ethanporcaro/eric-fulltext-meta huggingface dataset:
Secondary Schools in the States of Central America, South America, and the West Indies: Scholastic Scope and Standards. Bulletin, 1915, No. 26. Whole Number 653
Author: Smith, Anna Tolman
Date: 1915-00-00
Type: Historical Materials
Subjects: Popular Education,Secondary Schools,Numbers,Foreign Countries,Educational Change,Secondary Education,International Relations,Industrial Education,Standards,Sociology

The States of Central America and South America are in the midst of an industrial development, which imparts new impulses to their educational activities. There is at once an awakened sense of the economic bearings of elementary or popular education and of the need of a readjustment of the work of the long-established secondary schools. Efforts in the latter direction are of special interest to other nations, as it is in the secondary schools that the directive classes are educated. Schools of this order determine in great measure the opinions and purposes of the men who control public affairs and promote international sympathies and interests. In all the States secondary education is the preparatory stage to higher institutions and in several instances forms a department in the university organization. The intimate view of the content of secondary education in the States of Central and South America afforded by the particulars discussed in this paper is of interest to all persons engaged in promoting international relations, and particularly so to those who must determine the equivalence of the scholastic standards maintained in different countries. A bibliography is included. Individual sections contain footnotes. [Best copy available has been provided.]
Opportunities for Foreign Students at Colleges and Universities in the United States. Bulletin, 1915, No. 27. Whole Number 654
Author: Capen, Samuel Paul
Date: 1915-00-00
Type: Historical Materials
Subjects: Higher Education,Educational Opportunities,Foreign Countries,Universities,Colleges,Foreign Students,Institutional Characteristics,Professional Education,Educational Facilities,Standards,Statistical Data,Tables (Data),College Programs

It is of special importance at this time that students in foreign countries who may be seeking educational opportunities in the United States should have accurate information as to what institutions in this country have to offer. For this reason, Dr. Samuel Paul Capen, specialist in higher education in the Bureau of Education was asked to prepare this bulletin in order to: (1) provide information on the organization of American education, with special reference to universities, colleges, and professional schools; (2) state and explain admission requirements, with special reference to the needs of foreign students; and (3) outline the general and specific opportunities to be found at American institutions of higher education. This bulletin provides information on these points and on many others of value, not only to the prospective student from foreign countries, but to all who may be interested in the present facilities for higher education in the United States. An index is included. (Contains 6 tables, 6 plates, and 93 footnotes.) [Best copy available has been provided.]
The Extension of Public Education: A Study in the Wider Use of School Buildings. Bulletin, 1915, No. 28. Whole Number 655
Author: Perry, Clarence Arthur
Date: 1915-00-00
Type: Historical Materials
Subjects: Educational History,Extension Education,Public Schools,Public Education,School Buildings,School Funds,School Districts,School Administration,School Organization,School Policy,School Community Relationship,School Role,Urban Schools,Educational Trends,Educational Practices,Teacher Associations,Evening Programs,Adult Education,Informal Education,Meetings,Recreation,Questionnaires,National Surveys,School Surveys,Scheduling,Clubs,Records (Forms),Cultural Activities,Vacation Programs,School Schedules

Until within the last few years, public schoolhouses in American cities and towns were open only for the regular school work and for children of legal school age. However, since the beginning of the present century, there has been a growing interest in public school extension and for a fuller use of the public school plant. In most cities and large towns, schoolhouses are now used for night schools, both for older boys and girls and for adults, for meetings of civic societies, for entertainments, for meetings of parent-teacher associations, and other similar educative purposes. It is not uncommon for public school funds to be used directly or indirectly for the promotion of these larger and less organized forms of education. To meet the demand for some intelligent account of the nature and progress of this movement for the extension of public education and the wider use of school buildings, this bulletin discusses what it is that is being extended and the extent of the extension movement. A copy of the circular letter inviting the superintendents of schools to participate in the study is provided in the appendix. (Contains 9 tables, 11 plates, 2 figures, and 5 footnotes.) [Best copy available has been provided.]
The Truant Problem and the Parental School. Bulletin, 1915, No. 29. Whole Number 656
Author: Hiatt, James S.
Date: 1915-00-00
Type: Historical Materials
Subjects: Rural Schools,Truancy,Attendance,Urban Schools,Student Characteristics,Age Differences,Gender Differences,Disabilities,Cognitive Ability,At Risk Students,Institutional Characteristics,School Buildings,Maintenance,Enrollment,Curriculum,Discipline,Religion,After School Programs,Questionnaires

