Provides analysis of condition of America’s schools, which have fallen into disrepair, and proposes $25 billion to renovate and modernize more than 35,000 public schools, and $5 billion to update infrastructure at community colleges. Chapters include: school modernization, a national imperative; building the future in our schools; keeping America's educators in the classroom; American Jobs Act education investments, by State. 68p

Results from a nationwide survey exploring Americans' attitudes toward public school buildings and investments to modernize America's school infrastructure. 2p

Lists date, issuer, and amount of qualified school construction bonds issued from 2009 through the present. The list is continuously updated.

The purpose of this memorandum is to provide guidance describing the Federal requirements State agencies and school food authorities must comply with in the National School Lunch Program and School Breakfast Program with respect to indirect costs. Includes rules for how districts bill school food programs for utilities, trash collection, and janitors, among other services, that are intended to eliminate variation from one district to the next and keep costs in check. The new guidelines provide examples of how charges could be calculated, what the difference is between indirect and direct costs, and what might be considered egregious charges. Page 21 of the document describes regulations about building a small kitchen; and page 92 details "Idle facilities and idle capacity" and page 98 discusses rental costs of buildings and equipment.

Summary chart of continuously updated information on sources of Recovery Act funding for school, college, and university facilities from the U. S. Departments of Education, Treasury, Energy, Interior, Agriculture, Commerce, and more. Includes links to guidance documents and application forms, as well as announcements of winning projects. 1p.

Includes sale date, issue, amount, ratings, and call provision of Build America Bonds issued in 2010. School districts, colleges, univerities, and community colleges are identified. The list is continuously updated.

Answers basic school facilities questions such as 1) How much PK-12 infrastructure is there? 2)What condition are our public schools in? 3)What difference does facility condition make? 4)How much does our PK-12 infrastructure cost? 5)Where does funding for PK-12 infrastructure come from? 15 references supporting the information are provided. 2p.

The objective of this program is to provide safe, functional, code-compliant, economical, and energy-efficient education facilities for American Indian students attending Bureau of Indian Affairs owned or funded primary and secondary schools and/or residing in Bureau owned or funded dormitories. This document includes elegibility requirements, financial and administrative information, contacts, assistance considerations, and post assistance requirements. 5p

Describes federal grant, tax, and finance programs dedicated to school construction, as well as grant, tax, and finance programs whose funds may be used for school construction. Each program is described in text, accompanied by charts that illustrate amounts allocated to and distributed from those programs in fiscal year 2009, through the American Recovery and Reinvestment Act of 2009, and the federal agencies managing the funds along with how much each agency was allocated. Also discussed and illustrated is the total United States capital outlay for public schools 2005-2008, and sources of operating and capital funding for U.S. schools. The document notes that the federal government considers school facilities a local responsibility, and that there is no staff dedicated to school the issue at the U.S. Department of Education. Twenty-nine links to the programs' websites are provided. 17p.

Reports on how the Department of Defense Education Activity (DoDEA) will establish a formal process whereby the best practices and design innovations in public and private school construction can be incorporated into the design of DoDEA schools, including the use of sustainable designs, green building systems, acoustics management, student safety/security, and interactive technology to create a positive learning environment for children and an efficient teaching environment for faculty. 41p.

Letter to Chief State School Officers, informing them about 2010 allocations for Qualified School Construction Bonds (QSCBs) and Qualified Zone Academy Bonds (QZABs), as well as recent legislation and guidance concerning QSCBs and QZABs.

This shows how the $11 billion of allocation authority to issue qualified school construction bonds for 2010 will be divided up among states and large local educational agencies. Under the allocations for 2010, states will receive $6.6 billion of the authority and large local educational agencies will receive $4.4 billion. Among the states, California will receive the largest allocation of almost $720.1 million, followed by Texas at $547.7 million. Of the local entities, New York City will receive the largest allocation, roughly $664.0 million, followed by the Puerto Rico Department of Education at almost $380.4 million, Los Angeles Unified at almost $290.2 million, and the city of Chicago School District 299 at $257.1 million. 5p.

This brief report highlights initial findings related to the following questions: (1) How much disparity exists in school facility spending by state and locality?; (2) How were school facilities addressed in the American Recovery & Reinvestment Act?; (3) What has happened to our nation's school facilities as a result of ARRA provisions?; and (4) Which schools and which students benefited from ARRA expenditures?

