Notice2024-11658
Applications for New Awards; Centers of Excellence for Veteran Student Success Program
Primary source
Metadata and text below are from the Federal Register, a public-domain U.S. government work. Always verify the official published version before relying on it for any legal matter.
Published
May 28, 2024
Issuing agencies
Education Department
Abstract
The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2024 for the Centers of Excellence for Veteran Student Success (CEVSS) Program, Assistance Listing Number 84.116G. This notice relates to the approved information collection under OMB control number 1894-0006.
Full Text
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[Federal Register Volume 89, Number 103 (Tuesday, May 28, 2024)]
[Notices]
[Pages 46098-46103]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2024-11658]
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DEPARTMENT OF EDUCATION
Applications for New Awards; Centers of Excellence for Veteran
Student Success Program
AGENCY: Office of Postsecondary Education, Department of Education.
ACTION: Notice.
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SUMMARY: The Department of Education (Department) is issuing a notice
inviting applications for new awards for fiscal year (FY) 2024 for the
Centers of Excellence for Veteran Student Success (CEVSS) Program,
Assistance Listing Number 84.116G. This notice relates to the approved
information collection under OMB control number 1894-0006.
DATES:
Applications Available: May 28, 2024.
Deadline for Transmittal of Applications: July 29, 2024.
Deadline for Intergovernmental Review: September 25, 2024.
ADDRESSES: For the addresses for obtaining and submitting an
application, please refer to our Common Instructions for Applicants to
Department of Education Discretionary Grant Programs, published in the
Federal Register on December 7, 2022 (87 FR 75045), and available at
<a href="http://www.federalregister.gov/d/2022-26554">www.federalregister.gov/d/2022-26554</a>.
FOR FURTHER INFORMATION CONTACT: Kelly Harris, U.S. Department of
Education, 400 Maryland Avenue SW, 5th floor, Washington, DC 20202.
Telephone: (202) 453-7346. Email: <a href="/cdn-cgi/l/email-protection#58133d3434217610392a2a312b183d3c763f372e"><span class="__cf_email__" data-cfemail="a8e3cdc4c4d186e0c9dadac1dbe8cdcc86cfc7de">[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:
Full Text of Announcement
I. Funding Opportunity Description
Purpose of Program: The purpose of this program is to encourage
institutions of higher education (IHEs) to develop model programs to
support veteran student success in postsecondary education by
coordinating services to address the academic, financial, physical, and
social needs of veteran students.
Background: In 2019-2020, 3.7 percent of undergraduate students
were veterans, with 28 percent of veterans attending public four-year
colleges, 12 percent attending private four-year colleges, 34 percent
attending public two-year colleges, and 13 percent attending for-profit
institutions.\1\ Unfortunately, and for various reasons, veterans are
less likely to complete their postsecondary education than non-
veterans. In 2019-20, 48 percent of veterans earned a postsecondary
credential after six years, as compared to 56 percent of non-veterans.
Those attending four-year institutions are much less likely to earn
bachelor's degrees than non-veterans, with 33 percent of veterans doing
so as compared to 59 percent of non-veterans, and those attending two-
year institutions are less likely than non-veterans to earn associate
degrees--13 percent as compared to 17 percent.\2\
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\1\ U.S. Department of Education analysis of National Center for
Education Statistics, National Postsecondary Student Aid Study: 2020
Undergraduate Students.
\2\ U.S. Department of Education analysis of National Center for
Education Statistics, Beginning Postsecondary Students: 2012/2017.
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According to a 2019 research report, student veterans are
significantly underrepresented at colleges and universities with the
highest graduation rates, despite receiving significant Federal
financial assistance for postsecondary education through the GI Bill,
indicating barriers in college degree attainment. The report found that
only 10 percent of GI Bill recipients attended institutions with six-
year graduation rates above 70 percent, compared to 21 percent of the
overall student population, and 65 percent of GI Bill recipients
enrolled in institutions with six-year graduation rates below 50
percent.\3\
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\3\ Bond Hill, Catharine, Elizabeth Davidson Pisacreta, Emily
Schwartz, and Martin Kurzweil. 2019. ``Enrolling More Veterans at
High-Graduation-Rate Colleges and Universities.'' Ithaka S+R.
