ethanporcaro/eric-fulltext-meta huggingface dataset:
Education in Homeopathic Medicine during the Biennium 1918-1920. Bulletin, 1921, No. 18
Author: Dewey, W. A.
Date: 1921-00-00
Type: Historical Materials
Subjects: Medicine,Medical Schools,Enrollment Trends,Institutional Characteristics,Health Promotion

Education in the homeopathic schools of medicine is under the direct guidance of the American Institute of Homeopathy, and the requirements of the American Federation of State Medical Examiners Boards are fulfilled in all details, so that graduates may comply with the requirements of all the States and Territorial possessions. There were 45 more students in homeopathic medical colleges in 1919-20 than in 1918-19, and the increase in the freshman class was the largest. An overview of education in homeopathic medicine from 1918-1920 is presented in this bulletin, and details are provided for the following schools: (1) Boston University School of Medicine, Boston, Massachusetts; (2) New York Homeopathic Medical College and Flower Hospital, New York, New York; (3) Hahnemann Medical College of Philadelphia, Pennsylvania; (4) Homeopathic Medical College of Ohio State University, Columbus, Ohio; (5) Homeopathic Medical School of the University of Michigan, Ann Arbor; (6) Hahnemann Medical College and Hospital of Chicago, Illinois; (7) State University of Iowa; and (8) University of California, San Francisco, California.  [Best copy available has been provided.]
Kindergarten Education, 1918-1920. Bulletin, 1921, No. 19
Author: Abbot, Julia Wade
Date: 1921-00-00
Type: Historical Materials
Subjects: Kindergarten,Educational Legislation,Rural Education,War,Social Influences,Educational Change,Educational Development,Educational Planning,Young Children,State Government,State Legislation,Acculturation,Immigrants,Womens Education,Postsecondary Education,Teacher Salaries,Elementary School Teachers,Teaching Conditions

This bulletin discusses the following topics as they relate to kindergarten education between the years of 1918 and 1920: (1) Kindergarten extension; (2) Kindergarten legislation; (3) Kindergartens in towns and villages; (4) Two war activities continued; (5) The kindergarten and the home; (6) The kindergarten and the school; (7) Surveys recommend establishment of kindergartens.
Developments in Nursing Education since 1918. Bulletin, 1921, No. 20
Author: Stewart, Isabel M.
Date: 1921-00-00
Type: Historical Materials
Subjects: Publicity,Nursing Students,Scholarships,Financial Support,Nursing Education,Hospitals,Investigations,Nurses,War,Work Environment,Social Life,Recreational Activities,Student Government,Standards,College Admission,Educational Improvement,Military Schools,Institutional Cooperation,Colleges,Universities,Surveys,Educational History

This bulletin details developments in nursing education since 1918. The following sections are included: (1) The situation in nursing before 1918; (2) The demands of the war and how they were met; (3) Decline in applicants following the war; (4) The work of student nurses in hospitals; (5) Hours of duty in hospitals; (6) Health, recreation, and social life in nursing schools; (7) The growing movement toward student government; (8) Standards of admission to nursing schools; (9) The nonresident student nurse; (10) Improvement in courses of study; (11) The Army school of nursing; (12) Affiliations between nursing schools and other educational institutions; (13) Nursing courses in colleges and universities; (14) Scholarships for nursing and education; (15) Investigations and surveys; (16) Organized publicity for nursing schools; (17) Financial support for nursing schools; (18) Reactionary movements; (19) Some new educational measures for the present situation; and (20) The future. (Contains 7 footnotes.) [Best copy available has been provided.]
Higher Education, 1918-1920. Bulletin, 1921, No. 21
Author: Zook, George F.
Date: 1921-00-00
Type: Historical Materials
Subjects: Intelligence Tests,College Entrance Examinations,College Credits,Higher Education,College Admission,Secondary Schools,Unions,Foreign Countries,Military Personnel,Military Service,Standards,Accreditation (Institutions),Surveys,Educational Legislation,Attendance,Community Colleges,Universities,Private Financial Support,Retirement Benefits,Teacher Education,Doctoral Degrees,Graduate Study,Schools of Education,International Education,Scholarships,Fellowships,Degree Requirements

