[Federal Register: April 14, 2005 (Volume 70, Number 71)]
[Notices]
[Page 19739-19741]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr14ap05-33]
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DEPARTMENT OF EDUCATION
Tech-Prep Demonstration Program
AGENCY: Office of Vocational and Adult Education, Department of
Education.
ACTION: Notice of final requirements and selection criteria.
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SUMMARY: The Assistant Secretary for Vocational and Adult Education
announces requirements and selection criteria under the Tech-Prep
Demonstration Program (TPDP). The Assistant Secretary may use these
requirements and selection criteria for competitions in fiscal year
(FY) 2005 and later years. We take this action to clarify the
Department's expectations regarding this program, so that TPDP-funded
projects will help students, schools, and teachers in their efforts to
improve student achievement, meet high standards for high school
graduation, and increase enrollment and persistence rates in
postsecondary education.
DATES: These requirements and selection criteria are effective May 16,
2005.
FOR FURTHER INFORMATION CONTACT: Laura Karl Messenger, U.S. Department
of Education, 400 Maryland Avenue, SW., room 11028, Potomac Center
Plaza, Washington DC 20202-7241. Telephone: (202) 245-7840 or via
Internet: Laura.messenger@ed.gov.
If you use a telecommunications device for the deaf (TDD), you may
call the Federal Relay Service (FRS) at 1-800-877-8339.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact person listed under FOR FURTHER
INFORMATION CONTACT.
SUPPLEMENTARY INFORMATION: This final notice establishes program
requirements and selection criteria for the TPDP, which is authorized
by section 207 of the Carl D. Perkins Vocational and Technical
Education Act of 1998 (Perkins III). TPDP provides grants to consortia
to carry out tech-prep education projects that involve the location of
a secondary school on the site of a community college, a business as a
member of the consortium, and the voluntary participation of secondary
school students. We intend to fund projects that, following an initial
recruitment period, will enroll a new student cohort in each year of
the project, in addition to continuing support for each previous TPDP
student cohort.
We published a notice of proposed requirements and selection
criteria in the Federal Register on February 10, 2005 (70 FR 7085). In
that notice, we discussed (on pages 7085 though 7088) the proposed
requirements and selection criteria for the TPDP competition to be
conducted in FY 2005 and TPDP competitions in subsequent years.
Analysis of Comments and Changes
In response to our invitation in the notice of proposed
requirements and selection criteria, two parties submitted comments. An
analysis of those comments and our responses follows. Specifically, we
have made a change to requirement 3 to clarify our intent regarding
virtual school participation in eligible TPDP projects. In addition,
based on our internal review of the requirements and selection criteria
since publication of the notice of proposed requirements and selection
criteria, we have made a change to the performance indicators
requirement regarding mathematics course taking. A description of that
change also follows.
We discuss substantive issues under the title of the requirement or
selection criteria to which they pertain. Generally, we do not address
technical and other minor changes--and suggested changes the law does
not authorize us to make under the applicable statutory authority.
Eligibility Requirements
Comment: One commenter recommended that older, established schools
be allowed to apply for TPDP funding.
Discussion: Section 207 of Perkins III requires that a TPDP project
``involve the location of a secondary school on the site of a community
college.'' This statutory requirement does not preclude older,
established schools from applying for TPDP funding, as long as any such
school is a member of an eligible consortium, is located on the campus
of a community college, and would carry out a tech-prep education
project.
Changes: None.
Comment: One commenter stated that virtual schools should be
allowed to apply for funding under the TPDP as long as they collaborate
with secondary and postsecondary schools.
Discussion: The requirements for membership in a TPDP consortium
are taken from the statutory language in section 204(a) and section
207(b) of Perkins III. While section 207 does not identify a virtual
school as a required member of an eligible consortium, it does not
preclude participation by a virtual school. Thus, a virtual school is
eligible for consortium membership if an applicant chooses to include
it, or may serve some function in a TPDP project, as long as the
project satisfies the statutory requirement that a TPDP project
``involve the location of a secondary school on the site of a community
college.'' As it was not the Department's intent to exclude a virtual
school from participation in an eligible TPDP project, the wording of
requirement 3 has been revised.
Changes: A change has been made. Under requirement 3 as revised,
the reference to the ``virtual location'' of a secondary school has
been deleted, and a statement has been added regarding allowable modes
of instruction.
Performance Indicators Requirement
Comment: None.
Discussion: We have reviewed the requirements and selection
criteria since publication of the notice of proposed requirements and
selection criteria and have made a change to the performance indicators
requirement regarding mathematics course taking. In the notice of
proposed requirements and selection criteria, we proposed the following
performance indicator: completion of one or more mathematics courses in
addition to Algebra I, Algebra II, and Geometry by the time of high
school graduation. In order to comply with the Department's Principles
for Regulating, which includes ensuring consistency among performance
indicators used across Federally-funded education programs, we have
elected to change this performance indicator so that it is consistent
with the performance indicator concerning mathematics course taking
used in other Federally-funded education programs.
Changes: As revised, the performance indicator in paragraph (6)(b)
provides for completion of Algebra I, Geometry, and Algebra II by the
time of high school graduation.
