United States Census Bureau
The United States Census Bureau is a principal agency of the U. S. Federal Statistical System, responsible for producing data about the American people and economy; the Census Bureau is part of the U. S. Department of Commerce and its director is appointed by the President of the United States; the Census Bureau's primary mission is conducting the U. S. Census every ten years, which allocates the seats of the U. S. House of Representatives to the states based on their population; the Bureau's various censuses and surveys help allocate over $400 billion in federal funds every year and it helps states, local communities, businesses make informed decisions. The information provided by the census informs decisions on where to build and maintain schools, transportation infrastructure, police and fire departments. In addition to the decennial census, the Census Bureau continually conducts dozens of other censuses and surveys, including the American Community Survey, the U. S. Economic Census, the Current Population Survey.
Furthermore and foreign trade indicators released by the federal government contain data produced by the Census Bureau. Article One of the United States Constitution directs the population be enumerated at least once every ten years and the resulting counts used to set the number of members from each state in the House of Representatives and, by extension, in the Electoral College; the Census Bureau now conducts a full population count every 10 years in years ending with a zero and uses the term "decennial" to describe the operation. Between censuses, the Census Bureau makes population projections. In addition, Census data directly affects how more than $400 billion per year in federal and state funding is allocated to communities for neighborhood improvements, public health, education and more; the Census Bureau is mandated with fulfilling these obligations: the collecting of statistics about the nation, its people, economy. The Census Bureau's legal authority is codified in Title 13 of the United States Code.
The Census Bureau conducts surveys on behalf of various federal government and local government agencies on topics such as employment, health, consumer expenditures, housing. Within the bureau, these are known as "demographic surveys" and are conducted perpetually between and during decennial population counts; the Census Bureau conducts economic surveys of manufacturing, retail and other establishments and of domestic governments. Between 1790 and 1840, the census was taken by marshals of the judicial districts; the Census Act of 1840 established a central office. Several acts followed that revised and authorized new censuses at the 10-year intervals. In 1902, the temporary Census Office was moved under the Department of Interior, in 1903 it was renamed the Census Bureau under the new Department of Commerce and Labor; the department was intended to consolidate overlapping statistical agencies, but Census Bureau officials were hindered by their subordinate role in the department. An act in 1920 changed the date and authorized manufacturing censuses every two years and agriculture censuses every 10 years.
In 1929, a bill was passed mandating the House of Representatives be reapportioned based on the results of the 1930 Census. In 1954, various acts were codified into Title 13 of the US Code. By law, the Census Bureau must count everyone and submit state population totals to the U. S. President by December 31 of any year ending in a zero. States within the Union receive the results in the spring of the following year; the United States Census Bureau defines four statistical regions, with nine divisions. The Census Bureau regions are "widely used...for data collection and analysis". The Census Bureau definition is pervasive. Regional divisions used by the United States Census Bureau: Region 1: Northeast Division 1: New England Division 2: Mid-Atlantic Region 2: Midwest Division 3: East North Central Division 4: West North Central Region 3: South Division 5: South Atlantic Division 6: East South Central Division 7: West South Central Region 4: West Division 8: Mountain Division 9: Pacific Many federal, state and tribal governments use census data to: Decide the location of new housing and public facilities, Examine the demographic characteristics of communities and the US, Plan transportation systems and roadways, Determine quotas and creation of police and fire precincts, Create localized areas for elections, utilities, etc.
Gathers population information every 10 years The United States Census Bureau is committed to confidentiality, guarantees non-disclosure of any addresses or personal information related to individuals or establishments. Title 13 of the U. S. Code establishes penalties for the disclosure of this information. All Census employees must sign an affidavit of non-disclosure prior to employment; the Bureau cannot share responses, addresses or personal information with anyone including United States or foreign government
International Standard Serial Number
An International Standard Serial Number is an eight-digit serial number used to uniquely identify a serial publication, such as a magazine. The ISSN is helpful in distinguishing between serials with the same title. ISSN are used in ordering, interlibrary loans, other practices in connection with serial literature; the ISSN system was first drafted as an International Organization for Standardization international standard in 1971 and published as ISO 3297 in 1975. ISO subcommittee TC 46/SC 9 is responsible for maintaining the standard; when a serial with the same content is published in more than one media type, a different ISSN is assigned to each media type. For example, many serials are published both in electronic media; the ISSN system refers to these types as electronic ISSN, respectively. Conversely, as defined in ISO 3297:2007, every serial in the ISSN system is assigned a linking ISSN the same as the ISSN assigned to the serial in its first published medium, which links together all ISSNs assigned to the serial in every medium.
