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Following the Kennedy opinion a number of state legislatures passed laws requiring remote vendors to collect sales tax in clear violation of Quill. The brief encourages the Court to overturn Quill. If the Court decides to replace the physical presence requirement the SLLC encourages the Court to adopt an economic nexus requirement—like the one the South Dakota legislature adopted. The Supreme Court will hear oral argument in this case on April It will issue an opinion by the end of June.

To learn more about the case listen to this podcast. We were disappointed that when Congress did provide additional hurricane aid and funded other programs, they did not fund Secure Rural Schools. Congress made a longstanding commitment to rural students and communities when it passed and extended Secure Rural Schools and Communities Self Determination Act of Secure Rural Schools funds essential education, transportation and public safety programs critical to rural forest counties, communities and schools.

Rural communities rely on SRS to offset lost tax revenue from lands transferred to federal ownership. Without SRS the lost tax revenue remains unavailable without economic alternatives even as the lands remain federally owned. In the meantime, Congress fails to fund SRS and is unable to adopt forest management policies to help restore economic stability in the rural forest communities.

When Congress failed to adequately fund the program, rural counties found themselves facing or absorbing deep, damaging cuts, as the SRS program was reverted to a timber receipt funding formula that originated more than years ag. Absent adequate SRS support, these rural communities are forced to cut programs supporting essential safety, fire, police, road and bridge, community and education services.

Our full letter is here. The timeline outlines key state and local actions and planning processes in these initial years of implementing new accountability, reporting, and school improvement systems, from the school year through and beyond. It also documents application and funding timelines for federal programs under ESSA, as well as opportunities and expectations for continuous improvement over time.

Access the timeline here. In response to the horrific school shooting in Parkland, Florida on February 14, AASA has assembled this set of resources and information to support school system leaders, their staff, their community, and their students as they navigate yet another round of student deaths. This set of information will be continually updated and revised. Earlier this week, AASA sent a letter to Congressional appropriators expressing our opposition to rider language that prohibits the use of federal funding to support school integration via transportation.

The language originates from a time when opposition to court-ordered public school racial integration was very high. The idea that such language persists today, when racial resegregation of public schools has surged, and when so many districts are voluntarily working to combat this trend by promoting equity and integration—both racial and economic—for the benefit of their students and their community, is unacceptable.

Read the full letter. When ESSA was signed into law in December , it included a new pilot that would allow school districts additional flexibility to better target their resources within and between schools in their district. Through the pilot, USED can allow up to 50 school districts to participate initially. Districts participating in the pilot will be able to combine federal, state and local dollars into a single funding stream tied to individual students. Through this pilot, ESSA provides flexibility within and between funding streams that can otherwise inhibit the ability of districts to more accurately and meaningfully target funding; this pilot is an opportunity for districts to demonstrate how WSF better meets district needs while still complying with underlying statute.

With this flexibility, LEAs can combine eligible Federal funds with State and local funds to create a single, student-centered funding system. A student-centered funding system in the context of the pilot is a funding system based on weights that allocate substantially more for students from low-income families, English learners, and other educationally disadvantaged student groups.

The webinars will clarify the opportunity interested LEAs have to apply for flexibility to implement a student-centered funding system as part of a pilot authorized by ESSA. Pre-registration is not required. The webinars will be recorded and posted -- with slides -- on the pilot web page.

Note: The official application is available; the application deadline is March 12 for districts intending to implement in school year and July 15 for districts intending to implement in school year It was great to see so many of you in Nashville for NCE last week - we hope you learned a lot and had some fun! Here is a roundup of what our team was involved with at the conference:. You can read AASA's full analysis and response here. As a draft report, it is open to public comment and feedback.

In a nutshell, our groups are concerned that the report missed the mark and fails to address the questions and tasks outlined in statute, and managed this incomplete response more than 6 months behind schedule.

As a point of reference, AASA is following three reports required by ESSA rural, Title I formula, and homework gap , all of which were due June of , and to date, only the rural report has been completed. The report details events that were hosted or facilitated but failed to report or demonstrate how rural and community feedback and experience is meaningfully and purposefully reflected in education policy.

Our nation's rural schools enroll more students than the nation's 75 largest school systems combined, yet the rural voice and perspective is often and after thought in federal education policy discussions. The formal comments delve into deeper detail and response about what USED had reported and what it means for schools.

The preliminary report, as drafted, falls short of this goal and remains an incomplete work. We urge USED to review thoroughly all public comments, incorporate them the final report, and announce a date when the final report will be submitted to Congress. As the recession drew to a close, the rate and frequency of these surveys slowed. Now, in , a decade removed from the depths of the recession, many state and local education agencies have yet to return to pre-recession funding levels and funding pressures continue to be a reality in their day-to-day existence.

To that end, AASA conducted a national survey of superintendents in December to gauge the extent to which schools continue to experience fiscal hardship as well as their capacity and approach to returning to pre-recession funding levels. This latest iteration comes as states and schools mark 10 years since the start of the recession, and report varied levels of recovery.

However, our public schools have yet to be operating at pre-recession levels. Some are there, but many are not, and they continue to aim for merely returning to pre-recession funding levels. As we prepare to review and respond to the President's proposed FY19 budget, his announced infrastructure plan, the ongoing negotiations around FY18 appropriations and how all three impact our nation's schools, some key findings from the survey jump out:.

AASA, The School Superintendents Association, is the national organization in the best position to lead the dialogue about the importance of public education. Last summer, we launched the I Love Public Education campaign , an ongoing effort to highlight the success of public education.

This package of turn key materials will help you effectively communicate the appropriate messaging about the critical value public education has in our society with your key stakeholders—board members, business and community leaders, staff, parents, students and the media.

In addition, the kit contains a social media guide that we encourage you to use and share with your colleagues and the community. At a time when education policy is distracted from the rich history of our public schools and the roles they play in preparing students to be productive adults, we need your help to lead, shape and grow a broad dialogue and support for public education.

Please continue to add to the conversation on Twitter with LovePublicEducation. Students who enter the doors of the school buildings in your community depend on the tireless work underway in your administration. At AASA, it is our job to help you and your staff excel on behalf of the students you serve. Thank you for the outstanding work you do. For additional information about the I Love Public Education campaign, please visit www.

Washington, D. Background : AASA is committed to efforts that advance and support federal education policy that supports and strengthens public education. When President Trump announced the end of DACA protections for young people brought here as minors, he started a six-month clock for Congress to resolve this issue.

That timeline expires in March, meaning Congress has less than two months to find common ground. That resulted in the shutdown. We are under the assumption that McConnell will honor his word and bring the vote; the real item to watch is if the House will pass what the Senate adopts. The person who answers is taking a tally of votes for and against, and the script you can read is below.

We at CRPE have been working with superintendent-led initiatives for nearly three decades. As we have seen, the most common mechanism for the failure of good ideas is local politics, in the form of opposition from unions, neighborhood groups, the school board or the central office.

As political scientists, Ashley Jochim and I had seen this before, in what might seem a surprising place, the American presidency. A classic book on our field, Richard E. As we show, superintendents gain the power to be effective by:. Our report unpacks these generalities and provides examples. We hope readers will benefit by seeing politics as a resource and a means to effectiveness, not just a source of annoyance and constraint. Paul T. School leaders from across the country are sharing their views right now as part of the Speak Up Research Project for Digital Learning.

Be sure to have your views included. More than , students, teachers and parents have participated so far, but the project needs more input from administrations to be sure your voice is included in final national reports. In addition to the state of educational technology today and what wakes you up in the middle of the night! The state and national survey findings will be shared with policymakers and educational leaders to inform their work.

As a thank you and an incentive, we are offering the chance to win a free registration to the National Conference on Education to those who participate in Speak Up. To maintain confidentiality, that identifying information will not remain with your survey responses; it will only be used for the registration give-away. Speak Up, a national initiative of Project Tomorrow, is both a national research project and a free service to schools and districts everywhere.

Congress recessed for the Holidays pushing final FY funding decisions to January Congress left Washington again without acting to fund Secure Rural School for the 9 million students in 4, school districts in forest counties in 41 states across the country. The SRS safety net is unraveling in counties and 4, school districts serving 9 million students in 41 states.

Congress failed again to act on SRS and forest management. The SRS safety net program for forest communities are based on historic precedent and agreements begun in removing federal lands from local tax bases and from full local community economic activity. Congress also just failed to provide additional hurricane aid and support for wildfires.

If you need contact information for any office in your congressional delegation, please let us know. ESSA includes a new fiscal transparency reporting requirement, whereby states will have to detail per pupil expenditures at the school and district level. This will have implications for districts in ensuring they understand their own allocation constructs, what it means for the schools they serve, and how it can be perceived in the community.

The webinar detailed what the requirement entails, what it will mean for state and district leaders, and things for districts to consider as they share this information with their communities. We've included all the information you need below, including background, contact information and talking points.

We reviewed and opposed both the House and Senate bills, and detailed our opposition to specific provisions which undermine federal support for public education and will negatively impact state and local funding for public schools.

Unfortunately, the bill going back to both the Senate and House chambers failed to make any changes that allow the bill to support and strengthen public education. To that end, we have a two-prong call to action: We ask you to both call your Congressional offices the phone tallies count!! AND to email the staff in your Congressional offices. Do you need the name and email address of the education staffer and legislative director for anyone in your Congressional delegation? Let us know, or email your state association director.

We gave them the full set of contact information. Use the text below as the basis of your email, and feel free to personalize with details about your district or specifics on what the tax policy ramifications will mean for your state and district. I am writing on behalf of the Delaware County School Boards Legislative Council to urge readers and all public education stakeholders to contact their members of Congress and ask them to vote No on the Tax Cuts and Jobs Act when it returns to the House of Representatives.

The Legislative Council is comprised of locally elected volunteer school directors representing each of the 15 school districts in Delaware County. More than 50 million 90 percent of U. The tax reform bill being considered in the U. Congress poses a very real threat to our public school students, parents and taxpayers. Please contact your members of Congress and urge them to support the schools that educate over ninety percent of our kids; tell them to vote NO on the Tax Cuts and Jobs Act.

Lawrence A. Any comments contained herein are his comments, alone, and do not necessarily reflect the opinions of any other person or organization that I may be affiliated with. The TCJA was passed by both the House and the Senate and will now move to conference as the chambers attempt to reconcile the differences between the bill while preserving enough support to get a final bill to the President's desk before Christmas.

These are coalition letters, meaning signed by multiple groups. As Congress moves forward with efforts to pass H. The House and Senate proposals include provisions to shrink or repeal the state and local tax SALT deduction ; divert public funding to private and religious schools via college savings accounts ; and eliminate tax deductions for school supplies and student loan interest payments.

