FR 2021-03302

The document from the Federal Register presents a proposed change by the Department of Education concerning an ongoing information collection project. Specifically, this involves the Early Childhood Longitudinal Study (ECLS) for the Kindergarten Class of 2022-23. Due to disruptions caused by the COVID-19 pandemic, the study has been postponed, with the focus now shifting to the Kindergarten Class of 2023-24.

General Summary

This notice from the Education Department informs the public of the delay in the Early Childhood Longitudinal Study due to the pandemic. The study is an essential undertaking by the National Center for Education Statistics (NCES) to gather comprehensive data on child development, early learning, and schooling experiences from preschool through elementary school. Public comments on the proposed changes are solicited by March 22, 2021, to ensure that modifications do not unnecessarily burden respondents and achieve the Department’s informational goals.

Significant Issues and Concerns

A couple of notable issues warrant attention:

1. Lack of Cost Details: The document does not detail the financial implications of delaying the study. This is a significant omission, as delays can lead to increased costs, especially if resources have already been allocated. An understanding of how the budget might be impacted would benefit the public and stakeholders in assessing the advisability of postponing the study.

2. Insufficient Explanation for Delay: While the delay is attributed to the pandemic, the document does not expansively explain how this conclusion was reached or its potential effects on the study's overall timeline and budget. This leaves unanswered questions regarding the decision-making process and future planning.

3. Ambiguous Technology and Process Details: The notice does not specify the methods or technology used in data collection. Without these details, it is challenging for the public to evaluate the efficiency, necessity, or burdensomeness of the proposed data collection process.

4. Abstract Terminology: The use of technical language such as "nonsubstantive change to a currently approved information collection" might be challenging for the general public to interpret, potentially impacting the quality of public feedback.

Public Impact

The postponement of this study might have broad implications for the public. On a general scale, it may delay the availability of updated and rich data necessary for policymakers and educators focusing on early childhood education and development. Such data are crucial for informed decision-making and policy formation aimed at improving educational outcomes for young children.

For respondents involved, including individuals or households, the delay could either provide additional preparation time or lead to misalignment with the school year timing, thereby affecting participation willingness or data accuracy.

Impact on Specific Stakeholders

• Policy Makers and Researchers: They may face delays in accessing current data, crucial for shaping early childhood educational policies. This might slow down improvements in educational programs for young children.

• Educational Institutions: Schools and educational organizations might experience a lag in implementing data-driven strategies to support students, as they rely on the insights provided by such longitudinal studies.

• Families and Children: The delay could affect families who may benefit from enhanced educational resources and programs designed based on study findings. Additionally, this could impact children transitioning into kindergarten, as the postponement prevents immediate data-driven improvements.

In summary, while the document provides necessary information about a study crucial for educational development, gaps in details regarding cost and methods present challenges for public understanding and input. It raises important questions about the preparedness and adaptability of such projects in responding to unforeseen global events like the pandemic.