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SCHOOL FACILITIES FUNDING - FEDERAL NCEF's resource list of links, books, and journal articles on the federal government's role in funding school and campus facilities repair, construction, and modernization. Includes resources on schools managed by the Bureau of Indian Affairs and the Department of Defense. 
Key Policy Letters Signed by the Education Secretary or Deputy Secretary
[QZABs]
Spellings, Margaret Mar 01, 2007
In a letter, Department of Education Secretary Spellings informed Chief State School Officers of the extension of Qualified Zone Academy Bonds (QZABs) through 2007. She also reminded them 2005 QZABs allocations will expire at the end of this year. QZABs are bonds subsidized by the federal government which can be used for rehabilitating and repairing school facilities (but not new construction), purchasing equipment, developing
curricula, and training school personnel. QZABs can help schools save up to 50% of the cost of financing allowable activities, and states are not required to submit an application to the federal government before using QZABs. Enclosed with the letter is a table showing the state allocations of QZABs for 2005-2007, denoting the maximum amount
of QZABs that may be issued within a state for a given year. 1p.
Closing America's Infrastructure Gap: The Role of Public-Private Partnerships.
http://www.deloitte.com/dtt/cda/doc/content/us_ps_PPPUS_final%281%29.pdf (Deloitte Research , 2007)
Reports on the increase in public/private partnerships to fund infrastructure needs, describing the benefits and challenges of these mechanisms. For school construction, the typical models for private financing are cited, as are the experiences of the United Kingdom, which has the world's largest and most advanced public-private partnership program. Recent advances in state legislation alternative financing for school construction are noted. 42p.
Detailed Information on the Historically Black College and University Capital Financing Assessment.
http://www.whitehouse.gov/omb/expectmore/detail/10009009.2007.html (U.S. Office of Management and Budget, ExpectMore.gov, Washington, DC , 2007)
Reports that this federal program has not been able to develop acceptable performance goals or collect data to determine whether or not it is performing. The program's purpose is clear and it addresses an existing need, but the program has major flaws. Its viability is hampered by problems with its escrow account, contractor fee structure, and loan package inflexibility. The program has performance measures, but has not collected data or set targets yet. It does, however, provide these institutions with more affordable loans than they would have gotten on the open market. Steps being taken to improve the program are also described in the report. 15p.
Subpart 18 - Healthy, High-Performance Schools.
http://www.ed.gov/policy/elsec/leg/esea02/pg83.html#sec5581 (U.S. Dept. of Education, Washington , 2007)
This portion of federal legislation outlines terms of federal grants to states that can be used to develop healthy, high performance schools. 3p.
Building Minds, Minding Buildings.
http://www.aft.org/topics/building-conditions/downloads/minding-bldgs.pdf (American Federation of Teachers, Washington, DC , Dec 2006)
Describes negative consequences of poor and unhealthy facility conditions, mold, overcrowded classrooms, and noise in schools. Recommendations for federal and state actions to renovate or build new and improved schools using proven, cost-effective and environmentally sound solutions are presented, illustrated with examples from districts around the country. Includes 21 references. 23p.
Where Is the Money? Finding Facilities Funds.
http://www.colbitech.com/casbo/2005/ Boggs, Lettie (COLBI Technologies, Inc., Tustin, CA , Apr 2006)
Describes local, state, and federal funding options for school facilities in California. Local funding sources described includes bonds, school facilities improvement districts, developer fees, community facilities districts, parcel taxes, redevelopment areas, certificates of participation, and lease-lease back. State funding sources include the School Facilities Program, State Emergency Repair Program, State Relocatable Classroom Program, Deferred Maintenance, Facilities Hardship, Pre-School Modernization, and Library Bonds. Federal sources include Qualified Zone Academy Bonds (QZAB's), E-Rate funds, and brownfields cleanup funds. 13p.
Credit Enhancement for Charter School Facilities 2005 Awards
http://www.ed.gov/programs/charterfacilities/2005awards.html (U.S.Department of Education, Office of Innovation and Improvement, Credit Enhancement for Charter School Facilities Program, Jun 2005)
Describes awards from the U.S. Department of Education to the following: California Charter Building Fund (a consortium of the California Charters Schools Association and NCB Development Corporation); Illinois Facilities Fund; Indianapolis Charter Schools Facilities Fund (the Indianapolis Mayor's Office and the Indianapolis Local Public Improvement Bond Bank, in partnership with the Annie E. Casey Foundation, the Local Initiatives Support Corporation, and JP Morgan Chase Bank);
Texas Public Finance Authority (Charter School Finance Corporation, Texas Education Agency, and the Resource Center for Charter Schools); and the Philadelphia Reinvestment Fund Charter School Growth Fund.
Recommended Policies for Public School Facilities, Section 4: Public School Facilities Funding Policies.
http://www.21csf.org/csf-home/publications/modelpolicies/FacilitiesFundingSectionMay2005.pdf (21st Century School Fund, Washington, DC , May 2005)
Provides policy guidance and recommendations to officials and administrators at the state, local, and school district level to improve facilities funding. Policy recommendations cover long-term funding sources, the scope and form of funding relationship between state and local school districts, funding allocation for school building improvements and/or new construction and alternative financing methods. Best practices examples and a list of resources are also provided. 19p.
The Charter School Facility Finance Landscape.
http://www.lisc.org/resources/assets/asset_upload_file355_8088.pdf Page, Barbara; Balboni, Elise; Chae, Clara; King, Katje (Local Initiatives Support Corporation, Educational Facilities Financing Center, New York , May 2005)
Provides a national directory of private nonprofit and public providers of funding and financing for charter school facilities. Based on research and interviews with over 50 charter school stakeholders, the survey includes descriptions of financing products and geographic markets for the 21 private nonprofit providers currently active in the sector. The report also describes two public-private partnerships that have recently been developed in Indianapolis and Massachusetts. Public initiatives are also detailed, including explanations of and awardee information for two federal grant programs, three federal tax credit/bond financing programs, and an listing of state-level funding, loan, and credit enhancement programs currently authorized in the 41 jurisdictions with a charter law. The report includes available web site and statutory references, with active links in the electronic version. 24p.
21st-Century Schools: School Modernization and Healthy Design.
http://www.aia.org/SiteObjects/files/schools.pdf (American Institute of Architects, Washington, D.C. , Feb 2005)
This issue brief summarizes the American Institute of Architects' position that a proper built environment is vital to the health and safety of children and their ability to learn. The AIA recommends that school modernization, repair, and construction must be addressed nationwide and that there is a Federal role in providing assistance, tax incentives, and best practices information for local school systems as they design new schools. This includes a description of actions sought with an explanation and justification. 2p.