Both versions of H. While refinancing school district debt is more complicated than taking out a low-interest loan to pay off higher-interest debt or refinancing a mortgage, refunding bonds effectively serve the same purpose. School districts have two options when issuing tax-exempt bonds for debt refinancing: current refunding bonds CRBs or advance refunding bonds ARBs. Both options allow districts to pay off high-interest outstanding bonds with a newer-issued bond that leverages falling market interest rates.

The main difference is when a district can issue them. ARBs can be issued even earlier, giving districts more time to take advantage of falling rates to refinance debt; the lower the rate, the more cost savings the district can expect. Without tax-exempt ARBs, districts will have less flexibility to refinance debt and reallocate funds from debt obligations to what matters most—students. If passed, H.

Implementing a cutoff date so soon will force districts with outstanding debt to accelerate their refinancing decisions and risk moving forward with incomplete information , or forego refinancing at taxpayer expense. However, there is still time to advocate on this issue; find everything you need to communicate with your representatives here.

Founded in , ASBO International is a nonprofit organization that, through its members and affiliates, represents approximately 30, school business professionals worldwide. Learn more at asbointl. This blog was cross-posted with permission and originally appeared at asbointl. Education Week published an article based on this blog, available here. We know the intricacies involved in any legislative vote, and the pressures unique to a tax conversation.

Like any budget or funding conversation, tax conversations are filled with tough decisions. Congress must both know and do better, and ensure that any tax reform plan is supportive of public education. We remain optimistic that this is just the first step in a long process and that subsequent steps will be more deliberate, more transparent, and premised on passing common sense tax policy that works for our country, its people, and its public schools.

AASA represents public school superintendents, and we are concerned that this bill--as currently drafted--shows little to no regard for the impact of its confluence of changes on our nation's public schools, on the ability of state and local governments' ability to adequately support public infrastructure including schools , on the reliance of deficit financing to pay for the tax cuts and the impact if will have on federal appropriations, and more. We will continue to monitor the broader tax reform effort for its myriad impacts on public education--both long and short term--and are deeply concerned that the bill being considered this week falls short of this threshold.

Read our full letter , and key excerpts are below. As a reminder, earlier this week we led a letter with 42 other national education groups opposing the House and Senate tax bill. We are keenly aware that any tax conversation, like any budget or funding conversation, it filled with tough decisions. Specific to the proposal, our concerns fall in four categories: state and local tax deduction SALT-D , specific education tax provisions accounts , preserving QZABs, and how pay-fors in the deal will impact education funding.

We will continue to monitor the broader tax reform effort for its myriad impacts on public education—both long and short term—and we are concerned that the proposal released today ties the hands of state and local governments to support their communities, promotes the privatization of education funding, and attacks, rather than supports, public education in our nation. We are deeply committed to ensuring students get the best possible education and support, and the elements of the plan being considered today fall far short of this basic expectation.

Congress can—and must—do better. For these reasons, we are opposed to the legislation being considered this week. AASA submitted comments in response to the proposed priorities, outlining our continued opposition to competitive allocation of federal funds, particularly when this administration attempts to prioritize policies it eliminates funding for in annual appropriations.

Our comments expressed opposition to the effort to expand and prioritize choice and privatization, and the disconnect on impact for rural schools and communities. We write " The FCC is considering a policy change which would deeply cut--if not eliminate--it support for Category 2 internal connections within the E-Rate program. Adopted as part of the modernization, this is a premature policy consider that would undermine the intent of the vote and threaten the ability of schools and libraries to access and afford high speed connectivity in their classrooms.

To that end, AASA provided a template response, and more than educators from schools and libraries across the country. You can read AASA's formal comments here. Specific to the proposal, our concerns fall in three categories: state and local tax deduction SALT-D , specific education tax provisions accounts and how pay-fors in the deal will impact education funding. Additional detail can be found in the attached letter.

While AASA does not ma intain counsel, we do from time to time engage in the Supreme Court process when a pending case has implications for public schools. Last term, we filed in the Endrew Case, related to special education. We just recently signed onto an amicus brief from 'amicus curiae', which means 'friend of the court' , a process by which someone who is not a party to the case can provide information or context that bears on the case.

Her organization led the effort, which was also supported by the National School Boards Association and the National Association of Elementary School Principals, among others. In this case South Dakota is asking the Supreme Court to hold that states may require out-of-state retailers to collect sales tax. In Quill Corp. North Dakota , the Supreme Court held that states cannot require retailers with no in-state physical presence to collect sales tax.

Following the Kennedy opinion a number of state legislatures passed laws requiring remote vendors to collect sales tax. The SLLC amicus brief makes two main points. First, it explains why this is the right case for the Court to take. In recent years numerous cases and state laws have challenged Quill at the margins.

This case directly asks the Court to decide whether to overturn Quill without any distractions like factual issues. Second, now is the right time for the Court to consider overturning Quill because states and local governments are failing to collect billions of dollars in tax revenue annually at an increasing rate due to rising online sales. Supreme Court review is discretionary; four of the nine Supreme Court Justices must agree to hear any case.

Tomorrow, the House is expected to unveil the details of the anticipated tax reform package. We believe any comprehensive tax reform legislation must preserve this deduction. Elimination of this deduction would increase tax rates for certain tax payers, reduce disposable income, limit ability and support for local taxes, and damage local, state and national economies.

What can you do? Here is a pretty comprehensive set of resources for you to draw on:. Americans Against Double Taxation: This is the coalition we are active in. They have rich resources. The Speak Up surveys are now open! Each year the Speak Up research project for digital learning asks K students, parents and educators about the role of technology for learning in and out of school. Surveys will close on January 19, The Speak Up Research Project for Digital Learning, a national initiative of Project Tomorrow, is both a national research project and a free service to schools and districts everywhere.

Since fall , Speak Up has helped education leaders include the voices of their stakeholders in annual and long-term planning. More than 5 million participants have made Speak Up the largest collection of authentic, unfiltered stakeholder input on education, technology, schools of the future, science and math instruction, professional development and career exploration. National-level reports inform policymakers at all levels. Educators from more than 30, schools have used Speak Up data to create and implement their vision for the next generation of learning.

You can too! Surveys take less than 20 minutes to complete and are completely anonymous. Join more than , people from more than 10, schools to be sure your voice is heard this year! If Congress does not act quickly to extend funding for CHIP then school districts will lose funding for the critical health services provided to low-income children that ensure they are healthy enough to learn.

AASA supports five -year extension of the program. CHIP provides essential funding to support states to cover uninsured children. However, children cannot learn to their fullest potential with unmet health needs. The health services these children receive that ensure they are healthy enough to learn.

School districts depend on CHIP to finance many of these services and have already committed to the staff and contractors they require to provide mandated services for this school year. The failure to continue funding CHIP would merely shift the financial burden of providing services to the schools and the state and local taxpayers who fund them.

The full call to action is on the blog. E-Rate : The FCC is considering a policy change which would deeply cut--if not eliminate--it support for Category 2 internal connections within the E-Rate program. We need to create a groundswell of feedback from schools and libraries; please take the time to file comments. The full call to action—including a template response—is on the blog.

For the month of October, we ask you to consider to take one advocacy step each week. One week, reach out to your delegation about CHIP. The next week, file comments on ERate and why it matters. As always, reach out to Sasha, Leslie or Noelle for additional information, including contact information for your hill staff.

Quick Summary: The FCC is considering a policy change which would deeply cut--if not eliminate--it support for Category 2 internal connections within the E-Rate program. Check out E-Rate funding in your state! The promise of the E-Rate program is straightforward: to assure that all Americans, regardless of income or geography, can participate in and benefit from new information technologies, including distance learning, online assessment, web-based homework, enriched curriculum, increased communication between parents, students and their educators, and increased access to government services and information.

The E-Rate program provides discounts to public and private schools, public libraries and consortia of those entities on Internet access and internal networking. This methodology follows a long-established Universal Service Fund model, used to ensure affordable access to telephone services for residents in all areas of the nation since Source: EdLiNC. Policy Context : While Congress is not poised to make any changes to E-Rate, the Federal Communications Commission FCC is, and we want to make sure Congress knows what E-Rate, how schools and libraries use it, why the program matters, that it is working and is important, and what would happen to schools if the program were reduced or cut.

Congress needs to understand that the changes of the modernization are just starting to meaningfully reach schools and libraries, and that any substantive changes would be premature and poor policy. Since the modernized E-Rate with a higher spending cap rolled out in , schools have made active use of their Category 2 allotments. Specifically, this public notice asks how schools have used their allotments and whether schools made Wi-Fi purchases without E-Rate support.

The public notice also asks why some schools have not used their allotments yet and whether they planned to do so before the end of the 5-year formula cycle. There is a growing concern that the FCC is not asking these questions merely for data-gathering purposes but for another end in entirely. The Connect America Fund CAF , a universal service program like E-Rate is that provides subsidies for rural telecommunications carriers, remains underfunded and could use a funding increase.

The data collected in this rulemaking may stand as evidence that schools are not using or do not need some or all of their Category 2 funds, providing the FCC pretext to transfer E-Rate dollars to CAF. Once those dollars are transferred out of E-Rate, they may be gone forever and stand as a precedent for lower overall funding for E-Rate for years to come. A strong response from the education community might prevent the FCC from taking action to transfer E-Rate funds.

If you are pressed for time or need help submitting the comments, I can submit them on your behalf. Please email me nellerson at aasa. SALT-D prevents double taxation for local residents. Our allies in the House have confirmed these reports, and told us these talks are progressing rapidly. This is the first of several critical crossroads we expect to face, and we need your help to make calls to Congress immediately, urging Members to fully preserve SALT, and reject proposals that undermine this deduction which has been a central tenet of our federalism for over years.

The good news is that the talk of alternatives to eliminating SALT means our voices are being heard by Members of Congress, and they now know there is strong and widespread opposition to taking away SALT. However, we must remain vigilant and fully engaged because so-called compromise proposals can sound reasonable, but they also can be harmful to homeowners, middle class taxpayers, state and local governments and the public services they provide, much like full repeal of SALT.

Targets : Calls to any Members of Congress are helpful. We need to mobilize. The phone number for the Congressional switchboard is If you need contact information for your Congressional delegation, let us know. Thanks so much. First thing, though, some context:. Congress has a lot on its plate for this month, and only 12! On their to do list? So where do we stand? While this agreement is progress, it complicates an already complex Congressional calculus: December was already crunch time in a chamber that wanted to rewrite tax code by the end of the year.

It is important to know that Congress is bound to the pressures of the funding caps, which limits their ability to invest in programs. I am not going to go into detailed analysis of the House and Senate bills because: while the House bill has passed the full chamber it is unlikely the Senate bill will ever be voted on. The overall number with which the House and Senate started were different. From that overall number, the allocations to the various subcommittees also varied.

