The General Trend of Mathematics Education in Secondary Schools

1924 ◽  
Vol 17 (8) ◽  
pp. 449-458
Author(s):  
W. D. Reeve
Keyword(s):  
United States ◽  
High School ◽  
Individual Differences ◽  
General Population ◽  
Secondary School ◽  
General Trend ◽  
The United States ◽  
School Enrollment ◽  
School Population ◽  
Education Today

The most significant thing in education today is the wide recognition of individual differences in ability among pupils. This is particularly true in regard to the high school and is due partly to a, realization that our secondary school population is very different from that of thirty years ago “not only in their experiences and interests, but also in their inborn abilities.” According to a recent report of the division of research of the National Educational Association,1 the number of pupils enrolled in high schools in this country has increased from 202,963 in 1890 to 2,229,407 in 1922. In this report we read that “If the population of the United States had increased as rapidly as its high school enrollment since 1890, its general population would now be 687,861,591.”

scholarly journals America's Graduation from High School: The Evolution and Spread of Secondary Schooling in the Twentieth Century

1998 ◽  
Vol 58 (2) ◽  
pp. 345-374 ◽  
Author(s):  
Claudia Goldin
Keyword(s):  
United States ◽  
High School ◽  
Secondary School ◽  
State Level ◽  
The United States ◽  
School Enrollment ◽  
Data Set ◽  
Secondary Schooling ◽  
Level Data ◽  
Manufacturing Activity

Secondary-school enrollment and graduation rates increased spectacularly in much of the United States from 1910 to 1940; the advance was particularly rapid from 1920 to 1935 in the nonsouthern states. This increase was uniquely American; no other nation underwent an equivalent change for several decades. States that rapidly expanded their high school enrollments early in the period had greater wealth, more homogeneity of wealth, and less manufacturing activity than others. Factors prompting the expansion include the substantial returns to education early in the century and a responsive “state.” This work is based on a newly constructed state-level data set.

Development of Mathematics in Secondary Schools of the United States

1934 ◽  
Vol 27 (6) ◽  
pp. 281-295
Author(s):  
F. L. Wren ◽  
H. B. McDonough
Keyword(s):  
Higher Education ◽  
United States ◽  
High School ◽  
Public Education ◽  
Secondary School ◽  
The United States ◽  
Natural Sciences ◽  
Foreign Languages ◽  
Equal Division ◽  
Elementary And Secondary Education

Prior to the latter part of the nineteenth century the energies of those interested in public education had been primarily directed toward the completion of the educational ladder. Elementary, secondary, and higher education had been placed under public control and to a large extent was financed by public taxation. In 1893 the Committee of Ten reported to the National Educational Association in favor of enriching the course of study in grades below the high school through the introduction of various subjects such as algebra, geometry, foreign languages, and natural sciences but their recommendations made no provisions for adapting these subjects to the abilities and needs of the children of the lower grades. During the early stages this movement for reorganization centered around the approximate equal division of time devoted to elementary and secondary education. The idea of dividing the six-year secondary school into junior and senior departments did not become a prominent one until the latter part of the first decade of the twentieth century.

Modern Curriculum Problems in the Teaching of Mathematics in Secondary Schools

1939 ◽  
Vol 32 (3) ◽  
pp. 118-128
Author(s):  
W. D. Reeve
Keyword(s):  
United States ◽  
High School ◽  
Secondary Schools ◽  
The United States ◽  
School Enrollment ◽  
The Other ◽  
The World ◽  
Teaching Of Mathematics

The United States has more children above fourteen years of age in school than all the other countries of the world. In many communities, we have sixty per cent and in a few cases as high as ninety per cent of the ten million pupils of eligible age in school. High school enrollment has grown five times as fast as the population in general. According to Douglass,

scholarly journals An Exploratory, Preliminary Report on United States Weather Education Trends and General Population Links Between Weather Salience and Systemizing

2020 ◽  
pp. 54-63
Author(s):  
Matthew J. Bolton ◽  
H. Michael Mogil ◽  
Lara K. Ault
Keyword(s):  
United States ◽  
High School ◽  
Middle School ◽  
Public Schools ◽  
General Population ◽  
Social Cognitive ◽  
The United States ◽  
Autism Spectrum ◽  
Grade Levels ◽  
K 12

Meteorologists have been interested in STEM (science, technology, engineering, and math) education endeavors for many years. The present study’s authors recently observed an apparent trend in United States public schools away from weather content in physical science classes, especially at higher grade levels. Through the blending of multiple psychological theories, this study sought to examine when people in the United States are presented with educational weather content at the Kindergarten to Grade 12 (K-12) levels and also investigated links between two psychological constructs: Weather salience and systemizing. Recent evidence among people on the autism spectrum suggests that weather salience—psychological attention to weather—is linked to systemizing, a psychological process that involves attention-to-detail and pattern recognition, thus prompting an investigation of this relationship in the general population. Results preliminarily suggest that K-12 weather education in the United States occurs most often in the elementary and middle school years, but that people receiving weather education only in high school, and intriguingly a combination of elementary and high school, but not middle school, have the highest weather salience levels. There was also a positive relationship between weather salience and systemizing. Results are discussed in light of the weather salience, systemizing, and social cognitive career theories.

Internal Threat II

2017 ◽  
Author(s):  
Robert B. Archibald
Keyword(s):  
Higher Education ◽  
United States ◽  
High School ◽  
Labor Markets ◽  
College Education ◽  
The United States ◽  
School Enrollment ◽  
College Degree ◽  
Demographic Trends ◽  
Marginal Students

Demographic trends and changes in the perceived value of a degree both can have significant effects on the demand for higher education. Demographic changes in the United States are unlikely to reduce the demand for places in college overall, but falling high school enrollment in the Northeast and Midwest will pressure financially weaker schools in those regions. On average, the payoff to a college degree has grown substantially. The chapter shows that the return to marginal students may also be quite high. Lastly, the evidence from labor markets indicates that a college education is not simply correlated with higher income. It helps cause higher income.

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