ethanporcaro/eric-fulltext-meta huggingface dataset:
Public High School Four-Year On-Time Graduation Rates and Event Dropout Rates: School Years 2010-11 and 2011-12. First Look. NCES 2014-391
Author: Stetser, Marie C.
Date: 2014-04-00
Type: Reports - Research
Subjects: Graduation Rate,Dropout Rate,Public Schools,High Schools,Racial Differences,Ethnicity,High School Freshmen,Gender Differences,High School Graduates,Hispanic American Students,African American Students,American Indian Students,White Students,Asian American Students,Pacific Islanders,Economically Disadvantaged,Limited English Speaking,Disabilities,Alaska Natives,High School Students,Cohort Analysis,Enrollment

This National Center for Education Statistics (NCES) First Look report introduces new data for two separate measures of 4-year on-time graduation rates as well as event dropout rates for school year (SY) 2010-11 and SY 2011-12. Specifically this report provides the following: (1) Four-year adjusted cohort graduation rate (ACGR) data reported by state or jurisdiction and, for the first time, a national estimated 4-year cohort graduation rate; (2) Averaged freshman graduation rate (AFGR) data by state or jurisdiction and a national estimated AFGR; and (3) High school event dropout rate data by state or jurisdiction and a national estimated event dropout rate. Both the AFGR and ACGR are 4-year on-time graduation rates that provide measures of the percent of students that successfully complete high school in 4 years with a regular high school diploma. Event dropout rates provide a measure of the percentage of students who drop out in a single year. The tables in this report present descriptive information for the United States and for individual states and jurisdictions. The findings chosen for this report provide only a few examples of how the graduation and dropout data may be used. Compared to other measures of graduation rates, the ACGR is considered the most accurate measure available for reporting on-time graduation rates (Seastrom et al. 2006b). A 4-year ACGR is defined as the number of students who graduate in 4 years with a regular high school diploma divided by the number of students who form the adjusted cohort for that graduating class. The term &quot;adjusted cohort&quot; means the students who enter grade 9 plus any students who transfer into the cohort in grades 9-12 minus any students who are removed from the cohort because they transferred out, moved out of the country, or were deceased (34 C.F.R. § 200.19). This First Look provides users with an opportunity to access SY 2010-11 provisional data that have been fully reviewed and edited, and SY 2011-12 preliminary data that have been subjected to a limited data review and editing. Neither set of data have been available publicly prior to the release of this report. Two appendices present: (1) Collection Methodology and Sources of Error; and (2) Detailed Methodology for Calculation of Four-Year On-Time Graduation Rates and Event Dropout Rates. A list of references and related data files is included.
Suspension and Expulsion Patterns in Six Oregon School Districts. REL 2014-028
Author: Burke, Arthur
Date: 2014-05-00
Type: Reports - Research
Subjects: Suspension,Expulsion,School Districts,Urban Schools,Public Schools,Elementary School Students,Middle School Students,Secondary School Students,Attendance,Aggression,Student Behavior,Behavior Problems,Incidence,Gender Differences,Racial Differences,Special Education

This Regional Educational Laboratory (REL) Northwest study identifies how frequently students in six selected urban districts received exclusionary discipline during the 2011/12 school year, the most common reasons for such discipline, the percentage of students receiving multiple suspensions, and how many school days students lost to suspensions. The study also examined the application of exclusionary discipline at different grade spans and by student gender, race/ethnicity, and special education status. Key findings include: (1) During 2011/12, 6.4 percent of students were removed from regular classroom instruction because they were suspended or expelled. The most common reasons were physical and verbal aggression and insubordination/disruption; (2) Nearly 40 percent of students who were suspended received more than one suspension over the school year; and (3) The average number of school days suspended among students receiving at least one suspension was 3.3 days. Appended are: (1) Data and methodology; (2) Connections to previous research; and (3) Supplementary tables. [This report was prepared for the Institute of Education Sciences (IES) under Contract ED-IES-12-C-003 by Regional Educational Laboratory Northwest administered by Education Northwest. To access the summary for this report, see ED544800.]
Suspension and Expulsion Patterns in Six Oregon School Districts. Summary. REL 2014-028
Author: Burke, Arthur
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Suspension,Expulsion,School Districts,Urban Schools,Public Schools,Elementary School Students,Middle School Students,Secondary School Students,Attendance,Aggression,Student Behavior,Behavior Problems,Incidence,Gender Differences,Racial Differences,Special Education

