Program Description
The Augusts F. Hawkins Centers of Excellence (Hawkins) Program, authorized under Part B of Title II of the Higher Education Act of 1965, as amended (HEA), is designed to support comprehensive, high-quality State-accredited teacher preparation programs by creating centers of excellence at Historically Black Colleges and Universities (HBCUs); Tribal Colleges or Universities (TCUs); or Minority Serving Institutions (MSIs), such as Hispanic-Serving Institutions (HSIs). The Hawkins Program will help increase the number of, and retain, well-prepared teachers to teach in our Nation's most underserved elementary and secondary schools and close student opportunity and achievement gaps. This program focuses on the various aspects of the teacher preparation pipeline, including the recruitment, preparation, support, placement, retention, and retraining of teachers for and in under-resourced schools to support underserved students. Through this program, the Secretary seeks to fund applicants that propose to incorporate evidence-based practices into their teacher preparation program.
Types of Projects
Grant(s) awarded under the 2024 and subsequent programs are for a period of up to five years. Required FY 2024 and subsequent years grant activities must include projects that:
- Designed to increase the number of well-prepared teachers and with a focus on improving the preparation, recruitment, retention, and placement of teachers.
- Evidence-based (as defined in 34 CFR 77.1) comprehensive teacher preparation programs that provide extensive clinical experience.
- Prepare teacher candidates to integrate rigorous academic content, including through the effective use of technology, and instructional techniques and strategies consistent with universal design for learning principles.
- Prepare teacher candidates to design and deliver instruction in ways that are engaging and provide their students with opportunities to think critically and solve complex problems, apply learning in authentic and real-world settings, communicate and collaborate effectively, and develop growth mindsets. Teacher candidate pedagogy should include how to incorporate project-based, work-based, or other experiential learning opportunities in curriculum development.
- Prepare teacher candidates to build meaningful and trusting relationships with students and their families to support in-home, community-based, and in-school learning.
- Provide sustained and high-quality pre-service clinical experiences, including teaching assistant initiatives, that facilitate the pathway to the teaching credential for those with paraprofessional experience or high-quality school leader pre-service training, induction, and support in the first three years of school leadership for principals and other school leaders. In designing such experiences, applicants must consider opportunities to provide pre-service clinical experience earlier in the teacher preparation program, as is practicable, and in ways that benefit students and teachers.
Grant(s) awarded under the 2022 and 2023 programs are for a period of up to four years. Required 2022 and 2023 grant activities must include projects that:
- Implement pedagogical practices in teacher preparation programs that prepare teachers to create learning environments for their students;
- Prepare teacher candidates to integrate rigorous academic content, including through the effective use of technology, instructional techniques, and strategies consistent with universal design for learning principles in pedagogical practices and classroom features to improve student achievement;
- Prepare teacher candidates to design and deliver instruction in ways that are engaging and provide their students with opportunities to think critically and solve complex problems, apply learning in authentic and real-world settings, communicate and collaborate effectively, and develop academic mindsets, including through project-based, work-based, or other experiential learning opportunities;
- Prepare teacher candidates to build meaningful and trusting relationships with their students’ families to support in-home, community-based, and in-school learning; and
- Provide sustained and high-quality preservice clinical experiences, including teaching assistant initiatives that facilitate the pathway to the teaching credential for those with paraprofessional experience; and provide mentoring of teacher candidates by exemplary teachers, which substantially increases interaction between the institution’s faculty and new teachers and school site and district administrators in high-need LEAs or hard-to-staff schools to support and retain teachers.
Funding
FY 2024
Number of awards: 26
Average award: $569,463.88
Total funding: $14,806,061.00
Total appropriation: $15,000,000
FY 2023
Number of new awards: 3
Average award size: $1,449,626
Total funding: $4,348,879
FY 2022
Note: The Augustus F. Hawkins Center of Excellence (Hawkins) Program utilized ALN 84.116K for Fiscal Year (FY) 2022 only
Number of new awards: 12
Average award: $1,563,182
Total new awards funded: $18,758,194
Legislation
Note: Projects will be awarded and must be operated in a manner consistent with the nondiscrimination requirements contained in Federal civil rights laws.
