ethanporcaro/eric-fulltext-meta huggingface dataset:
ACT Profile Report: State. Graduating Class 2012. Kansas
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Kansas' 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. Louisiana
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Louisiana's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. Maine
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Maine's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. Maryland
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Maryland's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
&quot;They Never Told Me What to Expect, so I Didn't Know What to Do&quot;: Defining and Clarifying the Role of a Community College Student. CCRC Working Paper No. 47
Author: Karp, Melinda Mechur
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: Higher Education,College Students,Credentials,Academic Persistence,Placement,Community Colleges,Remedial Instruction,Educational Objectives,Role Theory,Student Role,Interviews,Semi Structured Interviews,College Faculty,School Personnel

Increasing the number of young people who attain postsecondary credentials has become one of the primary educational objectives of the 2010s. While low college success rates are typically linked to students' lack of academic preparation for college and their subsequent need for developmental or remedial instruction, research suggests that even many students who are deemed &quot;college-ready&quot; by virtue of their placement test scores or completion of developmental coursework still do not earn a credential. This paper builds on previous work arguing that community college success is dependent not only upon academic preparation but also upon a host of important skills, attitudes, and behaviors that are often left unspoken. Drawing on role theory and on a qualitative study conducted at three community colleges, this paper aims to clarify the role of community college student and the components of that role that must be enacted for students to be successful. Using data from interviews at the study sites, we provide a concrete, actionable description of the community college student role. We also present a framework that practitioners can use to help students learn how to be successful community college students. (Contains 5 tables and 8 footnotes.)
Outlook. Number 377
Author: Council for American Private Education
Date: 2012-09-00
Type: Collected Works - Serial
Subjects: Charter Schools,High School Graduates,Educational Vouchers,Elementary Secondary Education,Private Schools,College Bound Students,Outcomes of Education,African American Students,College Preparation,College Entrance Examinations,Public Schools,Hispanic American Students,Racial Differences,Access to Education

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) Private School Students More Likely to Succeed in College; (2) Vouchers Improve College-Going Rate for Black Students; (3) Charter Schools Impact Private Schools; and (4) CAPE Notes.
ACT Profile Report: State. Graduating Class 2012. Iowa
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Iowa's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. Idaho
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Idaho's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. Indiana
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Indiana's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. Colorado
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Colorado's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. Illinois
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Illinois's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. Florida
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Florida's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]