[Federal Register: January 4, 1999 (Volume 64, Number 1)] [Notices] [Page 297-323] From the Federal Register Online via GPO Access [wais.access.gpo.gov] [DOCID:fr04ja99-121] [[Page 297]] _______________________________________________________________________ Part V Department of Education _______________________________________________________________________ Bilingual Education: Program Enhancement Projects; Notice Inviting Applications for New Awards for Fiscal Year 1999 [[Page 298]] DEPARTMENT OF EDUCATION [CFDA No.: 84.289P] Bilingual Education: Program Enhancement Projects; Notice Inviting Applications for New Awards for Fiscal Year (FY) 1999 Notice to Applicants: This notice is a complete application package. Together with the statute authorizing the program and the Education Department General Administrative Regulations (EDGAR), this notice contains all of the information, application forms, and instructions needed to apply for an award under this program. The statutory authorization for this program, and the application requirements that apply to this competition, are contained in sections 7113 and 7116 of the Elementary and Secondary Education Act of 1965, as amended by the Improving America's Schools Act of 1994 (Pub. L. 103- 382, enacted October 20, 1994 (the Act) (20 U.S.C. 7423 and 7426)). Purpose of Program: The purpose of this program is to provide grants to carry out highly focused, innovative, locally designed projects to expand or enhance existing bilingual education or special alternative instructional programs for limited English proficient (LEP) students. Eligible Applicants: (1) One or more local educational agencies (LEAs); (2) one or more LEAs in collaboration with an institution of higher education (IHE), community-based organization (CBO), or a state educational agency (SEA); or (3) a CBO or an IHE that has an application approved by the LEA to develop and implement early childhood education or family education programs or to conduct an instructional program that supplements the educational services provided by an LEA. Deadline for Transmittal of Applications: February 16, 1999. Deadline for Intergovernmental Review: April 19, 1999. Available Funds: $10 million. Estimated Range of Awards: $100,000-$150,000. Estimated Average Size of Awards: $125,000. Estimated Number of Awards: 80. Note: The Department is not bound by any estimates in this notice. Project Period: 24 months. Applicable Regulations: (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80, 81, 82, 85, and 86; and (b) 34 CFR part 299. Description of Program Under this section grantees are authorized to improve the education of LEP children and youth and their families by, among other things: implementing family education programs, improving the instructional program for LEP children, compensating personnel who have been trained--or are being trained--to serve LEP children and youth, providing tutorials and academic or career counseling for LEP children and youth, and providing intensified instruction. Also, grants awarded under this section may be used to provide inservice training to classroom teachers, administrators, or other school or community-based organization personnel to improve the instruction and assessment of language-minority and LEP students. Priorities Competitive Priority: The Secretary, under 34 CFR 75.105(c)(2)(i) and 34 CFR 299.3(b), gives preference to applications that meet the following competitive priority. The Secretary awards 5 points to an application that meets this competitive priority. These points are in addition to any points the application earns under the selection criteria for the program: Projects that will contribute to systemic educational reform in an Empowerment Zone, including a Supplemental Empowerment Zone, or an Enterprise Community designated by the United States Department of Housing and Urban Development or the United States Department of Agriculture, and are made an integral part of the Zone's or Community's comprehensive community revitalization strategies. A list of areas that have been designated as Empowerment Zones and Enterprise Communities is provided at the end of this notice. Invitational Priorities: The Secretary is particularly interested in applications that meet one or more of the following invitational priorities. However, under 34 CFR 75.105(c)(1), an application that meets one or more of these invitational priorities does not receive competitive or absolute preference over other applications: Invitational Priority 1--Reading Projects that focus on assisting limited English proficient students to read independently and well by the end of third grade. Invitational Priority 2--Mathematics Projects that focus on assisting limited English proficient students to master challenging