ethanporcaro/eric-fulltext-meta huggingface dataset:
ACT Profile Report: State. Graduating Class 2016. Connecticut
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Connecticut's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Alabama
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Alabama's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Alabama Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Alabama: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Alabama's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. District of Columbia
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of the District of Columbia's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Florida
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,College Readiness,College Preparation,Academic Standards,Cohort Analysis,College Bound Students,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic Americans,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing Accommodations,Trend Analysis,White Students,Writing Tests,African American Students,Asian American Students,American Indian Students,Alaska Natives

This report provides information about the performance of Florida's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Arizona
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests,High School Graduates

This report provides information about the performance of Arizona's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Hawaii
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,College Entrance Examinations,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Hawaii's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Idaho
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian Americans,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Idaho's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Arkansas Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis,Access to Education

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Arkansas: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Arkansas' state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Alaska Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis,Access to Education

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Alaska: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Alaska's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Connecticut Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Connecticut: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Connecticut's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Georgia Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis,Access to Education

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Georgia: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Georgia's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Colorado Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis,Access to Education

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Colorado: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Colorado's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Arizona Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Career Readiness,College Readiness,College Entrance Examinations,Statistical Data,STEM Education,Student Behavior,High School Graduates,Ethnicity,Racial Differences,Benchmarking,Access to Education,Trend Analysis,Testing,Academic Aspiration,Academic Achievement,College Preparation,High School Students

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Arizona: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Arizona's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]