Information on Montana's stimulus fund allocations for school facilities, including: Quick Start (HB645), Deferred Maintenance & Energy Efficiency Improvement Grants (HB645); Quality Schools Facility Grant Program (HB152); and Qualified School Construction Bonds.

The American Recovery and Reinvestment Act of 2009 provided approximately $100 billion to the U.S. Department of Education with the initial goal of delivering emergency education funding to States. Over $67 billion in formula grants to states were awarded as of September 30th, 2009. As of November 2, 2009, there have been $42,093,235 in infrastructure expenditures. This report includes a national overview, state profiles, reports by program, ARRA reform and outreach, a conclusion, and appendices. 251p.

Reports that school districts with low credit ratings still have to offer interest payments on special tax credit bonds included in the U.S. stimulus plan. To compensate for weaker credit ratings and changing market conditions, some issuers have had to offer supplemental interest payments or original issue discounts. The American Recovery and Reinvestment Act passed in February created a new funding option for schools: construction bonds that offer federal tax credits in place of interest payments. Unlike past tax credit bonds, these offsets for federal income tax liabilities can be sold and traded separately from the bond principal. The credits allow schools to issue debt without having to pay interest, but some are finding they have to offer more incentives to attract buyers. 3p

Reports that K-12 students in New Orleans have made significant gains in school achievement during recent years, but that this progress is in jeopardy unless the federal government fulfills its "lingering responsibility" to help rebuild the public school infrastructure destroyed by Hurricane Katrina in 2005. The report also examines New Orleans schools' looming financial problems that stem from existing debt incurred before Hurricane Katrina and from the financial challenges of rebuilding an entire city's devastated schools. In the past year, school officials have embarked on what could become a $2 billion, decades-long drive to rebuild and renovate dozens of campuses throughout the city. Locally, several groups have voiced alarm that the plan could exacerbate inequities in the city if some of the children move into state-of-the-art new buildings in the next five years, while even more remain in dilapidated structures. Includes 45 references. 38p.

The American Recovery & Reinvestment Act of 2009 (ARRA) created several new types of tax-exempt bonds and tax credit bonds under the Internal Revenue Code. The latest guidance, forms and information on the ARRA bond provisions is available at links on this webpage, including Qualified School Construction Bonds, Build America Bonds, Qualified Zone Academy Bonds, various energy bonds,and Tribal Economic Development bonds. Information on Davis-Bacon is included.

Provides a comprehensive list of all current DoDEA schools with corresponding quality assessments. Includes a comprehensive list of all MILCON construction projects with associated costs required to correct facilities deemed “otherwise inadequate;” to eliminate temporary facilities; to bring facilities up to current standards as indicated by the DoDEA Education Facilities Specifications; and to address undersized facilities. Discusses the impact of base realignment and closure and global restationing actions on the student populations, as well as the subsequent effects on school construction. Provides an estimate of total annual sustainment, restoration, and modernization funds required to maintain the facilities of each DoDEA district at current standards, as mandated by the DoDEA Education Facilities Specifications, and the Department-prescribed recapitalization rate. 24p.

The Department of Education's (Education) Impact Aid Program provides funding to school districts that are adversely impacted by a lack of local revenue because of the presence of federal land, which is exempt from local property taxes. Impact Aid can be used for school expenses, such as facilities and teacher salaries. In response to concern about school facility conditions and concern that these conditions can affect student outcomes, GAO was asked to describe (1) the physical condition of schools in districts receiving Impact Aid because of students residing on Indian lands and (2) what is known about how school facilities affect student outcomes. GAO interviewed federal, state, and local officials; analyzed available independent school facility assessment data for three states; visited eight school districts that receive Impact Aid; and analyzed studies examining the relationship between school facilities and student outcomes. 46p

The Department of Education announced the availability of $59.4 million in grants under the Impact Aid Discretionary Construction Program funding for public elementary and secondary school facilities that enroll federally connected children, including children living on Indian lands. These projects fall in two areas: 1) emergency repair projects that address threats to the health and/or safety of students and staff, such as the need for upgraded fire alarm systems; 2) modernization projects that either help address enrollment concerns, such as the construction of new classrooms, or support educational programs, such as the construction of a science laboratory.

Provides detail on the Qualified School Construction Bond (QSCB) finance program, as supported by the American Recovery and Reinvestment Act (ARRA) of 2009. An overview of the program and its mechanics is followed by a comparison of these funds with the Qualified Zone Academy Bond (QZAB) and the Build America Bond (BAB) programs. A case study from Broward County (Florida) schools is included. 16p.

