Program Office: Institutional Service
CFDA Numbers: 84.116K (FY 2022 only) and 84.428A
Program Type: Discretionary/Competitive Grants
Also Known As: Hawkins Program
Program Description
The 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 from diverse backgrounds, resulting in a more diverse teacher workforce prepared 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 2024 and subsequent years grant activities must include projects that:
- Designed to increase the number of well-prepared teachers and the diversity of the teacher workforce with a focus on increasing and retaining a diverse teacher workforce, and improving the preparation, recruitment, retention, and placement of such teachers.
- Evidence-based (as defined in 34 CFR 77.1) comprehensive teacher preparation programs that provide extensive clinical experience.
- Examine the sources of inequity and inadequacy in resources and opportunity and implement pedagogical practices in teacher preparation programs that are inclusive with regard to race, ethnicity, culture, language, gender, and disability status and that prepare teachers to create inclusive, supportive, equitable, unbiased, and identity-safe learning environments for their students.
- 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:
- Examine the sources of inequity and inadequacy in resources and opportunity and implement pedagogical practices in teacher preparation programs that are inclusive with regard to race, ethnicity, culture, language, and disability status and that prepare teachers to create inclusive, supportive, equitable, unbiased, and identity-safe 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.
Who May Apply:
(1) a part B institution (a historically Black college or university) (§322 of the HEA, 20 U.S.C. §1061);
(2) a Hispanic-serving institution (§502 of the HEA, 20 U.S.C. §1101a);
(3) a Tribal College or University (§316 of the HEA, 20 U.S.C. §1059c);
(4) an Alaska Native-serving institution or a Native Hawaiian-serving institution (§317(b) of the HEA, 20 U.S.C. §1059d(b);
(5) a Predominantly Black Institution (§§318(b) and 371(c)(9) of the HEA; 20 U.S.C. §§ 1059e(b) and 1067q(c)(9));
(6) 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
(7) 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).
(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.
Timeline
Current Competition: FY 2024
Application Available: April 4, 2024
Application Deadline: June 18, 2024
Federal Register Notice
- Notice Inviting Applications for New Awards for FY 2024 dated April 4, 2024 | PDF
Applications for the FY 2024 Augustus F. Hawkins Centers of Excellence (Hawkins) Program is available now on Grants.gov.
TO APPLY:
The FY 2024 Augustus F. Hawkins Centers of Excellence (Hawkins) program application is available until June 18, 2024 via the Grants.gov website at www.grants.gov.
Click here to view the FY 2024 Augustus F. Hawkins Centers of Excellence Program Pre-Application Webinar Link
Recoding Password: CpUnUNP9
Click here to view the the Augustus F. Hawkins Centers of Excellence Pre-Application Webinar presentation.
Click here for more information on the Augustus F. Hawkins Centers of Excellence Grant Program brochure.
Dr. Vicki Robinson (202) 453-7907
Augustus F. Hawkins Centers of Excellence (Hawkins) Program
U.S. Department of Education, OPE
400 Maryland Avenue, S.W, 5th Floor
Washington, DC 20202
If you use a telecommunications device for the deaf (TDD), you may call the Federal Relay Service (FRS) at 1-800-877-8339.
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
Number of new awards: 12
Average award: $1,563,182
Total new awards funded: $18,758,194
Program Authority: 20 U.S.C. 1033-1033a
Note: Projects will be awarded and must be operated in a manner consistent with the nondiscrimination requirements contained in Federal civil rights laws.
Applicable Regulations: (a) The Education Department General Administrative Regulations in 34 CFR parts 75, 77, 79, 82, 84, 86, 97, 98, and 99. (b) The Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474. (d) Notice of Final Priorities, Requirements and Definitions (2024 NFP) Federal Register :: Augustus F. Hawkins Centers of Excellence Program.
Note: The regulations in 34 CFR part 86 apply to institutions of higher education only.
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 go to www.ed.gov/fund/grant/apply/appforms/appforms.html.
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, disaggregated by race.
- The number and percentage of teacher candidates, served by the funded program, disaggregated by race, 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 bilingual and/or multilingual teacher candidates, served by the funded program, who complete the teacher preparation program.
