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All You Need To Know About PSEA And How You Can Use It For Your Upskilling Journey

Published by: SkillsFuture Singapore

All you need to know about your Post Secondary Education Account (PSEA)

You might have received an annual letter informing you of your balance or heard about it from your friends, but what is the Post-Secondary Education Account (PSEA) ?

From upskilling yourself with PSEA-eligible courses to offsetting your student loans, here’s what you can do with your PSEA !

Question: What is PSEA?

The Post-Secondary Education Account (PSEA) is administered by MOE and is automatically available for all eligible Singaporeans.

PSEA can be used for the following types of courses:

a) Full qualification courses, skills-based modular courses, approved modular and short courses leading to certificates that are offered by the publicly-funded autonomous universities (AUs), polytechnics, and Institute of Technical Education (ITE);

b) Approved government-subsidised full qualification courses, modular courses, and short courses leading to certificates, that are conducted by Nanyang Academy of Fine Arts and the LASALLE College of the Arts, public agencies, and private training providers;

c) Programmes in government-supported Special Education schools; and

d) Training courses for persons with disabilities under SG Enable.

Funds in your Post-Secondary Education Account (PSEA) can be used to pay for you or your siblings’ approved programmes in MOE’s list of  approved institutions . It can also be used to repay government education loans and financial schemes such as Tuition Fee Loan, Study Loan, or Overseas Student Programme Loan. 

Question: How can I check the balance on my PSEA?

An annual statement of your PSEA is mailed to you by the end of March every year. This will be sent to you every year, until your account closes in the middle of the year when you turn 31. Alternatively, you can call the 24-hour automated PSEA hotline at 6260 0777 to check your latest PSEA balance.

For PSEA transactions that occur in that month, a statement will be sent to you in the following month.

Question: What happens to my PSEA after I turn 31?

Your PSEA will be automatically closed in the middle of the year when you turn 31. The unused funds in the account will be transferred to your CPF Ordinary Account (CPF-OA).

You can also transfer the balance in your PSEA to your sibling’s existing PSEA (if applicable) when you receive the transfer option letter from MOE in the year you turn 31 years old.

Question: Can I earn interest in my PSEA?

The PSEA earns interest pegged to the CPF-OA, which is currently 2.5% per annum.

Question: What type of SkillsFuture courses can I use for my PSEA?

There are more than 13,000 courses on MySkillsFuture that are applicable for use with your PSEA. Visit our course directory page for the full list of PSEA-eligible courses that include the likes of digital marketing , coding and nursing courses .

If you need help deciding which course to sign up for, speak with the friendly Skills Ambassador at the Skills And Training Advisory programme . This complimentary service lets you receive recommendations on suitable courses and programmes that are suitable for your career needs. You can choose to do it online or to visit any of the 10 SGUnited Jobs and Skills Centres/Careers Connect located islandwide.

Question: I do not have enough SkillsFuture Credit to sign up for a course. Can I use my PSEA to offset the remaining cost?

Yes, you can use the funds in your PSEA to offset the remaining cost of a PSEA-eligible course. Take note that if you’re applying for both SkillsFuture Credit and PSEA to defray the course fee, SkillsFuture Credit will be used for fee payment before PSEA.

Question: How can I apply for a course using my PSEA?

To withdraw the funds in your PSEA account, simply complete the ad-hoc withdrawal application form and submit it to the training provider. Take note that you will have to submit another ad-hoc withdrawal application form if you’re looking to make another withdrawal.

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How to withdraw from an RESP

Investments

Learn how to withdraw money from an RESP and what to think about when using the money to cover educational costs.

Explore the table of contents

What is an resp, how to withdraw from your resp, how are resp withdrawals taxed, what happens to an unused resp, using your resp withdrawal funds, how much can i withdraw from my resp, how do i to report my resp on a tax return, how much does the government contribute to an resp, what is a qualifying educational program for an resp, bottom line.

The day has finally come. Your child has finished high school and enrolled into a post-secondary educational program, and you can now request, on their behalf, to withdraw money from their Registered Education Savings Plan (RESP).

Before you start taking money out, it’s important to know how to withdraw from an RESP as the rules can be as complicated as the courses your child is about to start taking.

That’s why we’ve put together a guide on everything you need to know about RESP withdrawals, including how to withdraw money, how RESP withdrawals are taxed and what happens to an RESP if it is not used. 

An RESP stands for an  Registered Education Savings Plan . It’s a government-supported savings account designed to help save for children’s’ education after high school.

Typically, an RESP account is opened by parents. But it can be opened by other people as well, like a grandparent.

When you deposit money into an RESP, the government  may also contribute to it, with a Canada Education Savings Grant to a maximum of $7,200 per beneficiary. 1

Knowing how to withdraw from your RESP properly can help you get the most out of your RESP .

To start, you’ll need to contact your RESP provider. They’ll ask to see proof that the beneficiary (the child) is enrolled in a qualifying part-time or full-time education program.

Typically, proof can mean either proof of enrolment, online confirmation of enrolment or an invoice and online timetable that display the beneficiary’s 2 :

• Full name of the student
• Educational institution’s name (by logo, letterhead or website address)
• Educational program name (program of study)
• Start date – must be for the current academic session
• Indicates if they are full time or part time

When can I withdraw funds from an RESP?

Once your provider is satisfied with the information that you provided, you can move onto the next steps of your withdrawal.

You can take funds from an RESP once your child has finished high school and has enrolled as a full or part-time student in a qualifying program at a post-secondary educational institution, like college, university or a trade school.

Who is eligible to withdraw from an RESP?

The money in an RESP is controlled by the subscriber – that’s the person who set up the plan, usually a parent. This means that only the subscriber can request withdrawals from the account.

There are two types of educational withdrawals:

• Post-Secondary Education (PSE) – is a withdrawal of the contributions made by the subscriber. These withdrawals can be made at any time, for whatever reason and can be paid to the subscriber, the beneficiary or sent to an educational institution.
• Education Assistance Payment (EAP) – is a withdrawal of the earnings and government grant segments of the RESP, which can only be paid to the beneficiary to a maximum of $7,200 among all plans.  Any CESG paid over the amount $7,200 needs to be repaid to the government directly.

The funds inside an RESP as they grow are not treated the same as when they are withdrawn when it comes to taxation. That means it’s super important to understand the taxation laws when you withdraw from an RESP.

Here’s a breakdown of how they’re affected, according to the different types of withdrawals you make.

Post-Secondary Education (PSE)

Withdrawals made when the beneficiary has reached post-secondary education are non-taxable. That’s because they are taken from the contribution amount portion of the RESP and taxes have already been paid on the funds the subscriber contributes directly.

That means the money can be withdrawn tax free and may be a more efficient way to take money out of an RESP, should the beneficiary need it.

Education Assistance Payment (EAP)

Education Assistance Payment withdrawals are paid directly to the student. Due to the nature of RESPs, as they are made up of the non-contribution amount portion of the RESP, these withdrawals are treated as taxable income to the beneficiary.

But because most students have relatively low income, they may pay very little income tax on RESP withdrawals. This means that money taken out may not be penalized too heavily by tax. However, if the CESG is not used when enrolled in schooling or within six months of ceasing to enrol, then they would need to repay the CESG back to the government.

RESPs are a great way to save for education. But, if the child decides not to pursue higher education, what happens to the money inside their RESP?

Keep the account open

Just because your child doesn’t enrol into post-secondary education immediately after high school, that doesn’t necessarily mean they don’t want to go altogether. An RESP will remain open for 35 years, giving them flexibility to go to college, university or a trade school at a time that works for them.

An RESP can also be used towards a range of different apprenticeships and other educational programmes offered by government-designated groups .

Transfer the RESP to another child

If you have multiple children, you have the option of transferring the funds to your other child’s RESP. If they’re under the age of 21, you’ll be able to complete the transfer, including government grants, without any tax consequences.

However, if the child is over the age of 21, you may have to pay taxes and return any Canada Educational Saving Grants (CESGs). If you’re unsure about how this works, it’s worth speaking to a financial advisor to discuss further.

Transfer the RESP to an RRSP

You can transfer the earnings in the RESP to a registered retirement savings plan (RRSP). To do so, the RESP need to have been open for at least 10 years and all beneficiaries must be over the age of 21, and not pursuing higher education and be a Canadian resident. You also need to have the available contribution room in your RRSP.

Not sure what an RRSP is? We’ve broken it down to explain how it can help people save for their retirement years and how an RRSP works .

Withdraw the money

If you are taking out the money you contributed to the account (a.k.a. the contribution funds) for non-schooling purposes, any government grants will be returned to the government.

If you want to take out the money from the RESP that was grown in the account over the years (a.k.a. the earnings), the RESP need to have been open for at least 10 years and all beneficiaries need to be over the age of 21, not pursuing higher education and be a Canadian resident.

It’s important to know that any earnings remaining in the RESP after the account has been closed will be taxed at a marginal tax rate – plus an extra penalty of 20%.

There isn’t an official list of eligible expenses and students aren’t required to keep receipts. That means RESP funds can be spent on any expense relating to your child’s post-secondary education.

This can include :3

• University, college, and apprenticeships programmes
• Living expenses such as resident fees, bills, and food
• Equipment costs such as laptops and desks
• Transportation, handy if your child is living off campus
• Auto insurance, gas, parking, and maintenance costs
• Textbooks and stationery
• Studying abroad

There are no limits on the amount of Post-Secondary Education (PSE) that can be withdrawn. 

However, Education Assistance Payment (EAP) withdrawals are currently capped at a $8,000 limit for a student in full-time studies or a $4,000 limit if the student is in part-time studies, during the first 13 weeks of schooling.

After 13 weeks, any amount of EAP can be withdrawn for full time only. Part time currently continues to be $4,000 for each 13 weeks.

Beneficiaries who receive money from an RESP need to declare their Educational Assistance Payment as income. Your RESP provider should send you a T4A slip for the year that any EAPs were received.

It’s important to note that the amount of tax you will have to pay will depend on your individual circumstances.

Under the Canada Education Savings Grant, the government matches 20 percent of the first $2,500 contributed each year to an RESP. This means that a maximum of $500 can be added to an RESP annually. 

You may also have carry forward room from a previous year, that can be used up to a maximum of another $2,500 in contributions for another $500 in grant.

Children from low-income families may also be entitled to Additional amounts of Canada Education Savings Grant (ACESG). Contact a financial advisor or your local government authority to find out whether you are eligible.

To be eligible for an RESP, the beneficiary must be enrolled in a qualifying educational programme. This should be at post-secondary school level, last at least three consecutive weeks, and require at least 10 hours of instruction or work in the programme per week.

Saving money for a child's post-secondary education is one great way to prepare for their future. It allows you to build savings over time, tax-free, and to potentially take advantage of government grants to help you along the way. Best yet, RESPs can be used for a variety of training and educational paths, so young students can follow their dreams.