The format of the ISSN is an eight digit code, divided by a hyphen into two four-digit numbers. As an integer number, it can be represented by the first seven digits; the last code digit, which may be 0-9 or an X, is a check digit. Formally, the general form of the ISSN code can be expressed as follows: NNNN-NNNC where N is in the set, a digit character, C is in; the ISSN of the journal Hearing Research, for example, is 0378-5955, where the final 5 is the check digit, C=5. To calculate the check digit, the following algorithm may be used: Calculate the sum of the first seven digits of the ISSN multiplied by its position in the number, counting from the right—that is, 8, 7, 6, 5, 4, 3, 2, respectively: 0 ⋅ 8 + 3 ⋅ 7 + 7 ⋅ 6 + 8 ⋅ 5 + 5 ⋅ 4 + 9 ⋅ 3 + 5 ⋅ 2 = 0 + 21 + 42 + 40 + 20 + 27 + 10 = 160 The modulus 11 of this sum is calculated. For calculations, an upper case X in the check digit position indicates a check digit of 10. To confirm the check digit, calculate the sum of all eight digits of the ISSN multiplied by its position in the number, counting from the right.
The modulus 11 of the sum must be 0. There is an online ISSN checker. ISSN codes are assigned by a network of ISSN National Centres located at national libraries and coordinated by the ISSN International Centre based in Paris; the International Centre is an intergovernmental organization created in 1974 through an agreement between UNESCO and the French government. The International Centre maintains a database of all ISSNs assigned worldwide, the ISDS Register otherwise known as the ISSN Register. At the end of 2016, the ISSN Register contained records for 1,943,572 items. ISSN and ISBN codes are similar in concept. An ISBN might be assigned for particular issues of a serial, in addition to the ISSN code for the serial as a whole. An ISSN, unlike the ISBN code, is an anonymous identifier associated with a serial title, containing no information as to the publisher or its location. For this reason a new ISSN is assigned to a serial each time it undergoes a major title change. Since the ISSN applies to an entire serial a new identifier, the Serial Item and Contribution Identifier, was built on top of it to allow references to specific volumes, articles, or other identifiable components.
Separate ISSNs are needed for serials in different media. Thus, the print and electronic media versions of a serial need separate ISSNs. A CD-ROM version and a web version of a serial require different ISSNs since two different media are involved. However, the same ISSN can be used for different file formats of the same online serial; this "media-oriented identification" of serials made sense in the 1970s. In the 1990s and onward, with personal computers, better screens, the Web, it makes sense to consider only content, independent of media; this "content-oriented identification" of serials was a repressed demand during a decade, but no ISSN update or initiative occurred. A natural extension for ISSN, the unique-identification of the articles in the serials, was the main demand application. An alternative serials' contents model arrived with the indecs Content Model and its application, the digital object identifier, as ISSN-independent initiative, consolidated in the 2000s. Only in 2007, ISSN-L was defined in the
United States Department of Education
The United States Department of Education referred to as the ED for Education Department, is a Cabinet-level department of the United States government. It began operating on May 4, 1980, having been created after the Department of Health and Welfare was split into the Department of Education and the Department of Health and Human Services by the Department of Education Organization Act, which President Jimmy Carter signed into law on October 17, 1979; the Department of Education is administered by the United States Secretary of Education. It has an annual budget of $68 billion; the 2019 Budget supports $129.8 billion in new postsecondary grants and work-study assistance to help an estimated 11.5 million students and their families pay for college. Its official abbreviation is "ED" and is often abbreviated informally as "DoEd"; the primary functions of the Department of Education are to "establish policy for and coordinate most federal assistance to education, collect data on US schools, to enforce federal educational laws regarding privacy and civil rights."