Regulations
- The Education Department General Administrative Regulations in 34 CFR parts 75, 77, 79, 82, 84, 86, 97, 98, and 99.
- Note: The regulations in 34 CFR part 86 apply to institutions of higher education only.
- The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485.
- The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474.
- Notice of Final Priorities, Requirements and Definitions (2024 NFP) Federal Register :: Augustus F. Hawkins Centers of Excellence Program.
Performance Reports
A grant under this competition, you must ensure that the necessary processes and systems are developed 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).
At the end of the project period, the grantee must submit a final performance report, including financial information, as directed by the Secretary. If a grantee receives a multi-year award, it 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 use Grant Applications and Other Forms.
Performance Measures
The Department will use the following performance measures for 2024 and subsequent grantees to evaluate the success of the Hawkins Program grants:
- The number and percentage of teacher candidates, served by the funded program, who complete the teacher preparation program.
- The number and percentage of teacher candidates, served by the funded program who become fully certified and are placed as teachers of record in high-need schools or hard-to-staff schools.
- The number and percentage of program completers who were employed for the first time as teachers of record in the preceding year by the partner high-need schools or hard-to-staff schools and were retained for the current school year.
- The number and percentage of program completers who were employed by the partner high-need school or hard-to-staff school for three consecutive years after initial employment.
- The number and percentage of program completers who are employed by the partner high-need school or hard-to-staff school teaching in mathematics, science, special education, career and technical education, or any other field of expertise where the State education agency determines that there is a shortage of qualified teachers.
The Department will use the following performance measures for 2022 and 2023 grantees to evaluate the success of the Hawkins Program grants:
- The number and percentage of teacher candidates who complete the teacher preparation program.
- The number and percentage of teacher candidates served by the funded program who become fully certified and are placed as teachers of record in high-need LEAs or hard-to-staff schools.
Eligibility
- A Part B institution (a historically Black college or university) (§322 of the HEA, 20 U.S.C. §1061);
- A Hispanic-serving institution (§502 of the HEA, 20 U.S.C. §1101a);
- A Tribal College or University (§316 of the HEA, 20 U.S.C. §1059c);
- An Alaska Native-serving institution or a Native Hawaiian-serving institution (§317(b) of the HEA, 20 U.S.C. §1059d(b);
- A Predominantly Black Institution (§§318(b) and 371(c)(9) of the HEA; 20 U.S.C. §§ 1059e(b) and 1067q(c)(9));
- An Asian American and Native American Pacific Islander-serving institution (§§ 320(b) and 371(c)(2) of the HEA, 20 U.S.C. §§1059g(b) and 1067q(c)(2); or
- A Native American-serving nontribal institution (§§319(b) and 371(c)(8) of the HEA; 20 U.S.C. §§ 1059f(b) and 1067q(c)(8).
- A consortium may include several of the eligible institutions; an eligible institution in partnership with any other IHE but only if the IHE has a State-accredited teacher preparation program. A consortium of institutions under this competition must follow the procedures under 34 CFR 75.127—75.129 in developing a group application. This includes developing an agreement that details the activities that each member of the group plans to perform and binds each member of the group to every statement and assurance made by the applicant in the application. This agreement must be submitted with the application.
The FY 2024 Eligibility Matrix consists of programmatic lists of institutions that meet the eligibility requirement. Being a current grantee or meeting the definition does not automatically make the institution eligible for new program funding.