This letter describes the benefits of the Qualified School Construction Bonds (QSCB), Build America Bonds (BAB), and Qualified Zone Academy Bonds (QZAB) programs to help LEAs save money and make their repair, renovation, or construction dollars go further. Includes a fact sheet with basic facts on the bond programs, and a table with 2009 allocations to States of QSCBs and QZABs.

This notice provides guidance on qualified tax credit bonds called Qualified School Construction Bonds (QSCBs) under section 54F of the Internal Revenue Code. The notice sets forth the amount of QSCBs that may be issued by each State and large local education agency in 2009. QSCBs may be issued to finance certain construction and land acquisition expenditures relating to public school facilities.

This notice provides guidance on Build America Bonds under section 54AA of the Internal Revenue Code. It includes guidance on eligible types of projects and financings, initial implementation of the direct federal subsidy payment procedures, elections to use this program, and information reporting for this program. Certain guidance in this notice also applies to another type of Build America Bond in which a federal subsidy is delivered in the form of tax credits to investors instead of direct federal subsidy payments to state and local governments.

This notice provides guidance on qualified tax credit bonds called Qualified Zone Academy Bonds (QZABs) under section 54E of the Internal Revenue Code. The notice sets forth the amount of QZABs that may be issued within each State for each of the calendar years 2008 and 2009. QZABs may be issued to finance certain expenditures relating to a qualified zone academy established by a local education agency.

Details of appropriation of $39.6 million to 179 grantees for impact aid construction. The exact award amounts to specific states and school districts is listed. 11p.

Provides comprehensive information on the State Fiscal Stabilization Program, including the process for awarding funds to governors, eligible entities, application requirements, uses of stabilization funds by LEAs and by public institutions of higher education, the government services fund, and an extensive section on construction, modernization, renovation, and repair. Provides a Q&A on transparency, accountability, reporting, and other obligations, and a section on resources and information. 53p.

On January 15, 2009, the House Committee on Appropriations released a draft version of the American Recovery and Reinvestment Act of 2009 (ARRA). The primary purposes of the act focus on promoting economic recovery, assisting those most affected by the recession, improving economic efficiency by "spurring technological advances in science and health," investing in infrastructure, and stabilizing state and local government budgets. As part of this act, funds would be provided to several existing education programs administered by the U.S. Department of Education (ED), including programs authorized by the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA). The ARRA would also create new programs that would support school construction at the elementary, secondary, and postsecondary education levels and provide general funds for education to support state fiscal stabilization. This report provides a brief overview of the key provisions related to education programs that are or would be administered by ED that were included in the act under Title IX (Labor, Health and Human Services, and Education) and Title XII (State Fiscal Stabilization Fund). It also provides estimates of state grants for programs for which these estimates are relevant and for which data needed to produce the estimates are available. The report will be updated as warranted by legislative action. 34p.

Advises community school advocates on making their case for receiving funding from the Act. While no funding is specifically targeted to school construction, community schools might be eligible for funding that addresses community services. Sources of federal funding from a variety of agencies are summarized. 5p.

This webinar provides information to understand the specific requirements of the Davis-Bacon Act, when it applies, and the process necessary to ensure compliance and avoid enforcement actions and potential penalties. Recently enacted federal legislation and executive orders issued by the Obama Administration involving the use of federal stimulus monies will also result in additional prevailing wage compliance requirements and increased enforcement by the federal government. Federal public works contractors often do not understand the requirements for complying with the Davis-Bacon Act when bidding on and performing federal public works contracts and the consequences of noncompliance. Failure to comply with the Davis-Bacon Act can have dire consequences, including debarment and the loss of a major source of business, in addition to the exposure to substantial damages and attorneys’ fees.

Outlines sources for hidden funding to help construct and maintain school buildings, including local and state tax revenues, with some limited support from state and small federal initiatives; Local School Construction Bonds and Qualified Zone Academy Bonds; Impact Aid Discretionary Construction Grant Program and the Impact Aid Facilities Maintenance Program; Credit Enhancement for Charter School Facilities Program and the State Charter School Incentive Grants Program; Department of Defense Military Construction Program; State Energy Program Grants; Department of Agriculture Rural Community Facilities Program. Also describes competitive grant funds from federal or state agencies or from private grants awarded by community and corporate foundations.

