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A discussion of the contributions made by African Americans to public and private black schools in the USA in the 19th and 20th centuries. It suggests that cultural capital from African American communities may be important for closing the gap in the funding of black schools in the 21st century.
Using the Tennessee antievolution 'Monkey Law,' authored by a local legislator, as a measure of how conservatives successfully resisted, co-opted, or ignored reform efforts, Jeanette Keith explores conflicts over the meaning and cost of progress in Tennessee's hill country from 1890 to 1925. Until the 1890s, the Upper Cumberland was dominated by small farmers who favored limited government and firm local control of churches and schools. Farm men controlled their families' labor and opposed economic risk taking; farm women married young, had large families, and produced much of the family's sustenance. But the arrival of the railroad in 1890 transformed the local economy. Farmers battled town dwellers for control of community institutions, while Progressives called for cultural, political, and economic modernization. Keith demonstrates how these conflicts affected the region's mobilization for World War I, and she argues that by the 1920s shifting gender roles and employment patterns threatened traditionalists' cultural hegemony. According to Keith, religion played a major role in the adjustment to modernity, and local people united to support the 'Monkey Law' as a way of confirming their traditional religious values.
The National Education Finance Academy (NEFA) has completed a project providing a one- of-a-kind practical book on funding P-12 education in the United States. The book, entitled Funding Public Schools in the United States and Indian Country is a single volume with a clear and short chapter about each state. Approximately 50% of chapters are authored by university faculty who are members of NEFA; approximately 25% of chapters are authored by state department of education officials and/or state school board association officials; and the remaining 25% of chapters are authored by ASBO affiliate states. Each chapter contains information about: • Each state’s aid formula background; • Basic support program description and operation (the state aid formula) including how school aid is apportioned (e.g., state appropriations, local tax contributions, cost share ratios, and more); • Supplemental funding options relating to how school districts raise funds attached to or above the regular state aid scheme; • Compensatory programs operated in school districts and how those are funded and aided; • Categorical programs operated in school districts and how those are funded and aided; • Any funding supports for transportation operations; • Any funding supports for physical facilities and operations; and • Other state aids not covered in the above list.