[Federal Register: August 7, 2007 (Volume 72, Number 151)]
[Notices]               
[Page 44127-44128]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr07au07-31]                         

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DEPARTMENT OF EDUCATION

 
Notice of Proposed Information Collection Requests

AGENCY: Department of Education.


[[Page 44128]]


SUMMARY: The Acting Leader, Information Management Case Services Team, 
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 
October 9, 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 Acting Leader, Information Management 
Case Services Team, 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: August 1, 2007.
James Hyler,
Acting Leader, Information Management Case Services Team, Regulatory 
Information Management Services, Office of Management.

Institute of Education Sciences

    Type of Review: New.
    Title: The Efficacy of Standardized Formative Assessments and 
Differentiated Instruction on Student Achievement.
    Frequency: Semi-Annually.
    Affected Public: Individuals or household; not-for-profit 
institutions.
    Reporting and Recordkeeping Hour Burden:
     Responses: 1944.
     Burden Hours: 1440.
    Abstract: The Department of Education's Institute for Education 
Sciences has commissioned this evaluation as a response to the current 
need for experimental research about the impacts of formative 
assessment on student achievement and teacher practice. This project 
will assess the efficacy of the Northwest Evaluation Association's 
program entitled ``Measuring Academic Progress'' or MAP by looking at 
the impact on teacher practice and student achievement. The MAP 
intervention combines theory and research in two areas that have gained 
considerable attention in recent years: (1) Formative assessment: (2) 
and differentiated instruction. MAP tests and training are currently in 
place in more than 10% of K-12 school districts nationwide (just over 
2,000 districts participate among the approximately 17,500 districts). 
Despite its popularity, the effectiveness of the MAP and its training 
have not been established to date. Furthermore, the relative ubiquity 
of its current use, along with a projected growth in the number of 
schools investing in MAP and its associated training, makes it a prime 
candidate for this type of study.
    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 3419. 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. E7-15317 Filed 8-6-07; 8:45 am]

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