ethanporcaro/eric-fulltext-meta huggingface dataset:
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Nevada
Author: Center on Education Policy
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Academic Achievement,Scores,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Achievement Gains,State Programs,Educational Improvement,Educational Indicators,Educational Trends,Trend Analysis,Educational Testing,Educational Policy

This paper profiles Nevada's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP increased in grade 8 reading and math. Average annual gains were larger on the state test than on NAEP in both subjects. Trends in average (mean) test scores moved in the same direction as trends in percentages proficient/basic in grade 8 reading and math. Comparable mean score data were unavailable at grade 4. (Contains 1 footnote.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot;, see ED513962.]
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. New Mexico
Author: Center on Education Policy
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Academic Achievement,Scores,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Achievement Gains,State Programs,Educational Improvement,Educational Indicators,Educational Trends,Trend Analysis,Educational Testing,Educational Policy

This paper profiles New Mexico's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 4 math and grade 8 reading and math. In grade 4 reading, the percentage basic on NAEP  increased slightly between 2005 and 2009, while the percentage proficient on the state test showed no change. Average annual gains were larger on the state test than on NAEP in grade 8 reading and math. In grade 4 reading and math, average annual gains were larger on NAEP than on the state test. Trends in average (mean) scores generally moved in the same direction as trends in percentages proficient/basic. (Contains 1 footnote.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot;, see ED513962.]
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Texas
Author: Center on Education Policy
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Academic Achievement,Scores,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Achievement Gains,State Programs,Educational Improvement,Educational Indicators,Educational Trends,Trend Analysis,Educational Testing,Educational Policy,Test Score Decline

This paper profiles Texas' test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in reading at grades 4 and 8 and in math at grade 8. In grade 4 math, however, the percentage scoring basic on NAEP decreased, while the percentage scoring proficient on the state test increased. Average annual gains were larger on the state test than on NAEP in grades 4 and 8 for both subjects. Trends in average (mean) test scores moved in the same direction as trends in percentages proficient/basic. (Contains 1 footnote.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot;, see ED513962.]
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Massachusetts
Author: Center on Education Policy
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Academic Achievement,Scores,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Achievement Gains,State Programs,Educational Improvement,Educational Indicators,Educational Trends,Trend Analysis,Educational Testing,Educational Policy

This paper profiles Massachusetts' test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 4 reading and math and grade 8 math. Average annual gains were larger on the state test than on NAEP for all three grade/subject combinations with comparable data. Massachusetts did not provide average (mean) score data. (Contains 1 footnote.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot;, see ED513962.]
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. North Dakota
Author: Center on Education Policy
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Academic Achievement,Scores,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Achievement Gains,State Programs,Educational Improvement,Educational Indicators,Educational Trends,Trend Analysis,Educational Testing,Educational Policy,Test Score Decline

This paper profiles North Dakota's test score trends through 2008-09. Between 2005 and 2009, the percentage of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grades 4 and 8 in both reading and math. Average annual gains were larger on the state test than NAEP in grade 4 reading and grade 8 reading and math. In grade 4 math, however, average annual gains were greater on NAEP than on the state test. Trends in average (mean) scores generally moved in the same direction as trends in percentages proficient/basic. Average scores increased on both assessments except for a decrease in NAEP scores in grade 8 reading. (Contains 1 footnote.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot;, see ED513962.]
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Montana
Author: Center on Education Policy
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Academic Achievement,Scores,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Achievement Gains,State Programs,Educational Improvement,Educational Indicators,Educational Trends,Trend Analysis,Educational Testing,Educational Policy,Test Score Decline

This paper profiles Montana's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 4 reading and math and grade 8 reading. In grade 8 math, however, the percentage proficient decreased on the state test, while the percentage basic increased on NAEP. Average annual gains were greater on the state test than on NAEP, except in grade 8 math. Trends in average (mean) scores generally moved in the same direction as trends in percentages proficient/basic. Average scores increased in all grade/subject combinations except grade 8 math, where scores decreased on the state test. (Contains 1 footnote.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot;, see ED513962.]
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Pennsylvania
Author: Center on Education Policy
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Academic Achievement,Scores,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Achievement Gains,State Programs,Educational Improvement,Educational Indicators,Educational Trends,Trend Analysis,Educational Testing,Educational Policy

