ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Mathematics 2013 State Snapshot Report. Oklahoma. 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 Oklahoma was 239. This was lower than the average score of 241 for public school students in the nation. The average score for students in Oklahoma in 2013 (239) was not significantly different from their average score in 2011 (237) and was higher than their average score in 1992 (220). The score gap between higher performing students in Oklahoma (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 (35 points). The percentage of students in Oklahoma who performed at or above the NAEP &quot;Proficient&quot; level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (33 percent) and was greater than that in 1992 (14 percent). The percentage of students in Oklahoma 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 (60 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. West Virginia. 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 West Virginia was 237. This was lower than the average score of 241 for public school students in the nation. The average score for students in West Virginia in 2013 (237) was higher than their average score in 2011 (235) and in 1992 (215). The score gap between higher performing students in West Virginia (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 1992 (39 points). The percentage of students in West Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 35 percent in 2013. This percentage was greater than that in 2011 (31 percent) and in 1992 (12 percent). The percentage of students in West Virginia who performed at or above the NAEP &quot;Basic&quot; level was 81 percent in 2013. This percentage was not significantly different from that in 2011 (78 percent) and was greater than that in 1992 (52 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. Wisconsin. 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 Wisconsin was 245. This was higher than the average score of 241 for public school students in the nation. The average score for students in Wisconsin in 2013 (245) was not significantly different from their average score in 2011 (245) and was higher than their average score in 1992 (229). The score gap between higher performing students in Wisconsin (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 Wisconsin who performed at or above the NAEP &quot;Proficient&quot; level was 47 percent in 2013. This percentage was not significantly different from that in 2011 (47 percent) and was greater than that in 1992 (24 percent). The percentage of students in Wisconsin who performed at or above the NAEP &quot;Basic&quot; level was 85 percent in 2013. This percentage was not significantly different from that in 2011 (86 percent) and was greater than that in 1992 (71 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 Dakota. 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 Dakota 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 South Dakota in 2013 (241) was not significantly different from their average score in 2011 (241) and was higher than their average score in 2003 (237). The score gap between higher performing students in South Dakota (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 2003 (34 points). The percentage of students in South Dakota who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (40 percent) and was greater than that in 2003 (34 percent). The percentage of students in South Dakota 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 (86 percent) and in 2003 (82 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. Vermont. 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 Vermont was 248. This was higher than the average score of 241 for public school students in the nation. The average score for students in Vermont in 2013 (248) was not significantly different from their average score in 2011 (247) and was higher than their average score in 1996 (225). The score gap between higher performing students in Vermont (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 1996 (41 points). The percentage of students in Vermont who performed at or above the NAEP &quot;Proficient&quot; level was 52 percent in 2013. This percentage was not significantly different from that in 2011 (49 percent) and was greater than that in 1996 (23 percent). The percentage of students in Vermont 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 (89 percent) and was greater than that in 1996 (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. Wyoming. 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,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 Wyoming was 247. This was higher than the average score of 241 for public school students in the nation. The average score for students in Wyoming in 2013 (247) was higher than their average score in 2011 (244) and in 1992 (225). The score gap between higher performing students in Wyoming (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 33 points in 2013. This performance gap was not significantly different from that in 1992 (35 points). The percentage of students in Wyoming who performed at or above the NAEP &quot;Proficient&quot; level was 48 percent in 2013. This percentage was greater than that in 2011 (44 percent) and in 1992 (19 percent). The percentage of students in Wyoming who performed at or above the NAEP &quot;Basic&quot; level was 90 percent in 2013. This percentage was greater than that in 2011 (88 percent) and in 1992 (69 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. New Mexico. 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 New Mexico was 233. This was lower than the average score of 241 for public school students in the nation. The average score for students in New Mexico in 2013 (233) was not significantly different from their average score in 2011 (233) and was higher than their average score in 1992 (213). The score gap between higher performing students in New Mexico (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 1992 (40 points). The percentage of students in New Mexico who performed at or above the NAEP &quot;Proficient&quot; level was 31 percent in 2013. This percentage was not significantly different from that in 2011 (30 percent) and was greater than that in 1992 (11 percent). The percentage of students in New Mexico who performed at or above the NAEP &quot;Basic&quot; level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (75 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. New York. 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 New York 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 New York in 2013 (240) was higher than their average score in 2011 (238) and in 1992 (218). The score gap between higher performing students in New York (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 (43 points). The percentage of students in New York who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2013. This percentage was greater than that in 2011 (36 percent) and in 1992 (17 percent). The percentage of students in New York who performed at or above the NAEP &quot;Basic&quot; level was 82 percent in 2013. This percentage was not significantly different from that in 2011 (80 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. Pennsylvania. 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 Pennsylvania was 244. This was higher than the average score of 241 for public school students in the nation. The average score for students in Pennsylvania in 2013 (244) was not significantly different from their average score in 2011 (246) and was higher than their average score in 1992 (224). The score gap between higher performing students in Pennsylvania (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 Pennsylvania 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 (48 percent) and was greater than that in 1992 (22 percent). The percentage of students in Pennsylvania who performed at or above the NAEP &quot;Basic&quot; level was 85 percent in 2013. This percentage was not significantly different from that in 2011 (87 percent) and was greater than that in 1992 (65 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.]