Want to manage RESPs on the go? Check out Scotia Smart Investor via Advice+

https://www.canada.ca/en/services/benefits/education/education-savings/paying-education.html ;

Designated Educational Institutions:

https://www.canada.ca/en/employment-social-development/programs/designated-schools.html

List of Certified Institutions (trade school/vocational institutions):

https://certification.esdc.gc.ca/lea-mcl/[email protected]

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Post-secondary education account (psea).

The PSEA Scheme is administered by the Ministry of Education (MOE) and is opened to all eligible Singaporeans.

Students can utilise the funds in their own and/or siblings’ PSEA accounts for the payment of tuition fees and compulsory miscellaneous fees and enrichment programmes that are approved and endorsed by the University.

For student using his/her own PSEA, click here for Online Adhoc Application.

For student using his/her sibling’s PSEA, click here  for Online Ad-hoc Application*.

 * Important Notes:

• If your sibling is 21 years old or above, please provide their email address in the online form to receive the authorisation request from MOE.
• If your sibling is below 21 years old, please provide your parent’s email address if the online form is not submitted by your parent, in order to receive the authorisation request from MOE.
• If using more than 1 siblings’ PSEA, please enter the details of the sibling whose PSEA will be deducted first.

Please note the following:

PSEA Adhoc Application is a one-time payment for any one particular semester. One application form is to be submitted for each specific withdrawal. Please indicate in the application form the usage category and exact amount to be withdrawn. The amount released by MOE will be equivalent to the withdrawal amount you have indicated on the application form or available fund balances in PSEA Account, whichever is lower.

Please call the MOE hotline at Tel: 6260 0777 to confirm if you have a Post-Secondary Education Account (PSEA) before submitting the application.

Conditions for submission of Withdrawal form for Enrichment/ Preparatory Programmes

• The application form must be submitted together with supporting documents as evidence of the cost for participating in the programme.
• Student club activities that are student-led will not be eligible for PSEA claims.

If your application is approved, MOE will proceed to release the funds to the University within 4-5 weeks from your application submission date. There will be a delay in the release of funds if your document/information is not complete.

If your application is not successful, we will inform you via your NTU email to resubmit your application within 2 weeks from your application submission date.

MOE will not send you any statement at the point of withdrawal to update you on the amount withdrawn. They will send you a withdrawal statement at the end of the 3 rd month after your submission date.

Before you receive the withdrawal statement, you may call MOE 24-hour automated PSEA hotline at 6260 0777 to check on your fund balance.

For more information or further enquiries on the PSEA Scheme, please refer to MOE website or contact MOE at:

MOE Phone: 6260 0777 MOE Online Enquiries: https://www.moe.gov.sg/contact-us

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Post Secondary Education Account (PSEA)

The PSEA scheme is administered by the Ministry of Education (MOE) which allows students to utilise the funds in their own and/or their siblings’ PSEA accounts for the payment of tuition fee and annual fees (excludes hostel fees and late fees) as well as course fees for enrichment programmes approved by SIT, such as the Overseas Immersion Programme.

Eligibility Criteria:

Full-time undergraduates who have a PSEA account. The PSEA scheme also allows students to utilise their siblings’ PSEA funds for the payment of their tuition fees and annual fees.

Up to 100% of tuition fee and annual fees payable by student, subject to availability of funds.

1. STANDING ORDER ARRANGEMENT

On-going withdrawal for payment of both tuition fees and compulsory annual fees. Once Standing Order is established, funds equivalent to your total tuition and annual fees or your available PSEA funds (whichever is lower) will be automatically withdrawn each semester. (Example: If you have $4000 in PSEA funds and your semester’s tuition and annual fees are $3,300, a total of $3,300 will be withdrawn from the PSEA account).

1A. STANDING ORDER FORM SUBMISSION

Matriculated students: 1 month before the commencement of the next semester/trimester

*Note:  If students intend to use PSEA funds to pay only a portion of the tuition or miscellaneous fees, please complete the PSEA Ad Hoc Withdrawal Form instead.

2. AD HOC WITHDRAWALS

PSEA Ad Hoc Withdrawal Form is to be completed for one-time withdrawal (annual fees / tuition fees / fee for enrichment programme / Overseas Immersion Programme (OIP) / Overseas Exposure Programme (OEP)) for any one particular semester/trimester.

*Note:  If you intend to use PSEA funds for payment of annual fees for each subsequent semester, you are required to submit a new Ad Hoc Withdrawal form for each semester.

2A. AD-HOC WITHDRAWAL FORM SUBMISSION

Please submit your Adhoc Withdrawal Form for the payment of tuition fees after you have received your Fee Advice.

Submission periods:

Enquiries on PSEA Funds Availability:

You may call the Edusave/ PSEA Scheme Hotline at  (+65) 6260 0777  to:

• Check on your account balance (updated every Wednesday) on a 24-hour basis.
• Obtain general information on schemes.

You may also wish to email your enquiries to  [email protected]

General Application Procedures:

• MOE will inform students of application outcome. A monthly transaction statement will be sent to account holder if there are PSEA contributions, withdrawal or refund transactions in the previous month.
• Note: One application form is to be submitted for each specific withdrawal. Please indicate in the application form the usage category and exact amount to be withdrawn. Each application form has to be submitted together with a note/letter from yourself indicating the purpose of your request. For payment of enrichment programmes, please submit supporting documents indicating the name and the cost of the approved programme (i.e. a letter from your school/SIT’s office in charge of the programme and must reflect the fees for the programme).
• You may check with MOE (2 weeks after the submission of your application form) on the amount of funds withdrawn from your PSEA account.

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RESP Withdrawal Rules & Limits

You've worked hard to contribute to your  Registered Education Savings Plan (RESP)  and to save money for your child's educational journey. However, they’re all grown up now and you’re ready to start making withdrawals. Before your beneficiaries reap the rewards of your savings, we recommend reviewing all the rules and limits around RESP withdrawals to help you make the most of your RESP funds.

The rules surrounding RESP withdrawals and limits can be complicated, but they don't have to be. Our guide will help you understand when you can make an RESP withdrawal, how to make an RESP withdrawal, and how RESP withdrawals can be used.

Using your RESP funds

You can start withdrawing funds from your RESP for educational purposes as soon as your child has graduated high school and has officially enrolled in a qualifying post-secondary educational institution.

Funds can be withdrawn from an RESP to help pay for  any  education-related costs associated with full-time or part-time enrollment in qualifying  post-secondary educational institutions . This includes programs offered by universities, community colleges, trade schools, vocational schools, technical schools, religious schools, CEGEPs, as well as distance learning or correspondence learning institutions. institutions.

View a list of RESP qualifying post-secondary educational institutions  to see if your institution qualifies.

How to withdraw from an RESP

Understanding how RESP withdrawals work can help you get the most of your RESP savings. To start you down the right path, we’re going to simplify some of the RESP jargon for you, starting with four key concepts.

• The  Subscriber  is the person who sets up the RESP and the only person who can contribute to or withdraw from the plan.
• The  Beneficiary  is the person whom the RESP is for.

To make an RESP withdrawal, the subscriber must provide proof of enrollment of the beneficiary as either a part- or full-time student, in a qualifying post-secondary educational institution.

There are two types of educational withdrawals:

• The  Post-Secondary Education (PSE)  withdrawals are withdrawals of the contributions made by the subscriber.
• An  Education Assistance Payment (EAP)  is a withdrawal of the investment earnings and the government grant portions of the RESP, which can only be paid to the beneficiary. All funds contributed by government programs like the Canada Education Savings Grant (CESG) and the Canada Learning Bond (CLB), and provincial grants/incentives (including the Quebec Education Savings Incentive and the British Columbia Training & Education Savings Grant), along with any investment income that was earned inside of the RESP, are designated as the EAP portion of your RESP.

How are RESP withdrawals taxed?

Now that you understand there are two types of RESP withdrawals for educational purposes (PSE and EAP), you’re ready to understand how they are taxed differently.

Withdrawals of PSE are not taxable.

You do not get a tax deduction when you contribute to an RESP and so taxes have already been paid on the money you contribute directly to the RESP, meaning this money can be withdrawn tax-free.

Withdrawals of EAP are treated as taxable income in the hands of the student.

Most students have enough tuition and education tax credits (and a low enough income) that they will likely pay very little or no income tax as a result of RESP withdrawals.

If the student is expecting to pay income tax that year, it may be beneficial to set money aside to pay the tax bill the following year.

What is the maximum RESP withdrawal amount?

There is no limit on the amount of PSE contributions that can be withdrawn.

EAP withdrawals have a $8,000 limit (or $4,000 if the student is enrolled part-time) during the first 13 weeks of schooling. Once the 13 weeks have passed, any amount of EAP can be withdrawn.

What if the beneficiary does not continue his or her education after high school?

If the beneficiary does not pursue post-secondary education, there may be other options other than closing the plan. To fully understand your options, visit the  Canada Revenue Agency (CRA) guide on using your RESP funds .

We're here to help

A TD Personal Banker will work with you to understand your goals and develop an RESP withdrawal strategy that helps you make the most of your savings.

Book an appointment  to get started.

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RESP Withdrawal Rules

Lisa MacColl

Lisa MacColl is a writer, investor and former compliance consultant in the group retirement and individual wealth management fields. Lisa has written about personal finance for 14 years and currently writes about investing and investment providers for Wealthsimple. Lisa's past work has been published in Canadian Money Saver, Advisor’s Edge, CBC, and CreditCards.ca. She was a nominee for the 2015 Oktoberfest Women of the Year, Professional Category. Lisa holds an M.A. and B.A. from the Wilfrid Laurier University.

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There are a number of rules that come with owning an RESP. Many of these rules are specific to the withdrawal of money from an RESP. Here’s what you should know before you attempt to take money for your Registered Education Savings Plan (RESP).

Rules for RESPs

Only the person who set up the account and made contributions can make withdrawals — they're known as the subscriber. The student (called the beneficiary) can't make withdrawals. Withdrawals of contributions made by the Subscriber are called Post-Secondary Education Payments (PSE). They may be sent to either the Subscriber or Beneficiary. Withdrawals of the government grant/bond portion (known as the Education Assistance Payments “EAP”) can only be sent to the Beneficiary.

The subscriber must provide the financial institution who holds the RESP (the “Promoter”) with proof of enrollment confirming the student (beneficiary) is enrolled as either a part- or full-time student in an approved post-secondary institution. Proof can consist of an offer letter, the course confirmation or other information showing student number, term, program name etc.

PSE payments aren't taxable. The student will be taxed on EAP withdrawals. The financial institution will issue a T4A tax form in the student's name for EAP payments only.

Subscriber contributions (PSE) can be withdrawn in any amount. There is a limit of $5000 during the first 13 weeks of schooling for the EAP payments (government portion.)

Maximum RESP withdrawal

There is a $5000 limit (or $2500 if the student is enrolled part-time) on EAP contributions during the first 13 weeks of schooling. There is no limit on the amount of Subscriber (PSE) contributions that can be withdrawn.

Once the 13 weeks has passed, any amount of EAP contributions can be withdrawn.

NOTE: each beneficiary can receive a maximum $7200 in government grant/bond for full-time education, or $3600 for part-time. Anything in excess of that must be paid back to the government. Track the EAP portion carefully, especially if you have a family plan.

