Regional Educational Laboratory Midwest: Teacher Preparation Program Completion: What Factors Play a Role?

Forms and Documents

Forms and supporting documents for this ICR

Document	Type	Status	Availability
Teacher Preparation Program Completion: What Factors Play a Role?	Form and Instruction	New	Repair queued
RELMidwest_5.1.9_Appendix C. Interview Communication Materials.docx	Supplementary Document	Uploaded 2024-12-10	Repair queued
RELMidwest_5.1.9_Appendix A. Survey Communication Materials.docx	Supplementary Document	Uploaded 2024-12-10	Repair queued
RELMidwest_5.1.9_TeacherPrepStudy_Supporting Statement Part B.docx	Supporting Statement B	Uploaded 2024-11-21	Repair queued
RELMidwest_5.1.9_TeacherPrepStudy_Supporting Statement Part A.docx	Supporting Statement A	Uploaded 2024-12-11	Missing upstream

IC Document Collections

Information collection document groups

IC ID	Collection	Type	Status	Form
270699	Teacher Preparation Program Completion: What Factors Play a Role?	Form and Instruction	New

ICR Details

OMB Control No:	ICR Reference No: 202409-1850-001
Status: Received in OIRA	Previous ICR Reference No:
Agency/Subagency: ED/IES	Agency Tracking No: ED-2024-SCC-0110
Title: Regional Educational Laboratory Midwest: Teacher Preparation Program Completion: What Factors Play a Role?
Type of Information Collection: New collection (Request for a new OMB Control Number)	Common Form ICR:  No
Type of Review Request: Regular	Date Submitted to OIRA: 12/17/2024

table that charts list comparision

	Requested	Previously Approved
Expiration Date	36 Months From Approved
Responses	421	0
Time Burden (Hours)	220	0
Cost Burden (Dollars)	0	0

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Abstract: The U.S. Department of Education seeks clearance for the recruitment and data collection protocols for the Regional Educational Laboratory (REL) Midwest research study, Teacher Preparation Program Completion: What Factors Play a Role? The study, scheduled for the 2024/25 school year, will focus on understanding factors influencing the completion of traditional undergraduate teacher preparation programs. This is crucial as traditional teacher preparation programs are the main sources of new teachers, yet the number of bachelor's degrees in education has declined by 18 percent between 2010 and 2020. This study aims to address two main research questions: (1) How do the demographic and academic characteristics of students in traditional undergraduate teacher preparation programs differ between completers and noncompleters? and (2) How do personal and contextual factors relate to students' completion of traditional teacher preparation programs? The study will collect quantitative survey data and qualitative interview data from students who completed and did not complete traditional undergraduate teacher preparation programs, supplemented by administrative data from teacher preparation programs. This approach will allow the study to gather information on personal and contextual factors not captured in administrative data, such as the ability to complete unpaid student teaching, perceptions of the teaching profession, and other intrinsic motivations and external conditions that influence completion. The urgency to improve teacher candidate retention and graduation rates is driven by long-standing teacher shortages and a desire to increase racial/ethnic and gender diversity in the teacher workforce to mirror the composition of K-12 students in the United States. Findings from this study aim to inform program and policy-level solutions to support teaching candidates, particularly those from diverse backgrounds, ensuring they persist through their teacher preparation programs.

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Authorizing Statute(s): PL: Pub.L. 107 - 279 174 Name of Law: The Education Sciences Reform Act (ESRA)
  

Citations for New Statutory Requirements: None

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Associated Rulemaking Information
RIN:	Stage of Rulemaking:	Federal Register Citation:	Date:
	Not associated with rulemaking

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Federal Register Notices & Comments
60-day Notice:	Federal Register Citation:	Citation Date:
	89 FR 73637	09/11/2024
30-day Notice:	Federal Register Citation:	Citation Date:
	89 FR 101595	12/16/2024
Did the Agency receive public comments on this ICR? No

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Number of Information Collection (IC) in this ICR: 1

table that charts list of burden

IC Title	Form No.	Form Name
Teacher Preparation Program Completion: What Factors Play a Role?	NA, NA	Survey Instrument ,   Interview Protocols

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ICR Summary of Burden

table that charts list of burden

	Total Request	Previously Approved	Change Due to New Statute	Change Due to Agency Discretion	Change Due to Adjustment in Estimate	Change Due to Potential Violation of the PRA
Annual Number of Responses	421	0	0	421	0	0
Annual Time Burden (Hours)	220	0	0	220	0	0
Annual Cost Burden (Dollars)	0	0	0	0	0	0

Burden increases because of Program Change due to Agency Discretion: Yes

Burden Increase Due to: Miscellaneous Actions

Burden decreases because of Program Change due to Agency Discretion: No

Burden Reduction Due to:

Short Statement: This is a new information collection.

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Annual Cost to Federal Government: $315,967

Does this IC contain surveys, censuses, or employ statistical methods? Yes Part B of Supporting Statement

Does this ICR request any personally identifiable information (see OMB Circular No. A-130 for an explanation of this term)? Please consult with your agency's privacy program when making this determination.     Yes

Does this ICR include a form that requires a Privacy Act Statement (see 5 U.S.C. §552a(e)(3))? Please consult with your agency's privacy program when making this determination.     No

Is this ICR related to the Affordable Care Act [Pub. L. 111-148 & 111-152]? No

Is this ICR related to the Dodd-Frank Wall Street Reform and Consumer Protection Act, [Pub. L. 111-203]? No

Is this ICR related to the American Recovery and Reinvestment Act of 2009 (ARRA)? No

Is this ICR related to the Pandemic Response? No

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Common Form ICR:  No

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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:

(a) It is necessary for the proper performance of agency functions;

(b) It avoids unnecessary duplication;

(c) It reduces burden on small entities;

(d) It uses plain, coherent, and unambiguous language that is understandable to respondents;

(e) Its implementation will be consistent and compatible with current reporting and recordkeeping practices;

(f) It indicates the retention periods for recordkeeping requirements;

(g) It informs respondents of the information called for under 5 CFR 1320.8 (b)(3) about:

(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;

(h) It was developed by an office that has planned and allocated resources for the efficient and effective management and use of the information to be collected.

(i) It uses effective and efficient statistical survey methodology (if applicable); and

(j) It makes appropriate use of information technology.

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.

Certification Date: 12/17/2024

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