Nearly every State in the Union through the State university or the State board of education, has, after inspection, accredited secondary schools located within its borders.  A number of them have also published lists of accredited higher institutions. Naturally there is considerable diversity of practice among the several States, and hence, in the interests of uniformity, various voluntary associations, composed of representatives from higher institutions and secondary schools have undertaken the work of standardizing  schools and colleges. The College Entrance Examination Board serves those higher institutions which prefer to admit students only by examination, and students who wish to secure admission to college by examination. Contents of this bulletin include: (1) Standardizing agencies; (2) Bills in Congress touching higher education; (3) University surveys and the survey movement; (4) Three years of attendance at 250 colleges and universities; (5) Salaries at colleges and universities; (6) Private benefactors to colleges and universities; (7) The junior college; (8) Cooperation between industry and higher institutions; (9) Education in the American expeditionary  forces after the armistice; (10) College credit for military service; (11) Reserve officers' training corps; (12) Educational concessions to children of Army officers and enlisted men; (13) The Carnegie pension and insurance schemes; (14) The place and function of faculties in university government and administration; (15) General intelligence tests; (16) The National Research Council; (17) Report of the Carnegie Foundation for the advancement of teaching on teacher training; (18) Requirements for the doctor's degree; (19) The Harvard Graduate school of education; (20) The American Council on Education; (21) The Institute of International Education; (22) International Fellowships and scholarships; (23) International educational conferences; and (24) The American University Union in Europe. [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1921, No. 23
Author: Department of the Interior, Bureau of Education (ED)
Date: 1921-00-00
Type: Historical Materials
Subjects: School Administration,Bibliographies,Periodicals,Books,Professional Associations,Educational History,Biographies,Educational Trends,Educational Theories,Teaching Methods,Educational Psychology,Child Psychology,Educational Testing,Tests,Curriculum,Kindergarten,Elementary Education,Rural Education,Secondary Education,Teacher Salaries,Higher Education,Governance,Hygiene,Sanitation,Sex Education,Physical Education,Play,Recreational Activities,Social Development,Child Welfare,Moral Values,Values Education,Religious Education,Vocational Education,Business Education,Home Economics,Professional Education,Civics,Citizenship Education,Military Personnel,Womens Education,African American Education,American Indian Education,Special Needs Students,Disabilities,Extension Education,Libraries,Reading

This bulletin contains a list of general survey in bibliographic form of current educational literature, domestic and foreign, received during the monthly period preceding the date of publication of each issue. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers, either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. Publications are listed according to topic. Topics include: (1) Proceedings of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational theory and practice; (5) Educational psychology: Child study; (6) Educational tests and measurements; (7) Special methods of instruction; (8) Special subjects of curriculum; (9) Kindergarten and primary school; (10) Rural Education; (11) Secondary education; (12) Teacher training; (13) Teachers' salaries and professional status; (14) Higher education; (15) School administration; (16) School management; (17) School buildings and grounds; (18) School hygiene and sanitation; (19) Sex hygiene; (20) Physical training; (21) Play and recreation; (22) Social aspects of education; (23) Moral and religious education; (24) Manual and vocational training; (25) Vocational guidance; (26) Commercial education; (27) Professional education; (28) Civic education; (29) Americanization; (30) Education of service men; (31) Education of women; (32) Negro and Indian education; (33) Exceptional children; (34) Education extension; and (35) Libraries and reading. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
Suggestions for the Reorganization of the Schools in Currituck County, North Carolina. Bulletin, 1921, No. 24
Author: Cook, Katherine M.
Date: 1921-00-00
Type: Historical Materials
Subjects: Attendance,School Buildings,Counties,School Supervision,Academic Achievement,School Organization,Educational Change,Academic Standards,Educational Policy,Educational Administration,Teacher Characteristics,School Holding Power,Student Needs,Teacher Salaries

This study of conditions of the school system of the County of Currituck, with suggestions for its improvement, is made at the request of the county board of education. It Is inspired by the desire of the board to adopt a consistent policy as to buildings, organization, course of study, supervision, and instruction, which provides for present and future needs of the children and gives due consideration to modern educational standards and ideals. Contents include: (1) General conditions; (2) Administration of the schools; (3) Number of schools; (4) Support; (5) School buildings; (6) The teachers; (7) The school term; (8) School attendance; (9) Holding power of the schools; (10) The course of study; (11) Supervision; (12) Summary of school conditions; (13) Suggestions for reorganization; (14) Summary of recommendations. (Contains 9 tables, 2 diagrams, and 1 footnote.) [Best copy available has been provided.]
The Michigan Public High School Context and Performance Report Card
Author: Van Beek, Michael
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Standardized Tests,Lunch Programs,Income,High Schools,Predictor Variables,Achievement Rating,Comparative Analysis,Comparative Testing,Norm Referenced Tests,Test Interpretation,Test Norms,Socioeconomic Status,Social Influences,Performance Based Assessment,Evaluation Methods,Measurement Objectives,Measurement Techniques,Social Indicators,Educational Assessment,Educational Indicators,Statistical Distributions,School Statistics