If the costs of the program are more than the limit, your financial institution holding the RESP can apply to the Minister of Employment and Social Development for approval to withdraw more. You can get more information here .

RESP withdrawal rules for family plans

There are two types of RESP, single beneficiary and family plan. If you have a family plan, each beneficiary must be:

Connected by blood or adoption to each Subscriber (the person making the contributions).

If the RESP was started after 1998, the person going to school who will benefit from the funds in the RESP (“Beneficiary”) must be less than 21 years of age.

If the RESP is being transferred from one family member to another, the new Beneficiary can be 21 or older, as long as they are connected by blood or adoption to the Subscriber.

There are two types of withdrawal: Subscriber contributions (PSE) and government grants (EAP). There is no limit to PSE payments. There is a maximum of $7200 (or $3600 if part-time) EAP payment per Beneficiary. If you have an RESP account for more than one Beneficiary, track the amounts carefully. Anything over $7200 per beneficiary must be returned to the government.

RESP withdrawal penalty

If you must collapse the RESP before the funds are depleted because your child doesn’t go on to post-secondary education or withdraws early, you could face hefty fines. The government portions will be returned to the government, and you withdraw your own contributions without penalty. But what about investment earnings? Investments earnings remaining in a RESP after the plan has been collapsed are called an Accumulated Income Payment. (AIP) Those funds must be included as income, will be taxed at your marginal tax rate, plus a penalty of 20%. You can get more information here. If you/your spouse has Registered Retirement Savings Plan (RRSP) room, you can transfer the AIP (up to a maximum of $50,000) to your RRSP on a tax-deferred basis. You can complete the transfer if:

Subscriber is a resident of Canada.

Only one Subscriber can claim the payment.

RESP was open at least 10 years, each Beneficiary is over 21 and not eligible for EAP.

Useful terms to know when navigating RESP accounts

There's a list of RESP terms — almost as long as your arm! If you are trying to navigate information for RESPs you need a cheat sheet of terminology:

Beneficiary: The person for whom the RESP was set up—the student.

Canada Education Savings Grant: The portion the government of Canada contributed to the RESP. There is a lifetime maximum of $7200 per Beneficiary.

Canada Learning Bond (CLB): Contributions made to the RESP by the government of Canada for low-income families. Eligibility is based on the number of children and adjusted income of the primary caregiver. You can get more information here .

Educational Assistance Payments (EAP): Amounts paid from the RESP to the Beneficiary (the student) comprised of the Canada Education Savings Grant, Canada Learning Bond and any provincial matching programs, plus any investment income earned inside the RESP.

Post-Secondary Education Payment (PSE): The contributions the Subscriber made to the RESP.

Post-secondary Institution: You might be wondering what's classed as a post-secondary institution. According to the Government of Canada , this is classified as:

A university, community college, private college, seminary, specialized health care training institute such as massage therapy, chiropractic, naturopathy or applied arts and technology schools that offer post-secondary courses on a full-time basis. Private schools such as Medix, Herzing and the National Ballet School also fall in this category. Distance education programs may also qualify.

Trade schools and other specialized skills institutions that are certified by the Ministry of Employment and Social Development Canada that teaches skills in an occupation such as plumbing, HVAC, welding, truck driver training, esthetics, hairstyling and makeup application. Students develop or upgrade skills. Distance education programs may also qualify. You can see a complete list by province here.

A university, trade school or college outside of Canada that offers either full-time courses of at least 3 weeks in duration, or part-time courses of at least 13 weeks' duration.

Promoter: The financial institution who is administering the RESP.

Qualifying Education Program: A post-secondary level or distance education of at least 3 weeks' duration that requires at least 10 hours of course work per week.

Specified Education Program: A post-secondary education program of at least 3 weeks' duration that requires at least 12 hours per month on course work.

Subscriber: The person making the contributions to an RESP.

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RESP Basics

RESP Withdrawal Rules: A Guide to Accessing Your Education Savings

Registered Education Savings Plans (RESPs) are great for families saving for their children’s post-secondary education. However, understanding the rules surrounding RESP withdrawals is important to maximize their benefits. Let’s explore the rules of RESP withdrawals .

Understanding RESP Withdrawals

RESP withdrawals are subject to rules set by the Canadian government and RESP providers . These rules ensure that RESP funds are used for their intended purpose: financing a beneficiary’s post-secondary education. Withdrawals can only be made to finance the beneficiary’s education expenses while attending a qualified post-secondary institution (universities, colleges, trade schools, and other eligible educational programs). Your savings can cover various costs, including tuition fees, textbooks, supplies, transportation, and living expenses while attending school on a full-time or part-time basis.

To start withdrawing from your RESP, the beneficiary must be enrolled in a qualifying educational program. This enrollment status must be verified through official documentation, such as a Verification of Enrollment (VOE) form .

What is a VOE?

Types of resp withdrawals.

RESP withdrawals typically fall into two categories: Educational Assistance Payments (EAPs) and Post-Secondary Education Payments (PSEs) . EAPs consist of the government grants and investment earnings accumulated in the RESP, while PSEs represent the contributions made by the subscriber (the person who opened the RESP).

Post-Secondary Education (PSE) Withdrawal These are your contributions (less any applicable fees), which can be withdrawn tax-free when your child enrolls into a qualifying post-secondary education or training program.

Educational Assistance Payment (EAP) is a withdrawal from your RESP meant to help pay for post-secondary education expenses like tuition, books and transportation. It’s made up of your accumulated grants, investment income and grant income, not your contributions. With EAPs you’re only allowed to withdraw up to $8,000 in the first 13 weeks of studying in a full-time program and $4,000 during the first 13 weeks of a part-time program.

Accumulated Income Payment (AIP) is used when your child is not currently enrolled in a post-secondary program. This form of withdrawal should only be considered if your child does not plan on pursuing a post-secondary education before the end of their RESP’s 35 year lifetime.

You can only receive an AIP as a Canadian resident if:

• You’ve held your RESP for at least 10 years
• Your child is at least 21 years old
• Your child is not eligible for an Educational Assistance Payment (EAP)

In some cases, additional circumstances may be required to qualify such as:

• Your plan has existed for 35 years
• All of the beneficiaries are deceased

Non-Post-Secondary Education Withdrawal (NPSE)

If you choose to withdraw your contributions before your child enrolls in post-secondary school, the government will reclaim any grant money they contributed to your RESP as a result of that money being withdrawn. If you withdraw everything, they’ll take all your grants back and your RESP may be closed.

Some Common Withdrawal Scenarios

A child is going to school this year

• Take EAPs first
• Take contributions last

A child is not going to school this year but may go in the future

• Don’t worry, once your child has enrolled in an eligible school your savings will be available for withdrawal.
• When the time comes, review the withdrawal requirements section to make sure you have everything you need to access your funds

A child will never attend PSE

• Contact an Education Savings Specialist to learn which form of withdrawal is best for you

Best Practices for Withdrawing from your RESP

Use up government grants and accumulated investment earnings first.

A best practice to follow is withdrawing your EAPs in the first couple of years of school. This will allow the student to be taxed less in their first few years when they are likely to have no or a lower paying job. Waiting to withdraw your EAP until later years could cause the student to be taxed within a higher bracket if they qualify for a great internship or job opportunity while in school.

If you’re considering other forms of withdrawals, government grants, such as the Canada Education Savings Grant (CESG) and the Canada Learning Bond (CLB), have specific considerations that vary with the type of withdrawal. For example, CESG funds can only be withdrawn as EAPs. Contact your RESP provider or speak with your Embark Education Savings Specialist to make sure you’re making the best decision for you.

Don’t withdraw contributions before enrollment

Withdrawing your contributions before your beneficiary enrollment should only be done if absolutely necessary. Why? You could lose thousands of dollars in grant money. The government will claw back any funds contributed with the knowledge that the grants are no longer needed for their intended purpose – funding your child’s post-secondary education.

Withdrawing for non-education purposes? Try your RRSP or another RESP

If your need for withdrawal is anything other than post-secondary education – speak to an RESP specialist, or your Education Savings Specialist at Embark. It’s important to weigh your options to make the best decision. While each process has its own set of requirements that will have to be met, sharing the funds with another beneficiary or transferring your savings to an RRSP could be a better financial decision for your family.

Tips For a Smooth Withdrawal Process

Navigating the rules of RESP withdrawals can seem daunting, but with careful planning and understanding, families can make the most of their RESP savings. Here are some tips for navigating withdrawal rules effectively:

• Plan Ahead – Start planning for RESP withdrawals well in advance of the beneficiary’s enrollment in post-secondary education. Understanding the rules and requirements early on can help avoid delays and ensure a smooth withdrawal process when the time comes.
• Stay Informed – Stay up to date on withdrawal regulations issued by the government or your RESP provider. Keeping in-touch with your provider will also ensure you get the right guidance on navigating withdrawal procedures.
• Document Verification – Make sure your Verification of Enrollment form is accurate, up to date (less than 6 months old) and on hand. This documentation is essential for accessing your savings.
• Talk To Your Education Savings Specialist – If you’re unsure about the rules surrounding RESP withdrawals, talk to an Education Savings Specialist to make sure you’re ready to withdraw.

Visit Our Withdrawals Centre For More Information

Frequently asked withdrawal questions, can i withdraw my contributions tax-free, are there limits in how much can be withdrawn as an eap.

• $8,000 for the first 13 weeks of study in a full-time program
• $4,000 for each 13 weeks of study in a part-time program

Are RESP withdrawals affected if my child is already making a lot of money?

Embark is Canada’s education savings and planning company. The organization aims to help families and students along their post-secondary journeys, giving them innovative tools and advice to take hold of their bright futures and succeed.

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Can an RESP be Used for Studying Outside of Canada

The Impact of RESPs on Student Loans

All of Canada’s Approved Post-Secondary Institutions

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By Jason Heath, CFP on July 12, 2021 Estimated reading time: 6 minutes

RESP guide: Making the shift from saving for your child’s post-secondary education, to funding it

Parents may spend years contributing to registered education savings plans for their kids, but only realize when it’s time to pay for college or university how little information there is about the right way to make withdrawals. Here’s step-by-step advice from a Certified Financial Planner.

A registered education savings plan is a government-sponsored investment account that’s designed to help adults save towards post-secondary education costs for the children in their lives. 

Canadians contributed $5 billion to RESPs in 2019, bringing total assets to $63.7 billion, according to the most recent Government of Canada figures . So it’s clear many of us with children in our lives recognize the benefits of saving in an RESP , which allows the contributor’s money to grow tax-free until it is withdrawn. Perhaps the best benefit is the fact that a portion of those contributions are matched by the federal government’s Canada Education Savings Grant: up to 20% or $500  per year (on the maximum contribution of $2,500), to a lifetime maximum of $7,200.

When the beneficiary of the plan—the student—needs those funds to pay for post-secondary education expenses, like tuition, housing and books, the money is usually taxed in the student’s hands. But because students’ income is usually much lower than the contributor’s, the tax bill is generally very small, or even $0. (For more information on how to contribute, what you can invest inside an RESP and more, check out the MoneySense explainer .)