<a href="https://doi.org/10.18665/sr.310816">https://doi.org/10.18665/sr.310816</a>.
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Student veterans often face unique challenges that can affect their
academic success, including transitioning back to civilian life after a
deployment, addressing service- connected disabilities, and returning
to school at an older age. Veterans may also be juggling school and
off-campus employment or experiencing financial
[[Page 46099]]
challenges.\4\ Veteran college students, compared with traditional
undergraduate students, are older, with only 15 percent the age of
traditional college students; more likely to be married and have
children (47.3 percent of student veterans are married and 47 percent
have children); and twice as likely to have a job off-campus. Sixty-two
percent are first-generation college students.\5\ Student service
members and veterans on campus often report difficulty connecting
socially with non-veteran students, who may be less likely to have
firmly established vocational, social, and family roles. Student
service members and veterans may have psychological disorders that can
manifest in a unique way; and frequently report experiencing
difficulties in the transition from a military style of technical
learning and hierarchical organizational structure to a university
learning environment.\6\
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\4\ Terry, Anthony D. 2018. ``Barriers to Academic Success
Experienced by Student Veterans,'' McNair Scholars Research Journal:
Vol. 11, Article 12.
\5\ U.S. Department of Veterans Affairs,
<a href="http://www.mentalhealth.va.gov/student-veteran/learn-about-student-veterans.asp">www.mentalhealth.va.gov/student-veteran/learn-about-student-veterans.asp</a>.
\6\ Borsari, B., Yurasek, A., Miller, M., Murphy, J., McDevitt-
Murphy, M., Martens, M., Darcy, M., and Carey, K. 2017. ``Student
Service Members/Veterans on Campus: Challenges for Reintegration,''
American Journal of Orthopsychiatry.
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Postsecondary education completion is critical for veterans' long-
term success. Veterans with a college degree have a lower unemployment
rate compared to those without one.\7\ Furthermore, according to the
2019 Student Veterans of America Census Survey, nearly two of three
student veterans' major or field of study is not at all similar to
their military specialization.\8\
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\7\ Institute for Veterans and Military Families, Syracuse
University (2019) ``Student Veterans: A Valuable Asset to Higher
Education.''
\8\ Student Veterans of America. 2019, SVA Census.
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Veteran-specific resource centers are beneficial for veterans
because they can serve as a first-stop shop, support students with
orienting on campus and with career transitions, and provide a safe
place for students with similar backgrounds to connect with each
other.\9\
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\9\ Kirchner, M. August 2015. ``Supporting Student Veteran
Transition to College and Academic Success,'' Adult Learning Volume
26, Issue 3, Pages 116-123.
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To this end, this competition includes an absolute priority for
institutions to establish Centers of Excellence for Veteran Student
Success on their campuses to coordinate services to address the
academic, financial, physical, and social needs of veteran students. It
also includes three competitive preference priorities to improve
students' social, emotional, academic, and career development; support
the establishment of a Center on a community college, Historically
Black college and university (HBCU), Minority-serving institution
(MSI), or Tribal College or University (TCU) campus; and support the
development of career pathways for students through the development and
implementation of student success programs that integrate multiple
comprehensive and evidence-based services or initiatives.
Priorities: This notice contains one absolute priority and three
competitive preference priorities. In accordance with 34 CFR
75.105(b)(2)(v), the absolute priority is from the activities specified
in section 873 of the Higher Education Act of 1965, as amended (HEA),
and the competitive preference priorities are from the Secretary's
Notice of Final Supplemental Priorities and Definitions for
Discretionary Grant Programs, published in the Federal Register on
December 10, 2021 (86 FR 70612) (Supplemental Priorities).
Absolute Priority: For the FY 2024 grant competition and any
subsequent year in which we make awards from the list of unfunded
applications from this competition, this priority is an absolute
priority. Under 34 CFR 75.105(c)(3), we consider only applications that
meet this priority.