Applicant Information
Recent Timeline
Recent Competition: FY 2024
Application Available: April 4, 2024
Application Deadline: June 18, 2024
Federal Register Notice
- FY 2024 Augustus F. Hawkins Centers of Excellence Program Notice Inviting Applications for New Awards, dated April 4, 2024
Resources
- View the FY 2024 Augustus F. Hawkins Centers of Excellence Program Pre-Application Webinar
- Recoding Password: CpUnUNP9
- Augustus F. Hawkins Centers of Excellence Pre-Application Webinar presentation
- Augustus F. Hawkins Centers of Excellence Grant Program brochure
- Frequently Asked Questions: Augustus F. Hawkins Centers of Excellence Program
Program Description
The Augusts F. Hawkins Centers of Excellence (Hawkins) Program, authorized under Part B of Title II of the Higher Education Act of 1965, as amended (HEA), is designed to support comprehensive, high-quality State-accredited teacher preparation programs by creating centers of excellence at Historically Black Colleges and Universities (HBCUs); Tribal Colleges or Universities (TCUs); or Minority Serving Institutions (MSIs), such as Hispanic-Serving Institutions (HSIs). The Hawkins Program will help increase the number of, and retain, well-prepared teachers to teach in our Nation's most underserved elementary and secondary schools and close student opportunity and achievement gaps. This program focuses on the various aspects of the teacher preparation pipeline, including the recruitment, preparation, support, placement, retention, and retraining of teachers for and in under-resourced schools to support underserved students. Through this program, the Secretary seeks to fund applicants that propose to incorporate evidence-based practices into their teacher preparation program.
Types of Projects
Grant(s) awarded under the 2024 and subsequent programs are for a period of up to five years. Required FY 2024 and subsequent years grant activities must include projects that:
- Designed to increase the number of well-prepared teachers and with a focus on improving the preparation, recruitment, retention, and placement of teachers.
- Evidence-based (as defined in 34 CFR 77.1) comprehensive teacher preparation programs that provide extensive clinical experience.
- Prepare teacher candidates to integrate rigorous academic content, including through the effective use of technology, and instructional techniques and strategies consistent with universal design for learning principles.
- Prepare teacher candidates to design and deliver instruction in ways that are engaging and provide their students with opportunities to think critically and solve complex problems, apply learning in authentic and real-world settings, communicate and collaborate effectively, and develop growth mindsets. Teacher candidate pedagogy should include how to incorporate project-based, work-based, or other experiential learning opportunities in curriculum development.
- Prepare teacher candidates to build meaningful and trusting relationships with students and their families to support in-home, community-based, and in-school learning.
- Provide sustained and high-quality pre-service clinical experiences, including teaching assistant initiatives, that facilitate the pathway to the teaching credential for those with paraprofessional experience or high-quality school leader pre-service training, induction, and support in the first three years of school leadership for principals and other school leaders. In designing such experiences, applicants must consider opportunities to provide pre-service clinical experience earlier in the teacher preparation program, as is practicable, and in ways that benefit students and teachers.
Grant(s) awarded under the 2022 and 2023 programs are for a period of up to four years. Required 2022 and 2023 grant activities must include projects that:
- Implement pedagogical practices in teacher preparation programs that prepare teachers to create learning environments for their students;
- Prepare teacher candidates to integrate rigorous academic content, including through the effective use of technology, instructional techniques, and strategies consistent with universal design for learning principles in pedagogical practices and classroom features to improve student achievement;
- Prepare teacher candidates to design and deliver instruction in ways that are engaging and provide their students with opportunities to think critically and solve complex problems, apply learning in authentic and real-world settings, communicate and collaborate effectively, and develop academic mindsets, including through project-based, work-based, or other experiential learning opportunities;
- Prepare teacher candidates to build meaningful and trusting relationships with their students’ families to support in-home, community-based, and in-school learning; and
- Provide sustained and high-quality preservice clinical experiences, including teaching assistant initiatives that facilitate the pathway to the teaching credential for those with paraprofessional experience; and provide mentoring of teacher candidates by exemplary teachers, which substantially increases interaction between the institution’s faculty and new teachers and school site and district administrators in high-need LEAs or hard-to-staff schools to support and retain teachers.
Funding
FY 2024
Number of awards: 26
Average award: $569,463.88
Total funding: $14,806,061.00
Total appropriation: $15,000,000
FY 2023
Number of new awards: 3
Average award size: $1,449,626
Total funding: $4,348,879
FY 2022
Note: The Augustus F. Hawkins Center of Excellence (Hawkins) Program utilized ALN 84.116K for Fiscal Year (FY) 2022 only
Number of new awards: 12
Average award: $1,563,182
Total new awards funded: $18,758,194
Legislation
Note: Projects will be awarded and must be operated in a manner consistent with the nondiscrimination requirements contained in Federal civil rights laws.
