Note to Applicants:
This notice is a complete application package. Together with the statute authorizing the program and the applicable regulations governing this program, including the Education Department General Administrative Regulations (EDGAR), this notice contains all of the information, application forms, and instructions needed to apply for a grant under this program.
Purpose of Program: This program provides grants for preservice and inservice professional development for bilingual education teachers, administrators, pupil services personnel, and other educational personnel who are either involved in, or preparing to be involved in, the provision of educational services for children and youth of limited English proficiency.
Eligible Applicants: (1) One or more institutions of higher education (IHEs), which have entered into consortia arrangements with local educational agencies (LEAs) or State educational agencies (SEAs), to achieve the purposes of this section. (2) SEAs and LEAs for inservice professional development programs.
Deadline for Transmittal of Applications: May 16, 2001.
Deadline for Intergovernmental Review: July 16, 2001.
Available Funds: $8 million.
Estimated Range of Awards: $150,000-$250,000 per year.
Estimated Average Size of Awards: $200,000 per year.
Estimated Number of Awards: 40.
The Administration has requested $8 million for new awards under the Teachers and Personnel Grants program in 2001. The actual level of funding, if any, depends upon final congressional action.
Project Period: Up to 36 Months.
Page Limit: The application narrative (Part III of the application) is where you, the applicant, address the selection criteria reviewers use to evaluate your application. You must limit the application narrative to the equivalent of no more than 30 pages, using the following standards:
- A page is 8.5 × 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 application 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 Part I, the cover sheet; Part II, the budget section, including budget justification and the cost itemization; Part IV, the assurances and certifications; or the table of contents, the one-page abstract. However you must include all of the application narrative in Part III.
If, to meet the page limit, you use more than one side of the page, you use a larger page, or you use a print size, spacing, or margins smaller that the standards in this notice, we will reject your application.
Description of Program: The statutory authorization for this program, and the application requirements that apply to this competition, are set out in sections 7143 and 7146-7150 of the Elementary and Secondary Education Act of 1965, as amended by the Improving America's Schools Act of 1994 (Pub. L. 103-382, enacted October 20, 1994) (the Act) (20 U.S.C. 7473 and 7476-7480).
Activities conducted under this program must assist educational personnel in meeting State and local certification requirements for bilingual education and, wherever possible, must lead to the awarding of college or university credit.
Competitive Priority 1
Projects that will contribute to systemic educational reform in an Empowerment Zone, including a Supplemental Empowerment Zone, or an Enterprise Community designated by the United States Department of Housing and Urban Development or the United States Department of Agriculture, and are made an integral part of the Zone's or Community's comprehensive community revitalization strategies.
We select applications that meet this priority over applications of comparable merit which do not meet the priority.
A list of areas that have been designated as Empowerment Zones and Enterprise Communities is provided at the end of this notice.
Competitive Priority 2
Under 34 CFR 75.105(c)(2)(ii) and section 7143(b) of the Act, we award competitive preference to applications that meet the following priority:
Institutions of higher education, in consortia with local or State educational agencies, that offer degree programs that prepare new bilingual education teachers in order to increase the availability of educators to provide high-quality education to limited English proficient students.
We select applications that meet this priority over applications of comparable merit which do not meet the priority.
We are particularly interested in applications that meet the following invitational priorities. However, we do not give an application that meets any of these invitational priorities competitive or absolute preference over other applications (34 CFR 75.105(c)(1)).
(a) Projects that propose particularly effective strategies for assessing the performance of program graduates in the instructional setting.
(b) Projects that link administrators, experienced teachers of LEP students, new teachers and preservice teachers of LEP students in professional practice schools.
(c) Projects proposing partnerships that link institutions of higher education experienced in preparing bilingual education teachers with institutions proposing to develop new training programs for teachers of LEP students.
(d) Projects which propose to assist reading teachers to meet state and local certification requirements for teachers of LEP students.
(e) Projects which propose to improve coursework and field practice related to early literacy needs of LEP students.
Selection Criteria: The Secretary uses the following selection criteria in 34 CFR 75.210 to evaluate applications for new grants under this competition.
The maximum score for all of these criteria is 100 points.
The maximum score for each criterion is indicated in parentheses.
(a) Need for project. (10 points) (1) The Secretary considers the need for the proposed project.
