Publication 970, Tax Benefits for Education

Total Page:16

File Type:pdf, Size:1020Kb

Publication 970, Tax Benefits for Education Userid: CPM Schema: tipx Leadpct: 100% Pt. size: 10 Draft Ok to Print AH XSL/XML Fileid: … tions/P970/2020/A/XML/Cycle02/source (Init. & Date) _______ Page 1 of 95 12:19 - 21-Jan-2021 The type and rule above prints on all proofs including departmental reproduction proofs. MUST be removed before printing. Department of the Treasury Contents Internal Revenue Service Future Developments ....................... 2 Publication 970 What's New for 2020 ........................ 2 Cat. No. 25221V Reminders ............................... 2 Introduction .............................. 3 Tax Benefits Chapter 1. Scholarships, Fellowship Grants, Grants, and Tuition Reductions ............ 5 Scholarships and Fellowship Grants .......... 5 for Education Other Types of Educational Assistance ........ 7 Chapter 2. American Opportunity Credit ....... 9 For use in preparing Can You Claim the Credit? ................ 11 What Expenses Qualify? .................. 12 2020 Returns Who Is an Eligible Student? ................ 18 Who Can Claim a Dependent's Expenses? ..... 19 Figuring the Credit ...................... 20 Claiming the Credit ...................... 22 Chapter 3. Lifetime Learning Credit .......... 22 Can You Claim the Credit? ................ 23 What Expenses Qualify? ................. 24 Who Is an Eligible Student? ............... 29 Who Can Claim a Dependent's Expenses? .... 29 Figuring the Credit ...................... 30 Claiming the Credit ...................... 31 Chapter 4. Student Loan Interest Deduction ... 31 Student Loan Interest Defined .............. 32 Can You Claim the Deduction? ............. 34 Figuring the Deduction ................... 35 Claiming the Deduction ................... 36 Chapter 5. Student Loan Cancellations and Repayment Assistance ................. 38 Student Loan Cancellation ................ 38 Student Loan Repayment Assistance ......... 39 Chapter 6. Tuition and Fees Deduction ....... 39 Can You Claim the Deduction? ............. 39 What Expenses Qualify? .................. 40 Who Is an Eligible Student? ................ 43 Who Can Claim a Dependent's Expenses? ..... 43 Figuring the Deduction ................... 44 Claiming the Deduction ................... 45 Chapter 7. Coverdell Education Savings Account (ESA) ........................ 46 What Is a Coverdell ESA? ................. 47 Contributions .......................... 48 Rollovers and Other Transfers .............. 51 Distributions ........................... 52 Chapter 8. Qualified Tuition Program (QTP) .... 59 Get forms and other information faster and easier at: What Is a QTP? ........................ 59 • IRS.gov (English) • IRS.gov/Korean (한국어) • IRS.gov/Spanish (Español) • IRS.gov/Russian (Pусский) How Much Can You Contribute? ............ 60 • IRS.gov/Chinese (中文) • IRS.gov/Vietnamese (TiếngViệt) Recontribution of Refunded Amounts ......... 60 Jan 21, 2021 Page 2 of 95 Fileid: … tions/P970/2020/A/XML/Cycle02/source 12:19 - 21-Jan-2021 The type and rule above prints on all proofs including departmental reproduction proofs. MUST be removed before printing. Are Distributions Taxable? ................ 60 credit if your MAGI is $69,000 or more ($138,000 or more Rollovers and Other Transfers .............. 62 if you file a joint return). See chapter 3. Chapter 9. Education Exception to Additional Student loan interest deduction. Tax on Early IRA Distributions ............ 63 • For 2020, the amount of your student loan interest de- Who Is Eligible? ........................ 63 duction is gradually reduced (phased out) if your Figuring the Amount Not Subject to the 10% MAGI is between $70,000 and $85,000 ($140,000 Tax ............................... 64 and $170,000 if you file a joint return). You can’t claim Reporting Early Distributions ............... 64 the deduction if your MAGI is $85,000 or more ($170,000 or more if you file a joint return). Chapter 10. Education Savings Bond Program ........................ 65 • You can’t deduct as interest on a student loan any in- terest paid by your employer after March 27, 2000, Who Can Cash in Bonds Tax Free? .......... 65 and before January 1, 2026, under an educational as- Figuring the Tax-Free Amount .............. 66 sistance program. Claiming the Exclusion ................... 66 See chapter 4. Chapter 11. Employer-Provided Educational Education savings bond program. For 2020, the Assistance ........................... 67 amount of your education savings bond interest exclusion Chapter 12. Business Deduction for is gradually reduced (phased out) if your MAGI is between Work-Related Education ................ 67 $82,350 and $97,350 ($123,550 and $153,550 if you file a Qualifying Work-Related Education .......... 