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Education Civique: A Case Study of Third Year Collège Classes in Paris, France Open Access

Shapiro, anna katherine (2012).

Abstract Education Civique: A Case Study of Third Year Collège Classes in Paris, France

This case study provides insight into how civic education, both as a separate discipline and as a component of history education, is practiced and experienced by teachers and students in three culturally diverse French middle schools. As a historically valued discipline within the national education system, civic education is an important tool for political socialization and immigrant integration. This study uses three data sources -- interviews of three teachers, observation of 10 hours of class in third year history, civic education, and geography lessons, and an analysis of the three textbooks used in the school sites-- to explore how civic education is affected by student diversity in France. The findings show that although civic education continues to be highly valued as a discipline in diverse classrooms, teachers and students are challenged by the complexity and limitations on time posed by the curriculum. Furthermore, teachers report tensions between the curriculum and the cultural or religious knowledge that some immigrant children learn in their homes and communities. The findings from this study highlight the growing necessity of revising the civic education curriculum to act as a more effective tool for political socialization, and to improve the experiences that minority students and their teachers may have when learning the prescribed curriculum.

Table of Contents

Chapter 1: Statement of the Problem...1

Chapter 2: Review of the Literature...6

History of Civic Education...8

Goals of Civic Education...13

History and Civic Education...15

Background of Immigration in France...17

Chapter 3: Methodology...22

Recruitment...22

School Sites...23

Classroom Observation...23

Teacher Interviews...24

Textbooks...25

Limitations...26

Chapter 4: Findings...28

How Teachers Experience and Practice Civic Education...30

How Students Experience Civic Education...46

How Teachers Experience Civic Education in Multicultural Classrooms...50

History, Geography, and Civic Education as Co-Disciplines...58

Emergent Themes...62

Summary...64

Chapter 5: Discussion...67

Implications...71 Conclusion...72

References...73

Appendix A: Values, Principles and Symbols in Civic Education...76

Appendix B: Observation Guide...78

Appendix C: Interview Guides...80

Interview Guide (English Version)...80

Interview Guide (French Version)...81

Appendix D: Sample Code Sheets

Sample Interview and Observation Codes...83

Sample Textbook Codes...85

List of Tables

Table 1: Role of Education System...34 Table 2: Incorporation of Civic Education Goals...43 Table 3: Distribution of Entries by Concept Themes...46 Table 4: Themes of Diversity...58 Table 5: Distribution of Entries by Subject Matter...60 Table 6: Distribution of Entries by Method...61 Table 7: Distribution of Values by Method...62

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JEUNESSE ET EDUCATION CIVIQUE. INCIVISME ET INCIVILITES: Interdiction de ne pas interdire

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Apprendre à être citoyen : ce que les jeunes pensent de l'éducation civique

Enseignante-chercheuse en sciences de l'éducation et de la formation, CY Cergy Paris Université

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Camille Amilhat a réalisé sa thèse en contrat CIFRE.

CY Cergy Paris Université provides funding as a member of The Conversation FR.

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Présents dans les cortèges de la manifestation ou bloquant pour la journée leur établissement, des lycéens et des étudiants ont tenu à montrer leur opposition au projet de réforme des retraites le 19 janvier dernier. Le soir, 13 000 personnes suivaient l’émission politique Backseat de Jean Massiet sur Twitch, dont 40 % de la communauté a entre 15 et 24 ans , et dans laquelle il recevait Philippe Martinez , secrétaire général de la CGT.

Ces indicateurs nous rappellent que les jeunes se désintéressent bien moins de la politique qu’on voudrait le prétendre. Leur intérêt apparaît même dès l’enfance, lors des premières confrontations à l’actualité, en famille, dans les médias ou sur les réseaux sociaux. Pourtant, à l’école, il semblerait qu’on ne leur donne pas les outils pour décrypter le monde politique. On éviterait même d’en parler.

