ethanporcaro/eric-fulltext-meta huggingface dataset:
Principal Concerns in Indiana: Focus on Developing Current Principals. Data Brief
Author: Martin, Katherine
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Educational Policy,Eligibility,Retirement,Principals,Human Capital,Public Education,Labor Needs,Administrator Effectiveness,National Competency Tests,Labor Turnover,School Administration

Common sense and recent research make it clear that successful schools need strong principals. Strong principals help drive school performance in many ways, from shaping a school's mission and culture to hiring, developing, and retaining good teachers. Even so, principals often get short shrift in today's debates about human capital in public education. Compared to the large body of research and policy attention revolving around teachers, the field knows surprisingly little about the principal workforce. This knowledge gap means that it often is hard for school districts and states to make strategic decisions to improve their principal workforces. Where do most principals come from? How long do they stay in the job? How well do they perform? How many will need to be hired and developed in the future? Few districts or states know the answers. States need to build detailed longitudinal data systems to answer these and other important questions about their principals, just like the ones they have to track teachers and students. In the meantime, state and local leaders can examine the administrative data they already have to get a basic picture of their principal workforce, one that can help prompt deeper questions and discussions about the challenges and opportunities they face. This &quot;Principal Concerns&quot; data brief is an example of this type of analysis for Indiana. The authors use publicly available state administrative data on principals and schools, as well as data from the U.S. Department of Education, to examine the following questions: (1) How many principals are near retirement eligibility, and how is retirement eligibility distributed across schools and locations?; and (2) How many principals are leading schools with results that seem to beat the odds, and how many principals are struggling? The answers to these basic questions have the potential to prompt deeper discussion about the principal workforce. (Contains 4 figures and 10 footnotes.)
Implementing the Common Core State Standards: The Role of the Elementary School Leader
Author: Achieve, Inc.
Date: 2012-12-18
Type: Reports - Descriptive
Subjects: State Standards,Stakeholders,Educational Improvement,Principals,Capacity Building,Educational Change,Academic Standards,Program Implementation,Teacher Attitudes,Academic Achievement,Teacher Expectations of Students,Administrator Role,Alignment (Education),Faculty Development,Educational Assessment,Elementary Education,Teachers,Career Readiness,College Readiness,Mathematics Achievement,Reading Achievement,Mathematics Instruction,Reading Instruction,Writing Instruction,Writing Achievement,Learner Engagement,Technology Integration

As shown by MetLife's 2010 "Survey of the American Teacher," America's educators strongly believe that all students should graduate from high school ready for college and a career (85 percent). Additionally, according to MetLife's 2009 survey, 86 percent of teachers believe that setting high expectations for students will improve student achievement to that end. The new Common Core State Standards (CCSS) are strongly aligned with those sentiments. The CCSS provide an opportunity to realize systemic change and ensure that American students are held to the same high expectations in mathematics and literacy as their global peers--regardless of state or zip code. For elementary principals this means supports for planning, capacity building, and implementation. Elementary and middle school principals need assistance to ensure that they understand the requirements and have the resources for providing professional development to teachers, have access to the needed curricula, and have a chance to provide input into assessment protocols and procedures. The understanding and leadership of principals is essential to the success of the CCSS. The success of such change requires the thoughtful attention of school leaders. As such, this Action Brief for elementary leaders is offered as a "starting point," designed to increase awareness of the standards, create a sense of urgency around their implementation, and provide these stakeholders--who are faced with dramatically increased expectations in the context of fewer resources--with a deeper understanding of the standards and their role in implementing the standards. This Action Brief will provide no-cost takeaways, talking points and action steps that school leaders and counselors can begin to put into practice in their schools today. Appended are: (1) Talking Points for Leaders; and (2) Resources. (Contains 16 resources and 18 footnotes.) [This paper was a joint action brief with College Summit.]
Implementing the Common Core State Standards: The Role of the Secondary School Leader
Author: Achieve, Inc.
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: State Standards,Educational Improvement,Academic Standards,Program Implementation,Career Readiness,College Readiness,Teacher Attitudes,Academic Achievement,Teacher Expectations of Students,Mathematics Achievement,Reading Achievement,Educational Change,Mathematics Instruction,Reading Instruction,School Culture,Writing Instruction,Writing Across the Curriculum,Learner Engagement,Time on Task,Faculty Development,Educational Assessment,Technology Integration,Principals,Administrator Role

