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The High School Equivalency Program (HEP) helps migratory and seasonal farmworkers (or immediate family members of such workers) who are 16 years of age or older and not currently enrolled in school to obtain the equivalent of a high school diploma and, subsequently, to gain employment or begin postsecondary education or training.
Types of Projects
The purposes of HEP are to help migrant and seasonal farmworkers and members of their immediate family:
- obtain a general education diploma that meets the guidelines for high school equivalency (HSE) established by the State in which the HEP project is conducted; and
- gain upgraded employment, be placed in an institution of higher education (IHE) or other postsecondary education or training, or enter the military.
Grant Management and Monitoring
Monitoring is an integral part of the Department of Education’s grant administration and oversight. The end goal of the Department’s monitoring is to promote the efficient and effective achievement of the program objectives. These objectives are in support the Department’s mission to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. OME conducts monitoring to:
- Examine the objectives and results achieved by a HEP or CAMP project, particularly progress against GPRA indicators
- Review implementation of a HEP or CAMP project with a focus on project quality and areas of improvements
- Determine project compliance with applicable statutes/regulations; and
- Examine the resolution of prior findings from monitoring reviews and audits.
Timeline
Application Closing Date: November 13, 2024.
Federal Register Notice for New Grants
High School Equivalency Program: Notice Inviting Applications for New Awards for Fiscal Year (FY) 2025 (Published on August 30, 2024).
FY 2025 Electronic Applications for New Grants
We strongly encourage you to familiarize yourself with the Grants.gov system at www.grants.gov and strongly recommend that you register early and submit early. Applicants are required to follow the Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022 (87 FR 75045) and available at https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain information on how to submit an application.
Opportunity Number
The Federal Funding Opportunity Number is: ED-GRANTS-083024-001
Opportunity Title: Office of Elementary and Secondary Education (OESE): Office of Migrant Education (OME): High School Equivalency Program, Assistance Listing Number (ALN) 84.141A.
FY 2025 Application
2025 HEP and CAMP Application FAQs
FY 2025 Flyer for Notice Inviting Applications (NIA)
Pre-Application Webinars
FY 2025 HEP Pre-Application Webinar (recorded)
The Office of Migrant Education has recorded a general pre-application webinar for the 2025 HEP and CAMP competition. To access the webinar, transcript, presentation slides, and frequently asked questions, please click here: Webinar - Part 1 | Webinar - Part 2 | Transcript | Presentation Slides | Frequently Asked Questions.
The recorded webinar assists potential applicants to complete their submissions for the 2025 competition. The webinar covers both the HEP and CAMP applications.
Additionally, OME will hold office hours on September 10, 2024. On October 10, 2024, OME will host a pre-application webinar presentation followed by a live office hour question-and-answer (Q & A) session. Both events serve as opportunities for applicants to learn more about the HEP and CAMP competitions and to ask questions. Information on the two events can be found below:
| Office Hours Part 1 | Pre-Application Webinar Presentation and Office Hour Q & A |
Tuesday, September 10, 2024, 12:30 p.m. to 1:30 p.m. Eastern Time | Thursday, October 10, 2024, 2:00 p.m. to 4:00 p.m. Eastern Time |
| Meeting Link: | Meeting Link: |
|
|
Technical Assistance Resource
Applicants may use resources such as the National Center for Education Evaluation and Regional Assistance to help describe the extent to which the proposed project demonstrates a rational (as defined in 34 CFR 77.1(c)) and the extent to which the methods of evaluation will, if well-implemented, produce promising evidence (as defined in 34 CFR 77.1(c)).
Contacts
Dylan Hart-Medina
Telephone: (202) 987-1705 or by e-mail: Dylan.Hart-Medina@ed.gov
Fiscal Year (FY) 2025 HEP and CAMP Call for Panel Members: Application Reader and Panel Facilitators – Deadline November 1, 2024
The HEP and CAMP program is accepting resumes from individuals interested in serving as a panel member for the FY 2025 competition. Panel members include the roles of Application Reader and Panel Facilitator.
An Application Reader reviews, assesses, and scores grant applications based on selection criteria established by OME. Application readers will write detailed comments on each section of the application.