Read more: Les jeunes et le politique : au-delà du vote, des formes d’engagement multiples

Cette constatation est somme toute étonnante puisque, depuis le XIX e siècle et l’école de Jules Ferry , les programmes prévoient qu’une éducation civique soit délivrée en classe pour former les élèves à devenir des citoyens informés et engagés. Alors qu’en est-il réellement ?

Les résultats présentés ici sont issus d’un travail de thèse portant sur l’apprentissage de la citoyenneté à l’école. L’enquête, mêlant observations et entretiens approfondis, a été conduite entre 2016 et 2021 dans sept établissements scolaires franciliens, dont trois étaient en réseau d’éducation prioritaire.

Au cœur du défi démocratique

Si l’éducation civique a traversé les décennies, c’est qu’elle est conçue comme un pilier des démocraties occidentales. On l’instaure pour affermir une démocratie naissante ; on la réforme pour relancer un système en crise . Face aux tensions politiques et sociales croissantes, elle fait même l’objet d’une valorisation européenne et internationale depuis une vingtaine d’années. La compétence civique est définie par le Parlement européen et le Conseil de l’Union européenne comme l’une des huit compétences clés à développer chez les jeunes pour favoriser notamment la « citoyenneté active » et « l’intégration sociale ».

[ Près de 80 000 lecteurs font confiance à la newsletter de The Conversation pour mieux comprendre les grands enjeux du monde . Abonnez-vous aujourd’hui ]

Dans le même temps, ce postulat que l’acquisition d’une compétence politique minimale par les jeunes est essentielle à l’avènement de citoyens éclairés et participants commence à faire consensus parmi les chercheurs anglo-saxons et français après plusieurs décennies de débat.

C’est dans ce contexte et à la suite des attentats de Charlie Hebdo et de l’Hyper Cacher, que la France décide en 2015 de la mise en place d’une nouvelle discipline obligatoire tout au long du cursus scolaire : l’enseignement moral et civique (EMC).

Bien que la réforme de l’EMC soit érigée au rang de priorité politique de l’exécutif, la discipline se voit en fait attribuer des moyens limités et garde un statut très secondaire. L’EMC se greffe à une autre voire à deux autres matières dans le cas de l’histoire-géographie en fin d’élémentaire et au collège, ce qui risque d’en faire une variable d’ajustement. En outre, aucune évaluation des enseignants n’est officiellement définie puisque la spécialité « Enseignement moral et civique » n’existe pas dans les corps d’inspection.

Read more: Qu’est-ce que l’enseignement moral et civique ?

De la même façon, les consignes d’évaluation des élèves sont mineures et il n’y a pas d’épreuve séparée aux examens nationaux. Et la grande liberté pédagogique offerte aux professeurs pour cet enseignement cache en réalité un manque de ressources d’accompagnement.

Chez les enseignants, l’EMC véhicule alors l’image d’une discipline dont « tout le monde se fout » sans exception : le ministère de l’Éducation nationale, les chefs d’établissement, les syndicats et les parents. À cette perception négative s’ajoutent de multiples contraintes professionnelles qui les retiennent de se lancer dans cet enseignement.

Par manque de formation et de ressources, les enseignants ne se sentent pas compétents sur les sujets civiques. Ils considèrent qu’il leur faut investir un temps personnel important, dont ils manquent, pour être en mesure de les aborder en classe. En outre, les pédagogies participatives recommandées pour l’EMC nécessitent un équipement matériel particulier (outils informatiques, connexion Internet, grandes salles, etc.) qu’ils n’ont pas ou qui est vétuste. Faire de l’EMC signifie également restreindre les possibilités de finir le lourd programme de la discipline principale à laquelle il est associé.

Par conséquent, comme depuis le milieu du XXᵉ siècle , l’éducation à la citoyenneté reste à l’état de discours et de programmes sans devenir une pratique réelle dans le quotidien des classes. La relégation au second plan de la discipline se perpétue. L’EMC est peu enseigné, ses heures sont sacrifiées au profit de la discipline principale (histoire, géographie, etc.) ou d’autres priorités d’enseignement (rattrapages de cours, sorties, évaluations, etc.).

