ethanporcaro/eric-fulltext-meta huggingface dataset:
The Status of Rural Education in the United States. Bulletin, 1913, No. 8. Whole Number 515
Author: Monahan, A. C.
Date: 1913-00-00
Type: Historical Materials
Subjects: Rural Education,Rural Schools,Enrollment Trends,White Students,African American Students,Illiteracy,Place of Residence,Public Schools,Attendance Patterns,Racial Differences,Teacher Salaries,School Schedules,One Teacher Schools,School Buildings,Teacher Shortage,Teacher Certification,Schools of Education,High Schools,Supervision,Counties,Superintendents,School Districts,Playgrounds,Agricultural Education,Industry

In the Federal Census of 1910, 58.5 per cent of the population of the United States from 6 to 20 years of age, both inclusive, are classed as rural, which means that nearly three-fifths of the total American school population live in the open country, or in villages and small towns,  under rural conditions. The total rural population of this class at the time this census was taken was 16,230,406. By the end of the current school year it should be approximately 17,000,000. The education of these children and young people, and of the other millions who follow after them as the years go by and who are to make up the bulk of the population, rural and urban alike, in the near future, is the most important problem of those States having a large rural population, and the most important interest of the nation as a whole. One of the most important factors in the education of these children is the rural school. which for this reason must be reckoned among the most important factors of national life and civilization, and the improvement of which should be a chief concern. Until very recently, few careful studies of the rural schools have been made, and little accurate information is available about them or the factors influencing their improvement. It is known in a general way that their terms are short, their support inadequate, their management unscientific and wasteful of money, time, and energy, their courses of study ill-adapted to their needs, and the houses in which the children are taught cheap and poorly equipped and furnished. With the help of recent appropriations made by Congress, the Bureau of Education has undertaken to make a careful study of the conditions and needs of the rural schools of the several States, with the hope of being able to make some definite contributions toward the solution of the problem of their improvement. Topics covered in this bulletin include the following: (1) Urban and rural school data on the 2,500 population basis; (2) The one-teacher country school; (3) Three essentials for efficiency lacking in rural schools; (4) The status of the rural teaching force; (5) Status of the supervision of rural schools; and (6) Units of organization for the management of rural schools. (Contains 12 tables, 13 plates, and 3 footnotes.) [Best copy available has been provided.]
Consular Reports on Continuation Schools in Prussia: I. Vocational Training in Magdeburg; II. Part-Time Schools for Industrial Workers; III. The City Continuation and Trade School of Brunswick; IV. The Continuation Schools of Barmen; V. Part-Time Shoe Schools in Breslau. Bulletin, 1913, No. 9. Whole Number 516
Author: Ives, Ernest L.
Date: 1913-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational Practices,Vocational Education,Part Time Students,Industrial Education,Industrial Training,Trade and Industrial Education,Institutional Characteristics,Attendance,School Schedules,Educational Objectives,Governance,Administrative Organization,Training Methods,Training Objectives

This bulletin contains a compilation of consular reports on continuation schools in Prussia. It is presented in five sections, as follows: (1) Vocational Training in Magdeburg; (2) Part-Time Schools for Industrial Workers; (3) The City Continuation and Trade School of Brunswick; (4) The Continuation Schools of Barmen; and (5) Part-Time Shoe Schools in Breslau. [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1913, No. 10. Whole Number 517
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1913-03-00
Type: Historical Materials
Subjects: Publications,Educational History,Teaching Methods,Educational Psychology,Child Psychology,Curriculum,Kindergarten,Elementary Schools,Rural Education,Secondary Education,Teacher Education,Teacher Certification,Higher Education,Educational Administration,Governance,Architecture,School Buildings,Hygiene,Sanitation,Physical Education,Play,Playgrounds,Social Development,Moral Values,Values Education,Religious Education,Vocational Education,Agricultural Education,Womens Education,Laboratories,Museums,Special Education,Disabilities,Libraries

This bulletin contains a list of the monthly record of current educational publications for March 1913. The publications are organized into two sections: (1) Publications of associations; and (2) Bureau of Education: Recent publications. The Bureau of Education: Recent publications cover the following topics: (1) General Reference Works; (2) Educational history; (3) Present situation; (4) Pedagogics and Didactics; (5) Educational Psychology, Child Study; (6) Special Methods of Instruction; (7) Special Subjects of Curriculum; (8) Kindergarten and Primary School; (9) Rural Education; (10) Secondary Education; (11) Teachers, Training and Professional Status; (12) Higher Education; (13) School Administration; (14) School Management; (15) School Sanitation and Hygiene; (16) Playgrounds and School Gardens; (17) Social Aspects of Education; (18) Moral and Religious Education; (19) Manual and Vocational Training; (20) Vocational Guidance; (21) Agricultural Education; (22) Education of Women; (23) Exceptional Children; (24) Laboratories and Museums; and (25) Libraries and Reading. [Compiled by the Library Division of the Bureau of Education, under the direction of John D. Wolcott, acting Librarian. Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1913, No. 11. Whole Number 518
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1913-04-00
Type: Historical Materials
Subjects: Publications,Educational History,Teaching Methods,Educational Psychology,Child Psychology,Curriculum,Kindergarten,Elementary Schools,Rural Education,Secondary Education,Teacher Education,Teacher Certification,Higher Education,Educational Administration,Governance,Architecture,School Buildings,Hygiene,Sanitation,Sex Education,Physical Education,Play,Playgrounds,Social Development,Child Welfare,Moral Values,Values Education,Religious Education,Vocational Education,Agricultural Education,Disabilities,Libraries

