ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Reading 2009 State Snapshot Report. District of Columbia. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,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 Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in the District of Columbia was 202. This was lower than the average score of 220 for public school students in the nation. The average score for students in the District of Columbia in 2009 (202) was higher than their average score in 2007 (197) and was higher than their average score in 1992 (188). In 2009, the score gap between students in the District of Columbia at the 75th percentile and students at the 25th percentile was 50 points. This performance gap was not significantly different from that of 1992 (52 points). The percentage of students in the District of Columbia who performed at or above the NAEP &quot;Proficient&quot; level was 17 percent in 2009. This percentage was greater than that in 2007 (14 percent) and was greater than that in 1992 (10 percent). The percentage of students in the District of Columbia who performed at or above the NAEP &quot;Basic&quot; level was 44 percent in 2009. This percentage was greater than that in 2007 (39 percent) and was greater than that in 1992 (30 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Connecticut. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,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 Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Connecticut was 229. This was higher than the average score of 220 for public school students in the nation. The average score for students in Connecticut in 2009 (229) was not significantly different from their average score in 2007 (227) and was higher than their average score in 1992 (222). In 2009, the score gap between students in Connecticut at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in Connecticut who performed at or above the NAEP &quot;Proficient&quot; level was 42 percent in 2009. This percentage was not significantly different from that in 2007 (41 percent) and was greater than that in 1992 (34 percent). The percentage of students in Connecticut who performed at or above the NAEP &quot;Basic&quot; level was 76 percent in 2009. This percentage was not significantly different from that in 2007 (73 percent) and was greater than that in 1992 (69 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Colorado. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,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 Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Colorado was 226. This was higher than the average score of 220 for public school students in the nation. The average score for students in Colorado in 2009 (226) was not significantly different from their average score in 2007 (224) and was higher than their average score in 1992 (217). In 2009, the score gap between students in Colorado at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1992 (41 points). The percentage of students in Colorado who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2009. This percentage was not significantly different from that in 2007 (36 percent) and was greater than that in 1992 (25 percent). The percentage of students in Colorado who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2009. This percentage was not significantly different from that in 2007 (70 percent) and was greater than that in 1992 (64 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. California. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,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 Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in California was 210. This was lower than the average score of 220 for public school students in the nation. The average score for students in California in 2009 (210) was not significantly different from their average score in 2007 (209) and was higher than their average score in 1992 (202). In 2009, the score gap between students in California at the 75th percentile and students at the 25th percentile was 51 points. This performance gap was not significantly different from that of 1992 (55 points). The percentage of students in California who performed at or above the NAEP &quot;Proficient&quot; level was 24 percent in 2009. This percentage was not significantly different from that in 2007 (23 percent) and was not significantly different from that in 1992 (19 percent). The percentage of students in California who performed at or above the NAEP &quot;Basic&quot; level was 54 percent in 2009. This percentage was not significantly different from that in 2007 (53 percent) and was greater than that in 1992 (48 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Arkansas. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,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 Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Arkansas was 216. This was lower than the average score of 220 for public school students in the nation. The average score for students in Arkansas in 2009 (216) was not significantly different from their average score in 2007 (217) and was higher than their average score in 1992 (211). In 2009, the score gap between students in Arkansas at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1992 (48 points). The percentage of students in Arkansas who performed at or above the NAEP &quot;Proficient&quot; level was 29 percent in 2009. This percentage was not significantly different from that in 2007 (29 percent) and was greater than that in 1992 (23 percent). The percentage of students in Arkansas who performed at or above the NAEP &quot;Basic&quot; level was 63 percent in 2009. This percentage was not significantly different from that in 2007 (64 percent) and was greater than that in 1992 (56 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Arizona. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,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 Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Arizona was 210. This was lower than the average score of 220 for public school students in the nation. The average score for students in Arizona in 2009 (210) was not significantly different from their average score in 2007 (210) and was not significantly different from their average score in 1992 (209). In 2009, the score gap between students in Arizona at the 75th percentile and students at the 25th percentile was 51 points. This performance gap was not significantly different from that of 1992 (47 points). The percentage of students in Arizona who performed at or above the NAEP &quot;Proficient&quot; level was 25 percent in 2009. This percentage was not significantly different from that in 2007 (24 percent) and was greater than that in 1992 (21 percent). The percentage of students in Arizona who performed at or above the NAEP &quot;Basic&quot; level was 56 percent in 2009. This percentage was not significantly different from that in 2007 (56 percent) and was not significantly different from that in 1992 (54 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Alaska. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,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 Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Alaska was 211. This was lower than the average score of 220 for public school students in the nation. The average score for students in Alaska in 2009 (211) was lower than their average score in 2007 (214) and was not significantly different from their average score in 2003 (212). In 2009, the score gap between students in Alaska at the 75th percentile and students at the 25th percentile was 52 points. This performance gap was not significantly different from that of 2003 (55 points). The percentage of students in Alaska who performed at or above the NAEP &quot;Proficient&quot; level was 27 percent in 2009. This percentage was not significantly different from that in 2007 (29 percent) and was not significantly different from that in 2003 (28 percent). The percentage of students in Alaska who performed at or above the NAEP &quot;Basic&quot; level was 59 percent in 2009. This percentage was not significantly different from that in 2007 (62 percent) and was not significantly different from that in 2003 (58 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Alabama. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,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 Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Alabama was 216. This was lower than the average score of 220 for public school students in the nation. The average score for students in Alabama in 2009 (216) was not significantly different from their average score in 2007 (216) and was higher than their average score in 1992 (207). In 2009, the score gap between students in Alabama at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1992 (48 points). The percentage of students in Alabama who performed at or above the NAEP &quot;Proficient&quot; level was 28 percent in 2009. This percentage was not significantly different from that in 2007 (29 percent) and was greater than that in 1992 (20 percent). The percentage of students in Alabama who performed at or above the NAEP &quot;Basic&quot; level was 62 percent in 2009. This percentage was not significantly different from that in 2007 (62 percent) and was greater than that in 1992 (51 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
Performance Management as a Means of Teacher Evaluation: A South Australian Perspective
Author: Naidu, Sham
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Evaluation Methods,Educational Policy,Policy Analysis,Public Schools,Teacher Evaluation,Accountability,Commercialization,School Culture,Teacher Role,Merit Pay,Merit Rating,Organizational Theories,Teacher Attitudes,Teacher Motivation,Negative Attitudes,Personnel Policy

The introduction of performance management in South Australian public schools raises a number of issues regarding the structure, purpose and control of the process itself and the consequences of teacher evaluation. Performance management has the potential to shape teaching and the culture of schools according to what it values and what it ignores. In this article, some of these issues to ascertain the impact of this evaluation policy on South Australian public schools are examined.
Research Application Paper
Author: Baskas, Richard S.
Date: 2011-10-14
Type: Reports - Research
Subjects: Research Design,Research Methodology,Writing for Publication,Journal Articles,Research Reports,Qualitative Research,Content Analysis,Vocabulary,Community Colleges,Social Services,Adolescents,Comparative Analysis

The purpose of this study is to compare and contrast two types of scholarly article designs, quantitative and qualitative, as to how two research designs can be similar and different, and how the authors conduct their research and present their results. When researching and analyzing two scholarly articles of different design types, it is imperative to understand how vocabulary describes research, how research can produce varying data, how their results can be analyzed differently. References included two scholarly articles, one qualitative and one quantitative, and six secondary sources. A review of the two articles using research appropriate vocabulary would provide a more in-depth explanation of the research designs.  Analysis revealed that even though both articles shared the same research design, various analytical techniques can produce different perspectives of the results.
The Nation's Report Card Reading 2009 State Snapshot Report. Missouri. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Secondary School Students,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Missouri was 267. This was higher than the average score of 262 for public school students in the nation. The average score for students in Missouri in 2009 (267) was higher than their average score in 2007 (263) and was higher than their average score in 1998 (262). In 2009, the score gap between students in Missouri at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1998 (41 points). The percentage of students in Missouri who performed at or above the NAEP &quot;Proficient&quot; level was 34 percent in 2009. This percentage was not significantly different from that in 2007 (31 percent) and was greater than that in 1998 (28 percent). The percentage of students in Missouri who performed at or above the NAEP &quot;Basic&quot; level was 79 percent in 2009. This percentage was greater than that in 2007 (75 percent) and was not significantly different from that in 1998 (75 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]