ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparation of Teachers. Bulletin, 1927, No. 36
Author: Robinson, Wm. McKinley
Date: 1928-00-00
Type: Historical Materials
Subjects: State Standards,Student Teaching,Teacher Education Programs,Teacher Qualifications,Teacher Supply and Demand,Teacher Salaries,School Buildings,Costs,Teacher Certification,Curriculum,School Construction,Admission Criteria,College Admission,College Entrance Examinations,Graduation Requirements

This bulletin is concerned with the status of, and progress in, the professional preparation of teachers, based on reports from State departments of public instruction and from those in charge of the institutions responsible for preparing teachers. Newer movements in the field have been stimulated by research in the fields of school organization, curricula, and management, the application of the technique of job analysis in the preparation of teachers, and renewed emphasis on character building. School surveys and curricula revisions, State teacher-training conferences, mental and achievement test standards for admission, extracurricular activities, placement, and follow-up services are often mentioned in teacher-training discussions. Individual sections of this bulletin explore: (1) Educational qualifications; (2) Supply and demand; (3) Salaries of teachers; (4) Buildings constructed; (5) Entrance requirements; (6) Certification of teachers; (7) Curricula; (8) Observation and practice teaching; and (9) Follow-up and school services activities. (Contains 3 tables and 12 footnotes.) [Best copy available has been provided.]
Land-Grant Colleges Year Ended June 30, 1926. Bulletin, 1927, No. 37
Author: Greenleaf, Walter J.
Date: 1927-00-00
Type: Historical Materials
Subjects: Land Grant Universities,Conferences (Gatherings),Expenditures,Salaries,Experiments,Research and Development,Liberal Arts,Business Administration Education,Males,Females,College Graduates,Agricultural Colleges,Agricultural Education,Grants,Vocational Education,Engineering Education,Military Training,Professional Education,Home Economics Education,Teacher Education,Extension Education,College Curriculum,Correspondence Study,Adult Education,Academic Degrees,Rural Education,Vocational Education Teachers,Majors (Students),Comparative Education,National Organizations,Libraries,College Faculty,School Personnel,Summer Schools,Federal Programs,Racial Segregation,School Segregation,Black Colleges,African American Students,African American Education,White Students,Enrollment,Secondary School Students,College Students,Educational History,Educational Legislation,Educational Policy,Educational Finance,Income,Private Financial Support,Government School Relationship,Federal State Relationship,State Policy,Federal Aid,Federal Legislation,State Aid,Educational Facilities,Budgets,School Statistics,School Surveys,National Surveys,On Campus Students

The land-grant colleges and universities of the United States, established by the provisions of the land-grant act of 1862, receive from this and other land-grant acts, as well as from the second Morrill Act of 1890 and the Nelson amendment of 1907, Federal funds for instruction, administration, and permanent improvements in the institutions. This bulletin reports on the condition and progress of each college, including statistical information on receipts and expenditures, libraries, number of students and professors, improvements, experiments made under the direction of any experiment stations attached to said colleges, and other valuable industrial and economic statistics. Part I, presents general information: (1) Review of statistics; (2) Federal aid; (3) Agricultural experiment stations; (4) State support; (5) Miscellaneous income; (6) Association of land-grant colleges; and (7) Survey of land-grant colleges (projected). Part II, Institutions attended by white students, includes: (1) Curricula and enrollments in the areas of agriculture engineering, home economics, liberal arts, commerce and business, professional education, and miscellaneous courses of study; (2) Salary trends; (3) Income and receipts; and (4) Expenditures. Part III, Negro land-grant colleges, provides general information about the 17 colleges and a summary of the sixth conference on education in Negro land-grant colleges, held May 10-12, 1926 in Washington, D.C. (Contains 27 tables, 3 figures, and 3 footnotes.) [Best copy available has been provided.]
Statistics of State School Systems, 1925-26. Bulletin, 1927, No. 39
Author: Department of the Interior, Bureau of Education (ED)
Date: 1927-00-00
Type: Historical Materials
Subjects: Educational History,School Statistics,Statistical Surveys,National Surveys,Census Figures,Comparative Education,Public Schools,Elementary Secondary Education,Kindergarten,Evening Programs,Private Schools,State Policy,Educational Policy,Educational Trends,School Schedules,Enrollment,Attendance,Public School Teachers,Administrators,Principals,Males,Females,African American Education,African American Students,White Students,State Aid,Income,Expenditures,Educational Finance,Salaries,Educational Facilities

