ethanporcaro/eric-fulltext-meta huggingface dataset:
Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Agile Mind&quot;
Author: Education Resource Strategies
Date: 2013-05-00
Type: Reports - Research
Subjects: Mathematics Achievement,Science Achievement,At Risk Students,Case Studies,Faculty Development,Teacher Improvement,Change Strategies,Teacher Effectiveness,Middle Schools,High Schools,Human Capital,Accountability,Educational Finance,Achievement Gains,Curriculum,Data Collection,Test Preparation,Homework,Program Effectiveness,Public Schools,Algebra,Partnerships in Education

Four organizations with promising practices in teacher Professional Growth &amp; Support have significantly raised outcomes for low-income students. The charter management networks, Achievement First and Aspire Public Schools, and the two reform organizations, Teach Plus and Agile Mind, have successfully increased student achievement with a sustained focus on teaching effectiveness and capacity. As these organizations respond to the challenges of Common Core standards, invest heavily in teaching capacity through teacher leadership and collaborative planning time, and capitalize on assessment and evaluation data and technology, they exemplify best practices in Professional Growth &amp; Support. They also reinforce what Education Resource Strategies (ERS) terms the Eight Principles of a Strategic Professional Growth &amp; Support System which are presented here. The eight principles summarize ERS research and work with partner school systems and are the foundation for ERS' white paper, &quot;A New Vision for Teacher Professional Growth &amp; Support: Six Steps to a More Powerful School System Strategy&quot; and related tools. This &quot;Case Study of Agile Mind&quot; is one of a series of four case studies. Each one describes the mission and background of the organization, strategic approaches to Professional Growth &amp; Support, performance results, program costs, lessons learned, and next steps. &quot;Agile Mind&quot; is an example of a potentially cost effective way to bring high levels of expertise to bear in implementing Common Core Standards. Agile Mind's instructional guidance systems in math and science are designed to jump start the reform process and quickly grow teaching capacity, provide support, and improve achievement where school systems are most in need. [Other case studies in this series include: (1) Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Aspire Public Schools&quot; ED545133; (2) Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Achievement First&quot; ED545132; and (3) Promising Practices in Professional Growth &amp; Support: &quot;Case Study of Teach Plus&quot; ED545134.]
Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities. Third Edition
Author: Christensen, L.
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Academic Accommodations (Disabilities),Academic Achievement,Guides,Program Development,Program Evaluation,Teaching Methods,Testing Accommodations,Student Evaluation,Planning,Check Lists,Equal Education,State Standards,State Legislation,Federal Legislation,Accountability,Standardized Tests,Individualized Education Programs,Teamwork,Participative Decision Making,Student Characteristics,Student Participation,Elementary Secondary Education,Postsecondary Education,Transitional Programs,Student Attitudes,Questionnaires,Parent Attitudes,Worksheets,Printed Materials

The Council of Chief State School Officers' &quot;Accommodations Manual: How to Select, Administer, and Evaluate the Use of Accommodations for Instruction and Assessment of Students with Disabilities&quot; was first developed to establish guidelines for states to use for the selection, administration, and evaluation of accommodations for instruction and assessment of students with disabilities. The first and second editions represent the best thinking about accommodations at the time they were written. This third edition of the &quot;Accommodations Manual&quot; represents an update of the previous editions. With Race to the Top (RTTT) initiatives, many states have joined consortia to work together on common assessment systems using technology-based testing platforms. New policy and implementation issues with regard to accommodations for students with disabilities necessitated a revision to this manual. [This manual was produced by Assessing Special Education Students State Collaborative on Assessment and Student Standards, Council of Chief State School Officers.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Florida. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Geographic Location,High School Students

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Florida's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in Florida was 149. This was lower than the average score of 152 for public school students in the nation. The average score for students in Florida in 2013 (149) was not significantly different from their average score in 2009 (148). The score gap between higher performing students in Florida (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2009 (43 points). The percentage of students in Florida who performed at or above the NAEP &quot;Proficient&quot; level was 19 percent in 2013. This percentage was not significantly different from that in 2009 (19 percent). The percentage of students in Florida who performed at or above the NAEP &quot;Basic&quot; level was 60 percent in 2013. This percentage was not significantly different from that in 2009 (59 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Arkansas. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Geographic Location,High School Students

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Arkansas' 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in Arkansas was 150. This was lower than the average score of 152 for public school students in the nation. The average score for students in Arkansas in 2013 (150) was higher than their average score in 2009 (146). The score gap between higher performing students in Arkansas (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 (41 points). The percentage of students in Arkansas who performed at or above the NAEP &quot;Proficient&quot; level was 18 percent in 2013. This percentage was not significantly different from that in 2009 (16 percent). The percentage of students in Arkansas who performed at or above the NAEP &quot;Basic&quot; level was 64 percent in 2013. This percentage was greater than that in 2009 (59 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Tennessee. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Geographic Location,High School Students

