ethanporcaro/eric-fulltext-meta huggingface dataset:
Statistics of State School Systems, 1963-64
Author: Schloss, Samuel
Date: 1967-00-00
Type: Historical Materials
Subjects: School Statistics,Elementary Secondary Education,Public Schools,Enrollment,Administrative Organization,School Organization,Educational Trends,Attendance,Student Transportation,Lunch Programs,Income,Expenditures,Institutional Characteristics,School Personnel,Private Schools

This report presents comprehensive statistics on the organization, staff, pupils, and finances of the regular full-time public elementary and secondary day schools in the 50 states, the District of Columbia, and the outlying areas of the United States. Detailed data are given for the survey year 1963-64 as well as historical data for selected items of information--in some instances as far back as 1869-70. In addition, national (but not state) enrollment figures are given for the following types of schools: (1) Elementary and secondary departments of institutions of higher education; (2) federally operated schools on federal installations; (3) federal schools for Indians; and (4) residential schools for exceptional children. A recapitulation of the types of schools that operate at the elementary and secondary levels and their respective enrollments is given in table A. Excluded from the survey are data for private correspondence schools, commercial and trade schools, and private schools of art, music, and dancing of less than college grade. Initial tables provide a historical summary of public school statistics; and data on school administrative units and state, local, and regional education agencies. Subsequent tables provide data on a state-by-state basis on the number of school systems, the school age population, enrollment, average daily attendance, high school graduates, instructional staff, and the school lunch program. Concluding tables present data on financing public elementary and secondary school systems, including revenue and nonrevenue receipts for public schools, total expenditures, current expenditures, capital outlays, interest on school debt, status of school bonds, value of school property, average annual salary of instructional staff, and expenditures per pupil. National totals cited in the text and appearing in each of the tables relate to the areas constituting the United States as of the time the data apply. Beginning in 1959-60, Alaska and Hawaii are included in the totals for the United States and in the totals for the West-and-Southwest region. In those tables which present historical biennial data by state, Alaska and Hawaii are shown in the West-and-Southwest region, but the figures for these States are not included in the regional or national totals prior to 1959-60. Data for this report were furnished by the departments of education of 50 states, the District of Columbia, and five outlying areas.
Statistics of State School Systems, 1975-76
Author: Grant, W. Vance
Date: 1979-00-00
Type: Historical Materials
Subjects: School Statistics,Elementary Secondary Education,Public Schools,Enrollment,Administrative Organization,School Organization,Educational Trends,Attendance,Student Transportation,Lunch Programs,Income,Expenditures,Institutional Characteristics,School Personnel,High School Graduates

This report presents comprehensive statistics on the organization, staff, pupils, and finances of public elementary and secondary schools in the 50 states, the District of Columbia, and the outlying areas of the United States. It provides detailed data for the school year 1975-76 and historical trend data for selected items of information, in some instances going back to 1869-70. The report, in addition, gives national (but not state) enrollment figures for the following types of schools: (1) elementary and secondary departments of institutions of higher education; (2) federally operated schools on federal installations; (3) federal schools for Indians; and (4) residential schools for exceptional children. Some private school data are included for regular private correspondence schools; proprietary, vocational, and trade schools; and private schools of art, music, and dancing. Table A recapitulates the types of schools (and their respective enrollments) that operate at the elementary and secondary levels. Initial tables provide a historical summary of public school statistics; and data on school administrative units and state, local, and regional education agencies. Subsequent tables provide data on a state-by-state basis on the number of school systems, the school age population, enrollment, average daily attendance, high school graduates, instructional staff, and the school lunch program. Concluding tables present data on financing public elementary and secondary school systems, including revenue and nonrevenue receipts for public schools, total expenditures, current expenditures, capital outlays, interest on school debt, status of school bonds, value of school property, average annual salary of instructional staff, and expenditures per pupil. National totals in this report represent data summations for the states constituting the United States as of the time the data apply.
Toward the Continuous Improvement of Chicago Public Schools&apos; High Churn Elementary Schools
Author: Walker, Lisa J.
Date: 2021-12-00
Type: Reports - Research
Subjects: Educational Improvement,Elementary Schools,Public Schools,Institutional Characteristics,Attendance,Enrollment Trends,Barriers,Accountability,Student Mobility,Homeless People,Teacher Effectiveness,School Restructuring,Teacher Attendance,Measurement Techniques,Educational Policy,Capacity Building,Teacher Persistence,Faculty Mobility,Disadvantaged Schools,Academic Achievement

