ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education in Australia and New Zealand. Bulletin, 1922, No. 25
Author: Thwing, Charles Franklin
Date: 1922-00-00
Type: Historical Materials
Subjects: Higher Education,Foreign Countries,Poetry,Change,College Role,Geographic Location,Colleges,Universities,College Libraries,Tests,School Community Relationship,Individual Development,Literature,Newspapers,Economic Factors,Educational History,Educational Facilities,Educational Finance,Curriculum,Salaries,Womens Education,Teacher Education

The interpretation presented in this bulletin is based on the author's visit to Australia and New Zealand in the year 1920. In this visit, he had the advantage of trying to understand material conditions and of conferences with the citizens of the Commonwealth and of the Dominion. Every opportunity was given for studying these conditions of the higher education and of its fundamental forms and forces in the life of the South Lands. The following chapters are included: (1) Geographical and historical; (2) The universities of Australia; (3) The University of New Zealand; (4) Libraries; (5) Examinations in general; (6) Workers' Educational Association; (7) Rhodes scholars; (8) Relations of the universities to the institutions of society; (9) The universities and the making of great men; (10) The universities in relation to poetry and other literature; (11) Newspapers; and (12) General conclusions. (Individual chapters contain footnotes.)
Statistics of Agricultural and Mechanical Colleges for 1919 and 1920. Bulletin, 1922, No. 27
Author: John, Walton C
Date: 1922-00-00
Type: Historical Materials
Subjects: Land Grant Universities,Enrollment Trends,Income,On Campus Students,Males,Females,College Graduates,Endowment Funds,Agricultural Colleges,Agricultural Education,Grants,Vocational Education,Engineering Education,Military Training,Home Economics,Majors (Students),College Faculty,Federal Programs,Black Colleges,African American Students,African American Education,Enrollment,College Students,Educational History,Educational Legislation,Educational Policy,Educational Finance,State Policy,Federal Aid,Federal Legislation,State Aid,Educational Facilities,Budgets,School Statistics,School Surveys,National Surveys,Private Financial Support

Included in this bulletin are the statistical reports on student enrollments, the increase in teaching staff, military educational enrollments, and income of land grant colleges. The reports of the agricultural and mechanical colleges for the years 1918-19 and 1919-20 are indicative of marked material progress. (Contains 13 tables.) [Best copy available has been provided.]
Statistics of Universities, Colleges, and Professional Schools, 1919-1920. Bulletin, 1922, No. 28
Author: Department of the Interior, Bureau of Education (ED)
Date: 1922-00-00
Type: Historical Materials
Subjects: Veterinary Medicine,Control Groups,Dentistry,Dental Schools,Medical Schools,Pharmacy,Institutional Characteristics,Statistical Data,Professional Education,Universities,Colleges,Public Education,Private Colleges,Theological Education,Law Schools,Surveys,Tuition,Fees,Income

This report presents the statistics of 670 universities, colleges, and professional schools for the school year 1919-20. Of this number 109 institutions are under public and 561 are under private control. Only 82 institutions reporting were independent professional schools. Altogether there were 104 schools of theology, 107 schools of law, 77 schools of medicine, 40 schools of dentistry, 53 schools of pharmacy, and 15 schools of veterinary medicine. (Advance sheets from the Biennial Survey of Education in the United States, 1918-1920. Contains 25 tables.) [Best copy available has been provided.]
Statistics of State School Systems 1919-20. Bulletin, 1922, No. 29
Author: DuBoise, Florence
Date: 1922-00-00
Type: Historical Materials
Subjects: Attendance,Statistical Data,Demography,School Districts,Census Figures,Rural Schools,Private Schools,School Statistics,State Schools,Enrollment Trends,Tables (Data),Public Schools,Urban Schools,White Students,Minority Group Students

The statistics presented herein were supplied by the various State offices of education for the school year 1919-20. Either a special report to the Bureau of Education was executed or the data used were taken from the printed State school report for that year. Unfortunately it was necessary to use figures for 1918-19 for Mississippi and Kentucky. Tables 46, 47, and 48 were taken from the reports of the United States Census Bureau for 1920. The figures in these tables are not comparable with the other data given in this report, since the census figures relate only to school attendance from September 1, 1919, to January 1,1920, and represent enrollment in both public and private schools. They contain no duplicate they enrollments. The statistics given relate in general to the public school system; including public kindergarten, elementary, and secondary schools. In no case have the statistics of higher educational institutions been included. The report includes the statistics of urban and rural schools combined. The public-school statistics include both white and colored pupils. In several tables statistics dealing only with colored schools are presented. Such statistics, however, are more or less incomplete, since many State offices of education do not  make a complete separation of white and colored school statistics. The only statistics of private schools appearing herein relate to the enrollment in such schools. Wherever such data have been used their inclusion has been definitely indicated. The statistics of the outlying possessions of the United States hake been given in so far as they were reported, but they are not included in the totals for continental United States. (Advance sheets from the Biennial Survey of Education, 1918-1920. Contains 49 tables.) [Best copy available has been provided.]
The Vanishing West: 1964-2010--The Disappearance of Western Civilization from the American Undergraduate Curriculum
Author: Ricketts, Glenn
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Undergraduate Study,College Curriculum,Introductory Courses,Western Civilization,Graduation Requirements,Required Courses,United States History,Cognitive Structures,Schemata (Cognition),History Instruction

