ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Cleveland was 190. This was lower than the average score of 212 for public school students in large cities. The average score for students in Cleveland in 2013 (190) was not significantly different from their average score in 2011 (193) and was lower than their average score in 2003 (195). The score gap between higher performing students in Cleveland (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 2003 (44 points). The percentage of students in Cleveland who performed at or above the NAEP &quot;Proficient&quot; level was 9 percent in 2013. This percentage was not significantly different from that in 2011 (8 percent) and in 2003 (9 percent). The percentage of students in Cleveland who performed at or above the NAEP &quot;Basic&quot; level was 33 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent) and in 2003 (35 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Urban Schools,School Districts,Reading Instruction

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Chicago was 206. This was lower than the average score of 212 for public school students in large cities. The average score for students in Chicago in 2013 (206) was not significantly different from their average score in 2011 (203) and was higher than their average score in 2002 (193). The score gap between higher performing students in Chicago (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 2002 (48 points). The percentage of students in Chicago who performed at or above the NAEP &quot;Proficient&quot; level was 20 percent in 2013. This percentage was not significantly different from that in 2011 (18 percent) and was greater than that in 2002 (11 percent). The percentage of students in Chicago who performed at or above the NAEP &quot;Basic&quot; level was 51 percent in 2013. This percentage was not significantly different from that in 2011 (48 percent) and was greater than that in 2002 (34 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Middle School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments.This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Albuquerque was 256. This was not significantly different from the average score of 258 for public school students in large cities. The average score for students in Albuquerque in 2013 (256) was not significantly different from their average score in 2011 (254). The score gap between higher performing students in Albuquerque (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 2011 (45 points). The percentage of students in Albuquerque who performed at or above the NAEP Proficient level was 23 percent in 2013. This percentage was not significantly different from that in 2011 (22 percent). The percentage of students in Albuquerque who performed at or above the NAEP Basic level was 66 percent in 2013. This percentage was not significantly different from that in 2011 (64 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. District of Columbia Public Schools (DCPS). Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in the District of Columbia was 206. This was lower than the average score of 212 for public school students in large cities. The average score for students in the District of Columbia in 2013 (206) was higher than their average score in 2011 (201) and in 2002 (191). The score gap between higher performing students in the District of Columbia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 61 points in 2013. This performance gap was wider than that in 2002 (48 points). The percentage of students in the District of Columbia who performed at or above the NAEP &quot;Proficient&quot; level was 25 percent in 2013. This percentage was greater than that in 2011 (20 percent) and in 2002 (10 percent). The percentage of students in the District of Columbia who performed at or above the NAEP &quot;Basic&quot; level was 49 percent in 2013. This percentage was greater than that in 2011 (44 percent) and in 2002 (31 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Baltimore City Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Middle School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments.This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Baltimore City was 252. This was lower than the average score of 258 for public school students in large cities. The average score for students in Baltimore City in 2013 (252) was higher than their average score in 2011 (246) and in 2009 (245). The score gap between higher performing students in Baltimore City (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 2009 (39 points). The percentage of students in Baltimore City who performed at or above the NAEP &quot;Proficient&quot; level was 16 percent in 2013. This percentage was not significantly different from that in 2011 (12 percent) and was greater than that in 2009 (10 percent). The percentage of students in Baltimore City who performed at or above the NAEP &quot;Basic&quot; level was 61 percent in 2013. This percentage was greater than that in 2011 (54 percent) and was not significantly different from that in 2009 (54 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Middle School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Chicago was 253. This was lower than the average score of 258 for public school students in large cities. The average score for students in Chicago in 2013 (253) was not significantly different from their average score in 2011 (253) and in 2002 (249). The score gap between higher performing students in Chicago (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 2002 (40 points). The percentage of students in Chicago who performed at or above the NAEP &quot;Proficient&quot; level was 21 percent in 2013. This percentage was not significantly different from that in 2011 (21 percent) and in 2002 (15 percent). The percentage of students in Chicago who performed at or above the NAEP &quot;Basic&quot; level was 64 percent in 2013. This percentage was not significantly different from that in 2011 (64 percent) and in 2002 (62 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Science,Middle School Students,Urban Schools,School Districts,Educational Assessment

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Austin was 261. This was higher than the average score of 258 for public school students in large cities. The average score for students in Austin in 2013 (261) was not significantly different from their average score in 2011 (261) and in 2005 (257). The score gap between higher performing students in Austin (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 50 points in 2013. This performance gap was not significantly different from that in 2005 (52 points). The percentage of students in Austin 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 in 2005 (27 percent). The percentage of students in Austin who performed at or above the NAEP &quot;Basic&quot; level was 70 percent in 2013. This percentage was not significantly different from that in 2011 (71 percent) and in 2005 (65 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Boston Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Middle School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Boston was 257. This was not significantly different from the average score of 258 for public school students in large cities. The average score for students in Boston in 2013 (257) was not significantly different from their average score in 2011 (255) and was higher than their average score in 2003 (252). The score gap between higher performing students in Boston (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 53 points in 2013. This performance gap was not significantly different from that in 2003 (49 points). The percentage of students in Boston who performed at or above the NAEP &quot;Proficient&quot; level was 28 percent in 2013. This percentage was not significantly different from that in 2011 (24 percent) and was greater than that in 2003 (22 percent). The percentage of students in Boston who performed at or above the NAEP &quot;Basic&quot; level was 66 percent in 2013. This percentage was not significantly different from that in 2011 (63 percent) and was greater than that in 2003 (61 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Middle School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Charlotte was 266. This was higher than the average score of 258 for public school students in large cities. The average score for students in Charlotte in 2013 (266) was not significantly different from their average score in 2011 (265) and was higher than their average score in 2003 (262). The score gap between higher performing students in Charlotte (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 2003 (48 points). The percentage of students in Charlotte 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 (34 percent) and was greater than that in 2003 (30 percent). The percentage of students in Charlotte who performed at or above the NAEP &quot;Basic&quot; level was 76 percent in 2013. This percentage was not significantly different from that in 2011 (75 percent) and was greater than that in 2003 (71 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]