[Federal Register Volume 80, Number 133 (Monday, July 13, 2015)]
[Notices]
[Pages 40040-40048]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2015-17046]


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DEPARTMENT OF EDUCATION


Applications for New Awards; Improved Reentry Education

AGENCY: Office of Career, Technical, and Adult Education, Department of 
Education.

ACTION: Notice.

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Overview Information

    Improved Reentry Education (IRE).
    Notice inviting applications for new awards for fiscal year (FY) 
2015.
    Catalog of Federal Domestic Assistance (CFDA) Number: 84.191D.

DATES: 
    Applications Available: July 13, 2015.
    Date of Pre-Application Meeting: July 20, 2015.
    Deadline for Transmittal of Applications: August 12, 2015.
    Deadline for Intergovernmental Review: September 11, 2015.

Full Text of Announcement

I. Funding Opportunity Description

    Purpose of Program: The purpose of the IRE program is to support 
demonstration projects in prisoner reentry education that develop 
evidence of reentry education's effectiveness. IRE seeks to demonstrate 
that high-quality, appropriately designed, integrated, and well-
implemented educational and related services provided in institutional 
and community settings are critical in supporting educational 
attainment and reentry success for individuals who have been 
incarcerated.
    Background: The economic and civic importance of the programs 
authorized by the Workforce Innovation and Opportunity Act, 29 U.S.C. 
3101 et. seq. (WIOA),\1\ including the Adult Education and Family 
Literacy Act (Title II of WIOA) (AEFLA), is amplified by three recent 
policy documents that highlight the challenges faced by low-skilled 
adults: (1) ``Time for the U.S. to Reskill? What the Survey of Adult 
Skills Says'',\2\ released by the Organisation for Economic Co-
operation and Development (OECD); (2) ``Ready to Work: Job-Driven 
Training and American Opportunity'',\3\ published by the Office of the 
Vice President; and (3) ``Making Skills Everyone's Business'',\4\ 
published by the Department.
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    \1\ See www.gpo.gov/fdsys/pkg/PLAW-113publ128/pdf/PLAW-113publ128.pdf.
    \2\ OECD (2013), Time for the U.S. to Reskill?: What the Survey 
of Adult Skills Says, OECD Skills Studies, OECD Publishing. Accessed 
February 11, 2015, from www.oecd-ilibrary.org/education/time-for-the-u-s-to-reskill_9789264204904-en.
    \3\ Vice President's Office (2014), Ready to Work: Job-driven 
Training and American Opportunity, Washington, DC: Author. Accessed 
February 11, 2015, from www.whitehouse.gov/sites/default/files/docs/skills_report.pdf.
    \4\ U.S. Department of Education, (2015, February). Making 
Skills Everyone's Business: A Call to Transform Adult Learning in 
the United States. Washington, DC: Author. Accessed February 11, 
2015, from www2.ed.gov/about/offices/list/ovae/pi/AdultEd/making-skills.pdf
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    These reports focus on the large numbers of low-skilled adults in 
the U.S. and underscore the urgent need to improve services and 
learning outcomes for adults in federally-funded programs by 
implementing innovative approaches to teaching and learning.
    More than 700,000 incarcerated individuals leave Federal and State 
prisons each year.\5\ Too many of these individuals do not reintegrate 
successfully into society; within 3 years of release, 4 out of 10 
prisoners will be reincarcerated.\6\
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    \5\ Guerino, Paul, Paige M. Harrison, and William J. Sabol. 
2011. Prisoners in 2010. NCJ 236096. Washington, DC: U.S. Department 
of Justice, Bureau of Justice Statistics. Accessed January 15, 2015, 
from bjs.ojp.usdoj.gov/content/pub/pdf/p10.pdf.
    \6\ The Pew Center on the States. 2011. State of Recidivism: The 
Revolving Door of America's Prisons. Washington, DC: The Pew 
Charitable Trusts. Accessed March 11, 2015, from www.michigan.gov/documents/corrections/Pew_Report_State_of_Recidivism_350337_7.pdf.
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    This cycle of recidivism contributes significantly to the overall 
expenditures for corrections, which costs States more than $50 billion 
annually.\7\ Moreover, the number of individuals cycling in and out of 
our Nation's prisons jeopardizes public safety and negatively affects 
those individuals' families and their communities. Approximately 2.7 
million children have an incarcerated parent, and these children are 
more likely to be expelled or suspended from school than children 
without an incarcerated parent.\8\
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    \7\ National Association of State Budget Officers. 2011. State 
Expenditure Report: Examining Fiscal 2009-2011 State Spending. 
Washington, DC: Author. Accessed January 15, 2015, from 
www.nasbo.org/sites/default/files/2010%20State%20Expenditure%20Report.pdf.
    \8\ Phillips, Susan D., Alaattin Erkanli, Gordon P. Keeler, E. 
Jane Costello, & Adrian Angold. 2006. ``Disentangling the Risks: 
Parent Criminal Justice Involvement and Children's Exposure to 
Family Risks.'' Criminology and Public Policy 5(4): 677-702.
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    Among the male U.S. population aged 20 to 34 years without a high 
school credential, 1 in 3 black men, 1 in 8 white men, and 1 in 14 
Hispanic men are incarcerated.\9\ Formerly incarcerated men earn 
significantly less per year than those who have never been 
incarcerated.\10\ Unfortunately, many offenders are ill-equipped to 
break this cycle of reincarceration because they lack the education and 
workforce skills they need to succeed in the labor market and the 
cognitive skills (e.g., the ability to solve problems) that are 
essential to successfully addressing the challenges of reentry.\11\ 
Approximately 41 percent of Federal and State prisoners lack a high 
school credential, compared to 18 percent of the general population. 
Fewer than 15 percent have attained a postsecondary credential.\12\
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    \9\ The Pew Charitable Trusts. 2010. Collateral Costs: 
Incarceration's Effect on Economic Mobility. Washington, DC: Author. 
Accessed March 11, 2015, from www.pewtrusts.org/~/media/legacy/
uploadedfiles/pcs_assets/2010/CollateralCosts1pdf.pdf.
    \10\ Gould, Eric D., Bruce A. Weinberg, and David B. Mustard. 
2002. ``Crime Rates and Local Labor Market Opportunities in the 
United States: 1979-1997.'' Review of Economics and Statistics 84 
(1): 45-61. Accessed March 11, 2015, from www.terry.uga.edu/
~mustard/labor.pdf.
    \11\ MacKenzie, Doris Layton. 2012. ``The Effectiveness of 
Corrections-Based Work and Academic and Vocational Education 
Programs.'' In The Oxford Handbook of Sentencing and Corrections, 
edited by Joan Petersilia and Kevin R. Reitz, 492-520. New York: 
Oxford University Press.
    \12\ Harlow, Caroline Wolf. 2003. Education and Correctional 
Populations. NCJ 195670. Washington, DC: U.S. Department of Justice, 
Bureau of Justice Statistics. Accessed March 11, 2015, from 
www.bjs.gov/content/pub/pdf/ecp.pdf.
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    Although most State and Federal prisons offer adult education and 
career and technical education programs, and some offer postsecondary 
education, participation in these programs has not kept pace with the 
growing prison population.\13\ Similarly, those under community 
supervision (parole or probation) often do not participate in education 
and training programs.\14\ Possible reasons for these low participation 
rates include lack of, or limited access to, programs, limited 
awareness of program opportunities, reductions in services because of 
State budget constraints, insufficient personal motivation, and 
competing demands (e.g., employment) that may take precedence over 
pursuing education.\15\

