ethanporcaro/eric-fulltext-meta huggingface dataset:
The History of the Municipal University in the United States. Bulletin, 1932, No. 2
Author: Eckelberry, R. H.
Date: 1932-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Urban Universities,Educational Trends,United States History,College Role,Educational Principles,Bibliographies,Educational Opportunities,Public Education,Role of Religion,Educational Environment,Institutional Characteristics,Enrollment,Academic Degrees,Program Descriptions,Program Development,Census Figures,Financial Support,Educational Legislation

The present study is an attempt to bring together and to interpret the more important facts concerning the origin and development of the municipal university in the United States. It is obvious that in a work in which the history of a university must be presented in a chapter instead of a volume, and in which the discussion of the subject as a whole is confined to three chapters, a great deal must be omitted. In the matter of selection and emphasis there is room for much difference of opinion. The author has sought to select those facts which throw most light on the origin and development of the institutions discussed, not merely as universities, but as municipal universities, and which aid most in interpreting the rise of the municipal university as a phase of the development of the system, of public education. A survey of the history of school education in the Western World from the early Middle Ages to the present, with particular reference to the United States, reveals, among others, two outstanding tendencies. These are, first, the extension of educational opportunity, and second, the secularization of education. Within the last hundred years there has developed in this country another type of educational institution which represents an important contribution to both the extension of educational opportunity and the secularization of education, and which belongs to the increasingly important class of publicly controlled educational institutions. This institution is the municipal university. It represents the extension of educational opportunity because it has meant not only low fees, or none at all, but also, to the student in the city, the opportunity to live at home while attending college. It represents the secularization of education because, being supported by city taxes and controlled by public authorities, it is in effect a part of the public-school system and shares its secular character. It is the purpose of the present work to present the more important facts concerning the origin and development of the municipal university in the United States and to point out their significance. Contents of this bulletin include: (1) Letter of transmittal; (2) Preface; (3) The History of the municipal university in the United States; (4) Introduction; (5) The History of the various municipal universities; and (6) A general survey of the municipal university. A bibliography is included. Individual sections contain tables and footnotes. [Best copy available has been provided.]
Record of Current Educational Publications. Bulletin, 1932, No. 4
Author: McCabe, Martha R., Ed.
Date: 1932-00-00
Type: Historical Materials
Subjects: Foreign Countries,Annotated Bibliographies,Educational History,Conference Papers,Conferences (Gatherings),Primary Education,Elementary Education,Secondary Education,School Administration,Vocational Education,African American Education,Educational Psychology,Higher Education,Postsecondary Education,Two Year Colleges,Black Colleges,Special Needs Students,Special Education,Early Childhood Education,Kindergarten,International Education,Adult Education,Professional Education,Teacher Education,Career Guidance,Government Publications,Curriculum,Child Development,Junior High Schools,High Schools,Curriculum Development,Teaching Methods,Intellectual Disciplines,Physical Education,Extracurricular Activities,School Health Services,Womens Education,Public Education,Rural Education,Religious Education,Values Education,Teaching (Occupation),Mental Health,Educational Administration,Educational Practices,Educational Assessment,Educational Facilities,Libraries,Educational Legislation,Educational Policy,State Policy,Educational Finance,Surveys,Educational Research,School Guidance