So, in addition to the fact that the Senate bill, for education, was less bad and had different allocations and priorities, it is in part because they are summing to different baselines. When you factor in that they have already agreed to a short term CR, it opens up the likelihood that we have another short term CR, and a small chance for a year-long CR. When we have a CR, programs are level funded. That is, FY18 programs would be funded at FY17 levels.

Which would be ok, except for the fact that the FY18 caps are BELOW the FY17 level, meaning that unless there is explicit action within a CR, there could be a chance for across-the-board cuts to bring us into compliance with the FY18 caps. Which reiterates the importance of Congress to address the funding caps by a balanced effort to raise the caps for defense and non-defense discretionary funding.

In short, as per usual, the funding conversation has a lot of moving pieces. Your voice will be important in helping Congress understand the importance of adequate and appropriate investment in education. AASA is including this effort as part of our broader year-long ' I Love Public Education ' campaign and we are pleased to have the support of our colleague organizations in this latest effort.

You can join today! Sign up now. Our public schools are where our students come to be educated in the fullest sense of the word as citizens of this great country. Every child has the right to an education that helps them reach their full potential and to attend schools that offer a high quality educational experience. These educators include teachers, paraprofessionals and principals who provide a well-rounded and complete curriculum and create joy in learning.

Our school buildings should have class sizes small enough to allow one-on-one attention and have access to support services such as health care, nutrition, and after-school programs for students who need them. In no way should local, state or federal funding be taken away from public schools and given to private schools that are unaccountable to the public. We will continue to promote the promise and purpose of public education, to elevate the great things happening every day in our public schools, and to engage communities about strategies that help students succeed.

We affirm our commitment to fight for resources and policies that would undermine these values. It's back to school, which means a LOT of things. For the past several years, we have collaborated with CoSN on this survey as a way to assess the current state of broadband and technology infrastructure in U. The survey gathered insights from K school administrators and technology directors nationwide, to assess key areas of concern for school districts, including affordability, network speed and capacity, reliability and competition, digital equity, security and cloud-based services.

The survey has been distributed. We switched formats this year, and each district is receiving it's own, distinct URL. This year, CoSN has partnered with Forecast5 Analytics to provide premium results in an online workbook of visual data analytics that will allow you to compare to districts across the country on IT infrastructure strategies.

Last week, we sent a custom survey link to your technology director. We ask that you follow up with your Technology Department to ensure that your school district is represented. The deadline is Friday, September 25th. Districts that participate in this survey will receive a report giving a high level overview of the survey results.

You will also have an opportunity to request detailed survey results from Forecast5 once you have completed the survey. If you have any questions about the survey or the subsequent report and analytics, please email survey forecast5analytics. Congress is funding many programs in Fiscal Year but has not yet funded SRS for the 9 million students in 4, school districts in forest counties in 41 states across the country.

The SRS safety net has unraveled in counties and 4, school districts serving 9 million students in 41 states. Congress has failed to act on SRS and forest management. The Secure Rural Schools program a safety net for forest communities in 41 states has expired. SRS payments are based on historic precedent and agreements begun in removing federal lands from local tax bases and from full local community economic activity.

Congress must extend and fund the SRS safety net until the federal government produces long overdue sustainable active forest management systems. The payments actually based on timber receipts are substantially below SRS funding forcing local school district and county budget cuts. Without immediate Congressional action to fund SRS for the short term and to establish forest policy, forest counties and school districts are cutting irreplaceable essential fire, police, road and bridge, community and educational services.

Tell your Member what lost SRS funds and funding based on shared timber receipts mean for students, and for roads and other essential services in your community. Provide examples of cuts to education, roads, bridges, police, fire, and safety programs.

Congress can and must fund SRS short term for Forest county communities are losing irreplaceable essential fire, police, road and bridge, community and educational services. Please direct any questions to Tammy Barbara tbarbara aasa. In July, AASA launched the I Love Public Education campaign, an ongoing effort to highlight the success and opportunities of public education and demonstrate how public schools develop future generations of successful students.

Following the AASA governing board's unanimous adoption of the Resolution in Support of Public Education , it's time to take the message to the local level: school districts. But, when it comes to amplifying the message, the power lies with our members. At the local level, there is nothing stronger than a unified message from the nation's public school districts, each proclaiming 'I Love Public Education'. To that end, we ask our members to work with their local school board to make the resolution a meeting agenda item, and that the board and superintendent work together to adopt their district's 'I Love Public Education' resolution this fall.

You can adopt the AASA version unedited, you can modify this version , or you can use our version as a starting point for your district's unique 'I Love Public Education' resolution. Whatever you adopt, we want to hear about it. Please submit your district resolution via email to LovePublicEducation aasa. Looking to do more? There's a lot more at the local level than just the school district. Could your town or county board adopt the resolution?

Can your mayor or town official adopt a version of the resolution? Could you generate a 'community partner' version, open to local officials, the chamber of commerce, and other local entities? At a time when education policy is undermining the rich history of our public schools and the roles they play in preparing students to be productive adults, we need your help to lead, shape and grow a broad dialogue and support for public education.

Beyond adopting a resolution, you can join the conversation on Twitter by using the LovePublicEducation hashtag. We appreciate the work you do to ensure the children of this country receive the best education possible. Let us know how we can help you. And it is only Wednesday! You can access her testimony and an archive of the hearing here. Appropriations : Today, the House appropriations committee considers the FY18 LHHS appropriations bill, which would provide funding for schools in the school year.

AASA sent a letter expressing our concern with the proposal to the subcommittee last week and a similar letter to the full committee. You can read AASA's letter of response. Can't be here? If you are on the Hill today, be sure to tell us how it went! As public schools educate more than 50 million students each year, it is critical that federal education policies address the needs of all our students, including the unique opportunities and obstacles faced in rural communities.

It seems everyone these days is talking about skills and competencies and their value in the labor market. Although rigorous academic preparation and college readiness remains a constant target for educators, employers are becoming increasing active and vocal about the skills gap and what it means to be career ready.

Despite widespread agreement among educators and policymakers that students need to be prepared for the demands of both academia and the workplace, there has always been divide between what it means to prepare for college vs. Part of the divide is purely practical: How can one system prepare students for college while giving them the experiences they need to develop workplace skills and competencies?

And finally there is the issue of measurement. There is still no widely accepted, fully validated measurement tool for assessing skills and competencies. A new report from the Center on Education Policy at George Washington University the organization I lead reminds us why the divide between academic and career readiness is increasingly antiquated.

The report, Building Competencies for Careers , finds that most jobs and careers require individuals that have both academic knowledge and one or more common skills and competencies. The report drew on information from the U. While all of the jobs analyzed by CEP require one or more of the deeper learning competencies, experts found several competencies to be most important. Also important were personal initiative and the ability to communicate and collaborate effectively. The deeper learning competencies also were more important for occupations requiring higher levels of experience, education and training than for entry-level type jobs.

The study suggests that schools that can provide students with the opportunity to learn these kinds of skills and competencies along with subject area content will help better prepare graduates for a wide range of jobs and careers. But providing all students with the opportunity to develop these skills and competencies in addition to learning rigorous academic content is not so easy to do and requires an array of resources.

Families, communities and business leader also have to do their part to help ensure students are both college and career ready. I predict the conversations about closing the skills gap will not end any time soon. Although the NCLB era is behind us, there is still reluctance among policymakers to value any skill or competency unless it can be adequately measured.

While part of that reluctance may be justified, it is also important for education leaders to heed employer feedback about the range of knowledge, skills and experience needed to keep the U. College and career readiness should not be a zero sum game. For a copy of the report plus additional resources, please visit CEP at www. The Consolidated Appropriations Act was signed into law on May 5, The Fiscal Year preliminary allocation, by State, can be found here.

While the amounts are not yet final, these estimates may be helpful in planning and informing decisions at the State level. A final allocation table will be issued prior to the distribution of Grant Award Notification documents on July 1, These assurances must be returned to the U. Department of Education by June 2, , to ensure timely allocation of FY funds. Federal fiscal year FY18 starts October 1, and runs through September 30, These are the federal funds that will be in school districts for the school year.

Unlike recent years, which prioritized and protected education investment, this proposal disinvests in education across the entire continuum, reducing support for early education, elementary education, and secondary education programs. Or, you can access AASA's written summary and analysis here. AASA Mission. Rural School and Community Trust About. Engage Ask Dan Join Communities. Middle School Kindness Challenge Overview. What Does Equity Mean to You?

Email us at webmaster aasa. You can access the FAQ document by clicking here. Additionally, please continue to submit your questions through our ongoing webinars or directly to staff Elleka Yost eyost asbointl. Few expected busing to be a major issue during the June 27 Democratic debate. However, some of this past history still stubbornly lurks in federal legislation to this day, in the form of harmful federal restrictions that prevent school districts from using federal funds for transportation for school integration purposes.

Such a restriction handcuffs school districts at a time when cross-racial understanding is more important than ever. Read our full comments , as well as the ex-parte letters filed after our meetings with the offices of Cmsrs. Pai , Carr and O'Rielly. Even as things heat up on the campaign trail and Congress begins to turn its attention to home states and home districts over the summer August recess and fall rolling up to the November elections, the fact remains there are a bevy of issues that could be impactful and consequential to education.

Those issues are the ones that were highlighted during the advocacy conference, and are the ones that you and your fellow educators can use as the basis for any advocacy or outreach you may do during the summer recess and fall, when you may be able to meet with your Congressional delegation while they are home.

We also did a quick round up of the other topics that may garner news coverage, come up in conversations in your community, or otherwise emerge on your radar. All of these topics are summarized in our talking points. Use these resources to make the most of the August recess and fall campaign period. Members in the home district are ripe for a visit to a public school, an opportunity to see what the district is doing, what it needs, and how federal policy can bolster the two.

The FY18 allocations must be the starting point for any FY19 discussions. Even with this significant funding increase, the final FY18 allocation is below what it would have been if Congress had level funded USED since FY12 and just adjusted for inflation. We oppose all vouchers and privatization schema. Urge your delegation to increase investment in the LHHS bills, and direct a larger share of the overall increase in non-defense discretionary funding to LHHS, to support education.

Check out the latest update on Senate action. California fires are burning forest acreages the size of East Coast cities. As Forest Communities pay the personal and economic price, Congress must act on long term forest management, fire prevention, and Secure Rural Schools. SRS funding for two years provides very short term financial support for the disintegrating SRS safety net serving 9 million students and county citizens in 4, school districts in forest counties in 41 states.

The Secure Rural Schools safety net program for forest communities is based on historic precedent and agreements begun in removing federal lands from local tax bases limiting local community management, economic activity and development. The novel coronavirus, in addition to having devastating impacts on It is discretionary fiscal policy that increases government spending during recessions and decreases government spending during expansions. Econ Lowdown Answers Monetary Policy - localexam.

