ethanporcaro/eric-fulltext-meta huggingface dataset:
How America Saves for College, 2010. Sallie Mae's National Study of Parents with Children under 18
Author: Sallie Mae, Inc.
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Parent Attitudes,Paying for College,Higher Education,Money Management,Parent Financial Contribution,Family Financial Resources,Parent Responsibility,Economic Factors,Motivation,Family Income,Racial Differences,Ethnicity,Student Loan Programs,Grants,Goal Orientation

American families have felt first-hand the significant impact of the economic crisis. The job market continues to show weakness, homes have lost value, and families are concerned about their economic future. Many studies have found that families are making tough choices in limiting their discretionary spending. It is in the context of this crisis that Sallie Mae has commissioned Gallup to conduct the second annual study of "How America Saves for College," a national survey of families with children under 18. This year's survey shows that, despite the on-going economic uncertainty, most families have not lessened their commitment to saving for a college education nor have they lowered their expectations for higher education attainment for their children. However, this challenging environment has illuminated the need for an increased commitment to savings that can soften these short-term economic impacts and the need for families to make smarter choices about their spending and saving. This year's study sheds significant light on the unshakable and powerful belief that Americans have in the value of college and the importance of saving to invest in that education. This year, saving for college has become just as high a priority as saving for retirement for American families. That belief in the value of education coupled with prioritization of college savings is only part of the solution. Technical Appendix is included. (Contains 27 tables, 34 figures and 7 footnotes.)
How America Saves for College, 2009. Sallie Mae's National Study of College Students and Parents
Author: Sallie Mae, Inc.
Date: 2009-09-00
Type: Numerical/Quantitative Data
Subjects: Parent Attitudes,Paying for College,Higher Education,Money Management,Parent Financial Contribution,Family Financial Resources,Parent Responsibility,Economic Factors,Motivation,Family Income,Racial Differences,Ethnicity,Student Loan Programs,Grants,Goal Orientation

Sallie Mae's study, "How America Saves for College 2009," conducted by Gallup, provides a measure of the commitment parents have to helping their children reach higher education and whether and how they are saving for the investment. Based on a nationally representative survey of parents of children under age 18, the study found that without regard to income or race or ethnicity, parents overwhelmingly expect their child to pursue higher education. Most parents also indicated that they intend to support their child financially for at least a portion of that endeavor. While six out of 10 parents have begun saving for college, a smaller percentage are on track to achieve their savings goal. Despite the ailing economy, more than half of parents are saving the same or more for college compared to the prior year. Technical Appendix is included. (Contains 32 tables, 25 figures and 10 footnotes.)
How America Pays for College, 2011. Sallie Mae's National Study of College Students and Parents
Author: Sallie Mae, Inc.
Date: 2011-08-00
Type: Numerical/Quantitative Data
Subjects: Student Loan Programs,Paying for College,Undergraduate Study,Educational Finance,Undergraduate Students,Parent Financial Contribution,Parents,Late Adolescents,Young Adults,Costs,Economic Factors,College Choice,Financial Support,Credit (Finance),Family Income,Scholarships,Grants,Loan Repayment,Racial Differences,Institutional Characteristics,Tuition

Sallie Mae's national study, "How America Pays for College," now in its fourth year, shows the resilience of American families' strongly held belief in the value of a college education. Even in the face of rising tuition costs and the worst economic decline in a generation, between academic years 2007-2008 and 2009-2010 Americans paid increasingly more for their college education. The 2011 survey, which covers academic year 2010-2011, shows families bucking the trend. Indeed, the average family reported paying 9 percent less than reported in 2010. This decline results from a number of factors, including: (1) a shift to lower-cost schools; (2) an increase in the numbers of low-income students; and (3) reduced out-of-pocket spending among high- and middle-income families. The study also highlights that not only has the total amount paid for college declined, but also has the relative weight of grants and scholarships increased. In 2011, families reported that grants and scholarships made up 33 percent of the total amount used to meet college costs, up from 23 percent reported in 2010. Additionally, the proportion of families using grants increased substantially (30% in 2010 to 46% in 2011). (Contains 13 figures, 41 tables and 7 footnotes.) [For 2010 report, see ED540397.]
How America Pays for College, 2012. Sallie Mae's National Study of College Students and Parents
Author: Sallie Mae, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Student Loan Programs,Paying for College,Undergraduate Study,Educational Finance,Undergraduate Students,Parent Financial Contribution,Parents,Late Adolescents,Young Adults,Costs,Economic Factors,College Choice,Financial Support,Credit (Finance),Family Income,Scholarships,Grants,Loan Repayment,Racial Differences,Institutional Characteristics,Tuition

