Birdville School; A Portrait of Small-Town America in the 20th Century
Birdville School; A Portrait of Small-Town America in the 20th Century

Author: Bob Barrage

Publisher: Lulu.com

Published: 2019-01-03

Total Pages: 742

ISBN-13: 1732956103

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Birdville School opened in 1922 on the corner of two dirt roads at the edge of a fallow farm. Over the next 67 school years it witnessed, and influenced, the unfolding story of the town that grew up around it, amid flood, brushfire, blizzard, tornado, and earthquake; poverty and prosperity; war, peace, and cold war; and even the collapse of the earth beneath its foundations. Its auditorium and cafeteria hosted PTA meetings, plays, movies, concerts, basketball tournaments, holiday parties, Girl Scout and Boy Scout meetings, polio vaccination clinics, and war-time rationing registrations and scrap-collection drives. Local sand-lot softball, baseball, and football teams competed in the same surrounding fields that swarmed with gleeful children at recess, and that echoed with the roar of low-flying aircrafts snagging mailbags on their tail hooks. Among its staff were thespians, musicians, firemen, outdoorsmen, and athletes, including a singer who performed in the Coolidge White House, a candidate for the state legislature, an army medic, and a ball player who faced off against the Homestead Grays and the Pittsburgh Pirates. By the time classes concluded for the last time in 1989, thousands of children - including the author - had benefitted from the care, instruction, and example of the Birdville School family. This book is a feeble tribute to those who made us who we are.

Small Schools, Big Ideas
Small Schools, Big Ideas

Author: Mara Benitez

Publisher: John Wiley & Sons

Published: 2009-11-16

Total Pages: 437

ISBN-13: 0470615532

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Small Schools, Big Ideas shows how the principle-based and equity-focused model from the Coalition of Essential Schools (CES) can be used to redesign existing schools and create new schools that prepare students for this century's challenges and opportunities. Filled with inspirational stories and illustrative examples from schools that have successfully implemented CES principles and practices, Small Schools, Big Ideas offers information and inspiration needed to: Transform schools in order to achieve equitable outcomes for all students Understand various school design options Establish school vision, mission, and goals to raise educational expectations and results Develop transformational leadership Cultivate a professional learning community Implement student-centered teaching, learning, and curricula Build productive relationships with families and communities Establish strategies for sustainability These recommendations and proven strategies can help educators transform their schools to become truly equitable, personalized, and academically challenging.

Small-Area Estimates of School-Age Children in Poverty
Small-Area Estimates of School-Age Children in Poverty

Author: Committee on National Statistics

Publisher: National Academies Press

Published: 1999-03-04

Total Pages: 134

ISBN-13: 0309517478

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The U.S. Department of Education uses estimates of school-age children in poverty to allocate federal funds under Title I of the Elementary and Secondary Education Act for education programs to aid disadvantaged children. Historically, the allocations have been made by a two-stage process: the department's role has been to allocate Title I funds to counties; the states have then distributed these funds to school districts. Until recently, the department has based the county allocations on the numbers and proportions of poor school-age children in each county from the most recent decennial census. States have used several different data sources, such as the decennial census and the National School Lunch Program, to distribute the department's county allocations to districts. In 1994 Congress authorized the Bureau of the Census to provide updated estimates of poor school-age children every 2 years, to begin in 1996 with estimates for counties and in 1998 with estimates for school districts. The Department of Education is to use the school district estimates to allocate Title I basic and concentration grants directly to districts for the 1999-2000 and later school years, unless the Secretaries of Education and Commerce determine that they are "inappropriate or unreliable" on the basis of a study by the National Research Council. That study is being carried out by the Committee on National Statistics' Panel on Estimates of Poverty for Small Geographic Areas.

Small-Area Estimates of School-Age Children in Poverty
Small-Area Estimates of School-Age Children in Poverty

Author: National Research Council

Publisher: National Academies Press

Published: 2001-01-16

Total Pages: 271

ISBN-13: 0309171245

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The Panel on Estimates of Poverty for Small Geographic Areas was established by the Committee on National Statistics at the National Research Council in response to the Improving America's Schools Act of 1994. That act charged the U.S. Census Bureau to produce updated estimates of poor school-age children every two years for the nation's more than 3,000 counties and 14,000 school districts. The act also charged the panel with determining the appropriateness and reliability of the Bureau's estimates for use in the allocation of more than $7 billion of Title I funds each year for educationally disadvantaged children. The panel's charge was both a major one and one with immovable deadlines. The panel had to evaluate the Census Bureau's work on a very tight schedule in order to meet legal requirements for allocation of Title I funds. As it turned out, the panel produced three interim reports: the first one evaluated county-level estimates of poor school-age children in 1993, the second one assessed a revised set of 1993 county estimates; and the third one covered both county- and school district-level estimates of poor school-age children in 1995. This volume combines and updates these three reports into a single reference volume.