Federal Initiatives: An Overview.
http://www.aia.org/cae_confrep_spring05_federal Sullivan, Kevin; Utt, Ronald; Canavan, Bob; Houser, Jim; Strizzi, Sara (American Institute of Architects, Committee on Architecture for Education, Washington, DC , Feb 2005)
Describes public-private partnerships and federal efforts for school modernization. 3p.
Detailed Information on the Impact Aid Construction Assessment.
http://www.whitehouse.gov/omb/expectmore/detail/10003309.2005.html (U.S. Office of Management and Budget, ExpectMore.gov, Washington, DC , 2005)
Reports on the program to provide grants to districts that lose revenue due to the presence of children who live on or whose parents work on federally owned land in the district, which is exempt from local taxes. The program is not achieving its long-term goal, but data are showing improvement. The program has increased the percentage of schools receiving grant funds that report the overall condition of their school buildings as adequate from 44 percent in 2001 to 52 percent in 2005, and aims to have 61 percent of districts receiving funds reporting adequate conditions in 2007. The program is managed well and program managers have consistently sought ways to make the program more effective and efficient. 12p.
Fingertip Facts 2005.
http://www.oiep.bia.edu/bie/docs/2005%20Fingertip%20Facts%201.pdf (U.S. Dept. of Interior, Bureau of Indian Affairs, Office of Indian Education Programs, Washington , 2005)
Provides concise information about the schools, colleges, universities, and other educational programs and activities of the Bureau of Indian Affairs (BIA), Office of Indian Education Programs (OIEP). This includes program data, brief statistics on facilities, and a directory of program offices and staff. 31p.
National Spending on Capital Outlay. Spending on Capital Outlay and Interest on School Debt: 1919 to 2000 (Local, State and Federal)
http://www.ecs.org/clearinghouse/49/94/4994.htm (Education Commission of the States. Data from the Digest of Education Statistics 2002, published by the National Center for Education Statistics, 2003. , Feb 2004)
This table illustrates the breakdown of total capital outlay spending for education facilities from 1919 to 2000. It includes figures on: 1) Capital Outlay; 2) Interest on School Debt; 3) Capital Outlay as a % of total education spending; 4) Interest on School Debt as a % of total education spending; and 5) Capital Outlay & Interest as a % of total education spending.
School Facilities Infrastructure: Background and Legislative Proposals.
http://www.opencrs.com/rpts/RS20171_20030828.pdf Boren, Susan Aug 28, 2003)
Summarizes the federal government's role in direct and indirect financing of school construction and renovation, which continues to be an issue in Congress. Also discussed are recent upward revisions in the federal government's estimates of school construction needs, the general age of schools, enrollment projections, and recent legislative action. 6p.
ABC's of School Funding. [Qualified Public Education Facility Bonds]
http://www.irs.gov/pub/irs-tege/teb1b03.pdf Skinder, Karen (U.S.Internal Revenue Service, Washington, DC , 2003)
Qualified Public Education Facility Bonds (QPEFs) are a potential funding mechanism for both charters and public schools. QPEFs are a type of exempt facility bond created under section 422 of the Economic Growth and Tax Relief Reconciliation Act of 2001. QPEFs allows state or federal agencies to enter into a public-private partnership with a for-profit organization, under which the for-profit agrees to construct, rehabilitate, refurbish or equip a public school facility. The bond proceeds are loaned to a private, for-profit corporation (developer) who owns the school facility and leases it to a public school. At the end of the lease term, ownership of the school facility is transferred to the public school for no additional consideration. This information packet includes; 1) IRS technical information on QPEFs; 2) a reprint of the Heritage Foundation report "How Public-Private Partnerships Can Facilitate Public School Construction" by Ronald Utt, and 3) IRS Form 8038, Information Return for Tax-Exempt Private Activity Bond Issues. 30p.
Building a Third Way on School Construction. Getting Past a Broken-Down Debate to Fix Broken-Down Schools.
http://www.ppionline.org/ppi_ci.cfm Mead, Sara (Progressive Policy Institute, Washington, D.C. , Nov 2002)
This policy report reviews the history of the six-year debate over the federal role in school construction that continues to be centered on the details for various tax credit proposals, including whether or not Davis-Bacon wage requirements would apply to these projects. This also discusses the difficulties charter schools have accessing
facilities financing due to their brief operating histories, length of charters, and a high risk factor. This report makes two suggestions: 1) break the link
between charter facilities aid and school construction and fund the so called Carper-Gregg initiatives, which authorize federal funds to serve as credit enhancement and to match state charter school facilities funding; and
2) establish State or Regional Infrastructure Banks as a broad federal approach to school construction.
6p.
Early Returns: Tax Credit Bonds and School Construction.
http://www.ppionline.org/documents/School_Construction_0902.pdf Mead, Sara (Progressive Policy Institute, Washington, DC , Sep 2002)
A small federal program piloting tax credit bonds to support school construction, the Qualified Zone Academy Bond (QZAB), has existed since 1997--providing evidence of how tax credit bonds could work. This paper analyzes the results of QZABs to date. The report concludes that, in the absence of more substantial federal assistance, QZABs play an important role in helping needy districts build and maintain school facilities, even though they are not the most effective long-term solution to the problem. The report recommends that the QZAB program, with some modifications, be continued while encouraging Congress to enact a more robust, durable school construction program focused on flexible and accessible initiatives. For example, state infrastructure banks, a promising remedy to the core problem of capital access for public schools, should be explored to replace current tax credit bond programs. 10p.
ERIC NO: ED473165 ;
BIA and DOD Schools: Student Achievement and Other Characteristics Often Differ from Public Schools. Report to Congressional Requesters.
http://www.eric.ed.gov/contentdelivery (General Accounting Office, Washington, DC, Sep 2001)
The federal government has direct responsibility for the Bureau of Indian Affairs (BIA) and the Department of Defense (DOD) school systems. This report provides information on student academic performance, teacher staffing, access to educational technology, condition of facilities, and expenditure levels in BIA and DOD schools. In addition to examining low student achievement, this GAO study gives considerable attention to deficiencies in the quality and safety of some BIA school buildings. This report estimates that the backlog of deferred maintenance and repair work on BIA school facilities would cost nearly $1 billion to address. 79p
ERIC NO: ED458077;
New Tax Law Boosts School Construction with Public-Private Partnerships. The Heritage Foundation Backgrounder
No. 1463.
http://www.heritage.org/Research/Taxes/BG1463.cfm Utt, Ronald D. (The Heritage Foundation, Washington, DC , Aug 2001)
This report describes a provision in a tax bill implemented in June 2001 that allows towns and cities to build public
school facilities faster, better, and less expensively by forming public-private partnerships with qualified real estate investors and
developers. Private sector investors can fund construction, then lease the facilities to public school systems at annual costs below
the costs communities would incur if they built the schools themselves. Benefits of public-private partnerships include more timely
school construction, lower costs through competition, and savings through maximum use of school facilities. Communities benefit
from off-hour use of school facilities (e.g., for day care services, supplemental education programs run by private organizations,
adult education programs, civic events, and religious events). Because the concept of public-private partnerships for school
construction and ownership is flexible, various other innovative subcontracting arrangements could be devised to help address a
community's educational and service needs (e.g., using the partnership approach to acquire state-of-the-art music facilities, to
upgrade cafeteria kitchens, or to improve sports facilities). The report presents experiences with such partnerships in Canada, the
United Kingdom, and the United States. It describes partnership schools as alternatives to smart growth restrictions. 10p.