Sallie Mae has conducted "How America Pays for College" annually since 2008, providing information about the resources American families invest in an undergraduate college education. This study focuses particularly on the planning and payment behaviors in a given academic year. Now in its fifth year, the study allows tracking over time of changes in funding choices and amounts paid. "How America Pays for College" focuses on undergraduate students ages 18 to 24. Each survey year, half of the survey population is enrolled 18 to 24 year-old undergraduates and half is the parents of enrolled 18 to 24 year-old undergraduates. For details on methodology, please see the Technical Notes section. Questions about paying for college specifically reference the July 1-June 30 academic year ending in the year referenced. Thus the survey conducted in 2012 covers amounts paid in academic year 2011-2012; 2011 covers academic year 2010-2011 and so on. For year-over-year comparison purposes, the report references the survey year (e.g., 2012, 2011, 2010, 2009, and 2008). (Contains 20 figures, 46 tables and 2 footnotes.) [For 2011 report, see ED540413.]
School District Wellness Policies: Evaluating Progress and Potential for Improving Children's Health Five Years after the Federal Mandate. Brief Report. Volume 3
Author: Chriqui, Jamie
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Technical Assistance,School Districts,Hunger,Nutrition,Wellness,Obesity,Environment,Federal Legislation,Child Health

This brief report updates data published in August 2010 from the most comprehensive, ongoing nationwide analysis of written wellness policies. It includes data from the 2006-07 through the 2010-11 school years, which were the first five years following the required implementation date for wellness policies. The major findings and trends presented identify areas where progress has been made in adopting and strengthening the written policies, as well as opportunities for improvement. New to this report are data relating to the reporting and assessment provisions required by the Healthy, Hunger-Free Kids Act. These data are especially relevant to USDA's (U.S. Department of Agriculture's) proposed rule for competitive foods and beverages, which was released in February 2013, and to the forthcoming proposed rule from USDA related to wellness policies. They also may help inform USDA's efforts to provide technical assistance to school districts regarding their wellness policies, which is required by the Healthy, Hunger-Free Kids Act. In addition, this report helps inform future policies for preventing childhood obesity and will be useful to advocates and state and local officials seeking to create a healthier school environment. This report highlights progress that has been made to implement, strengthen, and/or increase the comprehensiveness of the required wellness policy elements between school years 2006-07 and 2010-11. Consistent with prior reports, the data presented in this paper represent the percentage of students enrolled in public school districts nationwide. (Contains 4 figures and 4 tables.)
A Poll about Children and Weight: Crunch Time during the American Work and School Week--3 P.M. to Bed. Summary
Author: Robert Wood Johnson Foundation
Date: 2013-02-25
Type: Reports - Evaluative
Subjects: Public Health,Caregivers,Obesity,Health Promotion,Body Weight,Child Health,Eating Habits,Sleep,Family Relationship,Family Environment,Exercise,Health Behavior

Childhood obesity is a major public health challenge today, with complex roots interwoven into nearly every facet of American life. This poll addresses one narrow slice of this web: the challenges that families face during the "crunch time" of the work and school week, between 3 p.m. and the time children go to bed. Compared to the school day, this may be a time when parents and other adults in the household have more influence over what their children eat and do, but it is also a busy time when many are racing home from work, arranging for their children's extracurricular activities, trying to monitor homework, and getting ready for the next day. To get a detailed view of this critical window of time, this poll assesses a nationally representative sample of children, through the eyes of their parents or other responsible adults in their household who know what they ate, drank and did the day before the poll. In this report, the authors refer to this group of respondents as "parents" because parents are 87% of them, but the total group also includes grandparents and foster parents as well as aunts, uncles, and siblings. This poll aims to examine (1) the daily challenges in helping children achieve or maintain a healthy weight; (2) perceptions of children's activities and food or drink consumption; (3) practices around the "family dinner"; (4) family practices around restful sleep; and (5) family special events as compared to daily practice. (Contains 10 footnotes.) [For the full report, "A Poll about Children and Weight: Crunch Time during the American Work and School Week--3 P.M. to Bed," see ED540417.]
A Poll about Children and Weight: Crunch Time during the American Work and School Week--3 P.M. to Bed
Author: Robert Wood Johnson Foundation
Date: 2013-02-25
Type: Numerical/Quantitative Data
Subjects: Obesity,Child Health,Physical Activity Level,Children,Child Behavior,Eating Habits,Interviews,Sleep,Body Weight,Parent Attitudes,Exercise,Food,Family Relationship

