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

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Virginia was 160. This was higher than the average score of 151 for public school students in the nation. The average score for students in Virginia in 2011 (160) was higher than their average score in 2009 (156). In 2011, the score gap between students in Virginia at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 2009 (43 points). The percentage of students in Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2011. This percentage was greater than that in 2009 (36 percent). The percentage of students in Virginia who performed at or above the NAEP &quot;Basic&quot; level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (70 percent). [For the main report, &quot;The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465,&quot; see ED531894.]
The Nation's Report Card Science 2011 State Snapshot Report. Vermont. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Science Education,Science Instruction,Scores,Secondary School Students,Statistical Analysis,Student Evaluation,Test Results

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Vermont was 163. This was higher than the average score of 151 for public school students in the nation. The percentage of students in Vermont who performed at or above the NAEP &quot;Proficient&quot; level was 43 percent in 2011. This percentage was greater than the nation (31 percent). The percentage of students in Vermont who performed at or above the NAEP &quot;Basic&quot; level was 80 percent in 2011. This percentage was greater than the nation (64 percent). [For the main report, &quot;The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465,&quot; see ED531894.]
The Nation's Report Card Science 2011 State Snapshot Report. Washington. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Science Education,Science Instruction,Scores,Secondary School Students,Statistical Analysis,Student Evaluation,Test Results

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Washington was 156. This was higher than the average score of 151 for public school students in the nation. The average score for students in Washington in 2011 (156) was not significantly different from their average score in 2009 (155). In 2011, the score gap between students in Washington at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 2009 (44 points). The percentage of students in Washington who performed at or above the NAEP &quot;Proficient&quot; level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (34 percent). The percentage of students in Washington who performed at or above the NAEP &quot;Basic&quot; level was 71 percent in 2011. This percentage was not significantly different from that in 2009 (69 percent). [For the main report, &quot;The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465,&quot; see ED531894.]
The Nation's Report Card Science 2011 State Snapshot Report. Wisconsin. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Science Education,Science Instruction,Scores,Secondary School Students,Statistical Analysis,Student Evaluation,Test Results

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Wisconsin was 159. This was higher than the average score of 151 for public school students in the nation. The average score for students in Wisconsin in 2011 (159) was not significantly different from their average score in 2009 (157). In 2011, the score gap between students in Wisconsin at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 2009 (41 points). The percentage of students in Wisconsin who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2011. This percentage was not significantly different from that in 2009 (38 percent). The percentage of students in Wisconsin who performed at or above the NAEP &quot;Basic&quot; level was 75 percent in 2011. This percentage was not significantly different from that in 2009 (73 percent). [For the main report, &quot;The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465,&quot; see ED531894.]
The Nation's Report Card Science 2011 State Snapshot Report. West Virginia. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Science Education,Science Instruction,Scores,Secondary School Students,Statistical Analysis,Student Evaluation,Test Results

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in West Virginia was 149. This was not significantly different from the average score of 151 for public school students in the nation. The average score for students in West Virginia in 2011 (149) was higher than their average score in 2009 (145). In 2011, the score gap between students in West Virginia at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 2009 (42 points). The percentage of students in West Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 24 percent in 2011. This percentage was not significantly different from that in 2009 (22 percent). The percentage of students in West Virginia who performed at or above the NAEP &quot;Basic&quot; level was 63 percent in 2011. This percentage was greater than that in 2009 (58 percent). [For the main report, &quot;The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465,&quot; see ED531894.]
The Nation's Report Card Science 2011 State Snapshot Report. Wyoming. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2012-05-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 8,Junior High School Students,Low Income Groups,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Science Education,Science Instruction,Scores,Secondary School Students,Statistical Analysis,Student Evaluation,Test Results

