ethanporcaro/eric-fulltext-meta huggingface dataset:
Public and Private High Schools. Bulletin, 1912, No. 22. Whole Number 494
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1912-00-00
Type: Historical Materials
Subjects: Females,Males,High Schools,Public Schools,Private Schools,Enrollment Trends,Secondary School Students,Secondary Schools,College Preparation,Graduates,College Bound Students,Population Trends,Geographic Location,Equipment,School Buildings,Income,Educational Finance,Secondary School Teachers,Elementary School Students,Single Sex Schools

In every State the public high school is now firmly established as a part of the educational system. It is no longer merely a link between elementary school and the college, but attempts to prepare for intelligent citizenship the common-school pupil who has not the time or the means for requiring a higher education. The public school systems in most of the States provide for a carefully devised scheme of studies covering 12 grades and extending through as many years. The first 8 are known as the elementary grades, and the grades from 9 to 12, inclusive, are the secondary or high-school grades. In a few of the States the elementary schools have only 7 grades and in the whole country the public high schools having courses of three years or less include about one-third of the total number. In some localities the term &quot;secondary&quot; is applied to upper grades of the elementary school, but generally the secondary school is the high school, and the meaning of the term is so restricted in the report of the Bureau of Education. The private high schools and academies and college preparatory schools maintain courses of study practically parallel with the courses in public high schools, and all of these schools are referred to as secondary schools. In the year 1909-10 the combined enrollment of the public and private secondary schools passed the million mark, the aggregate being 1,032,461. Of this number 10,213 public high schools reported 915,061 secondary students 398,525 boys and 516,536 girls. For the same year 1,781 private high schools and academies reported 117,400 secondary students, 55,474 boys and 61,926 girls. For the year 1910-11 there were 10,234 public high schools, reporting 984,677 secondary students, 433,053 boys and 551,624 girls. There were 1,979 private high schools and academies reporting 130,649 secondary students, 61,298 boys and 69,351 girls. The aggregate of 1,115,326 was 82,864 more than the number of secondary students reported by the public and private high schools for the year ended June, 1910. (Contains 35 tables.) [Prepared by the Statistical Division of the Bureau of Education. Best copy available has been provided.]
Current Educational Topics No. III. I. The Duty of the State in the Medical Inspection of Schools; Results Which the Public May Rightfully Expect; II. Health Problems in Education; III. Sanitation in Rural Communities;. Bulletin, 1912, No. 24. Whole Number 496
Author: Dresslar, F. B.
Date: 1912-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Educational Policy,State Policy,State Regulation,State Agencies,State Standards,Federal Legislation,Physical Education,Physical Health,Rural Areas,Hygiene,Sanitation,Child Health,School Buildings,School Health Services,School Law,School Responsibility,School Administration,Public Health,Physical Examinations,Public Schools,Bibliographies,Guidelines,Health Education,Rural Schools,Teacher Role,Communicable Diseases

One of the most important factors in the education of children is the establishment of their physical health, without which all learning and training must have less value for the individual and for society than they would have with it. Implicitly in the act creating the Bureau of Education and explicitly in recent acts of Congress, investigations in regard to the health of children, the publication of the results of these investigations, and giving such information as will help teachers and school officers in solving the problems of school hygiene and sanitation are made functions of the bureau. The three papers transmitted herewith, written by F. B. Dresslar, Ph. D., specialist in school hygiene and sanitation in the Bureau of Education; Thomas D. Wood, M. D., professor of physical education in Columbia University;. and Charles E. North, M. D., of New York City, in a very effective way to call the attention of teachers, school officers, and parents to the importance of the health of children, and offer many valuable practical suggestions as to the means of preserving it. (Contains 3 footnotes.) [Best copy available has been provided.]
List of Publications of the United States Bureau of Education Available for Free Distribution, September, 1912. Bulletin, 1912, No. 25. Whole Number 497
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1912-09-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Government Publications,Agricultural Colleges,Agricultural Education,Alaska Natives,Organizations (Groups),Periodicals,Bibliographies,Crime,Educational Methods,Values,Educational Principles,International Education,Vocational Education,Peace,Libraries,Higher Education,Mathematics Instruction,Professional Education,School Administration,Educational Facilities Design,Sanitation,Educational Research,Dropouts,Disabilities,Spelling Instruction,Public School Teachers,Teacher Education,Teaching (Occupation),Rural Education,Elementary Secondary Education,Early Childhood Education,American Indian Education,African American Education

