ethanporcaro/eric-fulltext-meta huggingface dataset:
California Annual Performance Report: Federally Funded Workforce Investment Act, Title II Programs. Program Year 2010. July 1, 2009-June 30, 2010
Author: CASAS (Comprehensive Adult Student Assessment Systems)
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Program Effectiveness,Adult Education,Family Literacy,Vocational Education,Leadership,Cooperation,Literacy Education,State Programs,Labor Force Development,Improvement,Educational Indicators,Citizenship Education,English (Second Language),Academic Persistence,High School Equivalency Programs,Computer Literacy

This report is California's response to the four questions that the United States Department of Education (ED), Office of Vocational and Adult Education (OVAE), requires of all states and territories receiving federal funding through the Workforce Investment Act (WIA) Title II and Adult Education and Family Literacy Act (AEFLA). The questions addressed concern: (1) State Leadership Projects--Activities, Programs, and Projects Supported with State Leadership Funds; (2) Core Indicators of Performance--Significant Findings at the State Level; (3) Collaboration: Integration of WIA Title I and Title II Activities; and (4) English Literacy and Civics Education (EL Civics) Grants. In 2009-10 the adult education providers served 696,831 learners in WIA, Title II programs. Of those learners 434,428 (62.3 percent) qualified for inclusion in the National Reporting System (NRS). In 2009-10 the adult education providers served 696,831 learners in WIA, Title II programs. Of those learners 434,428 (62.3 percent) qualified for inclusion in the National Reporting System (NRS). In 2009-10 the California statewide data showed continuing improved persistence (learners who continued in program). Statewide performance on completing an Educational Functioning Level (EFL) improved for all levels. A higher percentage of learners advanced one or more levels. A significant proportion of learners were successful in achieving their goal and reported outcomes such as attain a high school diploma or GED, acquire computer or technical skills, master core competencies, attain a certificate, or acquire workforce readiness skills. Appended are: (1) Data Tables for Workforce Investment Act Title II Funded Agencies; (2) Summary of California Core Performance Results; (3) Federal Tables; (4) California Collaboration References; (5) Collaboration Data for Workforce Investment Act Title II Funded Agencies; and (6) English Literacy Civics Education Data Tables. (Contains 11 tables and 1 footnote.) [For the 2009 edition of this report, see ED541001.]
California Annual Performance Report: Federally Funded Workforce Investment Act, Title II Programs. Program Year 2011. July 1, 2010-June 30, 2011
Author: CASAS (Comprehensive Adult Student Assessment Systems)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Program Effectiveness,Adult Education,Literacy Education,Family Literacy,Leadership,Cooperation,Vocational Education,State Programs,Labor Force Development,Improvement,Educational Indicators,Citizenship Education,English (Second Language),Academic Persistence,High School Equivalency Programs

This report is California's response to the four questions that the United States Department of Education (ED), Office of Vocational and Adult Education (OVAE), requires of all states and territories receiving federal funding through the Workforce Investment Act (WIA), Title II and Adult Education and Family Literacy Act (AEFLA). The questions addressed the following: (1) State Leadership Projects--Activities, Programs, and Projects Supported with State Leadership Funds; (2) Core Indicators of Performance--Significant Findings at the State Level; (3) Collaboration: Integration of WIA Title I and Title II Activities; and (4) English Literacy and Civics Education (EL Civics) Grants. Appended are: (1) Data Tables for Workforce Investment Act Title II Funded Agencies; (2) Summary of California Core Performance Results; (3) Federal Tables; (4) California Collaboration References; (5) Collaboration Data for Workforce Investment Act Title II Funded Agencies; and (6) English Literacy Civics Education Data Tables. (Contains 12 tables and 1 footnote.) [For the 2010 edition of this report, see ED541002.]
California Annual Performance Report: Federally Funded Workforce Investment Act, Title II Programs. Program Year 2012. July 1, 2011-June 30, 2012
Author: CASAS (Comprehensive Adult Student Assessment Systems)
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Program Effectiveness,Adult Education,Literacy Education,Family Literacy,Leadership,Cooperation,Vocational Education,State Programs,Labor Force Development,Improvement,Educational Indicators,Citizenship Education,English (Second Language),Academic Persistence,High School Equivalency Programs