This report includes statistics of elementary and of secondary schools which are supported from public funds. The data are compiled from reports made to the bureau by departments of public instruction in the various States. In most instances the printed bulletins of the superintendent of public instruction were used to verify the figures and to supply additional information. More or less complete reports were received from every State. The principal items in this report are enrollments, attendance, teachers, administrators, property values, receipts, and expenditures. Some information is also provided for private schools and public night schools. (Contains 36 tables and 2 figures.) [Best copy available has been provided.]
Statistics of Universities, Colleges and Professional Schools, 1925-26. Bulletin, 1927, No. 40
Author: Department of the Interior, Bureau of Education (ED)
Date: 1928-00-00
Type: Historical Materials
Subjects: Educational History,Higher Education,Professional Education,Two Year Colleges,Private Colleges,Public Colleges,Black Colleges,Summer Schools,Extension Education,Minicourses,Continuing Education,Correspondence Study,College Preparation,Majors (Students),Graduate Study,Undergraduate Study,Academic Degrees,College Graduates,Womens Education,Educational Trends,Statistical Surveys,National Surveys,School Statistics,College Faculty,Males,Females,Enrollment,College Students,Educational Facilities,College Libraries,Income,Endowment Funds,Educational Finance,State Aid,Federal Aid,Private Financial Support

This report contains statistics of 975 universities, colleges, junior colleges, and professional schools for the year 1925-26. The principal items included are institutions; faculty, students; degrees; property; receipts; and some comparisons with previous reports. Some highlights include the increase over 1924 of 33 junior colleges, and 11 institutions reporting for the first time; the number of professors and instructors stands at 62,224; total number of students enrolled in all the reporting institutions is 822,895; universities and colleges awarded 71,529 baccalaureate degrees; value of the institutions, including grounds, and the buildings and their contents, is reported as $2,224,307,421. Total receipts are reported as $379,774,664, including receipts for additions to endowments. (Contains 31 tables.) [Prepared in the Statistical Division, Frank M. Phillips, Chief. Best copy available has been provided.]
Accredited Higher Institutions. Bulletin, 1927, No. 41
Author: Department of the Interior, Bureau of Education (ED)
Date: 1928-00-00
Type: Historical Materials
Subjects: Accreditation (Institutions),Secondary Schools,Medical Education,Hospitals,Universities,Schools of Education,Professional Associations,Legal Education (Professions),Dentistry,Pharmacy,Standards,Community Colleges,Libraries

This bulletin is a compilation of the standards for accrediting institutions of higher learning employed by the several national and regional associations and of the lists of institutions accredited or classified by each association. It includes lists of the professional schools of law, medicine, dentistry, and library science classified by the associations interested in the standards of these several types of institutions; and a list of the members of the American Association of Colleges of Pharmacy, in lieu of a list of accredited schools. Standards for the various professional schools are omitted. Part I, Colleges, Junior Colleges, and Teacher Training Institutions, includes information from: (1) American Council on Education; (2) Association of American Universities; (3) Association of Colleges and Secondary Schools of the Middle Sates and Maryland; (4) Association of Colleges and Secondary Schools of the Southern States; (5) North Central Association of Colleges and Secondary Schools; (6) Northwest Association of Secondary and Higher Schools; (7) New England Association of Colleges and Secondary Schools; (8) American Association of Junior Colleges; and (9) American Association of Teachers Colleges. Part II, Professional Schools, includes materials from: (1) Council on Medical Education and Hospitals of the American Medical Association; (2) Dental Educational Council of America; (3) American Association of Colleges of Pharmacy; (4) American Bar Association, Council of Legal Education and Admissions to the Bar; and (5) American Library Association. (Contains 39 footnotes.) [Best copy available has been provided.]
Early Childhood Experiences and Health. Exploring the Social Determinants of Health. Issue Brief #2
Author: Braveman, Paula
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Child Development,Economic Factors,Young Children,Family Income,Child Health,Social Influences,Early Childhood Education,Health Behavior

The earliest years of one's life are crucial in many ways, including how they set one on paths leading toward--or away from--good health. Family income, education, and neighborhood resources and other social and economic factors affect health at every stage of life, but the effects on young children are particularly dramatic. While all parents want the best for their children, not all parents have the same resources to help their children grow up healthy. Parents' education and income levels can create--or limit--their opportunities to provide their children with nurturing and stimulating environments and to adopt healthy behaviors for their children to model. These opportunities and obstacles, along with their health impacts, accumulate over time and can be transmitted across generations as children grow up and become parents themselves. This brief, is one in a series of twelve on the social determinants of health, and answers questions on children's health and development including: (1) How do social and economic conditions early in life shape children's health and development, thus shaping adult health?; (2) How strong is the evidence connecting early childhood development programs with health?; (3) Successful early childhood development programs often have been multi-faceted. Do we know what specific components work?; and (4) Investing in early child development to achieve America's health and economic potential. This issue brief is one in a series of 12 issue briefs on the social determinants of health. (Contains 1 figure, 2 tables, and 4 resources.)
Restructuring Resources for High-Performing Schools: A Primer for State Policymakers
Author: Miles, Karen Hawley
Date: 2011-06-07
Type: Reports - Descriptive
Subjects: State Policy,Resource Allocation,Public Schools,School Districts,Administrative Organization,Class Size,Teacher Student Ratio,Teacher Salaries,Incentives,Tenure,Teacher Dismissal,School Turnaround,Privatization,Special Education,Early Intervention,Funding Formulas,Educational Finance,Expenditures,Accountability,Student Placement,Teacher Certification,Federal Aid,State Aid,Financial Support,Data,Decision Making

