Analysts at the Congressional Research Service continue to churn out reports for Congress faster than they can reasonably be digested. Not all of them are of broad interest, nor do they consistently offer original content or significant analytical insight.
But as long as Congress refuses to make them available online to the general public, there seems to be value in our helping to do so.
Recent CRS products that are not already available in other online public collections such as OpenCRS and the State Department’s Foreign Press Center include the following.
“Is China a Threat to the U.S. Economy?,” updated January 23, 2007.
“China’s Trade with the United States and the World,” updated January 4, 2007.
“Yemen: Current Conditions and U.S. Relations,” updated January 4, 2007.
“State and Urban Area Homeland Security Plans and Exercises: Issues for the 110th Congress,” updated January 3, 2007.
“The Organization for Economic Cooperation and Development,” updated January 19, 2007.
“Environmental Activities of the U.S. Coast Guard,” updated January 16, 2007.
“The Emergency Planning and Community Right-to-Know Act (EPCRA): A Summary,” updated January 3, 2007.
“Countries of the World and International Organizations: Sources of Information,” updated January 8, 2007.
At a period where the federal government is undergoing significant changes in how it hires, buys, collects and organizes data, and delivers, deeper exploration of trust in these facets as worthwhile.
Moving postsecondary education data collection to the states is the best way to ensure that the U.S. Department of Education can meet its legislative mandates in an era of constrained federal resources.
Supporting children’s development through health, nutrition, education, and protection programs helps the U.S. achieve its national security and economic interests, including the Administration’s priorities to make America “safer, stronger, and more prosperous.”
To strengthen federal–state alignment, upcoming AI initiatives should include three practical measures: readiness assessments before fund distribution, outcomes-based contracting tied to student progress, and tiered implementation support reflecting district capacity.