[Federal Register Volume 62, Number 231 (Tuesday, December 2, 1997)]
[Notices]
[Pages 63774-63776]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 97-31567]
[[Page 63773]]
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Part IV
Department of Education
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21st Century Community Learning Centers Program; Notices
Federal Register / Vol. 62, No. 231 / Tuesday, December 2, 1997 /
Notices
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DEPARTMENT OF EDUCATION
RIN 1850-ZA01
21st Century Community Learning Centers Program
AGENCY: Department of Education.
ACTION: Notice of final priorities.
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SUMMARY: The Secretary announces priorities for the 21st Century
Community Learning Centers Program, administered by the Office of
Educational Research and Improvement (OERI). The Secretary may use
these priorities in fiscal year 1998 and subsequent years. The
Secretary takes this action to focus Federal assistance on stimulating
and expanding significant learning programs available to children and
youth beyond regular school hours. The absolute priority is also
designed to ensure wide and effective use of program funds to support
centers that provide expanded learning opportunities for children and
youth in a safe and drug-free environment, and to engage the support of
citizens in those efforts. Two competitive priorities concern serving
early adolescents and middle school students and services related to
core academic subjects.
DATES: These priorities take effect January 2, 1998.
FOR FURTHER INFORMATION CONTACT: Carol J. Mitchell or Amanda Clyburn,
U.S. Department of Education, Office of Educational Research and
Improvement, 555 New Jersey Avenue, NW, Room 504, Washington, DC 20208-
5644. E-mail addresses are: carol__j.__mitchell@ed.gov or
amanda__clyburn@ed.gov. 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 alternate formats (e.g., Braille, large print, audiotape,
or computer diskette) on request to either contact person listed in the
preceding paragraph.
SUPPLEMENTARY INFORMATION: The 21st Century Community Learning Centers
Act authorizes the Secretary to award grants to rural and inner-city
public elementary or secondary schools, or consortia of those schools,
to enable them to plan, implement, or expand projects that benefit the
educational, health, social service, cultural and recreational needs of
a rural or inner-city community.
A Community Learning Center established in a local public school
can, among other things, be a stimulating, safe, supervised and cost-
effective after-school, weekend or summer haven for children and
youth--and their families. As reported in the recent Department of
Education (ED) publication ``Keeping Schools Open as Community Learning
Centers: Extending Learning in a Safe, Drug-free Environment Before and
After School,'' recent research shows that a stimulating environment of
this type can improve thinking and language performance of
participating children and youth. Research also indicates that these
programs reduce crime, delinquency, and victimization of children and
youth. However, although the number of after-school child care programs
has grown over the last 20 years, there are still far too few
communities that offer effective, organized and extended opportunities
for learning outside the regular school day. Of the 49,000 before- and
after-school programs available in the United States in 1991, only
about a third were housed in public schools. And, for in-school and
out-of-school care programs, only a tiny percent served older children
and youth. In 1995, there were 23.5 million school-age children with
parents in the workforce. But as recently as the 1993-94 school year,
only 3.4 percent of children in public elementary and combined schools
were enrolled in any of the estimated 18,000 before- or after-school
programs at public schools. Seventy percent of all public elementary
and combined schools did not have before- or after-school programs.
The needs and demands are clear: a 1994 survey of parents found
that 56 percent think that many parents leave their children alone too
much after school, and a 1989 survey of school principals found that 84
percent agreed that there is a need for before- and after-school
programs. But even though the number of after-school programs is
growing, the demand is growing faster, as thousands of parents who
currently care for their children during the day are encouraged to
enter the workforce.
After-school programs are well positioned to reduce the incidence
of drug use and violence and their detrimental effects on learning.
Research by the Federal Bureau of Investigation indicates that the
hours between 3 and 6 p.m. are when youth aged 12 to 17 are most at
risk of committing or of being victims of violent acts. After-school
programs located at Community Learning Centers will give youth a safe
and supervised place to go during these hours.
The absolute priority supports centers that have a goal of
providing learning opportunities for students in a safe and drug-free
environment. For example, before- and after-school programs can be a
place in which tutors provide reading help to younger children or in
which mentors guide older children to take challenging mathematics and
science courses that pave the way to college, and help them succeed in
those courses. However, programs applying for assistance are required
to carry out at least four of the activities listed in section 10905 of
the Elementary and Secondary Education Act (20 U.S.C. 8245), and should
propose an array of inclusive and supervised services that include
extended learning opportunities (such as enriched instruction, tutoring
or homework help) but may also include safety and drug-abuse prevention
programs, recreational, musical and artistic activities; and
opportunities to use advanced technology, particularly for those
children who do not have access to computers or telecommunications at
home. Although the absolute priority requires that children and youth
be served, applicants may propose projects that also serve and involve
other members of the community.