[[Page 40041]]

It is not surprising, therefore, that formerly incarcerated individuals 
cited education, job training, and employment as vital needs not 
generally met during incarceration or after release.\16\
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    \13\ Western, Bruce, Vincent Schiraldi, and Jason Ziedenberg. 
2003. Education & Incarceration. Washington, DC: Justice Policy 
Institute. Accessed March 11, 2015, from www.justicepolicy.org/images/upload/03-08_REP_EducationIncarceration_AC-BB.pdf.
    \14\ Phillips, Susan D., Alaattin Erkanli, Gordon P. Keeler, E. 
Jane Costello, & Adrian Angold. 2006. ``Disentangling the Risks: 
Parent Criminal Justice Involvement and Children's Exposure to 
Family Risks.'' Criminology and Public Policy 5(4): 677-702.
    \15\ Crayton, Anna, and Suzanne Rebecca Neusteter. 2008. The 
Current State of Correctional Education. Paper prepared for the 
Reentry Roundtable on Education. New York: John Jay College of 
Criminal Justice, Prisoner Reentry Institute. Accessed May 20, 2015, 
from www.prisonlegalnews.org/news/publications/pri-crayton-state-of-correctional-education/.
    \16\ Visher, Christy A., and Pamela K. Lattimore. 2007. ``Major 
Study Examines Prisoners and Their Reentry Needs.'' NIJ Journal 258: 
30-33. Accessed March 11, 2015, from www.ncjrs.gov/pdffiles1/nij/219603g.pdf.
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    Low-skilled individuals who move in and out of prison may not be 
able to access well-integrated and sequenced educational programs. 
Coordination and communication among educational programs and their 
partner-related service providers, both inside and outside of 
correctional institutions, are essential to facilitating educational 
participation and progress. A lack of coordination and communication 
can result in barriers such as differing standardized assessments and 
curricula and lack of articulation agreements, making student transfers 
from one program to another difficult. Other barriers to accessing 
well-integrated related services and educational programs in 
institutional and community settings include:
     Misinterpretation of Federal and State privacy laws and 
insufficient links among data systems, making it difficult for programs 
to get a comprehensive picture of their students' backgrounds, avoid 
duplication of effort, and track outcomes.
     A perception among correctional officials (e.g., wardens, 
parole and probation officers, and court officials) and policymakers 
that individuals in correctional institutions should not receive 
educational services; this, in turn, can make it difficult to begin or 
expand student participation and establish supportive education and 
reentry policies.
     Inadequate staff training, resulting in ineffective 
educational services.
     Limited funds, leading to long waiting lists for programs.
    Programs based in jails present additional challenges. Because 
individuals in jails are typically serving a sentence of a year or 
less, they may not have time to complete a program while incarcerated. 
The connection between the jail and community-based programs, 
therefore, is particularly important. On the other hand, individuals 
incarcerated in prisons may not be released to a nearby community. This 
can create challenges for prisons trying to develop an education 
continuum for students because they may need to develop partnerships 
with community-based providers across the State.\17\
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    \17\ ``Reentry Education Model Implementation Study, Promoting 
Reentry Success Through Continuity of Educational Opportunities,'' 
U.S. Department of Education, 2015.
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    The Department previously recognized the need for the development 
of a correctional education reentry model illustrating an education 
continuum to bridge the gap between prison and community-based 
education and training programs (Reentry Education Model).\18\ Through 
a grant competition in 2012, Promoting Reentry Success Through 
Continuity of Educational Opportunities (PRSCEO), the Department funded 
three grant projects specifically to assess the Reentry Education Model 
in existing correctional and reentry education settings. Recognizing 
the need for other models to address the reentry education challenge, 
the Secretary will, through this new competition, support the 
establishment and operation of projects through partnerships that will 
implement models for correctional and reentry education based on strong 
theory (as defined in this notice). Eligible applicants will apply on 
behalf of a partnership that includes required and optional partners as 
described in the Eligible Applicants section of this notice.
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    \18\ ``A Reentry Education Model, Supporting Education and 
Career Advancement for Low Skill Individuals in Corrections,'' U.S. 
Department of Education, 2012.

    Note: Applicants are not required to include the Reentry 
Education Model in their applications and will not receive any 
competitive preference as a result of incorporating the Reentry 
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Education Model in their applications.

