ethanporcaro/eric-fulltext-meta huggingface dataset:
Biennial Survey of Education in the United States, 1934-1936. Bulletin, 1937, No. 2. Volume II. Chapter III: Statistics of City School Systems, 1935-36
Author: Herlihy, Lester B.
Date: 1938-00-00
Type: Historical Materials
Subjects: Average Daily Attendance,School Buildings,Urban Schools,School Statistics,Summer Schools,Enrollment Trends,Attendance,School Schedules,Teacher Student Ratio,Expenditure per Student,Resource Allocation,Investment,Evening Programs,Debt (Financial),Fiscal Capacity,School Surveys,Annual Reports,Tables (Data),Educational Assessment,Educational Indicators

This report presents statistics of city school systems for the school year 1935-36. prior to 1933-34 school statistics for cities included in county unit systems were estimated. Most of these cities are in Florida, Louisiana, Maryland, and West Virginia. Since the method of estimating school statistics for the cities included with the counties in these States was very unsatisfactory it was discontinued in 1933-34. A few data are, however, presented in tables 3 and 4 for the counties in which the cities are located. In eight cities, there is more than one school district. As in previous years statistics for each school district within a city are presented. The cities are divided into four population groups on the basis of the 1930 census. Group 1 includes 90 cities having a population of 100,000 or more with school systems of their own; Group II includes 211 cities having a population of 30,000 to 99,999 with school systems of their own; Group III includes 642 cities having a population of 10,000 to 29,999 with school systems of their own; and Group IV includes 1,948 cities having a population of 2,500 to 9,999 that maintain their own schools. Specific topics covered in this bulletin include: (1) Enrollments; (2) School attendance; (3) The school term and number of days attended; (4) Supervisory and teaching staff; (5) Pupil-teacher ratio; (6) Cost per pupil in average daily attendance; (7) Percentage distribution of the city school dollar; (8) Schools, school buildings, and property investments; (9) Bonded indebtedness of city school systems; (10) Night schools; and (11) Summer schools. (Contains 28 tables, 4 figures, and 1 footnote.)  [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1934-1936. Bulletin, 1937, No. 2. Volume II. Chapter V: Statistics of Public-School Libraries, 1934-35
Author: Foster, Emery M.
Date: 1938-00-00
Type: Historical Materials
Subjects: Counties,Rural Schools,School Libraries,State Departments of Education,Librarians,Public Schools,Questionnaires,Urban Schools,Students,School Size,Library Materials,Library Administration,Financial Support,Educational Finance,Costs,Trend Analysis

This report includes library statistics for both public elementary and high schools for the school year 1934-35. The data are based upon replies to a questionnaire, which was sent to 6,327 superintendents of city and county public schools in the continental United States. The items listed on the form called for replies representing totals for all of the schools under the supervision of the superintendents rather than for individual schools. In two instances, Delaware and North Carolina, data were supplied by officials in State departments of education. Since the titles of administrative heads of rural schools vary somewhat in the different States, the term, &quot;county superintendent,&quot; for purposes of this report, includes county examiners in Arkansas, parish superintendents in Louisiana, district superintendents in New York and Utah, county commissioners in Michigan, division superintendents in Virginia, union or district superintendents in the New England States, and the State superintendent in Delaware for all schools outside of Wilmington. At the time the questionnaires were sent, 2,901 of the 6.327 school systems in the United States were designated as city systems; 3,180 as county, with rural schools only; and 246 as county unit systems, that is, systems in which both rural and urban schools are under one administrative head. The total number of usable replies received for the three types of school systems is indicated in Table 1. The contents of this bulletin include: (1) Data in this report; (2) Distribution of school systems; (3) Schools served by librarians; (4) Pupils served by centralized libraries; (5) Size of centralized libraries; (6) Number of volumes added to centralized libraries, 1934-35; (7) Librarians in centralized libraries; (8) Types of centralized libraries; (9) Administrative control of centralized libraries; (10) Income for school libraries; and (11) Expenditures for school libraries. The following are appended: (1) Forms used in collecting data; and (2) List of other publications of the Office of Education containing statistics on school libraries. (Contains 42 tables, 6 figures, and 4 footnotes.) [Best copy available has been provided.]
Biennial Survey of Education in the United States, 1934-1936. Bulletin, 1937, No. 2. Volume II. Chapter VI: Statistics of Special Schools and Classes for Exceptional Children
Author: Foster, Emery M.
Date: 1938-00-00
Type: Historical Materials
Subjects: Residential Schools,Teaching Methods,Special Schools,Special Classes,Disabilities,Educational Administration,Educational History,Private Schools,Public Schools,Blindness,Deafness,Enrollment Trends,Urban Schools,Teacher Supply and Demand,Costs,Teacher Salaries,School Personnel,Educational Finance,Mental Retardation,Delinquency,Chronic Illness,Physical Disabilities,Speech Impairments,Academically Gifted,Epilepsy

