ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Science 2011 State Snapshot Report. Louisiana. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Science Education,Science Instruction,Scores,Secondary School Students,Statistical Analysis,Student Evaluation,Test Results

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in Louisiana was 143. This was lower than the average score of 151 for public school students in the nation. The average score for students in Louisiana in 2011 (143) was not significantly different from their average score in 2009 (139). In 2011, the score gap between students in Louisiana at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2009 (48 points). The percentage of students in Louisiana who performed at or above the NAEP &quot;Proficient&quot; level was 22 percent in 2011. This percentage was not significantly different from that in 2009 (20 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). [For the main report, &quot;The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465,&quot; see ED531894.]
The Nation's Report Card Science 2011 State Snapshot Report. Massachusetts. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Science Education,Science Instruction,Scores,Secondary School Students,Statistical Analysis,Student Evaluation,Test Results

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in Massachusetts was 161. This was higher than the average score of 151 for public school students in the nation. The average score for students in Massachusetts in 2011 (161) was not significantly different from their average score in 2009 (160). In 2011, the score gap between students in Massachusetts at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 2009 (44 points). The percentage of students in Massachusetts who performed at or above the NAEP &quot;Proficient&quot; level was 44 percent in 2011. This percentage was not significantly different from that in 2009 (41 percent). The percentage of students in Massachusetts who performed at or above the NAEP &quot;Basic&quot; level was 75 percent in 2011. This percentage was not significantly different from that in 2009 (74 percent). [For the main report, &quot;The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465,&quot; see ED531894.]
The Nation's Report Card Science 2011 State Snapshot Report. Maryland. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Science Education,Science Instruction,Scores,Secondary School Students,Statistical Analysis,Student Evaluation,Test Results

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in Maryland was 152. This was not significantly different from the average score of 151 for public school students in the nation. The average score for students in Maryland in 2011 (152) was higher than their average score in 2009 (148). In 2011, the score gap between students in Maryland at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 2009 (48 points). The percentage of students in Maryland 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 (28 percent). The percentage of students in Maryland who performed at or above the NAEP &quot;Basic&quot; level was 64 percent in 2011. This percentage was not significantly different from that in 2009 (60 percent). [For the main report, &quot;The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465,&quot; see ED531894.]
The Nation's Report Card Science 2011 State Snapshot Report. Maine. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Science Education,Science Instruction,Scores,Secondary School Students,Statistical Analysis,Student Evaluation,Test Results

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in Maine was 160. This was higher than the average score of 151 for public school students in the nation. The average score for students in Maine in 2011 (160) was higher than their average score in 2009 (158). In 2011, the score gap between students in Maine at the 75th percentile and students at the 25th percentile was 35 points. This performance gap was not significantly different from that of 2009 (38 points). The percentage of students in Maine 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 (35 percent). The percentage of students in Maine who performed at or above the NAEP &quot;Basic&quot; level was 77 percent in 2011. This percentage was greater than that in 2009 (73 percent). [For the main report, &quot;The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465,&quot; see ED531894.]
The Nation's Report Card Science 2011 State Snapshot Report. Michigan. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Science Education,Science Instruction,Scores,Secondary School Students,Statistical Analysis,Student Evaluation,Test Results

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in Michigan was 157. This was higher than the average score of 151 for public school students in the nation. The average score for students in Michigan in 2011 (157) was higher than their average score in 2009 (153). In 2011, the score gap between students in Michigan at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 2009 (48 points). The percentage of students in Michigan who performed at or above the NAEP &quot;Proficient&quot; level was 38 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent). The percentage of students in Michigan who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2011. This percentage was greater than that in 2009 (66 percent). [For the main report, &quot;The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465,&quot; see ED531894.]
The Nation's Report Card Science 2011 State Snapshot Report. Minnesota. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Science Education,Science Instruction,Scores,Secondary School Students,Statistical Analysis,Student Evaluation,Test Results

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in Minnesota was 161. This was higher than the average score of 151 for public school students in the nation. The average score for students in Minnesota in 2011 (161) was not significantly different from their average score in 2009 (159). In 2011, the score gap between students in Minnesota at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 2009 (41 points). The percentage of students in Minnesota who performed at or above the NAEP &quot;Proficient&quot; level was 42 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent). The percentage of students in Minnesota who performed at or above the NAEP &quot;Basic&quot; level was 76 percent in 2011. This percentage was not significantly different from that in 2009 (74 percent). [For the main report, &quot;The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465,&quot; see ED531894.]
The Nation's Report Card Science 2011 State Snapshot Report. Mississippi. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Science Education,Science Instruction,Scores,Secondary School Students,Statistical Analysis,Student Evaluation,Test Results