mathematics, including the foundations of algebra and geometry, by the end of eighth grade. Invitational Priority 3--Preparation for Postsecondary Education Projects that focus on motivating and academically preparing limited English proficient students for successful participation in college and other postsecondary education. Selection Criteria (a)(1) The Secretary uses the following selection criteria in 34 CFR 75.210 and sections 7116 and 7123 of the Act to evaluate applications for new grants under this competition. (2) The maximum score for all of these criteria is 100 points. (3) The maximum score for each criterion is indicated in parentheses. (b) The criteria -(1) Need for the project. (15 points) The Secretary considers the need for the proposed project. In determining the need for the proposed project, the Secretary considers the following factors: (i) The number of children and youth of limited English proficiency in the school or school district to be served, and (ii) The characteristics of those children and youth, such as-- (A) Language spoken; (B) Dropout rates; (C) Proficiency in English and the native language; (D) Academic standing in relation to the English proficient peers of those children and youth; and (E) If applicable, the recency of immigration. (Authority: 20 U.S.C. 7426(g)(1)(A)). (2) Quality of the project design. (25 points) (i) The Secretary considers the quality of the design of the proposed project. (ii) In determining the quality of the design of the proposed project, the Secretary considers the following factors: (A) The extent to which the goals, objectives, and outcomes to be achieved by the proposed project are clearly specified and measurable. (B) The extent to which the design of the proposed project is appropriate to, and will successfully address, the needs of the target population or other identified needs. (C) The extent to which the proposed project is part of a comprehensive effort to improve teaching and learning and support rigorous academic standards for students. (D) The extent to which the proposed project is designed to build capacity and yield results that will extend beyond the period of Federal financial assistance. [[Page 299]] (E) The extent to which the proposed project will be coordinated with similar or related efforts, and with other appropriate community, State, and Federal resources. (F) The extent to which the proposed project encourages parental involvement. (Authority: 34 CFR 75.210(c)(2)(i), (ii), (xii), (xvi), (xviii), and (xix)). (3) Quality of project services. (15 points) (i) The Secretary considers the quality of the services to be provided by the proposed project. (ii) In determining the quality of the services to be provided by the proposed project, the Secretary considers the quality and sufficiency of strategies for ensuring equal access and treatment for eligible project participants who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. (iii) In addition, the Secretary considers the following factors: (A) The extent to which the services to be provided by the proposed project are appropriate to the needs of the intended recipients or beneficiaries of those services. (B) The extent to which the training or professional development services to be provided by the proposed project are of sufficient quality, intensity, and duration to lead to improvements in practice among the recipients of those services. (C) The likelihood that the services to be provided by the proposed project will lead to improvements in the achievement of students as measured against rigorous academic standards. (Authority: 34 CFR 75.210 (d)(1),(2),(3)(i),(v) and (vii)). (4) Proficiency in English and another language. (3 points) The Secretary reviews each application to determine the extent to which the proposed project will provide for the development of bilingual proficiency both in English and another language for all participating students. (Authority: 20 U.S.C. 7426(i)(1)). (5) Quality of project personnel. (7 points) (i) The Secretary considers the quality of the personnel who will carry out the proposed project. (ii) In determining the quality of project personnel, the Secretary considers the extent to which the applicant encourages applications for employment from persons who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability. (iii) In addition, the Secretary considers the following factors: (A) The qualifications, including relevant training and experience, of the project director or principal investigator. (B) The qualifications, including relevant training and experience, of key project personnel. (Authority: 34 CFR 75.210(e)(1)-(3)(i) and (ii)). (6) Adequacy of resources. (10 points) (i) The Secretary considers the adequacy of resources for the proposed project. (ii) In