[Federal Register Volume 59, Number 84 (Tuesday, May 3, 1994)]
[Unknown Section]
[Page 0]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 94-10483]
[[Page Unknown]]
[Federal Register: May 3, 1994]
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Part III
Department of Education
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Dwight D. Eisenhower National Program for Mathematics and Science
Education; Three Final Priorities for Fiscal Year 1994; Notice
DEPARTMENT OF EDUCATION
Dwight D. Eisenhower National Program for Mathematics and Science
Education--Model Professional Development in the Use of Technology for
Mathematics and Science Instruction; Model Projects in Encouraging
Female and Minority Students in Mathematics and Science; and Model
Science-Based Professional Development Projects in Environmental
Education
AGENCY: Department of Education.
ACTION: Notice of final priorities for fiscal year 1994.
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SUMMARY: The Secretary announces three priorities for fiscal year 1994
under the Dwight D. Eisenhower National Program for Mathematics and
Science Education: model professional development projects in the use
of technology for mathematics and science education, model projects in
encouraging female and minority students in mathematics and science,
and model science-based professional development projects in
environmental education.
EFFECTIVE DATE: These priorities take effect either 45 days after
publication in the Federal Register or later if the Congress takes
certain adjournments. For information about the effective date of these
priorities, call or write the Department of Education contact person.
FOR FURTHER INFORMATION CONTACT: Liz Barnes or Annora Dorsey, U.S.
Department of Education, 555 New Jersey Avenue, NW., Washington, DC
20208-5673. Telephone: (202) 219-2210. 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.
SUPPLEMENTARY INFORMATION: The goal of the Eisenhower National Program
is to support projects of national significance in elementary and
secondary schools in mathematics and science education designed to
improve the skills of teachers and the quality of instruction in these
areas and to increase the access of all students to that instruction.
The program is authorized under Title II, Part A, Subpart 1, section
2012 of the Elementary and Secondary Education Act of 1965, as amended.
The Secretary may subsequently conduct an external study or studies
of the effectiveness and lessons learned from projects funded under
this program. If he does so, projects will be required to cooperate
with the conduct of the study, by sharing their experiences, project
evaluations, and data.
Regarding priority 1, the Secretary believes that technology can be
used to improve instruction and assessment in mathematics and science
and provide all students with greater opportunity to learn in
accordance with state content and student performance standards. The
Secretary believes that developments in technology have great promise
for helping to attain National Education Goal Five, that by the Year
2000, United States students will be first in the world in mathematics
and science achievement; however, he sees ample evidence that many
teachers are not confident about using these resources in the
classroom. The scope of these projects may include professional
development in the use of technology for assessment of student
learning. For purposes of substantiating that two or more schools
assisted under this priority serve underachieving students, the
applicant may cite test scores, drop-out rates, Chapter I eligibility,
or similar indices.
Regarding priority 2, the Secretary is concerned that the Nation's
schools encourage too few minority and female students to study and
pursue careers in the fields of mathematics and science. The Secretary
believes that the well-documented underrepresentation of minorities and
women in these disciplines represents a waste of human talent that the
Nation can ill afford. This priority will therefore support, and learn
from, projects that seek to stimulate and sustain the interest and
attainments of female and minority children in mathematics and science.
Regarding priority 3, the Secretary believes that environmental
education can stimulate students' interest in scientific fields and
enhance their understanding of these disciplines. The Secretary also
believes that environmental issues are important in their own right and
are, therefore, eminently worthy of study. The Secretary finds,
however, that environmental education programs of high quality are
available in too few of the Nation's schools, in part because American
teachers have very limited opportunities to increase their knowledge of
environmental issues and to learn the most successful means of
providing environmental education. The Secretary proposes, therefore,
to support and learn from projects in professional development for
teachers in environmental education.
The Secretary draws to the attention of potential applicants
responding to priority 3 the National Consortium for Environmental
Education and Training (NCEET) at the University of Michigan, an
undertaking funded by the Environmental Protection Agency under Section
5 of the National Environmental Education Act of 1990. NCEET's primary
emphasis is professional development for teachers in environmental
education. Potential applicants should consult with NCEET to ensure
that their projects are not duplicative of the National Consortium's
efforts.
On November 12, 1993, the Secretary announced in the Federal
Register (58 FR 60007) a proposed priority for the Eisenhower National
Program in model professional development in the use of technology for
mathematics and science instruction. After considering the intent of
the Senate Report that accompanied the Fiscal Year 1994 Department of
Education Appropriations Act, the Secretary proposed two additional
priorities. These proposed priorities were announced on February 28,
1994 in the Federal Register (59 FR 9610).
