[Federal Register: July 19, 2007 (Volume 72, Number 138)]
[Notices]
[Page 39609]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr19jy07-28]
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DEPARTMENT OF EDUCATION
Notice of Proposed Information Collection Requests
AGENCY: Department of Education.
SUMMARY: The IC Clearance Official, 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
September 17, 2007.
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 IC Clearance Official, 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: July 12, 2007.
Angela C. Arrington,
IC Clearance Official, Regulatory Information Management Services,
Office of Management.
Institute of Education Sciences
Type of Review: New.
Title: The Effects of a Hybrid Secondary School Course in Algebra 1
on Teacher Practices, Classroom Quality and Adolescent Learning.
Frequency: Annually.
Affected Public: Individuals or household; Businesses or other for-
profit; Not-for-profit institutions; Federal Government; State, Local,
or Tribal Government, SEAs or LEAs.
Reporting and Recordkeeping Hour Burden:
Responses: 10,900
Burden Hours: 1,705
Abstract: Algebra I has emerged in recent years as a critical
gatekeeper course, necessary to prepare students for the rigorous
mathematics curriculum required for high school graduation and
successful postsecondary experiences. Therefore, providing Algebra I
teachers with the very best resources and professional development to
ensure effective instruction has become a priority in Kentucky and
across the nation. This research study is designed to test, through a
rigorous experimental design, an approach that combines online and
technology enhanced instruction with face-to-face classroom instruction
to address this need. This hybrid or ``blended'' approach has shown
promising results in Kentucky and elsewhere. Teachers who receive the
intervention in this study will apply the hybrid approach using the
Kentucky Virtual High School's (KVHS) online course curriculum in
Algebra I. They will be supported by extensive professional development
in hybrid instruction and research-based practices for teaching Algebra
I. The KVHS course is fully aligned with national and new state
standards for Algebra instruction. The results on improved
instructional practices, classroom quality, and student learning will
be compared to those in control sites in which Algebra I instruction
will continue as it has with traditional classroom instruction.
Participating schools will be randomly assigned to either an
intervention group or a control group in Spring 2008 and participating
teachers will assume the intervention or control status assigned to
their school. Baseline data collection for both intervention and
control groups will begin in the fall of 2008, and continue each
semester through spring 2010. Participating teachers in the
intervention schools will begin professional development in May 2008,
and will continue with the facilitated face-to-face on online support
of a master teacher as they implement the intervention in 2008-2009.
Teachers will continue to have access to all of the online resources
for instruction in 2009-2010, as well as on-demand support for KVHS.
Results of the study will be made available following a technical
review by the U.S. Department of Education, Institute of Education
Sciences.
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 3411. 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.,
Potomac Center, 9th Floor, Washington, DC 20202-4700. Requests may also
be electronically mailed to ICDocketMgr@ed.gov or faxed to 202-245-
6623. 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. E7-13987 Filed 7-18-07; 8:45 am]
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