This paper profiles Pennsylvania's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 8 reading and math. Average annual gains were larger on the state test than on NAEP in both subjects. Trends in average (mean) test scores in grade 8 moved in the same direction as trends in percentages proficient/basic in both subjects. (Contains 1 footnote.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot;, see ED513962.]
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Maryland
Author: Center on Education Policy
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Academic Achievement,Scores,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Achievement Gains,State Programs,Educational Improvement,Educational Indicators,Educational Trends,Trend Analysis,Educational Testing,Educational Policy

This paper profiles Maryland's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased at grades 4 and 8 in both reading and math. Average annual gains were larger on the state test than on NAEP at both grades in both subjects. Maryland did not provide average (mean) score data. (Contains 1 footnote.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot;, see ED513962.]
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Wisconsin
Author: Center on Education Policy
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Academic Achievement,Scores,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Achievement Gains,State Programs,Educational Improvement,Educational Indicators,Educational Trends,Trend Analysis,Educational Testing,Educational Policy,Test Score Decline

This paper profiles Wisconsin's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in math at grades 4 and 8 and in reading at grade 8. In grade 4 reading, the percentage scoring proficient on the state test decreased very slightly (less than 1 percentage point) and the percentage scoring basic on NAEP showed no change. Average annual gains in math were larger on the state test than on NAEP at grades 4 and 8. In grade 8 reading, however, average annual gains were larger on NAEP than on the state test. Wisconsin did not provide average (mean) score data for 2005. (Contains 1 footnote.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot;, see ED513962.]
State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP. Utah
Author: Center on Education Policy
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: State Standards,Academic Achievement,Scores,Grade 4,Grade 8,Reading Achievement,Mathematics Achievement,Achievement Gains,State Programs,Educational Improvement,Educational Indicators,Educational Trends,Trend Analysis,Educational Testing,Educational Policy,Test Score Decline

This paper profiles Utah's test score trends through 2008-09. Between 2005 and 2009, the percentages of students reaching the proficient level on the state test and the basic level on NAEP (National Assessment of Educational Progress) increased in grade 8 reading. In grade 4 reading, the percentage scoring proficient on the state test showed a very slight (less than 1 percentage point) increase, while the percentage scoring basic on NAEP decreased. Average annual gains in reading were larger on the state test than on NAEP at both grades. Average (mean) test scores decreased between 2005 and 2009 in grade 4 reading on both the state test and NAEP. In grade 8 reading, however, average scores decreased on the state test but increased on NAEP. (Contains 1 footnote.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP&quot;, see ED513962.]
The Effects of within Class Grouping on Reading Achievement: A Meta-Analytic Synthesis
Author: Puzio, Kelly
Date: 2010-00-00
Type: Reports - Research
Subjects: Reading Achievement,Academic Achievement,Educational Practices,Ability Grouping,Reading Instruction,Grouping (Instructional Purposes),Meta Analysis,Teaching Methods,Reading Teachers,Instructional Effectiveness,Age Differences,Elementary School Students,Secondary School Students,Pretests Posttests,Comparative Analysis,Effect Size,Intervention,Racial Differences

Although some literacy researchers consider grouping students for reading instruction to be a proven educational practice, the support for this belief is lacking from a research synthesis perspective. With this idea in mind, Slavin comments in the middle of his review on the effects of grouping: "there is not enough research on within-class ability grouping in reading to permit any conclusions" (Slavin, 1987, p. 320). Because of this, the question of whether "and" how to group students is often cast and answered ideologically rather than empirically. This review attempts to see if the empirical research available can answer either or both of these questions. It will contribute to the literacy field by focusing specifically on reading outcomes for classroom teachers, who instruct a wide variety of students. Informed by previous research on within-class grouping, the following three research questions guide the present study: (1) To what extent does within-class grouping impact student achievement in reading?; (2) For which grade(s) or which students is within-class grouping most or least beneficial?; and (3) Do any moderators, especially those identified by previous research (measurement source, teacher development, and grouping type), help explain this effect? (Contains 3 figures.)
NAEP Trends: Main NAEP vs. Long-Term Trend
Author: Beaton, Albert E.
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Ethnic Groups,Validity,National Competency Tests,Program Effectiveness,Trend Analysis,Educational Trends,Comparative Analysis,Age Differences,Racial Differences,Test Construction,Measures (Individuals),Scores,Academic Achievement,Mathematics Achievement,Reading Achievement,Educational Assessment,Elementary Secondary Education

