2146 Federal Register / Vol. 87, No. 9 / Thursday, January 13, 2022 / Notices 

existing demographic data into the 

Diversity Questionnaire data collection 

tool is correctly estimated to be 30 

minutes and does not warrant a 

revision. Finally, for comments related 

to organizational capacity, AmeriCorps 

believes that all organizations have the 

capacity to fill out the tool in a timely 

and responsive manner; instructions in 

the tool were updated to say that 

organizations should complete the form 

to the ‘‘best of their ability.’’ 

Title of Collection: AmeriCorps 

Diversity Questionnaire Form. 

OMB Control Number: 3045–0187. 

Type of Review: Renewal. 

Respondents/Affected Public: 

Businesses and Organizations and State, 

Local, or Tribal Governments. 

Total Estimated Number of Annual 

Responses: 3,500. 

Total Estimated Number of Annual 

Burden Hours: 1,750. 

Abstract: The information provided 

by prospective and current grantees and 

sponsors through the AmeriCorps 

Diversity Questionnaire Form will 

enable AmeriCorps to better understand 

the demographic characteristics of 

current grantees, potential grantees, and 

the people served by AmeriCorps 

programs. The aim is to further 

AmeriCorps’ efforts to consider the 

diversity of communities and 

participants in its grantmaking and 

direct service activities and create 

programs that represent and serve the 

full diversity of the community/our 

country. 

The information requested in the 

Diversity Questionnaire Form will be 

collected in the aggregate for each 

grantee, applicant for funding, and 

sponsor receiving an AmeriCorps 

resource. First, it will provide 

AmeriCorps with a deeper 

understanding of the demographics of 

grantee and sponsor organizations and 

people served by AmeriCorps programs. 

Second, AmeriCorps will take the data 

into account in its grantmaking and 

resource allocation decisions, 

particularly to better reach those who 

are underserved. Over the next 5 years, 

AmeriCorps aims to ensure that 40% of 

all those served by AmeriCorps 

members and AmeriCorps Seniors 

volunteers are people in poverty. 

(AmeriCorps uses ‘‘people in poverty’’ 

as its proxy measure for ‘‘underserved,’’ 

recognizing that data shows that a 

higher proportion of people in poverty 

are people of color and other minority 

populations.) Third, the data will enable 

AmeriCorps to better target training, 

technical assistance, and outreach to 

potential grantees and sponsors, in 

particular those who are new to 

AmeriCorps, with the goal of creating 

programs that represent and serve the 

full diversity of our nation’s 

communities. 

When it collects this data for the first 

time, AmeriCorps will request that the 

Diversity Questionnaire Form be filled 

by every current grantee and applicant 

for funding and resource allocation. 

Following this baseline, AmeriCorps 

expects this questionnaire to be 

included with grant renewal and new 

applications on an annual basis. 

Estimated time for completion of the 

form is less than 30 minutes, based on 

staff testing of the survey. Questions 

have been crafted for ease of reporting 

and efficient collection. 

In AmeriCorps’ grant making 

processes, the questionnaire will be 

submitted electronically as part of the 

grant application and guidance about 

the form will be part of an in-depth set 

of grant application instructions. 

Additionally, the form will be used to 

collect data from sponsor applicants for 

directly-managed programs such as 

AmeriCorps’ National Civilian 

Community Corps (NCCC). Staff will be 

available to provide individualized 

assistance, if needed, to organizations 

filling out the form. 

AmeriCorps also seeks to continue 

using the currently approved 

information collection until the revised 

information collection is approved by 

OMB. The currently approved 

information collection is due to expire 

on 3/31/2022. 

