[Federal Register: December 17, 2001 (Volume 66, Number 242)]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
Department of Education
Office of Educational Research and Improvement (OERI): Preschool
Curriculum Evaluation Research Grant Program Inviting Applications for
New Awards for Fiscal Year (FY) 2002; Notice
DEPARTMENT OF EDUCATION
[CFDA No. 84.305J]
Office of Educational Research and Improvement (OERI): Preschool
Curriculum Evaluation Research Grant Program Notice Inviting
Applications for New Awards for Fiscal Year (FY) 2002
Purpose of Program: The purpose of this program is to implement
rigorous evaluations of preschool curricula that will provide
information to support informed choices of classroom curricula for
early childhood programs. This competition will focus support on a new
program of research that will determine, through randomized clinical
trials, whether one or more curricula produce educationally meaningful
effects on children.
Eligible Applicants: Public and private agencies, institutions, and
organizations, including for-profit and non-profit organizations;
institutions of higher education; State and local education agencies;
and regional educational laboratories.
Deadline for Receipt of Letter of Intent: January 15, 2002.
A Letter of Intent is optional, but encouraged, for each
application. The Letter of Intent is for OERI planning purposes and
will not be used in the evaluation of the application.
Applications Available: December 17, 2001.
Deadline for Transmittal of Applications: March 15, 2002.
Estimated Available Funds: Up to $4,000,000 for the first year of
The estimated amount of funds available for new awards is based on
the Administration's request for this program for FY 2002. The actual
level of funding, if any, depends on final congressional action.
However, we are inviting applications to allow enough time to complete
the grant process if Congress appropriates funds for this program.
Estimated Size of Awards: Funds available per award will depend on
the sample size, the nature of the supplemental research proposed, and
any non-federal resources to be devoted to the project. We expect to be
able to make about 10 awards and that a typical first year award, with
the minimal sample size, described subsequently, will be approximately
Estimated Number of Awards: 10.
Note: The Department is not bound by any estimates in this
Project Period: Up to 48 months.
Page Limits: The application must include the following sections:
title page form (ED 424), one-page abstract, research narrative,
literature cited, curriculum vitae for principal investigator(s) and
other key personnel, budget summary form (ED 524) with budget
narrative, appendix, and statement of equitable access (GEPA 427). The
research narrative is where you, the applicant, address the selection
criteria that reviewers use to evaluate your application. You must
limit the research narrative (text plus all figures, charts, tables,
and diagrams) to the equivalent of 25 pages and the appendix to 20
pages, using the following standards:
A ``page'' is 8.5" x 11", on one side only, with 1"
margins at the top, bottom, and both sides.
Double space (no more than three lines per vertical inch)
all text in the research narrative, including titles, headings,
footnotes, quotations, references, and captions, as well as all text in
charts, tables, figures, and graphs.
Use a font that is either 12-point or larger or no smaller
than 10 pitch (characters per inch).
The page limit does not apply to the title page form, the one-page
abstract, the budget summary form and narrative budget justification,
the curriculum vitae, literature cited, or the assurances and
Our reviewers will not read any pages of your application that--
Exceed the page limit if you apply these standards; or
Exceed the equivalent of the page limit if you apply other
We have found that reviewers are able to conduct the highest
quality review when applications are concise and easy to read, with
pages consecutively numbered.
Applicable Statute and Regulations: (a) 20 U.S.C. 6031; (b) The
Education Department General Administrative Regulations (EDGAR) in 34
CFR parts 74, 75 (except as limited in 34 CFR 700.5), 77, 80, 81, 82,
85, 86 (part 86 applies only to Institutions of Higher Education), 97,
98, and 99; and (c) The regulations in 34 CFR part 700.
Selection Criteria: The Secretary selects the following selection
criteria in 34 CFR 700.30(e) to evaluate applications for new grants
under this competition. The criteria below will receive the following
(a) National Significance (.2)
(b) Quality of the Project Design (.5)
(c) Quality and Potential Contributions of Personnel (.2)
(d) Adequacy of Resources (.1)
Strong applications for Preschool Curriculum Evaluation Research
(PCER) grants clearly address each of the applicable selection
criteria. They make a well-reasoned and compelling case for the
national significance of the problems or issues that will be the
subject of the proposed research, and present a research design that is
complete, clearly delineated, and incorporates sound research methods.
