FR Doc E9-25600[Federal Register: October 23, 2009 (Volume 74, Number 204)]
[Notices]               
[Page 54795-54800]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr23oc09-32]       
         

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DEPARTMENT OF EDUCATION



RIN 1810-AB09



 
Race to the Top Fund



    Catalog of Federal Domestic Assistance (CFDA) Number: 84.395C.

AGENCY: Department of Education.



ACTION: Notice of public meetings and request for input to gather 

technical



[[Page 54796]]



expertise pertaining to a possible Race to the Top program, and provide 

technical assistance for the development and implementation of high-

quality assessments based on common standards.



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SUMMARY: By March 2010, the Secretary of Education (Secretary) intends 

to announce a competition for a program that would support one or more 

consortia of States that are working toward jointly developing and 

implementing common, high-quality assessments aligned with a 

consortium's common set of K-12 standards that are internationally 

benchmarked and that build toward college and career readiness by the 

time of high school completion. To inform the design of this program 

and the development of a notice inviting applications that establishes 

the requirements for this competition, and to provide technical 

assistance to States, the Secretary is seeking input from States, 

technical experts, and members of the public through public meetings 

and written submissions. Following the public meetings and review of 

the written submissions, the Department intends to publish a notice 

inviting applications for such a competition.



DATES: Public meetings will be held on the dates and at the locations 

specified later in this notice. Written submissions must be received by 

the Department on or before 5:00 p.m., Eastern time, on Wednesday, 

December 2, 2009.



ADDRESSES: For those submitting written input, we encourage submissions 

by e-mail using the following address: 

racetothetop.assessmentinput@ed.gov. You must include the term ``Race 

to the Top Assessment Program'' in the subject line of your e-mail. If 

you prefer to send your input by mail, address it to Office of 

Elementary and Secondary Education, Attention: Race to the Top 

Assessment Program--Public Input Meetings, U.S. Department of 

Education, 400 Maryland Avenue, SW., room 3E108, Washington, DC 20202.



FOR FURTHER INFORMATION CONTACT: U.S. Department of Education, 400 

Maryland Avenue, SW., room 3E108, Washington, DC 20202. Telephone: 202-

453-7246 or by e-mail: racetothetop.assessment@ed.gov.

    If you use a telecommunications device for the deaf (TDD), call the 

Federal Relay Service (FRS), toll free, at 1-800-877-8339.



SUPPLEMENTARY INFORMATION:

    Background: The Race to the Top Fund, authorized under the American 

Recovery and Reinvestment Act of 2009 (ARRA), Public Law 111-5, 

provides $4.35 billion for competitive grants to States to encourage 

and reward States that are creating the conditions for education 

innovation and reform; implementing ambitious plans in the four 

education reform areas described in the ARRA; and achieving significant 

improvement in student outcomes, including making substantial gains in 

student achievement, closing achievement gaps, improving high school 

graduation rates, and ensuring student preparation for success in 

college and careers.

    The Department is considering implementing two separate programs 

under the Race to the Top Fund. The first, a general program, will be 

announced later this Fall through a notice inviting applications and 

notice of final priorities, requirements, definitions, and selection 

criteria. Under this general program, the Department will award 

approximately $4 billion to State applicants that have demonstrated 

that they have created certain conditions for reform and for increased 

student achievement and propose to develop and implement comprehensive 

reform strategies that are integrated across the four ARRA education 

reform areas.

    Through this notice, we are seeking input on a second proposed 

program (Assessment Program), which would provide for approximately 

$350 million in grants to consortia of States for the development of 

common, high-quality assessments aligned with an applicant consortium's 

common set of K-12 standards that are internationally benchmarked and 

that build toward college and career readiness by the time of high 

school completion. In addition, at least 50 percent of the award to 

States under this proposed competition must be used to provide 

subgrants to local educational agencies (LEAs), including public 

charter schools identified as LEAs under State law, based upon LEAs' 

relative shares of funding under Part A of Title I of the Elementary 

and Secondary Education Act of 1965, as amended (ESEA).

    At a later date and depending upon the input from the public 

meetings and written submissions described in this notice, the 

Secretary intends to issue a notice inviting applications for a 

competition for this second program that will set forth the 

requirements and criteria for the submission of applications. If the 

Secretary determines that it is not feasible to conduct this second 

program, the $350 million designated for this program will revert to 

fund additional grants under the general Race to the Top program.

