[Federal Register Volume 88, Number 12 (Thursday, January 19, 2023)]
[Notices]
[Pages 3397-3398]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-00897]


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DEPARTMENT OF EDUCATION

[Docket No.: ED-2023-SCC-0006]


Agency Information Collection Activities; Comment Request; Visual 
Representations for Proportional Reasoning: Impacts of a Teacher 
Professional Development Program for Multilingual Learners and Other 
Students

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 
March 20, 2023.

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-2023-SCC-0006. 
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, the Department 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 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 6W203, 
Washington, DC 20202-8240.

FOR FURTHER INFORMATION CONTACT: For specific questions related to 
collection activities, please contact Janelle Sands, 202-245-6786.

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: Visual Representations for Proportional 
Reasoning: Impacts of a Teacher Professional Development Program for 
Multilingual Learners and Other Students.
    OMB Control Number: 1850-NEW.
    Type of Review: A new ICR.
    Respondents/Affected Public: Individuals and households; State, 
local, and Tribal governments.
    Total Estimated Number of Annual Responses: 36,784.
    Total Estimated Number of Annual Burden Hours: 11,281.
    Abstract: This submission is a request for approval of data 
collection activities that will be used to support the Northeast and 
Islands Regional Educational Laboratory (REL) Visual Representations 
for Proportional Reasoning: Impacts of a Teacher Professional 
Development Program for Multilingual Learners and Other Students. The 
study is being funded by the Institute of Education Sciences (IES) U.S. 
Department of Education and is being implemented by Education 
Development Center (EDC) and its subcontractor, American Institutes for 
Research (AIR). This submission requests approval to recruit schools 
for the study, and administer measures to teachers and students.
    This study aims to contribute to the evidence base on professional 
development associated with improved student outcomes for multilingual 
learners (MLLs) in mathematics. The Visual Access to Mathematics 
Professional Development (VAM PD) leverages recent and rigorous 
evidence on the importance of visual representations (VRs) and 
integrates

[[Page 3398]]

language and content to support MLLs in proportional reasoning. 
Proportional reasoning content is a major emphasis in grade 7 math 
content standards in most U.S. states, and is fundamental to success in 
subsequent mathematics coursework. Prior research has demonstrated 
positive impacts of the Visual Access to Mathematics Professional 
Development (VAM PD) on teacher outcomes (DePiper, et al., 2021b, Louie 
et al., 2022, DePiper et al., 2019 & DePiper, et al., 2021a). This 
study will fill the gap in information about how VAM PD impacts student 
outcomes. In the current study, we will collect pre- and post-data from 
both teachers and students to examine what impact the VAM PD has on 
student learning. Teachers in participating schools will be assigned 
randomly to either a treatment or control group. Both groups will 
complete (1) a measure of mathematical content knowledge, (2) a measure 
of teacher ability to analyze student work, and (3) a brief survey/
questionnaire about instructional practices in fall 2023 and again in 
spring 2024. Students taught by teachers in both conditions will 
complete (1) a measure of mathematical content knowledge, (2) three 
items related to VRs, and (3) a survey regarding attitudes toward 
mathematics. Data collected will be summarized and analyzed using 
multilevel modeling to understand the efficacy of the VAM PD on both 
teacher and student level outcomes.

    Dated: January 12, 2023.
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. 2023-00897 Filed 1-18-23; 8:45 am]
BILLING CODE 4000-01-P