ethanporcaro/eric-fulltext-meta huggingface dataset:
PSAT/NMSQT[R] 2014-2015 College-Bound High School Juniors. Summary Report. Wisconsin
Author: College Board
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: High School Students,College Entrance Examinations,Critical Reading,Reading Achievement,Mathematics Achievement,Writing Achievement,Gender Differences,Majors (Students),College Readiness,Career Readiness,College Bound Students,Educational Assessment,Standardized Tests,Testing Programs,Grades (Scholastic),Ethnic Groups,Scores,Racial Differences,White Students,Hispanic American Students,African American Students,Asian American Students,Pacific Islanders,American Indian Students,Alaska Natives

In the fall of 2014, students took the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) to help determine their level of readiness for college. The PSAT/NMSQT 2014 State Summary Reports summarize the characteristics, scores and educational plans of the Class of 2016 and Class of 2017.
PSAT/NMSQT[R] 2014-2015 College-Bound High School Juniors. Summary Report. Ohio
Author: College Board
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: High School Students,College Entrance Examinations,Critical Reading,Reading Achievement,Mathematics Achievement,Writing Achievement,Gender Differences,Majors (Students),College Readiness,Career Readiness,College Bound Students,Educational Assessment,Standardized Tests,Testing Programs,Grades (Scholastic),Ethnic Groups,Scores,Racial Differences,White Students,Hispanic American Students,African American Students,Asian American Students,Pacific Islanders,American Indian Students,Alaska Natives

In the fall of 2014, students took the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) to help determine their level of readiness for college. The PSAT/NMSQT 2014 State Summary Reports summarize the characteristics, scores and educational plans of the Class of 2016 and Class of 2017.
PSAT/NMSQT[R] 2014-2015 College-Bound High School Juniors. Summary Report. Rhode Island
Author: College Board
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: High School Students,College Entrance Examinations,Critical Reading,Reading Achievement,Mathematics Achievement,Writing Achievement,Gender Differences,Majors (Students),College Readiness,Career Readiness,College Bound Students,Educational Assessment,Standardized Tests,Testing Programs,Grades (Scholastic),Ethnic Groups,Scores,Racial Differences,White Students,Hispanic American Students,African American Students,Asian American Students,Pacific Islanders,American Indian Students,Alaska Natives

In the fall of 2014, students took the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) to help determine their level of readiness for college. The PSAT/NMSQT 2014 State Summary Reports summarize the characteristics, scores and educational plans of the Class of 2016 and Class of 2017.
PSAT/NMSQT[R] 2014-2015 College-Bound High School Juniors. Summary Report. West Virginia
Author: College Board
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: High School Students,College Entrance Examinations,Critical Reading,Reading Achievement,Mathematics Achievement,Writing Achievement,Gender Differences,Majors (Students),College Readiness,Career Readiness,College Bound Students,Educational Assessment,Standardized Tests,Testing Programs,Grades (Scholastic),Ethnic Groups,Scores,Racial Differences,White Students,Hispanic American Students,African American Students,Asian American Students,Pacific Islanders,American Indian Students,Alaska Natives

In the fall of 2014, students took the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) to help determine their level of readiness for college. The PSAT/NMSQT 2014 State Summary Reports summarize the characteristics, scores and educational plans of the Class of 2016 and Class of 2017.
PSAT/NMSQT[R] 2014-2015 College-Bound High School Juniors. Summary Report. Alaska
Author: College Board
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: High School Students,College Entrance Examinations,Critical Reading,Reading Achievement,Mathematics Achievement,Writing Achievement,Gender Differences,Majors (Students),College Readiness,Career Readiness,College Bound Students,Educational Assessment,Standardized Tests,Testing Programs,Grades (Scholastic),Ethnic Groups,Scores,Racial Differences,White Students,Hispanic American Students,African American Students,Asian American Students,Pacific Islanders,American Indian Students,Alaska Natives

In the fall of 2014, students took the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) to help determine their level of readiness for college. The PSAT/NMSQT 2014 State Summary Reports summarize the characteristics, scores and educational plans of the Class of 2016 and Class of 2017.
PSAT/NMSQT[R] 2014-2015 College-Bound High School Juniors. Summary Report. Wyoming
Author: College Board
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: High School Students,College Entrance Examinations,Critical Reading,Reading Achievement,Mathematics Achievement,Writing Achievement,Gender Differences,Majors (Students),College Readiness,Career Readiness,College Bound Students,Educational Assessment,Standardized Tests,Testing Programs,Grades (Scholastic),Ethnic Groups,Scores,Racial Differences,White Students,Hispanic American Students,African American Students,Asian American Students,Pacific Islanders,American Indian Students,Alaska Natives

In the fall of 2014, students took the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) to help determine their level of readiness for college. The PSAT/NMSQT 2014 State Summary Reports summarize the characteristics, scores and educational plans of the Class of 2016 and Class of 2017.
PSAT/NMSQT[R] 2014-2015 College-Bound High School Juniors. Summary Report. California
Author: College Board
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: High School Students,College Entrance Examinations,Critical Reading,Reading Achievement,Mathematics Achievement,Writing Achievement,Gender Differences,Majors (Students),College Readiness,Career Readiness,College Bound Students,Educational Assessment,Standardized Tests,Testing Programs,Grades (Scholastic),Ethnic Groups,Scores,Racial Differences,White Students,Hispanic American Students,African American Students,Asian American Students,Pacific Islanders,American Indian Students,Alaska Natives

In the fall of 2014, students took the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) to help determine their level of readiness for college. The PSAT/NMSQT 2014 State Summary Reports summarize the characteristics, scores and educational plans of the Class of 2016 and Class of 2017.
PSAT/NMSQT[R] 2014-2015 College-Bound High School Juniors. Summary Report. Virginia
Author: College Board
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: High School Students,College Entrance Examinations,Critical Reading,Reading Achievement,Mathematics Achievement,Writing Achievement,Gender Differences,Majors (Students),College Readiness,Career Readiness,College Bound Students,Educational Assessment,Standardized Tests,Testing Programs,Grades (Scholastic),Ethnic Groups,Scores,Racial Differences,White Students,Hispanic American Students,African American Students,Asian American Students,Pacific Islanders,American Indian Students,Alaska Natives

In the fall of 2014, students took the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) to help determine their level of readiness for college. The PSAT/NMSQT 2014 State Summary Reports summarize the characteristics, scores and educational plans of the Class of 2016 and Class of 2017.
Arkansas. State Supplement. The 10th Annual AR[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

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

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

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

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

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

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Idaho. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2011-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

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

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

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

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

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