« Ça nous concerne tous »

Pourtant, les enfants et les adolescents expriment un intérêt fort pour cette discipline scolaire différente des autres, tant par sa forme que par son fond, et ce n’est pas nouveau. Déjà dans les années 1970, Madeleine Grawitz montrait que plus de 80 % des élèves portaient un jugement positif sur l’éducation civique.

Les élèves lient d’abord leur appétence pour l’EMC à son caractère informel, c’est-à-dire avec des règles scolaires plus souples et une place importante accordée à leur participation et à leur opinion. La discipline est comme une respiration dans un cadre scolaire routinier et formel. Ce n’est pas pour autant qu’ils trouvent l’éducation civique simple. Une élève de seconde le résume en quelques mots :

« Même avant un [cours d’EMC], je me dis “c’est cool, on va parler, on va donner notre avis, on va apprendre de nouvelles choses”. »

Ce qui fonde la curiosité des jeunes pour l’éducation à la citoyenneté, c’est aussi les sujets qui y sont étudiés : « ça nous concerne tous », affirment-ils. D’abord, l’EMC leur apporte un éclairage sur une actualité omniprésente dans leur quotidien, par la télévision mais aussi par leur hyperconnexion numérique (smartphone, tablette, réseaux sociaux). Ensuite, ils ont envie d’être préparés dans ces cours à devenir citoyens.

Pour les plus éloignés de l’univers politique, ils disent vouloir devenir de « bons adultes ». Pour les autres, ils se sentent concernés par l’apprentissage de la pratique du vote et la compréhension de la vie politique locale et nationale. Ils veulent ainsi être en mesure de « prendre le relais » dans l’espace public, selon l’expression d’un élève de CM2.

L’intérêt des visites scolaires

Quand un enseignement civique leur est proposé, les jeunes s’en emparent effectivement. Chez la totalité des 48 élèves interrogés, les effets des cours sont positifs s’agissant de leur familiarisation avec l’univers politique. Pour beaucoup d’entre eux, ces cours accroissent leur attrait pour les sujets politiques et civiques et développent un sentiment de proximité avec l’univers institutionnel. Ils leur permettent également d’acquérir des connaissances techniques et d’aiguiser leur esprit critique, mais l’effet observé est moins prononcé.

Read more: « Ma classe en campagne » : C’est quoi la démocratie ?

Pour augmenter ces effets cognitifs de l’éducation civique, certaines pratiques pédagogiques sont particulièrement appréciées et efficaces. La projection de films documentaires, comme celui de Raymond Depardon, 10ᵉ chambre. Instants d’audience , sur le fonctionnement des institutions judiciaires, en est un exemple. La visite scolaire d’institution publique en est un autre et pas des moindres. C’est la pédagogie qui suscite les souvenirs les plus précis et les plus durables.

Mairie, Assemblée nationale, palais de justice : les élèves qui ont visité l’une de ces institutions ont des facilités à retenir leur nom et manient un vocabulaire spécifique pour raconter leur expérience de visite. Au-delà de la description de souvenirs concrets, les élèves parviennent à restituer des mécanismes institutionnels plus abstraits, comme les actions des personnes siégeant au sein de l’institution, et ont le sentiment d’avoir appris « beaucoup de choses ». De surcroît, ces souvenirs restent vifs dans le temps.

C’est ainsi qu’à travers l’éducation civique, l’école participe à développer la compétence et la curiosité politiques des jeunes. Face à ces différents constats, passer de la marginalisation de l’EMC à sa réhabilitation, tant dans les directives officielles que dans les pratiques de classe, pourrait s’avérer opportun.

Sur la question précise de l’éducation à la citoyenneté européenne, un article de Camille Amilhat intitulé « L’Europe entre invisibilité et réalités distantes. L’appréhension des institutions européennes en Enseignement moral et civique » vient de paraître dans l’ouvrage collectif dirigé par Sébastien Ledoux et Niels F. May, « Transmettre l’Europe à la jeunesse » , aux Presses Universitaires de Rennes.