    Because requirements for an assessment program are highly 

technical, the Department wishes to solicit input from assessment 

experts, directors of large-scale assessment programs, States, other 

key stakeholders, and members of the public to inform the design and 

development of this program, including the notice inviting applications 

and to provide technical assistance to States. Therefore, the 

Department will hold a series of public meetings at which invited 

experts and members of the public will have the opportunity to provide 

input, as well as the opportunity to submit written input. Should we 

decide to implement this Assessment Program by holding a competition, 

we do not intend to conduct notice and comment rulemaking. Section 

437(d)(1) of the General Education Provisions Act, 20 U.S.C. 

1232(d)(1), allows the Department to waive rulemaking for the first 

grant competition under a new or substantially revised program 

authority. This would be the first competition for an Assessment 

Program under the Race to the Top Fund.

    In addition to informing the design and development of the 

potential competition and the notice inviting applications, the 

Department anticipates that these meetings will also enable both the 

Department and States to learn more about the design, development, and 

implementation of high-quality assessments and will support State 

consortia in developing the highest-quality proposals with the greatest 

likelihood of impact. We anticipate that States, in particular, will 

acquire critical knowledge about best practices in assessments, and 

then be able to employ that knowledge in developing their applications 

and in designing high-quality assessments.



Details of Public Meetings



Structure of Public Meetings



    The Department anticipates that each meeting will have two 

components as follows:

    (1) Input from invited panels of experts and stakeholders:

    [cir] Each meeting will have an invited set of panelists who will 

have a set amount of time to respond individually to the questions in 

this notice.

    [cir] The Department representatives will then ask questions of 

individual panelists and facilitate cross-panelist discussion.

    (2) Open opportunity to share input:

    [cir] Each meeting will have 60 to 90 minutes dedicated to 

opportunities for interested members of the public, who



[[Page 54797]]



have registered to speak, to respond to the questions in this notice.

    [cir] Each individual scheduled to speak will have 5 minutes to 

provide oral input.

    [cir] Written submissions will also be accepted as described in the 

``Submission of Written Input'' section.



Each meeting will likely focus on a particular topic as indicated in 

the next section. The Department will share any updates, including 

posting additional questions, online at 

http://www.ed.gov/programs/racetothetop-assessment/index.html.



Topic Areas, Dates, Times, Locations, and Registration Information



    The public meetings will occur on the following dates at the times 

and locations indicated below.



 Topic Area: General Assessment:

    [cir] Thursday, November 12; in Boston, MA; at the Embassy Suites 

Boston at Logan Airport, 207 Porter Street, Boston, MA; from 10 a.m. to 

5 p.m.

    [cir] Tuesday, November 17; in Atlanta, GA; at the Atlanta Airport 

Marriott, 4711 Best Road, Atlanta, GA; from 10 a.m. to 5 p.m.

    [cir] Tuesday, December 1; in Denver, CO; at the Grand Hyatt 

Denver, 1750 Welton Street, Denver, CO; from 10 a.m. to 5 p.m.

 Topic Area: High School Assessments:

    [cir] Friday, November 13; in Boston, MA; at the Embassy Suites 

Boston at Logan Airport, 207 Porter Street, Boston, MA; from 1:30 p.m. 

to 5 p.m.

 Topic Area: Assessment of Students with Disabilities:

    [cir] Wednesday, November 18; in Atlanta, GA; at the Atlanta 

Airport Marriott, 4711 Best Road, Atlanta, GA; from 9 a.m. to 12:30 

p.m.

 Topic Area: Assessment of English Language Learners:

    [cir] Wednesday, December 2; in Denver, CO; at the Grand Hyatt 

Denver, 1750 Welton Street, Denver, CO; from 9 a.m. to 12:30 p.m.

 Topic Area: Technology and Innovation in Assessment:

    [cir] Friday, November 13; in Boston, MA; at the Embassy Suites 

Boston at Logan Airport, 207 Porter Street, Boston, MA; from 9 p.m. to 

12:30 p.m.

    Attendance: If you are interested in attending an event, you must 

register by sending an e-mail to racetothetop.assessment@ed.gov. You 

must include in the subject line of your email the city in which you 

wish to attend, and the date(s) on which you wish to attend. 

