ethanporcaro/eric-fulltext-meta huggingface dataset:
Subgroup Achievement and Gap Trends: Indiana
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Indiana. Findings reveal that there was a clear upward trend in achievement and progress on achievement gaps in Indiana. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Maine
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 11,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. For Maine, trends were analyzed for white and low income students. Both groups showed a clear upward trend at the basic and proficient achievement levels in reading. In math, there was more of a mixed picture; there was a slight decline for the low income subgroup at the proficient level. Achievement gaps between these two subgroups tended to widen. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Maryland
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness,High School Students,English,Algebra

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Maryland. All the student groups analyzed showed a clear trend of gains in grade 4 reading and math at two achievement levels--proficient-and-above and advanced. Achievement gaps between student groups also narrowed in the majority of cases in grades 4 and 8. (Contains 7 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Nebraska
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 11,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Nebraska. A clear trend of gains at the proficient level in reading and math was evident for all major student groups in Nebraska. A clear trend of narrowing gaps at the proficient level emerged for all major student groups at the three grades analyzed. (Contains 6 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Nevada
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Nevada. A clear trend of gains at the proficient level in grade 4 reading and math was evident for most of the student groups analyzed. In most instances, achievement gaps between subgroups narrowed at the elementary, middle, and high school levels. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: South Carolina
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in South Carolina. Overall, test score trends in South Carolina have gone in an upward direction, at all three achievement levels. There is a mixed picture on achievement gaps--they have tended to narrow at the high school grade but widen at the elementary school grade analyzed. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Rhode Island
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 11,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Rhode Island. Overall, test score trends in Rhode Island were in an upward direction, and progress has been made in closing achievement gaps. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Pennsylvania
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 11,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Pennsylvania. Pennsylvania showed upward trends on test scores. Progress on achievement gaps was either positive or mixed, depending on the measure used. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Oregon
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Oregon. Because Oregon changed its test, too few years of data were available to determine trends at three achievement levels, including gap trends in terms of the percentage of students scoring proficient. Gaps in average test scores narrowed more often than they widened for all major student groups, but with clear differences by grade level--gaps narrowed for nearly all subgroups in middle and high school but widened for all in elementary school. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Oklahoma
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness,High School Students,English,Algebra

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Oklahoma. Nearly all major student groups in Oklahoma showed a clear trend of gains in grade 4 math at all achievement levels. Gains were made in math, except at the advanced level. A clear trend of narrowing gaps was also evident for all major groups in reading at three grade levels and in math at grades 4 and 8. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]
Subgroup Achievement and Gap Trends: Ohio
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,English (Second Language),Disabilities,Gender Differences,Academic Achievement,Achievement Gap,Achievement Gains,High Achievement,Low Achievement,Achievement Rating,Student Evaluation,Educational Assessment,Reading Achievement,Mathematics Achievement,Evaluation Methods,Outcomes of Education,Educational Indicators,Federal Programs,Scores,Achievement Tests,Educational Testing,Educational Trends,Trend Analysis,Accountability,Educational Policy,Educational Improvement,Program Evaluation,Program Effectiveness,State Programs,School Effectiveness

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Ohio. The major student groups in Ohio showed a clear trend of gains in grade 4 reading at the basic and proficient levels but mostly declines at the advanced level. In grade 4 math, achievement declined across the board for all subgroups at all achievement levels. A clear trend of narrowing gaps was apparent for all major subgroups at most grade levels. (Contains 7 tables.) [For the main report, &quot;State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?&quot;, see ED507909.]