Request for Information on Effective Interventions To Improve Middle School Science Achievement and Mathematics Achievement in Grades 3 Through 5 for Students With Disabilities, 2146-2148 [2022-00627]

Download as PDF jspears on DSK121TN23PROD with NOTICES1 2146 Federal Register / Vol. 87, No. 9 / Thursday, January 13, 2022 / Notices existing demographic data into the Diversity Questionnaire data collection tool is correctly estimated to be 30 minutes and does not warrant a revision. Finally, for comments related to organizational capacity, AmeriCorps believes that all organizations have the capacity to fill out the tool in a timely and responsive manner; instructions in the tool were updated to say that organizations should complete the form to the ‘‘best of their ability.’’ Title of Collection: AmeriCorps Diversity Questionnaire Form. OMB Control Number: 3045–0187. Type of Review: Renewal. Respondents/Affected Public: Businesses and Organizations and State, Local, or Tribal Governments. Total Estimated Number of Annual Responses: 3,500. Total Estimated Number of Annual Burden Hours: 1,750. Abstract: The information provided by prospective and current grantees and sponsors through the AmeriCorps Diversity Questionnaire Form will enable AmeriCorps to better understand the demographic characteristics of current grantees, potential grantees, and the people served by AmeriCorps programs. The aim is to further AmeriCorps’ efforts to consider the diversity of communities and participants in its grantmaking and direct service activities and create programs that represent and serve the full diversity of the community/our country. The information requested in the Diversity Questionnaire Form will be collected in the aggregate for each grantee, applicant for funding, and sponsor receiving an AmeriCorps resource. First, it will provide AmeriCorps with a deeper understanding of the demographics of grantee and sponsor organizations and people served by AmeriCorps programs. Second, AmeriCorps will take the data into account in its grantmaking and resource allocation decisions, particularly to better reach those who are underserved. Over the next 5 years, AmeriCorps aims to ensure that 40% of all those served by AmeriCorps members and AmeriCorps Seniors volunteers are people in poverty. (AmeriCorps uses ‘‘people in poverty’’ as its proxy measure for ‘‘underserved,’’ recognizing that data shows that a higher proportion of people in poverty are people of color and other minority populations.) Third, the data will enable AmeriCorps to better target training, technical assistance, and outreach to potential grantees and sponsors, in particular those who are new to AmeriCorps, with the goal of creating VerDate Sep<11>2014 18:18 Jan 12, 2022 Jkt 256001 programs that represent and serve the full diversity of our nation’s communities. When it collects this data for the first time, AmeriCorps will request that the Diversity Questionnaire Form be filled by every current grantee and applicant for funding and resource allocation. Following this baseline, AmeriCorps expects this questionnaire to be included with grant renewal and new applications on an annual basis. Estimated time for completion of the form is less than 30 minutes, based on staff testing of the survey. Questions have been crafted for ease of reporting and efficient collection. In AmeriCorps’ grant making processes, the questionnaire will be submitted electronically as part of the grant application and guidance about the form will be part of an in-depth set of grant application instructions. Additionally, the form will be used to collect data from sponsor applicants for directly-managed programs such as AmeriCorps’ National Civilian Community Corps (NCCC). Staff will be available to provide individualized assistance, if needed, to organizations filling out the form. AmeriCorps also seeks to continue using the currently approved information collection until the revised information collection is approved by OMB. The currently approved information collection is due to expire on 3/31/2022. Comments submitted in response to this notice will be summarized and/or included in the request for OMB approval. Comments are invited on: (a) Whether the collection of information is necessary for the proper performance of the functions of the agency, including whether the information shall have practical utility; (b) the accuracy of the agency’s estimate of the burden of the collection of information; (c) ways to enhance the quality, utility, and clarity of the information to be collected; (d) ways to minimize the burden of the collection of information on respondents, including through the use of automated collection techniques or other forms of information technology; and (e) estimates of capital or start-up costs and costs of operation, maintenance, and purchase of services to provide information. Burden means the total time, effort, or financial resources expended by persons to generate, maintain, retain, disclose, or provide information to or for a Federal agency. This includes the time needed to review instructions; to develop, acquire, install, and utilize technology and systems for the purpose of collecting, validating, verifying, PO 00000 Frm 00021 Fmt 4703 Sfmt 4703 processing, and maintaining information, and disclosing and providing information; to train personnel and to be able to respond to a collection of information; to search data sources, to complete and review the collection of information; and to transmit or