[Federal Register: December 17, 2001 (Volume 66, Number 242)]


[Page 65081-65086]

From the Federal Register Online via GPO Access [wais.access.gpo.gov]



[[Page 65081]]


Part IV





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


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[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

this program.

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

percentage weights.

(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

their duties.

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


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

arrange it.



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,

[[Page 65083]]

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.

Program Description

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

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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

greatest impact?

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.

Time Frame

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

first grade.

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.

Absolute 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

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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

intervention classrooms;

(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

national contractor.

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

program year?

(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

follow-up testing.

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

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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.


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


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

these steps:

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]