    Priorities: This competition contains two absolute priorities. 
Absolute Priority 1 is from the notice of the Secretary's Final 
Supplemental Priorities and Definitions for Discretionary Grant 
Programs published in the Federal Register on December 10, 2014, (79 FR 
73426) (Secretary's priorities). We are establishing Absolute Priority 
2 for this grant competition only and any subsequent year in which we 
make awards from the list of unfunded applicants from this competition, 
in accordance with section 437(d)(1) of the General Education 
Provisions Act (GEPA), 20 U.S.C. 1232(d)(1).
    Absolute Priorities: For the FY 2015 grant competition and any 
subsequent year in which we make awards from the list of unfunded 
applications from this competition, these priorities are absolute 
priorities. Under 34 CFR 75.105(c)(3), we consider only applications 
that meet both of these absolute priorities.

Absolute Priority 1--Supporting High-Need Students.\19\
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    \19\ See http://www.gpo.gov/fdsys/pkg/FR-2014-12-10/pdf/2014-28911.pdf, 79 FR 73426, Priority 4. Also see the Definition section 
of this notice inviting applications for the definitions of ``high-
need students'' and ``low-skilled adults.''
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    To meet this priority, an applicant must propose a project designed 
to improve academic outcomes or learning environments for low-skilled 
adults (as defined in this notice).

Absolute Priority 2--Improving Supports and Correctional Education.

    To meet this priority, an applicant must propose a project that:
    (1) Improves the quality of education programs in adult 
correctional facilities and community settings, and
    (2) Links correctional education students to education or job 
training programs post-release.

Requirements

Application Requirements
    The project plan submitted within the application must include:
    (a) An approach that demonstrates strong theory (as defined in this 
notice), which includes a logic model (as defined in this notice) and 
supporting practice.
    (b) A description of how the applicant will implement, or already 
has implemented, specified and described elements of a system designed 
to coordinate education and related services provided in a correctional 
facility or facilities and in community settings. This description must 
include the following:
    (1) The elements of the proposed project, including:
    (i) A correctional institution student intake protocol that 
includes assessment, individual educational plan development, and the 
recording of information in a centralized, electronic data system;
    (ii) The process the applicant will use for developing individual 
education plans that address individual student needs;
    (iii) Educational services with appropriate alignment and content, 
including basic educational services for low-skilled adults, within 
correctional facilities and within community-based educational programs 
for reentering formerly incarcerated persons or other justice-involved 
individuals such as probationers;
    (iv) Strategies based on strong theory (as defined in this notice) 
for:

[[Page 40042]]

    (A) Improving student outcomes in the attainment of established 
measures for the AEFLA program,
    (B) Increasing the number of students completing their educational 
programs, and
    (C) Increasing the number of students attaining their educational 
goals;
    (v) Pre-release procedures and protocols to support the transition 
of students, including low-skilled adults, from correctional 
institution educational programs to community-based educational 
programs; and
    (vi) Intake processes and procedures for the community-based 
educational services that include--
    (A) Connecting incarcerated individuals with community-based 
services by supporting orientation to, and pre-enrollment in, those 
services prior to release from the correctional institution,
    (B) Timely transfer of student data and educational plans, which 
are updated as necessary and appropriate, and
    (C) A process of communication among all project partners and with 
the individual students, including a point person for tracking 
individual progress to the extent practicable and for tracking students 
transferring to other adult basic education or adult secondary 
education programs, postsecondary education, training programs, or 
occupational training programs.
    (2) Fundamental program elements, which must include:
    (i) A description of the non-Federal funds and in-kind 
contributions that would be used in the project, if applicable;
    (ii) A description of the partnership that will implement the 
proposed project, including required and optional partners as described 
under Eligible Applicants;
    (iii) Electronic data system;
    (iv) Staff training;
    (v) Reentry policies; and
    (vi) Evaluation processes.
    (3) Implementation components, including--
    (i) The methodology that the applicant used to select the 
partner(s);
    (ii) For each proposed partner, descriptions of--
    (A) The populations served by the partner; and
    (B) The expected contributions of the partner to the proposed 
project and the extent to which each partner has committed to the 
implementation and sustainability of the project.
    (iii) Strategies for identifying and allocating human resources 
among the partners as needed to implement the proposed project;
    (iv) The applicant's approach to initial and ongoing personnel 
development or training for personnel involved in implementing the 
proposed project; and
    (4) Sustainability components, including a plan for:
    (i) Assessing the responsibilities for project maintenance and 
support among the partners at the participating project sites by the 
end of the project period in order to continue services after the 
project period ends; and
    (ii) Continuing personnel training among the partners in order to 
build capacity to implement reentry education during the grant project 
period and to ensure that the project is sustained after the grant 
project period ends.
    (c) A detailed timeline for implementing the proposed project.
    (d) A plan for collecting data that will be submitted to the 
Department, which, at a minimum, must include:
    (1) The numbers of individuals who maintain educational 
participation while transitioning from and among correctional 
institutions, including to community correctional settings and other 
community-based educational programs; and
    (2) The numbers of adults who acquire basic skills (including 
English language acquisition), complete secondary education, and 
transition to further education, training, or to work as indicated by 
attainment of educational functioning levels, attainment of high school 
credentials, enrollment in postsecondary education or training 
programs, and attainment of employment.
    (e) A description of the project's strong theory (as defined in 
this notice), including the logic model and supporting practice and a 
plan to collect data on the following system outputs:
    (1) Changes to policies, procedures, or data collection systems, 
and
    (2) Changes related to student information or record sharing, 
referrals for services, educational services, assessments, and 
transition planning.
    (f) A proposed budget that includes estimates of the costs of:
    (1) Implementing the proposed project, including but not limited 
to--
    (i) Personnel, and
    (ii) The various components of the proposed project; and
    (2) Attendance of up to two attendees at a required one-and-one-
half-day meeting in Washington, DC.
    (g) A description of the applicant's formative evaluation plan, 
consistent with the proposed project's strong theory (as defined in 
this notice), that:
    (1) Includes information on how the data described in paragraph (d) 
of these Application Requirements will be reviewed by the project staff 
prior to finalizing data collection plans and again prior to submitting 
those data to the Department (consistent with the timeline in paragraph 
(c) of these Application Requirements) and how they will be used during 
the course of the project to adjust the project or its implementation 
in order to enhance the project's outcomes, generalizability, and 
potential for sustainability; and
    (2) Includes, as appropriate, periodic collection of student and 
system data in addition to other data relating to fidelity of 
implementation, stakeholder acceptability, and the types of facilities 
in which the services are provided (e.g., correctional institution, 
community center, library).
General Requirements
    To meet the general requirements of this competition, each 
applicant must propose to conduct the following activities:
    (a) Participate in program activities and collaborative efforts 
among grantees, Department staff, and the Department-identified 
technical assistance provider, if applicable, to disseminate 
information to entities such as adult education providers, correctional 
institutions, community-based organizations, community colleges, 
professional organizations, and other entities identified by the 
Department.
    (b) Communicate and collaborate on an ongoing basis with 
Department-funded or other Department-designated projects in order to 
share information on successful strategies and challenges for 
implementing reentry education across correctional and community 
settings.
    (c) Maintain ongoing telephone and email communication with the 
Department project officer and the administrators of other projects 
funded under this competition.
    (d) Submit data, when and as specified by the Department, in order 
to evaluate the applicant's success in implementing the project's 
objectives with reference to the reentry education challenge.
Definitions
    The definition of ``Adult education and literacy activities'' is 
from section 203(2) of the Workforce Innovation and Opportunity Act of 
2014, 29 U.S.C. 3272(2) (WIOA). The definitions of ``high-minority 
school,'' ``high need students,'' and ``low-skilled adult'' are from 
the notice of the Secretary's Final Supplemental Priorities and 
Definitions for Discretionary Grant Programs published in the Federal 
Register on