Preparing for RESP withdrawals

If you are beginning or close to taking RESP withdrawals, you should consider your investment asset allocation. RESPs are often drawn down over four or less years, and stocks can have a negative rate of return over this short a period. Once you are within five years of beginning withdrawals from your RESP—so once a child enters their teen years—you should consider reducing the exposure to stocks in your RESP. How significant a reduction may depend on your risk tolerance, other savings meant for post-secondary education, and whether the account is a family plan that could be used for younger children as well. 

Who should initiate RESP withdrawals, and how?

The person who set up the RESP is the one who requests a withdrawal. Why not the student? The account does not belong to the beneficiary, even though it may be meant for their education. It is owned by the subscriber—often a parent or grandparent, but it could be any adult in the child’s life. It is the subscriber who requests a withdrawal. 

The breakdown of the funds in the RESP account is tracked by the financial institution where it’s held: the original contributions, government grant depositions, and investment income and growth. When initiating a withdrawal, the subscriber needs to designate which type(s) are to be included. 

Post-Secondary Education (PSE) withdrawals represent the contributions originally made by the subscriber. These withdrawals can be taken at any time, without tax payable and for any reason. They can be directed to the subscriber, to the beneficiary or sent to an educational institution. 

If the beneficiary is enrolled in qualifying post-secondary education, the subscriber can request an Educational Assistance Payment (EAP) and have it taxed to the beneficiary. An EAP represents the government Canada Education Savings Grants (CESGs) or other grants, as well as the investment earnings. These withdrawals are directed to the beneficiary unless the beneficiary consents to have the funds go to the subscriber. They can be paid directly to the educational institution as well. 

Before a financial institution issues an EAP withdrawal, they will request proof of post-secondary school enrollment for the beneficiary. This generally includes documentation like an admissions letter or fee statement from the school with the student’s name and program information. 

Only $5,000 of EAP withdrawals can be taken during the first 13 weeks of full-time schooling. If the student is attending part-time, that initial limit is $2,500. After that, any amount can be withdrawn. Withdrawals can be taken up to six months after post-secondary studies have ended. An RESP can stay open for up to 36 years. 

Managing taxes payable on RESP withdrawals

EAP withdrawals are reported on a T4A tax slip for the beneficiary. A taxpayer can have their first $13,808 of income exempt from federal tax in 2021 due to the basic personal amount . The provincial and territorial basic personal amounts range from $7,792 to $19,369 depending on the province or territory of residence, representing the lower limit for income that is free from provincial or territorial tax. As a result, parents whose RESPs have a lot of grants and gains should consider trying to take taxable withdrawals up to these thresholds each year. 

Students can claim a tax credit for tuition costs to reduce tax payable if their income exceeds the thresholds due to employment income or significant taxable EAP withdrawals. If a student does not need their tuition tax credit to reduce their own tax payable, they can transfer up to $5,000 to their parents or grandparents to claim in the year the tuition expense is incurred. Otherwise, tuition tax credits can be carried forward to use in future years that the student has tax payable. Because a tuition tax credit is a non-refundable tax credit, and not a tax deduction, the tax savings are generally not higher for someone with a higher income or tax bracket. 

Co-ordinating RESP withdrawals with other types of funding

RESP withdrawals could impact students’ eligibility for a Canada Student Loan or Canada Student Grant. Withdrawals must be reported and are taken into consideration when a student’s eligibility is assessed.

What if the RESP beneficiary doesn’t pursue post-secondary education?

If a child does not enroll in a designated post-secondary educational institution , the options for an RESP are:

• Individual plan: You may be eligible to name another beneficiary.
• Family plan: Funds can be used for other plan beneficiaries (some provincial grants may need to be repaid, if applicable).
• Transfer up to $50,000 of earnings on a tax-deferred basis to your registered retirement savings plan (RRSP) depending on your available RRSP room (CESG and other government grants must be repaid).
• Transfer the investment earnings (excluding government grants) to a registered disability savings plan (RDSP) for that beneficiary, if applicable. 

A withdrawal of investment income and growth can be taken for non-educational purposes as long as the account has been open at least 10 years and the beneficiaries are all at least 21 years of age. This is called an accumulated income payment (AIP). Typically, an AIP would be taken if there is money left in a RESP that will not be used for education costs. The withdrawal is taxable to the subscriber plus a 20% penalty tax, so could be taxable at between 35% and 74% tax, depending upon where the subscriber lives. 

RESP withdrawals have some complexities and nuances but, with a little planning, you can be sure to maximize their benefit.

Jason Heath is a fee-only, advice-only Certified Financial Planner (CFP) at Objective Financial Partners Inc. in Toronto. He does not sell any financial products whatsoever.

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About Jason Heath, CFP

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Thanks for the very useful review. We’ve been on autopilot mode over many years accumulating in our RESPs, but the withdrawal phase indeed takes some planning. We are less than 5 years away from starting to draw down funds for our oldest, and due to that limited investment horizon I’ve been spending a LOT more time thinking about his portfolio asset allocation than any of my other accounts! With stock indexes at all time highs, bond yields & GIC rates at historical lows, there is very little place to hide to preserve your gains. Any advice on that?

Due to the large volume of comments we receive, we regret that we are unable to respond directly to each one. We invite you to email your question to [email protected] , where it will be considered for a future response by one of our expert columnists. For personal advice, we suggest consulting with a qualified advisor.

I am a grandparent with a family plan for 3 grandchildren.

One question – are the withdrawals of the EAP and the contributions (PSE) tied to each other in any way, or totally independent? If they are independent, then should one take out all of the EAP first (up to the beneficiary’s tax threshold as you say) to avoid any penalty tax on any remainder?

Hey Jason, good article. I know you mentioned the limitation of $5k for the first 13 weeks (usually ends the first week in Dec), but for tax planning purposes, you should also mention that it would likely be a good idea to pull out even more before the end of the calendar year to get the beneficiary up to the federal and/or provincial tax exemption. I know you mention the federal tax exemption, but my guess is that most people don’t connect the 2 things, and by the time they realize they could have pulled out more EAP and paid no tax, it’s too late! In any case, keep up the good work!

I have a 9 year old and 5 year old. Approx RESP savings is 60K. Am I on track to save enough for my kids? I have been maximizing the grants every year.

“Post-Secondary Education (PSE) withdrawals represent the contributions originally made by the subscriber. These withdrawals can be taken at any time, without tax payable and for any reason. They can be directed to the subscriber, to the beneficiary or sent to an educational institution.”

My financial institution tells me that I cannot withdraw this amount until the children have graduated university. Are they incorrect? Or is the quoted section above misleading?

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Applications for New Awards; Promise Neighborhoods (PN) Program

A Notice by the Education Department on 06/27/2024

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Office of Elementary and Secondary Education, Department of Education.

The Department of Education (Department) is issuing a notice inviting applications for fiscal year (FY) 2024 for the PN program.

Applications Available: June 27, 2024.

Deadline for Notice of Intent to Apply: July 29, 2024.

Date of Pre-Application Meetings: The Department will hold pre-application meetings via webinar for prospective applicants. Detailed information regarding pre-application webinars will be provided on the PN website at https://oese.ed.gov/​offices/​office-of-discretionary-grants-support-services/​school-choice-improvement-programs/​promise-neighborhoods-pn/​ .

Deadline for Transmittal of Application: September 10, 2024.

Deadline for Intergovernmental Review: November 12, 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 .

Rich Wilson, U.S. Department of Education, Start Printed Page 53596 400 Maryland Avenue SW, Room 3W101, Washington, DC 20202. Telephone: (202)453-6709. 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.

1. Purpose of Program: The PN program is authorized under the Elementary and Secondary Education Act of 1965, as amended (ESEA). The purpose of the PN program is to significantly improve the academic and developmental outcomes of children and youth living in the most distressed communities of the United States, including ensuring school readiness, high school graduation, and access to a community-based continuum of high-quality services. The program serves neighborhoods with high concentrations of individuals with low incomes; multiple signs of distress, which may include high rates of poverty, childhood obesity, academic challenges, and juvenile delinquency, adjudication, or incarceration; and adverse childhood experiences; and also serves schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d) of the ESEA. All strategies in the continuum of solutions must be accessible to children with disabilities and English learners.

Assistance Listing Number: 84.215N.

OMB Control Number: 1894-0006.

2. Award Information:

Type of Award: Discretionary grant.

Estimated Available Funds: $4,000,000.

Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2025 or in subsequent years from the list of unfunded applications from this competition.

Estimated Range of Awards: $400,000 to $500,000.

Estimated Average Size of Awards: $450,000.

Maximum Award: We will not make an award exceeding $500,000 for a single budget period of 12 months. The Department plans to fully fund awards made under this notice with FY 2024 funds.

Estimated Number of Awards: 4-5.

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

Project Period: Up to 24 months.

Under section 4623 of the ESEA, a grant awarded under this competition will be for a period of not more than 2 years.

3. Eligible Applicants: Under section 4622 of the ESEA, an eligible entity must be one of the following:

(a) An institution of higher education (IHE), as defined in section 102 of the Higher Education Act of 1965, as amended (HEA) ( 20 U.S.C. 1002 );

(b) An Indian Tribe or Tribal organization, as defined in section 4 of the Indian Self-Determination and Education Assistance Act ( 25 U.S.C. 5304 ); or

(c) One or more nonprofit entities working in formal partnership with not less than one of the following entities:

(i) A high-need local educational agency (LEA).

(ii) An IHE, as defined in section 102 of the HEA ( 20 U.S.C. 1002 ).

(iii) The office of a chief elected official of a unit of local government.

(iv) An Indian Tribe or Tribal organization, as defined under section 4 of the Indian Self-Determination and Education Assistance Act ( 25 U.S.C. 5304 ).

Note: If you are a nonprofit organization, under 34 CFR 75.51 , you may demonstrate your nonprofit status by providing: (1) proof that the Internal Revenue Service currently recognizes the applicant as an organization to which contributions are tax deductible under section 501(c)(3) of the Internal Revenue Code; (2) a statement from a State taxing body or the State attorney general certifying that the organization is a nonprofit organization operating within the State and that no part of its net earnings may lawfully benefit any private shareholder or individual; (3) a certified copy of the applicant's certificate of incorporation or similar document if it clearly establishes the nonprofit status of the applicant; or (4) any item described above if that item applies to a State or national parent organization, together with a statement by the State or parent organization that the applicant is a local nonprofit affiliate.

4. Background: A Promise Neighborhood is a place-based, collective impact approach to improving results for children and families. The transformative vision of the Promise Neighborhoods initiative is that all children and youth growing up in Promise Neighborhoods have access to great schools and strong systems of family and community support. Promise Neighborhoods weave together people, services, and organizations to create a seamless cradle-to-career pipeline, along which community members have access to high-quality early care and education, smooth and effective transition to kindergarten, excellent K-12 schools, and pathways to achieve postsecondary and career success.