68 joint return). You can't exclude any of the interest if your What Expenses Can Be Deducted? .......... 71 MAGI is $97,350 or more ($153,550 or more if you file a joint return). See chapter 10. How To Treat Reimbursements ............. 73 Deducting Business Expenses ............. 74 Business deduction for work-related education. Gen- Recordkeeping ......................... 75 erally, if you claim a business deduction for work-related education and you drive your car to and from school, the Chapter 13. How To Get Tax Help ............ 75 amount you can deduct for miles driven from January 1, 2020, through December 31, 2020, is 57.5 cents a mile. Appendices ............................. 79 See chapter 12. Glossary ................................ 89 Index .................................. 92 What’s New for 2021 Tuition and fees deduction. The Taxpayer Certainty Future Developments and Disaster Tax Relief Act of 2020 repealed the tuition and fees deduction for tax years beginning after 2020. In- For the latest information about developments related to come limitations for the lifetime learning credit will be in- Pub. 970, such as legislation enacted after it was creased to help filers transition to the lifetime learning published, go to IRS.gov/Pub970. credit. What's New for 2020 Reminders Emergency Financial Aid Grants under the CARES Form 1098-T, Tuition Statement. When figuring an ed- Act. Emergency financial aid grants under the CARES ucation credit or tuition and fees deduction, use only the Act for unexpected expenses, unmet financial need, or amounts you paid and are deemed to have paid during expenses related to the disruption of campus operations the tax year for qualified education expenses. In most ca- on account of the COVID-19 pandemic, are not includible ses, the student should receive Form 1098-T from the eli- in your gross income. Because the grant is not includible gible educational institution by February 1, 2021 (January in your gross income, you cannot claim any deduction or 31 falls on a Sunday). However, the amount on Form credit for expenses paid with the grant including the tuition 1098-T might be different from the amount you actually and fees deduction, the American opportunity credit, or paid and are deemed to have paid. In addition, Form the lifetime learning credit. See FAQs: Higher Education 1098-T should give you other information for that institu- Emergency Relief Fund and Emergency Financial Aid tion, such as adjustments made for prior years, the Grants under the CARES Act. amount of scholarships or grants, reimbursements, or re- Lifetime learning credit. For 2020, the amount of your funds, and whether the student was enrolled at least lifetime learning credit is gradually reduced (phased out) if half-time or was a graduate student. The eligible educa- your MAGI is between $59,000 and $69,000 ($118,000 tional institution may ask for a completed Form W-9S, Re- and $138,000 if you file a joint return). You can't claim the quest for Student's or Borrower's Taxpayer Identification Number and Certification, or similar statement to obtain Page 2 Publication 970 (2020) Page 3 of 95 Fileid: … tions/P970/2020/A/XML/Cycle02/source 12:19 - 21-Jan-2021 The type and rule above prints on all proofs including departmental reproduction proofs. MUST be removed before printing. the student's name, address, and taxpayer identification can't claim the American opportunity credit on either your number. original or an amended 2020 return. Also, the American Form 1098-T requirement. To be eligible to claim the opportunity credit isn't allowed on either your original or an American opportunity credit, lifetime learning credit, or tui- amended 2020 return for a student who hasn’t been is- tion and fees deduction, the law requires a taxpayer (or a sued a TIN by the due date of your return (including exten- dependent) to have received Form 1098-T, Tuition State- sions). See chapter 2. ment, from an eligible educational institution, whether do- Coordination with Pell grants and other scholarships mestic or foreign. or fellowship grants. It may benefit you to choose to in- However, you may claim a credit or deduction if the stu- clude otherwise tax-free scholarships or fellowship grants dent doesn't receive Form 1098-T because the student's in income. This may increase your education credit and educational institution isn't required to furnish Form lower your total tax or increase your refund. See Coordi- 1098-T to the student under existing rules (for example, if nation with Pell grants and other scholarships or fellow- the student is a qualified nonresident alien, has qualified ship grants in chapter 2 and chapter 3. education expenses paid entirely with scholarships, has qualified education expenses paid under a formal billing Achieving a Better Life Experience (ABLE) account.