[[Page 40043]]

December 10, 2014, (79 FR 73426). The definitions of ``logic model'', 
``relevant outcome'', and ``strong theory'' are from the Education 
Department General Administrative Regulations at 34 CFR 77.1(c).
    Adult education and literacy activities means programs, activities, 
and services that include adult education, literacy, workplace adult 
education and literacy activities, family literacy activities, English 
language acquisition activities, integrated English literacy and civics 
education, workforce preparation activities, or integrated education 
and training.

    Note:  The programs, activities, and services listed in the 
definition of ``adult education and literacy activities'' are each 
defined in section 203 of WIOA, 29 U.S.C. 3272.

    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 schools used in its application.
    High-need students means students who are 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.
    Logic model (also referred to as theory of action) means a well-
specified conceptual framework that identifies key components of the 
proposed process, product, strategy, or practice (i.e., the active 
``ingredients'' that are hypothesized to be critical to achieving the 
relevant outcomes) and describes the relationships among the key 
components and outcomes, theoretically and operationally.
    Low-skilled adult means an adult with low literacy and numeracy 
skills.
    Relevant outcome means the student outcome(s) (or the ultimate 
outcome if not related to students) the proposed process, product, 
strategy, or practice is designed to improve; consistent with the 
specific goals of a program.
    Strong theory means a rationale for the proposed process, product, 
strategy, or practice that includes a logic model.
    Waiver of Proposed Rulemaking: Under the Administrative Procedure 
Act (5 U.S.C. 553), the Department generally offers interested parties 
the opportunity to comment on proposed priorities and other 
requirements. Section 437(d)(1) of the General Education Provisions Act 
(GEPA), however, allows the Secretary to exempt from rulemaking 
requirements regulations governing the first grant competition under a 
new or substantially revised program authority. This is the first grant 
competition for this program under AEFLA, Title II of WIOA, section 
242, National Leadership Activities, 29 U.S.C. 3332, and therefore 
qualifies for this exemption. In order to ensure timely grant awards, 
the Secretary has decided to forgo public comment on the priorities and 
other requirements under section 437(d)(1) of GEPA. These priorities 
and other requirements will apply to the FY 2015 grant competition and 
any subsequent year in which we make awards from the list of unfunded 
applicants from this competition.
    Program Authority: 29 U.S.C. 3332.
    Applicable Regulations: (a) The Education Department General 
Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 81, 82, 
84, 86, 97, 98, and 99. (b) The OMB Guidelines to Agencies on 
Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 
180, as adopted and amended as regulations of the Department in 2 CFR 
part 3485, and the Uniform Administrative Requirements, Cost 
Principles, and Audit Requirements for Federal Awards in 2 CFR part 
200, as adopted and amended in 2 CFR part 3474.

    Note:  The regulations in 34 CFR part 79 apply to all applicants 
except federally-recognized Indian tribes.


    Note:  The regulations in 34 CFR part 86 apply only to 
institutions of higher education.

II. Award Information

    Type of Award: Discretionary grants.
    Estimated Available Funds: $2,700,000 for the first 12 months of 
this project period. Funding for program years two and three is subject 
to the availability of funds and to a grantee meeting the requirements 
of 34 CFR 75.253. Contingent upon the availability of funds and the 
quality of applications, we may make additional awards in FY 2016 and 
future years from the list of unfunded applications from this 
competition.
    Estimated Range of Awards: $200,000-$350,000.
    Estimated Average Size of Award: $300,000.
    Estimated Number of Awards: 9.

    Note:  The Department is not bound by any estimates in this 
notice.

    Project Period: Up to 36 months. Applicants under this competition 
are required to provide detailed budget information for each of the 
three years of this project and for the total grant.

