ethanporcaro/eric-fulltext-meta huggingface dataset:
Subgroup Achievement and Gap Trends: Florida
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Florida students showed gains almost across the board in both reading and math at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. Progress has been made in narrowing achievement gaps in both reading and math between racial/ethnic subgroups, and between low income and non-low income students, with a few exceptions. Comparable data were available from 2002 through 2009. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 Florida report, see ED507938.]
Subgroup Achievement and Gap Trends: Georgia
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

Georgia has made some changes in its testing program in recent years. As a result, trend data were only available for reading in grades 4 and 8 from 2006 through 2009, and only at the proficient and advanced levels. In math, data were only available for the high school level from 2004 through 2009. Achievement data for low income students were also unavailable. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Georgia students showed gains in reading at the proficient and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. The limited data show that progress has been made in narrowing achievement gaps in reading between the African American and Latino subgroups and the white subgroup at grades 4 and 8. Gaps also narrowed in high school math. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 Georgia report, see ED507939.]
Subgroup Achievement and Gap Trends: Hawaii
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Low Income,State Standards,Achievement Tests,Academic Achievement,Achievement Gap,Scores,African American Students,White Students,American Indians,Hispanic American Students,Asian American Students,Profiles,Tables (Data),Achievement Gains,Reading Achievement,Mathematics Achievement,Educational Trends,Trend Analysis

Hawaii showed improvement in reading and math in grade 8 at the basic, proficient, and advanced levels for Asian and white students, low income students, and boys and girls. Gains in math tended to be larger than in reading. Trends in closing achievement gaps were mixed. Comparable data were available from 2007 through 2009. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 Hawaii report, see ED507942.]
Subgroup Achievement and Gap Trends: Iowa, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

This paper profiles the student subgroup achievement and gap trends in Iowa for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Iowa had data for racial/ethnic subgroups, low income students, and boys and girls at the proficient and advanced levels. Trends at the proficient and advanced levels were upward for must subgroups, with just a few exceptions. Progress was made in narrowing achievement gaps between all subgroups. Comparable data were available from 2004 through 2009, and from 2005 through 2009 for the grade 8 achievement levels. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Subgroup Achievement and Gap Trends: Louisiana
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Low Income,State Standards,Achievement Tests,Academic Achievement,Achievement Gap,Scores,African American Students,White Students,American Indians,Hispanic American Students,Asian American Students,Profiles,Tables (Data),Achievement Gains,Reading Achievement,Mathematics Achievement,Educational Trends,Trend Analysis

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Louisiana showed mostly gains in reading at the basic and proficient levels for racial/ethnic subgroups, low income students, and boys and girls. There were slight declines at the advanced level in reading for some subgroups. In math, there were gains across the board--all subgroups at all three achievement levels. Achievement gaps tended to narrow in both reading and math. Comparable data were available from 1999 through 2009 for grades 4 and 8, and 2001 through 2009 for grade 10. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 Louisiana report, see ED507945.]
Subgroup Achievement and Gap Trends: Indiana, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

This paper profiles the student subgroup achievement and gap trends in Indiana for 2010. Indiana made changes to its state testing program in 2009, so comparisons to earlier years could not be made for the sake of discerning trends in student achievement. Data on student achievement from earlier years are presented. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Subgroup Achievement and Gap Trends: Idaho, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Low Income,State Standards,Achievement Tests,Academic Achievement,Achievement Gap,Scores,African American Students,White Students,American Indians,Hispanic American Students,Asian American Students,Profiles,Tables (Data),Achievement Gains,Reading Achievement,Mathematics Achievement,Educational Trends,Trend Analysis

This paper profiles the student subgroup achievement and gap trends in Idaho for 2010. Idaho showed improvement in reading and math in grade 8 at the basic, proficient, and advanced levels for Latino and white students, low income students, and boys and girls. The state has also made progress in narrowing achievement gaps between Latino and white students and between low income and non-low income students. Comparable data were available from 2007 through 2009. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Subgroup Achievement and Gap Trends: Oklahoma, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy,Algebra,English

