ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Reading 2013 State Snapshot Report. Tennessee. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Middle School Teachers

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Tennessee was 265. This was not significantly different from the average score of 266 for public school students in the nation. The average score for students in Tennessee in 2013 (265) was higher than their average score in 2011 (259) and in 1998 (258). The score gap between higher performing students in Tennessee (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 1998 (45 points). The percentage of students in Tennessee who performed at or above the NAEP &quot;Proficient&quot; level was 33 percent in 2013. This percentage was greater than that in 2011 (27 percent) and in 1998 (27 percent). The percentage of students in Tennessee who performed at or above the NAEP &quot;Basic&quot; level was 77 percent in 2013. This percentage was greater than that in 2011 (70 percent) and in 1998 (71 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Reading 2013 State Snapshot Report. Virginia. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Middle School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Virginia was 268. This was not significantly different from the average score of 266 for public school students in the nation. The average score for students in Virginia in 2013 (268) was not significantly different from their average score in 2011 (267) and in 1998 (266). The score gap between higher performing students in Virginia (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 1998 (41 points). The percentage of students in Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (36 percent) and in 1998 (33 percent). The percentage of students in Virginia who performed at or above the NAEP &quot;Basic&quot; level was 78 percent in 2013. This percentage was not significantly different from that in 2011 (78 percent) and in 1998 (78 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Reading 2013 State Snapshot Report. South Carolina. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Middle School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in South Carolina was 261. This was lower than the average score of 266 for public school students in the nation. The average score for students in South Carolina in 2013 (261) was not significantly different from their average score in 2011 (260) and was higher than their average score in 1998 (255). The score gap between higher performing students in South Carolina (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 1998 (45 points). The percentage of students in South Carolina who performed at or above the NAEP &quot;Proficient&quot; level was 29 percent in 2013. This percentage was not significantly different from that in 2011 (27 percent) and was greater than that in 1998 (22 percent). The percentage of students in South Carolina 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 2011 (72 percent) and was greater than that in 1998 (66 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Reading 2013 State Snapshot Report. Wisconsin. Grade 8, Public Schools
Author: National Center for Education Research (ED)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Middle School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Wisconsin was 268. This was not significantly different from the average score of 266 for public school students in the nation. The average score for students in Wisconsin in 2013 (268) was not significantly different from their average score in 2011 (267) and in 1998 (265). The score gap between higher performing students in Wisconsin (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 1998 (41 points). The percentage of students in Wisconsin who performed at or above the NAEP &quot;Proficient&quot; level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (35 percent) and in 1998 (34 percent). The percentage of students in Wisconsin who performed at or above the NAEP &quot;Basic&quot; level was 78 percent in 2013. This percentage was not significantly different from that in 2011 (79 percent) and in 1998 (78 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Reading 2013 State Snapshot Report. Wyoming. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Middle School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Wyoming was 271. This was higher than the average score of 266 for public school students in the nation. The average score for students in Wyoming in 2013 (271) was not significantly different from their average score in 2011 (270) and was higher than their average score in 1998 (263). The score gap between higher performing students in Wyoming (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 37 points in 2013. This performance gap was not significantly different from that in 1998 (42 points). The percentage of students in Wyoming who performed at or above the NAEP &quot;Proficient&quot; level was 38 percent in 2013. This percentage was not significantly different from that in 2011 (38 percent) and was greater than that in 1998 (31 percent). The percentage of students in Wyoming who performed at or above the NAEP &quot;Basic&quot; level was 84 percent in 2013. This percentage was greater than that in 2011 (82 percent) and in 1998 (76 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Numerical/Quantitative Data
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,Socioeconomic Influences,Geographic Location,Urban Schools,School Districts,Elementary School Students,Middle School Students

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Albuquerque was 274. This was not significantly different from the average score of 276 for public school students in large cities. The average score for students in Albuquerque in 2013 (274) was not significantly different from their average score in 2011 (275). The score gap between higher performing students in Albuquerque (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 2011 (50 points). The percentage of students in Albuquerque who performed at or above the NAEP &quot;Proficient&quot; level was 26 percent in 2013. This percentage was not significantly different from that in 2011 (26 percent). The percentage of students in Albuquerque who performed at or above the NAEP &quot;Basic&quot; level was 62 percent in 2013. This percentage was not significantly different from that in 2011 (63 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Numerical/Quantitative Data
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,Socioeconomic Influences,Geographic Location,Urban Schools,School Districts,Elementary School Students,Middle School Students

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Atlanta was 267. This was lower than the average score of 276 for public school students in large cities. The average score for students in Atlanta in 2013 (267) was not significantly different from their average score in 2011 (266) and was higher than their average score in 2003 (244). The score gap between higher performing students in Atlanta (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 2003 (47 points). The percentage of students in Atlanta who performed at or above the NAEP Proficient level was 17 percent in 2013. This percentage was not significantly different from that in 2011 (16 percent) and was greater than that in 2003 (6 percent). The percentage of students in Atlanta who performed at or above the NAEP Basic level was 54 percent in 2013. This percentage was not significantly different from that in 2011 (54 percent) and was greater than that in 2003 (30 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Numerical/Quantitative Data
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,Socioeconomic Influences,Geographic Location,School Districts,Urban Schools,Elementary School Students,Middle School Students

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Austin was 285. This was higher than the average score of 276 for public school students in large cities. The average score for students in Austin in 2013 (285) was not significantly different from their average score in 2011 (287) and was higher than their average score in 2005 (281). The score gap between higher performing students in Austin (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 50 points in 2013. This performance gap was not significantly different from that in 2005 (53 points). The percentage of students in Austin who performed at or above the NAEP Proficient level was 35 percent in 2013. This percentage was not significantly different from that in 2011 (38 percent) and in 2005 (33 percent). The percentage of students in Austin who performed at or above the NAEP Basic level was 73 percent in 2013. This percentage was not significantly different from that in 2011 (74 percent) and was greater than that in 2005 (68 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Atlanta was 214. This was not significantly different from the average score of 212 for public school students in large cities. The average score for students in Atlanta in 2013 (214) was not significantly different from their average score in 2011 (212) and was higher than their average score in 2002 (195). The score gap between higher performing students in Atlanta (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 52 points in 2013. This performance gap was not significantly different from that in 2002 (48 points). The percentage of students in Atlanta 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 2011 (24 percent) and was greater than that in 2002 (12 percent). The percentage of students in Atlanta who performed at or above the NAEP &quot;Basic&quot; level was 57 percent in 2013. This percentage was not significantly different from that in 2011 (54 percent) and was greater than that in 2002 (35 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]