determining the adequacy of resources for the proposed project, the Secretary considers the following factors: (A) The extent to which the budget is adequate to support the proposed project. (B) The extent to which the costs are reasonable in relation to the objectives, design, and potential significance of the proposed project. (C) The extent to which the costs are reasonable in relation to the number of persons to be served and to the anticipated results and benefits. (D) The potential for continued support of the project after Federal funding ends, including, as appropriate, the demonstrated commitment of appropriate entities to such support. (Authority: 34 CFR 75.210(f)(1), (2)(iii), (iv), (v), and (vi)). (7) Quality of the management plan. (15 points) (i) The Secretary considers the quality of the management plan for the proposed project. (ii) In determining the quality of the management plan for the proposed project, the Secretary considers the following factors: (A) 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. (B) The extent to which the time commitments of the project director and principal investigator and other key project personnel are appropriate and adequate to meet the objectives of the proposed project. (C) How the applicant will ensure that a diversity of perspectives are brought to bear in the operation of the proposed project, including those of parents, teachers, the business community, a variety of disciplinary and professional fields, recipients or beneficiaries of services, or others, as appropriate. (Authority: 34 CFR 75.210(g)(1), (2)(i), (iv) and (v)). (8) Quality of project evaluation plan. (10 points) The Secretary reviews each application to determine how well the proposed project's evaluation will meet the following requirements: (i) Student evaluation and assessment procedures must be valid, reliable, and fair for limited English proficient students. (ii) The evaluation must include-- (A) How students are achieving the State student performance standards, if any, including data comparing children and youth of limited English proficiency with nonlimited English proficient children and youth with regard to school retention, academic achievement, and gains in English (and, if applicable, native language) proficiency; (B) Program implementation indicators that provide information for informing and improving program management and effectiveness, including data on appropriateness of curriculum in relationship to grade and course requirements, appropriateness of program management, appropriateness of the program's staff professional development, and appropriateness of the language of instruction; and (C) Program context indicators that describe the relationship of the activities funded under the grant to the overall school program and other Federal, State, or local programs serving children and youth of limited English proficiency. (Authority: 20 U.S.C. 7426(h)(3) and 7433(c)(1)-(3)). Intergovernmental Review of Federal Programs This program is subject to the requirements of Executive Order 12372 (Intergovernmental Review of Federal Programs) and the regulations in 34 CFR part 79. The objective of the Executive order is to foster an intergovernmental partnership and to strengthen federalism by relying on State and local processes for State and local government coordination and review of proposed Federal financial assistance. Applicants must contact the appropriate State Single Point of Contact to find out about, and to comply with, the State's process under Executive order 12372. Applicants proposing to perform activities in more than one State should immediately contact the Single Point of Contact for each of those States and follow the procedure established in each State under the Executive order. If you [[Page 300]] want to know the name and address of any State Single Point of Contact, see the list published in the Federal Register on November 3, 1998 (63 FR 59452 through 59455). In States that have not established a process or chosen a program for review, State, areawide, regional, and local entities may submit comments directly to the Department. Any State Process Recommendation and other comments submitted by a State Single Point of Contact and any comments from State, areawide, regional, and local entities must be mailed or hand-delivered by the date indicated in this notice to the following address: The Secretary, E.O. 12372--CFDA# 84.289P, U.S. Department of Education, Room 6213, 600 Independence Avenue, SW, Washington, DC 20202-0124. Proof of mailing will be determined on the same basis as applications (see 34 CFR 75.102). 