- The number and percentage of bilingual and/or multilingual 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, bilingual education, 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, disaggregated by race.
- The number and percentage of teacher candidates, disaggregated by race, 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.
- The number and percentage of bilingual and/or multilingual teacher candidates who complete the teacher preparation program.
- The number and percentage of bilingual and/or multilingual 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.
Key Staff
Ashley Hillary Competition Program Manager
Augustus F. Hawkins Centers of Excellence (Hawkins) Program
Phone: 202-453-7880
Email: Ashley.Hillary@ed.gov
Mailing Address:
U.S. Department of Education, OPE
Augustus F. Hawkins Centers of Excellence (Hawkins) Program
400 Maryland Avenue, S.W.
5th Floor
Washington, DC 20202
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- What is the purpose of the Augustus F. Hawkins Centers of Excellence (Hawkins) Program?
- Who is eligible to apply for the Hawkins program?
- If the applicant is a consortium, what documentation needs to be submitted?
- Will pre-application technical assistance (TA) webinars be provided to potential applicants?
- How do you submit an application for the FY 2024 competition?
- When is the deadline for submitting an application for the FY 2024 competition?
- What happens if your application is submitted after 11:59:59 on June 18, 2024?
- What is the estimated range of awards?
- What is the total project period for an award?
- What are the funding priorities of the FY 2024 competition?
- What is the difference between an Absolute Priority and Competitive Preference Priority?
- How do I indicate my responses to the priorities in my application?
- What are allowable uses of funds under the Hawkins program?
- Can Hawkins grants offer direct student financial assistance?
- Can Hawkins funds be used to create new teacher preparation programs?
- Can Hawkins funds be used to create a new certificate or credential program?
- Can Hawkins funds be used to enhance an existing undergraduate degree, certificate, or credential program?
- Can Hawkins funds be used at the postbaccalaureate level?
- If an IHE does not offer an education degree, is it eligible to apply for Hawkins?
- Does the Hawkins program allow subgrantees?
- How should allowable costs be determined under the Hawkins program?
- Are indirect costs allowable under the Hawkins program?
- Is there a cost matching requirement under the Hawkins program?
- Where can I find resources for developing a logic model?
- Should applicants mark "Demonstrates a Rationale" when completing the Evidence Form (OMB No. 1894-0001)?
- Should applicants complete all 3 columns of the Evidence Form (OMB No. 1894-0001)?
- What is the page limit for the logic model?
- Is there software available that can help IHEs build a logic model?
- How are applicants notified?
- What are the reporting requirements?
- What are the performance measures for the Hawkins program?
- What is a Draft Written Agreement with Clinical Practice Partner(s)?
1. What is the purpose of the Augustus F. Hawkins Centers of Excellence (Hawkins) Program?
The Hawkins Program 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 from diverse backgrounds, resulting in a more diverse teacher workforce prepared 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.
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2. Who is eligible to apply for the Hawkins program?
Eligible institutions include Historically Black Colleges and Universities (HBCUs); Hispanic-serving institutions (HSIs); Tribal Colleges or Universities (TCUs); Alaska Native-serving institution; Native Hawaiian-serving institution; Predominantly Black Institutions (PBIs); Asian American and Native American Pacific Islander-serving institutions; and Native American-serving, nontribal institution, or a consortium of such institutions. Applicant can also be a consortium as described in partnership with any other IHE, but only if the center of excellence established is located at an eligible institution.
Institutions must be determined to be an eligible institution for FY24.
The IHE must have a qualified teacher preparation program. Such program must be designed to prepare teachers to meet applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 612(a)(14)(C) of the Individuals with Disabilities Education Act (IDEA), are able to understand scientifically valid research, and are able to use advanced technology effectively in the classroom, including use of instructional techniques to improve student academic achievement.
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3. If the applicant is a consortium, what documentation needs to be submitted?
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.
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4. Will pre-application technical assistance (TA) webinars be provided to potential applicants?
Yes. Please visit the Hawkins Program website at https://www2.ed.gov/programs/afhce/index.html for more information.>
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5. How do you submit an application for the FY 2024 competition?