There are very real barriers to using people, time, money, and technology well in today's public schools systems. To begin to break down these barriers, the Education Resource Strategies (ERS) has created a framework to prioritize seven urgent restructuring priorities. The authors have found that these areas represent the largest opportunities for freeing unproductive use of resources and at the same time moving toward higher-performing designs for schools and systems. The popular press is full of discussion about some of these areas, especially with regard to teacher compensation, including easing restrictive teacher tenure and dismissal policies, rethinking how teachers are evaluated and compensated, and addressing the challenges of escalating benefits and pension costs. For the purposes of this paper, in order to ensure that declining resources are used most effectively, the authors have focused on four priority areas that states will have to address in order to ensure that declining resources are used most effectively: (1) How schools organize personnel and time; (2) How districts and schools spend special education dollars; (3) How districts allocate resources to schools and students; and (4) What information districts gather on resources and spending. (Contains 10 figures and 21 footnotes.) [This paper was written with Elliot Regenstein. For "Restructuring Resources for High-Performing Schools: A Primer for State Policymakers. Summary," see ED541789.]
Farm to School and the Child Nutrition Act: Improving School Meals through Advocating Federal Support for Farm-to-School Programs. Program Results Report
Author: Wood, James
Date: 2011-05-31
Type: Reports - Descriptive
Subjects: Food Service,Nutrition,Food Standards,Advocacy,Federal Aid,Federal Legislation,Federal Regulation,Lunch Programs,Breakfast Programs,Comprehensive School Health Education,Agricultural Production,Community Organizations

From 2009 to 2010, the Community Food Security Coalition advocated for more federal support and funding for farm-to-school programs as Congress considered reauthorizing the Child Nutrition Act. Farm-to-school initiatives aim to improve the quality and healthfulness of student meals through the inclusion of more fresh fruits and vegetables provided by local farmers. The Community Food Security Coalition, based in Portland, Oregon, encompasses nearly 500 anti-hunger, environmental, community development, sustainable agriculture, community gardening and social and economic justice organizations. To pursue this project, the coalition enlisted support for farm-to-school programs within the U.S. Department of Agriculture (USDA); among food activists inside and outside the coalition; and among food service staff, teachers, parents and students. A bibliography is included. (Contains 4 footnotes.)
The Texas Youth Fitness Study: Looking at School Policies as They Relate to Physical Fitness and Academic Variables. Program Results Report
Author: Feiden, Karyn
Date: 2011-03-24
Type: Reports - Research
Subjects: Academic Achievement,Physical Education,Physical Education Teachers,Physical Fitness,Researchers,Elementary Secondary Education,Elementary School Students,High School Students,Educational Environment,School Policy,School Districts,Attendance,Parents,Administrators,Socioeconomic Status,Correlation

In partnership with three universities, the Cooper Institute, Dallas, completed the Texas Youth Fitness Study from 2008 to 2009. The study explored three key questions: (1) Is physical fitness associated with academic performance?; (2) Can physical education teachers collect high-quality information on student fitness?; and (3) Are school policies and environments associated with youth fitness? To answer those questions, researchers analyzed data from fitness tests of students in grades 3 to 12 across the state. School districts must collect and submit these data to the Texas Education Agency. In a 2010 supplement to the Research Quarterly for Exercise and Sport, project researchers reported: (1) There are small but consistently positive associations between fitness and academic achievement and attendance. There is an inverse association between fitness and negative school incidents; (2) Teachers can conduct reliable and valid assessments of student fitness. Parents, teachers and administrators can trust the information they receive; (3) Socioeconomic status plays a role in determining differences in student fitness across schools and deserves more study; and (4) Fit adolescents feel confident about their physical abilities and positive about their shape and size. A bibliography is included. (Contains 9 footnotes.)
A Strategic Spending Review of Syracuse City School District
Author: Frank, Stephen
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,School Districts,Urban Schools,Expenditures,Educational Quality,Class Size,Teacher Persistence,Teacher Recruitment,Teaching (Occupation),Strategic Planning,Intervention,Time Management,Student Needs,Individualized Instruction,Special Education,Educational Change

