ethanporcaro/eric-fulltext-meta huggingface dataset:
Apprentices &amp; Trainees: Early Trend Estimates. March Quarter, 2012
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Apprenticeships,Trainees,National Surveys,Vocational Education,Foreign Countries,Trend Analysis,Graduation Rate

This publication presents early estimates of apprentice and trainee commencements for the March quarter 2012. Indicative information about this quarter is presented here; the most recent figures are estimated, taking into account reporting lags that occur at the time of data collection. The early trend estimates are derived from the National Apprentice and Trainee Collection no.71, March 2012. Data are only available for commencements at the national level and have been seasonally adjusted and smoothed. Further information at the disaggregated level for the March quarter 2012 will be released in early September 2012. Early indications for the March quarter 2012 show that: (1) Trade commencements grew steadily from the June quarter 2009 to the September quarter 2010. Since then there has been a decline; and (2) Non-trade commencements declined in the March quarter 2012, after growth over the previous two quarters. (Contains 1 table and 1 figure.) [Funding for this paper was provided through the Department of Industry, Innovation, Science, Research and Tertiary Education.]
Why Are You Learning Arabic? Orientations, Motivation and Achievement
Author: Husseinali, Ghassan
Date: 2005-00-00
Type: Reports - Research
Subjects: Semitic Languages,Learning Motivation,English (Second Language),Case Studies,Interviews,Student Motivation,Learning Processes,Indo European Languages,Second Language Instruction,Motivation,Achievement

This is a case study of motivation to learn Arabic as a foreign language at the university level in the United States. Three students enrolled in second year Arabic were the participants. Data about each participant were collected through observation of weekly group conversations, and analysis of grade records for the whole semester during which the study took place. One 45 minute interview with each student was also conducted. The results of the study indicate that students' motivation and consequently their L2 achievement are better when the L2 learning process supports their language goals. Arabic being a non-European language poses higher difficulty to American learners than other foreign languages of Indo-European origin. Therefore, maintaining a positive motive all through the learning process becomes a paramount factor in language achievement. When students see that what they are learning in class is relevant to their goals, they are more likely to persist and exert extra effort. Such persistence is a key in learning an L2. An appendix presents: Motivation processes in L2 learning. (Contains 1 table.) [This paper was published in Texas Papers on Foreign Language Education, 2005. p99-114.]
The Nation's Report Card Science 2011 State Snapshot Report. Alaska. 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 Alaska was 153. This was higher than the average score of 151 for public school students in the nation. The percentage of students in Alaska who performed at or above the NAEP &quot;Proficient&quot; level was 34 percent in 2011. This percentage was greater than the nation (31 percent). The percentage of students in Alaska who performed at or above the NAEP &quot;Basic&quot; level was 68 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. Alabama. 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 Alabama was 140. This was lower than the average score of 151 for public school students in the nation. The average score for students in Alabama in 2011 (140) was not significantly different from their average score in 2009 (139). In 2011, the score gap between students in Alabama at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2009 (49 points). The percentage of students in Alabama who performed at or above the NAEP &quot;Proficient&quot; level was 19 percent in 2011. This percentage was not significantly different from that in 2009 (19 percent). The percentage of students in Alabama who performed at or above the NAEP &quot;Basic&quot; level was 53 percent in 2011. This percentage was not significantly different from that in 2009 (51 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. Arkansas. 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 Arkansas was 148. This was lower than the average score of 151 for public school students in the nation. The average score for students in Arkansas in 2011 (148) was higher than their average score in 2009 (144). In 2011, the score gap between students in Arkansas at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2009 (48 points). The percentage of students in Arkansas who performed at or above the NAEP &quot;Proficient&quot; level was 26 percent in 2011. This percentage was not significantly different from that in 2009 (24 percent). The percentage of students in Arkansas who performed at or above the NAEP &quot;Basic&quot; level was 61 percent in 2011. This percentage was not significantly different from 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. Arizona. 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 Arizona was 144. This was lower than the average score of 151 for public school students in the nation. The average score for students in Arizona in 2011 (144) was not significantly different from their average score in 2009 (141). In 2011, the score gap between students in Arizona at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2009 (48 points). The percentage of students in Arizona who performed at or above the NAEP &quot;Proficient&quot; level was 23 percent in 2011. This percentage was not significantly different from that in 2009 (22 percent). The percentage of students in Arizona who performed at or above the NAEP &quot;Basic&quot; level was 56 percent in 2011. This percentage was not significantly different from that in 2009 (54 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. California. 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 California was 140. This was lower than the average score of 151 for public school students in the nation. The average score for students in California in 2011 (140) was not significantly different from their average score in 2009 (137). In 2011, the score gap between students in California at the 75th percentile and students at the 25th percentile was 50 points. This performance gap was not significantly different from that of 2009 (51 points). The percentage of students in California who performed at or above the NAEP &quot;Proficient&quot; level was 22 percent in 2011. This percentage was not significantly different from that in 2009 (20 percent). The percentage of students in California who performed at or above the NAEP &quot;Basic&quot; level was 53 percent in 2011. This percentage was not significantly different from that in 2009 (48 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. Colorado. 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 Colorado was 161. This was higher than the average score of 151 for public school students in the nation. The average score for students in Colorado in 2011 (161) was higher than their average score in 2009 (156). In 2011, the score gap between students in Colorado 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 Colorado who performed at or above the NAEP &quot;Proficient&quot; level was 42 percent in 2011. This percentage was greater than that in 2009 (36 percent). The percentage of students in Colorado who performed at or above the NAEP &quot;Basic&quot; level was 75 percent in 2011. This percentage was greater than 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. Connecticut. 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 Connecticut was 155. This was higher than the average score of 151 for public school students in the nation. The average score for students in Connecticut in 2011 (155) was not significantly different from their average score in 2009 (155). In 2011, the score gap between students in Connecticut at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2009 (44 points). The percentage of students in Connecticut 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 (35 percent). The percentage of students in Connecticut who performed at or above the NAEP &quot;Basic&quot; level was 69 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. District of Columbia. 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 District of Columbia was 112. This was lower than the average score of 151 for public school students in the nation. The percentage of students in District of Columbia who performed at or above the NAEP &quot;Proficient&quot; level was 8 percent in 2011. This percentage was smaller than the nation (31 percent). The percentage of students in District of Columbia who performed at or above the NAEP &quot;Basic&quot; level was 24 percent in 2011. This percentage was smaller 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. Delaware. 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 Delaware was 150. This was not significantly different from the average score of 151 for public school students in the nation. The average score for students in Delaware in 2011 (150) was not significantly different from their average score in 2009 (148). In 2011, the score gap between students in Delaware at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 2009 (41 points). The percentage of students in Delaware who performed at or above the NAEP &quot;Proficient&quot; level was 28 percent in 2011. This percentage was greater than that in 2009 (25 percent). The percentage of students in Delaware who performed at or above the NAEP &quot;Basic&quot; level was 63 percent in 2011. This percentage was not significantly different from that in 2009 (62 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.]