Book Review: Horace Mann and the Public School System of the United States

1907 ◽  
Vol 66 (18) ◽  
pp. 496-497
Keyword(s):  
United States ◽  
Public School ◽  
School System ◽  
The United States ◽  
Public School System ◽  
The Public

scholarly journals The Law of the Public School System of the United States

1916 ◽  
Vol 16 (8) ◽  
pp. 706
Author(s):  
Francis M. Burdick ◽  
Harvey Cortlandt Voorhees
Keyword(s):  
United States ◽  
Public School ◽  
School System ◽  
The United States ◽  
Public School System ◽  
The Public ◽  
The Law

The Classics in America

1939 ◽  
Vol 9 (25) ◽  
pp. 36-42
Author(s):  
Mary Trowbridge Honey
Keyword(s):  
United States ◽  
Public School ◽  
School System ◽  
The United States ◽  
Harvard University ◽  
Public School System ◽  
Grammar School ◽  
Student Body ◽  
The Public ◽  
Curriculum Changes

The position of the Classics in the United States has been determined very largely by the development of the public school system. Between the founding of the first Latin grammar-school in Boston in 1635, or of Harvard University in 1638, and the numerous public (free), State-directed schools of the present day, vast changes have come about in the student body and in the curriculum—changes which have decidedly affected the study of the Classics.

scholarly journals The Law of the Public School System of the United States

1916 ◽  
Vol 26 (1) ◽  
pp. 81
Author(s):  
W. B. Gumbart ◽  
Harvey C. Voorhees
Keyword(s):  
United States ◽  
Public School ◽  
School System ◽  
The United States ◽  
Public School System ◽  
The Public ◽  
The Law

scholarly journals Human Life, Human Organizations and Education

1994 ◽  
Vol 2 ◽  
pp. 9 ◽  
Author(s):  
Andrew J. Coulson
Keyword(s):  
Public School ◽  
School System ◽  
Human Life ◽  
The United States ◽  
Social Structures ◽  
Public School System ◽  
Incentive Structure ◽  
The Public ◽  
The Social ◽  
States Data

The social structures within which we live and work have a profound effect on the success of our pursuits. These effects are too often poorly understood by those who shape public policy, leading to organizations that are antagonistic to the very goals they are meant to achieve. Unfortunately, this has been the case with public education in the United States. Data are presented that illustrate the way in which the incentive structure of our public school system leads the goals of its employees to diverge from those of the families it is intended to serve. Arguments in support of government-run schooling are discussed and refuted. An alternative system of mutually beneficial cooperation within a competitive market is proposed, based on its proven success in the more liberal parts of our economy. It is demonstrated that such a market system would unite the goals of educators and families, encourage innovation, and discourage many of the inefficient and educationally irrelevant practices engendered by the public school system.

scholarly journals Seroprevalence of anti-SARS-CoV-2 IgG antibodies in the staff of a public school system in the midwestern United States

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0243676
Author(s):  
Lilah Lopez ◽  
Thao Nguyen ◽  
Graham Weber ◽  
Katlyn Kleimola ◽  
Megan Bereda ◽  
...  
Keyword(s):  
United States ◽  
Public School ◽  
Test Performance ◽  
School System ◽  
Herd Immunity ◽  
The United States ◽  
Public School System ◽  
Contact Tracing ◽  
Igg Antibody ◽  
Cross Sectional

Since March 2020, the United States has lost over 580,000 lives to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), which causes COVID-19. A growing body of literature describes population-level SARS-CoV-2 exposure, but studies of antibody seroprevalence within school systems are critically lacking, hampering evidence-based discussions on school reopenings. The Lake Central School Corporation (LCSC), a public school system in suburban Indiana, USA, assessed SARS-CoV-2 seroprevalence in its staff and identified correlations between seropositivity and subjective histories and demographics. This study is a cross-sectional, population-based analysis of the seroprevalence of SARS-CoV-2 in LCSC staff measured in July 2020. We tested for seroprevalence with the Abbott Alinity™ SARS-CoV-2 IgG antibody test. The primary outcome was the total seroprevalence of SARS-CoV-2, and secondary outcomes included trends of antibody presence in relation to baseline attributes. 753 participants representative of the staff at large were enrolled. 22 participants (2.9%, 95% CI: 1.8% - 4.4%) tested positive for SARS-CoV-2 antibodies. Correcting for test performance parameters, the seroprevalence is estimated at 1.7% (90% Credible Interval: 0.27% - 3.3%). Multivariable logistic regression including mask wearing, travel history, symptom history, and contact history revealed a 48-fold increase in the odds of seropositivity if an individual previously tested positive for COVID-19 (OR: 48, 95% CI: 4–600). Amongst individuals with no previous positive test, exposure to a person diagnosed with COVID-19 increased the odds of seropositivity by 7-fold (OR: 7.2, 95% CI: 2.6–19). Assuming the presence of antibodies is associated with immunity against SARS-CoV-2 infection, these results demonstrate a broad lack of herd immunity amongst the school corporation’s staff irrespective of employment role or location. Protective measures like contact tracing, face coverings, and social distancing are therefore vital to maintaining the safety of both students and staff as the school year progresses.

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