(2) In determining the need for the proposed project, the Secretary considers the following factors:
(i) The magnitude or severity of the problem to be addressed by the proposed project.
(ii) The extent to which specific gaps or weaknesses in services, infrastructure, or opportunities have been identified and will be addressed by Start Printed Page 19357the proposed project, including the nature and the magnitude of those gaps or weaknesses.
(b) Quality of the project design. (50 points) (1) The Secretary considers the quality of the design of the proposed project.
(2) In determining the quality of the design of the proposed project, the Secretary considers the following factors:
(i) The extent to which the goals, objectives, and outcomes to be achieved by the proposed project are clearly specified and measurable.
(ii) The extent to which the design of the proposed project is appropriate to, and will successfully address, the needs of the target population or other identified needs.
(iii) The extent to which the proposed project is designed to build capacity and yield results that will extend beyond the period of Federal financial assistance.
(iv) The extent to which the design of the proposed project reflects up-to-date knowledge from research and effective practice.
(v) The extent to which the proposed activities constitute a coherent, sustained program of training in the field.
(vi) The extent to which the proposed project will be coordinated with similar or related efforts, and with other appropriate community, State, and Federal resources.
(vii) The extent to which the proposed project is part of a comprehensive effort to improve teaching and learning and support rigorous academic standards for students.
(viii) The extent to which fellowship recipients or other project participants are to be selected on the basis of academic excellence.
(c) Quality of project services. (10 points) (1) The Secretary considers the quality of the services to be provided by the proposed project.
(1) In determining the quality of the services to be provided by the proposed project, the Secretary considers the quality and sufficiency of strategies for ensuring equal access and treatment for eligible project participants who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factor: The extent to which the training or professional development services to be provided by the proposed project are of sufficient quality, intensity, and duration to lead to improvements in practice among the recipients of those services.
(d) Quality of project personnel. (5 points) (1) The Secretary considers the quality of the personnel who will carry out the proposed project.
(2) In determining the quality of project personnel, the Secretary considers the extent to which the applicant encourages applications for employment from persons who are members of groups that have traditionally been underrepresented based on race, color, national origin, gender, age, or disability.
(3) In addition, the Secretary considers the following factor: the qualifications, including relevant training and experience, of key project personnel.
(e) Quality of the management plan. (5 points) (1) The Secretary considers the quality of the management plan for the proposed project.
(2) In determining the quality of the management plan for the proposed project, the Secretary considers the following factor: the adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks.
(f) Quality of the project evaluation. (20 points) (1) The Secretary considers the quality of the evaluation to be conducted of the proposed project.
(2) In determining the quality of the evaluation, the Secretary considers the following factors:
(i) The extent to which the methods of evaluation provide for examining the effectiveness of project implementation strategies.
(ii) The extent to which the methods of evaluation include the use of objective performance measures that are clearly related to the intended outcomes of the project and will produce quantitative and qualitative data to the extent possible.
(iii) The extent to which the methods of evaluation will provide performance feedback and permit periodic assessment of progress toward achieving intended outcomes.
Intergovernmental Review Of Federal Programs: This program is subject to the requirements of Executive Order 12372 (Intergovernmental Review of Federal Programs) and the regulations in 34 CFR part 79.
One of the objectives of the Executive order is to foster an intergovernmental partnership and a strengthened federalism. The Executive order relies on processes developed by State and local governments for coordination and review of proposed Federal financial assistance.
If you are an applicant you must contact the appropriate State Single Point of Contact (SPOC) to find out about, and to comply with, the State's process under Executive order 12372.
If you propose to perform activities in more than one State, you should immediately contact the SPOC for each of those States and follow the procedure established in each State under the Executive order. If you want to know the name and address of any SPOC, see the list in the appendix to this application notice; or you may view the latest official SPOC list on the Web site of the Office of Management and Budget at the following address: http://www.whitehouse.gov/omb/grants.
In States that have not established a process or chosen a program for review, State, areawide, regional, and local entities may submit comments directly to the Department.
Any State Process Recommendation and other comments submitted by a SPOC and any comments from State, area-wide, regional, and local entities must be mailed or hand-delivered by the date indicated in this notice to the following address: The Secretary, E.O. 12372—CFDA# 84.195A, U.S. Department of Education, Room 7E200, 400 Maryland Avenue, SW., Washington, D.C. 20202-0125.
