ethanporcaro/eric-fulltext-meta huggingface dataset:
Specific Learning Disabilities and Responsiveness to Intervention. Resource List. Winter 2007
Author: Starrett, Barbara E.
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Learning Problems,Learning Disabilities,Brain,Emotional Disturbances,Minimal Brain Dysfunction,Response to Intervention,Annotated Bibliographies,Curriculum Based Assessment,Neurology,Educational Policy,Scientific Research,Progress Monitoring,Educational Legislation,Federal Legislation

The Individuals with Disabilities Education Act of 1997 (IDEA 1997) and Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) define specific learning disabilities in a similar manner. &quot;The term &quot;specific learning disability&quot; means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in [the] imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, or mental retardation, or emotional disturbance, or of environmental, cultural, or economic disadvantage&quot; (IDEA 1997, IDEA 2004). This bibliography is not intended to be exhaustive; rather, the references are a starting point for individuals interested in searching for additional information about learning disabilities (LD), specific learning disabilities (SLD), and responsiveness to intervention (RTI).
Responsiveness to Intervention in the SLD Determination Process. Winter 2007
Author: National Research Center on Learning Disabilities
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Disability Identification,Academic Failure,Learning Disabilities,Response to Intervention,Educational Change,Federal Legislation,Educational Legislation,At Risk Students

The reauthorized Individuals with Disabilities Education Improvement Act of 2004 (P.L.108-446) (IDEA 2004) was signed into law on December 3, 2004, by President George W. Bush. IDEA 2004 includes provisions that could lead to significant changes in the way in which students with SLD are identified. In principle, responsiveness to intervention (RTI) is proposed as a valuable construct for schools because of its potential utility in the provision of appropriate learning experiences for all students and in the early identification of students as being at risk for academic failure. In these applications, RTI can be a framework for systemic reform directed at improving all learners' outcomes such as intended by the No Child Left Behind Act of 2001. The purpose of this document is to provide a conceptual overview of RTI--including hypothetical examples of how RTI might operate within a school setting and for a particular student--and to discuss its role within the larger context of specific learning disabilities (SLD) determination. (Contains 5 figures.)
The Nation's Report Card: Trends in Academic Progress 2012. NCES 2013-456
Author: National Center for Education Statistics (ED)
Date: 2013-06-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,National Competency Tests,Age,Second Language Learning,English Language Learners,English,Private Schools,Reading Instruction,Mathematics Instruction,Scores,Achievement Gap,Age Groups,Comparative Analysis,Statistics,Educational Trends,Children,Adolescents

Since the 1970s, the National Assessment of Educational Progress (NAEP) has monitored the academic performance of 9-, 13-, and 17-year-old students with what have become known as the long-term trend assessments. Four decades of results offer an extended view of student achievement in reading and mathematics. Results in this report are based on the most recent performance of more than 50,000 public and private school students who, by their participation, have contributed to our understanding of the nation's academic achievement. Both 9- and 13-year-olds scored higher in reading and mathematics in 2012 than students their age in the early 1970s (figure A). Scores were 8 to 25 points higher in 2012 than in the first assessment year. Seventeen-year-olds, however, did not show similar gains. Average reading and mathematics scores in 2012 for 17-year-olds were not significantly different from scores in the first assessment year. Closing achievement gaps is a goal of both national and state education policy. The results from the 2012 NAEP long-term trend assessments show some progress toward meeting that goal. Appended are: (1) Percentage of students assessed in NAEP reading, by age group and selected characteristics: Various years, 1971-2012; (2) Percentage of students assessed in NAEP mathematics, by age group and selected characteristics: Various years, 1978-2012; (3) Percentage of students identified as students with disabilities and/or English language learners excluded in NAEP reading and mathematics, as a percentage of all students, by subject and age group: Various years, 1990-2012; and (4) Percentage of 9-, 13-, and 17-year-old students with disabilities (SD) and/or English language learners (ELL) identified, excluded, and assessed in NAEP reading and mathematics, as a percentage of all students, by SD/ELL category: 2012. (Contains 38 figures and 10 tables.)
Educational Directory, 1935. Bulletin, 1935, No. 1. Part I: State and County School Officers
Author: United States Department of the Interior, Office of Education (ED)
Date: 1935-00-00
Type: Historical Materials
Subjects: State Schools,School Business Officials,State Officials,Directories,County School Districts,State Departments of Education,Federal Government,Superintendents,Central Office Administrators,Statistical Data,Tables (Data)

