ethanporcaro/eric-fulltext-meta huggingface dataset:
Availability of Education to Negroes in Rural Communities. Bulletin, 1935, No. 12
Author: Caliver, Ambrose
Date: 1936-00-00
Type: Historical Materials
Subjects: Educational Facilities,Rural Areas,Counties,Educational History,African American Students,African American Education,Rural Education,Access to Education,United States History,Educational Quality,Correlation,White Students,Special Schools,Elementary Schools,High Schools,Out of School Youth,Attendance Patterns,Illiteracy,Employment Level,Population Trends,Enrollment Trends,Teachers,Institutional Characteristics,Proximity,Transportation,Occupations,Teacher Education,Teacher Salaries,Instructional Program Divisions,Academic Failure,Age Differences,Gender Differences

The present study reveals both positive and negative relationships between a multiplicity of factors and availability of education. The probable effects of many of these factors in various relationships is also discussed. The study was suggested by two other studies on availability of education published in 1930. One was reported in the Thirtieth Yearbook of the National Society for the Study of Education, and the other was reported in a bulletin of the Office of Education. These two studies deal with white children only, and comprise a select number of counties in five States. Such comparisons as are made in the present study will in general be with these two studies. The broad purpose is to render the type of service to schools for Negro children that was rendered white children through the two previously mentioned studies. The more specific objectives are: (1) To indicate to what extent educational facilities exist for Negroes in rural communities; (2) to show how accessible facilities are; (3) to reveal the amount and quality of the education offered; (4) to consider the probable effect of the relationship between various factors investigated and the accessibility, amount, and quality of education provided Negroes in rural communities. The investigation which is reported here is concerned with schools for Negro children in 28 counties of 6 Southern States which maintain separate schools for the colored and white races, namely, Arkansas, Georgia, North Carolina, South Carolina, Texas, and Virginia. The investigation comprised a study of 57,530 children who were in school, 1,195 teachers, with whom contact was made, and 638 schools. Both elementary and high schools were included. In addition to the in-school children, a study was made of a limited number of out-of-school children. This portion of the investigation included 1,747 children in 4 counties, one county being selected from each of 4 States, namely, Arkansas, Georgia, North Carolina, and Virginia. Inquiry forms used in this study are appended. Individual chapters contain footnotes. (Contains 89 tables and 3 figures.) [Best copy available has been provided.]
Statistics of the Education of Negroes, 1929-30 and 1931-32. Bulletin, 1935, No. 13
Author: Blose, David T.
Date: 1936-00-00
Type: Historical Materials
Subjects: Enrollment Trends,Population Trends,Age Differences,Elementary Schools,High Schools,Evening Programs,Summer Schools,Attendance Patterns,School Schedules,African American Education,African American Children,Statistical Analysis,Special Schools,Racial Segregation,White Students,Public Schools,Geographic Location,Private Schools,Colleges,Extension Education,Teachers,Teacher Student Ratio,Teacher Salaries,Administrators,College Faculty,Educational Finance,Costs,School Buildings,Two Year Colleges,Principals,Census Figures

The purpose of this report is to bring together important facts concerning the education of Negroes in the United States in general, and in the 17 States and the District of Columbia where separate schools are maintained for the colored and white races, in particular. Most of the statistics appearing here may be found in the various chapters of the biennial surveys of education in the United States for the years under consideration. Many inquiries are received by the Office for information on the education of Negroes from practically every State in the Union, the outlying parts of the United States, and from foreign countries. In order to facilitate the furnishing of desired information, and in order to provide a convenient source of data for students and others interested in the subject, this report is compiled. The statistics presented in this report relate to all levels and types of education in the 17 Southern States and the District of Columbia where separate schools for the colored and white races are maintained (hereinafter referred to as &quot;the 18 States&quot;). Certain facts bearing on the enrollment of Negro children in the public schools of many Northern, Eastern, and Western States where it was possible to obtain the data were also included. Some of the data are based on estimates furnished by the United States census, but most of the information was furnished by the State officers of education, and by individual schools and colleges, both public and private. (Contains 6 footnotes, 24 tables, and 11 figures.) [Best copy available has been provided.]
Federal Student Aid Program. Bulletin, 1935, No. 14
Author: Kelly, Fred J.
Date: 1935-00-00
Type: Historical Materials
Subjects: Academic Achievement,Student Financial Aid,Federal Aid,Paying for College,Part Time Employment,Educational Finance,Financial Support,Access to Education,College Bound Students,Disadvantaged Youth,United States History,Resource Allocation,Administration,Costs,Housing,Student Employment,Cognitive Ability,Program Evaluation,Program Effectiveness,Colleges