We will determine proof of mailing under 34 CFR 75.102 (Deadline date for applications). Recommendations or comments may be hand-delivered until 4:30 p.m. (Washington, D.C. time) on the date indicated in this notice.
Please note that the above address is not the same address as the one to which the applicant submits its completed application. Do not sent applications to the above address. Instructions for transmittal of applications:
If you want to apply for a grant and be considered for funding you must meet the following deadline requirements:
(a) If you send your application by mail—
You must mail the original and two copies of the application on or before the deadline date to: U.S. Department of Education, Application Control Center, Attention: (CFDA# 84.195A) Washington, D.C. 20202-4725.
You must show one of the following as proof of mailing.
(1) A legibly dated U.S. Postal Service postmark.
(2) A legible mail receipt with the date of mailing stamped by the U.S. Postal Service.
(3) A dated shipping label, invoice, or receipt from a commercial carrier. Start Printed Page 19358
(4) Any other proof of mailing acceptable to the Secretary.
If you mail an application through the U.S. Postal Service, we do not accept either of the following as proof of mailing:
(1) A private metered postmark.
(2) A mail receipt that is not dated by the U.S. Postal Service.
(b) If you hand-deliver your application—
You must hand-deliver the original and two copies of the application by 4:30 p.m. (Washington, D.C. time) on or before the deadline date to: U.S. Department of Education, Application Control Center, Attention: (CFDA# 84.195A), Room #3633, Regional Office Building #3, 7th and D Streets, S.W., Washington, D.C.
The Application Control Center accepts application deliveries daily between 8:00 a.m. and 4:30 p.m. (Washington, DC time), except Saturdays, Sundays and Federal holidays. The Center accepts application deliveries through the D Street entrance only. A person delivering an application must show identification to enter the building.
(c) If you submit your application by courier— You must deliver the original and two copies of your application to the courier service on or before the deadline date. You must show as proof of delivery to the courier service a dated shipping label, invoice, or receipt from the courier service. The courier service must deliver your application to: U.S. Department of Education, Application Control Center, Attn: (84.195A), Room 3633, Regional Office Building, 7th and D Streets, S.W., Washington, DC.
The Application Control Center accepts application deliveries daily between 8:00 a.m. and 4:30 p.m. (Washington DC time), except Saturdays, Sundays and Federal holidays. The Center accepts application deliveries through the D Street entrance only. A courier delivering an application must show identification to enter the building.
(1) The U.S. Postal Service does not uniformly provide a dated postmark. Before relying on this method, an applicant should check with its local post office.
(2) If you send your application by mail or deliver it by hand or by a courier service, the Application Control Center will mail a Grant Application Receipt Acknowledgment to each applicant. If an applicant fails to receive the notification of application receipt within 15 days from the date of mailing the application, the applicant should call the U.S. Department of Education Application Control Center at (202) 708-9495.
(3) You must indicate on the envelope and—if not provided by the Department—in Item 3 of the Application for Federal Assistance (Standard Form 424) the CFDA number and suffix letter, if any, of the competition under which the application is being submitted.
Application Instructions and Forms: The appendix to this notice contains the following forms and instructions plus a statement regarding estimated public reporting burden, a notice to applicants regarding compliance with Section 427 of the General Education Provisions Act, questions and answers on this program (located at the end of the notice) and various assurances, certifications, and required documentation:
a. Estimated Public Reporting Burden.
b. Application Instructions.
b. Nonregulatory Guidance: Questions and Answers.
c. Checklist for Applicants.
d. List of Empowerment Zones and Enterprise Communities.
e. Application for Federal Education Assistance (ED 424) and instructions.
f. Group Application Form.
g. Budget Information.
h. Participant Data.
i. Project Documentation.
j. Program Assurances.
k. Assurances—Non-Construction Programs (Standard Form 424B) and instructions.
m. Certifications Regarding Lobbying; Debarment, Suspension, and Other Responsibility Matters; and Drug-Free Workplace Requirements (ED 80-0013) and instructions.
n. Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion—Lower Tier Covered Transactions (ED 80-0014) and instructions.
