ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Science 2009 State Snapshot Report. North Carolina. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Curriculum Development,Comparative Analysis,Elementary School Science,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Grades (Scholastic),High School Students,Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in North Carolina was 148. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in North Carolina who performed at or above the NAEP &quot;Proficient&quot; level was 30 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in North Carolina who performed at or above the NAEP &quot;Basic&quot; level was 69 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. Colorado. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Comparative Analysis,Curriculum Development,Ethnic Groups,Gender Differences,Grades (Scholastic),Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation,Grade 8,Middle School Students,Secondary School Science

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas.   Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in   the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Colorado was 156. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Colorado who performed at or above the NAEP &quot;Proficient&quot; level was 36 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Colorado who performed at or above the NAEP &quot;Basic&quot; level was 70 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. South Carolina. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Curriculum Development,Comparative Analysis,Elementary School Science,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Grades (Scholastic),High School Students,Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in South Carolina was 149. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in South Carolina who performed at or above the NAEP &quot;Proficient&quot; level was 33 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in South Carolina who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. Texas. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Curriculum Development,Comparative Analysis,Elementary School Science,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Grades (Scholastic),High School Students,Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Texas was 148. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Texas who performed at or above the NAEP &quot;Proficient&quot; level was 29 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Texas who performed at or above the NAEP &quot;Basic&quot; level was 70 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. Virginia. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Curriculum Development,Comparative Analysis,Elementary School Science,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Grades (Scholastic),High School Students,Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Virginia was 162. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 46 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Virginia who performed at or above the NAEP &quot;Basic&quot; level was 84 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
Education Reform and School Funding: An Analysis of the Georgian Experience
Author: Maglakelidze, Shorena
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Educational Finance,Educational Change,Educational Vouchers,Secondary Schools,Public Schools,Teacher Salaries,Costs,Disadvantaged Schools,Rural Schools,Urban Schools,Foreign Countries

Alteration of the direct state funding system and transition to a voucher system commenced in 2005. Establishment of a voucher funding system for secondary schools aimed at ensuring more transparency and conscientiousness of allocating the sums for schools, as well as effective expenditure of money. Voucher funding has had to ensure financial viability of schools according to their &quot;type&quot; and &quot;volume.&quot; The purpose of this study was to analyze the ongoing reform process that is related to the implementation of the Law on General Education and the Government's resolutions. We have examined materials of State Department for Statistics of Georgia, Ministry of Education and Science of Georgia and data gathered directly from schools. Research targets were all schools of Georgia and research period comprised 2005-2009 years. It is notable that the existence of deficit schools was envisaged in the Law from the very beginning (schools with low enrolment would receive additional funds), but in the first years of a voucher system adoption, it turned out that there were too many deficit schools and consequently, additional sums they require were extremely large. Additional funds were almost 5.75% of voucher funding in 2006 and 12% in 2009. Despite the fact that the growth of voucher value occurred 5 times during the mentioned period for city and 4 times for rural and mountainous regions, the average of deficit schools comprised 35% and 56% of all public schools. Examination of the data of school expenditures revealed that the reasons of continually increased demand for additional funds were larger increase of teachers' salaries compared to voucher value and a considerable growth of heating costs in recent years. Besides, we should take into account  a wasteful attitude of school governing bodies to their money regarding utility costs.  We may conclude that the adoption of a voucher funding system couldn't ensure its main goal. School governing bodies still continue to require additional funds from the Ministry of Education and Science not for implementing their educational programs, but to cover the costs of staff, and other technical needs. In order to improve school financial state (to reduce the number of deficit schools), the Government should increase voucher values for rural and mountain schools with low enrolment larger than for city schools. It is important, that the growth of voucher values precede the growth of teachers' salaries. (Contains 4 tables.)
The 2010 State New Economy Index: Benchmarking Economic Transformation in the States
Author: Atkinson, Robert D.
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Economic Development,Global Approach,Innovation,Entrepreneurship,Employment,Educational Attainment,International Trade,Economic Change,Immigrants,Migrants,Investment,Research and Development,Managerial Occupations,Professional Occupations,Technical Occupations,Scientists,Engineering,Intellectual Property,Public Policy