The objectives of this research are to (a) compare the trend lines after some adjustments for level and scale only and determine if and how they differ; (b) describe the methodology of each assessment and identify similarities and differences; and (c) attempt to explain any observed differences based on comparable subsets or on special analysis. Subsets considered include grade within age, age within grade, and racial/ethnic groups. This study arose from a NAEP (National Assessment of Educational Progress) Validity Studies Panel inquiry into potential issues affecting NAEP validity. As part of this inquiry, the panel proposed a two-component study to compare the separate NAEP statistical series. The first component was to address analysis of trends from the two series. The second component was to examine test-construct issues that may contribute to any divergence of the measured trends. Only the first component is addressed in this report. The second component was addressed, in part, by Dickinson and colleagues (2006). Adjusting the Metric of the Main National Assessment of Educational Progress (NAEP). This report contains the following chapters: (1) Introduction; (2) Main NAEP and Long-Term Trend trends from 1990 to 2009; (3) Descriptions of the Main NAEP and Long-Term Trend surveys since 1990, with identification of similarities and differences; (4) Comparisons of trend measures limited to more nearly comparable populations based on modal age and modal grade; (5) An examination of population shifts and comparisons of subpopulation estimates from each of the NAEP surveys; (6) The effects of population shifts; (7) Conclusions. Appended to this report are Adjusting the Metric of the Main National Assessment of Educational Progress (NAEP) Samples. (Contains 30 tables, 12 figures and 7 footnotes.)
The Role of VET in Alcohol and Other Drugs Workforce Development: Survey Technical Report
Author: Pidd, Ken
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Community Services,Vocational Education,Drug Abuse,Alcohol Abuse,Role of Education,Labor Force Development,Program Effectiveness,Allied Health Personnel,Case Studies,Surveys,Attitude Measures,Satisfaction,Drug Education,Alcohol Education,College Students,Majors (Students),Employer Attitudes,Foreign Countries,Employment Qualifications,Questionnaires,Graduate Study,Undergraduate Study,Barriers,Age Differences,Gender Differences,Educational Attainment

To examine the effectiveness of vocational education and training qualifications as a workforce development strategy in the community services and health industries, a case study was undertaken of the alcohol and other drug sector. The project comprised of two parts: (1) An online survey to gain an understanding of employer's perceptions of and levels of satisfaction with alcohol and other drug qualifications and training provided by the vocational education and training sector; and (2) Secondary analysis of National Vocational Education and Training Provider Collection Data and the Higher Education Student Statistics Collection Data to identify the demographic profile of students who have undertaken the Certificate IV in Alcohol and Other Drug Work, the Diploma in Alcohol and Other Drug Work, and other alcohol and other drug-related graduate and postgraduate studies. This Technical Report concerns the development and conduct of the online survey only. Appendices include: (1) Online Survey; (2) Cover letter; (3) ADCA update--email letter; (4) Listserver letter; (5) Direct mail letter to Peak Bodies and NGOs; and (6) Online Survey response statistics. (Contains 4 tables and 1 footnote.) [For the main report, see ED514143.]
Practitioner Expectations and Experiences with the Certificate IV in Training and Assessment (TAA40104). A National Vocational Education and Training Research and Evaluation Program Report
Author: Clayton, Berwyn
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Vocational Education Teachers,Teacher Education,Teacher Certification,Graduate Surveys,Interviews,Expectation,Teacher Attitudes,Course Content,Instructional Effectiveness,Teaching Skills,Self Esteem,Educational Opportunities,Teacher Educators,Educational Policy,Foreign Countries

