The American Community Survey (ACS) is a major new initiative from the U.S. Census Bureau designed to provide continuously updated information on the numbers and characteristics of the nation's people and housing. It replaces the "long form" of the decennial census. Using the American Community Survey covers the basics of how the ACS design and operations differ from the long-form sample; using the ACS for such applications as formula allocation of federal and state funds, transportation planning, and public information; and challenges in working with ACS estimates that cover periods of 12, 36, or 60 months depending on the population size of an area. This book also recommends priority areas for continued research and development by the U.S. Census Bureau to guide the evolution of the ACS, and provides detailed, comprehensive analysis and guidance for users in federal, state, and local government agencies, academia, and media.

The National School Lunch and School Breakfast Programs, administered by the Food and Nutrition Service (FNS) of the U.S. Department of Agriculture (USDA), are key components of the nation's food security safety net, providing free or low-cost meals to millions of schoolchildren each day. To qualify their children each year for free or reduced-price meals, many families must submit applications that school officials distribute and review. To reduce this burden on families and schools and to encourage more children to partake of nutritious meals, USDA regulations allow school districts to operate their meals programs under special provisions that eliminate the application process and other administrative procedures in exchange for providing free meals to all students enrolled in one or more school in a district. FNS asked the National Academies' Committee on National Statistics and Food and Nutrition Board to convene a panel of experts to investigate the technical and operational feasibility of using data from the continuous American Community Survey (ACS) to estimate students eligible for free and reduced-price meals for schools and school districts. The ACS eligibility estimates would be used to develop "claiming percentages" that, if sufficiently accurate, would determine the USDA reimbursements to districts for schools that provided free meals to all students under a new special provision that eliminated the ongoing base-year requirements of current provisions. Using American Community Survey Data to Expand Access to the School Meals Program was conducted in two phases. It first issued an interim report (National Research Council, 2010), describing its planned approach for assessing the utility of ACS-based estimates for a special provision to expand access to free school meals. This report is the final phase which presents the panel's findings and recommendations.

The National School Lunch Program and the School Breakfast Program, administered by the Food and Nutrition Service of the U.S. Department of Agriculture (USDA), are key components of the nation's food security safety net, providing free or low-cost meals to millions of school-age children each day. Under the most commonly adopted provisions, USDA reimburses districts for meals served on the basis of data collected in a "base year," during which applications are taken. After 3 or 4 years, applications must be taken again to establish new base-year data, unless the district provides evidence that local conditions have not changed. A special provision that does not require applications to be taken every few years would reduce burden, be more attractive to school districts, and potentially increase student participation by expanding access to free meals. To support the development of such a provision, the Food and Nutrition Service asked the National Academies to study the technical and operational issues that arise in using data from the American Community Survey (ACS)-a new continuous survey replacing the long-form survey of the decennial census-to obtain estimates of students who are eligible for free and reduced-price meals for schools and school districts. Such estimates would be used to develop "claiming percentages" that, if sufficiently accurate, would determine federal reimbursements to districts for the schools that provide free meals to all students under a new special provision that eliminates the base-year requirements of current provisions.

Explores incorporating the U.S. Census Bureau's American Community Survey (ACS) data into the transportation planning processes at national, state, metropolitan, and local levels. The report examines ACS data and products and demonstrates their uses within a wide range of transportation planning applications.

Shortlisted for the Financial Times and McKinsey Best Book of the Year Award in 2011 “A masterpiece.” —Steven D. Levitt, coauthor of Freakonomics “Bursting with insights.” —The New York Times Book Review A pioneering urban economist presents a myth-shattering look at the majesty and greatness of cities America is an urban nation, yet cities get a bad rap: they're dirty, poor, unhealthy, environmentally unfriendly . . . or are they? In this revelatory book, Edward Glaeser, a leading urban economist, declares that cities are actually the healthiest, greenest, and richest (in both cultural and economic terms) places to live. He travels through history and around the globe to reveal the hidden workings of cities and how they bring out the best in humankind. Using intrepid reportage, keen analysis, and cogent argument, Glaeser makes an urgent, eloquent case for the city's importance and splendor, offering inspiring proof that the city is humanity's greatest creation and our best hope for the future.

American Community Survey Data for Community Planning helps new and expert data users: Learn practical skills for finding and using population and housing statistics from the U.S. Census BureauOs American Community Survey. Investigate issues that challenge your community, state, the nation, and different population groups. The American Community Survey (ACS) is a powerful new dataset but it is not your mother's decennial census. Learn: How to find and analyze demographic, social, economic, and housing statistics for geographic areas and people (e.g., teenage mothers, college graduates, poor families). The basics for finding and using data in the American Community Survey. The strengths of the data set and its limitations. Many of the skills and concepts you learn from American Community Survey Data for Community Planning will help you find and use other data sets from the U.S. Census Bureau including the decennial census. American Community Survey Data for Community Planning covers: Part I: American Community Survey Basics —the essentials you need to formulate your questions and identify your data needs. Part II: Finding Your Data teaches geographic concepts and helps you use the American FactFinder to find the data. Part III: Making Sense of Your Data describes analytic techniques, sources of error in data, differences between census counts and survey estimates, aspects of data accuracy and accounting for sampling error in your analyses, and how to compare estimates. Part IV: Writing Your Report describes how to avoid common errors, how to use the multi-year statistics from the American Community Survey's rolling sample, and gives you tips on writing reports. Part V: Descriptive Measures, Common Errors, and Useful References At the end of each part, exercises are provided so you can test your understanding of important concepts by making decisions and solving problems.