This report is California's response to the four questions that the United States Department of Education (ED), Office of Vocational and Adult Education (OVAE), requires of all states and territories receiving federal funding through the Workforce Investment Act (WIA), Title II and Adult Education and Family Literacy Act (AEFLA). The questions addressed the following: (1) State Leadership Projects--Activities, Programs, and Projects Supported with State Leadership Funds; (2) Core Indicators of Performance--Significant Findings at the State Level; (3) Collaboration: Integration of WIA Title I and Title II Activities; and (4) English Literacy and Civics Education (EL Civics) Grants. Appended are: (1) Data Tables for Workforce Investment Act Title II Funded Agencies; (2) Summary of California Core Performance Results; (3) Federal Tables; (4) California Collaboration References; (5) Collaboration Data for Workforce Investment Act Title II Funded Agencies; and (6) English Literacy Civics Education Data Tables. (Contains 12 tables and 1 footnote.) [For the 2011 edition of this report, see ED541003.]
Monthly Record of Current Educational Publications. Bulletin, 1917, No. 8
Author: Department of the Interior, Bureau of Education (ED)
Date: 1918-03-00
Type: Historical Materials
Subjects: Professional Associations,Vocational Education,Career Guidance,Agricultural Education,Special Needs Students,Extension Education,Educational Administration,Professional Education,School Administration,Child Welfare,Elementary Secondary Education,Library Services,Rural Education,Surveys,Periodicals,Educational Testing,Educational Psychology,Teacher Education,Higher Education,Educational Theories,Educational Practices,Architecture,Hygiene,Sanitation,Womens Education,Veterans,Educational Environment,Religious Education,Values Education,Physical Education,Educational History,Social Development,Civics,Teaching Methods,Professional Recognition,Business Education,Play,Playgrounds,Home Economics,Curriculum,Kindergarten,Deafness

This record comprises a general survey in bibliographic form of current educational literature, domestic and foreign received during the monthly period preceding the date of its publication. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers either directly or through a dealer, or in the case of an association publication, from the secretary of the issuing organization. Contents include: (1) Proceedings of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational theory and practice; (5) Educational psychology: Child study; (6) Educational tests and measurements; (7) Special methods of instruction; (8) Special subjects of curriculum; (9) Kindergarten and primary school; (10) Rural education; (11) Secondary education; (12) Teachers: Training and professional status; (13) Higher education; (14) Scientific research; (15) School administration; (16) School management (17) School architecture; (18) School hygiene and sanitation; (19) Physical training; (20) Play and playgrounds; (21) Social aspects of education; (22) Child welfare; (23) Moral education; (24) Religious education; (25) Manual and vocational training; (26) Agricultural education; (27) Commercial education; (28) Professional education; (29) Civic education; (30) Reeducation of war Invalids; (31) Education of women; (32) Education of deaf; (33) Exceptional children; (34) Education extension; (35) Libraries and reading; and (36) Bureau of Education: Recent publications. [Compiled by the Library Division of the Bureau of Education. Best copy available has been provided.]
Union List of Mathematical Periodicals. Bulletin, 1918, No. 9
Author: Smith, David Eugene
Date: 1918-00-00
Type: Historical Materials
Subjects: Educational History,Periodicals,Mathematics Education,College Students,Student Research,College Mathematics,Research Tools,Bibliographies,College Libraries,Library Materials,Indexes

This document offers a list of mathematical periodicals which has been prepared for the use of research students in mathematics in the universities of the United States. The selection has been made after consultation with a number of professors in those universities that have most to do with directing research work in mathematics in this country, and it represents the periodicals which, in the judgment of these advisers, the student will be most apt to consult in his investigations. The present list is divided into two parts. In the first part those periodicals appear which relate solely to mathematics, whether they are issued in the form of journals or of publications of scientific societies. The second part includes those periodicals which contain mathematical articles which the student will probably wish to consult, but which are not wholly concerned with such articles. The index permits the student to refer at once to each list and also to find with ease the periodical for which he is looking under any one of various names by which it is known, or under the place of its publication. [Best copy available has been provided.]
Public School Classes for Crippled Children. Bulletin, 1918, No. 10
Author: Solenberger, Edith Reeves
Date: 1918-00-00
Type: Historical Materials
Subjects: Educational Finance,Physical Disabilities,Special Schools,Special Classes,Educational History,Public Schools,Access to Education,Urban Schools,Rural Schools,School Buildings,Equipment,Transportation,Recess Breaks,Food,Medical Services,School Schedules,Student Development,Discipline,Mental Retardation,Costs

Although in the United States there are many thousands of crippled children, probably as many as there are of deaf and blind, little attention has been given them as a class. While special provision for the deaf and blind children is made in all States and for feeble-minded and incorrigible children in most of the States, few States make any special provision for the care and education of crippled children. And in only half a dozen cities are there separate schools or classes for them, and in the schools of most cities, towns and rural districts not even suitable seats and desks are provided for them. It is therefore all the more important that what has been done by the public schools of few cities that have given the most attention to this matter be known. This bulletin provides information on this topic. Appended are: (1) Suggestions to teachers in small cities and in country schools; (2) Record cards used in New York; and (3) Cost of special classes in Chicago and Cleveland. (Contains 3 plates.) [Best copy available has been provided.]
A Community Center: What It Is and How to Organize It. Bulletin, 1918, No. 11
Author: Jackson, Henry E.
Date: 1918-00-00
Type: Historical Materials
Subjects: Community Organizations,Community Centers,Program Descriptions,Program Development,Institutional Characteristics,Laws,Organizational Theories,Democratic Values,Community Coordination,Community Resources,School Community Programs,Partnerships in Education,School Community Relationship