A society becomes more fully conscious of the importance of giving to all its members the best possible education, it also becomes conscious of the great loss arising from truancy of school children and of the need of finding some better means of dealing with truancy. In all cities and towns, as well as in rural communities, school officers and teachers want information about methods of dealing with truants. In the larger cities they want to know about the methods of organizing and conducting parental schools. For the purpose of giving this information, this bulletin provides the following: Part I. A study of 100 typical cases of truancy in Philadelphia; and Part II. A study of parental schools in 13 cities. (Contains 6 figures, 1 footnote, and a Questionnaire used in survey of parental schools.) [Best copy available has been provided.]
Bibliography of Education for 1911-12. Bulletin, 1915, No. 30. Whole Number 657
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1915-00-00
Type: Historical Materials
Subjects: Foreign Countries,Annotated Bibliographies,Educational History,Educational Principles,Educational Practices,Educational Theories,Educational Equipment,Organizations (Groups),Periodicals,Instructional Films,Educational Technology,Audiovisual Aids,Asians,American Indian Education,Disabilities,Elementary Education,High Schools,Curriculum,School Health Services,Home Economics Education,Agricultural Education,Health Education,Womens Education,Citizenship Education,Socialization,Public Education,Special Needs Students,Special Education,Early Childhood Education,Kindergarten,Rural Education,Religious Education,Values Education,Higher Education,Postsecondary Education,Two Year Colleges,African American Education,International Education,Secondary Education,Adult Education,Professional Education,Vocational Education,Engineering Education,Extension Education,Teacher Education,Teacher Salaries,Teaching (Occupation),Teaching Methods,Intellectual Disciplines,Hygiene,Sanitation,Mental Health,School Administration,Educational Administration,Child Welfare,Physical Education,Military Training,Educational Environment,Educational Assessment,Educational Psychology,Educational Sociology,Child Development,Educational Facilities,Libraries,Biographies,Government Publications,Federal Government,Educational Legislation,Educational Policy,State Policy,Educational Finance,Educational Research,Career Guidance,Encyclopedias,Montessori Method

The bibliography contained in this bulletin was completed in the year 1911-1912. The sources of information used in the compilation of this bibliography were publications received by the United States Bureau of Education. Documents are classified by the following categories: (1) Generalities; (2) History and description; (3) Biography; (4) Theory of Education; (5) Principles and practice of teaching; (6) Education and training of teachers; (7) Higher education; (8) School government, architecture, and equipment; and (9) Education Special forms, relations, and applications. [Best copy available has been provided.]
A Comparative Study of the Salaries of Teachers and School Officers. Bulletin, 1915, No. 31. Whole Number 658
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1915-00-00
Type: Historical Materials
Subjects: Comparative Analysis,Elementary School Teachers,Teacher Salaries,School Personnel,Administrators,Salaries,Tenure,Retirement Benefits,Urban Schools,Rural Schools,Superintendents,Counties,Costs

The Committee on Teachers Salaries and Cost of Living presented its first report to the National Education Association in January, 1913. In the present report the committee is able to carry out in part one of the purposes of which it has had in mind from the beginning of its labors, namely a comparison of salaries paid in 1903-4--as recorded in the report of the committee of the National Education Association on salaries, tenure, and pensions--and salaries paid in 1912-13. This bulletin also includes salary figures for cities and towns between 2,500 and 5,000 population for the year 1914-15, and shows the amount paid for teachers' salaries as compared with other items of school expenditure for certain city school systems. It gives salaries of rural-school teachers in typical counties, with the school term in days, and salaries of county superintendents in the several States. It seeks to analyze and interpret certain of the 1912-13 figures, and it institutes useful comparisons between the remuneration of school workers and persons in other occupations. This bulletin was made possible by a cooperative arrangement between the Bureau of Education and the National Education Association Committee on Teachers' Salaries and Cost of Living. The statistical work, which makes up the bulk of this report, was in charge of Miss Roberta King, one of the authors of "The Tangible Rewards of Teaching." The interpretative comment for the comparative tables was furnished by Dr. Harlan Updegraff, professor of school administration in the University of Pennsylvania. Acknowledgment is also due to Dr. Joseph Swain, chairman of the Committee on Teachers' Salaries, for helpful suggestions in the preparation of this report. Following a Prefatory statement, the following contents are included: (1) Introduction and summary; (2) Statistics of salaries for 1914-15; and (3) A study of salaries of elementary teachers. (Contains 18 tables and 11 footnotes.) [Best copy available has been provided.]
The School System of Ontario with Special Reference to the Rural Schools. Bulletin, 1915, No. 32. Whole Number 659
Author: Foght, Harold W.
Date: 1915-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Rural Areas,Rural Education,Educational Policy,State Policy,Comparative Education,School Administration,Educational Environment,Public Schools,Postsecondary Education,Higher Education,State Schools,Teacher Salaries,Inspection,Consolidated Schools,Gardening,School Maintenance,School Buildings,Teacher Education,Family School Relationship,Agricultural Education,Agricultural Colleges,Tenure,Teaching (Occupation),Public School Teachers,Public Education,Rural Farm Residents,School Attendance Legislation,Compulsory Education,School Law,One Teacher Schools,Urban Schools,Elementary Education,Secondary Education,Enrollment,Educational Finance,School Community Relationship,Catholic Schools,Private Financial Support