Assessing a high school's effectiveness is not straightforward. Comparing a school's standardized test scores to those of other schools is one approach to measuring effectiveness, but a major objection to this method is that students' test scores tend to be related to students' &quot;socioeconomic&quot; status--family household income, for example, or parents' educational background. These factors, however, are outside a school's control. The Michigan Public High School Context and Performance Report Card is an attempt to provide a better &quot;apples-to-apples&quot; comparison of public high schools by adjusting their students' average standardized test scores to account for disparities in the socioeconomic status of their student populations. Socioeconomic status in the Context and Performance (&quot;CAP&quot;) Report Card is measured by the percentage of a school's students who qualify for a free or reduced-price lunch under the federal government's National School Lunch Program. The standardized tests used in the report card are from the Michigan Merit Examination--including the ACT[R] test--taken by the schools' 11th graders from 2008 through 2011. This report card measures academic performance by using publicly available average scores on the ACT[R] and the Michigan Merit Examination, two standardized tests that all public high schools in Michigan are required to administer every year. While the report card does not capture all the variables that might impact high school performance, it does control for what is typically found to be a key variable: student &quot;socioeconomic status.&quot; Appended are: (1) Notes on Testing Other Variables and Data Integrity; (2) Calculating CAP Scores and Letter Grades; (3) Free and Reduced-Price Lunch Weights; (4) Regression Results; (5) Filtering the List of Michigan Public High Schools; and (6) Locale Code Definitions. (Contains 19 graphs and 55 footnotes.) [This paper was written with the assistance of Marc Holley, Matthew Ladner, Jay P. Greene, Andrew J. Coulson, Lindsey Dodge, Audrey Spalding, Christina Bolema, Victoria Hechtman and Evan Burgess.]
School Funding in Michigan: Common Myths. A Mackinac Center Report
Author: Van Beek, Michael
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Educational Finance,Misconceptions,Audits (Verification),Operations Research,Expenditures,Finance Reform,Funding Formulas,Resource Allocation,Compensation (Remuneration),Expenditure per Student,Class Size,Tax Effort,Educational Equity (Finance),School Taxes,Educational Administration,Accountability

Michigan's state-run school system is the largest and most expensive government service taxpayers support. It employs more than 350,000 people who work in one of the more than 4,100 different entities. The total amount this system expends each year adds up to more than $20 billion. Given the enormity and complexity of the system, it's no surprise that a number of myths exist about how public schools are funded. It is important to understand both the basis and the truth behind these myths, especially in an economically depressed era. When times were good in Michigan, mismanaged and misused funds could be whitewashed with new resources. In today's environment, however, school finances warrant greater scrutiny, which is why accurate school funding information is so important. Moving forward, Michigan will have to address the likelihood that for the next several years, schools on average will have fewer real dollars per pupil than they have had in the past. In order to best manage this challenge, policymakers need to understand clearly how their decisions will impact the well-being of students, districts, school employees and the taxpayers who foot the bill. (Contains 67 footnotes.)
Michigan School Privatization Survey 2011
Author: Hohman, James M.
Date: 2011-00-00
Type: Reports - Research
Subjects: Educational Finance,School Districts,Privatization,Student Transportation,Food Service,Sanitation,School Maintenance,Statistical Distributions,Contracts,Outsourcing,Cost Effectiveness,School Administration,Finance Reform,Shared Resources and Services,Operations Research,Program Effectiveness,School Policy,School Surveys,Annual Reports

Michigan school districts face tough choices allocating their resources to provide students with an education. Despite increased spending in Michigan schools, school boards regularly have to find ways to trim expenses, and sometimes that means lowering employment benefits, eliminating positions and other moves that few school board members enjoy. However, new results from the Mackinac Center for Public Policy's Michigan School Privatization Survey indicate that more than half of Michigan's school districts are improving services while spending less by turning to privatization of food, custodial and transportation services. Out of the 550 public school districts in the state, 295, or 53.6 percent, have privatized at least one of these three major noninstructional services. This represents a 9.1 percent increase in contracting over 2010. There were 44 districts that newly privatized at least one major noninstructional service since the Mackinac Center's 2010 survey. The single largest motivation for privatization is financial savings. The Mackinac Center has conducted its school privatization survey since 2001 and continues to document a steady rise in the number of districts contracting noninstructional services to save Michigan tax dollars. The survey primarily focused on contracting for food, custodial and transportation services. The 2011 Survey Results include: (1) 53.6 percent (295 out of 550) of districts contract for food, custodial or transportation services; (2) 57 total services were privatized in the past year; and (3) Six districts brought a service back in-house. Appended are: (1) Revisions to Previous Publications; and (2) Map of Survey Findings by School District. (Contains 10 graphs.) [For the 2010 edition of this report, see ED541517.]
Revenues and Spending of Michigan's Urban, Suburban, Town and Rural School Districts,  2004-2010
Author: Van Beek, Michael
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Educational Finance,Public Schools,Expenditures,Municipalities,Suburbs,Rural Schools,Operations Research,Input Output Analysis,Resource Allocation,Rural Urban Differences,Urban Schools,Income,Institutional Characteristics,Financial Support,State Federal Aid,School District Wealth,School District Spending,Food Service,Student Transportation,Instruction,Academic Support Services,Ancillary School Services,School Maintenance,School Administration,Data Analysis,Statistical Distributions,Comparative Analysis