Funding School Renovation: Qualified Zone Academy Bonds vs. Traditional Tax- Exempt Bonds.
http://www.opencrs.com/document/RS20699/ (Library of Congress, Congressional Research Service, Washington , Jul 25, 2001)
Outlines the$1.6 billion Qualified Zone Academy Bond (QZAB) program and provides estimates of the implicit borrower subsidy and the estimated federal revenue loss arising from the tax credits it provides. QZABs are debt instruments that local education agencies sell to finance school renovation and modernization. The interest on these bonds is paid by the federal government through tax credits to the bondholder. The bond-holders are allowed to apply the credits to their federal corporate income tax or alternative minimum tax liability. 6p.
School Construction. Policy Report.
http://www.ppionline.org/ppi_ci.cfm Mead, Sara (Progressive Policy Institute, 21st Century Schools Project, Washington, DC , Jun 2001)
This paper discusses the policy and political issues surrounding school construction, and it illustrates how infrastructure banks would work to address this challenge. The paper explores the problems of overcrowding and crumbling schools, details the struggle many communities and States have in expanding their efforts to solve these problems, and reviews the policy and political issues within the current school construction debate. The author argues for the establishment of State or regional school construction infrastructure banks to help capitalize and leverage State and local resources and ensure customization and flexibility for the variety of schools that exist. The paper also explains how school infrastructure banks are the most efficient vehicle that the federal government can use to empower States and communities to address their new facilities issues. The report includes 14 endnotes. 12p.
School Renovation, IDEA and Technology Grants Fact Sheet.
http://www.ed.gov/offices/OESE/SST/rengrants.html (U.S. Department of Education, Educational Technology, Facilities, and Partnership Programs, Washington, DC, May 02, 2001)
The FY 2001 Omnibus Appropriations Act provided $1.2 billion for grants to local educational agencies for
urgent school renovation, activities authorized under part B of the Individuals with Disabilities Education Act
(IDEA), technology activities related to school renovation, and charter school facility financing. Out of this
total, nearly $1.1 billion was distributed to States based on Title I Local Educational Agency (LEA) grant
shares, with a small State minimum of one-half of one percent. The remainder was reserved for Indian
districts, the outlying areas, and charter schools.
Overview of Present Law and Issues Relating to Tax and Savings Incentives for Education.
http://www.house.gov/jct/x-1-01.pdf (Joint Committee on Taxation, Washington, DC , Feb 14, 2001)
The Senate Committee on Finance held a public hearing on issues relating to education savings incentives, education financing, and school construction financing proposals. Topics discussed include tax benefits for certain types of bonds for educational facilities and activities. 34p.
Bonds To Provide Funding for the Construction of Schools.
http://www.nabl.org/government/107/senate/html/s243.html (Hearing before the Committee on Indian Affairs on S. 2580 To Provide for the Issuance of Bonds To Provide Funding for the Construction of Schools of the Bureau of Indian Affairs of the Department of the Interior, United States Senate, One Hundred Sixth Congress, Second Session., Sep 06, 2000)
A U.S. Senate committee hearing received testimony on the Indian School Construction Act, which would establish a bonding authority for leveraging existing tribal education funds through bonds to fund tribal school construction, maintenance, and repair. The testimony from U.S. senators and representatives of the Department of the Interior and American Indian organizations discussed the following: the Bureau of Indian Affairs (BIA) school construction and repair backlog of over $1 billion; the terrible condition of school facilities on Indian reservations; the need to regard any bonding initiative as a supplement, not a replacement, to federal appropriations; the specific details of how tribes would issue bonds that would be secured by federal money in an escrow account and would have interest payments covered by federal tax credits; the question of federal loan guarantees; and the nature of the federal government's trust responsibility concerning educational assistance to tribes. 61p.
Replacement and Repair of Indian Schools.
http://www.cfda.gov/public/printfriendlyprog.asp?progid=422 (Department of Health and Human Services, Catalog of Federal Domestic Assistance Item 15.062, Washington, DC, Jun 2000)
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
Fixing Our Schools Now! Qualified Zone Academy Bonds: A New Approach to Financing School Renovation and Repair.
http://www.ed.gov/pubs/fixschools/index.html Riley, Richard W.; Frost, Susan ; Brennan-Gac, Patricia (U.S. Department of Education, Washington, DC , Apr 2000)
This booklet examines the Federal government's Qualified Zone Academy Bonds (QZABs) system for helping school districts carry out needed school renovations and repairs, discusses why QZABs are good ideas for school districts, highlights eligibility criteria, and provides basic funding information along with state allocations for 1998 through 2000. A school deputy superintendent and a financier provide their perspectives on using QZABs, followed by profiles of QZAB programs to illustrate how school around the country are utilizing QZAB funds. Final sections list state contacts where information related to QZAB issues can be found; a list of cities, counties, or other areas that contain Empowerment Zones or Enterprise Communities; and responses to frequently asked questions. 69p.
ERIC NO: ED436081;
Revitalizing Rural Education. Community Facilities Programs and Organizations Concerned about Rural Education.
http://www.eric.ed.gov/contentdelivery (U.S. Department of Agriculture, Rural Development Service, Washington, DC. , 2000)
This handbook informs school personnel and the business community about the opportunities available to assist rural community's efforts in revitalizing their education systems.The handbook's first two sections examine the different funding sources available for school improvement programs and loan eligibility, and discusses the benefits lenders can realize when providing these loans. The third, and final, section details the components of the Qualified Zone Academy Bonds (QZAB) financing tool covering eligibility criteria, the required business pledges, how to quality for a QZAB, tax treatments, and benefits to lenders. An example of a QZAB success story is also provided. An addendum lists examples of different community facilities programs. 25p.
