ethanporcaro/eric-fulltext-meta huggingface dataset:
NJ State Profile. New Jersey: High School Proficiency Assessment (HSPA)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Academic Failure,At Risk Students,High School Graduates,Exit Examinations,Graduation Requirements,Mathematics Skills,Educational Policy,Academic Standards,State Standards,Alignment (Education),Basic Skills,Disabilities,Educational Assessment,Educational Indicators,Federal Programs,Educational Opportunities,Equal Education,Graduation Rate,Reading Skills,Scores,State Regulation,Trend Analysis

This paper provides information about New Jersey's High School Proficiency Assessment (HSPA). The purpose of the exam is to: (1) Determine prospective high school graduates' mastery of selected content and overview foundation skills in math and literacy; (2) Encourage districts and schools to identify and serve students at risk of academic failure; (3) Provide data to state policymakers on student attainment of state education goals to inform educational policy decisions; (4) Provide schools with student academic diagnostic information; (5) Increase alignment of local curriculum and programs of instruction with state education standards; (6) Promote equity of opportunity across all student groups; (7) Meet a state mandate; (8) Satisfy high school graduation requirements; and (9) Serve federal accountability requirements. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
AR State Profile. Arkansas: Arkansas Comprehensive Assessment Program
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Academic Failure,At Risk Students,High School Graduates,Exit Examinations,Educational Policy,Academic Standards,State Standards,Alignment (Education),Careers,Readiness,Graduation Rate,Graduation Requirements,Educational Indicators,Federal Programs,Educational Opportunities,Equal Education,Disabilities,Educational Assessment,State Regulation,Scores,Trend Analysis,Educational Legislation,Federal Legislation,Reading Skills,Writing Skills

This paper provides information about the Arkansas Comprehensive Assessment Program. The purpose of this assessment is to: (1) Determine prospective high school graduates' knowledge and skill levels relative to those needed for entry-level employment; (2) Determine prospective high school graduates' knowledge and skill levels relative to those needed for postsecondary education; (3) Determine prospective high school graduates' mastery of the state curriculum; (4) Encourage districts and schools to identify and serve students at risk of academic failure; (5) Provide data to state policymakers on student attainment of state education goals to inform educational policy decisions; (6) Increase alignment of local curriculum and programs of instruction with state education standards; (7) Promote equity of opportunity across all student groups; and (8) Meet a state mandate. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
AK State Profile. Alaska: Alaska High School Graduation Qualifying Exam (HSGOE)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Exit Examinations,Graduation Requirements,High School Graduates,Academic Standards,Trend Analysis,Educational Assessment,Educational Indicators,Educational Policy,State Regulation,Mathematics Tests,Reading Tests,Writing Tests,Disabilities,Scores,Educational Legislation,Federal Legislation

This paper provides information about Alaska High School Graduation Qualifying Exam (HSGQE), a comprehensive standards-based exam. Its purpose is to meet a state mandate. A bill to remove the HSGQE as a graduation requirement by July 1, 2011 was presented to the state legislature as SB 109. However, it did not pass both houses of the legislature. The HSGQE is still a graduation requirement. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot; see ED514155.]
MS State Profile. Mississippi: Mississippi Subject Area Testing Program (SATP)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Testing Programs,State Standards,Testing,High School Graduates,Exit Examinations,Academic Standards,Academic Failure,Alignment (Education),Disabilities,Educational Assessment,Educational Indicators,Federal Programs,Educational Policy,Trend Analysis,State Regulation,Graduation Rate,Graduation Requirements,High Schools,Scores,Curriculum Design,Educational Objectives,Reading Skills,Algebra,Language Skills,English

This paper provides information about Mississippi Subject Area Testing Program. The purpose of the exam is to: (1) Determine prospective high school graduates' mastery of the state curriculum; (2) Provide data to state policymakers on student attainment of state education goals to inform education policy decisions; (2) Increase alignment of local curriculum and programs of instruction with state education standards; (3) Meet a state graduation mandate; and (4) Meet NCLB requirements (English II and Algebra I). [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot; see ED514155.]
GA State Profile. Georgia: Georgia High School Graduation Tests (GHSGT) and Georgia High School Writing Test (GHSWT)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Academic Failure,Writing Tests,Graduation,At Risk Students,High School Graduates,Exit Examinations,Educational Policy,Academic Standards,State Standards,State Regulation,Trend Analysis,Alignment (Education),Disabilities,Educational Assessment,Educational Opportunities,Equal Education,Graduation Rate,Graduation Requirements,Scores,Curriculum Design,Educational Indicators,Federal Programs,Educational Legislation,Federal Legislation,Basic Skills,Mathematics Tests