This priority is:
Projects that include the following required activities:
(a) Establishing a Center of Excellence for Veteran Student Success
on the campus of the institution to provide a single point of contact
to coordinate comprehensive support services for veteran students;
(b) Establishing a veteran student support team, including
representatives from the offices of the institution responsible for
admissions, registration, financial aid, veterans' benefits, academic
advising, student health, personal or mental health counseling, career
advising, disabilities services, and any other office of the
institution that provides support to veteran students on campus;
(c) Providing a coordinator whose primary responsibility is to
coordinate the model program;
(d) Monitoring the rates of veteran student enrollment,
persistence, and completion; and
(e) Developing a plan to sustain the Center of Excellence for
Veteran Student Success after the grant period.
Competitive Preference Priorities: For the FY 2024 grant
competition and any subsequent year in which we make awards from the
list of unfunded applications from this competition, these priorities
are competitive preference priorities. Under 34 CFR 75.105(c)(2)(i), we
award up to an additional 5 points to an application, depending on how
well the application meets Competitive Preference Priority 1; 2 points
to an application that meets Competitive Preference Priority 2; and up
to an additional 5 points to an application, depending on how well the
application meets Competitive Preference Priority 3. Applicants may
address one, all, or none of the competitive priorities.
These priorities are:
Competitive Preference Priority 1: Meeting Student Social,
Emotional, and Academic Needs (up to 5 points).
Projects that are designed to improve students' social, emotional,
academic, and career development, with a focus on underserved students,
through developing and supporting educator and school capacity to
support social and emotional learning and development that is trauma-
informed, such as addressing exposure to community-based violence and
trauma specific to military- or veteran-connected students (as defined
in this notice).
Competitive Preference Priority 2: Promoting Equity in Student
Access to Educational Resources and Opportunities (2 points).
Under this priority, an applicant must demonstrate that the project
will be implemented by one of the following entities:
(1) Community colleges (as defined in this notice);
(2) Historically Black colleges and universities (as defined in
this notice);
(3) Tribal Colleges and Universities (as defined in this notice);
or
(4) Minority-serving institutions (as defined in this notice).
Competitive Preference Priority 3: Increasing Postsecondary
Education Access, Affordability, Completion, and Post-Enrollment
Success (up to 5 points).
Projects that are designed to increase postsecondary access,
affordability, completion, and success for underserved students by
supporting the development and implementation of student success
programs that integrate multiple comprehensive and evidence-based
services or initiatives, such as academic advising, structured/guided
pathways, career services, credit-bearing academic undergraduate
courses focused on career, and programs to meet basic needs, such as
housing, childcare and transportation, student financial aid, and
access to technological devices.
Definitions: The definitions of ``demonstrates a rationale,''
``evidence-
[[Page 46100]]
based,'' ``experimental study,'' ``logic model,'' ``project
component,'' ``promising evidence,'' ``quasi-experimental design
study,'' ``relevant outcomes'' and ``What Works Clearinghouse (WWC)
Handbooks (WWC Handbooks)'' are from 34 CFR 77.1 and the definitions of
``community college,'' ``Historically Black colleges and
universities,'' ``military- or veteran-connected student,'' ``minority-
serving institution,'' ``Tribal College or University,'' and
``underserved students'' are from the Supplemental Priorities.
Community college means ``junior or community college'' as defined
in section 312(f) of the HEA.
Demonstrates a rationale means a key project component included in
the project's logic model is informed by research or evaluation
findings that suggest the project component is likely to improve
relevant outcomes.
Experimental study means a study that is designed to compare
outcomes between two groups of individuals (such as students) that are
otherwise equivalent except for their assignment to either a treatment
group receiving a project component or a control group that does not.
Randomized controlled trials, regression discontinuity design
studies,and single-case design studies are the specific types of
experimental studies that, depending on their design and implementation
(e.g., sample attrition in randomized controlled trials and regression
discontinuity design studies), can meet What Works Clearinghouse (WWC)
standards without reservations as described in the WWC Handbooks:
(i) A randomized controlled trial employs random assignment of, for
example, students, teachers, classrooms, or schools to receive the
project component being evaluated (the treatment group) or not to
receive the project component (the control group).