ERIC NO: ED447677 ;
Good Enough for Congress? A Pictorial Representation of Why Americans Deserve Better School Buildings.
http://www.eric.ed.gov/contentdelivery (The American Institute of Architects Committee on Architecture for Education, Washington, DC , Oct 14, 1999)
This booklet graphically depicts the current condition of public high schools attended by various members of the House Ways and Means and Senate Finance Committees, including photos, statistics, and facts about each school and other public education facilities in each member's respective state. The number of schools in the state, total enrollment, state funding for public schools for 1993-94, the total state and local district school construction spending for 1995-96, data on current building conditions and projected needs, and the dollar amount of estimated tax credit bond allocations under legislation introduced in the 106th Congress for each state are also provided. 66p.
ERIC NO: ED437812 ;
H.R. 2389, County Schools Revitalization Act of 1999 and H.R. 1185, Timber-Dependent Counties Stabilization Act. Hearing before the Subcommittee on Forests and Forest Health of the Committee on Resources, House of Representatives, 106th Congress.
http://frwebgate.access.gpo.gov/ (House Subcommittee on Forests and Forest Health , Jul 13, 1999)
This Congressional report provides testimony addressing the following two House bills: HR 2389 which restores stability and predictability to the annual payments made to States and counties containing National Forest System lands and public domain lands managed by the Bureau of Land Management for use by the counties of the benefit of public schools, roads, and other purposes; and HR 1185 which modifies the requirements for paying Federal timber sale receipts. Prepared statements and complete texts of both bills are included. 153p.
Report NO: HR-106-45ERIC NO: ED445492 ; ISBN-0-16-059600-9
Hearing on Revenue Provision in President's Fiscal Year 2000 Budget. Testimony before the House Committee on Ways and Means.
http://waysandmeans.house.gov/ Bouchard, Rene (House Committee on Ways and Means , Mar 10, 1999)
In an address to the House Ways and Means Committee on the Revenue Provision in the Year 2000 Budget, Rene Bouchard, CEO of Steuben-Allegany Board of Cooperative Educational Services, discusses the needs of rural schools and how the Presidents school modernization proposal would help rural schools. Bouchard argues the need for federal assistance to school communities through a change in arbitrage rules and explains how much the public supports federal help to modernize its public schools. 5p.
ERIC NO: ED460597 ;
Hearing on Revenue Provision in President's Fiscal Year 2000 Budget. Testimony before the House Committee on Ways and Means.
http://waysandmeans.house.gov/ Chico, Gery (Chicago School Reform Board of Trustees , Mar 10, 1999)
In an address to the House Ways and Means Committee on the Revenue Provision in the Year 2000 Budget, Gery Chico, President of the Chicago School Reform Board of Trustees, discusses four basic characteristics of a good school modernization funding plans and offers observations and recommendations on the two funding proposals currently before the Committee. Attached are photographs renovation work resulting from the Chicago Public Schools Improvement Projects. 9p.
Public School Construction Partnership Act. S 526 IS.
http://www.nabl.org/government/106/senate/S526.html (106th Congress. 1st Session. S. 526. , Mar 03, 1999)
This is the text of a bill to amend the Internal Revenue Code of 1986 to allow issuance of tax-exempt private activity bonds to finance public-private partnership activities relating to school facilities in public elementary and secondary schools, and for other purposes.
Tax-exempt Bond Proposals To Increase Public Elementary and Secondary School Facilities. Statement Submitted for the Hearing Record, Senate Finance Committee
http://finance.senate.gov/3-3zimm.htm Zimmerman, Dennis (Congressional Research Service, Library of Congress, Washington, DC , Mar 03, 1999)
Federal financial support for public elementary and secondary schools has traditionally been minor compared to state-local support; is usually targeted to the disadvantaged, the disabled, system support, and the federally impacted; and does not influence taxpayer choice among capital facilities for different public services. This report addresses the state of public school facilities in the state- local sector and the use of tax-exempt bond proposals that would adjust the current tax treatment of state-local debt to increase federal financial support for school construction. Each proposal is described and its effect on the share of the debt service costs borne by state-local taxpayers. Additionally discussed is each proposal's targeting compared to the targeting of federal on-budget spending for elementary and secondary education. 8p.
How Public-Private Partnerships Can Facilitate Public School Construction.
http://www.heritage.org/Research/Education/Schools/BG1257.cfm Utt, Ronald D. (Heritage Foundation, Washington, DC , Feb 23, 1999)
There is a growing number of proposals to develop a federal school construction program that shares the financial burden with local governments for renovating their obsolete school facilities or building new ones. This report examines public school construction today; the efforts to make school construction a federal responsibility; alternatives to federal and state borrowing, and the advantages and benefits of private-public partnerships in school construction in the United States. Concluding comments examine the federal role in school construction and the legislative direction, as well as the risks inherent in establishing such a role. 19p.
Historically Black Colleges and Universities Historic Building Restoration and Preservation Act
http://thomas.loc.gov/ (Report of the House Committee on Resources To Accompany H.R. 1179. House of Representatives, 104th Congress, Second Session , 1999)
This report presents recommendations for long-term federal support of historically black colleges and
universities (HBCUs). Formulated by the "President's Advisory Board on Historically Black Colleges and Universities" (formed
in November 1993 by Executive Order 12876). Its recommendations urge: (1) increased agency support from discretionary
funding; (2) placement of federal centers at HBCUs; (3) HBCU participation in federal programs; (4) strengthening and
broadening the undergraduate curriculum; (5) enhancement of doctoral education at selected campuses; (6) development of an
urban grant university center program; (7) a role in public health for HBCUs; and (8) improved support for capital projects at
HBCUs. Following an executive summary and introduction, sections of the report provide a review of the recommendations of
the 1996 report; a discussion of federal agency support to HBCUs; and an explanation of the specific recommendations of this
report. Appendices include a listing of the 1996 recommendations, graphs and tables showing federal agency support to
HBCUs, and a list of historically black colleges and universities. 43p.
ERIC NO: ED399905;
Tribal Consultation, May 1999
http://www.eric.ed.gov/contentdelivery (U.S. Dept. of Interior, Bureau of Indian Affairs, Office of Indian Education Programs, Washington, DC , 1999)
This consultation booklet provides background information on four items discussed at regional meetings in May 1999. Item 1 concerns tribal application for construction of replacement educational
facilities. The BIA developed a streamlined application and instructions and specific criteria for ranking applications on the basis
of need. An alternative funding scheme for facilities construction is also described, involving long-term financial partnerships with
the federal government. BIA sources of technical assistance are listed. 88p.
