Hispanic-Serving Institutions - Science, Technology, Engineering, or Mathematics and Articulation Programs
Application for Eligibility
You must be designated an eligible institution before applying for funding under this program. The latest application to request designation as an eligible institution and to request a waiver of the non-federal cost share requirement is available. Please note the closing date(s) and refer to the Federal Register Notice.
Application for Grants
There are no new award grant competitions planned for 2022.
Current Competition: FY 2021 (84.031C)
Funding Opportunity Number: ED-GRANTS-043021-001
Application Available: April 30, 2021
Application Deadline: June 14, 2021, 11:59:59 PM, Washington, DC Time
Federal Register Notices
- CFDA 84.031C: Notice Inviting Application for New Awards for FY 2021 HSI STEM and Articulation Program dated April 30, 2021
84.031C FY 2021 HSI STEM and Articulation Program Application Booklet (PDF, 728K)
In the application booklet, for Competitive Preference Priority (CPP) #1, there is an error on page 5. CPP #1 is designed to address the collaboration between education providers and employers, not students. This link has been updated. Please refer to the NIA as the official document which contains a full description of the CPP.
Tips and Assistance
FY 2021 HSI STEM and Articulation Program Technical Assistance Webinar
Due to reformatting issues of the FY 2021 HSI STEM and Articulation Program webinar presented on May 20, 2021, the recording has been removed. Please contact Jymece Seward, Competition Manager, for assistance at Jymece.Seward@ed.gov. Our apologies for the inconvenience.
Updated Pre-Application Webinar Presentation Slides (PDF, 1.06MB)
Slide #7 has been updated to correct the description of Competitive Preference Priority #1. All other information remains the same.
For specific questions related to Indirect Cost, please email the Indirect Cost Division at: IndirectCostDivision@ed.gov.
Evidence Requirement ResourcesDisclaimer
To help HSI-STEM and Articulation applicants understand how to meet the supporting studies for the competitive preference priorities in this competition, specifically Moderate Evidence of Effectiveness, we have provided summaries of several studies of postsecondary interventions that meet the standard. These studies, as well as other studies that meet the moderate evidence standard, are available through the What Works Clearinghouse (WWC) Reviewed Studies Database. Please note that these studies are presented for illustrative purposes only.
Moreover, the Department of Education is aware that other studies of postsecondary interventions that may meet the moderate evidence standard have not yet been reviewed by the WWC. We encourage applicants to cite studies they think will meet the requirements of moderate evidence but that have not been reviewed by the WWC. All supporting studies that are cited for the competition in response to either of the two competitive preference priorities will be reviewed to determine if they meet the requirements of moderate evidence or evidence of promise, including relevance to the proposed project. In checking for relevance of the cited study, applicants should consider the following:
- Does the study examine the effectiveness of the process, product, strategy, activity, intervention, or practice being proposed;
- Is the outcome that the study found to have statistically significant favorable impact on a relevant outcome proposed in the project proposed by the applicant; and
- Does the study include a sample that overlaps with the populations or settings proposed to receive the process, product, strategy, activity, intervention, or practice in the application being proposed?
The six studies below have been vetted and are posted as a resource for this competition. They all meet Moderate standard. (Posting these studies does not indicate that applicants should use or limit their application to these citations.)
- Bettinger, E. P., & Baker, R. (2011). The effects of student coaching in college: An evaluation of a randomized experiment in student mentoring: MS Word (39K)
- Castleman, B. L., & Page, L. C. (2014). Freshman year financial aid nudges: An experiment to increase FAFSA renewal and college persistence: MS Word (37K)
- Hayward, C. & Willett, T. (2014). Curricular Redesign and Gatekeeper Completion: A Multi-College Evaluation of the California Acceleration Project: MS Word (41K)
- Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling Graduation Rates: Three-Year Effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for Developmental Education Students. New York: MDRC.
- Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students’ academic performance and all students’ college transition: MS Word (40K)
- Walton, G. M. & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students: MS Word (41K)
Project Evaluation Resources
Applicants are asked in the Notice Inviting Applications (NIA) to produce an evaluation plan. One of the evaluation selection factors asks applicants to describe the extent to which the plan meets the IES What Works Clearinghouse evaluation design standards with reservations. Applicants that plan to work with an evaluator in designing their evaluation plans must comply with all procurement rules, including those related to conflicts of interest. Qualified evaluators may be found in a number of places, including identifying authors through the What Works Clearinghouse database, or:
- Consulting a list of evaluators as published by the Arnold Foundation;
- Working with research experts located at the applying institution; or
- Consulting a list of evaluators as published by the American Evaluation Association.
Please note that the Department does not endorse any organization listed at the links above. These links may contain resource materials and contact information that are provided for the user's convenience, but any information therein not intended to reflect its importance nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses and Web sites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department of Education. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials. Disclaimer
Jymece Seward, 202-453-6138, Jymece.Seward@ed.gov
U.S. Department of Education, OPE
Higher Education Programs, Institutional Service
HSI STEM and Articulation Program
400 Maryland Avenue, S.W., Room 7E311
Washington, DC 20202