Registrations will be processed on a first-come, first-served basis 

with space reserved for State participants.

    Providing input: If you are interested in speaking during the open 

input portion of the meeting, you must register by sending an e-mail to 

racetothetop.assessmentspeaker@ed.gov. You must include in the subject 

line of your email the word ``Speaker'', the city in which you wish to 

speak, and the topic area to which you wish to respond. Registrations 

will be processed on a first-come, first-served basis. People who are 

unable to attend a meeting in person or who do not register early 

enough to speak during the meeting are encouraged to submit written 

input.



Assistance to Individuals With Disabilities at the Public Meetings



    The meeting sites will be accessible to individuals with 

disabilities and sign language interpreters will be available. If you 

need an auxiliary aid or service other than a sign language interpreter 

to participate in the meeting (e.g., interpreting service such as oral, 

cued speech, or tactile interpreter; assisted listening device; or 

materials in alternate format), notify the contact person listed under 

FOR FURTHER INFORMATION CONTACT at least two weeks before the scheduled 

meeting date. Although we will attempt to meet a request we receive 

after this date, we may not be able to make available the requested 

auxiliary aid or service because of insufficient time to arrange it.



Submission of Written Input



    All interested parties, including those who cannot attend a meeting 

or from whom we do not have time to hear at a meeting, may submit 

written input in response to this notice.

    Written input will be accepted at the meeting site or via e-mail 

and mail at the addresses listed in the ADDRESSES section of this 

notice. Written input must be submitted by the date listed in the DATES 

section.

    When submitting input at the meetings, we request that you submit 

three written copies and an electronic file (CD or diskette) of your 

statement at the meeting. Please include your name and contact 

information on the written and electronic files.

    Both at the meetings and in your written submission, we encourage 

you to be as specific as possible. To ensure that your input is fully 

considered, we urge you to identify clearly the specific question, 

purpose, and characteristic that each of your suggestions addresses and 

to arrange your submission in the order of the questions listed later 

in this notice. Please also include a description of your involvement, 

if any, in statewide assessment practices.



Sharing Input Publicly



    The Department is committed to gathering and sharing publicly the 

input from the meetings and written submissions. Each meeting will be 

video-taped and/or transcribed, and the video and/or transcript will be 

available for viewing at 

http://www.ed.gov/programs/racetothetop-assessment/index.html. 

All written input received will be available for 

viewing via this Web site, as well.



Assessment Program Design and Questions



    The Assessment Program is intended to support consortia of States 

working toward jointly developing and implementing a next generation of 

common summative assessments that are aligned with a common set of 

kindergarten-through-grade-12 internationally benchmarked, college and 

career ready standards that model and support effective teaching and 

student learning. Such summative assessments would allow students, 

including students with disabilities and English language learners, to 

demonstrate at each grade level tested their mastery of knowledge and 

skills and the extent to which each student is on track to college and 

career readiness by the time of high school graduation.

    In designing the requirements for this program, the Secretary is 

particularly interested in innovative and effective approaches to 

assessment that will assist States in creating powerful and useful 

systems of assessment that meet these requirements.

    In the following paragraphs, we have provided a framework that 

outlines the characteristics we believe should be required or 

encouraged in assessment systems supported by a grant under this 

proposed program. We then list the specific questions on which we seek 

input, taking into account this framework. In addition, at least 50 

percent of the award to States under any Race to the Top competition 

must be used to provide subgrants to local educational agencies (LEAs), 

including public charter schools identified as LEAs under State law, 

based upon LEAs' relative shares of funding under Part A of Title I of 

the Elementary and Secondary Education Act of 1965, as amended (ESEA). 

This notice also highlights potential uses and questions for the LEA 

portion of the funding.

    It is important to note that this proposed program, the public 

meetings,



[[Page 54798]]



and the framework below would focus on the design and quality of 

assessment systems and not accountability policies, such as those 

described in section 1116 of the ESEA. Given the pending 

reauthorization of the ESEA, we intend that the Assessment Program 

would support the development of the best possible assessments that 

could be not only appropriately used by States under the current ESEA 

assessment and accountability requirements, but could also serve 

additional purposes as outlined later in this notice.



