ethanporcaro/eric-fulltext-meta huggingface dataset:
KIDS COUNT Data Book, 2010: State Profiles of Child Well-Being
Author: Annie E. Casey Foundation
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Annual Reports,Tables (Data),Young Children,Profiles,Well Being,State Surveys,Benchmarking,Statistical Data,Statistical Surveys,Social Indicators,Trend Analysis,Information Sources,Evaluation Criteria,Program Descriptions,Philanthropic Foundations,Child Health,Attendance Patterns,Racial Differences,Body Weight,Infant Mortality,Mortality Rate,Family Income,Poverty,One Parent Family,Adolescents,Preadolescents

The broad array of data presented each year in the "KIDS COUNT Data Book" is intended to illuminate the status of America's children and to assess trends in their well-being. By updating the assessment every year, KIDS COUNT provides ongoing benchmarks that can be used to see how states have advanced or regressed over time. Readers can also use KIDS COUNT to compare the status of children in their state with those in other states across several dimensions of child well-being. The 10 indicators used to rank states reflect a developmental perspective on childhood and underscore our goal to build a world where pregnant women and newborns thrive; infants and young children receive the support they need to enter school prepared to learn; children succeed in school; adolescents choose healthy behaviors; and young people experience a successful transition into adulthood. In all of these stages of development, young people need the economic and social assistance provided by a strong family and a supportive community. As the "KIDS COUNT Data Book" has developed over time, some of the indicators used to rank states have changed because weaker measures have been replaced with stronger ones. Consequently, comparing rankings in the 2010 "Data Book" to rankings in past Data Books does not always provide a perfect assessment of change over time. However, the Appendix shows how states would have ranked in past years if the same 10 measures used in the 2010 Data Book had been employed. The table in the Appendix is the best way to assess state changes over time in overall child well-being. Contents of this "Data Book" include: (1) Summary and Findings; (2) National Indicator Maps: State Rates; and (3) KIDS COUNT Data Center. Also included are: (1) Appendix: Multi-Year State Trend Data for Overall Ranks; (2) Definitions and Data Sources; (3) Criteria for Selecting KIDS COUNT Indicators; (4) Primary Contacts for State KIDS COUNT Projects; and (5) About the Annie E. Casey Foundation and KIDS COUNT. (Contains 3 tables.) [For "KIDS COUNT Data Book, 2009: State Profiles of Child Well-Being", see ED506286.]
Technical Assistance to Schools and School Support Organizations. Closing the Achievement Gap Series
Author: Read, Tory
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: School Support,Technical Assistance,Achievement Gap,Investment,Summative Evaluation,Formative Evaluation,Barriers,Program Effectiveness,Enrichment Activities,Institutional Research,Program Descriptions,Philanthropic Foundations,Nonprofit Organizations,Educational Improvement,Improvement Programs

This is the final report in Casey's "Closing the Achievement Gap" series that highlights stories, results, and lessons learned from more than a decade of education investing. This publication presents an overview of the Foundation's support to four organizations, each of which targeted technical assistance to a specific audience. It summarizes results and offers concrete examples of how innovative schools and organizations can use technical assistance to build capacity and improve outcomes for children and families. [For the entire "Closing the Achievement Gap" series, see ED500487 through ED500493.]
National Education Standards and Tests: Big Expense, Little Value. WebMemo. No. 3157
Author: Burke, Lindsey M.
Date: 2011-02-18
Type: Reports - Evaluative
Subjects: National Standards,Accountability,Grants,Academic Achievement,Disadvantaged Schools,Educationally Disadvantaged,Minority Group Children,Low Income Groups,Professional Development

