FR Doc 05-13579
[Federal Register: July 8, 2005 (Volume 70, Number 130)]
[Notices]
[Page 39499-39502]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr08jy05-36]
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DEPARTMENT OF EDUCATION
School Dropout Prevention Program
AGENCY: Office of Vocational and Adult Education, Department of
Education.
ACTION: Notice of final priorities, requirements, definitions, and
selection criteria.
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SUMMARY: The Assistant Secretary for Vocational and Adult Education
announces priorities, requirements, definitions, and selection criteria
under the School Dropout Prevention (SDP) program. The Assistant
Secretary may use one or more of these priorities, requirements,
definitions, and selection criteria for competitions in fiscal year
(FY) 2005 and later years. We take this action to further the purpose
of the SDP program, which is to support the development and
implementation of effective, sustainable, and coordinated school
dropout prevention and reentry programs.
DATES: These final priorities, requirements, definitions, and selection
criteria are effective August 8, 2005.
FOR FURTHER INFORMATION CONTACT: Valerie Randall-Walker, U.S.
Department of Education, 400 Maryland Avenue, SW., Potomac Center
Plaza, room 11081, Washington, DC 20202-7241. Telephone: (202) 245-7794
or via Internet: dropoutprevention@ed.gov.
If you use a telecommunications device for the deaf (TDD), you may
call the Federal Relay Service (FRS) 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.
SUPPLEMENTARY INFORMATION:
Background
With the enactment of the No Child Left Behind Act of 2001 (NCLB),
our Nation made a commitment to closing the achievement gap between
disadvantaged and minority students and their peers and to changing the
culture of America's schools so that all students receive the support
and high-quality instruction they need to meet higher expectations. A
critical part of this challenge, at the high school level, is reducing
the number of young people who disengage and drop out of school. As
several recent national studies have found, a staggering number of
youth fail to graduate on time.
The complexity of the dropout problem requires the attention of
multiple agencies because numerous factors contribute to a student's
decision to drop out. Therefore, successful dropout prevention and
reentry activities should involve many agencies and community
organizations and institutions in strong collaborative activities. By
combining their expertise and resources, these entities can achieve
much more than they could individually. Through these priorities,
requirements, definitions, and selection criteria, we limit eligibility
for SDP funding to State educational agencies (SEAs) and, under
Priority 1, give priority to an SEA that partners with other public or
private agencies in its efforts to reduce the dropout rate in high
schools (grades 9 through 12) where the annual dropout rate exceeds the
State average.
Another vital element for successful dropout prevention and reentry
programs is the early identification of at-risk students and the
implementation of a customized set of services and
[[Page 39500]]
interventions that address the needs of those students. Priority 2
supports projects in which applicants work with local educational
agencies (LEAs) to use eighth grade assessment and other data to
identify those students who could benefit from intensive early
assistance. We intend that, by incorporating these strategies into the
SDP program, the Department will make grants to SEAs for activities
that have the highest probability of reducing dropout rates.
We published a notice of proposed priorities, requirements,
definitions, and selection criteria for this program in the Federal
Register on May 13, 2005 (70 FR 25556) (NPP). Except for minor
editorial and technical revisions, there are no differences between the
NPP and this notice of final priorities, requirements, definitions, and
selection criteria (NFP).
Analysis of Comments and Changes
In response to our invitation in the NPP, two parties submitted
three comments on the proposed priorities. An analysis and discussion
of the comments and our responses follows.
Generally, we do not address technical and other minor changes and
suggested changes the law does not authorize us to make under the
applicable statutory authority.
Comment: One commenter asked whether SEAs could partner with
juvenile justice or other criminal justice agencies to satisfy the
collaboration requirement of the SDP project.
Discussion: As specified in the NPP, juvenile justice or criminal
justice agencies are among the agencies with which SEAs may partner in
carrying out the SDP project.
Changes: None.
Comments: One commenter asked whether applicants could consider
information other than eight grade assessment data to identify students
who are at risk of failing to meet challenging State academic standards
and dropping out of high school. The commenter also suggested that we
identify specific factors that may place a student ``at-risk'' in the
Requirements or Definitions section.
Discussion: Priority 2 supports projects in which applicants work
with LEAs to assist schools in using eighth grade assessment and other
data to develop and implement individual performance plans for students
who are at risk of failing to meet challenging State academic standards
and of dropping out of school. It does not limit applicants to using
only eighth grade assessment data to identify students who may need
assistance. Although researchers have identified a large number of non-
academic ``risk'' factors that appear to be correlated with dropping
out of high school, such as, for example, having a sibling who has
dropped out of school or a parent who receives public assistance, there
is little consensus about the relative significance of these factors or
a good understanding of how they may interact with other observed and
unobserved factors that may contribute to an individual's decision to
drop out of high school. We decline, therefore, to require or encourage
applicants to use any specific non-academic ``risk'' factors in
identifying students for whom the development of individual performance
plans is appropriate. We defer to applicants to determine what
information they will use in addition to eighth grade assessment data
to identify students who are at-risk of failing to meet State academic
standards and dropping out of high school.
