[Federal Register Volume 64, Number 249 (Wednesday, December 29, 1999)]
[Notices]
[Pages 73376-73379]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 99-33743]
[[Page 73375]]
_______________________________________________________________________
Part IV
Department of Education
_______________________________________________________________________
Women's Educational Equity Act Program (WEEA); Inviting Applications
for New Awards for Fiscal Year (FY) 2000; Notice
Federal Register / Vol. 64, No. 249 / Wednesday, December 29, 1999 /
Notices
[[Page 73376]]
DEPARTMENT OF EDUCATION
[CFDA No.: 84.083A and B]
Women's Educational Equity Act Program (WEEA); Notice Inviting
Applications for New Awards for Fiscal Year (FY) 2000
Purpose of Program: To promote gender equity in education; to
promote equity in education for women and girls who suffer from
multiple forms of discrimination based on sex and race, ethnic origin,
limited English proficiency, disability or age; and to provide
financial assistance to enable educational agencies to meet the
requirements of title IX of the Education Amendments of 1972.
Eligible Applicants: Public agencies, private nonprofit agencies,
organizations, institutions, student groups, community groups, and
individuals.
Deadline for Transmittal of Applications: February 14, 2000.
Note: We must receive all applications on or before this date.
This requirement takes exception to the Education Department General
Administrative Regulations (EDGAR), 34 CFR 75.102. Under the
Administrative Procedure Act (5 U.S.C. 553), the Department
generally offers interested parties the opportunity to comment on
proposed regulations. However, this exception to EDGAR makes
procedural changes only and does not establish new substantive
policy. Therefore, under 5 U.S.C 533 (b)(A), the Secretary has
determined that proposed rulemaking is not required.
Deadline for Intergovernmental Review: April 14, 2000.
Applications Available: December 29, 1999.
Available Funds: $906,883.
Estimated Range of Awards: Implementation Grants: $90,000-$200,000;
Research and Development Grants: $75,000-$150,000.
Estimated Average Size of Awards: Implementation Grants: $145,000;
Research and Development Grants: $125,000.
Estimated Number of Awards: Implementation Grants: 4-8; Research
and Development Grants: 1.
Note: The Department is not bound by any estimates in this
notice.
Project Period: Up to 48 months. Funds available under this
competition would be used for the first 12 months of a project.
Applicable Regulations: The Education Department General
Administrative Regulations (EDGAR) in 34 CFR parts 74, 75, 77, 79, 80,
81, 82, 85, 86, 97, 98, and 99.
Supplementary Information: The Department will award two types of
grants: (1) grants for the implementation of gender equity programs in
schools; and (2) research and development grants to develop model
equity programs. Examples of authorized activities under the program
include--
Implementation Grants
(a) Assisting educational agencies and institutions to implement
policies and practices to comply with title IX of the Education
Amendments of 1972;
(b) Training for teachers, counselors, administrators, and other
school personnel, especially preschool and elementary school personnel,
in gender-equitable teaching and learning practices;
(c) Leadership training for women and girls to develop professional
and marketable skills to compete in the global marketplace, improve
self-esteem, and benefit from exposure to positive role models;
(d) School-to-work transition programs, guidance and counseling
activities, and other programs to increase opportunities for women and
girls to enter a technologically demanding workplace and, in
particular, to enter highly skilled, high-paying careers in which women
and girls have been underrepresented;
(e) Enhancing educational and career opportunities for those women
and girls who suffer multiple forms of discrimination, based on sex and
on race, ethnic origin, limited-English proficiency, disability,
socioeconomic status, or age;
(f) Assisting pregnant students and students rearing children to
remain in or to return to secondary school, graduate, and prepare their
preschool children to start school;
(g) Evaluating exemplary model programs to assess the ability of
such programs to advance educational equity for women and girls;
(h) Introduction into the classroom of textbooks, curricula, and
other materials designed to achieve equity for women and girls;
(i) Programs and policies to address sexual harassment and violence
against women and girls and to ensure that educational institutions are
free from threats to the safety of students and personnel;
(j) Nondiscriminatory tests of aptitude and achievement and of
alternative assessments that eliminate biased assessment instruments
from use;
(k) Programs to increase educational opportunities, including
higher education, vocational training, and other educational programs
for low-income women, including underemployed and unemployed women, and
women receiving Aid to Families with Dependent Children benefits;
(l) Programs to improve representation of women in educational
administration at all levels; and
(m) Planning, development, and initial implementation of--
(1) Comprehensive institution-or districtwide evaluation to assess
the presence or absence of gender equity in educational settings;
(2) Comprehensive plans for implementation of equity programs in
State and local educational agencies and institutions of higher
education, including community colleges; and
(3) Innovative approaches to school-community partnerships for
educational equity.