This bulletin is the result of a study made in the Province of Ontario during the fall of 1914. The purpose of the investigation was, more than anything else, to seek some fair basis for comparison of the Schools of Old Ontario--wedged in as it is between New York and Michigan--and the States across the border. Chief attention is to rural life and rural school conditions. Such phases of the Ontario rural schools as have seemed of greatest interest in view of certain prevailing American conditions have been emphasized. Of special mention are: (1) the successful efforts of the provincial department of education to make the most of its small one-teacher schools by introducing into them agriculture in the form of school gardening and home projects; (2) the practical system for school maintenance and school inspection; and (3) the preparation of rural teachers in model schools, normal schools, and at the provincial agricultural college. Ontario has not solved the problem of rural life through its one-teacher schools; but it has made a marked advance in the direction of projecting the rural schools into its farm homes. The next step for the near future probably will be to reorganize all of these schools as genuine community schools through some form of consolidation. Chapters in this bulletin include: (1) General statement of rural life conditions in Ontario; (2) The Ontario school system in some detail; (3) Rural school administration and maintenance; (4) The management of the schools; (5) Recent progress in agricultural education; (6) The causes of slow progress in school consolidation; and (7) Preparation, salaries, and tenure of teachers. A list of references on rural education in Ontario is included. (Contains 9 plates and 8 tables.) [Best copy available has been provided.]
Problems of Vocational Education in Germany with Special Application to Conditions in the United States. Bulletin, 1915, No. 33. Whole Number 660
Author: Myers, George E.
Date: 1915-00-00
Type: Historical Materials
Subjects: Vocational Education,Foreign Countries,Demography,Industrial Education,Teaching Methods,Unskilled Workers,Males,Teacher Education,Females,Womens Education,Continuation Students,Information Needs,Educational Research

This manuscript was prepared after the author spent a year in Germany studying the problems of vocational education with special reference to the application of German methods in American schools. The author discusses in a clear and concise manner four interesting and important problems in vocational education in Germany, about which there is need of information in the United States. They are: (1) Continuation schools for boys in unskilled occupations in Berlin; (2) Continuation schools for girls and women in Berlin; (3) The training of industrial continuation-school teachers in Prussia; and (4) Dual control in industrial education in Prussia. (Contains 1 footnote.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1915, No. 34. Whole Number 661
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1915-09-00
Type: Historical Materials
Subjects: Publications,Educational History,Teaching Methods,Educational Psychology,Child Psychology,Curriculum,Kindergarten,Elementary Schools,Rural Education,Secondary Education,Teacher Education,Teacher Certification,Higher Education,Educational Administration,Governance,Architecture,School Buildings,Hygiene,Sanitation,Physical Education,Play,Playgrounds,Social Development,Child Welfare,Moral Values,Values Education,Religious Education,Vocational Education,Agricultural Education,Home Economics,Industry,Business Education,Professional Education,Womens Education,Deafness,Access to Education,Special Education,Disabilities,Extension Education,Libraries,Reading,Journal Articles,Periodicals,Books