The PN program's successes in helping communities respond to the COVID-19 pandemic highlight the importance of ensuring place-based supports for children and families. When the pandemic hit, Promise Neighborhoods became an important source of funding for local governments to quickly respond to community needs and have confidence that available resources would benefit the hardest hit community members.

Promise Neighborhoods is particularly apt for addressing issues that worsened during the pandemic, such as chronic absenteeism and community violence, due to three key characteristics: (1) a strong backbone organization to support families, which can take years to build; (2) flexible funding targeted for year-round K-12 interventions; and (3) networks of partnerships that draw on the internal resources of the community, such as local organizers, trusted elders, and youth leaders, to guide services to those who need them most. Those with deep community relationships can inform practice, act nimbly, and respond to community needs as they arise. Importantly, the PN program also allows grantees to use the first two years of funding for both implementation and planning activities. Planning activities have been particularly important for organizations that have not previously had a Federal PN grant and are working to establish a foundation to implement the program.

One recent study of chronic absenteeism found that the number of public school students who are chronically absent—meaning they miss at least 10 percent of days in a school year, whether excused or unexcused—nearly doubled between the 2018-19 and 2021-22 school years, [ 1 ] from about 15 percent to around 30 percent. The greatest increase has been in kindergarten, with the rate of chronic absenteeism now as high as 40 percent in some communities. [ 2 ] Research suggests that children who are chronically absent for multiple years between preschool and second grade are much less likely to read at grade level Start Printed Page 53597 by the third grade. [ 3 ] As of the 2021-22 school year, over 14 million students nationwide were chronically absent, missing crucial instructional time and posing serious implications for students' overall academic success and wellbeing. [ 4 ]

The Biden-Harris Administration has made addressing chronic absenteeism one of the focal points of its Improving Student Achievement Agenda  [ 5 ] and is using several strategies to help schools and communities address this issue. These efforts include: disseminating grants that can fund interventions and supports in schools; offering technical assistance to States and districts, including the Department's Student Engagement and Attendance Center, [ 6 ] which supports States and schools in designing and implementing evidence-based strategies to improve student attendance and engagement, and the Department's National Center on Safe Supportive Learning Environments, [ 7 ] which provides technical assistance focused on improving school climate; investing in comprehensive mental health programs for students, including through the transformational investments of the Bipartisan Safer Communities Act;  [ 8 ] and establishing and strengthening the National Partnership for Student Success, [ 9 ] which marshals evidence-based supports such as tutoring and mentoring to help keep students engaged and on-track.

Additionally, the Promise Neighborhoods incorporates the unique insights of young people to better address their needs and circumstances. PN grantees and like-minded cross-sector initiatives have been successful in engaging children and young people in K-12, college students, recent college graduates, and young adults pursuing employment. Youth engagement is used to improve school climate, consistent attendance, college preparedness, and leadership development among older youths. Because such engagement activities directly address the youth populations they involve, they can be adapted and applied to many contexts. In this instance, program grantees are encouraged to engage young people in the planning and implementation of these two-year grants.

Promise Neighborhoods also provide a unique opportunity for communities to create a comprehensive approach to help prevent and address violence in their neighborhoods. Funds can support a broad approach that allows grantees to coordinate mental health professionals, the criminal justice system, economic or workforce development organizations, and community leaders to intervene in areas with high rates of violence. Current grantees have engaged with Parks Departments, Departments of Justice, and local community organizations to focus on creating safe public spaces such as parks and more walkable communities, improving both safety and wellness in their neighborhoods, and creating a safe passage for students to get to school. Grantees have also focused on increasing attendance and graduation rates as well as community mentoring to mitigate violence among teens.

5. Priorities: This notice includes three absolute priorities, three competitive preference priorities, and one invitational priority. Absolute Priorities 1 and 3 are from the Final Priorities, Requirements, Definitions, and Selection Criteria for this program published in the Federal Register on January 19, 2021 ( 86 FR 5009 ) (PN NFP). Absolute Priority 2 is from the Administrative Priorities for Discretionary Grant Programs published in the Federal Register on March 9, 2020 ( 85 FR 13640 ) (Administrative Priorities). Competitive Preference Priorities 1 and 3 are from the Secretary's Supplemental Priorities and Definitions for Discretionary Grants Programs published in the Federal Register on December 10, 2021 ( 86 FR 70612 ) (Supplemental Priorities). Competitive Preference Priority 2 is from the Administrative Priorities.

Absolute Priorities: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are absolute priorities. Under 34 CFR 75.105(c)(3) , we consider only applications that meet one or more of these priorities. Absolute Priorities 1, 2, and 3 each constitute separate funding categories. The Secretary intends to award grants under each of these absolute priorities provided that applications submitted are of sufficient quality. An applicant may address no more than one absolute priority in its application. To ensure that applicants are reviewed under the absolute priority most relevant to their proposed project, applicants must clearly identify the specific absolute priority that the proposed project addresses.

These priorities are:

Absolute Priority 1—Non-Rural and Non-Tribal Communities.

To meet this priority, an applicant must propose to implement a PN strategy that serves one or more non-rural or non-Tribal communities.

Absolute Priority 2—Rural Applicants.

Under this priority, an applicant must demonstrate one or more of the following:

(a) The applicant proposes to serve an LEA that is eligible under the Small Rural School Achievement (SRSA) program or the Rural and Low-Income School (RLIS) program authorized under Title V, Part B of the ESEA.

(b) The applicant proposes to serve a community that is served by one or more LEAs with a locale code of 32, 33, 41, 42, or 43.

(c) The applicant proposes a project in which a majority of the schools served have a locale code of 32, 33, 41, 42, or 43.

(d) The applicant is an IHE with a rural campus setting, or the applicant proposes to serve a campus with a rural setting. Rural settings include any of the following: Town-Fringe, Town-Distant, Town-Remote, Rural-Fringe, Rural-Distant, Rural-Remote, as defined by the National Center for Education Statistics (NCES) College Navigator search tool.

Note: To determine whether a particular LEA is eligible for SRSA or RLIS, refer to the Department's website at https://oese.ed.gov/​offices/​office-of-formula-grants/​rural-insular-native-achievement-programs/​rural-education-achievement-program/​ . Applicants are encouraged to retrieve locale codes from the NCES School District search tool ( https://nces.ed.gov/​ccd/​districtsearch/​ ), where LEAs can be looked up individually to retrieve locale codes, and the Public School search tool ( https://nces.ed.gov/​ccd/​schoolsearch/​ ), where individual schools can be looked up to retrieve locale codes. Applicants are encouraged to retrieve campus settings from the NCES College Navigator search tool ( https://nces.ed.gov/​collegenavigator/​ ), where IHEs can be looked up individually to determine the campus setting.

Absolute Priority 3—Tribal Communities.

To meet this priority, an applicant must propose to implement a PN strategy that serves one or more Indian Tribes (as defined in this notice). Start Printed Page 53598

Competitive Preference Priorities: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are competitive preference priorities. Under 34 CFR 75.105(c)(2)(i) , we award up to an additional 15 points to an application, depending on how well the application meets one or more of these priorities; the total possible points for each competitive preference priority are noted in parentheses.

Competitive Preference Priority 1—Strengthening Cross-Agency Coordination and Community Engagement to Advance Systemic Change (up to 5 points).

Projects that are designed to take a systemic evidence-based approach to improving outcomes for underserved students in coordinating efforts with Federal, State, or local agencies, or community-based organizations, that support students, to address community violence prevention and intervention.

Competitive Preference Priority 2—Applications From New Potential Grantees (0 or 5 points).

Under this priority, an applicant must demonstrate that the applicant has never received a grant, including through membership in a group application submitted in accordance with 34 CFR 75.127-75.129 , under the program from which it seeks funds.

Competitive Preference Priority 3—Promoting Equity in Student Access to Educational Resources and Opportunities (up to 5 points).

Under this priority, an applicant must demonstrate that the applicant proposes a project designed to promote educational equity and adequacy in resources and opportunity for underserved students—

(1) In one or more of the following educational settings:

(i) Early learning programs.

(ii) Elementary school.

(iii) Middle school.

(iv) High school.

(v) Career and technical education programs.

(vi) Out-of-school-time settings.

(vii) Alternative schools and programs.

(viii) Juvenile justice system or correctional facilities.

(ix) Adult learning;

(2) That examines the sources of inequity and inadequacy and implements responses, and that includes establishing, expanding, or improving the engagement of underserved community members (including underserved students and families) in informing and making decisions that influence policy and practice at the school, district, or State level by elevating their voices, through their participation and their perspectives and providing them with access to opportunities for leadership ( e.g., establishing partnerships between civic student government programs and parent and caregiver leadership initiatives).

Invitational Priority: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, this priority is an invitational priority. Under 34 CFR 75.105(c)(1) we do not give an application that meets this invitational priority a competitive or absolute preference over other applications.

This priority is:

Addressing Chronic Absenteeism.

Projects designed to increase regular student attendance and engagement and reduce chronic absenteeism through evidence-based strategies such as—

(1) Developing and implementing family- and child-centered effective engagement, messaging, and communication plans with parents, families, and students;

(2) Strengthening relationships with families, including through strategies such as home visits;

(3) Using multitiered systems of support and intervention, including through strategies such as an early warning system; or

(4) Creating and sustaining positive and inclusive school climates, including those designed to build strong, trusting relationships.

6. Requirements: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, applicants must meet the following application and program requirements from section 4624 of the ESEA and the PN NFP.

Application Requirements: The application requirements are as follows:

(a) A plan to significantly improve the academic outcomes of children living in the geographically defined area (neighborhood) that is served by the eligible entity by providing pipeline services that address the needs of children in the neighborhood, as identified by the needs analysis, and that is supported by effective practices.

(b) A description of the neighborhood the eligible entity will serve.

Note: Applicants may propose to serve multiple, non-contiguous geographically defined areas. In cases where target areas are non-contiguous, the applicant should explain its rationale for including non-contiguous areas.

(c) An applicant must demonstrate that its proposed project—

(1) Is representative of the geographic area proposed to be served (as defined in this notice); and

(2) Would provide a majority of the solutions from the applicant's proposed pipeline services in the geographic area proposed to be served.

(d) An analysis of the needs and assets of the neighborhood, including:

(1) The size and scope of the population affected;

(2) A description of the process through which the needs analysis was produced, including a description of how parents, families, and community members were engaged in such analysis;

(3) An analysis of community assets and collaborative efforts (including programs already provided from Federal and non-Federal sources) within, or accessible to, the neighborhood, including, at a minimum, early learning opportunities, family and student supports, local businesses, LEAs, and IHEs;

(4) The steps that the eligible entity is taking at the time of the application to address the needs identified in the needs analysis; and

(5) Any barriers the eligible entity, public agencies, and other community-based organizations have faced in meeting such needs.

(e) A description of all information the entity used to identify the pipeline services to be provided, which shall not include information that is more than three years old. This description should address how the eligible entity plans to collect data on children served by each pipeline service and increase the percentage of children served over time.