A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Wyoming was 160. This was higher than the average score of 151 for public school students in the nation. The average score for students in Wyoming in 2011 (160) was higher than their average score in 2009 (158). In 2011, the score gap between students in Wyoming at the 75th percentile and students at the 25th percentile was 35 points. This performance gap was not significantly different from that of 2009 (38 points). The percentage of students in Wyoming who performed at or above the NAEP &quot;Proficient&quot; level was 38 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent). The percentage of students in Wyoming who performed at or above the NAEP &quot;Basic&quot; level was 78 percent in 2011. This percentage was greater than that in 2009 (74 percent). [For the main report, &quot;The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465,&quot; see ED531894.]
Understanding the Implications of Online Learning for Educational Productivity
Author: Bakia, Marianne
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Electronic Learning,Secondary Education,Productivity,Cost Effectiveness,Outcome Measures,Access to Education,Active Learning,Individualized Instruction,Time on Task,Educational Finance,Secondary School Students,Educational Technology,Program Costs,Educational Facilities,Teacher Salaries

The purpose of this report is to support educational administrators and policymakers in becoming informed consumers of information about online learning and its potential impact on educational productivity. The report provides foundational knowledge needed to examine and understand the potential contributions of online learning to educational productivity, including a conceptual framework for understanding the necessary components of rigorous productivity analyses, drawing in particular on cost-effectiveness analysis as an accessible method in education. Five requirements for rigorous cost-effectiveness studies are described: (1) Important design components of an intervention are specified; (2) Both costs and outcomes are measured; (3) At least two conditions are compared; (4) Costs and outcomes are related using a single ratio for each model under study; and (5) Other factors not related to the conditions being studied are controlled or held constant. The report also includes a review of ways that online learning might offer productivity benefits compared with traditional place-based schooling. Unfortunately, a review of the available research that examined the impact of online learning on educational productivity for secondary school students was found to be lacking. No analyses were found that rigorously measured the productivity of an online learning system relative to place-based instruction in secondary schools. Additional resources are appended. (Contains 2 exhibits and 16 footnotes.)
Investing in America's Future: A Blueprint for Transforming Career and Technical Education
Author: Office of Vocational and Adult Education (ED)
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Vocational Education,Federal Legislation,Educational Legislation,Educational Change,Alignment (Education),Educational Cooperation,Accountability,Educational Innovation,Labor Force Development,Government Role,State Government,Consortia,School Business Relationship,Competition,Access to Education,Equal Education,Rewards

In his 2012 State of the Union Address, President Obama laid out a blueprint for an economy that is built to last. The President's plan affirms that the strength of the American economy is inextricably linked to the strength of America's education system. Particularly in times of economic challenge, American employers need a workforce that is skilled, adaptable, creative, and equipped for success in the global marketplace. And our students need a more rigorous, better tailored education to acquire the skills they need to compete, to follow a clear pathway into the middle class and to continue to prosper. To educate our way to a better economy, educators, public officials, and policymakers must ensure that every student in our country graduates from high school prepared for college and a successful career. Yet that is not enough. If America is to once again have the highest proportion of college graduates in the world by the end of the decade, every American should have access to at least one year of higher education or postsecondary training at an affordable cost. A world-class education system that provides high-quality job-training opportunities will reduce skills shortages, spur business growth, encourage new investment and hiring, spark innovation, and promote continued economic growth. With $1.14 billion in funding for Fiscal Year 2012, the "Carl D. Perkins Career and Technical Education Act of 2006" ("Perkins Act or Act") represents a considerable investment in career readiness. Perkins Act programs leverage other components of a broader education and career pathways system that includes K-12 and postsecondary education, workforce investment and job training, adult education, and health and human services. They help create an American economy built to last. At present, however, the "Perkins Act" is in need of reform and updating. The 2006 "Act" took modest yet important steps to improve the quality of CTE programs. But it did not go far enough to address the overarching educational and economic needs of youths and adults preparing to participate in the knowledge-based, global marketplace of the 21st century. Our federal investment in CTE must be dramatically reshaped to fulfill its potential to prepare all students, regardless of their backgrounds or circumstances, for further education and cutting-edge careers. The need to strengthen and elevate CTE is urgent. This is a not a time to tinker with CTE--it is a time to transform it. To help accomplish this transformation, this blueprint sets forth the elements of a rigorous, relevant, and results-driven CTE program through reauthorization of the "Perkins Act."
ICT as an Effective Tool for Internationalization of Higher Education
Author: Magzan, Masha
Date: 2009-07-00
Type: Reports - Research
Subjects: Higher Education,Global Approach,Foreign Countries,Information Technology,Electronic Learning,Videoconferencing,Student Mobility,Accreditation (Institutions)