III. Eligibility Information

    1. Eligible Applicants:
    (a) An application must be submitted by an eligible applicant, as 
described in paragraph (b) of this section, on behalf of a partnership 
that involves the required partners in subparagraph (c)(i) of this 
section, and any optional partners in subparagraph (c)(ii) of this 
section.
    (b) Eligible applicant means one of the following organizations 
that currently provide adult education and literacy activities:
    (i) correctional institutions;
    (ii) community correction facilities or organizations;
    (iii) intermediary prisoner reentry service providers;
    (iv) community-based educational service providers;
    (v) other community-based or faith-based organizations;
    (vi) volunteer literacy organizations;
    (vii) institutions of higher education, including community college 
or technical colleges;
    (viii) public or private nonprofit agencies;
    (ix) libraries;
    (x) occupational training providers;
    (xi) public housing authorities; or
    (xii) nonprofit institutions not described above that provide adult 
education and literacy activities in correctional institutions or 
community settings.
    (c) The partnership on whose behalf the application is submitted--
    (i) Must include--
    (A) The eligible applicant submitting the application, and
    (B) One or more correctional institutions, as identified in the 
list of eligible applicants in paragraph (b)(i) of this section, at 
least one of which must currently offer adult basic education services 
or English literacy programs; and
    (ii) May also include one or more of the other eligible applicants 
identified above in paragraph (b) of this section.
    2. Cost Sharing or Matching: This program does not require cost 
sharing or matching.

IV. Application and Submission Information

    1. Address to Request Application Package: You can obtain an 
application package via the Internet or from the

[[Page 40044]]

Education Publications Center (ED Pubs), or from the program office.
    To obtain a copy via the Internet, use the following address: 
www.ed.gov/fund/grant/apply/grantapps/index.html. To obtain a copy from 
ED Pubs, write, fax, or call the following: ED Pubs, U.S. Department of 
Education, P.O. Box 22207, Alexandria, VA 22304. Telephone, toll free: 
1-877-433-7827. FAX: (703) 605-6794. If you use a telecommunications 
device for the deaf (TDD) or a text telephone (TTY), call, toll free: 
1-877-576-7734.
    You can contact ED Pubs at its Web site, also: www.EDPubs.gov or at 
its email address: edpubs@inet.ed.gov.
    If you request an application package from ED Pubs, be sure to 
identify this program or competition as follows: CFDA number 84.191D
    To obtain a copy from the program office, contact the persons 
listed under For Further Information Contact in section VII of this 
notice.
    Individuals with disabilities can obtain a copy of the application 
package in an accessible format (e.g., braille, large print, audiotape, 
or compact disc) by contacting the person or team listed under 
Accessible Format in section VIII of this notice.
    2. a. Content and Form of Application Submission: Requirements 
concerning the content of an application, together with the forms you 
must submit, are in the application package for this competition.
    Page Limit: The application narrative (Part III of the application) 
is where you, the applicant, address the selection criteria that 
reviewers use to evaluate your application. You must limit the 
application narrative [Part III] to no more than 30 pages, using the 
following standards:
     A ``page'' is 8.5'' x 11'', on one side only, with 1'' 
margins at the top, bottom, and both sides.
     Double space (no more than three lines per vertical inch) 
all text in the application narrative, including titles, headings, 
footnotes, quotations, references, and captions, as well as all text in 
charts, tables, figures, and graphs.
     Use a font that is either 12 point or larger or no smaller 
than 10 pitch (characters per inch).
     Use one of the following fonts: Times New Roman, Courier, 
Courier New, or Arial. An application submitted in any other font 
(including Times Roman or Arial Narrow) will not be accepted.
    The page limit does not apply to Part I, the cover sheet; Part II, 
the budget section, including the narrative budget justification; Part 
IV, the assurances and certifications; or the one-page abstract, the 
resumes, the bibliography, or the letters of support. However, the page 
limit does apply to all of the application narrative section [Part 
III].
    Our reviewers will not read any pages of your application that 
exceed the page limit.
    2. b. Content and Form of Application Submission:
    Given the types of projects that may be proposed in applications 
for the IRE program, your application may include business information 
that the applicant considers proprietary. The Department's regulations 
define ``business information'' in 34 CFR 5.11.
    Because we plan to make successful applications available to the 
public upon request, you may wish to request confidentiality of 
business information. Consistent with Executive Order 12600, please 
designate in your application any information that you feel is exempt 
from disclosure under Exemption 4 of the Freedom of Information Act. In 
the appropriate Appendix section of your application, under ``Other 
Attachments Form,'' please list the page number or numbers on which we 
can find this information. For additional information please see 34 CFR 
5.11(c).
    3. Submission Dates and Times:
    Applications Available: July 13, 2015.
    Deadline for Transmittal of Applications: August 12, 2015.
    Applications for grants under this competition must be submitted 
electronically using the Grants.gov Apply site. For information 
(including dates and times) about how to submit your application 
electronically, or in paper format by mail or hand delivery if you 
qualify for an exception to the electronic submission requirement, 
please refer to section IV.7. Other Submission Requirements of this 
notice.
    We do not consider an application that does not comply with the 
deadline requirements.
    Individuals with disabilities who need an accommodation or 
auxiliary aid in connection with the application process should contact 
the person listed under FOR FURTHER INFORMATION CONTACT in section VII 
of this notice. If the Department provides an accommodation or 
auxiliary aid to an individual with a disability in connection with the 
application process, the individual's application remains subject to 
all other requirements and limitations in this notice.
    Deadline for Intergovernmental Review: September 11, 2015.
    4. 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.
    5. Funding Restrictions: We reference regulations outlining funding 
restrictions in the Applicable Regulations section of this notice.
    6. Data Universal Numbering System Number, Taxpayer Identification 
Number, and System for Award Management: To do business with the 
Department of Education, you must--
    a. Have a Data Universal Numbering System (DUNS) number and a 
Taxpayer Identification Number (TIN);
    b. Register both your DUNS number and TIN with the System for Award 
Management (SAM) (formerly the Central Contractor Registry (CCR)), the 
Government's primary registrant database;
    c. Provide your DUNS number and TIN on your application; and
    d. Maintain an active SAM registration with current information 
while your application is under review by the Department and, if you 
are awarded a grant, during the project period.
    You can obtain a DUNS number from Dun and Bradstreet. A DUNS number 
can be created within one-to-two business days.
    If you are a corporate entity, agency, institution, or 
organization, you can obtain a TIN from the Internal Revenue Service. 
If you are an individual, you can obtain a TIN from the Internal 
Revenue Service or the Social Security Administration. If you need a 
new TIN, please allow 2-5 weeks for your TIN to become active.
    The SAM registration process can take approximately seven business 
days, but may take upwards of several weeks, depending on the 
completeness and accuracy of the data entered into the SAM database by 
an entity. Thus, if you think you might want to apply for Federal 
financial assistance under a program administered by the Department, 
please allow sufficient time to obtain and register your DUNS number 
and TIN. We strongly recommend that you register early.