This bulletin contains a list of the monthly record of current educational publications for April  1913. The publications are organized into two sections: (1) Publications of associations; and (2) Bureau of Education: Recent publications. The Bureau of Education: Recent publications cover the following topics: (1) General Reference Works; (2) Educational history; (3) Present situation; (4) Pedagogics and Didactics; (5) Educational Psychology, Child Study; (6) Special Methods of Instruction; (7) Special Subjects of Curriculum; (8) Kindergarten and Primary School; (9) Rural Education; (10) Secondary Education; (11) Teachers, Training and Professional Status; (12) Higher Education; (13) School Administration; (14) School Management; (15) School Sanitation and Hygiene; (16) Sex Hygiene; (17) Play and Playgrounds; (18) Social Aspects of Education; (19) Child Welfare; (20) Moral and Religious Education; (21) Manual and Vocational Training; (22) Vocational Guidance; (23) Agricultural Education; (24) Education of Special Classes; and (25) Libraries and Reading. [Compiled by the Library Division of the Bureau of Education, under the direction of John D. Wolcott, acting Librarian. Best copy available has been provided.]
Developing and Evaluating an Eighth Grade Curriculum Unit That Links Foundational Chemistry to Biological Growth: Paper 5--Using Teacher Measures to Evaluate the Promise of the Intervention
Author: Flanagan, Jean C.
Date: 2013-04-00
Type: Reports - Research
Subjects: Science Teachers,Curriculum Development,Science Instruction,Plants (Botany),Knowledge Base for Teaching,Pedagogical Content Knowledge,Faculty Development,Pretests Posttests,Scientific Concepts,Chemistry,Biology,Synthesis,Curriculum Evaluation,Grade 8

AAAS (American Association for the Advancement of Science) is collaborating with BSCS (Biological Sciences Curriculum Study) in the development of a curriculum unit for eighth grade students that connects fundamental chemistry and biology concepts to better prepare them for high school biology. Recognizing that teachers play an influential role in delivering the curriculum to students, we developed teacher support materials and professional development designed to help teachers use the unit effectively. In order to learn about the promise of the teacher support materials, we developed an assessment targeting aspects of participating teachers' (n = 8) science content knowledge and pedagogical content knowledge (PCK) for the specific learning goals of the unit. Specifically, the assessment targeted three areas of teachers' knowledge: 1) content knowledge 2) knowledge of student thinking, and 3) knowledge of strategies to move student thinking forward, across four item contexts: 1) chemical reactions, 2) conservation of mass, 3) flow of matter in living systems, and 4) plant growth. Teachers took the assessment three times: before PD, after PD, and after teaching the unit. The assessment items were mainly constructed response and were scored using indicators of success and difficulty. Teachers made gains over time in most of the knowledge areas and across most of the contexts. Areas where they did not make clear progress, or where their knowledge was particularly low, indicated that either the assessment instrument or the teacher support materials could be improved. Revisions based on these findings are reported. (Contains 4 tables and 1 figure.)
Tuning into YouTube in the Classroom: Improving Assessment Scores through Social Media
Author: Younger, Dylinda W.
Date: 2013-06-03
Type: Reports - Descriptive
Subjects: Higher Education,College Faculty,College Students,Electronic Learning,Student Evaluation,Online Courses,Media Adaptation,Technology Uses in Education,Student Developed Materials,Video Technology,Web Sites,Electronic Publishing,Academic Achievement

Despite the consistent tendencies of higher-education faculty to utilize single testing measures (i.e. essay or multiple choice), education research indicates effective assessment of student learning must incorporate multiple formats. With the surge of online courses,  programs, and universities in the last 20 years, there is an increasing need to align student assessments with available technology. Because online learning is steadily becoming the norm, it is important that more educators are aware of the types of tools they can incorporate in their own classrooms--such as Skype, Twitter, blogs, and YouTube--to ensure students are learning effectively and remain active participants in their own education. This article will focus specifically on YouTube. YouTube is a viable option as a means of modeling strategies and assessing student learning through student-created videos.
Improving College Choice: Helping Students and Parents Make Better Informed Decisions. Data for Action 2012
Author: Data Quality Campaign
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: College Readiness,College Choice,College Bound Students,Parents,Supply and Demand,Decision Making,Access to Information,Institutional Characteristics,Data Collection