To make more valuable to the people those things from which the people are accustomed to derive value has been appropriately been said to be the prime business of legislators. That the schoolhouse, whose value to the people is already great, may become still more valuable to them, is the purpose of the community-organization movement which the Bureau of Education has undertaken to foster. Every school district should be a little democracy, and the schoolhouse should be the community capitol. Here the people should meet to discuss among themselves their common interests and to devise methods of helpful cooperation. It should also be the social center of the community, where all the people come together in a neighborly way on terms of democratic equality, learn to know each other, and extend and enrich their community sympathies. This bulletin was created so that the people may have information in regard to community organizations in its simplest form. Contents include: (1) What is a community center?; (2) How to organize a community center?; and (3) A suggested constitution. (Contains 1 plate.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1918, No. 12
Author: Department of the Interior, Bureau of Education (ED)
Date: 1918-04-00
Type: Historical Materials
Subjects: Business Education,Professional Education,School Administration,Child Welfare,Teaching Methods,Elementary Schools,Library Services,Rural Education,Professional Recognition,Professional Associations,Periodicals,Educational Theories,Educational Practices,Educational Psychology,Educational Assessment,Curriculum,Kindergarten,Elementary Secondary Education,Teacher Education,Architecture,Religious Education,Vocational Education,Deafness,Disabilities,Special Needs Students,Veterans,Womens Education,Extension Education

The record comprises a general survey in bibliographic form of current educational literature, domestic and foreign, received during the monthly period preceding the date of its publication. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers, either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. Publications are listed according to topic. Contents include: (1) Proceedings of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational theory and practice; (5) Educational psychology; Child study; (6) Educational tests and measurements; (7) Special methods of instruction; (8) Special subjects of curriculum; (9) Kindergarten and primary school; (10) Rural education; (11) Secondary education; (12) Teachers: Training and professional status; (13) Higher education; (14) School administration; (15) School management; (16) School architecture; (17) School hygiene and sanitation; (18) Physical training; (19) Boy scouts; (20) Child welfare; (21) Religious education; (22) Manual and vocational training; (23) Vocational guidance; (24) School gardens; (25) Commercial education; (26) Professional education; (27) Reeducation of war invalids; (28) Education of women; (29) Education of deaf; (30) Exceptional children; (31) Education extension; (32) Libraries and reading; and (33) Bureau of Education: Recent publications. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1918, No. 14
Author: Department of the Interior, Bureau of Education (ED)
Date: 1918-05-00
Type: Historical Materials
Subjects: Professional Associations,Kindergarten,Vocational Education,Career Guidance,Agricultural Education,Special Needs Students,Extension Education,Educational Administration,Professional Education,School Administration,Child Welfare,Elementary Secondary Education,Library Services,Rural Education,Surveys,Periodicals,Educational Testing,Educational Psychology,Teacher Education,Higher Education,Educational Theories,Educational Practices,Architecture,Hygiene,Sanitation,Womens Education,Veterans,Educational Environment,Religious Education,Values Education,Physical Education,Educational History,Social Development,Civics,Scientific Research,Teaching Methods,Professional Recognition,Deafness,Business Education,Play,Playgrounds,Home Economics,Gardening

This bulletin comprises a general survey in bibliographic form of current educational literature, domestic and foreign, received during the monthly period preceding the date of its publication. The publications are organized into the following topics: (1) Proceedings of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational theory and practice; (5) Educational psychology: Child study; (6) Educational tests and measurements; (7) Special subjects 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 architecture; (16) School hygiene and sanitation; (17) Physical training; (18) Play and playgrounds; (19) Social aspects of education; (20) Child welfare; (21) Moral and religious education; (22) Manual and vocational training; (23) Vocational guidance; (24) School gardens; (25) Home economics; (26) Commercial education; (27) Professional education; (28) Civic education; (29) Reeducation of war invalids; (30) Education of women; (31) Education of deaf; (32) Exceptional children; (33) Education extension; (34) Libraries and reading; and (35) Bureau of Education: Recent publications. [Best copy available has been provided.]
Educational Survey of Elyria, Ohio. Bulletin, 1918, No. 15
Author: Department of the Interior, Bureau of Education (ED)
Date: 1918-00-00
Type: Historical Materials
Subjects: Vocational Education,Art Education,Educational Change,Expenditures,School Buildings,Home Economics,School Surveys,Superintendents,Educational Improvement,School Districts,School Supervision,Educational Administration,Teaching Methods,Music Education,Public Schools,Gardening,Freehand Drawing,Civics,Data Collection,Reports