In addition, the personnel descriptions included in strong applications
make it apparent that the project director, principal investigator, and
other key personnel possess training and experience commensurate with
Pre-Application Meeting: We will hold a pre-application meeting on
January 24, 2002, to discuss the funding priority. You are invited to
participate. You will receive technical assistance and information
about the funding priority. The meeting will be held at the U.S.
Department of Education, Office of Educational Research and
Improvement, 555 New Jersey Avenue, NW., room 101, Washington, DC,
between 1 p.m. and 4 p.m. A summary of the meeting will be posted on
the Internet at:
Assistance to Individuals With Disabilities at the Meeting
The meeting site is accessible to individuals with disabilities. If
you will need an auxiliary aid or service to participate in the meeting
(e.g., interpreting service, assistive listening device, or materials
in an alternate format), notify the contact person listed under FOR
APPLICATIONS AND FURTHER INFORMATION CONTACT at least two weeks before
the scheduled meeting date. Although we will attempt to meet a request
we receive after that date, we may not be able to make available the
requested auxiliary aid or service because of insufficient time to
Research has long established the importance of early experiences
in supporting successful child development. More recently, the focus
has turned to the role of early child-care and preschool experiences in
supporting cognitive development and other skills that are essential
for successful transition into school. Policy makers have begun to
respond to the mounting evidence of the importance of early experience
with calls to provide better quality preschool programs. For example,
The National Research Council's 2000 report, Eager to Learn, concluded
that: ``Many children,
especially those in low-income households, are served in child care
programs of such low quality that learning and development are not
enhanced and may even be jeopardized.'' Furthermore, the First Lady's
White House Summit on Early Childhood Cognitive Development, held in
2001, called attention to the need for preschool programs to enhance
their instructional content in the area of early cognition and pre-
reading skills. One result of the Early Childhood Cognitive Development
Summit was the formation of an Interagency Task Force in Early
Childhood Development involving representatives from the U.S.
Department of Education, Health and Human Services, and the National
Institute of Child Health and Human Development. This funding
announcement is one product of that Task Force.
The evidence that would allow informed choices of classroom
curricula for early childhood programs is weak. When rigorous preschool
program evaluations exist, they are for programs designed and delivered
decades ago. Most currently available curricula have no link to those
historical programs, and those that do have changed in content and
method of delivery as they have evolved over the years. While the
results from historical evaluations of preschool curricula and current
research on the learning and development of young children provide some
insights into general features of successful preschool programs, they
give little guidance for selecting from among the ever-expanding list
of available preschool curricula. For example, the State of Georgia,
which has a universal pre-K program, allows providers to choose among
seven different nationally available curricula. There is little
evidence that would allow providers to make an informed choice among
these curricula. New York, another state providing universal pre-K,
does not provide a list of approved curricula. Instead it requires that
approved providers deliver a curriculum that conforms to general
guidelines such as meeting ``the social, cognitive, linguistic,
emotional, cultural and physical needs of all eligible children.''
However, there is little evidence for choosing among curriculum options
based on such guidelines. The Preschool Curriculum Evaluation Research
(PCER) grants are intended to address the lack of rigorous, systematic
evaluation of preschool curricula that are currently in use for
children in the pre-K years.
PCER is intended to build on recent initiatives aimed at evaluating
the preschool experiences of children. In 1997, Head Start undertook
The Family and Child Experiences Survey (FACES), a large-scale national
study of Head Start programs. FACES is a national longitudinal study of
the cognitive, social, emotional, and physical development of children;
the characteristics, well-being, and accomplishments of their families;
the observed characteristics of their classrooms; and the
characteristics, needs, and opinions of their teachers and other
program staff. In addition, the Early Childhood Longitudinal Survey-
Kindergarten (ECLS-K) and the Early Childhood Longitudinal Survey-Birth
Cohort (ECLS-B), both ongoing projects of the National Center for
Education Statistics within OERI, offer additional insight into how to
measure family, school, and individual variables using a set of
measures that overlap substantially with the FACES measures. The FACES
measures will form the core set of indicators used in PCER funded
The outcomes of greatest interest to PCER are those skills that are
most highly predictive of academic success in the early years of
elementary school and that are most amenable to influence by factors
within the realm of classroom curricula and practice. These outcomes
include language development, pre-reading and pre-math abilities,
cognition, general knowledge, and social competence.
