[Federal Register Volume 88, Number 30 (Tuesday, February 14, 2023)]
[Notices]
[Pages 9512-9513]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-03093]


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DEPARTMENT OF EDUCATION

[Docket No.: ED-2023-SCC-0028]


Agency Information Collection Activities; Comment Request; 
Evaluation of Strategies To Address Unfinished Learning in Math 
(ReSolve Math Study)

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 
April 17, 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-0028. 
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

[[Page 9513]]

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 Thomas Wei, (646) 428-3892.

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: Evaluation of Strategies to Address Unfinished 
Learning in Math (ReSolve Math Study).
    OMB Control Number: 1850-NEW.
    Type of Review: New ICR.
    Respondents/Affected Public: Individuals or Households.
    Total Estimated Number of Annual Responses: 12,640.
    Total Estimated Number of Annual Burden Hours: 2,559.
    Abstract: The COVID-19 pandemic led to substantial unfinished 
learning in math and an important debate about how best to address it. 
Traditionally, policymakers and educators have advocated a ``broad 
foundation skill building'' approach, but an alternative ``just-in-time 
skill building'' approached has received more attention recently, 
including in the U.S. Department of Education's COVID-19 Handbook. But 
there is limited evidence comparing these approaches. This evaluation 
will examine the effectiveness of adaptive technology products that 
deliver these two catch-up strategies in elementary schools, where 
teachers often struggle with how to teach math well and the benefits of 
using technology supports are understudied. The findings will provide 
valuable evidence, especially for low-performing schools identified 
under the Every Student Succeeds Act and their most underserved 
students. This package requests approval for data collection activities 
to conduct the evaluation.

    Dated: February 9, 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. 2023-03093 Filed 2-13-23; 8:45 am]
BILLING CODE 4000-01-P