A Panel Facilitator assists OME staff in the panel review by diligently reviewing application reader comments, providing initial feedback, and convening panel discussions.
Availability and Technology Requirements for Application Reader and Panel Facilitator
- Commit between 35-56 hours to complete a review of applications on schedule, during a three-week period.
- Review between 8 to 10 applications assigned to panel and participate in at least five 2-hour conference calls with the assigned panel.
- Have access to a computer with Internet connectivity for the duration of the competition.
- Be able to utilize the tracked changes and comments features in Microsoft Word and to utilize Microsoft SharePoint to review and provide comments on applications.
- Be able to use Microsoft Teams, including, when needed, the video component of Teams.
- Ability to serve on a panel in January and February 2025.
Application Reader Qualifications
- An earned postsecondary degree from an accredited institution of higher education.
- Demonstrated knowledge of, or professional job experience in, addressing needs of seasonal and migratory farmworkers or other disadvantaged student or adult learner groups.
- Experience in grant-funded project design and management.
- Demonstrated knowledge of, or professional job experience in, principles of educational evaluation.
- Highly organized, detailed oriented, with excellent communication skills (written and verbal).
Panel Facilitator Qualifications
- Meeting the Required Qualifications of an Application Reader.
- Demonstrated knowledge of U.S. educational practices for high school equivalency and/or postsecondary education institutional practices, preferably for, but not limited to, seasonal and migratory farmworkers or other disadvantaged student groups.
- Demonstrated professional skills in negotiating with differing educational groups or individuals in a professional, timely and efficient manner.
- Demonstrated project management skills including ability to coordinate a team to complete the panel review in a timely manner.
Conflict of Interest
Anyone affiliated with an institution applying for a HEP or CAMP grant is ineligible to participate as an application reader or panel facilitator in that same cycle. Additionally, individuals involved in the preparation of a HEP or CAMP grant application, or would stand to benefit from an application that were to receive funding in a new grant competition, is ineligible to participate as an application reader or panel facilitator in that same cycle.
Payment
Payment will be $195 per application with an average of 8-10 applications reviewed per person.
Reviewer Application and Selection Process – Resumes Due by November 1, 2024
- Register in G6, at G6-Portal (ed.gov) and upload your most up to date resume into G6.
- Send your most up to date resume to OESEPeerReviewRecruitment@ed.gov . The subject line of the email should refer to HEP and CAMP and the desired position.
- If a competition is held, application readers and panel facilitators will be selected based on several factors, including each person's program-specific expertise, the number of applications to be reviewed, and the diversity and availability of prospective reviewers.
- If you are selected, you will be contacted by the OME team and/or OME Contractor and asked for additional contact information, availability, and potential conflicts of interest. Those not selected will remain in the pool for future competitions.
- The Department of Education (ED) solicits reviewers without regard to race, color, national origin, age, or disability. ED will provide reasonable accommodations for an individual with a disability, so that the individual is able to participate in the review process.
Eligibility and Recruitment
To successfully recruit eligible HEP/CAMP students, recruiters focus on key actions: informing, identifying, screening, and selecting. Creating a Recruitment Plan will provide strategic direction and an agreed upon focus for your program’s recruitment activities and goals. Providing good customer service is also critical to your efforts because referrals by former and current HEP/CAMP students serve among your most valuable recruitment tools.
