ethanporcaro/eric-fulltext-meta huggingface dataset:
Missouri Annual Blind/Visually Impaired Literacy Study, December 2012
Author: Missouri Department of Elementary and Secondary Education
Date: 2012-12-00
Type: Reports - Research
Subjects: Blindness,Visual Impairments,Literacy,Special Education,Elementary Secondary Education,Reading,Braille,Large Type Materials,Eligibility,Reading Instruction,Reading Materials,Teacher Certification,Special Education Teachers,Assistive Technology,Mainstreaming,Resource Room Programs,Self Contained Classrooms,Public Schools,Private Schools,Homebound,Hospitalized Children,Day Schools,Residential Schools,State Schools,Graduation Rate,High School Graduates,Dropouts,Comparative Analysis,Individualized Transition Plans,Rehabilitation,Referral,Elementary School Students,Secondary School Students

The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements identified by statute (Section 162.1136 RSMo). They include: (1) The methodology of the study; (2) The percentage of eligible students in the study who read Braille, print, or large print; (3) The number of students who have a visual impairment sufficient to meet the definition of &quot;eligible student&quot; as defined in RSMo section 162.1130; (4) The number of students currently reading Braille, large print, and standard print; (5) The number of Braille-reading students who no longer receive any instruction in Braille reading and writing but do receive materials in Braille and Braille-related services; (6) The number of certified vision teachers or teachers of the blind or visually impaired who are currently employed in the field in the State of Missouri; (7) The number of eligible students who use a slate and stylus and/or other devices in writing Braille; (8) The number of eligible students educated in the general classroom (Inside Regular Class greater than 79%), in an itinerant or resource classroom (Inside Regular Class 40% to 79%), in a self-contained classroom (Inside Regular Class less than 40%), or in a separate educational facility; (9) The graduation rate of eligible students compared to those students who are not disabled; (10) The number of eligible students who did not meet graduation requirements but were terminated from formal education having reached age twenty-one; (11) The number of eligible students who received transition planning services with the cooperation of the Division of Vocational Rehabilitation or Rehabilitation Services for the Blind as part of their IEP; and (12) The number of eligible students referred to Rehabilitation Services for the Blind or Division of Vocational Rehabilitation. Appended are: (1) Missouri State Plan for Special Education (Part B)--Visual Impairment/Blindness Definition; (2) Federal Quota Registration; and (3) MO-DESE Special Education Placement and Dropout Categories. [For the 2011 edition of this report, see ED541042.]
Funding a Better Education: Conclusions from the First Three Years of Student-Based Budgeting in Hartford
Author: Doyle, Daniela
Date: 2012-00-00
Type: Reports - Research
Subjects: Educational Finance,Budgeting,Public Schools,Funding Formulas,Resource Allocation,Enrollment,Student Needs,Principals,Professional Autonomy,Accountability,Educational Equity (Finance),Educational Change,Special Education,English Language Learners,Academic Achievement,Teacher Salaries,Magnet Schools,School Choice,Program Effectiveness

When the Connecticut State Department of Education published its first district report cards in 2003, it was obvious that the Hartford Public Schools district was struggling. Fewer than half of its students were proficient on the state reading exam. Math performance was better, but 63 percent of 10th-graders and 43 percent of younger students failed to meet proficiency benchmarks. Compared with the state, Hartford looked even worse; its proficiency rates trailed by as many as 39 percentage points. The arrival of Steven Adamowski as district superintendent in 2006 began a new chapter at Hartford Public Schools (HPS). Within months, Adamowski introduced a plan to improve the quality of a Hartford education. The first pillar was school choice, allowing students' families to choose the schools their children would attend. The second pillar was Managed Performance Empowerment (MPE), giving schools the autonomy and accountability to promote high performance. Critical to both pillars was a new school funding model that allocates funding according to student enrollment and need: student-based budgeting. Student-based budgeting (SBB) allocates school funding based on the number of students schools enroll and the needs of those students. Through SBB, district leaders sought to accomplish three goals: (1) increase funding equity; (2) improve budgeting and accountability; and (3) increase transparency, all in an effort to improve student performance. Now, three years later, is SBB meeting these goals? This report seeks to answer that question by analyzing six years of budget data and through interviews with Hartford principals running schools both before and after SBB implementation. Using these data, the authors evaluate the progress the district has made in implementing SBB. In so doing, the report considers four research questions: (1) Has SBB changed the amount of funding individual schools receive?; (2) Has the allocation of school funding become more equitable, both in providing schools with the same amount of funding for students with the same characteristics, and in allocating more funding for students with greater need?; (3) Has SBB increased principals' sense of accountability at the school level?; and (4) Has SBB brought greater transparency to the district's funding process? Appended are: (1) A Transition Plan for SBB in Hartford; and (2) Methodology. (Contains 9 figures, 3 tables, and 25 notes.) [Funding for this paper was provided by H. A. Vance Foundation.]
Evaluation Report III: The Robert Noyce Scholarship Program at CSUB
Author: Wang, Jianjun
Date: 2013-04-01
Type: Reports - Evaluative
Subjects: Academic Achievement,Program Effectiveness,Scholarships,Graduate Students,STEM Education,Science Course Improvement Projects,Alternative Teacher Certification,Program Evaluation,Academic Records,Case Records,Student Records,Position Papers,Transcripts (Written Records),Recruitment,Teacher Recruitment,Science Teachers,Teacher Placement,Research Reports,Outcome Measures,Achievement Gains