The Federal student aid program is the first instance in American history in which the National Government has assisted needy youth to work their way through college.  Inaugurated by the Federal Emergency Relief Administration (F.E.R.A.) the plan provides financial aid to qualified young men and women who lack sufficient funds to attend college. The students are required to perform actual work on a part-time basis in return for the money paid to them by the Government. The primary aim of the program is to keep up the supply of trained persons through the depression period, and to prevent these young people from suffering too heavily from idleness and deprivations. An important feature of the program was that the responsibility for its administration was vested in the individual colleges and universities through the county with a minimum of supervision from the relief authorities at the National and State capitals. Monthly allotments were made to them by F.E.R.A. The institutions were responsible for selecting the students to receive Federal aid, arranging for their part-time employment on and off the campus, assigning them suitable jobs, supervising their work, and other phases of the undertaking. All tax-exempt institutions of collegiate or university grade are entitled to participate in the program. Accordingly, a wide variety of colleges and universities are receiving Federal funds for student aid. As a result of this situation, the administration of the program is a different problem in each institution. The present study is intended to provide an analysis of the individual institutions taking part in the program and to give an account of the procedures adopted by them for its operation. The particular questions considered are: (1) Institutions participating in the program; (2) Form of organization to administer the program; (3) Assurance of need of students receiving aid; (4) Use of Federal money by students; (5) Special provisions for students to live cheaply; (6) Cost of living for students; (7) Administrative plans to provide part-time work for students; (8) Supervision of part-time work of students; (9) Intellectual ability and scholastic achievement of F.E.R.A. students; (10) Evaluation of program by individual institutions; and (11) Criticisms and suggestions for changes in the program. A copy of the Federal regulations governing the Federal student aid program is appended. (Contains 15 tables and 4 footnotes.) [Best copy available has been provided.]
Reorganization of School Units. Bulletin, 1935, No. 15
Author: Cook, Katherine M., Comp.
Date: 1936-00-00
Type: Collected Works - Proceedings
Subjects: Educational Finance,Conferences (Gatherings),Economic Factors,School Districts,Educational Administration,Educational Change,Educational Legislation,Federal Legislation,Surveys,School Administration,Administrative Organization

This bulletin reports the findings of a conference of school officials called by the U.S. Commissioner of Education, Dr. J. W. Studebaker, in the Office of Education, June 17, 18,  and 19, 1935. Attending this conference, and contributing to the sections of this bulletin were: Howard A. Dawson, J. Cayce Morrison, Edgar L. Morphet, D. H. Sutton, Timon Covert, Eugene S. Lawler, H. F. Alves, J. Y. Shambach, R. C. Williams, and W. H. Gaumnitz. During the year there have been insistent demands on the Office of Education for information, advisory service, and other types of assistance from school officials seeking solutions to problems in school finance and administration, especially in areas of low density, aggravated as they have been during the past 5 years by depression conditions. As is well known, not only have schools suffered serious curtailments in length of school terms, instructional programs, supervision, and the like, but in many areas their very existence has been threatened. Four major topics of allied questions formed the basis of the program. These topics are as follows: (1) Satisfactory Local School Units Principles Involved and Procedures Desirable in Securing Such Units; (2) The Relationship between Satisfactory Local Administrative Units and School Financing; (3) Procedures and Techniques Involved in Reorganization Studies; and (4) Legislation Designed to Achieve Best Results in Reorganization of School Administrative Units. Appended are: (1) Legal Principals and Examples of Legislative Practice; and (2) Survey Findings regarding School Administrative Units. A bibliography is included. (Contains 61 footnotes.) [Best copy available has been provided.]
Elementary School Graduating Examinations. Bulletin, 1935, No. 16
Author: Segel, David
Date: 1936-00-00
Type: Historical Materials
Subjects: Student Evaluation,Testing,Rural Areas,Rural Schools,Supervision,Exit Examinations,Elementary School Students,Educational Theories,Educational Practices