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.
Analysis of the Comments and Changes
In response to the Secretary's invitation in the notices of
proposed priorities several parties submitted comments. An analysis of
the comments and of the changes in the priorities since publication of
the notices of proposed priorities follows.
Notice of Proposed Priority Published on November 12, 1993
Comment: One commenter pointed out that technology projects are
hardware intensive. The commenter therefore suggested that the portion
of grant funding available for purchase or lease of appropriate
hardware, software, and communications services or tariffs for use in
these projects be greater than is traditionally available in many
grants. Another commenter urged that the Department allow up to 50% of
the total Federal portion of the project budget, rather than the 20%
stipulated in the priority, to be used for purchase of items such as
hardware. This commenter believed that this change would result in
greater numbers of applications from districts that have relatively few
resources for the purchase of technology.
Discussion: In this priority the Secretary wishes to emphasize
professional development, rather than equipment purchase, and thus does
not wish to reduce the proportion of Federal funds available for
inservice education. The Secretary notes that, in their efforts to
obtain additional funds to be used for purchase of hardware, software,
and other such items, applicants should have available the joint
resources of the partnerships that are to be formed under this
priority. The Secretary acknowledges, however, that the type of
projects to be supported under this priority may require a significant
initial investment in technology-related resources.
Changes: The priority has been revised to state that up to one-
third of the total Federal funds approved for year one and up to 15
percent of the Federal funds approved in years two and three may be
expended to purchase or lease hardware, software, and communications
services or tariffs.
Comment: One commenter urged that a portion of funds made available
through this priority be used for preservice programs, such as those
that would help faculty in schools of education to provide exemplary
models of the use of technology in teaching.
Discussion: The Secretary agrees that preservice programs can play
a critical role in preparing teachers to use technology effectively in
the classroom. The current priority, however, was designed for
inservice professional development, where ample need for improvement
exists. Given the relatively limited amount of funding available for
these priorities, the Secretary does not wish to dilute the purpose or
effectiveness of the priority by broadening it to encompass preservice
programs. The Secretary will, however, examine possible opportunities
to support preservice programs in future technology-related grant
priorities.
Changes: None.
Comment: One commenter suggested that partnerships formed to
develop and implement project activities include representatives of the
Statewide Systemic Initiative (SSI) program funded by the National
Science Foundation.
Discussion: The Secretary believes that, insofar as the SSI program
involves professional development, this comment is already addressed in
the priority's requirement that projects coordinate their work with
other professional development efforts in mathematics and science
education.
Changes: None.
Comment: One commenter urged that principals be allowed to
designate persons knowledgeable in technology to serve in the
principal's stead on the advisory committees that will guide the
projects.
Discussion: The Secretary points out that the priority does not
preclude participation on the advisory committees by persons who have
been chosen by principals and who are particularly knowledgeable in
technology. The Secretary believes that the presence of a principal
himself or herself on an advisory committee represents a personal
commitment that could be vital to the undertaking's success. In
addition, in light of the many-faceted professional development
activities envisioned in the priority, the Secretary believes that the
advisory committee needs the breadth of knowledge and management
perspectives that principals can bring.
Changes: None.
Comment: One commenter suggested that the priority require the
participation of teachers of English as a second language (ESL) to
enhance the effectiveness of the program in schools serving
underachieving students whose native language is not English.
Discussion: The Secretary notes that the priority allows for
inclusion of ESL teachers in project activities. The priority requires
the involvement of two or more schools serving underachieving students
and the inclusion of the majority of, if not all, the mathematics and
science teachers in participating schools. ESL teachers who provide
instruction in mathematics and science at project site schools are thus
likely to participate in the professional development activities that
are part of the project. In the interest of allowing the greatest
amount of flexibility and variety in the projects that are funded, the
Secretary does not wish to add further requirements concerning
inclusion of teachers.
Changes: None.
Comment: One commenter suggested that, in addition to requiring
integration of academic content and pedagogical components, the
priority should provide a focus on the interdisciplinary nature of
mathematics and science education.
Discussion: The Secretary observes that the priority would not
preclude such a focus. The Secretary wishes to allow potential
applicants flexibility to design projects that respond to local and
State needs, and thus does not desire to restrict applicants' choice of
emphases.
Changes: None.