The Department of Education does not establish colleges. Unlike the systems of most other countries, education in the United States is decentralized, the federal government and Department of Education are not involved in determining curricula or educational standards; this has been left to state and local school districts. The quality of educational institutions and their degrees is maintained through an informal private process known as accreditation, over which the Department of Education has no direct public jurisdictional control; the Department of Education is a member of the United States Interagency Council on Homelessness, works with federal partners to ensure proper education for homeless and runaway youth in the United States. Opposition to the Department of Education stems from conservatives, who see the department as an undermining of states rights, libertarians who believe it results in a state-imposed leveling towards the bottom and low value for taxpayers' money; the U. S. Department of Education oversees the nation's education system.
The Department sets uniform standards which are applied nationwide. “Since the Department of Education began operations in fiscal year 1980, its mission has included promoting student achievement and ensuring equal access to educational opportunity. To do so, Education partners with state and local governments, which provide most of the resources to school districts for K-12 programs". Civil Rights and Equal Opportunity is one of the most forefront issues, discussed about within the U. S. Department of Education’s four walls; the goal of this agency is to make sure that every student in primary and secondary education has the tools that they need to succeed. Not all of their ideas always work out in the best favor of the students. Throughout recent history, the educational system has not always been focused on furthering the development of all students. However, coming out of the 20th century this ideal has been turned around and many new legislations have been put in place to break down these invisible walls that were surrounding the people who were affected by this hindrance.
“The U. S. like other countries in the 21st century, is operating in an interconnected world. New structures require that teachers and our next generations of students prepare and expand ideas about their responsibilities as citizens". For 2006, the ED discretionary budget was $56 billion and the mandatory budget contained $23 billion. In 2009 it received additional ARRA funding of $102 billion; as of 2011, the discretionary budget is $70 billion. A previous Department of Education was created in 1867 but was soon demoted to an Office in 1868; as an agency not represented in the president's cabinet, it became a minor bureau in the Department of the Interior. In 1939, the bureau was transferred to the Federal Security Agency, where it was renamed the Office of Education. In 1953, the Federal Security Agency was upgraded to cabinet-level status as the Department of Health and Welfare. In 1979, President Carter advocated for creating a cabinet-level Department of Education. Carter's plan was to transfer most of the Department of Health and Welfare's education-related functions to the Department of Education.
Carter planned to transfer the education-related functions of the departments of Defense, Justice and Urban Development, Agriculture, as well as a few other federal entities. Among the federal education-related programs that were not proposed to be transferred were Headstart, the Department of Agriculture's school lunch and nutrition programs, the Department of the Interior's Native Americans' education programs, the Department of Labor's education and training programs. Upgrading Education to cabinet level status in 1979 was opposed by many in the Republican Party, who saw the department as unconstitutional, arguing that the Constitution doesn't mention education, deemed it an unnecessary and illegal federal bureaucratic intrusion into local affairs. However, many see the department as constitutional under the Commerce Clause, that the funding role of the Department is constitutional under the Taxing and Spending Clause; the National Education Association supported the bill, while the American Federation of Teachers opposed it.
As of 1979, the Office of Education had an annual budget of $12 billion. Congress appropriated to the Department of Education an annual budget of $14 billion and 17,000
William Jefferson Clinton is an American politician who served as the 42nd president of the United States from 1993 to 2001. Prior to the presidency, he was the governor of Arkansas from 1979 to 1981, again from 1983 to 1992, the attorney general of Arkansas from 1977 to 1979. A member of the Democratic Party, Clinton was ideologically a New Democrat, many of his policies reflected a centrist "Third Way" political philosophy. Clinton was born and raised in Arkansas and attended Georgetown University, University College and Yale Law School, he met Hillary Rodham at Yale and married her in 1975. After graduating, Clinton returned to Arkansas and won election as the Attorney General of Arkansas, serving from 1977 to 1979; as Governor of Arkansas, he overhauled the state's education system and served as chairman of the National Governors Association. Clinton was elected president in 1992. At age 46, he became the first from the Baby Boomer generation. Clinton presided over the longest period of peacetime economic expansion in American history.