Although in most of the schools of U.S. cities and large towns various types of testing have become an integral part of the instructional and guidance procedures, the introduction of measurement practices has been relatively slow in rural areas because of the smallness of the administrative units and because of the lack of funds and adequate supervision. It is therefore timely that the problems involved in testing in rural areas be studied. In rural schools, the practice of administering examinations to seventh- and eighth-grade pupils to determine their eligibility for graduation was already in existence at the time of the early development in new-type testing. This study shows the changes which have occurred in the form and use of these examinations under the influence of the testing movement and the advancement in educational theory and practice. Suggestions regarding the general problem of the use of tests in rural schools and the improvement of examinations are made. It is hoped that the information presented in this bulletin will be of value to all those who are involved with the supervision and administration of instruction in the rural and village schools of the country. This bulletin is divided into five chapters, as follows: (1) The problem; (2) Regulations and practices in different states; (3) Analysis of examinations used; (4) Evaluation of and suggestions for elementary school examinations; and (5) Summary of findings and recommendations. A bibliography is also included. (Contains 2 tables and 9 footnotes.) [Best copy available has been provided.]
Education for Democracy: Public Affairs Forums. Bulletin, 1935, No. 17
Author: Studebaker, J. W.
Date: 1936-00-00
Type: Historical Materials
Subjects: Civics,Program Administration,National Programs,Role of Education,High School Students,Social Studies,Audiovisual Aids,Lecture Method,Politics of Education,Agency Cooperation,Current Events,Government Role,Citizenship Education,Adult Education,Federal Aid,Meetings,Mass Media,Democratic Values,Demonstration Programs,Program Descriptions,Program Development,Educational Principles,Educational Philosophy,Educational History,Publications,Discussion Groups,Political Issues,Public Affairs Education,World Affairs,Social Problems,Economic Factors,Federal Programs,Library Materials,Public Libraries,Experiments,Outreach Programs,Publicity,Program Effectiveness,Exhibits,Access to Information,Information Dissemination,Nonprofit Organizations,Bibliographies,Educational Resources

This bulletin has been prepared in response to many hundreds of requests for information about public affairs forums. It is impossible in such limited space to give a comprehensive description of the forum method of adult civic education or its application in various parts of the country. However, the authors have tried to include in the bulletin a number of the suggestions for effective forum organization which have been found useful in their own experience and in that of many others who have been active in this field. Chapters in this bulletin include: (1) Building for Civic Intelligence; (2) Community-wide Forums at Des Moines, Iowa; (3) The General Forum Movement; (4) Techniques for Forum Management; and (5) A Nation-wide Program of Forums. A bibliography is provided. (Contains 14 footnotes.) [Best copy available has been provided.]
Athletics in the Academic Marketplace: Using Revenue Theory of Cost to Compare Trends in Athletic Coaching Salaries and Instructional Salaries and Tuition
Author: Hirko, Scott
Date: 2013-04-27
Type: Reports - Research
Subjects: College Athletics,Intercollegiate Cooperation,Athletes,Team Sports,Classification,Athletic Coaches,Compensation (Remuneration),College Faculty,Teacher Salaries,Costs,School Culture,Statistical Analysis,Decision Making,Student Costs,Free Enterprise System,College Administration,Commercialization,Economic Factors,Tuition