Be strategic and thoughtful about recruiting efforts by establishing a documented recruitment plan. Elements to include in your program's plan include:
- the recruitment activities identified in your approved application
- a defined target population
- strategies to focus on the state's agriculture and farming industries
- an identified geographic area for your recruitment efforts
- an established timeline
- identified networks that are already established to tap into, and ways to utilize technology to expand your outreach efforts
Resources
2024: 14 grantees
| Grantee | Administration Location | Area(s) Served | Abstract |
| Boise State University | Boise, Idaho | Idaho | |
| Central Oregon Community College | Bend, Oregon | Oregon | |
| Central Valley Opportunity Center, Inc. | Winton, California | California | |
| Idaho State University | Pocatello, Idaho | Idaho | |
| Klamath Community College | Klamath Falls, Oregon | Oregon | |
| Michigan State University | East Lansing, Michigan | Michigan | |
| Opportunities Industrialization Center of Washington | Yakima, Washington | Washington | |
| SER Jobs for Progress | Fresno, California | California | |
| The Regents of the University of Colorado | Boulder, Colorado | Colorado | |
| The University of Texas El Paso | El Paso, Texas | New Mexico and Texas | |
| The University of Texas Rio Grande Valley | Edinburg, Texas | Texas | |
| Three Rivers Education Foundation, Inc. | Farmington, New Mexico | New Mexico | |
| Universidad Interamericana de Puerto Rico, Inc. | San German, Puerto Rico | Puerto Rico | |
| West Hills Community College District | Coalinga, California | California |
2023: 4 grantees
| Grantee | Administration Location | Area(s) Served | Abstract |
| California State University Fullerton Auxiliary Services Corporation | Fullerton, California | California | |
| Pitt Community College | Winterville, North Carolina | North Carolina | |
| University Enterprises Corporation at California State University San Bernardino | San Bernardino, California | California | |
| Valdosta State University | Valdosta, Georgia | Florida and Georgia |
2022: 6 grantees
| Grantee | Administration Location | Area(s) Served | Abstract |
| Big Bend Community College | Moses Lake, Washington | Washington | |
| Community Council of Idaho, Inc. | Caldwell, Idaho | Idaho | |
| Kansas State University | Manhattan, Kansas | Colorado and Kansas | |
| Sonoma County Junior College District | Santa Rosa, California | California | |
| The University of New Mexico | Albuquerque, New Mexico | New Mexico | |
| Washington State University | Pullman, Washington | Washington |
2021: 14 grantees
| Grantee | Administration Location | Area(s) Served | Abstract |
| Abraham Baldwin Agriculture College | Tifton, Georgia | Georgia | |
| Cambridge Academies | Modesto, California | California | |
| Central Washington University | Ellensburg, Washington | Washington | |
| El Paso County Community College District | El Paso, Texas | Texas | |
| Fort Scott Community College | Fort Scott, Kansas | Arkansas, Kansas, and Oklahoma | |
| Hartnell Community College District | Salinas, California | California | |
| Kentucky Community and Technical College System | Somerset, Kentucky | Kentucky | |
| Madison Area Technical College District | Madison, Wisconsin | Wisconsin | |
| Oregon State University | Corvallis, Oregon | Oregon | |
| SER Jobs for Progress, Inc. – San Joaquin Valley | Fresno, California | California | |
| Treasure Valley Community College | Ontario, Oregon | Oregon | |
| University Enterprises, Inc. – Sacramento State University | Sacramento, California | California | |
| University of North Georgia | Dahlonega, Georgia | Georgia | |
| Wake Technical Community College | Raleigh, North Carolina | North Carolina |
2020: 14 grantees
| Grantee | Administration Location | Aare(s) Served | Abstract |
| California State University, Bakersfield Auxiliary for Sponsored Programs Administration | Bakersfield, California | California | |
| Columbia Basin College | Pasco, Washington | Washington | |
| Heritage University | Toppenish, Washington | Washington | |
| Junior College District of Newton-McDonald Counties | Neosho, Missouri | Arkansas, Kansas, Missouri, and Oklahoma | |
| Louisiana Delta Community College | Monroe, Louisiana | Louisiana | |
| Mendocino-Lake Community College District, Inc. | Ukiah, California | California | |
| Miami Dade College | Homestead, Florida | Florida | |
| Northern New Mexico College | Espanola, New Mexico | New Mexico | |
| Portable Practical Educational Preparation, Inc. | Tucson, Arizona | Arizona | |
| Portland Community College | Portland, Oregon | Oregon | |
| San Diego County SER/Jobs for Progress, Inc. | Fresno, California | California | |
| Three Rivers Education Foundation | Farmington, New Mexico | New Mexico and Texas | |
| University of Louisiana at Monroe | Monroe, Louisiana | Louisiana | |
| West Hills Community College | Coalinga, California | California |
Legislation
Regulations
- Program Regulations are found at 34 CFR 206.
- Education Department General Administrative Regulations (EDGAR) also apply.
