ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Reading 2009 State Snapshot Report. Arkansas. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Reading Achievement,Reading Tests,Reading

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Arkansas' student achievement in reading. In 2009, the average score of twelfth-grade students in Arkansas was 280. This was lower than the average score of 287 for public school students in the nation. The percentage of students in Arkansas who performed at or above the NAEP &quot;Proficient&quot; level was 29 percent in 2009. This percentage was smaller than the nation (37 percent). The percentage of students in Arkansas who performed at or above the NAEP &quot;Basic&quot; level was 68 percent in 2009. This percentage was smaller than the nation (73 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Reading 2009 State Snapshot Report. Connecticut. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Reading Achievement,Reading Tests,Reading

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Connecticut's student achievement in reading. In 2009, the average score of twelfth-grade students in Connecticut was 292. This was higher than the average score of 287 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 43 percent in 2009. This percentage was greater than the nation (37 percent). The percentage of students in Connecticut who performed at or above the NAEP &quot;Basic&quot; level was 78 percent in 2009. This percentage was greater than the nation (73 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Reading 2009 State Snapshot Report. Florida. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Reading Achievement,Reading Tests,Reading

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Florida's student achievement in reading. In 2009, the average score of twelfth-grade students in Florida was 283. This was lower than the average score of 287 for public school students in the nation. The percentage of students in Florida who performed at or above the NAEP &quot;Proficient&quot; level was 32 percent in 2009. This percentage was smaller than the nation (37 percent). The percentage of students in Florida who performed at or above the NAEP &quot;Basic&quot; level was 70 percent in 2009. This percentage was not significantly different from the nation (73 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Reading 2009 State Snapshot Report. Iowa. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Reading Achievement,Reading Tests,Reading

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Iowa's student achievement in reading. In 2009, the average score of twelfth-grade students in Iowa was 291. This was higher than the average score of 287 for public school students in the nation. The percentage of students in Iowa who performed at or above the NAEP &quot;Proficient&quot; level was 39 percent in 2009. This percentage was not significantly different from the nation (37 percent). The percentage of students in Iowa who performed at or above the NAEP &quot;Basic&quot; level was 79 percent in 2009. This percentage was greater than the nation (73 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Reading 2009 State Snapshot Report. Idaho. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Reading Achievement,Reading Tests,Reading

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Idaho's student achievement in reading. In 2009, the average score of twelfth-grade students in Idaho was 290. This was higher than the average score of 287 for public school students in the nation. The percentage of students in Idaho who performed at or above the NAEP &quot;Proficient&quot; level was 39 percent in 2009. This percentage was not significantly different from the nation (37 percent). The percentage of students in Idaho who performed at or above the NAEP &quot;Basic&quot; level was 78 percent in 2009. This percentage was greater than the nation (73 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Reading 2009 State Snapshot Report. Illinois. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Scores,Statistical Analysis,Student Evaluation,Reading Achievement,Reading Tests,Reading

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Illinois' student achievement in reading. In 2009, the average score of twelfth-grade students in Illinois was 292. This was higher than the average score of 287 for public school students in the nation. The percentage of students in Illinois who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2009. This percentage was not significantly different from the nation (37 percent). The percentage of students in Illinois who performed at or above the NAEP &quot;Basic&quot; level was 78 percent in 2009. This percentage was greater than the nation (73 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Reading 2009 State Snapshot Report. Massachusetts. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Reading Achievement,Reading Tests,Reading

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Massachusetts' student achievement in reading. In 2009, the average score of twelfth-grade students in Massachusetts was 295. This was higher than the average score of 287 for public school students in the nation. The percentage of students in Massachusetts who performed at or above the NAEP &quot;Proficient&quot; level was 46 percent in 2009. This percentage was greater than the nation (37 percent). The percentage of students in Massachusetts who performed at or above the NAEP &quot;Basic&quot; level was 80 percent in 2009. This percentage was greater than the nation (73 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Reading 2009 State Snapshot Report. New Hampshire. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Reading Achievement,Reading Tests,Reading