• citoyenneté
• école primaire
• « Dans la classe »

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L'éducation, un levier pour améliorer la santé et la cohésion sociale

Éducation et engagement civique et social.

À l’heure actuelle, le climat politique mondial souligne la nécessité de s’intéresser davantage aux composantes non-économiques du bien-être et du progrès social telles que la santé, l’engagement social, l’intérêt pour la politique ou la criminalité.

L’éducation contribue largement à façonner ces indicateurs de progrès social. Néanmoins, les liens et mécanismes de causalité, l’influence des contextes et l’impact relatif des différentes mesures éducatives sur ces indicateurs sont encore mal compris.

Le présent rapport a pour objet d’apporter des éléments de réponse aux problèmes rencontrés dans l’évaluation des retombées sociales de l’éducation ; à cet effet, il présente une synthèse des données probantes disponibles, passe en revue un certain nombre d’analyses de données antérieures et examine les débats politiques. La conclusion de ce rapport est que l’éducation peut contribuer à améliorer la santé et l’engagement civique et social. Elle peut réduire les inégalités en développant les compétences cognitives, sociales et émotionnelles, mais aussi en favorisant l’adoption d’un mode de vie sain et de pratiques et de valeurs participatives. Les efforts menés en milieu scolaire sont plus susceptibles de porter leurs fruits s’ils sont complétés par ceux de la famille et de l’environnement social élargi – d’où la nécessité d’améliorer la cohérence entre les différentes politiques sectorielles, mais aussi entre les différents niveaux d’enseignement. 

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• Trends Shaping Education 2010
• Optimiser les dépenses de santé
• Améliorer la performance des soins de santé
• Comprendre l'impact social de l'éducation
• Évaluation des risques environnementaux pour la santé des enfants
• Panorama du PISA 2009
• Panorama de la santé 2009
• L'éducation aujourd'hui 2010
• Regards sur l'éducation 2010
• Regards sur l'éducation 2010 : Panorama
• Résultats du PISA 2009 : Surmonter le milieu social
• Systèmes de santé
• Health Care Systems
• Résultats du PISA 2009 : Savoirs et savoir-faire des élèves
• https://doi.org/10.1787/9789264086333-fr
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Centre for Educational Research and Innovation

Les pays de l’OCDE s’intéressent de plus en plus à l’engagement civique et social (ECS) de leurs citoyens, en raison non seulement de sa valeur intrinsèque, mais aussi de ses effets bénéfiques potentiels sur la société. L’éducation peut-elle contribuer à renforcer l’engagement civique et social? D’un côté, les liens de causalité mis en évidence suggèrent qu’aux États-Unis, les établissements d’enseignement secondaire favorisent l’engagement politique, tandis que la situation est moins claire en Europe. D’un autre côté, les données probantes disponibles nous renseignent peu sur l’effet potentiellement stimulant de l’éducation sur l’engagement civique, la confiance interpersonnelle et la tolérance. Le manque de données probantes fiables concernant les effets nets de l’éducation indique peut-être que certaines composantes des systèmes éducatifs sont plus efficaces que d’autres dans ce domaine. Les données disponibles suggèrent que les informations sur les pratiques et les institutions démocratiques fournies aux élèves durant les cours d’éducation civique ont un impact limité sur leur degré d’engagement civique et social. En revanche, le renforcement des compétences cognitives, le développement des compétences socio-émotionnelles et l’adoption des comportements qui sous-tendent une citoyenneté active sont plus prometteurs à cet égard.