This study reviewed publicly available institutional financial and participation reports at the highest level of athletic competition, National Collegiate Athletic Association (NCAA) Division I. Institutions were grouped by NCAA subdivision status, athletic conference, flagship status, football Bowl Championship Series automatic qualifying status, and several athletic expenses categories. Growth rates between 2005 and 2011 were compared in instructional salaries, tuition rates, athletic coaching salaries, and costs of instruction. Revenue theory of cost and resource dependency theory related these costs within the context of institutional identity to explicate the marketplace of athletics compared to academics in higher education. Descriptive statistics, correlations, ANOVAs, and visual representations were used to analyze the data. The study found the growth rate of total athletic coaching salaries and football coaching salaries far exceeded the corresponding growth rate for instructional salaries and tuition rates at a significant level in all groupings of institutions with major college sports programs. The following are appended: (1) Institutions listed by category; (2) Growth rates of variables by category; (3) Correlation of growth in variables by category; (4) Analysis of variance (ANOVA) of variables by category; and (5) Paired t-tests of instructional salaries and football salaries by category. (Contains 4 tables and 5 figures.)
Extended Learning Time: Research and Resources
Author: Stelow, Shawn
Date: 2012-05-00
Type: Reference Materials - Bibliographies
Subjects: After School Programs,Summer Programs,School Schedules,Educational Resources,Outcomes of Education,Educational Improvement,Educational Policy,Educational Research,Time Factors (Learning),Extended School Day,Extended School Year,Urban Schools,Special Needs Students,At Risk Students,Enrichment Activities,Academic Support Services,Supplementary Education,Educationally Disadvantaged,Educational Finance,Program Descriptions,Federal Programs,Federal Aid,Guidelines

In recent years policymakers have increasingly looked to Extended Learning Time (ELT) as a means of improving student outcomes. As a result, some school districts have increased academic time for students by adding time to the school day or days to the school year. In other communities, schools and community-based organizations have partnered to offer aligned and integrated school-day and afterschool and summer programs. The following selected list of resources includes summaries of the research supporting Extended Learning Time, and resources describing recommendations related to policy initiatives and resource allocation. The resources are organized in the following sections: (1) Resources on Extended Learning Time and Extended Day Initiatives; and (2) Afterschool and Expanded Learning Opportunities.
Analysis of the Fiscal Resources Supporting At-Risk Youth, Ages 13-24, in Hawaii
Author: Silloway, Torey
Date: 2012-02-00
Type: Reports - Research
Subjects: At Risk Persons,Adolescents,Young Adults,Dropouts,Financial Support,Public Support,Private Financial Support,Public Agencies,State Aid,Federal Aid,State Programs,Money Management,Career Readiness,College Readiness,Graduation,Youth Programs,Individual Development,Physical Health,Needs

Hawaii's largest populations of at-risk youth include those youth who have dropped out of school, are at-risk of not completing high school, and youth who have completed school but are still not prepared for the workforce. Depending on estimates used, between 20 and 25 percent of Hawaiian youth are at risk of dropping out school. For older youth, 28 percent of 16 to 19 year olds and 14 percent of 20 to 24-year olds are neither employed nor enrolled in school. Efforts to address the needs of at-risk youth are critical to future success and stability of Hawaii's economy. The costs incurred by high school dropouts from one year alone (2008) is estimated to cost Hawaii $1.4 billion over the course of their lifetime in lost wages and other costs. To achieve key goals for at-risk youth in Hawaii, state leaders need information on which programs are currently used to support youth, what resources are available to fund initiatives for youth, and how resources can be used to deliver services to youth. The Hawaii Community Foundation commissioned The Finance Project (TFP) to conduct a fiscal mapping study to identify the public and private funding available to support at-risk youth, ages 13 to 24. This report also analyzes the extent to which the state is using funding effectively to sustain services for at-risk youth. Several questions guided the research including: (1) What are the major funding sources that support youth, ages 13 to 24?; (2) Where does the funding come from (i.e., federal, state, or other sources)?; (3) Which state agencies administer funding?; (4) How does funding align with key goals for youth and their families?; and (5) Who does the current funding support (e.g., eligibility, age groups, and special populations)? Appended are: (1) Summary List of Publicly Funded Programs Supporting At-Risk Youth, Ages 13 to 24, in Hawaii, by State Agency; (2) Funding Landscape: Publicly Funded Programs Supporting Youth, Ages 13 to 24, in Hawaii; (3) Funding by Type of Services Provided for Youth, Ages 13 to 24, in Hawaii; and (4) Promising Strategies for Financing Services for At-Risk Youth in Hawaii. [Funding for this paper was provided by the Hawaii Community Foundation and the Omidyar Ohana Fund.] (Contains 8 figures, 8 tables, and 18 footnotes.)
What Our Students--and Our Political Leaders--Don't Know about the Middle East. Footnotes. Volume 16, Number 11
Author: Garfinkle, Adam
Date: 2011-12-00
Type: Collected Works - Serial
Subjects: Foreign Countries,World History,Foreign Policy,Arabs,Muslims,Expectation,Governance,Ethnic Groups,Sociolinguistics,Ethnography,Religion,Middle Eastern Studies,Ethnocentrism,Student Motivation,Cultural Awareness,Cross Cultural Training,Learning Motivation,Learning Theories,Knowledge Level,Value Judgment,Decision Making,Moral Values,Fear,Adjustment (to Environment)