Recommended publications
  • Freecommunitycollege.Pdf
    American Association of State Colleges and Universities Delivering America’s Promise PolicyMatters A Higher Education Policy Brief n May 2016 of community college students would have little or no The Promises and Pitfalls outstanding tuition costs. In most cases, free community college plans do not cover non-tuition expenses, which limits their budgetary costs. Since most pre-existing of State Free Community financial aid is distributed based on need, last-dollar programs generally provide minimal help to the poorest College Plans students. By Thomas L. Harnisch and Kati Lebioda Last-dollar free community college proposals provide an opportunity to unite some progressives and conservatives. For some progressives, free community Introduction college is a matter of social justice; the message is clear and powerful and can reach students who perceive Decades of state disinvestment in public higher college to be financially out of reach. Further, some education have led to escalating tuition rates and students will receive needed financial assistance. Some heavier student debt burdens, and the public backlash conservatives, meanwhile, see an opportunity to meet over unaffordable college has brought policy options state workforce demands with minimal new costs to from the periphery into the mainstream of state taxpayers. lawmakers’ agendas. One such idea is free community college, a bold solution put forth by both Democratic But neither the progressive nor the conservative lines and Republican lawmakers in states throughout of argument in favor of these proposals are free from the country in recent years. Thus far, four states contrary ideological perspectives. While the simplicity have enacted free community college policies, with of “free” government-funded services is appealing to lawmakers in at least 16 other states considering similar progressives, most last-dollar proposals are regressive proposals.
    [Show full text]
  • Continuing Education Courses for Human Service Professionals
    Office of Human Resources Training and Organizational Development Division Center for Continuous Learning Opportunities for Containing Education for Human Service Professionals Purpose The Center for Continuous Learning (CCL) provides developmental opportunities throughout the year. We understand, however, that the CCL program cannot meet all the training needs of all DHHS staff members, so we have compiled a list of organizations which provide continuing education programs. These organizations provide the following services: Free Courses Web-Based Courses Classroom Courses Continuing Education Credits These classes may be available locally, nationally or on the World Wide Web. Many provide training free or at a reasonable cost, and they provide Continuing Education credits approved by MBSWE, NBCC, NASW, ANA, CME and other boards. Additional Information Always confirm that the organization is “an approved provider of continuing education” by the appropriate credentialing board for your profession. Approved sponsors are required to post this on the website. Technical difficulties should be addressed to that particular organization’s customer service/technical support contact. As with all training outside the County programs, it is your responsibility to maintain a record of your training. The Office of Human Resources cannot maintain these records. Questions If you have questions using this guide, please contact the CCL Program Manager at [email protected] or 240-777-5063. Important Information (Disclaimer) Montgomery County Government Office of Human Resources Training and Development is permitting the links provided by this resource page to other homepages as a service to its client community. Inclusion in this list does not imply endorsement by Montgomery County Government Office of Human Resources or the Department of Health and Human Services.