California State University, Bakersfield (CSUB) received funding from National Science Foundation's (NSF) Robert Noyce Teacher Scholarship Program to recruit Noyce Scholars from upper-division science, technology, engineering, and mathematics (STEM) majors, graduate students, and professionals switched to STEM teaching from other fields (NSF DUE-0934944).  The program purpose is to increase the number of highly qualified science and math teachers at high-needs schools.  This report is based on multilevel quantitative and qualitative data from university records, program minutes, as well as individual-level information gatherings from Noyce Scholars and Advisors.  In addition, the report design is grounded on a thorough review of updated literature to ensure its conformation to best professional practices.  The results show that the program quality is supported involvement of a group of award-winning faculty in STEM education, and significant GPA improvement has been observed among Noyce Scholars since last year.  The program is also enriched by more research or internship experiences led by faculty of STEM education.  Besides improvement of overall student experiences at CSUB, Noyce Scholars graduated from the program have demonstrated their success in supporting student learning at high-needs schools. Two appendixes include: (1) Questionnaire for Noyce Recipients Before Program Completion; and (2) Questionnaire for Noyce Recipients After Program Completion. (Contains 6 figures, 1 table, and 3 footnotes.)
Industrial Education in Wilmington, Delaware: Report of a Survey Made under the Direction of the Commissioner of Education. Bulletin, 1918, No. 25
Author: Department of the Interior, Bureau of Education (ED)
Date: 1918-00-00
Type: Historical Materials
Subjects: Educational Opportunities,Unions,Industry,Educational Needs,Industrial Education,Public Schools,Youth,Job Skills,Compulsory Education,Educational Legislation,Child Labor,Law Enforcement,Adolescents,Student Characteristics,Elementary Secondary Education

This report represents one section of the comprehensive survey of the State of Delaware which is being made by the United States Bureau of Education of the Department of the Interior in cooperation with the Delaware Educational Cooperation Association. The field work of this section of the survey was done during November and December, 1915, and January, 1916. A conference of representatives of the various interests especially concerned with the survey was called at Wilmington. At this conference an outline of the proposed plan this section of the survey was submitted and discussed. The plan met the general approval and promises of hearty cooperation. During the progress of the survey each labor union local was visited and the work of the survey explained. Contents include: (1) Letter of Transmittal; (2) Preface; (3) Introduction; (4) A study of certain groups of public school pupils; (5) A study of the industries; (6) Young people in the industries; (7) Educational needs of workers and present educational opportunities; and (8) Suggestions for a program of Industrial education. Forms used in making this survey are appended. (Contains 57 tables.) [Best copy available has been provided.]
The National Council of Primary Education: Report of the Second Annual Meeting at Kansas City, Missouri, February 27, 1917, and of the Third Annual Meeting at Atlantic City, New Jersey, February 26, 1918. Bulletin, 1918, No. 26
Author: Department of the Interior, Bureau of Education (ED)
Date: 1918-00-00
Type: Collected Works - Proceedings
Subjects: Freedom,Primary Education,Elementary School Students,Conferences (Gatherings),Time Management,Play,Student Needs,Specialists,Individual Development,Departments,Teacher Administrator Relationship,Teacher Supervision,Elementary School Teachers,Teaching Methods,Questionnaires

