ethanporcaro/eric-fulltext-meta huggingface dataset:
The Public School System of Memphis, Tennessee. Report of a Survey Made under the Direction of the Commissioner of Education. Bulletin, 1919, No. 50. Part 5: Music
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-00-00
Type: Historical Materials
Subjects: Public Schools,Music Education,White Students,African American Students,High Schools,Elementary Schools,Elementary School Teachers,Singing,Textbooks,Teaching Methods,Teacher Competencies

In April, 1919, at the request of the Board of Education of Memphis, Tennessee, the United States Commissioner of Education submitted the conditions on which the Bureau of Education would make a survey of the public school system of that city. This study of the Memphis schools is intended to be a study of policies and practices; not of persons. The report is issued in seven separate parts for general circulation. A summary of conclusions and recommendations will be found at the end of each chapter. Part 5, Music, is divided into the following sections: (1) Music in the elementary white schools; (2) Music in elementary colored schools; (3) Music in high schools; (4) General aspects; and (5) Summary and recommendations. Recommendations include: (1) Provide a copy of each of two or three good books of rote songs for the desk of every first and every second grade teacher. (This would devolve upon the board of education); (2) Provide every teacher with a pitch pipe and require and instruct teachers in its use. (Board of education and music department); (3) Issue a carefully selected list of rote songs for first and second grades and require teacher to stay within this list or to use no other songs except on approval of the music department. (Music department); (4) Develop the light head voices of teachers and children and secure a tone about one-half as loud as that now in use, but that will be pure and flexible. (Music department); and (5) In seventh and eighth years find out what the register of the various children's voices are and assign each to a part that conforms to that register and is notated on the staff exactly within that register. (Music department). [For Parts 1-4, see ED541284-ED541287. For Parts 6 and 7 see ED541289 and ED541290. Best copy available has been provided.]
The Public School System of Memphis, Tennessee. Report of a Survey Made under the Direction of the Commissioner of Education. Bulletin, 1919, No. 50. Part 6: Industrial Arts, Home Economics and Gardening
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-00-00
Type: Historical Materials
Subjects: Evening Programs,Vocational Education,Vocational Schools,Industrial Arts,Educational Change,Gardening,Home Economics,Public Schools,African American Education,Equipment,Libraries,Enrollment Trends,High Schools,Part Time Students,Job Skills

In April, 1919, at the request of the Board of Education of Memphis, Tennessee, the United States Commissioner of Education submitted the conditions on which the Bureau of Education would make a survey of the public school system of that city. This study of the Memphis schools is intended to be a study of policies and practices; not of persons. The report is issued in seven separate parts for general circulation. A summary of conclusions and recommendations will be found at the end of each chapter. Part 6, Industrial Arts, Home Economics and Gardening, covers the following topic areas: (1) Manual training (aims and purposes; variety and flexibility to be sought; colored schools; organization; elementary hand work; relation to other studies; equipment; course of study; time allotment; nature of shopwork; library); (2) Vocational education (enrollment; program for the Vocational High School; prevocational classes; basis for selection; unit trade classes; part-time classes; evening classes; vocational school for Negroes); (3) Home economics (in the Central High School; in the Vocational High School; in the Rozelle School; in the Kortrecht High School (colored); in the Grant School (colored); recommendations); and (4) School gardening (time in school; Memphis a pioneer in gardening; activities of children; occupation of children; available space; teacher training; summary of conclusions and recommendations). [For Parts 1-5, see ED541284-ED541288. For Part 7, see ED541290. Best copy available has been provided.]
The Public School System of Memphis, Tennessee. Report of a Survey Made under the Direction of the Commissioner of Education. Bulletin, 1919, No. 50. Part 7: Health Work
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-00-00
Type: Historical Materials
Subjects: Public Schools,Educational Change,Financial Support,School Health Services,Surveys,Urban Schools,Educational Methods,Child Development,Mental Health,Cognitive Ability,High Schools,Playgrounds,Equipment,Athletics,Child Health,Hygiene