    [Show full text]
  • Surviving the Petabyte Age: a Practitioner's Guide
    • Cognizant 20-20 Insights Surviving the Petabyte Age: A Practitioner’s Guide Executive Summary The amount of time it takes for news to become common knowledge has shrunk, thanks to: The concept of “big data1” is gaining attention across industries and the globe. Among the drivers • An emerging network of social media and blogs are the growth in social media (Twitter, Facebook, that potentially makes everyone a publisher of blogs, etc.) and the explosion of rich content from good and bad news. other information sources (activity logs from the A rapid increase in the number of people who Web, proximity and wireless sources, etc.). The • are untethered from traditional information desire to create actionable insights from ever- receptacles and now have a highly mobile increasing volumes of unstructured and struc- means of collecting and ingesting information. tured data sets is forcing enterprises to rethink their approach to big data, particularly as tradi- • The meteoric rise of desktop tools housing a tional approaches have proved difficult, if even significant portion of information. Organiza- possible, to apply to structured data sets. tions need to understand the information and processes involved in the dispensation of desk- One challenge that many, if not most, enter- top-managed information (mostly Microsoft prises are attempting to address is the increas- Access and Excel). This information is most ing number of data sources made available for likely to be found in the form of: analysis and reporting. Those who have taken an Copies of operational data (including both early adopter stance and integrated non-tabular > sources and targets).
    [Show full text]
  • Annual Report 2016
    4 AUDIT +1.0 % 202.0 CHF million Net revenues 2016 Lukas Marty Head of Audit Transformation as a source of strength This past year the audit business was driven more than usual by transactions, restructuring and relocations. KPMG’s technologically innovative, interdisciplinary services were extremely successful on the market. The faster the transformation, the more important the peace of mind offered by auditors. The more companies change, the greater the potential for auditors to make a vital contribution. And this is something KPMG has been quite successful at over the past year. Digitization raises demand for advisory services On the other hand, technological transformation There are multiple factors at play here. On the has intensified even further. Many clients one hand, Swiss businesses and companies are restructuring their IT systems, often with located in Switzerland have been involved far-reaching consequences: Companies are in numerous deals which need to be assessed being reorganized and their age-old structures by auditors, even if they take place outside radically dismantled. Standardized IT solutions Switzerland. The bustling acquisition schedule now make it possible for tasks previously is partly attributable to the strong franc, which performed across a large number of subsidiaries has boosted the purchasing power of Swiss to be assigned to just a few global shared corporations enormously. Yet the strong franc service centers. Not only that, but standardized has also prompted both foreign and Swiss firms IT solutions also allow global guidelines to be to take a more critical look at which activities established within corporations, industries and they want to keep in high-priced Switzerland and even beyond.
    [Show full text]
  • Education: Free and Compulsory
    Education Free & Compulsory Murray N. Rothbard Ludwig von Mises Institute Auburn, Alabama This work was originally published in the April and July–August 1971 issues of The Individualist, and then revised and published by the Center for Independent Education in 1979. This edition restores the original text. Thanks to MisesInstitute summer fellow Candice Jackson for editorial assistance, and to Institute Member Richard Perry for the index. Copyright © 1999 by The Ludwig von Mises Institute. All rights reserved. Written permission must be secured from the publisher to use or reproduce any part of this book, except for brief quotations in critical reviews or articles. The US government’s World War II school propaganda poster, reproduced on the cover, is an apt illustration of the State’s ideal for education. Published by the Ludwig von Mises Institute, 518 West Magnolia Avenue, Auburn, Alabama 36832-4528. ISBN: 0945466-22-6 TABLEOFCONTENTS The Individual’s Education . 1 Compulsory Education in Europe . 19 Compulsory Education in the United States . 37 iii Preface he central concern of social theory and policy in the new mil- lennium should be to redefine fundamentally the role of the Tstate in its relations to individuals, families, communities. This must also include a rethinking of the means, methods, and institutions most suitable for the education of the child. What urgently requires correction is today’s dramatic imbal- ance between families and the state. It is an imbalance that over- whelmingly favors the controlling power of the political sphere relative to that of parents and children to seek out educational set- tings that are best suited to the full educational development of the individual.
