34 C.F.R. PART 611—TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM
Title 34 - Education
Authority: 20 U.S.C. 1021 et seq. and 1024(e), unless otherwise noted.
Source: 65 FR 1782, Jan. 12, 2000, unless otherwise noted.
The following definitions apply to this part: High-need local educational agency (LEA) means an LEA that meets one of the following definitions: (1) An LEA with at least one school— (i) In which 50 percent or more of the enrolled students are eligible for free and reduced lunch subsidies; or (ii) That otherwise is eligible, without receipt of a waiver, to operate as a schoolwide program under Title I of the Elementary and Secondary Education Act. (2) An LEA that has one school where— (i) More than 34 percent of academic classroom teachers overall (across all academic subjects) do not have a major, minor, or significant course work in their main assignment field; or (ii) More than 34 percent of the main assignment faculty in two of the core-subject departments do not have a major, minor, or significant work in their main assigned field. (3) An LEA that serves a school whose attrition rate among classroom teachers was 15 percent or more over the last three school years. High-need school means an elementary, middle, or secondary school operated by a high-need LEA in which the school's students or teaching staff meet the elements in paragraphs (1), (2), or (3) of the definition of a high-need LEA. Main assignment field means the academic field in which teachers have the largest percentage of their classes. Significant course work means four or more college-or graduate-level courses in the content area. (Authority: 20 U.S.C. 1024(e)) (a) In addition to a description of the proposed multiyear project, timeline, and budget information required by 34 CFR 75.112 and 75.117 and other applicable law, an applicant for a grant under this part must submit with its application under paragraphs (a)(1), (a)(2)(i)(B), (a)(2)(ii), (a)(3)(i)(B), or (a)(3)(ii) of §611.3, as appropriate, a management plan that includes a proposed multiyear workplan. (b) At a minimum, this workplan must identify, for each year of the project— (1) The project's overall objectives; (2) Activities that the applicant proposes to implement to promote each project objective; (3) Benchmarks and timelines for conducting project activities and achieving the project's objectives; (4) The individual who will conduct and coordinate these activities; (5) Measurable outcomes that are tied to each project objective, and the evidence by which success in achieving these objectives will be measured; and (6) Any other information that the Secretary may require. (c)(1) In any application for a grant that is submitted on behalf of a partnership, the workplan also must identify which partner will be responsible for which activities. (2) In any application for a grant that is submitted on behalf of a State, the workplan must identify which entities in the State will be responsible for which activities. (Authority: 20 U.S.C. 1021 et seq.) [65 FR 19609, Apr. 11, 2000, as amended at 70 FR 13374, Mar. 21, 2005] The Secretary uses the selection procedures in 34 CFR 75.200 through 75.222 except that— (a) Application procedures for each program. (1) For the State Grants Program, the Secretary evaluates applications for new grants on the basis of the selection criteria and competitive preference contained in §§611.11 through 611.13. (2) For the Partnership Grants Program, the Secretary may use a two-stage application process to determine which applications to fund. (i) If the Secretary uses a two-stage application process, the Secretary uses— (A) The selection criteria in §§611.21 through 611.22 to evaluate pre-applications submitted for new grants, and to determine those applicants to invite to submit full program applications; and (B) For those applicants invited to submit full applications, the selection criteria and competitive preference in §§611.23 through 611.25 to evaluate the full program applications. (ii) If the Secretary does not use a two-stage application process, the Secretary uses the selection criteria and competitive preference in §§611.23 through 611.25 to evaluate applications. (3) For the Teacher Recruitment Grants Program, the Secretary may use a two-stage application process to determine which applications to fund. (i) If the Secretary uses a two-stage application process, the Secretary uses— (A) The selection criteria in §611.31 to evaluate pre-applications submitted for new grants, and to determine those applicants to invite to submit full program applications; and (B) For those applicants invited to submit full applications, the selection criteria in §611.32 to evaluate the full program applications. (ii) If the Secretary does not use a two-stage application process, the Secretary uses the selection criteria in §611.32 to evaluate applications. (b) Required budgets in pre-applications. An applicant that submits a pre-application for a Partnership Program or Teacher Recruitment Program grant under paragraphs (a)(2)(i)(A) and (a)(3)(i)(A) must also submit any budgetary information that the Secretary may require in the program application package. (c) Tie-breaking procedures. In the event that two or more applicants are ranked equally for the last available award under any program, the Secretary selects the applicant whose activities will focus (or have most impact) on LEAs and schools located in one (or more) of the Nation's Empowerment Zones and Enterprise Communities. (Authority: 20 U.S.C. 1021 et seq.) [65 FR 19609, Apr. 11, 2000, as amended at 70 FR 13374, Mar. 21, 2005] Source: 65 FR 19610, Apr. 11, 2000, unless otherwise noted.