HEP Eligibility Guidance
Annual Performance Reporting allows programs to determine the overall effectiveness in meeting program goals and objectives, including performance measures 1 and 2 (formerly known as GPRAs 1 and 2) and efficiency targets.
Program evaluation allows programs to: 1) provide data on performance measures 1 and 2 and efficiency targets; 2) determine at what level of quality program activities are being implemented; and 3) identify strengths and weaknesses in program implementation and program effectiveness through tools such as exit interviews, surveys, observations, recruitment, counseling, or tutoring logs, and research analyses (finding correlations between practices and results). Program evaluation is both formative and summative, allowing for the use of annual performance results that may lead to recommendations for changes in programming.
Resources
- 2024 Promising Evidence and Final Project Evaluations Webinar for HEP and CAMP: Transcript | Presentation Slides
- 2025 APR Forms and Instructions: Cover Sheet and Data Form | Instructions
- 2024 APR Webinar: Webinar - Part 1 | Transcript - Part 1 | Webinar - Part 2 | Transcript - Part 2 | Presentation Slides | Pre-Submission Checklist
- 2024 Foundations of Evaluation Webinar from the HEP and CAMP ADM: Recording
- 2023 APR Technical Assistance Video on Persisters: Recording | Transcript | | Presentation Slides
- 2022 Evaluation Webinar: Recording | Transcript | Presentation Slides
- New Directors’ Guide for the High School Equivalency Program (HEP) and College Assistance Migrant Program (CAMP) – This guide is intended for new HEP and CAMP directors. It includes a compilation of the resources and information that will assist directors with the administration of HEP and CAMP projects. Please note that the Office of Migrant Education (OME) may release updated versions of this guide. To view the version history, please see the upper right corner of this document.
The information provided in this guide is intended for all grantees and does not address specific questions or unique circumstances. This guide does not provide any new interpretations of statutes, regulations, or guidance. It is provided purely for the purpose of technical assistance. As always, we encourage grantees to contact their program officer with questions specific to their program. Mentoring Initiative (MI) – The purpose of the MI is to establish mentor-mentee relationships between experienced High School Equivalency Program (HEP) and College Assistance Migrant Program (CAMP) directors and directors who are new to HEP and CAMP grant management.
New directors are directors who have been serving in their roles for three or fewer years. Mentors are seasoned directors who provide guidance and support to mentees. Mentors ensure that mentees have a strong understanding of federal program guidelines and performance objectives and coach mentees toward continued success.
The MI is funded and managed through the OME’s technical assistance (TA) contract. HEP and CAMP Subject Matter Experts coordinate this initiative. Participation is optional and voluntary but strongly recommended for new directors.
Mentors and mentees may submit requests for travel to each other’s institutions of higher education or non-profit organizations to learn more about each other’s programs. Travel is funded through the TA contract.
- The National High School Equivalency Program (HEP) and College Assistance Migrant Program (CAMP) Association is dedicated to ensuring that migrant and farmworker youths have access to earning GEDs and postsecondary education opportunities. The National HEP-CAMP Association Web Page provides general information about the HEP and CAMP programs as well as links to individual directors of HEP and CAMP programs across the country.
- National Agricultural Workers Survey (NAWS) – The U.S. Department of Labor is the only national information source on the demographics and working and living conditions of U.S. farmworkers. Since the NAWS began surveying farmworkers in 1988, it has collected information from over 25,000 workers. The survey samples all crop farmworkers in three cycles each year in order to capture the seasonality of the work. The NAWS locates and samples workers at their work sites, avoiding the well-publicized undercount of this difficult-to-find population. During the initial contact, arrangements are made to interview the respondent at home or at another convenient location.
- U.S. Department of Agriculture, National Agricultural Statistics Survey (NASS), Census of Agriculture – The census of agriculture is a complete accounting of United States agricultural production. It is the only source of uniform, comprehensive agricultural data for every county in the Nation. The census includes as a farm every place from which $1,000 or more of agricultural products were produced and sold or normally would have been sold during the census year. The census of agriculture is taken every five years covering the years ending in “2”; and “7.”