Research and Development Activities
(a) Research and development of innovative strategies and model
training programs for teachers and other education personnel;
(b) The development of high-quality and challenging assessment
instruments that are nondiscriminatory;
(c) The development and evaluation of model curricula, textbooks,
software, and other educational materials to ensure the absence of
gender stereotyping and bias;
(d) The development of instruments and procedures that employ new
and innovative strategies to assess whether diverse educational
settings are gender equitable;
(e) The development of instruments and strategies for evaluation,
dissemination, and replication of promising or exemplary programs
designed to assist local educational agencies in integrating gender
equity in their educational policies and practices;
(f) Updating high-quality educational materials previously
developed through Women's Educational Equity Act (WEEA) grants;
(g) The development of policies and programs to address and prevent
sexual harassment and violence to ensure that educational institutions
are free from threats to safety of students and personnel;
(h) The development and improvement of programs and activities to
increase opportunity for women, including continuing educational
activities, vocational education, and programs for low-income women,
including underemployed and unemployed women, and women receiving Aid
to Families with Dependent Children; and
(i) The development of guidance and counseling activities,
including career
[[Page 73377]]
education programs, designed to ensure gender equity.
Priority for Implementation Grants
Under 34 CFR 75.105(b) and (c), the Secretary gives a competitive
preference to applications that meet the following priority found in 20
U.S.C. 7235(b) by awarding bonus points depending on the extent to
which the applicant meets the priority:
Projects submitted by applicants that have not received assistance
under the WEEA Program (5 points).
Invitational Priority for Implementation Grants
Under 34 CFR 75.105(b) and (c), the Secretary invites and
encourages applications that meet the following invitational priority
for implementation grants: Projects that develop and implement programs
which will promote gender equity in the math and science areas,
including projects that promote equity in math and science for women
and girls who suffer from multiple forms of discrimination based on sex
and race, ethnic origin, limited English proficiency, disability or
age. The Secretary is particularly interested in applications that meet
this priority. However, an application that meets this invitational
priority does not receive competitive or absolute preference over other
applications.
Selection Criteria for Implementation Grants
The Secretary evaluates applications for implementation grants on
the basis of the following criteria which are taken either from the
statute or from 34 CFR 75.210. The maximum possible score for each
criterion is indicated in parentheses with the criterion. The Secretary
awards up to 100 points for all of the criteria.
(a) Effectively achieving the purposes of WEEA. (20 points).
Under 34 CFR 75.209 and 20 U.S.C. 7235(a), the Secretary reviews
each application to determine how well the project will effectively
achieve the purposes of the WEEA Program.
Note: Applicants should consider the following statutory
provisions when responding to this criterion. Under 20 U.S.C. 7232,
the purpose of the WEEA program is: (a) to promote gender equity in
education in the United States; (b) to provide financial assistance
to enable educational agencies and institutions to meet the
requirements of title IX of the Educational Amendments of 1972; and
(c) to promote equity in education for women and girls who suffer
from multiple forms of discrimination based on sex, race, ethnic
origin, limited-English proficiency, disability, or age.
(b) Project as a component of a comprehensive plan. (5 points).
Under 34 CFR 75.209 and 20 U.S.C. 7235(a)(2)(C), the Secretary
reviews each application to determine the extent to which the project
is a significant component of a comprehensive plan for educational
equity and compliance with title IX of the Educational Amendments of
1972 in the particular school district, institution of higher
education, vocational-technical institution, or other educational
agency or institution.
(c) Implementing an institutional change strategy. (5 points).
Under 34 CFR 75.209 and 20 U.S.C. 7235(a)(2)(D), the Secretary
reviews each application to determine the extent to which the project
implements an institutional change strategy with long-term impact that
will continue as a central activity of the applicant after the WEEA
grant has been terminated.
(d) Need for project. (10 points). (1) The Secretary considers the
need for the proposed project.
(2) In determining the need for the proposed project, the Secretary
considers the following factors:
(i) The magnitude of the need for the services to be provided or
the activities to be carried out by the proposed project.
(ii) The extent to which the proposed project will enhance
educational and career opportunities for those women and girls who
suffer forms of discrimination, based on sex and race, ethnic origin,
limited English-proficiency, disability, and socioeconomic status, or
age.
(e) Significance. (5 points). (1) The Secretary considers the
significance of the proposed project.
(2) In determining the significance of the proposed project, the
Secretary considers the following factors:
(i) 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.
(ii) The likely utility of the products (such as information,
materials, processes, or techniques) that will result from the proposed
project, including the potential for their being used effectively in a
variety of other settings.
(iii) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project, especially improvements in
employment, independent living services, or both, as appropriate.
(f) Quality of the project design. (15 points). (1) The Secretary
considers the quality of the design of the proposed project.
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(ii) 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.
(iii) The extent to which the design of the proposed project
reflects up-to-date knowledge from research and effective practice.
