ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Reading 2013 State Snapshot Report. Oregon. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Oregon was 219. This was not significantly different from the average score of 221 for public school students in the nation. ?The average score for students in Oregon in 2013 (219) was not significantly different from their average score in 2011 (216) and was higher than their average score in 1998 (212). ?The score gap between higher performing students in Oregon (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 49 points in 2013. This performance gap was not significantly different from that in 1998 (50 points). The percentage of students in Oregon who performed at or above the NAEP &quot;Proficient&quot; level was 33 percent in 2013. This percentage was not significantly different from that in 2011 (30 percent) and was greater than that in 1998 (26 percent). ?The percentage of students in Oregon who performed at or above the NAEP &quot;Basic&quot; level was 66 percent in 2013. This percentage was not significantly different from that in 2011 (63 percent) and was greater than that in 1998 (58 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Reading 2013 State Snapshot Report. Ohio. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Ohio was 224. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Ohio in 2013 (224) was not significantly different from their average score in 2011 (224) and was higher than their average score in 1992 (217). ?The score gap between higher performing students in Ohio (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1992 (43 points). ?The percentage of students in Ohio who performed at or above the NAEP &quot;Proficient&quot; level was 37 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent) and was greater than that in 1992 (27 percent). ?The percentage of students in Ohio who performed at or above the NAEP &quot;Basic&quot; level was 71 percent in 2013. This percentage was not significantly different from that in 2011 (71 percent) and was greater than that in 1992 (63 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Reading 2013 State Snapshot Report. Tennessee. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Tennessee was 220. This was not significantly different from the average score of 221 for public school students in the nation. ?The average score for students in Tennessee in 2013 (220) was higher than their average score in 2011 (215) and in 1992 (212). ?The score gap between higher performing students in Tennessee (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 1992 (46 points). ?The percentage of students in Tennessee who performed at or above the NAEP &quot;Proficient&quot; level was 34 percent in 2013. This percentage was greater than that in 2011 (26 percent) and in 1992 (23 percent). ?The percentage of students in Tennessee who performed at or above the NAEP &quot;Basic&quot; level was 67 percent in 2013. This percentage was greater than that in 2011 (60 percent) and in 1992 (57 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Reading 2013 State Snapshot Report. Washington. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Washington was 225. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Washington in 2013 (225) was higher than their average score in 2011 (221) and in 1994 (213). ?The score gap between higher performing students in Washington (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1994 (50 points). ?The percentage of students in Washington who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2013. This percentage was greater than that in 2011 (34 percent) and in 1994 (27 percent). ?The percentage of students in Washington who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2013. This percentage was greater than that in 2011 (67 percent) and in 1994 (59 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Reading 2013 State Snapshot Report. Virginia. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups.? In 2013, the average score of fourth-grade students in Virginia was 229. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Virginia in 2013 (229) was not significantly different from their average score in 2011 (226) and was higher than their average score in 1992 (221). ?The score gap between higher performing students in Virginia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 1992 (44 points). ?The percentage of students in Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 43 percent in 2013. This percentage was not significantly different from that in 2011 (39 percent) and was greater than that in 1992 (31 percent). ?The percentage of students in Virginia who performed at or above the NAEP &quot;Basic&quot; level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (72 percent) and was greater than that in 1992 (67 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. California. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Mathematics Achievement,Mathematics Instruction,Achievement Gap,Achievement Rating,Scores,Comparative Analysis,Socioeconomic Influences,Gender Differences,Racial Differences,Educational Assessment,National Competency Tests,National Surveys,Elementary School Students,Middle School Students,Educational Indicators,Public Schools,Geographic Location

Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in California was 276. This was lower than the average score of 284 for public school students in the nation. The average score for students in California in 2013 (276) was not significantly different from their average score in 2011 (273) and was higher than their average score in 1990 (256). The score gap between higher performing students in California (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 1990 (51 points). The percentage of students in California who performed at or above the NAEP &quot;Proficient&quot; level was 28 percent in 2013. This percentage was not significantly different from that in 2011 (25 percent) and was greater than that in 1990 (12 percent). The percentage of students in California who performed at or above the NAEP &quot;Basic&quot; level was 65 percent in 2013. This percentage was not significantly different from that in 2011 (61 percent) and was greater than that in 1990 (45 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Colorado. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Middle School Students

Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Colorado was 290. This was lower than the average score of 284 for public school students in the nation. The average score for students in Colorado in 2013 (290) was not significantly different from their average score in 2011 (292) and was higher than their average score in 1990 (267). The score gap between higher performing students in Colorado (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 52 points in 2013. This performance gap was wider than that in 1990 (44 points). The percentage of students in Colorado who performed at or above the NAEP &quot;Proficient&quot; level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (43 percent) and was greater than that in 1990 (17 percent). The percentage of students in Colorado who performed at or above the NAEP &quot;Basic&quot; level was 77 percent in 2013. This percentage was not significantly different from that in 2011 (80 percent) and was greater than that in 1990 (57 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Reading 2013 State Snapshot Report. West Virginia. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Reading Achievement,Reading Instruction,Scores,Achievement Rating,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Gender Differences

Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in West Virginia was 215. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in West Virginia in 2013 (215) was not significantly different from their average score in 2011 (214) and in 1992 (216). ?The score gap between higher performing students in West Virginia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1992 (44 points). ?The percentage of students in West Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 27 percent in 2013. This percentage was not significantly different from that in 2011 (27 percent) and in 1992 (25 percent).? The percentage of students in West Virginia who performed at or above the NAEP &quot;Basic&quot; level was 62 percent in 2013. This percentage was not significantly different from that in 2011 (61 percent) and in 1992 (61 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]
The Nation's Report Card Mathematics 2013 State Snapshot Report. Connecticut. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Middle School Students

Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Connecticut was 285. This was not significantly different from the average score of 284 for public school students in the nation. The average score for students in Connecticut in 2013 (285) was not significantly different from their average score in 2011 (287) and was higher than their average score in 1990 (270). The score gap between higher performing students in Connecticut (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 1990 (50 points). The percentage of students in Connecticut who performed at or above the NAEP &quot;Proficient&quot; level was 37 percent in 2013. This percentage was not significantly different from that in 2011 (38 percent) and was greater than that in 1990 (22 percent). The percentage of students in Connecticut who performed at or above the NAEP &quot;Basic&quot; level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (75 percent) and was greater than that in 1990 (60 percent). [For the main report, &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451,&quot; see ED544347.]