The UIC Center for Urban Education Leadership (CUEL) brief is an analysis that examines schools that have historically struggled to improve within the context of the Chicago Public Schools SQRP Accountability System. In this research brief, CUEL researchers advance the term 'high churn&quot; to describe a school type that has proven particularly challenging to improve. These schools exhibit comparatively high instability in student enrollment and attendance evidenced in rates of student mobility, chronic absence, and student homelessness. Teacher instability is also common in these schools. Walker and Tozer make the case for envisioning new improvement foci and approaches in these sorts of schools.
Concurrent Enrollment Report. 2020 Report
Author: California Community Colleges, Chancellor's Office
Date: 2020-03-01
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Full Time Students,School Districts,Part Time Students,Enrollment Trends,Noncredit Courses,Physical Education,College Credits,State Legislation,Grades (Scholastic),Summer Schools

Education Code section 76002 requires the Chancellor's Office to prepare and submit a report each year on the number of full-time equivalent students (FTES) claimed by each community college district for special part-time and special full-time students for the preceding academic year in each of the following class categories: (1) Noncredit; (2) Nondegree-applicable; (3) Degree-applicable, excluding physical education; and (4) Degree-applicable physical education. Table 1 summarizes the number of FTES claimed for special part-time and special full-time students for each community college district in 2018-19. Table 2 shows systemwide FTES data for multiple fiscal years. Education Code section 48800 requires the Chancellor's Office to report the number of systemwide summer session students with passing grades for multiple fiscal years. Table 3 displays that data, showing year-to-year percentage change.
Statistics of State School Systems, 1965-66
Author: Hutchings, Clayton D.
Date: 1968-12-00
Type: Historical Materials
Subjects: School Statistics,Elementary Secondary Education,Public Schools,Enrollment,Administrative Organization,School Organization,Educational Trends,Attendance,Student Transportation,Lunch Programs,Income,Expenditures,Institutional Characteristics,School Personnel,High School Graduates

This report presents comprehensive statistics on the organization, staff, pupils, and finances of the regular full-time public elementary and secondary day schools in the 50 states, the District of Columbia, and the outlying areas of the United States. Detailed data are given for the survey year 1965-66, as well as historical data for selected items of information--in some instances as far back as 1869-70. In addition, national (but not state) enrollment figures are given for the following types of schools: (1) Elementary and secondary departments of institutions of higher education; (2) federally operated schools on Federal installations; (3) federal schools for Indians; and (4) residential schools for exceptional children. A recapitulation of the types of schools that operate at the elementary and secondary levels and their respective enrollments is given in table A. Excluded from the survey area are data for private correspondence schools, commercial and trade schools, and private schools of art, music, and dancing. National totals represent a summation of the data for the States constituting the United States as of the time the data apply. Thus, for the years 1919-20 through 1957-58, national totals include 48 States and the District of Columbia. Data for Alaska are included in the United States totals beginning with 1958-59 and Hawaii beginning with 1959-60. When available, detail figures are given for Alaska and Hawaii for earlier years and these may be combined with the United States totals when comparable totals for 50 States and the District of Columbia are wanted. [For &quot;Statistics of State School Systems, 1963-64,&quot; see ED622260.]
Statistics of State School Systems, 1967-68
Author: Barr, Richard H.
Date: 1970-12-00
Type: Historical Materials
Subjects: School Statistics,Elementary Secondary Education,Public Schools,Enrollment,Administrative Organization,School Organization,Educational Trends,Attendance,Student Transportation,Lunch Programs,Income,Expenditures,Institutional Characteristics,School Personnel,High School Graduates

This report presents comprehensive statistics on the organization, staff, pupils, and finances of the regular full-time public elementary and secondary day schools in the 50 states, the District of Columbia, and the outlying areas of the United States. Detailed data are given for the survey year 1967-68, as well as historical trend data for selected items of information--in some instances from as far back as 1869-70. In addition, national (but not state) enrollment figures are given for the following types of schools: (1) elementary and secondary departments of institutions of higher education; (2) federally operated schools on federal installations; (3) federal schools for Indians; and (4) residential schools for exceptional children. A recapitulation of the types of schools that operate at the elementary and secondary levels and their respective enrollments is given in table A. Initial tables provide a historical summary of public school statistics; and data on school administrative units and state, local, and regional education agencies. Subsequent tables provide data on a state-by-state basis on the number of school systems, the school age population, enrollment, average daily attendance, high school graduates, instructional staff, and the school lunch program. Concluding tables present data on financing public elementary and secondary school systems, including revenue and nonrevenue receipts for public schools, total expenditures, current expenditures, capital outlays, interest on school debt, status of school bonds, value of school property, average annual salary of instructional staff, and expenditures per pupil. National totals shown in this report represent summations of the data for the states constituting the United States as of the time the data apply. Thus, for the years 1919-20 through 1957-58, national totals include 48 states and the District of Columbia. Data for Alaska are included in the totals for the United States and for the West and Southwest region beginning with 1958-59; for Hawaii, beginning with 1959-60. Available data are given for Alaska and Hawaii for earlier years, and these may be combined with the U.S. totals when comparable totals for the 50 states and the District of Columbia are needed. [For &quot;Statistics of State School Systems, 1965-66,&quot; see ED622264.]
A Hand-Book of the English Language, for the Use of Students of the Universities and Higher Classes of Schools
Author: Latham, R. G.
Date: 1861-00-00
Type: Historical Materials
Subjects: Textbooks,English Instruction,Alphabets,Phonology,Spelling,Pronunciation,Intonation,Suprasegmentals,Dialects,Syntax,Etymology,Diachronic Linguistics,Higher Education

