ethanporcaro/eric-fulltext-meta huggingface dataset:
Statistics of Private High Schools and Academies, 1919-20. Bulletin, 1922, No. 9
Author: Bonner, H. R.
Date: 1922-00-00
Type: Historical Materials
Subjects: Statistical Data,High Schools,Private Schools,Tables (Data),Religious Education,Private Financial Support,Graduates,College Attendance,Classification,Enrollment,Sex,Comparative Analysis

The included tables present the statistics of 2,093 private high schools and academies in the continental United States and of 4 such schools in Hawaii and Puerto Rico. Throughout the summary tables the totals for the United States do not include the statistics of these 4 schools in the outlying possessions. No reports from private high schools and academies were received from Nevada, Alaska, Canal Zone, or the Philippine Islands. Tables 1, 2 and 3 contain historical comparative data for five-year periods from 1890 to 1920. More detailed summary tables were given for 1900 to 1918 in the corresponding report on private high schools and academies for 1917-18. Prior to 1890 the statistics of public and private high schools were not kept separately. Tables 4 to 10, inclusive, show distribution of schools according to significant data, while Tables 11-19, inclusive, contain summaries of such data as could be totaled. (Contains 19 tables.)  [Best copy available has been provided.]
Accredited Secondary Schools in the United States. Bulletin, 1922, No. 11
Author: Zook, George F.
Date: 1922-00-00
Type: Historical Materials
Subjects: Accreditation (Institutions),Secondary Schools,State Standards,Public Education,Admission Criteria,College Admission

The lists of accredited secondary schools which are presented now for the fourth time in this bulletin are designed to meet the needs of officers charged with the admission of new students to secondary schools, colleges, universities, professional schools, especially schools of law and medicine, normal schools, etc.; of State examining and certifying boards, which are concerned with the status of secondary schools located at a distance; and of parents who may want to know about the high schools of any particular State or section. The lists presented here show many changes in the way of schools added to or dropped from previous lists. The accrediting agencies represented, however, remain the same, except that, because of the almost universal practice of the State accrediting bodies in extending their inspection and accrediting of secondary schools to cover private as well as public schools, Part III of the preceding bulletin, containing the accredited lists of certain private institutions, has been omitted. Following the letter of transmittal, the following are included in this bulletin: (1) Accredited secondary school defined; (2) Unit defined; (3) Variations in requirements of accrediting agencies; (4) Methods of accrediting; (5) State lists; (6) Lists of schools accredited by various associations. (Contains 28 footnotes.) [Best copy available has been provided.]
Dormitories in Connection with Public Secondary Schools. Bulletin, 1922, No. 12
Author: Lathrop, Edith Anna
Date: 1922-00-00
Type: Historical Materials
Subjects: Dormitories,Public Education,High Schools,Educational Benefits,School Administration,Males,Females,United States History,Schools of Education,College Role,Agricultural Education,Costs,State Colleges,Discipline Policy,Rural Education,Enrollment,Educational Facilities,School Statistics,Black Colleges,African American Students,African American Education,White Students,Educational History,State Legislation,Federal Legislation,Educational Legislation,Educational Policy,State Policy,Educational Finance,Profiles,Program Descriptions,National Surveys,School Surveys,Questionnaires,School Visitation,Boarding Schools,Access to Education,Educational Demand,Housing Needs,Educational Needs,College School Cooperation,Land Grant Universities,High School Students

The first secondary schools in the United States were the Latin grammar schools. These were followed by the academies; and the academies, in turn, gave way to the public high schools. In tracing the development of dormitories in connection with public secondary schools it is necessary to determine where private education left off and public education began. It is also necessary to determine the demarcation between elementary courses and secondary courses. Nothing is found concerning dormitories with the Latin grammar schools. The academies came into existence to provide a more liberal education for those who did not want to go to college and for those who did not have secondary school advantages at home.   The semipublic academies, which were the recognized institutions of secondary instruction from the Revolutionary days to the middle of the nineteenth century, have been included in this brief historical resume. The report on buildings and management reported here are based upon replies from questionnaires from 29 high schools maintaining dormitories throughout the United States. In 19 instances the report is supplemented by personal visits. Contents of this bulletin include: (1) Historical development of dormitories with public secondary schools; (2) Buildings; (3) Management; (4) The demand for high-school dormitories and their educational value. An appendix presents reports from 10 schools. (Contains 1 table, 8 plates, 10 footnotes, and a bibliography.) [Best copy available has been provided.]
Review of Educational Legislation, 1919 and 1920. Bulletin, 1922, No. 13
Author: Hood, William R.
Date: 1922-00-00
Type: Historical Materials
Subjects: Charter Schools,School Organization,Vocational Education,War,Superintendents,Counties,School Support,Compulsory Education,Rural Schools,Educational Legislation,State Legislation,Federal Aid,Educational Finance,State Boards of Education,Teacher Education,Child Health,Attendance,Teacher Salaries,Educational Improvement,Educational Trends

