ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Mathematics 2011 State Snapshot Report. Pennsylvania. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 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 are included. In 2011, the average score of fourth-grade students in Pennsylvania was 246. This was higher than the average score of 240 for public school students in the nation. The average score for students in Pennsylvania in 2011 (246) was not significantly different from their average score in 2009 (244) and was higher than their average score in 1992 (224). In 2011, the score gap between students in Pennsylvania at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 1992 (42 points). The percentage of students in Pennsylvania who performed at or above the NAEP &quot;Proficient&quot; level was 48 percent in 2011. This percentage was not significantly different from that in 2009 (46 percent) and was greater than that in 1992 (22 percent). The percentage of students in Pennsylvania who performed at or above the NAEP &quot;Basic&quot; level was 87 percent in 2011. This percentage was not significantly different from that in 2009 (84 percent) and was greater than that in 1992 (65 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Oregon. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 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 are included. In 2011, the average score of fourth-grade students in Oregon was 237. This was lower than the average score of 240 for public school students in the nation. The average score for students in Oregon in 2011 (237) was not significantly different from their average score in 2009 (238) and was higher than their average score in 1996 (223). In 2011, the score gap between students in Oregon at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1996 (41 points). The percentage of students in Oregon who performed at or above the NAEP &quot;Proficient&quot; level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (37 percent) and was greater than that in 1996 (21 percent). The percentage of students in Oregon who performed at or above the NAEP &quot;Basic&quot; level was 77 percent in 2011. This percentage was not significantly different from that in 2009 (80 percent) and was greater than that in 1996 (65 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Oklahoma. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 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 are included. In 2011, the average score of fourth-grade students in Oklahoma was 237. This was lower than the average score of 240 for public school students in the nation. The average score for students in Oklahoma in 2011 (237) was not significantly different from their average score in 2009 (237) and was higher than their average score in 1992 (220). In 2011, the score gap between students in Oklahoma at the 75th percentile and students at the 25th percentile was 34 points. This performance gap was not significantly different from that of 1992 (35 points). The percentage of students in Oklahoma who performed at or above the NAEP &quot;Proficient&quot; level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was greater than that in 1992 (14 percent). The percentage of students in Oklahoma who performed at or above the NAEP &quot;Basic&quot; level was 83 percent in 2011. This percentage was not significantly different from that in 2009 (82 percent) and was greater than that in 1992 (60 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Ohio. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 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 are included. In 2011, the average score of fourth-grade students in Ohio was 244. This was higher than the average score of 240 for public school students in the nation. The average score for students in Ohio in 2011 (244) was not significantly different from their average score in 2009 (244) and was higher than their average score in 1992 (219). In 2011, the score gap between students in Ohio at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was not significantly different from that of 1992 (42 points). The percentage of students in Ohio who performed at or above the NAEP &quot;Proficient&quot; level was 45 percent in 2011. This percentage was not significantly different from that in 2009 (45 percent) and was greater than that in 1992 (16 percent). The percentage of students in Ohio who performed at or above the NAEP &quot;Basic&quot; level was 86 percent in 2011. This percentage was not significantly different from that in 2009 (85 percent) and was greater than that in 1992 (57 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. North Dakota. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 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 are included. In 2011, the average score of fourth-grade students in North Dakota was 245. This was higher than the average score of 240 for public school students in the nation. The average score for students in North Dakota in 2011 (245) was not significantly different from their average score in 2009 (245) and was higher than their average score in 1992 (229). In 2011, the score gap between students in North Dakota at the 75th percentile and students at the 25th percentile was 32 points. This performance gap was not significantly different from that of 1992 (35 points). The percentage of students in North Dakota who performed at or above the NAEP &quot;Proficient&quot; level was 46 percent in 2011. This percentage was not significantly different from that in 2009 (45 percent) and was greater than that in 1992 (22 percent). The percentage of students in North Dakota who performed at or above the NAEP &quot;Basic&quot; level was 90 percent in 2011. This percentage was not significantly different from that in 2009 (91 percent) and was greater than that in 1992 (72 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. North Carolina. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 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 are included. In 2011, the average score of fourth-grade students in North Carolina was 245. This was higher than the average score of 240 for public school students in the nation. The average score for students in North Carolina in 2011 (245) was not significantly different from their average score in 2009 (244) and was higher than their average score in 1992 (213). In 2011, the score gap between students in North Carolina at the 75th percentile and students at the 25th percentile was 35 points. This performance gap was narrower than that of 1992 (45 points). The percentage of students in North Carolina who performed at or above the NAEP &quot;Proficient&quot; level was 44 percent in 2011. This percentage was not significantly different from that in 2009 (43 percent) and was greater than that in 1992 (13 percent). The percentage of students in North Carolina who performed at or above the NAEP &quot;Basic&quot; level was 88 percent in 2011. This percentage was not significantly different from that in 2009 (87 percent) and was greater than that in 1992 (50 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. New York. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 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 are included. In 2011, the average score of fourth-grade students in New York was 238. This was lower than the average score of 240 for public school students in the nation. The average score for students in New York in 2011 (238) was lower than their average score in 2009 (241) and was higher than their average score in 1992 (218). In 2011, the score gap between students in New York at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 1992 (43 points). The percentage of students in New York who performed at or above the NAEP &quot;Proficient&quot; level was 36 percent in 2011. This percentage was smaller than that in 2009 (40 percent) and was greater than that in 1992 (17 percent). The percentage of students in New York who performed at or above the NAEP &quot;Basic&quot; level was 80 percent in 2011. This percentage was smaller than that in 2009 (83 percent) and was greater than that in 1992 (57 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. New Mexico. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 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 are included. In 2011, the average score of fourth-grade students in New Mexico was 233. This was lower than the average score of 240 for public school students in the nation. The average score for students in New Mexico in 2011 (233) was higher than their average score in 2009 (230) and was higher than their average score in 1992 (213). In 2011, the score gap between students in New Mexico at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 1992 (40 points). The percentage of students in New Mexico who performed at or above the NAEP &quot;Proficient&quot; level was 30 percent in 2011. This percentage was not significantly different from that in 2009 (26 percent) and was greater than that in 1992 (11 percent). The percentage of students in New Mexico who performed at or above the NAEP &quot;Basic&quot; level was 75 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 1992 (50 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. New Jersey. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 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 are included. In 2011, the average score of fourth-grade students in New Jersey was 248. This was higher than the average score of 240 for public school students in the nation. The average score for students in New Jersey in 2011 (248) was not significantly different from their average score in 2009 (247) and was higher than their average score in 1992 (227). In 2011, the score gap between students in New Jersey at the 75th percentile and students at the 25th percentile was 36 points. This performance gap was narrower than that of 1992 (41 points). The percentage of students in New Jersey who performed at or above the NAEP &quot;Proficient&quot; level was 51 percent in 2011. This percentage was not significantly different from that in 2009 (49 percent) and was greater than that in 1992 (25 percent). The percentage of students in New Jersey who performed at or above the NAEP &quot;Basic&quot; level was 89 percent in 2011. This percentage was not significantly different from that in 2009 (88 percent) and was greater than that in 1992 (68 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458,&quot; see ED525545.]
The Nation's Report Card Mathematics 2011 State Snapshot Report. New Hampshire. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Comparative Analysis,Economic Status,Educational Assessment,Educational Indicators,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Statistical Analysis

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 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 are included. In 2011, the average score of fourth-grade students in New Hampshire was 252. This was higher than the average score of 240 for public school students in the nation. The average score for students in New Hampshire in 2011 (252) was not significantly different from their average score in 2009 (251) and was higher than their average score in 1992 (230). In 2011, the score gap between students in New Hampshire at the 75th percentile and students at the 25th percentile was 33 points. This performance gap was narrower than that of 1992 (37 points). The percentage of students in New Hampshire who performed at or above the NAEP &quot;Proficient&quot; level was 57 percent in 2011. This percentage was not significantly different from that in 2009 (56 percent) and was greater than that in 1992 (25 percent). The percentage of students in New Hampshire who performed at or above the NAEP &quot;Basic&quot; level was 92 percent in 2011. This percentage was not significantly different from that in 2009 (92 percent) and was greater than that in 1992 (72 percent). [For the main report, &quot;The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458&quot; (ED525545).]