Changes: None.
Comment: One commenter suggested amending the definition of a high
school dropout to clarify that it excludes individuals who may not only
have formally transferred to another public school district, a
nonpublic school, or a State-approved educational program, but who may
have enrolled in one of these three alternatives.
Discussion: Section 1829 of the Elementary and Secondary Education
Act, as amended (ESEA) requires applicants to use the annual event
school dropout rate as determined in accordance with the National
Center for Education Statistics' (NCES') Common Core of Data. SEAs must
use funds awarded under this program to support activities in schools
that have annual school event dropout rates higher than the State
average event dropout rate. The definition that must be used in this
competition is the definition used by NCES.
Changes: None.
Note: This notice does not solicit applications. In any year in
which we choose to use these priorities, requirements, definitions,
and selection criteria, 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 preference 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
Priority 1--Collaboration With Other Agencies
Under this priority, an applicant must include in its application
evidence that other public or private entities will be involved in, or
provide financial support for, the implementation of the activities
described in the application. Applicants may involve such State
agencies as those responsible for administering postsecondary
education, Title I of the Workforce Investment Act, Temporary
Assistance for Needy Families, Medicaid, the State Children's Health
Insurance Program, foster care, juvenile justice, and others.
Applicants also may collaborate with business and industry, civic
organizations, foundations, and community- and faith-based
organizations, among other private-sector entities. Acceptable evidence
of collaboration is a memorandum of understanding or other document
signed by the principal officer of each participating agency that
identifies (1) how the agency will be involved in the implementation of
the project or (2) the financial resources (cash or in-kind) that it
will contribute to support the project, or both.
Priority 2--Individual Performance Plans for At-Risk Incoming Ninth
Grade Students
Under this priority, an applicant must work with LEAs to assist
schools in using eighth grade assessment and other data to develop and
implement (in consultation with parents, teachers, and counselors)
individual performance plans for students entering the ninth grade who
are at-risk of failing to meet challenging State academic standards and
of dropping out of high school. The plans must identify specific
interventions to improve the academic achievement of these students and
other supports and services they need in order to succeed in high
school.
Additional Requirements
The Assistant Secretary announces the following requirements for
the SDP program. We may apply these requirements in any year in which
this program is in effect.
[[Page 39501]]
Eligibility Requirement--State Educational Agencies
To be eligible for funding under this program, an applicant must be
an SEA, as defined in 34 CFR 77.1.
Evaluation Requirements
We require that each applicant include in its application a plan to
support an independent, third-party evaluation of its SDP project and
that the applicant reserve not less than 10 percent of its grant award
for this evaluation. At a minimum, the evaluation must--
(a) Be both formative and summative in nature;
(b) Include performance measures that are clearly related to the
intended outcomes of the project and the Government Performance and
Results Act (GPRA) indicators for the SDP program described elsewhere
in this notice;
(c) Measure the effectiveness of the project, including a
comparison between the intended and observed results and, if
appropriate, a demonstration of a clear link between the observed
results and the specific treatment given to project participants;
(d) Measure the extent to which the SEA implements an effective,
sustainable, and coordinated school dropout prevention and reentry
program; and
(e) Measure the extent to which the project implements research-
based strategies and practices.
In addition, applicants must submit their proposed project
evaluation designs to the Department for review and approval prior to
the end of the second month of the project period.
Each evaluation must include: (i) an annual report for each of the
first two years of the project period, and (ii) a final report that
would be completed at the end of the third year of implementation and
that would include information on implementation during the third year
as well as information on the implementation of the project across the
entire project period. Each grantee must submit each of these annual
reports to the Department along with its required annual performance
report.
Performance Measures Requirements
Under the GPRA, the Department is currently using the following two
performance measures to assess the effectiveness of the SDP program:
(1) the dropout rate in schools receiving program funds, and (2) the
percentage of students reentering schools who complete their secondary
education. Applicants for a grant under this program are advised to
consider these two performance measures in conceptualizing the approach
and evaluation of their proposed project. To assist the Department in
assessing progress under the first measure, an applicant must use its
State event dropout rate as the GPRA indicator and submit, as part of
its application to the Department, a projected State event dropout
rate, for each year of the project. If funded, applicants would then be
asked to collect and report data for this indicator in their
performance and final reports for each year of the project. We will
notify grantees if they will be required to provide any additional
information related to the two measures.
Requirements for Accountability for Results
Applicants must identify in their applications at least two
specific performance indicators and annual performance objectives for
the schools that receive services and technical assistance through
projects funded under this program, in addition to the two GPRA
indicators. Applicants may identify and report on additional student
indicators, such as graduation rates; year-to-year retention; rates of
average daily attendance; the percentage of secondary school students
who score at the proficient or advanced levels on the reading/English
language arts and mathematics assessments used by the State to measure
adequate yearly progress under Part A of Title I of the Elementary and
Secondary Education Act of 1965, as amended (ESEA); student achievement
and gains in English proficiency; and the incidence of school violence,
drug and alcohol use, and disciplinary actions.