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 the above address is not the same address as the one to which the applicant submits its completed application. Do not send applications to the above address. Instructions for Transmittal of Applications (a) If an applicant wants to apply for a grant, the applicant shall-- (1) Mail the original and two copies of the application on or before the deadline date to: U.S. Department of Education, Application Control Center, Attention: (CFDA# 84.289P), Washington, DC 20202-4725; or (2) Hand-deliver the original and two copies of the application by 4:30 p.m. (Washington, DC time) on or before the deadline date to: U.S. Department of Education, Application Control Center, Attention: (CFDA# 84.289P), Room 3633, Regional Office Building #3, 7th and D Streets, SW., Washington, DC. (b) An applicant 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. (c) If an application is mailed through the U.S. Postal Service, the Secretary does 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. Notes: (1) The U.S. Postal Service does not uniformly provide a dated postmark. Before relying on this method, an applicant should check with its local post office. (2) The Application Control Center will mail a Grant Application Receipt Acknowledgment to each applicant. If an applicant fails to receive the notification of application receipt within 15 days from the date of mailing the application, the applicant should call the U.S. Department of Education Application Control Center at (202) 708-9495. (3) The applicant must indicate on the envelope and--if not provided by the Department--in Item 10 of the Application for Federal Assistance (Standard Form 424) the CFDA number--and suffix letter, if any--of the competition under which the application is being submitted. Application Instructions and Forms The appendix to this notice contains the following forms and instructions, plus a statement regarding estimated public reporting burden, a checklist for applicants, various assurances, certifications, and required documentation: a. Instructions for Application Narrative. b. Additional Guidance. c. Estimated Public Reporting Burden. d. Notice to All Applicants (OMB No. 1801-0004). e. Checklist for Applicants. f. Application for Federal Education Assistance (ED 424) and instructions. g. Budget Information--Non-Construction Programs (ED 524) and instructions. h. Group Application Certification. i. Student Data. j. Project Documentation. k. Program Assurances. l. Assurances--Non-Construction Programs (SF 424B) and instructions. m. Certifications Regarding Lobbying; Debarment, Suspension and Other Responsibility Matters; and Drug-Free Workplace Requirements (ED 80-0013) and instructions. n. Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion: Lower Tier Covered Transactions (ED 80-0014) and instructions. (NOTE: ED 80-0014 is intended for the use of grantees and should not be transmitted to the Department.) o. Disclosure of Lobbying Activities (SF LLL) (if applicable) and instructions. This document has been marked to reflect statutory changes. See the notice published in the Federal Register (61 FR 1413) by the Office of Management and Budget on January 19, 1996. An applicant may submit information on a photostatic copy 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. All applicants must submit ONE original signed application, including ink signatures on all forms and assurances, and two copies of the application. Please mark each application as ``original'' or ``copy.'' No grant may be awarded unless a completed application has been received. FOR FURTHER INFORMATION CONTACT: James Lockhart, U.S. Department of Education, 400 Maryland Avenue, SW., Room 5622, Switzer Building, Washington, DC 20202-6510. Telephone: (202) 205-5426. Individuals who use a telecommunications device for the deaf (TDD) may call the Federal Information Relay Service (FIRS) at 1-800-877-8339 between 8 a.m. and 8 p.m., Eastern time, Monday through Friday. Individuals with disabilities may obtain this notice in an alternate format (e.g., Braille, large print, audiotape, or computer diskette) on request to the contact person listed in the preceding paragraph. Please note, however, that the Department is not able to reproduce in an alternate format the standard forms included in the notice. Electronic Access to This Document Anyone may view this document, as well as all other Department of Education documents published in the Federal Register, in text or portable document format (pdf) on the World Wide Web at either of the following sites: http://ofco.ed.gov/fedreg.htm http://www.ed.gov/news.html To use the pdf you must have the Adobe Acrobat Reader Program with Search, which is available free at either of the preceding sites. If you have questions about using the pdf, call the U.S. Government Printing Office at (202) 512-1530 or, toll free at 1-888-293-6498. Anyone may also view these