ethanporcaro/eric-fulltext-meta huggingface dataset:
The Progress of Dental Education. Bulletin, 1925, No. 39
Author: Waite, Frederick C.
Date: 1925-00-00
Type: Historical Materials
Subjects: Medical Education,Surgery,Apprenticeships,Foreign Countries,Dentistry,Dental Schools,Medical Schools,Educational History

Dentistry has evolved from medicine and more especially from the surgical aspect of what is now called medicine. Until the sixteenth century, physic and surgery were separate professions and what we now call dentistry was a part of surgery rather than of physic. For centuries physic was a calling of greater dignity than surgery. Since the major influence in modern medicine has been physic rather than surgery, this legendary relation to some extent accounts for the fact that dentistry, since its establishment as a separate profession has not been acknowledged to be on a professional parity with medicine. Dental education in both Europe and America was a part of medical education until 1840, but the dental features in medical education were only incidental, going little beyond some instruction on extraction. No sustained course of lectures on dental subjects was given in any medical school until 1837 and then in only one school. The better dentists were men who, following a medical education had served an apprenticeship under a preceptor who was a dental practitioner before they specialized in dentistry. With the establishment of the Baltimore College of Dental Surgery in 1840, separation of dentistry from medicine began and the era of distinct institutional education in dentistry inaugurated the type of training in which the mechanical aspect of dental training gradually supplanted the basic medical phase. However, training through apprenticeship either instead of the dental school course of supplementary to it remained an important avenue of entrance to dentistry for several decades. [Best copy available has been provided.]
Statistics of Public High Schools, 1923-1924. Bulletin, 1925, No. 40
Author: Department of the Interior, Bureau of Education (ED)
Date: 1926-00-00
Type: Historical Materials
Subjects: High Schools,Junior High Schools,Public Schools,Enrollment,Military Schools,Teacher Characteristics,School Size,Graduates,Graduation Rate,Institutional Characteristics,Trend Analysis,Teacher Student Ratio,Gender Differences,Racial Differences

The Bureau of Education has a record of 19,442 public high schools in the United States. Reports were received from 14,827 for the school year 1923-24, of which number 704 are classified as junior high schools, 1,316 as junior-senior high schools, and 181 as three-year senior high schools. This bulletin summarizes and/or explains data relating to: (1) Enrollment; (2) Military drill; (3) Teachers; (4) Size of high school; (5) Graduates; (6) Type of high school; and (7) Survivals. (Contains 23 tables.) [Best copy available has been provided.]
Statistics of City School Systems, 1923-24. Bulletin, 1925, No. 41
Author: Department of the Interior, Bureau of Education (ED)
Date: 1926-00-00
Type: Historical Materials
Subjects: Urban Schools,Population Distribution,Urban Population,Attendance,School Personnel,Teachers,Supervisors,Elementary Schools,Junior High Schools,Principals,Males,Females,Enrollment,Secondary Schools,Special Schools,Vocational Schools,School Nurses,School Buildings,Vocational Education,Operating Expenses,Costs,Educational Finance,Transportation,Salaries,Resource Allocation,Textbooks,Taxes,Expenditure per Student,Maintenance,Kindergarten

This report presents the statistics of public schools in cities for the school year 1923-24. The cities are grouped according to the population groups as set forth by the Bureau of the Census. The various tables describe these groups with respect to size. Every city in Group I (cities of 100,000 population or more) made a report. Groups II (cities of 30,000 - 100,000 population) and III (cities of 10,000 - 30,000 population) are 98 per cent complete. The degree of completeness is due largely to the fact that some cities were visited by field agents of the bureau, who obtained many reports by personal solicitation and collaboration. Careful estimates have been made for cities which failed to report. Summary tables are given by States for cities in Group IV (cities of 2,500 - 10,000 population). (Contains 14 tables.) [Best copy available has been provided.]
Using the Descriptive Bootstrap to Evaluate Result Replicability (Because Statistical Significance Doesn't)
Author: Spinella, Sarah
Date: 2011-02-02
Type: Reports - Evaluative
Subjects: Sampling,Statistical Inference,Statistical Significance,Error of Measurement,Replication (Evaluation)