    [Show full text]
  • Understanding the Evolving Roles of Outbound Education Tourism in China: Past, Present, and Future
    Athens Journal of Tourism - Volume 7, Issue 2, June 2020 – Pages 100-116 Understanding the Evolving Roles of Outbound Education Tourism in China: Past, Present, and Future By Sandy C. Chen* This paper discusses the evolving roles of outbound education tourism in China. To provide a thorough understanding, it first surveyed the origins and philosophy of travel as an educational device as well as education travelers’ motivations in Chinese history from the first pioneers in the Confucian era to the late 20th century. Then, it described key events and factors that have stimulated the development of the outbound education tourism in modern China and its explosive growth in the 21st century. Through in-depth personal interviews, the study developed a set of measures that reflected present Chinese students’ expectations of traveling abroad to study. A follow-up large-scale survey among Chinese students studying in the United States revealed two dimensions underlining these expectations: Intellectual Growth and Lifestyle. The findings of the study have significant implications for key stakeholders of higher education such as administrators, marketers, faculty, staff, and governmental policy-making agencies. Keywords: Education tourism, Outbound tourism, Chinese students, Travel motivation, Expectations. Introduction Traveling abroad to study, which falls under the definition of education tourism by Ritchie et al. (2003), has become a new sensation in China’s outbound tourism market. Indeed, since the start of the 21st century, top colleges and universities around the world have found themselves welcoming more and more Chinese students, who are quickly becoming the largest group of international students across campuses. Most of these students are self-financing and pay full tuition and fees, thus every year contributing billions of dollars to destination countries such as the United States, the United Kingdom, Canada, Australia, Germany, France, and Singapore.
    [Show full text]
  • Can Game Companies Help America's Children?
    CAN GAME COMPANIES HELP AMERICA’S CHILDREN? The Case for Engagement & VirtuallyGood4Kids™ By Wendy Lazarus Founder and Co-President with Aarti Jayaraman September 2012 About The Children’s Partnership The Children's Partnership (TCP) is a national, nonprofit organization working to ensure that all children—especially those at risk of being left behind—have the resources and opportunities they need to grow up healthy and lead productive lives. Founded in 1993, The Children's Partnership focuses particular attention on the goals of securing health coverage for every child and on ensuring that the opportunities and benefits of digital technology reach all children. Consistent with that mission, we have educated the public and policymakers about how technology can measurably improve children's health, education, safety, and opportunities for success. We work at the state and national levels to provide research, build programs, and enact policies that extend opportunity to all children and their families. Santa Monica, CA Office Washington, DC Office 1351 3rd St. Promenade 2000 P Street, NW Suite 206 Suite 330 Santa Monica, CA 90401 Washington, DC 20036 t: 310.260.1220 t: 202.429.0033 f: 310.260.1921 f: 202.429.0974 E-Mail: [email protected] Web: www.childrenspartnership.org The Children’s Partnership is a project of Tides Center. ©2012, The Children's Partnership. Permission to copy, disseminate, or otherwise use this work is normally granted as long as ownership is properly attributed to The Children's Partnership. CAN GAME
    [Show full text]
  • Changing Trends of Nigeria's Educational Sector – My Assembled
    1 REDEEMER’S UNIVERSITY, EDE CHANGING TRENDS OF NIGERIA’S EDUCATIONAL SECTOR – MY ASSEMBLED COGNITION A Valedictory Lecture By PROFESSOR LAWRENCE BABATOPE KOLAWOLE B. Sc, PhD (Physics), PhD (Theology), FSAN , FNIP , HON . FNIST VALEDICTORY LECTURE No. 1 November 23, 2017 Educated men are as much superior to uneducated as the living are to the dead.