documents in text copy only on an electronic bulletin board of the Department. Telephone: (202) 219-1511 or, toll free, 1-800-222-4922. The documents are located under Options G--Files/Announcements, Bulletins and Press Releases. Note: The official version of this document is the document published in the Federal Register. Program Authority: 20 U.S.C. 7422. [[Page 301]] Dated: December 23, 1998. Delia Pompa, Director, Office of Bilingual Education and Minority Languages Affairs. Notice To All Applicants The purpose of this enclosure is to inform you about a new provision in the Department of Education's General Education Provisions Act (GEPA) that applies to applicants for new grant awards under Department programs. This provision is section 427 of GEPA, enacted as part of the Improving America's Schools Act of 1994 (Pub. L. 103-382). To Whom Does This Provision Apply? Section 427 of GEPA affects applicants for new discretionary grant awards under this program. ALL APPLICANTS FOR NEW AWARDS MUST INCLUDE INFORMATION IN THEIR APPLICATIONS TO ADDRESS THIS NEW PROVISION IN ORDER TO RECEIVE FUNDING UNDER THIS PROGRAM. (If this program is a State-formula grant program, a State needs to provide this description only for projects or activities that it carries out with funds reserved for State-level uses. In addition, local school districts or other eligible applicants that apply to the State for funding need to provide this description in their applications to the State for funding. The State would be responsible for ensuring that the school district or other local entity has submitted a sufficient section 427 statement as described below.) What Does This Provision Require? Section 427 requires each applicant for funds (other than an individual person) to include in its application a description of the steps the applicant proposes to take to ensure equitable access to, and participation in, its federally-assisted program for students, teachers, and other program beneficiaries with special needs. This provision allows applicants discretion in developing the required description. The statute highlights six types of barriers that can impede equitable access or participation that you may address: gender, race, national origin, color, disability, or age. Based on local circumstances, you can determine whether these or other barriers may prevent your students, teachers, etc. from equitable access or participation. Your description need not be lengthy; you may provide a clear and succinct description of how you plan to address those barriers that are applicable to your circumstances. In addition, the information may be provided in a single narrative, or, if appropriate, may be discussed in connection with related topics in the application. Section 427 is not intended to duplicate the requirements of civil rights statutes, but rather to ensure that, in designing their projects, applicants for Federal funds address equity concerns that may affect the ability of certain potential beneficiaries to fully participate in the project and to achieve to high standards. Consistent with program requirements and its approved application, an applicant may use the Federal funds awarded to it to eliminate barriers it identifies. What Are Examples of How an Applicant Might Satisfy the Requirements of This Provision? The following examples may help illustrate how an applicant may comply with section 427. (1) An applicant that proposes to carry out an adult literacy project serving, among others, adults with limited English proficiency, might describe in its application how it intends to distribute a brochure about the proposed project to such potential participants in their native language. (2) An applicant that proposes to develop instructional materials for classroom use might describe how it will make the materials available on audio tape or in braille for students who are blind. (3) An applicant that proposes to carry out a model science program for secondary students and is concerned that girls may be less likely than boys to enroll in the course, might indicate how it intends to conduct ``outreach'' efforts to girls, to encourage their enrollment. We recognize that many applicants may already be implementing effective steps to ensure equity of access and participation in their grant programs, and we appreciate your cooperation in responding to the requirements of this provision. Estimated Burden Statement for GEPA Requirements The time required to complete this information collection is estimated to vary from 1 to 3 hours per response, with an average of 1.5 hours, including the time to review instructions, search existing data resources, gather and maintain the data needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to: U.S. Department of Education, Washington, DC 20202-4651. BILLING CODE 4000-01-P [[Page 302]] [GRAPHIC] [TIFF OMITTED] TN04JA99.072 BILLING CODE 4000-01-C [[Page 303]] Checklist for Applicants The following forms and other items must be included in the application in the order listed below: 1. Application for Federal Education Assistance Form (ED 424). 