The National Assessment of Educational
Progress (NAEP), conducted by the National Center for Education
Statistics (NCES), is a federally authorized survey of student
achievement at grades 4, 8, and 12 in various subject areas, such
as mathematics, reading, writing, science, U.S. history, civics,
geography, economics, technology and engineering literacy (TEL),
and the arts. The National Assessment of Educational Progress
Authorization Act (Public Law 107-279 Title III, section 303)
requires the assessment to collect data on specified student groups
and characteristics, including information organized by
race/ethnicity, gender, socio-economic status, disability, and
limited English proficiency. It requires fair and accurate
presentation of achievement data and permits the collection of
background, noncognitive, or descriptive information that is
related to academic achievement and aids in fair reporting of
results. The intent of the law is to provide representative sample
data on student achievement for the nation, the states, and
subpopulations of students and to monitor progress over time. The
nature of NAEP is that burden alternates from a relatively low
burden in national-level administration years to a substantial
burden increase in state-level administration years when the sample
has to allow for estimates for individual states and some of the
large urban districts. The request to conduct NAEP 2019 and 2020
was approved in September 2018 with the latest change request
approved in February 2019 (OMB# 1850-0928 v.10-13). NAEP 2019 is
currently underway. This request is to update the approved NAEP
2020 plan with: 1) the cancellation of all of the NAEP pilot and
special studies originally planned for the 2019-20 school year
(NAEP 2020), and 2) based on a Congressional request, the
administration of Long Term Trend (LTT) assessment during the
2019-20 school year. The LTT assessments are based on nationally
representative samples of 9-, 13-, and 17-year olds, and have been
used by NAEP since the early 1970s to provide measures of students’
educational progress over long time periods to allow for analyses
of national trends in students’ performance in mathematics and
reading.
In order to be able to
comply with the Congressional request to conduct LTT during the
2019-20 school year and to meet the study’s timeline while
maintaining compliance with the Paperwork Reduction Act (PRA), due
to this unanticipated event, the U.S. Department of Education (ED)
and NCES are requesting under 44 U.S.C. 3507(j)(1) (“emergency
clearance”) to begin participant recruitment and study materials
printing for LTT 2020 by May 2019. Therefore, NCES is submitting
this Information Collection Request (ICR) to OMB utilizing
emergency review procedures in accordance with the PRA (P.L.
104-13, 44 U.S.C. Chapter 35) and 5 C.F.R. §1320.13 to announce
revisions to the NAEP 2020 study plans and to provide for review
the LTT 2020 plans, procedures, and materials. NCES is
simultaneously initiating a regular clearance process for this
request, including a 60-day followed by a 30-day public comment
periods. NCES requests that any comments on the plans, procedures,
and materials proposed in this ICR will be submitted via
Regulations.gov by April 16, 2019, as part of the public comment
period affiliated with this emergency clearance. This will allow
NCES to timely consider and address all comments related to this
submission, so that upon approval of the ICR by OMB in April 2019,
NCES can begin all participant recruitment activities and printing
of study materials necessary to conduct LTT 2020.
PL:
Pub.L. 107 - 279 303 Name of Law: National Assessment of
Educational Progress Authorization Act
The nature of NAEP is that
burden alternates from a relatively low burden in national-level
administration years (i.e., even years) to a substantial burden
increase in state-level administration years that include one or
more assessments that support national, state-by-state, and certain
urban districts reporting (i.e., odd years). In state/district
assessment years, NAEP samples approximately 1,000,000 students,
while in national-only assessment years, approximately
50,000-100,000 students. In 2019, NAEP will conduct state/district
assessments, and in 2020 national-level assessments. The previous
two-year clearance included burden for one state/district
assessments year (2019) and one national-level assessments year
(2018). Therefore, the annualized number of respondents and
responses is similar in this clearance request, for NAEP 2019 and
2020, as it was in the previous one. Because NAEP 2019 and 2020 was
originally approved in September 2018, and this latest submission
is an update to the 2020 data collection plan, where a number of
pilot and special studies have been removed and LTT 2020 added, the
total burden hours are decreasing by 15% from the last
clearance.
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.
Form Appendix E1 National Assessment of Educational Progress (NAEP) 2019 and 2020 Long-Term Trend (LTT) Update Emergency Clearance
NAEP 2020 LTT Update Response to Emergency Clearance Public Comments.docx
2019-05403 Emergency-60D FRN.pdf
National Assessment of Educational Progress (NAEP) 2019 and 2020 Long-Term Trend (LTT) Update Emergency Clearance