The school legislation of the two-year period here under review comprises the most recent enactments of all the States, since all legislatures met within the period, and six States--Massachusetts, Rhode Island, New York, New Jersey, South Carolina, and Georgia--whose lawmakers meet annually, held two meetings of their respective legislative bodies. The method of this review is designed to be narrative and interpretative. The effort is to call attention to those enactments in which legislative bodies have responded to important educational movements or tendencies and, as far as possible, to interpret these enactments in the light of sound professional opinion or recognized good precedent. Any effort at treatment of recent educational legislation which took no notice of the effects of the World War would be inadequate and probably futile. The most outstanding war fact, so far as the schools are concerned, is the new national interest in education, which is seen both in measures before Congress and in State enactments. In Congress, numerous measures have been considered, including proposals for a national department of education and a system of national aid to the common schools, and completed enactments for the increase of funds for vocational training, for the rehabilitation of disabled soldiers and of persons injured in industry or otherwise. State legislation exemplifies this war fact in the effort to make better American citizens of boys and girls in the process of education. Contents of this bulletin include: (1) Introduction; (2) New school codes; (3) State boards of education; (4) The chief State school officer; (5) County school organization; (6) County superintendents; (7) Public school support; (8) Teachers' salaries; (9) Teachers' pensions; (10) The training of teachers; (11) Compulsory attendance; (12) The school term; (13) Continuation schools; (14) Americanization; (15) Health of school children; (16) Improvement of the rural school; (17) High schools; (18) Kindergartens; (19) Provisions for special classes; (20) Libraries; and (21) Congress and education. (Contains 16 footnotes.) [Best copy available has been provided.]
The Strong-Willed Child: A Huge Challenge for Parents and Teachers
Author: Costley, Kevin C.
Date: 2013-03-07
Type: Reports - Descriptive
Subjects: Parent Child Relationship,Personality Traits,Child Behavior,Child Rearing,Compliance (Psychology),Parenting Styles,Behavior Modification,Behavior Problems,Feedback (Response),Guides

People are born with certain temperament traits. Some children are easy going and easy to get along with. Some are not. This article describes the temperament traits of the strong-willed child. The strong-willed is viewed as stubborn to parents and teachers. The child's goal is to always be in control of his own behaviors, regardless of the needs and feeling of people around him. The strong-willed child is resistant to change and has feelings of mistrust of others around him. His many temperament qualities that come across as negative to other people actually can be a catalyst to appropriate behaviors under the consistent care of parents and school teachers. This article describes the characteristics of the strong-willed child and also describes ways to control and guide the child's behaviors. Once viewed negative behaviors can become positive behaviors. Many a strong-willed child has become an important leader in society.
Evaluating the Diagnostic Validity of a Facet-Based Formative Assessment System
Author: DeBarger, Angela Haydel
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Formative Evaluation,Educational Diagnosis,Validity,Psychometrics,Research Methodology,Student Evaluation,Comprehension,Scientific Concepts,Physics,Chemistry,High School Students,Middle School Students

This paper describes methods for an alignment study and psychometric analyses of a formative assessment system, Diagnoser Tools for physics. Diagnoser Tools begin with facet clusters as the interpretive framework for designing questions and instructional activities. Thus each question in the diagnostic assessments includes distractors that represent common problematic ideas in physics. Although Diagnoser Tools appear to have instructional validity, current alignment and psychometric approaches have not been sufficient for validating the complex, multidimensionality of the facets and facet-based diagnostic questions. Together the recent alignment and psychometric studies provide a more comprehensive picture of the validity of the facet-based assessment system. (Contains 2 tables and 4 figures.)
Ideas for Refining Children's Savings Account Proposals. Creating a Financial Stake in College: Report IV of IV
Author: Elliott, William, III
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Banking,Money Management,Ownership,College Attendance,Children,Federal Legislation,Public Policy,Experiential Learning,Low Income Groups,Economically Disadvantaged,Consumer Education