otherwise disclose the information. All written comments will be available for public inspection on regulations.gov. Dated: January 6, 2022. Anna Mecagni, Chief of Program Operations. [FR Doc. 2022–00474 Filed 1–12–22; 8:45 am] BILLING CODE 6050–28–P DEPARTMENT OF EDUCATION [Docket ID ED–2022–IES–1] Request for Information on Effective Interventions To Improve Middle School Science Achievement and Mathematics Achievement in Grades 3 Through 5 for Students With Disabilities Institute of Education Sciences, Department of Education. ACTION: Request for information. AGENCY: The National Center for Education Evaluation and Regional Assistance (NCEE) at the U.S. Department of Education’s (Department) Institute of Education Sciences (IES) is charged by Congress to identify and encourage the use of evidence-based practices in education. Through this request for information (RFI), NCEE seeks public input about the characteristics of middle school science and upper elementary mathematics interventions as well as information on publicly available research describing their efficacy. Feedback from developers of such interventions would be of particular value to the Department. DATES: We must receive your comments by February 14, 2022. ADDRESSES: Submit your response to this RFI through the Federal eRulemaking Portal. We will not accept submissions by postal mail, commercial mail, hand delivery, fax, or email. To ensure that we do not receive duplicate copies, please submit your comments only once. In addition, please include the Docket ID at the top of your comments. Federal eRulemaking Portal: Go to www.regulations.gov to submit your comments electronically. Information on using Regulations.gov, including instructions for accessing agency documents, submitting comments, and SUMMARY: E:\FR\FM\13JAN1.SGM 13JAN1 Federal Register / Vol. 87, No. 9 / Thursday, January 13, 2022 / Notices For many students, mastery of foundational math skills is also a significant challenge. The success of students with disabilities is of particular concern. In 2017, 54 percent of fourth graders with disabilities scored ‘‘Below NAEP Basic’’ in math, compared to only 15 percent of students without disabilities. Students entering fourth grade with poor whole number knowledge are more likely to struggle in later grades than their peers with a better understanding,1 2 and it is in fourth grade where curricula increasingly focus on rational numbers and fractions.3 Not developing proficiency in these domains has negative and long-term implications for students. In addition to being critical to life skills including personal finance, cooking, and healthcare, this knowledge is critical to later mathematical learning, including algebra. As part of its continuing effort to respond to disruptions caused by the COVID–19 pandemic, IES plans to promote the advancement and testing of programs and products (interventions) that can improve students’ proficiency in science and mathematics. We are particularly interested in (1) interventions that can improve middle grades students’ science achievement, particularly among students in the lowest quartile of proficiency regardless of disability status; and (2) digital interventions that can improve the math proficiency of third to fifth grade SUPPLEMENTARY INFORMATION: students with or at risk of developing disabilities, with an emphasis on the Background: domains of whole numbers, rational As evidenced by recent results from numbers, and fractions. Through this the National Assessment of Educational RFI, IES is seeking information from Progress (NAEP), too many of the developers and program providers about Nation’s students struggle with building relevant interventions. This includes foundational skills in science (see interventions that developers and https://go.usa.gov/xehQC) and math (see program providers believe are already https://go.usa.gov/xehQY). The problem wholly responsive to the needs is particularly acute among student identified above as well as those that groups that education systems have could be responsive to these needs if historically underserved. modified slightly. In NAEP’s 2019 assessment of twelfth When responding to this RFI, graders’ science proficiency, 69 percent developers or program providers of Black students, 56 percent of Hispanic students, 58 percent of Native 1 Barbieri, C.A., Rodrigues, J., Dyson, N., & Jordan, N.C. (2020). Improving fraction understanding in Hawaiian/Other Pacific Islander sixth graders with mathematics difficulties: Effects students, and 51 percent of American of a number line approach combined with cognitive Indian/Alaska Native students were learning strategies. Journal of Educational identified as ‘‘Below NAEP Basic.’’ On Psychology, 112(3), 628. 