Agency Information Collection Activities; Submission to the Office of Management and Budget for Review and Approval; Comment Request; Evaluation of the Toolkit to Support Evidence-Based Algebra Instruction in Middle and High School, 40474-40475 [2024-10193]
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Federal Register / Vol. 89, No. 92 / Friday, May 10, 2024 / Notices
DEPARTMENT OF EDUCATION
[Docket No.: ED–2023–SCC–0216]
Agency Information Collection
Activities; Submission to the Office of
Management and Budget for Review
and Approval; Comment Request;
Process for FSA ID Account Creation
for Individuals Without a Social
Security Number in Connection With
Person Authentication Service (PAS)
Federal Student Aid (FSA),
Department of Education (ED).
ACTION: Notice.
AGENCY:
In accordance with the
Paperwork Reduction Act (PRA) of
1995, the Department is proposing an
extension without change of a currently
approved information collection request
(ICR).
DATES: Interested persons are invited to
submit comments on or before June 10,
2024.
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 Beth
Grebeldinger, (202) 377–4018.
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
khammond on DSKJM1Z7X2PROD with NOTICES
SUMMARY:
VerDate Sep<11>2014
19:15 May 09, 2024
Jkt 262001
response to this notice will be
considered public records.
Title of Collection: Process for FSA ID
Account Creation for Individuals
without a Social Security Number in
Connection with Person Authentication
Service (PAS).
OMB Control Number: 1845–0179.
Type of Review: Extension without
change of a currently approved ICR.
Respondents/Affected Public:
Individuals or Households.
Total Estimated Number of Annual
Responses: 3,500.
Total Estimated Number of Annual
Burden Hours: 1,155.
Abstract: Applicants, parents, and
borrowers establish an FSA ID, which
includes a username and password. The
FSA ID is used for the purposes of
verifying the identity of the user;
allowing users to establish an account
with FSA; safeguarding their personally
identifiable and financial information;
signing applications and loan related
documents; providing users access to
their information and applications;
allowing users to customize or update
their accounts with FSA; renewing or
revoking a user’s account with FSA; and
supporting the Federal Student Aid
Information Center (FSAIC) help desk
functions.
The specific questions that applicants
are asked to answer in the FSA ID
creation process are described
separately in the Creating FSA–ID
document, which explains the use of the
questions in the application. As part of
the standard process, users’ information
is matched with information from the
Social Security Administration (SSA) to
confirm their SSA status.
In the event of individuals who do not
have a SSN to match, they are instructed
to the contact the Department and
provide one of the following documents
(U.S. State/Territory Driver’s License;
U.S. State or City Identification Card;
Foreign Passport; Municipal
identification card; Community ID; or a
Consular identification card) and a
signed attestation of their identity under
the penalty of perjury, as instructed by
the Privacy Act.
This collection provides the process
and application that individuals
without an SSN may use to acquire an
FSA ID to access the statutory and
regulatory benefits of the Title IV, HEA
student financial assistance programs.
PO 00000
Frm 00018
Fmt 4703
Sfmt 4703
Dated: May 6, 2024.
Kun Mullan,
PRA Coordinator, Strategic Collections and
Clearance, Governance and Strategy Division,
Office of Chief Data Officer, Office of
Planning, Evaluation and Policy
Development.
[FR Doc. 2024–10202 Filed 5–9–24; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
[Docket No.: ED–2023–SCC–0124]
Agency Information Collection
Activities; Submission to the Office of
Management and Budget for Review
and Approval; Comment Request;
Evaluation of the Toolkit to Support
Evidence-Based Algebra Instruction in
Middle and High School
Institute of Education Sciences
(IES), Department of Education (ED).
ACTION: Notice.
AGENCY:
In accordance with the
Paperwork Reduction Act (PRA) of
1995, the Department is proposing a
revision of a currently approved
information collection request (ICR).
DATES: Interested persons are invited to
submit comments on or before June 10,
2024.
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 Eric Mason,
(202) 987–1355.
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;
SUMMARY:
E:\FR\FM\10MYN1.SGM
10MYN1
khammond on DSKJM1Z7X2PROD with NOTICES
Federal Register / Vol. 89, No. 92 / Friday, May 10, 2024 / Notices
(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.
OMB Control Number: 1850–0988.
Type of Review: Revision of a
currently approved ICR.
Respondents/Affected Public:
Individuals or households.
Total Estimated Number of Annual
Responses: 1,029.
