ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. District of Columbia Public Schools (DCPS). Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in District of Columbia was 222. This was lower than the average score of 233 for public school students in large cities. The average score for students in District of Columbia in 2011 (222) was not significantly different from their average score in 2009 (220) and was higher than their average score in 2003 (205). In 2011, the score gap between students in District of Columbia at the 75th percentile and students at the 25th percentile was 50 points. This performance gap was wider than that of 2003 (38 points). The percentage of students in District of Columbia who performed at or above the NAEP (National Assessment of Educational Progress) &quot;Proficient&quot; level was 23 percent in 2011. This percentage was greater than that in 2009 (19 percent) and in 2003 (7 percent). The percentage of students in District of Columbia who performed at or above the NAEP &quot;Basic&quot; level was 59 percent in 2011. This percentage was not significantly different from that in 2009 (57 percent) and was greater than that in 2003 (36 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Detroit was 203. This was lower than the average score of 233 for public school students in large cities. The average score for students in Detroit in 2011 (203) was not significantly different from their average score in 2009 (200). In 2011, the score gap between students in Detroit at the 75th percentile and students at the 25th percentile was 35 points. This performance gap was not significantly different from that of 2009 (37 points). The percentage of students in Detroit who performed at or above the NAEP (National Assessment of Educational Progress) &quot;Proficient&quot; level was 3 percent in 2011. This percentage was not significantly different from that in 2009 (3 percent). The percentage of students in Detroit who performed at or above the NAEP &quot;Basic&quot; level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (31 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Dallas was 233. This was not significantly different from the average score of 233 for public school students in large cities. The percentage of students in Dallas who performed at or above the NAEP (National Assessment of Educational Progress) &quot;Proficient&quot; level was 25 percent in 2011. This percentage was smaller than large cities (30 percent). The percentage of students in Dallas who performed at or above the NAEP &quot;Basic&quot; level was 79 percent in 2011. This percentage was greater than large cities (74 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Cleveland was 216. This was lower than the average score of 233 for public school students in large cities. The average score for students in Cleveland in 2011 (216) was not significantly different from their average score in 2009 (213) and in 2003 (215). In 2011, the score gap between students in Cleveland at the 75th percentile and students at the 25th percentile was 36 points. This performance gap was not significantly different from that of 2003 (35 points). The percentage of students in Cleveland who performed at or above the NAEP (National Assessment of Educational Progress) &quot;Proficient&quot; level was 11 percent in 2011. This percentage was not significantly different from that in 2009 (8 percent) and in 2003 (10 percent). The percentage of students in Cleveland who performed at or above the NAEP &quot;Basic&quot; level was 53 percent in 2011. This percentage was not significantly different from that in 2009 (51 percent) and in 2003 (51 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Chicago was 224. This was lower than the average score of 233 for public school students in large cities. The average score for students in Chicago in 2011 (224) was not significantly different from their average score in 2009 (222) and was higher than their average score in 2003 (214). In 2011, the score gap between students in Chicago at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 2003 (36 points). The percentage of students in Chicago who performed at or above the NAEP &quot;Proficient&quot; level was 20 percent in 2011. This percentage was not significantly different from that in 2009 (18 percent) and was greater than that in 2003 (10 percent). The percentage of students in Chicago who performed at or above the NAEP &quot;Basic&quot; level was 64 percent in 2011. This percentage was not significantly different from that in 2009 (62 percent) and was greater than that in 2003 (50 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Charlotte was 247. This was higher than the average score of 233 for public school students in large cities. The average score for students in Charlotte in 2011 (247) was not significantly different from their average score in 2009 (245) and was higher than their average score in 2003 (242). In 2011, the score gap between students in Charlotte at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 2003 (38 points). The percentage of students in Charlotte who performed at or above the NAEP &quot;Proficient&quot; level was 48 percent in 2011. This percentage was not significantly different from that in 2009 (45 percent) and was greater than that in 2003 (41 percent). The percentage of students in Charlotte who performed at or above the NAEP &quot;Basic&quot; level was 88 percent in 2011. This percentage was not significantly different from that in 2009 (86 percent) and was greater than that in 2003 (84 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Boston Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Boston was 237. This was higher than the average score of 233 for public school students in large cities. The average score for students in Boston in 2011 (237) was not significantly different from their average score in 2009 (236) and was higher than their average score in 2003 (220). In 2011, the score gap between students in Boston at the 75th percentile and students at the 25th percentile was 34 points. This performance gap was not significantly different from that of 2003 (33 points). The percentage of students in Boston who performed at or above the NAEP &quot;Proficient&quot; level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (31 percent) and was greater than that in 2003 (12 percent). The percentage of students in Boston who performed at or above the NAEP &quot;Basic&quot; level was 81 percent in 2011. This percentage was not significantly different from that in 2009 (81 percent) and was greater than that in 2003 (59 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Baltimore City Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Baltimore City was 226. This was lower than the average score of 233 for public school students in large cities. The average score for students in Baltimore City in 2011 (226) was higher than their average score in 2009 (222). In 2011, the score gap between students in Baltimore City at the 75th percentile and students at the 25th percentile was 34 points. This performance gap was not significantly different from that of 2009 (32 points). The percentage of students in Baltimore City who performed at or above the NAEP &quot;Proficient&quot; level was 17 percent in 2011. This percentage was greater than that in 2009 (13 percent). The percentage of students in Baltimore City who performed at or above the NAEP &quot;Basic&quot; level was 68 percent in 2011. This percentage was not significantly different from that in 2009 (64 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Austin was 245. This was higher than the average score of 233 for public school students in large cities. The average score for students in Austin in 2011 (245) was higher than their average score in 2009 (240) and in 2005 (242). In 2011, the score gap between students in Austin at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 2005 (36 points). The percentage of students in Austin who performed at or above the NAEP &quot;Proficient&quot; level was 46 percent in 2011. This percentage was greater than that in 2009 (38 percent) and in 2005 (40 percent). The percentage of students in Austin who performed at or above the NAEP &quot;Basic&quot; level was 87 percent in 2011. This percentage was not significantly different from that in 2009 (83 percent) and in 2005 (85 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Atlanta was 228. This was lower than the average score of 233 for public school students in large cities. The average score for students in Atlanta in 2011 (228) was higher than their average score in 2009 (225) and in 2003 (216). In 2011, the score gap between students in Atlanta at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 2003 (39 points). The percentage of students in Atlanta who performed at or above the NAEP &quot;Proficient&quot; level was 25 percent in 2011. This percentage was greater than that in 2009 (21 percent) and in 2003 (13 percent). The percentage of students in Atlanta who performed at or above the NAEP &quot;Basic&quot; level was 66 percent in 2011. This percentage was not significantly different from that in 2009 (63 percent) and was greater than that in 2003 (50 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]
The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,School Districts,Scores,Statistics,Statistical Significance,Urban Areas,Urban Schools

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 (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Albuquerque was 235. This was not significantly different from the average score of 233 for public school students in large cities. The percentage of students in Albuquerque who performed at or above the NAEP &quot;Proficient&quot; level was 34 percent in 2011. This percentage was greater than large cities (30 percent). The percentage of students in Albuquerque who performed at or above the NAEP &quot;Basic&quot; level was 76 percent in 2011. This percentage was not significantly different from large cities (74 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452,&quot; see ED527170.]