The federal Race to the Top (RTTT) competitive grant program awarded $4.35 billion among select states, giving preference on grant applications to those states that agreed to adopt national education standards and tests. Moreover, the Obama Administration has suggested making federal Title I funding contingent upon adoption of national standards--a move that would provide no new funding for standards and assessment implementation but would effectively mandate their adoption by withholding federal funding for low-income schools. While this carrot-and-stick approach to the adoption of standards and assessments is a cause for concern, it could also require more new spending at a time when state budgets are severely strained. The National Association of State Budget Officers reports that as of November 2010, 22 states projected budget shortfalls for fiscal year 2012 totaling approximately $40 billion. The new funding appropriated through the RTTT program will fall short of the total cost of overhauling existing state assessments. Instead of throwing out existing assessments developed at great taxpayer expense for unproven national standards and tests, this paper suggests that state policymakers should: (1) Strengthen existing state-based accountability systems; (2) Provide information to parents and taxpayers about school performance; (3) Empower parents to act; and (4) Empower states with funding flexibility in exchange for transparency. (Contains 7 footnotes.)
Better Together: Research Findings on the Relationship between Racial Justice Organizations and LGBT Communities. Report
Author: Sen, Rinku
Date: 2010-09-00
Type: Reports - Research
Subjects: Racial Discrimination,Social Justice,Organizations (Groups),Homosexuality,Sexual Identity,Sex Role,Citizenship Education,Activism,Intergroup Relations,Barriers,Ethnic Groups,Financial Support,Strategic Planning

In partnership with the Arcus Foundation, the Applied Research Center (ARC) has undertaken a study of the relationship between racial justice organizations and lesbian/gay/bisexual/transgender (LGBT) constituencies and issues, with the understanding that communities of color themselves, including their LGBT members, have a good deal at stake in strengthening that relationship. The inquiry included a survey of 81 organizations of color and interviews with 32 leaders of racial justice and LGBT organizations. Findings reveal that in national, state and local racial justice organizations, important work is already underway that engages LGBT people and issues. The best work emerges from strategic political analysis. Most projects start with internal discussion and political education, and develop through issue campaigns to change policies and institutional practices. Some of this engagement is quite mature. Furthermore, there is significant interest among racial justice organizations in integrating LGBT issues, but they cannot learn from others' experiences because these stories receive relatively little attention from the media and other institutions. The following key recommendations emerged from this study: (1) Increase support for groups of color; (2) Invest in tools for strategic clarity; (3) Lift up LGBT leaders of color; and (4) Build the media and communications infrastructure.
The Nation's Report Card Mathematics 2009 State Snapshot Report. Arkansas. Grade 12 Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Mathematics Achievement,Mathematics Tests,Secondary School Mathematics,Mathematics

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Arkansas' student achievement in mathematics. In 2009, the average score of twelfth-grade students in Arkansas was 146. This was lower than the average score of 152 for public school students in the nation. The percentage of students in Arkansas who performed at or above the NAEP &quot;Proficient&quot; level was 16 percent in 2009. This percentage was smaller than the nation (25 percent). The percentage of students in Arkansas who performed at or above the NAEP &quot;Basic &quot; level was 59 percent in 2009. This percentage was smaller than the nation (63 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Mathematics 2009 State Snapshot Report. Connecticut. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Mathematics Achievement,Mathematics Tests,Secondary School Mathematics,Mathematics

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Connecticut's student achievement in mathematics. In 2009, the average score of twelfth-grade students in Connecticut was 156. This was higher than the average score of 152 for public school students in the nation. The percentage of students in Connecticut who performed at or above the NAEP &quot;Proficient&quot; level was 29 percent in 2009. This percentage was greater than the nation (25 percent). The percentage of students in Connecticut who performed at or above the NAEP &quot;Basic&quot; level was 69 percent in 2009. This percentage was greater than the nation (63 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Mathematics 2009 State Snapshot Report. Florida. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Scores,Statistical Analysis,Student Evaluation,Mathematics Achievement,Mathematics Tests,Secondary School Mathematics,Mathematics

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Florida's student achievement in mathematics. In 2009, the average score of twelfth-grade students in Florida was 148. This was lower than the average score of 152 for public school students in the nation. The percentage of students in Florida who performed at or above the NAEP &quot;Proficient&quot; level was 19 percent in 2009. This percentage was smaller than the nation (25 percent). The percentage of students in Florida who performed at or above the NAEP &quot;Basic&quot; level was 59 percent in 2009. This percentage was smaller than the nation (63 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Mathematics 2009 State Snapshot Report. Iowa. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Mathematics Achievement,Mathematics Tests,Secondary School Mathematics,Mathematics

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Iowa's student achievement in mathematics. In 2009, the average score of twelfth-grade students in Iowa was 156. This was higher than the average score of 152 for public school students in the nation. The percentage of students in Iowa who performed at or above the NAEP &quot;Proficient&quot; level was 25 percent in 2009. This percentage was not significantly different from the nation (25 percent). The percentage of students in Iowa who performed at or above the NAEP &quot;Basic&quot; level was 71 percent in 2009. This percentage was greater than the nation (63 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Mathematics 2009 State Snapshot Report. Idaho. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Mathematics Achievement,Mathematics Tests,Secondary School Mathematics,Mathematics