    Note:  Once your SAM registration is active, you will need to 
allow 24 to 48 hours for the information to be available in 
Grants.gov and before you can submit an application through 
Grants.gov.

    If you are currently registered with SAM, you may not need to make 
any changes. However, please make certain that the TIN associated with 
your DUNS number is correct. Also note that you will need to update 
your registration

[[Page 40045]]

annually. This may take three or more business days.
    Information about SAM is available at www.SAM.gov. To further 
assist you with obtaining and registering your DUNS number and TIN in 
SAM or updating your existing SAM account, we have prepared a SAM.gov 
Tip Sheet, which you can find at: www2.ed.gov/fund/grant/apply/sam-faqs.html.
    In addition, if you are submitting your application via Grants.gov, 
you must (1) be designated by your organization as an Authorized 
Organization Representative (AOR); and (2) register yourself with 
Grants.gov as an AOR. Details on these steps are outlined at the 
following Grants.gov Web page: www.grants.gov/web/grants/register.html.
    7. Other Submission Requirements: Applications for grants under 
this program must be submitted electronically unless you qualify for an 
exception to this requirement in accordance with the instructions in 
this section.
a. Electronic Submission of Applications
    Applications for grants under this competition must be submitted 
electronically using the Governmentwide Grants.gov Apply site at 
www.Grants.gov. Through this site, you will be able to download a copy 
of the application package, complete it offline, and then upload and 
submit your application. You may not email an electronic copy of a 
grant application to us.
    We will reject your application if you submit it in paper format 
unless, as described elsewhere in this section, you qualify for one of 
the exceptions to the electronic submission requirement and submit, no 
later than two weeks before the application deadline date, a written 
statement to the Department that you qualify for one of these 
exceptions. Further information regarding calculation of the date that 
is two weeks before the application deadline date is provided later in 
this section under Exception to Electronic Submission Requirement.
    You may access the electronic grant application for IRE at 
www.Grants.gov. You must search for the downloadable application 
package for this program by the CFDA number. Do not include the CFDA 
number's alpha suffix in your search (e.g., search for 84.191, not 
84.191D).
    Please note the following:
     When you enter the Grants.gov site, you will find 
information about submitting an application electronically through the 
site, as well as the hours of operation.
     Applications received by Grants.gov are date and time 
stamped. Your application must be fully uploaded and submitted and must 
be date and time stamped by the Grants.gov system no later than 4:30:00 
p.m., Washington, DC time, on the application deadline date.
    Except as otherwise noted in this section, we will not accept your 
application if it is received--that is, date and time stamped by the 
Grants.gov system--after 4:30:00 p.m., Washington, DC time, on the 
application deadline date. We do not consider an application that does 
not comply with the deadline requirements. When we retrieve your 
application from Grants.gov, we will notify you if we are rejecting 
your application because it was date and time stamped by the Grants.gov 
system after 4:30:00 p.m., Washington, DC time, on the application 
deadline date.
     The amount of time it can take to upload an application 
will vary depending on a variety of factors, including the size of the 
application and the speed of your Internet connection. Therefore, we 
strongly recommend that you do not wait until the application deadline 
date to begin the submission process through Grants.gov.
     You should review and follow the Education Submission 
Procedures for submitting an application through Grants.gov that are 
included in the application package for this competition to ensure that 
you submit your application in a timely manner to the Grants.gov 
system. You can also find the Education Submission Procedures 
pertaining to Grants.gov under News and Events on the Department's G5 
system home page at www.G5.gov.
     You will not receive additional point value because you 
submit your application in electronic format, nor will we penalize you 
if you qualify for an exception to the electronic submission 
requirement, as described elsewhere in this section, and submit your 
application in paper format.
     You must submit all documents electronically, including 
all information you typically provide on the following forms: The 
Application for Federal Assistance (SF 424), the Department of 
Education Supplemental Information for SF 424, Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and 
certifications.
     You must upload any narrative sections and all other 
attachments to your application as files in a PDF (Portable Document) 
read-only, non-modifiable format. Do not upload an interactive or 
fillable PDF file. If you upload a file type other than a read-only, 
non-modifiable PDF or submit a password-protected file, we will not 
review that material.
     Your electronic application must comply with any page-
limit requirements described in this notice.
     After you electronically submit your application, you will 
receive from Grants.gov an automatic notification of receipt that 
contains a Grants.gov tracking number. (This notification indicates 
receipt by Grants.gov only, not receipt by the Department.) The 
Department then will retrieve your application from Grants.gov and send 
a second notification to you by email. This second notification 
indicates that the Department has received your application and has 
assigned your application a PR/Award number (an ED specified 
identifying number unique to your application).
     We may request that you provide us original signatures on 
forms at a later date.
    Application Deadline Date Extension in Case of Technical Issues 
with the Grants.gov System: If you are experiencing problems submitting 
your application through Grants.gov, please contact the Grants.gov 
Support Desk, toll free, at 1-800-518-4726. You must obtain a 
Grants.gov Support Desk Case Number and must keep a record of it.
    If you are prevented from electronically submitting your 
application on the application deadline date because of technical 
problems with the Grants.gov system, we will grant you an extension 
until 4:30:00 p.m., Washington, DC time, the following business day to 
enable you to transmit your application electronically or by hand 
delivery. You also may mail your application by following the mailing 
instructions described elsewhere in this notice.
    If you submit an application after 4:30:00 p.m., Washington, DC 
time, on the application deadline date, please contact the person 
listed under For Further Information Contact in section VII of this 
notice and provide an explanation of the technical problem you 
experienced with Grants.gov, along with the Grants.gov Support Desk 
Case Number. We will accept your application if we can confirm that a 
technical problem occurred with the Grants.gov system and that that 
problem affected your ability to submit your application by 4:30:00 
p.m., Washington, DC time, on the application deadline date. The 
Department will contact you after a determination is made on whether 
your application will be accepted.