This form is intended for the use of grantees and should not be transmitted to the Department.
o. Disclosure of Lobbying Activities (Standard Form LLL) (if applicable) and instructions. The document has been marked to reflect statutory changes.
p. Notice to All Applicants (GEPA Requirement) and Instructions (OMB No. 1801-0004).
An applicant may submit information on a photostatic copy of the application and budget forms, the assurances, and the certifications. However, the application form, the assurances, and the certifications must each have an original signature. All applicants must submit one original signed application, including ink signatures on all forms and assurances, and two copies of the application. Please mark each application as “original” or “copy”. No grant may be awarded unless a completed application has been received.Start Further Info
FOR FURTHER INFORMATION CONTACT:
Sue Kenworthy (for applicants located in States west of the Mississippi) or Franklin Reid or Fengju Zhang (for applicants located in States east of the Mississippi), U.S. Department of Education, 400 Maryland Avenue, SW., Room 5090, Switzer Building, Washington, D.C. 20202-6510. Telephone: Sue Kenworthy (202) 205-5539; Franklin Reid: (202) 205-9803; Fengju Zhang (202) 205-9715. E-mail address: Franklin_Reid@ed.gov; Sue_Kenworthy@ed.gov; Fengju_Zhang@ed.gov.
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 notice in an alternative format (e.g., Braille, large print, audiotape, or computer diskette) on request to the contact persons listed in the preceding paragraph. Please note, however, that the Department is not able to reproduce in an alternative format the standard forms included in the notice.
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 portable document format (PFD) on the Internet at either of the following site:
To use PFD you must have Adobe Acrobat Reader, which is available free at either the preceding site. If you have questions about using PDF, call the U.S. Government Printing Office, toll free at 1-888-293-6498; or in the Washington, DC area at (202) 512-1530.
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 at GPO access on: http://www.access.gpo.gov.nara.index.html.Start Signature
Dated: April 6, 2001.
Acting Director, Office of Bilingual Education and Minority Languages Affairs.
Estimated Burden Statement
According to the Paperwork Reduction Act of 1995, you are not required to respond to a collection of information unless it displays a valid OMB control number. The valid OMB control number for this information collection is OMB No. 1885-0542, Exp. Date: 12/31/01. We estimate the time required to complete this information collection is estimated to average 120 hours per response, including the time to review instructions, search existing data resources, gather the data Start Printed Page 19359needed, and complete and review the information collection. If you have any comments concerning the accuracy of the time estimate or suggestions for improving this form, please write to: U.S. Department of Education, Washington, D.C. 20202-4651. If you have any comments or concerns regarding the status of your individual submission of this form, write directly to: Office of Bilingual Education and Minority Languages Affairs, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, DC 20202-6510.
The narrative section should be preceded by a one-page abstract that includes a short description of the project design, project objectives, activities, and competitive and invitational priorities the project proposes to address.
The narrative should address fully all aspects of the selection criteria in the order listed and should give detailed information regarding each criterion. Do not simply paraphrase the criteria. Do not include resumes. Instead, provide position descriptions for key personnel. Do not include bibliographies, letters of support, or appendices in your application. This package includes questions and answers to assist you in preparing the narrative portion of your application.
Empowerment Zone/Enterprise Community Priority
Applicants that wish to be considered under the competitive priority for Empowerment Zones and Enterprise Communities, as specified in a previous section of this notice, should identify in Section D of the Project Documentation Form the Applicable Empowerment Zone or Enterprise Community. The application narrative should describe the extent to which the proposed project will contribute to systemic educational reform in the particular Empowerment Zone or Enterprise Community and be an integral part of the Zone's or Community's comprehensive revitalization strategies.
Table of Contents
The application should include a table of contents listing the various parts of the narrative in the order of the selection criteria. Be sure that the table includes the page numbers where the parts of the narrative are found.
Budget line items must support the goals and objectives of the proposed project and be directly applicable to the program design and all other project components. A separate budget summary and cost itemization must be provided. Prepare an itemized budget for each year of requested funding. Indirect costs for institutions of higher education which are the fiscal agents for Teachers and Personnel Grants are limited to the lower of either 8 percent of a modified total direct cost base or the institution for higher education's actual indirect cost agreement. A modified direct cost base is defined as total direct costs less stipends, tuition and related fees and capital expenditures of $5,000 or more. In describing student support costs distinguish costs for tuition and fees from costs for stipends.