Regulations
- The Education Department General Administrative Regulations in 34 CFR parts 75, 77, 79, 82, 84, 86, 97, 98, and 99.
- Note: The regulations in 34 CFR part 86 apply to institutions of higher education only.
- The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485.
- The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474.
- Notice of Final Priorities, Requirements and Definitions (2024 NFP) Federal Register :: Augustus F. Hawkins Centers of Excellence Program.
Performance Reports
A grant under this competition, you must ensure that the necessary processes and systems are developed 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).
At the end of the project period, the grantee must submit a final performance report, including financial information, as directed by the Secretary. If a grantee receives a multi-year award, it 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 use Grant Applications and Other Forms.
Performance Measures
The Department will use the following performance measures for 2024 and subsequent grantees to evaluate the success of the Hawkins Program grants:
- The number and percentage of teacher candidates, served by the funded program, who complete the teacher preparation program.
- The number and percentage of teacher candidates, served by the funded program who become fully certified and are placed as teachers of record in high-need schools or hard-to-staff schools.
- The number and percentage of program completers who were employed for the first time as teachers of record in the preceding year by the partner high-need schools or hard-to-staff schools and were retained for the current school year.
- The number and percentage of program completers who were employed by the partner high-need school or hard-to-staff school for three consecutive years after initial employment.
- The number and percentage of program completers who are employed by the partner high-need school or hard-to-staff school teaching in mathematics, science, special education, career and technical education, or any other field of expertise where the State education agency determines that there is a shortage of qualified teachers.
The Department will use the following performance measures for 2022 and 2023 grantees to evaluate the success of the Hawkins Program grants:
- The number and percentage of teacher candidates who complete the teacher preparation program.
- The number and percentage of teacher candidates served by the funded program who become fully certified and are placed as teachers of record in high-need LEAs or hard-to-staff schools.
Eligibility
- A Part B institution (a historically Black college or university) (§322 of the HEA, 20 U.S.C. §1061);
- A Hispanic-serving institution (§502 of the HEA, 20 U.S.C. §1101a);
- A Tribal College or University (§316 of the HEA, 20 U.S.C. §1059c);
- An Alaska Native-serving institution or a Native Hawaiian-serving institution (§317(b) of the HEA, 20 U.S.C. §1059d(b);
- A Predominantly Black Institution (§§318(b) and 371(c)(9) of the HEA; 20 U.S.C. §§ 1059e(b) and 1067q(c)(9));
- An Asian American and Native American Pacific Islander-serving institution (§§ 320(b) and 371(c)(2) of the HEA, 20 U.S.C. §§1059g(b) and 1067q(c)(2); or
- A Native American-serving nontribal institution (§§319(b) and 371(c)(8) of the HEA; 20 U.S.C. §§ 1059f(b) and 1067q(c)(8).
- A consortium may include several of the eligible institutions; an eligible institution in partnership with any other IHE but only if the IHE has a State-accredited teacher preparation program. A consortium of institutions under this competition must follow the procedures under 34 CFR 75.127—75.129 in developing a group application. This includes developing an agreement that details the activities that each member of the group plans to perform and binds each member of the group to every statement and assurance made by the applicant in the application. This agreement must be submitted with the application.
The FY 2024 Eligibility Matrix consists of programmatic lists of institutions that meet the eligibility requirement. Being a current grantee or meeting the definition does not automatically make the institution eligible for new program funding.
Applicant Information
Recent Timeline
Recent Competition: FY 2024
Application Available: April 4, 2024
Application Deadline: June 18, 2024
Federal Register Notice
- FY 2024 Augustus F. Hawkins Centers of Excellence Program Notice Inviting Applications for New Awards, dated April 4, 2024
Resources
- View the FY 2024 Augustus F. Hawkins Centers of Excellence Program Pre-Application Webinar
- Recoding Password: CpUnUNP9
- Augustus F. Hawkins Centers of Excellence Pre-Application Webinar presentation
- Augustus F. Hawkins Centers of Excellence Grant Program brochure
- Frequently Asked Questions: Augustus F. Hawkins Centers of Excellence Program