The curricula of primary interest to PCER are those with sufficient
standardized training procedures and published curriculum materials to
support implementation of the curriculum by entities other than and at
a distance from the curriculum developers. In addition, the curricula
of interest to PCER are those that focus on the child outcomes
described above, and those with instructional approaches that find
support in the scientific literature on learning and instruction. These
will be existing curricula that are already in use in a number of
sites. PCER is not intended to support the development of new
curricula; that will be the focus of other programs of research to be
sponsored by the Interagency Task Force.
Grantees will coordinate with a national evaluation contractor (to
be funded separately by OERI) to ensure that evaluations carried out in
different locations follow consistent protocols and use a core set of
comparable measures. The national contractor will be responsible for
collecting pre- and post-intervention data and kindergarten and first
grade follow-up data on children and classrooms, and for analysis and
reporting of these data across program sites. This type of centralized
data coordination mechanism has been found to be important in
maximizing the systematic collection of cross-site knowledge obtained
from multiple research projects. The cross-site data will be returned
to applicants in a timely manner to serve as a basis for local analyses
(as part of any complementary research), as well as eventually made
available in public use datasets. Additional local measures and data
analysis of implementation and outcomes may be carried out by the
applicants as part of complementary research projects (described
subsequently) using program funds. This arrangement allows applicants
to consider more intensive data collection approaches to augment the
available core measures. Cooperative agreement budgets should include
costs of data collection for local measures, assuming a common core of
data to be provided by the external data collection center without cost
to the grantee.
The core set of evaluation data collected by the national
contractor will utilize FACES instruments to measure both classroom and
family characteristics and practices, and child outcomes. Children,
parents and preschool staff participate in data collection. In
addition, the preschool classrooms are assessed by outside observers.
The FACES instruments cover a range of areas. The primary focus is on
child outcomes, including cognitive outcomes assessed using standard
instruments such as the Woodcock-Johnson Letter Word Identification,
and socio-emotional outcomes such as social skills ratings completed by
the teacher. For purposes of calculating participant burden, the
current FACES child direct assessment is completed in approximately 30
minutes per child. For a full listing of the measures used in the 1997-
2000 FACES study, please see http://www2.acf.dhhs.gov/programs/hsb/
Applicants must consider methods for assessing the characteristics
of the preschool program(s), including those programs that serve as
controls. Such methods could examine such factors as allocation of time
during the preschool day, nature of interactions between children and
teacher, and fidelity of the curriculum implementation.
Applicants may also propose complementary research studies to
further our knowledge of the mechanisms by which curricula support
children's learning, including the
development of new instruments to measure processes related to the
effects of curriculum and instruction on learning and development in
young children. The complementary research may address a range of
issues related broadly to curriculum effectiveness such as the impact
of curriculum implementation on preschool staff, the influence of
individual differences in children on program impact, the development
of instrumentation, or other related topics.
The complementary research studies are intended to supplement,
complement and enrich the core evaluation. Investigators will have an
opportunity to explore mediating events or the theoretical pathways
that explain the results that are obtained in the evaluation. In
addition, complementary research provides an opportunity to identify
outcomes that, because of data constraints, are not explored in the
core evaluation or are specific to an individual site. It also expands
the possibilities for multiple measures of the same construct, and for
the development of new measures.
Two areas of complementary research are of particular interest:
(1) Studies that address how individual or background differences
in children interact with the curriculum to influence developmental
outcomes. Such studies would address the question, for which children
under which conditions is the curriculum most successful?
(2) Studies that compare different versions of the curriculum or
different approaches to implementation in order to identify key
features of the curriculum and approaches that might improve
effectiveness and ease of implementation. Such studies would address
the question, under what circumstances does the curriculum achieve the
Specific complementary research questions might include:
Individual differences: How are age, gender, language, disability,
and other key child characteristics, as well as cultural issues,
addressed? How do family characteristics interact with the child's
preschool experience to influence school readiness? To what populations
are evaluation results likely to be generalizable? For which children
is the curriculum most effective/least effective and why?
Replication/dissemination: What variations in context, target
populations, and program delivery might affect implementation in other
sites, and how might they affect the outcomes of the curriculum? To
what extent does the curriculum have to be modified to adapt to local
conditions? What are the key elements that have to be sustained to
maintain effectiveness of the curriculum?
