us government assignments

Congressional Committees

Committees decide which bills and resolutions move forward to consideration by the House or Senate as a whole. Committee chairs have enormous influence over this process.

#protip: To track upcoming committee meetings, check out Congress.gov’s committee meetings calendar .

Committee meetings each weekday over the last year. Darker is more meetings.

Senate Committees

Agriculture, nutrition, and forestry, appropriations, armed services, banking, housing, and urban affairs, commerce, science, and transportation, energy and natural resources, environment and public works, foreign relations, health, education, labor, and pensions, homeland security and governmental affairs, indian affairs, intelligence, rules and administration, small business and entrepreneurship, united states senate caucus on international narcotics control, veterans' affairs, house committees, agriculture, education and the workforce, energy and commerce, financial services, foreign affairs, homeland security, house administration, house select subcommittee on the coronavirus pandemic, house select subcommittee on the weaponization of the federal government, natural resources, oversight and accountability, science, space, and technology, small business, strategic competition between the united states and the chinese communist party, transportation and infrastructure, ways and means, joint committees.

The joint committees are made up of both senators and representatives. They typically have an oversight or policy role but no legislative duties.

Commission on Security and Cooperation in Europe

Joint Committee on Printing

Joint Committee on Taxation

Joint Committee on the Library

Joint Economic Committee

While the Joint Committees on Printing and the Library have nominal responsibility for oversight of the Government Publishing Office and the Library of Congress, respectively, the committees are essentially defunct and oversight takes place within the majority party leadership of each chamber.

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The House’s committees consider bills and issues and oversee agencies, programs, and activities within their jurisdictions.

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• Joint Committee on Taxation

View Committees No Longer Standing from the 117th Congress

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Branches of the U.S. government

Learn about the executive, legislative, and judicial branches of the U.S. government.

The Constitution of the United States divides the federal government into three branches: legislative, executive, and judicial. This ensures that no individual or group will have too much power.

Legislative branch

This branch is made up of Congress (the Senate and House of Representatives) and special agencies and offices that provide support services to Congress.

The legislative branch’s roles include:

• Drafting proposed laws
• Confirming or rejecting presidential nominations for heads of federal agencies, federal judges, and the Supreme Court
• Having the authority to declare war

Executive branch

The executive branch’s key roles include:

• President - The president is the head of state, leader of the federal government, and Commander in Chief of the United States armed forces. 
• Vice president - The vice president supports the president. If the president is unable to serve, the vice president becomes president. The vice president also presides over the U.S. Senate and breaks ties in Senate votes.
• The Cabinet - Cabinet members serve as advisors to the president. They include the vice president, heads of executive departments, and other high-ranking government officials. Cabinet members are nominated by the president and must be approved by the Senate.

The executive branch also includes executive departments, independent agencies, and other boards, commissions, and committees.

Judicial branch

The judicial branch includes the Supreme Court and other federal courts.

It evaluates laws by:

• Interpreting the meaning of laws
• Applying laws to individual cases
• Deciding if laws violate the Constitution

How each branch of government provides checks and balances

The ability of each branch to respond to the actions of the other branches is the system of checks and balances .

Each branch of government can change acts of the other branches:

• The president can veto legislation created by Congress. He or she also nominates heads of federal agencies and high court appointees.
• Congress confirms or rejects the president's nominees. It can also remove the president from office in exceptional circumstances.
• The Justices of the Supreme Court, nominated by the president and confirmed by the Senate, can overturn unconstitutional laws.

LAST UPDATED: September 20, 2024

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25 Essay Topics for American Government Classes

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If you are a teacher searching for essay topics to assign to your U.S. government or civics class or looking for ideas, do not fret. It is easy to integrate debates and discussions into the classroom environment. These topic suggestions provide a wealth of ideas for written assignments such as  position papers , compare-and-contrast essays , and  argumentative essays . Scan the following 25 question topics and ideas to find just the right one. You'll soon be reading interesting papers from your students after they grapple with these challenging and important issues.

• Compare and contrast what is a direct democracy versus representative democracy. 
• React to the following statement: Democratic decision-making should be extended to all areas of life including schools, the workplace, and the government. 
• Compare and contrast the Virginia and New Jersey plans. Explain how these led to the Great Compromise .
• Pick one thing about the U.S. Constitution including its amendments that you think should be changed. What modifications would you make? Explain your reasons for making this change.
• What did Thomas Jefferson mean when he said, "The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants?" Do you think that this statement still applies to today's world? 
• Compare and contrast mandates and conditions of aid regarding the federal government's relationship with states. For example, how has the Federal Emergency Management Agency delivered support to states and commonwealths that have experienced natural disasters?
• Should individual states have more or less power compared to the federal government when implementing laws dealing with topics such as the legalization of marijuana  and abortion ? 
• Outline a program that would get more people to vote in presidential elections or local elections.
• What are the dangers of gerrymandering when it comes to voting and presidential elections?
• Compare and contrast the major political parties in the United States. What policies are they preparing for upcoming elections?
• Why would voters choose to vote for a third party, even though they know that their candidate has virtually no chance of winning? 
• Describe the major sources of money that are donated to political campaigns. Check out the Federal Election Regulatory Commission's website for information.
• Should corporations be treated as individuals regarding being allowed to donate to political campaigns?  Look at the 2010 Citizens United v. FEC ruling on the issue. Defend your answer. 
• Explain the role of social media in connecting interest groups that have grown stronger as the major political parties have grown weaker. 
• Explain why the media has been called the fourth branch of government. Include your opinion on whether this is an accurate portrayal.
• Compare and contrast the campaigns of U.S. Senate and House of Representatives candidates.
• Should term limits be instituted for members of Congress? Explain your answer.
• Should members of Congress vote their conscience or follow the will of the people who elected them into office? Explain your answer.
• Explain how executive orders have been used by presidents throughout the history of the U.S. What is the number of executive orders issued by the current president?
• In your opinion, which of the three branches of the federal government has the most power? Defend your answer.
• Which of the rights guaranteed by the First Amendment do you consider the most important? Explain your answer. 
• Should a school be required to get a warrant before searching a student's property? Defend your answer. 
• Why did the Equal Rights Amendment fail? What kind of campaign could be run to see it passed?
• Explain how the 14th Amendment has affected civil liberties in the United States from the time of its passage at the end of the Civil War.
• Do you think that the federal government has enough, too much or just the right amount of power? Defend your answer.
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Classroom Activities and Project Ideas for American Government, Forming a New Nation

These are classroom activities and project ideas for kids and teachers to use in your American History Unit Study of Forming a New Nation, the creation of a new government - Declaration of Independence, Constitution, Bill of Rights, and 3 Branches of Government. These activities and projects can be adjusted for any grade. We hope you'll find some ideas you can use.

Inquiry Project : Why did the new nation want a different form of government from British rule?

Inquiry Project: What are some of the challenges that faced the new nation and what did they do about it?