Framework



Design of Assessment Systems--General Requirements



    The Department is particularly interested in supporting the 

development of summative assessments that measure--

     Individual student achievement as measured against 

standards that build toward college and career readiness by the time of 

high school completion;

     Individual student growth (that is, the change in student 

achievement data for an individual student between two or more points 

in time); and

     The extent to which each individual student is on track, 

at each grade level tested, toward college or career readiness by the 

time of high school completion.

    At a minimum, we would expect that the common assessments would 

measure each of these elements in the subject areas of reading/language 

arts and mathematics, and would provide information for each student 

annually in grades 3 through 8, and provide information at the high 

school level about each student's college and/or career readiness. The 

assessments need not be limited to a single end-of-year assessment but 

could include multiple summative components administered at different 

points during the school year. Moreover, the assessments might be 

viewed as replacing rather than adding to the assessments currently in 

use in States participating in the consortia.

    Information gathered from the assessments should be useable in 

informing--

     Teaching, learning, and program improvement;

     Determinations of school effectiveness;

     Determinations of principal and teacher effectiveness to 

inform evaluation and the provision of support to teachers and 

principals; and

     Determinations of individual student college and career 

readiness, such as determinations made for high school exit decisions, 

college course placement in credit-bearing classes, or college 

entrance.



Design of Assessment Systems--Required Characteristics



    With respect to the design of the assessment system, the Department 

would likely require that the assessments, at a minimum, meet the 

following characteristics:

    (1) Reflect and support good instructional practice by eliciting 

complex responses and demonstrations of knowledge and skills consistent 

with the goal of being college and career ready by the time of high 

school completion;

    (2) Be accessible to the broadest possible range of students, with 

appropriate accommodations for students with disabilities and English 

language learners;

    (3) Contain varied and unpredictable item types and content 

sampling, so as not to create incentives for inappropriate test 

preparation and curriculum narrowing;

    (4) Produce results that can be aggregated at the classroom, 

school, LEA, and State levels;

    (5) Produce reports that are relevant, actionable, timely, 

accurate, and displayed in ways that are clear and understandable for 

target audiences, including teachers, students and their families, 

schools, LEAs, communities, States, institutions of higher education, 

policymakers, researchers, and others;

    (6) Make effective and appropriate use of technology;

    (7) Be valid, reliable, and fair;

    (8) Be appropriately secure for the intended purposes;

    (9) Have the fastest possible turnaround time on scoring, without 

forcing the use of lower-quality assessment items; and

    (10) Be able to be maintained, administered, and scored at a cost 

that is sustainable over time.



Design of Assessment Systems--Desired Characteristics



    In addition, the Department is particularly interested in 

assessment systems in which--

    (1) Teachers are involved in scoring of constructed responses and 

performance tasks in order to measure effectively students' mastery of 

higher-order content and skills and to build teacher expertise and 

understanding of performance expectations;

    (2) The assessment approach can be easily adapted to include 

summative assessments in other content areas (e.g., science, social 

studies) in the future;

    (3) The technology ``platform'' created for summative assessments 

supports assessment and item development, administration, scoring, and 

reporting that increases the quality and cost-effectiveness of 

assessments; and

    (4) The technology infrastructure created for summative assessments 

can be easily adapted to support practitioners and professionals in the 

development, administration, and/or scoring of high-quality interim 

assessments.



Design of Assessment Systems--LEA-Level Activities



    With funds that are directed to LEAs under this program, the 

Department is interested in supporting LEA-level activities that are 

designed by the State consortium to support development and 

implementation of its assessment system. With respect to LEA-level 

funds, the Department would likely require that the funds be used to 

support the following types of activities conducted by LEAs that choose 

to participate:

     Pilot testing of the new assessments with different 

populations, including English-language learners and students with 

disabilities;

     Designing systems to support and enable effective and 

consistent teacher scoring, providing professional development support 

for these activities, and implementing them statewide;

     Statewide transition to the consortium's K-12 common, 

college and career ready, internationally benchmarked standards, with 

new high-quality assessments (consistent with the State plans described 

in the notice of proposed priorities, requirements, definitions, and 

selection criteria for the Race to the Top Fund general program (74 FR 

37804, July 29, 2009). Such LEA activities might include: developing a 

rollout plan for implementation of the standards and assessments 

together with all of their supporting components; developing or 

acquiring, disseminating, and implementing high-quality instructional 

materials and assessments; developing or acquiring and delivering high-

quality professional development to support the transition to new 

standards and assessments; and engaging in other strategies that 

translate the standards and information from assessments into classroom 

practice for all students; and

     Development of formative or interim assessments that align 

with State summative assessments as part of a comprehensive assessment 

system.