For the past decade the Office of Education has periodically compiled statistics dealing with special schools and classes for exceptional children. During that time the importance of adjusting instructional procedures to meet the needs of individual boys and girls has been increasingly stressed in the general philosophy of education. Inherent in this development has been the growth of special facilities for pupils whose mental or physical condition demands something different from the ordinary school curriculum. Residential schools have for many years taken care of extreme cases, and these they are continuing to serve, in many States with expanding facilities and enriched opportunities for the students enrolled. City schools, too, show a consistent growth in the extent of the program, even the depression failing to stem to any serious degree the advances that have been made. An index is provided.(Contains 27 tables and 9 footnotes.) [Best copy available has been provided.]
State Certification Requirements for Teachers of Exceptional Children. Bulletin, 1954, No. 1
Author: Mackie, Romaine P.
Date: 1954-00-00
Type: Historical Materials
Subjects: Disabilities,Academically Gifted,Teacher Qualifications,State Standards,Teacher Certification,Special Education Teachers,Teacher Competencies,Teacher Characteristics,Special Education,Required Courses,Visual Impairments,Blindness,Physical Disabilities,Chronic Illness,Deafness,Hearing Impairments,Speech Language Pathology,Emotional Disturbances,Mental Retardation

For some time, leaders in special education have expressed the desire for a national overview of State certification requirements for teachers of exceptional children who, because of their limitations and their particular needs, require special help. This bulletin, prepared as a part of an Office of Education Study, "Qualification and Preparation of Teachers of Exceptional Children," is an attempt to supply the necessary information. The purpose of this bulletin is: (1) to present a summary of the present status of State certification requirements for teachers of exceptional children; and (2) to report opinions expressed by some special education personnel on certain aspects of certification. It reflects some trends in certifying procedures, but, in general, is confined to a reporting of status information. The information presented in these page affords opportunity to make comparisons from State to State and from one area of exceptionality to another. It is hoped that the availability of such information will form a basis not only for such comparisons, but also for improved planning of the professional requirements for the teachers of the Nation's handicapped and gifted children. Topics covered in this bulletin include: (1) The need for professional standards for teachers; (2) A national picture of State certification; (3) Overview of current certification requirements; (4) Some specific in State requirements; and (5) Some opinions concerning State standards. Appended are: (1) The Office of Education Study: "Qualification and Preparation of Teachers of Exceptional Children"; and (2) Minimum Requirements by States, for Regular Elementary Teaching Certificates. (Contains 19 tables and 24 footnotes.) [Best copy available has been provided.]
Education in Pakistan. Bulletin, 1954, No. 2
Author: Sassani, Abul H. K.
Date: 1954-00-00
Type: Historical Materials
Subjects: Elementary Education,Vocational Education,Muslims,Foreign Countries,Educational Development,Comparative Education,World History,Educational History,Educational Policy,Educational Administration,Advisory Committees,Kindergarten,Enrollment,Elementary School Curriculum,Elementary School Teachers,School Buildings,Secondary Education,Secondary School Curriculum,Technical Education,Industrial Education,Colleges,Career Education,Teacher Education,Teacher Qualifications,Teacher Salaries,Women Faculty,Teacher Shortage,Teacher Retirement,Schools of Education,Physical Education,Higher Education,Tests,Academic Degrees,College Faculty,Art Education,Science Education,Law Related Education,Agricultural Education,Engineering Education,College Libraries,College Admission

The Office of Education is engaged in the preparation of a series of basic studies on education in a number of foreign countries. These studies are a part of a program to promote American understanding of educational conditions in these countries and also to furnish American college registrars, students of comparative education, and those in Government or private agencies engaged in international educational activities with data on foreign education. The scope and the text of such documents have varied from time to time depending on the nature of the need. This bulletin is based on data gathered by Dr. Abul H. K. Sassani. While data include necessary information needed by school officials who deal with student transfers, the scope of the material presented is wide enough to be useful to scholars in the field of comparative education, particularly those who are interested in knowing the role that education plays in the life of this new Moslem State. The reader will find comparatively more detailed information on higher institutions of learning than in any other phase of education in Pakistan. The bulletin is organized into the following chapters: (1) Pakistan and her people; (2) Educational development; (3) Kindergarten and elementary education; (4) Secondary education; (5) Technical and vocational education; (6) Teacher education; and (7) Higher education. A bibliography is included. (Contains 2 charts, 7 tables, and 18 footnotes.) [Best copy available has been provided.]
A Look Ahead in Secondary Education. Bulletin, 1954, No. 4
Author: Cummings, Howard H.
Date: 1954-00-00
Type: Historical Materials
Subjects: Adjustment (to Environment),Secondary Education,Educational Planning,Educational Improvement,Dropouts,School Holding Power,Catholic Schools,Theory Practice Relationship