ERIC NO: ED432433 ;
Elementary and Secondary Education: Reconsideration of the Federal Role by the 106th Congress. CRS Issue Brief
for Congress
http://www.ecs.org/clearinghouse/32/01/3201.pdf Riddle, Wayne; Stedman, James; Irwin, Paul (Library of Congress, Congressional Research Service, Washington, DC , 1999)
This document provides an overview of primary, cross-cutting issues that are likely to arise as the Elementary
and Secondary Education Act; Goals 2000; the Educational Research, Development, Dissemination, and Improvement Act;
and the National Education Statistics Act are considered by the United States Congress for reauthorization in the future. Debate over legislation to reauthorize these programs is focusing on
overarching questions concerning the primary purposes of federal aid to elementary and secondary education, its intended
beneficiaries and outcomes, and its effectiveness. More specific issues being debated include funding for improvement of infrastructure--both
technology and facilities. 10p.
ERIC NO: ED436411 ;
BIA School Construction. Hearing Before the Committee on Indian Affairs, United States Senate, 105th Congress, Second Session on The Current Condition of BIA Schools.
http://www.eric.ed.gov/contentdelivery (United States Senate, Committee on Indian Affairs, Washington, DC , Jun 10, 1998)
The Committee on Indian Affairs of the United States Senate sought testimony regarding the current condition of Bureau of Indian Affairs (BIA) schools; reviewed the BIA selection process for building and repairing these schools; and discussed innovative measures for financing BIA schools. Among the information presented is the presence of a tremendous $1.5 billion backlog of needed repairs, renovations, and replacement for all federally owned and operated BIA schools. Half of BIA schools are over 30 years old, and one quarter of the schools are over 50 years old all of which fail to meet current codes and standards. Overall, BIA schools are generally in poorer physical condition than even central city schools, have less technology than the average American school, and have funding that is equally at crisis levels. Numerous statements and attachments illustrating these observations conclude the report. 446p.
Report NO: Senate-Hrg-105-717ERIC NO: ED432126 ; ISBN-0-16-057847-7
U.S. Department of Education Guidance on the Qualified Zone Academy Bonds (Section 226 of the Taxpayer's Relief Act of 1997, Section 1397E of the Internal Revenue Code).
http://www.ed.gov/offices/OVAE/qzabfin.html (Department of Education, Washington, DC , Apr 15, 1998)
Beginning in 1998, states and local governments can issue Qualified Zone Academy Bonds (QZABs) to raise funds for use of a Qualified Zone Academy. Banks and other lending institutions can receive tax credit as an incentive to hold these bonds. This document provides guidance on how states, school districts, and schools can link to QZABs and how other Federal education programs may support innovative school partnerships. It offers suggestions that allow for creative partnerships between a school and a business and presents examples of ways school/ business partnerships and QZABs could work. 7p.
Charter Schools: Recent Experiences in Accessing Federal Funds. Statement of Cornelia M. Blanchette,
Associate Director, Education and Employment Issues.
http://www.gao.gov/archive/1998/he98129t.pdf ( Testimony before the Committee on Labor and Human Resources, U.S. Senate , 1998)
This report presents a study of charter schools' use of startup grants and grants under Title I of the
Elementary and Secondary Education Act and the Individuals with Disabilities Education Act (IDEA). For this research,
case studies were conducted in 7 states that accounted for 91 percent of charter schools operating in the 1996-97 school
year. The results indicate that these schools used federal startup funds for a variety of purposes, including school equipment
and curriculum materials, technology, and facilities renovation or leasing. The findings suggest that charter schools have not
been systematically denied access to Title I and IDEA funds and that the barriers charter schools face in accessing these
funds appear to have no relation to charter schools' treatment as school districts or as members of school districts. Rather,
it is barriers such as state systems that base funding allocations on the prior year's enrollment that have affected charter
schools' access to these funds. However, most charter-school operators still believed that Title I and IDEA funds are fairly
allocated to charter schools. 19p.
ERIC NO: ED420908 ;
School Facilities. Reported Condition and Costs To Repair Schools Funded by Bureau of Indian Affairs
http://frwebgate.access.gpo.gov/ (General Accounting Office, Health, Education, and Human Services Division, Washington, DC , Dec 1997)
This report presents information on the funding required to repair Native American educational facilities, the condition the school buildings, adequacy of the school environment for instruction, and the extent to which schools can meet future technology and communication requirements. Compared to schools nationally, it reports that BIA schools are generally in poorer physical condition, often lack key facilities requirements for education reform, have unsatisfactory environmental factors, and are less able to support computer and communications technology. 22p.
Report NO: GAO-HEHS-98-47
A Study of Schools Serving Military Families in the U.S.: Education Quality, Federal Administration, and Funding.
http://www.dodea.edu/ddess/transferStudy_0106/R97_013.pdf (U.S. Dept. of Defense, Education Activity, Washington, Oct 1997)
Describes a study of two federally funded programs that provide for the elementary and
secondary education of military dependents who live in the United States. One program, the Department of Defense (DoD) Domestic Dependent Elementary and Secondary Schools (DDESS), provides education for children living on military installations that are adjacent to communities where the local schools had at one time been deemed unable to provide a “suitable” education. The other program complements the DDESS program; it supports the education of military dependents in communities where these children are educated in the local public schools. The report discusses distribution and use of Impact Aid funds to local educational agencies (LEAs) that educate the children of military personnel, and possible transfer of these schools to their respective LEA's. 276
Planning and Financing School Improvement and Construction Projects.
Bittle, Edgar H. (National Organization on Legal Problems of Education, Topeka, KS; Education Law Association, Dayton, OH; American Bar Association, Chicago, IL , 1996)
Although a high-quality learning environment is crucial to educating America's youth, numerous studies have shown that the country s schools are in substandard condition. Suggestions and guidelines to help school administrators, business officials, board members, and others interested in improving school facilities are presented in this book. It opens with an overview of the legal and planning issues that school boards face and provides practical insights from a school administrator for planning and implementing capital improvement projects. It also offers an experienced architect's insights concerning the planning process. Financial concerns that school districts face in planning a capital improvement project are covered, as are considerations for complying with the Americans with Disability Act in building or renovating a building. How to conduct competitive bidding is described, and information on public policy is offered. The last two chapters present a detailed summary of the federal tax and securities laws, which govern the marketing of securities for financing capital improvement projects. It is hoped that this information will help school administrators and others understand the requirements of the federal tax and securities laws. 171p.