As shown by MetLife's 2010 "Survey of the American Teacher," America's educators strongly believe that all students should graduate from high school ready for college and a career (85 percent). Additionally, according to MetLife's 2009 survey, 86 percent of teachers believe that setting high expectations for students will improve student achievement to that end. The new Common Core State Standards (CCSS) are strongly aligned with those sentiments. The CCSS provide an opportunity to realize systemic change and ensure that American students are held to the same high expectations in mathematics and literacy as their global peers--regardless of state or zip code. The success of such change requires the thoughtful attention of school leaders. As such, this Action Brief for secondary leaders is offered as a "starting point," designed to increase awareness of the standards, create a sense of urgency around their implementation, and provide these stakeholders--who are faced with dramatically increased expectations in the context of fewer resources--with a deeper understanding of the standards and their role in implementing the standards. This Action Brief will provide no-cost takeaways, talking points and action steps that school leaders and counselors can begin to put into practice in their schools today. Appended: (1) Talking Points for Leaders; and (2) Resources. (Contains 16 footnotes.) [This paper was a joint action brief with College Summit.]
Benchmarking 2008: Trends in Education Philanthropy
Author: Grantmakers for Education
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Measures (Individuals),Benchmarking,Private Financial Support,Online Surveys,Questionnaires,Philanthropic Foundations,Grants,Educational Finance,Educational Policy,Strategic Planning

Through Grantmakers for Education's (GFE's) "Benchmarking 2008" research report, the researchers sought to make the act of sharing among GFE members as easy and worthwhile as possible. The researchers started with an online survey, which was completed by education grantmakers from more than 150 organizations. They analyzed their responses for evidence about the state of the field and clues about where the field is going. This report shares selected findings in a way they hope will be useful and straightforward. Their online questionnaire was circulated in late 2007 to all grantmaking organizations in GFE's membership. A sample of 152 education-grantmaking organizations, or 64% of the total membership, responded. The researchers were careful to collect information from a single reporter from each organization. As part of the questionnaire, they included open-ended questions designed to inspire funders to share ideas and insights. They also asked members what they're worried about, what they're beginning to work on and where they see future needs. "Benchmarking 2008" summarizes all these survey results to report on three areas of potential interest to GFE members: (1) The ecology of the field; (2) Funding styles and strategies; and (3) Priorities in education and issues on the horizon. (Contains 11 figures and 1 footnote.)
Public Education in Oklahoma: A Digest of the Report of a Survey of Public Education in the State of Oklahoma, Made at the Request of the Oklahoma State Educational Survey Commission under the Direction of the United States Commissioner of Education. Bulletin, 1923, No. 14
Author: Department of the Interior, Bureau of Education (ED)
Date: 1923-00-00
Type: Historical Materials
Subjects: Public Schools,Educational Change,Rural Schools,Educational History,Educational Finance,Financial Support,Money Management,School Organization,Educational Administration,Higher Education,Elementary Secondary Education,African Americans,Access to Education,Urban Schools,American Indian Education,Minority Group Students,Educational Testing,Measurement Techniques,Educational Legislation,Teacher Education,Teacher Competencies

This bulletin presents the results of a study on the special problems of education for Indians in Oklahoma. During the months of April and May of 1922, a committee of Oklahoma educators, under the direction of the Bureau of Education, conducted a series of educational tests and measurements in public schools in various parts of the State. The following chapters are included: (1) Introduction; (2) Historical background; (3) Problems of financing public schools; (4) Financial and accounting procedure; (5) Organization and administration; (6) Higher education; (7) The rural schools; (8) Village and city schools; (9) Education of Indians; (10) Education of Negroes; (11) Educational tests and measurements; (12) Summary of conclusions and recommendations. Three appendixes present: (1) Legislation Affecting City School Systems; (2) Untaxed Indian Lands in Oklahoma; and (3) A Plan for Distribution of Aid from the Julius Rosenwold Fund. Appendixes have been omitted from this bulletin. An index is included. (Contains 11 figures and 1 footnote.) [Best copy available has been provided.]
The Bible in the Public Schools: Legal Status and Current Practice. Bulletin, 1923, No. 15
Author: Hood, William R.
Date: 1923-00-00
Type: Historical Materials
Subjects: Public Schools,Biblical Literature,Laws,Religious Factors,Religion,State Church Separation,Constitutional Law,School Prayer,State Government,State Legislation,Federal Legislation,Court Litigation

