A Comparison of Urban and Rural Common-School Statistics. Bulletin, 1912, No. 21. Whole Number 493

A Comparison of Urban and Rural Common-School Statistics. Bulletin, 1912, No. 21. Whole Number 493 PDF

Author: Harlan Updegraff

Publisher:

Published: 1912

Total Pages: 28

ISBN-13:

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The purpose of this study is to segregate and present a comparison of the statistics of urban and rural schools in the United States for the year 1910. From the new emphasis on agricultural education and the more intensive study of the problems of rural life in general which have been manifested of late has emerged a stronger conviction that education in the country districts has not prospered as it should prosper and that rural school conditions must be improved; if education is to do its part in the uplift of rural life. The data in this study were obtained from three sources: (1) the figures reported by the several State education offices for the States as a whole; (2) the statistics of cities and villages of 4,000 population and over, as published in the Annual report of the Commissioner of Education for 1910; and (3) the replies to a brief questionnaire sent to towns of 2,500 to 4,000 population, and to those cities and villages of 4,000 and upward from which no reports were received in 1910. By these means, the figures for the States as a whole and for cities were obtained separately and became the basal data for this study. Data are provided on the following topics: (1) population; (2) school enrollment; (3) average daily attendance; (4) aggregate attendance; (5) length of school term; and (6) teachers' salaries. (Contains 6 tables, 7 diagrams, and 3 footnotes.) [Best copy available has been provided.].

The Condition of Education in Rural Schools

The Condition of Education in Rural Schools PDF

Author: Joyce D. Stern

Publisher: Improvement of Practice

Published: 1994

Total Pages: 156

ISBN-13:

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This report focuses on the status of rural education and is intended to provide information to education researchers, policymakers at the federal and state levels, as well as others concerned about issues in rural education. Specifically, the goal is to increase federal policymakers' attention to rural education problems, promote improvements in rural schools, and stimulate further research on rural education. This report documents how rural conditions are sufficiently different from urban ones to warrant being examined independently, and it endorses the hypothesis that a single set of public policies may not adequately address educational issues in rural versus urban settings. National data, mainly from surveys by the National Center for Education Statistics, are synthesized covering the following topics: (1) economic and demographic context of rural education; (2) location and characteristics of rural schools and school districts; (3) relationship between the rural school and its community; (4) policies and programs benefiting rural education; (5) profiles of educators in rural schools; (6) effects of education reform in rural schools; (7) public school finance policies and practices affecting rural schools; (8) assessment of student performance in rural schools; (9) education and work experiences of rural youth; and (10) the future of rural education. The report contains numerous data tables and a section describing statistical data sources and methodology. (LP)

Tinkering toward Utopia

Tinkering toward Utopia PDF

Author: David B. TYACK

Publisher: Harvard University Press

Published: 2009-06-30

Total Pages: 193

ISBN-13: 0674044525

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For over a century, Americans have translated their cultural anxieties and hopes into dramatic demands for educational reform. Although policy talk has sounded a millennial tone, the actual reforms have been gradual and incremental. Tinkering toward Utopia documents the dynamic tension between Americans' faith in education as a panacea and the moderate pace of change in educational practices. In this book, David Tyack and Larry Cuban explore some basic questions about the nature of educational reform. Why have Americans come to believe that schooling has regressed? Have educational reforms occurred in cycles, and if so, why? Why has it been so difficult to change the basic institutional patterns of schooling? What actually happened when reformers tried to reinvent schooling? Tyack and Cuban argue that the ahistorical nature of most current reform proposals magnifies defects and understates the difficulty of changing the system. Policy talk has alternated between lamentation and overconfidence. The authors suggest that reformers today need to focus on ways to help teachers improve instruction from the inside out instead of decreeing change by remote control, and that reformers must also keep in mind the democratic purposes that guide public education.

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