ERIC NO: ED418571 ; ISBN-1-56534-093-0 TO ORDER: Education Law Association, 300 College Park, Dayton, OH 45469; Tel: 937-229-3589, Fax: 937-229-3845, Email: ela@educationlaw.org https://host447.ipowerweb.com/~educatio/bookstore/catalog/
Impact Aid: Most School Construction Requests Are Unfunded and Outdated. Report to Congressional Requesters
(General Accounting Office, Washington, DC , 1990)
The Hawkins-Stafford Elementary and Secondary School Improvement Amendments of 1988 (Public Law
81-815) provides federal funds for constructing and renovating schools in districts that educate "federally connected" children,
such as those whose parents live and/or work on military installations and Indian reservations. A study was done to review the
program for school districts affected by federal activities. Data were collected from a random sample of 58 of the 178 unfunded
Department of Education projects from fiscal year 1988. Department records show that as of fiscal year 1988, the estimated
funding gap was about $200 million. The Department's criteria for computing priority numbers of eligible projects and ranking
projects are equitable, but the Department does not periodically reevaluate these scores once projects are ranked on waiting
lists. It is recommended that: (1) Congress amend Public Law 81-815 to require that school construction payments to eligible
districts be based on average state per pupil construction costs; and (2) that the Secretary of Education require school districts
to apply annually for school construction aid to ensure that project requests reflect current data. It is further suggested that
Congress might want to consider authorizing the Secretary of Education to distribute appropriations among a greater number of
projects. 47p.
Report NO: GAO/HRD-90-90 ERIC NO: ED324749 ;
Moving In, Moving Out. (How Can Schools Cope with Base Re-Alignments?)
http://www.asbj.com/MainMenuCategory/Archive/2008/May/HowCanSchoolsCopewith BaseReAlignments.aspx?DID=262185 Stover, Del American School Board Journal; v195 n5 , p18-23 ; May 2008
Discusses school construction campaigns in several school districts anticipating rapid enrollment increases due to expansion of nearby military bases. Problems with the federal impact aid system that funds them are discussed, as are reverse situations where school systems are shrinking due to closure of nearby bases.
Green Schools Caucus [U.S. House of Representatives]
http://www.buildgreenschools.org/news/green_schools_caucus.html Build Green Schools News; Jan 2008
The Green Schools Caucus aims to raise awareness of the benefits of green schools, lead the policy discussion on the topic in various forums, create legislative opportunities for the collective efforts of the caucus members, and provide members of Congress with constituent outreach resources. Caucus members and their staff will participate in educational programs to learn what is going on nationally and in their districts, including site visits to green schools and educational panels with teachers, architects and school officials from across the country.
Impact Aid Expanded with Construction Revenue Bond Option.
Livingston, John School Business Affairs; v73 n8 , p32,34 ; Sep 2007
Reviews the creation and make-up of the federal government's Impact Aid program, the revenues from which can be pledged as security for the issuance of bonds. An example of how these funds have been put to work in school construction in Arizona's Whiteriver Unified School District is included, as is advice on considering this process in one's own district.
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http://asbointl.org/index.asp?bid=4884
Federal Legislative Update.
http://www.nspma.com/Forms/NSPMA_Journal_Fall06.pdf National Facilities Journal; Post-Conference Edition , p29 ; 2006
Reviews the federal governments efforts to fund school construction, repair, energy assistance, and healthy school environments. Summaries of current and pending legislation and grant programs are provided, as is a description of the actual nationwide need for school facility improvement.
Primer on School Funding.
Fickes, Michael School Planning and Management; v44 n6 , p20,22,24,26,28 ; Jun 2005
Summarizes state and local school funding sources and the history of direct and indirect federal funding of school construction. Types of federal, state, and private grants are described.
QZAB Program Extended Through 2005.
http://www.ruralschools.org/news/nrvideo.html OCRE Newsroom [Organizations Concerned about Rural Education]; Jan 25, 2005
Allocations of the Qualified Zone Academy Bond (QZAB) program through fiscal year 2005 have been issued to the states by the U.S. Treasury Department with $400 million authorized for each year since the program began in 1997. State education agencies are responsible for assigning the bonds to their local school districts.
Districts Can Continue to Issue Qualified Zone Academy Bonds
http://www.nsba.org/site/doc_sbn_issue.asp?CID=682&DID=34603 School Board News; Oct 12, 2004
Congress has passed legislation to extend qualified zone academy bonds (QZABs) for two years and authorized $400 million each year for 2004 and 2005. QZABs allows eligible school districts -- with low-income populations -- to save money on school renovation and other costs. Since the program was created in 1997, $2.8 billion in school bonds have been underwritten by QZABs.
Bill Allows Construction Bonds for Indian Schools
http://www.edweek.org/ew/articles/2004/09/29/05indian.h24.html Zehr, Mary Ann Education Week ; , p20, 22 ; Sep 29, 2004
A bill that would authorize Indian tribes to issue school construction bonds has a good chance of passing in 2004. [Free subscriber registration is required.]
New QZAB Rule Would Clarify Steps to Correct Proper Use.
Barnett, Susan Duff The Bond Buyer; , p5 ; Mar 26, 2004
Discusses changes proposed by the Treasury Department to the qualified zone academy program that would clarify what an issuer must do to protect the tax credit status of its bonds when it has failed to use them for a proper purpose.
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No Buildings Left Behind.
http://asumag.com/mag/university_no_buildings_left/ Kennedy, Mike; Agron, Joe American School and University; v76 n7 , p20-25,29,30 ; Mar 2004
Narrates the recent history of school facilities issues, summarizing important research publications of the 1980's to the present. The rising and declining involvement of the federal government is described, along with the summaries of the 2004 presidential candidates' education positions.
Museum, School District Collaborate To Build An Unusual Hybrid.
http://enr.construction.com/features/education/archives/040202.asp Gonchar, Joann ENR: Engineering News-Record; Feb 02, 2004
In South Central Los Angeles, a partnership between the district and a state-owned science museum will result in a neighborhood elementary school with a math- and science-focused curriculum and as a resource center for educators and the local community. The Science Center School project combines an early 20th-century armory with a two-story addition. The $48-million project draws on FEMA funds, several state financing sources, and QZABs (qualified zone academy bonds), a U.S. Dept. of Education program that allows disadvantaged school districts to issue interest-free bonds. The project has no land acquisition costs, since the district will lease the school from the state.
Washington Update.
http://www.peterli.com/archive/spm/454.shtm Edelstein, Fritz; Larock, J. D. School Planning and Management; v42 n7 , p14,16-17 ; Jul 2003
The main federal support for school modernization comes via the Qualified Zone Academy Board (QZAB) program, which helps districts raise funds and offers low-income schools freedom from bond and loan interest. The Better Classroom Act of 2003 proposes to extend the QZAB program by promoting new school construction. Two other bills currently before Congress would also extend the QZAB program but are considered unlikely to pass.