Total Estimated Number of Annual
Burden Hours: 358.
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.
Even prior to the COVID–19
pandemic, Algebra 1 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 1, REL
Central is developing a toolkit of
professional learning supports to help
Algebra 1 teachers learn about, make
sense of, plan for, and implement three
evidence-based Algebra 1 teaching
practices that were identified in the
related What Works 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.
VerDate Sep<11>2014
19:15 May 09, 2024
Jkt 262001
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’ selfefficacy 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 up to
three school districts. To disseminate
these findings, REL Central will produce
a report for school leaders and teachers
who are potential users of the toolkit.
The original information collection
request received approval for
recruitment activities. This revision
requests clearance for data collection
activities.
Dated: May 6, 2024.
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. 2024–10193 Filed 5–9–24; 8:45 am]
BILLING CODE 4000–01–P
DEPARTMENT OF EDUCATION
[Docket No.: ED–2024–SCC–0039]
Agency Information Collection
Activities; Submission to the Office of
Management and Budget for Review
and Approval; Comment Request; US
Department of Education PreAuthorized Debit Account Brochure
and Application
Federal Student Aid (FSA),
Department of Education (ED).
ACTION: Notice.
AGENCY:
In accordance with the
Paperwork Reduction Act (PRA) of
1995, the Department is proposing an
extension without change of a currently
approved information collection request
(ICR).
DATES: Interested persons are invited to
submit comments on or before June 10,
2024.
ADDRESSES: Written comments and
recommendations for proposed
information collection requests should
be submitted within 30 days of
publication of this notice. Click on this
SUMMARY:
PO 00000
Frm 00019
Fmt 4703
Sfmt 4703
40475
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 Beth
Grebeldinger, (202) 377–4018.
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: US Department of
Education Pre-Authorized Debit
Account Brochure and Application.
OMB Control Number: 1845–0025.
Type of Review: Extension without
change of a currently approved ICR.
Respondents/Affected Public:
Individuals or Households.
Total Estimated Number of Annual
Responses: 637.
Total Estimated Number of Annual
Burden Hours: 51.
Abstract: The Pre-authorized Debit
Account Brochure and Application
(PDA Application) serves as the means
by which an individual with a defaulted
federal education debt (student loan or
grant overpayment) that is held by the
U.S. Department of Education (ED)
requests and authorizes the automatic
debiting of payments toward satisfaction
of the debt from the borrower’s checking
or savings account. The PDA
Application explains the automatic
debiting process and collects the
individual’s authorization for the
automatic debiting and the bank
account information needed by ED to
debit the individual’s account.
E:\FR\FM\10MYN1.SGM
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]]>Agencies
[Federal Register Volume 89, Number 92 (Friday, May 10, 2024)]
[Notices]
[Pages 40474-40475]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-10193]
-----------------------------------------------------------------------
DEPARTMENT OF EDUCATION
[Docket No.: ED-2023-SCC-0124]
Agency Information Collection Activities; Submission to the
Office of Management and Budget for Review and Approval; Comment
Request; Evaluation of the Toolkit to Support Evidence-Based Algebra
Instruction in Middle and High School
AGENCY: Institute of Education Sciences (IES), Department of Education
(ED).
ACTION: Notice.
-----------------------------------------------------------------------
SUMMARY: In accordance with the Paperwork Reduction Act (PRA) of 1995,
the Department is proposing a revision of a currently approved
information collection request (ICR).
DATES: Interested persons are invited to submit comments on or before
June 10, 2024.
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 Eric Mason, (202) 987-1355.
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;
[[Page 40475]]
(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.
OMB Control Number: 1850-0988.
Type of Review: Revision of a currently approved ICR.
Respondents/Affected Public: Individuals or households.
Total Estimated Number of Annual Responses: 1,029.
Total Estimated Number of Annual Burden Hours: 358.
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.
Even prior to the COVID-19 pandemic, Algebra 1 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 1, REL Central is developing a toolkit of professional learning
supports to help Algebra 1 teachers learn about, make sense of, plan
for, and implement three evidence-based Algebra 1 teaching practices
that were identified in the related What Works 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 up to three
school districts. To disseminate these findings, REL Central will
produce a report for school leaders and teachers who are potential
users of the toolkit.
The original information collection request received approval for
recruitment activities. This revision requests clearance for data
collection activities.
Dated: May 6, 2024.
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. 2024-10193 Filed 5-9-24; 8:45 am]
BILLING CODE 4000-01-P