As the demand for college graduates increases, it is critical (from both supply and demand perspectives) that students choose the postsecondary option that best meets their needs. Improved college readiness is an important first step to better informed choices about college. Parents and students need access to easy-to-understand data to make the best choice possible. This brief paper provides information that can help parents and students make better college choice. (Contains 1 footnote and 5 resources.)
Data Implications of the ESEA Waivers
Author: Data Quality Campaign
Date: 2012-02-29
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Compliance (Legal),Federal Regulation,Benchmarking,Management Information Systems,Policy Analysis,State Policy,Data,Quality Assurance,Educational Improvement,Improvement Programs

In February 2012 the US Department of Education (ED) granted 11 states the first round of waivers from some of the requirements of the Elementary and Secondary Education Act (ESEA) in exchange for other commitments. As the Data Quality Campaign (DQC) noted in &quot;Why Data Matter in ESEA Reauthorization: Recommendations to ensure data are used to improve student achievement,&quot; nearly every high-priority item in national, federal, state, and local discussions on improving ESEA--and in proposals from across the political spectrum--requires high-quality longitudinal data for its design, implementation, and evaluation. The recently announced ESEA waivers are no different. This analysis summarizes the waiver requirements, highlights some of the data and data system implications, and notes DQC observations (where applicable) about states' data capacity to address those issues.
Understanding Teacher Effectiveness: Significant State Data Capacity Is Required to Measure and Improve Teacher Effectiveness. Data for Action 2012
Author: Data Quality Campaign
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Program Effectiveness,Educational Improvement,Teacher Education Programs,Data Collection,Teacher Competencies,Academic Achievement,Teaching Skills,State Departments of Education,Evaluation Methods,Teacher Evaluation

States are increasingly focused on understanding and improving teacher effectiveness. There are several funding opportunities that incentivize states to use data to inform measurements of teacher effectiveness. Local, state, and federal efforts support using data to improve teacher preparation programs. Preparation programs seek "access to data and other measures used to evaluate the performance of their graduates...to improve the quality and effectiveness of these programs." Using these high-quality data enables states to "foster continuous improvement, develop accountability, and provide program transparency around performance." States need significant data capacity to do this work.
A Win-Win Solution: The Empirical Evidence on School Choice. Third Edition
Author: Forster, Greg
Date: 2013-04-00
Type: Reports - Research
Subjects: Freedom,Evidence,School Choice,Racial Segregation,Public Schools,Democracy,Academic Achievement,Program Effectiveness,Educational Improvement,Educational Change,Competition,Educational Vouchers,Outcomes of Education,Educational Finance,Educational Objectives,Institutional Mission

This report surveys the empirical research on school choice. It provides a thorough overview of what the research has found on five key topics: (1) Academic outcomes of choice participants; (2) Academic outcomes of public schools; (3) Fiscal impact on taxpayers; (4) Racial segregation in schools; and (5) Civic values and practices. The evidence points clearly in one direction. Opponents frequently claim school choice does not benefit participants, hurts public schools, costs taxpayers, facilitates segregation, and even undermines democracy. However, the empirical evidence consistently shows that choice improves academic outcomes for participants and public schools, saves taxpayer money, moves students into more integrated classrooms, and strengthens the shared civic values and practices essential to American democracy. These results are not difficult to explain. School choice improves academic outcomes by allowing students to find the schools that best match their needs, and by introducing healthy competition that keeps schools mission-focused. It saves money by eliminating administrative bloat and rewarding good stewardship of resources. It breaks down the barriers of residential segregation, drawing students together from diverse communities. And it strengthens democracy by accommodating diversity, de-politicizing the curriculum, and allowing schools the freedom to sustain the strong institutional cultures that are necessary to cultivate democratic virtues such as honesty, diligence, achievement, responsibility, service to others, civic participation, and respect for the rights of others. The size of the benefit provided by existing school choice programs is sometimes large, but is usually more modest. This is not surprising because the programs themselves are modest--curtailed by strict limits on the students they can serve, the resources they provide, and the freedom to innovate. Only a universal school choice program, accessible to all students, can deliver the kind of dramatic improvement American schools desperately need in all five of these important areas. (Contains 5 tables and 56 notes.)
Supporting Early Warning Systems: Using Data to Keep Students on Track to Success. Data for Action 2012
Author: Data Quality Campaign
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Standards,Educational Improvement,At Risk Students,Graduation,Academic Achievement,Data Collection,Data Analysis,State Departments of Education,School Districts,Access to Information