Modern Schools in the 21st Century. Local, State, and Federal Responsibility.
Canavan, Robert The State Education Standard; v4 n1 , p24-28 ; Winter 2003
Cites the daunting need for school construction and repair funds. Explains how the federal Qualified Zone Academy Bonds and the America’s Better Classrooms Act allow certain schools to finance the renovating and/or equipping of school facilities on an interest-free basis through the allocation of federal tax credits. Tables list the state allocations for each award.
Reading, Writing, but No Arithmetic. Spheres of Influence.
http://ehpnet1.niehs.nih.gov/docs/2002/110-6/spheres-abs.html Schmidt, Charles W. Environmental Health Perspectives; v110 n6 , pA306-308 ; Jun 2002
Describes several legislative initiatives concerning indoor school environments, such as the Healthy and High Performance Schools Act of 2001, and the problem of lack of funding appropriations even for initiatives that gained lawmakers' support.
Law Gives Charter Schools Access to Tax-Exempt Bonds.
http://www.heartland.org/Article.cfm?artId=9180 Howard, Mark School Reform News [Heartland Institute]; Apr 2002
A change to federal law permits local school districts and charter schools to enter into public-private partnerships to take advantage of tax-exempt bonds for developing new school facilities as well as renovating, refurbishing, and equipping existing ones. This article includes definitions of a qualified public educational facility, public-private partnership agreement, and a school facility.
Putting School Renovation on a Fast Track
http://www.epinet.org/issuebriefs/ib167/ib167.pdf Sawicky, Max; Harris, Doug Economic Policy Institute Issue Brief; v167 , 3p. ; Dec 02, 2001
The authors recommend increasing federal funding for emergency school repairs and expanding tax credits on school construction bonds(QZABs). Both programs are targeted to areas most in need of better school buildings, and both programs have significant backlogs of potential projects waiting for additional funds. Expanded funding for these programs would provide a quick stimulus to the economy, while providing a long-term investment in education.
Iowa Is Laboratory for Federal Role In Building Schools.
http://www.edweek.org/ew/articles/2001/10/24/08build.h21.html Sack, Joetta Education Week; v21 n8 , p1, 36-37 ; Oct 24, 2001
Describes a "demonstration project" now in its fourth year, set up by Iowa Senator Tom Harkin, that has channeled $37 million to the state for school construction. The program requires local districts to pay for 75 percent of a project, thus keeping most of the obligation local. [Free subscriber registration is required.]
Qualified Zone Academy Bonds: A Financing Tool That Works for Schools
http://asbointl.org/ASBO/files/ Musso, John D. School Business Affairs; v67 n9 , 69-70 ; Sep 2001
Describes the origin and purpose of Qualified Zone Academy Bonds (QZAB) and how they work. QZABs were the outgrowth of the Taxpayer Relief Act of 1997 that allowed school districts to borrow money, without paying interest, to fund such educational improvement projects as building renovation, new equipment purchases, and staff development.
New Law Boosts School Construction with Public-Private Partnerships
http://www.bizjournals.com/milwaukee/stories/2001/09/03/editorial3.html The Business Journal; Aug 31, 2001
A little-known provision in the major tax bill signed into law will give towns and cities throughout the country the opportunity to build public school facilities faster, better, and at lower cost by forming public-private partnerships with qualified real estate investors and developers. This important reform is encouraged by the provisions of Section 422 of the Economic Growth & Tax Relief Reconciliation Act of 2001 that extend the privilege of using tax-exempt private activity bonds to qualified public education facilities.
New Tax-Exempt Bond Program for Public School Construction. Feds Expand School Bonds Rebate Exception.
http://www.orrick.com/fileupload/118.pdf Orrick School Finance Bulletin; Jul 01, 2001
Effective January 1,2002, federal tax law will provide two new incentives for school construction. The first creates a new type of tax-exempt private activity bond to encourage faster, more economical construction of public schools by the private sector. The second expands the "smaller issuer exception" to the rebate rules for school construction bonds.
USDA Program Available for Schools, Community Centers.
http://www.ruralschools.org/news/census.html Organizations Concerned About Rural Education (OCRE) Newsroom; Jul 2000
Article describes community development loan and grant funds available from USDA’s Rural Housing
Service that can be used to build schools in rural areas and small towns through its Community
Facilities Program. The Community Facilities Program provides a flexible financing program for rural America
that is versatile and capable of financing a wide variety of projects, including schools and
community centers.
Class Struggle.
http://asumag.com/mag/university_class_struggle/ Kennedy, Mike American School and University; v72 n8 , p16-20 ; Apr 2000
Explores the issue of school district financial needs and the construction of school facilities for low income areas. Discussions on state and federal aid are highlighted. Arizona's experience in providing educational equity by revamping its old system of paying for school construction is discussed.
QZABs: An Underutilized Resource for Renovating Poor Schools.
http://www.nsba.org/site/ School Board News; Feb 22, 2000
About 100 school districts nationwide are renovating schools with federal assistance
through Qualified Zone Academy Bonds (QZABs), but many others have not taken advantage of
this program because they don't know about it. Twenty states haven't even implemented the program and will lose their allocations if school
districts don't apply before the program expires.
Taking Care of Business.
Agron, Joe American School and University; v72 n1 , p52-53 ; Sep 1999
Examines one Pennsylvania school district's efforts to upkeep and improve its 30- to 40-year-old school facilities that required no tax increases for 6 years. Highlighted are the district's use of the Federal Land Reuse Authority to transform abandoned government property to private use and utilizing the help of the community to provide mutually beneficial services.
Pork-Barrel Spending on Academe Reaches a Record $797-Million
Brainard, Jeffrey; Cordes, Colleen Chronicle of Higher Education; v45 n46 , a44-a47 ; Jul 23, 1999
For the 1999 fiscal year, Congress earmarked specific spending measures that included at least $797 million for
projects involving colleges and universities, a 51% increase over 1998. Earmarks are seen by some as inequitable because they
are not subject to competitive, merit-based reviews typically used by federal agencies to distribute money for research,
facilities, and other projects.
Construction Poses Extra Burden For Impact-Aid Schools.
Sack, Joetta L. Education Week; v18 ; Jun 02, 1999
Many districts nationally have problems finding funding to build and renovate their facilities. But school construction puts impact-aid districts--particularly those with high numbers of students from federal properties--at the mercy of their federal allocations. Because they have little or no tax base, such districts often are unable to raise revenue through bonds or to take out loans for building projects.