As result replicability is essential to science and difficult to achieve through external replicability, the present paper notes the insufficiency of null hypothesis statistical significance testing (NHSST) and explains the bootstrap as a plausible alternative, with a heuristic example to illustrate the bootstrap method. The bootstrap relies on resampling with replacement from the original sample to generate a sampling distribution of bootstrap samples. An estimated standard error can be derived from the bootstrap sampling distribution to determine the replicability of statistical results in the original sample. (Contains 1 figure and 1 table.)
&quot;Who Stays and Who Leaves?&quot; Findings from a Three-Part Study of Teacher Turnover in NYC Middle Schools
Author: Marinell, William H.
Date: 2013-03-00
Type: Reports - Research
Subjects: Educational Change,Work Environment,Human Resources,Middle School Teachers,Teacher Persistence,Faculty Mobility,Middle Schools,Secondary School Teachers,Teacher Surveys,Case Studies,Prediction,Statistical Analysis,School Administration,Discipline,Principals,Educational Environment,Urban Schools

This paper synthesizes findings from the Research Alliance's investigation of teacher turnover in New York City's public middle schools. These years are widely recognized as a critical turning point for students, and the NYC Department of Education (DOE) is pursuing a range of middle school improvement initiatives. The stability of the middle school teaching force has the potential to facilitate or complicate these efforts, yet there have been few studies of the rates and patterns of teacher turnover in the City's middle schools. This study provides the most current, comprehensive look at middle school teacher turnover to date. Drawing on a range of data sources--including DOE human resource records from the last decade, a survey of over 4,000 full-time middle school teachers, and in-depth case studies in four middle schools--this paper examines how long middle school teachers remain in their schools, how long they intend to stay, and what predicts whether or not they leave. It also explores how various aspects of teachers' work environment may influence these decisions.  Among the key findings: Among middle school teachers who entered their school during the last decade, more than half left that school within three years--significantly higher than the rates seen for elementary and high school teachers. Of the teachers who leave, most exit the NYC public school system altogether, and only about 1 in 10 transition to another grade 6-8 school. The findings point to several strategies that may be useful for increasing middle school teachers' lengths of stay. The following are appended: (1) Description of Data Sources and Samples; (2) Methods; and (3) Who Are Middle School Teachers in NYC? (Contains 4 tables, 9 figures, and 48 notes.) [This report was produced by the Research Alliance for New York City Schools.]
Post-Baccalaureate Programs. Made in B.C.: A History of Postsecondary Education in British Columbia. Volume 7
Author: Cowin, Bob
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Foreign Countries,Graduate Study,Federal Government,Educational Administration,Vocational Education,Canada Natives,Educational Policy,Professional Associations,Government Role,Graduate Students,College Administration,College Faculty,Educational History,Universities,Professional Education

This report describes programs that require a bachelor's degree, not necessarily in the same field, for entry to the program. They are equivalent to at least one semester of full-time study, with at least some of the instruction delivered face-to-face in British Columbia, Canada. Graduate programs, professional programs such as law and medicine, and post-baccalaureate diploma programs in public, not-for profit, and for-profit institutions are all within its scope. The paper touches on an extensive and representative sample of programs and institutions, but does not provide a complete inventory. The focus is on how programs were established, not on everything that has happened subsequently. Although a few graduate programs existed prior to 1945, postsecondary education in BC until then  consisted mainly of undergraduate teaching institutions and various apprenticeship and articling opportunities. With the growth of research funding from the federal government, graduate education began expanding in the 1950s and, by the 1960s, doctoral education had become common. Professional programs had a more varied evolution, with some moving from training provided by the profession into the university and with many raising their entry qualifications to a bachelor's degree. The most recent post-baccalaureate developments have concerned post-degree certificates and diplomas. BC Public Institutions are appended. [For &quot;Agencies and Organizations. Made in B.C.: A History of Postsecondary Education in British Columbia. Volume 6,&quot; see ED536089.]
Back to School: A Guide to Continuing Your Education after Prison
Author: Crayton, Anna
Date: 2010-07-00
Type: Guides - Non-Classroom
Subjects: College Credits,Student Financial Aid,English Instruction,Correctional Institutions,Search Engines,Web Sites,Internet,Adult Education,High School Equivalency Programs,Certification,Vocational Education,Academic Degrees,Promotion (Occupational),Correspondence Study,Resumes (Personal),Drug Rehabilitation,Drug Use,Compensation (Remuneration),Institutionalized Persons,Higher Education,Financial Aid Applicants,Academic Records