This paper profiles the student subgroup achievement and gap trends in Oklahoma for 2010. Oklahoma made progress in narrowing achievement gaps for most major subgroups on the End-of-Instruction (EOI) test in Algebra I. Trends in achievement gaps could not be determined for other grades in math, or for any grades in reading, because the state changed its performance standards in 2009, making it inappropriate to compare current and previous years' test results. For the same reason, subgroup trends by achievement level at grade 8 could not be determined. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Subgroup Achievement and Gap Trends: Illinois
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Low Income,State Standards,Achievement Tests,Academic Achievement,Achievement Gap,Scores,African American Students,White Students,American Indians,Hispanic American Students,Asian American Students,Profiles,Tables (Data),Achievement Gains,Reading Achievement,Mathematics Achievement

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Illinois students showed mostly gains in both reading and math at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. There was mixed progress made in narrowing achievement gaps in reading and math between racial/ethnic subgroups, and between low income and non-low income students. There were instances of gaps narrowing as well as widening at various grade/subject combinations. Comparable data were available from 2006 through 2009. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 Illinois report, see ED507944.]
Subgroup Achievement and Gap Trends: Missouri
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Scores,Trend Analysis,Reading Achievement,Mathematics Achievement,Racial Differences,Ethnicity,Low Income Groups,Achievement Gap,White Students,African American Students,American Indians,Gender Differences,Federal Legislation,Accountability,State Standards,Standardized Tests,Hispanic American Students,Asian American Students,Disabilities,English (Second Language),Females,Males,Achievement Gains

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Missouri showed across-the-board gains--improvements in both reading and math at the basic, proficient and advanced levels for all racial/ethnic subgroups, low income students, and boys and girls. Results on achievement gaps were mixed. Comparable data were available from 2006 through 2009 for grades 4 and 8 in reading and math. In 2008-09, Missouri changed its high school testing program to end of course exams, and therefore trend data were unavailable at that grade level. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 Missouri report, see ED507965.]
Subgroup Achievement and Gap Trends: Kansas, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

This paper profiles the student subgroup achievement and gap trends in Kansas for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Kansas students showed across-the-board gains--both reading and math at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. Achievement gaps between racial/ethnic subgroups and between low income and non-low income students improved across the board. The gap in reading between boys and girls also narrowed. Comparable data were available from 2006 through 2009 for grades 4 and 8, and 2007 through 2009 at the high school level. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Subgroup Achievement and Gap Trends: Kentucky, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Low Income,State Standards,Achievement Tests,Academic Achievement,Achievement Gap,Scores,African American Students,White Students,American Indians,Hispanic American Students,Asian American Students,Profiles,Tables (Data),Achievement Gains,Reading Achievement,Mathematics Achievement,Educational Trends,Trend Analysis

This paper profiles the student subgroup achievement and gap trends in Kentucky for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Kentucky showed mostly gains in both reading and math at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. Gains tended to be greater in math than in reading. Achievement gaps narrowed in both reading and math in grades 4, 8, and high school in most, but not all, cases. Comparable data were available from 2007 through 2009. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Subgroup Achievement and Gap Trends: Ohio, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Scores,Trend Analysis,Reading Achievement,Mathematics Achievement,Racial Differences,Ethnicity,Low Income Groups,Achievement Gap,White Students,African American Students,American Indians,Gender Differences,Federal Legislation,Accountability,State Standards,Standardized Tests,Hispanic American Students,Asian American Students,Disabilities,English (Second Language),Females,Males,Achievement Gains

This paper profiles the student subgroup achievement and gap trends in Ohio for 2010. In grade 8 math (the only grade in which subgroup trends were analyzed by achievement level), Ohio showed a clear trend of gains for all major subgroups at the basic-and-above, proficient-and-above, and advanced levels, with one exception. In grade 8 reading, however, declines outnumbered gains. Achievement gaps generally narrowed at grades 4, 8, and 10, although some gaps widened in reading. The periods with comparable data varied by subject and grade level, with trends extending from 2004, 2005, or 2006 through 2009. Ohio did not make available the data needed to calculate gains based on average test scores. (Contains 7 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Subgroup Achievement and Gap Trends: Maine
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Low Income,State Standards,Achievement Tests,Academic Achievement,Achievement Gap,Scores,African American Students,White Students,American Indians,Hispanic American Students,Asian American Students,Profiles,Tables (Data),Achievement Gains,Reading Achievement,Mathematics Achievement