The &quot;Educational Directory&quot; is released in four parts as rapidly as the data become available. This first part of the 1935 directory, published by the Office of Education, focuses on State and county school officers. The contents include: (1) United States Office of Education; (2) Principal State school officers; and (3) County and other superintendents of schools. (Contains 15 footnotes.) [Best copy available has been provided.]
Educational Directory, 1935. Bulletin, 1935, No. 1. Part II: City School Officers
Author: United States Department of the Interior, Office of Education (ED)
Date: 1934-00-00
Type: Historical Materials
Subjects: Parochial Schools,Urban Schools,Directories,Public Officials,Statistical Data,Tables (Data),Educational Research,Superintendents,Catholic Schools,Catholic Educators,Principals,State Surveys

The "Educational Directory" is released in four parts as rapidly as the data become available. This bulletin, the second part of the 1935 educational directory published by the Office of Education, focuses on city school officers. It contains the following: (1) Principal City School Officers; and (2) Superintendents of Catholic Parochial Schools. (Contains 23 footnotes.) [Best copy available has been provided.]
Educational Directory, 1935. Bulletin, 1935, No. 1. Part III: Colleges and Universities Including All Institutions of Higher Education
Author: United States Department of the Interior, Office of Education (ED)
Date: 1934-00-00
Type: Historical Materials
Subjects: Higher Education,Liberal Arts,African American Institutions,Two Year Colleges,Special Schools,Directories,Universities,Colleges,Institutional Characteristics,Professional Education,College Faculty,Black Colleges,Classification,Administrative Organization,State Surveys

The "Educational Directory" is released in four parts as rapidly as the data become available. This bulletin, the third part of the 1935 educational directory published by the Office of Education, focuses on colleges and universities, including all institutions of higher education. Institutions are classified according to their offerings into six types: (1) College or university offering liberal arts; 4-year; degree-granting; (2) Professional or technological school--independently controlled; (3) Teachers college; 4-year; degree-granting; (4) Normal school; 2- or 3-year; does not grant degrees; (5) Negro institutions of all types; and (6) Junior college; 2-year; does not grant degrees. (Contains 5 footnotes.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1932-1934. Bulletin, 1935, No. 2. Chapter I: Statistical Summary of Education, 1933-34
Author: Foster, Emery M.
Date: 1937-00-00
Type: Historical Materials
Subjects: Urban Schools,Educational Legislation,State Schools,School Statistics,Statistical Data,Systems Analysis,Public Schools,Business Education,Educational Research,Elementary Secondary Education,Private Schools,Annual Reports,School Surveys

This summary brings together data from the various statistical chapters of the Biennial Survey of Education 1932-34. Each of these chapters deals with one field of education and has been published separately as part of Bulletin, 1935, No. 2, as follows: Chapter II. Statistics of State School Systems, 1933-34; Chapter III. Statistics of City School Systems, 1933-34; Chapter IV. Statistics of Higher Education, 1933-34; Chapter V. Statistics of Public High Schools, 1933-34; Chapter VI. Statistics of Private Elementary and Secondary Schools, 1932-33; Chapter VII. Statistics of Private Commercial, and Business Schools, 1932-33; and Chapter VIII. A Review of Educational Legislation, 1933 and 1934. (Contains 12 tables and 2 footnotes.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1932-1934. Bulletin, 1935, No. 2. Chapter II: Statistics of State School Systems, 1933-34
Author: Foster, Emery M.
Date: 1937-00-00
Type: Historical Materials
Subjects: Elementary Secondary Education,State Schools,Annual Reports,School Surveys,School Statistics,Systems Analysis,School Districts,Tables (Data),Enrollment Rate,Enrollment Trends,Attendance,Attendance Patterns,Average Daily Attendance,School Schedules,Administrators,Teacher Student Ratio,Salaries,Salary Wage Differentials,Financial Support,Expenditure per Student,Expenditures,School Buildings,Debt (Financial),Rural Urban Differences,Educational Finance