(f) A description of how the pipeline services will facilitate the coordination of the following activities:

(1) Providing early learning opportunities for children, including by:

(i) Providing opportunities for families to acquire the skills to promote early learning and child development; and

(ii) Ensuring appropriate diagnostic assessments and referrals for children with disabilities and children aged 3 through 9 experiencing developmental delays, consistent with the Individuals with Disabilities Education Act (IDEA) ( 20 U.S.C. 1400 et seq. ), where applicable.

(2) Supporting, enhancing, operating, or expanding rigorous, comprehensive, effective educational improvements, which may include high-quality academic programs, expanded learning time, and programs and activities to Start Printed Page 53599 prepare students for postsecondary education admissions and success.

(3) Supporting partnerships between schools and other community resources with an integrated focus on academics and other social, health, and familial supports.

(4) Providing social, health, nutrition, and mental health services and supports, for children, family members, and community members, which may include services provided within the school building.

(5) Supporting evidence-based programs that assist students through school transitions, which may include expanding access to postsecondary education courses and postsecondary education enrollment aid or guidance, and other supports for at-risk youth.

(g) Each applicant must submit, as part of its application, a preliminary memorandum of understanding, signed by each organization or agency with which it would partner in implementing the proposed PN program. Within the preliminary memorandum of understanding, all applicants must detail each partner's financial, programmatic, and long-term commitment with respect to the strategies described in the application. Under section 4624(c) of the ESEA, applicants that are nonprofit entities must submit a preliminary memorandum of understanding signed by each partner entity or agency, which must include at least one of the following: A high-need LEA; an IHE, as defined in section 102 of the HEA ( 20 U.S.C. 1002 ); the office of a chief elected official of a unit of local government; or an Indian Tribe or Tribal organization as defined in section 4 of the Indian Self-Determination and Education Assistance Act ( 25 U.S.C. 5304 ). [ 10 ]

(h) A description of the process used to develop the application, including the involvement of family and community members. In addressing this paragraph, an applicant must provide a description of the process used to develop the application, which must include the involvement of an LEA(s) (including but not limited to the LEA's or LEAs' involvement in the creation and planning of the application and a signed Memorandum of Understanding) and at least one public elementary or secondary school that is located within the identified geographic area that the grant will serve.

(i) A description of the strategies that will be used to provide pipeline services (including a description of which programs and services will be provided to children, family members, community members, and children within the neighborhood) to support the purpose of the PN program.

(j) An explanation of the process the eligible entity will use to establish and maintain family and community engagement, including:

(1) Involving representative participation by the members of such neighborhood in the planning and implementation of the activities of each grant awarded;

(2) The provision of strategies and practices to assist family and community members in actively supporting student achievement and child development;

(3) Providing services for students, families, and communities within the school building; and

(4) Collaboration with IHEs, workforce development centers, and employers to align expectations and programming with postsecondary education and workforce readiness.

(k) Measurable annual objectives and outcomes for the grant, in accordance with the metrics described in the Promise Neighborhoods Performance Indicators for each year of the grant.

(l) An explanation of how the eligible entity will continuously evaluate and improve the continuum of high-quality pipeline services to provide for continuous program improvement and potential expansion.

(m) In addressing the application requirements in paragraphs (d), (e), and (f), an applicant must clearly demonstrate needs, including a segmentation analysis, gaps in services, and any available data from within the last 3 years to demonstrate needs. The applicant must also describe proposed activities that address these needs and the extent to which these activities are evidence-based (as defined in this notice). The applicant must also describe its experience, or its partner organizations' experience, if applicable, providing these activities, including any data demonstrating effectiveness.

Program Requirements: Each applicant that receives a grant award for the PN competition must use the grant funds to implement the pipeline services and continuously evaluate the success of the program and improve the program based on data and outcomes. Section 4624(d) of the ESEA. Applicants may use not less than 50 percent of grant funds in year one, and not less than 25 percent of grant funds in year two, for planning activities to develop and implement pipeline services.

Each eligible entity that receives a grant under this program must prepare and submit an annual report to the Secretary that includes the following: (1) information about the number and percentage of children in the neighborhood who are served by the grant program, including a description of the number and percentage of children accessing each support service offered as part of the pipeline of services; and (2) information relating to the metrics established under the Promise Neighborhood Performance Indicators.

In addition, grantees must make these data publicly available, including through electronic means. To the extent practicable, and as required by law, such information must be provided in a form and language accessible to parents and families in the neighborhood served under the PN grant. Data on academic indicators pertinent to the PN program already will be, in most cases, part of statewide longitudinal data systems.

7. Selection Criteria: The selection criteria are from 34 CFR 75.210 , the PN NFP, and the notice of final priorities, requirements, definitions, and selection criteria published in the Federal Register on July 6, 2011 ( 76 FR 39589 ) (2011 PN NFP). Each selection criterion includes the factors that reviewers will consider in determining the extent to which an applicant meets the criterion. The maximum score for each criterion is included in parentheses following the title of the specific selection criterion. Points awarded under these selection criteria are in addition to any points an applicant earned under the competitive preference priorities in this notice. The maximum score that an application may receive on the selection criteria is 100 points.

The selection criteria are as follows:

(a) Need for project (up to 20 points).

In determining the need for the proposed project, the Secretary considers the following factors:

(1) The magnitude or severity of the problem to be addressed by the proposed project ( 34 CFR 75.210 ).

(2) The extent to which specific gaps or weaknesses in services, infrastructure, or opportunities have been identified and will be addressed by the proposed project, including the nature and magnitude of those gaps or weaknesses ( 34 CFR 75.210 ).

(b) Quality of project services (up to 30 points).

The Secretary considers the quality of the services to be provided by the proposed project. In determining the quality of the project services, the Secretary considers: Start Printed Page 53600

(1) 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 ( 34 CFR 75.210 ).

(2) The extent to which the proposed project involves the development or demonstration of promising new strategies that build on, or are alternatives to, existing strategies ( 34 CFR 75.210 ).

(3) The likelihood that the proposed project will result in system change or improvement ( 34 CFR 75.210 ).

(4) The extent to which the services to be provided by the proposed project involve the collaboration of appropriate partners for maximizing the effectiveness of project services ( 34 CFR 75.210 ).

(c) Quality of project design (up to 20 points).

In determining the quality of project design for the proposed project, the Secretary considers the following factors:

(1) The extent to which the applicant describes a plan to create a complete pipeline of services, without time and resource gaps, that is designed to prepare all children in the neighborhood to attain a high-quality education and successfully transition to college and a career (PN NFP).

(2) The potential and planning for the incorporation of project purposes, activities, or benefits into the ongoing work of the applicant beyond the end of the grant ( 34 CFR 75.210 ).

(3) The extent to which the proposed project will integrate with or build on similar or related efforts to improve relevant outcomes (as defined in 34 CFR 77.1 €), using existing funding streams from other programs or policies supported by community, State, and Federal resources ( 34 CFR 75.210 ).

(d) Quality of the management plan (up to 15 points).

The Secretary considers the quality of the management plan for the proposed project. In determining the quality of the management plan for the proposed project, the Secretary considers the following factors:

(1) 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 ( 34 CFR 75.210 ).

(2) The adequacy of procedures for ensuring feedback and continuous improvement in the operation of the proposed project ( 34 CFR 75.210 ).

(3) The experience, lessons learned, and proposal to build capacity of the applicant's management team and project director in collecting, analyzing, and using data for decision making, learning, continuous improvement, and accountability, including whether the applicant has a plan to build, adapt, or expand a longitudinal data system that integrates student-level data from multiple sources in order to measure progress while abiding by privacy laws and requirements (2011 PN NFP).

(e) Adequacy of resources (up to 15 points).

The Secretary considers the adequacy of resources for the proposed project. In determining the adequacy of resources for the proposed project, the Secretary considers:

(1) The potential for continued support of the project after Federal funding ends, including, as appropriate, the demonstrated commitment of appropriate entities to such support ( 34 CFR 75.210 ).

(2) The extent to which the applicant identifies existing neighborhood assets and programs supported by Federal, State, local, and private funds that will be used to implement a continuum of solutions (2011 PN NFP).

(3) The applicant's capacity ( e.g., in terms of qualified personnel, financial resources, or management capacity) to further develop and bring to scale the proposed process, product, strategy, or practice, or to work with others to ensure that the proposed process, product, strategy, or practice can be further developed and brought to scale, based on the findings of the proposed project ( 34 CFR 75.210 ).

8. Performance Measures: The Secretary has established performance indicators ( i.e., performance measures) for the PN program under section 4624(h) of the ESEA and 34 CFR 75.110 . Performance indicators established by the Secretary include improved academic and development outcomes for children, including indicators of school readiness, high school graduation, postsecondary education and career readiness, and other academic and developmental outcomes. These outcomes promote data-driven decision-making and access to a community-based continuum of high-quality services for children living in the most distressed communities of the United States, beginning at birth. All grantees will be required to submit data annually against these performance measures as part of their annual performance report.

The Secretary establishes, in Table 1, the following performance indicators under section 4624(h) of the ESEA and 34 CFR 75.110 :

Table 1—Promise Neighborhoods Performance Indicators

ResultIndicatorRecommended source1. Children enter kindergarten ready to succeed in school1. Number and percentage of children in kindergarten who demonstrate at the beginning of the program or school year age-appropriate functioning across multiple domains of early learning as determined using developmentally appropriate early learning measuresAdministrative data from LEA.2. Students are proficient in core academic subjects2.1 Number and percentage of students at or above grade level according to State mathematics assessments in at least the grades required by the ESEA (third through eighth grades and once in high school) 2.2 Number and percentage of students at or above grade level according to State English language arts assessments in at least the grades required by the ESEA3. Students successfully transition from middle school grades to high school3.1 Attendance rate of students in sixth, seventh, eighth, and ninth grade as defined by average daily attendanceStart Printed Page 53601 3.2 Chronic absenteeism rate of students in sixth, seventh, eighth, and ninth grades4. Youth graduate from high school4. 4-year adjusted cohort graduation rate5. High school graduates obtain a postsecondary degree, certification or credential5.1 Number and percentage of Promise Neighborhood students who enroll in a 2-year or 4-year college or university after graduationThird party data such as the National Student Clearinghouse. 5.2 Number and percent of Promise Neighborhood students who graduate from a 2-year or 4-year college or university or vocational certification completion6. Students are healthy6. Number and percentage of children who consume five or more servings of fruits and vegetables dailyNeighborhood survey, school climate survey or other reliable data source for population level data collection.7. Students feel safe at school and in their community7. Number and percentage of children who feel safe at school and traveling to and from school as measured by a school climate survey8. Students live in stable communities8. Student mobility rate (as defined in the notice)9. Families and community members support learning in PN schools9.1 Number and percentage of parents or family members that read to or encourage their children to read three or more times a week or reported their child reads to themselves three or more times a week (birth-eighth grade) 9.2 Number and percentage of parents/family members who report talking about the importance of college and career (ninth-12th grade)10. Students have access to 21st century learning tools10. Number and percentage of students who have school and home access to broadband internet and a connected computing device

Note: The indicators in Table 1 are not intended to limit an applicant from collecting and using data from additional Family and Community Support indicators proposed to the Department. Applicants are strongly encouraged, but not required, to propose additional performance indicators aligned to the specific pipeline services proposed in their application.