In April, 1919, at the request of the Board of Education of Memphis, Tennessee, the United States Commissioner of Education submitted the conditions on which the Bureau of Education would make a survey of the public school system of that city. This study of the Memphis schools is intended to be a study of policies and practices; not of persons. The report is issued in seven separate parts for general circulation. A summary of conclusions and recommendations will be found at the end of each chapter. Part 7, Health Work, addresses: (1) Educating for vigor and sanity; (2) The obligation of the schools; (3) Physical condition of school children; (4) Mental status of children; (5) What is being done; (6) A plan proposed; (7) The high schools; and (8) Summary of conclusions and recommendations. The following are among the recommendations made: (1) Every school should have decently adequate playground space and simpler and inexpensive equipment; (2) Centrally located athletic fields should be provided in each logical school district; (3) Define the respective obligations and duties of the health department and of the school department with respect to health examination and supervision. Increase facilities and financial support of both departments; and (4) Coordinate the several lines of work now carried on by the schools in a division of school hygiene or &quot;school health service&quot; in charge of a director who combines technical and executive competence. (Contains 7 tables and 6 footnotes.) [For Parts 1-6, see ED541284-ED541289. Best copy available has been provided.]
The Application of Commercial Advertising Methods to University Extension. Bulletin, 1919, No. 51
Author: Orvis, Mary Burchard
Date: 1919-00-00
Type: Historical Materials
Subjects: Extension Education,Advertising,Correspondence Study,Letters (Correspondence),State Departments of Education,Educational History,War,Educational Environment,State Colleges,Publicity,Marketing,Guides,Guidelines,College Role,Outreach Programs,Mass Media,School Catalogs,Layout (Publications),Adult Education,Visual Aids

For many years, colleges, universities, and State departments of education have become more and more conscious of the importance of extension education, and of the obligation resting upon them to promote it in every way practicable. This is especially true of the State university, which, in many States, is now making an honest effort to extend the limits of its campus to the boundaries of the State which supports it, and to render a measure of service to the thousands of men and women who desire to extend their knowledge and training, and who are unable, for one reason or another, to take up residence at the university and pursue a regular course of instruction within its walls. The war has greatly increased both the need and the demand for such extension work, and the institutions engaged in it are seeking help in making this work more effective. For the purpose of giving such help, and also for the purpose of promoting the cause of extension education generally, the Bureau of Education has arranged for the preparation of a series of monographs on this subject. This bulletin on the application of commercial advertising methods to university extension, the first of these to be completed, covers the following topics: (1) The obligation to advertise; (2) Purpose of the bulletin; (3) Nature of advertising and publicity; (4) Advertising and the psychology professor; (5) The duty of establishing contacts through publicity; (6) The publicity agent; (7) Use of advertising texts; (8) Announcements; (9) University catalogues; (10) General extension division announcements; (11) Class and correspondence study announcements; (12) Formalized descriptions; (13) Special announcements and folders; (14) Newspaper articles; (15) The news element; (16) Planning the campaign; (17) Release vs. Special copy; (18) Keeping the reader in mind; (19) The "lead"; (20) Concreteness; (21) Brevity and form; (22) Form letters; (23) Post cards; (24) Following up inquiries; (25) Letters to employers; (26) Street car posters; (27) The layout; (28) Newspaper advertising; (29) The field organizer; (30) Talks to groups; (31) The social side of extension activities; (32) Cooperation with labor; and (33) The necessity for greater effort now. [Best copy available has been provided.]
Industrial Schools for Delinquents, 1917-18. Bulletin, 1919, No. 52
Author: Department of the Interior, Bureau of Education (ED)
Date: 1920-00-00
Type: Historical Materials
Subjects: Illiteracy,Statistics,School Size,Delinquency,Industrial Education,Institutionalized Persons,Correctional Institutions,Teachers,Costs,Financial Support,Program Development

