ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
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,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 Detroit was 204. This was lower than the average score of 235 for public school students in large cities. The average score for students in Detroit in 2013 (204) was not significantly different from their average score in 2011 (203) and in 2009 (200). The score gap between higher performing students in Detroit (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 35 points in 2013. This performance gap was not significantly different from that in 2009 (37 points). The percentage of students in Detroit who performed at or above the NAEP &quot;Proficient&quot; level was 4 percent in 2013. This percentage was not significantly different from that in 2011 (3 percent) and in 2009 (3 percent). The percentage of students in Detroit who performed at or above the NAEP &quot;Basic&quot; level was 35 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent) and in 2009 (31 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. Dallas Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
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,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 Dallas was 234. This was not significantly different from the average score of 235 for public school students in large cities. The average score for students in Dallas in 2013 (234) was not significantly different from their average score in 2011 (233). The score gap between higher performing students in Dallas (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 2011 (31 points). The percentage of students in Dallas who performed at or above the NAEP &quot;Proficient&quot; level was 30 percent in 2013. This percentage was not significantly different from that in 2011 (25 percent). The percentage of students in Dallas 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). [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. Los Angeles Unified School District. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
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,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 Los Angeles was 228. This was lower than the average score of 235 for public school students in large cities. The average score for students in Los Angeles in 2013 (228) was higher than their average score in 2011 (223) and in 2003 (216). The score gap between higher performing students in Los Angeles (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 2003 (39 points). The percentage of students in Los Angeles who performed at or above the NAEP &quot;Proficient&quot; level was 25 percent in 2013. This percentage was greater than that in 2011 (20 percent) and in 2003 (13 percent). The percentage of students in Los Angeles who performed at or above the NAEP &quot;Basic&quot; level was 69 percent in 2013. This percentage was greater than that in 2011 (63 percent) and in 2003 (52 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. Cleveland Metropolitan School District. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
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,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 Cleveland was 216. This was lower than the average score of 235 for public school students in large cities. The average score for students in Cleveland in 2013 (216) was not significantly different from their average score in 2011 (216) and in 2003 (215). The score gap between higher performing students in Cleveland (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 40 points in 2013. This performance gap was not significantly different from that in 2003 (35 points). The percentage of students in Cleveland who performed at or above the NAEP &quot;Proficient&quot; level was 13 percent in 2013. This percentage was not significantly different from that in 2011 (11 percent) and in 2003 (10 percent). The percentage of students in Cleveland who performed at or above the NAEP &quot;Basic&quot; level was 54 percent in 2013. This percentage was not significantly different from that in 2011 (53 percent) and in 2003 (51 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. Milwaukee Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
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,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 Milwaukee was 221. This was lower than the average score of 235 for public school students in large cities. The average score for students in Milwaukee in 2013 (221) was not significantly different from their average score in 2011 (220) and in 2009 (220). The score gap between higher performing students in Milwaukee (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 2009 (38 points). The percentage of students in Milwaukee who performed at or above the NAEP &quot;Proficient&quot; level was 18 percent in 2013. This percentage was not significantly different from that in 2011 (14 percent) and in 2009 (15 percent). The percentage of students in Milwaukee who performed at or above the NAEP &quot;Basic&quot; level was 61 percent in 2013. This percentage was not significantly different from that in 2011 (58 percent) and in 2009 (59 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. Hillsborough County Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
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,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 Hillsborough County was 243. This was higher than the average score of 235 for public school students in large cities. The average score for students in Hillsborough County in 2013 (243) was not significantly different from their average score in 2011 (243). The score gap between higher performing students in Hillsborough County (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 2011 (37 points). The percentage of students in Hillsborough County who performed at or above the NAEP &quot;Proficient&quot; level was 43 percent in 2013. This percentage was not significantly different from that in 2011 (43 percent). The percentage of students in Hillsborough County who performed at or above the NAEP &quot;Basic&quot; level was 85 percent in 2013. This percentage was not significantly different from that in 2011 (86 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. School District of Philadelphia. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
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,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 Philadelphia was 223. This was lower than the average score of 235 for public school students in large cities. The average score for students in Philadelphia in 2013 (223) was not significantly different from their average score in 2011 (225) and in 2009 (222). The score gap between higher performing students in Philadelphia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 40 points in 2013. This performance gap was not significantly different from that in 2009 (37 points). The percentage of students in Philadelphia who performed at or above the NAEP &quot;Proficient&quot; level was 19 percent in 2013. This percentage was not significantly different from that in 2011 (20 percent) and in 2009 (16 percent). The percentage of students in Philadelphia 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 (66 percent) and in 2009 (61 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. Jefferson County Public Schools (Louisville, KY). Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
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,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 Jefferson County was 234. This was not significantly different from the average score of 235 for public school students in large cities. The average score for students in Jefferson County in 2013 (234) was not significantly different from their average score in 2011 (235) and in 2009 (233). The score gap between higher performing students in Jefferson County (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2009 (43 points). The percentage of students in Jefferson County who performed at or above the NAEP &quot;Proficient&quot; level was 33 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent) and in 2009 (31 percent). The percentage of students in Jefferson County who performed at or above the NAEP &quot;Basic&quot; level was 75 percent in 2013. This percentage was not significantly different from that in 2011 (78 percent) and in 2009 (72 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.]
Understanding Variation in Treatment Effects in Education Impact Evaluations: An Overview of Quantitative Methods. NCEE 2014-4017
Author: Schochet, Peter Z.
Date: 2014-04-00
Type: Information Analyses
Subjects: Statistical Analysis,Evaluation Methods,Educational Research,Intervention,Evaluation Research,Program Effectiveness,Effect Size,Participant Characteristics,Sampling,Computation,Literature Reviews,Program Evaluation,Educational Methods,Outcome Measures,Quasiexperimental Design,Influences,Context Effect,Control Groups,Experimental Groups,Teacher Characteristics,Student Characteristics,Generalization,Regression (Statistics),Scoring,Structural Equation Models,Causal Models,Scores,Academic Achievement,Validity,Pretests Posttests

This report summarizes the complex research literature on quantitative methods for assessing how impacts of educational interventions on instructional practices and student learning differ across students, educators, and schools. It also provides technical guidance about the use and interpretation of these methods. The research topics addressed include: subgroup (moderator) analyses based on study participants' characteristics measured &quot;before&quot; the intervention is implemented; subgroup analyses based on study participants' experiences, mediators, and outcomes measured &quot;after&quot; program implementation; and impact estimation when treatment effects vary. The focus is on randomized controlled trials, but the methods are also applicable to quasi-experimental designs. [This report was prepared for the Institute of Education Sciences (IES) by Decision Information Resources, Inc. under Contract ED-IES-12-C-0057, Analytic Technical Assistance and Development.]