He signed into law the North American Free Trade Agreement but failed to pass his plan for national health care reform. In the 1994 elections, the Republican Party won unified control of the Congress for the first time in 40 years. In 1996, Clinton became the first Democrat since Franklin D. Roosevelt to be elected to a second full term, he passed welfare reform and the State Children's Health Insurance Program, as well as financial deregulation measures, including the Gramm–Leach–Bliley Act and the Commodity Futures Modernization Act of 2000. In 1998, Clinton was impeached by the House of Representatives for perjury and obstruction of justice following allegations that he committed perjury and obstructed justice to conceal an affair that he had with Monica Lewinsky, a 22-year old White House Intern. Clinton was completed his term in office, he is only the second U. S. president—following Andrew Johnson 131 years earlier—to be impeached. During the last three years of Clinton's presidency, the Congressional Budget Office reported a budget surplus, the first such surplus since 1969.
In foreign policy, Clinton ordered U. S. military intervention in the Bosnian and Kosovo wars, signed the Iraq Liberation Act in opposition to Saddam Hussein, participated in the 2000 Camp David Summit to advance the Israeli–Palestinian peace process, assisted the Northern Ireland peace process. Clinton left office with the highest end-of-office approval rating of any U. S. president since World War II, has continually scored high in the historical rankings of U. S. presidents placing in the top third. Since leaving office, he has been involved in humanitarian work, he created the William J. Clinton Foundation to address international causes such as the prevention of AIDS and global warming, he has remained active in politics by campaigning for Democratic candidates, including the presidential campaigns of his wife and Barack Obama. In 2004, Clinton published My Life. In 2009, he was named the United Nations Special Envoy to Haiti and after the 2010 Haiti earthquake, he teamed with George W. Bush to form the Clinton Bush Haiti Fund.
In addition, he secured the release of two American journalists imprisoned by North Korea, visiting the capital Pyongyang and negotiating their release with Kim Jong-il. Clinton was born William Jefferson Blythe III on August 19, 1946, at Julia Chester Hospital in Hope, Arkansas, he is the son of William Jefferson Blythe Jr. a traveling salesman who had died in an automobile accident three months before his birth, Virginia Dell Cassidy. His parents had married on September 4, 1943, but this union proved to be bigamous, as Blythe was still married to his third wife. Virginia traveled to New Orleans to study nursing soon after Bill was born, leaving him in Hope with her parents Eldridge and Edith Cassidy, who owned and ran a small grocery store. At a time when the southern United States was racially segregated, Clinton's grandparents sold goods on credit to people of all races. In 1950, Bill's mother returned from nursing school and married Roger Clinton Sr. who co-owned an automobile dealership in Hot Springs, Arkansas with his brother and Earl T. Ricks.
The family moved to Hot Springs in 1950. Although he assumed use of his stepfather's surname, it was not until Clinton turned 15 that he formally adopted the surname Clinton as a gesture toward his stepfather. Clinton said that he remembered his stepfather as a gambler and an alcoholic who abused his mother and half-brother, Roger Clinton Jr. to the point where he intervened multiple times with the threat of violence to protect them. In Hot Springs, Clinton attended St. John's Catholic Elementary School, Ramble Elementary School, Hot Springs High School, where he was an active student leader, avid reader, musician. Clinton was in the chorus and played the tenor saxophone, winning first chair in the state band's saxophone section, he considered dedicating his life to music, but as he noted in his autobiography My Life: Clinton began an interest in law at Hot Springs High, when he took up the challenge to argue the defense of the ancient Roman Senator Catiline in a mock trial in his Latin class.
After a vigorous defense that made use of his "budding rhetorical and political skills", he told the Latin teacher Elizabeth Buck that it "made him realize that someday he would study law". Clinton has identified two influential moments in his life, both occurring in 1963, that contributed to his decision to become a public figure. One was his visit as a Boys Nation senator to
American Community Survey
The American Community Survey is an ongoing survey by the U. S. Census Bureau, it gathers information contained only in the long form of the decennial census, such as ancestry, educational attainment, language proficiency, disability and housing characteristics. These data are used by many public-sector, private-sector, not-for-profit stakeholders to allocate funding, track shifting demographics, plan for emergencies, learn about local communities. Sent to 295,000 addresses monthly, it is the largest household survey that the Census Bureau administers; the United States Constitution requires an enumeration of the population every ten years and “in such Manner as they shall by Law direct.” From the first census in 1790, legislators understood that the census should collect basic demographic information beyond the number of people in the household. James Madison first proposed including questions in the census to “enable them to adapt the public measures to the particular circumstances of the community.”