After the statistical report found in Volume II, 1917, Report of the Commissioner of Education, containing statistics for the year 1915-16, had been prepared, the Bureau of Education adopted the plan of collecting statistics biennially instead of annually, as had been done in preceding years. This bulletin contains statistics of Industrial Schools for delinquents for the years 1917-18. The following contents are included: (1) Schools reporting; (2) Nomenclature; (3) Size of schools; (4) Inmates; (5) Teachers; (6) Parentage of inmates; (7) Illiteracy; (8) Valuation of property per inmate; (9) Receipts; (10) Total expenditures; and (11) Endowment of funds. (Contains 17 tables and 16 figures.) [This bulletin was prepared by the Statistical Division of the Bureau of Education, under the supervision of H. R. Bonner, collector and compiler of statistics. Best copy available has been provided.]
Doctorate Recipients from U.S. Universities: 2011. NSF 13-301
Author: National Science Foundation
Date: 2012-12-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Public Agencies,Doctoral Degrees,Intellectual Disciplines,Federal Programs,Educational Trends,Trend Analysis,Graduate Study,Graduate Students,Student Characteristics,Career Choice,Paying for College,Glossaries,Graduate Surveys,Internet,Resources,Bibliographies,Minority Group Students,Gender Differences,Racial Differences,Foreign Students,Labor Market,Student Financial Aid,STEM Education,Social Sciences,Humanities,Time to Degree

The survey of earned doctorates, the data source for this report, is an annual census of individuals who receive research doctoral degrees from accredited U.S. academic institutions. The survey is sponsored by six federal agencies: the National Aeronautics and Space Administration, National Endowment for the Humanities, National Institutes of Health, National Science Foundation (NSF), U.S. Department of Agriculture, and U.S. Department of Education. These data are reported in several NSF publications, the most comprehensive and widely cited of which is this report, "Doctorate Recipients from U.S. Universities." This report calls attention to important trends in doctoral education, organized into five themes. Each theme highlights an important question about doctorate recipients. Online, the reader is invited to explore trends in greater depth through detailed data tables and interactive graphics (www.nsf.gov/statistics/sed/). This paper also includes: (1) Glossary; (2) Data Source; (3) Further Reading; and (4) Online Resources.
School Budget Report for School District of Philadelphia: School Year 2008-2009
Author: Education Resource Strategies
Date: 2009-00-00
Type: Reports - Research
Subjects: Educational Finance,Urban Schools,Budgeting,School Districts,Budgets,Partnerships in Education,Accountability,Access to Information,Disclosure,Barriers,Instructional Leadership,Efficiency,Organizational Effectiveness,School District Spending,Pattern Recognition,Comparative Analysis,Resource Allocation,School District Size,Enrollment Projections

In the fall of 2007, Education Resource Strategies (ERS) was invited by Philadelphia's School Reform Commission to conduct a Resource Use Analysis for the School District of Philadelphia (SDP) that would in part inform a possible transition to weighted student funding. In April 2008, ERS began the first set of interviews and data gathering designed to inform the mapping and measuring of resource use in Philadelphia. This phase of the partnership between ERS and SDP has focused on five overarching questions: (1) Transparency: Is the SDP budget process clear, well documented and easily understood?; (2) Budget Impact: How does the budget process impact the ability of school leaders to use resources in keeping with research-based practice?; (3) Spending Comparison: How do spending patterns in SDP compare to other urban districts?; (4) Distribution Across Schools: Does each school receive the appropriate share of SDP resources given their student population, challenges, and goals?; and (5) Spending Difference Drivers: What factors account for differences in spending across SDP schools? Key findings are the following: (1) Transparency: SDP has clarified how the existing school budget process works and improved reporting; (2) Budget Impact: Key budget processes limit the ability of school leaders to staff schools around a coherent instructional vision; (3) Spending Comparison: Compared to other urban districts, SDP overhead is low but Operations &amp; Maintenance (O&amp;M) costs are high because SDP runs too many schools; (4) Distribution Across Schools: Despite recent district efforts, many of the neediest schools receive fewer resources per pupil than other SDP schools; and (5) Spending Difference Drivers: Spending differences across SDP schools are driven primarily by size and inaccurate enrollment projections. Recommendations fell into two categories: (1) Distribution of resources to SDP schools; and (2) Improve the use of school-level resources. Appended are: (1) ERS Use/Function Coding Methodology; (2) Coding Exclusions; (3) Regression Analysis Results-Detailed Breakdown; (4) Breakout of costs of Imagine 2014 Initiatives; and (5) Effect on per-pupil funding of adding Imagine 2014 initiatives. (Contains 24 figures and 35 footnotes.)
Teaching Quality: The First Priority. Strategic Design
Author: Education Resource Strategies
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Educational Resources,Institutional Characteristics,Differences,Effective Schools Research,Resource Allocation,Methods,Reliability,Administrative Organization,Alignment (Education),School Districts,Teacher Effectiveness,Total Quality Management,Time Management,Time on Task,Educational Strategies,Individualized Instruction

