Notice2024-29563
Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; 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
December 16, 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 241 (Monday, December 16, 2024)</title>
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[Federal Register Volume 89, Number 241 (Monday, December 16, 2024)]
[Notices]
[Pages 101595-101596]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2024-29563]
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DEPARTMENT OF EDUCATION
[Docket No.: ED-2024-SCC-0110]
Agency Information Collection Activities; Submission to the
Office of Management and Budget for Review and Approval; 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
January 15, 2025.
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 Christopher Boccanfuso, (202)
219-0373.
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: 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 Regional Educational
[[Page 101596]]
Laboratory (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: December 11, 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. 2024-29563 Filed 12-13-24; 8:45 am]
BILLING CODE 4000-01-P
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</html>Indexed from Federal Register on December 16, 2024.
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