• Social Issues/Migration/Health
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Author(s) OECD, Francesca Borgonovi and Koji Miyamoto

09 Dec 2010

Pages: 73 - 124

Civic, Legal and Social Education in French Secondary School: Questions About a New Subject

• Nicole Tutiaux-Guillon
• Abstract 433

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Soviet higher education: an alternative construct to the western university paradigm

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• Volume 71 , pages 181–193, ( 2016 )

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Historically, the university was an alien establishment for Russia, reflecting the political ambition of its leadership, not the organic impetus of Russian society. In Soviet academia, the notion of university education was replaced by the concept of vocational–technical training. As a creation of the Soviet government, Soviet higher education represented a very unusual organizational construction with an umbilical connection to the communist party ideology and Soviet autocracy. In its organization and social purpose, Soviet higher education was quite different from the European notion of a university and remote from the international academic community. Soviet higher education opposed the western university model on a fundamental level: The pragmatism of practical training contradicted the ideology of academic liberal knowledge and institutional self-governance. An analysis of Soviet HE administrative structure reveals three defining characteristics: uniformity, top-down administration and one-man management. The purpose of Soviet higher education was to be a nationwide conveyor of a professional workforce that would supply the state with qualified specialists in each field of industry or social services. It intentionally promoted communal values. This review and analysis of Soviet HE administrative organization indicate that in both form and function, it seems to be an alternative to the traditional western notion of university education, rather than a variation of higher education in its traditional sense.

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Kuraev, A. Soviet higher education: an alternative construct to the western university paradigm. High Educ 71 , 181–193 (2016). https://doi.org/10.1007/s10734-015-9895-5

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I am a PhD candidate in the History Department at Harvard University, specializing in the history of the post-Stalin Soviet Union. I am interested in the social history and history of consumption under socialism. My dissertation project explores the meaning and forms of personal wealth in the late Soviet Union (1960-1980s).

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I received my bachelor's degree in History and master's degree in Cultural Studies from the Russian State University for the Humanities (RGGU) in Moscow, Russia. Then I completed a graduate program at the Institute of Russian History, Russian Academy of Sciences and got a degree of kandidat nauk . My kandidatskaya dissertation examined the history of hard currency stores in the post-Stalin Soviet Union. It was published as a book in Russian in 2017.

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Applications for New Awards; Special Education Dissertation Research Fellowship Program

A Notice by the Education Department on 08/15/2024

This document has been published in the Federal Register . Use the PDF linked in the document sidebar for the official electronic format.

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Department of Education

Institute of Education Sciences, Department of Education.

The Department of Education (Department) is issuing a notice inviting applications for new awards for fiscal year (FY) 2025 for the Special Education Dissertation Research Fellowship Program.

Application Package Available: August 29, 2024.

Deadline for Transmittal of Applications: November 14, 2024.

For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022 ( 87 FR 75045 ) and available at www.federalregister.gov/​documents/​2022/​12/​07/​2022-26554/​common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs .

Courtney Pollack. Telephone: 202-987-0999. Email: [email protected] .

If you are deaf, hard of hearing, or have a speech disability and wish to access telecommunications relay services, please dial 7-1-1.

Purpose of Program: In awarding research training grant programs, the Institute of Education Sciences (IES) aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners.

Assistance Listing Number: 84.324G.

OMB Control Number: 4040-0001.

Competition in This Notice: The IES National Center for Special Education Research (NCSER) is announcing one competition: Special Education Dissertation Research Fellowship Program (ALN 84.324G). Under the Dissertation program, doctoral students will receive support for conducting their dissertation and participating in related training with guidance from a sponsor at their institution. NCSER will consider only applications that address one or more of the following topics:

• Education Systems
• Education Technologies
• Low-Incidence Disabilities
• Postsecondary Education

Multiple Submissions: You may submit applications to more than one of the FY 2025 research and research training grant programs offered through the Department, including those offered through IES as well as those offered through other offices and programs within the Department. You may submit multiple applications to the grant program announced here as long as they specify different doctoral students and dissertation research. However, you may submit a given application only once for the IES FY 2025 grant competitions, meaning you may not submit the same application or similar applications to multiple grant programs within IES, to multiple topics within a grant competition, or multiple times within the same topic. If you submit multiple similar applications, IES will determine whether and which applications will be accepted for review and/or will be eligible for funding. In addition, if you submit the same or similar application to IES and to another funding entity within or external to the Department and receive funding for the non-IES application prior to IES scientific peer review of applications, you must withdraw the same or similar application submitted to IES, or IES may otherwise determine you are ineligible to receive an award. If reviews are happening concurrently, IES staff will consult with the other potential funder to determine the degree of overlap and which entity will provide funding if both applications are being considered for funding.