Comment: One commenter pointed out that technology provides the
teacher with an opportunity to assess each student's learning on a
near-continuous basis, thus enabling the teacher to adjust instruction
to fit the needs of both individual learners and groups of students
throughout the course of a learning sequence. Technology can thus
maximize the usefulness of assessment by making it an integral part of
learning, the commenter argued. The commenter urged that the priority
be expanded to include attention to the use of technology for student
assessment aimed at continuous monitoring and improvement of learning.
Discussion: The Secretary recognizes that technology can provide
improved methods of assessing student progress and thus can contribute
to student learning. The Secretary does not exclude teacher
professional development in the use of technology for student
assessment.
Changes: None.
Notice of Proposed Priorities Published on February 28, 1994
Comment: One commenter strongly supported the emphasis on women and
minorities, as well as the emphasis on environmental education. The
commenter also suggested adding a priority, or mentioning the
possibility of, the development and incorporation of service learning
in projects.
Discussion: The Secretary observes that the priorities would not
necessarily preclude such a focus. The Secretary wishes to allow
potential applicants flexibility to design projects that respond to
local and State needs, and thus does not desire to restrict applicants'
choice of emphases.
Changes: None.
Comment: Two commenters strongly argued against limiting one
priority to environmental education. They felt that it is unnecessary
and unwise to focus limited funding for professional development on a
particular field of science. One commenter stated that most teachers
teach more than one science and therefore need reinforcement in more
than one field.
Discussion: The Secretary believes that environmental education is
one way to stimulate students' interest in scientific fields. The
Secretary also believes that environmental education involves several
different scientific fields and will therefore enhance teachers'
ability to teach science generally.
Changes: None.
Comment: One commenter supported the encouragement of women and
minorities in mathematics and science. However, the commenter urged
that the priority provide opportunities and funds for selected projects
to do controlled studies, with longer term follow up of their impact.
Discussion: The Secretary requires these projects to evaluate
lessons learned about promoting the interest and attainment of women
and minorities in mathematics and science and expects the findings to
be widely disseminated. This requirement does not preclude the use of
controlled evaluation studies for these purposes. However, projects
funded under this priority must be ``model'' projects designed
themselves to stimulate and sustain the interest and attainments of
females and minority children in mathematics and science. The Secretary
will not support projects under this priority which are solely for the
purpose of conducting research and evaluation in this area.
Changes: None.
Comment: One commenter strongly supported programs attracting
females and minorities to careers in mathematics and science. However,
referencing the Senate report language cited in the February 28, 1994,
Notice of Proposed Priority issued by the Eisenhower National Program,
the commenter questioned the Secretary's intent to fund the priority on
environmental education because it would dilute Congressional intent to
respond to the needs of women and minorities in mathematics and
science, and in any event mathematics and science high schools would be
teaching environmental education.
Discussion: The Secretary believes the commenter overlooked a
provision of the Senate report directing the Department of Education to
support work in environmental education.
Changes: None.
Absolute Priorities
Under 34 CFR 75.105(c)(3) the Secretary proposes to give an
absolute preference to applications that meet one of the following
priorities. Each application shall respond to only one of the three
priorities, although an applicant could submit more than one
application to respond to more than one priority. The Secretary funds
under this competition only applications that meet one of these
absolute priorities:
Absolute Priority 1--Teacher Professional Development in the Use of
Technology for Mathematics and Science Education
The Secretary will support model projects that demonstrate
effective ways of strengthening teachers' abilities to use technology
in the classroom for the improvement of teaching and learning in
mathematics and science at the elementary or secondary school levels,
or both.
Required Activities: Each project must:
(a) Form a partnership to develop and implement project activities.
Partnerships must include one or more of each of the following parties:
local educational agency or private school(s), State educational
agency, institution of higher education, and private sector party with
expertise in technology. Partners must contribute resources to the
operation of the project. Programming must be designed in consultation
with professionals who are experts in the applicable subject matter,
educational levels, and technologies to be used in the project.
Projects must be coordinated with other professional development
efforts in mathematics and science education, particularly with the
Eisenhower State Grant Program.
(b) Establish an advisory committee to guide the project. The
advisory committee must include representation from each of the
partners to the application, plus principals of project site schools
and classroom teachers participating in the project.
(c) Involve two or more schools serving underachieving students in
the project.
(d) Involve the majority of, if not all, teachers of mathematics
and science in the participating schools in project activities.
Participating teachers must implement the use of technology in their
teaching of mathematics and science.
(e) Provide participating teachers with sustained, intensive, high-
quality professional development activities that focus on the use of
technology to improve classroom instruction in mathematics and science.