Knowledge Check 2; Lesson 2. Start studying Econ lowdown demand post test answers. Macro Vocab Quizlet. An examination of a market economy to provide an understanding of how the size and composition of national output are determined. You can attempt it as often as you like. Meaning of Fiscal policy. When the government decides on the taxes that it collects, the transfer payments it gives out, or the goods and services that it purchases, it is engaging in fiscal policy.

The series covers topics in economics, banking and monetary policy. Econ Ed at the St. In the first part of this course, you will learn the key concepts of fiscal policy. Stimulate economic growth in a period of a recession. Additional fiscal stimulus will be necessary to prevent long-lasting economic damage.

Professor of the Practice of Economics Professor Leachman is interested in studying the subjects of international trade, exchange rates, fiscal policy, and international macroeconomics. Your post should include at least one well-developed argument regarding the topic. Romer and David H. Episode 20—Monetary Policy. Econ Lowdown Post Test Answers Monetary Policy HM Treasury is the government's economic and finance ministry, maintaining control over public spending, setting the direction of the UK's economic policy and working to achieve strong and Econ lowdown post test answers monetary policy.

The fund will provide economic assistance during a state of emergency, including services to homelessness programs and food banks, economic assistance to small businesses, nonprofit organizations, health care providers. Key Policy Responses as of August 27, Fiscal. You will learn what FICA and federal income taxes are.

HM Treasury is the government's economic and finance ministry, maintaining control over public spending, setting the direction of the UK's economic policy and working to achieve strong and Econ lowdown post test answers monetary policy. Bureau of Economic Analysis. Monetary policy and fiscal policy refer to the two most widely recognized tools used to influence a nation's economic activity. Econ Lowdown online lessons homework.

Students and instructors need us more than ever. Monetary Policy Forum, February 27, Romer examine why the debt-to-GDP ratio is such a strong predictor of crisis response, and in particular the role of sovereign credit market access in damping the fiscal response.

The paper finds that since the South African government has ran a sustainable fiscal policy, by reducing the primary deficit or increasing the surplus in response to rising debt. Fiscal policy, government debt, and economic growth in the Kaleckian model of growth and distribution. Zimbabwe experienced fiscal and current account deficit Parson, Board of Governors.

For example, if there is a good environment for households and firms to save and invest in the developing world, economic growth is generally observed. By using this site or the information, data or materials provided collectively, the "Information" , you acknowledge and agree to the following terms and conditions.

Taxation of resources is a combination of per unit, per revenue and lump sum taxes. It's as easy as 1, 2, 3. Pre-pandemic, 80 per cent of the government revenue went Economic decision-making, market processes, measurement and determination of aggregate prices and employment, money and banking process, fiscal policy, and monetary policy. State-of-the-art infrastructure is essential to economic competitiveness. Although fiscal expansions can raise domestic economic activity through various channels, they can also have crowding-out effects if the resources used to acquire public debt reduce domestic consumption and investment.

Elements of monetary and fiscal policy, international trade, economic development, and comparative economic systems. This section describes the monetary and fiscal policy problem. EOC Study Guide. This practice test is for reviewing on your economics knowledge. Monetary policy is far less effective at stimulating the economy than it was pre-GFC. So far, more than 40, applications for unemployment relief have been approved. International Vocabulary. EOC Review.

True or false? Estimated monetary and fiscal regimes for Estonia. Compare and contrast world economies and their differences in capital, and examine the four components of GDP with a dynamic speaker and scenes from the movie Cars.

To celebrate this continued success, we have curated a free collection of the most cited papers published in recent years. S monetary policy. Policy Actions amid Coronavirus. Quiz on Friday, January 27th! European state aid rules and fiscal rules have been suspended. So, economics is basically about choices. Objectives of Fiscal Policy sionary fiscal policy will lead to an offsetting monetary policy response. With ReviewEcon. Introduction to economic analysis and its application.

Louis Fed has free education resources for consumers and pre-K through college educators to aid in the study of money and banking, economics, personal finance and the Federal Reserve. Review Guide Here. Econ Test 3Study Guide Ch. May be taken before or after G Econ lowdown answers monetary policy. Fiscal measures already announced are being deployed on a range of policies that immediately prioritize health spending and those in need.

Don't be put off by the hype. Monetarist theory asserts that variations in the money supply have major influences on national output in the short run and on price levels over longer periods. Changes in monetary policies due to deviations from their targets always generate fiscal impacts. The section concludes with a discussion of policy implications of the analysis for the United States and the world. During a period when unemployment is high and economic growth is stagnant, Federal Reserve policymakers might decide to pursue which type of monetary policy?

Expansionary monetary policy Which monetary policy tool is the Federal Reserve using when it buys and sells government securities? Start studying Chapter 12 Fiscal Policy Econ. Curious about how well you grasp a specific concept within economics? Take Study. The Employment Act of stated as government policy "to promote maximum employment, production, and purchasing power. In two thought-provoking, interactive lessons, this course teaches students about fiscal policy, the avenue by which Congress and the president attempt to Create flashcards for each new chapter or unit of study.

In , a survey of members of the American Economic Association AEA found that while 84 percent generally agreed with the statement "Fiscal policy has a significant stimulative impact on a less than fully employed economy", 71 percent also generally agreed with the statement "Management of the business cycle should be left to the Model-Open and closed Input Output Model Economic Policy-Monetary-Income and Fiscal Policies.

If the economy takes an unexpected turn, it can take a long time to create new policy, and then a while longer for it to work, so there is a lag between taking action and creating change. Its main tools are government spending on infrastructure, unemployment benefits, and education.

Government confident of keeping fiscal deficit at 5. EOC Review Quizlet The financial services firm said the government is likely to focus on maintaining continuity in policy and spending on schemes allocated as per the interim budget. Monetary economics is the branch of economics that studies the different competing theories of money: it provides a framework for analyzing money and considers its functions such as medium of exchange, store of value and unit of account , and it considers how money, for example fiat currency, can gain acceptance purely because of its convenience as a public good.

Market Values. If the US economy is experiencing high inflation, the Fed would implement a tight monetary policy and the government would implement what fiscal policy? Have you heard the term fiscal policy? Perhaps you've heard people talking about unemployment, inflation, recessions, or even gross domestic product GDP. Hermann Center. Quickly acquire feedback and results to find out how well you did. Ricky post Expansionary and contractionary engagements with the fiscal policy are tools used for applying pressure or demand in our economy.

Econ lowdown post test answers monetary policy. Before entering academia, Stansel worked for seven years at the Cato Institute, a public policy research organization in Washington, D. Econ Lowdown Online Learning Looking for online courses for your students? This award-winning collection of new and improved resources will help bring economics lessons to life for your students with interactive activities, online courses, podcasts and more.

Fiscal policy is a broad term used to refer to the tax and spending policies of the federal government. This is done by controlling government spending and controlling government taxes. G Econ lowdown in plain english post test answers. It is a measure of the effect that a change in government spending and investment has on the gross domestic product. The authors take a balanced approach to micro- and macroeconomics, to both Keynesian and classical views, and to the theory and application of economics concepts.

Test your knowledge on all of Economic Growth. The meaning of these terms might be fuzzy now, but by the end of this course, you will not only know what they mean, but you will have learned how they are related. Human wants are unlimited, but the resources used to meet them are scarce. Monetarism is a school of thought in monetary economics that emphasizes the role of governments in controlling the amount of money in circulation.

Fiscal Policy, The percentage grade you get correct on the online lesson post-tests will be put in the gradebook as the Econ Lowdown Answers Monetary Policy - localexam. Key for questions 1— This course examines competing economic systems capitalist vs socialist and their ability to create value for society.

Nevertheless, there is a certain amount of disbelief about the Fiscal Theory of the Price Level, so it will be brushed aside. The purpose of the paper is to examine the effectiveness of fiscal policy instruments in Zimbabwe on economic growth as the major target variable in the period Throughout the book major policy initiatives are described and evaluated. Read this. The course engages modern texts in addition to classical texts from Adam Smith and Karl Marx.

The response will have to be refined and adjusted over time, as a function of both the pandemic dynamics and our improving understanding of the issues. Fundamental to both business and economics is the creation of value in the marketplace. The column argues that fiscal policymakers at the time created a 'doom loop', with unfounded pessimism feeding into policy, and the consequences of those policies increasing pessimism.

The digital transition in the United States was the switchover from analog to exclusively digital broadcasting of terrestrial television television programming.

Property investment in malaysia 2021 chevy It lets communities feel heard. For now, though, a good advocacy effort resulted in stronger policy high yield investment program rating assessment supports public education. It would have allowed all television stations within 80 kilometers 50 miles of the Mexican border, in areas such as San Diego and the Rio Grande Valleyto keep their analog signals active for another five years. The Fiscal Year preliminary allocation, by State, can be found here. Forest counties, communities, schools and students continue to the pay the price as extremely dangerous fires devastate local communities while also suffering loss of irreplaceable essential fire, police, road and bridge, community and educational services.
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Elmendorf, director of the CBO". July Archived from the original PDF on November 13, Retrieved November 20, Archived from the original PDF on February 7, Retrieved February 7, Archived from the original on October 18, Retrieved September 24, CBS News. November 18, ABC News.

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He realized too late that 'there's no such thing as shovel-ready projects' when it comes to public works. Accounting Today. December 17, Retrieved December 17, November Retrieved November 24, Anderson October 19, Weekly Standard.

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Automotive industry crisis California budget crisis Housing bubble Housing market correction Subprime mortgage crisis. Rothstein Allen Stanford. Government policy and spending responses. List of banks acquired or bankrupted during the Great Recession. Chrysler General Motors. Auction rate securities Collateralized debt obligations Collateralized mortgage obligations Credit default swaps Mortgage-backed securities Secondary mortgage market. Tea Party protests United States; c.

In December the U. The U. In October the Dow Jones Industrial Average was over 14,, but a year later it had shed nearly half its value. As financial markets tumbled around the world, consumer confidence sank, and firms began to lay off workers. By late the U. During the recession the U. Democrats controlled large majorities in both houses of Congress, and they moved quickly to pass a measure that Obama could sign.

Legislation was introduced in the U. Republicans also contended that, with the Democratic majority in both houses, Democrats ignored proposals offered by the minority. Economically, the stimulus sought to create new jobs and save existing ones and to invest in economic activities that would facilitate long-term growth. Nevertheless, GDP finally turned positive in the third quarter of , raising hopes that the country was emerging from recession, and the unemployment rate began to decline slightly throughout Although Democrats and Republicans disagreed over the effects of the stimulus some Republicans charged that the stimulus created no jobs , the nonpartisan Congressional Budget Office estimated 30 months after the stimulus was passed that the number of people employed had increased by between 1 million and 2.

Still, with unemployment remaining stubbornly high, both supporters and critics of the legislation had evidence that lent credence to their arguments that the plan either worked or did not. Print Cite. Facebook Twitter. Give Feedback External Websites.