The High School Equivalency Program (HEP) helps migratory and seasonal farmworkers (or immediate family members of such workers) who are 16 years of age or older and not currently enrolled in school to obtain the equivalent of a high school diploma and, subsequently, to gain employment or begin postsecondary education or training.
Types of Projects
The purposes of HEP are to help migrant and seasonal farmworkers and members of their immediate family:
- obtain a general education diploma that meets the guidelines for high school equivalency (HSE) established by the State in which the HEP project is conducted; and
- gain upgraded employment, be placed in an institution of higher education (IHE) or other postsecondary education or training, or enter the military.
Grant Management and Monitoring
Monitoring is an integral part of the Department of Education’s grant administration and oversight. The end goal of the Department’s monitoring is to promote the efficient and effective achievement of the program objectives. These objectives are in support the Department’s mission to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. OME conducts monitoring to:
- Examine the objectives and results achieved by a HEP or CAMP project, particularly progress against GPRA indicators
- Review implementation of a HEP or CAMP project with a focus on project quality and areas of improvements
- Determine project compliance with applicable statutes/regulations; and
- Examine the resolution of prior findings from monitoring reviews and audits.
Timeline
Application Closing Date: November 13, 2024.
Federal Register Notice for New Grants
High School Equivalency Program: Notice Inviting Applications for New Awards for Fiscal Year (FY) 2025 (Published on August 30, 2024).
FY 2025 Electronic Applications for New Grants
We strongly encourage you to familiarize yourself with the Grants.gov system at www.grants.gov and strongly recommend that you register early and submit early. Applicants are required to follow the Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022 (87 FR 75045) and available at https://www.federalregister.gov/documents/2022/12/07/2022-26554/common-instructions-for-applicants-to-department-of-education-discretionary-grant-programs, which contain information on how to submit an application.
Opportunity Number
The Federal Funding Opportunity Number is: ED-GRANTS-083024-001
Opportunity Title: Office of Elementary and Secondary Education (OESE): Office of Migrant Education (OME): High School Equivalency Program, Assistance Listing Number (ALN) 84.141A.
FY 2025 Application
2025 HEP and CAMP Application FAQs
FY 2025 Flyer for Notice Inviting Applications (NIA)
Pre-Application Webinars
FY 2025 HEP Pre-Application Webinar (recorded)
The Office of Migrant Education has recorded a general pre-application webinar for the 2025 HEP and CAMP competition. To access the webinar, transcript, presentation slides, and frequently asked questions, please click here: Webinar - Part 1 | Webinar - Part 2 | Transcript | Presentation Slides | Frequently Asked Questions.
The recorded webinar assists potential applicants to complete their submissions for the 2025 competition. The webinar covers both the HEP and CAMP applications.
Additionally, OME will hold office hours on September 10, 2024. On October 10, 2024, OME will host a pre-application webinar presentation followed by a live office hour question-and-answer (Q & A) session. Both events serve as opportunities for applicants to learn more about the HEP and CAMP competitions and to ask questions. Information on the two events can be found below:
| Office Hours Part 1 | Pre-Application Webinar Presentation and Office Hour Q & A |
Tuesday, September 10, 2024, 12:30 p.m. to 1:30 p.m. Eastern Time | Thursday, October 10, 2024, 2:00 p.m. to 4:00 p.m. Eastern Time |
| Meeting Link: | Meeting Link: |
|
|
Technical Assistance Resource
Applicants may use resources such as the National Center for Education Evaluation and Regional Assistance to help describe the extent to which the proposed project demonstrates a rational (as defined in 34 CFR 77.1(c)) and the extent to which the methods of evaluation will, if well-implemented, produce promising evidence (as defined in 34 CFR 77.1(c)).
Contacts
Dylan Hart-Medina
Telephone: (202) 987-1705 or by e-mail: Dylan.Hart-Medina@ed.gov
Fiscal Year (FY) 2025 HEP and CAMP Call for Panel Members: Application Reader and Panel Facilitators – Deadline November 1, 2024
The HEP and CAMP program is accepting resumes from individuals interested in serving as a panel member for the FY 2025 competition. Panel members include the roles of Application Reader and Panel Facilitator.