This paper provides information about Georgia High School Graduation Tests (GHSGT) and Georgia High School Writing Test (GHSWT). The purpose of the exams is to: (1) Ensure that students qualifying for a diploma have mastered essential core academic content and skills. All students seeking a Georgia high school diploma must pass the GHSGT in four content areas as well as the GHSWT; (2) Provide schools with student academic diagnostic information; (3) Determine prospective high school graduates' mastery of the state curriculum; (4) Encourage districts and schools to identify and serve students at risk of academic failure; (5) Provide data to state policymakers on student attainment of state education goals to inform educational policy decisions; (6) Increase alignment of local curriculum and programs of instruction with state education standards; (7) Promote equity of opportunity across all student groups; and (8) Meet a state mandate and a state board of education rule. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot; see ED514155.]
MN State Profile. Minnesota: Graduation Required Assessments for Diploma (GRAD)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Graduation,High School Graduates,Exit Examinations,Academic Standards,Graduation Requirements,Trend Analysis,Educational Assessment,Educational Indicators,Federal Programs,Educational Policy,State Regulation,Basic Skills,Mathematics Skills,Reading Skills,Writing Skills,Careers,Readiness,Disabilities,Scores

This paper provides information about Minnesota's Graduation Required Assessments for Diploma (GRAD), comprehensive proficiency assessments of the skills and knowledge in mathematics, reading, and writing that are necessary for graduation. The Minnesota Comprehensive Assessments, Series II, into which the GRAD tests are embedded, measure competency on a larger set of Minnesota academic standards. The purpose of the exam is to determine the knowledge and skills of high school graduates relative to those needed for entry-level employment and to meet a state mandate. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot; see ED514155.]
AL State Profile. Alabama: Alabama High School Graduation Exam (AHSGE), 3rd Edition
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Federal Legislation,High School Graduates,Exit Examinations,Educational Legislation,Academic Standards,State Standards,Alignment (Education),Educational Assessment,Curriculum Design,State Regulation,Graduation Rate,Graduation Requirements,Trend Analysis,Educational Indicators,Federal Programs,Educational Policy,Basic Skills,Mathematics Tests,Reading Tests,Writing Tests,Disabilities,Scores

This paper provides information about Alabama High School Graduation Exam, 3rd Edition, a comprehensive standards-based exam. The purpose of the exam is to: (1) Provide schools with student academic diagnostic information; (2) Determine prospective high school graduates' mastery of the state curriculum; (3) Increase alignment of local curriculum and programs of instruction with state education standards; (4) Meet a state mandate; and (5) Meet federal requirement for No Child Left Behind (NCLB) for reading, math, and science. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
LA State Profile. Louisiana: Graduation Exit Examination (GEE)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: State Standards,Academic Failure,Graduation,At Risk Students,High School Graduates,Exit Examinations,Disabilities,Educational Assessment,Educational Indicators,Federal Programs,Careers,Readiness,Educational Opportunities,Educational Policy,Trend Analysis,Graduation Rate,Graduation Requirements,High Schools,Equal Education,State Regulation,Language Skills,Mathematics Skills,Reading Skills,Social Studies,Science Tests,Scores

This paper provides information about Louisiana's Graduation Exit Examination, a comprehensive standards-based exam. The purpose of the exam is to: (1) Provide schools with student academic diagnostic information; (2) Determine prospective high school graduates' mastery of the state curriculum; (3) Encourage districts and schools to identify and serve students at risk of academic failure; (4) Provide data to state policymakers on student attainment of state education goals to inform education policy decisions; (5) Increase alignment of local curriculum and programs of instruction with state education standards; (6) Promote equity of opportunity across all student groups; and (7) Meet a state mandate. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
CA State Profile. California: California High School Exit Examination (CAHSEE)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Academic Failure,High School Graduates,Exit Examinations,Educational Policy,At Risk Students,Educational Assessment,Careers,Readiness,State Regulation,Graduation Rate,State Standards,Academic Standards,Graduation Requirements,Trend Analysis,Educational Indicators,Federal Programs,Mathematics Skills,Reading Skills,Writing Skills,Disabilities,Scores