In evaluating the quality of applications, the Secretary uses the following selection criteria. (a) Quality of project design. (1) The Secretary considers the quality of the project design. (2) In determining the quality of the project design, the Secretary considers the extent to which— (i) The project design will result in systemic change in the way that all new teachers are prepared, and includes partners from all levels of the education system; (ii) The Governor and other relevant executive and legislative branch officials, the K–16 education system or systems, and the business community are directly involved in and committed to supporting the proposed activities; (iii) Project goals and performance objectives are clear, measurable outcomes are specified, and a feasible plan is presented for meeting them; (iv) The project is likely to initiate or enhance and supplement systemic State reforms in one or more of the following areas: teacher recruitment, preparation, licensing, and certification; (v) The applicant will ensure that a diversity of perspectives is incorporated into operation of the project, including those of parents, teachers, employers, academic and professional groups, and other appropriate entities; and (vi) The project design is based on up-to-date knowledge from research and effective practice. (b) Significance. (1) The Secretary considers the significance of the project. (2) In determining the significance of the project, the Secretary considers the extent to which— (i) The project involves the development or demonstration of promising new strategies or exceptional approaches in the way new teachers are recruited, prepared, certified, and licensed; (ii) Project outcomes lead directly to improvements in teaching quality and student achievement as measured against rigorous academic standards; (iii) The State is committed to institutionalize the project after federal funding ends; and (iv) Project strategies, methods, and accomplishments are replicable, thereby permitting other States to benefit from them. (c) Quality of resources. (1) The Secretary considers the quality of the project's resources. (2) In determining the quality of the project resources, the Secretary considers the extent to which— (i) Support available to the project, including personnel, equipment, supplies, and other resources, is sufficient to ensure a successful project; (ii) Budgeted costs are reasonable and justified in relation to the design, outcomes, and potential significance of the project; and (iii) The applicant's matching share of the budgeted costs demonstrates a significant commitment to successful completion of the project and to project continuation after federal funding ends. (d) Quality of management plan. (1) The Secretary considers the quality of the project's management plan. (2) In determining the quality of the management plan, the Secretary considers the following factors: (i) The extent to which the management plan, including the workplan, is designed to achieve goals and objectives of the project, and includes clearly defined activities, responsibilities, timelines, milestones, and measurable outcomes for accomplishing project tasks. (ii) The adequacy of procedures to ensure feedback and continuous improvements in the operation of the project. (iii) The qualifications, including training and experience, of key personnel charged with implementing the project successfully. (Authority: 20 U.S.C. 1021 et seq.) In reviewing applications that propose to undertake teacher recruitment activities, the Secretary also considers the following selection criteria: (a) In addition to the elements contained in §611.11(a) (Quality of project design), the Secretary considers the extent to which the project addresses— (1) Systemic changes in the ways that new teachers are to be recruited, supported and prepared; and (2) Systemic efforts to recruit, support, and prepare prospective teachers from disadvantaged and other underrepresented backgrounds. (b) In addition to the elements contained in §611.11(b) (Significance), the Secretary considers the applicant's commitment to continue recruitment activities, scholarship assistance, and preparation and support of additional cohorts of new teachers after funding under this part ends. (c) In addition to the elements contained in §611.11(c) (Quality of resources), the Secretary considers the impact of the project on high-need LEAs and high-need schools based upon— (1) The amount of scholarship assistance the project will provide students from federal and non-federal funds; (2) The number of students who will receive scholarships; and (3) How those students receiving scholarships will benefit from high-quality teacher preparation and an effective support system during their first three years of teaching. (Authority: 20 U.S.C. 1021 et seq.) The Secretary provides a competitive preference on the basis of how well the State's proposed activities in any one or more of the following statutory priorities are likely to yield successful and sustained results: (a) Initiatives to reform State teacher licensure and certification requirements so that current and future teachers possess strong teaching skills and academic content knowledge in the subject areas in which they will be certified or licensed to teach. (b) Innovative reforms to hold higher education institutions with teacher preparation programs accountable for preparing teachers who are highly competent in the academic content areas and have strong teaching skills. (c) Innovative efforts to reduce the shortage (including the high turnover) of highly competent teachers in high-poverty urban and rural areas. (Authority: 20 U.S.C. 1021 et seq.) Source: 65 FR 19611, Apr. 11, 2000, unless otherwise noted.
In evaluating the quality of pre-applications, the Secretary uses the following selection criteria. (a) Project goals and objectives. (1) The Secretary considers the goals and objectives of the project design. (2) In determining the quality of the project goals and objectives, the Secretary considers the following factors: (i) The extent to which the partnership's vision will produce significant and sustainable improvements in teacher education. (ii) The needs the partnership will address. (iii) How the partnership and its activities would be sustained once federal support ends. (b) Partnering commitment. (1) The Secretary considers the partnering commitment embodied in the project. (2) In determining the quality of the partnering commitment, the Secretary considers the following factors: (i) Evidence of how well the partnership would be able to accomplish objectives working together that its individual members could not accomplish working separately. (ii) The significance of the roles given to each principal partner in implementing project activities. (c) Quality and comprehensiveness of key project components. (1) The Secretary considers the quality and comprehensiveness of key project components in the process of preparing new teachers. (2) In determining the quality and comprehensiveness of key project components in the process of preparing new teachers, the Secretary considers the extent to which— (i) Specific activities are designed and would be implemented to ensure that students preparing to be teachers are adequately prepared, including activities designed to ensure that they have improved content knowledge, are able to use technology effectively to promote instruction, and participate in extensive, supervised clinical experiences; (ii) Specific activities are designed and would be implemented to ensure adequate support for those who have completed the teacher preparation program during their first years as teachers; and (iii) The project design reflects up-to-date knowledge from research and effective practice. (d) Specific project outcomes. (1) The Secretary considers the specific outcomes the project would produce in the preparation of new