ethanporcaro/eric-fulltext-meta huggingface dataset:
Subgroup Achievement and Gap Trends: North Carolina, 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 North Carolina for 2010. In grade 8 math (the only grade in which subgroup trends were analyzed by achievement level), North Carolina made gains across the board for all major subgroups at the basic-and-above, proficient-and-above, and advanced levels. Progress in narrowing achievement gaps in math was mixed at grades 4 and 8, depending on whether one looked at percentages proficient or average (mean) scores. Comparable data were available in math for 2006-2009. Recent trends could not be determined in reading because the state changed its reading test in 2008. High school trends could not be determined because none of North Carolina's various end-of-course exams is administered to all students. (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: Nebraska
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), Nebraska made gains across the board at the proficient-and-above level for all major racial/ethnic subgroups and low-income students in reading and math. Achievement gaps also narrowed across the board for all subgroups analyzed at grades 4, 8, and 11. Comparable data were available at the proficient level only for 2003-2009 in reading and 2002-2009 in math, so trends at the basic-and-above and advanced levels could not be determined. (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. For the 2009 Nebraska report, see ED507950.]
Subgroup Achievement and Gap Trends: Rhode Island
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), Rhode Island showed gains--improvements in reading and math at the basic, proficient, and advanced levels for most racial/ethnic subgroups, low-income students, and boys and girls. Achievement gaps between students narrowed in most cases at grades 4 and 8. Comparable data were available for 2006-2009 at grades 4 and 8, however, there were not enough years of data to discern trends at grade 11. (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 Rhode Island report, see ED507953.]
Subgroup Achievement and Gap Trends: Minnesota, 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 Minnesota for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Minnesota showed mostly gains in reading at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In math, there were gains across the board--all subgroups at all three achievement levels. Achievement gaps widened in reading, and there was a mixed picture in math. Comparable data were available from 2006 to 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: New Hampshire, 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 New Hampshire for 2010. New Hampshire's demographic profile is such that, with the exception of Latino students at the elementary level, there are fewer than 500 students in the racial/ethnic subgroups at the various grade levels, and therefore these groups are too small to count for this study. The white, low income subgroup, and males and females made progress in grade 8 at the basic, proficient and advanced levels in both reading and math. Achievement gaps narrowed between the subgroups analyzed. Comparable data were available from 2006 through 2009 for grades 4, and 8; there were not enough years of data to discern trends 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: Michigan
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Low Income,Academic Achievement,Scores,Grade 8,Grade 4,Grade 11

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Michigan 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, and from 2007 through 2009 for grade 11. (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 Michigan report, see ED507968.]
Subgroup Achievement and Gap Trends: Pennsylvania
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), Pennsylvania showed across-the-board gains--improvements in reading and math at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and boys and girls. Achievement gaps generally narrowed at grades 4 and 8 but progress was mixed at grade 11. Comparable data were available for 2006-2009 at grade 4 and for 2002-2009 at grades 8 and 11. (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 Pennsylvania report, see ED507954.]
Subgroup Achievement and Gap Trends: North Dakota, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Scores,Grade 8,Grade 4,Reading Achievement,Mathematics Achievement,Grade 11,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,Trend Analysis

This paper profiles the student subgroup achievement and gap trends in North Dakota for 2010. In grade 8 reading and math (the only grade in which subgroup trends were analyzed by achievement level), North Dakota showed across-the-board gains at the basic-and-above, proficient-and-above, and advanced levels for the state's major racial/ethnic subgroups and low-income students. Achievement gaps generally narrowed at grades 4, 8, and 11, although average (mean) scores revealed exceptions to this pattern. Comparable data were available for 2005-2009 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: New Mexico
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Scores,Grade 8,Grade 4,Reading Achievement,Mathematics Achievement,Grade 11,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

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), New Mexico showed across-the-board gains--improvements in reading and math at the basic-and-above, proficient-and-above, and advanced levels for all major racial/ethnic subgroups and low-income students. Progress in narrowing achievement gaps at grades 4, 8, and 11 was mixed. Comparable data were available for 2005-2009 at grades 4 and 8 and for 2007-2009 at grade 11. (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 Mexico report, see ED507961.]
Subgroup Achievement and Gap Trends: Montana, 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 Montana for 2010. In grade 8 reading (the only grade in which subgroup trends were analyzed by achievement level), Montana showed across-the-board gains at the basic-and-above, proficient-and-above, and advanced levels for the state's major racial/ethnic subgroups and low-income students. In grade 8 math, however, trends for subgroups were mixed. Progress in narrowing achievement gaps at grades 4, 8, and 10 was also mixed. Comparable data were available for 2004-2009 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: New York
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), New York showed a clear trend of gains in reading and math at the basic-and-above, proficient-and-above, and advanced levels for all major subgroups with just a few exceptions. Achievement gaps in reading and math also narrowed at grades 4 and 8 for most subgroups according to both percentages proficient and average (mean) scores. Comparable data were available for 2006-2009 at grades 4 and 8. Trends could not be determined for grade 11 because New York administers end-of-course exams that students take at different points in high school, depending on when they have completed the appropriate courses. (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 York report, see ED507960.]
Subgroup Achievement and Gap Trends: Massachusetts, 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 Massachusetts for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Massachusetts 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 for reading from 2006 through 2009 for grade 8, and from 2005 through 2009 for grade 4 and 10. Math data were available from 2001 through 2009, but the data were not disaggregated for all subgroups in math until 2005. (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.]
Connecting Dewey and Assessment for Learning
Author: Kucey, Sharen
Date: 2010-12-28
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Philosophy,Educational Change,Progressive Education,Educational Assessment,Role of Education,Educational Principles,Improvement Programs,Educational Improvement,Educational Strategies,Program Descriptions,Evaluation Methods,Teaching Methods,Alignment (Education),Educational Policy