Applicants must identify annual performance objectives for the two
GPRA indicators and the two additional indicators identified in the
application. The Department intends to negotiate these performance
levels with potential grantees.
Applicants must identify all outcomes in their evaluation plan that
are relevant to the scope of the project and will assist in continuous
improvement of the services offered.
Definitions
In addition to the definitions in the authorizing statute and 34
CFR 77.1, the following definitions also apply to this program. We may
apply these definitions in any year in which we conduct a SDP
competition.
High school dropout means an individual who--
(a) Was enrolled in a district in grades 9 through 12 at some time
during the preceding school year;
(b) Was not enrolled at the beginning of the current school year;
(c) Has not graduated or completed a program of studies by the
maximum age established by a State;
(d) Has not transferred to another public school district, a
nonpublic school, or a State-approved educational program; and
(e) Has not left school because of death, illness, or a school-
approved absence.
State event dropout rate means the dropout rate calculated by
dividing the number of high school dropouts (as defined elsewhere in
this notice) in the State by the total number of students enrolled in
grades 9 through 12 in public schools in the State during the current
school year. This calculation is based upon the annual school event
dropout rate calculation of the National Center for Education
Statistics' Common Core of Data.
School event dropout rate means the dropout rate calculated by
dividing the number of high school dropouts (as defined elsewhere in
this notice) in a school by the total number of students enrolled in
grades 9 through 12 in that school during the current school year.
Selection Criteria
We establish the following selection criteria to evaluate
applications for new grants under this program. We may apply these
selection criteria in any year we conduct a SDP competition.
Quality of Project Design
In determining the quality of the project design, we will consider
the extent to which--
(a) The applicant demonstrates its readiness to implement a
comprehensive and coordinated statewide dropout and reentry program;
(b) The activities described in the application are evidence-based
and likely to be successful in improving the graduation rate within the
State, particularly among youth who are at the greatest risk of
dropping out;
(c) Other public and private agencies will support and participate
in the implementation of the proposed project; and
(d) The technical assistance activities that will be undertaken by
the applicant are likely to be successful in helping local educational
agencies use eighth grade assessment and other data to develop
individual performance plans for entering ninth graders who are at risk
of failing to meet challenging State
[[Page 39502]]
academic standards and of dropping out of high school.
Adequacy of Resources
In determining the adequacy of resources for the proposed project,
we consider the following factors:
(a) The extent of the cash or in-kind support the SEA will provide.
(b) The extent of the cash or in-kind support other public and
private agencies will contribute to the implementation of the proposed
project.
Quality of the Management Plan
In determining the quality of the management plan for the proposed
project, we consider the adequacy of the management plan to achieve the
objectives of the proposed project on time and within budget, including
the extent to which the plan clearly defines the roles and
responsibilities of each agency and its key personnel and establishes
detailed timelines and milestones for accomplishing each of the project
tasks.
Quality of the SDP Project Evaluation
In determining the quality of the evaluation, we consider the
following factors:
(a) The extent to which the methods of evaluation will yield
accurate and reliable data for each of the required performance
indicators.
(b) The extent to which the evaluation will produce reports or
other documents at appropriate intervals to enable the agencies,
organizations, or institutions participating in the project to use the
data for planning and decisionmaking for continuous program
improvement.
(c) Whether the independent third-party evaluator identified in the
application has the necessary background and expertise to carry out the
evaluation.
Executive Order 12866
This NFP and selection criteria has been reviewed in accordance
with Executive Order 12866. Under the terms of the order, we have
assessed the potential costs and benefits of this regulatory action.
The potential costs associated with the NFP are those resulting
from statutory requirements and those we have determined as necessary
for administering this program effectively and efficiently.
In assessing the potential costs and benefits--both quantitative
and qualitative--of this NFP, we have determined that the benefits of
the NFP justify the costs.
We also have determined that this regulatory action does not unduly
interfere with State, local, and tribal governments in the exercise of
their governmental functions.
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 an intergovernmental partnership and a strengthened
federalism. The Executive order relies on processes developed by State
and local governments for coordination and review of proposed Federal
financial assistance.
This document provides early notification of our specific plans and
actions for this program.
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/news/fedregister.
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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.gpoaccess.gov/nara/index.html.
Program Authority: 20 U.S.C. 6551, et seq.
(Catalog of Federal Domestic Assistance Number 84.360A School
Dropout Prevention Program)
Dated: July 5, 2005.
Susan Sclafani,
Assistant Secretary for Vocational and Adult Education.
[FR Doc. 05-13579 Filed 7-7-05; 8:45 am]
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