teachers. (2) In determining the specific outcomes the project would produce in the preparation of new teachers, the Secretary considers the following factors: (i) The extent to which important aspects of the partnership's existing teacher preparation system would change. (ii) The way in which the project would demonstrate success using high-quality performance measures. (Authority: 20 U.S.C. 1021 et seq.) In reviewing pre-applications that propose to undertake teacher recruitment activities, the Secretary also considers the following selection criteria: (a) In addition to the elements contained in §611.21(a) (Project goals and objectives), the Secretary considers the extent to which— (1) The partnership's vision responds to LEA needs for a diverse and high quality teaching force, and will lead to reduced teacher shortages in these high-need LEAs; and (2) The partnership will sustain its work after federal funding has ended by recruiting, providing scholarship assistance, training and supporting additional cohorts of new teachers. (b) In addition to the elements contained in §611.21(c) (Quality and comprehensiveness of key project components), the Secretary considers the extent to which the project will— (1) Significantly improve recruitment of new students, including those from disadvantaged and other underrepresented backgrounds; and (2) Provide scholarship assistance and adequate training to preservice students, as well as induction support for those who become teachers after graduating from the teacher preparation program. (c) In addition to the elements contained in §611.21(d) (Specific project outcomes), the Secretary considers the extent to which the project addresses the number of new teachers to be produced and their ability to teach effectively in high-need schools. (Authority: 20 U.S.C. 1021 et seq.) In evaluating the quality of applications, the Secretary uses the following selection criteria. (a) Quality of project design. (1) The Secretary considers the quality of the project design. (2) In determining the quality of the project design, the Secretary considers the following factors: (i) The extent of evidence of institution-wide commitment to high quality teacher preparation that includes significant policy and practice changes supported by key leaders, and which result in permanent changes to ensure that preparing teachers is a central mission of the entire university. (ii) The extent to which the partnership creates and sustains collaborative mechanisms to integrate professional teaching skills, including skills in the use of technology in the classroom, with strong academic content from the arts and sciences. (iii) The extent of well-designed and extensive preservice clinical experiences for students, including mentoring and other forms of support, implemented through collaboration between the K–12 and higher education partners. (iv) Whether a well-planned, systematic induction program is established for new teachers to increase their chances of being successful in high-need schools. (v) The strength of linkages within the partnership between higher education and high-need schools or school districts so that all partners have important roles in project design, implementation, governance and evaluation. (vi) Whether the project design is based on up-to-date knowledge from research and effective practice, especially on how students learn. (b) Significance of project activities. (1) The Secretary considers the significance of project activities. (2) In determining the significance of the project activities, the Secretary considers the following factors: (i) How well the project involves promising new strategies or exceptional approaches in the way new teachers are recruited, prepared and inducted into the teaching profession. (ii) The extent to which project outcomes include preparing teachers to teach to their State's highest K–12 standards, and are likely to result in improved K–12 student achievement. (iii) The extent to which the partnership has specific plans to institutionalize the project after federal funding ends. (iv) The extent to which the partnership is committed to disseminating effective practices to others and is willing to provide technical assistance about ways to improve teacher education. (v) How well the partnership will integrate its activities with other education reform efforts underway in the State or communities where the partners are located, and will coordinate its work with local, State or federal teacher training, teacher recruitment, or professional development programs. (c) Quality of resources. (1) The Secretary considers the quality of resources of project activities. (2) In determining the quality of resources, the Secretary considers the extent to which— (i) Support available to the project, including personnel, equipment, supplies, and other resources, is sufficient to ensure a successful project; (ii) Budgeted costs are reasonable and justified in relation to the design, outcomes, and potential significance of the project; and (iii) The applicant's matching share of the budgeted costs demonstrates a significant commitment to successful completion of the project and to project continuation after federal funding ends. (d) Quality of management plan. (1) The Secretary considers the quality of the management plan. (2) In determining the quality of the management plan, the Secretary considers the following factors: (i) The extent to which the management plan, including the work plan, is designed to achieve goals and objectives of the project, and includes clearly defined activities, responsibilities, timelines, milestones, and measurable outcomes for accomplishing project tasks. (ii) The extent to which the project has an effective, inclusive, and responsive governance and decision-making structure that will permit all partners to participate in and benefit from project activities, and to use evaluation results to ensure continuous improvements in the operations of the project. (iii) The qualifications, including training and experience, of key personnel charged with implementing the project successfully. (Authority: 20 U.S.C. 1021 et seq.) In reviewing full applications that propose to undertake teacher recruitment activities, the Secretary also considers the following selection criteria: (a) In addition to the elements contained in §611.23(a) (Quality of project design), the Secretary considers the extent to which the project reflects— (1) A commitment to recruit, support and prepare additional well-qualified new teachers for high-need schools; (2) Appropriate academic and student support services; and (3) A comprehensive strategy for addressing shortages of well-qualified and well-trained teachers in high-need LEAs, especially teachers from disadvantaged and other underrepresented backgrounds. (b) In addition to the elements contained in §611.23(b) (Significance of project activities), the Secretary considers the extent to which the project promotes the recruitment, scholarship assistance, preparation, and support of additional cohorts of new teachers. (c) In addition to the elements contained in §611.23(c) (Quality of resources), the Secretary considers the impact of the project on high-need LEAs and high-need schools based upon— (1) The amount of scholarship assistance the project will provide students from federal and non-federal funds; (2) The number of students who will receive scholarships; and (3) How those students receiving scholarships will benefit from high-quality teacher preparation and an effective support system during their first three years of teaching. (Authority: 20 U.S.C. 1021 et seq.) The Secretary provides a competitive preference on the basis of how well the project includes a significant role for private business in the design and implementation of the project. (Authority: 20 U.S.C. 1021 et seq.) Source: 65 FR 19612, Apr. 11, 2000, unless otherwise noted.