Submission of Application to State Educational Agency
Section 7146(a)(4) of the Act (Elementary and Secondary Education Act of 1965, as amended by the Improving America's Schools Act of 1994, Public Law 103-382) requires all applicants except schools funded by the Bureau of Indian Affairs to submit a copy of their application to their SEA for review and comment (20 U.S.C. 7476(a)(4)). Section 75.156 of the Education Department General Administrative Regulations (EDGAR) requires these applicants to submit their application to the SEA on or before the deadline date for submitting their application to the Department of Education. This section of EDGAR also requires applicants to attach to their application a copy of their letter that requests the SEA to comment on the application (34 CFR 75.156). A copy of this letter should be attached to the Project Documentation Form contained in this application package.
Applicants that do not submit a copy of their application to their SEA will not be considered for funding. Applicants are reminded that the requirement for submission to the State Educational Agency and the requirements for Executive Order 12372 are two separate requirements.
Final Application Preparation
Use the following checklist to verify that all necessary items are addressed. Prepare one original with an original signature, and include two additional copies. Do not use elaborate bindings or covers. The application package must be mailed to the Application Control Center (ACC) and postmarked by the deadline date published in the closing date notice.
Checklist for Applicants
The following forms and other items must be included in the application:
1. Application for Federal Assistance (SF 424).
2. Group Application Certification (To be signed by authorized Representative of LEA in consortia with IHE applicant).
3. Budget Information (ED Form No. 524).
4. Itemized Budget for each year (attached to ED Form No. 524).
5. Participant Data—approximate number of participants to be 3 served each year.
6. Project Documentation.
Section A—Copy of Transmittal Letter to SEA requesting SEA to comment on application
Section B—Documentation of Empowerment Zone or Enterprise Community—if applicable
7. Program Assurances.
8. Non-Construction Programs (SF 424B).
9. Certifications Regarding Lobbying; Debarment, Suspension and Other Responsibility Matters; and Drug-Free Workplace Requirements (ED 80-0013).
10. Certification Regarding Debarment, Suspension, Ineligibility and Voluntary Exclusion—Lower Tier Covered Transactions (ED 80-0014).
11. Disclosure of Lobbying Activities (SF-LLL).
12. Table of Contents.
13. One-page single-spaced abstract.
14. Application narrative (Not to exceed 30 double-spaced pages, see page limit).
Department of Education Questions and Answers
Does the Teachers and Personnel Grants Program Have Specific Evaluation Requirements?
Yes, the evaluation requirements are described in Section 7149 of Title VII of ESEA, 20 U.S.C. 7479. In responding to the selection criteria which addresses the quality of the evaluation design, applicants are reminded of evaluation requirements on providing data on the placement of graduates and the effectiveness of graduates in the instructional setting.
What Requirements Must Grantees Meet Related to Teacher Certification?
The Title VII statute requires grantees to assist educational personnel in meeting State and local certification requirements. 20 U.S.C. 7477. However, because certification requirements vary among States, applicants are given flexibility in designing activities that lead to meeting State and local certification requirements.
What Activities Are Authorized Under Teachers and Personnel Grants?
Authorized activities are those that support the development of teachers and other educational personnel who are either involved with, or preparing to be involved with, serving students with limited English proficient proficiency. Such activities may include, but are not limited to, the development of program curricula; collaboration with local school districts in designing new teacher training activities; and reforming and improving teacher training programs to reflect high standards of professionalism. Only institutions of higher education, applying in consortia arrangements with one or more local educational agencies or State educational agencies, are eligible to apply for preservice programs. This means the institution of higher education would be the lead agency and the fiscal agent for the grant. State educational agencies and local educational agencies may, however apply for inservice training programs.
May Program Budgets Include Costs for Items Other Than Student Tuition and Fees?
Project budgets should reflect the proposed program activities. In addition to student support costs, budget items may include costs for personnel, supplies or equipment, and other costs to support developmental activities.
What information may be helpful in preparing a narrative for the Teachers and Personnel Grant?