This English language textbook is divided into seven distinct parts: (1) General Ethnological Relations of the English Language; (2) History and Analysis of the English Language; (3) Sounds, Letters, Pronunciation, Spelling; (4) Etymology; (5) Syntax; (6) Prosody; and (7) Dialects of the English Language. It is intended for students attending universities and upper classes in schools.
A High School Algebra
Author: Young, J. W. A.
Date: 1913-00-00
Type: Historical Materials
Subjects: Textbooks,Algebra,Secondary School Mathematics,Mathematics Instruction,High Schools

This volume presents a full high-school course in elementary algebra and contains all the topics given in the standard year-and-a-half courses. It is adapted to the prevailing practice of teaching elementary algebra in two courses--a full-year course followed by a half-year course. The first 23 chapters contain all the work required in any standard one-year course, and the remaining 10 chapters comprise a subsequent half-year course, reviewing and extending the elementary processes, fractions, factoring, exponents, and methods of solving equations, before any new topics are given. The result is a single volume adapted to a continuous one-and-a-half year course, or to a course in which geometry intervenes between first-year and second-year algebra. Ample practice work under more important topics, such as equations, factoring, highest common factor, fractions and exponents are included. Among the features that contribute to the teachableness of the book are the Historical Notes--brief sketches describing the origin of some of the more important topics of algebra and accompanying biographical notes and portraits of famous mathematicians. Additionally, teachers will appreciate the inductive developments, the cross references, illustrative problems, methods of testing results, careful statement of rules, topical and logical arrangement, definite classification, the frequent reviews, and the summaries of the theoretic chapters.
Bridging the Gap on Funding the True Costs of NGOs in India
Author: Venkatachalam, Pritha
Date: 2022-06-00
Type: Reports - Research
Subjects: Foreign Countries,Nongovernmental Organizations,Financial Support,Costs,Grants,Stakeholders,Communication Strategies,Evaluation

There's a gap between funders' perspectives on how much they support indirect costs (&quot;overhead&quot;) and organisational development, and NGOs' perspectives on just how much funders are willing to support it. Improved communication between funders and NGOs would help to build trust and shift entrenched attitudes and practices. This research along with our assessment guide and tips can support NGOs and funders in this important work. [For the assessment guide, &quot;Organisational Development Assessment Guide,&quot; see ED622362. For the tips, &quot;Tips for Grant Pitches: Know Your Funder's Mindset,&quot; see ED622361.]
Reverse Transfer: The Feasibility of Reverse Transfer in the BC Transfer System
Author: McQuarrie, Fiona A. E.
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Reverse Transfer Students,College Credits,Educational Attainment,Associate Degrees,Community Colleges,Foreign Countries,Transfer Policy,Postsecondary Education,State Policy

Reverse transfer has been part of the United States post-secondary landscape for more than a decade, in the form of statewide, system-wide, regional, and institutional transfer agreements. Reverse transfer agreements, as structured in the US, allow a college student in an associate degree program who transfers to a university before completing the associate degree to transfer credit &quot;back&quot; to the college, and receive the college's associate degree while staying enrolled at the university. Reverse transfer can benefit students by expanding their educational and career options, and, motivating them to continue their studies. It can also benefit post-secondary institutions by improving credential completion rates. The British Columbia post-secondary system has included two associate degree programs, the Associate of Arts (AA) and Associate of Science (AS), since the mid 1990s. This report explores the potential for reverse transfer in the BC Transfer System. The report focuses primarily on the potential for reverse transfer in BC involving associate degrees. However, reverse transfer agreements can also facilitate students' completion of credentials such as diplomas and certificates. The report reviews published research on reverse transfer agreements, and describes the characteristics of reverse transfer agreements in the US. The report reviews the features of BC's associate degree programs, and then presents data that may indicate student interest in, and demand for, reverse transfer in BC. It provides system-wide and institutional recommendations around the potential for reverse transfer in BC.
Pandemic Pods and Teaching to the Whole Child: The Role of Parents and Community
Author: King, Melissa Steel
Date: 2022-04-11
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Holistic Approach,Distance Education,Social Development,Emotional Development,Physical Health,Mental Health,Self Concept,Academic Achievement,Culturally Relevant Education,Minority Group Students,African American Students,American Indian Students,Parent Role,Community Role,Child Development,Discipline,Parent Participation,Educational Policy,Inclusion