In evaluating pre-applications, the Secretary considers the following criteria: (a) Project goals and objectives. (1) The Secretary considers the goals and objectives of the project design. (2) In determining the quality of the project goals and objectives, the Secretary considers how the partnership or State applicant intends to— (i) Produce significant and sustainable improvements in teacher recruitment, preparation, and support; and (ii) Reduce teacher shortages in high-need LEAs and schools, and improve student achievement in the schools in which teachers who participate in its project will teach. (b) Partnership commitment. (1) The Secretary considers the partnering commitment embodied in the project. (2) In determining the quality of the partnering commitment, the Secretary considers the following factors: (i) What the partnership, or the State and its cooperating entities, can accomplish by working together that could not be achieved by working separately. (ii) How the project proposed by the partnership or State is driven by the needs of LEA partners. (c) Quality of key project components. (1) The Secretary considers the quality of key project components. (2) In determining the quality of key project components, the Secretary considers the following factors: (i) The extent to which the project would make significant and lasting systemic changes in how the applicant recruits, trains, and supports new teachers, and reflects knowledge gained from research and practice. (ii) The extent to which the project would be implemented in ways that significantly improve recruitment, scholarship assistance to preservice students, training, and induction support for new entrants into teaching. (d) Specific project outcomes. (1) The Secretary considers the specific outcomes the project would produce in the recruitment, preparation, and placement of new teachers. (2) In determining the specific outcomes the project would produce in the recruitment, preparation, and placement of new teachers, the Secretary considers the following factors: (i) The number of teachers to be produced and the quality of their preparation. (ii) The partnership's or State's commitment to sustaining the work of the project after federal funding has ended by recruiting, providing scholarship assistance, training, and supporting additional cohorts of new teachers. (Authority: 20 U.S.C. 1021 et seq.) In evaluating the quality of full applications, the Secretary uses the following selection criteria. (a) Quality of the project design. (1) The Secretary considers the quality of the project design for ensuring that activities to recruit and prepare new teachers are a central mission of the project. (2) In considering the quality of the project design for ensuring that activities to recruit and prepare new teachers are a central mission of the project, the Secretary considers the extent to which the project design— (i) Shows evidence of institutional or (in the case of a State applicant) State-level commitment both to recruitment of additional new teachers, and to high-quality teacher preparation that includes significant policy and practice changes supported by key leaders and that result in permanent changes to current institutional practices; (ii) Creates and sustains collaborative mechanisms to integrate professional teaching skills, including skills in the use of technology in the classroom, with academic content provided by the school of arts and sciences; (iii) Includes well-designed academic and student support services as well as carefully planned and extensive preservice clinical experiences for students, including mentoring and other forms of support, that are implemented through collaboration between the K–12 and higher education partners; (iv) Includes establishment of a well-planned, systematic induction program for new teachers that increases their chances of being successful in high-need schools; (v) Includes strong linkages among the partner institutions of higher education and high-need schools and school districts (or, in the case of a State applicant, between the State and these entities in its project), so that all those who would implement the project have important roles in project design, implementation, governance, and evaluation; (vi) Responds to the shortages of well-qualified and well-trained teachers in high-need school districts, especially from disadvantaged and other underrepresented backgrounds; and (vii) Is based on up-to-date knowledge from research and effective practice. (b) Significance. (1) The Secretary considers the significance of the project. (2) In determining the significance of the project, the Secretary considers the extent to which— (i) The project involves promising new strategies or exceptional approaches in the way new teachers are recruited, prepared, and inducted into the teaching profession; (ii) Project outcomes include measurable improvements in teacher quality and in the number of well-prepared new teachers, that are likely to result in improved K–12 student achievement; (iii) The project will be institutionalized after federal funding ends, including recruitment, scholarship assistance, preparation, and support of additional cohorts of new teachers; (iv) The project will disseminate effective practices to others, and provide technical assistance about ways to improve teacher recruitment and preparation; and (v) The project will integrate its activities with other education reform activities underway in the State or communities in which the project is based, and will coordinate its work with local, State, and federal teacher recruitment, training, and professional development programs. (c) Quality of resources. (1) The Secretary considers the quality of the project's resources. (2) In determining the quality of the project's resources, the Secretary considers the extent to which— (i) The amount of support available to the project, including personnel, equipment, supplies, student scholarship assistance, and other resources is sufficient to ensure a successful project. (ii) Budgeted costs are reasonable and justified in relation to the design, outcomes, and potential significance of the project. (iii) The applicant's matching share of budgeted costs demonstrates a significant commitment to successful completion of the project, and to project continuation after federal funding ends. (d) Quality of management plan. (1) The Secretary considers the quality of the project's management plan. (2) In determining the quality of the management plan, the Secretary considers the following factors: (i) The extent to which the management plan, including the workplan, is designed to achieve goals and objectives of the project, and includes clearly defined activities, responsibilities, timelines, milestones, and measurable outcomes for accomplishing project tasks. (ii) The extent to which the project has an effective, inclusive, and responsive governance