ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Mathematics 2011 State Snapshot Report. Michigan. Grade 8, 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 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,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 eighth-grade students in Michigan was 280. This was not significantly different from the average score of 283 for public school students in the nation. The average score for students in Michigan in 2011 (280) was not significantly different from their average score in 2009 (278) and was higher than their average score in 1990 (264). In 2011, the score gap between students in Michigan at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1990 (47 points). The percentage of students in Michigan who performed at or above the NAEP &quot;Proficient&quot; level was 31 percent in 2011. This percentage was not significantly different from that in 2009 (31 percent) and was greater than that in 1990 (16 percent). The percentage of students in Michigan who performed at or above the NAEP &quot;Basic&quot; level was 71 percent in 2011. This percentage was not significantly different from that in 2009 (68 percent) and was greater than that in 1990 (53 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. Massachusetts. Grade 8, 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 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,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 eighth-grade students in Massachusetts was 299. This was higher than the average score of 283 for public school students in the nation. The average score for students in Massachusetts in 2011 (299) was not significantly different from their average score in 2009 (299) and was higher than their average score in 1992 (273). In 2011, the score gap between students in Massachusetts at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1992 (48 points). The percentage of students in Massachusetts 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 (52 percent) and was greater than that in 1992 (23 percent). The percentage of students in Massachusetts 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 (63 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).]
The Nation's Report Card Mathematics 2011 State Snapshot Report. Maryland. Grade 8, 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 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,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 eighth-grade students in Maryland was 288. This was higher than the average score of 283 for public school students in the nation. The average score for students in Maryland in 2011 (288) was not significantly different from their average score in 2009 (288) and was higher than their average score in 1990 (261). In 2011, the score gap between students in Maryland at the 75th percentile and students at the 25th percentile was 54 points. This performance gap was not significantly different from that of 1990 (54 points). The percentage of students in Maryland who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was greater than that in 1990 (17 percent). The percentage of students in Maryland who performed at or above the NAEP &quot;Basic&quot; level was 74 percent in 2011. This percentage was not significantly different from that in 2009 (75 percent) and was greater than that in 1990 (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; (ED525545).]
Federal Education Tax Benefits: Who Receives Them and to What Extent Do They Shape the Price of College Attendance? Stats in Brief. NCES 2012-212
Author: Radford, Alexandria Walton
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,College Attendance,Student Financial Aid,Statistical Data,Federal Legislation,Family Income,Educational Finance,Eligibility,Veterans Education,Financial Support,Paying for College,Federal Aid,Student Costs,Tax Credits

This Statistics in Brief applies IRS rules and data to a nationally representative sample of 2007-08 undergraduates to estimate who received education tax benefits and looks at the extent to which these benefits shaped their price of college attendance. Key findings include: (1) Nearly one-half of all 2007-08 undergraduates were estimated to have received an education tax benefit, reducing recipients' average college expenses for the academic year by about $700; (2) Low-middle-income and high-middle-income dependent undergraduates were estimated to have received tax benefits at higher rates than were low-income and high-income dependent undergraduates. The most common reason low-income dependent students did not receive a tax benefit was that they had no net tuition after subtracting the grant aid and veterans benefits they received. (3) Low-middle- and high-middle income dependent undergraduate tax benefit recipients received higher average amounts in tax benefits than low-income and high-income dependent undergraduate tax benefit recipients. (Contains 3 figures, 2 tables, and 32 notes.)
The Incredible Years. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2011-11-00
Type: Reports - Evaluative
Subjects: Child Behavior,Behavior Modification,Training,Children,Emotional Disturbances,Interpersonal Competence,Educational Research,Instructional Effectiveness