Note: This notice does not solicit applications. In any year in
which we choose to use one or more of these requirements and
selection criteria, we invite applications through a notice in the
Federal Register.
Requirements
To achieve the purposes of section 207 of Perkins III, we establish
the following requirements. We may apply these requirements to any TPDP
competition and to any projects funded in the future.
(1) Each applicant must submit a signed consortium agreement
(Agreement), providing evidence that each of the categories of
membership required under section 207 of Perkins III
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has been satisfied and that each of the required members is eligible
for membership under the provisions of Perkins III. The Agreement must
contain a signature of commitment from each participating secondary
school, community college, and business member, affirming that those
entities have formed a consortium to develop, implement, and sustain a
TPDP project as described under section 207 of Perkins III. The
Agreement also must describe the roles and responsibilities of each
consortium member within the proposed TPDP project. The format for the
Agreement will be included in the application package.
(2) Each applicant must submit a complete proposed project course
sequence plan (Plan), for each program of study within the proposed
TPDP project, to demonstrate how the proposed instructional program
represents a sequential, four-year program of study that meets the
specific criteria set forth in sections 202(a)(3) and 204(c) of Perkins
III. The Plan must list the course sequence for each program of study
within the proposed TPDP project, describing the specific academic and
technical coursework required for all four years of the program. The
Plan also must summarize program entrance requirements and specify the
associate degree or postsecondary certificate to be earned upon
completion of the program. The format for the Plan will be included in
the application package.
(3) Each applicant must provide evidence that a secondary school
will be located on the site of a community college and will provide a
complete program of academic and technical coursework at the community
college that, at a minimum, meets State requirements for high school
graduation. Students must be enrolled full-time in the high school on
the community college campus; however, this requirement allows for the
delivery of instruction through distance education programs. Enrolled
students may participate in extracurricular activities at their
original high school. Proposed projects that involve only satellite
community college sites located on the premises of secondary schools
are not eligible for support under this program.
(4) Each applicant must provide an assurance that it will enroll
its first student cohort and begin classes by September of the calendar
year following the calendar year in which the grant award is made, and
enroll its second, third, and fourth student cohorts by September of
each subsequent year of the proposed TPDP project.
(5) Each applicant must submit enrollment goals for the number of
students in each student cohort to be enrolled in each year of the
proposed TPDP project.
(6) Each applicant must submit annual performance goals for each of
the performance indicators discussed below. Successful applicants must
reach agreement with us on their annual performance goals for each
performance indicator. TPDP-funded projects will be required to use the
following performance indicators to measure the progress of students in
the TPDP-funded project--
(a) Retention of high school juniors for their senior year in the
TPDP-funded program of study;
(b) Completion of Algebra I, Geometry, and Algebra II by the time
of high school graduation;
(c) Completion of one or more science courses in addition to high
school biology and chemistry by the time of high school graduation;
(d) High school graduation;
(e) Attainment of nine or more postsecondary credits by the time of
high school graduation;
(f) Enrollment in postsecondary education following high school
graduation;
(g) Reduction in the need for remediation in postsecondary
education following high school; and
(h) Attainment of a postsecondary degree or certificate.
(7) Each applicant must submit a plan for annual project
evaluations. Each evaluation must be conducted by an independent
evaluator and must provide information to the members of the consortium
and project staff that will be useful in gauging progress and
identifying areas for improvement, particularly with regard to the
required performance indicators.
(8) Each applicant must provide an assurance that it will submit
annual reports of anticipated enrollment that include the number of
students in each cohort who will be enrolled for the subsequent year
and, if that number differs from the enrollment goals for that year
stated in the approved application, the reasons for such a difference.
Each annual report of anticipated enrollment will be due at the end of
April of each project year.
(9) Each applicant must provide an assurance that it will submit
annual project performance reports and a final project performance
report, that: Summarize the TPDP project's progress and significant
accomplishments and provide data on the agreed-upon performance
indicators and goals; identify barriers to continued progress and
outline solutions; include the annual evaluation report that was
prepared by the independent evaluator; and review plans for or progress
towards sustained operations after the cessation of Federal support.
Each annual performance report will be due within 90 days of the end of
each project year and the final performance report will be due 90 days
after the end of the project.
Funded projects will be required to comply with all requirements
adopted in this notice. Failure to comply with any applicable program
requirement may subject a grantee to special conditions, withholding,
or termination.
Selection Criteria
We establish the following selection criteria to evaluate
applications for new grants under this program. We may apply these
selection criteria in any year in which this program is in effect.
Note: The maximum score for all of these criteria will be 100
points. We inform applicants of the points or weights assigned to
each criterion and sub-criterion in the application package and in a
notice published in the Federal Register. In addition to the points
to be awarded to applicants based on the selection criteria adopted
in this notice, we will award additional points to applications that
satisfy the criteria for special consideration under section
207(d)(3) of Perkins III and will inform applicants of the points
assigned to the special consideration under section 207(d)(3) of
Perkins III in a notice published in the Federal Register.
(1) Quality of the project design.