Comments submitted in response to 

this notice will be summarized and/or 

included in the request for OMB 

approval. Comments are invited on: (a) 

Whether the collection of information is 

necessary for the proper performance of 

the functions of the agency, including 

whether the information shall have 

practical utility; (b) the accuracy of the 

agency’s estimate of the burden of the 

collection of information; (c) ways to 

enhance the quality, utility, and clarity 

of the information to be collected; (d) 

ways to minimize the burden of the 

collection of information on 

respondents, including through the use 

of automated collection techniques or 

other forms of information technology; 

and (e) estimates of capital or start-up 

costs and costs of operation, 

maintenance, and purchase of services 

to provide information. Burden means 

the total time, effort, or financial 

resources expended by persons to 

generate, maintain, retain, disclose, or 

provide information to or for a Federal 

agency. This includes the time needed 

to review instructions; to develop, 

acquire, install, and utilize technology 

and systems for the purpose of 

collecting, validating, verifying, 

processing, and maintaining 

information, and disclosing and 

providing information; to train 

personnel and to be able to respond to 

a collection of information; to search 

data sources, to complete and review 

the collection of information; and to 

transmit or otherwise disclose the 

information. All written comments will 

be available for public inspection on 

regulations.gov. 

Dated: January 6, 2022. 

Anna Mecagni, 

Chief of Program Operations. 

[FR Doc. 2022–00474 Filed 1–12–22; 8:45 am] 

BILLING CODE 6050–28–P 

DEPARTMENT OF EDUCATION 

[Docket ID ED–2022–IES–1] 

Request for Information on Effective 

Interventions To Improve Middle 

School Science Achievement and 

Mathematics Achievement in Grades 3 

Through 5 for Students With 

Disabilities 

AGENCY: Institute of Education Sciences, 

Department of Education. 

ACTION: Request for information. 

SUMMARY: The National Center for 

Education Evaluation and Regional 

Assistance (NCEE) at the U.S. 

Department of Education’s (Department) 

Institute of Education Sciences (IES) is 

charged by Congress to identify and 

encourage the use of evidence-based 

practices in education. Through this 

request for information (RFI), NCEE 

seeks public input about the 

characteristics of middle school science 

and upper elementary mathematics 

interventions as well as information on 

publicly available research describing 

their efficacy. Feedback from developers 

of such interventions would be of 

particular value to the Department. 

DATES: We must receive your comments 

by February 14, 2022. 

ADDRESSES: Submit your response to 

this RFI through the Federal 

eRulemaking Portal. We will not accept 

submissions by postal mail, commercial 

mail, hand delivery, fax, or email. To 

ensure that we do not receive duplicate 

copies, please submit your comments 

only once. In addition, please include 

the Docket ID at the top of your 

comments. 

Federal eRulemaking Portal: Go to 

www.regulations.gov to submit your 

comments electronically. Information 

on using Regulations.gov, including 

instructions for accessing agency 

documents, submitting comments, and 


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Federal Register / Vol. 87, No. 9 / Thursday, January 13, 2022 / Notices 2147 

1Barbieri, C.A., Rodrigues, J., Dyson, N., & Jordan, 

N.C. (2020). Improving fraction understanding in 

sixth graders with mathematics difficulties: Effects 

of a number line approach combined with cognitive 

learning strategies. Journal of Educational 

Psychology, 112(3), 628. 

2Namkung, J.M., Fuchs, L.S., & Koziol, N. (2018). 

Does initial learning about the meaning of fractions 

present similar challenges for students with and 

without adequate whole-number skill? Learning 

and Individual Differences, 61, 161–167. 

doi:10.1016/j.lindif.2017.11.018 

3Siegler, R.S., Duncan, G.J., Davis-Kean, P.E., 

Duckworth, K., Claessens, A., Engel, M., 

Susperreguy, M.I., & Chen, M. (2012). Early 

predictors of high school mathematics achievement. 

Psychological Science, 23, 691–697. doi:10.1177/ 

0956797612440101 

viewing the docket, is available on the 

site under the ‘‘FAQ’’ tab. 