By picking up this guide, you have already taken an important step towards continuing your education. Going back to school will require hard work and dedication. The process will be both challenging and frustrating. But if you stick with it, continuing your education can bring you tremendous rewards. Earning a General Education Development credential (GED), vocational certificate, or college degree will make you a better job applicant, increase the amount of money you can earn, and improve your chances of getting a promotion. Learning new skills, gaining knowledge, and making contacts can bring new opportunities and help you shape a vision of your future that may have seemed out of reach before. This guide is designed to help you take the first steps towards continuing your education, whether that means learning English, working towards your GED, learning an occupation, or building on college credits you have already earned. This guide contains the following parts: (1) Preparing to Go Back to School; (2) Earning your GED or Diploma; and (3) Earning a College Education. Appended are: (1) Correspondence Courses; (2) Sample Website for an Internet Search Engine; (3)Sample Resume; (4) Weekly Schedule; (5) Financial Aid Ban for People with Drug Convictions; (6) FAFSA Checklist; and (7) State Adult Education Program Offices. A glossary is included.
Venturing beyond the Gates: Facilitating Successful Reentry with Entrepreneurship. Summer 2007
Author: Lindahl, Nicole
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Institutionalized Persons,Correctional Institutions,Correctional Rehabilitation,Transitional Programs,Entrepreneurship,Labor Force Development,Small Businesses,Business Administration,Self Employment,Institutional Cooperation,Innovation,Program Development,Information Dissemination,Advocacy,Pilot Projects,Financial Support,Public Agencies,Organizations (Groups),Foreign Countries

The rising number of individuals returning to communities from prison and jail represents one of the defining issues of time. Individuals reentering society face myriad challenges, not the least of which is securing viable employment; in addition, each individual has a unique set of experiences, needs and resources. This project stems from the understanding that to effectively address the unique characteristics of and challenges facing people reentering society, the best and brightest minds from a diverse array of fields must collaborate to develop a spectrum of approaches and solutions. The information, case studies and stories contained in this monograph aim to inspire professionals across entrepreneurship, workforce development and criminal justice fields to recognize and embrace entrepreneurship and self-employment as appropriate and valuable tools for reintegration. Given the size of the population returning home from prison and jail, one cannot afford to ignore their potential as resources for community and economic development; nor can one overlook the opportunity that entrepreneurship represents as a path to financial stability and engaged citizenship. This monograph contains the following parts: (1) Background for a Common Language; (2) Opportunities to Facilitate Successful Reentry with Entrepreneurship; and (3) Tools for Pilot Projects and Initiatives. Conversations on Reentry and Entrepreneurship--Participants are appended. A bibliography is included. [This paper was written with the assistance from Debbie A. Mukamal.]
Cost Estimates for Federal Student Loans: The Market Cost Debate
Author: Delisle, Jason
Date: 2008-10-00
Type: Reports - Descriptive
Subjects: Public Agencies,Student Loan Programs,Costs,Expertise,Public Policy,Federal Government,Taxes,Federal Aid,Cost Effectiveness,Paying for College

In an ongoing debate about the relative costs of the federal government's direct and guaranteed student loan programs, some budget experts and private lenders have argued for the use of "market cost" estimates. They assert that official government cost estimates for federal student loans differ from what private entities would likely charge taxpayers to deliver the benefits and services the program provides. A market cost estimate would take such information into account. Although the market cost concept for federal student loans has merit, the student loan industry has abused and distorted it. As part of an effort to discredit government estimates, which suggest that direct lending costs less than guaranteeing loans, the literature published by student loan companies generally calls for adopting market cost estimates only for direct loans or incorrectly applies the concept to guaranteed loans so that they appear to cost less than government estimates. Government agencies, including the Government Accountability Office, have added weight to these arguments by using flawed methodology. Market cost research that correctly applies the concept to both types of federal student loans suggests that the programs cost taxpayers much more than is reported in the federal budget. As such, it is important that policymakers, the media, and the public understand the market cost debate as it relates to the cost-effectiveness of guaranteed versus direct federal student loans. This issue brief aims to provide an explanation of the market cost concept and the public policy debate it has spurred. (Contains 2 figures, 2 tables, and 23 notes.)
The Effectiveness of Youth Financial Education: A Review of the Literature
Author: McCormick, Martha Henn
Date: 2008-07-08
Type: Information Analyses
Subjects: Educational Research,Elementary Secondary Education,Research Needs,Money Management,Instructional Effectiveness,Educational Policy,Best Practices,Teaching Methods

Comprehensive strategies for educating children and youth so they can become effective managers of money and successful navigators of a complex financial marketplace have not yet emerged from the dialogue and debate surrounding financial education. A rich and growing body of research about adult financial education exists, but youth financial education research has been slower in developing. While some consensus has emerged regarding best practices for adult financial education, these strategies and approaches cannot simply be reengineered down to more age-appropriate versions and imposed on a K-12 educational system. This paper, through a review of the literature, explores the current state of youth financial education and policy, including definitions and measures of effectiveness, insofar as they exist, for youth financial education. This paper delineates a range of approaches to the delivery and assessment of youth financial education, reports on impact data and best practices, and highlights some controversies. The paper concludes with a discussion of the gaps in knowledge and suggestions for further research in the field of youth financial education. (Contains 48 endnotes.)
A Primer on the Budget Resolution's Impact on Education Funding
Author: Delisle, Jason
Date: 2008-03-11
Type: Reports - Descriptive
Subjects: Educational Finance,Federal Aid,Federal Government,Budgets,Budgeting,Committees,Resource Allocation,Elementary Secondary Education,Higher Education

