ethanporcaro/eric-fulltext-meta huggingface dataset:
The Condition of College &amp; Career Readiness, 2012: Colorado
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Persistence,Academic Standards,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Career Readiness,College Bound Students,College Entrance Examinations,College Readiness,Comparative Analysis,Core Curriculum,Economic Development,Educational Assessment,Educational Attainment,Educational Improvement,Educational Needs,Educational Practices,Educational Policy,English Instruction,Ethnicity,High School Graduates,Higher Education,Hispanic American Students,Mathematics Instruction,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Race,Reading Instruction,Science Instruction,Scores,Secondary Education,State Standards,Student Behavior,Tables (Data),White Students

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report is designed to help inform the following questions driving national efforts to strengthen P-16 education in Colorado: (1) Are students prepared for college and career? (2) Are enough students taking core courses? (3) Are core courses rigorous enough? (4) Are younger students on target for college and career? (5) What other dimensions of college and career readiness should be tracked? (6) How is the 2011 graduating class doing? (Contains 7 endnotes.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. North Carolina
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of North Carolina's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. Ohio
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Ohio's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. South Dakota
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of South Dakota's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
Enhancing Comprehensibility among ELF users
Author: Wilang, Jeffrey Dawala
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Official Languages,Pronunciation,Language Role,Cultural Context,Language Research,Comprehension,Models,Data Analysis,Communicative Competence (Languages),Use Studies,Access to Information

The predicted widespread use of English as a lingua franca following ASEAN's 2015 integration mushroomed intelligibility studies between and among Asean nationals including Bruneians, Burmese, Cambodians, Filipinos, Indonesians, Laotians, Malaysians, Singaporeans, Thais and Vietnamese. Previous studies regarding ASEAN nationals' intelligibility and/or comprehensibility were reviewed. This paper presents a study of five exposures that relate to the intelligibility and/or comprehensibility within world Englishes speaker-listener paradigm. They are exposures to English through education, work experiences, outside the classroom (non-educational settings), social media, and travel and stay abroad. The Comprehensibility Testing Flowchart was used as the main framework of the study and data analysis. The findings show that there are positive correlations and significances between the five variables and the comprehensibility levels Aseans gained in the comprehensibility test. Questionnaire is appended. (Contains 1 note, 1 figure, and 6 tables.) [Work on this paper was partly supported by Prince of Songkla University's Graduate School Grant.]
Measuring the Comprehensibility of Englishes within ASEAN among Aseans
Author: Wilang, Jeffrey Dawala
Date: 2012-09-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,English (Second Language),Communicative Competence (Languages),Comprehension,Pronunciation,Oral English,Official Languages,Language Role,Language Tests

This paper focuses on designing a comprehensibility test and a questionnaire for spoken world Englishes in Brunei, Malaysia, the Philippines and Singapore, and utilizing the test to investigate the comprehension of Burmese, Cambodians, Indonesians, Laotians, Thais and Vietnamese. We reviewed the demarcation of users of English based on Kachru's (1984, 1985) three concentric models within the bloc's context where two circles--Outer Circle and Expanding Circle are present. The findings established a moderate comprehensibility level of Expanding Circle listeners toward the speakers of the Outer Circle. The variations of comprehensibility scores paved way for the exploration of the comprehension scores' possible relationships with language proficiencies, attitudes toward speakers, familiarity of spoken variety, historical origins of languages, and political ambiance between and among ASEAN nations. (Contains 8 tables and 1 figure.) [Work on this paper was partly supported by Prince of Songkla University's Graduate School Grant.]
ACT Profile Report: State. Graduating Class 2012. Oklahoma
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Oklahoma's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. Nevada
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Nevada's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. Pennsylvania
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Pennsylvania's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. Texas
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Texas' 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. New Jersey
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of New Jersey's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
ACT Profile Report: State. Graduating Class 2012. North Dakota
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Access to Information,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Race,Racial Differences,Reading Achievement,Science Achievement,Scores,Secondary Education,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of North Dakota's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 22 tables and 6 figures.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]