Classroom, program, and community context: What are the structures
and supports necessary to implement the curriculum? What are the key
activities that are conducted to include or gain support from community
stakeholders and collaborators, with program administrators and policy
councils, with classroom teachers and other staff, with parents of
children in the classrooms? What are the contextual variables that
might influence how the curriculum is implemented: e.g., culture,
neighborhood characteristics, organizational climate, level of poverty
in the community, teacher backgrounds, education, motivation, skills
and attitudes, levels of support (financial and otherwise), competing
priorities within a program or classroom, management and organizational
structures? What are the relationships among the individuals who are
stakeholders and/or participants in the curriculum?
Grantees will be required to propose a research and evaluation work
plan that will be negotiated between the applicant and OERI and updated
on a yearly basis. The work plan proposed by the applicant will include
details of how the evaluation will be implemented, e.g., the number of
classrooms, their characteristics, their existing approach, how
training will be provided, how randomization will occur, how informed
consent will be obtained. A work plan is also necessary for the
complementary research, if such research is proposed by the applicant.
The evaluation portion of each PCER's proposed work plan will be
reviewed by OERI and the national evaluation contractor before the
final evaluation plan is approved.
PCER projects will be funded for up to a four-year period.
Evaluation designs should include both short term and long term
outcomes. Initial results are expected at the end of the first year of
curriculum implementation. Long term outcomes should include follow-up
into kindergarten and first grade. Applicants should plan for an
implementation in pre-K classrooms in year 1, follow-up into
kindergarten in year 2, follow-up into first grade in year 3, and
completion of data analysis and reports in year four. Complementary
research designs could involve continued pre-K implementations and
ongoing research in the pre-K setting for some or all years of the
grant, while children in the first cohort are being followed up into
In the event that a PCER project does not generate meaningful
differences between intervention and control classrooms in terms of
children's outcomes at the end of year 1, and when this lack of effect
appears to be attributable to unforeseen and remediable problems in
implementation, grantees will be given a second year of funding to
repeat a pre-K implementation of their selected curriculum. When
curriculum effects on children's outcomes are not obtained at the end
of the pre-K year, and this lack of effect appears to be a valid
indicator of program ineffectiveness, grantees will be encouraged to
implement and evaluate curricula that have proven effective as deployed
by other grantees.
Type of Awards
OERI will use a cooperative agreement mechanism that allows
substantial Federal involvement in the activities undertaken with
Federal financial support. Details of the responsibilities,
relationships and governance of the cooperative agreement will be
elaborated in the terms and conditions of the award. The specific
responsibilities of the Federal staff and project staff will be
identified and agreed upon prior to the award of each cooperative
This competition focuses on projects designed to meet the following
absolute priority. Under 34 CFR 75.105(c)(3) we consider only
applications that meet this priority.
The preschool curriculum evaluation research grants are designed to
determine through a randomized clinical trial whether one or more
curricula produce educationally meaningful effects on children's
outcomes. Each grantee must implement one or more identified pre-K
curricula, including attention to fidelity of the curriculum
implementation; and coordinate with a national contractor the
assessment of children and classrooms in the fall and spring of the
pre-K year, and in the spring of the kindergarten and first grade year.
Specifically, successful applicants must:
(1) Obtain agreement of a sufficient number of preschool sites to
participate in the study;
(2) Obtain agreement of the cooperating sites to random assignment
of children or classrooms to the
curriculum being evaluated versus one or more comparison approaches;
(3) Obtain informed consent of parents of children participating in
the study, and all teachers and other administrators from whom data
will be collected;
(4) Provide all necessary materials and professional development to
teachers and staff to implement the curriculum to be evaluated in the
(5) Make all on-site arrangements necessary for the national
contractor to conduct assessments of participating children and
(6) Obtain parent and teacher interview data; and
(7) Provide an on-site coordinator to manage all aspects of data
collection, curriculum implementation, and interaction with the
Complementary research projects may be embedded within the
evaluation design or include additional data collection activities.
However, activities related to the complementary research must not
compromise the core evaluation responsibilities and are not required in
order to receive funding.
Applicants who are research organizations are free to involve
curriculum developers or distributors in the project as they think
best, from having the curriculum developers as full partners in their
proposals to utilizing off-the-shelf curriculum materials without
involvement of the developer or publisher. Involvement of the
curriculum developer or distributor must not jeopardize the objectivity
of the evaluation and must not involve a level of professional training
or support for the curriculum that rises above that available to
ordinary adopters of the curriculum. Applicants who are not research
organizations will need to obtain the services of at least one
consultant who is an established researcher and who has committed
enough time to the project to assure the integrity of the local
evaluation and to participate in all required meetings. Applicants who
are commercial curriculum developers should indicate in the budget
summary the value of any nonfederal resources that will be devoted to
the research project, such as their curriculum products.