(ii) A regression discontinuity design study assigns the project
component being evaluated using a measured variable (e.g., assigning
students reading below a cutoff score to tutoring or developmental
education classes) and controls for that variable in the analysis of
outcomes.
(iii) A single-case design study uses observations of a single case
(e.g., a student eligible for a behavioral intervention) over time in
the absence and presence of a controlled treatment manipulation to
determine whether the outcome is systematically related to the
treatment.
Evidence-based means the proposed project component is supported by
evidence that demonstrates a rationale.
Logic model (also referred to as theory of action) means a
framework that identifies key components of the proposed project (i.e.,
the active ``ingredients'' that are hypothesized to be critical to
achieving the relevant outcomes) and describes the theoretical and
operational relationships among the key project components and relevant
outcomes.
Note: In developing logic models, applicants may want to use
resources such as the Regional Educational Laboratory Program's (REL
Pacific) Education Logic Model Application, available at <a href="https://ies.ed.gov/ncee/edlabs/regions/pacific/elm.asp">https://ies.ed.gov/ncee/edlabs/regions/pacific/elm.asp</a>. Other sources
include: <a href="https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.pdf">https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.pdf</a>, <a href="https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.pdf">https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.pdf</a>, and <a href="https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf">https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf</a>.
Historically Black colleges and universities means colleges and
universities that meet the criteria set out in 34 CFR 608.2.
Military- or veteran-connected student means a student who is a
member of the uniformed services, a veteran of the uniformed services,
or the spouse of a service member or veteran.
Minority-serving institution means an institution that is eligible
to receive assistance under sections 316 through 320 of part A of title
III, under part B of title III, or under title V of the HEA.
Project component means an activity, strategy, intervention,
process, product, practice, or policy included in a project. Evidence
may pertain to an individual project component or to a combination of
project components (e.g., training teachers on instructional practices
for English learners and follow-on coaching for these teachers).
Promising evidence means that there is evidence of the
effectiveness of a key project component in improving a relevant
outcome, based on a relevant finding from one of the following:
(1) A practice guide prepared by What Works Clearinghouse (WWC)
reporting a ``strong evidence base'' or ``moderate evidence base'' for
the corresponding practice guide recommendation;
(2) An intervention report prepared by the WWC reporting a
``positive effect'' or ``potentially positive effect'' on a relevant
outcome with no reporting of a ``negative effect'' or ``potentially
negative effect'' on a relevant outcome; or
(3) A single study assessed by the Department, as appropriate,
that--
(i) Is an experimental study, a quasi-experimental design study, or
a well-designed and well-implemented correlational study with
statistical controls for selection bias (e.g., a study using regression
methods to account for differences between a treatment group and a
comparison group); and
(ii) Includes at least one statistically significant and positive
(i.e., favorable) effect on a relevant outcome.
Quasi-experimental design study means a study using a design that
attempts to approximate an experimental study by identifying a
comparison group that is similar to the treatment group in important
respects. This type of study, depending on design and implementation
(e.g., establishment of baseline equivalence of the groups being
compared), can meet WWC standards with reservations, as described in
the WWC Handbooks.
Relevant outcome means the student outcome(s) or other outcome(s)
the key project component is designed to improve, consistent with the
specific goals of the program.
Tribal College or University has the meaning ascribed it in section
316(b)(3) of the HEA.
Underserved student means a military- or veteran-connected student.
What Works Clearinghouse (WWC) Handbooks (WWC Handbooks) means the
standards and procedures set forth in The WWC Standards Handbook,
Versions 4.0 or 4.1, and WWC Procedures Handbook, Versions 4.0 or 4.1,
or in the WWC Procedures and Standards Handbook, Version 3.0 or Version
2.1 (all incorporated by reference, see Sec. 77.2). Study findings
eligible for review under WWC standards can meet WWC standards without
reservations, meet WWC standards with Reservations, or not meet WWC
standards. WWC practiceGuides and intervention reports include findings
fromSystematic reviews of evidence as described in the WWC Handbooks
documentation.