This bulletin names and describes the publications of the Bureau of Education which, at the time of its compilation (September, 1912), are available for free distribution by this office. Many of these publications are of great value to teachers, students of education, librarians, and people having a general interest in education and the improvement of public and private schools. This bulletin lists publications on the following subjects: (1) Agricultural and mechanical colleges; (2) Agricultural education; (3) Alaska school and reindeer service; (4) American educational history; (5) Associations and congresses; (6) Barnard's American journal of education; (7) Bibliography of education; (8) Bureau of Education: Publications and work; (9) Education and crime; (10) Educational methods; (11) Educational values; (12) Foreign school systems; (13) Higher education; (14) Industrial and technical education; (15) Libraries; (16) Mathematics teaching; (17) Peace movement; (18) Professional education; (19) Research; (20) Retardation and elimination; (21) Rural education; (22) School administration (State and city); (23) School architecture and sanitation; (24) Spelling reform; (25) Teachers: Training and professional status; and (26) Universities and colleges: Statistics. An index is included. [Best copy available has been provided.]
Bibliography of Child Study for the Years 1910-1911. Bulletin, 1912, No. 26. Whole Number 498
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1912-00-00
Type: Historical Materials
Subjects: Bibliographies,Education,Disabilities,Mental Retardation,Diseases,Child Health,Child Development,Elementary Schools,Play,Social Development,Cognitive Development,Youth Programs,Special Schools,Educational Environment,Educational Administration,Children,Adolescents,Child Behavior,Child Welfare,Vocational Education,Parents,Males,Females,School Buildings,Foreign Countries,Hygiene,Physical Education,Health Promotion,Teaching Methods,Delinquency,Values Education,Public Schools,Religion,School Health Services,Nutrition,Films,Child Labor,High Schools

This bulletin lists 1,910 publications related to the topic of Child Study. A Subject Index is included. [Compiled by Clark University Library, Worcester, Massachusetts. Best copy available has been provided.]
History of Public School Education in Arkansas. Bulletin, 1912, No. 27. Whole Number 500
Author: Weeks, Stephen B.
Date: 1912-00-00
Type: Historical Materials
Subjects: Educational Finance,School Districts,Urban Schools,Public Education,Private Schools,School Funds,Educational History,United States History,War,Politics of Education,State Aid,State Legislation,Federal Government,State Government,Taxes,Teacher Associations,Libraries,Enrollment Trends,Attendance Patterns,School Buildings

In most States of the Union campaigns more or less systematic have been conducted within the last few years for the improvement and more adequate support of the public schools. The campaigns in the Southern States have been remarkable for their intensity and continuity, as well as for the comprehensiveness of their purpose and the importance of their results. In these campaigns the appeal must always be to the people and to their representatives in legislatures and county and city tax-levying bodies. Both the people and their representatives must be convinced that the legislation asked for will be for the public good, and that the objects for which appropriations are to be made and taxes levied and collected are worthy. Above all it must be shown that they are in keeping with the spirit of the best development in the State and community, and such as would meet the approval of those statesmen and other public men who have determined the policy of the State, and to whom the people are accustomed to look for guidance in civic matters. There is a need for some brief, clear, and comprehensive account of the origin and growth of the public-school systems of those States and of definite knowledge of the attitude of the leaders and representatives of the people toward the questions of public education. To address this need, a series of studies of the history of public education in these States will be conducted, the results published by the Bureau of Education and distributed to the States to which they refer. This bulletin, related to the history of public education in the State of Arkansas, represents the first of this series. It is divided into ten chapters that cover the following topics: (1) The Americanization of Arkansas; (2) Private Schools prior to the Civil War; (3) The public-school system and the State land funds, 1827-1861; (4) The Murphy administration, 1864-1868; (5) The reconstruction regime, 1868-1874; (6) The restoration of home rule, 1874-1894; (7) The present era, 1994-1912; (8) The organization of city school systems; (9) The origin and history of the permanent school fund; and (10) Miscellaneous matters. A bibliography of public-school education in Arkansas and an index are also included. Individual sections contain footnotes. (Contains 6 tables.) [Best copy available has been provided.]
Cultivating the School Grounds in Wake County North Carolina. Bulletin, 1912, No. 28. Whole Number 502
Author: Judd, Zebulon
Date: 1912-00-00
Type: Historical Materials
Subjects: Rural Areas,Socialization,School Community Relationship,Counties,School Funds,Agricultural Education,Rural Schools,Teaching Methods,Educational Finance,Financial Support,Agricultural Occupations,Gardening