Applicants must employ random assignment in the evaluation design.
Preschool program(s) that are to be the sites for curriculum
implementation must agree to cooperate fully with the random assignment
as a condition for the applicant to receive an award under this
announcement. In order to facilitate random assignment, applicants are
encouraged to consider the use of incentives for schools and families.
These may include: Compensation for additional preschool staff time
required to cooperate with the research effort; funding for a new
classroom; provision of additional resources to enable a program to
conduct new activities; securing vehicles for transportation; stipends
to families, etc.
In proposing a curriculum for evaluation and in the evaluation
design, applicants should consider the following questions:
(1) What scientific research supports the use of this particular
curriculum to improve school readiness or other identified outcomes?
(2) What levels of staff qualifications are required?
(3) What training and materials are needed?
(4) What are the costs of the curriculum in terms of materials and
professional training and support?
(5) How is classroom or program practice to be affected?
(6) How will fidelity of the curriculum be maintained over the
(7) What are possible program staff or family barriers to
Applicants need to pay special attention to the nature of the
curriculum or approach that will be used in control classrooms.
Successful applicants for this initial round of PCER awards are not
expected to compare different well-articulated well-implemented
preschool curricula, though such applications are not discouraged.
Rather, we expect the typical applicant to propose to implement a well
articulated, well-implemented curriculum in preschools in which the
prevailing approach is a home grown, garden variety, unlabeled
preschool experience that is short on specific instructional goals and
that lacks a detailed curriculum. That existing practice would continue
in the classrooms randomized into the control condition. Applicants who
propose a control condition in which the curriculum is one that might
well be proposed as the intervention condition by another applicant
should provide a convincing rationale for their intervention being
likely to improve children's outcomes compared with the known effects
of the curriculum used in the control condition. In this regard and for
all the projects, the ethics of random assignment require a reasonable
assumption that children in the intervention classrooms will experience
neutral to positive outcomes compared with children in the control
classrooms, rather than negative outcomes.
Because children who are most unprepared for entry into school are
found disproportionately among low-income households, and because
variations in the quality of preschool programs appear to have their
greatest effects among such children, applicants must either focus on
preschools that serve children from low-income backgrounds or assure
that such children are present in significant numbers within the
preschool classrooms that are sampled.
Applicants will follow children who participate in studies of PCER
curricula that generate educationally meaningful effects at the end of
the pre-K year into kindergarten and first grade. Assessment of
children at follow-up in both the intervention and control conditions
will be the responsibility of the national contractor. However, all
arrangements to allow such assessments to occur, including obtaining
parent permission and negotiating access to children for testing in
their schools, will be the responsibility of the successful applicant.
Applicants must address how they will provide access to children for
Applicants must be able to guarantee access to a minimum of 10
classrooms with a total of 150 children. Children included must be in
the age range such that they would be eligible for entrance into public
kindergarten in the following year. In addition, the evaluation design
must include attention to the following:
(1) Description of the control condition and the intervention
(2) Explanation of procedures for random assignment and discussion
of procedures for tracking fidelity to the assignment and potential
sources of contamination.
(3) Logic of sampling so as to capture, to the degree possible,
diversity in the preschool population studied. Core variables to
consider for capturing diversity include: race, ethnicity/language
status; household income; parental education.
(4) Discussion of possible variations in the structure of the
participating preschool program(s) (part-day or full day, public or
private, profit or non-profit, etc.) and how these variations will be
taken into consideration in the evaluation design.
Applicants must provide a letter of cooperation from participating
preschool programs for the purposes of conducting the research, with
the responsibilities of the preschool program clearly indicated and
accepted in the letter of cooperation. The applicant must be willing to
work with the national evaluation contractor for the collection of
cross-site data, in
coordination with any local data collection activities. The principal
investigator must agree to attend up to four meetings each year of the
grantees, contractor, and Federal staff. The budget should reflect
travel funds for such purposes.
Waiver of Proposed Rulemaking
Under the Administrative Procedure Act (5 U.S.C. 553) the
Department generally offers interested parties the opportunity to
comment on proposed regulations. However, in order to make timely grant
awards in FY 2002, the Secretary has decided to issue this application
notice without first publishing a proposed priority for public comment.
These regulations will apply to the FY 2002 grant competition only. The
Secretary takes this action under section 437(d)(1) of the General
Education Provisions Act.