2 Namkung, J.M., Fuchs, L.S., & Koziol, N. (2018). the same assessment, 75 percent of Does initial learning about the meaning of fractions twelfth grade students with disabilities demonstrated proficiency ‘‘Below NAEP present similar challenges for students with and without adequate whole-number skill? Learning Basic,’’ a rate double that of their peers and Individual Differences, 61, 161–167. not identified with a disability. These doi:10.1016/j.lindif.2017.11.018 3 Siegler, R.S., Duncan, G.J., Davis-Kean, P.E., results signal a need to intervene early Duckworth, K., Claessens, A., Engel, M., in students’ academic careers, with the Susperreguy, M.I., & Chen, M. (2012). Early aim of increasing the likelihood that predictors of high school mathematics achievement. students are scientifically literate by the Psychological Science, 23, 691–697. doi:10.1177/ 0956797612440101 time they leave high school. jspears on DSK121TN23PROD with NOTICES1 viewing the docket, is available on the site under the ‘‘FAQ’’ tab. Privacy Note: The Department’s policy for comments received from members of the public is to make these submissions available for public viewing in their entirety on the Federal eRulemaking Portal at www.regulations.gov. Therefore, commenters should be careful to include in their comments only information that they wish to make publicly available. We encourage, but do not require, that each respondent include his or her name, title, institution or affiliation, and the name, title, mailing and email addresses, and telephone number of a contact person for his or her institution or affiliation, if any. FOR FURTHER INFORMATION CONTACT: Matthew Soldner, Commissioner, National Center for Education Evaluation and Regional Assistance & Agency Evaluation Officer, Institute of Education Sciences, U.S. Department of Education, 400 Maryland Avenue SW, Room 4160, Potomac Center Plaza, Washington, DC 20202–7240. Telephone: (202) 245–8385. Email: Matthew.Soldner@ed.gov. If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the Federal Relay Service (FRS), toll-free, at 1–800–877– 8339. VerDate Sep<11>2014 18:18 Jan 12, 2022 Jkt 256001 PO 00000 Frm 00022 Fmt 4703 Sfmt 4703 2147 intending to serve students ‘‘at risk’’ of developing a disability should clearly identify the disability or disability categories that proposed beneficiaries are at risk of developing and specific factors that place them at heightened risk. The determination may include, for example, factors used for moving children and youth to higher tiers in a Response-to-Intervention model. Factors based solely on general population characteristics, such as labeling a student ‘‘at risk’’ for disabilities because they are from low-income families or are English language learners, are not sufficient for this purpose. This is a request for information only. This RFI is not a request for proposals (RFP) or a promise to issue an RFP or a notice inviting applications. This RFI does not commit the Department to contract for any supply or service whatsoever. Further, we are not seeking proposals and will not accept unsolicited proposals. The Department will not pay for any information or administrative costs that you may incur in responding to this RFI. The documents and information submitted in response to this RFI will not be returned. We will review every comment, and, as described above, electronic comments in response to this RFI will be publicly available on the Federal eRulemaking Portal at www.regulations.gov. Please note that IES will not directly respond to comments. Solicitation of Comments We invite developers or program providers with interventions relevant to improved achievement in (1) middle school science, or (2) upper elementary math with an emphasis on students with or at risk of developing a disability to share the following in their comments: (1) The name of their intervention; (2) The curricular focus of their intervention (i.e., middle school science or upper elementary math); (3) A brief description of the intervention, potentially including (a) its major components and pedagogical features, (b) its delivery modality (e.g., face-to-face; via an online platform accessed through a browser or mobile app), (c) its intended duration and intensity (e.g., 60 minutes, three times a week, for six weeks), and (d) the extent to which information on student progress is available for educators and family members/caretakers; (4) The extent to which the intervention, as it is currently available, focuses on improving the proficiency of diverse groups of students, particularly E:\FR\FM\13JAN1.SGM 13JAN1 2148 Federal Register / Vol. 87, No. 9 / Thursday, January 13, 2022 / Notices (a) low-performing students and (b) students with or at risk of developing a disability; (5) The extent to which the intervention is accessible to students with disabilities; (6) If available, a link or links to publicly available information about the outcomes associated with the intervention’s use, including third-party evaluations; and (7) If available, a link or links to web pages that provide additional relevant detail about the intervention, such as information about its cost or its developers. The Institute is committed to improving the public’s access to, and the discoverability of, research on the efficacy of education interventions. In service of that goal, we invite developers who have commissioned studies of their interventions’ efficacy and who hold copyright to those studies, or their authorized representatives, to consider depositing eligible content into ERIC: the Institute of Education Sciences’ bibliographic and full-text database of education research (https://eric.ed.gov/). More information about submitting content to ERIC, including our selection policy and how to access the online submission portal, can be found at https:// eric.ed.gov/submit/. Accessible Format: On request to the program contact person listed under FOR FURTHER INFORMATION CONTACT, individuals with disabilities can obtain this document in an accessible format. The Department will provide the requestor with an accessible format that may include Rich Text Format (RTF) or text format (txt), a thumb drive, an MP3 file, braille, large print, audiotape, or compact disc, or other accessible format. Electronic Access to This Document: The official version of this document is the document published in the Federal Register. You may access the official edition of the Federal Register and the Code of Federal Regulations at www.govinfo.gov. At this site you can view this document, as well as all other documents of this Department published in the Federal Register, in text or Portable Document Format (PDF). To use PDF you must have Adobe Acrobat Reader, which is available free at the site. You may also access documents of the Department published in the Federal Register by using the article search feature at www.federalregister.gov. Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department. Mark Schneider, Director, Institute of Education Sciences. [FR Doc. 2022–00627 Filed 1–12–22; 8:45 am] BILLING CODE 4000–01–P DEPARTMENT OF ENERGY Federal Energy Regulatory Commission Notice of Effectiveness of Exempt Wholesale Generator Status Docket Nos. Route 66 Solar Energy Center, LLC .............................................................................................................. Cypress Creek Fund 7 Tenant, LLC .............................................................................................................. Cypress Creek Fund 6 Tenant, LLC .............................................................................................................. Cypress Creek Fund 5 Tenant, LLC .............................................................................................................. CCP–PL Lessee, LLC .................................................................................................................................... Hecate Energy Highland LLC ......................................................................................................................... EnerSmart Chula Vista BESS LLC ................................................................................................................ Sagebrush Line, LLC ...................................................................................................................................... PGR 2021 Lessee 2, LLC .............................................................................................................................. Beulah Solar, LLC .......................................................................................................................................... Ellis Solar, LLC ............................................................................................................................................... King Creek Wind Farm 1 LLC ........................................................................................................................ King Creek Wind Farm 2 LLC ........................................................................................................................ Calhoun Solar Energy LLC ............................................................................................................................. ENGIE 2020 ProjectCo-NH1 LLC .................................................................................................................. Dunns Bridge Solar Center, LLC .................................................................................................................... Jackson Generation, LLC ............................................................................................................................... MPH AL Pierce, LLC ...................................................................................................................................... Take notice that during the month of December 2021, the status of the abovecaptioned entities as Exempt Wholesale Generators became effective by operation of the Commission’s regulations. 18 CFR 366.7(a)(2021). Dated: January 7, 2022. Debbie-Anne A. Reese, Deputy Secretary. [FR Doc. 2022–00618 Filed 1–12–22; 8:45 am] jspears on DSK121TN23PROD with NOTICES1 BILLING CODE 6717–01–P VerDate Sep<11>2014 18:18 Jan 12, 2022 DEPARTMENT OF ENERGY Federal Energy Regulatory Commission [Docket No. CP21–134–000] Transcontinental Gas Pipe Line Company, LLC; Notice of Availability of the Environmental Assessment for the Proposed Happytown Abandonment Project The staff of the Federal Energy Regulatory Commission (FERC or Commission) has prepared an environmental assessment (EA) for the Happytown Abandonment Project, proposed by Transcontinental Gas Pipe Line Company, LLC (Transco) in the above-referenced docket. Transco Jkt 256001 PO 00000 Frm 00023 Fmt 4703 Sfmt 4703 EG22–1–000 EG22 EG22–2–000 EG22 EG22–3–000 EG22 EG22–4–000 EG22 EG22–5–000 EG22 EG22–6–000 EG22 EG22–7–000 EG22 EG22–8–000 EG22 EG22–9–000 EG22 EG22–10–000 EG22 EG22–11–000 EG22 EG22–12–000 EG22 EG22–13–000 EG22 EG22–14–000 EG22 EG22–15–000 EG22 EG22–16–000 EG22 EG22–17–000 EG22 EG22–18–000 requests authorization to abandon pipelines and four-meter stations that have not been utilized in over 20 years and are not expected to be used in the future, all located in Pointe Coupe´e Parish, Louisiana. The EA assesses the potential environmental effects of the abandonment activities of the Happytown Abandonment Project in accordance with the requirements of the National Environmental Policy Act (NEPA). The FERC staff concludes that approval of the proposed project, with appropriate mitigating measures, would not constitute a major federal action significantly affecting the quality of the human environment. E:\FR\FM\13JAN1.SGM 13JAN1