Donn, Group Activity: Building the Constitution (middle school and high school): Prepare a handout prior to class that is a list of things not found in the Constitution, but do not tell your students that these things are not in the Constitution.  http://www.usconstitution.net/constnot.html . Pass out the list. As a class activity, ask students what is and what is not, in the Constitution from this list. Take a class vote (by show of hands) on each item on the list and post the yes or no vote (majority rules) on your blackboard, whiteboard, or overhead next to the item on the list. THEN, hand out copies of the Constitution. Move students into groups. Assign each group 5 or 6 items to find in the Constitution from your list. Allow 20 - 30 minutes for search. Have each group report their findings. Some groups may think they have found reference to the list item(s) you assigned them. But actually, none of the items on the list can be found in the Constitution. It's amazing what is not there. Conclude activity by having each group come up with one or two things that they believe should have been included in the constitution that were not. Give them a few minutes. Then have each group share their ideas. Prior to lesson 2, list all or some of the items the groups believed should have been included on the original constitution. Have that list ready as a handout prior to lesson 2. Lesson 2: Building the Constitution: Activity: Amendments, the Bill of Rights

Donn, Mock Trial Activity: The Big Bad Wolf on Trial (middle and high school):  Explain to the kids that a mock trial is a pretend trial. In our classroom, we put the big bad wolf on trial every year for the murder of little red riding hood, with one trial per class. Start with: The Story of Little Red Riding Hood from the Kids Academy  because it has a happy ending. Or adjust for any story you chose about Little Red Riding Hood and the Big Bad Wolf. Next, I share with the kids this true story: In one class (not ours unfortunately) the key witness for the prosecution stated that he saw the big bad wolf slip a bloody knife into his jacket pocket and then saw the big bad wolf run away from little red riding hood's house. The student who was acting the part of the defense attorney looked up quickly. She grabbed the "wolf's" jacket that had been introduced as evidence by the prosecuting attorney a little earlier in the trial, and asked the witness: "Is this the jacket?" The witness said yes. She handed the jacket to the witness and said: "Could you show me which pocket please?" The witness hunted but could find NO pocket in the jacket! Without evidence, the jury had no choice but to find the wolf innocent of all wrong doing! At the conclusion of the trial, this class gave the defense attorney a standing ovation! It's important to include this story because the kids are more aware of the importance of witness testimony, of evidence, and how you might discredit a witness and/or evidence. After you share this story, organize your class in prep for your own mock trial activity. If they need help in their small group, remind them to ask themselves - what if the witness says .... and prep from there. Assign roles, but that's it. The kids will run with it. It takes some prep, but this lesson is a winner.

Donn, Local Government Simulation:

Simulate a Mid-Atlantic town meeting, called to discuss problems of the diverse backgrounds of townspeople.

Preparation: Create several personalities, one each on a 3×5 card. Include background, occupation, etc., per card.

Put the cards in a hat. Have the kids each draw a card.

Stay in character. 2 day activity.

Inquiry Project: Can the structure of the U.S. government prevent a dictatorship?

Inquiry Project: What happens when a state does not want to follow federal law?

Inquiry Project: Is voting worth the time?

Role Play Activity: Separation of Power, Who's Got the Power?

Simulation: Separation of Power, What's for Lunch? handout and What's for Lunch?

Group Activity: 3 Branches of Government, the Power Grab Game

Group Activity, Class Competition: Claim your powers!

Inquiry Based Project: What makes a good president?

Projects: US Civics and Constitution Projects - an interesting and long of ideas

Americans experiment with types of government in the Articles of Confederation

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Government structure.

Published on Mon, May 17, 2021 9:00AM PDT | Updated Tue, August 8, 2023 11:23AM PDT

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Visit the government structure and finance topic page for an up to date view of government in the US.

The US is a constitutional republic and representative democracy. Our Government is regulated by a system of checks and balances defined by the US Constitution, which serves as the country’s supreme legal document. In the US, citizens are usually subject to three levels of government: federal, state, and local. The original text of the Constitution establishes the structure and responsibilities of the federal government and its relationship with the individual states. The Constitution has been amended 27 times, including the first 10 amendments, the Bill of Rights, which forms the central basis of Americans’ individual rights.

Federal government structure

The Constitution divides the federal government into three branches to ensure a central government in which no individual or group gains too much control:

• Legislative – Makes laws (Congress)
• Executive – Carries out laws (President, Vice President, Cabinet)
• Judicial – Evaluates laws (Supreme Court and other courts)

Each branch of government can change acts of the other branches as follows:

• The president can veto legislative bills passed by Congress before they become law (subject to Congressional override).
• Congress confirms or rejects the president’s appointments and can remove the president from office in exceptional circumstances.
• The justices of the Supreme Court, who can overturn unconstitutional laws, are appointed by the president and confirmed by the Senate.

Legislative

The legislative branch enacts legislation, confirms or rejects presidential appointments, and has the authority to declare war. This branch comprises Congress (the Senate and House of Representatives) and several agencies that provide support services to Congress.

The executive branch carries out and enforces laws. It includes the president, vice president, the Cabinet, 15 executive departments, independent agencies, and other boards, commissions, and committees.

The judicial branch interprets the meaning of laws, applies laws to individual cases, and decides if laws violate the Constitution. The judicial branch comprises the Supreme Court and other federal courts.

THE UNITED STATES GOVERNMENT

THE CONSTITUTION

SIGNIFICANT REPORTING ENTITIES (15)

OTHER SIGNIFICANT REPORTING ENTITIES

IN CONSERVATORSHIP

Fannie Mae              Freddie Mac

For a discussion of each of the federal government departments and offices, please see The United States Government Manual at https://www.govinfo.gov/app/collection/GOVMAN .

State government structure 1

Under the Tenth Amendment to the US Constitution, all powers not granted to the federal government are reserved to the states and the people. All state governments are modeled after the federal government and consist of three branches: executive, legislative, and judicial. The US Constitution mandates that states uphold a “republican form” of government, although the three-branch structure is not required.

All 50 states have legislatures made up of elected representatives, who consider matters brought forth by the governor or introduced by its members to create legislation that becomes law. The legislature also approves a state’s budget and initiates tax legislation and articles of impeachment. The latter is part of a system of checks and balances among the three branches of government that mirrors the federal system and prevents any branch from abusing its power.

Every state except one has a bicameral legislature made up of two chambers: a smaller upper house and a larger lower house. Together the two chambers make state laws and fulfill other governing responsibilities. The smaller upper chamber is always called the Senate, and its members generally serve longer terms, usually four years. The larger lower chamber is most often called the House of Representatives, but some states call it the Assembly or the House of Delegates. Its members usually serve shorter terms, often two years. Nebraska is the lone state that has just one chamber in its legislature.

In every state, the executive branch is headed by a governor who is directly elected by the people. In most states, other leaders in the executive branch are also directly elected, including the lieutenant governor, the attorney general, the secretary of state, and auditors and commissioners. States reserve the right to organize in any way, so they often vary greatly with regard to executive structure. No two state executive organizations are identical.

Most states have a supreme court that hears appeals from lower-level state courts. Court structures and judicial appointments/elections are determined either by legislation or by the state constitution. The state supreme court usually focuses on correcting errors made in lower courts and therefore holds no trials. Rulings made in state supreme courts are normally binding; however, when questions are raised regarding consistency with the US Constitution, matters may be appealed directly to the United States Supreme Court.

STATE GOVERNMENTS (50)

Local government structure 2

A government is an organized entity that, in addition to having governmental character, has sufficient discretion in the management of its own affairs to distinguish it as separate from the administrative structure of any other governmental unit.

