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CRS85746EPWpage07
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{""-'5‘ ;. '3 ' u.-U5. .~.. . ?ROVIS1GNS’ This section summarizesa Purposes The to local schools, students. eight major aspects of the program: purposes; definitien*ef magnet school: fundingaauthorizatienzv eligibilityyforvfunding; nondiscrimination requirements; authorized uses of funds; application requirements; and private school student participation. (Sections 703
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CRS85746EPWpage21
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appropriated; the nadir, prior to repeal, was in FY l?8l when $149.3 million wasv appropriated. Of that $149.2 million, 22 percent or $33.& million was awarded as Essie Crants under the State allotment formula; an-additional 39 percent or 359.9 million was awarded nnderrthesfiecretaryis discretionary authority for" Basic Grant uses. Slightly more than 20 percent or $30.0 million was used
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CRS85746EPWpage29
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attempts to reach an acceptable compromise, when S. 1285 was finally. brought to the Senate floor in June, 1984, the involved parties agreed on a program providing only magnet school assistance at an authorized appropriation level of $75 million a year for FY 1984, FY 1985 and FY 1986. $2] The focus on 1;] Ibid.. pp. 22-24. 13/ Federal Funds to Train, Retrain Math/Science Teachers Tangle
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CRS85746EPWpage37
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£RS-1? the term that took place in July 1984, during House floor consideration of the program. The regulations prohibit the use of funds "for any course of instruc- tion the substance of which the LEA [local educational agency} determines isr secular humanism.” 22/ -an-1-u Another controversy has arisen, this one focused on the Administration's efforts to rescind the FY 1985
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CRS85746EPWpage32
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u '1 ‘ . “ \. J e ' - , . ‘ D «. ? . 1 .1 ‘ 1 . V‘ J . \ i V , . . . ‘ _ r , - x . - ' 4 . _.‘(_‘_'y _ Q... ,_ . - ” ' ‘ '-. 4-"W". .--_ . ?-1'5" ..' A ‘N ’.-’f.‘~‘m‘-":.‘._'b"__ -. ,4 ' .'yr-'''.* 5': y_/:7 9'! - . ,” _«'
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CRS85577EPWpage39
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CRS-31 . .mam. >z<:¢mwu ._moo:m oz« pzw2uo<2<z % mo mu_uuo .omm_ m<u> 4<um_u ._zu:zau>ao mw_<_m aw»_2: mzp mo puucza .mu4m<_ 4<u.zc.m.: umuazom .eom. >u,:oau wozqzu pzmmuaawz .omm. s mam.. m>«;_:o omp<:._mw mom manna.» moz<:u m>_»<.:2:u .omm. >u 20¢; uoz<:u mpzumwmaum IU_I3 o_< 4<_uz<z.u pzmoapm oz< mmm. >u soc; uoz
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CRS85577EPWpage13
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20 years of actual experience, 1965-1984, plus the 6 years encompassed by the President's 1986 budget plan, 1985- 1990. The OMB historical series used for the subfunctions begin in 1962. In addition, in 1965 two major education laws were enacted, the Elementary and Secondary Education Act and the Higher Education Act. ‘ . The overview includes an analysis of change measured in 6-year seg
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CRS85577EPWpage11
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of Museum Services; Smithsonian Institution; and Department of Education activities in- cluding--National Institute of Education, National Center for Education Statis- tics, Education and Research Overseas, and Libraries. In examining these charts and tables, the reader should be alert to the distinction between the years 1965-1984 which represent actual experience, and the years 1989-1990 which represent
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CRS85577EPWpage14
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: --subfunction 501: implicit price deflator for State and local government purchases of nondurable goods and services; --subfunction 502: personal consumption expenditure deflator; and S -fsubfunction 503: personal consumption expenditure deflator. 10. From l966 through 1977, the Guaranteed Student Loan {GSL) column on the tables that follow does not include outlay data for GSLS psince the outlay data
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CRS85577EPWpage17
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—.r=4;«-—:4£.-;__r Vr‘,— -_ -.. ,. a-4, A A CR3-11 Total Education Cluster Outlays (outlays in millions of dollars) 1965 1975 1984 1990 Current do11ars............... $1,224 $7,321 $15,113 $15,904 (highest year = 1985) Constant do11ars.............. $4,301 $14,318 $15,113 $12,438 (highest year = 1981) Percent of budget............. 1.0% 2.2% 1.8% 1 1.3 (highest years = 1980 and 1981) Percent
