ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Mathematics 2011 State Snapshot Report. District of Columbia. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in District of Columbia was 260. This was lower than the average score of 283 for public school students in the nation. The average score for students in District of Columbia in 2011 (260) was higher than their average score in 2009 (254) and was higher than their average score in 1990 (231). In 2011, the score gap between students in District of Columbia at the 75th percentile and students at the 25th percentile was 54 points. This performance gap was wider than that of 1990 (43 points). The percentage of students in District of Columbia who performed at or above the NAEP &quot;Proficient&quot; level was 17 percent in 2011. This percentage was greater than that in 2009 (11 percent) and was greater than that in 1990 (3 percent). The percentage of students in District of Columbia who performed at or above the NAEP &quot;Basic&quot; level was 48 percent in 2011. This percentage was greater than that in 2009 (40 percent) and was greater than that in 1990 (17 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
Applying Technology to Inquiry-Based Learning in Early Childhood Education
Author: Wang, Feng
Date: 2009-09-09
Type: Reports - Research
Subjects: Early Childhood Education,Inquiry,Young Children,Computer Software,Active Learning,Metacognition,Educational Technology,Technology Integration,Computer Uses in Education,Research Needs,Internet,Access to Information,Problem Based Learning,Thinking Skills,Teacher Role,Developmentally Appropriate Practices,Evidence,Teacher Education

Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible vehicle for extending the domain and range of this inquiry. Over the past decade, a growing number of interactive games and educational software packages have been implemented in early childhood education and addressed a variety of subjects, including mathematics, science, reading, language, and social studies. However, most software packages have yet to integrate technology into inquiry-based learning for early childhood contexts. Based on existing theoretical frameworks, we suggest that instructional technologies should be used in early childhood inquiry education to a) enrich and provide structure for problem contexts, b) facilitate resource utilization, and c) support cognitive and metacognitive processes. Examples of existing and hypothetical early childhood applications are provided as we elaborate on each role. Challenges and future research directions are also identified and discussed. (Contains 1 table.)
The Nation's Report Card Mathematics 2011 State Snapshot Report. Connecticut. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Connecticut was 287. This was higher than the average score of 283 for public school students in the nation. The average score for students in Connecticut in 2011 (287) was not significantly different from their average score in 2009 (289) and was higher than their average score in 1990 (270). In 2011, the score gap between students in Connecticut at the 75th percentile and students at the 25th percentile was 50 points. This performance gap was not significantly different from that of 1990 (50 points). The percentage of students in Connecticut who performed at or above the NAEP &quot;Proficient&quot; level was 38 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was greater than that in 1990 (22 percent). The percentage of students in Connecticut who performed at or above the NAEP &quot;Basic&quot; level was 75 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1990 (60 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Colorado. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Colorado was 292. This was higher than the average score of 283 for public school students in the nation. The average score for students in Colorado in 2011 (292) was higher than their average score in 2009 (287) and was higher than their average score in 1990 (267). In 2011, the score gap between students in Colorado at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 1990 (44 points). The percentage of students in Colorado who performed at or above the NAEP &quot;Proficient&quot; level was 43 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was greater than that in 1990 (17 percent). The percentage of students in Colorado who performed at or above the NAEP &quot;Basic&quot; level was 80 percent in 2011. This percentage was greater than that in 2009 (76 percent) and was greater than that in 1990 (57 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. California. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in California was 273. This was lower than the average score of 283 for public school students in the nation. The average score for students in California in 2011 (273) was not significantly different from their average score in 2009 (270) and was higher than their average score in 1990 (256). In 2011, the score gap between students in California at the 75th percentile and students at the 25th percentile was 53 points. This performance gap was not significantly different from that of 1990 (51 points). The percentage of students in California who performed at or above the NAEP &quot;Proficient&quot; level was 25 percent in 2011. This percentage was not significantly different from that in 2009 (23 percent) and was greater than that in 1990 (12 percent). The percentage of students in California who performed at or above the NAEP &quot;Basic&quot; level was 61 percent in 2011. This percentage was not significantly different from that in 2009 (59 percent) and was greater than that in 1990 (45 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Arkansas. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Arkansas was 279. This was lower than the average score of 283 for public school students in the nation. The average score for students in Arkansas in 2011 (279) was higher than their average score in 2009 (276) and was higher than their average score in 1990 (256). In 2011, the score gap between students in Arkansas at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1990 (45 points). The percentage of students in Arkansas who performed at or above the NAEP &quot;Proficient&quot; level was 29 percent in 2011. This percentage was not significantly different from that in 2009 (27 percent) and was greater than that in 1990 (9 percent). The percentage of students in Arkansas who performed at or above the NAEP &quot;Basic&quot; level was 70 percent in 2011. This percentage was not significantly different from that in 2009 (67 percent) and was greater than that in 1990 (44 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Arizona. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Arizona was 279. This was lower than the average score of 283 for public school students in the nation. The average score for students in Arizona in 2011 (279) was not significantly different from their average score in 2009 (277) and was higher than their average score in 1990 (260). In 2011, the score gap between students in Arizona at the 75th percentile and students at the 25th percentile was 52 points. This performance gap was not significantly different from that of 1990 (47 points). The percentage of students in Arizona who performed at or above the NAEP &quot;Proficient&quot; level was 31 percent in 2011. This percentage was not significantly different from that in 2009 (29 percent) and was greater than that in 1990 (13 percent). The percentage of students in Arizona who performed at or above the NAEP &quot;Basic&quot; level was 68 percent in 2011. This percentage was not significantly different from that in 2009 (67 percent) and was greater than that in 1990 (48 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Alaska. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Alaska was 283. This was not significantly different from the average score of 283 for public school students in the nation. The average score for students in Alaska in 2011 (283) was not significantly different from their average score in 2009 (283) and was higher than their average score in 1996 (278). In 2011, the score gap between students in Alaska at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1996 (51 points). The percentage of students in Alaska who performed at or above the NAEP &quot;Proficient&quot; level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was greater than that in 1996 (30 percent). The percentage of students in Alaska who performed at or above the NAEP &quot;Basic&quot; level was 74 percent in 2011. This percentage was not significantly different from that in 2009 (75 percent) and was greater than that in 1996 (68 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Alabama. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Alabama was 269. This was lower than the average score of 283 for public school students in the nation. The average score for students in Alabama in 2011 (269) was not significantly different from their average score in 2009 (269) and was higher than their average score in 1990 (253). In 2011, the score gap between students in Alabama at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1990 (48 points).  The percentage of students in Alabama who performed at or above the NAEP &quot;Proficient&quot; level was 20 percent in 2011. This percentage was not significantly different from that in 2009 (20 percent) and was greater than that in 1990 (9 percent). The percentage of students in Alabama who performed at or above the NAEP &quot;Basic&quot; level was 60 percent in 2011. This percentage was not significantly different from that in 2009 (58 percent) and was greater than that in 1990 (40 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458&quot; (ED525545).]
The Nation's Report Card Reading 2011 State Snapshot Report. Wyoming. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Wyoming was 224. This was higher than the average score of 220 for public school students in the nation. The average score for students in Wyoming in 2011 (224) was not significantly different from their average score in 2009 (223) and was not significantly different from their average score in 1992 (223). In 2011, the score gap between students in Wyoming at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1992 (40 points). The percentage of students in Wyoming who performed at or above the NAEP &quot;Proficient&quot; level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was not significantly different from that in 1992 (33 percent). The percentage of students in Wyoming who performed at or above the NAEP &quot;Basic&quot; level was 71 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was not significantly different from that in 1992 (71 percent). [For the main report, &quot;The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457,&quot; see ED525544.]