ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating the Relationship between Student Attendance and Achievement in Urban Elementary and Middle Schools: An Instrumental Variables Approach
Author: Gottfried, Michael A.
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Middle School Students,Elementary School Students,Attendance,Correlation,Academic Achievement,Databases,School Districts,Metropolitan Areas,Longitudinal Studies

This paper will address several gaps in the literature. First, those studies that have attempted to hone in on the relationship between student attendance and achievement in K-12 education have been conducted only at the aggregate level of analysis. Although these papers have provided insight into how attendance may be related to achievement, aggregate data have less variability than underlying individual-level data. As a result, it is not possible with aggregate data to offer findings on the relationship between student-level inputs and student-level achievement. Thus, this paper extends upon those previous studies, which employed only aggregate data, with new analyses at the student-level. By using a large-scale, longitudinal database of all individual- and multi-level observations in all elementary and middle schools in the Philadelphia School District from academic years 1994/1995 to 2000/2001, this paper provides insight into how attendance affects student performance at a detailed level of analysis. (Contains 5 tables.) [For the journal article, &quot;Evaluating the Relationship between Student Attendance and Achievement in Urban Elementary and Middle Schools: An Instrumental Variables Approach&quot;, see EJ887169.]
Stages in the Development of a Mathematics Intervention for Public Preschool Programs
Author: Klein, Alice
Date: 2009-00-00
Type: Reports - Research
Subjects: Mathematics Curriculum,Mathematics Education,School Readiness,Intervention,Low Income,Preschool Education,Disadvantaged Youth,Measures (Individuals),Preschool Teachers,Low Income Groups,Public Education,Program Effectiveness,Program Implementation,Fidelity,Knowledge Level,Statistical Analysis

The Scale-Up Pre-K Mathematics project, was conducted at a customary program-wide level of scale in Head Start and state-funded preschool programs in California and Kentucky/Indiana. The objectives of this randomized field trial were twofold: (1) to determine whether the intervention, the Pre-K Mathematics curriculum, continues to be effective when implemented on this level of scale and at a distance from the developer, and (2) to document the process of implementing a pre-kindergarten math intervention in varied preschool settings in order to better understand the barriers to scalable interventions. The field trial was conducted in varied contexts, which included Head Start and state preschool programs in California, Kentucky and Indiana. Teachers from 94 classrooms at 62 sites (Head Start centers or public schools) were included in the experiment. Experiment 2 findings indicate that the intervention, Pre-K Mathematics, is still effective when implemented on a broad level of scale (individual school districts or Head Start grantees). Thus, by providing public preschool teachers with a mathematics curriculum like the one used in this study and by training teachers to implement the curriculum with fidelity, the socioeconomic status (SES)-related gap in children's mathematical knowledge can be significantly reduced. These results have implications for the role of curricula in promoting school readiness, and in particular mathematics readiness, for children from low-income families. Recommendations for policy makers are discussed.
Standards and Excellence: Evidence from Advanced Placement (AP) Exams
Author: Dee, Thomas S.
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: State Standards,Excellence in Education,Advanced Placement,Exit Examinations,Advanced Placement Programs,College Credits,High School Students,College Preparation

This study assesses the effects of state exit exams on the student utilization of and performance on Advanced Placement (AP) exams. AP programs have become an increasingly popular way of providing fairly standardized and academically rigorous academic experiences that can prepare high school students for the transition to post-secondary schooling. Furthermore, participation in AP exams can also have implications for college affordability because high performance on AP exams often qualifies as college credit. Therefore, whether state exit exams have either promoted or attenuated AP utilization and performance is both a particularly policy-relevant question. States typically began allowing students to take exit exams in 8th or 9th grade with multiple opportunities for re-testing. One of key developments in the evolution of exit exams during the last 30 years has been an increase in the level of academic content covered by these exams. Furthermore, in recent years, several states have begun using "end-of-course" exams as exit exams. This analysis focuses on state-year measures of exit exams that reflect this heterogeneity in their design.
The Effects of High School Exit Exam Performance: New Evidence from Florida
Author: Clark, Damon
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: High Schools,College Attendance,Exit Examinations,Academic Persistence,Socioeconomic Status,Ethnicity,Academic Achievement,Evidence,High School Students,Regression (Statistics),Measures (Individuals)