During the fall of 1916, the Chamber of Commerce of Elyria, Ohio, invited the United States Commissioner of Education to make a survey of the Elyria public-school system. The invitation was accepted upon the following conditions: (1) That the Bureau of Education shall be invited by the Elyria Board of Education and that the invitation shall be endorsed by the Superintendent of Public Instruction of the State; (2) That the survey commission may be permitted to find the facts as they are and to report them as they find them; (3) That the survey commission and the Commissioner of Education may make on the basis of the facts found such recommendations for the improvement of the schools as may seem wise, these recommendations to be not only such as may be put into operation immediately, but also such as may be put into operation from year to year as opportunity may permit; in other words, that the survey commission and the Commissioner of Education may be permitted to outline a constructive program which will receive at least the careful consideration of school officials; (4) That the Bureau of Education shall be permitted to publish the report of the survey, including the recommendations and reasons therefore, as a bulletin of the bureau, for distribution in the city of Elyria and also for general distribution; and (5) That the necessary expenses shall be paid, which include the necessary traveling and local expenses of the members of the bureau engaged on the work and the necessary honorariums for such persons as it may be necessary to employ to assist in the work. Three members of the survey commission spent two weeks in Elyria in the fall of 1916; the other members spent from one to six weeks during the months of January and February, 1917. Following the letter of transmittal and an introduction, this bulletin, which was made under the direction of the United States Commissioner of Education, is divided into 14 chapters, as follows: (1) The city of Elyria; (2) Summary of conclusions and recommendations; (3) Administration and supervision; (4) School buildings; (5) High school; (6) Instruction in primary grades; (7) Instruction in intermediate and grammar grades; (8) Civic education; (9) School and home gardening; (10) Music in the public schools; (11) Drawing and art education; (12) Home economics; (13) Manual training; and (14) Vocational education. An index is included. (Contains 10 tables, 2 diagrams, and 37 footnotes.) [Best copy available has been provided.]
History of Public School Education in Arizona. Bulletin, 1918, No. 17
Author: Weeks, Stephen B.
Date: 1918-00-00
Type: Historical Materials
Subjects: Public Schools,Superintendents,Population Growth,Educational Legislation,School Statistics,School Law,Special Schools,Educational History,Churches,State Legislation,Public Officials,Administrative Organization,Industrial Education,Rural Schools,School Supervision,American Indian Reservations

This bulletin covering the history of public school education in Arizona is divided into ten chapters. Chapter I, &quot;The setting for public schools,&quot; describes the early history of educational efforts by the church and provides a statistical view of population growth. Chapter II, &quot;The beginnings of public-school legislation, 1864-1869,&quot; covers the following topics: (1) Organization of the territory; (2) The Howell code and its educational provisions; (3) Education in the legislature of 1864; (4) The school law of 1867; (5) The school law of 1868; and (6) McCrea on these early efforts. Chapter III, &quot;The administration of Gov. Safford--The State superintendency established, 1869-1877,&quot; reports on the basis act of 1871, the situation in 1875, and the progress up to 1879. Chapter IV, &quot;The superintendent made an independent officer--Administrations of Sherman and Horton, 1879-1885,&quot; contains reports on: (1) The act of 1870 and the new development; (2) Sherman becomes the first independent Territorial superintendent; and (3) Horton becomes superintendent, 1883-1885. Chapter V, &quot;Organizing the school system, 1885-1887,&quot; reports on the school laws of 1885 and 1887 and the administration of Superintendent Long, 1885-1887. Chapter VI, &quot;Reaction and progress, 1887-1899,&quot; contains: (1) Summary of this period; (2) Reaction in 1897; (3) Educational legislation in 1891; and (4) Further fortunes of the schools. Chapter VII, &quot;Further growth and development during the Territorial period, 1889-1912,&quot; covers the following topics: (1) Second administration of Robert L. Long, 1899-1902; (2) Administration of Nelson G. Layton, 1902-1906; (3) Third administration of Robert L. Long, 1906-1909; and (4) Administration of Kirk T. Moore, 1901-1912. Chapter VIII, &quot;The first State administration of schools,&quot; reports on: (1) Public lands provided for the schools; (2) Superintendent Case becomes State superintendent; (3) Territorial Industrial School; (4) School for the deaf, dumb, and blind; and (5) Rural supervision and pensions. Chapter IX, &quot;The school lands,&quot; details the public school lands (including the Salt River school lands, the National forest lands, and Indian reservations), the institutional lands, and the land law of 1915. Chapter X reports on &quot;the past, the present, and the future.&quot; Following this final chapter, three tables present public school statistics from 1870-1916. A bibliography is also included. (Individual chapters contain footnotes and tables.) [Best copy available has been provided.]