To be counted as a government, any entity must possess all three of the following attributes:

• Existence as an organized entity – the presence of some form of organization and the possession of some corporate powers, such as perpetual succession, the right to sue and be sued, have a name, make contracts, acquire and dispose of property, and the like.
• Governmental character – In essence, an organization can only be considered to be a government if it provides services, wields authority, or bears accountability that is of a public nature.
• Substantial autonomy – This requirement is met when, subject to statutory limitations and any supervision of local governments by the state, an entity has considerable fiscal and administrative independence.

LOCAL GOVERNMENTS (90,075)

Insular area government structure

The US has many insular areas, or jurisdictions that are neither a state nor a federal district, including any commonwealth, freely associated state, possession, or territory. Five of the insular areas – Puerto Rico, Guam, Northern Mariana Islands, US Virgin Islands, and American Samoa – are self-governing, each with a non-voting member of the House of Representatives and permanent populations. The remaining areas are small islands, atolls, and reefs in the Pacific Ocean and Caribbean Sea. US possession of certain of these areas is disputed by other countries. The population of these areas are excluded from our reported population figures. However, these individuals may contribute to the revenues, expenditures, and other figures included in this report.

American Indian tribal government structure

Our Government officially recognizes 574 Indian tribes in the contiguous 48 states and Alaska. The US observes tribal sovereignty of the American Indian nations to a limited degree, as it does with the states’ sovereignty. American Indians are US citizens and tribal lands are subject to the jurisdiction of the US Congress and the federal courts. Like the states, the tribal governments have a great deal of autonomy with respect to their members, including the power to tax, govern, and try them in court, but also like the states, tribes are not allowed to make war, engage in their own foreign relations, or print and issue currency.

Continue exploring

Item 1 - purpose and function of our government - general, government operations, explore the 2021 government 10-k, introduction, about this report, item 1a. risk factors, item 2. properties, item 3. legal proceedings, item 6. selected financial data, item 7. management’s discussion and analysis of financial condition and results of operations, item 7a. quantitative and qualitative disclosures about market risk, item 8. financial statements and supplementary data, item 9a. controls and procedures, item 10. executive officers and governance, item 11. executive officer compensation, item 13. certain relationships and related transactions, and director independence, item 15. exhibits, sign up for the newsletter.

Legislative Branch

Lesson Plans

These lesson plans are designed to assist teachers with using primary source materials to integrate Congress into history, government and civics classes. They are suitable for junior high and high school students.

Fundamental Principles of Government

• Teaching Six Big Ideas in the Constitution Students engage in a study of the U.S. Constitution and the significance of six big ideas contained in it: limited government; republicanism; checks and balances; federalism; separation of powers; and popular sovereignty.
• Reviewing the Preamble with Primary Sources Students review the Preamble of the United States Constitution by defining its phrases and matching them to primary source documents.
• Studying the Constitution using Primary Sources Students use primary sources to analyze the plan for the structure and powers of government embodied in the Constitution.
• Reviewing the Constitution’s Big Ideas with Primary Sources Students analyze clauses from the Constitution of the United States and analyze political cartoons to reinforce their understanding of the major principles of government embodied in the Constitution.
• Constitution Scavenger Hunt with Political Cartoons Students analyze political cartoons to learn about the outline and structure of the Constitution, as well as the content of many of its clauses.
• Inaugurating the Republic: Congress and George Washington's First Inaugural Address Students analyze excerpts from President George Washington’s First Inaugural Address, translate them into modern speech, and derive lessons from them about civic life in a republic.
• Congress and Civility by Design Students study the congressional process and analyze the rules of debate from the First Congress to shows how civility played a central role in its actions.
• Congress Creates the Bill of Rights: Completing the Constitution These activities present questions, lesson ideas, and supporting resources selected to facilitate learning with the app and eBook, Congress Creates the Bill of Rights .
• Congress and the Bill of Rights in History and Today Students use primary sources to learn how the First Congress created the Bill of Rights, and the essential role James Madison played in that process.
• Congress, the President, and the War Powers Students explore the implementation of the war-making power from the first declared war under the Constitution—the War of 1812—to the Iraq War.
• Understanding Federalism Students explore five aspects of federalism by completing the activities in this lesson.
• Discussing Equality: Who is Included within the Phrase “We the People” Students analyze primary sources to identify groups of Americans granted or denied equal rights and equal status in society at various points in history.

Congress in History

The constitution through the civil war (1789 - 1864).

• Inside the First Congress: Debating the Bill of Rights Students contrast selected proposals from state ratifying conventions with amendments as proposed in the House by James Madison and with amendments as sent to the states for ratification to better understand the Bill of Rights and the debate that shaped it.
• Congress Creates the Federal Court System Students analyze the Judiciary Act of 1789 to learn the origin of the Federal court system.
• Petitions to Congress: Grassroots Democracy, 1800–1850 Students analyze 19th-century petitions to Congress to identify the issues that people petitioned about, place the petitions in the context of their time, and understand how everyday people lobbied Congress to influence action by the government and shape the course of history.
• Congress and Human Trafficking in 1812 Students analyze documents reflecting how Quakers from Baltimore, Maryland, petitioned Congress for legislation combating human trafficking.
• 1812: Congress's First Declaration of War Under the Constitution Students examine primary sources to analyze the reasons in support of and opposed to going to war against Great Britain in 1812.
• The Rise of the Two-Party System: A Revolution in American Politics, 1824-1840 Students study the emergence of the two-party system in the United States between 1824 and 1840.
• Congress Debates the Fate of the Nation: Analyzing the Wilmot Proviso and President Polk's 1848 Map Students study the issue of sectionalism after the war with Mexico by studying primary sources.
• In Their Own Words: Women's Petitions to Congress (1830 - 1971) Students analyze women's petitions to Congress from five different eras to identify the issues women petitioned about, place the petitions in the context of their time, and understand how women have used the First Amendment right to petition to make their voices heard.

Reconstruction through the Great Depression (1864 - 1933)

• Reviewing the Civil War and Reconstruction Students analyze primary sources to review major issues related to the Civil War, Reconstruction, and Civil Rights.
• Was Reconstruction a Revolution? Students examine primary sources from the Reconstruction era to determine whether the Reconstruction period of American history should or should not be viewed as a revolution.
• Congress and Harriet Tubman's Claim for a Pension Students explore records from the U.S. House of Representatives to discover the story of Harriet Tubman’s Civil War service to the government and her petition to Congress for compensation.
• Congress Celebrates the Industrial Revolution Students study the impact of the Industrial Revolution by analyzing nineteenth-century depictions of technological innovation.
• Exploring the Western Frontier with the Records of Congress Students use primary sources to investigate whether the frontier shaped America or if America—through Congress—shaped the Western frontier.
• Hetch Hetchy: Congress and the Environment Students use primary sources to study the Hetch Hetchy Valley environmental debate in Congress, and analyze how those positions inform today’s environmental debates.
• Kids at Work: Congress and Child Labor Students analyze petitions and letters sent to Congress to discuss whether Congress should change regulating child labor from a state to a Federal responsibility.
• Woman’s Place in America: Congress and Woman Suffrage Students explore petitions, correspondence, and legislative records sent to Congress as it debated suffrage prior to passage of the 19th Amendment.
• Studying U.S. Foreign Policy through Political Cartoons, 1898 - 1940 Students analyze political cartoons drawn by Clifford K. Berryman between 1898 and 1948 to learn about topics and major events in U.S. foreign policy.
• Studying 4 Major Issues of the Post-World War I and 1920s Era with Primary Sources Students analyze primary source documents from the National Archives and political cartoons drawn by Clifford K. Berryman to learn about topics and major events in U.S. History from 1919 - 1930.
• Congress and the Money Trust Students study key evidence from the Progressive Era's Pujo Committee investigation of the Money Trust that led Congress to pass the Clayton Anti-trust Act, the Federal Trade Commission Act, and the Federal Reserve Act.
• Congress Investigates: The Senate Investigation of the Stock Exchange during the Great Depression (Pecora Investigation) Students learn about Congress’ power to investigate by reading a brief summary of the Pecora Investigation. They will also learn about Great-Depression-era public opinion of Wall Street abuses and increased government regulation by analyzing examples of correspondence received by the Committee.

