Rule2024-07131
Augustus F. Hawkins Centers of Excellence Program
Primary source
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Published
April 4, 2024
Effective
May 6, 2024
Issuing agencies
Education Department
Abstract
The Department of Education (Department) issues priorities, requirements, and definition for use in the Augustus F. Hawkins Centers of Excellence (Hawkins) Program, Assistance Listing Number 84.428A. The Department may use one or more of these priorities, requirements, and definition for competitions in fiscal year (FY) 2024 and later years. We intend for these priorities, requirements, and definition to help increase the number of, and retain, well-prepared teachers from diverse backgrounds, resulting in a more diverse teacher workforce prepared to teach in our Nation's underserved elementary and secondary schools and close student opportunity and achievement gaps.
Full Text
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<title>Federal Register, Volume 89 Issue 66 (Thursday, April 4, 2024)</title>
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[Federal Register Volume 89, Number 66 (Thursday, April 4, 2024)]
[Rules and Regulations]
[Pages 23514-23518]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2024-07131]
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DEPARTMENT OF EDUCATION
34 CFR Chapter VI
[ED-2024-OPE-0002]
Augustus F. Hawkins Centers of Excellence Program
AGENCY: Office of Postsecondary Education, Department of Education.
ACTION: Final priorities, requirements, and definition.
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SUMMARY: The Department of Education (Department) issues priorities,
requirements, and definition for use in the Augustus F. Hawkins Centers
of Excellence (Hawkins) Program, Assistance Listing Number 84.428A. The
Department may use one or more of these priorities, requirements, and
definition for competitions in fiscal year (FY) 2024 and later years.
We intend for these priorities, requirements, and definition to help
increase the number of, and retain, well-prepared teachers from diverse
backgrounds, resulting in a more diverse teacher workforce prepared to
teach in our Nation's underserved elementary and secondary schools and
close student opportunity and achievement gaps.
DATES: These priorities, requirements, and definition are effective May
6, 2024.
FOR FURTHER INFORMATION CONTACT: Dr. Vicki Robinson, U.S. Department of
Education, 400 Maryland Avenue SW, 5th floor, Washington, DC 20202.
Telephone: (202) 453-7907. Email: <a href="/cdn-cgi/l/email-protection#712718121a185f231e13181f021e1f3114155f161e07"><span class="__cf_email__" data-cfemail="6d3b040e0604433f020f04031e02032d0809430a021b">[email protected]</span></a>. You may also
contact Ashley Hillary, U.S. Department of Education, 400 Maryland
Avenue SW, 5th floor, Washington, DC 20202. Telephone: (202) 453-7880.
Email: <a href="/cdn-cgi/l/email-protection#fcbd8f94909985d2b49590909d8e85bc9998d29b938a"><span class="__cf_email__" data-cfemail="4b0a3823272e3265032227272a39320b2e2f652c243d">[email protected]</span></a>.
If you are deaf, hard of hearing, or have a speech disability and
wish to access telecommunications relay services, please dial 7-1-1.
SUPPLEMENTARY INFORMATION:
Purpose of Program: The Hawkins Program, authorized under Part B of
Title II of the Higher Education Act of 1965, as amended (HEA), is
designed to support comprehensive, high-quality State-accredited
teacher preparation programs by creating centers of excellence at
Historically Black Colleges and Universities (HBCUs); Tribal Colleges
or Universities (TCUs); or Minority Serving Institutions (MSIs), such
as Hispanic-Serving Institutions (HSIs). The Hawkins Program will help
increase the number of, and retain, well-prepared teachers from diverse
backgrounds, resulting in a more diverse teacher workforce prepared to
teach in our Nation's most-underserved elementary and secondary schools
and close student opportunity and achievement gaps. This program
focuses on the various aspects of the teacher preparation pipeline,
including the recruitment, preparation, support, placement, retention
and retraining of teachers for and in under-resourced schools to
support underserved students. Through this program, the Secretary seeks
to fund applicants that propose to incorporate evidence-based practices
into their teacher preparation program.
Program Authority: 20 U.S.C. 1033-1033a.
We published a notice of proposed priorities, requirements, and
definition in the Federal Register on February 1, 2024 (89 FR 6470)
(NPP). That document contained background information and the
Department's reasons for proposing the particular priorities,
requirements, and definition. There are no substantive differences
between the proposed priorities, requirements, and definition and these
final priorities, requirements, and definition.
Public Comment: In response to our invitation in the NPP, six
parties submitted comments on the proposed priorities, requirements,
and definition. Generally, we do not address technical and other minor
changes, or suggested changes that the law does not authorize us to
make under applicable statutory authority. In addition, we do not
address general comments that raised concerns not directly related to
the proposed priorities, requirements, or definition.