An Application Reader reviews, assesses, and scores grant applications based on selection criteria established by OME. Application readers will write detailed comments on each section of the application.
A Panel Facilitator assists OME staff in the panel review by diligently reviewing application reader comments, providing initial feedback, and convening panel discussions.
Availability and Technology Requirements for Application Reader and Panel Facilitator
- Commit between 35-56 hours to complete a review of applications on schedule, during a three-week period.
- Review between 8 to 10 applications assigned to panel and participate in at least five 2-hour conference calls with the assigned panel.
- Have access to a computer with Internet connectivity for the duration of the competition.
- Be able to utilize the tracked changes and comments features in Microsoft Word and to utilize Microsoft SharePoint to review and provide comments on applications.
- Be able to use Microsoft Teams, including, when needed, the video component of Teams.
- Ability to serve on a panel in January and February 2025.
Application Reader Qualifications
- An earned postsecondary degree from an accredited institution of higher education.
- Demonstrated knowledge of, or professional job experience in, addressing needs of seasonal and migratory farmworkers or other disadvantaged student or adult learner groups.
- Experience in grant-funded project design and management.
- Demonstrated knowledge of, or professional job experience in, principles of educational evaluation.
- Highly organized, detailed oriented, with excellent communication skills (written and verbal).
Panel Facilitator Qualifications
- Meeting the Required Qualifications of an Application Reader.
- Demonstrated knowledge of U.S. educational practices for high school equivalency and/or postsecondary education institutional practices, preferably for, but not limited to, seasonal and migratory farmworkers or other disadvantaged student groups.
- Demonstrated professional skills in negotiating with differing educational groups or individuals in a professional, timely and efficient manner.
- Demonstrated project management skills including ability to coordinate a team to complete the panel review in a timely manner.
Conflict of Interest
Anyone affiliated with an institution applying for a HEP or CAMP grant is ineligible to participate as an application reader or panel facilitator in that same cycle. Additionally, individuals involved in the preparation of a HEP or CAMP grant application, or would stand to benefit from an application that were to receive funding in a new grant competition, is ineligible to participate as an application reader or panel facilitator in that same cycle.
Payment
Payment will be $195 per application with an average of 8-10 applications reviewed per person.
Reviewer Application and Selection Process – Resumes Due by November 1, 2024
- Register in G6, at G6-Portal (ed.gov) and upload your most up to date resume into G6.
- Send your most up to date resume to OESEPeerReviewRecruitment@ed.gov . The subject line of the email should refer to HEP and CAMP and the desired position.
- If a competition is held, application readers and panel facilitators will be selected based on several factors, including each person's program-specific expertise, the number of applications to be reviewed, and the diversity and availability of prospective reviewers.
- If you are selected, you will be contacted by the OME team and/or OME Contractor and asked for additional contact information, availability, and potential conflicts of interest. Those not selected will remain in the pool for future competitions.
- The Department of Education (ED) solicits reviewers without regard to race, color, national origin, age, or disability. ED will provide reasonable accommodations for an individual with a disability, so that the individual is able to participate in the review process.
Eligibility and Recruitment
To successfully recruit eligible HEP/CAMP students, recruiters focus on key actions: informing, identifying, screening, and selecting. Creating a Recruitment Plan will provide strategic direction and an agreed upon focus for your program’s recruitment activities and goals. Providing good customer service is also critical to your efforts because referrals by former and current HEP/CAMP students serve among your most valuable recruitment tools.