Note: The WWC Procedures and Standards Handbook (Version 4.1),
as well as the more recent WWC Handbook released inAugust 2022
(Version 5.0), are available at <a href="https://ies.ed.gov/ncee/wwc/Handbooks">https://ies.ed.gov/ncee/wwc/Handbooks</a>.
Program Authority: 20 U.S.C. 1161t; 20 U.S.C. 1138-1138d; and the
explanatory statement accompanying Division D of the Further
Consolidated Appropriations Act, 2024 (Pub. L. 118-47).
Note: Projects will be awarded and must be operated in a manner
consistent with the nondiscrimination requirements contained in
Federal civil rights laws.
Applicable Regulations: (a) The Education Department General
Administrative Regulations in 34 CFR parts 75, 77, 79, 82, 84, 86, 97,
98, and 99. (b) The Office of Management and Budget Guidelines to
Agencies on
[[Page 46101]]
Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part
180, as adopted and amended as regulations of the Department in 2 CFR
part 3485. (c) The Uniform Administrative Requirements, Cost
Principles, and Audit Requirements for Federal Awards in 2 CFR part
200, as adopted and amended as regulations of the Department in 2 CFR
part 3474. (d) The Supplemental Priorities.
II. Award Information
Type of Award: Discretionary grants.
Estimated Available Funds: $8,910,000.
Contingent upon the availability of funds and the quality of
applications, we may make additional awards in subsequent years from
the list of unfunded applications from this competition.
Estimated Range of Awards: $650,000 to $750,000 for up to 36
months.
Estimated Average Size of Awards: $700,000 for up to 36 months.
Maximum Award: We will not make an award exceeding $750,000 for a
36-month period.
Estimated Number of Awards: 12.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 36 months.
III. Eligibility Information
1. Eligible Applicants: IHEs (as defined in section 101 of the HEA
(20 U.S.C. 1001)).
2. a. Cost Sharing or Matching: This program does not require cost
sharing or matching.
b. Indirect Cost Rate Information: This program uses an
unrestricted indirect cost rate. For more information regarding
indirect costs, or to obtain a negotiated indirect cost rate, please
see <a href="http://www2.ed.gov/about/offices/list/ocfo/intro.html">www2.ed.gov/about/offices/list/ocfo/intro.html</a>.
c. Administrative Cost Limitation: This program does not include
any program-specific limitation on administrative expenses. All
administrative expenses must be reasonable and necessary and conform to
Cost Principles described in 2 CFR part 200 subpart E of the Uniform
Guidance.
3. Subgrantees: A grantee under this competition may not award
subgrants to entities to directly carry out project activities
described in its application.
4. Use of Funds: In addition to the required activities under
section 873(c)(1) of the HEA, which are included in the absolute
priority, an IHE receiving a grant may also carry out one or more of
the following activities with respect to veteran students, under
section 873(c)(2) of the HEA: (A) Outreach and recruitment of such
students; (B) Supportive instructional services for such students,
which may include (i) personal, academic, and career counseling, as an
ongoing part of the program; (ii) tutoring and academic skill-building
instruction assistance, as needed; and (iii) assistance with special
admissions and transfer of credit from previous postsecondary education
or experience; (C) Assistance in obtaining student financial aid; (D)
Housing support for veteran students living in institutional facilities
and commuting veteran students; (E) Cultural events, academic programs,
orientation programs, and other activities designed to ease the
transition to campus life for veteran students; (F) Support for veteran
student organizations and veteran student support groups on campus; (G)
Coordination of academic advising and admissions counseling with
military bases and national guard units in the area; or (H) Other
support services the institution determines to be necessary to ensure
the success of veterans in achieving educational and career goals.
IV. Application and Submission Information
1. Application Submission Instructions: Applicants are required to
follow the Common Instructions for Applicants to Department of
Education Discretionary Grant Programs, published in the Federal
Register on December 7, 2022 (87 FR 75045), and available at
<a href="http://www.federalregister.gov/d/2022-26554">www.federalregister.gov/d/2022-26554</a>, which contain requirements and
information on how to submit an application.
2. Intergovernmental Review: This program is subject to Executive
Order 12372 and the regulations in 34 CFR part 79. Information about
Intergovernmental Review of Federal Programs under Executive Order
12372 is in the application package for this program.