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Unfortunately, the higher frequencies are challenged in areas where signals must travel great distances or encounter significant terrestrial obstacles. Most stations in the low-VHF channels 2—6 did not return to these frequencies after the transition. About 40 stations remained in the low- VHF after the transition, with the majority in smaller markets with a few notable exceptions.

These manufacturers did not anticipate widespread continued use of the relatively longer wavelength low-VHF channels. Stations that broadcast in analog on channel 6 have had an additional benefit of having its audio feed broadcast on As such, many stations that use channel 6 have taken advantage of this, and directly promote this feature, especially during drive time newscasts, and as a critical conduit of information in markets where severe weather such as hurricanes allowed a station the advantage to broadcast their audio via FM radio without having to contract with another FM operation to do so.

Digital television, however, does not have this feature, and after the transition, this additional method of reception is no longer available. This would allow the station to keep its audio on A purchase of HD Radio equipment or having a car stereo equipped with an HD Radio receiver is required to listen to this broadcast.

Planning for DTV reception assumed "a properly oriented, high-gain antenna mounted 30 feet in the air outside. Another website, TVFool provides geographic mapping and signal data to allow viewers to estimate the number of channels which will be gained or lost as a result of digital transition; while it estimated that marginally more stations would be gained than lost by viewers, this varied widely with viewers of low-VHF analog signals in distant-fringe areas among the most adversely affected.

An estimated 1. Viewers in rural and mountainous regions were particularly prone to lose all reception after digital transition. There are 80 media markets in which more than , households receive television signals by over-the-air broadcasts. While a small number of portable ATSC sets have started to appear, these are costly. Another option to people would be getting a USB -based TV tuner card for their laptop computer , which in addition to its low costs became a popular option after Microsoft released Windows 7 four months after the DTV transition ended.

A Google -sponsored program called Free the Airwaves sought to use the "empty" white space within the remaining TV for unlicensed use, like for Wi-Fi. Now that the switch from analog to digital broadcasts is complete, analog TVs are incapable of receiving over-the-air broadcasts without the addition of a set-top converter box.

Consequently, a digital-to-analog converter, an electronic device that connects to an analog television , must be used in order to allow the television to receive digital broadcasts. New requests for coupons were fulfilled only after unredeemed coupons expired. These coupons could be redeemed toward the purchase of a digital-to-analog converter at brick and mortar , on-line, and telephone retailers that had completed the NTIA certification process.

On January 21, , Senator Jay Rockefeller introduced a bill in the Senate titled the DTV Delay Act because millions of Americans would not be ready for the cutoff on February 17 due to a shortage of converter box coupons, and planning that the transition date be moved to June Kay Bailey Hutchison , worked together on the bill. Hutchison supported the idea because Rockefeller did not intend to ask for another postponement.

On January 22, The Nielsen Company said 6. Opponents pointed out that TV stations would face extra operating expenses, and those who paid to use the spectrum to be made available would have to wait. Under later amendments, stations could choose to end analog broadcasts before June 12 even if the bill passed, and any frequencies freed up by such action could be used by fire and police departments and other emergency services.

Those whose converter box coupons had expired would be allowed to apply for new coupons. The Senate unanimously voted on January 26, to delay the digital TV transition to June 12, Joe Barton led the movement in the House to defeat the measure, saying that "the DTV transition is neither stuck nor broke", and that any problems with the DTV transition can be fixed.

The bill was submitted to President Obama on February 4, who did not immediately sign it into law. On February 9, President Obama posted the bill on whitehouse. Under a midnight February 10 deadline imposed by the FCC, broadcasters disclosed whether they would still cease broadcasting analog signals on the original date of February 17, or if they would delay until June 12, should the DTV Delay Act be signed into law.

The FCC reserved final say on which stations would be allowed to transition on February 17 and which ones would be required to continue analog broadcasts, depending on how many viewers in each market have been determined not ready for the transition. On February 20, , the FCC released an order stating that stations that wish to go all digital before the final June 12, date must inform the FCC of that decision by March 17, While 93 large-city network owned and operated stations controlled by CBS , ABC , Fox TV and NBC would continue analog broadcasts until June 12, [86] many small-market broadcasters were unable to justify the extra cost, with non-commercial and independent stations very adversely affected.

No funding was provided to reimburse broadcasters who incurred additional costs due to the DTV Delay Act. Others left the question to their individual local stations. Some stations in coastal regions such as Fort Myers, Florida had chosen not to wait until June 12 so as to ensure transition is complete before hurricane season. In some cases, the Federal Communications Commission forced stations to continue full-power analog broadcast of at least a local newscast and information on the digital transition for an additional sixty days — a costly move for individual affected broadcasters.

Of stations which had indicated their intention to go digital-only in February , [92] affiliates of four major U. On April 12, Nielsen estimated that 3. On February 11, , the FCC announced it would allow of the applied stations to go all-digital on the original February 17 date, of which will be allowed to use their analog signal to inform unprepared viewers of the new transition date, or for emergency situations such as severe weather called "nightlighting". The FCC concluded that the other stations who applied present a "significant risk of substantial public harm," if they go all digital on February The FCC stated "We considered the presence of major networks and their affiliates critical to ensuring that viewers have access to local news and public affairs available over the air because the major network affiliates are the primary source of local broadcast news and public affairs programming".

On February 13, the FCC said 53 of the applied at risk stations had qualified to go all digital on February The other 43 qualified for nightlight service; 10 others could not comply with the nightlight clause. The total number stations which became digital only on February 17 was While the economic stimulus bill did allow additional funds for coupons, there was also a risk that available retail stock of the converter boxes themselves could prove inadequate.

The Consumer Electronics Association had estimated three to six million boxes remained in-stock at the beginning of February ; Nielsen Media Research reported five million households as "completely unready" for digital transition in this same time period. The average U. The FCC awarded the contract to several companies to provide expert installation services. On May 1, , Nielsen Media Research reported that 3.

It was believed Albuquerque , Santa Fe , Austin and Dallas would be the least prepared markets, but this turned out not to be the case, as most of the difficulties were in the Northeast, primarily with stations that changed their digital frequencies from UHF to VHF.

On June 13, , the FCC said their help line, with about answering phones, received , calls on June About one-third of callers still needed converter boxes, and one-fifth had reception problems. This transition is not a one-day affair. The National Association of Broadcasters said TV stations received 35, calls, but most callers merely needed to rescan. The Commerce Department said , requested converter box coupons on June 11, almost four times the average during the previous month. SmithGeiger LLC said 2.

This included homes which had requested coupons. That number was down to 2. In some cases where digital frequencies moved, people have been advised not only to re-scan but to "double-scan", in order to clear outdated information from the digital TV or converter box memory. Calls to the FCC decreased from 43, a day in the week ending June 15 to 21, the next week. Reception problems, representing nearly a third of calls at first, were down to one-fifth. On June 15, , U.

One of the most common problems was the return to VHF frequencies by stations that had used them when they were analog. Over stations were broadcasting digitally on the VHF spectrum after the transition, up from only on the frequencies before.

VHF analog signals travel further than UHF signals, but watchable VHF digital signals appear to have a more limited range than UHF with the lower power they are assigned, and they don't penetrate buildings as well, especially in larger cities.

In addition, channels 2 through 6 are more susceptible to many types of interference. Some receivers can deal with this problem better than others, but there are no standards. And with amplified antennas or amplifiers, it is possible to overload a converter box. Amplifiers can also cause noise that is interpreted as data. WLS-TV had received 1, calls just by the end of the day on June 12, and an estimated calls in total by June WLS-TV is just one station which may solve its problems by increasing its signal strength, but doing this required making sure no other stations are affected.

Many people having trouble with those stations could pick up stations from Reading and Atlantic City. In New York City, many called the FCC because they lived in apartment buildings with a single roof antenna which was not suitable for digital reception. The city reported antenna shortages and numerous requests for cable service. By the end of June, four stations had received permission to increase power. Ten other stations asked for power increases as well, but these were not in major cities; instead, the markets were in rural or mountainous areas such as Montana , Virginia , and Alabama.

The FCC had two concerns about the requests for more power: some stations just wanted a competitive advantage and were not actually experiencing difficulties. However, some stations with legitimate problems have asked to return to their UHF frequencies. Two months after the transition, "two or three-dozen" stations continued to have problems.

The higher power needed for UHF cost too much, and channel 24 had signal problems, so the station asked to move back. You pulled it off by working collaboratively with each other across the agency, and with the Commerce Department and other parts of government, and by thinking creatively to leverage all available resources. Still, the FCC planned a report on how well the transition went, and Genachowski admitted more work was needed.

A huge transition with significant impact on consumers that was not until the last moment adequately planned for or coordinated. But it's not a closed book. It is ongoing. There are still problems out there, lessons to be learned and a document to write. In September , the FCC announced a proposal to set a hard deadline of for low power stations to broadcast in digital, though this deadline was not adopted. One reason given was the cost required to fight "restrictive regulations that kept the Class A and LPTV industry from realizing its potential," including the campaign to require analog passthrough , a converter box feature that allows both digital and analog television to be viewed on older TVs.

After this, the study of how to further increase spectrum for wireless broadband began in Some plans called for eliminating broadcast TV entirely, but opponents of such a plan said the efforts made during the DTV transition would become pointless. By , voluntary efforts were planned. Sharing channels, made possible by the first transition, was approved in Another spectrum auction planned for and delayed to created a second digital transition, wherein UHF stations operating on channels 38—51 in the MHz band were moved into VHF or UHF channels 14— This was done in ten phases from — ATSC 3.

Transition to ATSC 3. Further, digital television stations may elect to broadcast in ATSC 3. If and when digital television stations sunset their ATSC 1. From Wikipedia, the free encyclopedia. Switchover from analog to exclusively digital broadcasting of terrestrial television television programming. Further information: Digital television transition. Main article: Digital television adapter.

Main article: Coupon-eligible converter box. Introduced in the Senate as S. Main article: American Recovery and Reinvestment Act of Main articles: Spectrum reallocation and United States wireless spectrum auction. January 7, Archived from the original on December 16, Retrieved March 23, Archived from the original on June 20, Retrieved June 13, Federal Communications Commission. February 18, Retrieved February 18, Archived from the original PDF on March 14, Retrieved July 23, International Journal of Digital Television.

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Retrieved May 1, Associated Press. Retrieved October 19, Television Broadcast. In his short tenure, the Chairman has advanced policies that run counter to or undermine programmatic changes designed to bolster and grow internet access, so that 24 hour learners could have 24 access. Collectively, these changes represent not only a missed opportunity, but a threat, to ensuring continued equitable access to connectivity for students and schools. What can be done?

