FR Doc 03-1791
[Federal Register: January 24, 2003 (Volume 68, Number 16)]
[Notices]
[Page 3517-3520]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr24ja03-55]
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DEPARTMENT OF EDUCATION
Tech-Prep Demonstration Program
AGENCY: Office of Vocational and Adult Education, Department of
Education.
ACTION: Notice of proposed requirements, proposed priorities and
proposed selection criteria for Fiscal Year (FY) 2003 and subsequent
years.
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SUMMARY: The Assistant Secretary for the Office of Vocational and Adult
Education proposes requirements, priorities and selection criteria
under the Tech-Prep Demonstration Program (TPDP). The Assistant
Secretary will use these requirements, priorities and selection
criteria for a competition in fiscal year (FY) 2003 and may use them in
later years. We intend these requirements, priorities and selection
criteria to support the four basic education reform principles
underlying the No Child Left Behind Act of 2001 (NCLB): Stronger
accountability for results, increased flexibility and local control,
expanded options for parents, and an emphasis on teaching methods that
have been proven to work. We take this action to clarify the
Department's expectations regarding this program, so that TPDP-funded
projects will help students, schools and teachers in their efforts to
improve student achievement, meet high standards for high school
graduation, and increase transition and persistence rates in
postsecondary education.
DATES: We must receive your comments on or before February 24, 2003.
ADDRESSES: Address all comments about these proposed priorities to
Karen Stratman Clark, U.S. Department of Education, OVAE, MES Room
5223, 400 Maryland Avenue SW., Washington DC 20202-7100. If you prefer
to send your comments through the Internet, use the following address:
Karen.clark@ed.gov. You must include the term ``TPDP Proposed
Requirements'' in the subject line of your electronic message.
FOR FURTHER INFORMATION CONTACT: Karen Clark. Telephone: (202) 205-
3779. or via Internet: karen.clark@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.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact person listed under FOR FURTHER
INFORMATION CONTACT.
Invitation to Comment
We invite you to submit comments regarding these proposed
requirements, priorities and selection criteria. To ensure that your
comments have maximum effect in developing the notice of final
priorities, we urge you to identify clearly the specific proposed
requirement, priority or selection criterion that each comment
addresses.
We invite you to assist us in complying with the specific
requirements of Executive Order 12866 and its overall requirement of
reducing regulatory burden that might result from these proposed
priorities. Please let me know of any further opportunities we should
take to reduce potential costs or increase potential benefits while
preserving the effective and efficient administration of the program.
During and after the comment period, you may inspect all public
comments about these proposed priorities in Room 4328, 330 C Street,
SW., Washington, DC, between the hours of 8:30 a.m. and 4 p.m., Eastern
time, Monday through Friday of each week except Federal holidays.
Assistance to Individuals With Disabilities in Reviewing the Rulemaking
Record
On request, we will supply an appropriate aid, such as a reader or
print magnifier, to an individual with a disability who needs
assistance to review the comments or other documents in the public
rulemaking record for these proposed priorities. If you want to
schedule an appointment for this type of aid, please contact the person
listed under FOR FURTHER INFORMATION CONTACT.
SUPPLEMENTARY INFORMATION: We propose to establish program
requirements, priorities, selection criteria and a project period for
the TPDP, which is authorized by section 207 of the Carl D. Perkins
Vocational and Technical Education Act of 1998 (Perkins III). TPDP
provides grants to consortia to carry out tech-prep education projects
that involve the location of a secondary school on the site of a
community college, a business as a member of the consortium, and the
voluntary participation of secondary school students. We proposed to
fund projects that, following an initial recruitment period, would
enroll a new student cohort in each year of the project, in addition to
continuing support for each previous TPDP student cohort.
Eligibility
To be eligible for funding under the TPDP, a consortium must
include at least one member in each of the following three categories:
(1) A local educational agency, an intermediate educational agency,
an area vocational and technical education school serving secondary
school students, or a secondary school funded by the Bureau of Indian
Affairs;
(2)(a) A nonprofit institution of higher education that offers a 2-
year associate degree, 2-year certificate, or 2-year postsecondary
apprenticeship program, or (b) a proprietary institution of higher
education that offers a 2-year associate degree program; and
(3) A business.
Under the provisions of section 204(a)(1) of Perkins III, to be
eligible for consortium membership both nonprofit and proprietary
institutions of higher education must be qualified as institutions of
higher education pursuant to section 102 of the Higher Education Act of
1965 (HEA), including institutions receiving assistance under the
Tribally Controlled College or University Assistance Act of 1978 (25
U.S.C. 1801 et seq.) and tribally controlled postsecondary vocational
and technical institutions.
In addition, nonprofit institutions of higher education are
eligible only if they are not prohibited from receiving assistance
under HEA, title IV, part B (20 U.S.C. 1071 et seq.), pursuant to the
provisions of HEA section 435(a)(3) (20 U.S.C. 1083(a)). Proprietary
institutions of higher education are eligible only if they are not
subject to a default management plan required by the Secretary.
Under the provisions of section 204(a)(2), consortia also may
include one or more: (1) Institutions of higher education that award
baccalaureate degrees; (2) employer organizations; or (3) labor
organizations.
Requirements
To achieve the purposes of section 207 of Perkins III, we propose
to establish the following requirements. These requirements would apply
to all applicants seeking funding under this competition.
(1) Each applicant must submit a signed Consortium Agreement
(Agreement), providing evidence that each of the categories of
membership required under Section 207 has been satisfied, and that each
of the required members is eligible for membership
[[Page 3518]]
under the provisions of Perkins III. The Agreement must contain a
signature of commitment from any participating secondary school,
community college, and business member, affirming that those entities
have formed a consortium to develop, implement and sustain a TPDP
project as described under Section 207 of Perkins III. The Agreement
Also must describe the roles and responsibilities of each consortium
member within the proposed project. The format for the Agreement will
be included in the Notice Inviting Applications.
(2) Each applicant must submit enrollment goals for the number of
students in each student cohort to be enrolled in each year of the TPDP
project.
