Federal Register / Vol. 87, No. 32 / Wednesday, February 16, 2022 / Notices 8827 

the overall effectiveness of the CGSA 

program: 

(1) The percentage of grantees, for 

each grant cycle, that demonstrate 

significant progress towards improving, 

developing, or implementing a new 

model for measuring the achievement of 

students. 

(2) The percentage of grantees, for 

each grant cycle, that demonstrate 

collaboration with institutions of higher 

education, other research institutions, or 

other organizations to develop or 

improve State assessments. 

(3) The percentage of grantees that, at 

least three times during the period of 

their grants, make available to SEA staff 

in non-participating States and to 

assessment researchers information on 

findings resulting from the CGSA 

program through presentations at 

national conferences, publications in 

refereed journals, or other products 

disseminated to the assessment 

community. 

Grantees will be expected to include 

in their interim and final performance 

reports information about the 

accomplishments of their projects. 

VII. Other Information 

Accessible Format: Individuals with 

disabilities can obtain this document 

and a copy of the application package in 

an accessible format (e.g., braille, large 

print, audiotape, or compact disc) on 

request to the program contact person 

listed under FOR FURTHER INFORMATION

CONTACT. 

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. 

Ruth E. Ryder, 

Deputy Assistant Secretary for Policy and 

Programs, Office of Elementary and 

Secondary Education. 

[FR Doc. 2022–03290 Filed 2–15–22; 8:45 am] 

BILLING CODE 4000–01–P 

DEPARTMENT OF EDUCATION 

[Docket No.: ED–2022–SCC–0019] 

Agency Information Collection 

Activities; Comment Request; 

Connecting Adults to Success: Career 

Navigator Training Study (CATS Study) 

AGENCY: Institute of Education Sciences 

(IES), Department of Education (ED). 

ACTION: Notice. 

SUMMARY: In accordance with the 

Paperwork Reduction Act of 1995, ED is 

proposing a new collection. 

DATES: Interested persons are invited to 

submit comments on or before April 18, 

2022. 

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– 

2022–SCC–0002. 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. 

If the regulations.gov site is not 

available to the public for any reason, 

ED will temporarily accept comments at 

ICDocketMgr@ed.gov. Please include the 

docket ID number and the title of the 

information collection request when 

requesting documents or submitting 

comments. 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 PRA Coordinator of the 

Strategic Collections and Clearance 

Governance and Strategy Division, U.S. 

Department of Education, 400 Maryland 

Ave. SW, LBJ, Room 6W208DC, 

Washington, DC 20202–8240. 

FOR FURTHER INFORMATION CONTACT: For 

specific questions related to collection 

activities, please contact Melanie Ali, 

(202) 245–8345. 

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: Connecting Adults 

to Success: Career Navigator Training 

Study (CATS Study). 

OMB Control Number: 1850–NEW. 

Type of Review: New collection. 

Respondents/Affected Public: 

Individuals or Households. 

Total Estimated Number of Annual 

Responses: 503,950. 

Total Estimated Number of Annual 

Burden Hours: 4,257. 

Abstract: This demonstration study 

will examine the impact of training for 

career navigators—local adult education 

provider staff who provide services to 

address the challenges that learners face 

navigating the transition to the 

workforce and to further education and 

training. The study will compare the 

education and employment outcomes of 

learners enrolled in adult education 

sites whose career navigators are 

assigned by lottery to receive the study’s 

training (the treatment group) with the 

outcomes of learners enrolled in the 

business-as-usual sites who are assigned 

by lottery to receive the study’s training 

after the study period (the comparison 

group). Approximately 64 adult 

education sites from across five to seven 

states are expected to participate in the 

study. Impacts on learners’ education 

and employment outcomes will be 

examined after 18 and 30 months. 

Dated: February 10, 2022. 

Juliana Pearson, 

PRA Coordinator, Strategic Collections and 

Clearance Governance and Strategy Division, 

Office of Chief Data Officer, Office of 

Planning, Evaluation and Policy 

Development. 

[FR Doc. 2022–03284 Filed 2–15–22; 8:45 am] 

BILLING CODE 4000–01–P 


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