&quot;The Incredible Years&quot; is composed of training programs for children, parents, and teachers. The child program is designed for children (ages 0-12) with challenging behaviors and focuses on building social and emotional skills. Lessons can be delivered to children referred for difficult behavior or to an entire classroom as a preventative measure. The program consists of 20- to 30-minute lessons two to three times a week; these lessons are reinforced by small-group activities, practicing skills throughout the day, and communicating with parents. Lessons cover recognizing and understanding feelings, getting along with friends, anger management, problem solving, and behavior at school. Parent training programs focus on positive discipline, promoting learning and development, and involvement in children's life at school. One study of &quot;The Incredible Years&quot; that falls within the scope of the Children Classified as Having an Emotional Disturbance review protocol meets What Works Clearinghouse (WWC) evidence standards. This one study included 51 four- to eight-year-old children with oppositional defiant disorder who attended school in Washington state. Based on this one study, the WWC considers the extent of evidence for The Incredible Years on children classified as having an emotional disturbance (or children at risk for classification) to be small for the external behavior and social outcomes domains. &quot;The Incredible Years&quot; was found to have potentially positive effects on external behavior and potentially positive effects on social outcomes for children classified as having an emotional disturbance. Appended are: (1) Research details for Webster-Stratton et al., 2004; (2) Outcome measures for each domain; (3) Findings included in the rating for the external behavior domain; (4) Findings included in the rating for the social outcomes domain; (5) Partial implementation findings for the external behavior domain; (6) Partial implementation findings for the social outcomes domain; (7) Criteria used to determine the rating of a study; and (8) Criteria used to determine the extent of evidence for an intervention. [The following study is reviewed in this intervention report: Webster-Stratton, C., Reid, M. J., &amp; Hammond, M. (2004). &quot;Treating children with early-onset conduct problems: Intervention outcomes for parent, child, and teacher training.&quot; Journal of Clinical Child and Adolescent Psychology, v33 n1 105-124.] (Contains 4 tables, 8 endnotes, 1 additional source, and 1 recommended citation.)
What Four States Are Doing to Support Local Data-Driven Decisionmaking: Policies, Practices, and Programs. Issues &amp; Answers. REL 2012-No. 118
Author: Gottfried, Michael A.
Date: 2011-11-00
Type: Reports - Research
Subjects: Data,Decision Making,Educational Policy,Educational Practices,State Departments of Education,Educational Finance,Politics of Education,Human Resources,Information Utilization,Local Issues,State Programs

This report documents how four state education agencies are supporting local data-driven decisionmaking through their policies, practices, and programs for creating data systems, improving data access and use, and building district and school capacity to use data. Specifically, this report, responding to District of Columbia Office of State Superintendent of Education and Pennsylvania Department of Education requests, describes how Arkansas, Florida, Texas, and Virginia are supporting local data-driven decisionmaking. Two questions guide this study: (1) What policies or practices in Arkansas, Florida, Texas, and Virginia support local use of data for education purposes; and (2) How do Arkansas, Florida, Texas, and Virginia support local use of data in selected state education agency-administered programs? This study found that the four states have implemented a range of policies and practices in all three categories of the study's analytical framework: (1) Creating, expanding, and linking data systems. The four states have created and built state repositories and are expanding the types of data collected and warehoused to better equip districts and schools to rigorously assess whether students, schools, and districts are meeting state college readiness requirements and career readiness expectations. (2) Ensuring data access and use. The four states have implemented policies and practices to help local educators and administrators access, understand, and use data effectively. In doing so, they are making data and analyses timely, readily available, and easy to understand for parents, educators, and policymakers. (3) Building district and school capacity to use data. The four states have focused on strengthening local human resource capability, mainly through partnerships and professional development. By building local capacity to access and analyze data stored in state longitudinal data systems, the states intend to help local policymakers and practitioners use data inform key policy questions on performance and improvement. In addition to state policies, the study also identified five state programs supporting district and school use of data (one in Florida, two in Texas, and two in Virginia). Appended are: (1) Summaries of studies with strong findings on state education agency support for local data-driven decisionmaking; and (2) Study methods. (Contains 3 boxes, 2 figures, 3 tables, and 7 notes.) [For the Summary Report, see ED526135]
What Four States Are Doing to Support Local Data-Driven Decisionmaking: Policies, Practices, and Programs. Summary. Issues &amp; Answers. REL 2012-No. 118
Author: Gottfried, Michael A.
Date: 2011-11-00
Type: Reports - Research
Subjects: State Programs,State Departments of Education,Decision Making,Data,Information Utilization,Educational Policy,Educational Practices,Local Issues,Educational Finance,Politics of Education,Human Resources

