ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Reading 2009 State Snapshot Report. North Carolina. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in North Carolina was 219. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in North Carolina in 2009 (219) was not significantly different from their average score in 2007 (218) and was higher than their average score in 1992 (212). In 2009, the score gap between students in North Carolina at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1992 (50 points). The percentage of students in North Carolina who performed at or above the NAEP &quot;Proficient&quot; level was 32 percent in 2009. This percentage was not significantly different from that in 2007 (29 percent) and was greater than that in 1992 (25 percent). The percentage of students in North Carolina who performed at or above the NAEP &quot;Basic&quot; level was 65 percent in 2009. This percentage was not significantly different from that in 2007 (64 percent) and was greater than that in 1992 (56 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. New York. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in New York was 224. This was higher than the average score of 220 for public school students in the nation. The average score for students in New York in 2009 (224) was not significantly different from their average score in 2007 (224) and was higher than their average score in 1992 (215). In 2009, the score gap between students in New York at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1992 (46 points). The percentage of students in New York who performed at or above the NAEP &quot;Proficient&quot; level was 36 percent in 2009. This percentage was not significantly different from that in 2007 (36 percent) and was greater than that in 1992 (27 percent). The percentage of students in New York who performed at or above the NAEP &quot;Basic&quot; level was 71 percent in 2009. This percentage was not significantly different from that in 2007 (69 percent) and was greater than that in 1992 (61 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. New Mexico. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in New Mexico was 208. This was lower than the average score of 220 for public school students in the nation. The average score for students in New Mexico in 2009 (208) was lower than their average score in 2007 (212) and was not significantly different from their average score in 1992 (211). In 2009, the score gap between students in New Mexico at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1992 (47 points). The percentage of students in New Mexico who performed at or above the NAEP &quot;Proficient&quot; level was 20 percent in 2009. This percentage was smaller than that in 2007 (24 percent) and was not significantly different from that in 1992 (23 percent). The percentage of students in New Mexico who performed at or above the NAEP &quot;Basic&quot; level was 52 percent in 2009. This percentage was smaller than that in 2007 (58 percent) and was not significantly different from that in 1992 (55 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. New Jersey. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in New Jersey was 229. This was higher than the average score of 220 for public school students in the nation. The average score for students in New Jersey in 2009 (229) was not significantly different from their average score in 2007 (231) and was higher than their average score in 1992 (223). In 2009, the score gap between students in New Jersey at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1992 (45 points). The percentage of students in New Jersey who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2009. This percentage was not significantly different from that in 2007 (43 percent) and was greater than that in 1992 (35 percent). The percentage of students in New Jersey who performed at or above the NAEP &quot;Basic&quot; level was 76 percent in 2009. This percentage was not significantly different from that in 2007 (77 percent) and was greater than that in 1992 (69 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. New Hampshire. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in New Hampshire was 229. This was higher than the average score of 220 for public school students in the nation. The average score for students in New Hampshire in 2009 (229) was not significantly different from their average score in 2007 (229) and was not significantly different from their average score in 1992 (228). In 2009, the score gap between students in New Hampshire at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 1992 (39 points). The percentage of students in New Hampshire who performed at or above the NAEP &quot;Proficient&quot; level was 41 percent in 2009. This percentage was not significantly different from that in 2007 (41 percent) and was not significantly different from that in 1992 (38 percent). The percentage of students in New Hampshire who performed at or above the NAEP &quot;Basic&quot; level was 77 percent in 2009. This percentage was not significantly different from that in 2007 (76 percent) and was not significantly different from that in 1992 (76 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Nevada. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Nevada was 211. This was lower than the average score of 220 for public school students in the nation. The average score for students in Nevada in 2009 (211) was not significantly different from their average score in 2007 (211) and was higher than their average score in 1998 (206). In 2009, the score gap between students in Nevada at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1998 (50 points). The percentage of students in Nevada who performed at or above the NAEP &quot;Proficient&quot; level was 24 percent in 2009. This percentage was not significantly different from that in 2007 (24 percent) and was greater than that in 1998 (20 percent). The percentage of students in Nevada who performed at or above the NAEP &quot;Basic&quot; level was 57 percent in 2009. This percentage was not significantly different from that in 2007 (57 percent) and was greater than that in 1998 (51 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Nebraska. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Nebraska was 223. This was higher than the average score of 220 for public school students in the nation. The average score for students in Nebraska in 2009 (223) was not significantly different from their average score in 2007 (223) and was not significantly different from their average score in 1992 (221). In 2009, the score gap between students in Nebraska at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 1992 (41 points). The percentage of students in Nebraska who performed at or above the NAEP &quot;Proficient&quot; level was 35 percent in 2009. This percentage was not significantly different from that in 2007 (35 percent) and was greater than that in 1992 (31 percent). The percentage of students in Nebraska who performed at or above the NAEP &quot;Basic&quot; level was 70 percent in 2009. This percentage was not significantly different from that in 2007 (71 percent) and was not significantly different from that in 1992 (68 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
The Nation's Report Card Reading 2009 State Snapshot Report. Montana. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Montana was 225. This was higher than the average score of 220 for public school students in the nation. The average score for students in Montana in 2009 (225) was not significantly different from their average score in 2007 (227) and was not significantly different from their average score in 1994 (222). In 2009, the score gap between students in Montana at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 1994 (44 points). The percentage of students in Montana who performed at or above the NAEP &quot;Proficient&quot; level was 35 percent in 2009. This percentage was not significantly different from that in 2007 (39 percent) and was not significantly different from that in 1994 (35 percent). The percentage of students in Montana who performed at or above the NAEP &quot;Basic&quot; level was 73 percent in 2009. This percentage was not significantly different from that in 2007 (75 percent) and was not significantly different from that in 1994 (69 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]
Synthesized Literature about LGBTQ Youth's Educational Experiences: Disseminating the Real Story throughout the Preservice Curriculum
Author: Milburn, William L.
Date: 2011-10-22
Type: Information Analyses
Subjects: Intervention,Homosexuality,Educational Experience,Educational Environment,School Safety,Social Isolation,Social Discrimination,Social Bias,Aggression,Bullying,Teacher Education Programs,Consciousness Raising,Literature Reviews,Preservice Teacher Education,Attitude Change,Sexual Orientation

As educators, we strive to provide a safe and accepting environment for our students in which to learn. We want our students to feel comfortable so their academic and social success is not hindered. However, as far as we have come in this pursuit, there is still room for growth as there are students who still long for their guarantee of feeling safe and accepted in the classroom. Students who identify as Lesbian, Gay, Bisexual, Transgendered and Questioning (LGBTQ) are still largely left marginalized, and their needs and concerns often are left unnoticed. Much of the research shows LGBTQ adolescents "live in social environments in which they may be exposed to negative experiences, including social rejection and isolation, diminished social support, discrimination and verbal and physical abuse" (Almeida et. al., 2009, p. 1002). Our LGBTQ students may be in K-12 situations in which they must navigate homophobia in their day-to-day lives and manage the feeling of shame, as well as being positioned as deviant, abnormal, dirty, and disgusting (McDermott, Roen, Scourfield, 2008). It appears that higher education must help preservice K-12 educators move beyond a sympathetic response for LGBTQ youth. Despite good intentions, such forms of sympathy do not pinpoint specific challenges and related intervention needs that this population of students needs, as delineated in the literature to-date. Thus, a need exists for preservice curriculum to incorporate this literature and guide future educators in formulating purposeful intervention responses for LGBTQ youth in our schools. This paper outlines findings from the literature that should constitute the response.
The Nation's Report Card Reading 2009 State Snapshot Report. Missouri. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gains,Achievement Gap,Comparative Analysis,Educational Assessment,Educational Trends,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Low Income Groups,National Competency Tests,National Programs,Profiles,Public Schools,Racial Differences,Reading,Reading Achievement,Reading Comprehension,Reading Tests,Scores,Statistical Analysis,Time Perspective,Visual Aids

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Missouri was 224. This was higher than the average score of 220 for public school students in the nation. The average score for students in Missouri in 2009 (224) was not significantly different from their average score in 2007 (221) and was higher than their average score in 1992 (220). In 2009, the score gap between students in Missouri at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1992 (43 points). The percentage of students in Missouri who performed at or above the NAEP &quot;Proficient&quot; level was 36 percent in 2009. This percentage was greater than that in 2007 (32 percent) and was greater than that in 1992 (30 percent). The percentage of students in Missouri who performed at or above the NAEP &quot;Basic&quot; level was 70 percent in 2009. This percentage was not significantly different from that in 2007 (67 percent) and was not significantly different from that in 1992 (67 percent). [For the main report, &quot;The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458,&quot; see ED508911.]