In the passionate debates over providing equal educational opportunity for all children, it's frequently argued that large financial inequities create challenges for many public schools, particularly those in lower-income urban areas. This study compares the revenues and operating expenditures of Michigan's urban, suburban, town and rural school districts. The study groups Michigan school districts using locale codes applied to public schools by the National Center for Education Statistics. The four major locale groups--city, suburb, town and rural--are divided into 12 subgroups: city-large, city-midsize, city-small, suburb-large, suburb-midsize, suburb-small, town-fringe, town-distant, town-remote, rural-fringe, rural-distant and rural-remote. The locale groups' and subgroups' financial data from fiscal 2004 to fiscal 2010 are analyzed. School districts' revenues are divided into local, state and federal sources, while operating expenditures are divided into 10 categories, including instruction, general administration and student support services. The study's findings provide a new and unique perspective on Michigan's school districts. The analysis also indicates that the town and rural locale groups, which generally had lower per-pupil operating expenditures than the city and suburban locales, dedicated a slightly larger portion of their operating expenditures to instruction--about 63 percent each in 2010. The suburban and city locale groups devoted about 61 percent and 58 percent of their operational spending to instruction, respectively. Appended are: (1) District's locale code on the locale codes assigned to individual schools within each district; (2) Financial information for all 12 locale subgroups; and (3) Locale Codes for Michigan School Districts, Fiscal Years 2004-2010. (Contains 54 graphs and 33 footnotes.) [This paper was written with the assistance of Glenda Rader, Michael Williamson, Frank Johnson, Adam Schaeffer, James Guthrie, Hannah Mead, Jonathan VanDerhoof, Elizabeth Tara Ryan, and Jarrett Dieterle.]
A Michigan School Money Primer for Policymakers, School Officials, Media and Residents
Author: Olson, Ryan S.
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Educational Finance,Public Agencies,Public Schools,Money Management,Educational Change,Politics of Education,School Districts,Public Policy,Funding Formulas,Resource Allocation,Budgeting,Expenditures,School Taxes,School District Spending,School District Wealth,Elementary Secondary Education,Audits (Verification),Income,Educational Indicators

The system that finances Michigan's schools from kindergarten through 12th grade is a perennial topic of conversation among policymakers, parents, taxpayers and voters. A constructive discussion of this issue, however, requires a sound knowledge of the financial workings of Michigan's elementary and secondary school system. This knowledge is precisely what the authors have attempted to provide. While the Mackinac Center for Public Policy has developed numerous policy recommendations over the years, this primer is exclusively informational. This primer addresses the following: (1) how revenues are raised for Michigan's elementary and secondary public school system; (2) how money is distributed to education programs and school districts once it is collected by various taxing authorities; and (3) how districts budget monies to be spent on the various activities involved in operating schools and other educational programming. This book is arranged in four sections. The first--and the shortest--is &quot;A Brief Overview of the Structure of Michigan's Public School System,&quot; which defines a few basic terms and sketches the main local, state and federal agencies involved in financing Michigan's public school system. This overview should help readers unfamiliar with Michigan's public school structure navigate the remainder of the book. The second, third and fourth sections are considerably longer than the first and cover the three areas: tax revenues, distribution of revenues and financial management of those revenues by school districts. Appended are: (1) U.S. Department of Education Spending in Michigan; (2) Summary of &quot;Durant&quot; Court Decisions; and (3) Guide to a New School Finance Electronic Module. An index is included. (Contains 29 graphs, 238 footnotes, and 410 endnotes, footnotes.) [This paper was written with the assistance of Glenda Rader, Darcy Marusich, Alison Taylor, Steve Zakem, John Schwartz, Thomas Moline, Charles Pisoni, Gary Start, Paul Soma, Tim Yeadon, Mary Ann Cleary, Douglas Newcombe, Vicki Duso, Clark Volz, Howard Heideman, Paul Brown, Phil Boone, Patrick Dillon, Jayne Klein, and Dianne Easterling.]