35256 Federal Register / Vol. 83, No. 143 / Wednesday, July 25, 2018 / Notices 

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Dated: July 19, 2018. 

Johnny W. Collett, 

Assistant Secretary for Special Education and 

Rehabilitative Services. 

[FR Doc. 2018–15932 Filed 7–24–18; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket No. ED–2018–ICCD–0077] 

Agency Information Collection 

Activities; Comment Request; High 

School Longitudinal Study of 2009 

(HSLS: 09) Panel Maintenance 2018 

and 2021 

AGENCY: National Center for Education 

Statistics (NCES), Department of 

Education (ED). 

ACTION: Notice. 

SUMMARY: In accordance with the 

Paperwork Reduction Act of 1995, ED is 

proposing a revision of an existing 

information collection. 

DATES: Interested persons are invited to 

submit comments on or before 

September 24, 2018. 

ADDRESSES: To access and review all the 

documents related to the information 

collection listed in this notice, please 

use http://www.regulations.gov by 

searching the Docket ID number ED– 

2018–ICCD–0077. Comments submitted 

in response to this notice should be 

submitted electronically through the 

Federal eRulemaking Portal at http://

www.regulations.gov by selecting the 

Docket ID number or via postal mail, 

commercial delivery, or hand delivery. 

Please note that comments submitted by 

fax or email and those submitted after 

the comment period will not be 

accepted. Written requests for 

information or comments submitted by 

postal mail or delivery should be 

addressed to the Director of the 

Information Collection Clearance 

Division, U.S. Department of Education, 

550 12th Street, SW, PCP, Room 9089, 

Washington, DC 20202–0023. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Kashka 

Kubzdela, 202–502–7411 or email 

NCES.Information.Collections@ed.gov. 

SUPPLEMENTARY INFORMATION: The 

Department of Education (ED), in 

accordance with the Paperwork 

Reduction Act of 1995 (PRA) (44 U.S.C. 

3506(c)(2)(A)), provides the general 

public and Federal agencies with an 

opportunity to comment on proposed, 

revised, and continuing collections of 

information. This helps the Department 

assess the impact of its information 

collection requirements and minimize 

the public’s reporting burden. It also 

helps the public understand the 

Department’s information collection 

requirements and provide the requested 

data in the desired format. ED is 

soliciting comments on the proposed 

information collection request (ICR) that 

is described below. 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. Please note 

that written comments received in 

response to this notice will be 

considered public records. 

Title of Collection: High School 

Longitudinal Study of 2009 (HSLS: 09) 

Panel Maintenance 2018 and 2021. 

OMB Control Number: 1850–0852. 

Type of Review: A revision of an 

existing information collection. 

Respondents/Affected Public: 

Individuals or Households. 

Total Estimated Number of Annual 

Responses: 9,326. 

Total Estimated Number of Annual 

Burden Hours: 778. 

Abstract: The High School 

Longitudinal Study of 2009 (HSLS:09) is 

a nationally representative, longitudinal 

study of more than 20,000 9th graders 

in 944 schools in 2009 who are being 

followed through their secondary and 

postsecondary years. The study focuses 

on understanding students’ trajectories 

from the beginning of high school into 

postsecondary education or the 

workforce and beyond. What students 

decide to pursue when, why, and how 

are crucial questions for HSLS:09, 

especially, but not solely, in regards to 

science, technology, engineering, and 

math (STEM) courses, majors, and 

careers. HSLS:09 measured math 

achievement gains in the first 3 years of 

high school and, like past studies, 

surveyed students, their parents, school 

administrators, school counselors, and 

teachers. After the initial 2009 data 

collection, the main study students were 

re-surveyed in 2012 when most were 

high school 11th-graders, then again in 

2013 when most had just graduated 

from high school, and lastly in 2016. 

The 2016 second follow-up data 

collection consisted of a survey, 

postsecondary transcript collection, 

financial aid records collection, and file 

matching to extant data sources. It 

focused on postsecondary attendance 

patterns, field of study selection 

processes with particular emphasis on 

STEM, the postsecondary academic and 

social experience, education financing, 

employment history including instances 

of unemployment and 

underemployment, job characteristics 

including income and benefits, job 

values, family formation, and civic 

engagement. The HSLS:09 data elements 

are designed to support research that 

speaks to the underlying dynamics and 

education processes that influence 

student achievement, growth, and 

personal development over time. This 

request is to conduct the HSLS:09 panel 

maintenance to keep sample members’ 

contact information up-to-date for future 

follow-up activities. 

Dated: July 20, 2018. 

Stephanie Valentine, 

Acting Director, Information Collection 

Clearance Division, Office of the Chief Privacy 

Officer, Office of Management. 

[FR Doc. 2018–15871 Filed 7–24–18; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

Applications for New Awards; 

Technical Assistance and 

Dissemination To Improve Services 

and Results for Children With 

Disabilities, School Safety National 

Activities, and Student Support and 

Academic Enrichment (SSAE) Grants 

Programs—National Technical 

Assistance Center on Positive 

Behavioral Interventions and Supports 

AGENCY: Office of Special Education and 

Rehabilitative Services, Office of 

Elementary and Secondary Education, 

Department of Education. 


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