This bulletin is the report of the Second Commission on Life Adjustment Education for Youth. It consists of an account of the activities of the Commission carried on during its 3-year (1950-53) tenure (Chapter One), descriptions of related activities carried on in the different States and dioceses (Chapter Two), and an analysis of secondary education and a look ahead (Chapter Three). In the opinion of the writers Chapter Three is of sufficient significance to warrant the use of its title for the entire publication. The chief value of the National and State activities reported in the first two chapters is in the foundation they provide for a look ahead and for planning the next steps to improve secondary education in the United States. Selected bibliographies are appended. (Contains 2 tables and 28 footnotes.) [Best copy available has been provided.]
Following Graduates into Teaching. Bulletin, 1954, No. 6
Author: Bathurst, Effie G.
Date: 1954-00-00
Type: Historical Materials
Subjects: College Programs,Teacher Education Programs,Educational Improvement,Beginning Teachers,Beginning Teacher Induction,Publications,Student Personnel Services,Student Placement,Transitional Programs,State Government,Government Role,College Faculty,College Graduates

This bulletin summarizes and attempts to analyze followup activities now provided by teacher-preparing institutions supported by State funds. It points out college activities that are contributing to the development of better school programs in college service areas, to the improvement of college programs for teachers-to-be, and to increased cooperation among the various agencies and individuals responsible for the physical, social, spiritual, and intellectual development of children. (Contains 5 footnotes.) [Best copy available has been provided.]
The Carnegie Unit: Its Origin, Status, and Trends. Bulletin, 1954, No. 7
Author: Tompkins, Ellsworth
Date: 1954-00-00
Type: Historical Materials
Subjects: Educational History,High Schools,Educational Trends,Educational Policy,Secondary Education,Academic Records,Credits,Graduation Requirements,Required Courses,High School Equivalency Programs,Evaluation Methods,High School Graduates,Student Evaluation,Academic Standards,Student Promotion,Time Factors (Learning),School Schedules,Measurement Techniques,Articulation (Education),College Preparation,College Admission,Educational Change,College Entrance Examinations,Organizations (Groups),Admission Criteria,Secondary School Curriculum

More than ever before teachers, principals, and superintendents are joining with parents and citizens of the community in examining and appraising what the schools are trying to do and how their work can be adequately supported. One of the topics that comes up for frequent discussion in the high school field is the Carnegie Unit. It has been our experience that very few people in or out of high school know the story of the Carnegie Unit. The purpose of this bulletin is to explain in detail the origin, status, and trends. The chapters are as follows: (1) Introduction and purpose of study; (2) History of the Carnegie Unit; (3) The present role of the Carnegie Unit in secondary education; (4) Efforts to improve or displace the Carnegie Unit; and (5) Summary: The case for and against the Carnegie Unit. [Best copy available has been provided.]
Indicators of School Crime and Safety: 2012. NCES 2013-036/NCJ 241446
Author: Robers, Simone
Date: 2013-06-00
Type: Numerical/Quantitative Data
Subjects: School Safety,Crime,Violence,Death,Homicide,Suicide,Victims,Bullying,Weapons,Injuries,Fear,Discipline Problems,Juvenile Gangs,Drinking,Drug Use,Marijuana,Educational Environment,Student Attitudes,Teacher Attitudes,Discipline,School Security,Public Schools,Private Schools,Incidence,Institutional Characteristics,Student Characteristics,National Surveys,School Surveys,Statistical Data,Comparative Analysis,Tables (Data)