This bulletin contains a list of current educational publications received by the Bureau of Education for the current month. Publications are listed according to topic. Contents include: (1) Introductory notes; (2) Publications of associates; (3) Educational history; (4) Current educational conditions; (5) Pedagogics and didactics; (6) Educational psychology: Child study; (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) Play and playgrounds; (20) Social aspects of education; (21) Child welfare; (22) Moral education; (23) Religious education; (24) Manual and vocational training; (25) Vocational guidance; (26) Agricultural education; (27) Home economics; (28) Commercial education; (29) Professional education; (30) Education of women; (31) Education of deaf; (32) Exceptional children; (33) Education extension; (34) Libraries and reading; (35) Bureau of Education: Recent publications; and (36) Bulletin of the Bureau of Education. The following are especially noteworthy books and articles mentioned in the present bulletin, the numbers in parentheses referring to the numbers of the full entries: (1) Dewy, "Schools of tomorrow" (883); (2) Haggerty, "Arithmetic; a cooperative study in education measurements" (914); (3) Jenkins, "Reading in the primary grades" (933); (4) Judd, "Psychology of high-school subject" (951); (5) Ballou, "Appointment of teachers in cities" (955); (6) Taylor and Haight, "Vassar" (988); (7) Curtis, "Practical conduct of play" (1016); (8) Roman, "Industrial and commercial schools of the United States and Germany" (1044); (9) Bloomfield, "Youth, school, and vocation" (1046); (10) Mathews, "The dean of women" (1059); and (11) Fay and Eaton, "Instruction in use of books and libraries" (1076). [Compiled by the Library Division, Bureau of Education, under the direction of John D. Wolcott. Best copy available has been provided.]
Free Textbooks and State Uniformity. Bulletin, 1915, No. 36. Whole Number 663
Author: Monahan, A. C.
Date: 1915-00-00
Type: Historical Materials
Subjects: Costs,Laws,School Districts,Textbooks,Public Schools,Elementary Secondary Education,State Legislation,Educational History,Publishing Industry

Furnishing textbooks at the expense of the community, free to the individual school children, is not a new idea in the United States. It began as a movement in city school administration nearly a century ago. Philadelphia made provisions for free textbooks in 1818. Other cities, principally in New Jersey, Pennsylvania, New York, and Massachusetts, soon followed. In some of the States, classed as &quot;uniform textbook&quot; States, the adopted books must be used as basic texts in all public schools, elementary and secondary, and in all districts; in others, high schools are permitted to select for themselves; and in others, city districts and special tax districts may adopt whatever books they may desire. This bulletin explores the pros and cons of free textbooks and State uniformity of textbooks and specific State laws relating to each. An appendix presents: (1) History of the State printing of textbooks in California; and (2) State publication of textbooks in Kansas. A bibliography is included. (Contains 7 tables and 10 footnotes.) [Best copy available has been provided.]
Raising the Bar: A Baseline for College and Career Readiness in Our Nation's High School Core Courses
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: School Effectiveness,Postsecondary Education,College Preparation,High School Graduates,Remedial Instruction,High Schools,Career Readiness,College Readiness,Core Curriculum,Mathematics Achievement,Pretests Posttests,Scores,Academic Achievement,English Instruction

How well are our nation's high schools preparing students for college and career? Recent analyses by ACT show low rates of college and career readiness among United States high school graduates. Data from postsecondary institutions reveal high remediation rates and low second-year retention rates among first-year college students. Employers lament the difficulty of finding entry-level employees with the necessary skills for success on the job. All of these suggest disparities between students' high school preparation and the level of readiness required for postsecondary education, training, and the workplace. But the criteria for evaluating school effectiveness at preparing students are numerous, varied, sometimes conflicting, and frequently based on opinion. And too often these criteria overlook the crucial factor of what is actually going on in the classroom. Preparation for college and career occurs substantially in the classroom. What is taught and learned in the courses students take--especially the core courses in English, mathematics, and science--contributes substantially to what students are able to do once they leave high school with diploma in hand. What is needed is evidence that not only enables us to see what the core courses in our schools currently contribute toward preparing students for college and career, but also gives us an idea of how much improvement is needed within each course if we are to help all high school graduates become ready for college and career. This report examines the degree to which core courses, as they are currently taught in a nationally representative sample of U.S. high schools, are effective in preparing our nation's high school graduates to enter some form of postsecondary education (a two-year, four-year, trade, or technical school) without remediation or to enter workforce training programs ready to learn job-specific skills. In short, this study establishes an empirical baseline for the value added to college and career readiness by core courses in high schools across the nation. Sampling Process and Study Methodology are appended. (Contains 33 figures, 8 tables and 5 footnotes.)