Tattered Promise.
http://www.edweek.org/ew/articles/1999/03/03/25indian.h18.html Schnaiberg, Lynn Education Week; v18 n25 , p40-47 ; Mar 1999
Examines why tribal leaders are saying that deteriorating Bureau of Indian Affairs (BIA) schools are a symbol of the Federal government's unfulfilled pledge to the education of Native American children. The Santa Fe Indian School is discussed to illustrate the numerous safety and deterioration concerns faced by the BIA and the BIA's difficulties in fulfilling Native American educational needs.
Making the Grade: Can BIA Schools Educate Today's Kids in Yesterday's Classrooms?
American Indian Report; v14 n11 , p12-15 ; Nov 1998
Ninety percent of the 185 Bureau of Indian Affairs' schools have at least one serious environmental problem.
Two-thirds of schools lack infrastructure to connect to the Internet. Tribes and states need to lobby the Senate Appropriations
Committee for funding. Sidebar tells of successes, despite the problems, at Santa Fe Indian School (New Mexico) and Tiospa
Zina (South Dakota).
Rundown Schools: Whose Responsibility?
Dahlkemper, Lesley State Legislatures; v23 n8 , p15-19 ; 1997
Discusses the problem of school deterioration and why it happened, the
costs for repair, and the lack of federal relief in correcting it. Arizona's
state funding effort for school maintenance and repair and the legal
hurdles faced in developing plans for that purpose are examined.
Education, Infrastructure and America's Future.
Moseley-Braun, Carol School Planning and Management; v36 n1 , p.10-11 ; Jan 1997
Senator Carol Moseley-Braun, D-Ill., a recognized advocate for federal
funding of educational facilities, describes the strategy of placing school
infrastructure in the same category as commercial and transportation
infrastructure. Three researchers in the facilities field present empirical
evidence that facility conditions directly affect learning.
The
Federal
Influence: Initiatives and
Implications Affecting
Planning and Designing of
Public School Facilities
Chase, William W. Educational Facility Planner; v20 n2 ; Mar-Apr 1982
Chase provides an overview of federal legislation that
affects school building design and operation, such as
the Occupational Health and Safety Act, the National
Historic Preservation Act, and Title IX, among others.
21st Century Community Learning Centers
http://www.ed.gov/21stcclc/ The 21st CCLC Program is a government initiative supporting after-school academic enrichment,recreational programs,and life-long learning opportunities for community members.
Catalog of Federal Domestic Assistance - Educational Facilities
http://www.cfda.gov/public/browse_sub.asp?subcode=GC This is a comprehensive list of government grants and loans available for educational facilities. For each program, there is a description of the program objectives, types of assistance, use and use restrictions, eligibility requirements, application and award process, assistance requirements, financial information, regulations and guidelines, information contacts, examples of funded projects, and criteria for selected proposals.
Community Facilities Program: U.S. Department of Agriculture
http://www.rurdev.usda.gov/rhs/cf/cp.htm This office administers programs designed to develop essential community facilities for public use in rural areas, including educational facilities. The program provides direct loans, guaranteed loans and grants.
Education Finance Statistics Center
http://www.nces.ed.gov/edfin/ Education finance information for elementary/secondary or post-secondary public or private education, including publications, education finance data, and answers to frequently asked questions in education finance. This is part of the National Center for Education Statistics of the Department of Education.
EnergySmart Schools
http://www1.eere.energy.gov/buildings/energysmartschools EnergySmart Schools is a campaign of the U.S. Department of Energy. Its goals are to reduce energy consumption and costs; help schools reinvest their savings from energy improvements; improve the learning environment of schools through daylighting, better temperature control, better air quality and other elements; and, increase student, teacher, and community awareness of energy and related issues. This site includes building resources, success stories, news and events, teacher resources, and related web sites.
Fuels for Schools and Beyond
http://www.fuelsforschools.info Fuels for Schools promotes the use of wood biomass to provide a readily available energy source for schools and other public buildings. The program uses small diameter trees removed in fire hazard reduction projects to heat local public schools and is a partnership between the USDA Forest Service's Regional Foresters in the Northern and Intermountain Regions; the State Foresters in Idaho, Montana, Nevada, North Dakota, and Utah; and Bitter Root RC & D.
Grants.Gov
http://www.grants.gov This site allows organizations to electronically find and apply for competitive grant opportunities from all Federal grant-making agencies. Sections include: 1) Find Grant Opportunities; 2) Apply for Grants; 3) Customer Support.
Head Start National Facilities Assistance Desk
http://www.hsnrc.org/facilities2/ Provides information on the Davis-Bacon Act; lists documents, forms and publications available to assist
in a Head Start construction/renovation project; describes selecting and working with construction professionals; provides details on getting started and other facility issues.
IAQ Tools for Schools [U.S. Environmental Protection Agency]
http://www.epa.gov/iaq/schools/ Extensive website of the U.S. Environmental Protection Agency detailing the IAQ Tools for Schools Program, a comprehensive resource that can help schools maintain a healthy environment in school buildings, by identifying, correcting, and preventing IAQ problems. The website also provides case studies of successful outcomes in schools (health benefits and costs savings), research on IAQ and schools (cost savings, performance, health effects), information on mold, asthma, and more.
Impact Aid Section 8007b.
Discretionary Construction Grant Program
http://www.ed.gov/programs/8007b/index.html The Impact Aid Discretionary Construction Grant Program authorizes competitive grants for emergency repairs and modernization of school facilities to certain eligible local educational agencies (LEAs) that receive Impact Aid.
This webpage provides eligibility, applicant information, awards, performance, funding status, laws and regulations, resources, FAQs, and contacts.
Iowa Demonstration Construction Grant Program (Harkin Grant)
http://www.iowa.gov/educate/content/view/97/328/ The Iowa Demonstration Construction Grant Program was proposed by Senator Tom Harkin of Iowa and originally authorized by Title III of Public Law 105-78 for $8,000,000 becoming effective September 28, 1998. Subsequently the grant has become known as Harkin Grants with Congress authorizing annual allocations of $10,000,000, $9,249,813, $9,000,000, $50,000,000, $6,954,499, $6,958,699, and $14,880,000, with grant periods running through September 30, 2008. The purpose of the program is to help Iowa school districts correct fire safety problems and to help school districts leverage local resources to construct new schools or remodel, modernize existing buildings. Approximately 35 percent of the available funds have been allocated each year for addressing fire safety issues and 65 percent for construction.
Qualified Zone Academy Bonds: The QZAB Home Page
http://www.qzabs.com/ This commercial site includes a history of QZAB finance, what it takes to qualify for an interest free loan, steps to obtaining and qualifying for an interest free loan, a QZAB map, state by state allocations, the historical background of QZABs, QZAB links, and QZAB news.
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