FR Doc 03-11113
[Federal Register: May 6, 2003 (Volume 68, Number 87)]
[Notices]
[Page 24053-24075]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr06my03-130]
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Part II
Department of Education
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Office of Innovation and Improvement--Teaching American History Grant
Program; Notice Inviting Applications for New Awards for Fiscal Year
(FY) 2003; Notice
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DEPARTMENT OF EDUCATION
[CFDA No. 84.215X]
Office of Innovation and Improvement--Teaching American History
Grant Program; Notice Inviting Applications for New Awards for Fiscal
Year (FY) 2003
Note to Applicants: This notice is a complete application package.
Together with the statute authorizing this program and the Education
Department General Administrative Regulations (EDGAR), this notice
contains all of the information, application forms, and instructions
needed to apply for a grant under this competition.
Purpose of Program: Teaching American History grants support
projects to raise student achievement by improving teachers' knowledge,
understanding, and appreciation of traditional American history. Grant
awards assist local educational agencies (LEAs), in partnership with
entities that have extensive content expertise, to develop, document,
evaluate, and disseminate innovative, cohesive models of professional
development. By helping teachers to develop a deeper understanding and
appreciation of traditional American history as a separate subject
matter within the core curriculum, these programs improve instruction
and raise student achievement.
Note: The Secretary construes traditional American history to
mean the following: Traditional American history teaches the
significant issues, episodes, and turning points in the history of
the United States, and how the words and deeds of individual
Americans have determined the course of our Nation. This history
teaches how the principles of freedom and democracy, articulated in
our founding documents, have shaped--and continue to shape--
America's struggles and achievements, as well as its social,
political, and legal institutions and relations. Traditional history
puts its highest priority on making sure students have an
understanding of these principles and of the historical events and
people that best illustrate them.
Eligible Applicants: Local educational agencies (LEAs)--including
charter schools that are considered LEAs under State law and
regulations--working in partnership with one or more of the following
entities:
[sbull] Institutions of higher education (IHEs);
[sbull] Non-profit history or humanities organizations; and
[sbull] Libraries and museums.
Note: Groups of LEAs interested in submitting a single
application must follow the procedures for group applications in 34
CFR 75.127-75.129 of the Education Department General Administrative
Regulations (EDGAR).
Notification of Intent To Apply for Funding: The Department will be
able to develop a more efficient process for reviewing grant
applications if it has a better understanding of the number of LEAs
that intend to apply for funding under this competition. Therefore, the
Secretary strongly encourages each potential applicant to notify the
Department with a short e-mail noting the intent to submit an
application for funding. The e-mail need not include information
regarding the content of the proposed application, only the applicant's
intent to submit it. The Secretary requests that this e-mail
notification be sent no later than June 6, 2003, to Christine Miller
at: teachingamericanhistory@ed.gov.
Applicants that fail to provide this e-mail notification may still
apply for funding.
Deadline for Transmittal of Applications: July 7, 2003.
Deadline for Intergovernmental Review: September 5, 2003.
Estimated Available Funds: $99,350,000.
Estimated Range of Awards: Total funding per grant, for a three-
year project period is $350,000-$1,000,000 for LEAs with enrollments of
less than 300,000 students; $500,000-$2,000,0000 for LEAs with
enrollments above 300,000 students.
Estimated Average Size of Awards: Total for all three years is
$500,000.
Maximum Award Amount: The total amount of funding that an LEA may
receive under this competition is $2,000,000.
Estimated Number of Awards: 100-125.
Note: The Department of Education is not bound by any estimates
in this notice.
Project Period: Up to 36 months.
Please note that applicants for multi-year awards are required to
provide detailed budget information for the total grant period
requested. The Department will determine at the time of the initial
award the funding levels for each year of the grant award.
Note: To provide the applicant the capacity to effectively plan
for and carry out the comprehensive long-term activities involved in
ongoing, intensive professional development, to establish
partnerships to support this work, and to document and demonstrate
the effectiveness of its program for future dissemination, the
Secretary anticipates awarding the entire three-year grant amount
for the project at the time of the initial award.