and decisionmaking structure that will permit all partners to participate in and benefit from project activities, and to use evaluation results to continuously improve project operations. (iii) The qualifications, including training and experience, of key personnel charged with implementing the project successfully. (Authority: 20 U.S.C. 1021 et seq.) (a) General: The service obligation. An individual, whom a grantee finds eligible to receive a scholarship funded under this part to attend a teacher preparation program, may receive the scholarship only after executing a binding agreement with the institution of higher education (IHE) offering the scholarship that, after completing the program, the individual will either— (1) Teach in a high-need school of a high-need LEA for a period of time equivalent to the period for which the individual receives the scholarship; or (2) Repay, as set forth in §611.43, the Teacher Quality Enhancement Grant Program funds provided as a scholarship. (b) Content of the scholarship agreement. To implement the service-obligation requirement, the scholarship agreement must include terms, conditions, and other information consistent with §§611.42–611.49 that the Secretary determines to be necessary. (Authority: 20 U.S.C. 1024(e)) (a) Calculation of period of scholarship assistance. (1) The Secretary calculates the period of time for which a student received scholarship assistance on the basis of information provided by the grantee under §611.50. (2) The period for which the recipient received scholarship assistance is the period during which an individual enrolled in the teacher preparation program on a full-time basis, excluding the summer period, would have completed the same course of study. (b) Calculation of period needed to teach to meet the service obligation. (1) The period of the scholarship recipient's service obligation is the period of the individual's receipt of scholarship assistance as provided in paragraph (a) of this section. (2) The Secretary calculates the period that a scholarship recipient must teach in a high-need school of a high-need LEA in order to fulfill his or her service obligation by— (i) Comparing the period in which the recipient received a scholarship as provided in paragraph (a) of this section with the information provided by the high-need LEA under §§611.46 and 611.47 on the period the recipient has taught in one of its high-need schools; and (ii) Adjusting the period in which the recipient has taught in a high-need school to reflect the individual's employment, if any, as a teacher on a part-time basis relative to classroom teachers the LEA employs on a full-time basis under the LEA's standard yearly contract (excluding any summer or intersession period). (c) The Secretary adjusts the period of a scholarship recipient's service obligation as provided in paragraph (b) of this section to reflect information the high-need LEA provides under §§611.46 and 611.47 that the scholarship recipient also has taught in a high-need school in a summer or intersession period. (Authority: 20 U.S.C. 1024(e)) (a) Obligation to repay: General. (1) A scholarship recipient who does not fulfill his or her service obligation must— (i) Repay the Department the full amount of the scholarship, including the principal balance, accrued interest, and any collection costs charged under paragraphs (c) and (d) of this section; or (ii) Be discharged of any repayment obligation as provided in §611.45. (2) Unless the service obligation is deferred as provided in §611.44 or the repayment requirement is discharged, the obligation to repay the amount provided in paragraph (a)(1) of this section begins six months after the date the recipient— (i) Completes the teacher training program without beginning to teach in a high-need school of a high-need LEA; or (ii) Is no longer enrolled in the teacher training program. (3) The Secretary determines whether a scholarship recipient has fulfilled the service obligation on the basis of information that the Department receives as provided in §§611.46 and 611.47. (b) Obligation to Repay: Partial performance of the service obligation. (1) A scholarship recipient who teaches in a high-need school of a high-need school district for less than the period of his or her service obligation must repay— (i) The amount of the scholarship that is proportional to the unmet portion of the service obligation; (ii) Interest that accrues on this portion of the scholarship beginning six months after the recipient's graduation from the teacher preparation program; and (iii) Costs of collection, if any. (2) Unless the service obligation is deferred or the repayment requirement is discharged, the obligation to repay the amount provided in paragraph (b)(1) of this section begins six months after the date the recipient is no longer employed as a teacher in a high-need school of a high-need LEA. (c) Availability of payment schedule. (1) Upon request to the Secretary, the scholarship recipient may repay the scholarship and accrued interest according to a payment schedule that the Secretary establishes. (2) A payment schedule must permit the full amount of the scholarship and accrued interest to be repaid within ten years. The minimum monthly payment is $50 unless a larger monthly payment is needed to enable the full amount that is due to be paid within this timeframe. (d) Interest. In accordance with 31 U.S.C. 3717 and 34 CFR part 30, the Secretary charges interest on the unpaid balance that the scholarship recipient owes. However, except as provided in §611.44(d), the Secretary does not charge interest for the period of time that precedes the date on which the scholarship recipient is required to begin repayment. (e) Failure to meet requirements. A scholarship recipient's failure to satisfy the requirements of §§611.42–611.48 in a timely manner results in the recipient being— (1) In non-compliance with the terms of the scholarship; (2) Liable for repayment of the scholarship and accrued interest; and (3) Subject to collection action. (f) Action by reason of default. The Secretary may take any action authorized by law to collect the amount of scholarship, accrued interest and collection costs, if any, on which a scholarship recipient obligated to repay under this section has defaulted. This action includes, but is not limited to, filing a lawsuit against the recipient, reporting the default to national credit bureaus, and requesting the Internal Revenue Service to offset the recipient's Federal income tax refund. (Authority: 20 U.S.C. 1024(e)) [64 FR 42839, Aug. 6, 1999, as amended at 65 FR 19613, Apr. 11, 2000] (a) Upon written request, the Secretary may defer a service obligation for a scholarship recipient who— (1) Has not begun teaching in a high-need school of a high-need LEA as required by §611.41(a); or (2) Has begun teaching in a high-need school of a high-need LEA, and who requests the deferment