"The Vanishing West" traces the decline and near extinction of the Western Civilization history survey course in America's top colleges and universities from 1964 to 2010. This course, covering classical antiquity to the present, was once part of the undergraduate curriculum's intellectual bedrock, not only because it was often a graduation requirement, but because it gave narrative coherence to everything else the university taught. In studying the rise of the West, students came to grips with how the arts and sciences encountered in other classes had been shaped. And because Western Civilization had "gone global," they also learned what made the world outside campus the place it had become. They usually finished with at least a partial recognition of their civilization as a grand monument to human achievement and something with which to identify. In 1964, the Western Civilization survey course in various guises, along with related courses such as Great Books surveys, were to be found at all the colleges and universities the authors surveyed. By 2010, the course had disappeared entirely as a requirement at these institutions and was available in some less emphasized form at less than a third of them. Reviving the Western Civilization survey in the form that served earlier generations probably is neither feasible nor desirable. Historical scholarship, including knowledge of the West's interactions with other civilizations and cultures, has progressed. An up-to-date survey would have to take account of this new scholarship. But a historical overview of the Western ascent toward freedom, scientific and technology mastery, and world power, is no less essential to the current generation than it was to those past. "The Vanishing West" invites a new dialogue on how best to resume the work of teaching a rounded overview of civilization to young men and women on whom the responsibility will fall to maintain and improve it. The authors offer twenty-three recommendations aimed at better studying the problem, rebuilding the curriculum, and repairing the graduate education pipeline, so that the history profession will again begin to prepare faculty capable of, and interested in, teaching about the broad course of Western history. Appended are: (1) Syllabus of a Western Civilization Course Offered in Spring 2011; and (2) Tables. (Contains 4 tables, 4 figures and 20 footnotes.)
The Annual Condition of Iowa's Community Colleges, 2012
Author: Bassis, Vladimir
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment,Enrollment Trends,College Credits,Student Characteristics,Two Year College Students,Online Courses,Dual Enrollment,High School Students,Academic Degrees,College Programs,Adult Literacy,Labor Force Development,Apprenticeships,Graduation Rate,Transfer Rates (College),Education Work Relationship,Outcomes of Education,Income,Adult Basic Education,Tuition,Fees,Student Financial Aid,Educational Finance,Expenditure per Student,Human Resources,School Personnel,College Faculty,College Administration,Salaries,Part Time Students,Full Time Students

Each fall, the Iowa Department of Education collects enrollment data from Iowa's community colleges on the tenth business day of the semester. The fall data pertain to the 2012-13 academic year (fiscal year 2013). This report is the only report on fiscal year 2013 until next year's &quot;Annual Condition of Iowa's Community Colleges.&quot; Fall enrollment for 2012 was 100,519 students, a 5.2 percent decline from fall 2011. Since 2008, community college enrollment has grown rapidly, likely a result of the recession of 2008 and 2009. Table 2-1 displays enrollment figures for the latest five years. Enrollment fell at 12 of the 15 community colleges. More students were enrolled part-time (less than 12 semester credit hours) than were enrolled full-time. Students enrolled part-time accounted for 53.9 percent of total fall enrollment, compared to 51.8 percent last fall. The fall enrollment of full-time students fell from 51,107 (48.2 percent of total enrollment) to 46,354 (46.1 percent of total enrollment), a 9.3 percent decline, while the fall enrollment of part-time students dropped slightly (-1.3 percent) from 54,868 students in 2011 to 54,165 students in 2012. Although overall fall enrollment has increased more than tenfold since 1965, the number of full-time students as a percentage of total fall enrollment has steadily declined from 90.8 percent in 1965 to 46.1 percent in 2012. (Contains 272 tables and 105 figures.) [This data for this paper was compiled with the assistance of Geoffrey Jones.]
Words to Live by: How Diversity Trumps Freedom on Academic Web Sites
Author: National Association of Scholars (NAS)
Date: 2006-06-29
Type: Reports - Evaluative
Subjects: Colleges,Web Sites,Social Values,Cultural Pluralism,Freedom,Democracy,Comparative Analysis,Content Analysis,Mass Media,Religious Cultural Groups,Business,Politics,Unions

