[Federal Register Volume 80, Number 249 (Tuesday, December 29, 2015)]
[Notices]
[Pages 81299-81300]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2015-32688]


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DEPARTMENT OF EDUCATION

[Docket No.: ED-2015-ICCD-0145]


Agency Information Collection Activities; Comment Request; 
National Longitudinal Transition Study 2012 Phase II

AGENCY: Institute of Education Sciences (IES), 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 reinstatement of a 
previous information collection.

DATES: Interested persons are invited to submit comments on or before 
February 29, 2016.

ADDRESSES: To access and review all the documents related to the 
information collection listed in this notice, please use http://www.regulations.gov by searching the Docket ID number ED-2015-ICCD-
0145. Comments submitted in response to this notice should be submitted 
electronically through the Federal eRulemaking Portal at http://www.regulations.gov by selecting the Docket ID number 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: For specific questions related to 
collection activities, please contact Yumiko Sekino, (202) 219-2046.

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: National Longitudinal Transition Study 2012 
Phase II.
    OMB Control Number: 1850-0882.
    Type of Review: A reinstatement of a previous information 
collection.
    Respondents/Affected Public: Individuals or Households.
    Total Estimated Number of Annual Responses: 6440.
    Total Estimated Number of Annual Burden Hours: 3953.
    Abstract: The National Longitudinal Transition Study 2012 (NLTS 
2012) is the third in a series of studies being conducted by the U.S. 
Department of Education (ED), with the goal of describing the 
characteristics, secondary school experiences, transition, and outcomes 
of youth who receive special

[[Page 81300]]

education services under IDEA. Phase II of NLTS 2012 will utilize high 
school and post-high school administrative records data to collect 
information in three broad areas important to understanding outcomes 
for youth with disabilities: (1) high school course-taking and 
outcomes, (2) post-secondary outcomes, and (3) employment and earnings 
outcomes. Phase II collected information will build on a survey of a 
nationally representative set of students with and without IEPs from 
Phase I of the study to address the following questions:
     To what extent do youth with disabilities who receive 
special education services under IDEA make progress through high school 
compared with other youth, including those identified for services 
under Section 504 of the Rehabilitation Act? For students with 
disabilities, has high school course taking and completion rates 
changed over the past few decades?
     Are youth with disabilities achieving the post-high school 
outcomes envisioned by IDEA, and how do their college, training, and 
employment rates compare with those of other youth?
     How do these high school and postsecondary experiences and 
outcomes vary by student characteristics, including their disability 
category, age, sex, race/ethnicity, English Learner status, income 
status, and type of high school attended (including regular public 
school, charter school, career/technical school, special education 
school, or other State or Federally-operated institution)?

    Dated: December 23, 2015.
Stephanie Valentine,
Acting Director, Information Collection Clearance Division, Office of 
the Chief Privacy Officer, Office of Management.
[FR Doc. 2015-32688 Filed 12-28-15; 8:45 am]
 BILLING CODE 4000-01-P