Establishing reliable indicators of the current state of school crime and safety across the nation and regularly updating and monitoring these indicators is important in ensuring the safety of our nation's students. This is the aim of &quot;Indicators of School Crime and Safety.&quot; This report is the fifteenth in a series of annual publications produced jointly by the National Center for Education Statistics (NCES), Institute of Education Sciences (IES), in the U.S. Department of Education, and the Bureau of Justice Statistics (BJS) in the U.S. Department of Justice. This report presents the most recent data available on school crime and student safety. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, and principals. The most recent data collection for each indicator varied by survey, from 2007 to 2011. Each data source has an independent sample design, data collection method, and questionnaire design, or is the result of a universe data collection. All comparisons described in this report are statistically significant at the 0.05 level. Additional information about methodology and the datasets analyzed in this report may be found in appendix A. This report covers topics such as victimization, teacher injury, bullying and cyber-bullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, and student perceptions of personal safety at school. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available. Preliminary data show that there were 31 school-associated violent deaths from July 1, 2010, through June 30, 2011 (Indicator 1). In 2011, among students ages 12-18, there were about 1,246,000 nonfatal victimizations at school, which include 648,600 victims of theft and 597,500 victims of violence (simple assault and serious violence) (Indicator 2). In 2011, about 77 percent of students ages 12-18 reported observing one or more security cameras to monitor the school during the day at their schools and 70 percent of students reported the presence of security guards and/or assigned police officers (Indicator 21). Appended are: (1) Technical Notes; and (2) Glossary of Terms. Individual sections contain footnotes. (Contains 57 tables and 52 figures.) [For previous report, &quot;Indicators of School Crime and Safety: 2011. NCES 2012-002/NCJ 236021,&quot; see ED529642.]
Educating Children in Grades Seven and Eight. Bulletin, 1954, No. 10
Author: Lewis, Gertrude M.
Date: 1954-00-00
Type: Historical Materials
Subjects: Elementary Schools,Grade 8,Grade 7,Junior High Schools,Developmental Stages,Observation,Student Characteristics,Student Needs,Adolescent Development,Social Attitudes,Expectation,Institutional Characteristics,Physical Development,Social Development,Emotional Development,Educational Administration,School Schedules,Governance,Educational Environment,Health Promotion,School Health Services,Mental Health,Physical Health,Lunch Programs,Health Education,Physical Education,Recreation,Guidance,Teacher Role,Academic Ability,Civics,Social Studies,Science Instruction,Music Education,Art Education,Home Economics,Vocational Education,Parent School Relationship,School Community Relationship

In recent years, numerous questions have been raised in correspondence and in conferences about the education of children in grades seven and eight. In response to the interest expressed, the Elementary Schools Section of the Office of Education invited a group of educators representing administrators, supervisors, teachers, and teacher-educators to a conference to discuss the need for a study of educational programs in these grades and the methods by which a study might be carried out and reported. It was decided in this conference that such a study would be useful to school administrators, supervisors, and teachers and that it should be undertaken by the Office of Education. Schools were selected in several ways. Letters were sent by the Elementary Schools Section of the Office of Education to the director of instruction in each State Department of Education explaining the study and inviting him to name several schools in the State which might be visited in search of good practices in the education of 7th and 8th grade children. In carrying out the observations, an effort was made to visit schools in every State and to include a wide variety of schools. The present bulletin, then, is the result of research, observation, and interviews. "Part One" reports the results of research into characteristics and needs of children commonly found in grades seven and eight and projects some characteristics of desirable educational programs for them. "Part Two" reports some of the things schools included in this study are doing for children and some of the ways in which these schools work with parents and the community. Little attempt is made to evaluate the practices reported here; rather it is left to the reader to make his own evaluation of the immediate or long-range value of any practice in meeting the needs of children of these ages in the United States in their steady growth toward maturity. Appended are: (1) Concerns expressed by administrators; (2) Concerns expressed by teachers; and (3) Concerns expressed by parents. A bibliography is included. [Best copy available has been provided.]
Cooperative Education in the United States. Bulletin, 1954, No. 11
Author: Armsby, Henry H.
Date: 1954-00-00
Type: Historical Materials
Subjects: Cooperative Education,Engineering Education,Public Agencies,Engineering,Technical Institutes,Campuses,Education Work Relationship,Surveys,Educational Philosophy,Educational Objectives,Supervision,Administrative Organization,Federal Government,Educational Development

This bulletin is essentially a revision of an earlier one--"A Survey of Cooperative Engineering Education," Bulletin 1949, No. 15, now out of print--by the same author, using some of the same content, but with new data and broadened coverage. It attempts to cover all cooperative education programs at the college and technical institute levels, rather than concentrating on engineering programs, as did the earlier bulletin. The bulletin presents an organized outline of the basic philosophy and objectives of this relatively new system of education, its administrative and operating problems, and the values resulting from its operation. Included is a discussion of the utilization of the cooperative plan by Federal agencies, a development to which the author has actively contributed. The author of this bulletin gathered material from numerous interviews with college, industrial, and governmental officials, from special memorandums and other unpublished materials, through visits to college campuses, and through correspondents with many interested people. This study indicates that when local conditions are propitious, the cooperative system affords a workable method of combining practical industrial experience with theoretical instruction in such a way that each reinforces the other. If the program is organized and administered with proper attention to educational values, with adequate supervision of students' employment as well as their academic work, and with the whole-hearted cooperation of the employers and the institution, it can result in important values to the student, to the institution, and to the employers served. This bulletin contains the following sections: (1) Nature and scope of the cooperative plan of education; (2) Origin and development of the cooperative plan; (3) Philosophy and objective of cooperative education; (4) Administrative and operating requirements; (5) Patterns of organization and administration; (6) Cooperative education for Federal agencies; (7) Values inherent in the cooperative plan; and (8) Summary and conclusions. (Contains 6 tables and 1 footnote.) [Best copy available has been provided.]