This paper provides information about California High School Exit Examination, a comprehensive standards-based exam. The purpose of the exam is to: (1) Determine prospective high school graduates' knowledge and skill levels relative to those needed for entry-level employment; (2) Determine prospective high school graduates' mastery of the state curriculum; (3) Encourage districts and schools to identify and serve students at risk of academic failure; (4) Provide data to state policymakers on student attainment of state education goals to inform educational policy decisions; (5) Promote equity of opportunity across all student groups; (6) Meet a state mandate; and (7) Meet state and federal accountability requirements. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot; see ED514155.]
MD State Profile. Maryland: Maryland High School Assessment (HSA)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Academic Failure,At Risk Students,High School Graduates,Exit Examinations,Academic Standards,State Standards,Educational Assessment,Careers,Readiness,Disabilities,Educational Indicators,Federal Programs,Educational Policy,Trend Analysis,Graduation Rate,Graduation Requirements,Educational Opportunities,Equal Education,Scores,State Regulation,Alignment (Education),Educational Objectives,Curriculum Design,Mathematics Skills,Reading Skills

This paper provides information about Maryland's High School Assessment, an end-of-course exam tied to content standards. The purpose of the exam is to: (1) Determine prospective high school graduates' knowledge and skill levels relative to those needed for entry-level employment; (2) Determine prospective high school graduates' knowledge and skill levels relative to those needed for postsecondary education; (3) Determine prospective high school graduates' mastery of the state curriculum; (4) Encourage districts and schools to identify and serve students at risk of academic failure; (5) Provide data to state policymakers on student attainment of state education goals to inform education policy decisions; (6) Increase alignment of local curriculum and programs of instruction with state education standards; (7) Promote equity of opportunity across all student groups; and (8) Meet a state mandate. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
OH State Profile. Ohio: Ohio Graduation Tests (OGT)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Academic Failure,Academic Achievement,At Risk Students,Exit Examinations,Grade 10,State Standards,Disabilities,Educational Assessment,Educational Indicators,Federal Programs,Graduation Rate,Graduation Requirements,High School Graduates,High Schools,State Regulation,Educational Policy,Trend Analysis,Scores,Reading Skills,Social Studies,Mathematics Skills,Science Tests

This paper provides information about Ohio Graduation Test, a comprehensive standards-based exam. The purpose of the test is to: (1) Measure the level of reading, writing, mathematics, science, and social studies skill expected at the end of 10th grade; (2) Ensure that students achieve a passing score as a condition of granting a diploma; (3) Provide data to state policymakers on student attainment of state education goals to inform education policy decisions; (4) Provide schools with academic performance information that will guide the improvement of curriculum and programs of instruction; and (5) Encourage districts and schools to identify and serve students at risk of academic failure. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot; see ED514155.]
NM State Profile. New Mexico: New Mexico High School Competency Examination (NMHSCE)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Minimum Competency Testing,Exit Examinations,Minimum Competencies,High School Students,Academic Standards,State Standards,Careers,Readiness,At Risk Students,Disabilities,Educational Assessment,Educational Indicators,Federal Programs,Educational Policy,Enrollment Trends,Graduation Rate,Graduation Requirements,High School Graduates,Social Studies,Mathematics Tests,Reading Tests,Writing Tests,State Regulation,Trend Analysis

This paper provides information about New Mexico High School Competency Examination (NMHSCE), a minimum competency test. Its purpose is to meet a state mandate. It will be replaced by the Grade 11 Standards Based Assessment/High School Graduation Assessment (SBA/HSGA) in spring 2011 as the state's high school exit exam. The NMHSCE was administered to the last cohort of grade 10 students in spring 2009. In 2011, the NMHSCE will only be administered as a retest for students in grade 12 and students who have exited from high school. The NMHSCE will continue as a retest for students who have exited from high school until spring 2016. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
NC State Profile. North Carolina: North Carolina End-of-Course Exams
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Exit Examinations,Academic Standards,State Standards,Academic Failure,Alignment (Education),Disabilities,Educational Assessment,Educational Indicators,Federal Programs,State Regulation,Educational Policy,Trend Analysis,Graduation Rate,Graduation Requirements,High School Graduates,High Schools,Scores,Accountability,Mathematics Skills,Reading Skills

This paper provides information about North Carolina End-of-Course Exams. The North Carolina End-of-Course Assessments were developed for two purposes: (1) To provide accurate measurement of individual student knowledge and skills specified in the North Carolina Standard Course of Study; and (2) To provide accurate measurement of the knowledge and skills attained by groups of students for school, school system, and state accountability. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot; see ED514155.]
ID State Profile. Idaho: Idaho Standards Achievement Test (ISAT)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: State Standards,Academic Failure,At Risk Students,High School Graduates,Exit Examinations,Achievement Tests,Academic Standards,Alignment (Education),Disabilities,Educational Assessment,Educational Indicators,Federal Programs,High Schools,Trend Analysis,Educational Policy,Graduation Rate,Graduation Requirements,Scores,Reading Skills,Mathematics Skills,Language Skills,State Regulation,Curriculum Design,Educational Objectives