Such knowledge collected with each census, he said, “would give them an opportunity of marking the progress of the society." The number and type of questions included in censuses since 1790 have reflected current American societal trends and the growing nation’s expanded data needs. By 1940, advancements in statistical methods enabled the Census Bureau to start asking a sample of the population a subset of additional detailed questions without unduly increasing cost or respondent burden. In subsequent decades, questions, asked of all respondents, as well as new questions, moved to the subsample questionnaire form; as that form grew longer than the census form sent to most households, it became known as the census “long form.” Following the 1960 Census, federal and local government officials, as well as those working in the private sector, began demanding more timely long-form-type data. Lawmakers representing rural districts claimed they were at a data disadvantage, unable to self-fund additional surveys of their populations.
Congress explored the creation of a mid-decade census, holding hearings and authorizing a mid-decade census in 1976, but not funding it. Efforts to obtain data on a more frequent basis began again after the 1990 Census, when it became clear that the more burdensome long form was depressing overall census response rates and jeopardizing the accuracy of the count. At Congress's request, the Census Bureau tested a new design to obtain long-form data. U. S. statistician Leslie Kish had introduced the concept of a rolling sample design in 1981. This design featured ongoing, monthly data collection aggregated on a yearly basis, enabling annual data releases. By combining multiple years of this data, the Census Bureau could release "period" estimates to produce estimates for smaller areas. After a decade of testing, it launched as the American Community Survey in 2005, replacing the once-a-decade census long form; the ACS has an initial sample of 3.5 million housing unit addresses and group quarters in the United States.
The Census Bureau selects a random sample of addresses to be included in the ACS. Each address has about a 1-in-480 chance of being selected in a given month, no address should be selected more than once every five years. Data is collected by internet, telephone interviews and in-person interviews. One third of those who do not respond to the survey by mail or telephone are randomly selected for in-person interviews. About 95 percent of households across all response modes respond. Like the decennial census, ACS responses are confidential; every employee at the Census Bureau takes an oath of nondisclosure and is sworn for life to not disclose identifying information. Violations can result in a 5-year prison sentence and/or $250,000 fine. Under 13 U. S. C. § 9, census responses are "immune from legal process" and may not "be admitted as evidence or used for any purpose in any action, suit, or other judicial or administrative proceeding." The Census Bureau aggregates individual ACS responses into estimates at many geographic summary levels.
Among these summary levels are legal and administrative entities such as states, counties and congressional districts, as well as statistical entities such as metropolitan statistical areas, block groups, census designated places. Estimates for census blocks are not available from ACS. In order to balance geographic resolution, temporal frequency, statistical significance, respondent privacy, ACS estimates released each year are aggregated from responses received in the previous calendar year or previous five calendar years; the Census Bureau provides guidance for data users about which data set to use when analyzing different population and geography sizes. From 2007 to 2013, 3-year estimates were available for areas with 20,000 people or more; this data product was discontinued in 2015 due to budget cuts. The last 3-year release was the 2011-2013 ACS 3-year estimates. Current data releases include: 1-year estimates are available for areas with a population of at least 65,000 people; the 2015 ACS 1-year estimates were released in 2016 and summarize responses received in 2015 for all states but only 26% of counties due to the 65,000 minimum population threshold.