The material presented in this bulletin has been brought together for publication in response to a very considerable demand for information relative to the use of the Bible in public schools. This demand has been evidenced in recent years by many letters addressed to the Bureau of Education and designed to ascertain what laws the several States have on the subject and what the practice is with respect to Bible reading in the schools of the country. The following contents are included: (1) Introduction; (2) State laws relating to Bible reading in the public schools; (3) Laws requiring Bible reading; (4) Laws specifically permitting Bible reading in the schools; (5) States in which Bible reading in the schools is permitted under general terms of the law or by reason of its silence on the subject; (6) Court decisions favorable to Bible reading in the schools; (7) Court decisions adverse to Bible reading in the public schools; and (8) Other States in which the stated reading of the Bible in the public schools is not permitted or practiced. (Contains 1 table, 1 illustration, and 12 footnotes.) [Best copy available has been provided.]
Statistical Survey of Education, 1919-20. Bulletin, 1923, No. 16
Author: DuBois
Date: 1923-00-00
Type: Historical Materials
Subjects: Statistical Surveys,Expenditures,Financial Support,School Schedules,Elementary Schools,Kindergarten,High Schools,Junior High Schools,Business Education,Professional Education,Urban Education,Correspondence Study,Males,Females,Nursing Education,Higher Education,Postsecondary Education,Private Schools,Public Schools,Vocational Education,Teacher Education,Public School Teachers,Enrollment,Educational Facilities,Budgets,School Statistics,Summer Schools,African American Students,African American Education,White Students,Educational History,Educational Policy,State Policy,Educational Finance,Extension Education,National Surveys,Teacher Distribution,Teacher Student Ratio,Evening Programs,Graphs,High School Graduates

The statistical survey in this bulletin includes a general summary of the statistics showing the enrollment in public and private schools and institutions of various types, the estimated expenditures for those schools in 1919-20, the distribution of teachers among those schools, and certain combined statistics of public and private high schools reported separately to the bureau by the high schools. Also included are tables showing the total enrollment by States, distributed in public and private elementary, secondary, and higher educational institutions. Graphs have been added to portray certain statistical material from several bulletins. (Contains 12 tables and 29 figures.) [Best copy available has been provided.]
Educational Surveys. Bulletin, 1923, No. 17
Author: Buchner, Edward Franklin
Date: 1923-00-00
Type: Historical Materials
Subjects: Foreign Countries,School Surveys,Measurement,Counties,Rural Areas,State Surveys,Urban Areas,Higher Education,Postsecondary Education,Two Year Colleges,Public Education,Public Schools,Elementary Secondary Education,Early Childhood Education,School Organization,Vocational Education,Teacher Education,Public School Teachers,Federal Programs,Enrollment,Educational Facilities,African American Education,International Education,Educational Trends,Educational History,State Legislation,Educational Legislation,Educational Policy,State Policy,Educational Finance,Program Descriptions,Extension Education,Educational Research,National Surveys,Trend Analysis,Research Utilization

This bulletin is the fifth report in the special series presenting a record of the educational-survey movement, and was prepared with special reference to the biennium 1920-1922; but, for the sake of continuity with the material in preceding reports, it includes the relatively few surveys made in 1915-1920. The surveys within each classified group are arranged in historical order. It is believed that this enables the reader to detect more readily the subtle changes which are appearing in the movement. Each of these trends in the movement was apparently inevitable, and essentially experimental in discovering the possibilities and the limitations of this new instrument for measuring and promoting educational progress. The definition of community attitudes, the justification of the new expense involved, the value of a special, synthetic view of the facts in school systems, the propriety of "outsiders prying into home affairs," the provincialism that hesitated to be transformed into a nationalizing democracy, and the absence of any established principles to guide in the formulation or the acceptance of proposals for betterment--all these were elements in educational surveying which came to light amid the countercurrents of belief and doubt, friendliness and opposition. By repeated efforts, and even unrelated trials, the survey came in the course of these years to find itself validated as an acceptable agency of progress, both in lay and in professional judgments. Following the Introduction, topics covered in this bulletin include: (1) State and Territorial surveys; (2) County and rural surveys; (3) City surveys; (4) Special phases in city surveys; (5) Training of teachers for public education; (6) Higher educational institutions; (7) Foreign survey; and (8) Unpublished surveys. (Contains 40 footnotes.) [Best copy available has been provided.]
Medical Education, 1920-1922. Bulletin, 1923, No. 18
Author: Colwell, N. P.
Date: 1923-00-00
Type: Historical Materials
Subjects: Medical Education,Rural Areas,Medical Schools,Physicians,Standards,Admission Criteria,Admission (School),Teacher Supply and Demand,Licensing Examinations (Professions),Enrollment,Specialists,Educational Improvement,Institutional Characteristics,Costs,Educational Change,Curriculum,Urban Areas,Statistical Data

