ethanporcaro/eric-fulltext-meta huggingface dataset:
Subgroup Achievement and Gap Trends: California
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 California. Overall, there were clear upward trends in test scores in California. Achievement gaps are narrowing according to the percentage proficient measure; the picture is mixed on gaps using the mean scale score measure. (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: Colorado
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: English (Second Language),Disabilities,Gender Differences,Achievement Tests,Federal Programs,Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,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,Scores,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 Colorado. Overall, Colorado showed clear trends upward at the proficient level. Most achievement gaps are narrowing according to the percentage proficient measure; mean scale scores showed less positive results for math 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: Connecticut
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: English (Second Language),Disabilities,Gender Differences,Achievement Tests,Federal Programs,Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,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,Scores,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 Connecticut. Connecticut had a mixed picture in on state test results. Achievement trends were more positive in math than reading, and there was a mixed picture on 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: Delaware
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: English (Second Language),Disabilities,Gender Differences,Achievement Tests,Federal Programs,Federal Legislation,Low Income,American Indians,African American Students,Asian American Students,Hispanic American Students,White Students,Grade 8,Grade 4,Grade 10,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,Scores,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 Delaware. Delaware showed upward trends in test scores and achievement gaps closing in reading. The picture was more mixed for math. (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: Florida
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 Florida. There were upward trends in Florida in terms of achievement and progress on narrowing of 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: Georgia
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 Georgia. Data is somewhat limited for Georgia, but the state did show upward general trends and progress on achievement gaps in reading. (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: Kansas
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,Grade 11,High School Students

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 Kansas. Overall, there has been a clear upward trend in student achievement in Kansas. Achievement gaps between subgroups of students have tended to narrow. (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: Kentucky
Author: Center on Education Policy
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Low Income,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,Grade 11

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 Kentucky. (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: Hawaii
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 Hawaii. (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: Idaho
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 Idaho. (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: Illinois
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 Illinois. Overall, Illinois had a mixed picture on subgroup and achievement gap trends. (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: Louisiana
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 Louisiana. Louisiana test scores show a clear upward trend at all achievement levels. Most achievement gaps are narrowing, with some instances of gaps widening. (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.]