The American Private School: A Cultural History is a history of private or independent schools in the United States over the past century. Told chronologically, the book sheds light on the important role that the K-12 private school has played in this country, filling a niche in the history of education, sociology, and the United States as a whole.
This handbook aims to be a guide to the best private schools of the country. It has been undertaken with the parent especially in mind, but it is hoped that it may be of value to school and college authorities and all others interested in the subject. It is believed that this Handbook is the first volume which attempts a critical and discriminating treatment of the private schools of the country. It is an endeavor to classify the schools on their merits -- at least a step, it is hoped, toward eventual standardization. - Editor's foreword.
This report is based on the Schools and Staffing Survey (SASS) of 1987-88 and 1990-91 and is designed to provide a broad picture of private schools in the United States. The SASS collects data on only a sample of private schools, but collects a much richer picture of each participating school than does the Private School Universe Survey, a supplement to the Common Core of Data. In 1990-91, the SASS found that there were approximately 24,690 private elementary and secondary schools in the United States, serving an estimated 4,673,878 students in kindergarten through grade 12. This suggests that nearly one-quarter of the schools in the nation are private, and that 1 out of every 10 students are in private schools. Findings from the SASS are presented in sections on: (1) characteristics of private schools as units; (2) characteristics of students; (3) characteristics of teachers and principals; (4) educational goals of teachers and principals, their perceptions of school climate, and rates of graduation and college attendance; and (5) descriptive profiles by religious or other affiliation. Ten figures and 44 figures present survey findings. Two appendixes contain tables of standard errors and technical notes. (Contains 31 references.) (SLD)
Both a history of the pre-college military school in the United States and a reference guide to the institutions past and present, this comprehensive work begins by discussing several notable military school founders, including Southern Industrial Institute founder Rev. Lyman Ward, New York Military Academy founder Charles Jefferson Wright, and St. John’s Military Academy founder Sidney Thomas Smythe, among others. It discusses the role of religious organizations in founding and maintaining military institutions, as well as a range of other topics: faculties and administrators; curricular changes and innovations since the 19th century; escalating tuition costs and the role of money in determining a school’s success or failure; and the future of the pre-college military school. A second part lists some 355 individual schools and summarizes the history of each, providing details on enrollments and tuitions.
This book looks at the progress of American education in the use of technology since the publication of Stallard and Cocker's last book, The Promise of Technology in Schools: The Next Twenty Years. Fifteen years after its publication, they find little significant difference in the way K-12 schools are using technology to improve student achievement. Education Technology and the Failure of American Schools offers a broad and penetrating look at the American educational system to determine why progress is so lacking. What is found is a system that has far outlived its functionality in terms of governance, organization, and professional practices. American schools are compared to those of nations whose students regularly outperform them on international tests of achievement. The authors offer a bold approach to educational reform that will irritate many who now consider themselves educational leaders. The final chapter makes offers a new approach to education in the primary grades, one that will surprise those lobbying for more computers for those early learning years. This is a must-read for anyone concerned about American education. The contributors of this book: Offer clear examples of what is missing in the average school experience Explain why teaching and school administration are not true professions Discuss levels of failure from the federal level to the local school administration Describe how the present system came into being Compare educational reform efforts with those in actual professions Explain the basic misapplication of technology in the present system
