
that their benefits justify their costs (recognizing that some benefits
and costs are difficult to quantify);
(2) Tailor its regulations to impose the least burden on society,
consistent with obtaining regulatory objectives and taking into
account--among other things and to the extent practicable--the costs of
cumulative regulations;
(3) In choosing among alternative regulatory approaches, select
those approaches that maximize net benefits (including potential
economic, environmental, public health and safety, and other
advantages; distributive impacts; and equity);
(4) To the extent feasible, specify performance objectives, rather
than the behavior or manner of compliance a regulated entity must
adopt; and
(5) Identify and assess available alternatives to direct
regulation, including economic incentives--such as user fees or
marketable permits--to encourage the desired behavior, or provide
information that enables the public to make choices.
Executive Order 13563 also requires an agency ``to use the best
available techniques to quantify anticipated present and future
benefits and costs as accurately as possible.'' The Office of
Information and Regulatory Affairs of OMB has emphasized that these
techniques may include ``identifying changing future compliance costs
that might result from technological innovation or anticipated
behavioral changes.''
We are issuing these proposed priorities and definitions only on a
reasoned determination that their benefits would justify their costs.
In choosing among alternative regulatory approaches, we selected those
approaches that would maximize net benefits. Based on the analysis that
follows, the Department believes that this regulatory action is
consistent with the principles in Executive Order 13563.
We also have determined that this regulatory action would not
unduly interfere with State, local, and tribal governments in the
exercise of their governmental functions.
In accordance with both Executive orders, the Department has
assessed the potential costs and benefits, both quantitative and
qualitative, of this regulatory action. The potential costs associated
with this regulatory action are those resulting from regulatory
requirements and those we have determined as necessary for
administering the Department's programs and activities.
Discussion of Costs and Benefits:
The proposed priorities and definitions would not impose
significant costs on entities that would receive assistance through the
Department's discretionary grant
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programs. Additionally, the benefits of implementing the proposals
contained in this notice outweigh any associated costs because they
would result in the Department's discretionary grant programs selecting
high-quality applications to implement activities that are most likely
to have a significant national effect on educational reform and
improvement.
Application submission and participation in a discretionary grant
program are voluntary. The Secretary believes that the costs imposed on
applicants by the proposed priorities and definitions would be limited
to paperwork burden related to preparing an application for a
discretionary grant program that is using one or more of the proposed
priorities and definitions in its competition. Because the costs of
carrying out activities would be paid for with program funds, the costs
of implementation would not be a burden for any eligible applicants,
including small entities.
Regulatory Flexibility Act Certification:
For these reasons as well, the Secretary certifies that these
proposed regulations would not have a significant economic impact on a
substantial number of small entities.
Intergovernmental Review: Some of the programs affected by these
proposed priorities and definitions are subject to Executive Order
12372 and the regulations in 34 CFR part 79. One of the objectives of
the Executive order is to foster an intergovernmental partnership and a
strengthened federalism. The Executive order relies on processes
developed by State and local governments for coordination and review of
proposed Federal financial assistance.
This document provides early notification of our specific plans and
actions for these programs.
Accessible Format: Individuals with disabilities can obtain this
document in an accessible format (e.g., braille, large print,
audiotape, or compact disc) on request to the program contact person
listed under FOR FURTHER INFORMATION CONTACT.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. Free
Internet access to the official edition of the Federal Register and the
Code of Federal Regulations is available via the Federal Digital System
at: www.gpo.gov/fdsys. 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 Adobe 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.
Dated: June 19, 2014.
Arne Duncan,
Secretary of Education.
[FR Doc. 2014-14671 Filed 6-23-14; 8:45 am]
BILLING CODE 4000-01-P