ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Detroit was 113. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Detroit who performed at or above the NAEP &quot;Proficient&quot; level was 3 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Detroit who performed at or above the NAEP &quot;Basic&quot; level was 20 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452,&quot; see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 4,Elementary School Science

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Atlanta was 134. This was not significantly different from the average score of 135 for public school students in large cities. The percentage of students in Atlanta who performed at or above the NAEP &quot;Proficient&quot; level was 19 percent in 2009. This percentage was not significantly different from large cities (20 percent). The percentage of students in Atlanta who performed at or above the NAEP &quot;Basic&quot; level was 52 percent in 2009. This percentage was smaller than large cities (56 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452,&quot; see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Fresno was 124. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Fresno who performed at or above the NAEP &quot;Proficient&quot; level was 9 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Fresno who performed at or above the NAEP &quot;Basic&quot; level was 34 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452,&quot; see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Houston Independent School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Houston was 138. This was higher than the average score of 134 for public school students in large cities. The percentage of students in Houston who performed at or above the NAEP &quot;Proficient&quot; level was 17 percent  in 2009. This percentage was not significantly different from large cities (17 percent). The percentage of students in Houston who performed at or above the NAEP &quot;Basic&quot; level was 49 percent in 2009. This percentage was greater than large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452,&quot; see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 4,Elementary School Science

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Austin was 147. This was higher than the average score of 135 for public school students in large cities. The percentage of students in Austin who performed at or above the NAEP &quot;Proficient&quot; level was 31 percent in 2009. This percentage was greater than large cities (20 percent). The percentage of students in Austin who performed at or above the NAEP &quot;Basic&quot; level was 65 percent in 2009. This percentage was greater than large cities (56 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452,&quot; see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Jefferson County Public Schools (Louisville, KY). Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Jefferson County was 145. This was higher than the average score of 134 for public school students in large cities. The percentage of students in Jefferson County who performed at or above the NAEP &quot;Proficient&quot; level was 24 percent in 2009. This percentage was greater than large cities (17 percent). The percentage of students in Jefferson County who performed at or above the NAEP &quot;Basic&quot; level was 57 percent in 2009. This percentage was greater than large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452,&quot; see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Los Angeles Unified School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 8,Middle School Students

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Los Angeles was 123. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Los Angeles who performed at or above the NAEP &quot;Proficient&quot; level was 10 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Los Angeles who performed at or above the NAEP &quot;Basic&quot; level was 33 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452,&quot; see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Baltimore City Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 4,Elementary School Science

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Baltimore was 117. This was lower than the average score of 135 for public school students in large cities. The percentage of students in Baltimore who performed at or above the NAEP &quot;Proficient&quot; level was 6 percent in 2009. This percentage was smaller than large cities (20 percent). The percentage of students in Baltimore who performed at or above the NAEP &quot;Basic&quot; level was 31 percent in 2009. This percentage was smaller than large cities (56 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452,&quot; see ED516654.]
The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,Curriculum Development,Elementary School Students,Ethnic Groups,Gender Differences,Low Income Groups,Metropolitan Areas,Public Schools,Racial Differences,School Districts,Science Achievement,Science Curriculum,Science Education,Science Tests,Sciences,Scores,Statistical Analysis,Student Evaluation,Urban Areas,Urban Education,Urban Schools,Grade 4,Elementary School Science

Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Charlotte was 150. This was higher than the average score of 135 for public school students in large cities. The percentage of students in Charlotte who performed at or above the NAEP &quot;Proficient&quot; level was 33 percent in 2009. This percentage was greater than large cities (20 percent). The percentage of students in Charlotte who performed at or above the NAEP &quot;Basic&quot; level was 70 percent in 2009. This percentage was greater than large cities (56 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452,&quot; see ED516654.]