Questions for Input



    The specific questions on which the Department seeks input are 

listed



[[Page 54799]]



below. All input, including expert presentations and discussions, 

public input, and written submissions, should be primarily focused on 

responding to these questions in the context of the framework outlined 

above, and may also provide input on the framework itself. We encourage 

you to make your input as specific as possible, to provide evidence to 

support your proposals, and to present the information in a context and 

format that will be helpful to States implementing high-quality 

assessments. Questions focus on the topics of general assessment, high 

school assessment, assessment of English language learners, assessment 

of students with disabilities, technology and innovation in assessment, 

specific technical assessment questions, and project management.

    To ensure that your input is fully considered in the development of 

the notice inviting applications, we urge you to identify clearly the 

specific question, purpose, or characteristic that you are addressing, 

and to arrange your input in the order of the questions as they are 

listed in the next section.



General Assessment Questions



    (1) Propose an assessment system (that is, a series of one or more 

assessments) that you would recommend and that meets the general 

requirements and required characteristics described in this notice. 

Describe how this assessment system would address the tensions or 

tradeoffs in meeting all of the general requirements and required 

characteristics. Describe the strengths and limitations of your 

recommended system, including the extent to which it is able to validly 

meet each of the requirements described in this notice. Where possible, 

provide specific illustrative examples.

    (2) For each assessment proposed in response to question (1), 

describe the--



     Optimal design, including--

    [cir] Type (e.g., norm-referenced, criterion-referenced, adaptive, 

other);

    [cir] Frequency, length, and timing of assessment administrations 

(including a consideration of the value of student, teacher, and 

administrative time);

    [cir] Format, item-type specifications (including the pros and cons 

of using different types of items for different purposes), and mode of 

administration;

    [cir] Whether and how the above answers might differ for different 

grade levels and content areas;

     Administration, scoring, and interpretation of any open-

ended item types, including methods for ensuring consistency in teacher 

scoring;

     Approach to releasing assessment items during each 

assessment cycle in order to ensure public access to the assessment 

questions; and

     Technology and other resources needed to develop, 

administer, and score the assessments, and/or report results.

    (3) ARRA requires that States award at least 50 percent of their 

Race to the Top funds to LEAs. The section of this notice entitled 

Design of Assessment Systems--LEA-Level Activities, describes how LEAs 

might be required to use these funds. What activities at the LEA level 

would best advance the transition to and implementation of the 

consortium's common, college and career ready standards and 

assessments?

    (4) If a goal is that teachers are involved in the scoring of 

constructed responses and performance tasks in order to measure 

effectively students' mastery of higher-order content and skills and to 

build teacher expertise and understanding of performance expectations, 

how can such assessments be administered and scored in the most time-

efficient and cost-effective ways?

    (5) Given the assessment design you proposed in response to 

question (1), what is your recommended approach to competency-based 

student testing versus grade-level-based student testing? Why? How 

would your design ensure high expectations for all students?

    (6) Given the assessment design you proposed in response to 

question (1), how would you recommend that the assessments be designed, 

timed, and scored to provide the most useful information on teacher and 

principal effectiveness?



Specific Technical Assessment Questions



    (1) What is the best technical approach for ensuring the vertical 

alignment of the entire assessment system across grades (e.g., grades 3 

through 8 and high school)?

    (2) What would be the best technical approach for ensuring external 

validity of such an assessment system, particularly as it relates to 

postsecondary readiness and high-quality internationally benchmarked 

content standards?

    (3) What is the proportion of assessment questions that you 

recommend releasing each testing cycle in order to ensure public access 

to the assessment while minimizing linking risk? \1\ What are the 

implications of this proportion for the costs of developing new 

assessment questions and for the costs and design of linking studies 

across time?

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    \1\ Michael J. Kolen and Robert L. Brennan, Test Equating, 

Scaling, and Linking: Methods and Practices (2nd ed), 2004, New 

York: Springer-Verlag. See especially: Chapter 6, ``Item Response 

Theory Methods,'' Section 9, ``Using IRT Calibrated Item Pools''; 

and Chapter 8, ``Practical Issues in Equating,'' Section 1, 

``Equating and the Test Development Process'' and Section 6, 

``Conditions Conducive to Satisfactory Equating.''