Resources matter. How well schools and districts use their people, time, and money is often even more important than how much they receive. Education Resource Strategies' extensive research with districts and schools shows that despite differences in school level, size, location, student population, or even instructional focus, high-performing schools organize their resources in very consistent ways. They begin with a clearly defined instructional model and create organizational structures they call "Strategic Designs" that deliberately organize people, time, and money to advance their specific instructional practices. Specifically, high-performing schools organize and use resources to: (1) Invest to continuously improve Teaching Quality through hiring, professional development, job structure, and collaborative planning time; (2) Use Student Time strategically, linking it to student learning needs; (3) Create Individual Attention and personal learning environments. The authors have dubbed these organizing principles the "Big Three" guiding resource strategies. These strategies can either be implemented by individual schools or designed and supported by school districts for implementation at the school level. This brief dives into the specifics of the first principle of Strategic Design. It is intended to jumpstart resource conversations by providing examples, action steps, and probing questions to consider as schools and districts rethink their resources. A bibliography is included. (Contains 17 endnotes.)
Realigning Resources for District Transformation: Using American Recovery and Reinvestment Act Funds to Advance a Strategic Education Reform Agenda
Author: Education Resource Strategies
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: School Districts,State School District Relationship,Partnerships in Education,Educational Finance,Federal Legislation,State Programs,Strategic Planning,Resource Allocation,Knowledge Management,Educational Practices,School District Spending,Financial Support,Instructional Effectiveness,Teacher Effectiveness,Educational Change,School Culture,Instructional Improvement,Alignment (Education)

School districts and states have begun to receive education funds doled out from the American Recovery and Reinvestment Act, or ARRA, and many have a simple plan for the money--prevent teacher layoffs and restore current programs that were heading for the chopping block. This plan aligns with the legislation's intent to address the acute financial problems facing school districts around the country, yet the act's name points to a greater purpose than simple relief for its substantial, one-time funds. The act's State Fiscal Stabilization Funds, complemented by a one-time boost to a variety of categorical programs, provide an unprecedented opportunity for districts to advance a strategic agenda: to align and fundamentally restructure their use of resources to improve academic achievement for all students. This paper provides concrete ideas for strategic spending in three key areas--taking stock of current practices, focusing on support for quality instruction, and making transitional investments--in order to give some guidance to those districts seeking to balance the act's short-term focus on preserving jobs with its long-term goals of promoting student achievement. (Contains 13 endnotes.)
Are You Getting the Most out of Your ARRA Spending?
Author: Education Resource Strategies
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: School Districts,Economic Climate,Educational Finance,Resource Allocation,Instructional Improvement,Federal Aid,Federal Legislation,Needs Assessment,Educational Change,Strategic Planning,State School District Relationship,Partnerships in Education

