[Federal Register Volume 59, Number 114 (Wednesday, June 15, 1994)]
[Unknown Section]
[Page 0]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 94-14484]
[[Page Unknown]]
[Federal Register: June 15, 1994]
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Part IV
Department of Education
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Training in Early Childhood Education and Violence Counseling, Grants
Availability; Notices
DEPARTMENT OF EDUCATION
Training in Early Childhood Education and Violence Counseling
AGENCY: Department of Education.
ACTION: Notice of Final Priorities for Fiscal Year 1994.
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SUMMARY: The Secretary announces final priorities for the Training in
Early Childhood Education and Violence Counseling program to ensure
effective use of program funds and to direct funds to areas of
identified need during fiscal year 1994. The notice includes an
absolute priority, two invitational priorities, and a competitive
preference. The absolute priority would ensure that trainees would be
prepared for work in economically disadvantaged areas. The invitational
priorities express the Secretary's particular interest in funding
projects that target Federal financial resources on several categories
of disadvantaged students who are seeking careers in early childhood
development or violence counseling, and increase the likelihood that
the disadvantaged students would be retained in the training program.
The competitive preference would increase the likelihood that
applicants address the critical need for individuals trained to provide
counseling to young children who have been affected by violence and to
adults who work with these young children.
EFFECTIVE DATE: These priorities take effect 45 days after publication
in the Federal Register or later if the Congress takes certain
adjournments. If you want to know the effective date of these
priorities, call or write the Department of Education contact person.
FOR FURTHER INFORMATION CONTACT: Mr. Robert Alexander, U.S. Department
of Education, 400 Maryland Avenue, S.W., Room 4400, Portals Building,
Washington D.C., 20202-2641. Telephone: (202) 260-0994. Individuals who
use a telecommunication 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 Training in Early Childhood Education
and Violence Counseling program provides assistance to institutions of
higher education to establish innovative programs to recruit and train
students for careers in early childhood development and care, or
preschool programs; or providing counseling to young children from
birth to 6 years of age who have been affected by violence and to
adults who work with these children. The statute gives priority in
granting funds to institutions that prepare students for work in
economically disadvantaged areas; plan to focus their recruitment,
retention, and training efforts on disadvantaged students; and have
demonstrated effectiveness in providing the type of training for which
the institution seeks assistance.
On February 10, 1994, the Secretary published a notice of proposed
priorities for this program in the Federal Register (59 FR 6249).
The purpose of these priorities is to advance the National
Education Goals by improving early childhood education and child care
services in disadvantaged areas, providing training opportunities to
adults in order that they may possess the skills necessary to compete
in a global economy, and enhancing the ability of educators and others
to help young children and their families cope with violence.
Analysis of Comments and Questions
In response to the Secretary's invitation in the notice of proposed
priorities, 11 parties submitted comments. An analysis of the comments
and of the changes in the proposed priorities follows. Technical and
other minor changes--and suggested changes the Secretary is not legally
authorized to make under the applicable statutory authority--are not
addressed.
Comment: Nine commenters indicated that the proposed absolute
priority, which would have required that the training program result in
a two-year certificate or degree, would be unduly restrictive.
Discussion: The proposed priority was not intended to limit the
kind of training grantees could provide only to courses of study
resulting in a two-year certificate or degree. It was intended to
permit institutions of higher education to provide a range of training
opportunities--including a Child Development Associate certificate,
Head Start's training certificate, and masters' and doctoral degrees as
part of an articulated system or continuum of training so long as one
of the credentials offered for the career ladder was a two-year degree
or certificate. The Secretary believes that the inclusion of shorter
term entry level training, as one of the components of a training
continuum can lead to fulfilling jobs and meaningful career and higher
education opportunities for many individuals. Two-year degrees or
certificates are often offered by institutions of higher education
either directly or indirectly through partnerships with community
colleges or other training sources.
Changes: In response to the concern about requiring a course of
study leading to a two-year degree or certificate, the Secretary has
changed the absolute priority to an invitational priority. The phrase
``either directly or through a partnership with a community college or
other training source,'' has been added after institution of higher
education (IHE) and the word ``primary'' modifying ``component'' has
been deleted.
Comment: Five commenters believed the proposed absolute priority
defining several groups of disadvantaged individuals to be targeted for
training to be overly prescriptive. One commenter objected to giving
priority to welfare recipients and not to other poverty-level
individuals who are not welfare recipients.