This bulletin contains a selected, annotated, and classified bibliography of educational literature for the period October to December, 1931, inclusive, and is the fourth and last of the quarterly issues of the year 1931. The bibliography includes significant publications in the field of education which have appeared during the quarter, having been selected by specialists in certain fields who are serving as collaborators. Books, periodicals, and pamphlets here 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. The publications are organized into the following topics: (1) Nursery, Kindergarten and Primary Education; (2) Elementary Education; (3) Secondary Education; (4) Exceptional Children; (5) Educational psychology; (6) Junior colleges; (7) Education of teachers; (8) Colleges, Universities, and Graduate Schools; (9) Public School Administration; (10) Adult Education; (11) Negro Education; (12) Foreign Education; (13) Proceedings, reports, and Office of Education publications; and (14) Vocational education and guidance. An index is included. [Compiled in the Library Division of the Office of Education. Best copy available has been provided.]
Education in Belgium. Bulletin, 1932, No. 5
Author: Abel, James F.
Date: 1932-00-00
Type: Historical Materials
Subjects: General Education,Foreign Countries,Educational Administration,Costs,Expenditures,Educational Finance,Elementary Education,Compulsory Education,Curriculum,Resource Allocation,Adult Education,Kindergarten,Health Promotion,Child Welfare,Secondary Education,Legal Responsibility,Standards,Boards of Education,Governance,Middle Schools,High Schools,Humanities,World History,Business Education,Greek,Latin,Teacher Education,Elementary School Teachers,Secondary School Teachers,Middle School Teachers,Colleges,College Faculty,Teaching Conditions,Schools of Education,Tenure,Retirement Benefits,Technical Education,Agricultural Education,Industrial Education,National Security

The people of the Kingdom of Belgium (Royaume de Belgique) at the close of the nation's first century of independence, have systems of schools and allied institutions of wide variety designed to guide and aid their citizenry in proper development from earliest infancy to and during the adult years. Living in a territory long inhabited by virile, independent peoples, they hold records of more than 20 centuries of experience on which to base present action and from which to direct their future. Out of that experience and its wealth of cultural tradition they draw the foundations for carefully constructed systems of general education, one official and neutral in religion, the other private and sectarian. Such schemes of training, worked out and operated by folk on a high plane of attainment and an unusual many-sidedness of interest and contact, can not fail to have in them lessons of great value. For that reason, the author reports in a descriptive and factual way mainly the official, general educational system of Belgium and in less detail the special systems, with the thought that readers in the United States will find much of immediate practical benefit and of inspiration in noting how the Belgians manage their difficult and complicated educational affairs. Contents of this bulletin include: (1) Administration, national expenditures, and organization; (2) Primary education; (3) Secondary education; (4) The professional staff; (5) Some special aspects of the general education system; (6) Technical and agricultural education; and (7) Institutions of higher education, research, and culture. Individual sections contain bibliographies and footnotes. (Contains 31 tables.) [Best copy available has been provided.]
The County Superintendent in the United States. Bulletin, 1932, No. 6
Author: Butterworth, Julian E.
Date: 1932-00-00
Type: Historical Materials
Subjects: Superintendents,Counties,Marital Status,Administrator Characteristics,School Districts,Surveys,Sex,Age,Salaries,Work Environment,Educational Experience,Teaching Experience

It is of interest from time to time to make studies or have studies made of the various ranks of the superintendency. One type of the superintendency, which is all in all the oldest and is found in every State, is the county superintendent of schools. He exists in more than 3,300 places. The return accompanying this blank was able to get a line on him from more than 2,000 places. It showed his age and marital status, educational experience, and the grades in which he had previously taught, the degrees held, and the like. In October, 1928, the Office of Education sent out to each county school superintendent or comparable officer in the United States an inquiry blank seeking certain information. This list included, besides the officers specifically designated as "county superintendent," the "division superintendent" of Virginia (outside those in charge of city systems), the "district superintendent" of New York, the "deputy superintendent" of Nevada, and the "union superintendent" of the New England States. This bulletin contains the following: (1) Letter of transmittal; (2) The adequacy of the data; (3) Sex, age, and marital condition; (4) The professional equipment of the county superintendent; (5) In-service growth of county superintendents; (6) Salaries; (7) Some aspects of the working conditions of county superintendents; and (8) Some implications of foregoing data. A bibliography is included. (Contains 28 tables.) Individual sections contain footnotes. [Best copy available has been provided.]
Access and Funding in Public Higher Education--The 2011 National Survey
Author: Katsinas, Stephen G.
Date: 2011-00-00
Type: Reports - Research
Subjects: Higher Education,Public Education,Community Colleges,Access to Education,Educational Finance,Financial Support,Grants,Federal Government,Federal Aid,State Government,State Aid,Unemployment,Enrollment,Workplace Learning,Skilled Workers,Tuition,Economic Factors,Economic Climate,Surveys