Experts make projections concerning the education system for the year 2012 in the areas of technology, energy, state and local politics, safety and security, and federal issues.

Forecasts issues for schools in 2011. Subjects addressed include funding, class size, bond issues, community colleges, security, construction, sustainability, maintenance and operations, technology integration, and enrollment.

Describes the impending decrease in federal assistance to states, and cuts made at state levels in response.

Discusses the recent surge in rebates for energy-saving building upgrades. Funds and tax-credits are made available by utilities and governments at all levels. Measurements and documentation to prove savings are addressed. Four recently developed rebate programs, as well as four novel financing strategies are also described.

Describes the use of American Recovery and Reinvestment Act (ARRA) funds in several states to improve school facilities. Kentucky's hiring of 36 energy managers, solar energy projects in Idaho, a wood chip heating system in New Hampshire, and energy-efficient upgrades in Virginia schools are described.

Describes the Department of Defense Education Activity (DoDEA) 2010-2011 major facilities renovation and construction initiative that will eventually result in the modernization of 134 schools worldwide.

Profiles school construction and renovation funding that is available from the federal government. Details and procedures for the Qualified School Construction Bonds (QSCBs), Qualified Zone Academy Bonds (QZABs), and Eddie Tech are described, along with some school districts' experiences with these programs.

Describes how the Missouri's Lee's Summit School District cut costs and even made money by recycling, replacing its gas-powered vehicles with electric (with a federal grant), and accessed national auctions to receive bids on its surplus equipment, which also reduced storage costs.

Uses the example of Arkansas' Fayetteville School District to describe how a Qualified School Construction Bond was used to renovate a high school, even though the voters rejected an increased millage to pay for a new facility.

Describes various federal bond programs favorable to school construction. Build America Bonds and Qualified School Construction Bonds are addressed.

Discusses distribution of American Recovery and Reinvestment Act funds through the educational community, describing how some building programs have been enabled by grants and various low- or no-interest bond programs.

Highlights features of the American Graduation Initiative (AGI), which promises unprecedented federal support to community colleges. The 10-year program includes $2.5 billion for construction and renovation.

Author describes how California will benefit from a new state law that clarifies that the California Department of Education and the California School Finance Authority, under the Office of the State Treasurer, are authorized to allocate federal Qualified School Construction Bond tax credits to local educational agencies (LEAs) and Charter schools, respectively.

Discusses grant sources for "green" school facility construction or renovation. Matching the grant with the nature of the project and seeking donations, community sponsorships, and in-kind contributions are also discussed.

Discusses the trend toward public-private partnerships in higher education construction. Privatized housing is highlighted, as are benefits of federal stimulus funds and the tight bond market. Examples of seven creatively funded capital projects are described.

Briefly describes ten facilities-oriented benefits that can be executed with funds from the American Recovery and Reinvestment Act, as well as ongoing bond support and grant programs. This article presents 10 federal stimulus programs that offer education institutions an opportunity to upgrade their infrastructure and stimulate the economy: (1) Qualified School Construction Bonds; (2) Build America Bonds; (3) Bureau of Indian Affairs; (4) National Institute of Standards and Technology (NIST); (5) Race to the Top; (6) Research Facilities; (7) Qualified Zone Academy Bonds; (8) Lunch Program Equipment; (9) Qualified Energy Conservation Bonds; and (10) Rural Community Facilities Program.

Discusses current opportunities for renovating schools, emphasizing funds available from the American Recovery and Reinvestment Act of 2009, and use of funds to make school buildings more healthy and energy-efficient. Various federal bond programs are also discussed.

Presents cautionary advice for school districts receiving funds from the American Recovery and Investment Act of 2009. Careful listening to stakeholders, planning, cautious use of the funds, and thorough documentation are discussed. This is followed by a list four major caveats and advice on the partnership between school business officials and the federal government.

Describes opportunities for funding of higher education science facilities, with grants distributed through the National Center for Research Resources. The article describes qualifying projects, application procedures, and criteria for awards.

Reviews potential sources of school facilities improvement funds in the American Recovery and Reinvestment Act of 2009. School facilities needs will have to compete with a variety of other interests seeking funding from state stabilization dollars. Bonding assistance and grants to achieve energy efficiency are also discussed.

Describes measures educational jurisdictions can take to make the most out of their stimulus funds now, and create the conditions for designing outstanding 21st century schools, colleges, and universities, including: 1) start with pilot projects; 2) re-evaluate the classroom; 3) re-evaluate acreage standards; 4) reconsider property tax funding; and 5) search for community-school partnerships.