(g) Quality of project services. (10 points). (1) The Secretary
considers the quality of the services to be provided by the proposed
project.
(2) In determining the quality of the services to be provided by
the proposed project, the Secretary considers the quality and
sufficiency of strategies for ensuring equal access and treatment for
eligible project participants who are members of groups that have
traditionally been underrepresented based on race, color, national
origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factors:
(i) The likely impact of the services to be provided by the
proposed project on the intended recipients of those services.
(ii) The extent to which the services to be provided by the
proposed project are appropriate to the needs of the intended
recipients or beneficiaries of those services.
(h) Quality of project personnel. (5 points). (1) The Secretary
considers the quality of the personnel who will carry out the proposed
project.
(2) 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. (3) In addition, the Secretary
considers the following factors:
(i) The qualifications, including relevant training and experience,
of the project director or principal investigator.
(ii) The qualifications, including relevant training and
experience, of key project personnel.
(iii) The qualifications, including relevant training and
experience, of project consultants or subcontractors.
(i) Adequacy of resources. (5 points). (1) The Secretary considers
the
[[Page 73378]]
adequacy of resources for the proposed project.
(2) In determining the adequacy of resources for the proposed
project, the Secretary considers the following factors:
(i) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization.
(ii) The extent to which the budget is adequate to support the
proposed project.
(j) Quality of the management plan. (10 points). (1) The Secretary
considers the quality of the management plan for the proposed project.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers the following factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, timelines, and milestones for accomplishing
project tasks.
(ii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
(iii) How the applicant will ensure that a diversity of
perspectives are brought to bear in the operation of the proposed
project, including those of parents, teachers, the business community,
a variety of disciplinary and professional fields, recipients or
beneficiaries of services, or others, as appropriate.
(k) Quality of the project evaluation. (10 points). (1) The
Secretary considers the quality of the evaluation to be conducted of
the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project.
(ii) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible.
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
Note: Applicants should consider the following statutory
provision when responding to this criterion. Under 20 U.S.C. 7234
(1), applicants for WEEA funds are required to set forth policies
and procedures that will ensure a comprehensive evaluation of the
grant activities, including an evaluation of the practices,
policies, and materials used by the applicant and an evaluation or
estimate of the continued significance of the work of the project
following completion of the award period.
Priority for Research and Development Grants
Under 34 CFR 75.105 (b) and (c), the Secretary gives a competitive
preference to applications that meet the following priority found in 20
U.S.C. 7235(b) by awarding bonus points depending on the extent to
which the applicant meets the priority:
Projects submitted by applicants that have not received assistance
under the WEEA Program (5 points).
Selection Criteria for Research and Development Grants
The Secretary evaluates applications for research and development
grants on the basis of the following criteria which are taken either
from the statute or from 34 CFR 75.210. The maximum possible score for
each criterion is indicated in parentheses with the criterion. The
Secretary awards up to 100 points for all of the criteria.
(a) Effectively achieving the purposes of WEEA. (20 points)
Under 34 CFR 75.209 and 20 U.S.C. 7235(a), the Secretary reviews
each application to determine how well the project will effectively
achieve the purposes of the WEEA Program.
Note: Applicants should consider the following statutory
provisions when responding to this criterion. Under 20 U.S.C. 7232,
the purpose of the WEEA program is: (a) to promote gender equity in
education in the United States; (b) to provide financial assistance
to enable educational agencies and institutions to meet the
requirements of title IX of the Educational Amendments of 1972; and
(c) to promote equity in education for women and girls who suffer
from multiple forms of discrimination based on sex, race, ethnic
origin, limited-English proficiency, disability, or age.
(b) Addressing multiple discrimination. (5 points)
Under 34 CFR 75.209 and 20 U.S.C. 7235(a)(2)(A), the Secretary
reviews each application to determine the quality of the applicant's
plan for addressing the needs of women and girls of color and women and
girls with disabilities.
(a) Need for project. (10 points). (1) The Secretary considers the
need for the proposed project.
(2) In determining the need for the proposed project, the Secretary
considers the following factors:
(i) The magnitude or severity of the problem to be addressed by the
proposed project.
(ii) 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.
(b) Significance. (10 points). (1) The Secretary considers the
significance of the proposed project.
(2) In determining the significance of the proposed project, the
Secretary considers the following factors:
(i) The national significance of the proposed project.
(ii) The potential contribution of the proposed project to
increased knowledge or understanding of educational problems, issues,
or effective strategies.
(iii) The importance or magnitude of the results or outcomes likely
to be attained by the proposed project, especially improvements in
teaching and student achievement.
(e) Quality of the project design. (20 points). (1) The Secretary
considers the quality of the design of the proposed project.