This summary document presents findings from a Regional Educational Laboratory (REL) Northwest study that identifies how frequently students in six selected urban districts received exclusionary discipline during the 2011/12 school year, the most common reasons for such discipline, the percentage of students receiving multiple suspensions, and how many school days students lost to suspensions. The study also examined the application of exclusionary discipline at different grade spans and by student gender, race/ethnicity, and special education status. Key findings include: (1) During 2011/12, 6.4 percent of students were removed from regular classroom instruction because they were suspended or expelled. The most common reasons were physical and verbal aggression and insubordination/disruption; (2) Nearly 40 percent of students who were suspended received more than one suspension over the school year; and (3) The average number of school days suspended among students receiving at least one suspension was 3.3 days. [This summary was prepared for the Institute of Education Sciences (IES) under Contract ED-IES-12-C-003 by Regional Educational Laboratory Northwest administered by Education Northwest. To access the full report, see ED544799.]
Recognizing and Conducting Opportunistic Experiments in Education: A Guide for Policymakers and Researchers. REL 2014-037
Author: Resch, Alexandra
Date: 2014-04-00
Type: Guides - Non-Classroom
Subjects: Educational Experiments,Educational Research,Intervention,Educational Policy,Research Opportunities,Research Needs,Research Administration,Recruitment,Compliance (Psychology),Data Collection,Data Analysis,Cost Effectiveness,Feasibility Studies

An opportunistic experiment is a type of randomized controlled trial that studies the effects of a planned intervention or policy change with minimal added disruption and cost. This guide defines opportunistic experiments and provides examples, discusses issues to consider when identifying potential opportunistic experiments, and outlines the critical steps to complete opportunistic experiments. It concludes with a discussion of the potentially low cost of conducting opportunistic experiments and the potentially high cost of not conducting them. Readers will also find a checklist of key questions to consider when conducting opportunistic experiments in the appendix.
Beating the Odds: Finding Schools Exceeding Achievement Expectations with High-Risk Students. REL 2014-032
Author: Koon, Sharon
Date: 2014-05-00
Type: Reports - Research
Subjects: Literacy Education,Reading Skills,Reading Difficulties,At Risk Students,Grade 3,Longitudinal Studies,Public Schools,Academic Achievement,Reading Achievement,Institutional Characteristics,Multiple Regression Analysis,Disadvantaged Youth,Economically Disadvantaged,Minority Group Students,English Language Learners,Student Characteristics,African American Students,Hispanic American Students,White Students,Racial Differences

State education leaders are often interested in identifying schools that have demonstrated success with improving the literacy of students who are at the highest level of risk for reading difficulties. The identification of these schools that are &quot;beating the odds&quot; is typically accomplished by comparing a school's observed performance on a particular exam, such as a state achievement exam, with how the school would be expected to perform when taking into account its demographic characteristics including the percentage of students classified as economically disadvantaged, minority, or as an English language learner. This study used longitudinal data from the Florida Department of Education on grade 3 public school students for the academic years 2010/11-2012/13 to determine which schools are exceeding student achievement expectations, and what demographic similarities exist between schools that are exceeding expectations and other schools. Two appendices present: (1) Details on the analyses and results; and (2) Statistics for schools beating the odds. [This report was prepared for the Institute of Education Sciences (IES) under Contract ED-IES-12-C-0011 by Regional Educational Laboratory Southeast administered by the Florida Center for Reading Research, Florida State University. For the summary of this report, see ED544803.]
Beating the Odds: Finding Schools Exceeding Achievement Expectations with High-Risk Students. Summary. REL 2014-032
Author: Koon, Sharon
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Literacy Education,Reading Skills,Reading Difficulties,At Risk Students,Grade 3,Longitudinal Studies,Public Schools,Academic Achievement,Reading Achievement,Institutional Characteristics,Multiple Regression Analysis,Disadvantaged Youth,Economically Disadvantaged,Minority Group Students,English Language Learners,Student Characteristics,Racial Differences