2. Group Application Certification Form (if applicable). 3. Budget Information Form (ED 524). 4. Itemization of costs for each budget year. 5. Student Data Form. 6. Project Documentation Form, including: Section A--Copy of transmittal letter to SEA requesting SEA to comment on the application; Section B--Documentation of consultation with nonprofit private school officials; Section C--Appropriate box checked; Section D--Empowerment Zone or Enterprise Community identified (if applicable). 7. Program Assurances Form. 8. Assurances--Non-Construction Programs Form (SF 424B). 9. Certifications Regarding Lobbying; Debarment, Suspension and Other Responsibility Matters; and Drug-Free Workplace Requirements Form (ED 80-0013). 10. Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion--Lower Tier Covered Transactions Form (ED 80- 0014) (if applicable). 11. Disclosure of Lobbying Activities Form (SF LLL). 12. Information that addresses section 427 of the General Education Provisions Act. (See the above section entitled Notice to All Applicants. (OMB No. 1801-0004)). 13. One-page abstract. 14. Table of Contents. 15. Application narrative, not to exceed 30 pages. 16. One original and two copies of the application for transmittal to the Education Department's Application Control Center. Application Instructions Mandatory Page Limit for the Application Narrative The narrative is the section of the application where you address the selection criteria used by reviewers in evaluating the application. You must limit the narrative to the equivalent of no more than 30 pages, using the following standards: (1) A page is 8.5'' x 11'', on one side only with 1' margins at the top, bottom, and both sides. (2) You must double space (no more than three lines per vertical inch) all text in the application narrative, including titles, headings, footnotes, quotations, references, and charts, tables, figures, and graphs. If you use a proportional computer font, you may not use a font smaller than a 12-point font. If you use a non-proportional font or a typewriter, you may not use more than 12 characters per inch. The page limit does not apply to the Application for Federal Education Assistance Form (ED 424); the Budget Information Form (ED 524) and attached itemization of costs; the other application forms and attachments to those forms; the assurances and certifications; or the one-page abstract and table of contents described below. The page limit applies only to item 15 in the Checklist for Applicants provided above. IF, IN ORDER TO MEET THE PAGE LIMIT, YOU USE PRINT SIZE, SPACING, OR MARGINS SMALLER THAN THE STANDARDS SPECIFIED IN THIS NOTICE, YOUR APPLICATION WILL NOT BE CONSIDERED FOR FUNDING. Abstract The narrative section should be preceded by a one-page abstract that includes a short description of the population to be served by the project, project objectives, and planned project activities. Selection Criteria The narrative should address fully all aspects of the selection criteria in the order listed and should give detail information regarding each criterion. Do not simply paraphrase the criteria. Do not include resumes or curriculum vitae for project personnel; provide position descriptions instead. Do not include bibliographies, letters of support, or appendices in your application. Empowerment Zone/Enterprise Community Priority Applicants that wish to be considered under the competitive priority for Empowerment Zones and Enterprise Communities, as specified in a previous section of this notice, should identify in Section D of the Project Documentation Form the applicable Empowerment Zone or Enterprise Community. The application narrative should describe the extent to which the proposed project will contribute to systemic educational reform in the particular Empowerment Zone or Enterprise Community and be an integral part of the Zone's or Community's comprehensive revitalization strategies. A list of areas that have been designated as Empowerment Zones and Enterprise Communities is provided at the end of this notice. Additional Guidance Table of Contents The application should include a table of contents listing the various parts of the narrative in the order of the selection criteria. Be sure that the table includes the page numbers where the parts of the narrative are found. Budget Budget line items must support the goals and objectives of the proposed project and must be directly related to the instructional design and all