In determining the quality of the design of the proposed project,
we consider the following factors:
(a) The extent to which the applicant demonstrates its readiness to
implement a complete, career-oriented, four-year program of study, as
evidenced by a formal articulation agreement concerning the structure,
content, and sequence of all academic and technical courses to be
offered in the proposed tech-prep program and, if applicable, the
conditions under which dual credit will be awarded.
(b) The extent to which the applicant's proposed secondary academic
and technical course offerings and graduation requirements prepare
students to enter postsecondary education without the need for
remediation and are aligned with the entrance requirements for
postsecondary degree and certificate programs.
(c) The extent to which the proposed instructional program
incorporates high
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academic standards that equal or exceed those established by the State
and reflects industry-recognized skills and knowledge.
(d) The extent to which the applicant demonstrates that consortium
efforts will align the ninth-grade and tenth-grade curricula with
proposed TPDP program entrance requirements, to ensure a sizable,
qualified applicant pool for the proposed TPDP program.
(e) The extent to which the applicant presents a detailed student
recruitment plan that is likely to be effective in fulfilling the
project's enrollment goals for each year of the project.
(f) The extent to which the applicant demonstrates that it has
designed a comprehensive academic and career counseling program for
participating students at both the secondary and postsecondary levels
and will provide specific support services to ensure students'
persistence in the program to the attainment of a postsecondary degree
or certificate.
(g) The extent to which the applicant demonstrates that the
business member(s) of the consortium and other area employers have
agreed to provide structured work-based learning opportunities to TPDP
students that are directly related to the proposed technical program(s)
of study.
(h) The extent to which the proposed project will provide intensive
professional development, specifically designed to help achieve the
goals of the program, for secondary and postsecondary instructors,
counselors, and administrators involved in the program.
(2) Quality of the management plan.
In determining the quality of the management plan for the proposed
project, we consider the following factors:
(a) The extent to which the management plan outlines specific,
measurable goals, objectives, and outcomes to be achieved by the
proposed project.
(b) The extent to which the management plan assigns responsibility
for the accomplishment of project tasks to specific project personnel
and provides timelines for the accomplishment of project tasks.
(c) The extent to which the time commitments of the project
director and other key personnel are appropriate and adequate to
achieve the objectives of the proposed project.
(3) Quality of project personnel.
In determining the quality of project personnel, we consider the
following factors:
(a) The extent to which the applicant encourages applications for
employment from members of groups that have traditionally been
underrepresented based on race, color, national origin, gender, age, or
disability.
(b) The qualifications, including relevant training and experience,
of the project director.
(c) The qualifications, including relevant training and experience,
of key project personnel, including teachers, counselors,
administrators, and project consultants.
(4) Adequacy of resources.
In determining the adequacy of resources for the proposed project,
we consider the following factors:
(a) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the participating institutions.
(b) The extent to which the budget is adequate and costs are
reasonable in relation to the objectives and design of the proposed
project.
(5) Quality of the project evaluation.
In determining the quality of the evaluation, we consider the
following factors:
(a) The extent to which the methods of evaluation are thorough,
feasible, and appropriate, will solicit input from all consortium
members regarding program effectiveness, and will yield accurate and
reliable data for each of the required performance indicators.
(b) The extent to which the evaluation will produce reports or
other documents at appropriate intervals to enable consortium members
to use the data for planning and decision making for continuous program
improvement.
(c) The extent to which the independent evaluator possesses the
necessary background and expertise to carry out the evaluation.
Executive Order 12866
This notice of final requirements and selection criteria has been
reviewed in accordance with Executive Order 12866. Under the terms of
the order, we have assessed the potential costs and benefits of this
regulatory action.
The potential costs associated with the notice of final
requirements and selection criteria are those resulting from statutory
requirements and those we have determined as necessary for
administering this program effectively and efficiently.
In assessing the potential costs and benefits--both quantitative
and qualitative--of this notice of final requirements and selection
criteria, we have determined that the benefits of the final
requirements and selection criteria justify the costs.
We have also determined that this regulatory action does not unduly
interfere with State, local, and tribal governments in the exercise of
their governmental functions.
We summarized the costs and benefits in the notice of proposed
requirements and selection criteria.
Intergovernmental Review
This program is subject to Executive Order 12372 and the
regulations in 34 CFR part 79. One of the objectives of the Executive
Order is to foster an intergovernmental partnership and a strengthened
federalism. The Executive order relies on processes developed by State
and local governments for coordination and review of proposed Federal
financial assistance.
This document provides early notification of our specific plans and
actions for this program.
Electronic Access to This Document
You may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or Adobe
Portable Document Format (PDF) on the Internet at the following site:
http://www.ed.gov/news/fedregister.
To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
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Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: http://www.gpoaccess.gov/nara/index.html
.
(Catalog of Federal Domestic Assistance Number 84.353 Tech-Prep
Demonstration Program)
Program Authority: 20 U.S.C. 2376.
Dated: April 11, 2005.
Susan Sclafani,
Assistant Secretary for Vocational and Adult Education.
[FR Doc. 05-7526 Filed 4-13-05; 8:45 am]
BILLING CODE 4000-01-P