There is momentum on the hill to reinstate the regulatory protections via legislation. AASA supported the Senate version of the bill--which was passed in May--to reinstate the protections. The vote now goes to the House. This is an admittedly uphill battle. While the general public broadly supports continuing the protections, it is a partisan issue on the Hill, with the GOP leading the effort to end the regulations.

Speaker Ryan does not want to take this vote because he not only doesn't support it, but it would be a rough vote for his party to take going into mid-term elections when any press about opposing the protections would certainly translate into primary and general election campaign fodder.

Even if we are able to force a House vote low chance , and is passes the House even lower chance! That said, it is a year of crazy firsts and unexpected things happening. To that end, if you find yourself reaching out to your Congressional delegation, make sure to tell your Representative that you support the continuation of the net neutrality protections and urge them to vote for the legislation to extend the protections. ESSA provides new opportunities for states and districts to use Title II-A funds to attract, support and retain high-quality and diverse educators by providing significantly more time for planning and collaboration, job embedded professional development that is aligned to student and teacher needs, coaching and mentorship.

Many states report that Title II-A funds make possible the majority of their professional development for educators. In addition, these funds can be used to support the educator workforce pipeline. We need every voice, and AASA is proud to support this day of action.

Nearly every district receives Title II funding to support the recruitment, preparation, development, and retention of excellent teachers and school leaders, but the funding for Title II is in danger of being eliminated. The elimination—or significant reduction—of Title II funding would have drastic and negative impacts on teachers, principals, school leaders, and the students they serve.

Time for a document dump! This blog post is a quick bit on those items. It links to their latest toolkit [ crossposted here ] and addresses the important topic of school-wide professional development. This means that general educators must be prepared with evidence-based strategies that support all learners, including those with learning and attention issues. Conversations about supporting, implementing, and scaling these strategies must begin at a local level so they can be customized to meet local needs, and teachers can use these strategies to improve student outcomes.

To learn more, you can download the toolkit. The House of Representatives is set to vote on a balanced budget amendment this week. AASA sent up its letter of opposition. It is embedded below:. Less than one month after Congress passed a bipartisan funding deal for federal fiscal year FY18 , there are proposals that would revert, if not eliminate, the recent commitment to federal investment, with potentially dire consequences for education. There are two different avenues under consideration, outlined here for your reference.

Both would undermine the vote to raise the spending caps for FY18 and FY19, which was adopted with bipartisan support and paved the way for the final FY18 package adopted in late March. These conversations are just getting started and the AASA advocacy team will be engaged in efforts to defeat both proposals and will make the appropriate information and calls to action available to our members via the AASA Leading Edge Blog. AASA's two-page summary provides an overall view of the federal budget as well as program-specific funding levels for education funding.

This bill provides funding for federal fiscal year FY18 , and those dollars will be in your schools in the school year. Fresh off of the first-ever Public Schools Week, the bill and its investments in public education are a step in the right direction toward supporting efforts to ensure every parent and student has access to a high-quality public school. As Congress hopefully!

Read the full letter here. The chronic underfunding of IDEA by the federal government places an additional funding burden on states, local school districts, and taxpayers to pay for needed services. This often means using local budget dollars to cover the federal shortfall, shortchanging other school programs that are also beneficial to students with disabilities. This level funding equates to approximately 15 percent of what is historically considered the additional cost of educating students with disabilities, less than half of the 40 percent that was the federal government's original commitment to students with disabilities.

We support prioritized and robust investment in IDEA, without negatively impacting funding for other education programs, and urge Congress to ensure a significant increase for IDEA in the final FY18 appropriations statute and use that appropriately adjusted funding level as the basis for further increased investment in FY You can read the full letter here.

In this case South Dakota is asking the Supreme Court to rule that states and local governments may require retailers with no in-state physical presence to collect sales tax. Ruling this way will require the Supreme Court to overturn long-standing precedent.

Congress has the authority to overrule Bellas Hess and Quill but has thus far not done so. Brohl for many of the same reasons the SLLC stated in its amicus brief in that case. Following the Kennedy opinion a number of state legislatures passed laws requiring remote vendors to collect sales tax in clear violation of Quill. The brief encourages the Court to overturn Quill. If the Court decides to replace the physical presence requirement the SLLC encourages the Court to adopt an economic nexus requirement—like the one the South Dakota legislature adopted.

The Supreme Court will hear oral argument in this case on April It will issue an opinion by the end of June. To learn more about the case listen to this podcast. We were disappointed that when Congress did provide additional hurricane aid and funded other programs, they did not fund Secure Rural Schools. Congress made a longstanding commitment to rural students and communities when it passed and extended Secure Rural Schools and Communities Self Determination Act of Secure Rural Schools funds essential education, transportation and public safety programs critical to rural forest counties, communities and schools.

Rural communities rely on SRS to offset lost tax revenue from lands transferred to federal ownership. Without SRS the lost tax revenue remains unavailable without economic alternatives even as the lands remain federally owned. In the meantime, Congress fails to fund SRS and is unable to adopt forest management policies to help restore economic stability in the rural forest communities.

When Congress failed to adequately fund the program, rural counties found themselves facing or absorbing deep, damaging cuts, as the SRS program was reverted to a timber receipt funding formula that originated more than years ag. Absent adequate SRS support, these rural communities are forced to cut programs supporting essential safety, fire, police, road and bridge, community and education services.

Our full letter is here. The timeline outlines key state and local actions and planning processes in these initial years of implementing new accountability, reporting, and school improvement systems, from the school year through and beyond. It also documents application and funding timelines for federal programs under ESSA, as well as opportunities and expectations for continuous improvement over time.

Access the timeline here. In response to the horrific school shooting in Parkland, Florida on February 14, AASA has assembled this set of resources and information to support school system leaders, their staff, their community, and their students as they navigate yet another round of student deaths. This set of information will be continually updated and revised. Earlier this week, AASA sent a letter to Congressional appropriators expressing our opposition to rider language that prohibits the use of federal funding to support school integration via transportation.

The language originates from a time when opposition to court-ordered public school racial integration was very high. The idea that such language persists today, when racial resegregation of public schools has surged, and when so many districts are voluntarily working to combat this trend by promoting equity and integration—both racial and economic—for the benefit of their students and their community, is unacceptable.

Read the full letter. When ESSA was signed into law in December , it included a new pilot that would allow school districts additional flexibility to better target their resources within and between schools in their district. Through the pilot, USED can allow up to 50 school districts to participate initially.

Districts participating in the pilot will be able to combine federal, state and local dollars into a single funding stream tied to individual students. Through this pilot, ESSA provides flexibility within and between funding streams that can otherwise inhibit the ability of districts to more accurately and meaningfully target funding; this pilot is an opportunity for districts to demonstrate how WSF better meets district needs while still complying with underlying statute.

With this flexibility, LEAs can combine eligible Federal funds with State and local funds to create a single, student-centered funding system. A student-centered funding system in the context of the pilot is a funding system based on weights that allocate substantially more for students from low-income families, English learners, and other educationally disadvantaged student groups.

The webinars will clarify the opportunity interested LEAs have to apply for flexibility to implement a student-centered funding system as part of a pilot authorized by ESSA. Pre-registration is not required. The webinars will be recorded and posted -- with slides -- on the pilot web page. Note: The official application is available; the application deadline is March 12 for districts intending to implement in school year and July 15 for districts intending to implement in school year It was great to see so many of you in Nashville for NCE last week - we hope you learned a lot and had some fun!

Here is a roundup of what our team was involved with at the conference:. You can read AASA's full analysis and response here. As a draft report, it is open to public comment and feedback. In a nutshell, our groups are concerned that the report missed the mark and fails to address the questions and tasks outlined in statute, and managed this incomplete response more than 6 months behind schedule.

As a point of reference, AASA is following three reports required by ESSA rural, Title I formula, and homework gap , all of which were due June of , and to date, only the rural report has been completed. The report details events that were hosted or facilitated but failed to report or demonstrate how rural and community feedback and experience is meaningfully and purposefully reflected in education policy. Our nation's rural schools enroll more students than the nation's 75 largest school systems combined, yet the rural voice and perspective is often and after thought in federal education policy discussions.

The formal comments delve into deeper detail and response about what USED had reported and what it means for schools. The preliminary report, as drafted, falls short of this goal and remains an incomplete work.

We urge USED to review thoroughly all public comments, incorporate them the final report, and announce a date when the final report will be submitted to Congress. As the recession drew to a close, the rate and frequency of these surveys slowed. Now, in , a decade removed from the depths of the recession, many state and local education agencies have yet to return to pre-recession funding levels and funding pressures continue to be a reality in their day-to-day existence.

To that end, AASA conducted a national survey of superintendents in December to gauge the extent to which schools continue to experience fiscal hardship as well as their capacity and approach to returning to pre-recession funding levels. This latest iteration comes as states and schools mark 10 years since the start of the recession, and report varied levels of recovery.

However, our public schools have yet to be operating at pre-recession levels. Some are there, but many are not, and they continue to aim for merely returning to pre-recession funding levels. As we prepare to review and respond to the President's proposed FY19 budget, his announced infrastructure plan, the ongoing negotiations around FY18 appropriations and how all three impact our nation's schools, some key findings from the survey jump out:.

AASA, The School Superintendents Association, is the national organization in the best position to lead the dialogue about the importance of public education. Last summer, we launched the I Love Public Education campaign , an ongoing effort to highlight the success of public education. This package of turn key materials will help you effectively communicate the appropriate messaging about the critical value public education has in our society with your key stakeholders—board members, business and community leaders, staff, parents, students and the media.

In addition, the kit contains a social media guide that we encourage you to use and share with your colleagues and the community. At a time when education policy is distracted from the rich history of our public schools and the roles they play in preparing students to be productive adults, we need your help to lead, shape and grow a broad dialogue and support for public education. Please continue to add to the conversation on Twitter with LovePublicEducation.

Students who enter the doors of the school buildings in your community depend on the tireless work underway in your administration. At AASA, it is our job to help you and your staff excel on behalf of the students you serve. Thank you for the outstanding work you do. For additional information about the I Love Public Education campaign, please visit www.

Washington, D. Background : AASA is committed to efforts that advance and support federal education policy that supports and strengthens public education. When President Trump announced the end of DACA protections for young people brought here as minors, he started a six-month clock for Congress to resolve this issue.

That timeline expires in March, meaning Congress has less than two months to find common ground. That resulted in the shutdown. We are under the assumption that McConnell will honor his word and bring the vote; the real item to watch is if the House will pass what the Senate adopts.

The person who answers is taking a tally of votes for and against, and the script you can read is below. We at CRPE have been working with superintendent-led initiatives for nearly three decades. As we have seen, the most common mechanism for the failure of good ideas is local politics, in the form of opposition from unions, neighborhood groups, the school board or the central office. As political scientists, Ashley Jochim and I had seen this before, in what might seem a surprising place, the American presidency.