The statistics presented in this report relate for the most part to the public elementary and secondary schools. In no case have the statistics of colleges, universities, and professional schools been included. A few figures are included, however, for kindergarten and private elementary and secondary schools. The information contained herein was furnished in 1934 by the State offices of education in 48 States, the District of Columbia, and the 8 outlying parts of the United States. This chapter includes the combined statistics for all the school districts within each of the States. However, in order to obtain statistics for places with less than 2,500 population, and generally regarded as rural territory, corresponding numbers from chapter III, Statistics of City School Systems, have been subtracted from the totals herein given. The statistics in this chapter include both white and Negro pupils. In a few tables the school wholly for Negro children have been treated separately. (Contains 12 figures and 58 tables.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1932-1934. Bulletin, 1935, No. 2. Chapter III: Statistics of City School Systems, 1933-34
Author: Foster, Emery M.
Date: 1936-00-00
Type: Historical Materials
Subjects: Elementary Secondary Education,Annual Reports,School Surveys,School Statistics,Tables (Data),Enrollment Rate,Enrollment Trends,Attendance,Attendance Patterns,Average Daily Attendance,School Schedules,Teacher Student Ratio,Salaries,Salary Wage Differentials,Financial Support,Expenditure per Student,Expenditures,Educational Finance,Population Distribution,Population Groups,Gender Differences,Urban Schools,Statistical Surveys,Statistical Data,Comparative Analysis,Systems Analysis

This report presents statistics of city public-school systems for the year 1933-34. It also presents, in connection with the text, data on certain points to show trends within the past 10 years, and especially within the past 4 years when the effects of the depression were being felt by the schools. In previous reports statistics for cities included in larger units for administration were estimated. Most of these cities, 241 in number, are in Florida, Louisiana, Maryland, and West Virginia. In these States, cities, with the exception of Baltimore, Maryland, and a few cities in Louisiana, are included in county systems. Detailed statistics are presented by population groups for each city having a population of 10,000 or more. Only totals for certain items are given, by States, for cities having a population of 2,500 to 9,999. Since statistics are not given for all items for group IV cities, most of the derived tables used in connection with the text contain data for only cities of groups I, II, and III. (Contains 3 figures and 49 tables.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1932-1934. Bulletin, 1935, No. 2. Chapter IV: Statistics of Higher Education, 1933-34
Author: Foster, Emery M.
Date: 1937-00-00
Type: Historical Materials
Subjects: Educational History,Statistical Surveys,National Surveys,School Statistics,Questionnaires,Comparative Education,Educational Trends,Educational Policy,Higher Education,Professional Education,Two Year Colleges,Land Grant Universities,Teacher Education,State Schools,Schools of Education,Postsecondary Education,Private Colleges,Public Colleges,Black Colleges,Graduate Study,Undergraduate Study,Summer Schools,Extension Education,Continuing Education,Correspondence Study,Minicourses,College Students,Secondary School Students,Adult Education,Military Training,Federal Legislation,Federal Government,Majors (Students),Academic Degrees,College Graduates,College Faculty,Males,Females,On Campus Students,Enrollment,Educational Facilities,College Libraries,Income,Endowment Funds,Educational Finance,State Aid,Federal Aid,Private Financial Support,Expenditures,Educational Equipment