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CRS85577EPWpage24
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+ _.3..fi2~ + mi; ._/Sm H .¢ cam. sway ¢mm_ .mm_ mum. mum. m~m_ mom. ago. A souuuosvm ~a:o«uuoo> nan .>uuv:ooum .muau=mflw~m CRS-16 om .; couuauscm uosmwm av«< aoquauaum auuocou was nuunuaou «ca. mumzov mo m:o::c._ E 82 .S....> _aumE ..... $2 23> _uomE noflnuzwm pom 9€::o Ha oysmrm coed; coma; 00 gm; on KL.” 2--9-—-1-o---1 O C U}
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CRS85577EPWpage05
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ABSTRACT This report portrays and discusses Federal spending for education programs in the context of a 26-year span: the past 20 years of actual experience (1965- 1984) and the spending plan for the next six years proposed in the President's 1986 budget. In addition to the 26-year review, various measures such as spending in constant dollars, as a percent of the gross national product (GNP
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CRS85577EPWpage21
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CR8-15 --Create tuition tax credits for elementary and secondary private school tuition fees. ,.'~»;»x;‘<-. --Create a tax incentive to encourage iowef and niddle-income families to save for their children's co11ege>educational expenses. v g»,;.;v --Initiate a voucher system for compensator§ education programs for the educationally disadvantaged-, A~”i=i T’ ” ,»
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CRS83522Spage33
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CRS-29 These cooperative programs illustrate the degree to which current activities involve joint ventures between the corporate employer and higher education insti- tutions. One of the continuing challenges is for both parties to recognize the pressures that impinge upon this relationship. In their efforts to respond to the interests of the firm, higher education institutions are being called upon to be more flexible in decisions related to traditional processes of course re- view, course content, staffing, and instructional settings. Also, rather than dealing with students on virtually an individual basis, the higher education in- stitution now finds itself dealing with a firm representing its own interest in education as well as the interests of a group of students. Consequently, the institution and the student are in a much less powerful bargaining position as decisions are made about offerings. The corporate employer, in turn, then has to cope with the traditional decision making process in higher education. Vari- ous observers have a continuing concern about the degree to which an institu- tion can alter normal decision making processes, staffing patterns, and time allocations, and still maintain the desired level of quality. FEDERAL ROLE The higher education delivery system in America consists of a complex matrix of private and public institutions that function with varying degrees of indepen- dence and dependence upon State agencies. The Federal Government's direct con- trol over institutions has been limited to setting criteria for an institution to participate in various Federal programs or receive Federal contracts. Vari- ous congressional actions have been taken to draw attention to selected national problems, to provide the fiscal resources needed to address these problems, to support "national interest" research activities, and to complement and supplement
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CRS83522Spage10
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in these States enroll over 60 percent of the Nation's private-college students. 2/ Between 1976 and 1981, the enrollment at private four-year-institutions remained about the same. However, by 1986, the National Center for Education Statistics (NCES) projects a 13 percent decline (17 percent if the NCES low projections are used) for these institutions. No other group of institutions is projected
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that selected institutions might survive. The ,£Q/ The States and Higher Education: A Proud Past and a Vital Future, May 1976. ‘E3 the Carnegie Council on Policy Studies in Higher Education: A Summary of Reports and Recommendations, October 1980. p. 81. ll] Does College Cost Too Much? Newsweek, April 12, l982. p. 56; and Private Colleges Could Be Hurt By Low Salaries, Delayed Maintenance. Higher Education
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CRS83522Spage26
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. For many adults, and especially for married women (with employed husbands), student aid under existing .g1/ Low or No Tuition: The Feasibility of a National Policy for the First Two Years of College, May 1975. ‘L3 The Carnegie Council on Policy Studies in Higher Education, 1980. p. 57. _2__8_/ Ibid. f
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