within six months of the date he or she no longer teaches in this school. (b) To obtain a deferment of the service obligation, the recipient must provide the Secretary satisfactory information of one or more of the following circumstances: (1) Serious physical or mental disability that prevents or substantially impairs the scholarship recipient's employability as a teacher. (2) The scholarship recipient's inability, despite due diligence (for reasons that may include the failure to pass a required teacher certification or licensure examination), to secure employment as a teacher in a high-need school of a high-need school LEA. (3) Membership in the armed forces of the United States on active duty for a period not to exceed three years. (4) Other extraordinary circumstances that the Secretary accepts. (c) Unless the Secretary determines otherwise— (1) A scholarship recipient must apply to renew a deferment of the service obligation on a yearly basis; and (2) The recipient has 60 days from the end of the deferment period to begin teaching in a high-need school of a high-need LEA or become liable for repayment of the scholarship, any accrued interest, and any costs of collection. (d)(1) As provided in §611.43(a)(2), during periods for which the Secretary defers a scholarship recipient's service obligation, the scholarship recipient does not have an obligation to repay the scholarship. However, interest continues to accrue on the amount of the scholarship. (2) If the scholarship recipient fulfills his or her service obligation after the end of the deferment, the Secretary waives the obligation to repay accrued interest. (Authority: 20 U.S.C. 1024(e)) (a) The Secretary discharges the obligation of a scholarship recipient to repay the scholarship, interest, and any costs for failure to meet the service obligation based on information acceptable to the Secretary of— (1) The recipient's death; or (2) The total and permanent physical or mental disability of the recipient that prevents the individual from being employable as a classroom teacher. (b) Upon receipt of acceptable documentation and approval of the discharge request, the Secretary returns to the scholarship recipient, or for a discharge based on death to the recipient's estate, those payments received after the date the eligibility requirements for discharge were met. The Secretary returns these payments whether they are received before or after the date the discharge was approved. (Authority: 20 U.S.C. 1024(e)) (a) Within six months of graduating from a teacher preparation program, a scholarship recipient must either— (1) Have the LEA in which the recipient is employed as a teacher provide the Department information, which the Secretary may require, to confirm— (i) The home address, phone number, social security number, and other identifying information about the recipient; (ii) That he or she is teaching in a high-need school of a high-need LEA; and (iii) Whether the individual is teaching full- or part-time and, if part-time, the full-time equivalency of this teaching compared to the LEA's full-time teachers; (2) Provide the Department— (i) A notarized statement that the scholarship recipient has asked the LEA to provide the Department the information identified in paragraph (a)(1) of this section, including the name and telephone number of the LEA official to whom the request was made; and (ii) A copy of the information identified in paragraph (a)(1) of this section that the recipient has asked the LEA to provide to the Department; or (3) Provide the Department a current home address and telephone number, a work address and telephone number, the recipient's social security number, and one of the following: (i) The required repayment of the scholarship. (ii) A request that the Secretary permit the recipient to repay the scholarship and accrued interest in installments as permitted by §611.43(c). (iii) A request that the Secretary defer the service obligation as permitted by §611.44. (b) If the recipient provides the Department the information identified in paragraph (a)(1) of this section, the Department accepts the information provisionally, but the recipient retains responsibility for working to have the LEA submit the information. (Authority: 20 U.S.C. 1024(e)) (a) At the close of the LEA's academic year, a scholarship recipient whose LEA reports under §611.46(a) that he or she is teaching in a high-need school of a high-need LEA must— (1) Have the LEA provide information to the Department, as the Secretary may require, that confirms the recipient's actual employment status for the preceding period; or (2) Provide the Department— (i) A notarized statement that the scholarship recipient has asked the LEA to provide the Department the information identified in paragraph (a)(1) of this section, including the name and telephone number of the LEA official to whom the request was made; and (ii) A copy of the information identified in paragraph (a)(1) of this section that the recipient has asked the LEA to provide to the Department. (b) If the recipient provides the Department the notarized statement and accompanying information identified in paragraph (a)(2) of this section, the Department accepts the information provisionally, but the recipient retains an ongoing responsibility for working to have the LEA submit the information directly to the Department. (c) In subsequent school years, the recipient must have the LEA continue to provide information to the Department on the recipient's employment as the Secretary may require, until the Department notifies the recipient that the service obligation has been fulfilled. The alternative procedures in paragraph (a)(2) of this section also apply in subsequent years. (d)(1) The Secretary provides a scholarship recipient with credit toward the service obligation for teaching in a high-need school of a high-need LEA during a summer or intersession period (for LEAs that operate year-round programs). (2) To receive this credit, the recipient must have the LEA at the end of the summer or intersession period provide information to the Department, as the Secretary may require, that confirms that the recipient has taught during this period in a high-need school. (Authority: 20 U.S.C. 1024(e)) (a)(1) Within six months of the date the scholarship recipient is no longer enrolled in the teacher training program, or within six months of the IHE's withdrawal of scholarship support for failure to maintain good academic standing, the recipient must submit to the Department— (i) The required repayment of the scholarship; (ii) A request that the Secretary establish a binding schedule under which the recipient is obligated to repay the scholarship, accrued interest, and any costs of collection; or (iii) A request that the Secretary defer the service obligation as permitted by §611.44. (2) Upon review of the repayment or information provided under paragraph (a)(1) of this