This bulletin offers highlights on two separate meetings of the National Council of Primary Education. This document contains abstracts of papers and reports read at the second annual meeting at Kansas City, Missouri held on February 27, 1917 as well as the council's updates at the third annual meeting at Atlantic City, New Jersey held on February 26, 1918. The papers presented at the Kansas City meeting include: (1) Time allotment for activities in primary schools (Florence C. Fox); (2) Adjusting present conditions to the child's needs (Ada Van Stone); (3) Specialists in the primary school (Marie Anderson); (4) Opportunity for self-development (Miss Day); (5) Departmental organization (Miss Metz); (6) Freedom and progress (Miss Day); (7) Latitude in the details of method (G. Ethel Walley); (8) Cooperation between supervisor and teacher (Miss Barnum); (9) "Freedom for pupils": relaxation for teachers (Superintendent Kerr); (10) Reorganized training classes (Miss Gage); and (11) The demonstration room of the first grade (Mary K. Muller). The third annual meeting was called to order by the chairman, Ella Victoria Dobbs, assistant professor manual arts, University of Missouri. The topic for discussion was the relative value of the between-recitation period. (Contains 1 footnote.) [Best copy available has been provided.]
Rural-Teacher Preparation in State Normal Schools. Bulletin, 1918, No. 27
Author: Burnham, Ernest
Date: 1918-00-00
Type: Historical Materials
Subjects: Adolescents,Cooperating Teachers,Rural Areas,Rural Schools,Teacher Education,Questionnaires,Correlation

This study of rural-teacher preparation in State normal schools is made for several purposes: (1) To make available as nearly as could be learned by the means at hand the actual facts of the situation in 1917 as a point of departure for later studies of this significant evolution in educational effort; (2) To afford a source to which boards of control, presidents, and faculties of normal schools may turn for constructive suggestions already tried out in use and others advanced by workers now at the task; (3) To enable leaders engaged in the work under discouraging circumstances to feel the total impact of effort at the solution of their problems and take heart; and (4) To evaluate, in illustrations of vitality and results, the various ways in which State normal schools are now participating in the great national problem of preparing teachers for rural school. Throughout the study source material is used when obtainable. Previous studies of the subject have been read and ideas and facts have been summarized and incorporated in this manuscript as far as duplication was not involved. Data brought to hand by questionnaire have been correlated and either narrated or tabulated. Typical illustrations of curricula and administrative procedure have been secured from annual catalogues and in statements made ready for use by the participants whose work is described. And personal observation made in nearly all the States together with constant individual correspondence have been made means of discovery and verification. Appended are: (1) Institutional illustrations in full; (2) Supplementary suggestions; (3) Close contract with rural life; (4) Community center organizations; and (5) Cooperating teachers of rural education. (Contains 2 footnotes.) [Best copy available has been provided.]
The Public Schools of Columbia, South Carolina. Report of a Survey Made under the Direction of the Commissioner of Education. Bulletin, 1918, No. 28
Author: Department of the Interior, Bureau of Education (ED)
Date: 1918-00-00
Type: Historical Materials
Subjects: Educational Opportunities,Public Schools,Maintenance,Programming,Outcomes of Education,Educational Finance,Salaries,School Holding Power,School Buildings,Taxes,Financial Support,Income,Urban Schools,Teaching Conditions,Teacher Retirement,Agricultural Education,Gardening,African American Education,Home Economics,Supervision,Student Evaluation,Teaching Methods,Attendance Patterns,High Schools,Junior High Schools

The survey committee of the United States Bureau of Education brings to Columbia, South Carolina's attention those practices which are generally held by other communities, for the present, at least, to be the best. In its effort to get at the facts it has received the unhesitating cooperation of the school commissioners, the superintendent, and the entire school corps. In its recommendations the committee has been careful to suggest nothing which has not been thoroughly tested in other communities and has not become a part of established practice. The committee feels that Columbia can afford to give to her children an educational opportunity which is the equal of that offered by the most favored cities of her class. This bulletin presents a survey of the public schools of Columbia, South Carolina. Contents include: (1) The city of Columbia, South Carolina, and the rise of the public school system; (2) Are schools of Columbia adequately supported?; (3) Insufficient maintenance means meager salaries for school employees; (4) Insufficient maintenance limits the activities attempted; (5) Insufficient maintenance has rendered the supervision inadequate; (6) The holding power of the system compares favorably with that of other systems; and (7) Summary of general recommendations. An index is included. Individual sections contain footnotes. [Best copy available has been provided.]
Resources and Standards of Colleges of Arts and Sciences. Report of a Committee Representing the Associations of Higher Educational Institutions. Bulletin, 1918, No. 30
Author: Capen, Samuel Paul
Date: 1918-00-00
Type: Historical Materials
Subjects: Academic Standards,Credentials,Educational Resources,Educational Quality,Colleges,College Faculty,College Students,Costs,Educational Finance,Financial Support,Income,Teacher Salaries,Institutional Characteristics,Part Time Faculty,Educational Attainment,Teacher Characteristics,Graduation Requirements,College Admission,Libraries,Laboratories,College Freshmen,Enrollment Trends,High School Graduates,College Bound Students,Educational Administration,Governance