Privacy Note: The Department’s 

policy for comments received from 

members of the public is to make these 

submissions available for public 

viewing in their entirety on the Federal 

eRulemaking Portal at 

www.regulations.gov. Therefore, 

commenters should be careful to 

include in their comments only 

information that they wish to make 

publicly available. We encourage, but 

do not require, that each respondent 

include his or her name, title, 

institution or affiliation, and the name, 

title, mailing and email addresses, and 

telephone number of a contact person 

for his or her institution or affiliation, if 

any. 

FOR FURTHER INFORMATION CONTACT: 

Matthew Soldner, Commissioner, 

National Center for Education 

Evaluation and Regional Assistance & 

Agency Evaluation Officer, Institute of 

Education Sciences, U.S. Department of 

Education, 400 Maryland Avenue SW, 

Room 4160, Potomac Center Plaza, 

Washington, DC 20202–7240. 

Telephone: (202) 245–8385. Email: 

Matthew.Soldner@ed.gov. 

If you use a telecommunications 

device for the deaf (TDD) or a text 

telephone (TTY), call the Federal Relay 

Service (FRS), toll-free, at 1–800–877– 

8339. 

SUPPLEMENTARY INFORMATION: 

Background: 

As evidenced by recent results from 

the National Assessment of Educational 

Progress (NAEP), too many of the 

Nation’s students struggle with building 

foundational skills in science (see 

https://go.usa.gov/xehQC) and math (see 

https://go.usa.gov/xehQY). The problem 

is particularly acute among student 

groups that education systems have 

historically underserved. 

In NAEP’s 2019 assessment of twelfth 

graders’ science proficiency, 69 percent 

of Black students, 56 percent of 

Hispanic students, 58 percent of Native 

Hawaiian/Other Pacific Islander 

students, and 51 percent of American 

Indian/Alaska Native students were 

identified as ‘‘Below NAEP Basic.’’ On 

the same assessment, 75 percent of 

twelfth grade students with disabilities 

demonstrated proficiency ‘‘Below NAEP 

Basic,’’ a rate double that of their peers 

not identified with a disability. These 

results signal a need to intervene early 

in students’ academic careers, with the 

aim of increasing the likelihood that 

students are scientifically literate by the 

time they leave high school. 

For many students, mastery of 

foundational math skills is also a 

significant challenge. The success of 

students with disabilities is of particular 

concern. In 2017, 54 percent of fourth 

graders with disabilities scored ‘‘Below 

NAEP Basic’’ in math, compared to only 

15 percent of students without 

disabilities. Students entering fourth 

grade with poor whole number 

knowledge are more likely to struggle in 

later grades than their peers with a 

better understanding,1 2 and it is in 

fourth grade where curricula 

increasingly focus on rational numbers 

and fractions.3 Not developing 

proficiency in these domains has 

negative and long-term implications for 

students. In addition to being critical to 

life skills including personal finance, 

cooking, and healthcare, this knowledge 

is critical to later mathematical learning, 

including algebra. 

As part of its continuing effort to 

respond to disruptions caused by the 

COVID–19 pandemic, IES plans to 

promote the advancement and testing of 

programs and products (interventions) 

that can improve students’ proficiency 

in science and mathematics. We are 

particularly interested in (1) 

interventions that can improve middle 

grades students’ science achievement, 

particularly among students in the 

lowest quartile of proficiency regardless 

of disability status; and (2) digital 

interventions that can improve the math 

proficiency of third to fifth grade 

students with or at risk of developing 

disabilities, with an emphasis on the 

domains of whole numbers, rational 

numbers, and fractions. Through this 

RFI, IES is seeking information from 

developers and program providers about 

relevant interventions. This includes 

interventions that developers and 

program providers believe are already 

wholly responsive to the needs 

identified above as well as those that 

could be responsive to these needs if 

modified slightly. 

