ED ICR staff
must consult Privacy counterparts as part of the PRA review process
for all Privacy Act Statements.
Inventory as of this Action
Requested
Previously Approved
06/30/2021
36 Months From Approved
8,531
0
0
3,202
0
0
0
0
0
This package requests clearance for
data collection activities to support an evaluation of
departmentalized instruction in elementary schools. This evaluation
is authorized by Title VII Section 8601 of the Elementary and
Secondary Education Act, as amended most recently in 2015 by the
Every Student Succeeds Act (ESSA). ESSA gives states considerable
flexibility in designing systems to hold their schools accountable
for improving student achievement. This flexibility extends to the
types of strategies that states encourage or require their
low-performing schools to adopt. However, many strategies in use
have little to no evidence of effectiveness. More research is
needed to help states identify strategies that are likely to help
their low-performing schools improve. One potential strategy that
has recently become more popular in upper elementary school grades
is to departmentalize instruction, where each teacher specializes
in teaching one subject to multiple classes of students instead of
teaching all subjects to a single class of students (self-contained
instruction). However, virtually no evidence exists on its
effectiveness relative to the more traditional self-contained
approach. This evaluation will help to fill the gap by examining
whether departmentalizing fourth and fifth grade teachers improves
teacher and student outcomes. The evaluation will focus on math and
reading, with an emphasis on low-performing schools that serve a
high percentage of disadvantaged students. The evaluation will
include implementation and impact analyses. The implementation
analysis will describe schools' approaches to departmentalization
and benefits and challenges encountered. The analysis will be based
on information from schools' study agreement form; meetings to
design each school's approach to departmentalization; monitoring
and support calls with schools; a principal interview; and a
teacher survey. The impact analysis will draw on data from a
teacher survey, videos of classroom instruction, a principal
interview, and district administrative records to estimate the
impact of departmentalized instruction on various outcomes. The
outcomes include the quality of instruction and student-teacher
relationships, teacher satisfaction and retention, and student
achievement and behavior. These various data collection activities
will be carried out between spring 2018 and fall 2020, although
most of the activities with the exception of the administrative
data will take place only once during the first year treatment
schools implement departmentalized instruction (2018-2019 school
year).
PL:
Pub.L. 114 - 95 8601 Name of Law: Elementary and Secondary
Education Act (as amended by ESSA)
This is a new collection,
therefore all burden is new. This results in a program change
increase of 8,531 responses and 3,202 burden hours
respectively.
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.
Impact Evaluation of Departmentalized Instruction in Elementary Schools
Appendix H Confidentiality_Pledge.pdf
Impact Evaluation of Departmentalized Instruction in Elementary Schools