(2) In determining the quality of the design of the proposed
project, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be
achieved by the proposed project are clearly specified and measurable.
(ii) 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.
(iii) The extent to which the design of the proposed project
reflects up-to-date knowledge from research and effective practice.
(iv) The quality of methodology to be employed in the proposed
project.
(e) Quality of project personnel. (10 points). (1) The Secretary
considers the quality of the personnel who will carry out the proposed
project.
(2) 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.
(3) In addition, the Secretary considers the following factors:
(i) The qualifications, including relevant training and experience,
of the
[[Page 73379]]
project director or principal investigator.
(ii) The qualifications, including relevant training and
experience, of key project personnel.
(iii) The qualifications, including relevant training and
experience, of project consultants or subcontractors.
(g) Adequacy of resources. (5 points). (1) The Secretary considers
the adequacy of resources for the proposed project.
(2) In determining the adequacy of resources for the proposed
project, the Secretary considers the following factors:
(i) The adequacy of support, including facilities, equipment,
supplies, and other resources, from the applicant organization or the
lead applicant organization.
(ii) The extent to which the budget is adequate to support the
proposed project.
(h) Quality of the management plan. (10 points. (1) The Secretary
considers the quality of the management plan for the proposed project.
(2) In determining the quality of the management plan for the
proposed project, the Secretary considers the following factors:
(i) The adequacy of the management plan to achieve the objectives
of the proposed project on time and within budget, including clearly
defined responsibilities, time lines, and milestones for accomplishing
project tasks.
(ii) The extent to which the time commitments of the project
director and principal investigator and other key project personnel are
appropriate and adequate to meet the objectives of the proposed
project.
(iii) How the applicant will ensure that a diversity of
perspectives are brought to bear in the operation of the proposed
project, including those of parents, teachers, the business community,
a variety of disciplinary and professional fields, recipients or
beneficiaries of services, or others, as appropriate.
(i) Quality of the project evaluation. (10 points). (1) The
Secretary considers the quality of the evaluation to be conducted of
the proposed project.
(2) In determining the quality of the evaluation, the Secretary
considers the following factors:
(i) The extent to which the methods of evaluation are thorough,
feasible, and appropriate to the goals, objectives, and outcomes of the
proposed project.
(ii) The extent to which the methods of evaluation include the use
of objective performance measures that are clearly related to the
intended outcomes of the project and will produce quantitative and
qualitative data to the extent possible.
(iii) The extent to which the methods of evaluation will provide
performance feedback and permit periodic assessment of progress toward
achieving intended outcomes.
Note: Applicants should consider the following statutory
provision when responding to this criterion. Under 20 U.S.C.
7234(1), applicants for WEEA funds are required to set forth
policies and procedures that will ensure a comprehensive evaluation
of the grant activities, including an evaluation of the practices,
policies, and materials used by the applicant and an evaluation or
estimate of the continued significance of the work of the project
following completion of the award period.
For Information Contact: Edith Harvey, U.S. Department of
Education, 400 Maryland Avenue, SW, Room 3E106, Washington, D.C. 20202-
6140. Telephone (202) 260-1393. Individuals who use a
telecommunications device for the deaf (TDD) may call the Federal
Information Relay Service (FIRS) at 1-800-877-8339 between 8 a.m. and 8
p.m., Eastern time, Monday through Friday.
Individuals with disabilities may obtain this document in an
alternate format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the contact person listed in the preceding
paragraph.
Individuals with disabilities may obtain a copy of the application
package in an alternate format, also, by contacting that person.
However, the Department is not able to reproduce in an alternate format
the standard forms included in the application package.
For Applications Contact: Education Publications Center (ED Pubs),
P.O. Box 1398, Jessup, MD 20794-1398. Telephone (toll free): 1-877-433-
7827. FAX (301) 470-1244. Individuals who use a telecommunications
device for the deaf (TDD) may call (toll free): 1-877-576-7734. You may
also contact ED Pubs via its Web site (http://www.ed.gov/pubs/
edpubs.html) or its E-mail address ([email protected]).
Electronic Access to this Document: You may view this document, as
well as other Department of Education documents published in the
Federal Register, in text or Adobe Portable Document Format (PDF) on
the Internet at either of the following sites:
http://ocfo.ed.gov/fedreg.htm
http://www.ed.gov/news.html
To use the PDF you must have the Adobe Acrobat Reader Program with
Search, which is available free at either of the previous sites. If you
have questions about using the PDF, call the U.S. Government Printing
Office (GPO), toll free, at 1-888-293-6498; or in the Washington, DC.,
area at (202) 512-1530.
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 GOP Access at: http://www.access.gpo/
nara/index.html
Program Authority: 20 U.S.C. 7231-7238.
Dated: December 23, 1999.
Michael Cohen,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 99-33743 Filed 12-28-99; 8:45 am]
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