ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Charlotte-Mecklenburg 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 Charlotte was 226. This was higher than the average score of 212 for public school students in large cities. The average score for students in Charlotte in 2013 (226) was not significantly different from their average score in 2011 (224) and was higher than their average score in 2003 (219). The score gap between higher performing students in Charlotte (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 2003 (48 points). The percentage of students in Charlotte who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (36 percent) and was greater than that in 2003 (31 percent). The percentage of students in Charlotte who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2013. This percentage was not significantly different from that in 2011 (70 percent) and was greater than that in 2003 (64 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 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 Dallas was 275. This was not significantly different from the average score of 276 for public school students in large cities. The average score for students in Dallas in 2013 (275) was not significantly different from their average score in 2011 (274). The score gap between higher performing students in Dallas (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 2011 (44 points). The percentage of students in Dallas who performed at or above the NAEP Proficient level was 23 percent in 2013. This percentage was not significantly different from that in 2011 (22 percent). The percentage of students in Dallas who performed at or above the NAEP Basic level was 67 percent in 2013. This percentage was not significantly different from that in 2011 (64 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. Detroit 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 Detroit was 240. This was lower than the average score of 276 for public school students in large cities. The average score for students in Detroit in 2013 (240) was lower than their average score in 2011 (246) and was not significantly different from their average score in 2009 (238). The score gap between higher performing students in Detroit (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 (44 points). The percentage of students in Detroit who performed at or above the NAEP Proficient level was 3 percent in 2013. This percentage was not significantly different from that in 2011 (4 percent) and in 2009 (4 percent). The percentage of students in Detroit who performed at or above the NAEP Basic level was 24 percent in 2013. This percentage was not significantly different from that in 2011 (29 percent) and in 2009 (23 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. District of Columbia Public Schools (DCPS). 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 the District of Columbia was 260. This was lower than the average score of 276 for public school students in large cities. The average score for students in the District of Columbia in 2013 (260) was higher than their average score in 2011 (255) and in 2003 (243). The score gap between higher performing students in the District of Columbia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 53 points in 2013. This performance gap was not significantly different from that in 2003 (48 points). The percentage of students in the District of Columbia who performed at or above the NAEP Proficient level was 17 percent in 2013. This percentage was not significantly different from that in 2011 (15 percent) and was greater than that in 2003 (6 percent). The percentage of students in the District of Columbia who performed at or above the NAEP Basic level was 47 percent in 2013. This percentage was greater than that in 2011 (42 percent) and in 2003 (29 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. Fresno Unified 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,Comparative Analysis,Public Schools,Achievement Gap,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 Fresno was 260. This was lower than the average score of 276 for public school students in large cities. The average score for students in Fresno in 2013 (260) was higher than their average score in 2011 (256) and was not significantly different from their average score in 2009 (258). The score gap between higher performing students in Fresno (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 2009 (51 points). The percentage of students in Fresno who performed at or above the NAEP Proficient level was 12 percent in 2013. This percentage was not significantly different from that in 2011 (13 percent) and in 2009 (15 percent). The percentage of students in Fresno who performed at or above the NAEP Basic level was 48 percent in 2013. This percentage was not significantly different from that in 2011 (43 percent) and in 2009 (46 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 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,Urban Schools,School Districts,Elementary School Students,Middle School Students,Geographic Location

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 Hillsborough County was 284. This was higher than the average score of 276 for public school students in large cities. The average score for students in Hillsborough County in 2013 (284) was not significantly different from their average score in 2011 (282). 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 48 points in 2013. This performance gap was not significantly different from that in 2011 (49 points). The percentage of students in Hillsborough County who performed at or above the NAEP Proficient level was 34 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent). The percentage of students in Hillsborough County who performed at or above the NAEP Basic level was 73 percent in 2013. This percentage was not significantly different from that in 2011 (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.]
The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Houston 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 Houston was 280. This was higher than the average score of 276 for public school students in large cities. The average score for students in Houston in 2013 (280) was not significantly different from their average score in 2011 (279) and was higher than their average score in 2003 (264). The score gap between higher performing students in Houston (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 2003 (39 points). The percentage of students in Houston who performed at or above the NAEP Proficient level was 28 percent in 2013. This percentage was not significantly different from that in 2011 (27 percent) and was greater than that in 2003 (12 percent). The percentage of students in Houston who performed at or above the NAEP Basic level was 72 percent in 2013. This percentage was not significantly different from that in 2011 (72 percent) and was greater than that 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. Jefferson County Public Schools (Louisville, Ky). 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 Jefferson County was 273. This was not significantly different from the average score of 276 for public school students in large cities. The average score for students in Jefferson County in 2013 (273) was not significantly different from their average score in 2011 (274) and in 2009 (271). 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 51 points in 2013. This performance gap was not significantly different from that in 2009 (50 points). The percentage of students in Jefferson County who performed at or above the NAEP Proficient level was 25 percent in 2013. This percentage was not significantly different from that in 2011 (25 percent) and in 2009 (22 percent). The percentage of students in Jefferson County who performed at or above the NAEP Basic level was 61 percent in 2013. This percentage was not significantly different from that in 2011 (62 percent) and in 2009 (60 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 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,Urban Schools,School Districts,Elementary School Students,Middle School Students,Geographic Location

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 Los Angeles was 264. This was lower than the average score of 276 for public school students in large cities. The average score for students in Los Angeles in 2013 (264) was not significantly different from their average score in 2011 (261) and was higher than their average score in 2003 (245). 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 51 points in 2013. This performance gap was not significantly different from that in 2003 (50 points). The percentage of students in Los Angeles who performed at or above the NAEP Proficient level was 18 percent in 2013. This percentage was not significantly different from that in 2011 (16 percent) and was greater than that in 2003 (7 percent). The percentage of students in Los Angeles who performed at or above the NAEP Basic level was 54 percent in 2013. This percentage was greater than that in 2011 (49 percent) and in 2003 (32 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.]