Agencies

[Federal Register Volume 87, Number 9 (Thursday, January 13, 2022)]
[Notices]
[Pages 2146-2148]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2022-00627]


=======================================================================
-----------------------------------------------------------------------

DEPARTMENT OF EDUCATION

[Docket ID ED-2022-IES-1]


Request for Information on Effective Interventions To Improve 
Middle School Science Achievement and Mathematics Achievement in Grades 
3 Through 5 for Students With Disabilities

AGENCY: Institute of Education Sciences, Department of Education.

ACTION: Request for information.

-----------------------------------------------------------------------

SUMMARY: The National Center for Education Evaluation and Regional 
Assistance (NCEE) at the U.S. Department of Education's (Department) 
Institute of Education Sciences (IES) is charged by Congress to 
identify and encourage the use of evidence-based practices in 
education. Through this request for information (RFI), NCEE seeks 
public input about the characteristics of middle school science and 
upper elementary mathematics interventions as well as information on 
publicly available research describing their efficacy. Feedback from 
developers of such interventions would be of particular value to the 
Department.

DATES: We must receive your comments by February 14, 2022.

ADDRESSES: Submit your response to this RFI through the Federal 
eRulemaking Portal. We will not accept submissions by postal mail, 
commercial mail, hand delivery, fax, or email. To ensure that we do not 
receive duplicate copies, please submit your comments only once. In 
addition, please include the Docket ID at the top of your comments.
    Federal eRulemaking Portal: Go to www.regulations.gov to submit 
your comments electronically. Information on using Regulations.gov, 
including instructions for accessing agency documents, submitting 
comments, and

[[Page 2147]]

viewing the docket, is available on the site under the ``FAQ'' tab.
    Privacy Note: The Department's policy for comments received from 
members of the public is to make these submissions available for public 
viewing in their entirety on the Federal eRulemaking Portal at 
www.regulations.gov. Therefore, commenters should be careful to include 
in their comments only information that they wish to make publicly 
available. We encourage, but do not require, that each respondent 
include his or her name, title, institution or affiliation, and the 
name, title, mailing and email addresses, and telephone number of a 
contact person for his or her institution or affiliation, if any.

