ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Reading 2011 State Snapshot Report. Maine. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading 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 Maine was 222. This was higher than the average score of 220 for public school students in the nation. The average score for students in Maine in 2011 (222) was not significantly different from their average score in 2009 (224) and was lower than their average score in 1992 (227). In 2011, the score gap between students in Maine at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1992 (38 points). The percentage of students in Maine who performed at or above the NAEP &quot;Proficient&quot; level was 32 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent) and was not significantly different from that in 1992 (36 percent). The percentage of students in Maine who performed at or above the NAEP &quot;Basic&quot; level was 70 percent in 2011. This percentage was not significantly different from that in 2009 (70 percent) and was smaller than that in 1992 (75 percent). [For the main report, &quot;The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457,&quot; see ED525544.]
The Nation's Report Card Reading 2011 State Snapshot Report. Louisiana. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading 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 Louisiana was 210. This was lower than the average score of 220 for public school students in the nation. The average score for students in Louisiana in 2011 (210) was not significantly different from their average score in 2009 (207) and was higher than their average score in 1992 (204). In 2011, the score gap between students in Louisiana at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 1992 (45 points). The percentage of students in Louisiana who performed at or above the NAEP &quot;Proficient&quot; level was 23 percent in 2011. This percentage was greater than that in 2009 (18 percent) and was greater than that in 1992 (15 percent). The percentage of students in Louisiana who performed at or above the NAEP &quot;Basic&quot; level was 55 percent in 2011. This percentage was not significantly different from that in 2009 (51 percent) and was greater than that in 1992 (46 percent). [For the main report, &quot;The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457,&quot; see ED525544.]
The Nation's Report Card Reading 2011 State Snapshot Report. Kentucky. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading 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 Kentucky was 225. This was higher than the average score of 220 for public school students in the nation. The average score for students in Kentucky in 2011 (225) was not significantly different from their average score in 2009 (226) and was higher than their average score in 1992 (213). In 2011, the score gap between students in Kentucky at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in Kentucky who performed at or above the NAEP &quot;Proficient&quot; level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and was greater than that in 1992 (23 percent). The percentage of students in Kentucky who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 1992 (58 percent). [For the main report, &quot;The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457,&quot; see ED525544.]
The Nation's Report Card Reading 2011 State Snapshot Report. Kansas. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading 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 Kansas was 224. This was higher than the average score of 220 for public school students in the nation. The average score for students in Kansas in 2011 (224) was not significantly different from their average score in 2009 (224) and was not significantly different from their average score in 1998 (221). In 2011, the score gap between students in Kansas at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1998 (43 points). The percentage of students in Kansas who performed at or above the NAEP &quot;Proficient&quot; level was 36 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent) and was not significantly different from that in 1998 (34 percent). The percentage of students in Kansas who performed at or above the NAEP &quot;Basic&quot; level was 71 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was not significantly different from that in 1998 (70 percent). [For the main report, &quot;The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457,&quot; see ED525544.]
Understanding a Widely Misunderstood Statistic: Cronbach's "Alpha"
Author: Ritter, Nicola L.
Date: 2010-02-18
Type: Reports - Evaluative
Subjects: Scores,Reliability,Statistics,Misconceptions

It is important to explore score reliability in virtually all studies, because tests are not reliable. The present paper explains the most frequently used reliability estimate, coefficient alpha, so that the coefficient's conceptual underpinnings will be understood. Researchers need to understand score reliability because of the possible impact reliability has on the interpretation of research results. There are several common misconceptions about the basic ideas of score reliability. Misconceptions are formed due to lack of understanding of the concept of reliability and through careless speech involving statistical jargon. This paper addresses common misconceptions so that later discussions over score reliability will not be hindered. Misconceptions have caused some authors to devalue the reporting of reliability estimates in published research, while others report reliability coefficients inappropriately. A better understanding of score reliability can resolve these misconceptions and enable authors to use reliability coefficients appropriately in literature and speech. A background of the basic ideas of score reliability is introduced and concludes with an explanation of the most frequently used reliability estimate, coefficient alpha, so that the coefficient's conceptual underpinnings will be understood. (Contains 6 tables.)
The Relationship between Prosodic Oral Reading Assessments and Standards-Based Reading Assessment in a 2nd Grade Classroom
Author: Kariuki, Patrick
Date: 2011-11-00
Type: Reports - Research
Subjects: Reading Comprehension,Oral Reading,Grade 2,Suprasegmentals,Reading Aloud to Others,Multiple Regression Analysis

