ethanporcaro/eric-fulltext-meta huggingface dataset:
Maine. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Michigan. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Minnesota. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
District of Columbia. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
New Mexico. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Oklahoma. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Missouri. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
New Jersey. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Oregon. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Nebraska. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
North Dakota. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Reports - Evaluative
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Maryland. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Mississippi. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Texas. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
New York. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
California. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]