With current tuition increases at more than double the rate of inflation and cuts in state funding and Pell Grant programs, students and their families are being squeezed financially. The purpose of this study was to uncover access and funding issues by displaying current year and future year predictions for all access sectors including community colleges, regional universities, and flagship universities. In addition, capacity challenges and threats to access in large states were also addressed. A survey, conducted by the Education Policy Center at the University of Alabama, resulted in the participation of all 51 members of the National Council of State Directors of Community Colleges (NCSDCC). Findings indicated that most state community college directors agreed that funding responsibility has shifted from the state to students and families and that funding for facilities and high-cost/high demand programs were major challenges. Additionally, insufficient workforce training funds threatened community colleges' ability to prepare the workforce. Although the recession limited state funding for community colleges, these institutions will have to address funding needs for increasing enrollments and building regional economic competitiveness. (Contains 6 tables.) [Support was provided by American Public University (APU).]
The Reality of College Readiness, 2012. Indiana
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Indiana. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
Online Student Advising Pilot Project
Author: Washington Higher Education Coordinating Board
Date: 2006-07-00
Type: Reports - Descriptive
Subjects: Academic Advising,Computer Uses in Education,Pilot Projects,Two Year College Students,College Transfer Students,Community Colleges

Transfer students often take extra courses on their way to a bachelor's degree because they have neglected to meet with college advisors or to plan their coursework early in their studies. The state's four-year colleges often require different courses for admission, or evaluate previous work differently when deciding whether it meets their admissions requirements. Thus, students need to be well informed on which classes to take in order to be admitted to the institution(s) they choose. The Higher Education Coordinating Board (HECB) proposes to create a statewide online student advising system to aid community college students who plan to enter the four-year system. The system will provide students with an online environment in which they can explore requirements for admission, requirements of different majors, and audit their progress toward a degree. The first step in creating such a system will require that the HECB collaborate with community colleges and baccalaureate institutions to determine requirements, gather user feedback, and identify risks to implementation before proceeding statewide. The K-20 Education Network recently awarded the HECB $225,000 to engage in a pilot project with a private-sector partner to test an online advising system. The HECB intends to work with a public community college, a public baccalaureate institution, and AcademyOne, a software company based in Pennsylvania, to test a Web Advising System prototype (WAS) against the needs of students and institutions. (Contains 1 footnote.)
Uncertain Recovery: Access and Funding Issues in Public Higher Education. Findings from the 2010 Survey of the National Council of State Directors of Community Colleges
Author: Katsinas, Stephen G.
Date: 2010-00-00
Type: Reports - Research
Subjects: Higher Education,Public Education,Community Colleges,Access to Education,Financial Support,Unemployment,Enrollment,Workplace Learning,Tuition,Economic Factors,Economic Climate,Surveys,State Government