Please see the Program Requirements section of this notice for the reporting requirements associated with the PN program performance indicators.

9. Definitions: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, the following definitions apply. The definitions for “eligible entity” and “pipeline services” are from section 4622 of the ESEA. The definitions of “graduation rate,” “Indian Tribe,” “indicators of need,” “regular high-school diploma,” “representative of the geographic area to be served,” “segmentation analysis,” “student achievement,” and “student mobility rate” are from the PN NFP. The definitions of “children or students with disabilities,” “community college,” “disconnected youth,” “early learning,” “English learner,” and “underserved student” are from the Supplemental Priorities. The remaining definitions are from 34 CFR 77.1 .

Children or students with disabilities means children with disabilities as defined in section 602(3) of the IDEA ( 20 U.S.C. 1401(3) ) and 34 CFR 300.8 , or students with disabilities, as defined in the Rehabilitation Act of 1973 ( 29 U.S.C. 705(37) , 705(202)(B) ).

Community college means “junior or community college” as defined in section 312(f) of the HEA.

Disconnected youth means an individual, between the ages 14 and 24, who may be from a low-income background, experiences homelessness, is in foster care, is involved in the justice system, or is not working or not enrolled in (or at risk of dropping out of) an educational institution.

Early learning means any (a) State-licensed or State-regulated program or provider, regardless of setting or funding source, that provides early care and education for children from birth to kindergarten entry, including, but not limited to, any program operated by a child care center or in a family child care home; (b) program funded by the Federal Government or State or LEAs (including any IDEA-funded program); (c) Early Head Start and Head Start program; (d) non-relative child care provider who is not otherwise regulated by the State and who regularly cares for two or more unrelated children for a fee in a provider setting; and (e) other program that may deliver early learning and development services in a child's home, such as the Maternal, Infant, and Early Childhood Home Visiting Program; Early Head Start; and Part C of IDEA.

Eligible entity means (1) an IHE, as defined in section 102 of the HEA ( 20 U.S.C. 1002 ); (2) an Indian tribe or tribal organization, as defined in section 4 of the Indian Self-Determination and Education Assistance Act ( 25 U.S.C. 5304 ); or (3) one or more nonprofit entities working in formal partnership with not less than 1 of the following entities:

(i) A high-need LEA.

(iv) An Indian tribe or tribal organization, as defined under section 4 of the Indian Self-Determination and Start Printed Page 53602 Education Assistance Act ( 25 U.S.C. 5304 ).

English learner means an individual who is an English learner as defined in section 8101(20) of the ESEA, or an individual who is an English language learner as defined in section 203(7) of the Workforce Innovation and Opportunity Act.

Evidence-based means the proposed project component is supported by one or more of strong evidence, moderate evidence, or promising evidence.

Experimental study means a study that is designed to compare outcomes between two groups of individuals (such as students) that are otherwise equivalent except for their assignment to either a treatment group receiving a project component or a control group that does not. Randomized controlled trials, regression discontinuity design studies, and single-case design studies are the specific types of experimental studies that, depending on their design and implementation ( e.g., sample attrition in randomized controlled trials and regression discontinuity design studies), can meet What Works Clearinghouse (WWC) standards without reservations as described in the WWC Handbooks:

(i) A randomized controlled trial employs random assignment of, for example, students, teachers, classrooms, or schools to receive the project component being evaluated (the treatment group) or not to receive the project component (the control group).

(ii) A regression discontinuity design study assigns the project component being evaluated using a measured variable ( e.g., assigning students reading below a cutoff score to tutoring or developmental education classes) and controls for that variable in the analysis of outcomes.

(iii) A single-case design study uses observations of a single case ( e.g., a student eligible for a behavioral intervention) over time in the absence and presence of a controlled treatment manipulation to determine whether the outcome is systematically related to the treatment.

Graduation rate means the four-year adjusted cohort graduation rate or extended-year adjusted cohort graduation rate as defined in section 8101(25) and (23) of the ESEA.

Indian Tribe means an Indian Tribe or Tribal organization as defined in section 4 of the Indian Self-determination Act ( 25 U.S.C. 5304(e) ).

Indicators of need means currently available data that describe—

(a) Education need, which means—

(1) All or a portion of the neighborhood includes or is within the attendance zone of a low-performing school that is a high school, especially one in which the graduation rate (as defined in this notice) is less than 60 percent or a school that can be characterized as low-performing based on another proxy indicator, such as students' on-time progression from grade to grade; and

(2) Other indicators, such as significant achievement gaps between subgroups of students (as identified in section 1111(b)(2)(B)(xi) of the ESEA), within a school or LEA, high teacher and principal turnover, or high student absenteeism; and

(b) Family and community support need, which means—

(1) Percentages of children with preventable chronic health conditions ( e.g., asthma, poor nutrition, dental problems, obesity) or avoidable developmental delays;

(2) Immunization rates;

(3) Rates of crime, including violent crime;

(4) Student mobility rates;

(5) Teenage birth rates;

(6) Percentage of children in single parent or no-parent families;

(7) Rates of vacant or substandard homes, including distressed public and assisted housing; or

(8) Percentage of the residents living at or below the Federal poverty threshold.

Moderate evidence means that there is evidence of effectiveness of a key project component in improving a relevant outcome for a sample that overlaps with the populations or 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” or “moderate 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” or “potentially 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 or quasi-experimental design study reviewed and reported by the WWC 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 Handbooks, as appropriate, and that—

(A) Meets WWC standards with or 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 Handbooks; 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 (iii)(A), (B), and (C) of this definition may together satisfy this requirement.

Pipeline services means a continuum of coordinated supports, services, and opportunities for children from birth through entry into and success in postsecondary education, and career attainment. Such services shall include, at a minimum, strategies to address through services or programs (including integrated student supports) the following:

(a) High-quality early childhood education programs.

(b) High-quality school and out-of-school-time programs and strategies.

(c) Support for a child's transition to elementary school, from elementary school to middle school, from middle school to high school, and from high school into and through postsecondary education and into the workforce, including any comprehensive readiness assessment determined necessary.

(d) Family and community engagement and supports, which may include engaging or supporting families at school or at home.

(e) Activities that support postsecondary and work-force readiness, which may include job training, internship opportunities, and career counseling.

(f) Community-based support for students who have attended the schools in the area served by the pipeline, or students who are members of the community, facilitating their continued connection to the community and success in postsecondary education and the workforce.

(g) Social, health, nutrition, and mental health services and supports.

(h) Juvenile crime prevention and rehabilitation programs.

Project component means an activity, strategy, intervention, process, product, practice, or policy included in a project. Evidence may pertain to an individual Start Printed Page 53603 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).

Promising evidence means that there is evidence of the effectiveness of a key project component in improving a relevant outcome, based on a relevant finding from one of the following:

(i) A practice guide prepared by WWC reporting a “strong evidence base” or “moderate evidence base” for the corresponding practice guide recommendation;

(ii) An intervention report prepared by the WWC reporting a “positive effect” or “potentially positive effect” on a relevant outcome with no reporting of a “negative effect” or “potentially negative effect” on a relevant outcome; or

(iii) A single study assessed by the Department, as appropriate, that—

(A) Is an experimental study, a quasi-experimental design study, or a well-designed and well-implemented correlational study with statistical controls for selection bias ( e.g., a study using regression methods to account for differences between a treatment group and a comparison group); and

(B) Includes at least one statistically significant and positive ( i.e., favorable) effect on a relevant outcome.

Quasi-experimental design study means a study using a design that attempts to approximate an experimental study by identifying a comparison group that is similar to the treatment group in important respects. This type of study, depending on design and implementation ( e.g., establishment of baseline equivalence of the groups being compared), can meet WWC standards with reservations, but cannot meet WWC standards without reservations, as described in the WWC Handbooks.

Regular high school diploma has the meaning set out in section 8101(43) of the ESEA.

Relevant outcome means the student outcome(s) or other outcome(s) the key project component is designed to improve, consistent with the specific goals of the program.

Representative of the geographic area proposed to be served means that residents of the geographic area proposed to be served have an active role in decision-making and that at least one-third of the applicant's governing board or advisory board is made up of—

(a) Residents who live in the geographic area proposed to be served, which may include residents who are representative of the ethnic and racial composition of the neighborhood's residents and the languages they speak;

(b) Residents of the city or county in which the neighborhood is located but who live outside the geographic area proposed to be served, and who earn less than 80 percent of the area's median income as published by the U.S. Department of Housing and Urban Development;

(c) Public officials who serve the geographic area proposed to be served (although not more than one-half of the governing board or advisory board may be made up of public officials); or

(d) Some combination of individuals from the three groups listed in paragraphs (a), (b), and (c) of this definition.

Segmentation analysis means the process of grouping and analyzing data from children and families in the geographic area proposed to be served according to indicators of need or other relevant indicators to allow grantees to differentiate and more effectively target interventions based on the needs of different populations in the geographic area.

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 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 Handbooks, as appropriate, and that—

(A) Meets WWC standards without reservations;

Student achievement means—

(a) For tested grades and subjects—

(1) A student's score on the State's assessments under the ESEA; and

(2) As appropriate, other measures of student learning, such as those described in paragraph (b) of this definition, provided they are rigorous and comparable across classrooms and programs; and

(b) For non-tested grades and subjects, alternative measures of student learning and performance, such as student scores on pre-tests and end-of-course tests; student performance on English language proficiency assessments; and other measures of student achievement that are rigorous and comparable across classrooms.

Student mobility rate is calculated by dividing the total number of new student entries and withdrawals at a school, from the day after the first official enrollment number is collected through the end of the academic year, by the first official enrollment number of the academic year.

Underserved student means a student (which may include children in early learning environments, students in K-12 programs, students in postsecondary education or career and technical education, and adult learners, as appropriate) in one or more of the following subgroups:

(a) A student who is living in poverty or is served by schools with high concentrations of students living in poverty.

(b) A student of color.

(c) A student who is a member of a federally recognized Indian Tribe.

(d) An English learner.

(e) A child or student with a disability.

(f) A disconnected youth.

(g) A migrant student.

(h) A student experiencing homelessness or housing insecurity.

(i) A lesbian, gay, bisexual, transgender, queer or questioning, or intersex (LGBTQI+) student.

(j) A student who is in foster care.

(k) A student without documentation of immigration status.

(l) A pregnant, parenting, or caregiving student. Start Printed Page 53604

(m) A student impacted by the justice system, including a formerly incarcerated student.

(n) A student who is the first in their family to attend postsecondary education.

(o) A student enrolling in or seeking to enroll in postsecondary education for the first time at the age of 20 or older.

(p) A student who is working full-time while enrolled in postsecondary education.

(q) A student who is enrolled in or is seeking to enroll in postsecondary education who is eligible for a Pell Grant.