As shown in previous reports, following the close of the Civil War the number of medical schools in the United States rapidly increased until in 1906 there were 162-- more than in all the rest of the world. The educational standards, however, were considerably lower than those in other leading countries; so that the evident need was for &quot;'fewer but better medical schools.&quot; Two of the important objects to work for in the campaign for improvement, therefore, were: (1) the general adoption of higher standards for admission; and (2) the merging of medical schools in cities where two or more existed. During the past 18 years the number of medical schools has been reduced by just one-half--from 162 to 81--about two-thirds of the reduction being due to mergers. The medical schools which became extinct, with a few exceptions, were low-grade institutions. The number of colleges enforcing higher entrance requirements during the 18 years increased from 2 to 74; and the entrance requirements of medical schools of the United States are now equal to those in medical schools abroad. These changes are graphically shown in Chart 1. This bulletin, divided into the following sections, goes on to provide additional updates on the status of medical education between 1920 and 1922: Part I: Progress in 20 years, contains: (1) More qualified students and graduates. Part II, Developments in medical schools, contains: (2) Limitation of enrollments in medical schools; (3) Do we need more medical schools?; (4) Increased cost of medical education; (5) Demand for teachers in the fundamental sciences; (6) Specialization in medical practice; (7) Revision of the medical curriculum; and (8) Migration of physicians from rural communities to cities. Part III, Essential education for all who are to treat the sick, offers: (9) Confusion in medical licensure; (10) A few victories of scientific medicine; and (11) Outlook for an improved medical education. (Contains 4 tables.) [Best copy available has been provided.]
Agricultural Education. Bulletin, 1923, No. 19
Author: Works, George A.
Date: 1923-00-00
Type: Historical Materials
Subjects: Federal Programs,Agricultural Education,Vocational Education,Agriculture,Secondary Education,Standards,Curriculum Development,Teacher Education,Agency Cooperation,Meetings,Statistical Data,Extension Education

Data are not available that will give more than a partial idea of the extent to which work in agriculture is a part of the program of secondary education in this country. The 1922 report of the Federal Board for Vocational Education contains the most complete information available regarding instruction in vocational agriculture. Vocational agriculture as used in the Federal board's report refers to the instruction that presumably met the standards set up by State boards for vocational education under the provisions of the Federal vocational education act. Due to the fact that there are practically no objective standards by which the vocational effectiveness of this instruction may be measured, there are undoubtedly many schools not included in the report of the Federal board in which the instruction functions quite as effectively in vocational ways as does that of many schools which are included. In spite of this defect, the data contained in the report give a fairly complete idea of the present magnitude of instruction in vocational agriculture and the rate at which it has developed in recent years. Contents include: (1) Agriculture in secondary schools; (2) Types of schools and classes; (3) Development of curricula; (4) State supervision; (5) Growth of teacher-training facilities; (6) Relationships between agricultural education agencies; and (7) Agricultural education at meetings. (Contains 5 footnotes.) [Best copy available has been provided.]
Recent Advances in Instruction in Music. Bulletin, 1923, No. 20
Author: Earhart, Will
Date: 1923-00-00
Type: Historical Materials
Subjects: Music Education,War,Music Appreciation,Music Teachers,Public Schools,State Departments of Education,Educational Change,Supervision,High Schools,Specialization,Singing,Teacher Education

Never has the education of all people been seen to be a matter of such vital importance as in the light thrown upon it by the problems growing out of the World War and out of the reconstructive processes seen to be necessary since the struggle closed. The place of music, like the place of all other subjects, came to be better understood during the period of the war and in the years following. Whether music received from the general stimulation more impetus than other subjects can not be calculated. A gradual accession of energy in its study and practice has, however, been observable in these last few years, and the last biennium has resulted in some advances that are important as achievements and more important as forming the bases upon which future progress will rest. To define and analyze these is the aim of this report and the conclusion, is that in the past two years decided progress has been made in the large departments represented by the private teacher or the music school. There is a healthy discontent with certain unsatisfactory conditions, and fair progress toward their remedy. There is evidently a marked increase in the number of persons studying music, the material provided for the students is of improved quality, and teachers are awakening to their responsibilities. The contents of this report have been divided into two parts. Part I--In the public schools, (Will Earhart) contains the following: (1) Recent acceleration; (2) movements as revealed in associations of supervisors and teachers of music; (3) high schools and colleges; (4) State departments of public instruction; (5) instruction in instrumental music; (6) music appreciation; (7) vocal technique; and (8) extent of instruction under special teachers or supervisors of music. Part II--General, (Charles N. Boyd) contains: (1) Music Organisations; (2) preparation of music teachers; and (3) number of music schools. (Contains 2 tables.) [Best copy available has been provided.]