Page Limits: Applicants are strongly encouraged to limit the
application narrative to no more than 20 single-sided, double-spaced
pages printed in 12 point font or larger. If the applicant is
addressing the competitive priority for evaluation, the narrative
should be limited to 25 pages. The page limitation does not include the
title page, Application for Federal Assistance (ED 424), one-page
abstract, the budget summary form (ED 524) and the narrative budget
justification, any curriculum vitae, the bibliography of literature
cited, or the assurances and certifications.
The following standards are preferred: (1) A ``page'' is 8.5'' x
11'' (one side only) with one-inch margins (top, bottom, and sides).
(2) Use 12-point font for all text in the application narrative.
The page limit does not apply to the cover sheet, the one-page
abstract, budget section, appendices, and forms and assurances.
Applicable Regulations and Statute: (a) Regulations. The Education
Department General Administrative Regulations (EDGAR) in 34 CFR parts
75, 77, 79, 80, 81, 82, 85, 86, 97, 98 and 99. (b) Statute. Part C,
subpart 4, of Title II of the Elementary and Secondary Education Act as
reauthorized by the No Child Left Behind Act of 2001.
Description of Program: Students who know and appreciate the great
ideas, issues, and events of American history are more likely to
understand and exercise their civic rights and responsibilities. Their
understanding of traditional American history will be enhanced if it is
taught as a separate academic subject and not as a component of social
studies. Teachers must have strong content knowledge to teach students
effectively about the significant issues, episodes, individuals, and
turning points in the history of the United States.
The Teaching American History Grant program will support projects
to raise student achievement in traditional American history by
improving teachers' knowledge, understanding, and appreciation for
American history through intensive, ongoing professional development.
Project activities should enable teachers to develop further expertise
in American history subject content, teaching strategies, and other
essential elements of teaching to higher standards. Projects should be
driven by a coherent, long-term plan and should be evaluated on the
basis of their impact on teacher effectiveness and student learning.
This assessment should guide subsequent professional development
efforts.
This program will demonstrate how LEAs and institutions with
expertise in traditional American history can
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collaborate over a three-year period to ensure that teachers develop
the content knowledge and skills necessary to teach traditional
American history effectively as a separate academic subject. In
addition to any dissemination conducted directly by grantees, the
Department intends to take the products and information resulting from
this grant program and share the results with other communities.
Under this program, applicants must propose projects that--
[sbull] Develop and implement high-quality in-service or pre-
service professional development that provides educators with content
knowledge and related teaching skills to prepare all students to
achieve to higher standards in American history; and
[sbull] Develop and implement strategies for sustained and on-going
collaboration that will take place over the course of at least three
years among teachers and outside experts to improve content knowledge
and instruction in traditional American history.
Applicants should consider projects that include at least one or
more of the following activities:
[sbull] Supporting participation of teams of teachers in summer
institutes and summer immersion activities designed to improve content
knowledge and instruction in traditional American history.
[sbull] Supporting school-based collaborative efforts among
teachers, including programs that facilitate teacher observation and
analyses of fellow history teachers' classroom practice to improve
content knowledge and instruction.
[sbull] Developing programs to assist new history teachers in the
classroom, such as programs that employ--
(a) Mentoring and coaching by trained mentor teachers over the
entire grant period;
(b) Team teaching with experienced history teachers; or
(c) Providing release time for observation and consultation with
experienced history teachers.
[sbull] Providing collaborative professional development
experiences for veteran history teachers.
[sbull] Supporting LEA collaboration with history departments at
IHEs to improve content understanding and quality of instruction in the
LEA.
[sbull] Developing programs to improve history knowledge and
instruction, and therefore student achievement, in high-poverty areas
or for disadvantaged students.
[sbull] Establishing and maintaining professional networks, focused
specifically on teaching traditional American history, that provide a
forum for interaction among teachers and that allow for the exchange of
information.
[sbull] Providing guidance to teachers on the use of technology to
provide access to primary historical documents and develop effective
presentations of historical content.
[sbull] Creating materials documenting the implementation and
benefits of the program and products for other educators to use in the
course of teaching American history as a separate subject within the
core curriculum.
Annual Meeting
Budgets must include funds for at least two project staff members
to attend a two-day annual meeting of the Teaching American History
Grant program in Washington, DC, each year of the project. Applicants
must include funds to cover travel and lodging expenses for these
training activities during each year of the project.