This report documents how four state education agencies are supporting local data-driven decisionmaking through their policies, practices, and programs for creating data systems, improving data access and use, and building district and school capacity to use data. Responding to District of Columbia Office of State Superintendent of Education  and Pennsylvania Department of Education requests, this report describes how Arkansas, Florida, Texas, and Virginia are supporting local data-driven decisionmaking.  Statewide policies, practices, and programs for creating data systems, improving access to data, and building district and school capacity to use the data are documented. [For the full report, see ED526134.]
Language Challenges Faced by International Graduate Students in the United States
Author: Kuo, Ya-Hui
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Language Proficiency,Verbal Communication,Oral Language,Barriers,Cultural Differences,Teaching Styles,Teacher Student Relationship,Student Adjustment,Classroom Environment,Student Participation,Listening Comprehension

Universities and colleges in the United States require international graduate students to provide certain English proficiency documents along with their admission applications before they are admitted to their programs. This study explored the language challenges faced by international graduate students at a Southern university in the U.S. The author also offered recommendations and suggestions to prepare and assist international graduate students in adjusting, adapting, and overcoming their language challenges.
The Nation's Report Card Mathematics 2011 State Snapshot Report. Maine. Grade 8, 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 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,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 eighth-grade students in Maine was 289. This was higher than the average score of 283 for public school students in the nation. The average score for students in Maine in 2011 (289) was higher than their average score in 2009 (286) and was higher than their average score in 1992 (279). In 2011, the score gap between students in Maine at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was wider than that of 1992 (40 points). The percentage of students in Maine who performed at or above the NAEP &quot;Proficient&quot; level was 39 percent in 2011. This percentage was greater than that in 2009 (35 percent) and was greater than that in 1992 (25 percent). The percentage of students in Maine who performed at or above the NAEP &quot;Basic&quot; level was 78 percent in 2011. This percentage was not significantly different from that in 2009 (78 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. Louisiana. Grade 8, 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 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,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 eighth-grade students in Louisiana was 273. This was lower than the average score of 283 for public school students in the nation. The average score for students in Louisiana in 2011 (273) was not significantly different from their average score in 2009 (272) and was higher than their average score in 1990 (246). In 2011, the score gap between students in Louisiana at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1990 (44 points). The percentage of students in Louisiana 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) and was greater than that in 1990 (5 percent). The percentage of students in Louisiana 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) and was greater than that in 1990 (32 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. Kentucky. Grade 8, 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 8,Junior High School Students,Low Income Groups,Lunch Programs,Mathematics,Mathematics Achievement,Mathematics Tests,Middle School Students,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Scores,Secondary School Students,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 eighth-grade students in Kentucky was 282. This was not significantly different from the average score of 283 for public school students in the nation. The average score for students in Kentucky in 2011 (282) was not significantly different from their average score in 2009 (279) and was higher than their average score in 1990 (257). In 2011, the score gap between students in Kentucky at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1990 (45 points). The percentage of students in Kentucky who performed at or above the NAEP &quot;Proficient&quot; level was 31 percent in 2011. This percentage was not significantly different from that in 2009 (27 percent) and was greater than that in 1990 (10 percent). The percentage of students in Kentucky who performed at or above the NAEP &quot;Basic&quot; level was 72 percent in 2011. This percentage was not significantly different from that in 2009 (70 percent) and was greater than that in 1990 (43 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.]