All applications must be submitted electronically through Grants.gov. In addition, 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), which contain requirements and information on how to submit an application.
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6. When is the deadline for submitting an application for the FY 2024 competition?
The deadline for the FY 2024 competition is Thursday, June 18, 2024, at 11:59:59 PM Eastern Time.
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7. What happens if your application is submitted after 11:59:59 on June 18, 2024?
If your application is late, we will notify you that we will not consider the application.
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8. What is the estimated range of awards?
The estimated range is $450,000 to $650,000 per year.
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9. What is the total project period for an award?
Up to 60 months.
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10. What are the funding priorities of the FY 2024 competition?
This competition includes two absolute priorities and two competitive preference priorities. The absolute priorities are 1) projects that are designed to increase and retain the number of well-prepared teachers from diverse backgrounds and 2) projects that increase evidence-based, comprehensive pre-service clinical experiences through teacher preparation programs. The two competitive preference priorities are 1) increasing the number of bilingual and/or multilingual teachers with full certification and 2) applications from new potential grantees. The applicant must address the absolute priorities in order to be considered for funding. An applicant may be awarded up to 10 points if the competitive preference priorities are addressed. More information about the priorities can be found in the NIA.
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11. What is the difference between an Absolute Priority and Competitive Preference Priority?
The applicant must address each absolute priority in order to be considered for funding. The applicant has the option of choosing whether or not to address the competitive preference priorities for which they may receive additional points.
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12. How do I indicate my responses to the priorities in my application?
Include your response(s) to the priorities within the in the Application Narrative portion of the application. We strongly recommend the following page limits:
- Both absolute priorities not to exceed a combined total of 5 pages.
- Both competitive preference priorities, if applicable, not to exceed a combined total of 5 pages.
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13. What are allowable uses of funds under the Hawkins program?
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14. Can Hawkins grants offer direct student financial assistance?
Yes, the Hawkins statute allows awarding scholarships based on financial need to help students pay the costs of tuition, room, board, and other expenses of completing a teacher preparation program, not to exceed the cost of attendance.
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15. Can Hawkins funds be used to create new teacher preparation programs?
Yes, applicants proposing new programs must describe how their new program is evidence-based and designed to achieve the intended outcomes of the Hawkins Program.
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16. Can Hawkins funds be used to create a new certificate or credential program?
Yes, Hawkins funds may be used to create or develop new certificate or credential programs that meet applicable State certification and licensure requirements.
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17. Can Hawkins funds be used to enhance an existing undergraduate degree, certificate, or credential program?
Yes, Hawkins funds may be used to enhance an existing undergraduate degree, certificate, or credential program.
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18. Can Hawkins funds be used at the postbaccalaureate level?
Yes, Hawkins funds may be used at the postbaccalaureate level for students interested in obtaining a postbaccalaureate degree in education.
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19. If an IHE does not offer an education degree, is it eligible to apply for Hawkins?
No, the IHE must be an eligible institution and offer a State-accredited teacher preparation program.
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20. Does the Hawkins program allow subgrantees?
No, a grantee under this competition may not award subgrants to entities to directly carry out project activities described in its application.
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21. How should allowable costs be determined under the Hawkins program?
All project costs must align with the Hawkins statute and with the funded project's goals and objectives. In addition, project costs must be reasonable and necessary for the proposed program, allocable, and allowable, in accordance with the Cost Principles and other requirements in the Uniform Guidance described in 2 CFR part 200 subpart E of the Uniform Guidance.
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22. Are indirect costs allowable under the Hawkins program?
A grantee's indirect cost reimbursement is limited to 8 percent of a modified total direct cost base. For more information regarding indirect costs, or to obtain a negotiated indirect cost rate, please see www.ed.gov/about/offices/list/ocfo/intro.html.
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23. Is there a cost matching requirement under the Hawkins program?
No, this competition does not require cost sharing or matching.
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24. Where can I find resources for developing a logic model?