Reviews potential sources of school facilities improvement funds in the American Recovery and Reinvestment Act of 2009. School facilities needs will have to compete with a variety of other interests seeking funding from state stabilization dollars. Bonding assistance and grants to achieve energy efficiency are also discussed.

Describes opportunities for obtaining funding to create energy-efficient school, emphasizing new federal programs included in the American Recovery and Reinvestment Act, as well as ongoing grants and tax credits. Advice on organizing a strong case for federal and state funding is included.

Describes categories of aid to schools available under the American Recovery and Reinvestment act of 2009. It is recommended that this one-time stimulus should be devoted to nonrecurring items, such as capital improvements.

Advises on engaging in and funding sustainability initiatives on higher education campuses. Programs that are eligible for federal support are described, with an emphasis on those that conserve energy or generate energy from alternative and renewable sources. Examples of sustainable building initiatives are also included, along with a review of LEED certification of higher education buildings.

Discusses how funds from the American Reinvestment and Recovery Act (ARRA) of 2009 may be made available for school facility needs in states that choose to direct them there. Examples of school facility needs in a number of districts that do and do not anticipate receiving federal funds for school facilities are included.

This describes funding available from the American Recovery and Reinvestment Act(ARRA) to upgrade school and college facilities. Information sources about school facilities includes a description of the National Clearinghouse for Educational Facilities. Schools as centers of community is explored.

Identifies sources of funding to help build "green" schools, including federal and state programs, foundation grants, and partnerships with business.

Discusses how higher education facilities funding was eliminated from the American Recovery and Reinvestment Act (ARRA).

Describes how a report by Faith E. Crampton, associate professor in the UWM School of Education, "School Infrastructure Funding Need," written for the American Federation of Teachers (AFT)became a resource for President Barack Obama in considering improvements to school facilities. The study, which documents infrastructure funding needs in each of the 50 states, is helpful in the planning process because it provides the numbers policymakers require.

This article reports that years of rising fuel and materials costs, compounded by current budget shortfalls and uncertainty about the marketability of construction bonds, have made school facilities directors eager to reap the benefits of President Barack Obama's economic-recovery initiative, which is slated to include federal money for building and modernizing schools. The Democrats in the U.S. House of Representatives released their version of the bill on Jan. 15. It would set aside $14 billion for local school districts for a school modernization and repair program, which includes technology upgrades and energy-efficiency improvements. Although no official date has been set for final action on an economic-recovery plan, the Senate will also offer its own version of such legislation.

Furthers development of an emerging thread of quantitative research that grounds investment in school infrastructure in a unified theoretical framework of investment in human, social, and physical capital. The author uses canonical analysis, a multivariate statistical approach that allows for multiple independent and dependent variables. Level of student poverty is added as a control variable given an extensive body of research that supports its negative impact on achievement. Descriptive statistics are generated as well as a Pearson product moment correlation matrix to diagnose and address potential issues of multicollinearity and simultaneity. Three national databases are used: United States Census Bureau, US Department of Educations National Assessment of Educational Progress test score data, and the US Department of Educations Common Core of Data. Years analyzed are 2003, 2005, and 2007. The findings indicate that investment in human, social, and physical capital accounts for between 55.8 and 77.2 percent of the variation in student achievement in fourth and eighth grade reading and mathematics. Investment in human capital is consistently the largest influence on student achievement followed by social and physical capital.

Describes the federal government’s Qualified School Construction Bonds, Qualified Zone Academy Bonds, and Build America Bonds. Details of amounts available, eligibility, and links to application instructions are included.

Six school facilities experts reflect on possibilites for school facilities improvement from the Obama administration, and on the proposed federal stimulus package. Anticipated improvements include funding for school construction, early childhood education, and technology. Hopes that the funding will be spent on modernization of existing schools, not just repair or new construction are expressed, as is the desire that the funds not be accompanied by excessive restrictions, that energy saving be stressed, that proven school safety programs be promoted, and that the impact of the current global economic crisis be considered.

Outlines how funds from the American Reinvestment and Recovery Act (ARRA) of 2009 may be made available for school facility needs in states that choose to direct them there. Examples of school facility needs in a number of districts that do and do not anticipate receiving federal funds for school facilities are included. Two types of tax credit bonds are also described, as are steps school districts should take toward receiving funding.