State education leaders are often interested in identifying schools that have demonstrated success with improving the literacy of students who are at the highest level of risk for reading difficulties. The identification of these schools that are &quot;beating the odds&quot; is typically accomplished by comparing a school's observed performance on a particular exam, such as a state achievement exam, with how the school would be expected to perform when taking into account its demographic characteristics including the percentage of students classified as economically disadvantaged, minority, or as an English language learner. This summary describes a study that used longitudinal data from the Florida Department of Education on grade 3 public school students for the academic years 2010/11-2012/13 to determine which schools are exceeding student achievement expectations, and what demographic similarities exist between schools that are exceeding expectations and other schools. [This summary was prepared for the Institute of Education Sciences (IES) under Contract ED-IES-12-C-0011 by Regional Educational Laboratory Southeast administered by the Florida Center for Reading Research, Florida State University. For the full report, see ED544802.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Alaska. Grade 4, 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

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 fourth-grade students in Alaska was 236. This was lower than the average score of 241 for public school students in the nation. The average score for students in Alaska in 2013 (236) was not significantly different from their average score in 2011 (236) and was higher than their average score in 1996 (224). The score gap between higher performing students in Alaska (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 1996 (40 points). The percentage of students in Alaska who performed at or above the NAEP &quot;Proficient&quot; level was 37 percent in 2013. This percentage was not significantly different from that in 2011 (37 percent) and was greater than that in 1996 (21 percent). The percentage of students in Alaska 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 1996 (65 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. Arkansas. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

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 fourth-grade students in Arkansas was 240. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in Arkansas in 2013 (240) was not significantly different from their average score in 2011 (238) and was higher than their average score in 1992 (210). The score gap between higher performing students in Arkansas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 37 points in 2013. This performance gap was not significantly different from that in 1992 (42 points). The percentage of students in Arkansas who performed at or above the NAEP &quot;Proficient&quot; level was 39 percent in 2013. This percentage was not significantly different from that in 2011 (37 percent) and was greater than that in 1992 (10 percent). The percentage of students in Arkansas who performed at or above the NAEP &quot;Basic&quot; level was 83 percent in 2013. This percentage was not significantly different from that in 2011 (81 percent) and was greater than that in 1992 (47 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. Arizona. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

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 fourth-grade students in Arizona was 240. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in Arizona in 2013 (240) was higher than their average score in 2011 (235) and in 1992 (215). The score gap between higher performing students in Arizona (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1992 (42 points). The percentage of students in Arizona who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2013. This percentage was greater than that in 2011 (34 percent) and in 1992 (13 percent). The percentage of students in Arizona who performed at or above the NAEP &quot;Basic&quot; level was 82 percent in 2013. This percentage was greater than that in 2011 (77 percent) and in 1992 (53 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. California. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

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 fourth-grade students in California was 234. This was lower than the average score of 241 for public school students in the nation. The average score for students in California in 2013 (234) was not significantly different from their average score in 2011 (234) and was higher than their average score in 1992 (208). The score gap between higher performing students in California (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 1992 (49 points). The percentage of students in California who performed at or above the NAEP &quot;Proficient&quot; level was 33 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent) and was greater than that in 1992 (12 percent). The percentage of students in California who performed at or above the NAEP &quot;Basic&quot; level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (74 percent) and was greater than that in 1992 (46 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. Alabama. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

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 fourth-grade students in Alabama was 233. This was lower than the average score of 241 for public school students in the nation. The average score for students in Alabama in 2013 (233) was not significantly different from their average score in 2011 (231) and was higher than their average score in 1992 (208). The score gap between higher performing students in Alabama (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was narrower than that in 1992 (45 points). The percentage of students in Alabama who performed at or above the NAEP &quot;Proficient&quot; level was 30 percent in 2013. This percentage was not significantly different from that in 2011 (27 percent) and was greater than that in 1992 (10 percent). The percentage of students in Alabama 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 (75 percent) and was greater than that in 1992 (43 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.]