OMB approves this collection with the understanding that, prior to the six month expiration for this collection, Education will transfer the collection (both the data elements collected and the burden) into OMB Control Number 1810-0581.
table that charts list comparision
Inventory as of this Action
Requested
Previously Approved
04/30/2007
6 Months From Approved
52
0
0
52
0
0
0
0
0
This information collection request is associated with regulations needed to implement statutory provisions regarding State, local educational agency (LEA), and school accountability for the academic achievement of limited English proficient (LEP) students, and are needed to implement changes to Title I, Part A, of the Elementary and Secondary Education Act of 1965, as amended (ESEA) made by the No Child Left Behind Act of 2001 (NCLB Act). The information collection relates to a change in the reporting requirements already required under Title I, Part A of the ESEA for States that voluntarily choose to take advantage of the flexibility to exempt LEP students who are recent arrivals to the United States from one administration from the StateÂs reading/language arts assessment. The Department has added a requirement that States and LEAs, on State and district report cards, respectively, report annually the number of recently arrived LEP students exempted from one administration of the StateÂs reading/language arts assessment. In order to take advantage of the flexibility related to recently arrived LEP students, States and LEAs would have to be able to, and would want to, account for and track separately the students to which this exemption would apply in order that those students are not miscounted as non-participants in the StateÂs reading/language arts assessment. The regulations would add a category on State and local report cards requiring them to report the number of students not tested because they were identified as LEP students who are recent arrivals to the United States.
The Department of EducationÂs Office of Elementary and Secondary Education requests an emergency clearance process for consideration of the information collection requirements associated with the Final Regulations Title IÂImproving the Academic Achievement of the Disadvantaged.
The regulations are needed to implement statutory provisions regarding State, local educational agency (LEA), and school accountability for the academic achievement of limited English proficient (LEP) students and are needed to implement changes to Title I, Part A, of the Elementary and Secondary Education Act of 1965, as amended (ESEA) made by the No Child Left Behind Act of 2001 (NCLB Act).
The information collection associated with these regulations relates to a change in the reporting requirements already required under Title I, Part A of the ESEA for States that voluntarily choose to take advantage of the flexibility to exempt LEP students who are recent arrivals to the United States from one administration from the StateÂs reading/language arts assessment. The Department has added §200.6(b)(4)(i)(C) to require a State and its LEAs, on State and district report cards, respectively, to report annually the number of recently arrived LEP students exempted from one administration of the StateÂs reading/language arts assessment.
States and districts already collect the number of students exempted from State assessments, and report, on State and local report cards, the percentage of students not tested (Section 1111(h)(1)(C)(iii)), disaggregated by student category. In order to take advantage of the flexibility related to recently arrived LEP students, States and LEAs would have to be able to, and would want to, account for and track separately the students to which this exemption would apply in order that those students are not miscounted as non-participants in the StateÂs reading/language arts assessment. The regulations would add a reporting category, to be reported on State and local report cards, for the number of students who were not tested because they were identified as LEP students who are recent arrivals to the United States.
We estimate annual reporting and recordkeeping burden for this collection of information to average 1 hour for each of the 52 respondents  the 50 States, the District of Columbia and Puerto Rico.
We are requesting permission for an emergency clearance so that the final regulations can be approved and disseminated as close to the beginning of the 2006-07 school year as possible. States and LEAs that wish to take advantage of this flexibility then, will be aware of their options and the need to report these exemption data on report cards at the earliest possible point in the school year the requirement would take effect. If you have further questions, please contact Kathryn Doherty at 202-401-2563, or via e-mail to [email protected].
US Code:
34 USC CFR Part 200
Name of Law: Title I, Part A, of the Elementary and Secondary Education Act of 1965, as amended (ESEA).
The information collection associated with these regulations relates to a change in the reporting requirements already required under Title I, Part A of the ESEA for States that voluntarily choose to take advantage of the flexibility to exempt LEP students who are recent arrivals to the United States from one administration from the StateÂs reading/language arts assessment. The Department has added §200.6(b)(4)(i)(C) to require a State and its LEAs, on State and district report cards, respectively, to report annually the number of recently arrived LEP students exempted from one administration of the StateÂs reading/language arts assessment.
States and districts already collect the number of students exempted from State assessments, and report, on State and local report cards, the percentage of students not tested (Section 1111(h)(1)(C)(iii)), disaggregated by student category. In order to take advantage of the flexibility related to recently arrived LEP students, States and LEAs would have to be able to, and would want to, account for and track separately the students to which this exemption would apply in order that those students are not miscounted as non-participants in the StateÂs reading/language arts assessment. The regulations would add a reporting category, to be reported on State and local report cards, for the number of students who were not tested because they were identified as LEP students who are recent arrivals to the United States.
We estimate annual reporting and recordkeeping burden for this collection of information to average 1 hour for each of the 52 respondents  the 50 States, the District of Columbia and Puerto Rico.
On behalf of this Federal agency, I certify that the collection of information encompassed by this request complies with 5 CFR 1320.9 and the related provisions of 5 CFR 1320.8(b)(3).
The following is a summary of the topics, regarding the proposed collection of information, that the certification covers:
(i) Why the information is being collected;
(ii) Use of information;
(iii) Burden estimate;
(iv) Nature of response (voluntary, required for a benefit, or mandatory);
(v) Nature and extent of confidentiality; and
(vi) Need to display currently valid OMB control number;
If you are unable to certify compliance with any of these provisions, identify the item by leaving the box unchecked and explain the reason in the Supporting Statement.
Att_LEP Final Memo Signed.pdf
LEP Supporting Statement final final.doc
Title I-Improving the Academic Achievement of the Disadvantaged Assessment and Accountability for LEP students