Childhood obesity is a major public health challenge today, with complex roots interwoven into nearly every facet of American life. This poll addresses one narrow slice of this web: the challenges that families face during the "crunch time" of the work and school week, between 3 pm and the time children go to bed. Compared to the school day, this may be a time when parents and other adults in the household have more influence over what their children eat and do, but it is also a busy time when many are racing home from work, arranging for their children's extracurricular activities, trying to monitor homework, and getting ready for the next day. To get a detailed view of this critical window of time, this poll assesses a nationally representative sample of children, through the eyes of their parents or other responsible adults in their household who know what they ate, drank and did the day before the poll. This paper contains details of the poll responses presented in table forms and arranged in the following order: (1) Introduction; (2) 3 pm-Dinner; (3) Dinner; (4) After Dinner and Before Child Went to Bed; (5) Assessing the Day; (6) Sleep; (7) Family Events; (8) General Problems; and (9) Demographics. [For "A Poll about Children and Weight: Crunch Time during the American Work and School Week--3 P.M. to Bed. Summary," see ED540416.]
Some Industrial Art Schools of Europe and Their Lessons for the United States. Bulletin, 1922, No. 48
Author: Department of the Interior, Bureau of Education (ED)
Date: 1923-00-00
Type: Historical Materials
Subjects: Art Education,Fine Arts,Museums,Foreign Countries,Industrial Arts,Industry,Translation,Educational Development,Architecture,Apprenticeships,Womens Education

Between 1881 and 1889, a series of seven volumes was published by the French Government as a result of an investigation made by Marius Vachon. He visited the principal schools, museums, societies, and factories of the artistic industries throughout Europe, and his reports contain much basic information. It was felt that the translation of this material would be of great service in developing a system of industrial art education for the United States. Permission was therefore secured from the French Government to publish extracts from these reports. Vachon's knowledge of his subject enabled him to seize the salient points and underlying principles, and these are as vital and important to the American manufacturer, to the artist, and to the educator, at the present moment as when they were written some 35 years ago. After consultation with the director of the Industrial Art Survey, it was decided to include in this translation only those countries from which recent reports had not been secured for the survey. The translator has selected those schools whose plans and methods seemed to offer guidance for the organization of a practical system of industrial and artistic education in the United States. Appendixes include: (1) Program of studies of the Imperial Society for the Encouragement of the Arts at St. Petersburg; (2) Education and art in Soviet Russia; (3) Occupation of pupils at Brussels Academy of Fine Arts; (4) Occupation of pupils at the Ghent Industrial School; (5) Outline of organization of schools studies; (6) A system of industrial-artistic education combining all schools in this study; (7) Industries derived from the classic arts of painting, sculpture, and architecture; and (8) Courses for students of the decorative arts at the Royal Academy of Fine Arts at Antwerp. [Extracts from the studies made for the French Government by Marios Vachon. Translated by Florence N. Levy. Best copy available has been provided.]
Record of Current Educational Publications. Index: February-December, 1921. Bulletin, 1922, No. 49
Author: Department of the Interior, Bureau of Education (ED)
Date: 1923-00-00
Type: Historical Materials
Subjects: Indexes,Government Publications,Educational Resources,Federal Programs,Educational History,Annotated Bibliographies

The present bulletin constitutes a complete author and subject index to the 1,710 entries contained in the 6 numbers of the Record of Current Educational Publications issued from February to December, 1921, inclusive. The following issues of the record appeared during this period in the bulletin series: 1921, no. 3, February, 1921; 1921. no. 4, March-April, 1921; 1921, no. 23, May-June, 1921; 1921, no. 29, September, 1921; 1921, no. 49, October, 1921; 1921, no. 52, comprising publications received by the Bureau of Education to December 22, 1921. The references in the index are to the item numbers which run consecutively through the 6 issues of the record for the year. This bulletin is designed to serve institutions and persons desiring to preserve a permanent bibliography of educational literature for 1921, which may he formed by binding the 6 numbers of the record for the year with the index here presented. [Best copy available has been provided.]
Educational Directory, 1922-1923. Bulletin, 1922, No. 50
Author: Department of the Interior, Bureau of Education (ED)
Date: 1923-00-00
Type: Historical Materials
Subjects: Deans,Organizations (Groups),Government Libraries,Superintendents,Religious Education,Social Work,Parochial Schools,Federal Government,State Government,State Departments of Education,Educational Administration,College Presidents,Two Year Colleges,Law Schools,Theological Education,Dentistry,Pharmacy,Physiology,Human Body,Veterinary Medicine,Summer Schools,Teacher Education Programs,Public Libraries,School Libraries,Library Education,Boards of Education,Churches,Librarians,Administrators,Jews,Catholics,International Programs,Community Organizations,Parent Teacher Cooperation,Females,Clubs,Periodicals