Priorities
This competition focuses on three priorities that are explained in
the following paragraphs. To be considered for funding, each applicant
must address the absolute priority regarding Collaboration with Other
Agencies. The competitive preference priority for evaluation allows an
applicant to earn additional points beyond the 100 points provided
under the selection criteria.
Absolute Priority: Collaboration With Other Agencies or
Institutions
(a) Each applicant must propose to work in collaboration with one
or more of the following entities:
[sbull] Institutions of higher education;
[sbull] Non-profit history or humanities organizations; or
[sbull] Libraries or museums.
(b) The applicant must identify the entity or entities with which
it will collaborate and include in its application an assurance from
appropriate officials of those entities that they will work with the
applicant in implementing the proposal.
Under 34 CFR 75.105(c)(3) we consider only applications that meet
this absolute priority.
Competitive Preference Priority: Under 34 CFR 75.105(c)(2)(i), we
award up to an additional 20 points to an application, depending on how
well the application meets this competitive preference priority. These
points are in addition to any points the application earns under the
selection criteria. In reviewing applications that address this
competitive preference priority, we consider awarding additional points
only to those applicants with top-ranked scores on their selection
criteria. We expect that up to 10 applicants will receive these
additional competitive preference points.
Competitive preference points can be earned by a project designed
to determine, through a rigorous evaluation, whether the implemented
program produces meaningful effects on student achievement or teacher
performance.
Evaluations using an experimental design are best for determining
program effectiveness. Thus, the project will ideally use an
experimental design under which participants--that is, students,
teachers, classrooms, or schools--are randomly assigned (a) to receive
the program being evaluated or (b) to be in a control group that does
not receive the program. Evaluations using an experimental design will
receive up to 20 points in addition to any points the application earns
under the selection criteria.
If random assignment is not feasible, the project may use a quasi-
experimental design with carefully matched comparison conditions. This
alternative design attempts to approximate a randomly assigned control
group by matching program participants--that is, students, teachers,
classrooms or schools--with non-participants having similar pre-program
characteristics. Evaluations of this type will receive up to 15 points
in addition to any points the application earns under the selection
criteria.
Proposed evaluations that use neither experimental designs with
random assignment nor quasi-experimental designs using a matched
comparison group will receive 0 points under this competitive
preference priority.
The program evaluator should collect--before the program commences
and after it ends--valid and reliable data that measure the impact of
participation in the program or in the comparison group.
We determine points under this priority by the quality of the
proposed evaluation. We consider the extent to which the applicant
presents a feasible, credible plan that includes the following:
[sbull] The type of design to be used (that is, random assignment
or matched comparison).
[sbull] Outcomes to be measured.
[sbull] A discussion of how the applicant plans to assign students,
teachers, classrooms, or schools to the program or match them for
comparison with other students, teachers, classrooms, or schools.
[sbull] A proposed evaluator, preferably independent, with the
necessary
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background and technical expertise to carry out the proposed
evaluation.
Invitational Priority: We are particularly interested in
applications that meet the following priority:
Applications from high-poverty rural and urban LEAs for projects
designed to improve traditional American history instruction in
chronically low-performing schools and improve achievement of
disadvantaged students.
Under 34 CFR 75.105(c)(1), we do not give an application that meets
the invitational priority a competitive or absolute preference over
other applications.
Selection Criteria
The Secretary uses the following selection criteria to evaluate
applications for grants under this competition. In all instances where
the word ``project'' appears in the selection criteria, the reference
to a Teaching American History program should be made. The maximum
composite score for all of these criteria is 100 points. The maximum
score for each criterion is indicated in parentheses. Within each
criterion, unless otherwise noted, the Secretary evaluates each factor
equally. We evaluate an application by determining how well the
proposed project meets the following provisions. Please note that the
Notes following each criterion are meant to serve as guidance to assist
the applicant in creating a stronger application, and are not required
by statute or regulation.
(a) Meeting the purpose of the statute. (Total of 70 points)
(1) Quality of the project design. (40 points)
The Secretary considers the quality of the project design for the
proposed project by considering how well the applicant describes a plan
for development, implementation, and strengthening of programs to teach
traditional American history as a separate academic subject (not as a
component of social studies) within elementary school and secondary
school curricula, including the implementation of activities--
(i) To provide professional development and teacher education
activities with respect to American history; and
(ii) To improve the quality of instruction, as demonstrated by the
specific instructional activities teachers would implement to improve
the quality of student work and knowledge of American History.