Few people outside of academic life are fully aware of the yawning gap that has opened between the cultural allegiances of American higher education and the country at large. Particularly arresting is the degree to which traditional conceptions of a unified American nationality, based on shared beliefs in liberty and individualism, have been replaced in universities by a corporatist vision emphasizing a mosaic of distinct ethnic and gender groups, whose disparate values and folkways merit equal recognition and acceptance. The verbal emblem of this outlook is the word "diversity," employed to celebrate "difference" and stigmatize the "privileging" of any particular cultural ideal or lifestyle above any other. This paper discusses the findings of a 2006 study of university websites that reveals, among other things, that references to diversity exceed those to traditional American ideals like freedom, democracy, and liberty. Methodological Appendix is included.
Recasting History: Are Race, Class, and Gender Dominating American History? A Study of U.S. History Courses at the University of Texas and Texas A&amp;M University
Author: Fonte, Richard W.
Date: 2013-01-00
Type: Numerical/Quantitative Data
Subjects: United States History,State History,History Instruction,College Curriculum,Courses,State Universities,Reading Assignments,Supplementary Reading Materials,Anthologies,Primary Sources,Textbooks,College Faculty,Interests,Race,Social Class,Sex,Social History

In 1971, the state of Texas enacted a legislative requirement that students at public institutions complete two courses in American history. With that mandate in mind, the Texas Association of Scholars and the National Association of Scholars' Center for the Study of the Curriculum proposed to determine how students today meet the requirement, and what history departments offer as a means of doing so. What courses can students take, and what vision of U.S. history do those courses present? This study is the result of the authors' investigation. Their report focuses on the University of Texas at Austin (UT) and Texas A&amp;M University at College Station (A&amp;M), flagship institutions serving large undergraduate populations. For this study they examined all 85 sections of lower-division American history courses at A&amp;M and UT in the Fall 2010 semester that satisfied the U.S. history requirement. They looked at the assigned readings for each course and the research interests of the forty-six faculty members who taught them. They also compared faculty members' research interests with the readings they chose to assign. They found that all too often the course readings gave strong emphasis to race, class, or gender (RCG) social history, an emphasis so strong that it diminished the attention given to other subjects in American history (such as military, diplomatic, religious, intellectual history). The result is that these institutions frequently offered students a less-than-comprehensive picture of U.S. history. They found, however, that the situation was far more problematic at the University of Texas than at Texas A&amp;M University. If colleges and universities are to provide students with full and sound knowledge of American history, some things need to change. Teachers of American history should take race, class, and gender into account and should help students understand those aspects of history, but those perspectives should not take precedence over all others. The authors offer the following recommendations: (1) Review the curriculum; (2) If necessary, convene an external review; (3) Hire faculty members with a broader range of research interests; (4) Keep broad courses broad;  (5) Identify essential reading; (6) Design better courses; (7) Diversify graduate programs; (8) Evaluate conformity with laws; (9) Publish better books; and (10) Depoliticize history. Appended are: (1) Tables; (2) Texas State History Requirement; and (3) Broad Characteristics of Eleven Discipline Categories. (Contains 17 tables, 32 figures and 54 footnotes.)
Read All about It! What States Are Doing to Ensure Kids Are Reading by Third Grade
Author: Riccards, Patrick
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Stakeholders,Educational Change,Grade 3,Family Income,Achievement Gap,Reading Achievement,Reading Instruction

The fights currently raging under the banner of &quot;education reform&quot; are nothing compared to those battles fought on the fronts of the &quot;Reading Wars.&quot; For decades now, educators, policymakers, parents, and communities have battled fiercely over how best to teach reading--phonics, whole language, or scientifically based reading. While Americans have seen pockets of demonstrable success and progress over the past decade, the overall statistics remain relatively unchanged. If the nation is serious about closing achievement gaps and giving all children--regardless of race, family income, or zip code--the opportunity to truly succeed in school, the nation must translate this knowledge into action by building a commitment for a solution, mobilizing stakeholders, and enacting change. This article looks to successful efforts in other states to boost reading proficiency.
Rethinking the Teacher Quality Challenge. 2011 PIE Network Summit Policy Briefs
Author: Hess, Frederick M.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Talent,Teacher Effectiveness,College Graduates,At Risk Students,Reading Instruction,Elementary Secondary Education,Teaching (Occupation),Mentors,Teacher Recruitment,Teacher Persistence,Teacher Salaries