Exemption from Proposed Rulemaking: Under section 191 of the ( print page 66373) Education Sciences Reform Act, 20 U.S.C. 9581 , IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d) , and is therefore not required to offer interested parties the opportunity to comment on matters relating to grants.

Program Authority: 20 U.S.C. 9501 et seq.

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 77 , 81 , 82 , 84 , 86 , 97 , 98 , and 99 . In addition, the regulations in 34 CFR part 75 are applicable, except for the provisions in 34 CFR 75.100 , 75.101(b) , 75.102 , 75.103 , 75.105 , 75.109(a) , 75.200 , 75.201 , 75.209 , 75.210 , 75.211 , 75.217(a)-(c) , 75.219 , 75.220 , 75.221 , 75.222 , 75.230 , 75.250(a) , and 75.708 . (b) The Office of Management and Budget (OMB) 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 Guidance for Federal Financial Assistance in 2 CFR part 200 , as adopted and amended as regulations of the Department in 2 CFR part 3474 .

Note: The open licensing requirement in 2 CFR 3474.20 does not apply to this competition.

Note: The Department will implement the provisions in the OMB final rule OMB Guidance for Federal Financial Assistance, which amends 2 CFR parts 25 , 170 , 175 , 176 , 180 , 182 , 183 , 184 , and 200 , on October 1, 2024. Grant applicants that anticipate a performance period start date on or after October 1, 2024 should follow the provisions in the OMB Guidance for Federal Financial Assistance ( 89 FR 30046 ) when preparing an application. For more information about these updated regulations please visit: www.cfo.gov/​resources/​uniform-guidance/​ .

Type of Awards: Discretionary grants.

Fiscal Information: Although Congress has not yet enacted an appropriation for FY 2025, IES is inviting applications for this competition now so that applicants can have adequate time to prepare their applications. The actual level of funding, if any, depends on final congressional action. IES may announce additional competitions later in 2024.

Estimated Range of Awards: Up to $50,000 for the entire project period of 1 year.

Estimated Number of Awards: The number of awards will depend on the quality of the applications received and the availability of funds.

IES may waive any of the following limits on awards in the special case that the peer review process results in a tie between two or more grant applications, making it impossible to adhere to the limits without funding only some of the equally ranked applications. In that case, IES may make a larger number of awards to include all applications of the same rank.

IES intends to fund up to eight grants. However, should funding be available, IES may consider making additional awards to high-quality applications that remain unfunded after eight awards are made.

Note: The Department is not bound by any estimates in this notice.

Project Period: Up to 1 year.

1. Eligible Applicants: Eligible applicants are institutions of higher education in the United States and its territories that confer doctoral degrees.

2. a. Cost Sharing or Matching: The competition in this notice does not require cost sharing or matching.

b. Indirect Cost Rate Information: Under 34 CFR 75.562(c)(2) , indirect cost reimbursement on a training grant is limited to the recipient's actual indirect costs, as determined by its negotiated indirect cost rate agreement, or 8 percent of a modified total direct cost base, whichever amount is less. For more information regarding indirect costs, or to obtain a negotiated indirect cost rate, please see www2.ed.gov/​about/​offices/​list/​ocfo/​intro.html .

3. Subgrantees: A grantee under this competition may not award subgrants to entities to directly carry out project activities described in its application.

1. Application Submission Instructions: Applicants are required to follow the Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022 ( 87 FR 75045 ) and available at https://www.federalregister.gov/​documents/​2022/​12/​07/​2022-26554/​common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs , which contain requirements and information on how to submit an application.

