ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Mathematics 2011 State Snapshot Report. Alabama. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Alabama was 231. This was lower than the average score of 240 for public school students in the nation. The average score for students in Alabama in 2011 (231) was higher than their average score in 2009 (228) and was higher than their average score in 1992 (208). In 2011, the score gap between students in Alabama at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was narrower than that of 1992 (45 points). The percentage of students in Alabama who performed at or above the NAEP &quot;Proficient&quot; level was 27 percent in 2011. This percentage was not significantly different from that in 2009 (24 percent) and was greater than that in 1992 (10 percent). The percentage of students in Alabama who performed at or above the NAEP &quot;Basic&quot; level was 75 percent in 2011. This percentage was greater than that in 2009 (70 percent) and was greater than that in 1992 (43 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Wyoming. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Wyoming was 288. This was higher than the average score of 283 for public school students in the nation. The average score for students in Wyoming in 2011 (288) was not significantly different from their average score in 2009 (286) and was higher than their average score in 1990 (272). In 2011, the score gap between students in Wyoming at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 1990 (40 points). The percentage of students in Wyoming who performed at or above the NAEP &quot;Proficient&quot; level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent) and was greater than that in 1990 (19 percent). The percentage of students in Wyoming who performed at or above the NAEP &quot;Basic&quot; level was 80 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1990 (64 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Wisconsin. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Wisconsin was 289. This was higher than the average score of 283 for public school students in the nation. The average score for students in Wisconsin in 2011 (289) was not significantly different from their average score in 2009 (288) and was higher than their average score in 1990 (274). In 2011, the score gap between students in Wisconsin at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1990 (44 points). The percentage of students in Wisconsin who performed at or above the NAEP &quot;Proficient&quot; level was 41 percent in 2011. This percentage was not significantly different from that in 2009 (39 percent) and was greater than that in 1990 (23 percent). The percentage of students in Wisconsin who performed at or above the NAEP &quot;Basic&quot; level was 79 percent in 2011. This percentage was not significantly different from that in 2009 (79 percent) and was greater than that in 1990 (66 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. West Virginia. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in West Virginia was 273. This was lower than the average score of 283 for public school students in the nation. The average score for students in West Virginia in 2011 (273) was higher than their average score in 2009 (270) and was higher than their average score in 1990 (256). In 2011, the score gap between students in West Virginia at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1990 (43 points). The percentage of students in West Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 21 percent in 2011. This percentage was not significantly different from that in 2009 (19 percent) and was greater than that in 1990 (9 percent). The percentage of students in West Virginia who performed at or above the NAEP &quot;Basic&quot; level was 65 percent in 2011. This percentage was greater than that in 2009 (61 percent) and was greater than that in 1990 (42 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
Pushing, Pulling, and Prying: Renewing Senior Faculty Performance through College Dean Efforts
Author: Miller, Michael T.
Date: 2011-11-14
Type: Reports - Research
Subjects: College Faculty,Department Heads,Deans,Administrator Role,Educational Change,Faculty Workload,Faculty College Relationship,Experienced Teachers,Faculty Development,Delphi Technique,Career Development

The quality of college faculty members is directly linked to the institutional experience that students encounter, and as such, administrators and leaders are deeply concerned about the productivity, professionalism, and ability of their faculty. One result has been an extreme investment in faculty development and renewal activities, including those coordinated by department heads, academic deans, central university offices, and even self-directed programs. Research has suggested that faculty members' level of institutional investment, and resulting output, varies based on career stage and possible rewards, and that this may be especially true for long-serving, senior faculty members. The current study was designed to draw upon the expertise of academic deans to identify and offer a recommendation on their agreement as to the most effective strategies for renewing and increasing the efforts of senior faculty. Through a three-round Delphi survey, 15 deans identified 43 unduplicated strategies, of which there was strong agreement (greater than 4.0) on nine of them, including: Develop career plan for accomplishments until retirement, restrict activities such as ability to teach summer school or overload, and shift to less essential functions, such as consulting the dean. (Contains 1 table.)
The Nation's Report Card Mathematics 2011 State Snapshot Report. Washington. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Washington was 288. This was higher than the average score of 283 for public school students in the nation. The average score for students in Washington in 2011 (288) was not significantly different from their average score in 2009 (289) and was higher than their average score in 1996 (276). In 2011, the score gap between students in Washington at the 75th percentile and students at the 25th percentile was 50 points. This performance gap was not significantly different from that of 1996 (47 points). The percentage of students in Washington who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2011. This percentage was not significantly different from that in 2009 (39 percent) and was greater than that in 1996 (26 percent). The percentage of students in Washington who performed at or above the NAEP &quot;Basic&quot; level was 77 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1996 (67 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Virginia. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Virginia was 289. This was higher than the average score of 283 for public school students in the nation. The average score for students in Virginia in 2011 (289) was not significantly different from their average score in 2009 (286) and was higher than their average score in 1990 (264). In 2011, the score gap between students in Virginia at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1990 (51 points). The percentage of students in Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2011. This percentage was greater than that in 2009 (36 percent) and was greater than that in 1990 (17 percent). The percentage of students in Virginia who performed at or above the NAEP &quot;Basic&quot; level was 78 percent in 2011. This percentage was not significantly different from that in 2009 (76 percent) and was greater than that in 1990 (52 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Vermont. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Vermont was 294. This was higher than the average score of 283 for public school students in the nation. The average score for students in Vermont in 2011 (294) was not significantly different from their average score in 2009 (293) and was higher than their average score in 1996 (279). In 2011, the score gap between students in Vermont at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was wider than that of 1996 (42 points). The percentage of students in Vermont who performed at or above the NAEP &quot;Proficient&quot; level was 46 percent in 2011. This percentage was not significantly different from that in 2009 (43 percent) and was greater than that in 1996 (27 percent). The percentage of students in Vermont who performed at or above the NAEP &quot;Basic&quot; level was 82 percent in 2011. This percentage was not significantly different from that in 2009 (81 percent) and was greater than that in 1996 (72 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Utah. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Utah was 283. This was not significantly different from the average score of 283 for public school students in the nation. The average score for students in Utah in 2011 (283) was not significantly different from their average score in 2009 (284) and was higher than their average score in 1992 (274). In 2011, the score gap between students in Utah at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 1992 (43 points). The percentage of students in Utah who performed at or above the NAEP &quot;Proficient&quot; level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent) and was greater than that in 1992 (22 percent). The percentage of students in Utah who performed at or above the NAEP &quot;Basic&quot; level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (75 percent) and was greater than that in 1992 (67 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Texas. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Texas was 290. This was higher than the average score of 283 for public school students in the nation. The average score for students in Texas in 2011 (290) was higher than their average score in 2009 (287) and was higher than their average score in 1990 (258). In 2011, the score gap between students in Texas at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was narrower than that of 1990 (49 points). The percentage of students in Texas who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and was greater than that in 1990 (13 percent). The percentage of students in Texas who performed at or above the NAEP &quot;Basic&quot; level was 81 percent in 2011. This percentage was greater than that in 2009 (78 percent) and was greater than that in 1990 (45 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]