other project components. Final Application Preparation Use the Checklist for Applicants to verify that your application is complete. Submit three copies of the application, including an original copy containing an original signature for each form requiring the signature of the authorized representative. Do not use elaborate bindings or covers. The application package must be mailed or hand- delivered to the Application Control Center (ACC) and postmarked by the deadline date. Submission of Application to State Educational Agency Section 7116(a)(2) of the authorizing statute (Elementary and Secondary Education Act of 1965, as amended by the Improving America's Schools Act of 1994, Pub. L. 103-382) requires all applicants except schools funded by the Bureau of Indian Affairs to submit a copy of their application to their State educational agency (SEA) for review and comment (20 U.S.C. 7426(a)(2)). Section 75.156 of the Education Department General Administrative Regulations (EDGAR) requires these applicants to submit their application to the SEA on or before the deadline date for submitting their application to the Department of Education. This section of EDGAR also requires applicants to attach to their application a copy of their letter that requests the SEA to comment on the application (34 CFR 75.156). A copy of this letter should be attached to the Project Documentation Form contained in this application package. APPLICANTS THAT DO NOT SUBMIT A COPY OF THEIR APPLICATION TO THEIR STATE EDUCATIONAL AGENCY IN ACCORDANCE WITH THESE STATUTORY AND REGULATORY REQUIREMENTS WILL NOT BE CONSIDERED FOR FUNDING. [[Page 304]] Estimated Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB control number. The valid OMB control number for this information collection is OMB No. 1885-0539 (Expiration Date: 12/31/ 2001). The time required to complete this information collection is estimated to average 80 hours per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. 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, Washington, DC 20202-4651. Empowerment Zones and Enterprise Communities Empowerment Zones California: Los Angeles California: Oakland Georgia: Atlanta Illinois: Chicago Kentucky: Kentucky Highlands* Maryland: Baltimore Massachusetts: Boston Michigan: Detroit Mississippi: Mid Delta* Missouri/Kansas: Kansas City, Kansas City New York: Harlem, Bronx Ohio: Cleveland Pennsylvania/New Jersey: Philadelphia, Camden Texas: Houston Texas: Rio Grande Valley* Enterprise Communities Alabama: Birmingham Alabama: Chambers County* Alabama: Greene, Sumter Counties* Arizona: Phoenix Arizona: Arizona Border* Arkansas: East Central* Arkansas: Mississippi County* Arkansas: Pulaski County California: Imperial County* California: L.A., Huntington Park California: San Diego California: San Francisco, Bayview, Hunter's Point California: Watsonville* Colorado: Denver Connecticut: Bridgeport Connecticut: New Haven Delaware: Wilmington District of Columbia: Washington Florida: Jackson County* Florida: Tampa Florida: Miami, Dade County Georgia: Albany Georgia: Central Savannah* Georgia: Crisp, Dooley Counties* Illinois: East St. Louis Illinois: Springfield Indiana: Indianapolis Iowa: Des Moines Kentucky: Louisville Louisiana: Northeast Delta* Louisiana: Macon Ridge* Louisiana: New Orleans Louisiana: Ouachita Parish Massachusetts: Lowell Massachusetts: Springfield Michigan: Five Cap* Michigan: Flint Michigan: Muskegon Minnesota: Minneapolis Minnesota: St. Paul Mississippi: Jackson Mississippi: North Delta* Missouri: East Prairie* Missouri: St. Louis Nebraska: Omaha Nevada: Clarke County, Las Vegas New Hampshire: Manchester New Jersey: Newark New Mexico: Albuquerque New Mexico: Mora, Rio Arriba, Taos Counties* New York: Albany, Schenectady, Troy New York: Buffalo New York: Newburgh, Kingston New York: Rochester North Carolina: Charlotte North Carolina: Halifax, Edgecombe, Wilson Counties* North Carolina: Robeson County* Ohio: Akron Ohio: Columbus Ohio: Greater Portsmouth * Oklahoma: Choctaw, McCurtain Counties* Oklahoma: Oklahoma City Oregon: Josephine* Oregon: Portland Pennsylvania: Harrisburg Pennsylvania: Lock Haven* Pennsylvania: Pittsburgh Rhode Island: Providence South Dakota: Deadle, Spink Counties* South Carolina: Charleston South Carolina: Williamsburg County* Tennessee: Fayette, Haywood Counties* Tennessee: Memphis Tennessee: Nashville Tennessee/Kentucky: Scott, McCreay Counties* Texas: Dallas Texas: El Paso Texas: San Antonio Texas: Waco Utah: Ogden Vermont: Burlington Virginia: Accomack* Virginia: Norfolk Washington: Lower Yakima* Washington: Seattle Washington: Tacoma West Virginia: West Central* West Virginia: Huntington West Virginia: McDowell* Wisconsin: Milwaukee *Denotes rural designee. 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