(3) Each applicant must provide an assurance that it will enroll
its first student cohort and begin classes no later than September of
the calendar year after the year in which the grant award is made, and
enroll its second, third, and fourth student cohorts by September of
each subsequent year of the proposed project.
(4) Each applicant must submit a complete Proposed Project Course
Sequence Plan (``the Plan'') to demonstrate how the proposed
instructional program represents a sequential, four-year program of
study that meets the specific criteria set forth in sections 202(a)(3)
and 204(c) of Perkins III. The Plan must list the course sequences for
each program of study within the proposed TPDP project, describing the
specific academic and technical coursework required for all four years
of the program. The Plan also must summarize program entrance
requirements and specify the associate degree or postsecondary
certificate to be earned upon completion of the program. The format for
the Plan will be included in the Notice Inviting Applications.
(5) Each TPDP-funded project must involve a secondary school
physically located on the site of a community college and provide a
complete program of academic and technical coursework at the community
college that, at a minimum, meets State requirements for high school
graduation. Students must be enrolled full-time in the high school on
the community college campus. However, enrolled students may
participate in extra curricular activities at their original high
school. Proposed projects that involve only the ``virtual'' location of
a secondary school on the site of a community college, and projects
that involve only satellite community college sites located on the
premises of secondary schools, are not eligible for support under this
competition.
(6) Each TPDP-funded project must carry out an evaluation to
determine the impact of the project on a comprehensive set of student
outcomes, including: Academic and technical skills achievement; high
school graduation; enrollment and completion of postsecondary
education; postsecondary remedial coursework; and labor market entry.
In conducting this evaluation, each TPDP project must use either an
experimental design, in which students are randomly assigned to the
demonstration program or another program, or a quasi-experimental
design, in which each program participant is matched with a non-
participant possessing similar pre-program characteristics, such as
test scores on State academic assessments, grade point average, class
rank, technical coursework or course of study, and Socioeconomic
status.
(7) Each TPDP project must submit annual reports of anticipated
enrollment. The reports of anticipated enrollment must include the
number of students in each cohort enrolled for the coming year and, if
that differs from the enrollment goals stated in the approved
application, the reasons. The reports of anticipated enrollment will be
due at the end of April of each project year.
(8) Each TPDP project must submit annual project performance
reports and a final project performance report.
Both the annual and final performance reports must summarize the
TPDP project's progress and significant accomplishments, both with
respect to the process of implementation and the outcomes of student
participation; provide data regarding enrollment, persistence, and
program completion for each student cohort; identify barriers to
continued progress and outline solutions; include a progress report on
and an analysis of the findings of the project evaluation; and review
prospects for sustained operations after the cessation of Federal
support. The annual and final performance reports will be due within 90
days of the end of each project year or of the end of the project.
Funded projects would be required to comply with all requirements
adopted in the Notice of final requirements, priorities, and selection
criteria to be published in the Federal Register. Failure to comply
with any applicable program requirement may subject a grantee to
special conditions, withholding, or termination.
Selection Criteria
We propose to use the following selection criteria to evaluate
applications for new grants under this competition. The maximum score
for all of the following criteria is 100 points. The maximum score for
each criterion and sub-criterion is indicated in parentheses.
(a) Quality of the project design. (40 points)
In determining the quality of the design of the proposed project,
we consider the following factors:
(1) The extent to which the applicant demonstrates its readiness to
implement a complete, career-oriented, 4-year program of study, as
evidenced by a formal articulation agreement concerning the structure,
content and sequence of all academic and technical courses to be
offered in the proposed tech prep program and, if applicable, the
conditions under which dual credit will be awarded. (8 points)
(2) The extent to which the proposed instructional program will
meet high academic standards that equal or exceed those established by
the State. (4 points)
(3) The extent to which the applicant has aligned its secondary
academic and technical course offerings and requirements for program
completion with the entrance requirements for the corresponding
postsecondary degree or certificate program. (4 points)
(4) The extent to which the applicant presents a detailed student
recruitment plan that is likely to be effective in fulfilling the
project's enrollment goals for each year of the project. (8 points)
(5) The extent to which the proposed project will provide
comprehensive academic and career counseling and other support services
to participating students at both the secondary and postsecondary
levels, to ensure their persistence in the program and attainment of a
postsecondary degree or certificate. (8 points)
(6) The extent to which the proposed project will provide high
quality, sustained, and intensive professional development for
instructors, counselors and administrators involved in the program. (8
points)
(b) Quality of the management plan. (15 points)
In determining the quality of the management plan for the proposed
project, we consider the following factors:
(1) The extent to which the management plan outlines specific,
measurable goals, objectives, and outcomes to be achieved by the
proposed project. (5 points)
(2) The extent to which the management plan assigns responsibility
[[Page 3519]]
for the accomplishment of project tasks to specific project personnel,
and provides timelines for the accomplishment of project tasks. (5
points)
(3) The extent to which the time commitments of the project
director and other key personnel are appropriate and adequate to
achieve the objectives of the proposed project. (5 points)
(c) Quality of project personnel. (15 points)
In determining the quality of project personnel, we consider the
following factors:
(1) The extent to which the applicant encourages applications for
employment from members of groups that have traditionally been
underrepresented based on race, color, national origin, gender, age, or
disability. (5 points)
(2) The qualifications, including relevant training and experience,
of the project director. (5 points)
(3) The qualifications, including relevant training and experience,
of key project personnel, including teachers, counselors,
administrators, and project consultants. (5 points)
(d) Adequacy of resources. (10 points)
In determining the adequacy of resources for the proposed project,
we consider the following factors:
(1) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the participating institutions. (5
points)
(2) The extent to which the budget is adequate and costs are
reasonable in relation to the objectives and design of the proposed
project. (5 points)
(e) Quality of the project evaluation. (20 points)
In determining the quality of the evaluation, we consider the
following factors:
(1) The extent to which the application presents a feasible,
credible plan for project evaluation and includes: the type of design
to be used; outcomes to be examined; and how participants will be
assigned to the program or matched for comparison to non-program
participants (10 points)
(2) The extent to which the evaluation will provide reports or
other documents at appropriate intervals to be used for continuous
program improvement. (4 points)
(3) The extent to which the proposed evaluation will be conducted
by an independent evaluator with the necessary background and technical
expertise to carry out the evaluation. (6 points)
Discussion of Priorities
Following the comment period, we will announce the final
requirements, priorities, and selection criteria in a notice in the
Federal Register. We will determine the final requirements, priorities
and selection criteria after considering responses to this notice and
other information available to the Department. This notice does not
preclude us from proposing or funding additional priorities, subject to
meeting applicable rulemaking requirements.