- Aristotle Education is a sign of freedom. Only the educated are free. - Epictetus Education is a controlling grace to the young, consolation to the old, wealth to the poor and ornament to the rich. - Diogenes What sculpture is to a block of marble education is to the soul. - Addison. Without education, man is a splendid slave, reasoning savage. - Anonymous The Chairman, The Pro-Chancellor and Chairman of Council, The Vice-Chancellor, Eminent Members of the Governing Council, Honourable Members of Senate, 2 HRM Oba Munirudeen Adesola Lawal, Lamisa I, the Timi of Ede, Other Principal Officers of the University, Deans of Colleges, Directors of Units, Heads of Department, Members of the University Community, Distinguished Guests, Gentlemen of the Press, Ladies and Gentlemen, My teaching career has turned out to be a full-circle marathon, the beginning and end of which is the serene town of Ede. I earned the first salary as a secondary school teacher at Timi Agbale Grammar School, Ede in June 1962 and I’ll, by the grace of God, earn the last as a professor at the Redeemer’s University, Ede in December 2017. I was a French teacher at Timi Agbale and a Physics teacher at the Redeemer’s University.
    [Show full text]
  • The Impacts of Coffee Production on Local Producers
    THE IMPACTS OF COFFEE PRODUCTION ON LOCAL PRODUCERS By Danielle Cleland Advised by Professor Dawn Neill, MS, PhD SocS 461, 462 Senior Project Social Sciences Department College of Liberal Arts CALIFORNIA POLYTECHNIC STATE UNIVERSITY Winter, 2010 TABLE OF CONTENTS Page Number Research Proposal 2 Annotated Bibliography 3-5 Outline 6-7 Introduction 8-9 Some General History, the International Coffee Agreement and the Coffee Crisis 9-12 Case Studies Brazil 12-18 Other Latin American Countries 18-19 Vietnam 19-25 Rwanda 25-30 Fair Trade 30-34 Conclusion 35-37 Bibliography 38 1 Research Proposal The western culture of coffee is rapidly expanding. For many needing their morning fix of caffeine but in addition a social network forms around this drink. As the globalization of coffee spreads, consumers and corporations are becoming more and more disconnected from the coffee producers. This research project will look at examples of ‘sustainable’ coffee and the effects the production of coffee beans has on local communities. The research will look at specific case studies of regions where coffee is produced and the positive and negative impacts of coffee growth. In addition, the research will look at both sides of the fair trade industry and organic coffee on a more global level and at how effective these labels actually are. In doing so, the specific effects of economic change of coffee production on children in Brazil will be examined in “Coffee production effects on child labor and schooling in rural Brazil”. The effects explored on such communities in Costa Rica, Southeast Asia and Africa will be economic, social and environmental.
    [Show full text]
  • The Supreme Court, Compulsory Education, and the First Amendment's Religion Clauses
    University of Chicago Law School Chicago Unbound Journal Articles Faculty Scholarship 1973 The Supreme Court, Compulsory Education, and the First Amendment's Religion Clauses Philip B. Kurland Follow this and additional works at: https://chicagounbound.uchicago.edu/journal_articles Part of the Law Commons Recommended Citation Philip B. Kurland, "The Supreme Court, Compulsory Education, and the First Amendment's Religion Clauses," 75 West Virginia Law Review 213 (1973). This Article is brought to you for free and open access by the Faculty Scholarship at Chicago Unbound. It has been accepted for inclusion in Journal Articles by an authorized administrator of Chicago Unbound. For more information, please contact [email protected]. West Virginia Law Review Volume 75 April 1973 Number 3 THE SUPREME COURT, COMPULSORY EDUCATION, AND THE FIRST AMENDMENT'S RELIGION CLAUSES* PmLip B. KUpLAND** I. INTRODUCTION As a preliminary to my usual jeremiad about the work of the Supreme Court, I would like to set out what I consider to be some essential background against which the Court's decisions on schools and the religion clauses of the first amendment should be seen. I want to suggest that you consider, along with my proferred analysis of the decisions, the American idealization of the educational pro- cesses to which we have become committed and some of the counter- vailing forces that have been rampant in our history. It has long been an American dream that education affords the means for upward mobility in an open society. The Supreme Court - here as elsewhere a mirror of the American commonweal, a mirror that sometimes distorts the facts- has framed much of the country's constitutional law on the unstated premise that formal education is the means by which American society remains fluid yet cohesive, pluralistic yet unitary, aspiring to be a democracy while being governed by a meritocracy.