Analysis of Comments and Changes: An analysis of the comments and
of any changes in the priorities, requirements, and definition since
publication of the NPP follows.
General Comments
Comments: Two commenters expressed support for components from
several of the proposed priorities, including the emphasis on evidence-
based components of teacher preparation programs, the focus on clinical
experiences and high-quality mentoring, the support for teacher
candidates serving in schools in roles that assist students and
teachers, the recognition that the retention and preparation of teacher
candidates from diverse backgrounds benefits all students, and the use
of HBCUs, TCUs, and MSIs to prepare teachers. One commenter expressed
support for the definition of ``pre-service.''
Discussion: We appreciate the support of the priorities and the
definition.
Changes: None.
[[Page 23515]]
Comments: One commenter asked us to expand Priority 2 to include
teacher candidates with disabilities.
Discussion: Priority 2 is designed to increase teacher diversity by
supporting teacher candidates from backgrounds that are
underrepresented in the profession, which could include teacher
candidates with disabilities. Applicants under this priority are asked
for a plan to identify, support, and promote the retention of teacher
candidates ``from backgrounds that are underrepresented in the
profession.'' While teacher candidates of color are mentioned as one
such population of individuals underrepresented within the teaching
profession, under this priority, applicants may propose to serve
individuals from other underrepresented populations, including but not
limited to teacher candidates with disabilities. This is consistent
with the authorizing statute for this program, which incorporates as an
allowable use of funds ``consideration of individuals from
underrepresented populations in the teaching profession.'' 20 U.S.C.
1022a(e)(2)(a)(vi)(II).
Changes: None.
Comments: One commenter asked that we include a priority to support
early childhood multilingual teacher preparation pathways.
Discussion: We agree that there is a need for supports for
bilingual and multilingual teachers, including for early learners.
Priority 3 is designed to expand the number of bilingual and
multilingual teachers with full teacher certification. For purposes of
this grant program, this priority is focused on increasing the number
of teachers across elementary and secondary schools who are fully
certified to provide academic language instruction in a language other
than English, including for English Learners (ELs), because of the
focus within 20 U.S.C. 1033a(b)(2) on teacher preparation for
elementary and secondary schools. While we are not including it as a
priority, projects to support pathways for early childhood teachers
would be permitted under this program.
Changes: None.
Comments: One commenter contended that the Hawkins grant program
overall is discriminatory.
Discussion: We disagree with the commenter. The program does not
discriminate against any group. The authorizing statute for this
program incorporates as an allowable use of funds ``consideration of
individuals from underrepresented populations in the teaching
profession.'' 20 U.S.C. 1022a(e)(2)(a)(vi)(II). As such, Priority 2 is
designed to increase the number of well-prepared teachers and the
diversity of the teacher workforce by seeking supports for teacher
candidates and teachers from backgrounds that are underrepresented in
the profession. In addressing this priority, applicants will be able to
identify specific populations that are underrepresented in the teaching
profession across a range of characteristics, and the priority language
does not prohibit teacher candidates who are not from underrepresented
populations from participating in the project.
Changes: None.
Comments: One commenter expressed concerns with linking closure of
the achievement gap to teacher diversity.
Discussion: The statutory purpose of the Hawkins grant program is
to support teacher preparation programs that ``prepare teachers to
serve in low-performing schools and close student achievement gaps.''
20 U.S.C. 1033a(b)(1)(B)(i). We believe, based on current research,
that increasing the number of well-prepared teachers from diverse
backgrounds is one factor that can contribute to the success of
students. Research shows that teachers of color benefit all students
and can have a significant positive impact on students of color,\1\
including higher levels of student achievement.\2\ Additionally, as we
discussed in the NPP, and as the commenter recognizes, there are
numerous reasons students benefit from a diverse teacher workforce.
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\1\ Dee, T. (2004). Teachers, race and student achievement in a
randomized experiment. The Review of Economics and Statistics,
86(1), 195-210; Gershenson, S., Hart, C.M.D., Lindsay, C.A., &
Papageorge, N.W. (2017). The long-run impacts of same race teachers.
Bonn, Germany: IZA Institute of Labor Economics. Discussion Paper
Series
\2\ Egalite, A., Kisida, B., & Winters, M.A. Representation in
the classroom: The effect of own-race teachers on student
achievement, Economics of Education Review, 45 (April 2015), 44-52.
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Changes: None.
Final Priorities
The Secretary establishes the following priorities for use in the
Hawkins Program.