The school farm is a small plat of ground at or near the public schoolhouse, cultivated by a volunteer association, in the interest of the public school. The purpose of the school farm is threefold: (1) to give the school a new meaning as a factor in the socialization of rural life; (2) to vitalize school life by the introduction of new practical subjects, or by improving the method of teaching old subjects, or by both; and (3) to supplement the school fund. More specifically, the school farm may be regarded as a means of increasing the school revenue, a means of socialization, a means of teaching, and an aid to consolidation. Several considerations determine the choice of what to plant in the school farm. Preference is given first to crops that are best suited to soil and climate, because they give larger money returns, and because teaching the cultivation and harvesting of only such crops has practical value. On the school farms in Wake County, North Carolina, cotton has been planted more than all other crops combined. The school farm was conceived to engage the instincts and impulses--human forces--which may be employed through the larger uses of the school plant. It was designed to aid the school in giving to the men and women of the community the opportunity, not to explore new fields, but to find new beauties and new values in the fields where lived their fathers and where they were born. (Contains 6 plates.) [Best copy available has been provided.]
ESEA Reauthorization Principles and Recommendations: A Policy Statement of the Council of Chief State School Officers
Author: Council of Chief State School Officers
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Leadership Effectiveness,Educational Change,Achievement Gap,Teacher Effectiveness,Educational Legislation,Federal Legislation,Educational Policy,State Policy,Graduation Rate,Career Readiness,College Readiness,Academic Standards,State Standards,Educational Assessment,Disclosure,Access to Information,School Turnaround,Low Achievement,Accountability,Educational Innovation,Educational Improvement,Capacity Building

This policy statement presents a vision for a &quot;new deal&quot; to guide reauthorization of the Elementary &amp; Secondary Education Act (ESEA). First, states must continue to lead the way with bold, thoughtful education reforms to ensure that all students graduate from high school ready for college and career. This includes developing and adopting higher, clearer, and fewer standards; improving state assessment systems; ensuring transparent, disaggregated accountability; building educationally rich data systems; strengthening teacher and leader effectiveness; and turning around underperforming schools. In return and to succeed, we need a new federal education law that invests in these state efforts and encourages innovation, evaluation, and continuous improvement--so that states can develop and implement policies to help districts and schools dramatically improve student achievement and close achievement gaps. This brief paper presents core principles and recommendations to guide ESEA reauthorization.
Alignment Content Analysis of NAEP 2009 Reading Assessment Analysis Based on Method of Surveys of Enacted Curriculum
Author: Blank, Rolf K.
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Student Evaluation,State Standards,National Standards,National Competency Tests,Content Analysis,Grade 4,Grade 8,Reading Tests,Measures (Individuals),Alignment (Education)

Beginning in summer 2009, the complete set of NAEP student assessment items for grades 4 and 8 Science and Reading 2009 assessments were analyzed for comparison to the National Assessment of Educational Progress (NAEP) Item Specifications which are based on the NAEP Assessment Frameworks for these subjects (National Assessment Governing Board, 2009). The data produced from the Assessment analysis can be used for multiple comparisons to other assessments or to state or national standards for learning. The review and analysis of NAEP Assessment items was led by CCSSO and the arrangements for item access were made through the National Center for Education Statistics, Assessment Division. The analysis was conducted with the SEC methodology developed by Porter and Smithson (2001) which has been used in analyses of many state, national and international assessments through the SEC State Collaborative managed by CCSSO (see www.SECsurvey.org). The most general summary measure of alignment between two documents analyzed with the SEC method (either assessment or standards) reported is the alignment index (AI), a scale value that ranges from 0.00 to 1.00, with 1.00 indicating perfect alignment between the two documents being compared. In this report on the alignment of NAEP assessments, three types of criteria are utilized to adjudicate the sufficiency of the alignment results: (1) the national average of alignment indices for state assessments to state standards, based on results available from the SEC database www.SEConline.org, (2) the alignment index for assessment instruments that were previously analyzed through NCES, and (3) an expected state alignment threshold level that is consistent across all subjects and grade levels, based on our prior data and experience with alignment analyses across states and including national and international documents. The standard baseline criterion for the overall alignment index (AI) is 0.25, and the criterion is 0.50 for each of three sub-measures of alignment (Balance of Representation, Categorical Concurrence, and Cognitive Complexity).
Performance Counts: Assessment Systems That Support High-Quality Learning
Author: Darling-Hammond, Linda
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Educational Research,Best Practices,Educational Principles,Student Evaluation,Achievement Rating,Evaluation Research,Evaluation Methods,Performance Based Assessment,Educational Quality,Benchmarking,Academic Standards,Responsibility,Government Role

This white paper describes what a student assessment system could look like if built from the principles and best practices found in current educational research and effective educational systems in the U.S. and high-achieving nations around the world. With this paper, the Council of Chief State School Officers seeks to illuminate and enrich the discussion around comprehensive systems of student assessment and to help lead the development of more effective ways to assess student learning. It describes existing successful assessment systems that use a variety of ways to ensure student achievement in programs in our country and in high-achieving countries around the world. (Contains 5 endnotes.)
State Growth Models for School Accountability: Progress on Development and Reporting Measures of Student Growth
Author: Blank, Rolf K.
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: State Government,State Departments of Education,Academic Achievement,Achievement Gains,Models,Longitudinal Studies,Educational Indicators,Accountability,Program Evaluation,Evaluation Methods,Differences,Federal Legislation

