ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Science 2009 State Snapshot Report. Ohio. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Curriculum Development,Comparative Analysis,Elementary School Science,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Grades (Scholastic),High School Students,Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Ohio was 157. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Ohio who performed at or above the NAEP &quot;Proficient&quot; level was 41 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Ohio who performed at or above the NAEP &quot;Basic&quot; level was 79 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. Alabama. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Comparative Analysis,Curriculum Development,Ethnic Groups,Gender Differences,Grades (Scholastic),Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation,Grade 8,Middle School Students,Secondary School Science

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Alabama was 139. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Alabama who performed at or above the NAEP &quot;Proficient&quot; level was 19 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in Alabama who performed at or above the NAEP &quot;Basic&quot; level was 51 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. South Carolina. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Comparative Analysis,Curriculum Development,Ethnic Groups,Gender Differences,Grades (Scholastic),Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation,Grade 8,Middle School Students,Secondary School Science

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in South Carolina was 143. This was lower than the average score of 149 for public school students in the nation. The percentage of students in South Carolina who performed at or above the NAEP &quot;Proficient&quot; level was 23 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in South Carolina who performed at or above the NAEP &quot;Basic&quot; level was 55 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. Wisconsin. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Curriculum Development,Comparative Analysis,Elementary School Science,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Grades (Scholastic),High School Students,Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Wisconsin was 157. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Wisconsin who performed at or above the NAEP &quot;Proficient&quot; level was 41 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Wisconsin who performed at or above the NAEP &quot;Basic&quot; level was 79 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. New Mexico. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Comparative Analysis,Curriculum Development,Ethnic Groups,Gender Differences,Grades (Scholastic),Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation,Grade 8,Middle School Students,Secondary School Science

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in New Mexico was 143. This was lower than the average score of 149 for public school students in the nation. The percentage of students in New Mexico who performed at or above the NAEP &quot;Proficient&quot; level was 21 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in New Mexico who performed at or above the NAEP &quot;Basic&quot; level was 55 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. Connecticut. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Comparative Analysis,Curriculum Development,Ethnic Groups,Gender Differences,Grades (Scholastic),Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation,Grade 8,Middle School Students,Secondary School Science

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Connecticut was 155. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Connecticut who performed at or above the NAEP &quot;Proficient&quot; level was 35 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Connecticut who performed at or above the NAEP &quot;Basic&quot; level was 69 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. Arizona. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Comparative Analysis,Curriculum Development,Ethnic Groups,Gender Differences,Grades (Scholastic),Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation,Grade 8,Middle School Students,Secondary School Science

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Arizona was 141. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Arizona who performed at or above the NAEP &quot;Proficient&quot; level was 22 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in Arizona who performed at or above the NAEP &quot;Basic&quot; level was 54 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. Maryland. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Curriculum Development,Comparative Analysis,Elementary School Science,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Grades (Scholastic),High School Students,Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Maryland was 150. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Maryland who performed at or above the NAEP &quot;Proficient&quot; level was 33 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in Maryland who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. California. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Curriculum Development,Comparative Analysis,Elementary School Science,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Grades (Scholastic),High School Students,Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in California was 136. This was lower than the average score of 149 for public school students in the nation. The percentage of students in California who performed at or above the NAEP &quot;Proficient&quot; level was 22 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in California who performed at or above the NAEP &quot;Basic&quot; level was 58 percent in 2009. This percentage was smaller than the nation (71 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. Colorado. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Curriculum Development,Comparative Analysis,Elementary School Science,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Grades (Scholastic),High School Students,Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation,position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Colorado was 155. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Colorado who performed at or above the NAEP &quot;Proficient&quot; level was 39 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Colorado who performed at or above the NAEP &quot;Basic&quot; level was 77 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]