ERS final report summarizing research on the Syracuse City School District (SCSD) and the participative community &quot;work-out&quot; process that was held in response to research results. The report shows how SCSD is in a strong position to improve and deliver on its promise for all children, but that to succeed, dramatic action is still necessary. There are six recommendations to help the district ensure highly effective teaching, more targeted individual attention for students, and strategic use of in-school time: (1) Restructure the teacher job to attract and retain the highest contributors and support effective teams; (2) Focus more on the quality of instruction than on the number of instructors; (3) Move away from one-size-fits-all class sizes to target individual attention based on student and subject needs; (4) Extend and organize student time strategically; (5) Redesign Special Education to shift resources to early and ongoing intervention in general education settings; and (6) Unbundle the provision of instructional and other services to take advantage of high-quality, lower-cost options. ERS Methodology Overview is appended. (Contains 8 footnotes.) [Funding for this paper was provided by Say Yes To Education.]
Restructuring Resources for High-Performing Schools: A Primer for State Policymakers. Summary
Author: Miles, Karen Hawley
Date: 2011-06-07
Type: Reports - Descriptive
Subjects: State Policy,Resource Allocation,Public Schools,School Districts,Administrative Organization,Class Size,Teacher Student Ratio,Teacher Salaries,Incentives,Tenure,Teacher Dismissal,School Turnaround,Privatization,Special Education,Early Intervention,Funding Formulas,Educational Finance,Expenditures,Accountability,Student Placement,Teacher Certification,Federal Aid,State Aid,Financial Support,Data,Decision Making

Billions of education dollars are trapped each year. At this time of continued budget shortfalls when every dollar spent on education must yield maximum returns in student outcomes--states are frequently tying the hands of districts. While funding adequacy and equity must remain a priority for states, ensuring that limited resources are used as effectively as possible is paramount. States can use this moment of combined reform and financial pressure, to set policies and promote action that will create the right conditions for change at the local level. Education Resource Strategies (ERS) with EducationCounsel identifies four areas in which state policymakers can make a big difference: (1) Organizing People and Time; (2) Special Education; (3) State Funding Systems; and (4) District Data and Reporting Recommendations. (Contains 1 footnote.) [This paper was written with Elliot Regenstein. For the full report, "Restructuring Resources for High-Performing Schools: A Primer for State Policymakers," see ED541784.]
Realigning Resources for District Success: Duval County Public Schools Final Report. Executive Summary
Author: Travers, Jonathan
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: School Districts,Counties,Resource Allocation,Cost Effectiveness,Teacher Effectiveness,Time Management,Academic Achievement,Achievement Gap,Educational Finance,Alignment (Education),Intervention,School Turnaround,Needs Assessment,School Funds,Team Teaching

Duval County Public Schools (DCPS) is poised to take action today that will lead to serving all students more effectively. Although the challenges are significant, including deep budget cuts, the district made the strategic choice to look thoroughly at how resources are currently allocated and now has a foundation for making decisions that will lead to greater teaching effectiveness, more successful turnaround schools, and targeted attention for students who need it most. This report lays out what has to be done, why and how. It shows that DCPS will have to make tough trade-offs, continue to work hard and to make the most of exceptional community support. It won't be easy, but the return on investment for the students of Duval County and the community more broadly warrants the effort. Like most school districts in the United States, DCPS has experienced deep budget cuts over the last few years and faces additional cuts in the near future. Duval County, like many districts, also faces a significant achievement gap between higher poverty and minority students and their peers. Rather than do less with a shrinking budget, DCPS must rethink resources to do more, both raising the bar and closing the gap. This report describes how DCPS, even with its low funding level, can reduce costs, rethink resource use, and make limited new investments that will improve teaching effectiveness and overall student performance. (Contains 3 footnotes.) [For the full report, &quot;Realigning Resources for District Success: Duval County Public Schools Final Report,&quot; see ED541786.]
School Health Connection Goes Electronic: Developing a Health Information Management System for New Orleans' School-Based Health Centers. Program Results Report
Author: Rastorfer, Darl
Date: 2011-11-04
Type: Reports - Descriptive
Subjects: School Health Services,Student Records,Child Health,Community Health Services,Information Management,Management Systems,Electronic Publishing,Documentation,Clinics,Health Personnel,Information Utilization

From February 2008 through April 2011, School Health Connection, a program of the Louisiana Public Health Institute, developed an electronic health information management system for newly established school-based health centers in Greater New Orleans. School Health Connection was established as part of a broader effort to restore community health services and introduce school-based clinics after Hurricane Katrina. Project Director Gaurav Nagrath reported the following key results: (1) School Health Connection procured, instituted and maintained a cross-site, integrated electronic medical record and practice management system at 10 school-based health centers; (2) Some 40 doctors, nurses, and social workers who provide primary care at the 10 school-based health centers used the system to understand children's health status and document clinical encounters; and (3) More than 10,500 patient records were created through the electronic medical record and practice management system. These records documented more than 50,000 patient visits.