The New Deal to Today (1933 - Present)

• Seeing the Big Picture: U.S. Foreign Policy 1920-2020 Students analyze primary source documents and a timeline of foreign affairs and domestic events to understand the role of U.S. foreign policy in world events and its impact on events in the U.S.
• Launching the New Deal: FDR and Congress Respond to the Great Depression Students use primary sources to examining how President Franklin D. Roosevelt and Congress responded to the Great Depression, and how the role of the Federal government changed as a result of the New Deal.
• Reviewing Major Topics in U.S. History from 1940 – 1963 with Political Cartoons Students analyze political cartoons by Clifford and Jim Berryman to review seven major topics in U.S. History from 1940 to 1963.
• The Impact of Racial Discrimination on Black American Lives in the Jim Crow Era (1944 – 1960) Students analyze primary source documents to assess the impact of legalized racial segregation on the lives of Black Americans from 1944 – 1960.
• The Cold War in Political Cartoons, 1946 - 1963 Students analyze political cartoons from the Cold War Era to learn about five important issues and to understand the relationship of the United States to the world in this era of fundamental changes in foreign policy.
• From the Cold War to Camp David: Reviewing U.S. Foreign Policy in Post-World War II Era (1948 – 1979) Students analyze primary source documents to review four major topics in U.S. History from 1948 - 1979.
• Congress Investigates: The Senate Judiciary Committee’s Subcommittee on Juvenile Delinquency Investigates Comic Books in the 1950s Students learn about 1950s fears of juvenile delinquency and Congress’s power to investigate by reviewing evidence considered by the subcommittee and analyzing a summary of the investigation.
• Congress Protects the Right to Vote: The Voting Rights Act of 1965 Students use primary sources from the House Committee on the Judiciary to explore the constitutional issues that the committee encountered as it deliberated the Voting Rights Act of 1965.
• The Great Society: Extending the New Deal? Students analyze historical information to compare and contrast the New Deal and the Great Society.
• Congress, the Great Society, and Today Students use primary sources from an online exhibit to study legislation passed in response to President Lyndon Baines Johnson's call for America to become a "Great Society."

How Congress Works

• Introducing the Legislative Branch with Political Cartoons Students analyze political cartoons drawn by Clifford K. Berryman to learn about Congress and its constitutional role.
• The Presidential Veto and Congressional Veto Override Process Students use primary sources to illustrate the veto and veto override process.
• The Legislative Process Students analyze primary sources to learn the process of a bill becoming a law.
• The Legislative Race Students explore a simplified version of the legislative process in the U.S. Congress
• What Congress Does and Why it Matters Students use primary sources to learn the concepts of representation, separation of powers, and the constitutional role of Congress.
• Congress Represented in Political Cartoons Students analyze political cartoons drawn between 1898 and 1948 to learn about Congress and its constitutional role in government.
• Reviewing Big Civics Ideas through Political Cartoons Students analyze political cartoons drawn by Clifford K. Berryman between 1898 and 1948 to learn about the Constitution and constitutional institutions of government and politics.
• Studying U.S. Elections with Political Cartoons Students analyze historic political cartoons to learn about timeless features of elections within the two-party system.

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Intergovernment Personnel Act

The Intergovernmental Personnel Act Mobility Program provides for the temporary assignment of personnel between the Federal Government and state and local governments, colleges and universities, Indian tribal governments, federally funded research and development centers, and other eligible organizations.

Recruitment and Hiring Policy "Myth Busters."

The Office of Personnel Management (OPM) encourages agencies to re-think the following myths and mis-perceptions:

Myth: IPAs are a popular and a widely used flexibility.

Truth: Agencies do not take full advantage of the IPA program which, if used strategically, can help agencies meet their needs for "hard-to-fill" positions such as Information Technology and Nurses.

Myth: IPAs are cumbersome to use and require OPM approval.

Truth: Agencies do not need OPM approval to make assignments under the IPA authority. Federal agencies interested in using the authority simply enter into a written agreement.

Myth: IPAs are expensive to use.

Truth: Agencies may enter into IPA assignments on a reimbursable or non-reimbursable basis. This means they may be cost-neutral to Federal agencies. Whether an IPA assignment is reimbursable is determined by the agency and non-Federal entity involved in the assignment.

Myth: An agency may only enter into an IPA agreement with a State Government entity.

Truth: An agency may enter into an IPA agreement with State and local governments, institutions of higher education, and Indian tribal governments.

Myth: Agencies receive no recruitment benefit from sending employees on IPA assignments.

Truth: Federal employees serving in IPA assignments can serve as both recruiters and ambassadors for positions in your agency. For example, Federal nurses sent to colleges and universities as teachers/instructors can inspire students about Federal employment and encourage them to consider employment with your agency via the Pathways Program. This results in a win-win for the academic institution as well as your agency.

Myth: An agency may document IPA assignments for full-time employment only.

Truth: An agency may document IPA assignments for intermittent, part-time, and full-time employment.

Contact Information

IPA Mobility Program U.S. Office of Personnel Management Room 7463 1900 E St., N.W. Washington, DC 20415

Email:  [email protected]

Related Information

Report to Congress on Nursing Faculty and the Intergovernmental Personnel Act Mobility Program: The Forum, Findings, and Recommendations

Revised Intergovernmental Personnel Act

Revised Intergovernmental Personnel Act (IPA) mobility program regulations (5 CFR part 334), effective May 29, 1997, allow federal agencies to operate in a more efficient and productive manner. These new regulations contain two major changes.

Agencies are now responsible for certifying the eligibility of "other organizations" for participation in the mobility program. Previously, this certification was done by the Office of Personnel Management.

Agencies need no longer submit assignment agreements to the Office of Personnel Management. The information in this publication will assist agencies in their day-to-day management of the mobility program. questions or comments about these procedures.

• Purpose of Program

Assignments to or from state and local governments, institutions of higher education, Indian tribal governments and other eligible organizations are intended to facilitate cooperation between the Federal Government and the non-Federal entity through the temporary assignment of skilled personnel. These assignments allow civilian employees of Federal agencies to serve with eligible non-Federal organizations for a limited period without loss of employee rights and benefits. Employees of State and local governments, Indian tribal governments, institutions of higher education and other eligible organizations may serve in Federal agencies for similar periods. The legal authority for assignments under the Intergovernmental Personnel Act is 5 USC sections 3371 through 3375. The regulations can be found in Code of Federal Regulations (CFR), part 5, chapter 334.