Priority 1: Increase Evidence-Based, Comprehensive Pre-service
Clinical Experiences Through Teacher Preparation Programs.
Under this priority, an eligible applicant must propose projects
that are evidence-based (as defined in 34 CFR 77.1) comprehensive
teacher preparation programs that provide extensive clinical
experience. Applicants with existing programs must describe their
record in graduating highly skilled, well-prepared, and diverse
teachers and describe how the proposed project will refine or enhance
existing programs. Applicants proposing new programs must describe how
their new program is evidence-based and designed to achieve the
intended outcomes of the Hawkins Program. Applicants must also address
how they will--
(a) Examine the sources of inequity and inadequacy in resources and
opportunity and implement pedagogical practices in teacher preparation
programs that are inclusive with regard to race, ethnicity, culture,
language, gender, and disability status and that prepare teachers to
create inclusive, supportive, equitable, unbiased, and identity-safe
learning environments for their students;
(b) Prepare teacher candidates to integrate rigorous academic
content, including through the effective use of technology, and
instructional techniques and strategies consistent with universal
design for learning principles;
(c) Prepare teacher candidates to design and deliver instruction in
ways that are engaging and provide their students with opportunities to
think critically and solve complex problems, apply learning in
authentic and real-world settings, communicate and collaborate
effectively, and develop growth mindsets. Teacher candidate pedagogy
should include how to incorporate project-based, work-based, or other
experiential learning opportunities in curriculum development;
(d) Prepare teacher candidates to build meaningful and trusting
relationships with students and their families to support in-home,
community-based, and in-school learning; and
(e) Provide sustained and high-quality pre-service clinical
experiences, including teaching assistant initiatives, that facilitate
the pathway to the teaching credential for those with paraprofessional
experience or high-quality school leader pre-service training,
induction, and support in the first three years of school leadership
for principals and other school leaders. In designing such experiences,
applicants must consider opportunities to provide pre-service clinical
experience earlier in the teacher preparation program, as is
practicable, and in ways that benefit students and teachers. These
clinical experiences must be designed to--
(1) Integrate pedagogy and classroom practice and promote effective
teaching skills in academic content areas;
[[Page 23516]]
(2) Be tightly aligned with course work with clear, relevant, and
strong links between theory and practice;
(3) Group teacher candidates in cohorts to facilitate reflection of
practice and professional collaboration;
(4) Closely supervise interaction between teacher candidates and
faculty, experienced teachers, principals, and other administrators in
high-need schools or hard-to-staff schools; and
(5) Provide high-quality-teacher mentoring.
Priority 2: Projects that are Designed to Increase and Retain the
Number of Well-Prepared Teachers from Diverse Backgrounds.
Under this priority, applicants must propose projects that are
designed to increase the number of well-prepared teachers and the
diversity of the teacher workforce with a focus on increasing and
retaining a diverse teacher workforce, and improving the preparation,
recruitment, retention, and placement of such teachers.
Applicants addressing this priority must describe--
(a) How their project will integrate multiple services or
initiatives across academic and student affairs, such as academic
advising, counseling, stipends, child-care, structured/guided pathways
from teacher candidates' first year in the preparation program through
successful employment placement, career services, or student financial
aid, such as scholarships, with the goal of increasing program
completion and credential attainment;
(b) Their plan for identifying and supporting teacher candidates
from backgrounds that are underrepresented in the profession, including
teacher candidates of color. This plan must span the beginning of the
preparation program through graduation, and include a plan to improve
program entry rates, as applicable, graduation rates, passage rates for
certification and licensure exams, and rates of successful employment
placement between teacher candidate subgroups and an institution's
overall teacher candidate population; and
(c) Their proposed initiatives to promote the retention of teachers
from backgrounds that are underrepresented in the profession, including
teachers of color, prepared through the program, which may include
induction programs, such as teacher or school leader induction
programs, or mentorship programs that provide school and district
leaders with the support they need to persist in their professions.
Priority 3--Increasing the Number of Bilingual and/or Multilingual
Teachers with Full Certification.
Under this priority, applicants must propose projects that are
designed to prepare effective and experienced bilingual and/or
multilingual teachers for high-need schools by increasing the number of
teachers across elementary and secondary schools who are fully
certified to provide academic language instruction in a language other
than English, including for English Learners (ELs). These projects must
prepare teacher candidates to lead students toward linguistic fluency
and academic achievement in more than one language. Applicants must
describe--
(a) How their project will integrate multiple services or
initiatives across academic and student affairs, such as academic
advising, counseling, stipends, child-care, structured/guided pathways
from teacher candidates' first year in the preparation program through
successful employment placement, career services, or student financial
aid, such as scholarships, and provide the necessary knowledge and
skills so that teacher candidates can serve students from many
different language backgrounds; and
(b) Their plan for recruiting, supporting, and retaining bilingual
and/or multilingual teacher candidates, including those who may have a
teaching credential but have not been teaching in bilingual and/or
multilingual education settings; aspiring teachers; and teaching
assistants who are interested in becoming bilingual and/or multilingual
teachers.