    See also Hedges, L. V., and Vevea, J. L. (1997). A study of 

equating in NAEP. http://www.air.org/publications/documents/hedges_

rpt.pdf.

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High School Assessment



    Provide recommendations on the optimal approach to measuring each 

student's college and career readiness by the time of high school 

completion. In particular, consider--

    (1) How would you demonstrate that high school students are on 

track to college and career readiness, and at what points throughout 

high school would you recommend measuring this?



Discuss your recommendations on the use of end-of-course assessments 

versus comprehensive assessments of college and career readiness.



    Note: If you recommend end-of-course assessments, please share 

your input on how to reconcile the fact that college and career 

ready standards might not include all of the topics typically 

covered in today's high school courses.



Assessment of English Language Learners



    (1) Provide recommendations for the development and administration 

of assessments for each content area that are valid and reliable for 

English language learners. How would you recommend that the assessments 

take into account the variations in English language proficiency of 

students in a manner that enables them to demonstrate their knowledge 

and skills in core academic areas? Innovative assessment designs and 

uses of technology have the potential to be inclusive of more students. 

How would you propose we take this into account?

    (2) In the context of reflecting student achievement, what are the 

relative merits of developing and administering content assessments in 

native languages? What are the technical, logistical, and financial 

requirements?



Assessment of Students With Disabilities



    (1) Taking into account the diversity of students with disabilities 

who take the assessments, provide recommendations for the development



[[Page 54800]]



and administration of assessments for each content area that are valid 

and reliable, and that enable students to demonstrate their knowledge 

and skills in core academic areas. Innovative assessment designs and 

uses of technology have the potential to be inclusive of more students. 

How would you propose we take this into account?



Technology & Innovation in Assessment



    (1) Propose how you would recommend that different innovative 

technologies be deployed to create better assessments, and why. Please 

include illustrative examples in areas such as novel item types, 

constructed response scoring solutions, uses of mobile computing 

devices, and so on.

    (2) We envision the need for a technology platform for assessment 

development, administration, scoring, and reporting that increases the 

quality and cost-effectiveness of the assessments. Describe your 

recommendations for the functionality such a platform could and should 

offer.

    (3) How would you create this technology platform for summative 

assessments such that it could be easily adapted to support 

practitioners and professionals in the development, administration, 

and/or scoring of high-quality interim assessments?

    (4) For the technology ``platform'' vision you have proposed, 

provide estimates of the associated development and ongoing maintenance 

costs, including your calculations and assumptions behind them.



Project Management



    (1) Provide estimates of the development, maintenance, and 

administration costs of the assessment system you propose, and your 

calculations and assumptions behind them.

    (2) Describe the range of development and implementation timelines 

for your proposed assessment system, from the most aggressive to more 

conservative, and describe the actions that would be required to 

achieve each option.

    (3) How would you recommend organizing a consortium to achieve 

success in developing and implementing the proposed assessment system? 

What role(s) do you recommend for third parties (e.g., conveners, 

project managers, assessment developers/partners, intermediaries)? What 

would you recommend that a consortium demonstrate to show that it has 

the capacity to implement the proposed plan?

    Accessible Format: Individuals with disabilities can obtain this 

document in an accessible format (e.g., braille, large print, 

audiotape, or computer diskette) on request to the program contact 

person listed under FOR FURTHER INFORMATION CONTACT.

    Electronic Access to This Document: You can view this document, as 

well as all other documents of this Department published in the Federal 

Register, in text or Adobe Portable Document Format (PDF) on the 

Internet at the following site: http://www.ed.gov/news/fedregister.

    To use PDF you must have Adobe Acrobat Reader, which is available 

free at this site. If you have questions about using PDF, call the U.S. 

Government Printing Office (GPO), toll free, at 1-888-293-6498; or in 

the Washington, DC, area at (202) 512-1530.



    Note:  The official version of this document is the document 

published in the Federal Register. Free Internet access to the 

official edition of the Federal Register and the Code of Federal 

Regulations is available on GPO Access at: 

http://www.gpoaccess.gov/nara/index.html.





    Dated: October 20, 2009.

Arne Duncan,

Secretary of Education.

[FR Doc. E9-25600 Filed 10-22-09; 8:45 am]

BILLING CODE 4000-01-P