This 1922 educational directory published by the Bureau of Education covers the following categories: (1) United States Bureau of Education; (2) Principal State school officers; (3) County and other local superintendents of schools; (4) Superintendents of public schools in cities and towns; (5) Presidents of universities and colleges; (6) Presidents of junior colleges; (7) Heads of departments of education; (8) Presidents or deans of schools of theology; (9) Presidents or deans of schools of law; (10) Presidents or deans of schools of medicine; (11) Presidents or deans of schools of dentistry; (12) Presidents or deans of schools of pharmacy; (13) Presidents of schools of osteopathy; (14) Deans of veterinary medicine; (15) Presidents, etc. of institutions for the training of teachers; (16) Directors of summer schools; (17) Librarians of public and society libraries; (18) Executive officers of State library commissions; (19) Directors of library schools; (20) Educational boards and foundations; (21) Church educational boards and societies; (22) Jewish educational organizations; (23) Superintendents of Catholic parochial schools; (24) Directors of schools for social workers; (25) International associations of education; (26) American educational associations; (27) Learned and civic organizations; (28) National Congress of Mothers and Parent-Teacher Associations; (29) State Federation of Women's Clubs; and (30) Educational periodicals. [Best copy available has been provided.]
Diagnosis and Treatment of Young School Failures. Bulletin, 1923, No. 1
Author: Woolley, Helen Thompson
Date: 1923-00-00
Type: Historical Materials
Subjects: Academic Failure,Observation,Special Schools,Special Classes,Public Schools,Disabilities,Special Needs Students,Mental Retardation,Child Neglect,Mental Disorders,Teaching Methods,Disability Identification

This bulletin is a report of one of those side issues, or by-products, of a piece of scientific work which often proves to be more important than the main issue. When, in 1916, the psychological laboratory of the Vocation Bureau of Cincinnati (Ohio) was given an official position in the public-school system, the first task assigned it was that of diagnosing defective children, and transferring them to classes for defectives. The laboratory was quite aware that it would be performing its most important service in this respect by selecting the children for the special classes as young as they could be definitely diagnosed, and while there was still time to train them. A 1918 study of all of the children who had left school after being enrolled in these classes for defectives showed that over 80 percent of them were 12 years or more of age when they were first assigned to special classes. The average length of stay in the special class was only a year and a half, quite too short a  time to give the special school an opportunity for training. Meanwhile, repeated failures and unnecessary conflicts with authority had made the children much harder to train than they would otherwise have been. Realizing this state of affairs, even before the statistical proof of it was available, the laboratory began its policy of urging teachers to recommend for examination children in the first and second grades whose academic failure was bad enough to lend any color to the suspicion of mental defect. The contents of this bulletin will be a somewhat detailed report of an observation class of 16 children and the history of each child down to the summer of 1921, together with the general conclusions which can be drawn from the four years of effort and continued observation. Topics covered in this bulletin include: (1) Conditions of the experiment; (2) Scientific methods and standards; (3) Analysis of the group; (4) Methods of teaching; (5) Case reports (children suffering primarily from neglect, defective children, sufferers from special defects, and a psychopathic child); and (6) Discussion of results. An index is also included. (Contains 12 footnotes.) [This bulletin was prepared under the auspices of the Helen S. Trounstine Foundation and constitutes No. 8 in the Foundation's Series of Social Studies. Best copy available has been provided.]
A School Building Program for Washington, North Carolina. Bulletin, 1923, No. 2
Author: Barrows, Alice
Date: 1923-00-00
Type: Historical Materials
Subjects: Educational Change,Play,Construction Programs,School Buildings,School Districts,Urban Schools,African American Education,African American Students,Educational Facilities Improvement,State Standards,Educational Environment

In December, 1921, the Board of Education of Washington, North Carolina requested the United States Commissioner of Education make a survey of the school buildings of Washington, NC with a view to working out a building program for the schools of that city. The author of this bulletin was detailed by the commissioner to make the survey, which she completed on December 8, 1921. The bulletin is divided into the following topical sections: (1) Washington has twice as many children as school seats; (2) What congestion means; (3) Conditions in the Negro schools; (4) No modern facilities; (5) Standards for school buildings changed in the past 10 years; (6) Children deprived of play; (6) Advantages of the work-study-play plan; and (7) Recommendations for a building program. (Contains 6 footnotes.) [Best copy available has been provided.]