Discussion: The Act itself requires projects to target services on
disadvantaged students. The intent of the proposed priority was to
further clarify the term ``disadvantaged'' in order to develop
successful training models for these populations, not to exclude
students who are not disadvantaged from participation in the training
program.
Changes: In response to the concern about requiring projects to
target recruitment and training primarily on certain categories of
disadvantaged individuals, the Secretary has eliminated the word
``primarily'' and changed the priority from absolute to invitational.
The invitational priority expresses the Secretary's interest in funding
projects that target recruitment and training on individuals living in
poverty and graduating high school students who have been eligible for
free or reduced price lunch.
Comment: Three commenters recommended deletion of the proposed
absolute priority requiring students to engage in field experience in
communities where there is highly concentrated poverty, a high
incidence of violence, or both, as either unnecessary or, in
combination with the other two proposed absolute priorities, unduly
restrictive.
Discussion: The Secretary considers field experience to be an
essential component of a successful training program--not just to
increase employability and the likelihood that students will return to
disadvantaged areas for employment, but also to improve student
retention during the training experience.
Changes: None.
Comment: Four commenters said that giving competitive preference
for applicants whose proposed projects include training and field
experience in violence counseling gives the impression that training in
violence counseling is merely an ``add-on'' component.
Discussion: On the contrary, it is the intention of the competitive
preference to emphasize training in violence counseling and ensure that
projects funded under the program address issues of violence as a core
part of the program and not as an optional ``add-on.'' Under the
statute, training may be in ``early childhood development and care, or
preschool programs; or providing counseling to young children from
birth to 6 years of age who have been affected by violence and to
adults who work with such children.'' Thus, applicants have the option
of addressing either one or both components. The Secretary recognizes
the importance of meaningful training for all early childhood
professionals to assist them in helping children, their parents, and
other caregivers who have been victims of violence or who live in
violent environments.
Changes: None.
Absolute Priority
Under 34 CFR 75.105(c)(3) the Secretary gives an absolute
preference to and will fund only those applications that meet the
following priority. The Secretary funds under this competition only
applications that meet this absolute priority:
Background: Under this absolute priority, all individuals served by
the proposed project must receive substantial field experience in early
childhood development and care, preschool education, or violence
counseling.
Research in adult learning emphasizes the need to link training to
practical issues in participants' lives--often through the use of
concurrent hands-on practice. This is especially important for trainees
who will be working in disadvantaged areas. Coursework alone is
insufficient to prepare trainees for work in the childcare field; the
curriculum should relate closely to real-world issues and include
practical experience. Students need experience working with children in
appropriate high-quality settings where they can observe other teachers
and practice what they have learned through coursework.
Training programs in early childhood education and violence
counseling that include concurrent classroom training and field
experience components are not only more likely to retain students, but
may result in higher employability following the training and increase
the likelihood that students will return to disadvantaged areas for
employment.
Priority
All individuals served by the proposed project must receive
substantial field experience in early childhood development and care,
preschool education, or violence counseling. The field experience must
be in communities where there is highly concentrated poverty, a high
incidence of violence, or both.
Competitive Preference
Under 34 CFR 75.105(c)(2)(i) the Secretary gives preference to
applications that meet the following competitive priority. The
Secretary awards 10 points to an application that meets this priority
in a particularly effective way. These points are in addition to any
points the application earns under the selection criteria for the
program.
Background: Each day in American communities, children are
witnesses to violent acts or are victims of abuse or personal assault.
Recent studies report high percentages of young children witnessing
shootings and stabbings at home and on the street. Other studies show
an alarming increase in the numbers of pediatric firearm deaths and
injuries.
Some experts describe the impact of violence on many children as
``post-traumatic stress disorder.'' Research has found that chronic
exposure to violence can have serious developmental consequences for
children, including psychological disorders, grief and loss reactions,
impaired intellectual development and school problems, truncated moral
development, pathological adaptation to violence, and identification
with the aggressor. Furthermore, research demonstrates that the younger
the child, the greater the threat of exposure to violence is to healthy
development.
Most teachers and childcare providers have not been trained to help
children cope with the effects of violence. Given the national epidemic
of violence, there is a responsibility to enhance the ability of
educators to help young children and their families cope with violence
and promote their resilience. There is also a need to train additional
service providers to address the developmental impact of exposure to
violence on young children and to support families in their efforts to
protect their children's physical and emotional well-being. The purpose
of this competitive preference is to provide a strong incentive for all
applicants to include a course of study in violence counseling in their
proposed projects.