Project activities must reflect relevant research on teaching and
learning, as well as the experiences of the partners and participating
teachers. Activities must integrate academic content and pedagogical
components, and be delivered largely on-site (i.e., in schools or
districts) for groups of teachers working cooperatively.
(f) Provide participating teachers with forums for interaction and
with access to sources of technical assistance outside their schools.
Projects must require that participating teachers collaborate with each
other and that they participate in electronic networking with other
teachers, including teachers participating in other projects funded
under this program, to share experiences and knowledge about how to
improve student learning through the use of technology in instruction.
Projects may use up to one-third of the total Federal portion of
the project budget for year one and no more than 15 percent in years
two and three to purchase or lease appropriate hardware, software, and
communications services or tariffs for use in these projects. In
addition, projects must provide, using non-Federal funds, some of the
hardware, software, and other requirements of the technology to be used
in these projects.
(g) Evaluate lessons learned about effective teacher professional
development in the use of technology to improve mathematics and science
teaching and learning, and use the information to improve the project
on a continuing basis. Evaluations must address the characteristics of
participating teachers and students, the technologies used and their
relative effectiveness, and the effects on teaching and learning of the
use of technology in instruction in mathematics and science.
Evaluations must include a mid-course, on-site review by an outside
panel, including experts in the use of technology in instruction and
classroom teachers with successful experience in using technology to
improve instruction.
(h) Disseminate lessons learned to other schools participating in
the program, and to others such as schools with similar needs in the
project site State, institutions and organizations providing pre-
service and in-service teacher development programs in the project site
State, and other interested parties that could benefit from this
information. Dissemination must begin while the project is in progress
and use electronic as well as other forms of communication. Applicants
may request Federal funding to support dissemination activities,
including travel for dissemination, in amounts not to exceed 20% of the
total Federal portion of the project budget. Projects must participate
in meetings of the Eisenhower Program held annually in Washington, DC.
Absolute Priority 2--Encouraging Female and Minority Students in
Mathematics and Science
The Secretary will support model projects designed to stimulate and
sustain the interest and attainments of female and minority children in
mathematics and science.
Each project must: (a) Make use of research and the experience of
projects that have achieved success in the area of the priority.
(b) Collaborate in the planning and operation of the project with
the State science teachers' association and/or the State mathematics
teachers' association and with at least one other party such as a
school, another educational institution, a local or state educational
agency, a national education organization, a science-technology center,
or private sector parties; and with these other parties, develop plans
for continuing project activities after Federal support has ended.
(c) Evaluate lessons learned from the project and use them to
improve activities on a continuing basis.
(d) Disseminate lessons learned to interested parties.
Dissemination must begin while the project is in progress and use
electronic as well as other forms of communication.
(e) In the case of projects serving elementary and middle schools,
increase teachers' own mastery of mathematics and science in order to
increase their confidence and skill in teaching these subjects
(including skills in providing hands-on learning).
(f) Involve parents and community members as role models and/or
mentors for female and minority children.
Absolute Priority 3--Science-Based Teacher Professional Development in
Environmental Education
The Secretary will support model science-based professional
development projects designed to improve student achievement in
environmental education.
Each project must: (a) Make use of research and the experience of
projects that have achieved success in the area of the priority.
(b) Collaborate in the planning and operation of the project with
at least two other parties such as schools, other educational
institutions, local or state educational agencies, national education
organizations, science-technology centers, or private sector parties;
with these other parties, develop plans for continuing project
activities after Federal support has ended.
(c) Use environmental education as a means to enhance students'
interest, literacy, and achievement in science.
(d) Increase teachers' own mastery of environmental issues,
including related scientific issues.
(e) Train teachers to develop varied learning experiences for
students in environmental education that include field components and
the study of individual themes, such as ecosystems (e.g., wetlands),
the water cycle, and global climate change; and enable teachers to
pilot-test these varied learning experiences with students.
(f) Evaluate lessons learned from the project and use them to
improve activities on a continuing basis.
(g) Disseminate lessons learned to interested parties.
Dissemination must begin while the project is in progress and use
electronic as well as other forms of communication.
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
final notification of the Department's specific plans and actions for
this program.
Applicable Program Regulations: 34 CFR part 755.
Program Authority: 20 U.S.C. 2992.
(Catalog of Federal Domestic Assistance Number 84.168, Dwight D.
Eisenhower National Program for Mathematics and Science Education)
Dated: April 26, 1994.
Sharon P. Robinson,
Assistant Secretary, Office of Educational Research and Improvement.
[FR Doc. 94-10483 Filed 5-2-94; 8:45 am]
BILLING CODE 4000-01-P