3. Funding Restrictions: We reference regulations outlining funding
restrictions in the Applicable Regulations section of this notice.
4. Recommended Page Limit: The application narrative is where you,
the applicant, address the selection criteria that reviewers use to
evaluate your application. We recommend that you (1) limit the
application narrative to no more than 50 pages and (2) use the
following standards:
<bullet> A ``page'' is 8.5'' x 11'', on one side only, with 1''
margins at the top, bottom, and both sides.
<bullet> Double space (no more than three lines per vertical inch)
all text in the application narrative, including titles, headings,
footnotes, quotations, references, and captions as well as all text in
charts, tables, figures, and graphs.
<bullet> Use a font that is either 12 point or larger, and no
smaller than 10 pitch (characters per inch).
<bullet> Use one of the following fonts: Times New Roman, Courier,
Courier New, or Arial.
The recommended page limit does not apply to the cover sheet; the
budget section, including the narrative budget justification; the
assurances and certifications; or the one-page abstract and the
bibliography. However, the recommended page limit does apply to all of
the application narrative.
Note: The Budget Information-Non-Construction Programs Form (ED
524) Sections A-C are not the same as the narrative response to the
Budget section of the selection criteria.
V. Application Review Information
1. Selection Criteria: The selection criteria for this competition
are from 34 CFR 75.210. Applicants should address each of the following
selection criteria separately for each proposed activity. The selection
criteria are worth a total of 100 points, and applications may receive
up to 12 additional points under the competitive preference priorities,
for a total score of up to 112 points. The maximum score for each
criterion is noted in parentheses.
(a) Need for project. (up to 10 points) The Secretary considers the
need for the proposed project. In determining the need for the proposed
project, the Secretary considers:
(1) The magnitude of the need for the services to be provided or
the activities to be carried out by the proposed project. (up to 3
points)
(2) The extent to which the proposed project will provide services
or otherwise address the needs of students at risk of educational
failure. (up to 4 points)
(3) The extent to which specific gaps or weaknesses in services,
infrastructure, or opportunities have been identified and will be
addressed by the proposed project, including the nature and magnitude
of those gaps or weaknesses. (up to 3 points)
(b) Significance. (up to 10 points) The Secretary considers the
significance of the proposed project. In determining the significance
of the proposed project, the Secretary considers:
(1) The extent to which the proposed project is likely to build
local capacity to provide, improve, or expand services that address the
needs of the target population. (up to 5 points)
[[Page 46102]]
(2) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project. (up to 5 points)
(c) Quality of the project design. (up to 30 points) The Secretary
considers the quality of the design of the proposed project. In
determining the quality of the design of the proposed project, the
Secretary considers:
(1) The extent to which the proposed project demonstrates a
rationale (as defined in this notice). (up to 7 points)
(2) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(up to 7 points)
(3) 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. (up to 8 points)
(4) 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. (up to 8 points)
(d) Quality of project personnel. (up to 15 points) The Secretary
considers the quality of the personnel who will carry out the proposed
project.
(1) 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. (up to 5 points)
(2) In addition, the Secretary considers:
(i) The qualifications, including relevant training and experience,
of the project director or principal investigator. (up to 5 points)
(ii) The qualifications, including relevant training and
experience, of key project personnel. (up to 5 points)
(e) Adequacy of resources. (up to 20 points) The Secretary
considers the adequacy of resources for the proposed project. In
determining the adequacy of resources for the proposed project, the
Secretary considers:
(1) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization. (up to 6 points)
(2) 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. (up to 7 points)
(3) The potential for continued support of the project after
Federal funding ends, including, as appropriate, the demonstrated
commitment of appropriate entities to such support. (up to 7 points)
(f) Quality of the project evaluation. (up to 15 points) The
Secretary considers the quality of the evaluation to be conducted of
the proposed project. In determining the quality of the evaluation, the
Secretary considers:
(1) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project. (up to 4 points)
(2) The extent to which the methods of evaluation provide for
examining the effectiveness of the project implementation strategies.