    [Show full text]
  • DLT RIDER to MANUFACTURER END USER TERMS (For Public Sector End Users)
    DLT RIDER TO MANUFACTURER END USER TERMS (For Public Sector End Users) 1. Scope. This DLT Rider to Infor, Inc. (“Manufacturer”) End User Terms (“DLT Rider”) establishes the terms and conditions enabling DLT Solutions, LLC (“DLT”) to provide Manufacturer’s Offerings to Public Sector Government Agencies to include the Federal, State and Local entities (the “Licensee” or “Customer”). 2. Applicability. The terms and conditions in the attached Manufacturer Terms are hereby incorporated by reference to the extent that they are consistent with Public Sector Laws (e.g., the Anti-Deficiency Act, the Contracts Disputes Act, the Prompt Payment Act, the Anti-Assignment statutes). To the extent the terms and conditions in the Manufacturer's Terms or any resulting Customer Order are inconsistent with the following clauses, they shall be deemed deleted and the following shall take precedence: a. Advertisements and Endorsements. Unless specifically authorized by Customer in writing, use of the name or logo of Customer is prohibited. b. Assignment. All clauses regarding Assignment are subject to Assignment of Claims and Novation and Change-of-Name Agreements. All clauses governing Assignment in the Manufacturer Terms are hereby deemed to be deleted. c. Audit. During the term of a Customer order subject to this Rider: (a) If Customer's security requirements included in the Order are met, Manufacturer or its designated agent may audit Customer's facilities and records to verify Customer's compliance with this Agreement. Any such audit will take place only during Customer's normal business hours contingent upon prior written notice and adherence to any security measures the Customer deems appropriate, including any requirements for personnel to be cleared prior to accessing sensitive facilities.
    [Show full text]
  • A Next Social Contract for the Primary Years of Education
    march 2010 A Next Social Contract for the Primary Years of Education lisa guernsey and sara mead education policy program Early Education Initiative and Next Social Contract Initiative EarlyEd.NewAmerica.net New America Foundation This paper was made possible through generous grants from the Foundation for Child Development, the W. Clement and Jessie V. Stone Foundation, and the Strategic Knowledge Fund, co-funded by the Foundation for Child Development and the W.K. Kellogg Foundation. © 2010 New America Foundation This report carries a Creative Commons license, which permits non- commercial re-use of New America content when proper attribution is provided. This means you are free to copy, display and distribute New America’s work, or include our content in derivative works, under the following conditions: • Attribution. You must clearly attribute the work to the New America Foundation, and provide a link back to www.Newamerica.net. • Noncommercial. You may not use this work for commercial purposes without explicit prior permission from New America. • Share Alike. If you alter, transform, or build upon this work, you may distribute the resulting work only under a license identical to this one. For the full legal code of this Creative Commons license, please visit www.creativecommons.org. If you have any questions about citing or re- using New America content, please contact us. Contents The Need for a Next Social Contract for Education ............ 1 Questioning Institutions and Assumptions ........................2 Our Fragmented Education Pipeline ...................................2 Why Focus on PreK-3rd? .......................................................3 Expanding Access to High-Quality Pre-K .............................4 Redefining the Primary Years ...............................................7 A Policy Framework for PreK-3rd Reforms ..........................11 Conclusion .........................................................................
    [Show full text]