Note: This notice does not solicit applications. In any year in
which we choose to use one or more of these proposed priorities, we
invite applications through a notice in the Federal Register. When
inviting applications we designate each priority as absolute,
competitive preference, or invitational. The effect of each type of
priority follows:
Absolute priority: Under an absolute priority we consider only
applications that meet the priority (34 CFR 75.105(c)(3)).
Competitive preference priority: Under a competitive preference
priority we give competitive preference to an application by either (1)
awarding additional points, depending on how well or the extent to
which the application meets the competitive preference priority (34 CFR
75.105(c)(2)(i); or (2) selecting an application that meets the
competitive priority over an application of comparable merit that does
not meet the priority (34 CFR 75.105(c)(2)(ii)).
Invitational priority: Under an invitational priority we are
particularly interested in applications that meet the invitational
priority. However, we do not give an application that meets the
invitational priority a competitive or absolute preference over other
applications (34 CFR 75.105(c)(1)).
Priorities
Proposed Priority 1
Under this proposed priority, we would give competitive preference
by awarding up to 5 additional points to applications that require all
teachers teaching core academic subjects to be highly qualified, as
such term is defined by section 9101 (23) of the ESEA, as amended by
NCLB. NOTE: ESEA defines core academic subjects as English, reading or
language arts, mathematics, science, foreign languages, civics and
government, economics, arts, history and geography.
Proposed Priority 2
Under this proposed priority, we would give competitive preference
by awarding up to 5 additional points to applications that require each
participating student, as a condition of high school graduation, to
pass at least one high school level test (either a comprehensive test
covering a variety of courses in a subject area or a high school end-
of-course test) in English language arts, mathematics, and science. To
receive any points under this priority, applicants must describe their
specific high school graduation requirements.
Proposed Priority 3
Under this proposed priority, we would give competitive preference
by awarding up to 5 additional points to applications that offer the
proposed TPDP project as an alternative for students attending
secondary schools that have been identified for school improvement
under section 1116(b)(1) of the Elementary and Secondary Education Act
of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001; or
include the proposed TPDP project in a corrective action or
restructuring plan to improve student academic achievement at secondary
schools identified for school improvement under section 116 of the
ESEA. To receive any points under this priority, applicants must
provide evidence of a school's designation under section 1116 of the
ESEA.
Project Period
We have concluded that funding multi-year projects for a project
period of five years entirely from the Fiscal Year 2002 appropriation
will be necessary for TPDP grantees to fully meet the statutory
purposes of Section 207 and the requirements of this notice. Such a
funding arrangement will enable projects to engage in an adequate
recruitment effort to meet their enrollment goals, and implement both
the full, two-year secondary component and the full, two-year
postsecondary component of the TPDP project for the first student
cohort during the grant award period.
Intergovernmental Review
This program is subject to Executive Order 12372 and the
regulations in 34 CFR part 79. One of the objectives of the Executive
order is to foster intergovernmental partnership and a strengthened
federalism. The Executive order relies on processes developed by State
and local governments for coordination and review of proposed Federal
financial assistance.
This document provides early notification of our specific plans and
actions for this program.
Applicable Program Regulations: 34 CFR parts 74-79.
[[Page 3520]]
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://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=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.
Catalog of Federal Domestic
Assistance Number: 84.353.
Program Authority: 20 U.S.C. 2328.
Dated: January 22, 2003.
Carol D'Amico,
Assistant Secretary for Vocational and Adult Education.
[FR Doc. 03-1791 Filed 1-23-03; 8:45 am]
BILLING CODE 4000-01-M[Federal Register: January 24, 2003 (Volume 68, Number 16)]
[Notices]
[Page 3517-3520]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr24ja03-55]
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DEPARTMENT OF EDUCATION
Tech-Prep Demonstration Program
AGENCY: Office of Vocational and Adult Education, Department of
Education.
ACTION: Notice of proposed requirements, proposed priorities and
proposed selection criteria for Fiscal Year (FY) 2003 and subsequent
years.
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SUMMARY: The Assistant Secretary for the Office of Vocational and Adult
Education proposes requirements, priorities and selection criteria
under the Tech-Prep Demonstration Program (TPDP). The Assistant
Secretary will use these requirements, priorities and selection
criteria for a competition in fiscal year (FY) 2003 and may use them in
later years. We intend these requirements, priorities and selection
criteria to support the four basic education reform principles
underlying the No Child Left Behind Act of 2001 (NCLB): Stronger
accountability for results, increased flexibility and local control,
expanded options for parents, and an emphasis on teaching methods that
have been proven to work. We take this action to clarify the
Department's expectations regarding this program, so that TPDP-funded
projects will help students, schools and teachers in their efforts to
improve student achievement, meet high standards for high school
graduation, and increase transition and persistence rates in
postsecondary education.
DATES: We must receive your comments on or before February 24, 2003.
ADDRESSES: Address all comments about these proposed priorities to
Karen Stratman Clark, U.S. Department of Education, OVAE, MES Room
5223, 400 Maryland Avenue SW., Washington DC 20202-7100. If you prefer
to send your comments through the Internet, use the following address:
Karen.clark@ed.gov. You must include the term ``TPDP Proposed
Requirements'' in the subject line of your electronic message.
FOR FURTHER INFORMATION CONTACT: Karen Clark. Telephone: (202) 205-
3779. or via Internet: karen.clark@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.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact person listed under FOR FURTHER
INFORMATION CONTACT.
Invitation to Comment
We invite you to submit comments regarding these proposed
requirements, priorities and selection criteria. To ensure that your
comments have maximum effect in developing the notice of final
priorities, we urge you to identify clearly the specific proposed
requirement, priority or selection criterion that each comment
addresses.