This paper presents new evidence on the effects of exit exam performance on high school persistence and completion as well as on college attendance using data on students from Florida. Specifically, they examine whether initial exit exam performance causes students to drop out of school, changes the likelihood of graduating from high school, and affects the probability of enrolling in college. They also examine how these effects vary by student subgroups such as ethnicity, prior academic achievement and socioeconomic status. (Contains 2 figures and 1 footnote.)
The Nation's Report Card Reading 2009 State Snapshot Report. Wyoming. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Wyoming was 223. This was higher than the average score of 220 for public school students in the nation. The average score for students in Wyoming in 2009 (223) was lower than their average score in 2007 (225) and was not significantly different from their average score in 1992 (223). In 2009, the score gap between students in Wyoming at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 1992 (40 points). The percentage of students in Wyoming who performed at or above the NAEP &quot;Proficient&quot; level was 33 percent in 2009. This percentage was smaller than that in 2007 (36 percent) and was not significantly different from that in 1992 (33 percent). The percentage of students in Wyoming who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2009. This percentage was not significantly different from that in 2007 (73 percent) and was not significantly different from that in 1992 (71 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Wisconsin. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Wisconsin was 220. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Wisconsin in 2009 (220) was not significantly different from their average score in 2007 (223) and was lower than their average score in 1992 (224). In 2009, the score gap between students in Wisconsin at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was wider than that of 1992 (41 points). The percentage of students in Wisconsin who performed at or above the NAEP &quot;Proficient&quot; level was 33 percent in 2009. This percentage was not significantly different from that in 2007 (36 percent) and was not significantly different from that in 1992 (33 percent). The percentage of students in Wisconsin who performed at or above the NAEP &quot;Basic&quot; level was 67 percent in 2009. This percentage was not significantly different from that in 2007 (70 percent) and was not significantly different from that in 1992 (71 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. West Virginia. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in West Virginia was 215. This was lower than the average score of 220 for public school students in the nation. The average score for students in West Virginia in 2009 (215) was not significantly different from their average score in 2007 (215) and was not significantly different from their average score in 1992 (216). In 2009, the score gap between students in West Virginia at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in West Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 26 percent in 2009. This percentage was not significantly different from that in 2007 (28 percent) and was not significantly different from that in 1992 (25 percent). The percentage of students in West Virginia who performed at or above the NAEP &quot;Basic&quot; level was 62 percent in 2009. This percentage was not significantly different from that in 2007 (63 percent) and was not significantly different from that in 1992 (61 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Washington. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Washington was 221. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Washington in 2009 (221) was not significantly different from their average score in 2007 (224) and was higher than their average score in 1994 (213). In 2009, the score gap between students in Washington at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1994 (50 points). The percentage of students in Washington who performed at or above the NAEP &quot;Proficient&quot; level was 33 percent in 2009. This percentage was not significantly different from that in 2007 (36 percent) and was greater than that in 1994 (27 percent). The percentage of students in Washington who performed at or above the NAEP &quot;Basic&quot; level was 68 percent in 2009. This percentage was not significantly different from that in 2007 (70 percent) and was greater than that in 1994 (59 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Virginia. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Virginia was 227. This was higher than the average score of 220 for public school students in the nation. The average score for students in Virginia in 2009 (227) was not significantly different from their average score in 2007 (227) and was higher than their average score in 1992 (221). In 2009, the score gap between students in Virginia at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 38 percent in 2009. This percentage was not significantly different from that in 2007 (38 percent) and was greater than that in 1992 (31 percent). The percentage of students in Virginia who performed at or above the NAEP &quot;Basic&quot; level was 74 percent in 2009. This percentage was not significantly different from that in 2007 (74 percent) and was greater than that in 1992 (67 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Vermont. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Vermont was 229. This was higher than the average score of 220 for public school students in the nation. The average score for students in Vermont in 2009 (229) was not significantly different from their average score in 2007 (228) and was not significantly different from their average score in 2002 (227). In 2009, the score gap between students in Vermont at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 2002 (44 points). The percentage of students in Vermont who performed at or above the NAEP &quot;Proficient&quot; level was 41 percent in 2009. This percentage was not significantly different from that in 2007 (41 percent) and was not significantly different from that in 2002 (39 percent). The percentage of students in Vermont who performed at or above the NAEP &quot;Basic&quot; level was 75 percent in 2009. This percentage was not significantly different from that in 2007 (74 percent) and was not significantly different from that in 2002 (73 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Utah. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Utah was 219. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Utah in 2009 (219) was not significantly different from their average score in 2007 (221) and was not significantly different from their average score in 1992 (220). In 2009, the score gap between students in Utah at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1992 (42 points). The percentage of students in Utah who performed at or above the NAEP &quot;Proficient&quot; level was 31 percent in 2009. This percentage was not significantly different from that in 2007 (34 percent) and was not significantly different from that in 1992 (30 percent). The percentage of students in Utah who performed at or above the NAEP &quot;Basic&quot; level was 67 percent in 2009. This percentage was not significantly different from that in 2007 (69 percent) and was not significantly different from that in 1992 (67 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]