A classic book on our field, Richard E. As we show, superintendents gain the power to be effective by:. Our report unpacks these generalities and provides examples. We hope readers will benefit by seeing politics as a resource and a means to effectiveness, not just a source of annoyance and constraint. Paul T. School leaders from across the country are sharing their views right now as part of the Speak Up Research Project for Digital Learning.

Be sure to have your views included. More than , students, teachers and parents have participated so far, but the project needs more input from administrations to be sure your voice is included in final national reports. In addition to the state of educational technology today and what wakes you up in the middle of the night!

The state and national survey findings will be shared with policymakers and educational leaders to inform their work. As a thank you and an incentive, we are offering the chance to win a free registration to the National Conference on Education to those who participate in Speak Up. To maintain confidentiality, that identifying information will not remain with your survey responses; it will only be used for the registration give-away. Speak Up, a national initiative of Project Tomorrow, is both a national research project and a free service to schools and districts everywhere.

Congress recessed for the Holidays pushing final FY funding decisions to January Congress left Washington again without acting to fund Secure Rural School for the 9 million students in 4, school districts in forest counties in 41 states across the country. The SRS safety net is unraveling in counties and 4, school districts serving 9 million students in 41 states.

Congress failed again to act on SRS and forest management. The SRS safety net program for forest communities are based on historic precedent and agreements begun in removing federal lands from local tax bases and from full local community economic activity. Congress also just failed to provide additional hurricane aid and support for wildfires. If you need contact information for any office in your congressional delegation, please let us know.

ESSA includes a new fiscal transparency reporting requirement, whereby states will have to detail per pupil expenditures at the school and district level. This will have implications for districts in ensuring they understand their own allocation constructs, what it means for the schools they serve, and how it can be perceived in the community.

The webinar detailed what the requirement entails, what it will mean for state and district leaders, and things for districts to consider as they share this information with their communities. We've included all the information you need below, including background, contact information and talking points.

We reviewed and opposed both the House and Senate bills, and detailed our opposition to specific provisions which undermine federal support for public education and will negatively impact state and local funding for public schools. Unfortunately, the bill going back to both the Senate and House chambers failed to make any changes that allow the bill to support and strengthen public education.

To that end, we have a two-prong call to action: We ask you to both call your Congressional offices the phone tallies count!! AND to email the staff in your Congressional offices. Do you need the name and email address of the education staffer and legislative director for anyone in your Congressional delegation?

Let us know, or email your state association director. We gave them the full set of contact information. Use the text below as the basis of your email, and feel free to personalize with details about your district or specifics on what the tax policy ramifications will mean for your state and district. I am writing on behalf of the Delaware County School Boards Legislative Council to urge readers and all public education stakeholders to contact their members of Congress and ask them to vote No on the Tax Cuts and Jobs Act when it returns to the House of Representatives.

The Legislative Council is comprised of locally elected volunteer school directors representing each of the 15 school districts in Delaware County. More than 50 million 90 percent of U. The tax reform bill being considered in the U. Congress poses a very real threat to our public school students, parents and taxpayers.

Please contact your members of Congress and urge them to support the schools that educate over ninety percent of our kids; tell them to vote NO on the Tax Cuts and Jobs Act. Lawrence A. Any comments contained herein are his comments, alone, and do not necessarily reflect the opinions of any other person or organization that I may be affiliated with.

The TCJA was passed by both the House and the Senate and will now move to conference as the chambers attempt to reconcile the differences between the bill while preserving enough support to get a final bill to the President's desk before Christmas. These are coalition letters, meaning signed by multiple groups. As Congress moves forward with efforts to pass H.

The House and Senate proposals include provisions to shrink or repeal the state and local tax SALT deduction ; divert public funding to private and religious schools via college savings accounts ; and eliminate tax deductions for school supplies and student loan interest payments. Both versions of H.

While refinancing school district debt is more complicated than taking out a low-interest loan to pay off higher-interest debt or refinancing a mortgage, refunding bonds effectively serve the same purpose. School districts have two options when issuing tax-exempt bonds for debt refinancing: current refunding bonds CRBs or advance refunding bonds ARBs. Both options allow districts to pay off high-interest outstanding bonds with a newer-issued bond that leverages falling market interest rates.

The main difference is when a district can issue them. ARBs can be issued even earlier, giving districts more time to take advantage of falling rates to refinance debt; the lower the rate, the more cost savings the district can expect. Without tax-exempt ARBs, districts will have less flexibility to refinance debt and reallocate funds from debt obligations to what matters most—students.

If passed, H. Implementing a cutoff date so soon will force districts with outstanding debt to accelerate their refinancing decisions and risk moving forward with incomplete information , or forego refinancing at taxpayer expense. However, there is still time to advocate on this issue; find everything you need to communicate with your representatives here. Founded in , ASBO International is a nonprofit organization that, through its members and affiliates, represents approximately 30, school business professionals worldwide.

Learn more at asbointl. This blog was cross-posted with permission and originally appeared at asbointl. Education Week published an article based on this blog, available here. We know the intricacies involved in any legislative vote, and the pressures unique to a tax conversation. Like any budget or funding conversation, tax conversations are filled with tough decisions.

Congress must both know and do better, and ensure that any tax reform plan is supportive of public education. We remain optimistic that this is just the first step in a long process and that subsequent steps will be more deliberate, more transparent, and premised on passing common sense tax policy that works for our country, its people, and its public schools.

AASA represents public school superintendents, and we are concerned that this bill--as currently drafted--shows little to no regard for the impact of its confluence of changes on our nation's public schools, on the ability of state and local governments' ability to adequately support public infrastructure including schools , on the reliance of deficit financing to pay for the tax cuts and the impact if will have on federal appropriations, and more. We will continue to monitor the broader tax reform effort for its myriad impacts on public education--both long and short term--and are deeply concerned that the bill being considered this week falls short of this threshold.

Read our full letter , and key excerpts are below. As a reminder, earlier this week we led a letter with 42 other national education groups opposing the House and Senate tax bill. We are keenly aware that any tax conversation, like any budget or funding conversation, it filled with tough decisions. Specific to the proposal, our concerns fall in four categories: state and local tax deduction SALT-D , specific education tax provisions accounts , preserving QZABs, and how pay-fors in the deal will impact education funding.

We will continue to monitor the broader tax reform effort for its myriad impacts on public education—both long and short term—and we are concerned that the proposal released today ties the hands of state and local governments to support their communities, promotes the privatization of education funding, and attacks, rather than supports, public education in our nation. We are deeply committed to ensuring students get the best possible education and support, and the elements of the plan being considered today fall far short of this basic expectation.

Congress can—and must—do better. For these reasons, we are opposed to the legislation being considered this week. AASA submitted comments in response to the proposed priorities, outlining our continued opposition to competitive allocation of federal funds, particularly when this administration attempts to prioritize policies it eliminates funding for in annual appropriations.

Our comments expressed opposition to the effort to expand and prioritize choice and privatization, and the disconnect on impact for rural schools and communities. We write " The FCC is considering a policy change which would deeply cut--if not eliminate--it support for Category 2 internal connections within the E-Rate program.

Adopted as part of the modernization, this is a premature policy consider that would undermine the intent of the vote and threaten the ability of schools and libraries to access and afford high speed connectivity in their classrooms. To that end, AASA provided a template response, and more than educators from schools and libraries across the country.

You can read AASA's formal comments here. Specific to the proposal, our concerns fall in three categories: state and local tax deduction SALT-D , specific education tax provisions accounts and how pay-fors in the deal will impact education funding.

Additional detail can be found in the attached letter. While AASA does not ma intain counsel, we do from time to time engage in the Supreme Court process when a pending case has implications for public schools. Last term, we filed in the Endrew Case, related to special education. We just recently signed onto an amicus brief from 'amicus curiae', which means 'friend of the court' , a process by which someone who is not a party to the case can provide information or context that bears on the case.

Her organization led the effort, which was also supported by the National School Boards Association and the National Association of Elementary School Principals, among others. In this case South Dakota is asking the Supreme Court to hold that states may require out-of-state retailers to collect sales tax. In Quill Corp. North Dakota , the Supreme Court held that states cannot require retailers with no in-state physical presence to collect sales tax.

Following the Kennedy opinion a number of state legislatures passed laws requiring remote vendors to collect sales tax. The SLLC amicus brief makes two main points. First, it explains why this is the right case for the Court to take. In recent years numerous cases and state laws have challenged Quill at the margins. This case directly asks the Court to decide whether to overturn Quill without any distractions like factual issues. Second, now is the right time for the Court to consider overturning Quill because states and local governments are failing to collect billions of dollars in tax revenue annually at an increasing rate due to rising online sales.

Supreme Court review is discretionary; four of the nine Supreme Court Justices must agree to hear any case. Tomorrow, the House is expected to unveil the details of the anticipated tax reform package. We believe any comprehensive tax reform legislation must preserve this deduction. Elimination of this deduction would increase tax rates for certain tax payers, reduce disposable income, limit ability and support for local taxes, and damage local, state and national economies. What can you do? Here is a pretty comprehensive set of resources for you to draw on:.

Americans Against Double Taxation: This is the coalition we are active in. They have rich resources. The Speak Up surveys are now open! Each year the Speak Up research project for digital learning asks K students, parents and educators about the role of technology for learning in and out of school. Surveys will close on January 19, The Speak Up Research Project for Digital Learning, a national initiative of Project Tomorrow, is both a national research project and a free service to schools and districts everywhere.

Since fall , Speak Up has helped education leaders include the voices of their stakeholders in annual and long-term planning. More than 5 million participants have made Speak Up the largest collection of authentic, unfiltered stakeholder input on education, technology, schools of the future, science and math instruction, professional development and career exploration. National-level reports inform policymakers at all levels. Educators from more than 30, schools have used Speak Up data to create and implement their vision for the next generation of learning.

You can too! Surveys take less than 20 minutes to complete and are completely anonymous. Join more than , people from more than 10, schools to be sure your voice is heard this year! If Congress does not act quickly to extend funding for CHIP then school districts will lose funding for the critical health services provided to low-income children that ensure they are healthy enough to learn.

AASA supports five -year extension of the program. CHIP provides essential funding to support states to cover uninsured children. However, children cannot learn to their fullest potential with unmet health needs. The health services these children receive that ensure they are healthy enough to learn.

School districts depend on CHIP to finance many of these services and have already committed to the staff and contractors they require to provide mandated services for this school year. The failure to continue funding CHIP would merely shift the financial burden of providing services to the schools and the state and local taxpayers who fund them. The full call to action is on the blog. E-Rate : The FCC is considering a policy change which would deeply cut--if not eliminate--it support for Category 2 internal connections within the E-Rate program.