There are growing pressures for community colleges and regional universities to accommodate the rise in student enrollment. The purpose of this study was to evaluate access and funding issues across public higher education institutions in the United States. Responses to a survey, conducted by the Education Policy Center at the University of Alabama, represented the perceptions of the 51 state community college directors. Results showed that a majority of the respondents agreed that the recession created a decline in state funding for higher education and continued to be a primary concern; many institutions increased tuition due to financial constraints; capping enrollment has not occurred in smaller states but was trending in larger states; many universities were strongly encouraging students to enroll in community colleges; and, Pell grant increases contributed to college completion efforts and access for under-served populations. Additionally, high unemployment and the economic recession overwhelmed community colleges in terms of workplace training demands, resulting in the elimination of high-cost programs and an increase in streamlined job (non-credit) training programs. Findings also showed that for-profit colleges did not have the increasing enrollment challenges that community colleges considered. Community colleges will need to determine ways to increase funding without jeopardizing access for students in higher education. Contents of this paper include: (1) Introduction (James E. McLean); (2) Foreword (Charles N. Earl); (3) Executive Summary; (4) Context for the 2010 Survey (Stephen G. Katsinas); (5) What Does It All Mean? (Janice N. Friedel); (6) Responses to the Survey (Reaction from Michael T. Miller, Reflections on the Impact of These Findings on Hispanic Serving Institutions--Reaction from Bren D. Cejda, Reaction from Byron Cook, Response to 2010 National Survey of Finance and Access Issues by Roger Goodman, Higher Education Access and Finance: A Missouri Perspective by Zelema Harris, and Reaction from Daniel J. Hurley); (7) Methodology; (8) Caveats to Interpreting Survey Results; (9) Findings: Part One--The Year Just Concluded (FY 2009-10); (10) Findings: Part Two--Predictions for Next Year (FY 2010-11); and (11) Part Three: Special Section. Four appendixes include: (1) States with and without Significant Local Support; (2) General Budget Outlook; (3) Additional Comments; and (4) References. (Contains 26 tables and 7 charts.) [Abstract modified to meet ERIC guidelines.]
Job Growth: Why Increasing Educational Attainment Is so Important for Creating Jobs. Research Brief
Author: Lederer, John
Date: 2010-10-00
Type: Reports - Research
Subjects: Educational Attainment,Higher Education,Education Work Relationship,Employment Patterns,Unemployment,Labor Supply,Supply and Demand

A key to Washington's economic prosperity over the past 20 years has been a thriving employment sector for workers who have high levels of education in fields related to biological, physical, computer and health sciences, engineering, and mathematics. Washington has met the demands of its knowledge-driven economy by producing and attracting one of the best-educated workforces in the nation. A resulting bonus for the state economy during the recession has been that demand for highly educated workers has remained relatively stable. The author's research shows that while demand for workers in most educational levels has declined, demand for those with bachelor's degrees has actually continued to increase during the recession. There is cause for concern, however. This research brief suggests that Washington is at risk of losing its elite status as one the nation's most educated states. This has serious implications for the state's future efforts to attract knowledge-based enterprises and retain the ones already here. (Contains 4 tables, 2 figures and 2 footnotes.)
The Reality of College Readiness, 2012. Iowa
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Iowa. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]
The Reality of College Readiness, 2012. Idaho
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Persistence,Academic Standards,Benchmarking,College Bound Students,College Curriculum,College Entrance Examinations,College Freshmen,College Readiness,Enrollment,Enrollment Trends,High School Graduates,Influences,Postsecondary Education,Private Colleges,Public Colleges,School Holding Power,Scores,Standardized Tests,State Standards,Student Behavior,Student College Relationship,Student Mobility,Student Interests,Two Year Colleges

Annually, ACT provides each state with &quot;The Condition of College &amp; Career Readiness,&quot; a report that details the college readiness of students who took the ACT[R] test. This report is a companion to &quot;The Condition of College &amp; Career Readiness.&quot; This paper traces the college enrollment, retention, re-enrollment, and migration patterns of the 2010 ACT-tested high school graduates in the state of Idaho. It also provides a snapshot of the impact that benchmark-meeting behavior has on those patterns and, ultimately, on success in college. ACT's research on the knowledge and skills necessary for success in college courses resulted in the establishment of ACT's College Readiness Benchmarks. These benchmarks are ACT subject area scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of earning a C or higher in corresponding credit-bearing first-year college courses. The report also provides recommendations for policymakers and retention recommendations for institutional practice. (Contains 4 footnotes.) [For related report, &quot;The Condition of College &amp; Career Readiness, 2012,&quot; see ED534761.]