The competitive priorities authorize ED to give a preference to
applicants that propose to serve the academic needs of participating
children and youth. These can include services that will assist
students who need additional support to master reading and literacy
skills, both by directly providing reading services as well as tutoring
and mentoring programs in supervised locations. For younger children
who are not reading as well as they should, Community Learning Centers
can provide extended time in which to overcome the obstacles that have
in the past prevented them from becoming good readers. The competitive
priorities will also encourage schools to develop strategies to address
the needs of students who can benefit from additional enrichment or
challenge in mathematics or science, or who are not performing as well
as they should. Community learning centers can provide extended hours
for students to learn and review basic concepts they may have missed
during class, to delve deeper into a more challenging curriculum, or to
participate in enjoyable hands-on activities and experiments.
Funding of particular projects depends on the availability of
funds, the priorities, the quality of the applications received, and
the requirements in the law for equitable representation nationally and
within States of rural and inner-city programs. The first cycle of
awards will be made from fiscal year
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1998 funds. If applications of high quality remain unfunded, additional
awards may be made in fiscal year 1999 or future fiscal years, pending
availability of funds. The publication of these priorities does not
preclude the Secretary from proposing additional priorities, nor does
it limit the Secretary to funding only these priorities, subject to
meeting applicable rulemaking requirements.
On September 30, 1997, the Assistant Secretary published a notice
of proposed priorities (NPP) for this program in the Federal Register
(62 FR 51089-51091). There are no differences between the NPP and this
notice of final priorities.
Analysis of Comments
In response to the Assistant Secretary's invitation to comment on
the proposed priorities, eighteen parties representing concerned
individuals and members of organizations submitted comments. An
analysis of the comments follows. Major issues are grouped according to
subject or proposed priority. Minor editorial changes--and comments
recommending changes the Secretary is not legally authorized to make
under the applicable statutory authority--are not addressed.
Population to be Served
Comments: One commenter believed that only ``at-risk'' students
were to be served by this program and suggested that ED explain more
clearly that all children are eligible to participate. However, another
commenter believed two new priorities were needed to ensure that the
needs are met for (1) students from low-income families and (2)
students considered ``at-risk.''
Discussion: The 21st Century Community Learning Centers Act
authorizes the Secretary to make grants to rural and inner-city public
elementary and secondary schools, or consortia of those schools. The
term ``at-risk'' is not mentioned in the legislation or in the proposed
priorities, but it is implied, by limiting eligibility to ``rural'' or
``inner-city'' communities, that the program will provide services to
high-needs neighborhoods. The legislation is also clear that Centers
must be open to all the members of the community. The Secretary does
not believe that additional priorities need to be established to assist
students in either of these categories.
Changes: None.
Eligible Applicants and Collaboration
Comments: One commenter believed that only public schools and
public school systems were eligible to carry out programs under this
legislation and desired more emphasis on non-traditional service
providers who are not part of the public school system. Another
commenter believed that existing community-based organizations that
have played a leading role in providing after-school programs should be
made eligible for grants under this program. Another commenter felt
that priority should be given to projects with a set category of
community partners and a built-in governance system that allows for
family and community decision making and involvement in partnership
with the schools. Several other commenters recommended specific
language either requiring or giving priority to community collaboration
projects.
Discussion: While the authorizing legislation specifically states
that only rural or inner-city public elementary and secondary schools,
or consortia of those schools, are eligible to receive a grant under
this program, it also states that these entities ``should collaborate
with other public and nonprofit agencies and organizations, local
businesses, educational entities (such as vocational and adult
education programs, community colleges, and universities),
recreational, cultural, and other community and human service entities,
for the purpose of meeting the needs of, and expanding the
opportunities available to, the residents of the communities served by
such schools.'' By statute, applications must include ``a description
of the collaborative efforts to be undertaken by community-based
organizations, related public agencies, businesses, or other
appropriate organizations.'' The notice of proposed priorities stated
that ``although the proposed absolute priority requires that children
and youth be served, applicants may propose projects that also serve
and involve other members of the community.'' For instance, community-
based organizations can, under this statute, provide youth development
services within the public schools.
Changes: None.
Proposed Competitive Priority 1: Serving Early Adolescents and
Middle-School Students
Comments: One commenter thought this priority's focus would come
too late for at-risk children between the ages of 7 and 11 and fail to
block their downward spiral. Another thought that lowering the priority
age-range to at least fourth grade was necessary for insuring
continuity between elementary and middle-school. A third commenter felt
lowering the range to pre-kindergarten to grade 3 would be more
preferable.
Discussion: The authorizing statute provides that 21st Century
Community Learning Centers must be open to all children in inner-city
and rural neighborhoods where Centers have been established. While the
program may serve all children, statistics show that children between
the ages of 12-17 are at-risk of committing or being victims of violent
acts between the hours of 3 p.m. and 6 p.m., and that available after-
school programs tend to serve younger rather than older children.
Therefore, the Secretary has given a competitive priority to serving
the early adolescent population.
Changes: None.
Proposed Competitive Priority 2: Assisting in Meeting or Exceeding
State and Local Standards in Core Academic Subjects Such as
Reading, Mathematics or Science
Comments: Two commenters thought this priority too narrow in its
focus on cognitive competencies and should be broadened to include
social, physical, emotional and moral competencies as well.