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Hampshire's student achievement in reading. In 2009, the average score of twelfth-grade students in New Hampshire was 293. This was higher than the average score of 287 for public school students in the nation. The percentage of students in New Hampshire who performed at or above the NAEP &quot;Proficient&quot; level was 44 percent in 2009. This percentage was greater than the nation (37 percent). The percentage of students in New Hampshire who performed at or above the NAEP &quot;Basic&quot; level was 79 percent in 2009. This percentage was greater than the nation (73 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Reading 2009 State Snapshot Report. New Jersey. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Reading Achievement,Reading Tests,Reading

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Jersey's student achievement in reading. In 2009, the average score of twelfth-grade students in New Jersey was 288. This was not significantly different from the average score of 287 for public school students in the nation. The percentage of students in New Jersey who performed at or above the NAEP &quot;Proficient&quot; level was 39 percent in 2009. This percentage was not significantly different from the nation (37 percent). The percentage of students in New Jersey who performed at or above the NAEP &quot;Basic&quot; level was 74 percent in 2009. This percentage was not significantly different from the nation (73 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Reading 2009 State Snapshot Report. South Dakota. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Reading Achievement,Reading Tests,Reading

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for South Dakota's student achievement in reading. In 2009, the average score of twelfth-grade students in South Dakota was 292. This was higher than the average score of 287 for public school students in the nation. The percentage of students in South Dakota who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2009. This percentage was greater than the nation (37 percent). The percentage of students in South Dakota who performed at or above the NAEP &quot;Basic&quot; level was 82 percent in 2009. This percentage was greater than the nation (73 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Reading 2009 State Snapshot Report. West Virginia. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Scores,Statistical Analysis,Student Evaluation,Reading Achievement,Reading Tests,Reading

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for West Virginia's student achievement in reading. In 2009, the average score of twelfth-grade students in West Virginia was 279. This was lower than the average score of 287 for public school students in the nation. The percentage of students in West Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 29 percent in 2009. This percentage was smaller than the nation (37 percent). The percentage of students in West Virginia who performed at or above the NAEP &quot;Basic&quot; level was 68 percent in 2009. This percentage was smaller than the nation (73 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
&quot;Diverse Providers&quot; in Action: School Restructuring in Hawaii. Working Paper 2009-03
Author: Hess, Frederick M.
Date: 2009-08-00
Type: Reports - Evaluative
Subjects: School Restructuring,Federal Legislation,Educational Improvement,Federal Programs,Educational Indicators,Accountability,Models,Partnerships in Education,Educational Change,Reading Achievement,Mathematics Achievement,Governance,Academic Achievement,Intervention

What to do about persistently low-performing schools is a pressing challenge for policymakers and educators across the nation. Schools that fail to make &quot;adequate yearly progress&quot; (AYP) for five consecutive years under No Child Left Behind (NCLB) must be &quot;restructured&quot;. The 3,500 schools in the United States currently in restructuring are pursuing a variety of different strategies, but little research has been done on their implementation or effectiveness. The state of Hawaii has chosen to partner with outside organization in forty-four of its ninety-two restructuring schools--a much greater level than mainland states--and its unusual procurement and accountability frameworks for managing these partnerships offer unique insights to states considering a similar approach. This paper looks at the support mechanisms that Hawaii has put into place to facilitate partnerships with these &quot;diverse providers&quot; and at how restructuring schools may have benefited from those arrangements. (Contains 6 figures.)
More to Do, But Less Capacity to Do It: States' Progress in Implementing the Recovery Act Education Reforms
Author: Kober, Nancy
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Educational Change,Grants,Public Education,Program Implementation,Federal Legislation,Federal Programs,Federal Aid,Educational Assessment,Educational Indicators,State Surveys,Accountability,Educational Finance,Academic Standards,Teacher Effectiveness,Educational Improvement,State Regulation,Academic Achievement,Educational Policy,Management Information Systems,School Support