We invite you to assist us in complying with the specific
requirements of Executive Order 12866 and its overall requirement of
reducing regulatory burden that might result from these proposed
priorities. Please let me know of any further opportunities we should
take to reduce potential costs or increase potential benefits while
preserving the effective and efficient administration of the program.
During and after the comment period, you may inspect all public
comments about these proposed priorities in Room 4328, 330 C Street,
SW., Washington, DC, between the hours of 8:30 a.m. and 4 p.m., Eastern
time, Monday through Friday of each week except Federal holidays.
Assistance to Individuals With Disabilities in Reviewing the Rulemaking
Record
On request, we will supply an appropriate aid, such as a reader or
print magnifier, to an individual with a disability who needs
assistance to review the comments or other documents in the public
rulemaking record for these proposed priorities. If you want to
schedule an appointment for this type of aid, please contact the person
listed under FOR FURTHER INFORMATION CONTACT.
SUPPLEMENTARY INFORMATION: We propose to establish program
requirements, priorities, selection criteria and a project period for
the TPDP, which is authorized by section 207 of the Carl D. Perkins
Vocational and Technical Education Act of 1998 (Perkins III). TPDP
provides grants to consortia to carry out tech-prep education projects
that involve the location of a secondary school on the site of a
community college, a business as a member of the consortium, and the
voluntary participation of secondary school students. We proposed to
fund projects that, following an initial recruitment period, would
enroll a new student cohort in each year of the project, in addition to
continuing support for each previous TPDP student cohort.
Eligibility
To be eligible for funding under the TPDP, a consortium must
include at least one member in each of the following three categories:
(1) A local educational agency, an intermediate educational agency,
an area vocational and technical education school serving secondary
school students, or a secondary school funded by the Bureau of Indian
Affairs;
(2)(a) A nonprofit institution of higher education that offers a 2-
year associate degree, 2-year certificate, or 2-year postsecondary
apprenticeship program, or (b) a proprietary institution of higher
education that offers a 2-year associate degree program; and
(3) A business.
Under the provisions of section 204(a)(1) of Perkins III, to be
eligible for consortium membership both nonprofit and proprietary
institutions of higher education must be qualified as institutions of
higher education pursuant to section 102 of the Higher Education Act of
1965 (HEA), including institutions receiving assistance under the
Tribally Controlled College or University Assistance Act of 1978 (25
U.S.C. 1801 et seq.) and tribally controlled postsecondary vocational
and technical institutions.
In addition, nonprofit institutions of higher education are
eligible only if they are not prohibited from receiving assistance
under HEA, title IV, part B (20 U.S.C. 1071 et seq.), pursuant to the
provisions of HEA section 435(a)(3) (20 U.S.C. 1083(a)). Proprietary
institutions of higher education are eligible only if they are not
subject to a default management plan required by the Secretary.
Under the provisions of section 204(a)(2), consortia also may
include one or more: (1) Institutions of higher education that award
baccalaureate degrees; (2) employer organizations; or (3) labor
organizations.
Requirements
To achieve the purposes of section 207 of Perkins III, we propose
to establish the following requirements. These requirements would apply
to all applicants seeking funding under this competition.
(1) Each applicant must submit a signed Consortium Agreement
(Agreement), providing evidence that each of the categories of
membership required under Section 207 has been satisfied, and that each
of the required members is eligible for membership
[[Page 3518]]
under the provisions of Perkins III. The Agreement must contain a
signature of commitment from any participating secondary school,
community college, and business member, affirming that those entities
have formed a consortium to develop, implement and sustain a TPDP
project as described under Section 207 of Perkins III. The Agreement
Also must describe the roles and responsibilities of each consortium
member within the proposed project. The format for the Agreement will
be included in the Notice Inviting Applications.
(2) Each applicant must submit enrollment goals for the number of
students in each student cohort to be enrolled in each year of the TPDP
project.
(3) Each applicant must provide an assurance that it will enroll
its first student cohort and begin classes no later than September of
the calendar year after the year in which the grant award is made, and
enroll its second, third, and fourth student cohorts by September of
each subsequent year of the proposed project.
(4) Each applicant must submit a complete Proposed Project Course
Sequence Plan (``the Plan'') to demonstrate how the proposed
instructional program represents a sequential, four-year program of
study that meets the specific criteria set forth in sections 202(a)(3)
and 204(c) of Perkins III. The Plan must list the course sequences for
each program of study within the proposed TPDP project, describing the
specific academic and technical coursework required for all four years
of the program. The Plan also must summarize program entrance
requirements and specify the associate degree or postsecondary
certificate to be earned upon completion of the program. The format for
the Plan will be included in the Notice Inviting Applications.
(5) Each TPDP-funded project must involve a secondary school
physically located on the site of a community college and provide a
complete program of academic and technical coursework at the community
college that, at a minimum, meets State requirements for high school
graduation. Students must be enrolled full-time in the high school on
the community college campus. However, enrolled students may
participate in extra curricular activities at their original high
school. Proposed projects that involve only the ``virtual'' location of
a secondary school on the site of a community college, and projects
that involve only satellite community college sites located on the
premises of secondary schools, are not eligible for support under this
competition.
(6) Each TPDP-funded project must carry out an evaluation to
determine the impact of the project on a comprehensive set of student
outcomes, including: Academic and technical skills achievement; high
school graduation; enrollment and completion of postsecondary
education; postsecondary remedial coursework; and labor market entry.
In conducting this evaluation, each TPDP project must use either an
experimental design, in which students are randomly assigned to the
demonstration program or another program, or a quasi-experimental
design, in which each program participant is matched with a non-
participant possessing similar pre-program characteristics, such as
test scores on State academic assessments, grade point average, class
rank, technical coursework or course of study, and Socioeconomic
status.
(7) Each TPDP project must submit annual reports of anticipated
enrollment. The reports of anticipated enrollment must include the
number of students in each cohort enrolled for the coming year and, if
that differs from the enrollment goals stated in the approved
application, the reasons. The reports of anticipated enrollment will be
due at the end of April of each project year.