2. Other Information: Information regarding program and application requirements can be found in the currently available IES Application Submission Guide and in the Request for Applications (RFA), which will be available on or before August 29, 2024, on the IES website at: https://ies.ed.gov/​funding/​ . The application package will also be available on or before August 29, 2024.

3. Content and Form of Application Submission: Requirements concerning the content of an application are contained in the RFA. The forms that must be submitted are in the application package.

4. Submission Dates and Times: The deadline date for transmittal of applications is November 14, 2024.

We do not consider an application that does not comply with the deadline requirements.

5. Intergovernmental Review: This competition is not subject to Executive Order 12372 and the regulations in 34 CFR part 79 .

6. Funding Restrictions: We reference regulations outlining funding restrictions in the Applicable Regulations section of this notice.

1. Selection Criteria: For all of its grant competitions, IES uses selection criteria based on a peer review process that has been approved by the National Board for Education Sciences. The Peer Review Procedures for Grant Applications can be found on the IES website at https://ies.ed.gov/​director/​sro/​application_​review.asp .

Peer reviewers will be asked to evaluate the significance of the application, quality of the research plan, quality of the career plan, and quality of the management plan. These criteria will be described in greater detail in the RFA.

Applications must include budgets no higher than the maximum award as set out in the RFA. IES will not make an award exceeding the maximum award amount as set out in the RFA.

2. Review and Selection Process: We remind potential applicants that in reviewing applications in any discretionary grant competition, IES may consider, under 34 CFR 75.217(d)(3) , the past performance of the applicant in carrying out a previous award, such as the applicant's use of funds, achievement of project objectives, compliance with the IES policy regarding public access to research, and compliance with grant conditions. IES may also consider whether the applicant failed to submit a timely performance report or submitted a report of unacceptable quality.

In addition, in making a competitive grant award, IES requires various ( print page 66374) assurances including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department ( 34 CFR 100.4 , 104.5 , 106.4 , 108.8 , and 110.23 ).

3. Risk Assessment and Specific Conditions: Consistent with 2 CFR 200.206 , before awarding grants under this competition, the Department conducts a review of the risks posed by applicants. Under 2 CFR 200.208 , IES may impose specific conditions and, under 2 CFR 3474.10 , in appropriate circumstances, high-risk conditions on a grant if the applicant or grantee is not financially stable; has a history of unsatisfactory performance; has a financial or other management system that does not meet the standards in 2 CFR part 200, subpart D ; has not fulfilled the conditions of a prior grant; or is otherwise not responsible.

4. Integrity and Performance System: If you are selected under this competition to receive an award that over the course of the project period may exceed the simplified acquisition threshold (currently $250,000), under 2 CFR 200.206(a)(2) we must make a judgment about your integrity, business ethics, and record of performance under Federal awards—that is, the risk posed by you as an applicant—before we make an award. In doing so, we must consider any information about you that is in the integrity and performance system (currently referred to as the Federal Awardee Performance and Integrity Information System (FAPIIS)), accessible through the System for Award Management. You may review and comment on any information about yourself that a Federal agency previously entered and that is currently in FAPIIS.

Please note that, if the total value of your currently active grants, cooperative agreements, and procurement contracts from the Federal Government exceeds $10,000,000, the reporting requirements in 2 CFR part 200, Appendix XII , require you to report certain integrity information to FAPIIS semiannually. Please review the requirements in 2 CFR part 200, Appendix XII , if this grant plus all the other Federal funds you receive exceed $10,000,000.

5. In General: In accordance with the OMB's guidance located at 2 CFR part 200 , all applicable Federal laws, and relevant Executive guidance, the Department will review and consider applications for funding pursuant to this notice inviting applications in accordance with:

(a) Selecting recipients most likely to be successful in delivering results based on the program objectives through an objective process of evaluating Federal award applications ( 2 CFR 200.205 );

(b) Prohibiting the purchase of certain telecommunication and video surveillance services or equipment in alignment with section 889 of the National Defense Authorization Act of 2019 ( Pub. L. 115-232 ) ( 2 CFR 200.216 );

(c) Providing a preference, to the extent permitted by law, to maximize use of goods, products, and materials produced in the United States ( 2 CFR 200.322 ); and

(d) Terminating agreements in whole or in part to the greatest extent authorized by law if an award no longer effectuates the program goals or agency priorities ( 2 CFR 200.340 ).