section, the Department notifies the recipient of the status of the recipient's obligations and of any schedule under which the recipient must repay the scholarship. (b) Until the Secretary determines that the individual either has satisfied his or her service obligation or has repaid the full amount of the scholarship, accrued interest, and any costs, the recipient also remains responsible for providing the Department— (1) The information identified in this part; and (2) A current home address and telephone number, and a current work address and work telephone number. (Authority: 20 U.S.C. 1024(e)) Before awarding scholarship assistance with funds provided under this part to any student attending a teacher preparation program, a grantee must— (a) Ensure that the student understands the terms and conditions that the Secretary has determined must be included in the scholarship agreement; (b) Have the student and the institution awarding the scholarship execute a scholarship agreement that contains these terms and conditions; and (c) Establish policies for— (1) The withdrawal of scholarship support for any student who does not remain in good academic standing; and (2) Determining when and if re-negotiation of a student's scholarship package over an extended period of time is appropriate. (Authority: 20 U.S.C. 1024(e)) (a) Within 30 days of the beginning of the teacher preparation program's academic term or within 30 days of the execution of any scholarship agreement, whichever is later, the grantee must provide to the Department the following information: (1) The identity of each scholarship recipient. (2) The amount of the scholarship provided with program funds to each recipient. (3) The full-time equivalency, over each academic year, of each recipient's enrollment in the teacher training program for which he or she receives scholarship assistance. (4) Other information as the Secretary may require. (b) Within 30 days of a scholarship recipient's graduation or withdrawal from the teacher preparation program, the grantee must provide to the Department the following information: (1) The date of the recipient's graduation or withdrawal. (2) The total amount of program funds the grantee awarded as a scholarship to the recipient. (3) The original of any scholarship agreement executed by the scholarship recipient and the grantee (or its partnering IHE if the grantee is not an IHE) before the recipient was awarded a scholarship with program funds. (4) A statement of whether the institution has withdrawn scholarship support because of the recipient's failure to maintain good academic standing. (5) Other information as the Secretary may require. (Authority: 20 U.S.C. 1024(e)) (a) An institution that provides a scholarship with funds provided under this part must conduct an exit conference with each scholarship recipient before that individual leaves the institution. During the exit conference the institution must give the recipient a copy of any scholarship agreement the recipient has executed. (b) The institution also must review with the recipient the terms and conditions of the scholarship, including— (1) The recipient's service obligation; (2) How the recipient can confirm whether a school and LEA in which he or she would teach will satisfy the service obligation; (3) Information that the recipient will need to have the LEA provide to the Department to enable the Secretary to confirm that the recipient is meeting the service obligation; (4) How the recipient may request a deferment of the service obligation, and information that the recipient should provide the Department in any deferment request; (5) The consequences of failing to meet the service obligation including, at a minimum, the amount of the recipient's potential indebtedness; the possible referral of the indebtedness to a collection firm, reporting it to a credit bureau, and litigation; and the availability of a monthly payment schedule; (6) The amount of scholarship assistance and interest charges that the recipient must repay for failing to meet the service obligation; and (7) The recipient's responsibility to ensure that the Department has a home address and telephone number, and a work address and telephone number until the Secretary has determined that the recipient has fulfilled the service obligation or the recipient's debt has been paid or discharged; and (8) The follow-up services that the institution will provide the student during his or her first three years of teaching in a high-need school of a high-need LEA. (Authority: 20 U.S.C. 1024(e)) In implementing its approved project, the grantee must— (a) Provide scholarship recipients both before and after graduation with appropriate support services, including academic assistance, job counseling, placement assistance, and teaching support that will help to ensure that— (1) Upon graduation, scholarship recipients are able to secure teaching positions in high-need schools of high-need LEAs; and (2) After beginning to teach in a high-need school of a high-need LEA, former scholarship recipients have appropriate follow-up services and assistance during their first three years of teaching; (b) Provide LEAs with which the grantees collaborate in teacher recruitment activities with information and other assistance they need to recruit highly-qualified teachers effectively; and (c) Work with the high-need LEAs participating in its project to ensure that scholarship recipients are placed, to the extent possible, in highest-need schools of those LEAs. (Authority: 20 U.S.C. 1024(e)) Source: 65 FR 19614, Apr. 11, 2000, unless otherwise noted.
Notwithstanding 34 CFR 75.560–75.562 and 34 CFR 80.22, the maximum indirect cost rate that any recipient of funds under the Teacher Quality Enhancement Grants Program may use to charge indirect costs to these funds is the lesser of— (a) The rate established by the negotiated indirect cost agreement; or (b) Eight percent. (Authority: 20 U.S.C. 1021 et seq.) (a)(1) Each State receiving a grant under the State Grants Program or Teacher Recruitment Grants Program must provide, from non-federal sources, an amount equal to 50 percent of the amount of the grant to carry out the activities supported by the grant. (2) The 50 percent match required by paragraph (a)(1) of this section must be made annually during the project period, with respect to each grant award the State receives. (b) Each partnership receiving a grant under the Partnership Grant Program or the Teacher Recruitment Grant Program must provide, from non-federal sources, an amount equal to— (1) 25 percent of the grant award for the first year of the grant; (2) 35 percent of the grant award for the second year of the grant; and (3) 50 percent of the grant award for each succeeding year of the grant. (c) The match from non-federal sources required by paragraphs (a) and (b) of this section may be made in cash or in kind. (Authority: 20 U.S.C. 1021 et seq.)
