FR 2025-06039

The document in question is a notice from the Department of Education, specifically from the Office of Career, Technical, and Adult Education. It announces a proposed revision to an information collection request related to the Consolidated Annual Report (CAR) for the Carl D. Perkins Career and Technical Education Act of 2006, often known as Perkins V. This notice is part of the process required by the Paperwork Reduction Act of 1995, which seeks to minimize the paperwork burden on the public and Federal agencies.

General Summary

The primary purpose of this notice is to inform the public about proposed changes to the current information collection process and to invite comments on these changes. The Department is seeking feedback on whether this data collection is necessary, whether the burden estimates are accurate, and how the process could potentially be improved, especially through technological advancements. The proposed changes include reverting to a previously approved version of the collection, presumably to alleviate the reporting burden by eliminating some narrative requirements.

Significant Issues or Concerns

One prominent issue is the lack of detailed information on how the annual burden hours, estimated at 12,636, were calculated. This estimation is crucial because it informs respondents about the potential time investment they might be expected to make. Without clear detail, some stakeholders might question its accuracy or fairness.

Another concern is the potential impact of reverting to a previous version of information collection. While it seems aimed at reducing burden, it is not clear how these changes might affect the quality or completeness of the data collected. Additionally, the document lacks detailed justification for the specific performance indicators and how the chosen methodologies will effectively serve the goals of Perkins V.

The document's complexity, filled with technical jargon and procedural references, might limit its accessibility to the general public, reducing the likelihood of meaningful public engagement and feedback.

Impact on the Public

For the general public, this notice represents an opportunity to influence how educational performance data is collected and reported. The changes could lead to more streamlined processes, reducing the burden on educational administrators and allowing for potentially quicker data processing. However, individuals unfamiliar with the detailed workings of federal educational legislation may find it challenging to provide substantive feedback due to the dense technical language.

Impact on Specific Stakeholders

State, local, and tribal governments—the primary respondents for this information collection—could see both positive and negative impacts. On the positive side, reducing narrative requirements could alleviate some reporting burdens, allowing these bodies to allocate time and resources elsewhere. However, if the quality or utility of the collected data suffers due to these changes, it could hinder effective decision-making and policy implementation at local and state levels.

In conclusion, while the Department of Education aims to streamline reporting procedures and reduce burdens, the success of these initiatives depends heavily on clear communication, transparency in methodology, and meaningful incorporation of public feedback. Without addressing these significant issues, the proposed changes may lead to unintended hindrances rather than improvements in educational data collection and usage.