FOR FURTHER INFORMATION CONTACT: Matthew Soldner, Commissioner, 
National Center for Education Evaluation and Regional Assistance & 
Agency Evaluation Officer, Institute of Education Sciences, U.S. 
Department of Education, 400 Maryland Avenue SW, Room 4160, Potomac 
Center Plaza, Washington, DC 20202-7240. Telephone: (202) 245-8385. 
Email: [email protected].
    If you use a telecommunications device for the deaf (TDD) or a text 
telephone (TTY), call the Federal Relay Service (FRS), toll-free, at 1-
800-877-8339.

SUPPLEMENTARY INFORMATION:

Background:

    As evidenced by recent results from the National Assessment of 
Educational Progress (NAEP), too many of the Nation's students struggle 
with building foundational skills in science (see https://go.usa.gov/xehQC) and math (see https://go.usa.gov/xehQY). The problem is 
particularly acute among student groups that education systems have 
historically underserved.
    In NAEP's 2019 assessment of twelfth graders' science proficiency, 
69 percent of Black students, 56 percent of Hispanic students, 58 
percent of Native Hawaiian/Other Pacific Islander students, and 51 
percent of American Indian/Alaska Native students were identified as 
``Below NAEP Basic.'' On the same assessment, 75 percent of twelfth 
grade students with disabilities demonstrated proficiency ``Below NAEP 
Basic,'' a rate double that of their peers not identified with a 
disability. These results signal a need to intervene early in students' 
academic careers, with the aim of increasing the likelihood that 
students are scientifically literate by the time they leave high 
school.
    For many students, mastery of foundational math skills is also a 
significant challenge. The success of students with disabilities is of 
particular concern. In 2017, 54 percent of fourth graders with 
disabilities scored ``Below NAEP Basic'' in math, compared to only 15 
percent of students without disabilities. Students entering fourth 
grade with poor whole number knowledge are more likely to struggle in 
later grades than their peers with a better 
understanding,1 2 and it is in fourth grade where curricula 
increasingly focus on rational numbers and fractions.\3\ Not developing 
proficiency in these domains has negative and long-term implications 
for students. In addition to being critical to life skills including 
personal finance, cooking, and healthcare, this knowledge is critical 
to later mathematical learning, including algebra.
---------------------------------------------------------------------------

    \1\ Barbieri, C.A., Rodrigues, J., Dyson, N., & Jordan, N.C. 
(2020). Improving fraction understanding in sixth graders with 
mathematics difficulties: Effects of a number line approach combined 
with cognitive learning strategies. Journal of Educational 
Psychology, 112(3), 628.
    \2\ Namkung, J.M., Fuchs, L.S., & Koziol, N. (2018). Does 
initial learning about the meaning of fractions present similar 
challenges for students with and without adequate whole-number 
skill? Learning and Individual Differences, 61, 161-167. 
doi:10.1016/j.lindif.2017.11.018
    \3\ Siegler, R.S., Duncan, G.J., Davis-Kean, P.E., Duckworth, 
K., Claessens, A., Engel, M., Susperreguy, M.I., & Chen, M. (2012). 
Early predictors of high school mathematics achievement. 
Psychological Science, 23, 691-697. doi:10.1177/0956797612440101
---------------------------------------------------------------------------