Note: The Secretary encourages the applicant to include a
discussion of the specific history content to be covered by the
grant; the format in which the applicant will deliver the history
content; and the quality of the staff and consultants responsible
for delivering these content-based professional development
activities. The applicant may also, to the extent possible, attach
curriculum vitae for individuals who will provide the content
training to the teachers.
The applicant should also provide a description of plans to
demonstrate how teachers are using the knowledge acquired from project
activities to improve the quality of instruction. This description may
include plans for reviewing how teachers' lesson planning and classroom
teaching was affected by their participation in project activities.
(2) Need for project. (20 points)
The extent to which specific weaknesses in teacher knowledge of
traditional American History and student performance in this subject
have been identified and will be met by the project.
Note: The Secretary encourages the applicant to discuss the need
for the proposed project and the significance of the project,
including national significance. For example, the applicant could
include information on: the extent to which teachers in the LEA are
not certified in history or social studies; student achievement data
in American history; and rates of student participation in courses
such as Advanced Placement American history.
(3) Partnership(s). (10 points)
How well the applicant describes a plan that meets the statutory
requirement to carry out activities under the grant in partnership with
one or more of the following:
(i) An institution of higher education.
(ii) A nonprofit history or humanities organization.
(iii) A library or museum.
Note: The applicant should provide the rationale for selecting
the partners and explain the specific activities that the partner(s)
will contribute to the grant during each year of the project. The
applicant should include a memorandum of understanding or detailed
letters of commitment from the partner(s) in an appendix to the
application narrative.
(b) Quality of the management plan. (10 points)
The Secretary considers the quality of the management plan for the
proposed project. In determining the quality of the management plan for
the proposed project, the Secretary considers the following factors:
(1) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(2) The extent to which the time commitments of the project
director and other key project personnel are appropriate and adequate
to meet the objectives of the proposed project.
(c) Quality of the project evaluation. (20 points)
The Secretary considers the quality of the evaluation to be
conducted of the proposed project. In determining the quality of the
evaluation, the Secretary considers 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.
Note: The evaluation plan provided under this criterion should
align with the project design explained under the Quality of project
design criterion.
Reporting Requirements and Expected Outcomes
The Secretary requires successful applicants to submit annual
performance reports that document the grantee's yearly progress toward
meeting expected programmatic outcomes. These outcomes must be based on
measurable performance objectives. The Secretary will use these reports
to measure the success of the grantee's project, and the reports will
contribute to a broader knowledge base about high-quality, effective
professional development strategies that can improve the teaching and
learning of American history nationwide.
In addition, grantees will be required to submit a final
performance report, due no later than 90 days after the end of the
project period.
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 selection criteria and other proposed program
requirements. However, section 437(d)(2) of the General Education
Provisions Act (GEPA) exempts from this rulemaking requirement those
rules where the Secretary determines it would cause extreme hardship to
the intended beneficiaries of the program. In order to make timely
grant awards in FY 2003, the Secretary has decided to issue these final
regulations without first publishing them for public comment, in
accordance with section 437(d)(2) of GEPA. These regulations will apply
to the FY 2003 grant competition only.
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Intergovernmental Review of Federal Programs
This program is subject to Executive Order 12372 (Intergovernmental
Review of Federal Programs) 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.
If you are an applicant, you must contact the appropriate State
Single Point of Contact (SPOC) to find out about, and to comply with,
the State's process under Executive Order 12372. If you propose to
perform activities in more than one State, you should immediately
contact the SPOC for each of those States and follow the procedure
established in each State under the Executive order. If you want to
know the name and address of any SPOC, see the latest official SPOC
list on the Web site of the Office of Management and Budget at the
following address: http://www.whitehouse.gov/omb/grants/spoc.html.
In States that have not established a process or chosen a program
for review, State, area wide, regional, and local entities may submit
comments directly to the Department.
Any State Process Recommendation and other comments submitted by a
SPOC and any comments from State, area wide, regional, and local
entities must be mailed or hand-delivered by the date indicated in this
application notice to the following address: The Secretary, E.O. 12372-
CFDA 84.215X, U.S. Department of Education, room 7E200, 400
Maryland Avenue, SW., Washington, DC 20202-0125.