Types of Priorities
When inviting applications for a competition using one or more
priorities, we designate the type of each priority as absolute,
competitive preference, or invitational through a notice in the Federal
Register. 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 (1)
awarding additional points, depending on the extent to which the
application meets the priority (34 CFR 75.105(c)(2)(i)); or (2)
selecting an application that meets the 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 priority.
However, we do not give an application that meets the priority a
preference over other applications (34 CFR 75.105(c)(1)).
Final Requirements
The Secretary establishes the following requirements for use in the
Hawkins Program.
Requirement 1--Draft Written Agreement with Clinical Practice
Partner(s). An applicant must provide a Draft Written Agreement (DWA)
that identifies the partnership between: (1) at least one eligible IHE
with a State accredited teacher preparation program, and (2) a high-
need local educational agency (LEA) or consortium of high-need LEAs, or
with a high-need school or consortium of high-need schools. The
agreement with partners is intended to ensure that the parties joining
the project are committed to fulfilling the purpose of the clinical
practice by either creating new partnerships or expanding existing
partnerships, and that teacher candidates will not become the teacher
of record prior to completing the certification program, including pre-
service clinical experience, and, for any candidates who entered the
program without a bachelor's degree, obtaining a bachelor's. Grantees
will finalize the DWA into a Final Written Agreement (FWA) within 120
days of grant award notification.
Requirement 2--Supplement-Not-Supplant. Grant funds must be used so
that they supplement and, to the extent practical, increase the funds
that would otherwise be available for the activities to be carried out
under this grant.
Requirement 3--Indirect Cost Rate Information. A grantee's indirect
cost reimbursement is limited to 8 percent of a modified total direct
cost base. For more information regarding indirect costs, or to obtain
a negotiated indirect cost rate, please see <a href="http://www.ed.gov/about/offices/list/ocfo/intro.html">www.ed.gov/about/offices/list/ocfo/intro.html</a>.
Final Definition
The Secretary establishes the following definition for use in the
Hawkins Program.
Pre-service means the period of training for a person who does not
have a prior teaching certification or license and who is enrolled in a
State-approved teacher education program at an institution of higher
education, prior to becoming the teacher of record.
This document does not preclude us from proposing additional
priorities, requirements, definitions, or selection criteria, subject
to meeting applicable rulemaking requirements.
Note: This document does not solicit applications. In any year in
which we choose to use any of these priorities, requirements, or
definition, we invite
[[Page 23517]]
applications through a notice in the Federal Register.
Executive Orders 12866, 13563, and 14094
Regulatory Impact Analysis
Under Executive Order 12866, the Office of Management and Budget
(OMB) determines whether this regulatory action is ``significant'' and,
therefore, subject to the requirements of the Executive order and
subject to review by OMB. Section 3(f) of Executive Order 12866, as
amended by Executive Order 14094, defines a ``significant regulatory
action'' as an action likely to result in a rule that may--
(1) Have an annual effect on the economy of $200 million or more
(adjusted every three years by the Administrator of Office of
Information and Regulatory Affairs (OIRA) for changes in gross domestic
product); or adversely affect in a material way the economy, a sector
of the economy, productivity, competition, jobs, the environment,
public health or safety, or State, local, territorial, or Tribal
governments or communities;
(2) Create a serious inconsistency or otherwise interfere with an
action taken or planned by another agency;
(3) Materially alter the budgetary impacts of entitlements, grants,
user fees, or loan programs or the rights and obligations of recipients
thereof; or
(4) Raise legal or policy issues for which centralized review would
meaningfully further the President's priorities, or the principles set
forth in this Executive order, as specifically authorized in a timely
manner by the Administrator of OIRA in each case.
This final regulatory action is not a significant regulatory action
subject to review by OMB under section 3(f) of Executive Order 12866,
as amended by Executive Order 14094.