What Works Clearinghouse (WWC) 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 Handbook (Version 4.1), as well as the more recent What Works Clearinghouse Handbooks released in August 2022 (Version 5.0), are available at https://ies.ed.gov/​ncee/​wwc/​Handbooks .

10. Program Authority and Applicable Regulations:

Program authority: 20 U.S.C. 7273-7274 .

Applicable regulations: (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 75 , 77 , 79 , 81 , 82 , 84 , 86 , 97 , 98 , and 99 . (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 . (d) The PN NFP. (e) The 2011 PN NFP. (f) The Administrative Priorities. (g) The Supplemental Priorities.

Note: The regulations in 34 CFR part 79 apply to all applicants except federally recognized Indian Tribes.

Note: The regulations in 34 CFR part 86 apply to IHEs only.

Note: The Department will implement the changes included in the OMB final rule, OMB Guidance for Federal Financial Assistance ( www.federalregister.gov/​documents/​2024/​04/​22/​2024-07496/​guidance-for-federal-financial-assistance ), formerly called, Office of Management and Budget Guidance for Grants and Agreements, which amends 2 CFR part 200 , on October 1, 2024. When preparing an application, grant applicants who anticipate a performance period start date on or after October 1, 2024, should follow the requirements in the updated 2 CFR part 200 . For more information about these updated regulations please visit: https://www2.ed.gov/​policy/​fund/​guid/​uniform-guidance/​index.html .

Note: Projects will be awarded and must be operated in a manner consistent with the nondiscrimination requirements contained in Federal civil rights laws.

1. a. Cost Sharing or Matching: Under section 4623(d)(1)(A) of the ESEA, to be eligible for a grant under this competition, an applicant must demonstrate a commitment from one or more entities in the public or private sector, which may include Federal, State, and local public agencies, philanthropic organizations, and private sources, to provide matching funds.

An applicant proposing a project that meets Absolute Priority 1—Non-Rural and Non-Tribal Communities must obtain matching funds or in-kind donations equal to at least 100 percent of its grant award. Section 4623(d)(1)(A) of the ESEA.

An applicant proposing a project that meets Absolute Priority 2—Rural Applicants or Absolute Priority 3—Tribal Communities must obtain matching funds or in-kind donations equal to at least 50 percent of its grant award. Section 4623(d)(1)(C) of the ESEA.

Eligible sources of matching funds include sources of funds used to pay for solutions within the pipeline services, initiatives supported by the LEA, or public health services for children in the neighborhood. At least 10 percent of an applicant's total match must be cash or in-kind contributions from the private sector, which may include philanthropic organizations or private sources. Section 4623(d)(1)(B) of the ESEA.

Applicants must demonstrate a commitment of matching funds in the application. Applicants must specify the source of the funds or contributions and, in the case of a third-party in-kind contribution, describe how the value was determined for the donated or contributed goods or service. Section 4623(d)(1)(B) of the ESEA. Applicants must demonstrate the match commitment by including letters in their applications explaining the type and quantity of the match commitment with original signatures from the executives of organizations or agencies providing the match.

The Secretary may consider decreasing the matching requirement in the most exceptional circumstances, on a case-by-case basis. Section 4623(d)(1)(C) of the ESEA. An applicant that is unable to meet the matching requirement must include in its application a request to the Secretary to reduce the matching requirement, including the amount of the requested reduction, the total remaining match contribution, and a statement of the basis for the request. The Secretary will grant this request only if an applicant demonstrates a significant financial hardship. Section 4623(d)(1)(D) of the ESEA.

An applicant should review the Department's cost-sharing and cost matching regulations, which include specific limitations, in 2 CFR 200.306 , and the cost principles regarding donations, capital assets, depreciations, and allowable costs, in subpart E of 2 CFR part 200 .

b. Indirect Cost Rate Information: This program uses an unrestricted indirect cost rate. For more information regarding indirect costs, or to obtain a negotiated indirect cost rate, please see https://www2.ed.gov/​about/​offices/​list/​ocfo/​intro.html .

c. Administrative Cost Limitation: This program does not include any program-specific limitation on administrative expenses. All administrative expenses must be reasonable and necessary and conform to Cost Principles described in 2 CFR part 200 subpart E .

2. Subgrantees: The grantee may award subgrants to entities it has identified in an approved application or that it selects through a competition under procedures established by the grantee.

1. Recommended Page Limit: The application narrative is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. We recommend that you (1) limit the application narrative to no more than 50 pages and (2) use the following standards: Start Printed Page 53605

• 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 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).
• Use one of the following fonts: Times New Roman, Courier, Courier New, or Arial.

The recommended page limit does not apply to the cover sheet; the budget section, including the narrative budget justification; the assurances and certifications; or the one-page abstract, the resumes, the bibliography, or the letters of support. However, the recommended page limit does apply to all of the application narrative.

2. Notice of Intent to Apply: The Department will be able to review grant applications more efficiently if we know the approximate number of applicants that intend to apply. Therefore, we strongly encourage each potential applicant to notify us of their intent to submit an application. To do so, please email the program contact person listed under FOR FURTHER INFORMATION CONTACT with the subject line “Intent to Apply,” and include the applicant's name and a contact person's name and email address. Applicants that do not submit a notice of intent to apply may still apply for funding; applicants that do submit a notice of intent to apply are not bound to apply or bound by the information provided.

3. Funding Restrictions: Applicants that operate a school in a neighborhood served by a PN grant must provide such school with the operational flexibility, including autonomy over staff, time, and budget, needed to effectively carry out the activities described in this notice. Grantees cannot, in carrying out activities to improve early childhood education programs, use PN funds to carry out the following activities: (1) Assessments that provide rewards or sanctions for individual children or teachers; (2) A single assessment that is used as the primary or sole method for assessing program effectiveness; or (3) Evaluation of children, other than for the purposes of improving instruction, classroom environment, professional development, or parent and family engagement, or program improvement.

We reference additional regulations outlining funding restrictions in the Applicable Regulations section of this notice.

4. 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 www.federalregister.gov/​documents/​2022/​12/​07/​2022-26554/​common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs .

5. Submission of Proprietary Information: Given the types of projects that may be proposed in applications for the PN competition, your application may include business information that you consider proprietary. In 34 CFR 5.11 we define “business information” and describe the process we use in determining whether any of that information is proprietary and, thus, protected from disclosure under Exemption 4 of the Freedom of Information Act ( 5 U.S.C. 552 , as amended). Because we plan to make successful applications available to the public, you may wish to request confidentiality of business information.

Consistent with Executive Order 12600 (Predisclosure Notification Procedures for Confidential Commercial Information), please designate in your application any information that you believe is exempt from disclosure under Exemption 4. In the appropriate Appendix section of your application, under ”Other Attachments Form,” please list the page number or numbers on which we can find this information. For additional information please see 34 CFR 5.11(c) .

6. Intergovernmental Review: This program is subject to Executive Order 12372 and the regulations in 34 CFR part 79 . Information about Intergovernmental Review of Federal Programs under Executive Order 12372 is in the application package for this competition.

1. Review and Selection Process: We remind potential applicants that in reviewing applications in any discretionary grant competition, the Secretary 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, and compliance with grant conditions. The Secretary 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, the Secretary requires various 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 ).

2. Risk Assessment and Specific Conditions: Consistent with 2 CFR 200.206 , before awarding grants under this program the Department conducts a review of the risks posed by applicants. Under 2 CFR 200.208 , the Secretary 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.

3. 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.

4. In General: In accordance with the Guidance for Federal Financial Assistance 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 Start Printed Page 53606 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. Open Licensing Requirements: Unless an exception applies, if you are awarded a grant under this competition, you will be required to openly license to the public grant deliverables created in whole, or in part, with Department grant funds. When the deliverable consists of modifications to pre-existing works, the license extends only to those modifications that can be separately identified and only to the extent that open licensing is permitted under the terms of any licenses or other legal restrictions on the use of pre-existing works. Additionally, a grantee or subgrantee that is awarded competitive grant funds must have a plan to disseminate these public grant deliverables. This dissemination plan can be developed and submitted after your application has been reviewed and selected for funding. For additional information on the open licensing requirements please refer to 2 CFR 3474.20 .

4. Reporting: (a) If you apply for a grant under this competition, 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 the Secretary. 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 the Secretary under 34 CFR 75.118 . The Secretary 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 .

(c) Under 34 CFR 75.250(b) , the Secretary may provide a grantee with additional funding for data collection analysis and reporting. In this case the Secretary establishes a data collection period.

5. Continuation Awards: In making a continuation award under 34 CFR 75.253 , the Secretary considers, among other things: whether a grantee has made substantial progress in achieving the goals and objectives of the project; whether the grantee has expended funds in a manner that is consistent with its approved application and budget; and, if the Secretary has established performance measurement requirements, whether the grantee has made substantial progress in achieving the performance targets in the grantee's approved application.

In making a continuation award, the Secretary also considers whether the grantee is operating in compliance with the assurances in its approved application, 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 ).

Also, in making continuation awards for years four and five, the Department will consider whether the grantee is achieving the intended goals and outcomes of the grant and shows substantial improvement against baseline data on performance indicators and performance measures.

Accessible Format: On request to the program contact person listed under FOR FURTHER INFORMATION CONTACT , individuals with disabilities can obtain this document and a copy of the application package 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.

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.

Adam Schott,

Principal Deputy Assistant Secretary, Delegated the Authority to Perform the Functions and Duties of the Assistant Secretary, Office of Elementary and Secondary Education.

1.  Dee, T. S. (2023, August 10). Higher Chronic Absenteeism Threatens Academic Recovery from the COVID-19 Pandemic. https://doi.org/​10.31219/​osf.io/​bfg3p .

2.   https://edsource.org/​2023/​reaching-kindergarten-parents-is-key-to-addressing-dramatic-post-pandemic-rise-in-chronic-absenteeism-panel-says/​696511 .

3.  Ehrlich, Stacy B., et al. (May 2014). Preschool Attendance in Chicago Public Schools. https://consortium.uchicago.edu/​publications/​preschool-attendance-chicago-public-schools-relationships-learning-outcomes-and-reasons .

4.  See note 2.

5.   https://www.whitehouse.gov/​briefing-room/​statements-releases/​2024/​01/​17/​fact-sheet-biden-harris-administration-announces-improving-student-achievement-agenda-in-2024/​ .

6.   https://oese.ed.gov/​student-engagement-and-attendance-technical-assistance-sea-center/​ .

7.   https://safesupportivelearning.ed.gov/​school-climate-improvement

8.   https://oese.ed.gov/​bipartisan-safer-communities-act/​ .

9.   https://www.partnershipstudentsuccess.org/​?utm_​content&​utm_​medium=​email&​utm_​name&​utm_​source=​govdelivery&​utm_​term .

10.  The original citation in ESEA section 4622 was to 25 U.S.C. 450b , but 25 U.S.C. 450b was editorially reclassified as 25 U.S.C. 5304 . We use the updated citation throughout this notice.

[ FR Doc. 2024-14054 Filed 6-26-24; 8:45 am]

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