Technical assistance information on Teachers and Personnel grants is available through the OBEMLA website: www.ed.gov/offices/OBEMLA. In responding to the selection criteria, applicants may wish to Start Printed Page 19360consider the following questions as a guide for preparing application narrative.
- What are the specific responsibilities of districts, schools, institutions of higher education, and other partnership organizations in planning, implementing, and evaluating the proposed program? What resources and support will be provided by each of the contributing partners?
- How does the training curricula reflect high standards for pedagogy, content, and proficiency in English and a second language to ensure that participants are effectively prepared to provide instruction and support to LEP students?
- How will the program assist in systemically reforming policies and practices in the target schools and in the IHE related to the preparation of new teachers, the induction of new bilingual teachers, clinical experiences for new bilingual teachers and other educational personnel, or professional development opportunities for all teachers?
- What selection criteria will the applicant adopt to ensure that individuals selected to participate in the program hold promise for successfully completing program requirements?
- What support will be provided to new bilingual teachers by experienced bilingual teachers, higher education faculty, and school administrators to guide them during their period of induction?
- How will the instructional responsibilities of new teachers be balanced with appropriate professional development, support and planning time?
- How will clinical experiences for preservice participants be structured to ensure that they are well-supervised, of sufficient duration and in a setting which provides opportunities for participants to experience a variety of effective bilingual education instructional methods and approaches?
- How is the training curriculum based on current research related to effective teaching and learning? What evidence of effectiveness supports the training model?
- What are the expected outcomes for participant learning, effectiveness in the instructional setting, reform and improvement in the school or the university? What measures will the proposed program use to collect data on the effectiveness of the program in meeting its objectives, such as: field practice assessments, National or State benchmark tests, surveys of graduates, mentor teachers, school administrators, rates of transfer from 2-year to 4-year institutions, graduate rates, placement rates? How are needs, objectives, activities and measures linked?
- How will the program evaluation incorporate strategies for assessing progress and performance of participants; communicating meaningful, regular and timely feedback to participants; improving the quality of the training program; identifying exemplary program features; and reporting on specific data related to the number of participants completing the program and the number of graduates placed in the instructional setting?
- How will the proposed program improve teacher preparation curricula, clinical experiences and the skills and knowledge of higher education faculty to better prepare ALL teachers in content and pedagogy related to the needs of LEP students?
In addition, applicants may wish to consider the Department of Education Professional Development Principles in planning a Teachers and Personnel Grant.
The following are the professional development principles:
- Focuses on teachers as central to student learning, yet includes all other members of the school community;
- Focuses on individual, collegial and organizational improvement; Respects and nurtures the intellectual and leadership capacity of teachers, principals, and others in the school community;
- Reflects best available research and practice in teaching, learning, and leadership;
- Enables teachers to develop further expertise in subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standards;
- Promotes continuous inquiry and improvement embedded in the daily life of schools;
- Is planned collaboratively by those who will participate in and facilitate that development;
- Requires substantial time and other resources; is driven by a coherent long-term plan; is evaluated ultimately on the basis of its impact on teacher effectiveness and student learning; and
- Uses this assessment to guide subsequent professional development efforts.
What Other Information May Be Helpful in Applying for a Teachers and Personnel Grant?