The purpose of this paper is to explore the principles of Assessment for Learning (AFL) in light of John Dewey's writing about the purpose and possibility of education. In this paper, we compare Dewey's ideas to the goals of assessment for learning (AFL)--a practice emerging globally and, more locally, moved forward by the Alberta Initiative for School Improvement (AISI) program. We believe the principles behind Dewey's educational philosophy are congruent with fundamental principles of AFL. In this paper, we attempt to explicate key intersections between Dewey's teachings and AFL. We review AFL strategies and the foundational philosophy of AFL in an attempt to reveal its connection points to Dewey's educational philosophy. Specifically, we will outline seven AFL strategies and compare these to insights put forth in Dewey's work. Although there is far from adequate space to consider all the matches of Dewey's philosophy and the core principles of Assessment for Learning, we hope our quest for initial commonality might provide curriculum insight for those now working these new pedagogical activities.
Enhancing Democracy for Teachers
Author: Nichols, Shannon
Date: 2010-12-28
Type: Information Analyses
Subjects: Foreign Countries,Teacher Responsibility,Professional Autonomy,Teaching Methods,Democracy,Educational History,Barriers,Accountability,Teacher Role,Teacher Empowerment,Educational Policy,Negative Attitudes,Public Opinion,Democratic Values,Educational Trends,Trend Analysis,Policy Analysis,International Education,Educational Philosophy,Progressive Education

In the face of the century-old call for democracy in education by John Dewey, this paper explores how and why teachers have been systemically removed from efficacy within the educational system in which they live and work. The paper examines historical trends that work to limit teachers' institutional power and become obstacles to teacher voice. These include (1) accountability, (2) the intensification of teacher responsibilities, (3) a shift towards a technical approach to teaching, and (4) the negative public image of teachers. Finally, the paper explores the potential that teacher autonomy might be successfully reinstituted into educational curriculum and policy.
Evaluating Online Dictionaries From Faculty Prospective: A Case Study Performed On English Faculty Members At King Saud University--Wadi Aldawaser Branch
Author: Abouserie, Hossam Eldin Mohamed Refaat
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Dictionaries,Electronic Publishing,Evaluation,English Departments,College Faculty,Questionnaires,Interviews,Teacher Attitudes

The purpose of this study was to evaluate online dictionaries from faculty prospective. The study tried to obtain in depth information about various forms of dictionaries the faculty used; degree of awareness and accessing online dictionaries; types of online dictionaries accessed; basic features of information provided; major benefits gained while accessing online dictionaries; and major obstacles faced while accessing online dictionaries. The study embraced the case study methodology, as it focused on one educational institution, College of Arts and Science, and one type of users, faculty member. The basic tools to collect data were the questionnaire and the personal interview. The questionnaire was distributed and the interview was made during the spring semester of 2010. Sample of the study included all English department faculty members at all ranks at The College of Arts and Science at King Saud University - Wadi Aldawaser branch. (Contains 14 tables and 28 footnotes.)
College Alcohol Risk Assessment Guide: Environmental Approaches to Prevention
Author: Ryan, Barbara E.
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Strategic Planning,Prevention,Drinking,Evaluation,College Students,Context Effect,Cooperation,Higher Education,Mass Media Effects,Mass Media Role,Peer Influence,Public Health,Recruitment,Risk,Stakeholders,Alcohol Education,College Environment,Intervention,Logical Thinking,Models

This guide is designed to help individuals identify and modify risks that contribute to alcohol-related problems within college and university communities. Despite general agreement among campus officials and students alike that alcohol use contributes to a range of problems confronting colleges and universities, prevention often does not command a high priority for students, faculty, and staff. Making the case for prevention can be frustrating work, posing the challenge of getting people to understand why problems occur and how they can make a difference. This "Guide" has four goals: (1) Help individuals gather information on the extent of problems related to alcohol use at their college or university; (2) Help individuals understand and describe environmental factors within their campus community that promote or discourage high-risk alcohol use; (3) Assist individuals in organizing information on alcohol-related problems in an intelligible way, so that they can articulate concerns and generate a prevention support network at their college; and (4) Prepare individuals for strategic planning and implementation of policies and practices for reducing alcohol-related problems. Appendices include: (1) Scanning Exercises; (2) Analysis Exercises; (3) Response Tool--R1; and (4) Selected Publications and Resources. (Contains 53 footnotes and 10 resources.) [This is an update of the second edition report. To access this report, see ED460310.]
Subgroup Achievement and Gap Trends: Washington, 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 Washington for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Washington showed across-the-board gains in math--improvements at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and boys and girls. Achievement was mixed, however, for this grade level in reading. Conversely, progress in narrowing achievement gaps was made in reading at grades 4, 8, and 10, however, it was mixed in math. Comparable data were available for 2002-2009 at grades 4 and 10 and for 2006-2009 at grade 8. (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: Utah, 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,Geometry

This paper profiles the student subgroup achievement and gap trends in Utah for 2010. Utah implemented new standards and cut scores in math so trend data that include 2009 are not available. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Utah showed across-the-board gains in reading at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and boys and girls. Progress was made in narrowing achievement gaps between most subgroups. Comparable data in reading were available for 2004-2009. (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.]