The purpose of this study was to examine the relationship between prosodic oral reading and overall reading comprehension of second grade students. The sample consisted of ten students who were randomly selected from a second grade classroom. The students read aloud from the book &quot;Bedtime for Frances&quot; by Lillian and Russell Hoban for a total of three and a half minutes. Data were collected using the Multi-dimensional Fluency Scale developed by Rasinski to score the students prosodic oral reading. Overall reading comprehension was measured using the Pearson Benchmark assessment for language arts and reading. The results indicated a significant relationship between prosodic reading and comprehension (r = 0.884). Multiple regression on selected predictors did not indicate significant influence on overall comprehension. Classroom teachers are encouraged to use prosodic reading as an additional tool to reading comprehension. (Contains 1 table.)
Informal Reasoning Fallacy and Critical Thinking Dispositions: A Univariate Study of Demographic Characteristics among Malaysian Undergraduates
Author: Ramasamy, Shamala
Date: 2011-11-14
Type: Reports - Research
Subjects: Foreign Countries,Developing Nations,Thinking Skills,Misconceptions,Undergraduate Students,Student Characteristics,Statistical Analysis,Student Surveys,Correlation,Age Differences,Intellectual Disciplines,Gender Differences,Grade Point Average,Critical Thinking,Humanities,Reading Habits,Predictor Variables,Deception,Psychological Characteristics,Discourse Analysis,Persuasive Discourse

A component in the study of critical thinking which needs to be addressed is informal reasoning fallacy. It is a type of mental trickery which is able to self-deceive undergraduates and public at large. In order to practice good critical thinking, one has to detect and get rid of these fallacies. However, students have to be disposed in detecting these fallacies prior to having high critical thinking ability. The objective of this paper is to examine the influences of Malaysian undergraduates' background characteristics on informal reasoning fallacies and critical thinking dispositions. A cross sectional survey was conducted on 189 samples of undergraduates from three different disciplines, testing them on newly developed Informal Fallacy Reasoning Test (IFRI) and California Critical Thinking Dispositions (CCTDI). A high reliability was achieved from both tests, with Cronbach alpha 0.802 for IFRI and 0.843 for CCTDI. Finding shows that there were significant differences in disciplines on the IFRI scale, whereby respondents from Humanities background performed better than the others. Age and IFRI scores had a significant correlation. However, there was no significant difference between gender, programmes, GPA and reading hours. CCTDI differed significantly on disciplines with Humanities scoring the highest compared to Technical and Science. The total score of CCTDI differed significantly with GPA. However, age, gender, programme and reading hours did not contribute to a significant difference. (Contains 2 tables.)
The Nation's Report Card Reading 2011 State Snapshot Report. Iowa. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading 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 Iowa was 221. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Iowa in 2011 (221) was not significantly different from their average score in 2009 (221) and was lower than their average score in 1992 (225). In 2011, the score gap between students in Iowa at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1992 (41 points). The percentage of students in Iowa 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 (34 percent) and was not significantly different from that in 1992 (36 percent). The percentage of students in Iowa who performed at or above the NAEP &quot;Basic&quot; level was 69 percent in 2011. This percentage was not significantly different from that in 2009 (69 percent) and was smaller than that in 1992 (73 percent). [For the main report, &quot;The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457,&quot; see ED525544.]
Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2008-09 (Fiscal Year 2009). First Look. NCES 2012-313
Author: Cornman, Stephen Q.
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,Income,Expenditures,Public Schools,School Districts,Elementary Schools,Secondary Schools,Charter Schools,Federal Aid,School District Size

This report presents data from the School District Finance Survey (F-33) of the Common Core of Data (CCD) survey system for school year (SY) 2008-09 (fiscal year [FY] 2009). The F-33 is a district-level financial survey that consists of data submitted annually to the National Center for Education Statistics (NCES) and the Governments Division of the U.S. Census Bureau (Census) by state education agencies (SEAs) in the 50 states and the District of Columbia. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using the CCD. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. Tables 1 through 5 in this report include all regular school districts reported by SEAs with student counts greater than zero and that are listed in the CCD Local Education Agency Universe Survey file for SY 2008-09. There were 15,381 such districts in FY 09. Tables 6 and 7 include the regular noncharter school districts data with the independent charter school districts data. Table 8 presents the revenues and current expenditures of the 100 largest school districts according to the size of their student enrollment, as reported in the F-33. Table 9, the federal revenues table, includes all LEAs reported in the F-33. Appended are: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 9 tables and 5 footnotes.) [For &quot;Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2007-08 (Fiscal Year 2008). First Look. NCES 2010-323,&quot; see ED511396.]
The Nation's Report Card Reading 2011 State Snapshot Report. Indiana. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading 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 Indiana was 221. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Indiana in 2011 (221) was not significantly different from their average score in 2009 (223) and was not significantly different from their average score in 1992 (221). In 2011, the score gap between students in Indiana at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1992 (41 points). The percentage of students in Indiana 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 (34 percent) and was not significantly different from that in 1992 (30 percent). The percentage of students in Indiana 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 (70 percent) and was not significantly different from that in 1992 (68 percent). [For the main report, &quot;The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457,&quot; see ED525544.]
The Nation's Report Card Reading 2011 State Snapshot Report. Illinois. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Tests,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading 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 Illinois was 219. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Illinois in 2011 (219) was not significantly different from their average score in 2009 (219) and was not significantly different from their average score in 2003 (216). In 2011, the score gap between students in Illinois at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 2003 (53 points). The percentage of students in Illinois 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 (32 percent) and was not significantly different from that in 2003 (31 percent). The percentage of students in Illinois who performed at or above the NAEP &quot;Basic&quot; level was 65 percent in 2011. This percentage was not significantly different from that in 2009 (65 percent) and was greater than that in 2003 (61 percent). [For the main report, &quot;The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457,&quot; see ED525544.]