These are tough times for schools and districts, and they will get tougher. Costs are rising on autopilot, while education revenues are declining. State and local budgets are almost certainly facing deficits over the next few years that will be even more serious than the current shortfalls. Federal stimulus funds have created some breathing room, and have helped many states fill or reduce budget gaps in the short term. This was clearly part of the intent of the stimulus package--to prevent massive layoffs in states and districts hard hit by the economic downturn. But, unless districts use these funds--and the breathing room--to plan for and invest in fundamental changes to their underlying cost structures, they will have lost the historic opportunity that the stimulus offers. Economic pressure and demand for better results are forcing districts and schools to change. To do so successfully, they must invest to revamp their underlying strategies and dismantle the old cost structures to support new ways of working. Districts have two choices--do less with less, or take dramatic steps now to ensure that despite budget gaps, they end up with a transformed system that generates better results. Education Resource Strategies has been working along with district leaders to respond to this historic challenge. This work highlights the need for districts to proceed in four key ways to make the most of federal stimulus funds and the mandate to close achievement gaps: (1) Be strategic; (2) Reallocate and invest to sustain transformation; (3) Build the case for hard but needed changes; and (4) Collaborate with the state. The districts that end up with the most competitive stimulus funds--and the districts that have the best shot at actually improving achievement for their students--will be the ones dedicated to becoming leaner, stronger, and focused on instructional improvement. They will create sustainable transformation by using a comprehensive, data-driven strategy to make tough resource reallocation choices and using ARRA funding as an investment to enable effective transition. (Contains 3 footnotes.)
School Districts Choosing to Charter. Authorizer Issue Brief. Number 6
Author: Lake, Robin
Date: 2004-11-00
Type: Reports - Evaluative
Subjects: School Districts,Urban Schools,Rural Schools,Suburban Schools,Educational Finance,Charter Schools,Organizations (Groups),School District Autonomy,Planning,Leadership,Standards,Accountability,At Risk Students,Parent Participation,Instructional Effectiveness,Dropout Prevention,Partnerships in Education

School district associations across the country have often opposed charter school legislation as strongly, or more strongly, than have teachers unions. They typically argue charter schools will threaten the tradition of local control of schools by elected officials, drain their financial resources, and distract them from pursuing &quot;system-wide&quot; reforms. Yet many school districts across the country have embraced charter schools as an integral part of their overall strategy for school improvement. This brief explores the reasons urban, suburban, and rural districts alike have taken an approach so different from their associations' typical political position by pursuing chartering as a school improvement strategy, and it offers suggestions for districts interested in pursuing the charter option. (Contains 4 endnotes and 2 resources.)
Building a Foundation for Success: How Authorizers Can Help Schools with the Facilities Challenge. Authorizer Issue Brief. Number 2
Author: Halsband, Robin
Date: 2004-05-00
Type: Reports - Evaluative
Subjects: Charter Schools,Financial Support,Educational Facilities Improvement,School Buildings,Budgets,Costs,School Maintenance,Credit (Finance),Educational Administration,Administrator Role

One of the single biggest challenges for a charter school is securing financing for an adequate facility. While a stellar building provides no guarantee that a school will be a success, having adequate facilities that at least meet the needs of an academic program without robbing the budget can go a long way toward creating an environment conducive to learning. Many charter schools, however, have struggled to obtain even adequate facilities at a reasonable cost. Some have failed to open altogether due to facilities challenges. Authorizers are limited in the direct support and resources they can provide for charter schools' capital needs. Nevertheless, they can and do play an important role in the relationship between charter schools and financial institutions that provide facilities financing. This brief will explore the ways in which authorizers can, indirectly and directly, affect a school's ability to obtain the financing necessary for a schoolhouse. Part I examines the indirect impact: how the quality of the authorizer, as perceived by a financial institution, can affect loan decisions. Part II considers the direct, proactive roles that some authorizers have taken to help schools meet their facilities financing needs. (Contains 9 resources.)