An accurate and comprehensive study of college standards and resources has been needed for many years. Such a study should help college officers in one part of the country to evaluate credentials presented by students from institutions in other parts. It should assist parents to select wisely the institutions to which they shall send their children. Above all, it should enable college authorities to compare their own institutions with others and to strive for the most necessary improvements. In 1915, the Bureau of Education secured the cooperation of a committee representing higher educational associations for the purpose of making such a study. This document presents the results of the study. The results are less complete than could be desired, but nevertheless will accomplish, in a measure, the object in view. (Contains 12 tables and 1 footnote.) [Best copy available has been provided.]
The Educational System of South Dakota: Report of a Survey Made under the Direction of the United States Commissioner of Education. Bulletin, 1918, No. 31
Author: Department of the Interior, Bureau of Education (ED)
Date: 1918-00-00
Type: Historical Materials
Subjects: Secondary Schools,Agricultural Colleges,State Colleges,Private Colleges,State Government,School Surveys,Special Classes,Elementary Schools,Higher Education,Private Schools,Special Schools,Public Schools,Educational Administration,Governance,Local Government,Rural Schools,Home Economics,Urban Schools,High Schools,Teacher Characteristics,Teacher Certification,Teacher Education

This bulletin presents the manuscript of the report of a survey of the educational system of South Dakota, made at the request of the South Dakota Educational Survey Commission created by the legislature of the State, as set forth in the body of this report. The survey includes the State and local educational organization and administration in South Dakota; the elementary and secondary schools of the State, and the preparation of teachers for these schools; and the higher educational institutions of the State, including the University of South Dakota, the State College of Agriculture and Mechanic Arts, the State School of Mines, and four State normal schools, and such accredited private colleges and schools for special classes as it was found necessary to include to make this a comprehensive study of the entire educational system of the State. Accompanying this report is a brief report by the South Dakota Survey Commission to the Governor of the State approving and accepting in full the conclusions of the survey committee. An index is included. Individual sections contain footnotes. (Contains 108 tables and 26 figures.) [This survey and general preparation of this report was completed by Harold W. Foght. Best copy available has been provided.]
Teaching American Ideals through Literature. Bulletin, 1918, No. 32
Author: Neumann, Henry
Date: 1918-00-00
Type: Historical Materials
Subjects: Foreign Countries,Democracy,Educational History,Political Socialization,Democratic Values,Teaching Methods,Politics of Education,Role of Education,Reading Materials,Citizenship Education,Values Education,United States History,United States Literature,Educational Strategies,Elementary Secondary Education

The best expression of a people's ideals is to be found in their literature, and there is no better or more effective means of disseminating these ideals among the masses of the people than through the right use of the best of the literature in the schools and elsewhere. The great struggle in which the United States is now engaged for the maintenance of American ideals of freedom and democracy among its citizens and for the possibility of their extension throughout the world makes this a most opportune time for setting forth these ideals in an orderly way and for calling to the attention of teachers and others who have the direction of the reading of large numbers of people the books in which they are most adequately expressed and suggesting methods of using them. (Contains 11 footnotes.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1918, No. 33
Author: Department of the Interior, Bureau of Education (ED)
Date: 1918-09-00
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,War,Immigrants,Illiteracy,African American Education,Home Economics,Curriculum

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) Education and the war; (5) Educational theory and practice; (6) Educational psychology: Child study; (7) Educational tests and measurements; (8) Special methods of instruction; (9) Special subjects of curriculum; (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) Civic education; (31) Immigrants and illiterates; (32) Reeducation of war invalids; (33) Education of women; (34) Negro education; (35) Exceptional children; (36) Education extension; (37) Libraries and reading; (38) Bureau of Education: Recent publications; and (39) Periodicals represented in this record. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]