[Federal Register Volume 88, Number 59 (Tuesday, March 28, 2023)]
[Notices]
[Pages 18303-18304]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-06393]


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DEPARTMENT OF EDUCATION

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


Agency Information Collection Activities; Submission to the 
Office of Management and Budget for Review and Approval; 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).

[[Page 18304]]


DATES: Interested persons are invited to submit comments on or before 
April 27, 2023.

ADDRESSES: Written comments and recommendations for proposed 
information collection requests should be submitted within 30 days of 
publication of this notice. Click on this link www.reginfo.gov/public/do/PRAMain to access the site. Find this information collection request 
(ICR) by selecting ``Department of Education'' under ``Currently Under 
Review,'' then check the ``Only Show ICR for Public Comment'' checkbox. 
Reginfo.gov provides two links to view documents related to this 
information collection request. Information collection forms and 
instructions may be found by clicking on the ``View Information 
Collection (IC) List'' link. Supporting statements and other supporting 
documentation may be found by clicking on the ``View Supporting 
Statement and Other Documents'' link.

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

SUPPLEMENTARY INFORMATION: 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: New ICR.
    Respondents/Affected Public: Individuals or Households; State, 
Local, and Tribal Governments; Federal Government.
    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 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: March 23, 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. 2023-06393 Filed 3-27-23; 8:45 am]
BILLING CODE 4000-01-P