Notice2024-20437
Agency Information Collection Activities; Comment Request; Regional Educational Laboratory Midwest: Teacher Preparation Program Completion: What Factors Play a Role?
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 11, 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 176 (Wednesday, September 11, 2024)</title>
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[Federal Register Volume 89, Number 176 (Wednesday, September 11, 2024)]
[Notices]
[Page 73637]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2024-20437]
[[Page 73637]]
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DEPARTMENT OF EDUCATION
[Docket No.: ED-2024-SCC-0110]
Agency Information Collection Activities; Comment Request;
Regional Educational Laboratory Midwest: Teacher Preparation Program
Completion: What Factors Play a Role?
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
November 12, 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-0110.
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#5b12181f3438303e2f163c291b3e3f753c342d"><span class="__cf_email__" data-cfemail="ace5efe8c3cfc7c9d8e1cbdeecc9c882cbc3da">[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 4C210,
Washington, DC 20202-1200.
FOR FURTHER INFORMATION CONTACT: For specific questions related to
collection activities, please contact Christopher Boccanfuso, (202)
219-0373.
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: Regional Educational Laboratory Midwest:
Teacher Preparation Program Completion: What Factors Play a Role?
OMB Control Number: 1850-NEW.
Type of Review: New ICR.
Respondents/Affected Public: Individuals or Households.
Total Estimated Number of Annual Responses: 421.
Total Estimated Number of Annual Burden Hours: 220.
Abstract: The U.S. Department of Education seeks clearance for the
recruitment and data collection protocols for the REL Midwest research
study, Teacher Preparation Program Completion: What Factors Play a
Role? The study, scheduled for the 2024/25 school year, will focus on
understanding factors influencing the completion of traditional
undergraduate teacher preparation programs. This is crucial as
traditional teacher preparation programs are the main sources of new
teachers, yet the number of bachelor's degrees in education has
declined by 18 percent between 2010 and 2020.
This study aims to address two main research questions: (1) How do
the demographic and academic characteristics of students in traditional
undergraduate teacher preparation programs differ between completers
and noncompleters? and (2) How do personal and contextual factors
relate to students' completion of traditional teacher preparation
programs?
The study will collect quantitative survey data and qualitative
interview data from students who completed and did not complete
traditional undergraduate teacher preparation programs, supplemented by
administrative data from teacher preparation programs. This approach
will allow the study to gather information on personal and contextual
factors not captured in administrative data, such as the ability to
complete unpaid student teaching, perceptions of the teaching
profession, and other intrinsic motivations and external conditions
that influence completion.
The urgency to improve teacher candidate retention and graduation
rates is driven by long-standing teacher shortages and a desire to
increase racial/ethnic and gender diversity in the teacher workforce to
mirror the composition of K-12 students in the United States. Findings
from this study aim to inform program and policy-level solutions to
support teaching candidates, particularly those from diverse
backgrounds, ensuring they persist through their teacher preparation
programs.
Dated: September 5, 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. 2024-20437 Filed 9-10-24; 8:45 am]
BILLING CODE 4000-01-P
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