(8) Each TPDP project must submit annual project performance
reports and a final project performance report.
Both the annual and final performance reports must summarize the
TPDP project's progress and significant accomplishments, both with
respect to the process of implementation and the outcomes of student
participation; provide data regarding enrollment, persistence, and
program completion for each student cohort; identify barriers to
continued progress and outline solutions; include a progress report on
and an analysis of the findings of the project evaluation; and review
prospects for sustained operations after the cessation of Federal
support. The annual and final performance reports will be due within 90
days of the end of each project year or of the end of the project.
Funded projects would be required to comply with all requirements
adopted in the Notice of final requirements, priorities, and selection
criteria to be published in the Federal Register. Failure to comply
with any applicable program requirement may subject a grantee to
special conditions, withholding, or termination.
Selection Criteria
We propose to use the following selection criteria to evaluate
applications for new grants under this competition. The maximum score
for all of the following criteria is 100 points. The maximum score for
each criterion and sub-criterion is indicated in parentheses.
(a) Quality of the project design. (40 points)
In determining the quality of the design of the proposed project,
we consider the following factors:
(1) The extent to which the applicant demonstrates its readiness to
implement a complete, career-oriented, 4-year program of study, as
evidenced by a formal articulation agreement concerning the structure,
content and sequence of all academic and technical courses to be
offered in the proposed tech prep program and, if applicable, the
conditions under which dual credit will be awarded. (8 points)
(2) The extent to which the proposed instructional program will
meet high academic standards that equal or exceed those established by
the State. (4 points)
(3) The extent to which the applicant has aligned its secondary
academic and technical course offerings and requirements for program
completion with the entrance requirements for the corresponding
postsecondary degree or certificate program. (4 points)
(4) The extent to which the applicant presents a detailed student
recruitment plan that is likely to be effective in fulfilling the
project's enrollment goals for each year of the project. (8 points)
(5) The extent to which the proposed project will provide
comprehensive academic and career counseling and other support services
to participating students at both the secondary and postsecondary
levels, to ensure their persistence in the program and attainment of a
postsecondary degree or certificate. (8 points)
(6) The extent to which the proposed project will provide high
quality, sustained, and intensive professional development for
instructors, counselors and administrators involved in the program. (8
points)
(b) Quality of the management plan. (15 points)
In determining the quality of the management plan for the proposed
project, we consider the following factors:
(1) The extent to which the management plan outlines specific,
measurable goals, objectives, and outcomes to be achieved by the
proposed project. (5 points)
(2) The extent to which the management plan assigns responsibility
[[Page 3519]]
for the accomplishment of project tasks to specific project personnel,
and provides timelines for the accomplishment of project tasks. (5
points)
(3) The extent to which the time commitments of the project
director and other key personnel are appropriate and adequate to
achieve the objectives of the proposed project. (5 points)
(c) Quality of project personnel. (15 points)
In determining the quality of project personnel, we consider the
following factors:
(1) The extent to which the applicant encourages applications for
employment from members of groups that have traditionally been
underrepresented based on race, color, national origin, gender, age, or
disability. (5 points)
(2) The qualifications, including relevant training and experience,
of the project director. (5 points)
(3) The qualifications, including relevant training and experience,
of key project personnel, including teachers, counselors,
administrators, and project consultants. (5 points)
(d) Adequacy of resources. (10 points)
In determining the adequacy of resources for the proposed project,
we consider the following factors:
(1) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the participating institutions. (5
points)
(2) The extent to which the budget is adequate and costs are
reasonable in relation to the objectives and design of the proposed
project. (5 points)
(e) Quality of the project evaluation. (20 points)
In determining the quality of the evaluation, we consider the
following factors:
(1) The extent to which the application presents a feasible,
credible plan for project evaluation and includes: the type of design
to be used; outcomes to be examined; and how participants will be
assigned to the program or matched for comparison to non-program
participants (10 points)
(2) The extent to which the evaluation will provide reports or
other documents at appropriate intervals to be used for continuous
program improvement. (4 points)
(3) The extent to which the proposed evaluation will be conducted
by an independent evaluator with the necessary background and technical
expertise to carry out the evaluation. (6 points)
Discussion of Priorities
Following the comment period, we will announce the final
requirements, priorities, and selection criteria in a notice in the
Federal Register. We will determine the final requirements, priorities
and selection criteria after considering responses to this notice and
other information available to the Department. This notice does not
preclude us from proposing or funding additional priorities, subject to
meeting applicable rulemaking requirements.
Note: This notice does not solicit applications. In any year in
which we choose to use one or more of these proposed priorities, we
invite applications through a notice in the Federal Register. When
inviting applications we designate each priority as absolute,
competitive preference, or invitational. The effect of each type of
priority follows:
Absolute priority: Under an absolute priority we consider only
applications that meet the priority (34 CFR 75.105(c)(3)).
Competitive preference priority: Under a competitive preference
priority we give competitive preference to an application by either (1)
awarding additional points, depending on how well or the extent to
which the application meets the competitive preference priority (34 CFR
75.105(c)(2)(i); or (2) selecting an application that meets the
competitive priority over an application of comparable merit that does
not meet the priority (34 CFR 75.105(c)(2)(ii)).
Invitational priority: Under an invitational priority we are
particularly interested in applications that meet the invitational
priority. However, we do not give an application that meets the
invitational priority a competitive or absolute preference over other
applications (34 CFR 75.105(c)(1)).
Priorities
Proposed Priority 1
Under this proposed priority, we would give competitive preference
by awarding up to 5 additional points to applications that require all
teachers teaching core academic subjects to be highly qualified, as
such term is defined by section 9101 (23) of the ESEA, as amended by
NCLB. NOTE: ESEA defines core academic subjects as English, reading or
language arts, mathematics, science, foreign languages, civics and
government, economics, arts, history and geography.
Proposed Priority 2
Under this proposed priority, we would give competitive preference
by awarding up to 5 additional points to applications that require each
participating student, as a condition of high school graduation, to
pass at least one high school level test (either a comprehensive test
covering a variety of courses in a subject area or a high school end-
of-course test) in English language arts, mathematics, and science. To
receive any points under this priority, applicants must describe their
specific high school graduation requirements.