When responding to this RFI, 

developers or program providers 

intending to serve students ‘‘at risk’’ of 

developing a disability should clearly 

identify the disability or disability 

categories that proposed beneficiaries 

are at risk of developing and specific 

factors that place them at heightened 

risk. The determination may include, for 

example, factors used for moving 

children and youth to higher tiers in a 

Response-to-Intervention model. Factors 

based solely on general population 

characteristics, such as labeling a 

student ‘‘at risk’’ for disabilities because 

they are from low-income families or are 

English language learners, are not 

sufficient for this purpose. 

This is a request for information only. 

This RFI is not a request for proposals 

(RFP) or a promise to issue an RFP or 

a notice inviting applications. This RFI 

does not commit the Department to 

contract for any supply or service 

whatsoever. Further, we are not seeking 

proposals and will not accept 

unsolicited proposals. The Department 

will not pay for any information or 

administrative costs that you may incur 

in responding to this RFI. The 

documents and information submitted 

in response to this RFI will not be 

returned. 

We will review every comment, and, 

as described above, electronic 

comments in response to this RFI will 

be publicly available on the Federal 

eRulemaking Portal at 

www.regulations.gov. Please note that 

IES will not directly respond to 

comments. 

Solicitation of Comments 

We invite developers or program 

providers with interventions relevant to 

improved achievement in (1) middle 

school science, or (2) upper elementary 

math with an emphasis on students 

with or at risk of developing a disability 

to share the following in their 

comments: 

(1) The name of their intervention; 

(2) The curricular focus of their 

intervention (i.e., middle school science 

or upper elementary math); 

(3) A brief description of the 

intervention, potentially including (a) 

its major components and pedagogical 

features, (b) its delivery modality (e.g., 

face-to-face; via an online platform 

accessed through a browser or mobile 

app), (c) its intended duration and 

intensity (e.g., 60 minutes, three times a 

week, for six weeks), and (d) the extent 

to which information on student 

progress is available for educators and 

family members/caretakers; 

(4) The extent to which the 

intervention, as it is currently available, 

focuses on improving the proficiency of 

diverse groups of students, particularly 


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2148 Federal Register / Vol. 87, No. 9 / Thursday, January 13, 2022 / Notices 

(a) low-performing students and (b) 

students with or at risk of developing a 

disability; 

(5) The extent to which the 

intervention is accessible to students 

with disabilities; 

(6) If available, a link or links to 

publicly available information about the 

outcomes associated with the 

intervention’s use, including third-party 

evaluations; and 

(7) If available, a link or links to web 

pages that provide additional relevant 

detail about the intervention, such as 

information about its cost or its 

developers. 

The Institute is committed to 

improving the public’s access to, and 

the discoverability of, research on the 

efficacy of education interventions. In 

service of that goal, we invite 

developers who have commissioned 

studies of their interventions’ efficacy 

and who hold copyright to those 

studies, or their authorized 

representatives, to consider depositing 

eligible content into ERIC: the Institute 

of Education Sciences’ bibliographic 

and full-text database of education 

research (https://eric.ed.gov/). More 

information about submitting content to 

ERIC, including our selection policy and 

how to access the online submission 

portal, can be found at https://

eric.ed.gov/submit/. 

Accessible Format: On request to the 

program contact person listed under FOR

FURTHER INFORMATION CONTACT, 

individuals with disabilities can obtain 

this document in an accessible format. 

The Department will provide the 

requestor with an accessible format that 

may include Rich Text Format (RTF) or 

text format (txt), a thumb drive, an MP3 

file, braille, large print, audiotape, or 

compact disc, or other accessible format. 

Electronic Access to This Document: 

The official version of this document is 

the document published in the Federal 

Register. You may access the official 

edition of the Federal Register and the 

Code of Federal Regulations at 

www.govinfo.gov. At this site you can 

view this document, as well as all other 

documents of this Department 

published in the Federal Register, in 

text or Portable Document Format 

(PDF). To use PDF you must have 

Adobe Acrobat Reader, which is 

available free at the site. 