    As part of its continuing effort to respond to disruptions caused 
by the COVID-19 pandemic, IES plans to promote the advancement and 
testing of programs and products (interventions) that can improve 
students' proficiency in science and mathematics. We are particularly 
interested in (1) interventions that can improve middle grades 
students' science achievement, particularly among students in the 
lowest quartile of proficiency regardless of disability status; and (2) 
digital interventions that can improve the math proficiency of third to 
fifth grade students with or at risk of developing disabilities, with 
an emphasis on the domains of whole numbers, rational numbers, and 
fractions. Through this RFI, IES is seeking information from developers 
and program providers about relevant interventions. This includes 
interventions that developers and program providers believe are already 
wholly responsive to the needs identified above as well as those that 
could be responsive to these needs if modified slightly.
    When responding to this RFI, developers or program providers 
intending to serve students ``at risk'' of developing a disability 
should clearly identify the disability or disability categories that 
proposed beneficiaries are at risk of developing and specific factors 
that place them at heightened risk. The determination may include, for 
example, factors used for moving children and youth to higher tiers in 
a Response-to-Intervention model. Factors based solely on general 
population characteristics, such as labeling a student ``at risk'' for 
disabilities because they are from low-income families or are English 
language learners, are not sufficient for this purpose.
    This is a request for information only. This RFI is not a request 
for proposals (RFP) or a promise to issue an RFP or a notice inviting 
applications. This RFI does not commit the Department to contract for 
any supply or service whatsoever. Further, we are not seeking proposals 
and will not accept unsolicited proposals. The Department will not pay 
for any information or administrative costs that you may incur in 
responding to this RFI. The documents and information submitted in 
response to this RFI will not be returned.
    We will review every comment, and, as described above, electronic 
comments in response to this RFI will be publicly available on the 
Federal eRulemaking Portal at www.regulations.gov. Please note that IES 
will not directly respond to comments.

Solicitation of Comments

    We invite developers or program providers with interventions 
relevant to improved achievement in (1) middle school science, or (2) 
upper elementary math with an emphasis on students with or at risk of 
developing a disability to share the following in their comments:
    (1) The name of their intervention;
    (2) The curricular focus of their intervention (i.e., middle school 
science or upper elementary math);
    (3) A brief description of the intervention, potentially including 
(a) its major components and pedagogical features, (b) its delivery 
modality (e.g., face-to-face; via an online platform accessed through a 
browser or mobile app), (c) its intended duration and intensity (e.g., 
60 minutes, three times a week, for six weeks), and (d) the extent to 
which information on student progress is available for educators and 
family members/caretakers;
    (4) The extent to which the intervention, as it is currently 
available, focuses on improving the proficiency of diverse groups of 
students, particularly

[[Page 2148]]

(a) low-performing students and (b) students with or at risk of 
developing a disability;
    (5) The extent to which the intervention is accessible to students 
with disabilities;
    (6) If available, a link or links to publicly available information 
about the outcomes associated with the intervention's use, including 
third-party evaluations; and
    (7) If available, a link or links to web pages that provide 
additional relevant detail about the intervention, such as information 
about its cost or its developers.
    The Institute is committed to improving the public's access to, and 
the discoverability of, research on the efficacy of education 
interventions. In service of that goal, we invite developers who have 
commissioned studies of their interventions' efficacy and who hold 
copyright to those studies, or their authorized representatives, to 
consider depositing eligible content into ERIC: the Institute of 
Education Sciences' bibliographic and full-text database of education 
research (https://eric.ed.gov/). More information about submitting 
content to ERIC, including our selection policy and how to access the 
online submission portal, can be found at https://eric.ed.gov/submit/.
    Accessible Format: On request to the program contact person listed 
under FOR FURTHER INFORMATION CONTACT, individuals with disabilities 
can obtain this document in an accessible format. The Department will 
provide the requestor with an accessible format that may include Rich 
Text Format (RTF) or text format (txt), a thumb drive, an MP3 file, 
braille, large print, audiotape, or compact disc, or other accessible 
format.
    Electronic Access to This Document: The official version of this 
document is the document published in the Federal Register. You may 
access the official edition of the Federal Register and the Code of 
Federal Regulations at www.govinfo.gov. At this site you can view this 
document, as well as all other documents of this Department published 
in the Federal Register, in text or Portable Document Format (PDF). To 
use PDF you must have Adobe Acrobat Reader, which is available free at 
the site.
    You may also access documents of the Department published in the 
Federal Register by using the article search feature at 
www.federalregister.gov. Specifically, through the advanced search 
feature at this site, you can limit your search to documents published 
by the Department.

Mark Schneider,
Director, Institute of Education Sciences.
[FR Doc. 2022-00627 Filed 1-12-22; 8:45 am]
BILLING CODE 4000-01-P
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