FR Doc E9-6453[Federal Register: March 24, 2009 (Volume 74, Number 55)]
[Notices]
[Page 12323-12324]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr24mr09-45]
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DEPARTMENT OF EDUCATION
Notice of Proposed Information Collection Requests
AGENCY: Department of Education.
SUMMARY: The Director, Information Collection Clearance Division,
Regulatory Information Management Services, Office of Management,
invites comments on the proposed information collection requests as
required by the Paperwork Reduction Act of 1995.
DATES: Interested persons are invited to submit comments on or before
May 26, 2009.
SUPPLEMENTARY INFORMATION: Section 3506 of the Paperwork Reduction Act
of 1995 (44 U.S.C. Chapter 35) requires that the Office of Management
and Budget (OMB) provide interested Federal agencies and the public an
early opportunity to comment on information collection requests. OMB
may amend or waive the requirement for public consultation to the
extent that public participation in the approval process would defeat
the purpose of the information collection, violate State or Federal
law, or substantially interfere with any agency's ability to perform
its statutory obligations. The Director, Regulatory Information
Management Services, Office of Management, publishes that notice
containing proposed information collection requests prior to submission
of these requests to OMB. Each proposed information collection, grouped
by office, contains the following: (1) Type of review requested, e.g.,
new, revision, extension, existing or reinstatement; (2) Title; (3)
Summary of the collection; (4) Description of the need for, and
proposed use of, the information; (5) Respondents and frequency of
collection; and (6) Reporting and/or Recordkeeping burden. OMB invites
public comment.
The Department of Education 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.
Dated: March 18, 2009.
Angela C. Arrington,
Director, Information Collections Clearance Division, Regulatory
Information Management Services, Office of Management.
Office of Planning, Evaluation and Policy Development
Type of Review: New.
Title: Evaluation of State and Local Implementation of Title III
Standards, Assessments, and Accountability Systems.
Frequency: One time.
Affected Public: State, Local, or Tribal Gov't, SEAs or LEAs.
Reporting and Recordkeeping Hour Burden:
Responses: 1,940.
Burden Hours: 1,600.
Abstract: This data collection will serve to update State-level
information about Title III implementation and will also provide an
important opportunity to go beyond the mechanics of
[[Page 12324]]
implementation at the State level to understand: Whether and how States
and districts are making the necessary connections between English
language proficiency (ELP) and academic learning; how the law's
standards, assessment, and accountability mechanisms are being
translated at the local level into instructional decisions and
improvement strategies for limited English proficient (LEP) students;
whether Title III implementation takes into account the many layers of
diversity in the LEP population; and how LEP students are faring in
both ELP and subject matter learning. The mixed-methods data collection
and analyses will enable the study to answer a series of key evaluation
questions and to deepen understanding of the extent to which Title III
is achieving its underlying goals. The study has four interrelated
objectives: (1) To describe the progress in implementation of Title III
provisions, and variation in implementation across States; (2) To
examine how localities are implementing their programs for LEP students
and how these relate to State policies and contexts; (3) To determine
how LEP students are faring in the development of their ELP and mastery
of academic content; and (4) To maintain a focus, in all project data
collection and analysis activities, on the diversity among LEP
students--for example, in their concentrations, languages, ages, length
of residence in the U.S.--and the educational implications of this
diversity. The study will produce several policy-relevant reports and
presentations including: In-person briefings for ED staff each year of
the contract (three briefings total); a user-friendly policy brief and
fact sheet in both Years 2 and 3 of the study, targeting policymakers,
educators, media, and the public; dissemination of the fact sheet and
non technical executive summary for each report completed to the study
participants; dissemination of the reports, non technical executive
summaries, policy briefs, and fact sheets to a number of audiences
through organizations that focus on the instructional needs of LEP
students; and submission of proposals for several staff members to
conduct presentations at two professional and/or practitioner
conferences during Years 2 and 3 of the study. The proposed study will
include: A thorough review of standards and assessments; a complete set
of interviews of State Title III and assessment directors; a nationally
representative survey of districts receiving Title III funds; in depth
case studies in five States, including two districts within each State;
an analysis of longitudinal student achievement data; and an analysis
of trends in State achievement. Respondents will include 51 State Title
III directors, 1,300 District Title III administrators, 96 other
district administrators, 192 Elementary and Secondary school principals
and resource staff, 192 Elementary and Secondary teachers, and 96
parent liaisons.
Requests for copies of the proposed information collection request
may be accessed from http://edicsweb.ed.gov, by selecting the ``Browse
Pending Collections'' link and by clicking on link number 3992. When
you access the information collection, click on ``Download
Attachments'' to view. Written requests for information should be
addressed to U.S. Department of Education, 400 Maryland Avenue, SW.,
LBJ, Washington, DC 20202-4537.
Requests may also be electronically mailed to ICDocketMgr@ed.gov or
faxed to 202-401-0920. Please specify the complete title of the
information collection when making your request.
Comments regarding burden and/or the collection activity
requirements should be electronically mailed to ICDocketMgr@ed.gov.
Individuals who use a telecommunications device for the deaf (TDD) may
call the Federal Information Relay Service (FIRS) at 1-800-877-8339.
[FR Doc. E9-6453 Filed 3-23-09; 8:45 am]
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