You may also access documents of the 

Department published in the Federal 

Register by using the article search 

feature at www.federalregister.gov. 

Specifically, through the advanced 

search feature at this site, you can limit 

your search to documents published by 

the Department. 

Mark Schneider, 

Director, Institute of Education Sciences. 

[FR Doc. 2022–00627 Filed 1–12–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF ENERGY 

Federal Energy Regulatory 

Commission 

Notice of Effectiveness of Exempt 

Wholesale Generator Status 

Docket Nos. 

Route 66 Solar Energy Center, LLC .............................................................................................................. EG22–1–000 

Cypress Creek Fund 7 Tenant, LLC .............................................................................................................. EG22 EG22–2–000 

Cypress Creek Fund 6 Tenant, LLC .............................................................................................................. EG22 EG22–3–000 

Cypress Creek Fund 5 Tenant, LLC .............................................................................................................. EG22 EG22–4–000 

CCP–PL Lessee, LLC .................................................................................................................................... EG22 EG22–5–000 

Hecate Energy Highland LLC ......................................................................................................................... EG22 EG22–6–000 

EnerSmart Chula Vista BESS LLC ................................................................................................................ EG22 EG22–7–000 

Sagebrush Line, LLC ...................................................................................................................................... EG22 EG22–8–000 

PGR 2021 Lessee 2, LLC .............................................................................................................................. EG22 EG22–9–000 

Beulah Solar, LLC .......................................................................................................................................... EG22 EG22–10–000 

Ellis Solar, LLC ............................................................................................................................................... EG22 EG22–11–000 

King Creek Wind Farm 1 LLC ........................................................................................................................ EG22 EG22–12–000 

King Creek Wind Farm 2 LLC ........................................................................................................................ EG22 EG22–13–000 

Calhoun Solar Energy LLC ............................................................................................................................. EG22 EG22–14–000 

ENGIE 2020 ProjectCo-NH1 LLC .................................................................................................................. EG22 EG22–15–000 

Dunns Bridge Solar Center, LLC .................................................................................................................... EG22 EG22–16–000 

Jackson Generation, LLC ............................................................................................................................... EG22 EG22–17–000 

MPH AL Pierce, LLC ...................................................................................................................................... EG22 EG22–18–000 

Take notice that during the month of 

December 2021, the status of the abovecaptioned entities as Exempt Wholesale 

Generators became effective by 

operation of the Commission’s 

regulations. 18 CFR 366.7(a)(2021). 

Dated: January 7, 2022. 

Debbie-Anne A. Reese, 

Deputy Secretary. 

[FR Doc. 2022–00618 Filed 1–12–22; 8:45 am] 

BILLING CODE 6717–01–P 

DEPARTMENT OF ENERGY 

Federal Energy Regulatory 

Commission 

[Docket No. CP21–134–000] 

Transcontinental Gas Pipe Line 

Company, LLC; Notice of Availability 

of the Environmental Assessment for 

the Proposed Happytown 

Abandonment Project 

The staff of the Federal Energy 

Regulatory Commission (FERC or 

Commission) has prepared an 

environmental assessment (EA) for the 

Happytown Abandonment Project, 

proposed by Transcontinental Gas Pipe 

Line Company, LLC (Transco) in the 

above-referenced docket. Transco 

requests authorization to abandon 

pipelines and four-meter stations that 

have not been utilized in over 20 years 

and are not expected to be used in the 

future, all located in Pointe Coupe ́e 

Parish, Louisiana. 

The EA assesses the potential 

environmental effects of the 

abandonment activities of the 

Happytown Abandonment Project in 

accordance with the requirements of the 

National Environmental Policy Act 

(NEPA). The FERC staff concludes that 

approval of the proposed project, with 

appropriate mitigating measures, would 

not constitute a major federal action 

significantly affecting the quality of the 

human environment. 


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