Supporting early warning systems is important because keeping students on track is vital to graduating all students college and career ready. Failing to keep students on track toward completing high school has perilous consequences for students, communities, and the economy. Predictive analyses are important to ensuring students are on track. Early warning systems provide the student-level information necessary to develop interventions that will help guide students back on track. States can utilize early warning data to work toward broader policy goals, such as school improvement efforts and alignment with the Common Core State Standards. (Contains 2 footnotes and 4 resources.)
Call to Action: Clarify Application of FERPA to State Longitudinal Data Systems
Author: Data Quality Campaign
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Student Records,Privacy,Information Policy,Confidentiality,Management Information Systems,Information Management,Longitudinal Studies,Quality Assurance,Performance Factors

Over the last five years, states have made significant progress implementing statewide longitudinal data systems (SLDS) to collect, store, link and share student-level data. States and the many national organizations supporting their efforts recognized that while building and using these indispensable data systems are important for policy, management, and instructional decisions that focus on individual success, these needs must be balanced with appropriate protections for the privacy of student records. The 1974 law, the Family Educational Rights and Privacy Act (FERPA), was enacted to protect the privacy of student education records. However, in the 30 years since FERPA was enacted, the data landscape and the state role around data collection, sharing and use has changed. The Data Quality Campaign (DQC) and its partners continue to raise four areas of ongoing confusion, and call on federal policymakers to address them. These issues include: (1) Sharing between separate P/K-12 and postsecondary data systems; (2) Disclosures to a Former School/LEA for Evaluation/Accountability; (3) Research Studies; and (4) Disclosures to Workforce and Social Service Agencies.
Schooling in America Survey: What Do Mothers Say about K-12 Education? Polling Paper Number 15
Author: DiPerna, Paul
Date: 2013-05-08
Type: Numerical/Quantitative Data
Subjects: Familiarity,School Choice,Sampling,Elementary Secondary Education,Mothers,Comparative Analysis,Telephone Surveys,Interviews,Educational Finance,Mother Attitudes,Charter Schools,Tax Credits,Scholarships,Educational Vouchers,Financial Support,Private Schools,Public Schools

The "Schooling in America Survey" is a national project, commissioned by the Friedman Foundation for Educational Choice and conducted by Braun Research, Inc. (BRI). The author and his colleagues methodology is in line with polling industry standards. A total of 1,000 telephone interviews were completed from April 1 to 8, 2013, by means of both landline and cell phone. A randomly selected and statistically representative national sample responded to 18 substantive questions and eight demographic questions. An initial sample included 700 American adults (age 18 and older) living in the United States. BRI then oversampled to reach an additional 300 interviews with mothers of school-age children to complete, combined with the national sample, 405 interviews with mothers having at least one child in preschool, elementary school, or high school. Throughout the remainder of this report they use "school moms" as a shorthand for this group of respondents. As a comparison group, they also track the responses of adult women and men who do not have children in preschool, elementary school, or high school, or who have no children at all, and they call this group "non-schoolers." Based on recent U.S. Census data, statistical results were weighted to correct known demographic discrepancies in order to establish a representative nationwide sample of American adults. The margin of sampling error for the national sample is plus or minus 3.1 percentage points. The margin of error for the "school mom" sample is approximately plus or minus 4.9 percentage points. The author and his colleagues observe and report on respondents' familiarity and views on a range of K-12 education topics and school choice reforms. This polling report has four sections. The first section summarizes key findings. They call the second section "Survey Snapshots," which offers charts highlighting the core findings of the project. The third section describes the survey's methodology, summarizes response statistics, and presents additional technical information on call dispositions for landline and cell phone interviews. The fourth section displays the survey questions and results ("topline numbers"), allowing the reader to follow the interview as it was conducted, with respect to question wording and ordering. (Contains 14 footnotes.)
Erasing the Myths on How School Choice Would Impact Texas Private Schools
Author: Gibbons, Patrick
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: School Choice,Private Schools,Misconceptions,Educational Vouchers,State Regulation,Tax Credits,Scholarship Funds,School Effectiveness,Educational Policy,Policy Analysis,Politics of Education,Certification

For more than 20 years school choice programs have provided parents opportunities to send their children to public or private schools more suited to their needs. Choice and competition in education benefits students. Today, 21 states and Washington, D.C., have school choice programs serving more than one million students. Impressively, nine out of 10 random-assignment studies, considered the gold standard of scientific research, show statistically significant academic benefits for students using scholarships to attend private school. Additionally, another 20 studies show public schools improve when faced with competition from private schools. As Texas lawmakers consider various school choice proposals including, tax-credit scholarships, some fear that school choice will lead to increased regulation of private schools. This brief examines the available evidence on tax-credit scholarships and government regulations on private schools. (Contains 2 tables and 20 notes.)