We will determine proof of mailing under 34 CFR 75.102 (Deadline
date for applications). Recommendations or comments may be hand-
delivered until 4:30 p.m. (Washington, DC time) on the date indicated
in this notice.
Please Note That This Address Is Not the Same Address as the One to
Which an Applicant Submits Its Completed Application. Do Not Send
Applications to the Above Address.
Application Instructions and Forms
The Appendix to this notice contains forms and instructions, a
statement regarding estimated public reporting burden, a notice to
applicants regarding compliance with section 427 of the General
Education Provisions Act, and various assurances and certifications and
a checklist for applicants.
[sbull] Application for Federal Education Assistance (ED 424 (Exp.
11/30/2004)) and instructions and definitions.
[sbull] Budget Information--Non-Construction Programs (ED Form No.
524) and instructions.
[sbull] Application Narrative.
[sbull] Assurances--Non-Construction Programs (Standard Form 424B)
(Rev. 7-97).
[sbull] Certifications regarding Lobbying; Debarment, Suspension,
and Other Responsibility Matters; and Drug-Free Workplace Requirements
(ED 80-0013, 12/98) and instructions.
[sbull] Certification regarding Debarment, Suspension,
Ineligibility and Voluntary Exclusion: Lower Tier Covered Transactions
(ED 80-0014, 9/90) and instructions. (NOTE: ED 80-0014 is intended for
the use of grantees and should not be transmitted to the Department.)
[sbull] Disclosure of Lobbying Activities (Standard Form LLL (Rev.
7-97)) and instructions.
[sbull] Survey on Ensuring Equal Opportunity for Applicants and
survey instructions.
You may submit information on a photocopy of the application and
budget forms, the assurances, and the certifications. However, the
application form, the assurances, and the certifications must each have
an original signature. We will not award a grant unless we have
received a completed application form.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the program contact person listed under FOR
FURTHER INFORMATION CONTACT. However, the Department is not able to
reproduce in an alternative format the standard forms included in this
application notice.
Electronic Access to This Document
You may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or Adobe
Portable Document Format (PDF) on the Internet at the following site:
http://www.ed.gov/legislation/FedRegister.
To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
the Washington, DC, area at (202) 512-1530.
Note: 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 on GPO Access at: http://www.access.gpo.gov/nara/index.html.
FOR FURTHER INFORMATION CONTACT: Christine Miller, Alex Stein, Harry
Kessler, or Claire Geddes, U.S. Department of Education, 400 Maryland
Avenue, SW., room 5C126, Washington, DC 20202-6200. Telephone: (202)
260-8766 (Christine Miller); (202) 205-9085 (Alex Stein); (202) 708-
9943 (Harry Kessler); or (202) 260-8757 (Claire Geddes) or via
Internet: teachingamericanhistory@ed.gov.
If you use a telecommunications device for the deaf (TDD), you may
call the Federal Information Relay Service (FIRS) at 1-800-877-8339.
Instructions for Transmitting Applications
If you want to apply for a grant and be considered for funding, you
must meet the following deadline requirements:
(A) If You Send Your Application by Mail: You must mail the
original and two copies of the application on or before the deadline
date. One copy of the application should be unbound and suitable for
photocopying. To help expedite our review of your application, we would
appreciate your voluntarily including an additional 2 copies of your
application. We will not penalize applicants who do not provide
additional copies. Mail your application to: U.S. Department of
Education, Application Control Center, Attention: (CFDA
84.215X), 7th and D Streets, SW., Room 3671, Regional Office
Building 3, Washington, DC 20202-4725.
You must show one of the following as proof of mailing:
(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.
If you mail an 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.
(B) If You Deliver Your Application by Hand: You or your courier
must hand deliver the original and two copies of the application by
4:30 p.m. (Washington, DC time) on or before the deadline date. One
copy of the application should be unbound and suitable for
photocopying. To help
[[Page 24058]]
expedite our review of your application, we would appreciate your
voluntarily including an additional 2 copies of your application. We
will not penalize applicants who do not provide additional copies.
Deliver your application to: U.S. Department of Education, Application
Control Center, Attention: (CFDA 84.215X), 7th and D Streets,
SW., Room 3671, Regional Office Building 3, Washington, DC 20202-4725.
