Recent CRS Reports on Education

SCHOOL CHOICE: CURRENT LEGISLATION   
CRS Publication Date:  02/07/2006
Document No.:  IB98035
Author(s):  David P. Smole, Domestic Social Policy Division

Abstract:  Legislative proposals to provide parents with enhanced opportunities to select their children's schools are varied and widely debated. Many school choice proposals have been made with the intent of improving the quality and increasing the range of educational opportunities available to students. Some proponents of school choice suggest that the availability of more school choices will both provide more students with access to better schools and also induce public schools to improve through market competition. Some opponents express concerns about choice programs, such as the potential for redirecting public education funding and possible variation in the quality and availability of schools from which to choose.

AN OVERVIEW OF TAX BENEFITS FOR HIGHER EDUCATION EXPENSES   
CRS Publication Date:  01/20/2006
Document No.:  RL32554
Author(s):  Pamela J. Jackson, Government and Finance Division

Abstract:  This report provides an overview of the tax benefits for higher education, along with cost estimates of the revenue loss associated with these provisions. The report concludes with a discussion of the beneficiaries of education tax incentives. 

VOCATIONAL EDUCATION REAUTHORIZATION: COMPARISON AND ANALYSIS OF SELECTED PROVISIONS IN H.R. 366 AND S. 250   
CRS Publication Date:  01/23/2006
Document No.:  RL32962
Author(s):  Rebecca R. Skinner and Richard N. Apling, Domestic Social Policy Division

Abstract:  This report analyzes selected changes that H.R. 366 and S. 250 would make to current law and key differences between the bills. It begins with an examination of changes to relevant definitions made by both bills. This is followed by a detailed analysis of changes to funding formulas - both state allotments and within state allocations. The next section of the report considers changes that would be made to the Tech-Prep program, particularly by H.R. 366. Following this discussion, the report analyzes accountability requirements in both bills, including changes to the core indicators of performance and data reporting. The report concludes with an examination of state and local plans and uses of funds. Table 1 provides a general comparison of some of the key changes to current law that would be made by H.R. 366 and S. 250. Each of these changes is discussed in detail in a subsequent section of this report.

ACCREDITATION AND REAUTHORIZATION OF THE HIGHER EDUCATION ACT   
CRS Publication Date:  01/27/2006
Document No.:  RL32989
Author(s):  Rebecca R. Skinner, Domestic Social Policy Division; and Jody Feder, American Law Division

Abstract:  There are several key issues related to accreditation that may arise during the reauthorization of the HEA. These issues include, but are not limited to, the use of accreditation as a gauge of institutional quality, the elimination of accreditation as a prerequisite for participation in HEA Title IV programs, accreditation and distance education, accreditation and transfer of credit, and due process requirements that apply to accrediting agencies.

INSTITUTIONAL ELIGIBILITY AND THE HIGHER EDUCATION ACT: LEGISLATIVE HISTORY OF THE 90/10 RULE AND ITS CURRENT STATUS   
CRS Publication Date:  01/27/2006
Document No.:  RL32182
Author(s):  Rebecca R. Skinner, Domestic Social Policy Division

Abstract:  This report begins with an introduction to the current 90/10 rule and the formula used to determine whether an institution is in compliance with the rule. This is followed by an overview of the legislative history of the 90/10 rule and its predecessor, the 85/15 rule. The report concludes with a discussion of the 90/10 rule with respect to the current Higher Education Act reauthorization.

MONITORING FOREIGN STUDENTS IN THE UNITED STATES: THE STUDENT AND EXCHANGE VISITOR INFORMATION SYSTEM (SEVIS)   
CRS Publication Date:  01/24/2006
Document No.:  RL32188
Author(s):  Alison Siskin, Domestic Social Policy Division

Abstract:  Since the Immigration Act of 1924, the United States has expressly permitted foreign students to study in U.S. institutions. There are three main avenues for students from other countries to temporarily come to the United States to study, and each involves admission as a nonimmigrant. The three visa categories used by foreign students are: F visas for academic study; M visas for vocational study; and J visas for cultural exchange. While most non-immigrants are admitted with visas that have a precise expiration date, foreign postsecondary students are admitted for duration of status, which lasts as long as they are full-time students or participating according to the terms of their exchange programs.

THE CAMPUS-BASED FINANCIAL AID PROGRAMS: A REVIEW AND ANALYSIS OF THE ALLOCATION OF FUNDS TO INSTITUTIONS AND THE DISTRIBUTION OF AID TO STUDENTS   
CRS Publication Date:  01/19/2006
Document No.:  RL32775
Author(s):  David P. Smole, Domestic Social Policy Division

Abstract:  This report describes and analyzes (a) the process through which federal funds are allocated to institutions under the campus-based programs, (b) the potential for allocating all campus-based funding according to the existing need-based formulas, and (c) the current distribution of aid to students.

EVEN START: FUNDING CONTROVERSY   
CRS Publication Date:  01/17/2006
Document No.:  RL33071
Author(s):  Gail McCallion, Domestic Social Policy Division

Abstract:  The Even Start program, first authorized in 1989, grew rapidly in its first years, but it has been subject to increasing criticism in recent years and has seen its funding decline in FY2003, FY2004, FY2005, and most notably in FY2006. The Administration requested no funding for the program for either FY2005 or FY2006. The entire funding history for the program is illustrated and documented in Table 1. The rationale given for eliminating the program is the disappointing results from national evaluations of the program. Moreover, the Administration maintains that Even Start resources should be directed to other literacy programs it argues are potentially more efficacious. In addition, the Administration's Program Assessment Rating Tool (PART) for 2004 rated the Even Start program as ineffective.

THE CARL D. PERKINS VOCATIONAL AND TECHNICAL EDUCATION ACT OF 1998: BACKGROUND AND IMPLEMENTATION   
CRS Publication Date:  01/26/2006
Document No.:  RL31747
Author(s):  Rebecca R. Skinner and Richard N. Apling, Domestic Social Policy Division

Abstract:  On January 26, 2005, H.R. 366 (the Vocational and Technical Education for the Future Act) was introduced in the House. It was subsequently referred to the House Committee on Education and the Workforce. On March 17, 2005, the Committee reported the bill (H.Rept. 109-25). On May 5, 2005, the House passed H.R. 366, as amended, by a vote of 416-9.3 On February 1, 2005, S. 250 (the Carl D. Perkins Career and Technical Education Improvement Act of 2005) was introduced in the Senate. It was subsequently referred to the Senate Committee on Health, Education, Labor, and Pensions. On March 9, 2005, the Committee reported the bill without a written report. On March 10, 2005, the Senate passed S. 250, as amended, by unanimous consent. A detailed discussion of both bills can be found in CRS Report RL32962, Vocational Education Reauthorization: Comparison and Analysis of Selected Provisions in H.R. 366 and S. 250, by Rebecca R. Skinner and Richard N. Apling.

CRS Reports can be obtained from GalleryWatch.com. Individual reports are available from www.pennyhill.com.

Ron Jones, Reference & Electronic Services Librarian, University of Cincinnati College of Law