Priority
Competitive preference will be given to applicants whose proposed
project includes training and field experience leading to a degree or
certificate in violence counseling for some or all of the participants.
Invitational Priority 1--Focusing Training and Recruitment on Certain
Categories of Disadvantaged Students
Background: There is a growing need for well-qualified early
childhood educators and childcare providers, especially by parents who
are on public assistance and seeking employment. Studies demonstrate
that more than 11 million children are involved in early care and
education outside their homes, including approximately 60 percent of
children in families with incomes of $10,000 or less. The quality of
the services these children receive will depend on the knowledge and
skills of the people who care for and teach them.
The statute requires grantees to focus their recruitment,
retention, and training efforts on disadvantaged individuals. Under
this invitational priority, the Secretary encourages each IHE to
include in its application a plan for targeting its recruitment,
retention, and training efforts, at least in part, toward one or more
of the following categories--(1) Individuals who are living in poverty;
(2) graduating high school seniors who are eligible for free or reduced
priced lunch; (3) individuals who lack a postsecondary degree and are
currently working in a Chapter 1 Head Start or Even Start program or
other Federal, State, or local program primarily serving disadvantaged
young children; or (4) individuals who lack a postsecondary degree and
are parents of children participating in Chapter 1 Head Start or Even
Start programs or another Federal, State, or local programs primarily
serving disadvantaged young children.
Invitational Priority
The Secretary is especially interested in funding applicants that
include a plan demonstrating that their recruitment, retention and
training efforts will be targeted, at least in part, toward one or more
of the following categories:
(1) Individuals living in poverty.
(2) Graduating high school seniors who are eligible for free or
reduced priced lunch.
(3) Individuals who lack a postsecondary degree and are currently
working in a Chapter 1 Head Start or Even Start program or other
Federal, State, or local programs primarily serving disadvantaged young
children.
(4) Individuals who lack a postsecondary degree and are parents of
children participating in Chapter 1 Head Start or Even Start programs
or another Federal, State, or local program primarily serving
disadvantaged young children.
Invitational Priority 2--Training Programs Resulting in a Two-Year
Certificate or Degree
Background: The typical lead teacher in non-school sponsored early
childhood classrooms has completed high school and has had some
postsecondary education. In Head Start, for example, one study found
that 56.5 percent of lead teachers had a high school diploma, or
equivalent, or a Child Development Associate (CDA) certificate
(Observational Study of Early Childhood Programs), but had not
completed a formal education program at the postsecondary level. The
same study showed that 63.2 percent of the teaching assistants or aides
in school-sponsored preschool programs had not completed any formal
education beyond high school and most lacked specific training in early
childhood education.
Childcare workers have one of the highest turnover rates of all
occupations. During the past decade, staff turnover in child care
centers nearly tripled. Some of the reasons often cited for this high
turnover rate are low pay, lack of benefits, stressful working
conditions, and lack of training in critical job safety skills, and
child development knowledge. Under this invitational priority, the
Secretary encourages each IHE to include in its application plans for a
curriculum that would include a course of study leading to a two-year
certificate or degree in early childhood development and care,
preschool education, or violence counseling.
Earning a two-year degree can enhance the career opportunities and
improve the retention for individuals working in programs serving low-
income children. At the same time, institutions that offer a two-year
degree, either directly or through a partnership with a community
college, can attract and retain low-income individuals for whom a four-
year degree may initially seem out of reach.
Invitational Priority
In addition to funding applications that include training leading
to four-year and graduate degrees, the Secretary is especially
interested in funding applications that include as one component of the
proposed project a course of study leading to a two-year certificate or
degree in early childhood development and care, preschool education, or
violence counseling. The course of study could be offered either
directly by the applicant institution, or through a partnership with a
community college or other educational agency or training source.
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
notification of the Department's specific plans and actions for this
program.
(Catalog of Federal Domestic Assistance Number 84.266, Early
Childhood Education and Violence Counseling Program.)
Dated: June 7, 1994.
Thomas W. Payzant,
Assistant Secretary for Elementary and Secondary Education.
[FR Doc. 94-14484 Filed 6-14-94; 8:45 am]
BILLING CODE 4000-01-P