    Note:  The extensions to which we refer in this section apply 
only to the unavailability

[[Page 40046]]

of, or technical problems with, the Grants.gov system. We will not 
grant you an extension if you failed to fully register to submit 
your application to Grants.gov before the application deadline date 
and time or if the technical problem you experienced is unrelated to 
the Grants.gov system.

    Exception to Electronic Submission Requirement: You qualify for an 
exception to the electronic submission requirement, and may submit your 
application in paper format, if you are unable to submit an application 
through the Grants.gov system because--
     You do not have access to the Internet; or
     You do not have the capacity to upload large documents to 
the Grants.gov system; and
     No later than two weeks before the application deadline 
date (14 calendar days or, if the fourteenth calendar day before the 
application deadline date falls on a Federal holiday, the next business 
day following the Federal holiday), you mail or fax a written statement 
to the Department, explaining which of the two grounds for an exception 
prevent you from using the Internet to submit your application.
    If you mail your written statement to the Department, it must be 
postmarked no later than two weeks before the application deadline 
date. If you fax your written statement to the Department, we must 
receive the faxed statement no later than two weeks before the 
application deadline date. Address and mail or fax your statement to: 
Tammi Fergusson, U.S. Department of Education, 400 Maryland Avenue SW., 
Room 11009, PCP, Washington, DC 20202-7240. FAX: (202) 245-7839.
    Your paper application must be submitted in accordance with the 
mail or hand delivery instructions described in this notice.
b. Submission of Paper Applications by Mail
    If you qualify for an exception to the electronic submission 
requirement, you may mail (through the U.S. Postal Service or a 
commercial carrier) your application to the Department. You must mail 
the original and two copies of your application, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.191D), LBJ Basement Level 1, 400 Maryland Avenue SW., 
Washington, DC 20202-4260.
    You must show proof of mailing consisting of one of the following:
    (1) A legibly dated U.S. Postal Service postmark.
    (2) A legible mail receipt with the date of mailing stamped by the 
U.S. Postal Service.
    (3) A dated shipping label, invoice, or receipt from a commercial 
carrier.
    (4) Any other proof of mailing acceptable to the Secretary of the 
U.S. Department of Education.
    If you mail your application through the U.S. Postal Service, we do 
not accept either of the following as proof of mailing:
    (1) A private metered postmark.
    (2) A mail receipt that is not dated by the U.S. Postal Service. If 
your application is postmarked after the application deadline date, we 
will not consider your application.

    Note:  The U.S. Postal Service does not uniformly provide a 
dated postmark. Before relying on this method, you should check with 
your local post office.

c. Submission of Paper Applications by Hand Delivery
    If you qualify for an exception to the electronic submission 
requirement, you (or a courier service) may deliver your paper 
application to the Department by hand. You must deliver the original 
and two copies of your application by hand, on or before the 
application deadline date, to the Department at the following address: 
U.S. Department of Education, Application Control Center, Attention: 
(CFDA Number 84.191D), 550 12th Street SW., Room 7041, Potomac Center 
Plaza, Washington, DC 20202-4260.
    The Application Control Center accepts hand deliveries daily 
between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except 
Saturdays, Sundays, and Federal holidays.

    Note for Mail or Hand Delivery of Paper Applications:  If you 
mail or hand deliver your application to the Department:
    (1) You must indicate on the envelope and--if not provided by 
the Department--in Item 11 of the SF 424 the CFDA number, including 
suffix letter, if any, of the competition under which you are 
submitting your application; and
    (2) The Application Control Center will mail to you a 
notification of receipt of your grant application. If you do not 
receive this notification within 15 business days from the 
application deadline date, you should call the U.S. Department of 
Education Application Control Center at (202) 245-6288.

V. Application Review Information

    1. Selection Criteria: The selection criteria for this program are 
from 34 CFR 75.210 of EDGAR and are listed in the following paragraphs. 
The maximum score for all the selection criteria is 100 points.
    In addressing each criterion, applicants are encouraged to make 
explicit connections to relevant aspects of responses to other 
selection criteria. The selection criteria are as follows:
    (1) Need for project (up to 10 points).
    (a) The Secretary considers the need for the proposed project.
    (b) In determining the need for the proposed project, the Secretary 
considers one or more of the following factors:
    (i) The magnitude of the need for the services to be provided or 
the activities to be carried out by the proposed project; and
    (ii) 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 nature and magnitude 
of those gaps or weaknesses.
    (2) Significance (up to 20 points).
    (a) The Secretary considers the significance of the proposed 
project.
    (b) In determining the significance of the proposed project, the 
Secretary considers--
    (i) The extent to which the proposed project is likely to build 
local capacity to provide, improve, or expand services that address the 
needs of the target population; and
    (ii) The importance or magnitude of the results or outcomes likely 
to be attained by the proposed project.
    (3) Quality of the project design (up to 30 points).
    (a) The Secretary considers the quality of the design of the 
proposed project.
    (b) In determining the quality of the design of the proposed 
project, the Secretary considers--
    (i) The extent to which the goals, objectives, and outcomes to be 
achieved by the proposed project are clearly specified and measurable;
    (ii) The extent to which there is a conceptual framework underlying 
the proposed research or demonstration activities and the quality of 
that framework;
    (iii) The extent to which the proposed project is designed to build 
capacity and yield results that will extend beyond the period of 
Federal financial assistance;
    (iv) The extent to which the proposed project will integrate with 
or build on similar or related efforts to improve relevant outcomes (as 
defined in 34 CFR 77.1(c)), using existing funding streams from other 
programs or policies supported by community, State, and Federal 
resources; and
    (v) The extent to which the proposed project is supported by strong 
theory (as defined in 34 CFR 77.1(c)).
    (4) Adequacy of resources (up to 15 points).

