ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Reading 2013 State Snapshot Report. South Dakota. 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 South Dakota was 218. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in South Dakota in 2013 (218) was not significantly different from their average score in 2011 (220) and was lower than their average score in 2003 (222). ?The score gap between higher performing students in South Dakota (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 2003 (44 points). ?The percentage of students in South Dakota who performed at or above the NAEP &quot;Proficient&quot; level was 32 percent in 2013. This percentage was not significantly different from that in 2011 (31 percent) and in 2003 (33 percent). ?The percentage of students in South Dakota 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 (69 percent) and in 2003 (69 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. Illinois. 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,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Middle School Students,Achievement Gap

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 Illinois 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 Illinois in 2013 (285) was not significantly different from their average score in 2011 (283) and was higher than their average score in 1990 (261). The score gap between higher performing students in Illinois (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 50 points in 2013. This performance gap was not significantly different from that in 1990 (49 points). The percentage of students in Illinois who performed at or above the NAEP &quot;Proficient&quot; level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (33 percent) and was greater than that in 1990 (15 percent). The percentage of students in Illinois 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 (73 percent) and was greater than that in 1990 (50 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. Minnesota. 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 Minnesota was 227. This was higher than the average score of 221 for public school students in the nation. The average score for students in Minnesota in 2013 (227) was higher than their average score in 2011 (222) and in 1992 (221). ?The score gap between higher performing students in Minnesota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1992 (43 points). ?The percentage of students in Minnesota who performed at or above the NAEP &quot;Proficient&quot; level was 41 percent in 2013. This percentage was greater than that in 2011 (35 percent) and in 1992 (31 percent).? The percentage of students in Minnesota 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 (70 percent) and was greater than that in 1992 (68 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. Arizona. 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 Arizona was 213. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in Arizona in 2013 (213) was not significantly different from their average score in 2011 (212) and was higher than their average score in 1992 (209). ?The score gap between higher performing students in Arizona (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 50 points in 2013. This performance gap was not significantly different from that in 1992 (47 points). ?The percentage of students in Arizona 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 (26 percent) and was greater than that in 1992 (21 percent). ?The percentage of students in Arizona who performed at or above the NAEP &quot;Basic&quot; level was 60 percent in 2013. This percentage was not significantly different from that in 2011 (58 percent) and was greater than that in 1992 (54 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. Indiana. 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 Indiana was 288. This was higher than the average score of 284 for public school students in the nation. The average score for students in Indiana in 2013 (288) was not significantly different from their average score in 2011 (285) and was higher than their average score in 1990 (267). The score gap between higher performing students in Indiana (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 1990 (44 points). The percentage of students in Indiana who performed at or above the NAEP &quot;Proficient&quot; level was 38 percent in 2013. This percentage was greater than that in 2011 (34 percent) and in 1990 (17 percent). The percentage of students in Indiana 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 (77 percent) and was greater than that in 1990 (56 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. DoDEA. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Evaluative
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,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 DoDEA was 277. This was higher than the average score of 266 for public school students in the nation. The average score for students in DoDEA in 2013 (277) was higher than their average score in 2011 (272) and in 1998 (269). The score gap between higher performing students in DoDEA (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 36 points in 2013. This performance gap was narrower than that in 1998 (44 points). The percentage of students in DoDEA who performed at or above the NAEP &quot;Proficient&quot; level was 45 percent in 2013. This percentage was greater than that in 2011 (39 percent) and in 1998 (37 percent). The percentage of students in DoDEA who performed at or above the NAEP &quot;Basic&quot; level was 89 percent in 2013. This percentage was not significantly different from that in 2011 (87 percent) and was greater than that in 1998 (79 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. Iowa. 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 Iowa 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 Iowa in 2013 (285) was not significantly different from their average score in 2011 (285) and was higher than their average score in 1990 (278). The score gap between higher performing students in Iowa (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 1990 (42 points). The percentage of students in Iowa who performed at or above the NAEP &quot;Proficient&quot; level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent) and was greater than that in 1990 (25 percent). The percentage of students in Iowa who performed at or above the NAEP &quot;Basic&quot; level was 76 percent in 2013. This percentage was not significantly different from that in 2011 (77 percent) and was greater than that in 1990 (70 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. Texas. 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 Texas was 217. This was lower than the average score of 221 for public school students in the nation. The average score for students in Texas in 2013 (217) was not significantly different from their average score in 2011 (218) and was higher than their average score in 1992 (213). The score gap between higher performing students in Texas (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 (46 points). The percentage of students in Texas 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 (28 percent) and was greater than that in 1992 (24 percent). The percentage of students in Texas who performed at or above the NAEP &quot;Basic&quot; level was 63 percent in 2013. This percentage was not significantly different from that in 2011 (64 percent) and was greater than that 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. Vermont. 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 Vermont was 228. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Vermont in 2013 (228) was not significantly different from their average score in 2011 (227) and in 2002 (227). ? The score gap between higher performing students in Vermont (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 2002 (44 points). ?The percentage of students in Vermont 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 (41 percent) and in 2002 (39 percent). The percentage of students in Vermont who performed at or above the NAEP &quot;Basic&quot; level was 75 percent in 2013. This percentage was not significantly different from that in 2011 (73 percent) and in 2002 (73 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.]