Be strategic and thoughtful about recruiting efforts by establishing a documented recruitment plan. Elements to include in your program's plan include:
- the recruitment activities identified in your approved application
- a defined target population
- strategies to focus on the state's agriculture and farming industries
- an identified geographic area for your recruitment efforts
- an established timeline
- identified networks that are already established to tap into, and ways to utilize technology to expand your outreach efforts
Resources
2024: 14 grantees
| Grantee | Administration Location | Area(s) Served | Abstract |
| Boise State University | Boise, Idaho | Idaho | |
| Central Oregon Community College | Bend, Oregon | Oregon | |
| Central Valley Opportunity Center, Inc. | Winton, California | California | |
| Idaho State University | Pocatello, Idaho | Idaho | |
| Klamath Community College | Klamath Falls, Oregon | Oregon | |
| Michigan State University | East Lansing, Michigan | Michigan | |
| Opportunities Industrialization Center of Washington | Yakima, Washington | Washington | |
| SER Jobs for Progress | Fresno, California | California | |
| The Regents of the University of Colorado | Boulder, Colorado | Colorado | |
| The University of Texas El Paso | El Paso, Texas | New Mexico and Texas | |
| The University of Texas Rio Grande Valley | Edinburg, Texas | Texas | |
| Three Rivers Education Foundation, Inc. | Farmington, New Mexico | New Mexico | |
| Universidad Interamericana de Puerto Rico, Inc. | San German, Puerto Rico | Puerto Rico | |
| West Hills Community College District | Coalinga, California | California |
2023: 4 grantees
| Grantee | Administration Location | Area(s) Served | Abstract |
| California State University Fullerton Auxiliary Services Corporation | Fullerton, California | California | |
| Pitt Community College | Winterville, North Carolina | North Carolina | |
| University Enterprises Corporation at California State University San Bernardino | San Bernardino, California | California | |
| Valdosta State University | Valdosta, Georgia | Florida and Georgia |
2022: 6 grantees
| Grantee | Administration Location | Area(s) Served | Abstract |
| Big Bend Community College | Moses Lake, Washington | Washington | |
| Community Council of Idaho, Inc. | Caldwell, Idaho | Idaho | |
| Kansas State University | Manhattan, Kansas | Colorado and Kansas | |
| Sonoma County Junior College District | Santa Rosa, California | California | |
| The University of New Mexico | Albuquerque, New Mexico | New Mexico | |
| Washington State University | Pullman, Washington | Washington |
2021: 14 grantees
| Grantee | Administration Location | Area(s) Served | Abstract |
| Abraham Baldwin Agriculture College | Tifton, Georgia | Georgia | |
| Cambridge Academies | Modesto, California | California | |
| Central Washington University | Ellensburg, Washington | Washington | |
| El Paso County Community College District | El Paso, Texas | Texas | |
| Fort Scott Community College | Fort Scott, Kansas | Arkansas, Kansas, and Oklahoma | |
| Hartnell Community College District | Salinas, California | California | |
| Kentucky Community and Technical College System | Somerset, Kentucky | Kentucky | |
| Madison Area Technical College District | Madison, Wisconsin | Wisconsin | |
| Oregon State University | Corvallis, Oregon | Oregon | |
| SER Jobs for Progress, Inc. – San Joaquin Valley | Fresno, California | California | |
| Treasure Valley Community College | Ontario, Oregon | Oregon | |
| University Enterprises, Inc. – Sacramento State University | Sacramento, California | California | |
| University of North Georgia | Dahlonega, Georgia | Georgia | |
| Wake Technical Community College | Raleigh, North Carolina | North Carolina |
2020: 14 grantees
| Grantee | Administration Location | Aare(s) Served | Abstract |
| California State University, Bakersfield Auxiliary for Sponsored Programs Administration | Bakersfield, California | California | |
| Columbia Basin College | Pasco, Washington | Washington | |
| Heritage University | Toppenish, Washington | Washington | |
| Junior College District of Newton-McDonald Counties | Neosho, Missouri | Arkansas, Kansas, Missouri, and Oklahoma | |
| Louisiana Delta Community College | Monroe, Louisiana | Louisiana | |
| Mendocino-Lake Community College District, Inc. | Ukiah, California | California | |
| Miami Dade College | Homestead, Florida | Florida | |
| Northern New Mexico College | Espanola, New Mexico | New Mexico | |
| Portable Practical Educational Preparation, Inc. | Tucson, Arizona | Arizona | |
| Portland Community College | Portland, Oregon | Oregon | |
| San Diego County SER/Jobs for Progress, Inc. | Fresno, California | California | |
| Three Rivers Education Foundation | Farmington, New Mexico | New Mexico and Texas | |
| University of Louisiana at Monroe | Monroe, Louisiana | Louisiana | |
| West Hills Community College | Coalinga, California | California |
Legislation
Regulations
- Program Regulations are found at 34 CFR 206.
