ethanporcaro/eric-fulltext-meta huggingface dataset:
The Need for Increased Integration of Technology and Digital Skills in the Literacy Field in Canada
Author: Eaton, Sarah Elaine
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Technology Integration,Foreign Countries,Literacy Education,Computer Uses in Education,Educational Technology,Labor Force Development,Professional Development,Internet,Computer Literacy

This report examines the increasing need for literacy professionals and practitioners in Canada to integrate technology into literacy instruction. An overview of the current state of technology in education and workforce training is presented. This is contrasted with the literacy field, which remains heavily reliant on paper-based resources. The quickly developing use of mobile technologies is highlighted, too. The report offers recommendations for literacy practitioners to build their digital skills in order to help twenty-first century learners more effectively. A bibliography is included.
The Nation's Report Card Mathematics 2011 State Snapshot Report. Florida. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Florida was 240. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in Florida in 2011 (240) was not significantly different from their average score in 2009 (242) and was higher than their average score in 1992 (214). In 2011, the score gap between students in Florida at the 75th percentile and students at the 25th percentile was 36 points. This performance gap was narrower than that of 1992 (42 points). The percentage of students in Florida who performed at or above the NAEP &quot;Proficient&quot; level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was greater than that in 1992 (13 percent). The percentage of students in Florida who performed at or above the NAEP &quot;Basic&quot; level was 84 percent in 2011. This percentage was not significantly different from that in 2009 (86 percent) and was greater than that in 1992 (52 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. DoDEA. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in DoDEA (Department of Defense Education Activity) was 241. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in DoDEA in 2011 (241) was not significantly different from their average score in 2009 (240) and was higher than their average score in 1996 (224). In 2011, the score gap between students in DoDEA at the 75th percentile and students at the 25th percentile was 33 points. This performance gap was narrower than that of 1996 (40 points). The percentage of students in DoDEA who performed at or above the NAEP &quot;Proficient&quot; level was 39 percent in 2011. This percentage was not significantly different from that in 2009 (38 percent) and was greater than that in 1996 (19 percent). The percentage of students in DoDEA who performed at or above the NAEP &quot;Basic&quot; level was 86 percent in 2011. This percentage was not significantly different from that in 2009 (86 percent) and was greater than that in 1996 (64 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. District of Columbia. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in District of Columbia was 222. This was lower than the average score of 240 for public school students in the nation. The average score for students in District of Columbia in 2011 (222) was higher than their average score in 2009 (219) and was higher than their average score in 1992 (193). In 2011, the score gap between students in District of Columbia at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was wider than that of 1992 (41 points). The percentage of students in District of Columbia who performed at or above the NAEP &quot;Proficient&quot; level was 22 percent in 2011. This percentage was greater than that in 2009 (17 percent) and was greater than that in 1992 (5 percent). The percentage of students in District of Columbia who performed at or above the NAEP &quot;Basic&quot; level was 60 percent in 2011. This percentage was greater than that in 2009 (56 percent) and was greater than that in 1992 (23 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Delaware. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Delaware was 240. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in Delaware in 2011 (240) was not significantly different from their average score in 2009 (239) and was higher than their average score in 1992 (218). In 2011, the score gap between students in Delaware at the 75th percentile and students at the 25th percentile was 36 points. This performance gap was narrower than that of 1992 (44 points). The percentage of students in Delaware who performed at or above the NAEP &quot;Proficient&quot; level was 39 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and was greater than that in 1992 (17 percent). The percentage of students in Delaware who performed at or above the NAEP &quot;Basic&quot; level was 84 percent in 2011. This percentage was not significantly different from that in 2009 (84 percent) and was greater than that in 1992 (55 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Connecticut. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Connecticut was 242. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in Connecticut in 2011 (242) was not significantly different from their average score in 2009 (245) and was higher than their average score in 1992 (227). In 2011, the score gap between students in Connecticut at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1992 (42 points). The percentage of students in Connecticut who performed at or above the NAEP &quot;Proficient&quot; level was 45 percent in 2011. This percentage was not significantly different from that in 2009 (46 percent) and was greater than that in 1992 (24 percent). The percentage of students in Connecticut who performed at or above the NAEP &quot;Basic&quot; level was 82 percent in 2011. This percentage was not significantly different from that in 2009 (86 percent) and was greater than that in 1992 (67 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Colorado. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Colorado was 244. This was higher than the average score of 240 for public school students in the nation. The average score for students in Colorado in 2011 (244) was not significantly different from their average score in 2009 (243) and was higher than their average score in 1992 (221). In 2011, the score gap between students in Colorado at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 1992 (40 points). The percentage of students in Colorado who performed at or above the NAEP &quot;Proficient&quot; level was 47 percent in 2011. This percentage was not significantly different from that in 2009 (45 percent) and was greater than that in 1992 (17 percent). The percentage of students in Colorado who performed at or above the NAEP &quot;Basic&quot; level was 84 percent in 2011. This percentage was not significantly different from that in 2009 (84 percent) and was greater than that in 1992 (61 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. California. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in California was 234. This was lower than the average score of 240 for public school students in the nation. The average score for students in California in 2011 (234) was not significantly different from their average score in 2009 (232) and was higher than their average score in 1992 (208). In 2011, the score gap between students in California at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1992 (49 points). The percentage of students in California who performed at or above the NAEP &quot;Proficient&quot; level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (30 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 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 1992 (46 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Arkansas. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Arkansas was 238. This was lower than the average score of 240 for public school students in the nation. The average score for students in Arkansas in 2011 (238) was not significantly different from their average score in 2009 (238) and was higher than their average score in 1992 (210). In 2011, the score gap between students in Arkansas at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 1992 (42 points). The percentage of students in Arkansas who performed at or above the NAEP &quot;Proficient&quot; level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (36 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 81 percent in 2011. This percentage was not significantly different from that in 2009 (80 percent) and was greater than that in 1992 (47 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Arizona. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Arizona was 235. This was lower than the average score of 240 for public school students in the nation. The average score for students in Arizona in 2011 (235) was higher than their average score in 2009 (230) and was higher than their average score in 1992 (215). In 2011, the score gap between students in Arizona at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 1992 (42 points). The percentage of students in Arizona who performed at or above the NAEP &quot;Proficient&quot; level was 34 percent in 2011. This percentage was greater than that in 2009 (28 percent) and was greater than that in 1992 (13 percent). The percentage of students in Arizona who performed at or above the NAEP &quot;Basic&quot; level was 77 percent in 2011. This percentage was greater than that in 2009 (71 percent) and was greater than that in 1992 (53 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Alaska. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Alaska was 236. This was lower than the average score of 240 for public school students in the nation. The average score for students in Alaska in 2011 (236) was not significantly different from their average score in 2009 (237) and was higher than their average score in 1996 (224). In 2011, the score gap between students in Alaska at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 1996 (40 points). The percentage of students in Alaska who performed at or above the NAEP &quot;Proficient&quot; level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (38 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 78 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1996 (65 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]