&quot;Creating a Financial Stake in College&quot; is a four-part series of reports that focuses on the relationship between children's savings and improving college success. This series examines: (1) why policymakers should care about savings, (2) the relationship between inequality and bank account ownership, (3) the connections between savings and college attendance, and (4) recommendations to refine children's savings account proposals. This series of reports presents evidence from a set of empirical studies conducted by Elliott and colleagues on children's savings research, with an emphasis on low-income children, relevant to large-scale policy proposals. One such proposal, The ASPIRE Act, would encourage savings by opening an account for every newborn child, seeding the account with an initial deposit and progressively matching contributions, and designating accumulated resources to support post-secondary education or other targeted uses such as homeownership or retirement. Collectively, these reports build on the compelling observation that children with savings in their name are given a stake in their future. As such, they are more inclined to take control over their educational experience and feel more empowered to attend college and persist through graduation. Report IV examines ways to refine CSA proposals, such as the ASPIRE Act, so they more effectively build on recent theoretical and empirical work in the field by presenting specific policy ideas that can be incorporated into the policy design process. (Contains 5 footnotes.) [For related reports, see &quot;Why Policymakers Should Care about Children's Savings. Creating a Financial Stake in College: Report I of IV&quot; (ED540300); &quot;Does Structural Inequality Begin with a Bank Account? Creating a Financial Stake in College: Report II of IV&quot; (ED540299); and &quot;We Save, We Go to College. Creating a Financial Stake in College: Report III of IV&quot; (ED540298).]
Why Policymakers Should Care about Children's Savings. Creating a Financial Stake in College: Report I of IV
Author: Elliott, William, III
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Banking,Money Management,College Attendance,Children,Low Income Groups,Economically Disadvantaged,Student Financial Aid,Student Costs,Debt (Financial),Federal Legislation,Educational Research,Program Effectiveness,Academic Achievement

"Creating a Financial Stake in College" is a four-part series of reports that focuses on the relationship between children's savings and improving college success. This series examines: (1) why policymakers should care about savings, (2) the relationship between inequality and bank account ownership, (3) the connections between savings and college attendance, and (4) recommendations to refine children's savings account proposals. This series of reports presents evidence from a set of empirical studies conducted by Elliott and colleagues on children's savings research, with an emphasis on low-income children, relevant to large-scale policy proposals. One such proposal, The ASPIRE Act, would encourage savings by opening an account for every newborn child, seeding the account with an initial deposit and progressively matching contributions, and designating accumulated resources to support post-secondary education or other targeted uses such as homeownership or retirement. Collectively, these reports build on the compelling observation that children with savings in their name are given a stake in their future. As such, they are more inclined to take control over their educational experience and feel more empowered to attend college and persist through graduation. Report I presents a case for why policymakers should care about promoting savings, especially among children from lower income families. The report presents evidence on the relationship between children's savings and college success and provides the context for a broader discussion of designing children's savings policies and ensuring that they offer children a meaningful financial stake in college. Appended are: (1) Studies on Children's Savings and College Attendance/Progress; and (2) Studies on Children's Savings and Academic Achievement (Math and Reading Scores). (Contains 7 footnotes.) [For related reports, see "Does Structural Inequality Begin with a Bank Account? Creating a Financial Stake in College: Report II of IV" (ED540299); "We Save, We Go to College. Creating a Financial Stake in College: Report III of IV" (ED540298); and "Ideas for Refining Children's Savings Account Proposals. Creating a Financial Stake in College: Report IV of IV" (ED540297).]
Rebalancing Resources and Incentives in Federal Student Aid
Author: Burd, Stephen
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Federal Government,Higher Education,Incentives,Eligibility,Educational Change,Tax Credits,Tuition,Student Loan Programs,Credentials,Grants,Low Income Groups,Outreach Programs

The federal financial aid system is no longer up to today's demands. Built in a different era, its haphazard evolution over the decades has made it inefficient, poorly targeted, and overly complicated. With the need for higher education never greater and college growing increasingly unaffordable, students deserve a streamlined aid system that is more understandable, effective, and fair. Policymakers can achieve such reforms at no additional cost to taxpayers--by rebalancing existing resources and better aligning incentives for students and institutions of higher education. Ultimately, those reforms will increase access to high-quality credentials and boost student success in higher education and the workforce. In &quot;Rebalancing Resources and Incentives in Federal Student Aid,&quot; the authors offer more than 30 specific policy recommendations that are designed to create such a system. Nothing is off-limits. They recommend specific changes to federal grants, loans, tax benefits, college outreach programs and federal regulations to provide more direct aid to the lowest-income students, while strengthening accountability for institutions of higher education to ensure that more students are able to earn affordable, high-quality credentials. Taken together, the package of proposals in their report is &quot;budget-neutral&quot; over the 10-year period from federal fiscal years 2013-2022. Pell Grant Funding Sources are appended. (Contains 1 figure, 3 tables, and 120 notes.)
2012 Education Appropriations Guide. Issue Brief
Author: Delisle, Jason
Date: 2012-01-00
Type: Guides - Non-Classroom
Subjects: Educational Finance,Funding Formulas,Federal Aid,Federal Programs,Resource Allocation,Federal Legislation,Financial Policy,Policy Formation,Annual Reports,Budgeting,Politics of Education,Guides

