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Federal Register / Vol. 86, No. 107 / Monday, June 7, 2021 / Notices
metric used to gauge program or project performance.
Performance target means a level of performance that an applicant would seek to meet during the course of a project or as a result of a project.
Project component means an activity, strategy, intervention, process, product, practice, or policy included in a project.
Evidence may pertain to an individual project component or to a combination of project components e.g., training teachers on instructional practices for English learners and follow-on coaching for these teachers.
Regional level describes the level of scope or effectiveness of a process, product, strategy, or practice that is able to serve a variety of communities within a State or multiple States, including rural and urban areas, as well as with different groups e.g., economically disadvantaged, racial and ethnic groups, migrant populations, individuals with disabilities, English learners, and individuals of each gender. For an LEAbased project, to be considered a regional-level project, a process, product, strategy, or practice must serve students in more than one LEA, unless the process, product, strategy, or practice is implemented in a State in which the SEA is the sole educational agency for all schools.
Relevant outcome means the student outcomes or other outcomes the key project component is designed to improve, consistent with the specific goals of the program.
State educational agency SEA
means the agency primarily responsible for the State supervision of public elementary schools and secondary schools.
Strong evidence means that there is evidence of the effectiveness of a key project component in improving a relevant outcome for a sample that overlaps with the populations and settings proposed to receive that component, based on a relevant finding from one of the following:
i A practice guide prepared by the WWC using version 2.1, 3.0, 4.0, or 4.1
of the WWC Handbooks reporting a strong evidence base for the corresponding practice guide recommendation;
ii An intervention report prepared by the WWC using version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbooks reporting a positive effect on a relevant outcome based on a medium to large extent of evidence, with no reporting of a negative effect or potentially negative effect on a relevant outcome;
or iii A single experimental study reviewed and reported by the WWC

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using version 2.1, 3.0, 4.0, or 4.1 of the WWC Handbooks, or otherwise assessed by the Department using version 4.1 of the WWC Handbook, as appropriate, and that A Meets WWC standards without reservations;
B Includes at least one statistically significant and positive i.e., favorable effect on a relevant outcome;
C Includes no overriding statistically significant and negative effects on relevant outcomes reported in the study or in a corresponding WWC
intervention report prepared under version 2.1, 3.0, 4.0, or 4.1 of the WWC
Handbook; and D Is based on a sample from more than one site e.g., State, county, city, school district, or postsecondary campus and includes at least 350
students or other individuals across sites. Multiple studies of the same project component that each meet requirements in paragraphs iiiA, B, and C of this definition may together satisfy this requirement in this paragraph iiid.
What Works Clearinghouse Handbooks WWC Handbooks means the standards and procedures set forth in the WWC Standards Handbook, Versions 4.0 or 4.1, and WWC
Procedures Handbook, Versions 4.0 or 4.1, or in the WWC Procedures and Standards Handbook, Version 3.0 or Version 2.1 all incorporated by reference, see 77.2. Study findings eligible for review under WWC
standards can meet WWC standards without reservations, meet WWC
standards with reservations, or not meet WWC standards. WWC practice guides and intervention reports include findings from systematic reviews of evidence as described in the WWC
Handbooks documentation.
Note: The What Works Clearinghouse Procedures and Standards Handbooks are available at https ies.ed.gov/ncee/
wwc/Handbooks.
References Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. 2006. How changes in entry requirements alter the teacher workforce and affect student achievement. Education Finance and Policy, 12, 176216.
Cardichon, J., Darling-Hammond, L., Yang, M., Scott, C., Shields, P.M., & Burns, D.
2020. Inequitable opportunity to learn student access to certified and experienced teachers. Learning Policy Institute. https
learningpolicyinstitute.org/sites/default/
files/product-files/CRDC_Teacher_
Access_REPORT.pdf.
Clotfelter, C.T., Ladd, H.F., & Vigdor, J.L.
2007. How and why do teacher
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credentials matter for student achievement? NBER Working Paper 12828. Cambridge, MA: National Bureau of Economic Research.
Darling-Hammond, L., Holtzman, D., Gatlin, S.J., & Vasquez Heilig, J. 2005. Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness.
Education Policy Analysis Archives, 1342. DOI: https doi.org/10.14507/
epaa.v13n42.2005.
Kini, T., & Podolsky, A. 2016. Does teaching experience increase teacher effectiveness? A review of the research.
Palo Alto, CA: Learning Policy Institute.
https learningpolicyinstitute.org/
product/does-teachingexperienceincrease-teacher-effectiveness-reviewresearch.
Goe, L. 2007. The link between teacher quality and student outcomes: A
research synthesis. Washington, DC:
National Comprehensive Center for Teacher Quality.
Ladd, H.F., & Sorensen, L.C. 2017. Returns to teacher experience: Student achievement and motivation in middle school. Education Finance and Policy, 122, 241279.
Podolsky, A., Darling-Hammond, L., Doss, C., & Reardon, S. 2019. Californias positive outliers: Districts beating the odds. Palo Alto, CA: Learning Policy Institute. https learningpolicy institute.org/product/ positive-outliersdistricts-beating-odds.
U.S. Department of Educations 201516
Civil Rights Data Collection School Climate and Safety Report 2018.
www2.ed.gov/about/offices/list/ocr/docs/
school-climate-and-safety.pdf.
U.S. Department of Education 201516 Civil Rights Data Collection STEM Course Taking Report. 2018. www2.ed.gov/
about/offices/list/ocr/docs/stem-coursetaking.pdf.

Program Authority: Section 4611 of the ESEA, 20 U.S.C. 7261.
Note: Projects will be awarded and must be operated in a manner consistent with the nondiscrimination requirements contained in Federal civil rights laws.

Applicable Regulations: a The Education Department General Administrative Regulations in 34 CFR
parts 75, 77, 79, 81, 82, 84, 86, 97, 98, and 99. b The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension Nonprocurement in 2 CFR
part 180, as adopted and amended as regulations of the Department in 2 CFR
part 3485. c The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474.
Note: The regulations in 34 CFR part 86
apply to institutions of higher education IHEs only.

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