Proposed Priority 3
Under this proposed priority, we would give competitive preference
by awarding up to 5 additional points to applications that offer the
proposed TPDP project as an alternative for students attending
secondary schools that have been identified for school improvement
under section 1116(b)(1) of the Elementary and Secondary Education Act
of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001; or
include the proposed TPDP project in a corrective action or
restructuring plan to improve student academic achievement at secondary
schools identified for school improvement under section 116 of the
ESEA. To receive any points under this priority, applicants must
provide evidence of a school's designation under section 1116 of the
ESEA.
Project Period
We have concluded that funding multi-year projects for a project
period of five years entirely from the Fiscal Year 2002 appropriation
will be necessary for TPDP grantees to fully meet the statutory
purposes of Section 207 and the requirements of this notice. Such a
funding arrangement will enable projects to engage in an adequate
recruitment effort to meet their enrollment goals, and implement both
the full, two-year secondary component and the full, two-year
postsecondary component of the TPDP project for the first student
cohort during the grant award period.
Intergovernmental Review
This program is subject to Executive Order 12372 and the
regulations in 34 CFR part 79. One of the objectives of the Executive
order is to foster intergovernmental partnership and a strengthened
federalism. The Executive order relies on processes developed by State
and local governments for coordination and review of proposed Federal
financial assistance.
This document provides early notification of our specific plans and
actions for this program.
Applicable Program Regulations: 34 CFR parts 74-79.
[[Page 3520]]
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://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=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.
Catalog of Federal Domestic
Assistance Number: 84.353.
Program Authority: 20 U.S.C. 2328.
Dated: January 22, 2003.
Carol D'Amico,
Assistant Secretary for Vocational and Adult Education.
[FR Doc. 03-1791 Filed 1-23-03; 8:45 am]
BILLING CODE 4000-01-M[Federal Register: January 24, 2003 (Volume 68, Number 16)]
[Notices]
[Page 3517-3520]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr24ja03-55]
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DEPARTMENT OF EDUCATION
Tech-Prep Demonstration Program
AGENCY: Office of Vocational and Adult Education, Department of
Education.
ACTION: Notice of proposed requirements, proposed priorities and
proposed selection criteria for Fiscal Year (FY) 2003 and subsequent
years.
-----------------------------------------------------------------------
SUMMARY: The Assistant Secretary for the Office of Vocational and Adult
Education proposes requirements, priorities and selection criteria
under the Tech-Prep Demonstration Program (TPDP). The Assistant
Secretary will use these requirements, priorities and selection
criteria for a competition in fiscal year (FY) 2003 and may use them in
later years. We intend these requirements, priorities and selection
criteria to support the four basic education reform principles
underlying the No Child Left Behind Act of 2001 (NCLB): Stronger
accountability for results, increased flexibility and local control,
expanded options for parents, and an emphasis on teaching methods that
have been proven to work. We take this action to clarify the
Department's expectations regarding this program, so that TPDP-funded
projects will help students, schools and teachers in their efforts to
improve student achievement, meet high standards for high school
graduation, and increase transition and persistence rates in
postsecondary education.
DATES: We must receive your comments on or before February 24, 2003.
ADDRESSES: Address all comments about these proposed priorities to
Karen Stratman Clark, U.S. Department of Education, OVAE, MES Room
5223, 400 Maryland Avenue SW., Washington DC 20202-7100. If you prefer
to send your comments through the Internet, use the following address:
Karen.clark@ed.gov. You must include the term ``TPDP Proposed
Requirements'' in the subject line of your electronic message.
FOR FURTHER INFORMATION CONTACT: Karen Clark. Telephone: (202) 205-
3779. or via Internet: karen.clark@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.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact person listed under FOR FURTHER
INFORMATION CONTACT.
Invitation to Comment
We invite you to submit comments regarding these proposed
requirements, priorities and selection criteria. To ensure that your
comments have maximum effect in developing the notice of final
priorities, we urge you to identify clearly the specific proposed
requirement, priority or selection criterion that each comment
addresses.
We invite you to assist us in complying with the specific
requirements of Executive Order 12866 and its overall requirement of
reducing regulatory burden that might result from these proposed
priorities. Please let me know of any further opportunities we should
take to reduce potential costs or increase potential benefits while
preserving the effective and efficient administration of the program.
During and after the comment period, you may inspect all public
comments about these proposed priorities in Room 4328, 330 C Street,
SW., Washington, DC, between the hours of 8:30 a.m. and 4 p.m., Eastern
time, Monday through Friday of each week except Federal holidays.
Assistance to Individuals With Disabilities in Reviewing the Rulemaking
Record
On request, we will supply an appropriate aid, such as a reader or
print magnifier, to an individual with a disability who needs
assistance to review the comments or other documents in the public
rulemaking record for these proposed priorities. If you want to
schedule an appointment for this type of aid, please contact the person
listed under FOR FURTHER INFORMATION CONTACT.
SUPPLEMENTARY INFORMATION: We propose to establish program
requirements, priorities, selection criteria and a project period for
the TPDP, which is authorized by section 207 of the Carl D. Perkins
Vocational and Technical Education Act of 1998 (Perkins III). TPDP
provides grants to consortia to carry out tech-prep education projects
that involve the location of a secondary school on the site of a
community college, a business as a member of the consortium, and the
voluntary participation of secondary school students. We proposed to
fund projects that, following an initial recruitment period, would
enroll a new student cohort in each year of the project, in addition to
continuing support for each previous TPDP student cohort.
Eligibility
To be eligible for funding under the TPDP, a consortium must
include at least one member in each of the following three categories:
(1) A local educational agency, an intermediate educational agency,
an area vocational and technical education school serving secondary
school students, or a secondary school funded by the Bureau of Indian
Affairs;
(2)(a) A nonprofit institution of higher education that offers a 2-
year associate degree, 2-year certificate, or 2-year postsecondary
apprenticeship program, or (b) a proprietary institution of higher
education that offers a 2-year associate degree program; and
(3) A business.