Globalization and new technologies have opened up a global market for education pressuring many institutions to be internationalized. Within mainly descriptive mode of analysis, this study investigates how internationalization of higher education can be facilitated by the effective use of information and communication technologies. Reporting findings from a case study of the Zagreb School of Economics and Management (ZSEM), a private business school in Croatia, this micro-level study focuses on intersection between internationalization and ICT and sees ICT as a central driving force for internationalization of higher education. Data on ZSEM's strategies and practices of internationalization and ICT use is collected using the following two types of sources: official documentation provided by school's administration and the information from the interviews with key actors in the organization. The data indicates five modes of internationalization where ICT is used to support and coordinate international activities. The goal of the study is to reveal how education targeted ICT use enables global academic cooperation which in turn builds human capacity, connects networks and information beyond their immediate environment. (Contains 4 figures and 1 table.)
Defining Strong State Accountability Systems: How Can Better Standards Gain Greater Traction? A First Look
Author: Reed, Eileen
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: Rewards,Accountability,Outcomes of Education,State Standards,Summative Evaluation,Formative Evaluation,School Districts,Educational Improvement,Profiles,Student Evaluation

Rigorous standards and aligned assessments are vital tools for boosting education outcomes but they have little traction without strong accountability systems that attach consequences to performance. In this pilot study, Eileen Reed, Janie Scull, Gerilyn Slicker, and Amber Winkler lay out the essential features of such accountability systems, intended to add oomph to new common standards and aligned assessments. &quot;Defining Strong State Accountability Systems&quot; identifies six essential elements of effective systems: (1) Adoption of demanding, clear, and specific standards in all core content areas, and rigorous assessment of those standards; (2) Reporting of accessible and actionable data to all stakeholders, including summative outcome data and other formative data to drive continuous improvement; (3) Annual determinations and designations for each school and district that meaningfully differentiate their performance; (4) A system of rewards and consequences to drive improvement at the school and district levels; (5) A system of rewards and consequences to drive improvement at the individual student level; and (6) A system of rewards and consequences to drive improvement at the individual teacher and administrator level. What distinguishes the report from previous work on this subject is that it insists that individuals--both students and adults--must be held accountable along with institutions. These elements were developed from in-depth analyses of the strengths and weaknesses of seven states' accountability systems and provide a framework for Fordham's future analyses of state accountability systems during the early years of Common Core's implementation. Appended are: (1) State Accountability Principles in Full; and (2) State Accountability Profiles. (Contains 88 footnotes.)
Better Choices: Charter Incubation as a Strategy for Improving the Charter School Sector. Policy Brief
Author: Ableidinger, Joe
Date: 2011-12-00
Type: Reports - Evaluative
Subjects: Charter Schools,School Choice,School Law,Program Development,Financial Support,Resource Allocation,Academic Achievement,Educational Quality,Policy Formation

The twenty years since Minnesota passed the nation's first charter school law have seen a great expansion in school choice, with charters operating in all but ten states and enrolling nearly two million students nationwide. Yet while parents now enjoy more schooling options for their children, a disappointing number of charter schools fail to provide excellent educations. As an authorizer of charter schools in Ohio, we struggle daily with birthing and growing high-quality charter schools--which is why we find promising and underutilized approaches like charter incubation so appealing. In this policy brief, Public Impact's Joe Ableidinger and Julie Kowal examine the merits of the incubation model, outline specific strategies for supporting it, and profile organizations around the U.S. putting it into practice. The authors explain that through the strategic recruitment, selection, and training of talented leaders--and support of them as they launch or expand new charter schools--incubators offer charter school advocates an important tool in guaranteeing quality school choice. (Contains 75 endnotes.) [This policy brief was prepared by Public Impact for the Cities for Education Entrepreneurship Trust (CEE-Trust) and the Thomas B. Fordham Institute.]