This is most suitable for data users interested in shorter-term changes at medium to large geographic scales. Supplemental estimates are shown in annual tables summarizing populations for geographies with populations of 20,000 or more. 5-year estimates are available for areas down to the block group scale, on the order of 600 to 3000 people. The 2015 ACS 5-yea
Lau v. Nichols
Lau v. Nichols, 414 U. S. 563, was a United States Supreme Court case in which the Court unanimously decided that the lack of supplemental language instruction in public school for students with limited English proficiency violated the Civil Rights Act of 1964. The court held that since non-English speakers were denied a meaningful education, the disparate impact caused by the school policy violated the Civil Rights Act of 1964 and the school district was demanded to provide students with "appropriate relief". In 1971, the San Francisco school system desegregated based on the result of Supreme Court case Lee v. Johnson. 2856 Chinese students, who were not fluent in English, were integrated back into the San Francisco Unified School District. Only about 1000 of those students were provided supplemental English instruction. Of the other 1800-plus Chinese students who weren't fluent in English, many were placed in special education classes while some were forced to be in the same grade for years.
Though the Bilingual Education Act was passed by Congress in 1968 to address the needs of Limited English Speaking Abilities students, the funding was limited. School participation in those programs was voluntary, by 1972, "only 100,391 students nationally, out of 5,000,000 in need were enrolled in a Title VII-funded program."Edward H. Steinman, a public-interest lawyer, reached out to the parents of Kinney Kinmon Lau and other Chinese students with limited English proficiency, he encouraged them to challenge the school district, they filed a class action suit against Alan H. Nichols, the president of the SFUSD at the time, other officials in the school district; the students claimed that they were not receiving special help in school due to their inability to speak English, they argued they were entitled to special help under the Fourteenth Amendment and the Civil Rights Act of 1964 because of equal protection and the ban on educational discrimination. The District Court for the Northern District of California denied the relief and the Court of Appeals for the Ninth Circuit affirmed the decision.
The District Court argued that since a uniform policy was used for all students in SFUSD and that the district didn't intentionally discriminate against students with limited English proficiency, equal protection was provided and the Fourteenth Amendment was not violated. The Court of Appeals claimed that since the school district provided the same treatment for all students though some students were disadvantaged due to their limited fluency in English, the school district was not required to make up for the different starting points of students; the students appealed the Court of Appeal's decision to the Supreme Court. The Supreme Court issued its decision on January 21, 1974, with the Court unanimously ruling in favor of Lau. Instead of examining the equal protection clause from the 14th Amendment, the Court relied on Section 601 of the Civil Rights Act of 1964. Since the school system received federal funding, it was required to provide equal opportunities and access to all students; the Court claimed that though the school districts provided equal treatment for all students, it still imposed disparate impact on the non-English speaking students since they were not able to understand the class material as as other students and therefore were deprived of having "meaningful" education.
The Court referenced the guideline established by the Office for Civil Rights of the Department of Health and Welfare in 1970, which stated that language could be used as a proxy of discrimination on national origin and that "the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students." The Supreme Court demanded the school district to make necessary changes to provide equal education to the non-English speakers, but it didn't state any specific remedies for the district to follow. Justice Potter Stewart, joined by Chief Justice Burger and Justice Blackmun, concurred with this decision as he stated that affirmative remedial efforts, suggested by the OCR, were constitutional and appropriate in this case as long as the efforts were "reasonably related to the purposes of the enabling legislation." In his concurrence joined by Chief Justice Burger, Justice Blackmun suggested that "numbers are at the heart of this case" and that if the case only involved a few students, rather than nearly 2,000, the decision would not be the same.
Lau remains an important decision in bilingual education history. In this case, the Supreme Court found the violation of Civil Rights Act of 1964 based on the discriminatory effect of the school policy regardless of the intent of the officials, it prohibited the "sink and swim" policy and set a precedent of finding disparate impact in violation of the Civil Rights Act. The decision was subsequently followed by the passing of Equal Educational Opportunities Act of 1974 in Congress, which prohibited discrimination against faculty and student in public schools and required the school districts to take "appropriate action" to overcome the barriers to equal participation of all students, it increased funding to the Bilingual Education Act and made additional English instruction mandatory, which extended the Lau ruling to all public schools. The Officer for Civil Rights developed a remedial guideline in 1975, otherwise known as the Lau Remedies, that specified methods and approaches for the school districts to follow in order to provide a meaningful education to students with limited English proficiency.
This led to the development of bilingual programs and additional English instructions in most public schools. However, there have been challenges to the Lau decision in recent decades. In the Supreme Co