This paper draws from the Center on Reinventing Public Education's (CRPE's) study of pandemic pods conducted in 2020 and 2021 to understand what lessons can be drawn from the focused implementation of the whole-child approach in pandemic learning communities and to what degree these lessons are applicable to traditional schooling. The majority of the learning environments and their leaders that are the focus of this paper intentionally aimed to support children's social, emotional, physical, and mental health and/or identity development, as well as their academic growth. Promoting a safe, supportive, connected, and culturally competent learning environment was also a key priority, especially in pods designed for students who are Black, Indigenous, and people of color (BIPOC). Universally, these elements were supplemental to academic instruction.
The Boston Opportunity Agenda: Tenth Annual Report Card
Author: Boston Foundation
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Readiness,Reading Skills,Mathematics Skills,Dropout Rate,High School Graduates,Postsecondary Education,Educational Attainment,Kindergarten,Elementary Education,Elementary Secondary Education,Primary Education,Grade 3,Grade 6,College Graduates,Program Effectiveness,College Readiness,Partnerships in Education,Agency Cooperation,Government Role,Summer Programs,Public Schools,Adult Learning,Community Involvement,Educational Quality,Grade 8,Catholic Schools,Charter Schools,Career Readiness,Outcomes of Education,Economically Disadvantaged,English Language Learners,Students with Disabilities,Racial Differences,Gender Differences,Ethnicity,Cognitive Style,Measures (Individuals)

The tenth annual Boston Opportunity Agenda Report Card takes a closer look at the impact of two years of pandemic on the achievement of students on key indicators from kindergarten through college and adult education. It finds mixed results for Boston's public and public charter school students, with some areas seeing much larger changes triggered by the pandemic than others. This report card contains the most up-to-date information available on Boston's education pipeline, including measures on: (1) school readiness; (2) third-grade reading proficiency; (3) sixth-grade mathematics proficiency; (4) dropout rates; (5) high school completion; (6) postsecondary enrollment and completion statistics; and (7) adult postsecondary attainment. [Current partners are identified in the programmatic updates section of the report card. For the Ninth Annual Report Card, see ED613767.]
A Developmental Framework for the Integration of Social and Emotional Learning and Career and Workforce Development
Author: Dermody, Caitlin M.
Date: 2022-03-08
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Evidence Based Practice,Career Development,Labor Force Development,Communities of Practice,Career Readiness,Job Skills,Soft Skills,Diversity,Integrated Activities,Elementary Secondary Education

The purpose of this brief is to introduce a developmental framework for states working to systematically integrate evidence-based social and emotional learning (SEL) with career and workforce development efforts. Career and workforce development is a well-known, nonpartisan strategy for preparing students for postsecondary success in schools. According to the Coalition for Career Development Center (CCD), career development is &quot;a process that informs individuals about career opportunities, helps them identify their talent, become aware of how their talent transfers into a wide range of occupational opportunities and enables them to make effective decisions on the academic and postsecondary pathways that will enable them to pursue their career and life goals&quot; (CCD, 2021). Adopting this definition, Collaborative for Academic, Social, and Emotional Learning (CASEL) uses the term &quot;career and workforce development&quot; to capture the diversity of approaches and efforts employed by states to describe this process and the efforts that support it. CASEL, the Coalition for Career Development Center, and CIVIC created this developmental framework in collaboration with eight states (Delaware, Kansas, Nevada, North Dakota, Ohio, Pennsylvania, Utah, Wisconsin) participating in the CASEL Collaborating States Initiative (CSI) SEL and Career and Workforce Development Community of Practice (CoP). This community of practice supports states advancing the integration of SEL with career and workforce development and fosters relationships in which lessons can be shared, common challenges can be discussed, and innovative ideas can be discovered. Specific strategies for the integration of SEL and career and workforce development efforts are being co-constructed through our partnership with states. [This report was prepared with the Coalition for Career Development Center (CCD) and CASEL's Collaborating States Initiative (CSI) partners.]