[Federal Register Volume 86, Number 137 (Wednesday, July 21, 2021)]
[Notices]
[Page 38471]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2021-15530]


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DEPARTMENT OF EDUCATION

[Docket No.: ED-2021-SCC-0108]


Agency Information Collection Activities; Comment Request; Impact 
Evaluation of Teacher Residency Programs

AGENCY: Institute of Educational Science (IES), Department of Education 
(ED).

ACTION: Notice.

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SUMMARY: In accordance with the Paperwork Reduction Act of 1995, ED is 
proposing a revision of a currently approved collection.

DATES: Interested persons are invited to submit comments on or before 
September 20, 2021.

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-2021-SCC-0108. 
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. If the regulations.gov 
site is not available to the public for any reason, ED will temporarily 
accept comments at [email protected]. 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 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 PRA 
Coordinator of the Strategic Collections and Clearance Governance and 
Strategy Division, U.S. Department of Education, 400 Maryland Ave. SW, 
LBJ, Room 6W208B, Washington, DC 20202-8240.

FOR FURTHER INFORMATION CONTACT: For specific questions related to 
collection activities, please contact Meredith Bachman, 202-245-7494.

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: Impact Evaluation of Teacher Residency 
Programs.
    OMB Control Number: 1850-0960.
    Type of Review: A revision of a currently approved information 
collection.
    Respondents/Affected Public: State, Local, and Tribal Governments.
    Total Estimated Number of Annual Responses: 637.
    Total Estimated Number of Annual Burden Hours: 394.
    Abstract: The U.S. Department of Education (ED)'s Institute of 
Education Sciences (IES) requests clearance for data collection 
activities to support a study of teacher residency programs. Teacher 
residency programs aim to better prepare new teachers by combining 
education coursework with extensive on-the-job training. Program 
participants complete a full-year apprenticeship, or ``residency,'' 
under the supervision of an experienced mentor teacher before they 
become teachers of record. The programs help meet the needs of their 
partner districts by preparing teachers to fill shortages in high-needs 
schools and subjects. They offer financial support for residents in 
exchange for a commitment to teach for at least three to five years in 
the district, in an effort to improve teacher retention. This financial 
support may also help expand the pool of teacher candidates by 
encouraging people to enter the profession who might be deterred by the 
cost of a traditional teacher preparation program. This second request 
covers additional data collection activities for the study to examine 
program outcomes. A prior request (1850-0960, approved 4/26/2021) 
covered the collection of classroom rosters from schools to support 
random assignment of students to participating teachers.

    Dated: July 16, 2021.
Stephanie Valentine,
PRA Coordinator, Strategic Collections and Clearance Team, Governance 
and Strategy Division, Office of Chief Data Officer, Office of 
Planning, Evaluation and Policy Development.
[FR Doc. 2021-15530 Filed 7-20-21; 8:45 am]
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