[[Page 40047]]

    (a) The Secretary considers the adequacy of resources for the 
proposed project.
    (b) In determining the adequacy of resources for the proposed 
project, the Secretary considers--
    (i) The relevance and demonstrated commitment of each partner in 
the proposed project to the implementation and success of the project;
    (ii) The extent to which the costs are reasonable in relation to 
the objectives, design, and potential significance of the proposed 
project; and
    (iii) The potential for continued support of the project after 
Federal funding ends, including, as appropriate, the demonstrated 
commitment of appropriate entities to such support.
    (5) Quality of the management plan (up to 10 points).
    (a) The Secretary considers the quality of the management plan for 
the proposed project.
    (b) In determining the quality of the management plan for the 
proposed project, the Secretary considers--
    (i) 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;
    (ii) The extent to which the time commitments of the project 
director and principal investigator and other key project personnel are 
appropriate and adequate to meet the objectives of the proposed 
project.
    (6) Quality of the project evaluation (up to 15 points).
    (a) The Secretary considers the quality of the evaluation to be 
conducted of the proposed project.
    (b) In determining the quality of the evaluation, the Secretary 
considers--
    (i) 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; and
    (ii) The extent to which the methods of evaluation will, if well-
implemented, produce strong evidence (as defined in 34 CFR 77.1(c)).
    (ii) The extent to which the methods of evaluation will provide 
valid and reliable performance data on relevant outcomes (as defined in 
this notice).
    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 
also 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 
of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
    3. Special Conditions: Under 2 CFR 3474.10, the Secretary may 
impose special conditions and, in appropriate circumstances, high-risk 
conditions on a grant if the applicant or grantee is not financially 
stable; has a history of unsatisfactory performance; has a financial or 
other management system that does not meet the standards in 2 CFR part 
200, subpart D, as applicable; has not fulfilled the conditions of a 
prior grant; or is otherwise not responsible.

VI. Award Administration Information

    1. Award Notices: If your application is successful, we notify your 
U.S. Representative and U.S. Senators and send you a Grant Award 
Notification (GAN); or we may send you an email containing a link to 
access an electronic version of your GAN. We may notify you informally, 
also. If your application is not evaluated or not selected for funding, 
we notify you.
    2. Administrative and National Policy Requirements: We identify 
administrative and national policy requirements in the application 
package and reference these and other requirements in the Applicable 
Regulations section of this notice.
    We reference the regulations outlining the terms and conditions of 
an award in the Applicable Regulations section of this notice and 
include these and other specific conditions in the GAN. The GAN also 
incorporates your approved application as part of your binding 
commitments under the grant.
    3. 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 multi-year 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.
    4. Performance Measures: Under the Government Performance and 
Results Act, the Department has established goals and measures for the 
Adult Education and Family Literacy Act program.
    One of the established goals of AEFLA is to support adult education 
systems that result in increased adult achievement in order to prepare 
adults, including individuals in correctional settings, for family, 
work, citizenship, and future learning. The AEFLA program provides 
adults with opportunities to acquire basic foundation skills (including 
English language acquisition), complete secondary education, and 
transition to further education and training and to work. There are 
four established measures for the AEFLA program that are applicable for 
adults in the IRE program. These measures are--
    (1) The percentage of adults enrolled in English literacy programs 
served by the program who acquire the level of English language skills 
needed to complete the levels of instruction in which they enrolled.
    (2) The percentage of adults enrolled in adult basic education 
programs served by the program who acquire the level of basic skills 
needed to complete the level of instruction in which they enrolled.
    (3) The percentage of all enrolled adults in the applicable 
population served by the program who obtain certification of attaining 
passing scores on a State-recognized high school equivalency test or 
obtain a diploma or State-recognized equivalent, documenting 
satisfactory completion of secondary studies (high school or adult high 
school)\20\
---------------------------------------------------------------------------

    \20\ The applicable population consists of all enrolled learners 
who take all GED tests, are enrolled in adult high school at the 
high ASE level, or are enrolled in the assessment phase of the 
External Diploma Program who exit during the program years.
---------------------------------------------------------------------------

    (4) The percentage of adults in the applicable population served by 
the

[[Page 40048]]

program that enter postsecondary education or a training program.\21\
---------------------------------------------------------------------------

    \21\ The applicable population consists of all adults who passed 
the state approved high school equivalency test or earned a 
secondary credential while enrolled in adult education, have a 
secondary credential at entry, or are enrolled in a class 
specifically designed for transitioning to postsecondary education 
who exit during the program year. Entry into postsecondary education 
or training can occur any time from the time of exit through the end 
of the following program year. A transition class is a class that 
has a specific purpose to prepare students for entry into 
postsecondary education, training, or an apprenticeship program.
---------------------------------------------------------------------------

    Under the Government Performance and Results Act, the Department 
has established goals and measures for the recidivism of individuals 
who have been in correctional institutions. The measure related to 
recidivism is--
    (5) The percentage of adults served by the program who, within one 
year of release, have criminal justice system involvement (arrest, re-
conviction, violation of parole conditions, or return to 
incarceration).
    Grantees will be responsible for providing data to support 
evaluation of these objectives.
    5. 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, the 
performance targets in the grantee's approved application. In making a 
continuation grant, 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. Agency Contact

    FOR FURTHER INFORMATION CONTACT: Tammi Fergusson, U.S. Department 
of Education, 400 Maryland Avenue SW., Room 11009, Potomac Center Plaza 
(PCP), Washington, DC 20202. Telephone: (202) 245-7706 or by email: 
Tammi.Fergusson@ed.gov.
    If you use a TDD or TTY, call the FRS, toll free, at 1-800-877-
8339.

VIII. Other Information

    Accessible Format: Individuals with disabilities can obtain this 
document and a copy of the application package 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 
in section VII of this notice.
    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: July 7, 2015.
Johan E. Uvin,
Acting Assistant Secretary for Career, Technical, and Adult Education.
[FR Doc. 2015-17046 Filed 7-10-15; 8:45 am]
 BILLING CODE 4000-01-P