The Council of Chief State School Officers (CCSSO) is working to respond to increased interest in the use of growth models for school accountability. Growth models are based on tracking change in individual student achievement scores over multiple years. While growth models have been used for decades in academic research and program evaluation, a wide cross section of policymakers at local, state, and national levels are now using different types of growth models. A total of 12 states are utilizing growth models that provide estimates of whether student achievement will meet Adequate Yearly Progress (AYP) state proficiency targets within three years. These models were designed to meet the requirements of the No Child Left Behind (NCLB) Act. In addition, 13 states have developed and implemented growth models as required by state policy; these models use different formulas to measure growth for students and schools. Finally, five states are reporting on growth under both NCLB and state policies. This paper is an overview and description of current state activities with growth models. Policymakers and educational leaders are also seeking more information on basic differences between various types of growth models and the assessments, data, and reporting systems necessary to implement them. CCSSO has developed an annual report and webpage focused on state accountability systems, and this paper provides a current snapshot of differences and similarities in growth models used by state education agencies. The present paper is one of CCSSO's recent efforts to provide information on this topic. (Contains 2 tables.)
Creating a Nation of Learners: Strategic Plan 2012-2016
Author: Institute of Museum and Library Services
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Access to Information,Stakeholders,Lifelong Learning,Cultural Background,Library Services,Museums,Grants,Best Practices,Library Administration,Heritage Education,Community Information Services,Organizational Objectives,Institutional Mission,Program Content

In 2010, Congress passed and the President signed the reauthorization of the Museum and Library Services Act, giving the Institute of Museum and Library Services (IMLS) unique federal responsibilities for the &quot;development and implementation of policy to ensure the availability of museum, library and information services adequate to meet the essential information, education, research, economic, cultural and civic needs of the people of the United States.&quot; Using the reauthorized Museum and Library Services Act as a guide, IMLS director, Susan Hildreth, launched IMLS's strategic planning process in June 2011 with the National Museum and Library Services Board. The process engaged a wide range of stakeholders including more than 1,400 participants in a robust online forum about the future of IMLS services. The result is a new strategic is plan that envisions a democratic society where communities and individuals thrive with broad public access to knowledge, cultural heritage and lifelong learning. It identifies the mission of IMLS to inspire libraries and museums to advance innovation, learning, and cultural and civic engagement by providing leadership through research, policy development and grant making. The new plan builds on IMLS's solid foundation and targets five strategic goals focused on positive public outcomes for communities and individuals. The goals support the unique role of museums and libraries in preserving and providing access to collections and content and promoting library, museum, and information service policies that ensure access to information for all Americans. The strategic plan establishes a clear framework for performance improvement that emphasizes evidence-based program development and evaluation and includes identifying and sharing best practices, aligning grant making to best practices and research results, networking to build capacity, and assessing progress.
Build the Station Simulation. Educator's Guide
Author: National Aeronautics and Space Administration (NASA)
Date: 2013-00-00
Type: Guides - Classroom - Teacher
Subjects: Space Sciences,Space Exploration,Science Instruction,Simulation,Models,Group Activities,Food,Foreign Countries,Public Agencies,Pretests Posttests,Worksheets,Answer Keys,Grade 5,Grade 6,Grade 7,Grade 8

With just a few materials, building a paper model of the International Space Station (ISS) can become an excellent group, troop, or class project. This publication contains a brief overview of the ISS, its parts, the science that occurs on board, instructions, and extensions for an interdisciplinary technology experience. Discover more about the Station. Explore fun facts, simulate building the Station, and learn about the international partners. NASA hopes to whet users' appetites for more space exploration through these materials. Teams of students can take on the roles of international partners and/or engineers as they learn about and assemble portions of the model. Once each team briefs the group about their section of the model during a mock summit, then it's time to ensure &quot;Assembly Complete.&quot; Also included is a worksheet with Web links (and an answer key) to help students process what they learn. The end result is an international, team-building experience to construct a 3-D paper model of the Station. With a bit of nylon fishing line or string, the model can hang suspended and seemingly float below the ceiling. Various links to multimedia experiences are included to extend the experience and further bring the Station to life. Students can visit the links to play a spacewalking simulation game, find out how to view the Station from their backyard, and see pictures of the inside of the Station using a program called Photosynth. [This document was created for the National Aeronautics and Space Administration by NASA Headquarters and Johnson Space Center.]