ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Houston Independent School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
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,Middle School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments.This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Houston was 252. This was lower than the average score of 258 for public school students in large cities. The average score for students in Houston in 2013 (252) was not significantly different from their average score in 2011 (252) and was higher than their average score in 2002 (248). The score gap between higher performing students in Houston (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2002 (47 points). The percentage of students in Houston who performed at or above the NAEP &quot;Proficient&quot; level was 19 percent in 2013. This percentage was not significantly different from that in 2011 (18 percent) and in 2002 (17 percent). The percentage of students in Houston 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 in 2002 (59 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. District of Columbia Public Schools (DCPS). Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
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,Middle School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments.This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in the District of Columbia was 245. This was lower than the average score of 258 for public school students in large cities. The average score for students in the District of Columbia in 2013 (245) was higher than their average score in 2011 (237) and in 2002 (240). The score gap between higher performing students in the District of Columbia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 53 points in 2013. This performance gap was wider than that in 2002 (44 points). The percentage of students in the District of Columbia who performed at or above the NAEP &quot;Proficient&quot; level was 18 percent in 2013. This percentage was not significantly different from that in 2011 (15 percent) and was greater than that in 2002 (10 percent). The percentage of students in the District of Columbia who performed at or above the NAEP &quot;Basic&quot; level was 53 percent in 2013. This percentage was greater than that in 2011 (46 percent) and in 2002 (48 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
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,Middle School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Dallas was 251. This was lower than the average score of 258 for public school students in large cities. The average score for students in Dallas in 2013 (251) was higher than their average score in 2011 (248). The score gap between higher performing students in Dallas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 2011 (40 points). The percentage of students in Dallas who performed at or above the NAEP &quot;Proficient&quot; level was 15 percent in 2013. This percentage was not significantly different from that in 2011 (13 percent). The percentage of students in Dallas who performed at or above the NAEP &quot;Basic&quot; level was 63 percent in 2013. This percentage was greater than that in 2011 (58 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
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,Middle School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Cleveland was 239. This was lower than the average score of 258 for public school students in large cities. The average score for students in Cleveland in 2013 (239) was not significantly different from their average score in 2011 (240) and in 2003 (240). The score gap between higher performing students in Cleveland (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 2003 (44 points). The percentage of students in Cleveland who performed at or above the NAEP &quot;Proficient&quot; level was 11 percent in 2013. This percentage was not significantly different from that in 2011 (11 percent) and in 2003 (10 percent). The percentage of students in Cleveland who performed at or above the NAEP &quot;Basic&quot; level was 49 percent in 2013. This percentage was not significantly different from that in 2011 (48 percent) and in 2003 (48 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
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,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Fresno was 196. This was lower than the average score of 212 for public school students in large cities. The average score for students in Fresno in 2013 (196) was not significantly different from their average score in 2011 (194) and in 2009 (197). The score gap between higher performing students in Fresno (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 2009 (48 points). The percentage of students in Fresno who performed at or above the NAEP &quot;Proficient&quot; level was 13 percent in 2013. This percentage was not significantly different from that in 2011 (11 percent) and in 2009 (12 percent). The percentage of students in Fresno who performed at or above the NAEP &quot;Basic&quot; level was 39 percent in 2013. This percentage was not significantly different from that in 2011 (37 percent) and in 2009 (40 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
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,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Fresno was 245. This was lower than the average score of 258 for public school students in large cities. The average score for students in Fresno in 2013 (245) was higher than their average score in 2011 (238) and was not significantly different from their average score in 2009 (240). The score gap between higher performing students in Fresno (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 2009 (48 points). The percentage of students in Fresno who performed at or above the NAEP &quot;Proficient&quot; level was 13 percent in 2013. This percentage was not significantly different from that in 2011 (12 percent) and in 2009 (12 percent). The percentage of students in Fresno who performed at or above the NAEP &quot;Basic&quot; level was 54 percent in 2013. This percentage was greater than that in 2011 (45 percent) and was not significantly different from that in 2009 (48 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Houston Independent School District. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
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,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Houston was 208. This was lower than the average score of 212 for public school students in large cities. The average score for students in Houston in 2013 (208) was lower than their average score in 2011 (213) and was not significantly different from their average score in 2002 (206). The score gap between higher performing students in Houston (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 2002 (46 points). The percentage of students in Houston who performed at or above the NAEP &quot;Proficient&quot; level was 19 percent in 2013. This percentage was smaller than that in 2011 (24 percent) and was not significantly different from that in 2002 (18 percent). The percentage of students in Houston who performed at or above the NAEP &quot;Basic&quot; level was 52 percent in 2013. This percentage was smaller than that in 2011 (57 percent) and was not significantly different from that in 2002 (48 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Los Angeles Unified School District. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
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,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Los Angeles was 205. This was lower than the average score of 212 for public school students in large cities. The average score for students in Los Angeles in 2013 (205) was higher than their average score in 2011 (201) and in 2002 (191). The score gap between higher performing students in Los Angeles (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 2002 (52 points). The percentage of students in Los Angeles who performed at or above the NAEP &quot;Proficient&quot; level was 19 percent in 2013. This percentage was not significantly different from that in 2011 (15 percent) and was greater than that in 2002 (11 percent). The percentage of students in Los Angeles who performed at or above the NAEP &quot;Basic&quot; level was 50 percent in 2013. This percentage was greater than that in 2011 (45 percent) and in 2002 (33 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Jefferson County Public Schools (Louisville, KY). Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
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,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Jefferson County was 221. This was higher than the average score of 212 for public school students in large cities. The average score for students in Jefferson County in 2013 (221) was not significantly different from their average score in 2011 (223) and in 2009 (219). The score gap between higher performing students in Jefferson County (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 2009 (47 points). The percentage of students in Jefferson County 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 (35 percent) and in 2009 (30 percent). The percentage of students in Jefferson County 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 (68 percent) and in 2009 (64 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]