Georgia Is Now Among About 35 States With Such Sites, An Effort By Education Officials To Make Colle

(5) Except for civil penalties collected for violations of section 212 [section 12] of this title, sums collected as penalties pursuant to this section shall be applied toward reimbursement of the costs of determining the violations and assessing and collecting such penalties, in accordance with the provision of section 9a of Title 29 [An Act to authorize the Department of Labor to make special statistical studies upon payment of the cost thereof and for other purposes]. Civil penalties collected for violations of section 212 [section 12] of this title shall be deposited in the general fund of the Treasury.

Infrequent or first-time voters are especially unlikely to know about the availability of things such as same-day voter registration and early voting. This obligation falls largely on states and localities, both of which should send eligible voters notifications regarding voting registration deadlines and information about eligibility as well as where and how to register. Well in advance of Election Day, eligible voters should receive notifications that remind them to vote and include information about their respective polling place and voting hours. This would help cut down on improperly cast ballots.39 Distributing sample ballots can also help to improve the voting experience and reduce wait times at polling places.40 One study found that, during the 2000 elections, participation was 2.5 percent higher in states that mailed information about polling places to voters in advance and 2 percentage points higher in states that mailed sample ballots.41 The effects were especially notable for voters with little education and for young people.42 In the seven states that mailed sample ballots, voter participation for registered youths was 73 percent, compared with 67.3 percent in states that did not distribute sample ballots.43

Georgia Is Now Among About 35 States With Such Sites, An Effort By Education Officials To Make Colle

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Low participation among formerly incarcerated people may be due, at least in part, to the lack of information provided to them about their voting rights while incarcerated and upon release.201 One survey found that 68 percent of ex-offender respondents failed to demonstrate an accurate understanding of how their conviction affected their right to vote.202 Another study found that only 10 percent of ex-offender respondents self-reported being educated about their voting rights by a judge, prison staff, or parole staff.203 However, public education can make a difference. According to a survey, of ex-offenders who held an accurate understanding of how their convictions affected their voting rights, a majority planned to vote in future elections.204

Our elected bodies are more representative and our laws are fairer when all eligible Americans are able to have their voices heard and to participate in elections. For voters who are disengaged and disenchanted with the political process, robust civics education programs and integrated voter engagement initiatives can drive participation by re-energizing voters and providing them with reasons and opportunities to cast ballots on the issues that matter most to them and their communities. Furthermore, states must have in place affirmative voter registration and voting policies in order to ensure that eligible voters who want to vote are able to and are not blocked by unnecessary and overly burdensome obstacles such as arbitrary voter registration deadlines and inflexible voting hours. By adopting the policies discussed in this report, America can find its 92 million missing voters and improve the voting experience for all eligible voters.

Expanding access for voters with disabilities. At least seven pre-filed or introduced bills in four states will expand voting access to voters with disabilities. Two Missouri bills would require at least one voting machine per polling location for use by voters who are blind or visually impaired in election regions with more than 350,000 residents, and at least one such voting machine in elections regions with fewer than 350,000 residents. footnote17_hasz7fm 17 MO H.B. 2018, MO H.B. 2321. A New Hampshire bill would require voter registration to be discussed as part of an education or accommodations plan for students with disabilities who are 17 years or older. footnote18_gt9ilyh 18 NH H.B. 1594. Two Rhode Island bills would extend the deadline for voters with certain disabilities to request a mail ballot. footnote19_8mkr7dj 19 RI H.B. 7100, RI S.B. 2007. An Indiana bill would allow voters with disabilities to join a permanent absentee voter list. footnote20_efdr244 20 IN S.B. 71.

Preliminary plans for the Writers' Project made no provision for collecting slave autobiographies, testimonies, and reminiscences. Interviews with former slaves were undertaken spontaneously after the inception of the FWP and were included among the activities of several Southern Writers' Projects for almost a year before these isolated and unrelated efforts were transformed into a concerted regional project coordinated by the Washington office. Project records reveal that a small number of ex-slave interviews had been sporadically conducted, often by a single black employee, in Alabama, Arkansas, Florida, Georgia, South Carolina, Texas, and Virginia without explicit direction or apparent recognition from Washington before the collection of narratives was officially inaugurated by the national headquarters of the FWP in April of 1937.

In March of 1937 several of the Florida interviews were forwarded to Washington for editorial comment. Lomax and Brown were intrigued by the narratives and immediately recognized the value of preserving them. Excited by the possibilities that the structure and emphases of the Writers' Project afforded for large-scale collection of life histories, Lomax proposed that such efforts be extended more systematically to the remaining Southern and border states. On April 1, 1937, the collection of slave narratives formally began with the dispatch of instructions to each of these states directing their Writers' Project workers to the task of interviewing former slaves.

The WPA project to interview former slaves assumed a form and a scope that bore Lomax's imprint and reflected his experience and zeal as a collector of folklore. His sense of urgency inspired the efforts in several states. And his prestige and personal influence enlisted the support of many project officials, particularly in the deep South, who might otherwise have been unresponsive to requests for materials of this type.

The pandemic highlighted the need for consumers to quickly respond to economic shocks, particularly to ensure that they were able to receive and access relief funds and other benefits. Community organizations, policymakers, and bankers raised awareness about Economic Impact Payments and connected consumers to bank accounts. For example, the FDIC launched a national #GetBanked consumer education campaign and collaborated with the U.S. Department of the Treasury to help consumers connect to banks that offered online opening of safe and affordable accounts so that they could establish a banking relationship and receive stimulus payments more quickly and securely.

In addition to expanding access to banking, maintaining sustainable banking relations is a key economic inclusion consideration. The pandemic tested the sustainability of banking relationships when labor market disruptions reduced or curtailed many household income streams. In 2021, about one in five recently unbanked households (21.1 percent) reported that losing or quitting a job, being furloughed, having reduced hours, or having a significant loss of income contributed to closing a bank account in the prior 15 months. As sizeable as this share is, it is much lower than results reported in a past FDIC survey. Although not directly comparable, in 2013, one-third (33.9 percent) of recently unbanked households experienced a significant income loss or a job loss that they said contributed to the household becoming unbanked. Government aid and financial system flexibilities during the pandemic likely played a role in mitigating consumer financial distress, particularly in helping consumers meet their credit obligations. But it would be beneficial to identify lessons learned regarding communication strategies, staff training, or bank policies that were particularly effective in helping consumers and financial institutions navigate financial disruptions. For example, at the start of the pandemic, regulators encouraged financial institutions to work with consumers, especially LMI consumers, and to consider measures to reduce the financial impact of the pandemic, such as waiving early withdrawal penalties for time deposits or ATM fees. It is important to explore whether these or other efforts were effective and could be continued to help LMI consumers cope with short-term financial shocks without becoming unbanked.

Higher rates and intensity of employment among students from underserved backgrounds and those attending under-resourced institutions suggest that employment during college is serving to reinforce inequity in higher education opportunity, experiences, and outcomes. Changes in public policy and institutional practice are needed if higher education is to address these inequities. These efforts should focus on reducing the financial need to work and on minimizing the harm, while maximizing the benefits, of work. 2ff7e9595c