Under the provisions of section 204(a)(1) of Perkins III, to be
eligible for consortium membership both nonprofit and proprietary
institutions of higher education must be qualified as institutions of
higher education pursuant to section 102 of the Higher Education Act of
1965 (HEA), including institutions receiving assistance under the
Tribally Controlled College or University Assistance Act of 1978 (25
U.S.C. 1801 et seq.) and tribally controlled postsecondary vocational
and technical institutions.
In addition, nonprofit institutions of higher education are
eligible only if they are not prohibited from receiving assistance
under HEA, title IV, part B (20 U.S.C. 1071 et seq.), pursuant to the
provisions of HEA section 435(a)(3) (20 U.S.C. 1083(a)). Proprietary
institutions of higher education are eligible only if they are not
subject to a default management plan required by the Secretary.
Under the provisions of section 204(a)(2), consortia also may
include one or more: (1) Institutions of higher education that award
baccalaureate degrees; (2) employer organizations; or (3) labor
organizations.
Requirements
To achieve the purposes of section 207 of Perkins III, we propose
to establish the following requirements. These requirements would apply
to all applicants seeking funding under this competition.
(1) Each applicant must submit a signed Consortium Agreement
(Agreement), providing evidence that each of the categories of
membership required under Section 207 has been satisfied, and that each
of the required members is eligible for membership
[[Page 3518]]
under the provisions of Perkins III. The Agreement must contain a
signature of commitment from any participating secondary school,
community college, and business member, affirming that those entities
have formed a consortium to develop, implement and sustain a TPDP
project as described under Section 207 of Perkins III. The Agreement
Also must describe the roles and responsibilities of each consortium
member within the proposed project. The format for the Agreement will
be included in the Notice Inviting Applications.
(2) Each applicant must submit enrollment goals for the number of
students in each student cohort to be enrolled in each year of the TPDP
project.
(3) Each applicant must provide an assurance that it will enroll
its first student cohort and begin classes no later than September of
the calendar year after the year in which the grant award is made, and
enroll its second, third, and fourth student cohorts by September of
each subsequent year of the proposed project.
(4) Each applicant must submit a complete Proposed Project Course
Sequence Plan (``the Plan'') to demonstrate how the proposed
instructional program represents a sequential, four-year program of
study that meets the specific criteria set forth in sections 202(a)(3)
and 204(c) of Perkins III. The Plan must list the course sequences for
each program of study within the proposed TPDP project, describing the
specific academic and technical coursework required for all four years
of the program. The Plan also must summarize program entrance
requirements and specify the associate degree or postsecondary
certificate to be earned upon completion of the program. The format for
the Plan will be included in the Notice Inviting Applications.
(5) Each TPDP-funded project must involve a secondary school
physically located on the site of a community college and provide a
complete program of academic and technical coursework at the community
college that, at a minimum, meets State requirements for high school
graduation. Students must be enrolled full-time in the high school on
the community college campus. However, enrolled students may
participate in extra curricular activities at their original high
school. Proposed projects that involve only the ``virtual'' location of
a secondary school on the site of a community college, and projects
that involve only satellite community college sites located on the
premises of secondary schools, are not eligible for support under this
competition.
(6) Each TPDP-funded project must carry out an evaluation to
determine the impact of the project on a comprehensive set of student
outcomes, including: Academic and technical skills achievement; high
school graduation; enrollment and completion of postsecondary
education; postsecondary remedial coursework; and labor market entry.
In conducting this evaluation, each TPDP project must use either an
experimental design, in which students are randomly assigned to the
demonstration program or another program, or a quasi-experimental
design, in which each program participant is matched with a non-
participant possessing similar pre-program characteristics, such as
test scores on State academic assessments, grade point average, class
rank, technical coursework or course of study, and Socioeconomic
status.
(7) Each TPDP project must submit annual reports of anticipated
enrollment. The reports of anticipated enrollment must include the
number of students in each cohort enrolled for the coming year and, if
that differs from the enrollment goals stated in the approved
application, the reasons. The reports of anticipated enrollment will be
due at the end of April of each project year.
(8) Each TPDP project must submit annual project performance
reports and a final project performance report.
Both the annual and final performance reports must summarize the
TPDP project's progress and significant accomplishments, both with
respect to the process of implementation and the outcomes of student
participation; provide data regarding enrollment, persistence, and
program completion for each student cohort; identify barriers to
continued progress and outline solutions; include a progress report on
and an analysis of the findings of the project evaluation; and review
prospects for sustained operations after the cessation of Federal
support. The annual and final performance reports will be due within 90
days of the end of each project year or of the end of the project.
Funded projects would be required to comply with all requirements
adopted in the Notice of final requirements, priorities, and selection
criteria to be published in the Federal Register. Failure to comply
with any applicable program requirement may subject a grantee to
special conditions, withholding, or termination.
Selection Criteria
We propose to use the following selection criteria to evaluate
applications for new grants under this competition. The maximum score
for all of the following criteria is 100 points. The maximum score for
each criterion and sub-criterion is indicated in parentheses.