Each assignment should be made for purposes which the Federal agency head, or his or her designee, determines are of mutual concern and benefit to the Federal agency and to the non-Federal organization. Each proposed assignment should be carefully examined to ensure that it is for sound public purposes and furthers the goals and objectives of the participating organizations. Assignments arranged to meet the personal interests of employees, to circumvent personnel ceilings, or to avoid unpleasant personnel decisions are contrary to the spirit and intent of the mobility assignment program.

The goal of the Intergovernmental Personnel Act mobility program is to facilitate the movement of employees, for short periods of time, when this movement serves a sound public purpose. Mobility assignments may be used to achieve objectives such as:

• strengthening the management capabilities of Federal agencies, State, local and Indian tribal governments, and other eligible organizations;
• assisting the transfer and use of new technologies and approaches to solving governmental problems;
• facilitating an effective means of involving state and local officials in developing and implementing Federal policies and programs; and,
• providing program and developmental experience which will enhance the assignee's performance in his or her regular job.
• Federal, State or local government employees serving under time-limited, temporary or term appointment, non-career or limited SES appointments, or Schedule C appointments;
• Elected Federal, State or local government officials;
• Members of the uniformed military services and the Commissioned Corps of the Public Health Service and the National Oceanic and Atmospheric Administration; and
• Students employed in research, graduate, or teaching assistant and similar temporary positions.

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Certification of "Other Organizations"

The Intergovernmental Personnel Act regulations specify that "other organizations" are eligible to participate and define what an "other organization" is. They also require that entities interested in participating in the mobility program as an "other organization" have eligibility certified by the Federal agency with which they are entering into an agreement. If an organization has already been certified by an agency, this certification is permanent and may apply throughout the Federal Government. Another agency can accept this certification or require an organization to submit the appropriate paperwork for review. Requests for certification should include a copy of:

• the organization's articles of incorporation;
• Internal Revenue Service (IRS) letter of nonprofit status; and
• any other information describing the organization's activities as they relate to the public management concerns of governments or universities.

List of organizations with IPA agreements with Federal agencies includes information submitted by agencies in the FY 2010 data call.

The U.S. Office of Personnel Management does not certify organizations for participation in an IPA agreement. Each Federal Government agency certifies an organization for an IPA agreement.

• Length of Assignment

Assignment agreements can be made for up to two years, and may be intermittent, part-time, or full-time. The agency head, or his or her designee, may extend an assignment for an additional two years when the extension will be to the benefit of both organizations.

5 CFR part 334 states that an employee who has served for four continuous years on a single assignment may not be sent on another assignment without at least a 12-month return to duty with his or her regular employer. Successive assignments without a break of at least 60 calendar days will be regarded as continuous service under the mobility authority.

The regulations prohibit a Federal agency from sending on assignment an employee who has served on mobility assignments for more than a total of six years. The Office of Personnel Management may waive this provision upon the written request of the agency head.

In the case of assignments made to Indian tribes or tribal organizations, the agency head (or designee), may extend the period of assignment to any length of time where it is determined that the assignment will continue to benefit both the Federal agency and the Indian tribe or tribal organization.

• Reimbursement for Assignment

Cost-sharing arrangements for mobility assignments are negotiated between the participating organizations. The Federal agency may agree to pay all, some, or none of the costs associated with an assignment. Costs may include basic pay, supplemental pay, fringe benefits, and travel and relocation expenses.

Agencies may consider the income from certain private consulting work as part of the academic pay of university employees. Specifically, when the regular tour of duty for a university employee includes an allotment of time for consulting, or when the employee is performing any job-related consulting that cannot be continued during the assignment, the income received from the consulting may be regarded as part of the employee's academic pay.

Cost-sharing arrangements should be based on the extent to which the participating organizations benefit from the assignment. The larger share of the costs should be absorbed by the organization which benefits most from the assignment. Exceptions might occur when an organization's resources do not permit costs to be shared on a relative benefit basis.

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• Travel, Relocation, and Per Diem

A Federal agency may pay the travel expenses authorized under the Federal Travel Regulation (FTR) (41 CFR chapters 301-304) chapter 301 of a Federal employee or non-Federal employee on an Intergovernmental Personnel Act assignment. An agency may pay a per diem allowance at the assignment location in accordance with FTR part 301-7, or the following limited relocation expenses:

• travel and transportation expenses of the employee to and from the assignment location under FTR part 302-2;
• travel and transportation expenses of the employee's immediate family to and from the assignment location under FTR part 302-2;
• transportation and temporary storage expenses of the employee's household goods and personal effects under FTR part 302-8;
• temporary quarters subsistence expenses under FTR part 302-5 at the time the assignment commences and at the time the assignment is completed;
• a miscellaneous expense allowance under FTR part 302-3; and
• the expenses of non-temporary storage of the employee's household goods and personal effects under FTR part 302-9, when the employee is assigned to an isolated location.

An agency may select between payment of a per diem allowance at the assignment location or the limited relocation expenses, but may not pay both. However, an agency may pay per diem for travel away from the assignment location, even if it pays the limited relocation allowances, so long as the employee does not travel to his/her official station. An agency should consider the cost to the Federal Government to be a major factor when determining whether to pay a per diem allowance at the assignment location or limited relocation allowances. An agency should also consider the duration of the assignment. A per diem allowance is meant for shorter assignments. The payment of per diem for an indeterminate period or a period of more than one year is taxable to an employee, so an agency should not pay a per diem allowance for an assignment expected to last more than one year, or for an indefinite period.

If an agency pays a per diem allowance at the assignment location, the per diem allowance may be paid only for the individual on the mobility assignment. If an agency pays relocation, the agency may pay transportation expenses for the immediate family of the employee. An agency, however, cannot pay the expenses of selling or purchasing a residence, nor the expenses of property management services while the employee is on the assignment. An agency may not authorize a temporary change of station under subparts C and D of FTR part 302-1 to transfer an employee to the assignment location.

The employee must sign a service agreement for one year or the length of the assignment, whichever is shorter, to be eligible for payment of per diem at the assignment location or limited relocation expenses. The employee will be responsible for repaying any expenses if he or she fails to complete the service agreement, unless the reasons for failing to complete the agreement are beyond his or her control. In addition, Federal agency officials may waive the requirement to pay back expenses if they feel the waiver is justified. The service agreement does not cover travel expenses paid when the employee travels away from the assignment location.

• Standards of Conduct and Conflict-of-interest Provisions

A non-Federal employee on assignment to a Federal agency, whether by appointment or on detail, is subject to a number of provisions of law governing the ethical and other conduct of Federal employees. Title 18, United States Code, prohibits certain kinds of activity:

• receiving compensation from outside sources for matters affecting the Government (section 203),
• acting as agent or attorney for anyone in matters affecting the Government (section 205),
• acting or participating in any matter in which he or she, the immediate family, partner; or, the organization with which he or she is connected has a financial interest (section 208),
• receiving salaries or contributions from other than Government sources for his or her Government services (section 209),
• soliciting political contributions (sections 602 and 603),
• intimidating to secure political contributions (section 606),
• failing to account for public money (section 643),
• converting property of another (section 654),
• disclosing confidential information (section 1905); and,
• lobbying with appropriated funds (section 1913).

