[Federal Register Volume 78, Number 80 (Thursday, April 25, 2013)]
[Notices]
[Pages 24393-24394]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2013-09787]


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DEPARTMENT OF EDUCATION

[Docket No. ED-2013-ICCD-0060]


Agency Information Collection Activities; Comment Request; 
Promoting Student Success in Algebra I Project

AGENCY: Office of Elementary and Secondary Education (OESE), Department 
of Education (ED).

ACTION: Notice.

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SUMMARY: In accordance with the Paperwork Reduction Act of 1995 (44 
U.S.C. chapter 3501 et seq.), ED is proposing a new information 
collection.

DATES: Interested persons are invited to submit comments on or before 
June 24, 2013.

ADDRESSES: Comments submitted in response to this notice should be 
submitted electronically through the Federal eRulemaking Portal at 
http://www.regulations.gov by selecting Docket ID number ED-2013-ICCD-
0060 or via postal mail, commercial delivery, or hand delivery. Please 
note that comments submitted by fax or email and those 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 Director of the Information Collection Clearance 
Division, U.S. Department of Education, 400 Maryland Avenue SW., LBJ, 
Room 2E105 Washington, DC 20202-4537.

FOR FURTHER INFORMATION CONTACT: Electronically mail 
[email protected]. Please do not send comments here.

SUPPLEMENTARY INFORMATION: The Department of Education (ED), 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. ED is soliciting comments on the proposed 
information collection request (ICR) that is described below. The 
Department of Education 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: Promoting Student Success in Algebra I 
Project.
    OMB Control Number: 1810-NEW.
    Type of Review: A new information collection.
    Respondents/Affected Public: State, Local, or Tribal Governments.
    Total Estimated Number of Annual Responses: 201.
    Total Estimated Number of Annual Burden Hours: 208.
    Abstract: The Promoting Student Success in Algebra I (PSSA) study 
aims to provide policy-makers and practitioners with a deeper 
understanding of how instructional practices, professional development, 
instructional coaching, curriculum alignment, and expanded learning/
double-dose algebra can serve as possible avenues for improving student 
success in mathematics and particularly Algebra I, a critical gateway 
course for which student success is a strong predictor of high-school 
graduation.
    The PSSA study will incorporate research findings, school-based 
perspectives from education practitioners, and case studies of district 
and school sites that are implementing exemplary initiatives in the 
five topical areas that represent common leverage points for addressing 
student needs in mathematics. This work will make an important 
contribution by producing actionable information for educators and 
policymakers about how to promote success in Algebra I for all students 
while simultaneously increasing the demands on teacher effectiveness 
and student performance in preparation for the Common Core State 
Standards for Mathematics (CCSSM). The study centers around three major 
research questions as follows:
    (1) What is the evidence to support practices or strategies in the 
areas of instructional practices, professional development, 
instructional coaching,

[[Page 24394]]

curricular alignment, and expanded learning/double-dose algebra for 
promoting student success in Algebra I?
    (2) What do district- and school-based representatives think about 
evidence for practices or strategies in these areas?
    (3) What does exemplary implementation of each practice or strategy 
look like in districts or schools with demonstrated improvement in 
student outcomes?
    The subject of this OMB clearance request is PSSA's series of five 
topical area case studies (Research Question 3). The case 
studies are designed to address five focused sets of case study 
research questions that are grounded in the studys overall conceptual 
framework. These research questions explore factors associated with the 
successful implementation of programs or initiatives in each of the 
five topical areas, including (a) actions taken to implement the 
program/initiative; (b) processes used to develop and select the 
program/initiative; (c) contextual factors that enable and constrain 
successful implementation; and (d) indicators that are used to describe 
the effectiveness of the program/initiative.

    Dated: April 19, 2013.
Stephanie Valentine,
Acting Director, Information Collection Clearance Division, Privacy, 
Information and Records Management Services, Office of Management.
[FR Doc. 2013-09787 Filed 4-24-13; 8:45 am]
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