We have also reviewed this final regulatory action under Executive
Order 13563, which supplements and explicitly reaffirms the principles,
structures, and definitions governing regulatory review established in
Executive Order 12866, as amended by Executive Order 14094. To the
extent permitted by law, Executive Order 13563 requires that an
agency--
(1) Propose or adopt regulations only upon a reasoned determination
that their benefits justify their costs (recognizing that some benefits
and costs are difficult to quantify);
(2) Tailor its regulations to impose the least burden on society,
consistent with obtaining regulatory objectives and taking into
account--among other things and to the extent practicable--the costs of
cumulative regulations;
(3) In choosing among alternative regulatory approaches, select
those approaches that maximize net benefits (including potential
economic, environmental, public health and safety, and other
advantages; distributive impacts; and equity);
(4) To the extent feasible, specify performance objectives, rather
than the behavior or manner of compliance a regulated entity must
adopt; and
(5) Identify and assess available alternatives to direct
regulation, including economic incentives--such as user fees or
marketable permits--to encourage the desired behavior, or provide
information that enables the public to make choices.
Executive Order 13563 also requires an agency ``to use the best
available techniques to quantify anticipated present and future
benefits and costs as accurately as possible.'' The Office of
Information and Regulatory Affairs of OMB has emphasized that these
techniques may include ``identifying changing future compliance costs
that might result from technological innovation or anticipated
behavioral changes.''
We are issuing these final priorities, requirements, and definition
only on a reasoned determination that their benefits justify their
costs. In choosing among alternative regulatory approaches, we selected
those approaches that maximize net benefits. Based on the analysis that
follows, the Department believes that this regulatory action is
consistent with the principles in Executive Order 13563.
The potential costs associated with these priorities, requirements,
and definition are minimal, while the potential benefits are
significant. The Department believes that this final regulatory action
will not impose significant costs on eligible entities. Participation
in this program is voluntary, and the costs imposed on applicants by
this regulatory action will be limited to paperwork burden related to
preparing an application. The potential benefits of implementing the
program will outweigh the costs incurred by applicants, and the costs
of carrying out activities associated with the application will be paid
for with program funds. For these reasons, we have determined that the
costs of implementation will not be burdensome for eligible applicants,
including small entities.
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.
In accordance with these Executive orders, the Department has
assessed the potential costs and benefits, both quantitative and
qualitative, of this regulatory action. The potential costs are those
resulting from statutory requirements and those we have determined as
necessary for administering the Department's programs and activities.
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 Federal financial assistance.
This document provides early notification of our specific plans and
actions for this program.
Regulatory Flexibility Act Certification
The Secretary certifies that these final priorities, requirements,
and definition will not have a significant economic impact on a
substantial number of small entities.
The small entities that this final regulatory action will affect
are IHEs that meet the eligibility requirements described in section
241(1) of the HEA. The Secretary believes that the costs imposed on
applicants by the final priorities, requirements, and definition will
be limited to paperwork burden related to preparing an application and
that the benefits will outweigh any costs incurred by applicants.
Participation in this program is voluntary. For this reason, the final
priorities, requirements, and definition will impose no burden on small
entities unless they applied for funding under the program. We expect
that in determining whether to apply for Hawkins Program funds, an
eligible applicant would evaluate the requirements of preparing an
application and any associated costs, and weigh them against the
benefits likely to be achieved by receiving a Hawkins Program grant.
Eligible applicants most likely would apply only if they determine that
the likely benefits exceed the costs of preparing an application. The
likely benefits include the potential receipt of a grant as well as
other benefits that may accrue to an entity through its development of
an application, such as the use of that application to seek funding
from other sources to address the teacher shortage
[[Page 23518]]
present in the Nation's high need-need public schools.
This final regulatory action will not have a significant economic
impact on a small entity once it receives a grant because it will be
able to meet the costs of compliance using the funds provided under
this program.
Paperwork Reduction Act of 1995
These final priorities, requirements, and definition do not contain
any information collection requirements.
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document in an accessible format. The Department will
provide the requestor with an accessible format that may include Rich
Text Format (RTF) or text format (txt), a thumb drive, an MP3 file,
braille, large print, audiotape, or compact disc, or other accessible
format.
Electronic Access to This Document: The official version of this
document is the document published in the Federal Register. You may
access the official edition of the Federal Register and the Code of
Federal Regulations at <a href="http://www.govinfo.gov">www.govinfo.gov</a>. At this site you can view this
document, as well as all other documents of this Department published
in the Federal Register, in text or Portable Document Format (PDF). To
use PDF you must have Adobe Acrobat Reader, which is available free at
the site.
You may also access documents of the Department published in the
Federal Register by using the article search feature at
<a href="http://www.federalregister.gov">www.federalregister.gov</a>. Specifically, through the advanced search
feature at this site, you can limit your search to documents published
by the Department.
Nasser Paydar,
Assistant Secretary for Postsecondary Education.
[FR Doc. 2024-07131 Filed 4-3-24; 8:45 am]
BILLING CODE 4000-01-P
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