Non-Federal employees are also subject to the Ethics in Government Act of 1978; 5 CFR part 735 which regulates employee responsibilities and conduct; as well as agency standards of conduct regulations. The Intergovernmental Personnel Act does not exempt a Federal employee, whether on detail or on leave without pay, from Federal conflict-of-interest statutes when assigned to a non-Federal organization. The Federal employee may not act as an agent or attorney on behalf of the non-Federal entity before a Federal agency or a court in connection with any proceeding, application, or other matter in which the Federal Government is a party or has a direct and substantial interest. The Federal agency should be particularly alert to any possible conflict-of-interest, or the appearance thereof, which may be inherent in the assignment of one of its employees. Conflict-of-interest rules should be reviewed with the employee to assure that potential conflict-of-interest situations do not inadvertently arise during an assignment.

Under the terms of the Indian Self-Determination and Educational Assistance Act , Federal employees on assignment to an Indian tribal government are exempt from conflict-of-interest provisions concerning representational activities, provided the employee meets notification requirements. Federal employees may act as agents or attorneys for, or appear on behalf of, such tribes in connection with any matter pending before any department, agency, court, or commission, including any matter in which the United States is a party or has a direct and substantial interest. The Federal assignee must advise, in writing, the head of the department, agency, court, or commission with which he or she is dealing or appearing on behalf of the tribal government, of any personal and substantial involvement he or she may have had as an officer or employee of the United States in connection with the matter involved.

Non-Federal employees on assignment to the Federal Government are subject to the provisions of 5 USC chapter 73, United States Code (Suitability, Security, and Conduct, including restrictions on political activity), and any applicable non-Federal prohibitions.

• Arranging an Assignment

Assignments under the Intergovernmental Personnel Act are management-initiated. Development of the proposed assignment should be controlled by management. The benefits to the Federal agency and the non-Federal organization are the primary considerations in initiating assignments; not the desires or personal needs of an individual employee. The assignment is voluntary and must be agreed to by the employee. Regulations require that an assignment must be implemented by a written agreement.

When developing an assignment which involves the movement of a non-Federal employee to a Federal agency, the agreement should specify that the employee can return to the non-Federal position occupied prior to the assignment or to one of comparable pay, duties and seniority and that the employee's rights and benefits will be fully protected.

Federal agencies should use their own form for recording the agreement. The specific content of the agreement may vary according to the assignment. Agency forms should provide, at a minimum, the following information:

• name, social security number, current job title, salary, classification, and address of the employee,
• parties to the agreement (both Federal and non-Federal organizations),
• position information, including organizational location of both the original position and the position entered into under the agreement,
• type of assignment (e.g., detail or leave without pay; non-Federal to Federal; Federal to non-Federal), and period covered by the assignment agreement,
• goals of the assignment and a brief statement of how the goals are to be achieved,
• relative benefits accruing to each organization and the cost-sharing arrangement based on these benefits,
• how increased knowledge, skills and abilities gained by the employee during the assignment will be utilized at the completion of the assignment,
• applicability of Federal conflict-of interest laws,
• decisions of the Federal agency and the non-Federal organization concerning the employee's salary, supervision, payment of travel and transportation expenses, supplemental pay, entitlement to leave and holidays, provisions for reimbursement and the method of reimbursement,
• arrangements for maintaining leave records,
• employee benefits that will be retained; and,
• Privacy Act Statement.

The agreement should also make clear that if an employee is paid allowable travel, relocation, and per diem expenses, he or she must complete the entire period of the assignment or one year, whichever is shorter, or reimburse the Government for those expenses.

For Federal employees the agreement should assure that the assignee knows of his or her obligation to return to the Federal service for a time equal to the length of the assignment, or be liable for all expenses (exclusive of salary and benefits) associated with the assignment.

The cost-sharing arrangements involved in a mobility assignment are worked out between the participating organizations. The Federal agency may agree to pay all, some, or none of the costs of an assignment. Such costs may include employee pay, fringe benefits, relocation costs, and travel and per diem expenses.

• Termination of an Assignment

An assignment may be terminated at any time at the option of the Federal or non-Federal organization. Where possible, the party terminating the agreement before the original completion date should give a 30-day notice to all parties involved. This notification should be in writing and should include the reasons for the termination. The Office of Personnel Management may terminate an assignment or take other corrective actions when an assignment is found to violate the Intergovernmental Personnel Act regulations. A mobility assignment must be terminated immediately whenever the assignee is no longer employed by his or her original employer, regardless of whether the assignment is a detail or an appointment.

• Changes to the Assignment Agreement

Any significant changes in an employee's duties, responsibilities, salary, work assignment location or supervisory relationships should be duly recorded as a modification to the original agreement. The assignment agreement for each employee must always be accurate, complete, and current. Minor changes such as salary increases due to annual pay adjustments, changes in benefits due to revised coverage, and very short-term changes in duties do not require a modification to the original agreement.

The Office of Personnel Management will maintain oversight over agencies' use of the Intergovernmental Personnel Act program. It is imperative that agencies maintain accurate records of all Intergovernmental Personnel Act assignments (see Arranging an Assignment) as well as eligibility certifications of "other organizations." In addition, the Office of Personnel Management's Office of Merit Systems Oversight and Effectiveness may conduct, as appropriate, reviews of agencies' administration of the Intergovernmental Personnel Act program.

On this page

• Revised IPA
• Other Organizations
• Status of Employee

An employee of a non-Federal organization must be employed by that organization for at least 90 days in a career position before entering into an Intergovernmental Personnel Act agreement. This individual may be given a temporary appointment or be assigned by detail to a Federal agency. It is the Federal agency's responsibility to inform the employee of the applicable Federal employee laws. Federal conflict-of-interest laws and the Federal tort claims statutes also apply.

A non-Federal employee who is assigned to a Federal position, either by detail or appointment, may serve as a project lead and perform project management leadership activities such as assigning work, establishing project milestones, completion dates, etc. A non-Federal employee who is assigned to a Federal position, either by detail or appointment, cannot perform other aspects of the Federal supervisory function, such as conducting an employee’s annual performance rating, engaging in performance based or adverse action procedures, rewarding employees, etc.

Agencies should not offer permanent appointments to non-Federal employees assigned to them. The Intergovernmental Personnel Act mobility program is not to be used as a mechanism to facilitate career changes.

Non-Federal employees on assignment to a Federal agency by appointment are Federal employees for the duration of that appointment and have all the rights, benefits, and privileges associated with that appointment. This includes eligibility for awards given under the authority of 5 USC chapter 45.

Non-Federal employees on assignment to a Federal agency by detail can receive recognition through letters of appreciation or commendation but are not eligible for awards granted under the incentive awards programs governed by 5 USC chapter 45. A Quality Step Increase (QSI) cannot be approved for non-Federal employees.

• Status of a Non-federal Employee on Detail

Non-Federal employees on detail to Federal agencies remain employees of their permanent organizations for most purposes. Detailees are not eligible to enroll in Federal health benefits programs, group life insurance, or the Civil Service Retirement System (CSRS). An employee assigned by detail to a Federal agency may be assigned to an established, classified position in the Federal agency, or may be given a set of ad hoc, unclassified duties, relevant only to the specific assignment project.

An employee assigned by detail to a classified position in a Federal agency is entitled to earn the basic rate of pay, including any locality payment, which the duties of the assignment position would warrant under the applicable classification and pay provisions of the Federal agency. If the assignee's non-Federal salary is less than the minimum rate of pay for the Federal position, the agency must supplement the salary to make up the difference. Supplemental pay may vary because of changes in the rate of pay of the Federal position. It cannot be paid in advance or in a lump sum and is not conditional on the completion of the full period of the assignment. Supplemental pay may be paid directly to the employee or reimbursed to the non-Federal organization.

