ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Reading 2013 State Snapshot Report. Nevada. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
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,Middle School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Nevada was 262. This was lower than the average score of 266 for public school students in the nation. The average score for students in Nevada in 2013 (262) was higher than their average score in 2011 (258) and in 1998 (258). The score gap between higher performing students in Nevada (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1998 (42 points). The percentage of students in Nevada who performed at or above the NAEP &quot;Proficient&quot; level was 30 percent in 2013. This percentage was greater than that in 2011 (26 percent) and in 1998 (23 percent). ? The percentage of students in Nevada who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2013. This percentage was greater than that in 2011 (69 percent) and was not significantly different from that in 1998 (70 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Texas. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
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,Elementary School Students,Middle School Students

Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Texas was 288. This was higher than the average score of 284 for public school students in the nation. The average score for students in Texas in 2013 (288) was not significantly different from their average score in 2011 (290) and was higher than their average score in 1990 (258). The score gap between higher performing students in Texas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was narrower than that in 1990 (49 points). The percentage of students in Texas who performed at or above the NAEP &quot;Proficient&quot; level was 38 percent in 2013. This percentage was not significantly different from that in 2011 (40 percent) and was greater than that in 1990 (13 percent). The percentage of students in Texas who performed at or above the NAEP &quot;Basic&quot; level was 80 percent in 2013. This percentage was not significantly different from that in 2011 (81 percent) and was greater than that in 1990 (45 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Reading 2013 State Snapshot Report. New York. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
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,Middle School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in New York was 266. This was not significantly different from the average score of 266 for public school students in the nation. The average score for students in New York in 2013 (266) was not significantly different from their average score in 2011 (266) and in 1998 (265). The score gap between higher performing students in New York (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1998 (43 points). The percentage of students in New York who performed at or above the NAEP &quot;Proficient&quot; level was 35 percent in 2013. This percentage was not significantly different from that in 2011 (35 percent) and in 1998 (32 percent). The percentage of students in New York who performed at or above the NAEP &quot;Basic&quot; level was 76 percent in 2013. This percentage was not significantly different from that in 2011 (76 percent) and in 1998 (76 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Utah. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
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,Elementary School Students,Middle School Students

Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Utah was 284. This was not significantly different from the average score of 284 for public school students in the nation. The average score for students in Utah in 2013 (284) was not significantly different from their average score in 2011 (283) and was higher than their average score in 1992 (274). The score gap between higher performing students in Utah (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 1992 (43 points). The percentage of students in Utah who performed at or above the NAEP &quot;Proficient&quot; level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (35 percent) and was greater than that in 1992 (22 percent). The percentage of students in Utah 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 (73 percent) and was greater than that in 1992 (67 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Reading 2013 State Snapshot Report. Pennsylvania. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
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 Isolation,Elementary School Students,Middle School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Pennsylvania was 272. This was higher than the average score of 266 for public school students in the nation. The average score for students in Pennsylvania in 2013 (272) was higher than their average score in 2011 (268) and in 2002 (265). ? The score gap between higher performing students in Pennsylvania (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 2002 (44 points). The percentage of students in Pennsylvania who performed at or above the NAEP &quot;Proficient&quot; level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (38 percent) and was greater than that in 2002 (35 percent). The percentage of students in Pennsylvania who performed at or above the NAEP &quot;Basic&quot; level was 81 percent in 2013. This percentage was greater than that in 2011 (77 percent) and in 2002 (77 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Vermont. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
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,Elementary School Students,Middle School Students

Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Vermont was 295. This was higher than the average score of 284 for public school students in the nation. The average score for students in Vermont in 2013 (295) was not significantly different from their average score in 2011 (294) and was higher than their average score in 1996 (279). The score gap between higher performing students in Vermont (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 1996 (42 points). The percentage of students in Vermont who performed at or above the NAEP &quot;Proficient&quot; level was 47 percent in 2013. This percentage was not significantly different from that in 2011 (46 percent) and was greater than that in 1996 (27 percent). The percentage of students in Vermont who performed at or above the NAEP &quot;Basic&quot; level was 84 percent in 2013. This percentage was not significantly different from that in 2011 (82 percent) and was greater than that in 1996 (72 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Virginia. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
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,Elementary School Students,Middle School Students

Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Virginia was 288. This was higher than the average score of 284 for public school students in the nation. The average score for students in Virginia in 2013 (288) was not significantly different from their average score in 2011 (289) and was higher than their average score in 1990 (264). The score gap between higher performing students in Virginia (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 1990 (51 points). The percentage of students in Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 38 percent in 2013. This percentage was not significantly different from that in 2011 (40 percent) and was greater than that in 1990 (17 percent). The percentage of students in Virginia who performed at or above the NAEP &quot;Basic&quot; level was 77 percent in 2013. This percentage was not significantly different from that in 2011 (78 percent) and was greater than that in 1990 (52 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Washington. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
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,Elementary School Students,Middle School Students

Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Washington was 290. This was higher than the average score of 284 for public school students in the nation. The average score for students in Washington in 2013 (290) was not significantly different from their average score in 2011 (288) and was higher than their average score in 1996 (276). The score gap between higher performing students in Washington (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 1996 (47 points). The percentage of students in Washington who performed at or above the NAEP &quot;Proficient&quot; level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (40 percent) and was greater than that in 1996 (26 percent). The percentage of students in Washington who performed at or above the NAEP &quot;Basic&quot; level was 79 percent in 2013. This percentage was not significantly different from that in 2011 (77 percent) and was greater than that in 1996 (67 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Reading 2013 State Snapshot Report. Vermont. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
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,Elementary School Students,Middle School Students,Geographic Location

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Vermont was 274. This was higher than the average score of 266 for public school students in the nation. The average score for students in Vermont in 2013 (274) was not significantly different from their average score in 2011 (274) and was higher than their average score in 2002 (272). The score gap between higher performing students in Vermont (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 2002 (42 points). The percentage of students in Vermont who performed at or above the NAEP &quot;Proficient&quot; level was 45 percent in 2013. This percentage was not significantly different from that in 2011 (44 percent) and was greater than that in 2002 (40 percent). The percentage of students in Vermont who performed at or above the NAEP &quot;Basic&quot; level was 84 percent in 2013. This percentage was not significantly different from that in 2011 (82 percent) and in 2002 (82 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]