This report provides background information on Forest Service (FS) and Bureau of Land Management (BLM) revenue-based payments and a brief overview of a related payment program--the Payments in Lieu of Taxes (PILT) program. Because the revenue-based, Secure Rural Schools and Community Self-Determination Act of 2000 (SRS), and PILT payments interact…

Title VI of the Civil Rights Act of 1964 prohibits federally funded programs, activities, and institutions from discriminating based on race, color, or national origin. In its current form, Title VI remains largely unchanged since its adoption. Unlike the Civil Rights Act's better known and more heavily litigated provisions, Title VI is concerned…

This issue brief is one in a series examining timely topics that are relevant to Black families and children in the United States. The series identifies key information and opportunities for consideration by policymakers, researchers, practitioners, philanthropists, and others interested in supporting the progress of Black families and…

Reviews federal urban aid programs from the 1940s to the present. Maintains that federal redistribution programs fail to compensate for the effects of economic rivalry among cities and regions. Discusses several alternatives to current policy. (DM)

This hearing commemorates the 25th anniversary of the passage of the Elementary and Secondary Education Act (ESEA), and more specifically of Title I of the Act, later continued through Chapter 1 of the Education Consolidation and Improvement Act (ECIA). This legislation mandated Federal aid for the compensatory education of educationally…

Discusses the role of the science advisor to the President of the United States. Claims that, to have an effect, the advisor must address the President's issues rather than those of the science community. Argues that the view that the advisor is an ombudsman for scientists is a misconception. (TW)

Discusses issues related to federal funding of school arts programs. Outlines the role of art in a democratic society. Concludes that arts cannot be taught and teachers should encourage students to create and accept unique art forms. (CFR)