Title 34: Education
PART 611—TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM
Section Contents
§ 611.1 What definitions apply to the Teacher Quality Enhancement Grants Program?
§ 611.2 What management plan must be included in a Teacher Quality Enhancement Grants Program application?
§ 611.3 What procedures does the Secretary use to award a grant?
§ 611.11 What are the program's general selection criteria?
§ 611.12 What additional selection criteria are used for an application proposing teacher recruitment activities?
§ 611.13 What competitive preference does the Secretary provide?
§ 611.21 What are the program's selection criteria for pre-applications?
§ 611.22 What additional selection criteria are used for a pre-application that proposes teacher recruitment activities?
§ 611.23 What are the program's general selection criteria for full applications?
§ 611.24 What additional selection criteria are used for a full application that proposes teacher recruitment activities?
§ 611.25 What competitive preference does the Secretary provide?
§ 611.31 What are the program's selection criteria for pre-applications?
§ 611.32 What are the program's general selection criteria?
§ 611.41 Under what circumstances may an individual receive a scholarship of program funds to attend a teacher training program?
§ 611.42 How does the Secretary calculate the period of the scholarship recipient's service obligation?
§ 611.43 What are the consequences of a scholarship recipient's failure to meet the service obligation?
§ 611.44 Under what circumstances may the Secretary defer a scholarship recipient's service obligation?
§ 611.45 Under what circumstances does the Secretary discharge a scholarship recipient's obligation to repay for failure to meet the service obligation?
§ 611.46 What are a scholarship recipient's reporting responsibilities upon graduation from the teacher preparation program?
§ 611.47 What are a scholarship recipient's reporting responsibilities upon the close of the LEA's academic year?
§ 611.48 What are a scholarship recipient's reporting responsibilities upon failure to graduate or withdrawal of scholarship support?
§ 611.49 What are a grantee's responsibilities for implementing the scholarship requirements before awarding a scholarship?
§ 611.50 What are a grantee's reporting responsibilities?
§ 611.51 How does a grantee ensure that a scholarship recipient understands the terms and conditions of the scholarship before the recipient leaves the teacher preparation program?
§ 611.52 What are a grantee's programmatic responsibilities for ensuring that scholarship recipients become successful teachers in high-need schools?
§ 611.61 What is the maximum indirect cost rate that applies to a recipient's use of program funds?
§ 611.62 What are a grantee's matching requirements?
Subpart A—General Provisions
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§ 611.1 What definitions apply to the Teacher Quality Enhancement Grants Program?
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§ 611.2 What management plan must be included in a Teacher Quality Enhancement Grants Program application?
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§ 611.3 What procedures does the Secretary use to award a grant?
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Subpart B—State Grants Program
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§ 611.11 What are the program's general selection criteria?
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§ 611.12 What additional selection criteria are used for an application proposing teacher recruitment activities?
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§ 611.13 What competitive preference does the Secretary provide?
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Subpart C—Partnership Grants Program
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§ 611.21 What are the program's selection criteria for pre-applications?
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§ 611.22 What additional selection criteria are used for a pre-application that proposes teacher recruitment activities?
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§ 611.23 What are the program's general selection criteria for full applications?
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§ 611.24 What additional selection criteria are used for a full application that proposes teacher recruitment activities?
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§ 611.25 What competitive preference does the Secretary provide?
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Subpart D—Teacher Recruitment Grants Program
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§ 611.31 What are the program's selection criteria for pre-applications?
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§ 611.32 What are the program's general selection criteria?
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Subpart E—Scholarships
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§ 611.41 Under what circumstances may an individual receive a scholarship of program funds to attend a teacher training program?
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§ 611.42 How does the Secretary calculate the period of the scholarship recipient's service obligation?
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§ 611.43 What are the consequences of a scholarship recipient's failure to meet the service obligation?
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§ 611.44 Under what circumstances may the Secretary defer a scholarship recipient's service obligation?
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§ 611.45 Under what circumstances does the Secretary discharge a scholarship recipient's obligation to repay for failure to meet the service obligation?
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§ 611.46 What are a scholarship recipient's reporting responsibilities upon graduation from the teacher preparation program?
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§ 611.47 What are a scholarship recipient's reporting responsibilities upon the close of the LEA's academic year?
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§ 611.48 What are a scholarship recipient's reporting responsibilities upon failure to graduate or withdrawal of scholarship support?
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§ 611.49 What are a grantee's responsibilities for implementing the scholarship requirements before awarding a scholarship?
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§ 611.50 What are a grantee's reporting responsibilities?
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§ 611.51 How does a grantee ensure that a scholarship recipient understands the terms and conditions of the scholarship before the recipient leaves the teacher preparation program?
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§ 611.52 What are a grantee's programmatic responsibilities for ensuring that scholarship recipients become successful teachers in high-need schools?
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Subpart F—Other Grant Conditions
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§ 611.61 What is the maximum indirect cost rate that applies to a recipient's use of program funds?
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§ 611.62 What are a grantee's matching requirements?
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