Congress completed the fiscal year 2012 appropriations process on December 17th, 2011, finalizing annual funding for federal education programs through September 30, 2012 at $68.1 billion, down $233 million from the prior year. It is the first year since 2007 that Congress did not increase total appropriations for education programs. This issue brief is a helpful guide to the appropriations process and recently-enacted fiscal year 2012 education funding. It includes an analysis of funding for major education programs, an explanation of key budget developments and laws that shaped this year's funding, and a retrospective timeline of the 2012 appropriations process. It also includes tables comparing 2012 funding to earlier House and Senate proposals, prior year funding levels, and the president's 2012 budget request. (Contains 20 notes.)
Federal Student Loan Interest Rates: History, Subsidies, and Cost. Issue Brief
Author: Delisle, Jason
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: College Graduates,Grants,Student Loan Programs,Politics of Education,Debt (Financial),Federal Government,Loan Repayment,Credit (Finance),Federal Legislation,Federal Programs

The 2011 Occupy Wall Street protests brought countless media reports about unemployed college graduates struggling to repay their student loans and headlines sounding alarms that outstanding student loan debt will soon reach $1 trillion. Even though evidence is mixed on whether today's college graduates leave school with significantly more debt than students did a decade ago, public anxiety over student indebtedness has led some to scrutinize the repayment policies that Congress and the U.S. Department of Education set on federal student loans. Federal loans account for more than $650 billion of the $845 billion in outstanding student loans. In particular, many observers have questioned the 6.8 percent fixed interest rate the government currently charges on the most widely-available type of federal student loan (Unsubsidized Stafford) given that interest rates on other loans, such as home mortgages, are now at record lows. In the same vein, many are puzzled as to why a temporary reduction on interest rates for a subset of loans (Subsidized Stafford loans) in effect since 2008 expires this year. Relatedly, some observers--including members of Congress--claim that that the federal government is making a profit on student loans because it charges higher rates than it pays to borrow. They point to official cost estimates that appear to show that borrowers receive &quot;negative subsidies&quot; on their student loans. This issue brief examines the claims and arguments outlined above. It explains why Congress set the interest rate on federal student loans at a fixed 6.8 percent rate and why Congress temporarily reduced this rate to 3.4 percent for certain loans. It also argues that federal student loan interest rates are still favorable even in today's low rate environment, and that current rates provide borrowers with subsidies and better terms than are available in the private market. This issue brief disputes the argument that the government's low cost of borrowing suggests that student loan interest rates are unfavorably high for borrowers. It concludes with an explanation of why official cost estimates, which suggest that student loan interest rates earn revenue for the government, do not fully account for the costs of the program. (Contains 39 notes.)
Cracking the Credit Hour
Author: Laitinen, Amy
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Higher Education,College Credits,Measurement,Educational History,Government Role,Federal Government,College Faculty,Retirement Benefits,Time,Learning,Grade Inflation,Educational Experiments,Educational Policy,Futures (of Society),Performance Based Assessment

The basic currency of higher education--the credit hour--represents the root of many problems plaguing America's higher education system: the practice of measuring time rather than learning. &quot;Cracking the Credit Hour&quot; traces the history of this time-based unit, from the days of Andrew Carnegie to recent federal efforts to define a credit hour. If the U.S. is to reclaim its position as the most-educated nation in the world, federal policy needs to shift from paying for and valuing time to paying for and valuing learning. In an era when college degrees are simultaneously becoming more important and more expensive, students and taxpayers can no longer afford to pay for time and little or no evidence of learning. If the U.S. is to reclaim its position as the most-educated nation in the world, federal policy needs to shift from paying for and valuing time to paying for and valuing learning. In an era when college degrees are simultaneously becoming more important and more expensive, students and taxpayers can no longer afford to pay for time and little or no evidence of learning. &quot;Cracking the Credit Hour&quot; outlines several indications that the credit hour is antiquated: (1) Schools themselves don't believe that the credit hour represents learning. Colleges routinely reject credits earned at other colleges. Given that 59 percent of college students attend two or more schools, non-transfer of credits results in waste of time and money; (2) Seat time caters to an increasingly rare &quot;traditional&quot; student who lives and studies on campus; (3) Only 14 percent of undergraduates attend full time and live on campus; (4) Online and for-profit education has skyrocketed in the past decade; and (5) While some students earn credits for little more than sitting in class, millions of professionals who have acquired college-level learning on the job have no way to get credit for their learning. The report shows the credit hour is putting our nation's workforce and future prosperity at risk. It outlines several steps the federal government can take now to shift from measuring seat time to learning. (Contains 7 figures and 37 notes.)