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Maine students had across-the-board gains. There were improvements in both reading and math at the basic, proficient and advanced levels for the subgroups large enough to count, which were white students, low income students, and boys and girls. Results on achievement gaps were mixed. Comparable data were available from 2006 through 2009. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 Maine report, see ED507947.]
Subgroup Achievement and Gap Trends: Oregon, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

This paper profiles the student subgroup achievement and gap trends in Oregon for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Oregon showed a clear trend of gains in reading and math at the basic-and-above, proficient-and-above, and advanced levels for all major racial/ethnic subgroups, low-income students,   and boys and girls, with a few exceptions. Progress in narrowing achievement gaps at grades 4, 8, and 10 was mixed. Comparable data were available for 2007-2009 at all three grades analyzed. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Subgroup Achievement and Gap Trends: Mississippi, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Scores,Trend Analysis,Reading Achievement,Mathematics Achievement,Racial Differences,Ethnicity,Low Income Groups,Achievement Gap,White Students,African American Students,American Indians,Gender Differences,Federal Legislation,Accountability,State Standards,Standardized Tests,Hispanic American Students,Asian American Students,Disabilities,English (Second Language),Females,Males,Achievement Gains

This paper profiles the student subgroup achievement and gap trends in Mississippi for 2010. Mississippi made changes to its state testing program in the 2007-08 school year. Therefore, subgroup and achievement gap trends could not be calculated because fewer than three consecutive years of data were available, too short a period to constitute a trend. However, student subgroup achievement data for 2008 and 2009 is presented. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Subgroup Achievement and Gap Trends: Maryland, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Low Income,Scores,Trend Analysis,Reading Achievement,Mathematics Achievement,Racial Differences,Ethnicity,Low Income Groups,Achievement Gap,White Students,African American Students,American Indians,Gender Differences,Federal Legislation,Accountability,State Standards,Standardized Tests,Hispanic American Students,Asian American Students,Disabilities,English (Second Language),Females,Males,Algebra,Language Arts,Achievement Gains

This paper profiles the student subgroup achievement and gap trends in Maryland for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Maryland had data for racial/ethnic subgroups, low income students, and boys and girls at the proficient and advanced levels. The percentage of students reaching the proficient and advanced levels on state tests increased for all subgroups in both reading and math. Achievement gaps narrowed for all subgroups at grades 4 and 8. Comparable data were available from 2004 through 2009 for grade 4, 2003 through 2009 for grade 8, and 2008 to 2009 for grade 10 (not enough years of data to constitute a trend at the high school level). (Contains 7 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Subgroup Achievement and Gap Trends: Nevada, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Scores,Trend Analysis,Reading Achievement,Mathematics Achievement,Racial Differences,Ethnicity,Low Income Groups,Achievement Gap,White Students,African American Students,American Indians,Gender Differences,Federal Legislation,Accountability,State Standards,Standardized Tests,Hispanic American Students,Asian American Students,Disabilities,English (Second Language),Females,Males,Achievement Gains

This paper profiles the student subgroup achievement and gap trends in Nevada for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Nevada showed across-the-board gains--improvements in both reading and math at the basic, proficient and advanced levels for all racial/ethnic subgroups, low income students, and boys and girls. Achievement gaps between students in these subgroups and their white and non-low income peers narrowed. Comparable data were available from 2006 through 2009 for grade 4, and from 2004 through 2009 for grade 8 and high school. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Subgroup Achievement and Gap Trends: New Jersey
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Scores,Trend Analysis,Reading Achievement,Mathematics Achievement,Racial Differences,Ethnicity,Low Income Groups,Achievement Gap,White Students,African American Students,American Indians,Gender Differences,Federal Legislation,Accountability,State Standards,Standardized Tests,Hispanic American Students,Asian American Students,Disabilities,English (Second Language),Females,Males,Achievement Gains

In New Jersey, achievement gaps narrowed in grade 11 reading and math for all major subgroups, with one exception. Comparable data for grade 11 by subgroup were available for 2002-2009, with a few exceptions. Because the state changed its tests at grades 4 and 8 in recent years, there were too few years of comparable data to determine trends at these grades. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914. For the 2009 New Jersey report, see ED507962.]