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Idaho's student achievement in mathematics. In 2009, the average score of twelfth-grade students in Idaho was 153. This was not significantly different from the average score of 152 for public school students in the nation. The percentage of students in Idaho who performed at or above the NAEP &quot;Proficient&quot; level was 23 percent in 2009. This percentage was not significantly different from the nation (25 percent). The percentage of students in Idaho who performed at or above the NAEP &quot;Basic&quot; level was 66 percent in 2009. This percentage was not significantly different from the nation (63 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Mathematics 2009 State Snapshot Report. Illinois. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Mathematics Achievement,Mathematics Tests,Secondary School Mathematics,Mathematics

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Illinois' student achievement in mathematics. In 2009, the average score of twelfth-grade students in Illinois was 154. This was not significantly different from the average score of 152 for public school students in the nation. The percentage of students in Illinois who performed at or above the NAEP &quot;Proficient&quot; level was 26 percent in 2009. This percentage was not significantly different from the nation (25 percent). The percentage of students in Illinois who performed at or above the NAEP &quot;Basic&quot; level was 67 percent in 2009. This percentage was not significantly different from the nation (63 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Mathematics 2009 State Snapshot Report. New Hampshire. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Mathematics Achievement,Mathematics Tests,Secondary School Mathematics,Mathematics

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Hampshire's student achievement in mathematics. In 2009, the average score of twelfth-grade students in New Hampshire was 160. This was higher than the average score of 152 for public school students in the nation. The percentage of students in New Hampshire who performed at or above the NAEP &quot;Proficient&quot; level was 32 percent in 2009. This percentage was greater than the nation (25 percent). The percentage of students in New Hampshire who performed at or above the NAEP &quot;Basic&quot; level was 74 percent in 2009. This percentage was greater than the nation (63 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Mathematics 2009 State Snapshot Report. New Jersey. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Mathematics Achievement,Mathematics Tests,Secondary School Mathematics,Mathematics

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Jersey's student achievement in mathematics. In 2009, the average score of twelfth-grade students in New Jersey was 156. This was higher than the average score of 152 for public school students in the nation. The percentage of students in New Jersey who performed at or above the NAEP &quot;Proficient&quot; level was 31 percent in 2009. This percentage was greater than the nation (25 percent). The percentage of students in New Jersey who performed at or above the NAEP &quot;Basic&quot; level was 67 percent in 2009. This percentage was greater than the nation (63 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Mathematics 2009 State Snapshot Report. South Dakota. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Report Cards,Scores,Statistical Analysis,Student Evaluation,Mathematics Achievement,Mathematics Tests,Secondary School Mathematics,Mathematics

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This paper presents the results for South Dakota's student achievement in mathematics. In 2009, the average score of twelfth-grade students in South Dakota was 160. This was higher than the average score of 152 for public school students in the nation. The percentage of students in South Dakota who performed at or above the NAEP &quot;Proficient&quot; level was 29 percent in 2009. This percentage was greater than the nation (25 percent). The percentage of students in South Dakota who performed at or above the NAEP &quot;Basic&quot; level was 77 percent in 2009. This percentage was greater than the nation (63 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]
The Nation's Report Card Mathematics 2009 State Snapshot Report. West Virginia. Grade 12, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Comparative Analysis,High School Students,Ethnic Groups,Gender Differences,Grade 12,Public Schools,Racial Differences,Scores,Statistical Analysis,Student Evaluation,Mathematics Achievement,Mathematics Tests,Secondary School Mathematics,Mathematics

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for West Virginia's student achievement in reading. In 2009, the average score of twelfth-grade students in West Virginia was 141. This was lower than the average score of 152 for public school students in the nation. The percentage of students in West Virginia who performed at or above the NAEP &quot;Proficient&quot; level was 13 percent in 2009. This percentage was smaller than the nation (25 percent). The percentage of students in West Virginia who performed at or above the NAEP &quot;Basic&quot; level was 52 percent in 2009. This percentage was smaller than the nation (63 percent). [For the main report, &quot;The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455,&quot; see ED512824.]