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in Mississippi was 137. This was lower than the average score of 151 for public school students in the nation. The average score for students in Mississippi in 2011 (137) was higher than their average score in 2009 (132). In 2011, the score gap between students in Mississippi at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 2009 (49 points). The percentage of students in Mississippi who performed at or above the NAEP &quot;Proficient&quot; level was 19 percent in 2011. This percentage was greater than that in 2009 (15 percent). The percentage of students in Mississippi who performed at or above the NAEP &quot;Basic&quot; level was 47 percent in 2011. This percentage was greater than that in 2009 (41 percent). [For the main report, &quot;The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465,&quot; see ED531894.]
WWC Review of the Report &quot;Classroom Assessment for Student Learning: The Impact on Elementary School Mathematics in the Central Region&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-05-00
Type: Reports - Evaluative
Subjects: Elementary School Mathematics,Mathematics Achievement,Intervention,Faculty Development,Elementary School Teachers,Student Evaluation,Formative Evaluation,Program Effectiveness,Grade 4,Grade 5,Elementary School Students,Educational Research

This study used a random assignment design to investigate the impact of &quot;Classroom Assessment for Student Learning&quot; (&quot;CASL&quot;) on elementary students' mathematics achievement. A total of 67 schools across 32 Colorado school districts were randomly assigned to either an intervention condition that used &quot;CASL&quot; or a comparison condition that did not use &quot;CASL&quot;. The study analyzed data from 2,860 students in 33 schools with &quot;CASL&quot; and 3,379 students in 34 comparison schools without &quot;CASL&quot;. Fourth- and fifth-grade teachers in the intervention schools studied the &quot;CASL&quot; materials and applied &quot;CASL&quot; principles, practices, and tools in their classrooms during the training year. The intervention teachers then implemented the &quot;CASL&quot; program in their classrooms for one full school year. Teachers in the comparison group took part in their regular professional development activities. The study assessed the effectiveness of the &quot;CASL&quot; program by comparing mathematics achievement of students in the &quot;CASL&quot; and comparison groups in the spring of the implementation year. The study found no effects of &quot;CASL&quot; on the mathematics achievement of fourth- and fifth-grade students. The estimated effect size of 0.01 is neither statistically significant nor substantively important. The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measure for the mathematics achievement domain; and (3) Study findings for the mathematics achievement domain. A glossary of terms is included. (Contains 2 endnotes.) [The following study is the focus of this &quot;Quick Review&quot;: &quot;Classroom Assessment for Student Learning: Impact on Elementary School Mathematics in the Central Region. Final Report. NCEE 2011-4005&quot; (ED517969).]
WWC Review of the Report &quot;A Multisite Cluster Randomized Trial of the Effects of CompassLearning &apos;Odyssey[R] Math&apos; on the Math Achievement of Selected Grade 4 Students in the Mid-Atlantic Region&quot;
Author: What Works Clearinghouse (ED)
Date: 2012-05-00
Type: Reports - Evaluative
Subjects: Elementary School Mathematics,Mathematics Achievement,Web Based Instruction,Intervention,Grade 4,Elementary School Students,Instructional Effectiveness,Educational Research

The study featured in this What Works Clearinghouse (WWC) Quick Review examined whether exposure to &quot;Odyssey[R] Math,&quot; a web-based mathematics curriculum and assessment tool, improved mathematics achievement of fourth-grade students. The study analyzed data from 2,456 fourth-grade students in 122 classrooms in 32 elementary schools in Delaware, New Jersey, and Pennsylvania. The study randomly assigned all fourth-grade classrooms in 32 elementary schools to intervention or comparison conditions. Intervention classrooms used &quot;Odyssey[R] Math&quot; for 60 minutes each week during the entire school year as a partial substitute for the regular curriculum; comparison classrooms used their school's standard mathematics curriculum for the total math instructional time. The study assessed the effectiveness of &quot;Odyssey[R] Math&quot; by comparing the mathematics achievement of students in the intervention and comparison groups in the spring of the implementation year. The study found no discernible effects of &quot;Odyssey[R] Math&quot; on mathematics achievement in the spring of the implementation year. The estimated effect size of 0.02 is not statistically significant or substantively important. The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measure for the mathematics achievement domain; and (3) Study findings for the mathematics achievement domain Mean. A glossary of terms is included. (Contains 3 endnotes.) [The following study is the focus of this &quot;Quick Review&quot;: &quot;A Multisite Cluster Randomized Trial of the Effects of CompassLearning Odyssey[R] Math on the Math Achievement of Selected Grade 4 Students in the Mid-Atlantic Region. Final Report. NCEE 2009-4068&quot; (ED507314).]
The Nation's Report Card Science 2011 State Snapshot Report. Missouri. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Science Education,Science Instruction,Scores,Secondary School Students,Statistical Analysis,Student Evaluation,Test Results

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in Missouri was 156. This was higher than the average score of 151 for public school students in the nation. The average score for students in Missouri in 2011 (156) was not significantly different from their average score in 2009 (156). In 2011, the score gap between students in Missouri at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 2009 (42 points). The percentage of students in Missouri 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 (36 percent). The percentage of students in Missouri 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 (71 percent). [For the main report, &quot;The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465,&quot; see ED531894.]