Notice2023-10997
Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; Evaluation of Strategies To Address Unfinished Learning in Math (ReSolve Math Study)
Primary source
Metadata and text below are from the Federal Register, a public-domain U.S. government work. Always verify the official published version before relying on it for any legal matter.
Published
May 24, 2023
Issuing agencies
Education Department
Abstract
In accordance with the Paperwork Reduction Act (PRA) of 1995, the Department is proposing a new information collection request (ICR).
Full Text
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<title>Federal Register, Volume 88 Issue 100 (Wednesday, May 24, 2023)</title>
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[Federal Register Volume 88, Number 100 (Wednesday, May 24, 2023)]
[Notices]
[Pages 33591-33592]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2023-10997]
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DEPARTMENT OF EDUCATION
[Docket No.: ED-2023-SCC-0028]
Agency Information Collection Activities; Submission to the
Office of Management and Budget for Review and Approval; Comment
Request; Evaluation of Strategies To Address Unfinished Learning in
Math (ReSolve Math Study)
AGENCY: Institute of Education Sciences (IES), Department of Education
(ED).
ACTION: Notice.
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SUMMARY: In accordance with the Paperwork Reduction Act (PRA) of 1995,
the Department is proposing a new information collection request (ICR).
DATES: Interested persons are invited to submit comments on or before
June 23, 2023.
ADDRESSES: Written comments and recommendations for proposed
information collection requests should be submitted within 30 days of
publication of this notice. Click on this link <a href="http://www.reginfo.gov/public/do/PRAMain">www.reginfo.gov/public/do/PRAMain</a> to access the site. Find this information collection request
(ICR) by selecting ``Department of Education'' under ``Currently Under
Review,'' then check the ``Only Show ICR for Public Comment'' checkbox.
<a href="http://Reginfo.gov">Reginfo.gov</a> provides two links to view documents related to this
information collection request. Information collection forms and
instructions may be found by clicking on the ``View Information
Collection (IC) List'' link. Supporting statements and other supporting
documentation may be found by clicking on the ``View Supporting
Statement and Other Documents'' link.
FOR FURTHER INFORMATION CONTACT: For specific questions related to
collection activities, please contact Thomas Wei, (646) 428-3892.
SUPPLEMENTARY INFORMATION: The Department is especially interested in
public comment addressing the following issues: (1) is this collection
necessary to the proper functions of the Department; (2) will this
information be processed and used in a timely manner; (3) is the
estimate of burden accurate; (4) how might the Department enhance the
quality, utility, and clarity of the information to be collected; and
(5) how might the Department minimize the burden of this collection on
the respondents, including through the use of information technology.
Please note that written comments received in response to this notice
will be considered public records.
[[Page 33592]]
Title of Collection: Evaluation of Strategies to Address Unfinished
Learning in Math (ReSolve Math Study).
OMB Control Number: 1850-NEW.
Type of Review: New ICR.
Respondents/Affected Public: Individuals or Households.
Total Estimated Number of Annual Responses: 12,640.
Total Estimated Number of Annual Burden Hours: 2,559.
Abstract: The COVID-19 pandemic led to substantial unfinished
learning in math and an important debate about how best to address it.
Traditionally, policymakers and educators have advocated a ``broad
foundation skill building'' approach, but an alternative ``just-in-time
skill building'' approached has received more attention recently,
including in the U.S. Department of Education's COVID-19 Handbook. But
there is limited evidence comparing these approaches. This evaluation
will examine the effectiveness of adaptive technology products that
deliver these two catch-up strategies in elementary schools, where
teachers often struggle with how to teach math well and the benefits of
using technology supports are understudied. The findings will provide
valuable evidence, especially for low-performing schools identified
under the Every Student Succeeds Act and their most underserved
students. This package requests approval for data collection activities
to conduct the evaluation.
Dated: May 18, 2023.
Juliana Pearson,
PRA Coordinator, Strategic Collections and Clearance, Governance and
Strategy Division, Office of Chief Data Officer, Office of Planning,
Evaluation and Policy Development.
[FR Doc. 2023-10997 Filed 5-23-23; 8:45 am]
BILLING CODE 4000-01-P
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