The publication each 2 years by the Office of Education of a statistical report dealing with the institutions of higher education leads an occasional reader to a misconception of the Federal Government's relation to higher education. There is no national system of higher education in this country. Except for the 69 land-grant colleges and universities, and the Army, Navy, and Marine training schools, the Federal Government exercises no administrative jurisdiction over any of the institutions of higher education. Whether or not an institution is to be regarded as a college for purposes of these statistical compilations depends upon certain arbitrarily chosen facts such as enrollment, accreditation, etc. Several fairly large groups of institutions which provide education at a level above the high school are not included in the compilations. Typical of these groups are private business colleges, private art schools, and schools specializing in training for certain healing cults not approved by the medical profession. In the statistical compilations found in this document, the data were gathered by means of two questionnaires--one on faculty, students, and degrees; and the other on receipts, expenditures, and property. These questionnaires were sent to all of the 1,465 institutions listed in the 1934 Office of Education Educational Directory. Of the questionnaires sent out, usable returns on the personnel blank were received from 1,418 institutions. For the questionnaire on receipts, expenditures, and property, 1,357 usable returns were received. This bulletin is presented in four parts, as follows: (1) Part I: General Findings and Interpretations; (2) Part II: Summary Tables for the United States; (3) Part III: Summaries by State; and (4) Part IV: Statistics Detailed for Individual Institutions. (Contains 43 tables and 6 footnotes.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1932-1934. Bulletin, 1935, No. 2. Chapter V: Statistics of Public High Schools, 1933-34
Author: Jessen, Carl A.
Date: 1937-00-00
Type: Historical Materials
Subjects: Educational History,Secondary Education,Junior High Schools,High Schools,Public Schools,National Surveys,Statistical Surveys,School Statistics,Census Figures,Secondary School Students,School Organization,School Administration,School Personnel,Secondary School Teachers,Urban Schools,Rural Schools,Enrollment,African American Students,White Students,High School Graduates,Males,Females,Special Needs Students,School Size,Postsecondary Education,Educational Trends,Enrollment Trends,Educational Facilities,Educational Equipment,Educational Finance,Educational Policy

This report includes data on: 23,213 public high schools in the continental United States and on 164 high schools in the outlying parts of the United States. The material was scoured from information blanks sent directly to the principals of the various high schools and returned by them. In some cases where replies were not received from the principals, data were obtained from records available in the files of State departments of education. The term "high school" as here used refers to junior, senior, junior-senior, undivided, and conventionally organized 4-year high schools. "Secondary grades" is used to denote the last 4 years of any public-school system which issues a high-school diploma on completion of the course. This is admittedly an arbitrary definition of secondary grades, but it is one which has been followed through a number of years in biennial surveys and it therefore appears best to retain it. By reference to the list of tables the reader will discover that the first table is in the nature of a summary and the last table a report on material equipment. The other tables divide into four groups, namely: (1) Classification of schools according to size (tables 2 to 4); (2) Enrollments by type of school, grade, sex, urban and rural, white and Negro (tables 5 to 40;); (3) Number of graduates and their continuance in school (tables 41 to 44); and (4) Number of staff members (tables 45 to 52). Many of the tables are for certain types of schools or are otherwise limited to some special group of schools or pupils. Those which contain figures for total as distinct from partial situations are the following: 1, 2, 6, 7, 10, 41, 45, and 53. (Contains 62 tables, 4 figures, and 1 footnote.) [Statistical tables in this bulletin were prepared by David T. Blose. Best copy available has been provided.]
Biennial Survey of Education in the United States, 1932-1934. Bulletin, 1935, No. 2. Chapter VI: Statistics of Private Elementary and Secondary Schools, 1932-33
Author: Foster, Emery M.
Date: 1936-00-00
Type: Historical Materials
Subjects: Educational History,National Surveys,School Statistics,Statistical Surveys,Questionnaires,Elementary Schools,Secondary Schools,Early Childhood Education,Elementary School Students,Secondary School Students,Private Schools,Enrollment,Males,Females,Secondary School Teachers,Elementary School Teachers,Preschool Teachers,Educational Finance,Endowment Funds,Boarding Schools,Educational Facilities,School Libraries,Parochial Schools,African American Education,Public Schools,Comparative Education,School Organization,Two Year Colleges,College Preparation