The budget resolution put forward by Congress each year--which sets out the congressional budget plan for the next five years--and the ensuing budget process itself are enormously significant for education funding. However, the arcane procedures under which Congress produces and acts upon the budget resolution are often confusing to the media and education advocates alike. This confusion is made worse by political rhetoric and partisan spin. This brief by the New America Foundation's Federal Education Budget Project is meant to shed light on how the budget resolution affects education funding. (Contains 12 endnotes.)
The Bush Education Budget Legacy
Author: Delisle, Jason
Date: 2008-01-31
Type: Reports - Evaluative
Subjects: Educational Finance,Federal Aid,Budgets,Presidents,Elementary Secondary Education,Higher Education,Federal Legislation,Educational Legislation,Educational Change,Student Financial Aid,Student Loan Programs,Grants,Disadvantaged Youth,Special Education,Teacher Effectiveness,School Choice,Early Childhood Education,Taxes,Program Termination

Next week, President George W. Bush will submit his eighth and final budget request to the Congress. How has he fared with respect to education budget proposals thus far? Answer: although President Bush made the No Child Left Behind Act, which deals with elementary and secondary education, the hallmark of his education policy, from a federal education budget standpoint, the Bush administration's most lasting legacy thus far is in higher education. The New America Foundation's Federal Education Budget Project evaluated all the Bush administration's past budget requests and finds that the Bush administration has had relatively little success in enacting its elementary and secondary education budget proposals, but has seen enacted nearly all of its higher education budget proposals, including a major increase in Pell Grant program funding. Key findings are the following: (1) For higher education policy, President Bush successfully used the budget and appropriations process to advance significant reforms; (2) Funding for key federal elementary and secondary education programs increased significantly during President Bush's tenure in office; and (3) However, with the exception of budget proposals directly linked to the No Child Left Behind Act, President Bush's efforts to drive elementary and secondary education policy changes through the budget and appropriations process, such as his school voucher and high school reform proposals, have been largely unsuccessful. (Contains 36 endnotes.)
Analysis of President Bush's Education Budget Request: Fiscal Year 2009
Author: New America Foundation
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Educational Finance,Budgets,Presidents,Federal Aid,Public Agencies,Federal Legislation,Educational Legislation,Special Education,School Choice,Teacher Effectiveness,Reading Programs,Mathematics Education,Science Education,Student Loan Programs,Grants,Program Termination,Retrenchment,Budgeting,Elementary Secondary Education,Higher Education

President George W. Bush submitted his eighth and final budget request to the Congress on Monday. Under the proposal, fiscal year 2009 discretionary spending--spending subject to annual appropriations--would be at the same level as in the prior year for domestic programs and agencies not involved in homeland security efforts. The budget request for the Department of Education fits this general theme. Fiscal year 2009 discretionary spending at the Department of Education would total $59.2 billion, the same level of funding provided in 2008. Despite requesting level funding for the agency as a whole, the administration proposes increases for a number of its existing priority programs, as well as significant funding reductions or eliminations for others. In general, there are few new initiatives or programs proposed--most of the &quot;new&quot; education proposals have been included in previous budget requests.
Current Practice in City School Administration. Bulletin, 1917, No. 8
Author: Deffenbaugh, W. S.
Date: 1917-00-00
Type: Historical Materials
Subjects: Educational Policy,Educational Administration,School Administration,Urban Schools,School Surveys,Textbooks,Educational Change,Supervision,Questionnaires,Superintendents,Periodicals,Administrative Organization,Graphs,Administrator Attitudes,School Buildings

The aim of this study is to present data concerning school-board organization, administration, and supervision in cities of more than 25,000 population. The data have been compiled from replies to questionnaires addressed to superintendents of schools and to secretaries of school boards. A sufficient number of replies have been received to make it possible to present data from the representative city schools of the country and to present summaries that show prevailing practice. The summary of each topic consists of two parts. In one part the prevailing practice is described generally with the aid of graphs; in the other the prevailing opinion of students of school administration is presented, as interpreted from textbooks on school administration, current educational magazines, and city school surveys. (Contains 8 tables and 4 footnotes.) [Best copy available has been provided.]