American schools are in a constant, unending race to recruit and then retain some 300,000 teachers annually. Given that U.S. colleges issue a grand total of perhaps 1.5 million four-year diplomas a year across all majors and disciplines, even non-mathematicians can see that the K-12 schools are seeking to recruit about one in five new college graduates into the teaching profession. No wonder shortages are endemic and quality a persistent concern. To improve schooling, the U.S. has adopted the peculiar policy of hiring ever more teachers and asking them each to do the same job in roughly the same way. This dilutes the talent pool while spreading training and salaries over ever more bodies. Currently, there are 3.4 million K-12 teachers in the U.S., representing ten percent of the college-educated workforce. It should not surprise that some are far more skilled than others at teaching reading or mentoring at-risk youth. Yet schools casually waste scarce talent by operating on the implicit assumption that most teachers will be similarly adept at everything. Ultimately, the goal is to rethink the teacher challenges of the 21st century. Americans have been slowed by habits of mind, culture, and institutional inertia that imagine a future for schools and school districts that embodies today's familiar assumptions. Transformative change begins by forcing the nation to imagine something beyond the rhythms of the 20th century teaching profession.
State Education Agencies Overlooked in Education Reform? Talent Is the First Place to Start. 2011 PIE Network Summit Policy Briefs
Author: Campbell, Christine
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Accountability,Educational Change,Federal Government,Federal Legislation,State Departments of Education,Educational Legislation,State Government,Educational Finance,Financial Support,Competition,Labor Force,Data,Educational Assessment,Talent,Educational Policy,Academic Achievement

State education agencies have been tasked with an immense productivity challenge--increasing student outcomes on fewer funds for the unforeseeable future. The federal government has expected more from states over the last few decades in improving district and school performance: however, there were minimal gains even when states had more money. The most recent federal effort to jump start state level reforms, the Obama administration's Race to the Top (RTTT) competition, raised the stakes for states to take an active role in a host of reforms, including higher common standards, new data and assessment systems, teacher and leader workforce reforms, and improving the lowest performing schools. Following the lead of the &quot;No Child Left Behind Act&quot; before it, RTTT calls on states to be actively involved in overseeing and promoting district and school performance. The obvious question is, are state education agencies (SEAs) up to the task? This paper discusses four district strategies that can inform an SEA Talent Management Strategy. These are: (1) Assign talent management to a cabinet-level position; (2) Differentiate strategy from transaction; (3) Redesign policies to support flexibility and performance; and (4) Change the culture to focus on performance. (Contains 5 endnotes.)
Making Sense of School Turnarounds
Author: Hess, Frederick M.
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: School Turnaround,Disadvantaged Schools,School Effectiveness,Total Quality Management,Educational Improvement,Educational Change,Expectation,School Culture,Change Strategies,School Personnel,Goal Orientation,Empowerment

Today, in a sector flooded with $3.5 billion in School Improvement Grant funds and the resulting improvement plans, there's great faith that "turnaround" strategies are a promising way to tackle stubborn problems with persistently low-performing schools. Unlike traditional reform efforts, with their emphasis on incremental improvement, turnarounds seek to take schools from bad to great within a short period. It's hard not to root for these efforts. Yet while turnarounds are an appealing idea, making them work is far more complicated. That's why it makes sense to look outside education to learn how to improve the odds of staging a successful turnaround. In a comprehensive search of business and management literature from 2000 to the present, the author and his colleagues identified roughly a dozen articles that provided empirical analysis of major turnaround initiatives--namely, Total Quality Management and Business Process Reengineering. Their research suggests that experiences in the private sector offer four key lessons for making turnarounds work: (1) Staging a successful turnaround entails setting high expectations; (2) Reformers should not hesitate to change principals and school leaders to jump-start the turnaround process; (3) Reformers need to view school turnarounds as an all-or-nothing proposition to avoid the pitfalls caused by unclear or conflicting objectives; and (4) Finally, once the decision is made to go forward with a turnaround, reformers should avoid forcing change on the school through organization-wide, top-down mandates.
Principal Concerns: Addressing Statewide Principal Pipelines with Data and Strategy
Author: Campbell, Christine
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Talent,Principals,Rewards,School Administration,School Policy,Faculty Recruitment,Incentives,Academic Achievement,Teacher Persistence

Discussions about human capital and school improvement typically center on teachers, not administrators, and that's a mistake. Principals, who are responsible for selecting and developing the teachers they know are so important, are a critical driver of school success. So it is imperative that states do everything they can to find, deploy, and keep good principals. Unfortunately, when it comes to cultivating school leaders, current state-level practices are, at best, haphazard. In the worst cases, they actually may be keeping talented people out of the job. States are only just beginning to address the weaknesses in their principal pipelines--and even then, they are not yet developing the strategic approaches necessary to truly improve the talent pool and enhance student outcomes. To address these issues, states need to develop policies around conditions that support the pipeline: (1) The right work: The principalship must be designed as an attractive job that challenges and rewards capable people; (2) The right people: States must draw the most talented prospects to the field; and (3) The right places: The best, most determined leaders should have incentives to take on the most challenged schools. The ultimate goal? To have every school led by an engaged leader who knows how to drive achievement and how to develop and retain talented teachers.