FR 2025-01202

The document from the Federal Register pertains to a planned revision by the Department of Education’s National Center for Education Statistics (NCES) regarding the Program for International Student Assessment (PISA) 2025. This assessment, designed to evaluate the literacy in reading, mathematics, and science of 15-year-olds on an international scale, is slated for its ninth cycle, with science being the primary focus for 2025. PISA is administered every three years, with participation expected from approximately 85 educational systems worldwide, including the United States.

General Summary

The U.S. Department of Education is inviting public feedback on the information collection request for PISA 2025, with comments due by February 18, 2025. This assessment will primarily focus on science literacy, complemented by an additional innovative domain, "Learning in a Digital World." These assessments will continue the trend of computerized administration used in recent cycles. The document outlines the intent to collect data from students and school principals, while notably excluding teacher questionnaires due to previous issues with data integrity.

Significant Issues and Concerns

One key issue presented in the document is the decision to omit the teacher questionnaire from 2025's assessments. In prior cycles, the lack of adequate data from the teacher questionnaires was cited as a reason for their exclusion. This could potentially lead to missing insights that teachers might offer about the educational environment and instructional methods. The document also invites feedback on ways to reduce the burden of information collection through the use of technology, yet it falls short of specifying any forthcoming technological innovations or strategies. This is a significant concern, as advancements in technology could streamline processes and improve participation and data accuracy.

There is also a lack of detailed explanation about the criteria used to choose the major and innovative domains. Furthermore, while the document states that public comments will be considered public records, it does not outline how these comments will influence the final stages of data collection and assessment design. This uncertainty could hinder meaningful public engagement.

Potential Impact on the Public

For the general public, especially parents, educators, and students, the PISA 2025 assessments represent an opportunity to gauge the educational completion and readiness of U.S. students in a global context. The results can inform national educational strategies and potentially prompt reforms aimed at bridging achievement gaps both domestically and internationally.

Impact on Specific Stakeholders

For Students and Schools: The impact on students could be significant, given that results from the PISA assessments often reflect on the educational quality and capabilities of the U.S. schooling system. Schools might experience pressures to align curriculums more closely with the tested domains.

For Educators and Policy Makers: While educators might miss direct input opportunities through the teacher questionnaire, understanding of broad educational trends remains crucial. Policy makers could use PISA data to guide educational policy and resource allocation decisions.

For the Department of Education: The omission of teacher questionnaires and technological strategies may impact the depth and quality of data. With science as the main domain, opportunities to modernize and enrich STEM education might be encouraged through feedback and subsequent educational strategies.

Overall, the document highlights a key moment in international educational assessment practices, inviting public input to refine and improve the data collection efforts associated with PISA 2025. The agency’s openness to public comment signifies a commitment to transparency and potential refinement based on stakeholder feedback, though specifics on consequent actions remain to be addressed.