Discussion: The Secretary recognizes the importance of well-rounded
programs for after-school enrichment. The authorizing legislation
requires programs to offer a range of services to benefit members of
the community; these services can include social, physical, nutritional
and other activities. Because the statute does not specifically require
activities that focus on academic subjects, the Secretary believes a
competitive priority is necessary to encourage applications for after-
school programs that will offer enhanced learning opportunities, help
children reach or exceed State and local academic standards, and
provide some continuity between the school day and after-school
activities.
Changes: None.
Duration of Services
One commenter encouraged ED to give priority to applications that
propose year-round programming.
Discussion: The Secretary believes the quantity and scheduling of
extended time proposed by an applicant are matters for local decision.
Changes: None.
Measurable Goals
Comments: One commenter believed that an application's proposed
measurable goals and objectives be made a priority for funding.
However, another commenter urged ED not to hold programs to an
expectation of
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showing measurable change. The latter commenter noted that ``effecting
such change requires complex, comprehensive, intense and long term
interventions.''
Discussion: Two of the selection criteria that will be used by
reviewers to rate applications will address the issue of program
impact. These are (under Quality of Project Services) the ``likely
impact of the services to be provided by the proposed project on the
intended recipients of those services,'' and (under Quality of Project
Evaluation) the ``extent to which the methods of evaluation provide for
examining the effectiveness of project implementation strategies.'' In
addition to locally designed evaluations of program effects, the
Government Performance and Results Act requires ED to develop
performance indicators for the 21st Century Community Learning Centers
program at the national level.
Changes: None.
PRIORITIES
Absolute Priority: Under 34 CFR 75.105(c)(3), the Secretary gives
an absolute preference to applications that meet the absolute priority
in the next paragraph. The Secretary funds under this competition only
applications that meet this absolute priority.
Activities to Expand Learning Opportunities
The Secretary funds only those applications for 21st Century
Community Learning Centers grants that include, among the array of
services required and authorized by the statute, activities that offer
significant expanded learning opportunities for children and youth in
the community and that contribute to reduced drug use and violence.
Competitive Priorities: Under 34 CFR 75.105(c)(2)(i), the Secretary
gives preference to applications that meet one or both of the two
competitive priorities in the next two paragraphs. The Secretary awards
up to five (5) points for each competitive priority addressed in an
application (for a maximum of 10 points if an application addresses
both competitive priorities). These points are in addition to the 100
points an application may earn under the selection criteria which will
be published in the application package.
Competitive Priority 1--Projects that propose to serve early
adolescents and middle-school students.
Competitive Priority 2--Projects designed to assist students to
meet or exceed State and local standards in core academic subjects such
as reading, mathematics or science, as appropriate to the needs of the
participating children.
Note: This notice of final priorities does not solicit
applications. A notice inviting applications under this competition
is published in a separate notice in this issue of the Federal
Register.
Executive Order 12866: This notice of final priorities has been
reviewed in accordance with Executive Order 12866. Under the terms of
the order the Secretary has assessed the potential costs and benefits
of this regulatory action.
The potential costs associated with the notice of final priorities
are those resulting from statutory requirements and those determined by
the Secretary 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 priorities, the Secretary has
determined that the benefits of the priorities justify the costs.
To assist the Department in complying with the specific
requirements of Executive Order 12866, the Secretary invites comment on
whether there may be further opportunities to reduce any potential
costs or increase potential benefits resulting from these final
priorities without impeding the effective and efficient administration
of the program.
Summary of potential costs and benefits: There are no identified
costs associated with this notice of final priorities. Announcement of
these priorities will not result in costs to State and local
governments or to recipients of grant funds.
Intergovernmental Review: This program is subject to the
requirements of Executive Order 12372 and the regulations in 34 CFR
Part 79. The objective of the Executive order is to foster an
intergovernmental partnership and a strengthened federalism by relying
on processes developed by State and local governments for coordination
and review of proposed Federal financial assistance.
In accordance with the order, this document is intended to provide
early notification of the Department's specific plans and actions for
this program. 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.
Electronic Access to This Document
Anyone may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or
portable document format (pdf) on the World Wide Web at either of the
following sites:
http://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 toll free at 1-888-293-6498.
Anyone may also view these documents in text copy only on an
electronic bulletin board of the Department. Telephone: (202) 219-1511
or, toll free, 1-800-222-4922. The documents are located under Option
G--Files/Announcements, Bulletins and Press Releases.
Note: The official version of a document is the document
published in the Federal Register.
Program Authority: 20 U.S.C. 8241-8247.
Dated: November 25, 1997.
Ricky T. Takai,
Acting Assistant Secretary for Educational Research and Improvement.
(Catalog of Federal Domestic Assistance Number 84.287, 21st Century
Community Learning Centers Program)
[FR Doc. 97-31567 Filed 12-1-97; 8:45 am]
BILLING CODE 4000-01-P