If the assignee is detailed to a set of unclassified duties, the assignee continues to be paid directly by the non-Federal organization at a rate of pay based on the assignee's non-Federal job. The Federal agency may agree to reimburse the non-Federal organization for all, some, or none of the costs of the assignment.

Detailees will usually have the same workweek and hours of duty as Federal employees in the agency to which they are assigned. However, if the workweek of the permanent employer is, by law or local ordinance, shorter than the Federal workweek, the employee's workweek should be adjusted as needed. Detailees are eligible to participate in alternative work schedule arrangements of the Federal agency to which they are assigned.

Detailees are covered under their permanent employer's leave system. The assignment agreement will specify how the permanent employer will be notified of leave taken and how the use of leave will be approved. The agreement will also spell out what holidays will be observed by the assignee.

• Status of a Non-federal Employee Receiving a Federal Appointment

By statute, a non-Federal employee may be given an excepted appointment for two years without regard to the provisions governing appointment in the competitive service. This appointment may be extended for not more than an additional two years. Agencies should establish qualification requirements for assignment positions in accordance with 5 CFR part 302, which governs employment in the excepted service.

The Intergovernmental Personnel Act noncompetitive appointment authority provisions of 5 USC section 3372 apply only to positions in the competitive service. In order to appoint a non-Federal Intergovernmental Personnel Act assignee to an SES position, an agency must first obtain an SES limited term appointment authority from the Office of Personnel Management. However, only SES General positions may be filled by limited appointment, i.e., a non-Federal employee cannot be given a limited term appointment to an SES Career Reserved position. Requests for allocation of an SES limited term appointment authority for non-Federal Intergovernmental Personnel Act assignees should be directed to the Deputy Associate Director, Employee Relations and Executive Development, Room 7412, 1900 E Street NW, Washington, DC 20415-0001.

Normally, a non-Federal employee is appointed at the minimum rate of the grade. However, if an agency wants to pay an advanced step rate for a position at GS-11 through GS-15 based upon superior qualifications of the applicant, it may do so.

Intergovernmental Personnel Act assignees appointed for more than one year are eligible for within-grade increases. They are entitled to cost-of-living allowances and other pay differentials, and are allowed to accumulate and use leave to the same extent as other Federal employees. However, employees appointed to successive temporary appointments of one year or less may not earn a within-grade increase, even if the time under the successive temporary appointments exceeds one year.

A non-Federal employee is not eligible to enroll in the Federal Employees Health Benefits program unless his or her Federal appointment results in the loss of coverage under the non-Federal health benefits system. In such a case, the appointee may enroll in the Federal Employees Health Benefits Program.

Non-Federal employees given appointments are not covered by any retirement system for Federal employees or by the Federal Employees Group Life Insurance Program

Questions or comments regarding this program may be submitted to: [email protected]

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General Officer Assignments

The chief of staff of the Army announces the following general officer assignments:

Lt. Gen. (Promotable) Charles R. Hamilton, deputy chief of staff, G-4, U.S. Army, Washington, D.C., to commanding general, U.S. Army Materiel Command, Redstone Arsenal, Alabama.

Maj. Gen. Christopher G. Beck, deputy commanding general, III Corps, Fort Hood, Texas, to commanding general, U.S. Army Maneuver Support Center of Excellence and Fort Leonard Wood, Fort Leonard Wood, Missouri.

Maj. Gen. Peter N. Benchoff, chief of staff, U.S. Army Pacific, Fort Shafter, Hawaii, to director, Program Analysis and Evaluation, Office of the Deputy Chief of Staff, G-8, U.S. Army, Washington, D.C.

Maj. Gen. James E. Bonner, commanding general, U.S. Army Maneuver Support Center of Excellence and Fort Leonard Wood, Fort Leonard Wood, Missouri, to deputy commanding general, U.S. Army North, Joint Base San Antonio, Texas.

Maj. Gen. Timothy D. Brown, director, J-2, U.S. European Command, Germany, to commanding general, U.S. Army Intelligence and Security Command, Fort Belvoir, Virginia.

Maj. Gen. Glenn A. Dean III, program executive officer, Ground Combat Systems, Warren, Michigan, to deputy commanding general, Acquisition and Systems Management, U.S. Army Futures Command, Austin, Texas.

Maj. Gen. David J. Francis, director, J-3 Operations/Cyber, U.S. Africa Command, Germany, to chief of staff, U.S. Africa Command, Germany.

Maj. Gen. William H. Graham Jr., deputy commanding general of civil and emergency operations, U.S. Army Corps of Engineers, Washington, D.C., to deputy chief of engineers and deputy commanding general, U.S. Army Corps of Engineers, Washington, D.C.

Maj. Gen. David C. Hill, commandant, U.S. Army War College, Carlisle Barracks, Pennsylvania, to deputy commanding general for civil and emergency operations, U.S. Army Corps of Engineers, Washington, D.C.

Maj. Gen. Mark H. Landes, commanding general, First Army Division East, Fort Knox, Kentucky, to commandant, U.S. Army War College, Carlisle Barracks, Pennsylvania.

Maj. Gen. Allan M. Pepin, commanding general, Military District of Washington; and commander, Joint Force Headquarters-National Capital Region, Washington, D.C., to chief of staff, U.S. Northern Command, Peterson Air Force Base, Colorado.

Maj. Gen. Walter T. Rugen, director, Future of Vertical Lift Cross Functional Team, Redstone Arsenal, Alabama, to director, Army Aviation, Office of the Deputy Chief of Staff, G-3/5/7, U.S. Army, Washington, D.C.

Maj. Gen. William D. Taylor, director, Army Aviation, Office of the Deputy Chief of Staff, G-3/5/7, U.S. Army, Washington, D.C., to commanding general, 2nd Infantry Division (Combined), Eighth Army, Republic of Korea.

Maj. Gen. Joel B. Vowell, commanding general, U.S. Army Japan and I Corps (Forward), Japan, to commander, Combined Joint Task Force-Operation Inherent Resolve, Operation Inherent Resolve, Iraq.

Maj. Gen. Darren L. Werner, commanding general, U.S. Army Tank-Automotive and Armaments Command, Warren, Michigan, to deputy chief of staff for logistics and operations, U.S. Army Materiel Command, Redstone Arsenal, Alabama.

Maj. Gen. David B. Womack, deputy commanding general, V Corps, Germany, to commanding general, U.S. Army Japan and I Corps (Forward), Japan.

Brig. Gen. Richard T. Appelhans, director of intelligence, U.S. Forces Korea: and deputy director of intelligence, Combined Forces Command, Republic of Korea, to commanding general and Commandant, U.S. Army Intelligence Center of Excellence and Fort Huachuca, Fort Huachuca, Arizona.

Brig. Gen. Phillip C. Baker, deputy commanding general (Support), 25th Infantry Division, Schofield Barracks, Hawaii, to director, Future of Vertical Lift Cross Functional Team, Redstone Arsenal, Alabama.

Brig. Gen. James B. Bartholomees, deputy chief of staff, G-3/5/7, U.S. Army Pacific, Fort Shafter, Hawaii, to chief of staff, U.S. Army Pacific, Fort Shafter, Hawaii.