(a) Quality of the project design. (40 points)
In determining the quality of the design of the proposed project,
we consider the following factors:
(1) The extent to which the applicant demonstrates its readiness to
implement a complete, career-oriented, 4-year program of study, as
evidenced by a formal articulation agreement concerning the structure,
content and sequence of all academic and technical courses to be
offered in the proposed tech prep program and, if applicable, the
conditions under which dual credit will be awarded. (8 points)
(2) The extent to which the proposed instructional program will
meet high academic standards that equal or exceed those established by
the State. (4 points)
(3) The extent to which the applicant has aligned its secondary
academic and technical course offerings and requirements for program
completion with the entrance requirements for the corresponding
postsecondary degree or certificate program. (4 points)
(4) The extent to which the applicant presents a detailed student
recruitment plan that is likely to be effective in fulfilling the
project's enrollment goals for each year of the project. (8 points)
(5) The extent to which the proposed project will provide
comprehensive academic and career counseling and other support services
to participating students at both the secondary and postsecondary
levels, to ensure their persistence in the program and attainment of a
postsecondary degree or certificate. (8 points)
(6) The extent to which the proposed project will provide high
quality, sustained, and intensive professional development for
instructors, counselors and administrators involved in the program. (8
points)
(b) Quality of the management plan. (15 points)
In determining the quality of the management plan for the proposed
project, we consider the following factors:
(1) The extent to which the management plan outlines specific,
measurable goals, objectives, and outcomes to be achieved by the
proposed project. (5 points)
(2) The extent to which the management plan assigns responsibility
[[Page 3519]]
for the accomplishment of project tasks to specific project personnel,
and provides timelines for the accomplishment of project tasks. (5
points)
(3) The extent to which the time commitments of the project
director and other key personnel are appropriate and adequate to
achieve the objectives of the proposed project. (5 points)
(c) Quality of project personnel. (15 points)
In determining the quality of project personnel, we consider the
following factors:
(1) The extent to which the applicant encourages applications for
employment from members of groups that have traditionally been
underrepresented based on race, color, national origin, gender, age, or
disability. (5 points)
(2) The qualifications, including relevant training and experience,
of the project director. (5 points)
(3) The qualifications, including relevant training and experience,
of key project personnel, including teachers, counselors,
administrators, and project consultants. (5 points)
(d) Adequacy of resources. (10 points)
In determining the adequacy of resources for the proposed project,
we consider the following factors:
(1) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the participating institutions. (5
points)
(2) The extent to which the budget is adequate and costs are
reasonable in relation to the objectives and design of the proposed
project. (5 points)
(e) Quality of the project evaluation. (20 points)
In determining the quality of the evaluation, we consider the
following factors:
(1) The extent to which the application presents a feasible,
credible plan for project evaluation and includes: the type of design
to be used; outcomes to be examined; and how participants will be
assigned to the program or matched for comparison to non-program
participants (10 points)
(2) The extent to which the evaluation will provide reports or
other documents at appropriate intervals to be used for continuous
program improvement. (4 points)
(3) The extent to which the proposed evaluation will be conducted
by an independent evaluator with the necessary background and technical
expertise to carry out the evaluation. (6 points)
Discussion of Priorities
Following the comment period, we will announce the final
requirements, priorities, and selection criteria in a notice in the
Federal Register. We will determine the final requirements, priorities
and selection criteria after considering responses to this notice and
other information available to the Department. This notice does not
preclude us from proposing or funding additional priorities, subject to
meeting applicable rulemaking requirements.
Note: This notice does not solicit applications. In any year in
which we choose to use one or more of these proposed priorities, we
invite applications through a notice in the Federal Register. When
inviting applications we designate each priority as absolute,
competitive preference, or invitational. The effect of each type of
priority follows:
Absolute priority: Under an absolute priority we consider only
applications that meet the priority (34 CFR 75.105(c)(3)).
Competitive preference priority: Under a competitive preference
priority we give competitive preference to an application by either (1)
awarding additional points, depending on how well or the extent to
which the application meets the competitive preference priority (34 CFR
75.105(c)(2)(i); or (2) selecting an application that meets the
competitive priority over an application of comparable merit that does
not meet the priority (34 CFR 75.105(c)(2)(ii)).
Invitational priority: Under an invitational priority we are
particularly interested in applications that meet the invitational
priority. However, we do not give an application that meets the
invitational priority a competitive or absolute preference over other
applications (34 CFR 75.105(c)(1)).
Priorities
Proposed Priority 1
Under this proposed priority, we would give competitive preference
by awarding up to 5 additional points to applications that require all
teachers teaching core academic subjects to be highly qualified, as
such term is defined by section 9101 (23) of the ESEA, as amended by
NCLB. NOTE: ESEA defines core academic subjects as English, reading or
language arts, mathematics, science, foreign languages, civics and
government, economics, arts, history and geography.
Proposed Priority 2
Under this proposed priority, we would give competitive preference
by awarding up to 5 additional points to applications that require each
participating student, as a condition of high school graduation, to
pass at least one high school level test (either a comprehensive test
covering a variety of courses in a subject area or a high school end-
of-course test) in English language arts, mathematics, and science. To
receive any points under this priority, applicants must describe their
specific high school graduation requirements.
Proposed Priority 3
Under this proposed priority, we would give competitive preference
by awarding up to 5 additional points to applications that offer the
proposed TPDP project as an alternative for students attending
secondary schools that have been identified for school improvement
under section 1116(b)(1) of the Elementary and Secondary Education Act
of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001; or
include the proposed TPDP project in a corrective action or
restructuring plan to improve student academic achievement at secondary
schools identified for school improvement under section 116 of the
ESEA. To receive any points under this priority, applicants must
provide evidence of a school's designation under section 1116 of the
ESEA.
Project Period
We have concluded that funding multi-year projects for a project
period of five years entirely from the Fiscal Year 2002 appropriation
will be necessary for TPDP grantees to fully meet the statutory
purposes of Section 207 and the requirements of this notice. Such a
funding arrangement will enable projects to engage in an adequate
recruitment effort to meet their enrollment goals, and implement both
the full, two-year secondary component and the full, two-year
postsecondary component of the TPDP project for the first student
cohort during the grant award period.
Intergovernmental Review
This program is subject to Executive Order 12372 and the
regulations in 34 CFR part 79. One of the objectives of the Executive
order is to foster intergovernmental partnership and a strengthened
federalism. The Executive order relies on processes developed by State
and local governments for coordination and review of proposed Federal
financial assistance.
This document provides early notification of our specific plans and
actions for this program.
Applicable Program Regulations: 34 CFR parts 74-79.
[[Page 3520]]
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://frwebgate.access.gpo.gov/cgi-bin/leaving.cgi?from=leavingFR.html&log=linklog&to=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.
Catalog of Federal Domestic
Assistance Number: 84.353.
Program Authority: 20 U.S.C. 2328.
Dated: January 22, 2003.
Carol D'Amico,
Assistant Secretary for Vocational and Adult Education.
[FR Doc. 03-1791 Filed 1-23-03; 8:45 am]
BILLING CODE 4000-01-M