This paper provides information about Idaho Standards Achievement Test, a comprehensive standards-based test. The purpose of the test is to: (1) Determine prospective high school graduates' mastery of the state curriculum, grade 10; (2) Encourage districts and schools to identify and serve students at risk of academic failure; (3) Provide data to state policymakers on student attainment of state education goals to inform education policy decisions; and (4) Increase alignment of local curriculum and programs of instruction with state education standards. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
IN State Profile. Indiana: Graduation Qualifying Examination (GQE)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Academic Failure,At Risk Students,High School Graduates,Exit Examinations,Academic Standards,State Standards,Careers,Readiness,Disabilities,Educational Assessment,Educational Indicators,Federal Programs,Educational Policy,Enrollment Trends,Graduation Rate,Graduation Requirements,Mathematics Skills,Reading Skills,Writing Skills,Scores,State Regulation,Alignment (Education),Equal Education,Educational Opportunities

This paper provides information about Indiana's Graduation Qualifying Examination, a comprehensive standards-based exam. The purpose of the exam is to: (1) Determine prospective high school graduates' knowledge and skill levels relative to those needed for entry-level employment; (2) Determine prospective high school graduates' mastery of the state curriculum in reading, writing, and mathematics; (3) Encourage districts and schools to identify and serve students at risk of academic failure; (4) Increase alignment of local curriculum and programs of instruction with state education standards; (5) Promote equity of opportunity across all student groups; and (6) Meet a state mandate. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot; see ED514155.]
MA State Profile. Massachusetts Comprehensive Assessment System (MCAS)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Exit Examinations,Educational Assessment,Academic Standards,State Standards,Alignment (Education),Disabilities,Educational Indicators,Federal Programs,Educational Policy,Trend Analysis,Graduation Rate,Graduation Requirements,High School Graduates,State Regulation,Educational Legislation,Federal Legislation,Instructional Improvement,Mathematics Tests,Language Tests

This paper provides information about Massachusetts Comprehensive Assessment System (MCAS), a comprehensive standards-based test. The purpose of the test is to: (1) Inform and improve classroom instruction; (2) Evaluate student, school, and district performance according to Massachusetts Curriculum Framework content standards and MCAS performance levels; and (3) Determine eligibility for a competency determination (CD), which is a requirement for receiving a high school diploma. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot; see ED514155.]
Commissioner's Annual Report to the Education Committees of the Senate and General Assembly on Violence, Vandalism and Substance Abuse in New Jersey Public Schools, July 1, 2004 to June 30, 2005
Author: New Jersey Department of Education
Date: 2006-07-00
Type: Reports - Descriptive
Subjects: Weapons,Charter Schools,Substance Abuse,Violence,Vandalism,Trend Analysis,Committees,School Safety,Crime,Educational Environment,Student Behavior,Prevention,State Legislation,School Districts,Educational Legislation,Costs,Discipline,Crime Prevention,Victims of Crime,Criminals,Aggression,Bullying,Public Schools,Data Collection,Hearings,Consciousness Raising,Nontraditional Education,Grants,Surveys,Check Lists,Guidelines,Intervention,Core Curriculum,Referral,Social Attitudes,Social Behavior,Values Education,Peer Influence,Technical Assistance,Cooperative Planning,Professional Development,Child Health,Reports,Student Development,After School Programs,Juvenile Gangs,Agency Cooperation,Federal Legislation

The Commissioner of Education's Report on Violence, Vandalism and Substance Abuse in New Jersey Public Schools is submitted annually to the education committees of the Senate and Assembly of the New Jersey State Legislature. It provides the Legislature with data in four broad categories of incidents: violence, vandalism, weapons, and substance abuse. It also summarizes initiatives implemented by the New Jersey Department of Education (NJDOE) to assist schools in addressing problems of school violence, safety and climate, student conduct and the use of illegal substances. Prior to the 1999-2000 school year, districts submitted summaries of their violence and vandalism data to the county offices of education. In March of 2000, they reported incidents directly to NJDOE over the Internet on the Electronic Violence and Vandalism Reporting System (EVVRS). This year's report is the sixth to provide data from the EVVRS. The total number of incidents reported by school districts in 2004-05 was 18,409, down 1,798 (or nine percent) from 2003-04 and down 3,777 (or 17 percent) from two years earlier (2002-03). This two-year decrease is reflected primarily in the declines in two of the four major categories of reporting, violence and vandalism. Appendices include: (1) Public School Safety Law; (2) Summary of Changes to Incident Definitions, 2003-04; (3) Data Collection Form; (4) Weapons and Substance Detail; and (5) District Totals by Country. (Contains 7 figures, 8 tables and 6 footnotes.) [For the 2003-2004 report, see ED486504.]