OERI is conducting its first grant competition under the national
research institutes authority for the purpose of funding projects that
will implement rigorous evaluations of classroom curricula currently in
use for the pre-K years (20 U.S.C. 6031). This new program of research
is intended to address the critical question of which curricula produce
or contribute to educationally meaningful outcomes for children of this
age. As noted earlier, the evidence that would allow informed choices
of classroom curricula for early childhood programs is weak or non-
existent. Thus, for the first time, OERI is soliciting applications
that will address the lack of rigorous, systematic study and evaluation
of existing curricula.
In a separate Federal Register notice to be published in the near
future, the Assistant Secretary will ask for public comment on the
priority for the purpose of designing and conducting future grant
competitions for this research.
FOR APPLICATIONS AND FURTHER INFORMATION CONTACT: Heidi Schweingruber,
U.S. Department of Education, 555 New Jersey Avenue, room 602-O,
Washington, DC 20208-5501. Telephone: (202) 219-2040 or via Internet:
If you use a telecommunications device for the deaf (TDD), you may
call the Federal Information Relay Service (FIRS) at 1-800-877-8339.
Individuals with disabilities may obtain this document in an
alternative format (e.g., Braille, large print, audiotape, or computer
diskette) on request to the program contact person listed under FOR
APPLICATIONS AND FURTHER INFORMATION CONTACT.
Individuals with disabilities may obtain a copy of the application
package in an alternative format by contacting Heidi Schweingruber.
However, the Department is not able to reproduce in an alternative
format the standard forms included in the application package.
Pilot Project for Electronic Submission of Applications
In FY 2002, the U.S. Department of Education is continuing to
expand its pilot project of electronic submission of applications to
include additional formula grant programs and additional discretionary
grant competitions. The Preschool Curriculum Evaluation Research Grant
Program (CFDA 84.305J) is one of the programs included in the pilot
project. If you are an applicant under the PCER program, you may submit
your application to us in either electronic or paper format.
The pilot project involves the use of the Electronic Grant
Application System (e-APPLICATION, formerly e-GAPS) portion of the
Grant Administration and Payment System (GAPS). We request your
participation in this pilot project. We shall continue to evaluate its
success and solicit suggestions for improvement.
If you participate in this e-APPLICATION pilot, please note the
Your participation is voluntary.
You will not receive any additional point value or penalty
because you submit a grant application in electronic or paper format.
You can submit all documents electronically, including the
Application for Federal Assistance (ED 424), Budget Information--Non-
Construction Programs (ED 524), and all necessary assurances and
Within three working days of submitting your electronic
application, fax a signed copy of the Application for Federal
Assistance (ED 424) to the Application Control Center after following
1. Print ED 424 from the e-APPLICATION system.
2. Make sure that the institution's Authorizing Representative
signs this form.
3. Before faxing this form, submit your electronic application via
the e-APPLICATION system. You will receive an automatic
acknowledgement, which will include a PR/Award number (an identifying
number unique to your application).
4. Place the PR/Award number in the upper right hand corner of ED
5. Fax ED 424 to the Application Control Center at (202) 260-1349.
We may request that you give us original signatures on all other
forms at a later date.
You may access the electronic grant application for the PCER
Program at: http://e-grants.ed.gov.
Due to software upgrades, it is anticipated that the e-Application
software will be unavailable for several days in mid-January. The
tentative dates for this system down time are January 11-21, 2002.
Please check this site for future updates on system availability.
We have included additional information about the e-APPLICATION
pilot project (see Parity Guidelines between Paper and Electronic
Applications) in the application package.
Electronic Access to This Document
You may view this document, as well as all other Department of
Education documents published in the Federal Register, in text or Adobe
Portable Document Format (PDF) on the Internet at the following site:
To use PDF you must have Adobe Acrobat Reader, which is available
free at this site. If you have questions about using PDF, call the U.S.
Government Printing Office (GPO), toll free, at 1-888-293-6498; or in
the Washington, DC area at (202) 512-1530.
Note: The official version of this document is the document
published in the Federal Register. Free Internet access to the
official edition of the Federal Register and the Code of Federal
Regulations is available on GPO Access at: http://
Program Authority: 20 U.S.C. 6031.
Dated: December 13, 2001.
Grover J. Whitehurst,
Assistant Secretary for Educational, Research and Improvement.
[FR Doc. 01-31127 Filed 12-14-01; 8:45 am]
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