Notice2023-19665
Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; Evaluation of the Toolkit To Support Evidence-Based Algebra Instruction in Middle and High School-Recruitment Activities
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
September 12, 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 175 (Tuesday, September 12, 2023)</title>
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[Federal Register Volume 88, Number 175 (Tuesday, September 12, 2023)]
[Notices]
[Pages 62555-62556]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2023-19665]
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DEPARTMENT OF EDUCATION
[Docket No.: ED-2023-SCC-0124]
Agency Information Collection Activities; Submission to the
Office of Management and Budget for Review and Approval; Comment
Request; Evaluation of the Toolkit To Support Evidence-Based Algebra
Instruction in Middle and High School--Recruitment Activities
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
October 12, 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 Amy Johnson, 303-844-4490.
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.
Title of Collection: Evaluation of the Toolkit to Support Evidence-
Based Algebra Instruction in Middle and High School--Recruitment
Activities.
OMB Control Number: 1850-NEW.
Type of Review: A new ICR.
Respondents/Affected Public: Individuals and households.
Total Estimated Number of Annual Responses: 30.
Total Estimated Number of Annual Burden Hours: 30.
Abstract: The current authorization for the Regional Educational
Laboratories (REL) program is under the Education Sciences Reform Act
of 2002, part D, section 174, (20 U.S.C. 9564), administered by the
Department of Education, Institute of Education Sciences (IES),
National Center for Education Evaluation and Regional Assistance
(NCEE). The central mission and primary function of the RELs is to
support applied research and provide technical assistance to state and
local education agencies within their region (ESRA, Part D, section
174[f]). The REL program's goal is to partner with educators and
policymakers to conduct work that is change-oriented and supports
meaningful local, regional, or state decisions about education
policies, programs, and practices to improve outcomes for students.
IES requests clearance for activities to support the recruitment of
school districts to participate in an efficacy study of a Toolkit to
Support Evidence-Based Algebra Instruction in Middle and High School as
part of the REL
[[Page 62556]]
Central contract. A second OMB package, which will be submitted later
this year, will request clearance for data collection instruments and
the collection of district administrative data.
Even prior to the COVID-19 pandemic, Algebra I proved challenging
for many students because of the extensive abstract thinking it
requires (Katz, 2007; Susa et al., 2014). To help students succeed in
Algebra I, REL Central is developing a toolkit of professional learning
supports to help Algebra I teachers learn about, make sense of, plan
for, and implement three evidence-based Algebra I teaching practices
that were identified in the related What Work Clearinghouse (WWC)
Practice Guide, ``Teaching Strategies for Improving Algebra Knowledge
in Middle and High School Students.'' The toolkit contains the
following three parts: (1) Initial Diagnostic and On-going Monitoring
Instruments, (2) Professional Development Resources, and (3) Steps for
Institutionalizing Supports for Evidence-Based Practice.
This study will assess whether implementing the toolkit improves
teacher and student outcomes and will describe the implementation of
the toolkit in study schools that use it. Using a school-level
randomized controlled trial during the 2024-2025 school year, the study
will estimate the impact of the toolkit on teachers' self-efficacy and
their understanding and use of the promising practices, as well as on
students' algebraic content knowledge, self-efficacy, and mathematical
mindsets. To provide context for the impact estimates and inform future
use of the toolkit, the study will also describe the implementation of
the toolkit. The study plans to include 20 schools from three
districts. To disseminate these findings, REL Central will produce a
report for school leaders and teachers who are potential users of the
toolkit.
Dated: September 7, 2023.
Stephanie Valentine,
PRA Coordinator, Strategic Collections and Clearance, Governance and
Strategy Division, Office of Chief Data Officer, Office of Planning,
Evaluation and Policy Development.
[FR Doc. 2023-19665 Filed 9-11-23; 8:45 am]
BILLING CODE 4000-01-P
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