1. Award Notices: If your application is successful, we notify your U.S. Representative and U.S. Senators and send you a Grant Award Notification (GAN); or we may send you an email containing a link to access an electronic version of your GAN. We also may notify you informally.

If your application is not evaluated or not selected for funding, we notify you.

2. Administrative and National Policy Requirements: We identify administrative and national policy requirements in the application package and reference these and other requirements in the Applicable Regulations section of this notice.

We reference the regulations outlining the terms and conditions of an award in the Applicable Regulations section of this notice and include these and other specific conditions in the GAN. The GAN also incorporates your approved application as part of your binding commitments under the grant.

3. Grant Administration: Applicants should budget for an annual meeting of four days for project directors to be held in Washington, DC.

4. Reporting: (a) If you apply for a grant under the competition announced in this notice, you must ensure that you have in place the necessary processes and systems to comply with the reporting requirements in 2 CFR part 170 should you receive funding under the competition. This does not apply if you have an exception under 2 CFR 170.110(b) .

(b) At the end of your project period, you must submit a final performance report, including financial information, as directed by IES. If you receive a multiyear award, you must submit an annual performance report that provides the most current performance and financial expenditure information as directed by IES under 34 CFR 75.118 . IES may also require more frequent performance reports under 34 CFR 75.720(c) . For specific requirements on reporting, please go to www.ed.gov/​fund/​grant/​apply/​appforms/​appforms.html .

5. Performance Measures: To evaluate the overall success of its special education research grant programs, IES annually assesses the percentage of projects that result in peer-reviewed publications, the number of newly developed or modified interventions with evidence of promise for improving learner education outcomes, and the number of IES-supported interventions with evidence of efficacy in improving learner education outcomes. School readiness outcomes include pre-reading, reading, pre-writing, early mathematics, early science, and social-emotional skills that prepare young children for school. Developmental outcomes for infants and toddlers (birth to age three) include cognitive, communicative, linguistic, social, emotional, adaptive, functional, or physical development. Student academic outcomes include learning and achievement in academic content areas, such as reading, writing, math, and science, as well as outcomes that reflect students' successful progression through the education system, such as course and grade completion; high school graduation; and postsecondary enrollment, progress, and completion. Social and behavioral competencies include social and emotional skills, attitudes, and behaviors that are important to academic and post-academic success. Functional outcomes include behaviors and skills that learners need to participate in developmentally appropriate routines and activities. Transition outcomes include transition to employment, independent living, and postsecondary education. Employment and earnings outcomes include hours of employment, job stability, and wages and benefits, and may be measured in addition to student academic outcomes.

6. Continuation Awards: There is no option for a continuation award under this competition.

Accessible Format: On request to the program contact person listed in FOR FURTHER INFORMATION CONTACT , as well as in the RFA and application package, individuals with disabilities can obtain this document and a copy of the RFA in an accessible format. The Department will provide the requestor with an accessible format that may include Rich Text Format (RTF) or text format (txt), a thumb drive, an MP3 file, braille, large print, audiotape, compact disc, or other accessible format. ( print page 66375)

Electronic Access to This Document: The official version of this document is the document published in the Federal Register . You may access the official edition of the Federal Register and the Code of Federal Regulations at www.govinfo.gov . At this site you can view this document, as well as all other Department documents published in the Federal Register , in text or Portable Document Format (PDF). To use PDF you must have Adobe Acrobat Reader, which is available free at the site.

You may also access Department documents published in the Federal Register by using the article search feature at www.federalregister.gov . Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department.

Matthew Soldner,

Acting Director, Institute of Education Sciences.

[ FR Doc. 2024-18271 Filed 8-14-24; 8:45 am]

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