For many years the Office of Education has collected and published statistics of private schools. In 1933 there were on the mailing list of the Office of Education 11,515 private elementary and secondary schools in the continental United States. There are, doubtless, more private schools, but no means are available for ascertaining the exact number. In the spring of 1933 an inquiry form was sent to all the private schools on the list in order to collect  information for the regular report of the Office of Education. Replies were received from 8,455 schools. Of this number, 123 had closed and 35 had become colleges. Of those whose reports are used in this study, 582 were schools of secondary grade, 5,697 were for pupils below secondary grade, and 2,018 were schools having both elementary and secondary school departments. Of the 3,060 schools not replying, 2,277 were elementary schools, and 783 were secondary or both elementary and secondary. From the reports received supplemented by information secured from other sources, chiefly the National Catholic Welfare Conference, it is estimated that there are at least 2,324,281 elementary and 345,277 secondary school pupils in all private schools of the United States. In the schools reporting there were 68,307 elementary and secondary school teachers, distributed as follows: Elementary (including nursery and kindergarten schools)--49,132; Secondary--19,175. (Contains 17 tables and 3 footnotes.) [This bulletin was prepared with the assistance of Blanche K. Choate, Julia E. Isdell, and Rose Marie Smith. Best copy available has been provided.]
Biennial Survey of Education in the United States, 1932-1934. Bulletin, 1935, No. 2. Chapter VII: Statistics of Private Commercial and Business Schools, 1932-33
Author: Herlihy, Lester B.
Date: 1934-00-00
Type: Historical Materials
Subjects: Educational History,National Surveys,School Statistics,Questionnaires,Private Schools,Economic Climate,Enrollment,Enrollment Trends,Educational Trends,Business Education,Business Administration Education,Business Education Teachers,Business,Labor Market,Job Skills,Vocational Education,Office Occupations,Clerical Occupations,Males,Females,Curriculum Development,Educational Objectives,Enrollment Trends,School Business Relationship,Education Work Relationship,Supervision,Conferences (Gatherings),Private Schools,High Schools,Junior High Schools,Adult Education,Higher Education,Postsecondary Education,Two Year Colleges,Teacher Education,School Statistics,Educational Trends,Educational History,Educational Policy,State Policy,Educational Finance,Educational Research,National Surveys,Trend Analysis,Occupational Surveys,Standards

This bulletin is the eighth compilation of statistics on private commercial and business schools made by the Office of Education since 1900. The seventh, or preceding report, on this field of education was published for the year 1929. The effect of the economic situation on private commercial and business schools has been to reduce their enrollments, attendance, and activities by 1933 to the general level they were in 1905, a matter of 29 years ago. A drop in day enrollments of about 52 percent since 1929, with a drop of only 20 percent in teachers, has the apparent advantage for the students of giving a ratio of 1 teacher to every 18 students instead of 28 students as in 1929. Of the list of 1,826 schools canvassed in 1933, this report includes data for 651 schools, or 35.5 percent of the total. At least 275 schools went out of existence from 1929 to 1933 and 147 were organized. Schools seem to be most stable in cities of from 30,000 to 100,000 population. The level of the educational background of students entering private commercial and business schools is higher than in 1929. Only 66 percent had graduated from high school in 1929, whereas 77 percent had reached this level or beyond in 1933. A list comprising 1,826 schools was used for the purpose of this study. Of the 1,826 schools addressed by questionnaire, 661 schools in 45 States and the District of Columbia, as well as 7 schools in the outlying parts of the United States (Hawaii, the Philippines, and Puerto Rico), responded with data which could be used. (Contains 11 tables.) [Best copy available has been provided.]