The American Recovery and Reinvestment Act of 2009 (ARRA), also known as the economic stimulus bill, channeled an unprecedented $100 billion into the nation's public education system. These funds were intended not only to avert teacher layoffs and stabilize state and local education budgets in the short term, but also to encourage reforms that will improve student achievement and thus strengthen the nation's economy in the long term. This report describes findings from the survey sections that deal with the condition of state education funding in fiscal years 2011 and 2012, the status of state implementation of ARRA-related reforms, the influence of ARRA's Race to the Top (RttT) program on reform agendas in states that did and did not receive these competitive grants, and the capacity of state education agencies to carry out ARRA reforms. The authors' analysis led to four broad conclusions that cut across the more detailed findings in specific sections of the survey. These four conclusions are: (1) The ambitious agenda of education reform attached to ARRA may hit a wall in 2012; (2) The capacity of many states to implement ARRA reforms could be constrained by cuts in state education agencies' operating budgets and limited staffing levels; (3) States are responding sooner and more actively in some ARRA reform areas than in others; and (4) ARRA has helped to create a common reform agenda for states based on broad federal goals. Timelines for Fully Implementing Key ARRA-Related Reform Strategies are appended. (Contains 10 tables and 3 footnotes.)
Education Imperatives for Ohio: K-12 Policy Priorities for the Next Biennium
Author: Thomas B. Fordham Foundation
Date: 2010-11-09
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Academic Standards,Educational Policy,Economic Impact,Accountability,Educational Finance,Finance Reform,Investigations,Access to Education,Educational Improvement,Politics of Education,Educational Development,Educational Change,Change Strategies,Educational Assessment,Educational Indicators

For the past two decades, lawmakers from both parties in Ohio have invested heavily in the public education sector. As a consequence, total K-12 education funding, measured in constant dollars, has grown by over 60 percent since 1997, even as Ohio's K-12 student enrollment has shrunk by more than 24,000 students (1.4 percent) during that same time. Under Republican leadership from the mid-1990s to 2007, Ohio launched multiple school choice programs (including both charter schools and vouchers), wrote new academic standards, built accountability systems, and gave birth to STEM (science, technology, engineering, and mathematics) and Early College programs. Despite all this worthy effort, however, Ohio's young people are not nearly as well educated as they need to be and the academic payoff from Ohio's whopping investment in public education has been disappointing, to put it mildly. Yet opportunity is also at hand--the opportunity to build upon yesterday's better policy decisions, to rectify poor ones, and to make lemonade out of sour circumstance. Ohio's education system could be transformed into an effective, efficient engine of individual opportunity, academic achievement, and economic growth, even as the money flowing into it diminishes. This can only happen, however, if the state's new leadership team is prepared to defy special interests, to alter entrenched but dysfunctional practices, to end low-payoff activities and invest in those that matter, to make sweeping changes in both education funding and &quot;HR,&quot; and to stick to its guns in the face of what will surely be intense opposition. The bad news is that pulling this off will be incredibly hard. The good news is that persevering with it might secure the state's future. To move Ohio forward in education, while spending less, this paper recommends seven policy priorities: (1) Strengthen results-based accountability for schools and those who work in them; (2) Replace the so-called &quot;Evidence-Based Model&quot; of school funding with a rational allocation of available resources in ways that empower families, schools, and districts to get the most bang for these bucks; (3) Invest in high-yield programs and activities while pursuing smart savings; (4) Improve teacher quality, reform teacher compensation, and reduce barriers to entering the profession; (5) Expand access to quality schools of choice of every kind; (6) Turn around or close persistently low-performing schools; and (7) Develop modern, versatile instructional-delivery systems that both improve and go beyond traditional schools