We need to create a groundswell of feedback from schools and libraries; please take the time to file comments. The full call to action—including a template response—is on the blog. For the month of October, we ask you to consider to take one advocacy step each week.

One week, reach out to your delegation about CHIP. The next week, file comments on ERate and why it matters. As always, reach out to Sasha, Leslie or Noelle for additional information, including contact information for your hill staff. Quick Summary: The FCC is considering a policy change which would deeply cut--if not eliminate--it support for Category 2 internal connections within the E-Rate program.

Check out E-Rate funding in your state! The promise of the E-Rate program is straightforward: to assure that all Americans, regardless of income or geography, can participate in and benefit from new information technologies, including distance learning, online assessment, web-based homework, enriched curriculum, increased communication between parents, students and their educators, and increased access to government services and information.

The E-Rate program provides discounts to public and private schools, public libraries and consortia of those entities on Internet access and internal networking. This methodology follows a long-established Universal Service Fund model, used to ensure affordable access to telephone services for residents in all areas of the nation since Source: EdLiNC. Policy Context : While Congress is not poised to make any changes to E-Rate, the Federal Communications Commission FCC is, and we want to make sure Congress knows what E-Rate, how schools and libraries use it, why the program matters, that it is working and is important, and what would happen to schools if the program were reduced or cut.

Congress needs to understand that the changes of the modernization are just starting to meaningfully reach schools and libraries, and that any substantive changes would be premature and poor policy. Since the modernized E-Rate with a higher spending cap rolled out in , schools have made active use of their Category 2 allotments.

Specifically, this public notice asks how schools have used their allotments and whether schools made Wi-Fi purchases without E-Rate support. The public notice also asks why some schools have not used their allotments yet and whether they planned to do so before the end of the 5-year formula cycle. There is a growing concern that the FCC is not asking these questions merely for data-gathering purposes but for another end in entirely. The Connect America Fund CAF , a universal service program like E-Rate is that provides subsidies for rural telecommunications carriers, remains underfunded and could use a funding increase.

The data collected in this rulemaking may stand as evidence that schools are not using or do not need some or all of their Category 2 funds, providing the FCC pretext to transfer E-Rate dollars to CAF. Once those dollars are transferred out of E-Rate, they may be gone forever and stand as a precedent for lower overall funding for E-Rate for years to come.

A strong response from the education community might prevent the FCC from taking action to transfer E-Rate funds. If you are pressed for time or need help submitting the comments, I can submit them on your behalf. Please email me nellerson at aasa. SALT-D prevents double taxation for local residents.

Our allies in the House have confirmed these reports, and told us these talks are progressing rapidly. This is the first of several critical crossroads we expect to face, and we need your help to make calls to Congress immediately, urging Members to fully preserve SALT, and reject proposals that undermine this deduction which has been a central tenet of our federalism for over years. The good news is that the talk of alternatives to eliminating SALT means our voices are being heard by Members of Congress, and they now know there is strong and widespread opposition to taking away SALT.

However, we must remain vigilant and fully engaged because so-called compromise proposals can sound reasonable, but they also can be harmful to homeowners, middle class taxpayers, state and local governments and the public services they provide, much like full repeal of SALT. Targets : Calls to any Members of Congress are helpful. We need to mobilize.

The phone number for the Congressional switchboard is If you need contact information for your Congressional delegation, let us know. Thanks so much. First thing, though, some context:. Congress has a lot on its plate for this month, and only 12! On their to do list? So where do we stand? While this agreement is progress, it complicates an already complex Congressional calculus: December was already crunch time in a chamber that wanted to rewrite tax code by the end of the year.

It is important to know that Congress is bound to the pressures of the funding caps, which limits their ability to invest in programs. I am not going to go into detailed analysis of the House and Senate bills because: while the House bill has passed the full chamber it is unlikely the Senate bill will ever be voted on.

The overall number with which the House and Senate started were different. From that overall number, the allocations to the various subcommittees also varied. So, in addition to the fact that the Senate bill, for education, was less bad and had different allocations and priorities, it is in part because they are summing to different baselines. When you factor in that they have already agreed to a short term CR, it opens up the likelihood that we have another short term CR, and a small chance for a year-long CR.

When we have a CR, programs are level funded. That is, FY18 programs would be funded at FY17 levels. Which would be ok, except for the fact that the FY18 caps are BELOW the FY17 level, meaning that unless there is explicit action within a CR, there could be a chance for across-the-board cuts to bring us into compliance with the FY18 caps. Which reiterates the importance of Congress to address the funding caps by a balanced effort to raise the caps for defense and non-defense discretionary funding.

In short, as per usual, the funding conversation has a lot of moving pieces. Your voice will be important in helping Congress understand the importance of adequate and appropriate investment in education. AASA is including this effort as part of our broader year-long ' I Love Public Education ' campaign and we are pleased to have the support of our colleague organizations in this latest effort.

You can join today! Sign up now. Our public schools are where our students come to be educated in the fullest sense of the word as citizens of this great country. Every child has the right to an education that helps them reach their full potential and to attend schools that offer a high quality educational experience. These educators include teachers, paraprofessionals and principals who provide a well-rounded and complete curriculum and create joy in learning.

Our school buildings should have class sizes small enough to allow one-on-one attention and have access to support services such as health care, nutrition, and after-school programs for students who need them. In no way should local, state or federal funding be taken away from public schools and given to private schools that are unaccountable to the public.

We will continue to promote the promise and purpose of public education, to elevate the great things happening every day in our public schools, and to engage communities about strategies that help students succeed. We affirm our commitment to fight for resources and policies that would undermine these values.

It's back to school, which means a LOT of things. For the past several years, we have collaborated with CoSN on this survey as a way to assess the current state of broadband and technology infrastructure in U. The survey gathered insights from K school administrators and technology directors nationwide, to assess key areas of concern for school districts, including affordability, network speed and capacity, reliability and competition, digital equity, security and cloud-based services.

The survey has been distributed. We switched formats this year, and each district is receiving it's own, distinct URL. This year, CoSN has partnered with Forecast5 Analytics to provide premium results in an online workbook of visual data analytics that will allow you to compare to districts across the country on IT infrastructure strategies. Last week, we sent a custom survey link to your technology director. We ask that you follow up with your Technology Department to ensure that your school district is represented.

The deadline is Friday, September 25th. Districts that participate in this survey will receive a report giving a high level overview of the survey results. You will also have an opportunity to request detailed survey results from Forecast5 once you have completed the survey. If you have any questions about the survey or the subsequent report and analytics, please email survey forecast5analytics. Congress is funding many programs in Fiscal Year but has not yet funded SRS for the 9 million students in 4, school districts in forest counties in 41 states across the country.

The SRS safety net has unraveled in counties and 4, school districts serving 9 million students in 41 states. Congress has failed to act on SRS and forest management. The Secure Rural Schools program a safety net for forest communities in 41 states has expired. SRS payments are based on historic precedent and agreements begun in removing federal lands from local tax bases and from full local community economic activity. Congress must extend and fund the SRS safety net until the federal government produces long overdue sustainable active forest management systems.

The payments actually based on timber receipts are substantially below SRS funding forcing local school district and county budget cuts. Without immediate Congressional action to fund SRS for the short term and to establish forest policy, forest counties and school districts are cutting irreplaceable essential fire, police, road and bridge, community and educational services. Tell your Member what lost SRS funds and funding based on shared timber receipts mean for students, and for roads and other essential services in your community.

Provide examples of cuts to education, roads, bridges, police, fire, and safety programs. Congress can and must fund SRS short term for Forest county communities are losing irreplaceable essential fire, police, road and bridge, community and educational services.

Please direct any questions to Tammy Barbara tbarbara aasa. In July, AASA launched the I Love Public Education campaign, an ongoing effort to highlight the success and opportunities of public education and demonstrate how public schools develop future generations of successful students. Following the AASA governing board's unanimous adoption of the Resolution in Support of Public Education , it's time to take the message to the local level: school districts.

But, when it comes to amplifying the message, the power lies with our members. At the local level, there is nothing stronger than a unified message from the nation's public school districts, each proclaiming 'I Love Public Education'. To that end, we ask our members to work with their local school board to make the resolution a meeting agenda item, and that the board and superintendent work together to adopt their district's 'I Love Public Education' resolution this fall.

You can adopt the AASA version unedited, you can modify this version , or you can use our version as a starting point for your district's unique 'I Love Public Education' resolution. Whatever you adopt, we want to hear about it. Please submit your district resolution via email to LovePublicEducation aasa.

Looking to do more? There's a lot more at the local level than just the school district. Could your town or county board adopt the resolution? Can your mayor or town official adopt a version of the resolution? Could you generate a 'community partner' version, open to local officials, the chamber of commerce, and other local entities? At a time when education policy is undermining the rich history of our public schools and the roles they play in preparing students to be productive adults, we need your help to lead, shape and grow a broad dialogue and support for public education.

Beyond adopting a resolution, you can join the conversation on Twitter by using the LovePublicEducation hashtag. We appreciate the work you do to ensure the children of this country receive the best education possible. Let us know how we can help you. And it is only Wednesday! You can access her testimony and an archive of the hearing here.

Appropriations : Today, the House appropriations committee considers the FY18 LHHS appropriations bill, which would provide funding for schools in the school year. AASA sent a letter expressing our concern with the proposal to the subcommittee last week and a similar letter to the full committee. You can read AASA's letter of response. Can't be here? If you are on the Hill today, be sure to tell us how it went! As public schools educate more than 50 million students each year, it is critical that federal education policies address the needs of all our students, including the unique opportunities and obstacles faced in rural communities.

It seems everyone these days is talking about skills and competencies and their value in the labor market. Although rigorous academic preparation and college readiness remains a constant target for educators, employers are becoming increasing active and vocal about the skills gap and what it means to be career ready. Despite widespread agreement among educators and policymakers that students need to be prepared for the demands of both academia and the workplace, there has always been divide between what it means to prepare for college vs.

Part of the divide is purely practical: How can one system prepare students for college while giving them the experiences they need to develop workplace skills and competencies? And finally there is the issue of measurement. There is still no widely accepted, fully validated measurement tool for assessing skills and competencies. A new report from the Center on Education Policy at George Washington University the organization I lead reminds us why the divide between academic and career readiness is increasingly antiquated.

The report, Building Competencies for Careers , finds that most jobs and careers require individuals that have both academic knowledge and one or more common skills and competencies. The report drew on information from the U. While all of the jobs analyzed by CEP require one or more of the deeper learning competencies, experts found several competencies to be most important.

Also important were personal initiative and the ability to communicate and collaborate effectively. The deeper learning competencies also were more important for occupations requiring higher levels of experience, education and training than for entry-level type jobs. The study suggests that schools that can provide students with the opportunity to learn these kinds of skills and competencies along with subject area content will help better prepare graduates for a wide range of jobs and careers.