(up to 4 points)
(3) The extent to which the methods of evaluation will provide
timely guidance for quality assurance. (up to 3 points)
(4) The extent to which the methods of evaluation will, if well
implemented, produce promising evidence (as defined in this notice)
about the project's effectiveness. (up to 4 points)
Note: For selection criterion (d), Quality of project
personnel, as stated in the absolute priority for this competition,
a proposed Center of Excellence for Veteran Student Success must
have a coordinator whose primary responsibility is to coordinate the
model program. In response to this selection criterion, the
application should describe the qualifications of this individual,
the members of the veteran student support team described in the
absolute priority, and any other individuals who will help carry out
the proposed project. The grant project director may or may not be
the coordinator of the Center of Excellence for Veteran Student
Success. Applicants should consider emphasizing how the training and
experience of veteran employees staffing the project, if applicable,
will support the goals of the project.
Note: For selection criterion (d), Quality of project
personnel, applicants are encouraged to include in their application
that they are committed to paying their staff a living wage for the
local area and providing benefits.
Note: For selection criterion (e), Adequacy of resources, a
budget summary and budget narrative attached to your proposal should
itemize the support you are requesting through the CEVSS Program.
2. Review and Selection Process: We remind potential applicants
that in reviewing applications in any discretionary grant competition,
the Secretary may consider, under 34 CFR 75.217(d)(3), the past
performance of the applicant in carrying out a previous award, such as
the applicant's use of funds, achievement of project objectives, and
compliance with grant conditions. The Secretary may also consider
whether the applicant failed to submit a timely performance report or
submitted a report of unacceptable quality.
In addition, in making a competitive grant award, the Secretary
requires various assurances, including those applicable to Federal
civil rights laws that prohibit discrimination in programs or
activities receiving Federal financial assistance from the Department
(34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23).
A panel of three non-Federal reviewers will review and score each
application in accordance with the selection criteria. A rank order
funding slate will be made from this review. Awards will be made in
rank order according to the average score received from the peer review
and from the competitive preference priorities addressed by the
applicant.
If there are insufficient funds to award multiple applications with
the same score, consistent with section 873(d)(2)(A) and (B) of the
HEA, in making a selection, the Secretary will consider the number of
veteran students enrolled at each IHE and award funding to the
applicant(s) with the highest number of enrolled veteran students. If a
tie still exists after applying the first tiebreaker, the Secretary
will consider the need for model programs to address the needs of
veteran students at a wide range of IHEs, including the need to provide
(i) an equitable distribution of such grants to IHEs of various types
and sizes; (ii) an equitable geographic distribution of such grants;
and (iii) an equitable distribution of such grants among rural and
urban areas.
3. Risk Assessment and Specific Conditions: Consistent with 2 CFR
200.206, before awarding grants under this program the Department
conducts a review of the risks posed by applicants. Under 2 CFR
200.208, the Secretary may impose specific conditions and, under 2 CFR
3473.10, in appropriate circumstances, high-risk conditions on a grant
if the applicant or grantee is not financially stable; has a history of
unsatisfactory performance; has a financial or other management system
that does not meet the standards in 2 CFR part 200, subpart D; has not
fulfilled the conditions of a prior grant; or is otherwise not
responsible.
4. Integrity and Performance System: If you are selected under this
competition to receive an award that over the course of the project
period may exceed the simplified acquisition threshold (currently
$250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your
integrity, business ethics, and record of performance under
[[Page 46103]]
Federal awards--that is, the risk posed by you as an applicant--before
we make an award. In doing so, we must consider any information about
you that is in the integrity and performance system (currently referred
to as the Federal Awardee Performance and Integrity Information System
(FAPIIS)), accessible through the System for Award Management. You may
review and comment on any information about yourself that a Federal
agency previously entered and that is currently in FAPIIS.
Please note that, if the total value of your currently active
grants, cooperative agreements, and procurement contracts from the
Federal Government exceeds $10,000,000, the reporting requirements in 2
CFR part 200, Appendix XII, require you to report certain integrity
information to FAPIIS semiannually. Please review the requirements in 2
CFR part 200, Appendix XII, if this grant plus all the other Federal
funds you receive exceed $10,000,000.
