Notice2024-03067
Agency Information Collection Activities; Comment Request; Evaluation of the Toolkit To Support Evidence-Based Algebra Instruction in Middle and High School
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
February 14, 2024
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 89 Issue 31 (Wednesday, February 14, 2024)</title>
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[Federal Register Volume 89, Number 31 (Wednesday, February 14, 2024)]
[Notices]
[Pages 11266-11267]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2024-03067]
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DEPARTMENT OF EDUCATION
[Docket No.: ED-2024-SCC-0024]
Agency Information Collection Activities; Comment Request;
Evaluation of the Toolkit To Support Evidence-Based Algebra Instruction
in Middle and High School
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
April 15, 2024.
ADDRESSES: To access and review all the documents related to the
information collection listed in this notice, please use <a href="http://www.regulations.gov">http://www.regulations.gov</a> by searching the Docket ID number ED-2024-SCC-0024.
Comments submitted in response to this notice should be submitted
electronically through the Federal eRulemaking Portal at <a href="http://www.regulations.gov">http://www.regulations.gov</a> by selecting the Docket ID number or via postal
mail, commercial delivery, or hand delivery. If the <a href="http://regulations.gov">regulations.gov</a>
site is not available to the public for any reason, the Department will
temporarily accept comments at <a href="/cdn-cgi/l/email-protection#4c050f08232f272938012b3e0c2928622b233a"><span class="__cf_email__" data-cfemail="efa6acab808c848a9ba2889daf8a8bc1888099">[email protected]</span></a>. Please include the
docket ID number and the title of the information collection request
when requesting documents or submitting comments. Please note that
comments submitted after the comment period will not be accepted.
Written requests for information or comments submitted by postal mail
or delivery should be addressed to the Manager of the Strategic
Collections and Clearance Governance and Strategy Division, U.S.
Department of Education, 400 Maryland Ave. SW, LBJ, Room 6W203,
Washington, DC 20202-8240.
FOR FURTHER INFORMATION CONTACT: For specific questions related to
collection activities, please contact Amy Johnson, (202) 453-7439.
SUPPLEMENTARY INFORMATION: The Department, in accordance with the
Paperwork Reduction Act of 1995 (PRA) (44 U.S.C. 3506(c)(2)(A)),
provides the general public and Federal agencies with an opportunity to
comment on proposed, revised, and continuing collections of
information. This helps the Department assess the impact of its
information collection requirements and minimize the public's reporting
burden. It also helps the public understand the Department's
information collection requirements and provide the requested data in
the desired format. The Department is soliciting comments on the
proposed information collection request (ICR) that is described below.
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.
OMB Control Number: 1850-NEW.
Type of Review: New ICR.
Respondents/Affected Public: Individuals or Households.
Total Estimated Number of Annual Responses: 1,029.
Total Estimated Number of Annual Burden Hours: 348.
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.
Even prior to the COVID-19 pandemic, Algebra 1 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 1, REL Central is developing a toolkit of professional learning
supports to help Algebra 1 teachers learn about, make sense of, plan
for, and implement three evidence-based Algebra 1 teaching practices
that were identified in the
[[Page 11267]]
related What Works 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 up to three
school districts. To disseminate these findings, REL Central will
produce a report for school leaders and teachers who are potential
users of the toolkit.
Dated: February 9, 2024.
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. 2024-03067 Filed 2-13-24; 8:45 am]
BILLING CODE 4000-01-P
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