The Certificate IV in Training and Assessment (TAA40104) is seen as the standard entry-level teaching qualification in the vocational education and training (VET) sector. The qualification is widely accepted and well supported as an essential requirement for VET practitioners. However, it has been criticised in relation to its ability to provide the level of skills and knowledge required. This report turns to the newly qualified practitioners themselves and asks them whether they believe that the certificate has provided them with an effective foundation for the delivery and assessment of training in the VET environment. The report surveys new graduates of the Certificate IV in Training and Assessment, via an online survey just after they had completed the certificate, and again via semi-structured interviews six months later. The survey and interview focus on the graduates; sense of preparedness and confidence in planning, delivering and assessing training, as well as their views on the benefits and limitations of this qualification. Key findings include: (1) When taught well, the certificate provides some if not all of the essential skills required of new practitioners, particularly if they already have some experience of training if they are supported by mentors and if they undertake further developmental activities after they graduate; (2) Participants felt less well prepared to manage the needs of diverse learners, to undertake assessment, to use training packages and to manage classroom issues. These areas should be given more emphasis in the program; (3) A more flexible program structure is needed to cater for the diversity of job roles and responsibilities of VET practitioners, as well as for the differing levels of experience of training and VET that participants bring to the program. The authors suggest this might be addressed through the introduction of differentiated qualifications, skill sets and an orientation program for those unfamiliar with VET when they embark on the certificate IV; and (4) Those delivering the Certificate IV in Training and Assessment must be appropriately experienced and qualified and capable of modelling good practice. Tables that detail the responses to the questions asking respondents to rate various aspects of the certificate IV are appended. (Contains 10 tables.) [For the support document, see ED514144.]
Responding to Changing Skill Demands: Training Packages and Accredited Courses. Support Document
Author: Misko, Josie
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Change,Accreditation (Institutions),Courses,Job Skills,Competence,Job Training,Occupational Safety and Health,Case Studies,Sustainability,Conservation (Environment),Organizational Culture,Automation,Compliance (Legal),Construction Industry,Transportation,Service Occupations,Manufacturing Industry,Mining,Energy,Foreign Countries

This document was produced by the author based on her research for the report &quot;Responding to Changing Skill Demands: Training Packages and Accredited Courses&quot;, and is an added resource for further information. &quot;Responding to Changing Skill Demands: Training Packages and Accredited Courses&quot; looks at whether vocational education and training (VET) is equipped to meet the changing needs of the modern workplace. Appendices include: (1) Changes in workplace practices--An enterprise perspective; (2) ISC case studies; (3) ISC response to meeting environmental sustainability needs; (4) Nationally accredited courses by field of studies and field of education; (5) Skill sets by training packages; (6) Training packages and units of competencies in content analysis; and (7) Description of personal protective equipment and hazards in the workplace. (Contains 6 tables.) [For the main report, see ED514153.]
The Role of VET in Alcohol and Other Drugs Workforce Development. Support Document
Author: Pidd, Ken
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Community Services,Vocational Education,Drug Abuse,Alcohol Abuse,Role of Education,Labor Force Development,Program Effectiveness,Allied Health Personnel,Case Studies,Surveys,Attitude Measures,Satisfaction,Drug Education,Alcohol Education,College Students,Majors (Students),Employer Attitudes,Foreign Countries,Employment Qualifications,Questionnaires,Graduate Study,Undergraduate Study,Barriers,Age Differences,Gender Differences,Educational Attainment

This document was produced by the authors, based on their research for the report &quot;The Role of VET in Alcohol and Other Drugs Workforce Development&quot;, and is an added resource for further information. &quot;The Role of VET in Alcohol and Other Drugs Workforce Development&quot; uncovers concerns managers have around the training content, delivery and assessment of VET (vocational education and training) qualifications and finds an overall preference for higher education qualifications. (Contains 24 tables.) [For the main report, see ED514143.]