While every state continues to experience the impacts of the economic downturn and resulting recession, it will be many years before people understand the full nature and causes of the financial crisis. But it appears that one of the contributing factors to both the crisis and the anemic nature of the recovery has been the weakened position of the U.S. economy in global markets. This relatively untold story of the recession and recovery is, in fact, perhaps one of the major developments in the U.S. economy, one that will have significant impacts on state economies for decades into the future--particularly if the nation continues to ignore the issue. Some have argued that, given the economic downturn, now is not the time to focus on innovation; rather, everyone's chief concern should be job creation. Yet, fostering innovation and creating jobs are by no means mutually exclusive. To be well positioned to drive innovation-based growth, state economies need to be firmly grounded in "New Economy" success factors. This report uses twenty-six indicators to assess states' fundamental capacity to successfully navigate the shoals of economic change. It measures the extent to which state economies are structured and operate according to the tenets of the New Economy. In other words, it examines the degree to which state economies are knowledge-based, globalized, entrepreneurial, IT-driven, and innovation-based. With these indicators as a frame of reference, the report then outlines a new approach to state economic development based on the need to move to "win-win" strategies that help both states and the overall U.S. economy better compete in the new global economy. Weighting Methodology is appended. (Contains 1 box, 26 data sources and 102 endnotes.)
High-Growth Firms and the Future of the American Economy. Kauffman Foundation Research Series: Firm Formation and Economic Growth
Author: Stangler, Dane
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Business,Economic Progress,Economic Impact,Employment,Unemployment,Entrepreneurship,Barriers,Taxes,Immigration,Immigrants,Universities

Into early 2010, more than two years after the recession began, the American economy continues to send out mixed signals with respect to economic recovery: GDP (gross domestic product) growth looks set to recover, while unemployment is projected to remain high for many more years. The most important economic matter facing the country is job creation, not only in terms of employment itself but also for boosting sectors such as housing, which will not fully recover until job creation recovers. Discussions about jump-starting the U.S. economy--both from policymakers and pundits--primarily focus on measures that would expand job growth in existing companies. This report, the third in the Kauffman Foundation Research Series on Firm Formation and Economic Growth, draws on a new set of data, a special tabulation conducted by the Census Bureau at the request of the Ewing Marion Kauffman Foundation, calculated from the Business Dynamics Statistics (BDS) database. While previous research has emphasized the importance of new and young companies to job creation overall, this paper focuses on "high-growth firms"--the so-called "gazelles" that, despite their relatively small numbers, nonetheless account for a disproportionate share of job creation. The data generally show that: (1) In any given year, the top-performing 1 percent of firms generate roughly 40 percent of new job creation; and (2) Fast-growing young firms, comprising less than 1 percent of all companies, generate roughly 10 percent of new jobs in any given year. This paper examines the relevance of these points in the national discussion on job creation. When the current conversation turns to small business as an instigator in economic growth, it still emphasizes existing firms. But a new discussion--one that not only promotes entrepreneurship, but, specifically, "high-growth" entrepreneurship--is necessary, because top-performing companies are the most fruitful source of new jobs and offer the economy's best hope for recovery. Finally, this paper recommends strategies policymakers could follow to facilitate the creation and growth of more gazelle companies: (1) Remove barriers that potentially block the emergence of high-growth companies; (2) Focus on taxation, regulation, immigration, access to capital, and academic commercialization; and (3) Target immigrant entrepreneurs and universities, which may be likely sources for high-growth firms. (Contains 7 figures and 23 footnotes.)
Experiencing Integration in Louisville: How Parents and Students See the Gains and Challenges
Author: Orfield, Gary
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Integrated Curriculum,Telephone Surveys,Counties,Boards of Education,Parents,Students,High School Students,County School Districts,Cultural Pluralism

As the first part of research on the student assignment plan that seeks to create and maintain diverse schools in Jefferson County, the authors surveyed samples of both parents and students across the county. These surveys were designed to learn more about their experiences with integration efforts after the implementation of Jefferson County Public Schools' (JCPS) new student assignment plan, which was redesigned after the Supreme Court's 2007 decision. Despite the difficulties encountered in designing and implementing a new plan, survey results show a deep and continuing commitment to the goal of diverse schools in Louisville among all groups of parents and students. The authors' work in Jefferson County was begun by asking the parents and students who have been living in the community and experiencing the operation of the district's revised diversity plan. Their experience is, of course, the starting point in thinking about what the plan has accomplished and identifying issues needing careful attention in their research. These surveys have given a representative sample of both groups to tell them what has happened and how they view both the goals and the current operation of the plan. This report has five sections. First, it briefly describes the national trends in surveys about school diversity and summarizes what research shows about the general impact of diverse schooling. The next two sections report on what the district's high school juniors have reported in a survey this month and what the parents told interviewers in a telephone survey conducted by a Louisville survey organization. The final section summarizes what the authors see as the most important findings from the surveys, a handful of recommendations and a description of what they see as the next phase of their work. When they accepted the invitation of the school board to do an independent assessment of the plan, it was clear that there was uncertainty about what families in the JPCS were experiencing and whether the long-term commitment of the community to integrated education was fading. They now have a much better understanding of those issues, and they believe that the citizens of the county will be very interested in what the parents and students have concluded. Appended are: (1) Methodology; (2) Survey Responses by Grade Level of Child; and (3) Survey Responses by &quot;A&quot; or &quot;B&quot; Area Households. (Contains 55 footnotes.) [This paper is a report to the Jefferson County Public Schools.]