5. In General: In accordance with the Office of Management and
Budget's guidance located at 2 CFR part 200, all applicable Federal
laws, and relevant Executive guidance, the Department will review and
consider applications for funding pursuant to this notice inviting
applications in accordance with:
(a) Selecting recipients most likely to be successful in delivering
results based on the program objectives through an objective process of
evaluating Federal award applications (2 CFR 200.205);
(b) Prohibiting the purchase of certain telecommunication and video
surveillance services or equipment in alignment with section 889 of the
National Defense Authorization Act of 2019 (Pub. L. 115-232) (2 CFR
200.216);
(c) Providing a preference, to the extent permitted by law, to
maximize use of goods, products, and materials produced in the United
States (2 CFR 200.322); and
(d) Terminating agreements in whole or in part to the greatest
extent authorized by law if an award no longer effectuates the program
goals or agency priorities (2 CFR 200.340).
VI. Award Administration Information
1. Award Notices: If your application is successful, we notify your
U.S. Representative and U.S. Senators and send you a Grant Award
Notification (GAN); or we may send you an email containing a link to
access an electronic version of your GAN. We may notify you informally,
also.
If your application is not evaluated or not selected for funding,
we notify you.
2. Administrative and National Policy Requirements: We identify
administrative and national policy requirements in the application
package and reference these and other requirements in the Applicable
Regulations section of this notice.
We reference the regulations outlining the terms and conditions of
an award in the Applicable Regulations section of this notice and
include these and other specific conditions in the GAN. The GAN also
incorporates your approved application as part of your binding
commitments under the grant.
3. Open Licensing Requirements: Unless an exception applies, if you
are awarded a grant under this competition, you will be required to
openly license to the public grant deliverables created in whole, or in
part, with Department grant funds. When the deliverable consists of
modifications to pre-existing works, the license extends only to those
modifications that can be separately identified and only to the extent
that open licensing is permitted under the terms of any licenses or
other legal restrictions on the use of pre-existing works.
Additionally, a grantee that is awarded competitive grant funds must
have a plan to disseminate these public grant deliverables. This
dissemination plan can be developed and submitted after your
application has been reviewed and selected for funding. For additional
information on the open licensing requirements please refer to 2 CFR
3474.20.
4. Reporting: (a) If you apply for a grant under this competition,
you must ensure that you have in place the necessary processes and
systems to comply with the reporting requirements in 2 CFR part 170
should you receive funding under the competition. This does not apply
if you have an exception under 2 CFR 170.110(b).
(b) At the end of your project period, you must submit a final
performance report, including financial information, as directed by the
Secretary. If you receive a multiyear award, you must submit an annual
performance report that provides the most current performance and
financial expenditure information as directed by the Secretary under 34
CFR 75.118. The Secretary may also require more frequent performance
reports under 34 CFR 75.720(c). For specific requirements on reporting,
please go to <a href="http://www.ed.gov/fund/grant/apply/appforms/appforms.html">www.ed.gov/fund/grant/apply/appforms/appforms.html</a>.
5. Performance Measures: Under 34 CFR 75.110, the Secretary has
established the following performance measures for the CEVSS Program:
(1) The extent to which the project is institutionalized at the end of
the project period; and (2) The extent to which funded projects
increase enrollment, persistence, and completion rates of veteran
students at their institutions.
These measures constitute the Department's indicators of success
for this program. Consequently, we advise an applicant for a grant
under this program to give careful consideration to these measures in
conceptualizing the approach and evaluation for its proposed project.
If funded, you will be required to collect and report data in your
project's annual performance report (34 CFR 75.590).
VII. Other Information
Accessible Format: On request to the program contact person listed
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities
can obtain this document and a copy of the application package 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 H. Paydar,
Assistant Secretary for Postsecondary Education.
[FR Doc. 2024-11658 Filed 5-24-24; 8:45 am]
BILLING CODE 4000-01-P
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This is legal information, not legal advice. Laws vary by jurisdiction and change frequently. Always verify current law with official sources and consult a licensed attorney in your jurisdiction for advice on your specific situation.