[Federal Register Volume 88, Number 129 (Friday, July 7, 2023)]
[Notices]
[Page 43330]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2023-14310]



[[Page 43330]]

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DEPARTMENT OF EDUCATION

[Docket No.: ED-2023-SCC-0124]


Agency Information Collection Activities; Comment Request; 
Evaluation of the Toolkit To Support Evidence-Based Algebra Instruction 
in Middle and High School-Recruitment Activities

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 
September 5, 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-0124. 
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 Amy Johnson, 303-844-4490.

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 the Toolkit to Support Evidence-
Based Algebra Instruction in Middle and High School--Recruitment 
Activities.
    OMB Control Number: 1850-NEW.
    Type of Review: A new ICR.
    Respondents/Affected Public: Individuals and households
    Total Estimated Number of Annual Responses: 30.
    Total Estimated Number of Annual Burden Hours: 30.
    Abstract: The current authorization for the Regional Educational 
Laboratories (REL) program is under the Education Sciences Reform Act 
of 2002, part D, section 174, (20 U.S.C. 9564), administered by the 
Department of Education, Institute of Education Sciences (IES), 
National Center for Education Evaluation and Regional Assistance 
(NCEE). The central mission and primary function of the RELs is to 
support applied research and provide technical assistance to state and 
local education agencies within their region (ESRA, Part D, section 
174[f]). The REL program's goal is to partner with educators and 
policymakers to conduct work that is change-oriented and supports 
meaningful local, regional, or State decisions about education 
policies, programs, and practices to improve outcomes for students.
    IES requests clearance for activities to support the recruitment of 
school districts to participate in an efficacy study of a Toolkit to 
Support Evidence-Based Algebra Instruction in Middle and High School as 
part of the REL Central contract. A second OMB package, which will be 
submitted later this year, will request clearance for data collection 
instruments and the collection of district administrative data.
    Even prior to the COVID-19 pandemic, Algebra I proved challenging 
for many students because of the extensive abstract thinking it 
requires (Katz, 2007; Susa et al., 2014). To help students succeed in 
Algebra I, REL Central is developing a toolkit of professional learning 
supports to help Algebra I teachers learn about, make sense of, plan 
for, and implement three evidence-based Algebra I teaching practices 
that were identified in the related What Work Clearinghouse (WWC) 
Practice Guide, ``Teaching Strategies for Improving Algebra Knowledge 
in Middle and High School Students.'' The toolkit contains the 
following three parts: (1) Initial Diagnostic and On-going Monitoring 
Instruments, (2) Professional Development Resources, and (3) Steps for 
Institutionalizing Supports for Evidence-Based Practice.
    This study will assess whether implementing the toolkit improves 
teacher and student outcomes and will describe the implementation of 
the toolkit in study schools that use it. Using a school-level 
randomized controlled trial during the 2024-2025 school year, the study 
will estimate the impact of the toolkit on teachers' self-efficacy and 
their understanding and use of the promising practices, as well as on 
students' algebraic content knowledge, self-efficacy, and mathematical 
mindsets. To provide context for the impact estimates and inform future 
use of the toolkit, the study will also describe the implementation of 
the toolkit. The study plans to include 20 schools from three 
districts. To disseminate these findings, REL Central will produce a 
report for school leaders and teachers who are potential users of the 
toolkit.

    Dated: June 30, 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. 2023-14310 Filed 7-6-23; 8:45 am]
BILLING CODE 4000-01-P