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Tennessee's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in Tennessee was 145. This was lower than the average score of 152 for public school students in the nation. The percentage of students in Tennessee who performed at or above the NAEP &quot;Proficient&quot; level was 17 percent in 2013. This percentage was smaller than the nation (25 percent). The percentage of students in Tennessee who performed at or above the NAEP &quot;Basic&quot; level was 56 percent in 2013. This percentage was smaller than the nation (64 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. New Hampshire. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Geographic Location,High School Students

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Hampshire's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in New Hampshire was 161. This was higher than the average score of 152 for public school students in the nation. The average score for students in New Hampshire in 2013 (161) was not significantly different from their average score in 2009 (160). The score gap between higher performing students in New Hampshire (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 2009 (43 points). The percentage of students in New Hampshire who performed at or above the NAEP &quot;Proficient&quot; level was 32 percent in 2013. This percentage was not significantly different from that in 2009 (32 percent). The percentage of students in New Hampshire who performed at or above the NAEP &quot;Basic&quot; level was 74 percent in 2013. This percentage was not significantly different from that in 2009 (74 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. New Jersey. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Geographic Location,High School Students

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Jersey's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in New Jersey was 159. This was higher than the average score of 152 for public school students in the nation. The average score for students in New Jersey in 2013 (159) was not significantly different from their average score in 2009 (156). The score gap between higher performing students in New Jersey (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 2009 (49 points). The percentage of students in New Jersey who performed at or above the NAEP &quot;Proficient&quot; level was 33 percent in 2013. This percentage was not significantly different from that in 2009 (31 percent). The percentage of students in New Jersey who performed at or above the NAEP &quot;Basic&quot; level was 71 percent in 2013. This percentage was not significantly different from that in 2009 (67 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. West Virginia. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Geographic Location,High School Students

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for West Virginia's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in West Virginia was 145. This was lower than the average score of 152 for public school students in the nation. The average score for students in West Virginia in 2013 (145) was higher than their average score in 2009 (141). The score gap between higher performing students in West Virginia (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 (41 points). The percentage of students in West Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 14 percent in 2013. This percentage was not significantly different from that in 2009 (13 percent). The percentage of students in West Virginia who performed at or above the NAEP &quot;Basic&quot; level was 55 percent in 2013. This percentage was not significantly different from that in 2009 (52 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Connecticut. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Geographic Location,High School Students

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Connecticut's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in Connecticut was 160. This was higher than the average score of 152 for public school students in the nation. The average score for students in Connecticut in 2013 (160) was higher than their average score in 2009 (156). The score gap between higher performing students in Connecticut (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 2009 (45 points). The percentage of students in Connecticut who performed at or above the NAEP &quot;Proficient&quot; level was 32 percent in 2013. This percentage was not significantly different from that in 2009 (29 percent). The percentage of students in Connecticut who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2013. This percentage was not significantly different from that in 2009 (69 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Massachusetts. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Geographic Location,High School Students

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Massachusetts' 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in Massachusetts was 161. This was higher than the average score of 152 for public school students in the nation. The average score for students in Massachusetts in 2013 (161) was not significantly different from their average score in 2009 (163). The score gap between higher performing students in Massachusetts (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 2009 (45 points). The percentage of students in Massachusetts who performed at or above the NAEP &quot;Proficient&quot; level was 34 percent in 2013. This percentage was not significantly different from that in 2009 (36 percent). The percentage of students in Massachusetts who performed at or above the NAEP &quot;Basic&quot; level was 73 percent in 2013. This percentage was not significantly different from that in 2009 (75 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Illinois. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Geographic Location,High School Students

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Illinois's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in Illinois was 154. This was not significantly different from the average score of 152 for public school students in the nation. The average score for students in Illinois in 2013 (154) was not significantly different from their average score in 2009 (154). The score gap between higher performing students in Illinois (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 2009 (45 points). The percentage of students in Illinois who performed at or above the NAEP &quot;Proficient&quot; level was 27 percent in 2013. This percentage was not significantly different from that in 2009 (26 percent). The percentage of students in Illinois who performed at or above the NAEP &quot;Basic&quot; level was 65 percent in 2013. This percentage was not significantly different from that in 2009 (67 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Michigan. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Geographic Location,High School Students

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Michigan's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in Michigan was 154. This was not significantly different from the average score of 152 for public school students in the nation. The percentage of students in Michigan who performed at or above the NAEP &quot;Proficient&quot; level was 25 percent in 2013. This percentage was not significantly different from the nation (25 percent). The percentage of students in Michigan who performed at or above the NAEP &quot;Basic&quot; level was 66 percent in 2013. This percentage was not significantly different from the nation (64 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.]