The author wrote a piece called &quot;What Our Children Should Learn about 9/11.&quot; In that piece, the author made just four simple points. These include: (1) children should know  the facts; (2) once they had a grounding in the facts, the children should not abjure moral judgment; (3) children should learn to make both analytical and moral distinctions; and (4) children must learn to live with uncertainty, and specifically to understand the difference between living in fear and living with fear. Ten years have passed 9/11 and more than nine years have passed since he wrote that piece. He would not change a word had he to write it over again, but he has learned plenty over the past decade. Without repeating that little essay, the author wants to go back over each of the four points, especially the first one, in order to reflect on what the past decade has wrought. In this article he focuses on the first point: the importance of basic facts. (Contains 8 online resources.)
Job Training and Education of Disconnected Young Adults in New Orleans: Preliminary Analysis of Federal Funding Streams
Author: Finance Project
Date: 2012-00-00
Type: Reports - Research
Subjects: Young Adults,Job Training,Adult Education,Federal Aid,Urban Areas,Resource Allocation,Educational Finance,Federal Legislation,Coordination

Baptist Community Ministries asked The Finance Project to examine the expenditure of federal funds for job training and education of New Orleans' disconnected young adults (i.e., persons between ages 16 and 24 who are not in school or work). Four major sources of federal funding for job training and education of this population are available: the Workforce Investment Act, Adult Education--Basic Grants to States, Temporary Assistance for Needy Families, and Perkins Career and Technical Education. Louisiana receives approximately $193 million from these funding streams. Of this amount, approximately 1 percent is being used for job training and education of disconnected young adults in New Orleans. Two factors help explain why such a low percentage of available federal funds are being used to train and educate disconnected young adults in New Orleans. First, Louisiana is using a large percentage of the funds for other purposes. These funds are intended to help establish the long-term economic self-sufficiency of low-income people, but the state has opted to prioritize other services and other populations. Second, New Orleans is not receiving a proportionate share of federal funds received by the state, in part, because the city has not successfully competed for certain grants and funding opportunities. Relative to the large need, a small number of disconnected young adults are receiving services, and this number may decrease as the state rolls out a new structure for adult education. If Louisiana seeks to meet the job training and education needs of a greater proportion of disconnected young adults in New Orleans, this will require allocating more of the federal funds already available for job training and education of this population and ensuring New Orleans receives a larger percentage of those funds. To participate in job training and education programs, disconnected young adults also need supportive services, including transportation and child care assistance. Louisiana has federal funds available for these supports if the state improves the coordination of services. Major Federal Funding Sources for Job Training and Education of Disconnected Young Adults in Louisiana and New Orleans are appended. (Contains 3 tables and 39 footnotes.) [This paper is co-published by the Baptist Community Ministries (BCM).]