In developing logic models, applicants may want to use resources such as the Regional Educational Laboratory Program's (REL Pacific) Education Logic Model Application, available at https://ies.ed.gov/ncee/edlabs/regions/pacific/elm.asp. Other sources include: https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014025.pdf, https://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2014007.pdf, and https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2015057.pdf.
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25. Should applicants mark "Demonstrates a Rationale" when completing the Evidence Form (OMB No. 1894-0001)?
As defined in the NIA, "demonstrates a rationale" means a key project component included in the project's logic model is informed by research or evaluation findings that suggest the project component is likely to improve relevant outcomes. "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 the (WWC); (ii) an intervention report prepared by the WWC; or (iii) a single study assessed by the Department. To receive the maximum points under the Quality of the Project Design criterion, your project must demonstrate a rationale. You demonstrate your rationale by creating a logic model for your project; the logic model should include a project component that is informed by research. Therefore, on the Evidence Form, you should mark "Demonstrates a Rationale".
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26. Should applicants complete all 3 columns of the Evidence Form (OMB No. 1894-0001)?
Yes. In Column A (Research/Citation), you should provide the complete citation in APA, MLA, or another scholarly format. The citation should include the name(s) of the author(s), publication date, journal name or URL, title of study, and monograph or volume number, if applicable. If providing a URL, please ensure that the link is active, as Peer Reviewers are not permitted to consult outside sources when reviewing applications. Alternatively, you may also include a copy of the study or report in question. In Column B (Relevant Outcome[s]/Relevant Finding[s]), indicate the finding(s) of the study or report that is related to your project component (for example, "the study indicates that use of "A" mentoring program shows positive gains over "X" number of years/months.") In Column C (Project Component/Overlap of Populations and/or Settings), indicate the project component that you are including based on the results of the study and the specific population(s) and setting(s) to which the intervention will be applied. For example, the "A" mentoring program has been found successful with [demographic/age/gender/grade level] students in [rural, urban, suburban] and/or [other] settings. For additional information, see the instructions and examples provided on Pages 2-4 of the Evidence Form.
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27. What is the page limit for the logic model?
The logic model is limited to one page.
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28. Is there software available that can help IHEs build a logic model?
Yes, the Education Logic Model (ELM) application is a downloadable, browser-based application that will help you build a logic model by answering a series of questions.
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29. How are applicants notified?
All applicants (ineligible, unsuccessful, and successful) will be notified in writing.
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30. What are the reporting requirements?
If you receive a new grant award in FY 2024, you will be required during the funding cycle to submit annual and final performance reports using the Higher Education Programs: Institutional Service Grant Database. This online system collects narratives and data about funded projects to help program officers determine if a grantee is making substantial progress toward meeting approved project objectives. The database is accessible at: HTTPS://HEPIS.ed.gov/.
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). 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. 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.
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31. What are the performance measures for the Hawkins program?
For the purposes of Department reporting under 34 CFR 75.110, the Department will use the following performance measures to evaluate the success of the Hawkins Program grants:
If funded, you will be asked to collect and report data from your project on steps taken toward achieving these goals. Applicants to this competition are advised to include the performance indicators in conceptualizing the design, implementation, and evaluation of the proposed project. These indicators are related to some of the review criteria discussed in this application package, and it is, therefore, important to the success of your application that you address them. The assessment of these performance indicators, along with measures of goals and objectives specific to your project design, are to be part of the project evaluation plan.
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32. What is a Draft Written Agreement with Clinical Practice Partner(s)?
An applicant must provide a Draft Written Agreement (DWA) that identifies the partnership between: (1) at least one eligible IHE with a State accredited teacher preparation program, and (2) a high-need local educational agency (LEA) or consortium of high-need LEAs, or with a high-need school or consortium of high-need schools. The agreement with partners is intended to ensure that the parties joining the project are committed to fulfilling the purpose of the clinical practice by either creating new partnerships or expanding existing partnerships, and that teacher candidates will not become the teacher of record prior to completing the certification program, including pre-service clinical experience, and, for any candidates who entered the program without a bachelor's degree, obtaining a bachelor's. Grantees will finalize the DWA into a Final Written Agreement (FWA) within 120 days of grant award notification.