- Education Department General Administrative Regulations (EDGAR) also apply.
HEP Eligibility Guidance
Annual Performance Reporting allows programs to determine the overall effectiveness in meeting program goals and objectives, including performance measures 1 and 2 (formerly known as GPRAs 1 and 2) and efficiency targets.
Program evaluation allows programs to: 1) provide data on performance measures 1 and 2 and efficiency targets; 2) determine at what level of quality program activities are being implemented; and 3) identify strengths and weaknesses in program implementation and program effectiveness through tools such as exit interviews, surveys, observations, recruitment, counseling, or tutoring logs, and research analyses (finding correlations between practices and results). Program evaluation is both formative and summative, allowing for the use of annual performance results that may lead to recommendations for changes in programming.
Resources
- 2024 Promising Evidence and Final Project Evaluations Webinar for HEP and CAMP: Transcript | Presentation Slides
- 2025 APR Forms and Instructions: Cover Sheet and Data Form | Instructions
- 2024 APR Webinar: Webinar - Part 1 | Transcript - Part 1 | Webinar - Part 2 | Transcript - Part 2 | Presentation Slides | Pre-Submission Checklist
- 2024 Foundations of Evaluation Webinar from the HEP and CAMP ADM: Recording
- 2023 APR Technical Assistance Video on Persisters: Recording | Transcript | | Presentation Slides
- 2022 Evaluation Webinar: Recording | Transcript | Presentation Slides
- New Directors’ Guide for the High School Equivalency Program (HEP) and College Assistance Migrant Program (CAMP) – This guide is intended for new HEP and CAMP directors. It includes a compilation of the resources and information that will assist directors with the administration of HEP and CAMP projects. Please note that the Office of Migrant Education (OME) may release updated versions of this guide. To view the version history, please see the upper right corner of this document.
The information provided in this guide is intended for all grantees and does not address specific questions or unique circumstances. This guide does not provide any new interpretations of statutes, regulations, or guidance. It is provided purely for the purpose of technical assistance. As always, we encourage grantees to contact their program officer with questions specific to their program. Mentoring Initiative (MI) – The purpose of the MI is to establish mentor-mentee relationships between experienced High School Equivalency Program (HEP) and College Assistance Migrant Program (CAMP) directors and directors who are new to HEP and CAMP grant management.
New directors are directors who have been serving in their roles for three or fewer years. Mentors are seasoned directors who provide guidance and support to mentees. Mentors ensure that mentees have a strong understanding of federal program guidelines and performance objectives and coach mentees toward continued success.
The MI is funded and managed through the OME’s technical assistance (TA) contract. HEP and CAMP Subject Matter Experts coordinate this initiative. Participation is optional and voluntary but strongly recommended for new directors.
Mentors and mentees may submit requests for travel to each other’s institutions of higher education or non-profit organizations to learn more about each other’s programs. Travel is funded through the TA contract.
- The National High School Equivalency Program (HEP) and College Assistance Migrant Program (CAMP) Association is dedicated to ensuring that migrant and farmworker youths have access to earning GEDs and postsecondary education opportunities. The National HEP-CAMP Association Web Page provides general information about the HEP and CAMP programs as well as links to individual directors of HEP and CAMP programs across the country.
- National Agricultural Workers Survey (NAWS) – The U.S. Department of Labor is the only national information source on the demographics and working and living conditions of U.S. farmworkers. Since the NAWS began surveying farmworkers in 1988, it has collected information from over 25,000 workers. The survey samples all crop farmworkers in three cycles each year in order to capture the seasonality of the work. The NAWS locates and samples workers at their work sites, avoiding the well-publicized undercount of this difficult-to-find population. During the initial contact, arrangements are made to interview the respondent at home or at another convenient location.
- U.S. Department of Agriculture, National Agricultural Statistics Survey (NASS), Census of Agriculture – The census of agriculture is a complete accounting of United States agricultural production. It is the only source of uniform, comprehensive agricultural data for every county in the Nation. The census includes as a farm every place from which $1,000 or more of agricultural products were produced and sold or normally would have been sold during the census year. The census of agriculture is taken every five years covering the years ending in “2”; and “7.”