Brig. Gen. Jonathan C. Byrom, commander, 2nd Multi-Domain Task Force, U.S. Army Europe-Africa, Germany, to commanding general, U.S. Army Combat Readiness Center; and director of Army safety, Fort Rucker, Alabama.

Brig. Gen. Dale S. Crockett, commandant, U.S. Army Chemical, Biological, Radiological, and Nuclear School, U.S. Army Maneuver Support Center of Excellence, Fort Leonard Wood, Missouri, to deputy commanding general (Operations), Eighth Army, Republic of Korea.

Brig. Gen. Jason A. Curl, deputy commanding general (Operations), 10th Mountain Division (Light Infantry), Fort Drum, New York, to director, CJ3, Combined Joint Task Force-Operation Inherent Resolve, Operation Inherent Resolve, Iraq.

Brig. Gen. John M. Cushing, deputy commanding general, U.S. Army Recruiting Command, Fort Knox, Kentucky, to commanding general, Combat Capabilities Development Command, U.S. Army Futures Command, Aberdeen Proving Ground, Maryland.

Brig. Gen. Thomas M. Feltey, commandant, U.S. Army Armor School, U.S. Army Maneuver Center of Excellence, Fort Benning, Georgia, to deputy commanding general, III Corps, Fort Hood, Texas.

Brig. Gen. Andrew C. Gainey, deputy commanding general (Operations), 3rd Division (France), France, to commanding general, 56th Artillery Command, U.S. Army Europe-Africa, Germany.

Brig. Gen. Kimberly A. Peeples, commanding general, Great Lakes and Ohio River Division, U.S. Army Corps of Engineers, Cincinnati, Ohio, to commanding general, Mississippi Valley Division, U.S. Army Corps of Engineers, Vicksburg, Mississippi.

Brig. Gen. Mark C. Quander, commandant of cadets, U.S. Military Academy, West Point, New York, to commanding general, Great Lakes and Ohio River Division, U.S. Army Corps of Engineers, Cincinnati, Ohio.

Brig. Gen. Richard J. Quirk IV, senior defense official and defense attaché, U.S. Defense Attaché Office, United Arab Emirates, to senior defense official and defense attaché, U.S. Defense Attaché Office, Kingdom of Saudi Arabia.

Brig. Gen. Ronald R. Ragin, deputy commander for support, Security Assistance Group-Ukraine, Germany, to commanding general, 21st Theater Sustainment Command, U.S. Army Europe-Africa, Germany.

Brig. Gen. Lori L. Robinson, deputy commanding general (Support), 2nd Infantry Division (Combined), Eighth Army, Republic of Korea, to commandant of cadets, U.S. Military Academy, West Point, New York.

Brig. Gen. Monte L. Rone, deputy chief of staff, Operations, Multinational Corps Northeast, NATO, Poland, to commandant, U.S. Army Infantry School, U.S. Army Maneuver Center of Excellence; and director, Future Soldier Lethality Cross Functional Team, Army Futures Command, Fort Benning, Georgia.

Brig. Gen. Philip J. Ryan, commanding general, U.S. Army Special Operations Aviation Command; and deputy commanding general, Futures, U.S. Special Operations Command, Fort Bragg, North Carolina, to commander, Special Operations Joint Task Force-Levant, Operation Inherent Resolve, Kuwait.

Brig. Gen. Eric P. Shirley, commander, Defense Logistics Agency Troop Support, Defense Logistics Agency, Philadelphia, Pennsylvania, to commanding general, 1st Sustainment Command (Theater), U.S. Army Central, Fort Knox, Kentucky.

Brig. Gen. Michael J. Simmering, deputy commanding general (Operations), 1st Armored Division, Fort Bliss, Texas, to commandant, U.S. Army Armor School, U.S. Army Maneuver Center of Excellence, Fort Benning, Georgia.

Brig. Gen. Jason C. Slider, director, Mission Command Center of Excellence, U.S. Army Combined Arms Center, Fort Leavenworth, Kansas, to deputy commanding general (Operations), 3rd Division (France), France.

Brig. Gen. Colin P. Tuley, deputy director, Strategy, Plans and Policy, J-5, U.S. Central Command, MacDill Air Force Base, Florida, to deputy commanding general, XVIII Airborne Corps, Fort Bragg, North Carolina.

Brig. Gen. Jeffrey A. VanAntwerp, deputy commanding general (Operations), 25th Infantry Division, Schofield Barracks, Hawaii, to deputy chief of staff, G-3/5/7, U.S. Army Pacific, Fort Shafter, Hawaii.

Brig. Gen. John W. Weidner, deputy director, Plans, J-5, U.S. Strategic Command, Offutt Air Force Base, Nebraska, to chief of staff, U.S. Forces Korea, Republic of Korea.

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Airline Family Seating Dashboard

A parent who purchases airline tickets for a family should receive a guarantee from the airline that it will seat the parent and child together without fees or a last-minute scramble at the gate or having to ask other passengers to give up their seat to allow the parent and child to sit together. On February 1, 2023, Secretary Buttigieg announced the Department's plan to launch a dashboard that displays which airlines guarantee family seating. Since then, some airlines have stepped up to guarantee adjacent seats for young children traveling with an accompanying adult at no additional cost. While this represents significant progress, USDOT is not stopping here. Secretary Buttigieg recently submitted to Congress a legislative proposal to require that airlines provide fee-free family seating .

Commitment for Fee-Free Family Seating

Please click this link for an alternative text version of the dashboard .

Limited Conditions

* When using an airline that assigns seats, the airline can condition its guarantee on each of the following:

• Child and accompanying adult are on the same reservation;
• Adjacent seats are available at the time of booking in the selected class of service;
• Aircraft is not substituted for smaller aircraft;
• Adult either chooses seats for the entire reservation or skips seats for the entire reservation, and does not make changes to seat assignments once assigned to them; and
• It is physically possible based on seat layout to seat the number of young children traveling next to the accompanying adult(s).

If the conditions are satisfied, airlines that assign seats and guarantee fee-free family seating will provide adjacent seat assignments to the adult traveling with a child age 13 or under no later than on the day before the flight.

* When using an airline with an open seating policy, the airline can condition its guarantee on the following:

• Child and accompanying adult are on same reservation;
• Accompanying adult notifies gate agent of need for adjacent seats prior to start of boarding; and

DOT is not satisfied with airline statements that they will "make efforts" to seat families traveling with children together at no additional cost. The Department urges all airlines to guarantee family seating. DOT will update the dashboard above to provide air travelers clear information about the airlines that commit to providing adjacent seats for a young child and an accompanying parent and those that do not.

The dashboard will serve as a bridge to help families while the Department advances a rulemaking to ensure airlines seat young children adjacent to a parent or other accompanying adult. In addition, the President has called upon Congress to fast track the ban on family seating fees so that DOT can take action to stop those practices more quickly than through a rulemaking.

Tips for Families

The Department provides families practical tips that families may use before, during, and after air travel and links to airline websites with information applicable to family seating .

If you are dissatisfied with an experience related to family seating, you can file a complaint with the airline or DOT. Click here to file a complaint with the DOT.

See below for detailed information about airline customer service commitment plans.

Airlines' Customer Service Plans

• Alaska Airlines
• Allegiant Air
• American Airlines
• Delta Air Lines
• Frontier Airlines
• Hawaiian Airlines
• JetBlue Airways
• Southwest Airlines
• Spirit Airlines
• United Airlines