ethanporcaro/eric-fulltext-meta huggingface dataset:
The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Chicago was 231. This was lower than the average score of 235 for public school students in large cities. The average score for students in Chicago in 2013 (231) was higher than their average score in 2011 (224) and in 2003 (214). The score gap between higher performing students in Chicago (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 2003 (36 points). The percentage of students in Chicago who performed at or above the NAEP &quot;Proficient&quot; level was 28 percent in 2013. This percentage was greater than that in 2011 (20 percent) and in 2003 (10 percent). The percentage of students in Chicago who performed at or above the NAEP &quot;Basic&quot; level was 70 percent in 2013. This percentage was greater than that in 2011 (64 percent) and in 2003 (50 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. District of Columbia Public Schools (DCPS). Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in District of Columbia was 229. This was lower than the average score of 235 for public school students in large cities. The average score for students in District of Columbia in 2013 (229) was higher than their average score in 2011 (222) and in 2003 (205). The score gap between higher performing students in District of Columbia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 52 points in 2013. This performance gap was wider than that in 2003 (38 points). The percentage of students in District of Columbia who performed at or above the NAEP &quot;Proficient&quot; level was 30 percent in 2013. This percentage was greater than that in 2011 (23 percent) and in 2003 (7 percent). The percentage of students in District of Columbia who performed at or above the NAEP &quot;Basic&quot; level was 64 percent in 2013. This percentage was greater than that in 2011 (59 percent) and in 2003 (36 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Fresno was 220. This was lower than the average score of 235 for public school students in large cities. The average score for students in Fresno in 2013 (220) was not significantly different from their average score in 2011 (218) and in 2009 (219). The score gap between higher performing students in Fresno (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 38 points in 2013. This performance gap was not significantly different from that in 2009 (38 points). The percentage of students in Fresno who performed at or above the NAEP &quot;Proficient&quot; level was 15 percent in 2013. This percentage was not significantly different from that in 2011 (15 percent) and in 2009 (14 percent). The percentage of students in Fresno who performed at or above the NAEP &quot;Basic&quot; level was 59 percent in 2013. This percentage was not significantly different from that in 2011 (56 percent) and in 2009 (58 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. New York City Department of Education. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in New York City was 236. This was not significantly different from the average score of 235 for public school students in large cities. The average score for students in New York City in 2013 (236) was not significantly different from their average score in 2011 (234) and was higher than their average score in 2003 (226). The score gap between higher performing students in New York City (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 40 points in 2013. This performance gap was not significantly different from that in 2003 (38 points). The percentage of students in New York City who performed at or above the NAEP &quot;Proficient&quot; level was 34 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent) and was greater than that in 2003 (21 percent). The percentage of students in New York City who performed at or above the NAEP &quot;Basic&quot; level was 77 percent in 2013. This percentage was not significantly different from that in 2011 (76 percent) and was greater than that in 2003 (67 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Houston Independent School District. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Houston was 236. This was not significantly different from the average score of 235 for public school students in large cities. The average score for students in Houston in 2013 (236) was not significantly different from their average score in 2011 (237) and was higher than their average score in 2003 (227). The score gap between higher performing students in Houston (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 36 points in 2013. This performance gap was not significantly different from that in 2003 (33 points). The percentage of students in Houston who performed at or above the NAEP &quot;Proficient&quot; level was 32 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent) and was greater than that in 2003 (18 percent). The percentage of students in Houston who performed at or above the NAEP &quot;Basic&quot; level was 80 percent in 2013. This percentage was not significantly different from that in 2011 (82 percent) and was greater than that in 2003 (70 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Miami-Dade County Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Miami-Dade was 237. This was not significantly different from the average score of 235 for public school students in large cities. The average score for students in Miami-Dade in 2013 (237) was not significantly different from their average score in 2011 (236) and in 2009 (236). The score gap between higher performing students in Miami-Dade (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 36 points in 2013. This performance gap was not significantly different from that in 2009 (35 points). The percentage of students in Miami-Dade who performed at or above the NAEP &quot;Proficient&quot; level was 34 percent in 2013. This percentage was not significantly different from that in 2011 (33 percent) and in 2009 (33 percent). The percentage of students in Miami-Dade who performed at or above the NAEP &quot;Basic&quot; level was 81 percent in 2013. This percentage was not significantly different from that in 2011 (79 percent) and in 2009 (81 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Albuquerque was 235. This was not significantly different from the average score of 235 for public school students in large cities. The average score for students in Albuquerque in 2013 (235) was not significantly different from their average score in 2011 (235). The score gap between higher performing students in Albuquerque (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 2011 (42 points). The percentage of students in Albuquerque who performed at or above the NAEP &quot;Proficient&quot; level was 34 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent). The percentage of students in Albuquerque who performed at or above the NAEP &quot;Basic&quot; level was 75 percent in 2013. This percentage was not significantly different from that in 2011 (76 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in San Diego was 241. This was higher than the average score of 235 for public school students in large cities. The average score for students in San Diego in 2013 (241) was not significantly different from their average score in 2011 (239) and was higher than their average score in 2003 (226). The score gap between higher performing students in San Diego (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2003 (37 points). The percentage of students in San Diego who performed at or above the NAEP &quot;Proficient&quot; level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (39 percent) and was greater than that in 2003 (20 percent). The percentage of students in San Diego who performed at or above the NAEP &quot;Basic&quot; level was 81 percent in 2013. This percentage was not significantly different from that in 2011 (80 percent) and was greater than that in 2003 (66 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]
The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Mathematics Instruction,Achievement Rating,Scores,National Competency Tests,Achievement Gap,Comparative Analysis,Public Schools,Racial Differences,Gender Differences,Socioeconomic Influences,Geographic Location,Elementary School Students,Urban Schools,School Districts

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Charlotte was 247. This was higher than the average score of 235 for public school students in large cities. The average score for students in Charlotte in 2013 (247) was not significantly different from their average score in 2011 (247) and was higher than their average score in 2003 (242). The score gap between higher performing students in Charlotte (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 38 points in 2013. This performance gap was not significantly different from that in 2003 (38 points). The percentage of students in Charlotte who performed at or above the NAEP &quot;Proficient&quot; level was 50 percent in 2013. This percentage was not significantly different from that in 2011 (48 percent) and was greater than that in 2003 (41 percent). The percentage of students in Charlotte who performed at or above the NAEP &quot;Basic&quot; level was 87 percent in 2013. This percentage was not significantly different from that in 2011 (88 percent) and in 2003 (84 percent). [For &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466,&quot; see ED544551.]