The Application Control Center accepts application deliveries daily
between 8 a.m. and 4:30 p.m. (Washington, DC time), except Saturdays,
Sundays, and Federal holidays. The Center accepts application
deliveries through the D Street entrance only. A person delivering an
application must show identification to enter the building.
(1) 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.
(2) If you send your application by mail or if you or your courier
deliver it by hand, the Application Control Center will mail a Grant
Application Receipt Acknowledgment to you. If you do not receive the
notification of application receipt within 15 days from the date of
mailing the application, you should call the U.S. Department of
Education Application Control Center at (202) 708-9493.
(3) If your application is late, we will notify you that we will
not consider the application.
(4) You must indicate on the envelope and--if not provided by the
Department--in Item 4 of the Application for Federal Education
Assistance (ED 424 (exp. 11/30/2004)) the CFDA number--and suffix
letter, if any--of the competition under which you are submitting your
application.
Program Authority: 20 U.S.C. 2351 et seq.
Dated: April 30, 2003.
Michael J. Petrilli,
Associate Deputy Under Secretary for Innovation and Improvement.
Appendix
Instructions for Estimated Public Reporting Burden
According to the Paperwork Reduction Act of 1995, you are not
required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number
for this collection of information is 1890-0009. Expiration date:
June 30, 2005. We estimate the time required to complete this
collection of information to average 65 hours per response,
including the time to review instructions, search existing data
sources, gather the data needed, and complete and review the
collection of information. If you have any comments concerning the
accuracy of the time estimate or suggestions for improving this
form, please write to: U.S. Department of Education, 400 Maryland
Avenue, SW., Washington, DC 20202-4651.
If you have comments or concerns regarding the status of your
submission of this form, write directly to: Christine Miller, U.S.
Department of Education, 400 Maryland Avenue, SW., room 5C126,
Washington, DC 20202-6200.
Instructions for Application Narrative
Applications should be concise and clearly written. Before
preparing the narrative, applicants should review the closing date
notice and program statute for specific guidance or requirements.
Note that applications will be evaluated according to the selection
criteria specified in this closing date notice.
Successful applicants will be expected to report annually on the
progress of each project or study included in the grant, including a
description of preliminary or key findings and an explanation of any
changes in goals, objectives, methodology, or planned products or
publications.
Note: The section on PAGE LIMIT elsewhere in this application
notice applies to your application.
Instructions for the Abstract
For non-electronic submissions, include the name and address of
your organization and the name, phone number and e-mail address of
the contact person for this project.
The abstract narrative must not exceed one page and should use
language that will be understood by a range of audiences. For all
projects, include the project title (if applicable), goals, expected
outcomes and contributions for research, policy, practice, etc.
Include population to be served, as appropriate. For research
applications, also include the following:
[sbull] Theoretical and conceptual background of the study
(i.e., prior research that this investigation builds upon and that
provides a compelling rationale for this study)
[sbull] Research issues, hypotheses, and questions being
addressed
[sbull] Study design including a brief description of the sample
including sample size, methods, principal dependent, independent,
and control variables, and the approach to data analysis.
Checklist for Applicants
Applications must include the following:
[sbull] Title Page Form--Application for Federal Education
Assistance (ED 424).
[sbull] Application Abstract.
[sbull] Application Narrative.
[sbull] Curriculum Vitae (as appropriate).
[sbull] Literature Cited (as appropriate).
[sbull] Appendix (as appropriate).
[sbull] Budget Information Form (ED 524).
[sbull] General Education Provisions Act (GEPA) Section 427
Statement.
[sbull] Certifications and Assurances.
[sbull] Assurances-Non-Construction Programs (Standard Form
424B).
[sbull] Certification Regarding Lobbying; Debarment, Suspension,
and Other Responsibility Matters; and Drug-Free Work-Place
Requirements (ED Form 80-0013).
[sbull] Disclosure of Lobbying Activities (Standard Form LLL),
if applicable.
[sbull] Certification Regarding Debarment, Suspension,
Ineligibility and Voluntary Exclusion-Lower Tier Covered
Transactions (ED Form 80-0014) Note: ED form GCS-0014 is intended
for the use of primary participants and should not be transmitted to
the Department.
BILLING CODE 4000-01-P
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[FR Doc. 03-11113 Filed 5-1-03; 11:02 am]
BILLING CODE 4000-01-C