ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Mathematics 2013 State Snapshot Report. Nebraska. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Nebraska was 243. This was higher than the average score of 241 for public school students in the nation. The average score for students in Nebraska in 2013 (243) was higher than their average score in 2011 (240) and in 1992 (225). The score gap between higher performing students in Nebraska (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1992 (40 points). The percentage of students in Nebraska who performed at or above the NAEP &quot;Proficient&quot; level was 45 percent in 2013. This percentage was greater than that in 2011 (39 percent) and in 1992 (22 percent). The percentage of students in Nebraska who performed at or above the NAEP &quot;Basic&quot; level was 84 percent in 2013. This percentage was not significantly different from that in 2011 (83 percent) and was greater than that in 1992 (67 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Ohio. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Ohio was 246. This was higher than the average score of 241 for public school students in the nation. The average score for students in Ohio in 2013 (246) was not significantly different from their average score in 2011 (244) and was higher than their average score in 1992 (219). The score gap between higher performing students in Ohio (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 38 points in 2013. This performance gap was not significantly different from that in 1992 (42 points). The percentage of students in Ohio who performed at or above the NAEP &quot;Proficient&quot; level was 48 percent in 2013. This percentage was not significantly different from that in 2011 (45 percent) and was greater than that in 1992 (16 percent). The percentage of students in Ohio who performed at or above the NAEP &quot;Basic&quot; level was 86 percent in 2013. This percentage was not significantly different from that in 2011 (86 percent) and was greater than that in 1992 (57 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. North Carolina. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Educational Indicators,Elementary School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in North Carolina was 245. This was higher than the average score of 241 for public school students in the nation. The average score for students in North Carolina in 2013 (245) was not significantly different from their average score in 2011 (245) and was higher than their average score in 1992 (213). The score gap between higher performing students in North Carolina (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 37 points in 2013. This performance gap was narrower than that in 1992 (45 points). The percentage of students in North Carolina who performed at or above the NAEP &quot;Proficient&quot; level was 45 percent in 2013. This percentage was not significantly different from that in 2011 (44 percent) and was greater than that in 1992 (13 percent). The percentage of students in North Carolina who performed at or above the NAEP &quot;Basic&quot; level was 87 percent in 2013. This percentage was not significantly different from that in 2011 (88 percent) and was greater than that in 1992 (50 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Nevada. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Nevada was 236. This was lower than the average score of 241 for public school students in the nation. The average score for students in Nevada in 2013 (236) was not significantly different from their average score in 2011 (237) and was higher than their average score in 1996 (218). The score gap between higher performing students in Nevada (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 37 points in 2013. This performance gap was not significantly different from that in 1996 (40 points). The percentage of students in Nevada who performed at or above the NAEP &quot;Proficient&quot; level was 34 percent in 2013. This percentage was not significantly different from that in 2011 (36 percent) and was greater than that in 1996 (14 percent). The percentage of students in Nevada who performed at or above the NAEP &quot;Basic&quot; level was 80 percent in 2013. This percentage was not significantly different from that in 2011 (79 percent) and was greater than that in 1996 (57 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Rhode Island. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Rhode Island was 241. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in Rhode Island in 2013 (241) was not significantly different from their average score in 2011 (242) and was higher than their average score in 1992 (215). The score gap between higher performing students in Rhode Island (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1992 (42 points). The percentage of students in Rhode Island who performed at or above the NAEP &quot;Proficient&quot; level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (43 percent) and was greater than that in 1992 (13 percent). The percentage of students in Rhode Island who performed at or above the NAEP &quot;Basic&quot; level was 83 percent in 2013. This percentage was not significantly different from that in 2011 (84 percent) and was greater than that in 1992 (54 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. South Carolina. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in South Carolina was 237. This was lower than the average score of 241 for public school students in the nation. The average score for students in South Carolina in 2013 (237) was not significantly different from their average score in 2011 (237) and was higher than their average score in 1992 (212). The score gap between higher performing students in South Carolina (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1992 (43 points). The percentage of students in South Carolina who performed at or above the NAEP &quot;Proficient&quot; level was 35 percent in 2013. This percentage was not significantly different from that in 2011 (36 percent) and was greater than that in 1992 (13 percent). The percentage of students in South Carolina who performed at or above the NAEP &quot;Basic&quot; level was 79 percent in 2013. This percentage was not significantly different from that in 2011 (79 percent) and was greater than that in 1992 (48 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Missouri. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Missouri was 240. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in Missouri in 2013 (240) was not significantly different from their average score in 2011 (240) and was higher than their average score in 1992 (222). The score gap between higher performing students in Missouri (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 36 points in 2013. This performance gap was not significantly different from that in 1992 (40 points). The percentage of students in Missouri who performed at or above the NAEP &quot;Proficient&quot; level was 39 percent in 2013. This percentage was not significantly different from that in 2011 (41 percent) and was greater than that in 1992 (19 percent). The percentage of students in Missouri who performed at or above the NAEP &quot;Basic&quot; level was 83 percent in 2013. This percentage was not significantly different from that in 2011 (83 percent) and was greater than that in 1992 (62 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Utah. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Utah was 243. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in Utah in 2013 (243) was not significantly different from their average score in 2011 (243) and was higher than their average score in 1992 (224). The score gap between higher performing students in Utah (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 40 points in 2013. This performance gap was not significantly different from that in 1992 (38 points). The percentage of students in Utah who performed at or above the NAEP &quot;Proficient&quot; level was 44 percent in 2013. This percentage was not significantly different from that in 2011 (43 percent) and was greater than that in 1992 (19 percent). The percentage of students in Utah who performed at or above the NAEP &quot;Basic&quot; level was 83 percent in 2013. This percentage was not significantly different from that in 2011 (85 percent) and was greater than that in 1992 (66 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Texas. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Texas was 242. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in Texas in 2013 (242) was not significantly different from their average score in 2011 (241) and was higher than their average score in 1992 (218). The score gap between higher performing students in Texas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 38 points in 2013. This performance gap was not significantly different from that in 1992 (40 points). The percentage of students in Texas who performed at or above the NAEP &quot;Proficient&quot; level was 41 percent in 2013. This percentage was not significantly different from that in 2011 (39 percent) and was greater than that in 1992 (15 percent). The percentage of students in Texas who performed at or above the NAEP &quot;Basic&quot; level was 84 percent in 2013. This percentage was not significantly different from that in 2011 (85 percent) and was greater than that in 1992 (56 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]