Applicants are reminded that they must submit a copy of their application to the SEA for review and comment. In addition, applicants must submit a copy of their application to the State Single Point of Contact to satisfy the requirements of Executive Order 12372. The SEA review requirement and the requirements for Executive Order 12372 are two distinct requirements.Start Printed Page 19361 Start Printed Page 19362 Start Printed Page 19363 Start Printed Page 19364 Start Printed Page 19365 Start Printed Page 19366 Start Printed Page 19367 Start Printed Page 19368 Start Printed Page 19369 Start Printed Page 19370 Start Printed Page 19371 Start Printed Page 19372 Start Printed Page 19373 Start Printed Page 19374 Start Printed Page 19375 Start Printed Page 19376 Start Printed Page 19377 Start Printed Page 19378
Empowerment Zones and Enterprise Communities (as of January 13, 1999)
[*Denotes rural designee; +Also an Enterprise Community, Round One]
California: Los Angeles, Oakland Santa Ana, Riverside County*
Connecticut: New Haven +
Florida: Miami +
Georgia: Atlanta, Cordele* +
Illinois: Chicago, East St. Louis +, Ullin*
Indiana: Gary, East Chicago
Kentucky: Kentucky Highlands* (Clinton, Jackson, and Wayne Counties)
Massachusetts: Boston +
Minnesota: Minneapolis +
Mississippi: Mid-Delta* (Bolivar, Holmes, Humphreys, LeFlore, Sunflower, Washington Counties)
Missouri/Kansas: Kansas City, Kansas City
Missouri: St. Louis +
New Jersey: Cumberland County
New York: Harlem, Bronx
North Dakota: Lake Agassiz*
Ohio: Cleveland, Cincinnati, Columbus +
Ohio/West Virginia: Ironton/Huntington +
Pennsylvania/New Jersey: Philadelphia/Camden
South Carolina: Columbia/Sumter
South Dakota: Oglala Sioux Reservation in Pine Ridge*
Texas: Houston, El Paso +, Rio Grande Valley (Cameron, Hidalgo, Starr, and Willacy Counties)Start Printed Page 19379
Virginia: Norfolk +/Portsmouth
Alabama: Chambers County*, Greene County*, Sumter County*
Arizona: Arizona Border* (Cochise, Santa Cruz and Yuma Counties), Phoenix, Window Rock*
Arkansas: East Central* (Cross, Lee, Monroe, and St. Francis Counties), Mississippi County*, Pulask County
California: Imperial County*, Los Angeles, Huntington Park, San Diego, San Francisco, Bayview, Hunter's Point, Watsonville*, Orange Cove*
Connecticut: Bridgeport, New Haven
District of Columbia: Washington
Florida: Jackson County*, Miami, Dade County, Tampa, Immokalee*
Georgia: Albany, Central Savannah River* (Burke Hancock, Jefferson, McDuffie, Tallafero, and Warren Counties), Crisp County*, Dooley County*
Illinois: East St. Louis, Springfield
Indiana: Indianapolis, Austin*
Iowa: Des Moines
Kentucky: Louisville, Bowling Green*
Louisiana: Macon Ridge* (Catahoula, Concordia, Franklin, Morehouse, and Tensas Parishes), New Orleans, Northeast Louisiana Delta* (Madison Parish), Ouachita Parish
Massachusetts: Lowell, Springfield
Michigan: Five Cap*, Flint, Muskegon, Harrison*
Minnesota: Minneapolis, St. Paul
Mississippi: Jackson, North Delta Area* (Panola, Quitman, and Tallahatchie Counties)
Missouri: East Prairie*, St. Louis
Nevada: Clarke County, Las Vegas
New Hampshire: Manchester
New Jersey: Newark
New Mexico: Albuquerque, La Jicarita* (Mora, Rio Arriba, Taos Counties), Deming*
New York: Albany, Schenectady, Troy
New York: Buffalo, Rochester
New York: Newburgh, Kingston
North Carolina: Charlotte
North Carolina: Edgecombe, Halifax, Robeson, Wilson Counties*
Ohio: Akron, Columbus, Greater Portsmouth* (Scioto County)
Oklahoma: Choctaw, McCurtain Counties*, Oklahoma City, Ada*
Oregon: Josephine County*, Portland
Pennsylvania: Harrisburg, Lock Haven*, Pittsburgh, Uniontown*
Rhode Island: Providence
South Carolina: Charleston, Williamsburg, Florence County*, Hallandale*
South Dakota: Beadle, Sprink Counties*
Tennessee: Fayette, Haywood Counties*, Memphis, Nashville, Rutledge*
Tennessee/Kentucky: Scott, McCreary Counties*
Texas: Dallas, El Pason, San Antonio, Waco, Uvalde*
Virginia: Accomack (Northampton County)*, Norfolk
Washington: Lower Yakima County*, Seattle, Tacoma, Collie*
West Virginia: Charleston*, Huntington, McDowell County*, West Central Appalachia* (Braxton, Clay, Fayette, Nicholas, and Roane)
Wisconsin: Milwaukee, Keshena*
For further information consult the following Internet site: http://www.ezec.gov.End Further Info End Preamble
BILLING CODE 4000-01-U
BILLING CODE 4000-01-C
[FR Doc. 01-9064 Filed 4-12-01; 8:45 am]
BILLING CODE 4000-01-U